Teacher training Books

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Book SynopsisHow Learning Happens introduces 32 giants of educational research and their findings on how we learn and what we need to know to learn effectively, efficiently, and enjoyably. Many of these works have inspired researchers and teachers all around the world and have left a mark on how we teach today.Now updated to include a new section on Memory and Cognition with five new chapters, this revised second edition explores a selection of the key works on learning and teaching, chosen from the fields of educational psychology and cognitive psychology. It offers a roadmap of the most important discoveries in the way learning happens, with each chapter examining a different work and explaining its significance before describing the research, its implications for practice, and how it can be used in the classroom â including the key takeaways for teachers.Clearly divided into seven sections, the book covers: Memory and cognition How the brain works

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Book SynopsisMaking the transition to student-centered learning begins with finding ways to get students to share their thinking, something that can be particularly challenging for math class. Authors Ruth Parker and Cathy Humphreys introduce. Making Number Talks Matter: Developing Mathematical Practices and Deepening Understanding, Grades 3-10, taking the readers into classrooms where their Number Talks routines are taught. Parker and Humphreys apply their 15 minute lessons to inspire and initiate math talks. Through vignettes in the book, you'll meet other teachers learning how to listen closely to students and how to prompt them into figuring out solutions to problems. You will learn how to make on-the-spot decisions, continually advancing and deepening the conversation. Making Number Talks Matter includes: Sample Problems: Filled with a range of Number Talks problems, 10-15 minute warm-up routines that lend themselves to mental math and comparison of strategies Navigating Rough Spots: Learn how to create a safe environment fortrickyor challenging student discussions that can arise when talking through problems and sharing ideas Responding to Mistakes: Ways to handle misconceptions and mathematical errors that come up during the course of Number Talk conversations Making Number Talks Matter is filled with teaching tips for honoring student contributions while still correcting errors, and teaching concepts while nudging independent thinking. Whether you are an elementary, middle school, or high school teacher, through daily practice and open conversation, you can build a solid foundation for the study of mathematics and Make Number Talks Matter.Trade Review“This is the book I’ve been waiting for! Making Number Talks Matter provides teachers with just the right strategies and details for helping students investigate the mathematical relationships and ideas central to grades 3-10.” -Megan Franke, University of California, Los Angeles “Mathematically powerful classrooms support students in sense-making—in exploring conjecturing, and building on ideas individually and collectively. In Making Number Talks Matter, Cathy Humphreys and Ruth Parker show how to make such exciting and productive mathematical discussions take place in your classroom. Read it, try it! –Alan Schoenfeld, University of California, Berkeley “Inside every calculation are buried the seeds of algebra. This wonderful new book shows how to use Number Talks to grow those seeds and meet the challenges of the Common Core. Cathy and Ruth have given us a wise and practical book on how Number Talks can help solve some of the most pressing problems facing schools.” –Phil Daro, Author Team, Common Core State Standards "The power of Number Talks to transform people's views of mathematics cannot be overestimated. The rich knowledge that Cathy and Ruth share, drawing from decades of experiences is invaluable." - Dr. Jo Boaler, Professor of Mathematics Education, Stanford University “The power of Number Talks to transform people’s views of mathematics cannot be overestimated.” –Dr. Jo Boaler, Professor of Mathematics Education, Stanford University “Mathematically powerful classrooms support students in sense-making—in exploring conjecturing, and building on ideas individually and collectively. In Making Number Talks Matter, Cathy Humphreys and Ruth Parker show how to make such exciting and productive mathematical discussions take place in your classroom. Read it, try it! –Alan Schoenfeld, University of California, Berkeley “Inside every calculation are buried the seeds of algebra. This wonderful new book shows how to use Number Talks to grow those seeds and meet the challenges of the Common Core. Cathy and Ruth have given us a wise and practical book on how Number Talks can help solve some of the most pressing problems facing schools.” –Phil Daro, Author Team, Common Core State StandardsTable of ContentsIntroduction; Chapter 1: What Are Number Talks? Why Are They So Important?; Chapter 2: Getting Number Talks Started; Chapter 3: Guiding Principles for Enacting Number Talks in the Classroom; Prelude to the Operations; Chapter 4: Subtraction Across the Grades; Chapter 5: Multiplication Across the Grades; Chapter 6: Addition Across the Grades; Chapter 7: Division Across the Grades; Chapter 8: Making Sense of Fractions (and Decimals and Percent); Chapter 9: Number Talks Can Spark Investigations; Chapter 10: Managing Bumps in the Road; Chapter 11: Moving Forward

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Book SynopsisThis practical guide breaks down the complex and broad field of physical geography, demonstrating how diagrams can be used by teachers to effectively explain the key concepts behind many natural processes and landforms. Featuring over 200 diagrams that cover the key topics taught in Key Stage 3 and 4 Geography, the book shows teachers how they can convey age-appropriate concepts without overwhelming or oversimplifying.Supported by summaries of background knowledge, common misconceptions, questions to check understanding, and extension activities, the concepts and topics explored include: Rocks and weathering Plate tectonics Rivers Coasts Weather and climate Ecosystems Glaciation Backed by research and evidence to support the use of diagrams in the classroom, this is an essential read for any geography teacher or subject lead who wants to support their students in learning key concepts in physical geographyTrade Review'For decades, evidence has been accumulating for the multimedia principle – the idea that people learn better from words and graphics than from words alone. Visualising Physical Geography by Luke Tayler examines why and how to apply the multimedia principle to teaching of physical geography. The book provides examples of how to incorporate graphics to explain a wide variety of topics in physical geography.'Richard E. Mayer, Distinguished Professor of Psychological and Brain Sciences at the University of California, Santa Barbara, and author of 'Multimedia Learning: Third Edition.' 'Geography is a very visual discipline and diagrams are a key way of simplifying the complexities of environmental systems and conveying them to students. In this book Luke Tayler convincingly makes the case for diagrams in pedagogy and provides some excellent examples and ideas for ways to use them in the classroom. A great resource for all geography teachers.'Professor Martin Evans, University of Manchester'Geography, the ill-informed often quip, is about colouring in. In this wonderful book, Luke Tayler, shows us why good drawing matters and how effective visual representation of natural process and landforms can enhance geographical education and learning. This is a volume chock full of suggestions, ideas, and resources – definitely a book every teacher will want at hand when planning or revising learning resources in physical geography.'Professor Alastair Owens, President of The Geographical AssociationTable of Contents1. Why use diagrams; 2. How diagrams support learning; 3. How diagrams support teaching; 4. The diagrams; Rocks and Weathering; Plate Tectonics; Rivers; Coasts; Weather and Climate; Ecosystems; Glaciation

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Book SynopsisUnderstanding Character Education introduces readers to the key ideas, practices and concepts that are shaping character education in schools today. The book explores the principles underpinning character education and the pedagogical practices which ensure it comes alive in schools.  Each chapter includes a variety of features to help navigate through the ideas, themes and practices examined. These include: âChapter objectives to help readers understand the core focus and intentions of each chapterâReflective activities to help readers to think more deeply about particular ideas and issues, and to consider how practices described are, or could be, applied in their own contextsâCase studies to help readers to understand how character education is approached and implemented by educators in and beyond schoolsâAnnotated further readings to help readers take a closer and more detailed lookTable of ContentsIntroductionChapter One: Character and Character EducationChapter Two: The Character of the TeacherChapter Three: Establishing Appropriate Learning Environments for Character EducationChapter Four: Behaviour for Learning: A Character-Based ApproachChapter Five: Teaching Character Education Within and Across the CurriculumChapter Six: Character Education Beyond the School Gates Through Social ActionChapter Seven: Developing Practice and Further Resources Index

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Book SynopsisDeals with the power of stories to educate and heal the heart, mind, body, and spirit. This book demonstrates how an indigenous knowledge system facilitates a valuable meaning-making process through storywork.Trade Review[The] author’s self-reflection on the multiple roles she balanced as a researcher is appreciated, and her text serves as an excellent testimonial for the efficacy and successes of researchers working collaboratively with indigenous communities. -- M.A. Rinehart, Valdosta State University * Choice, Vol.46, No.01 *Archibald’s research studies how people, including herself, live with their stories; moreover, how people can live well with their stories. […] Here, stories are not material for analysis; they are not folklore with its implication of museum culture, and they are certainly not “data.” Stories take on their own life and become teachers. […] In her spiraling, iterative style, Archibald gets as close as any book I have found to a truly narrative pedagogy, as opposed to a pedagogy of narrative. […] To stay with her writing is to experience how stories work in and on a life. -- Arthur W. Frank, University of Calgary * Canadian Journal of Sociology, Vol.33, No. 3 *Jo-Ann Archibald, Q’um Q’um Xiiem, has gifted us here with a sensitive glimpse into the thoughts of her Sto:lo elders. In doing this, she presents folklorists with a great deal of useful emic information. And she offers guidelines for educators who hope to use story with children. Her elders show us how to not just tell stories … but how to make meaning of the tales through storywork. -- Margaret Read Macdonald * Western Folklore *Table of ContentsPreface1 The Journey Begins2 Coyote Searching for the Bone Needle3 Learning about Storywork from Sto:lo Elders4 The Power of Stories for Educating the Heart5 Storywork in Action6 Storywork Pedagogy7 A Give-AwayNotesReferencesIndex

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Book SynopsisHarness the power of data to transform classrooms through inquiry and analysis with this updated, best-selling resource When teachers examine the simple but complex act of teaching, the power yielded can be transformative. For three editions, teacher preparation and professional development providers have turned to this bestselling how-to guide for an authentic clear description of teacher inquiry and how to harness it for greatest effect. In this 4th edition, readers will journey toward understanding the link between teacher inquiry and the creation of data-driven classrooms by walking through some of today’s most relevant scenarios as well as timeless and enduring examples. Featuring helpful exercises and step-by-step instructions, this edition includes: • A head on discussion of equity and social justice and the role inquiry plays in tackling it • A look at professional practice doctoral programs as ripe context for inquiry • A complete chapter on the role literature plays in teacher research • A more seamless integration between the text and accompanying website Grab this text, raise your voice at the table of educational reform, and transform assumptions for more impactful teaching. Trade Review"The Reflective Educator’s Guide to Classroom Research, 4E is a practical volume that can be used as an interactive guide for university supervisors to facilitate teacher candidates in engaging in inquiry-based reflective practices while gathering data during their field-based experiences." -- Rebecca J. Blankenship, Ph.D., Assistant Professor, TESOL Program Director, QEP Liaison, Florida Agricultural and Mechanical University"The Fourth Edition of The Reflective Educator′s Guide to Classroom Research presents the crucial field of teacher research in an engaging and positive manner, with many explanatory examples and scenarios. True to its title, "reflective," the narrative highlights the importance of the qualitative approach to research in which the researcher looks at personal and experiential qualities that affect educational change." -- Harriette L. Spiegel, Ph. D. Lecturer, The University of Tennessee at Martin"This book makes a distinct contribution to the field by providing teachers with a step-by-step approach to teacher inquiry. It is also a great resource for teachers who want to conduct their own inquiries in schools. It is comprehensive, easy to read, and rich with examples and exercises that model the process of teacher inquiry for every stage." -- Suha Tamim, Clinical Assistant Professor, University of South Carolina"Teacher inquiry is a catalyst for change, but the process can be intimidating. This text has a different feel to it. It is reflective in nature, which adds a personal touch to the research process. While it hits on all the same points as someone engaging in action research, the change to an inquiry stance reflects what teachers currently experience in their classrooms. Multiple examples throughout provide the support necessary and the text is useful for both an action research course and a teacher wishing to make systematic, deliberate improvements to his/her teaching. I highly recommend The Reflective Educator’s Guide to Classroom Research, 4E to anyone interested in using data to inform and strengthen their instruction and provide a more equitable classroom." -- Terri Duncko, Ph.D., Adjunct Professor, Beeghly College of Education"This book is a wonderful guide for teachers conducting research in their schools. It clearly explains the process and guides teacher researchers through with well thought out activities combined with ample rich examples to enhance understanding." -- Diane Barrett, Professor & Chair of the School of Education, University of Hawaii at Hilo"Stop and look no further: The Reflective Educator’s Guide to Classroom Research, 4E is the definite text on teacher inquiry. Inside these covers you will find answers to what teacher inquiry entails, why the inquiry process is vital to a healthy teaching profession, and how teachers can translate their wonderings into a systemic form of study that informs classroom change and improvement. Happy inquiring!" -- Dr. Cynthia Carver Associate Professor & Chair of Teacher Development, Oakland UniversityTable of ContentsPreface About This Book Acknowledgments About the Authors How to Use the Inquiry Books Chapter 1. Teacher Inquiry Defined What Is Teacher Inquiry? What Is the Relationship Between Teacher Inquiry and Teacher Professional Growth? What Evidence Exists That Teacher Inquiry Is Worth Doing? How Is Teacher Inquiry Different From What I Already Do as a Reflective Teacher? Why Inquire? Inquiry as a Pathway to Equity What Are Some Contexts Ripe for Teacher Inquiry? How Does My Engaging in Teacher Inquiry Help Shape the Profession of Teaching? Chapter 2. The Start of Your Journey: Finding a Wondering Where Do I Begin? Where Do I Find My Wonderings and Questions? What Happens If I Still Cannot Locate My Wondering? Chapter 3. Learning With and From the Literature: The Importance of Reading Why Read? Where and How Do I Find Readings to Inform My Inquiry? A Few Words of Literature Wisdom Chapter 4. Learning With and From Your Colleagues: The Importance of Collaboration Why Is Collaboration So Important? What Are the Possibilities for How I Might Collaborate? Chapter 5. Developing a Research Plan: Making Inquiry a Part of Your Teaching Practice What Do Data Look Like, How Do I Collect Them, and How Do They Fit Into My Work as a Teacher? When Do I Collect Data and How Much Do I Collect? Chapter 6. Considering the Ethical Dimensions of Your Work as an Inquirer What Should I Consider When Thinking About Ethics in Relation to Practitioner Research? What Role Do School District Research Policies Play in the Inquiry Process? What Role Do University Institutional Review Boards Play in the Inquiry Process? Chapter 7. Finding Your Findings: Data Analysis What Is Formative Data Analysis? What Is Summative Data Analysis? What Might Summative Analysis of Qualitative Data Look Like? Chapter 8. Making Your Inquiry Public: Publishing and Presenting Why Is It Important to Share My Work With Others? How Do I Present My Work? How Do I Write About My Work? What Might My Writing Look Like? Chapter 9. Contributing to the Creation of More Equitable Schools and Classrooms: The Why of Inquiry Coming to View Inquiry as a Pathway to Equity: A Teacher Researcher’s Story (Mickey MacDonald) Informing Thinking, Teaching, and Teacher Education: The Power of Equity-Focused Inquiry (Paige Bildstein, Mikhayla Kruse-Meek, Jillian Pohland, Nicole Snitkey, and Hilarie Welsh) Chapter 10. On Your Way: Becoming the Best Teacher and Researcher You Can Be What Is an Inquiry Stance? Why Is It Important to Assess the Quality of My Work? What Is the Difference Between Generalizability and Transferability? How Do I Go About Assessing Teacher Research Quality and Why Is It So Difficult to Do? What Are Some Quality Indicators for Teacher Research? What Are Some Ways to Enhance Inquiry Quality? Where Do I Go From Here? References Index

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Book SynopsisQuestioning is arguably one of the most important aspects of pedagogy a teacher can focus on developing due to the impact it can have on students'' learning. However, questioning is also one of the most challenging aspects of a teacher''s job to master. It''s one thing to ask questions; it''s another to do this really well.Following the success of Power Up Your Pedagogy comes the second instalment in Bruce Robertson''s series: Power Up Your Questioning. In this book, teachers are guided through every aspect of questioning in the classroom: why it matters, what it entails and how to use it to improve your students'' learning. As a formative assessment tool, questioning is king. This book will make any teacher a questioning expert.

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Book SynopsisIn Unconscious Bias in Schools, two seasoned educators describe the phenomenon of unconscious racial bias and how it negatively affects the work of educators and students in schools. "Regardless of the amount of effort, time, and resources education leaders put into improving the academic achievement of students of color," the authors write, "if unconscious racial bias is overlooked, improvement efforts may never achieve their highest potential." In order to address this bias, the authors argue, educators must first be aware of the racialized context in which we live. Through personal anecdotes and real-life scenarios, Unconscious Bias in Schools provides education leaders with an essential roadmap for addressing these issues directly. The authors draw on the literature on change management, leadership, critical race theory, and racial identity development, as well as the growing research on unconscious bias in a variety of fields, to provide guidance for creating the conditions necessary to do this work-awareness, trust, and a "learner's stance." Benson and Fiarman also outline specific steps toward normalizing conversations about race; reducing the influence of bias on decision-making; building empathic relationships; and developing a system of accountability. All too often, conversations about race become mired in questions of attitude or intention. - "But I'm not a racist!" This book shows how information about unconscious bias can help shift conversations among educators to a more productive, collegial approach that has the potential to disrupt the patterns of perception that perpetuate racism and institutional injustice.Trade ReviewThis book is ideal for all educators who want to learn how to challenge the institutionalized racism that plagues schooling in America." - Devyn Spence Benson, Davidson College

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Book SynopsisCaptain Christopher Moody, based on a real-life pirate, has always longed for adventure. So, when he finds a treasure map, he decides to find a crew, find the treasure and find the greatest adventure the world had ever seen! Meet some weird pirates, a spooky island and a fearsome sea monster in this epic tale.On his journey, Captain Moody writes the story with the assistance of Blackbeard the pirate and Punctua, the Fairy Godmother of Writing, to punctuate properly and become a bestselling author. Descriptosaurus Punctuation in Action Year 2: Captain Moody and His Pirate Crew is part of a short series of age-specific, beautifully illustrated stories that can be read for pleasure and/or used as a contextualized resource, containing a step-by-step guide to teaching punctuation. The characters from each story are used to demonstrate a range of punctuation rules in a fun and engaging way appropriate to the book''s age group. Areas covered incTable of ContentsAcknowledgements Introduction PART A: THE STORY OF CAPTAIN MOODY AND HIS PIRATE CREWCHAPTER 1 The Map CHAPTER 2 The Crew CHAPTER 3 The Flag CHAPTER 4 The JourneyCHAPTER 5 The IslandCHAPTER 6 The MonsterCHAPTER 7 The BattleCHAPTER 8 The Party PART B: LEARNING PUNCTUATION WITH THE CHARACTERSCHAPTER 9 Meet the Characters Section 1: Captain Moody Section 2: Blackbeard Section 3: Punctua (Fairy Godmother of Writing) CHAPTER 10 Editing a Story Section 1: Writing and Editing Tips Section 2: Sentences Section 3: Comma Splicing CHAPTER 11 Capital Letters Section 1: Beginning of a sentence/names of people Section 2: Names of places Section 3: Days of the Week and Months of the Year Section 4: Capital Letters Editing Checklist CHAPTER 12 Question Marks CHAPTER 13 Exclamation Marks CHAPTER 14 Inverted Commas (Speech Marks) Section 1: When and How to Use Inverted CommasSection 2: How to punctuate inside the Inverted CommasCHAPTER 15 Apostrophes Section 1: Apopstrophes for Possession Section 2: Apostrophes for ContractionCHAPTER 16 Commas Section 1: In a list Section 2: To avoid misunderstandingsSection 3: To separate parts of a sentence APPENDIX:Checklist: Captain Moody’s Editing Checklist Level 1: Punctuation Checklist: Captain Moody’s Editing Checklist Level 2: PunctuationBlackbeard’s ChallengeCertificate: Editing Level 1 Certificate: Editing Level 2

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Book SynopsisFocusing on creating learning environments, this book explores what it means to be an innovative leader of learning and teaching in higher education. Providing practical tips and guidance to support those designing or redesigning higher education curricula, this book highlights approaches and solutions to leading change in learning and teaching. Covering all areas from an overview of external pressures, through to developing a vision and strategy for a programme, to classroom practice and sustainability, leading thinkers in the field of university learning and teaching share their experiences of driving and sustaining change in departmental practice. It also introduces creative approaches into the role to support the innovation, enhancement, and development of agile programme teams. With insights and case studies from international contributors, this book highlights key approaches and solutions to leading change in learning and teaching that are implementable. It will Table of ContentsPart I - Introduction. 1.The Context and Challenge of Programme Leadership. 2.Educational Metrics and Leadership. Part II - Vision & Strategy. 3.Vision and Strategic Thinking – an Interrogative Primer for Teaching Leadership. 4.Addressing White Privilege as a Pedagogic Process of Decolonising. Part III - New Frontiers. 5.Exploring the Potential of Scholarship to Drive Teaching Innovation. 6.Creating a Naked University. 7.Creating Curricula Together. 8.Engaging Digital Teaching Practice. Part IV - Driving and Sustaining Change. 9.Leveraging Change in Higher Education. 10.Collaborative Leadership towards Innovation in Teaching and Learning. 11.Leading Learning and Teaching in a Crisis. Part V - Conclusion. 12.Agile Futures - Where Will You Go From Here?

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Book SynopsisEasy-to-implement classroom lessons from the world's premier educational systemTrade Review"Clear, thoughtful, and thought-provoking, this book actually does present 33 strategies that would, in fact, make teaching and learning both more joyful and more productive. My response in reading was never, "Where did that come from?" or "We could never do that!" Rather, I thought over and over, "Of course!" "How is it that so many of us have moved so far afield from what we know to be true?"" -- Carol Ann Tomlinson, Ed.D., William Clay Parrish, Jr. Professor & Chair, Educational Leadership, Foundations, and Policy, Curry School of Education, University of Virginia"More joy in classrooms and less work for teachers as the way to improving student learning? Sounds incredible, but the Finns have figured it out...Teach Like Finland deserves to be widely read and discussed." -- Tony Wagner, author of The Global Achievement Gap and Creating Innovators

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Book SynopsisTeaching to Change the World is an up-to-the-moment, engaging, social justice-oriented introduction to education and teaching, and the challenges and opportunities they present. Both foundational and practical, the chapters are organized around conventional topics but in a way that consistently integrates a coherent story that explains why schools are as they are. Taking the position that a hopeful, democratic future depends on ensuring that all students learn, the text pays particular attention to inequalities associated with race, social class, language, gender, and other social categories and explores teachers' role in addressing them. This thoroughly revised fifth edition remains a vital introduction to the profession for a new generation of teachers who seek to become purposeful, knowledgeable practitioners in our ever-changing educational landscapefor those teachers who see the potential for education to change the world. Features and Updates of the New Trade Review'Teaching to Change the World is the perfect text for new teachers. It is squarely realistic while also inviting; it is information-packed and at the same time engaging. Teaching to Change the World makes me think of jazz – it is multivocal, it highlights classroom improvisation, and it is bound together with a deep rhythm of equity, justice, research, and democracy.'—Christine Sleeter, Professor Emerita California State University Monterey Bay'It is rare to find a book that deals so elegantly with the historical, social, philosophical and legal foundations of schooling while also providing tangible strategies for developing exemplary curriculum and instruction and for connecting learning in schools to families, communities, and civic engagement. Oakes, Lipton, Anderson and Stillman’s thoughtful illumination of the "hopeful struggle" is ideal for teachers and school leaders who refuse to choose between their commitments to social justice and academic excellence.'—Ernest Morrell, University of Notre DameTable of ContentsList of Figures, Concept Tables, and Focal Points Preface Acknowledgments Part I: Democracy, Diversity, and Inequity 1. The U.S. Schooling Dilemma: Diversity, Inequity, and Democratic Values 2. History and Culture: How Expanding Expectations and Powerful Ideologies Shape Schooling in the United States 3. Politics and Philosophy: The Struggle over the School Curriculum 4. Policy and Law: Rules That Schools Live By Part II: The Practice of Teaching to Change the World 5. The Subject Matters: Constructing Knowledge Across the Content Areas 6. Instruction: Teaching and Learning Across the Content Areas 7. Assessment: Measuring What Matters 8. Classrooms as Communities: Developing Caring and Democratic Relationships Part III: The Context of Teaching to Change the World 9. The School Culture: Where Good Teaching Makes Sense 10. School Structure: Sorting Students and Opportunities to Learn 11. The Community: Engaging with Families and Neighborhoods 12. Teaching to Change the World: A Profession and a Hopeful Struggle Bibliography Index

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Book SynopsisThis essential guide helps teachers refine their approach to fundamental challenges in the classroom. Based on research from cognitive science and formative assessment, it ensures teachers can offer all students the support and challenge they need and can do so sustainably.Written by an experienced teacher and teacher educator, the book balances evidence-informed principles and practical suggestions. It contains: A detailed exploration of six core problems that all teachers face in planning lessons, assessing learning and responding to students, Effective practical strategies to address each of these problems across a range of subjects, Useful examples of each strategy in practice and accounts from teachers already using these approaches, Checklists to apply each principle successfully and advice tailored to teachers with specific responsibilities. This innovative book is a valuable resource for new and experienced teachers alikeTrade Review"Through the use of vignettes, stories, and teachers’ own accounts, Harry Fletcher-Wood takes us on a journey, from the tokenistic adoption of assessment for learning that was so common in the Key Stage 3 Strategy, to a deep understanding of how we can make our teaching responsive to our students’ needs. I know of no other book that comes close to this in helping teachers really understand, at the deepest level, what makes teaching responsive to students, and how every teacher can use these ideas to improve their practice." - Dylan Wiliam, Emeritus Professor of Educational Assessment at the UCL Institute of Education, UK ""I taught poorly for a long time," Fletcher-Wood writes with humility at the outset of this outstanding and insightful book. He then proceeds to drill down into the details of design and decision-making, incorporating research and adapting it to the realities of the classroom. The result is a book that should ensure that teachers can reliably and sustainably help their students achieve the highest levels of success. I can’t recommend it highly enough." - Doug Lemov, author of Teach Like a Champion 2.0 and Reading Reconsidered and Managing Director at Uncommon Schools, USA "This deeply reflective book is rooted in a careful consideration of the realities of teaching and learning in school. It determinedly identifies and explores six enduring problems of teaching and explores each with a rich combination of research evidence; personal reflection; confident suggestion and grounded example. This approach makes it a hugely useful resource for teachers and school leaders alike. Anyone giving this book due attention will find their practice challenged and enhanced. Harry Fletcher Wood's humbly expressed insights have the potential to transform learning for teachers and for children in our schools." - Jonathan Gower, Headteacher at Sherwell Valley Primary School, UK "Like the title, the whole content of ‘Responsive Teaching’ draws on what is known from research into teaching, learning and assessment to offer thousands of nuanced suggestions for teachers of all subjects. By presenting chapters as a series of ‘problems’, Harry recognises all the inconsistencies and contradictions that teachers face in their daily routines. He offers his solutions by blending research findings with narratives of classroom settings – allowing teachers to work through their own versions of these ‘problems’ with planning, focus, assessment, etc. Teachers will enjoy systematic accounts of classroom practice, and all the frustrations we regularly feel, leading to explanations of strategies which are underpinned by research into learners’ experiences as well as pedagogical findings. Harry offers great value for teachers, Heads of Department and whole schools, in that the ‘problems’ identified exist for all of us, on a range of scales, and the suggestions and solutions offered can apply to a variety of situations.As a teacher of 28 years’ experience, I’m left with three main responses to this book: I wish I’d known all of this sooner I’m still doing so much wrong I can’t wait to put this into practice. This is the sort of book on teaching that you want to read again as soon as you’ve finished, and it’s the sort of book you want to give to your department and recommend to all your teacher friends not just because you think it’s going to make their teaching more effective, but because you think it’s going to make their teaching lives that bit easier too." - Lisa J. Pettifer, Head of English, Morton Academy, UK "This is a timely book serving the needs of busy school leaders and teachers who are eager to search for underlying academic research to underpin evidence informed practice in their school. Harry Fletcher-Wood does this for them and, as the Headteacher of a Research School, I can see this becoming the ‘turn to guide’ for discerning CPD organisers, research leads, subject specialists and a mainstay of journal clubs and staff micro research. Each chapter offers practical evidence based on research that is then supported by classroom examples and advice to respond to a common problem e.g. ‘How can we plan a unit, when we want students to learn so much, and have so little time?’ The responsive teaching guide takes the reader through research, raises questions that will be familiar to us all and guides us through ‘how can we make this work in reality’. Highly recommended." - David Jones, Headteacher at Meols Cop High School, UK "This is a timely book that combines being accessible and straightforward and therefore completely applicable to classroom practice with an underpinning evidence base and clearly articulated principles. As Harry states himself – too often teachers are given a description of what to do and how to do it, but no rationale for why it might work or indeed why this matters. This book addresses this problem head on, which makes it a powerful tool for all who want to improve classroom practice." - Professor Samantha Twiselton, Director of Sheffield Institution of Education, Sheffield Hallam University, UK "This is a hugely useful book. It identifies problems and combines research with plenty of practical examples to begin to solve them. A must-read for all teachers and school leaders." - Jemma Sherwood, Head of Mathematics, Haybridge High School and Sixth Form, UK"'I taught poorly for a long time…'This sums up the tone of this very helpful book. Harry Fletcher-Wood doesn’t preach from a position of assumed authority, despite the huge depth of knowledge and understanding he evidently has. Instead, he works with you to answer the questions that, as a teacher, you probably ask yourself most days. For example, how to fit everything you want students to learn into the limited time you have, how to know if they’ve learned anything and how to find out what they’re actually thinking.It’s an absorbing read. It really appeals to the researcher in me: the bibliography alone makes it a must-buy! But most importantly, it appeals to the teacher in me. As teachers, we want to help others learn, but how can we ensure that they do? And how do we know when this has happened? After summarising the evidence behind each question, Harry offers practical advice illustrated by case studies and exemplars, outlining research-informed approaches that are easily applicable within the classroom.This book will arm you with approaches you can use immediately in your planning, teaching and assessment. But it will leave you with a solid understanding of the research behind them, so that you can reflect on them and develop them further." - Niki Kaiser, Chemistry teacher and Network Research Lead, Norwich Research School at Notre Dame, UK "I found myself nodding along so much whilst reading Responsive Teaching that I genuinely had a sore neck afterwards. But the pain was worth it, for I feel I now have a deeper understanding and a stronger set of principles for planning more effective lessons, identifying what students know, and responding accordingly. Wow, this is an incredible book." - Craig Barton, Maths teacher and author of How I wish I’d taught maths, UK Table of ContentsForeword Dylan Wiliam Introduction: Getting responsive teaching wrong Problem 1: How can we plan a unit, when we want students to learn so much, and have so little time? Problem 2: How can we plan a lesson, when we want students to learn so much, and have so little time? Problem 3: How can we show students what success looks like? Problem 4: How can we tell what students learned in the lesson? Problem 5: How can we tell what students are thinking? Problem 6: How can we help every students improve? Problem 7: How can we make this work in reality? Conclusion

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Book SynopsisMuch of the time, experienced professionals in both education and other fields cannot explain what they are doing, or tell you what they know; and students cannot articulate their learning. Yet professional development and practice are often discussed as if conscious understanding and deliberation are of the essence. The Intuitive Practitioner tackles this apparent paradox head on, and explores the dynamic relationship between reason and intuition in the context of professional practice. Focusing mainly on the professional world of the teacher, but with illustrative discussions of medical and business practice, the contributors delicately unpick the vexed and neglected nature of intuition, and demonstrate the vital role it plays in the development of professional judgement and expertise.Table of ContentsIntroductionPart one: Perspectives on intuition in professional learning and practiceIntuition and the crisis in teacher professionalismThe anatomy of intuitionTrusting your own judgementPart two: Intuition and initial teacher educationLearning to teachintuitive skills and reasoned objectivityAwareness and intuitionhow student teachers read their own lessonsThe role of intuition in mentoring and supporting beginning teachersElaborated intuition and task-based English language teacher educationPart three: Intuition and continuing professional developmentThe development of professional intuitionThe formal and the intuitive in science and medicineComplex decision-making in the classroomthe teacher as an intuitive practitionerDeveloping intuition through management educationPart four: Intuition and assessmentAssessment and intuitionMeasurement, judgement, criteria and expertiseintuition in assessment from three different subject perspectivesIntuition and the development of academic literacyPart five: The intuitive practitioner: A critical overviewThe intuitive practitionera critical overviewConclusionIndex.

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Book SynopsisThe Teaching WalkThrus series of books have sold more than 250,000 copies worldwide. Now, WalkThru creators Tom Sherrington and Oliver Caviglioli have curated a selection of essential five-step teaching techniques aimed at US schools and educators.The five-step instructional coaching guides are explained by Sherrington''s concise direction and Caviglioli''s signature iconography and cover all the key areas of teaching: behaviour and relationships; curriculum planning; explaining and modelling; questioning and feedback; practice and retrieval; and Mode B teaching.The featured WalkThrus have been selected from the original trilogy of books and adapted especially for the US.The WalkThrus books are supported by an online PD toolkit, which is now used by 3,000 organisations in 40 countries.

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Book SynopsisEffective listening skills are essential for successful social interaction at home, at school, and in the community. Guided Listening illustrates how teachers can champion purposeful listening and help students better understand their language strengths and needs. It offers a practical framework that shows the value of recording and sharing the ideas of others; provides opportunities to identify the norms and conventions associated with oral language; and frees students to listen more attentively, organize their responses, and watch for the subtle cues that are an important part of listening.The strategies in this practical book involve students in:analyzing and synthesizing information;making inferences and predictions while listening;transferring these skills to their independent reading and learning.Tools that complement the strategies include reproducible graphic organizers, rubrics, forms for recording student progress, and numerous worksheets. Suggestions for choosing guided listening texts and a comprehensive approach to assessment complete this valuable resource.

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Book SynopsisTurn your classroom into a thriving community of learners! In The Passion-Driven Classroom, bestselling authors Angela Maiers and Amy Sandvold show you how to spark and sustain your students' energy, excitement, and love of learning. This updated edition offers a new framework for changing your mindset and implementing a passion-driven classroom, where passion meets practice every day as students learn new skills and explore their talents. You'll come away with specific examples of how to set up your classroom, how to manage it, and how to assign passion projects where students take the lead. With this book, you'll be able to move away from prescription-driven learning toward Passion-Driven Learning, so you can make a real difference in the lives of your students.Trade Review"Amy Sandvold and Angela Maiers provide an essential lesson: passion is not a subject to be taught or a behavior to be instilled into children, but a way of life for teachers and students alike. While education policies and fads come and go, the fire-in-the-belly passion that the authors describe will sustain students and teachers in their learning journeys extending far beyond the schoolroom walls. Too many advocates of student creativity reduce teaching techniques to the simplistic and unhelpful prescription too "think outside the box," while Sandvold and Maiers remind us that rigor and accountability are the hallmarks of the passionate and creative student and teacher. Filled with real-world examples and practical advice, this book deserves to be the subject of collaborative by teachers in every discipline."Douglas Reeves, PhD, Author of The Myth of the Muse: Supporting Virtues That Inspire Creativity and Founder, Creative Leadership Solutions"There is no question today that what students need is educators who create environments where innovation in learning and passion found are cornerstones. Angela and Amy have written a text that shows all educators and leaders what helping students find that passion means and how they can help students harness it to do amazing things for themselves, their learning and their world. Not only do Angela and Amy provide thoughtful examples; they provide guidance so that every student in every classroom can benefit from this passion-driven learning." Steven W. Anderson, Digital Learning and Relationship Evangelist, @web20classroom"Recent data on student engagement has shown that the longer students are in our K-12 system of education, the less engaged they become. Maiers and Sandvold share a roadmap and the mindset needed to disrupt this trend by addressing the "passion gap" head on, so that learners are empowered to unleash their untapped potential, and gain the skills, motivation, and direction needed for future success. Schools must liberate today’s modern learners, and implementing a passion-driven classroom will make the once unthinkable possible. Read this book to awaken a new reality in your school or classroom."Thomas C. Murray, Director of Innovation, Future Ready Schools, Co-Author of Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, TodayTable of ContentsContentsAbout the Authors Preface Acknowledgments 1 Achievement Gap Or Passion Gap? Listening To Our Students Minding the Passion Gap Closing the Gap Step One: Know and Show Your Passion Step Two: Know and Show the Students’ Passion Step Three: Know and Show the World Passion 2 Let’s Talk About Passion Defining Passion P.A.S.S.I.O.N. PASSION IS Passion-Driven Learning Is More Than a ProjectWhat Passion Can Do 3 The Clubhouse Mindset: Where Passion Meets Practice Our Very First Passion-Driven Learning Club The Philosophy: Clubs Are Passion Playing Fields What Makes Club Life Enticing? The Passion Discovery ContinuumThe Workshop Classroom: Driven by Curiosity The Role of the Teacher: Expert Learner and Passion Practitioner The Role of the Student: Apprentice Learner and Global Citizen The Resident Expert Wall More Than Fluff 4 A Passion-Driven Classroom: The Essentials Essential #1: The Learning Clubs instead of Classroom Jobs Essential #2: You Matter Time Essential #3: Reflection Essential #4: The Task Board Essential #5: Good-Fit Tools And Technology Good-Fit Technology Remember to Include Books! H.E.A.R.T.—A Strategy for Deep Meaning The H.E.A.R.T. Technique Essential #6: Celebration Doing and Being 5 Organizing the Passion-Driven ClassroomThe Physical Environment Meeting Spaces Middle and High School Practices and Spaces Grouping Students The Students’ Seating/Desk Arrangement Passion-Driven Tools Key Reflection Tool: The Student Thinkbook The Clubhouse Classroom Routine Sequence 1. The Opening Message: You Matter Time 2. The Daily Boardroom Meeting 3. The Learning Clubs 4. Content Connections 5. The Closing Passion From Day One: Simple Changes = Big Impacts Invite Students to Create the Classroom Environment The Crucial Conversation Rules or Manifesto? Heart Maps The Wonderful Gift Lesson More Ideas to Explore 6 Managing the Clubhouse Classroom The Three Phases In Action Phase One: Launching the Learning—Passion Discovery The Opening Message Anchor Lessons The Boardroom and Learning Club Anchor Lessons Learning Clubs: Bringing It All Together Phase Two: Practicing Our Passion—Learning Is Thinking The Opening Message Anchor Lessons The Boardroom and Learning Club Anchor Lessons Bring It All Together Lessons—Learning Club Tools Closing Phase Two Phase Three: Sharing Our Gifts—The Passion Project The Google Way The Passion Project The Opening Message Lessons The Boardroom Lessons and Passion Project Work Tools for Sharing Our Passion 7 From the Trenches: The Voices of Passion Passion Still MattersNew to Edchat? Challenge 8 Closing Thoughts The Promise of Passion Closing Thoughts: Choosing Passion in Times of Change References

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Book SynopsisHow many educators have read a book, attended a conference, or pursued college or graduate work in how the brain learns? When the editors of Research-Informed Teaching asked their colleagues, they found that only 20% had.That discovery led to a strategic decision by their school-they would train 100% of their current and future teachers and administrators in the science of teaching learning, using the promising principles, research, and strategies in mind, brain, and education (MBE).The editors started collecting cases of MBE in action, resulting in this compilation of research-informed stories that will engage the reader in the transformative work of using research to inform their practice in a way befitting what it means to be an evidence-informed educator.Every child, every day, everywhere deserves teachers and school leaders who know how the brain learns. This collection provides models of how to make that possible in your classroom, s

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Book SynopsisLearn how to create a "culture of poetry" that demonstrates the power of words and strengthens the language lives of children. Poetry Goes to School is a comprehensive resource for teachers who want to fill their classrooms with poetry. The authors have expanded the territory covered in their previous book, Mother Goose Goes to School. In this rich collection, they have gathered and classified a remarkable collection of poetry and teaching strategies into a meaningful, manageable program.The book is organized around eight inviting units: patterns, word play, nursery rhymes, ceremonies, images, voices, stories, and information. Each unit contains: a description of the genre; inviting lessons and tools for using them in classrooms; sample poems to motivate language discussion; ideas for exploring all forms of poetry with children. Teachers can select from the wide range of response activities that will involve the children in reading, writing, role-playing and the arts. Assessment techniques for supporting the poetry program complement this inviting resource.

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Book SynopsisA powerful technique for encouraging students to show action that peaks and resolves, storyboards free young writers to focus on language and build skills essential to highly visual media, where words, few but apt, must resonate. Get Graphic! dem­onstrates how to use storyboards in all stages of the creative process, from brainstorming ideas to using thumbnail sketches to develop, revise, and finalize stories. Step-by-step instructions on how to generate action-filled pages and streamlined plots, as well as suggestions for planning drawings and using collage, help students create their own personalized stories and books.

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Book SynopsisYou loved your college major. You worked hard to earn your degree. And now your day job doesnt fully use your education, engage your mind, or feed your soul. But there are still limitless opportunities to do intellectually serious workwork that will win you professional recognition, travel opportunities, and even publication in peer-reviewed journals. All you have to do is create your own academic opportunities, and ''Passion Projects for Smart People'' will show you exactly how to do it. The perfect career guide for the era of the Ph.D. barista, the underpaid adjunct, and the gig economy, ''Passion Projects for Smart People'' will help you take charge of your career and your life. Written by a high school science teacher who has done field work in six countries, published in professional journals, and worked with NASA, ''Passion Projects for Smart People'' details how to turn side projects into career-development opportunities. ''Passion Projects for Smart People'' shows you how to develop your own research and creative projects; form collaborations with universities and public agencies; apply for grants and professional experience opportunities; travel around the world for free; and develop your career as a teacher and mentor.

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Book Synopsis''Clever, comprehensive and current... a book I''ll be returning to again and again.'' Stuart Pryke''Every English teacher will get huge value from this timely book.'' Alex QuigleyThe ultimate guide to teaching English in a secondary school, this book supports you on your journey from trainee to head of department and everything in-between. Succeeding as an English Teacher provides practical guidance in an accessible format to help you teach English at Key Stages 3, 4 and 5. It covers key topics, including:- planning a knowledge-rich and diverse curriculum and schemes of learning- delivering engaging and effective lessons- advancing your subject knowledge- supporting students with revision- applying the science of learning in your English classroom.This book is perfect for any newly qualified or experienced teacher looking to develop their practice and progress in their career. Featuring the varied perspectives of 12 English teachers, this unique compilation offerTrade ReviewSucceeding as an English Teacher is like having unfettered access to the wisdom and warmth of the ideal English department. Each chapter is comprehensive whilst still accessible, informed by theory and eminently practical. Every English teacher will get huge value from this timely book. -- Alex Quigley * author of 'Closing the Reading Gap' and content manager for the EEF *Succeeding as an English Teacher is clever, comprehensive and current. From extremely useful advice on early career teaching to becoming a head of department and everything in-between, this is a book I'll be returning to again and again. -- Stuart Pryke * English teacher and co-author of Ready to Teach: Macbeth, @SPryke2 *Here’s a book that takes me straight back to my English teacher roots. Succeeding as an English Teacher brims with enthusiasm for the job, conveys important ideas with a lightness of touch, and is packed with practical advice. -- Geoff Barton * former English teacher, and now General Secretary, Association of School & College Leaders *This is a fantastic book that should be in every secondary English department. Along with tips on resources, teaching and learning, the book also supports teachers on 'how' to develop the curriculum to support positive outcomes. -- @digicoled * UKEdChat *

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Book SynopsisThe Wellbeing Toolkit is an invaluable resource for promoting wellbeing and resilience among all school staff, thereby improving staff attendance and retention, and helping all teachers fall back in love with teaching.In this thought-provoking book, Andrew Cowley, co-founder of Healthy Toolkit (@HealthyToolkit), draws on his own experiences as a school leader to unpick the myths around wellbeing and set out a practical, authentic and values-driven model that will enable leaders to foster a positive atmosphere for the benefit of the whole-school community. With a focus on developing a culture of positivity and self-care, effectively enabling all staff members to take ownership of the wellbeing strategy and supporting and promoting healthy lifestyles, this practical guide also considers scenarios arising from potentially more stressful incidents such as a bereavement. Staff wellbeing needs to be a strategic consideration for all primary and secondary school leaders, not somTrade ReviewRooted in practical ideas that are working well in UK schools, this guide to teacher wellbeing is an incredible helping hand for teachers and school leaders looking to enable staff to thrive and strive. * Dr Pooky Knightsmith, Mental Health Advisor, Author, Speaker and Educator, @PookyH *Andrew Cowley tackles the toxic side of school culture effected by high levels of accountability and change. All school leaders need this toolkit, which offers a principled, strategic approach to wellbeing and to building authentic relationships within the school community. * Vivienne Porritt, Education and Leadership Consultant and National Leader of #WomenEd, @ViviennePorritt *Andrew Cowley provides an insightful exploration of the concept, challenges and opportunities associated with putting wellbeing at the heart of any school. He writes with passion, enthusiasm and the can-do attitude that is needed to help individuals and school leaders to find the confidence to take charge and create the culture needed to allow staff wellbeing to thrive. * Victoria Hewett, Secondary Teacher, @MrsHumanities *Cowley takes a sensible and human approach to outlining the importance of wellbeing for staff, balancing his approach between leaders and teachers. His guidance is reassuringly based on empathy, common sense and a sensitivity to the diversity of staff experiences, including advice on leading teams of parents, those undergoing fertility treatment and those seeking personal and professional fulfilment throughout life's trials. A recommended read for school leaders seeking to retain and develop staff, transforming the sometimes ambiguous concept of 'wellbeing' into practical strategies. * Emma Sheppard, Founder of The MaternityTeacher PaternityTeacher Project, @Comment_Ed *Andrew demonstrates through research the impact a lack of wellbeing can have on staff morale. Seeking to help school leaders think and question practice to develop a 'school culture for wellbeing to grow and thrive', this book is certainly a must-read. * Bretta Townend-Jowitt, Primary Headteacher, @2106Head *From principles to practice, The Wellbeing Toolkit is destined to make a huge impact on teacher recruitment and retention; it offers practical guidance on weaving wellbeing through the fabric of schools, for a healthier work-life balance. It's a game changer! * Anoara Mughal, Assistant Headteacher, @anoara_a *With The Wellbeing Toolkit, Andrew has written a book relevant to everyone who is invested in the wellbeing of their school. From a governor's perspective, this book offers valuable practical advice and guidance on how staff wellbeing can be made a priority. Drawing on his own experiences and those of others, it really is a must-have resource for every school. * Matt Young, School Governor and UK Pastoral Chat Lead, @MattGovernor *Andrew sets out a vision for what is possible when schools take a proactive approach to wellbeing. Packed with practical guidance and real-life examples, this book is a 'must-read' for heads, teachers and governors alike. * Ruth Swailes, School Improvement Advisor, Consultant and Former Headteacher, @SwailesRuth *If you want to know how to make wellbeing part of the lived and breathed culture at your school, you need to read this book. I love the 'toolkit takeaways' at the end of each chapter, giving practical ways you can embed wellbeing. Andrew has written a book that will empower teachers and leaders at all levels to take ownership of things that affect wellbeing. Highly recommended! * Adrian Bethune, Primary Teacher, Author and Education Policy Lead at The Mindfulness Initiative, @AdrianBethune *What makes The Wellbeing Toolkit an essential read for any school leader or school governor is Andrew's vast experience, his understanding of how schools work, and his candid, incredibly practical and viable suggestions for moving forward. For any educator serious about building a wellbeing culture at the heart of their school – start with this book. * Clare Erasmus, Head of Mental Health and Wellbeing at Brighton Hill Community School and Author of 'The Mental Health and Wellbeing Handbook for Schools', @cerasmusteach *A great toolkit for supporting those working in schools to improve their undertaking of wellbeing. In order to ensure we are mindful of children’s wellbeing, we need to put our own wellbeing first. It’s about learning how to be well in order to be well to learn. * Rachel Orr, ITT Tutor, Education Consultant, Teacher and Mental Health First Aider, @RachelOrr *A fabulous read, covering such a huge amount that is utterly relevant to all those who work in school settings. Andrew has created a friendly but well-researched handbook that we can all dip into and benefit from greatly. * Amy Harvey, Head of School, St. Peter's Junior School, @ms_jamdangory *A practical book on wellbeing that highlights misconceptions surrounding the topic and offers practical solutions for leaders at all stages to take on board and implement. * Maria O'Neill, Head of PSHE, eSafety Coordinator and Founder of UK Pastoral Chat, @DaringOptimist *Wellbeing is vitally important in today’s society. Andrew Cowley is an inspiration and a realist. The Wellbeing Toolkit is full of passion, strong values, principles and empowerment, and it is empirically researched, practical and accessible for all education professionals. This book should be required reading for trainee teachers, practising teachers, support staff, senior leaders, headteachers, governing bodies and trustees, stakeholders, researchers, the Department for Education and Ofsted. This book is absolutely fabulous. * Helen Dlamini, Secondary Teacher and Leader, @Artology *Describing the book as a toolkit is spot-on – this really does give school leaders the tools they need to address and resolve the issues around well-being, improving the whole environment of the school and making it a positive and welcoming place to work and learn. A great staffroom resource and ideal for staff training and reflection. * Parents in Touch *

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Book SynopsisCreating Caring Classrooms is committed to building respectful relationships among students, teachers, and the school community. Through active, engaging, imaginative, and open-ended activities, students will be encouraged to explore events, ideas, themes, texts, stories, and relationships from different perspectives and then represent those new understandings in innovative and creative ways. Teachers will learn how to establish inclusive classrooms, initiate and maintain respectful dialogue, promote collaboration over competition, and confront difficult issues such as bullying and exclusion.

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Book SynopsisEvery day, teachers and other school staff have to deal with children who present challenging behaviour during their learning process at school. This book combines the fundamental principles of attachment theory with teacher-based examples, and practical 'how-to' interventions.

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

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Book SynopsisTable of ContentsAcknowledgments ix The Authors xi About Uncommon Schools xiii Introduction xv PART 1 USING VIDEO TO DEVELOP PEOPLE A Video from Marine Academy 1 Seeing Is Believing: Christine Torres Helps Refine Marine's Mental Model 5 On Copying and Learning 7 Working on Your Own Edges 9 Localize the Model 13 The Difference between Seeing and Watching 14 Novices and Experts See Differently 17 Chunking and How It Works 18 Perception and the Classroom Teacher 19 Rules for Video Study 22 Rules for Discussion and Reflection 31 Watching Jen Brimming's Video 36 PART 2 STUDYING KEYSTONE VIDEOS Chapter 1 AKILAH BOND 53 Chapter 2 NA'JEE CARTER 67 Chapter 3 NARLENE PACHECO 83 Chapter 4 NICOLE WARREN 99 Chapter 5 JESSICA BRACEY 117 Chapter 6 ERIN MAGLIOZZI 135 Chapter 7 CHRISTINE TORRES 145 Chapter 8 SARAH WRIGHT 165 Chapter 9 HASAN CLAYTON 187 Chapter 10 BEN HALL 201 Chapter 11 ARIELLE HOO 215 Chapter 12 REBECCA OLIVAREZ 233 Chapter 13 BREONNA TINDALL 259 Chapter 14 JULIA ADDEO 279 Chapter 15 DENARIUS FRAZIER: "REMAINDER" 301 Chapter 16 DENARIUS FRAZIER: "SOLUTIONS" 323 Chapter 17 SADIE McCLEARY 339 Chapter 18 GABBY WOOLF 351 Chapter 19 CLOSING: LET'S GO META 363 Afterword 365 How to Access the Videos 373 More Ways to Engage and Learn with Teach Like a Champion 375 Index 377

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Book SynopsisStrategies, techniques and ideas come and go in education, but feedback will always be an important aspect of effective teaching, learning and assessment. Feedback should be helpful and actionable, and pupils must embrace it, but the reality is that this doesn''t always happen. Pupils receive feedback on a daily basis, from their teachers and peers, so how can we make sure it helps rather than hinders learning? This book aims to answer that key question and provide a wide range of practical examples for the classroom.Feedback: strategies to support teacher workload and improve pupil progress, the latest book by bestselling author Kate Jones, explores a variety of evidence-informed and workload-friendly feedback strategies. Jones examines the ingredients of effective feedback, shows what actionable feedback looks like in practice, explores verbal feedback approaches, advises on peer and self-assessment, and on harnessing technology to support teacher workload. Fascinating case studies reveal how classroom teachers and school leaders across primary and secondary are implementing feedback in their settings.

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Book SynopsisHigh Leverage Practices for Inclusive Classrooms, Second Edition offers a set of practices that are integral to the support of student learning, and that can be systematically taught, learned, and implemented by those entering the teaching profession. In this second edition, chapters have been fully updated to reflect changes in the field since its original publication, and feature all new examples illustrating the use of HLPs and incorporating culturally responsive practices. Focused primarily on Tiers 1 and 2or work that mostly occurs with students with mild to moderate disabilities in general education classroomsthis powerful, research-based resource provides rich, practical information highly suitable for teachers, and additionally useful for teacher educators and teacher preparation programs.Table of ContentsSection 1: Collaboration High Leverage Practices 1. Collaborating with Colleagues to Increase Student Success 2. Lead Effective Meetings with Professionals and Families 3. Collaborate with Families to Support Student Learning and Secure Needed Services Section 2: Assessment High Leverage Practices 4. Using Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs 5. Interpreting and Communicating Assessment Information with Stakeholders to Collaboratively Design and Implement Educational Programs 6. Using Student Assessment Data, Analyzing Instructional Practices, and Making Necessary Adjustments that Improve Student Outcomes Section 3: Social/Emotional/Behavioral High Leverage Practices 7. Consistent, Organized, Respectful Learning Environment 8. Using Feedback to Improve Student Outcomes 9. Teaching Social Skills 10. Conducting Functional Behavior Assessments to Develop Individualized Behavior Support Plans Section 4: Instruction High Leverage Practices 11. Identify and Prioritize Long- and Short-term Learning Goals 12. Systematically Design Instruction Toward a Specific Goal 13. Adapt Curriculum Tasks and Materials for Specific Learning Goals 14.Teaching Cognitive and Metacognitive Strategies to Support Learning and Independence 15. Providing Scaffolded Supports 16. Use Explicit Instruction 17. Using Flexible Grouping 18. Use Strategies to Promote Active Student Engagement 19. Using Assistive and Instructional Technologies 20. Provide Intensive Instruction 21.Teach Students to Maintain and Generalize New Learning Across Time and Settings 22. Providing Positive and Corrective Feedback 23. Reflections on High Leverage Practices for Teachers, School Leaders, and Teacher Educators

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Book SynopsisNonfiction writing is important in a student's school life and it is important a skill that they will use throughout their lives. The majority of our daily reading and writing experience is made up of nonfiction, and students are writing nonfiction long before they are taught how to do it in the classroom. They need to recognize that writing nonfiction is far more than the traditional descriptive reports about animals. The principles of nonfiction writing apply to all student writing, even the tweets, texts, and blogs they compose.The writer's intent is the underlying foundation of Nonfiction Writing Power. Building on Adrienne Gear's Reading Power books, this valuable addition to her highly successful books addresses the close link between reader and writer. This remarkable book shows teachers how to help students recognize that they write because they have something to say. It argues that writing nonfiction well means considering the writer's intent and purpose, and choosing the most appropriate form among the various nonfiction genres.Nonfiction Writing Power is designed to help teachers develop a writing program that focuses on the different forms of nonfiction. This practical book helps teachers work with students to explore the Power to Describe the Power to Instruct the Power to Compare the Power to Persuade the Power to Explain the Power to Report Ideal support for teaching writing in the content areas, the book includes ways that a particular form can link to science, social studies, and other subject areas.

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Book SynopsisWhen teachers and leaders implement an identity-conscious practice, they can provide a more responsive and responsible learning environment. Unfortunately, avoiding the impact of identity can create problematic and oppressive conditions in schools. So how do we lead with an identity-conscious lens? Award-winning author Liza Talusan provides real-world scenarios that educators can work through to apply an identity-conscious practice. Talusan helps educators grapple with three key questions: 1) How do I build knowledge about scenarios that involve identity? 2) How do my own thoughts, attitudes, behaviors, and beliefs contribute to inequitable conditions? 3) What actions can I implement in my classroom/meeting spaces to align with principles of equity and justice? Readers explore these questions through case studies on race, class/socioeconomic status, religion/faith, disability, sexual orientation, gender, language, and age. With the book's numerous real-world examples, Talusan makes the concept of an identity-conscious practice more tangible, so you feel ready and empowered to implement it day-to-day in your own practice.

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Book SynopsisEd 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 educationaTrade ReviewEvery educator should read this book. Not just those involved in educational technology: every educator. * TES *Daisy 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 *A 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 *Teachers 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 *Does 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 *Christodoulou 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 *Table of ContentsForeword 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

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Book SynopsisBy best-selling co-author of The One Minute Manager and author of Who Moved My Cheese?, this book shows how to teach others to teach themselves and inspire a love of learning.Trade Review'A special book that can make a real difference. For all those who teach, it is fascinating, stimulating and enlightening.'Dr Terrel Bell, former US Secretary of Education

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Book SynopsisPedagogy with Heart is a dynamic teaching guide for new and trainee Secondary English teachers. It delves into the core principles of English instruction, offering strategies to enhance oracy, reading, and writing. With a focus on practical application and teacher wellbeing, it empowers educators to master their craft and teach confidently.Eleanor White draws on her love and passion for English and years of experience as a Head of Department and current teacher trainer, to highlight the richness and versatility of English as a subject.The warm, friendly tone blends pedagogical ideas with research and practical application so you can implement strategies with care and confidence. Whether you're seeking to develop speaking and listening; encourage a love of reading in your students; understand the importance of feedback, questioning and thinking critically, this guide is packed with great advice to transform your English classroom.Organised into succinct, accessible chapters with plenty

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Book SynopsisTable of ContentsI. THE ROLE OF ASSESSMENT IN SUPPORTING TEACHING AND LEARNING. 1. Introduction to Assessment 2. What is Worth Teaching and Assessing? 3. Effects of Classroom-Based Assessments on Students II. PERFORMANCE ASSESSMENT 4. Assessment of Learning in Progress 5. Assessment of Valued Performances III. CLASSROOM TESTING 6. Introduction to Classroom Testing 7. Traditional Item Development 8. Performance Item Development IV. SUMMARIZING STUDENT ACHIEVEMENT 9. Portfolio Assessment 10. Grades and Grading Processes 11. Communicating with Others about Student Learning 12. Using Information from Standardized Tests Appendix A: Washington State Certificate of Academic Achievement Options Technical Advisory Board Members Appendix B: Washington State National Technical Advisory Committee Members Glossary Name Index Subject Index

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Book SynopsisThomas J. Sergiovanni is Lillian Radford Professor of Education at Trinity University, San Antonio, Texas, where he teaches in the school leadership program and in the five-year teacher education program. Prior to joining the faculty at Trinity, he was on the faculty of education administration at the University of Illinois, Urbana-Champaign, for 19 years, and he chaired the department for 7 years. A former associate editor of Educational Administration Quarterly, he serves on the editorial boards of Journal of Personnel Evaluation in Education and Catholic Education: A Journal of Inquiry and Practice. Among his recent books are Moral Leadership (1992), Building Community in Schools (1994), Leadership for the Schoolhouse (1996), The Lifeworld of Leadership: Creating Culture, Community, and Personal Meaning in Our Schools (2000), Strengthening the Heartbeat: Leading and Learning Together in Schools (2005), Supervision:Table of ContentsPart 1 The Moral Dimension Chapter 1 Setting the Stage: Administering as a Moral Craft Part 2 Toward a New Theory of Principal Leadership Chapter 2 The Principal's Job Today and Tomorrow Chapter 3 The Limits of Traditional Management Theory Chapter 4 A New Theory for the Principalship Chapter 5 The School as a Moral Community Part 3 Providing Leadership Chapter 6 The Forces of Leadership and the Culture of Schools Chapter 7 The Stages of Leadership: A Developmental View Chapter 8 Leading in a Community of Leaders Part 4 Instructional Leadership Chapter 9 Characteristics of Successful Schools Chapter 10 Becoming a Community of Mind Chapter 11 Teaching, Learning, and Community Chapter 12 Instructional Leadership, Supervision, and Teacher Development Chapter 13 Clinical Supervision, Coaching, Peer Inquiry, and Other Supervisory Practices Part 5 Motivation, Commitment, and Change Chapter 14 Motivation, Commitment, and the Teacher's Workplace Chapter 15 The Change Process Glossary References Index

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Book SynopsisTable of ContentsBrief Contents1. Getting to Know English Learners2. Learning a Second Language3. Understanding the SIOP Model from an Administrator's Perspective4. Getting Started with SIOP Model Implementation5. Refocusing Your School with SIOP6. Frequently Asked Questions: Getting Started with SIOPAppendix A: SIOP (Sheltered Instruction Observation Protocol)Appendix B: Sample Handout for Staff MeetingAppendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) ModelAppendix D: The SIOP ChecklistAppendix E: Action Plan for SIOP® Model ImplementationGlossaryReferencesIndex Detailed Contents1. Getting to Know English LearnersWho Are English Learners?English Learner DemographicsDiverse Characteristics Among English LearnersHow Do English Learners Perform in School?Academic Performance of English LearnersHow Should We Serve English Learners in School?English Learner IdentificationLanguage Support ProgramsESL/ELD/Sheltered programsBilingual programsNewcomer programsLevels of Language ProficiencyStaffingWhat Is the SIOP® Model?Key Points SummaryReflect and Apply 2. Learning a Second LanguageAcquiring a Second LanguageThe Language Demands of SchoolSpeaking and ListeningReadingWritingVocabulary DevelopmentSocial and Academic LanguageTime Required to Learn a New LanguageFactors That Influence Second Language AcquisitionAgeAptitudeMotivationPersonalityFirst Language DevelopmentSocio-psychologicalQuality of InstructionUsing Technology to learn a Second LanguageResearch Evidence About Second Language LearningMeeting the Needs of Every English LearnerLong-Term English LearnersStruggling English Learners and RTIThe Value of BilingualismCognitiveSocio-emotionalAcademicKey Points SummaryReflect and Apply 3. Understanding the SIOP Model from an Administrator's PerspectiveThe Role of an AdministratorSIOP Model ResearchThe CREDE SIOP Model Design StudyLela Alston Elementary School Program EvaluationThe New Jersey SIOP Quasi-Experimental StudyThe CREATE SIOP Experimental StudySIOP Professional Development ProgramThe SIOP Model in the ClassroomSIOP Teachers in ActionLesson PreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice & ApplicationLesson DeliveryReview & AssessmentObservation ToolsKey Points SummaryReflect and Apply 4. Getting Started with SIOP Model ImplementationExamine the Academic Performance of English LearnersConsider the Teachers' Credentials for Instructing English LearnersSet Goals for SIOP ImplementationSeek Required ApprovalsEstablish ResponsibilitiesSecure FundingPlan Initial SIOP Staff DevelopmentCreate a SIOP Coaching PlanPlan Ongoing SIOP Professional LearningProvide Instructional LeadershipConsider Planning a Formative EvaluationConstruct a Realistic TimelineKey Points SummaryReflect and Apply 5. Refocusing Your School with SIOPUsing SIOP to Organize for ChangeReducing Competing InitiativesAligning SIOP with the Common Core and Other State StandardsAdministrative Leadership with SIOP ImplementationThe Ongoing Role of the Administrator During SIOP ImplementationTaking a Participatory Role in SIOP ImplementationSIOP and Professional Learning Communities (PLCs)Critical Friends as Peer CoachesViewing SIOP Professional Learning as an Ongoing ProcessOngoing SIOP Data Collection During ImplementationUsing the SIOP Protocol During Observations of LessonsEffective Differentiated Instruction in the ClassroomSustaining SIOP Over TimeKey Points SummaryReflect and Apply Chapter 6. Frequently Asked Questions: Getting Started with SIOPGeneral SIOP QuestionsWho can implement SIOP?Is SIOP only for English learners?Isn't SIOP just good instruction?What is the relationship between SIOP and Culturally Responsive Teaching?What if there are only a few English learners in a classroom?As an administrator, what is the most important thing I should keep in mind as we get started with SIOP?Questions about Getting Started with SIOP in the ClassroomHow should teachers start using SIOP in their classrooms?Do teachers need to incorporate all 30 SIOP features in every lesson?What if a teacher has students who can't speak any English? Will SIOP help?How long will it take for teachers to become effective with SIOP?How can teachers use the SIOP protocol?Once teachers have read the core text and tried out some of the components, how do they deepen their SIOP knowledge?Questions about School-wide Implementation of the SIOP ModelHow should we get started with our school's implementation?Who should receive SIOP professional development?What should SIOP professional learning look like?How can the SIOP protocol be used school-wide?What should we do about reluctant or resistant teachers?With whom should we collaborate during SIOP implementation?What does it mean to be a high-implementing SIOP teacher?Is SIOP compatible with the Common Core State Standards?SIOP is a lesson planning and delivery system for teachers, but what about student outcomes?As an administrator, where can I get some assistance?How can the SIOP protocol be used by researchers and program evaluators to measure teachers' level of SIOP implementation with the protocol?Key Points SummaryReflect and ApplyAppendixesAppendix A: SIOP (Sheltered Instruction Observation Protocol)Appendix B: Sample Handout for Staff MeetingAppendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) ModelAppendix D: The SIOP ChecklistAppendix E: Action Plan for SIOP® Model ImplementationGlossaryReferencesIndex

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Book SynopsisDr. Carole Ferrand earned her BA in English at the University of the Witwatersrand in Johannesburg, and her MS and PhD in Communication Sciences and Disorders from the Pennsylvania State University. She teaches undergraduate and graduate courses in speech science, and a graduate level course in Voice Disorders. Her research focuses on acoustic attributes of normal and disordered speech production. In addition to  Speech Science: An Integrated Approach to Theory and Clinical Practice, she is the author of the textbook, Voice Disorders: Scope of Theory and Practice. When not writing books, Dr. Ferrand enjoys reading historical fiction, a capella singing, and playing banjo.Table of ContentsBRIEF TABLE OF CONTENTS CHAPTER 1: The Nature of Sound CHAPTER 2: The Respiratory System CHAPTER 3: Clinical Application: Evaluation and Treatment of Respiratory Disorders CHAPTER 4: The Phonatory/Laryngeal System CHAPTER 5: Clinical Application: Evaluation and Treatment of Phonatory Disorders CHAPTER 6: The Articulatory/Resonatory System CHAPTER 7: Clinical Application: Evaluation and Treatment of Articulatory and Resonance Disorders CHAPTER 8: The Auditory System CHAPTER 9: Clinical Application: Evaluation and Treatment of Disorders Related to Hearing Impairment CHAPTER 10: The Nervous System CHAPTER 11: Clinical Application: Brain Imaging in the Evaluation and Treatment of Disorders of the Nervous System CHAPTER 12: Models and Theories of Speech Production and Perception DETAILED TABLE OF CONTENTS Foreword xiii Preface xv Acknowledgments xvii Introduction xix Chapter 1: The Nature of Sound 1 International System of Units  2 Basic Physics Concepts  3 Mass, Force, Weight, Volume, and Density  3 Speed, Velocity, Momentum, Acceleration, (and Inertia  5 Elasticity and Stiffness  5 Work, Energy, Power, and Intensity  5 Pressure  6 Sound: Changes in Air Pressure  7 Behavior of Air  7 Air Pressure  7 Airflow  8 Relationship between Air Pressure, Air Volume, and Air Density  8 The Nature of Sound  9 Why Molecules Keep Vibrating: Elasticity, Inertia, and Friction  11 Sound Propagation  13 Wave Motion of Sound  13 Longitudinal Versus Transverse Waves  13 Mass/Spring System  15 Simple Harmonic Motion  15 Frequency, Period, Wavelength, Velocity, and Amplitude  16 Visually Depicting Sound Waves: Waveforms  18 Pure Tones and Complex Sounds  21 Pure Tones  21 Complex Sounds  21 Periodic Versus Aperiodic Complex Waves  21 Visually Depicting Sound Waves: Spectra  23 Sound Absorption, Reflection, Refraction, and Diffraction  24 Constructive and Destructive Interference  28 Attributes of Sounds  31 Frequency and Pitch  31 Frequency: Human Range of Hearing  32 Amplitude, Intensity, and Loudness  32 Decibel Scale  34 Logarithms and Ratios  34 Perception on the dB Scale  36 Advantages of the Decibel Scale  37 Applications of the Decibel Scale  38 Resonance  39 Acoustic Resonance  42 Tube Resonance and Standing Waves  44 Acoustic Resonators as Filters  47 Bandwidth  48 Cutoff Frequencies  49 Resonance Curves  49 Parameters of a Filter  49 Types of Filters  50  Summary 53 Review Exercises 54 Chapter 2: The Respiratory System 55 Pulmonary Apparatus  55 Bronchial Tree  56 Chest Wall  59 Muscles of Respiration  62 Accessory Muscles of Respiration  62 Muscles of the Abdomen  62 Pleural Linkage  64 Moving Air Into and Out of the Lungs  66 Inhalation  66 Exhalation  67 Rate of Breathing  67 Lung Volumes and Capacities  68 Resting Expiratory Level  69 Lung Volumes  69 Tidal Volume  70 Inspiratory Reserve Volume  70 Expiratory Reserve Volume  71 Residual Volume  71 Dead Air  72 Lung Capacities  72 Vital Capacity  72 Functional Residual Capacity  72 Inspiratory Capacity  72 Total Lung Capacity  73 Differences between Breathing for Life and Breathing for Speech  75 Location of Air Intake  76 Ratio of Time for Inhalation Versus (Exhalation  77 Volume of Air Inhaled and Exhaled (per Cycle  77 Muscle Activity for Exhalation  78 Chest Wall Shape  79 Breathing Patterns for Speech  80 Speech Breathing for Isolated Vowels and Connected Speech  82 Changes in Speech Breathing Over the Life Span  83 Features of Speech Breathing in Children  83 Features of Speech Breathing in Older Adults  84 Summary 86 Review Exercises 87 Chapter 3: Clinical Application: Evaluation and Treatment of Respiratory Disorders 88 Measurement of Respiratory Variables  88 Pulmonary Function Testing  89 Respiratory Kinematic Analysis  92 Air Pressures  94 Airflow  95 Classification of Respiratory Problems  96 Symptoms of Respiratory Disorders  97 Respiratory Function and Speech Production in Selected Disorders  98 Principles of Clinical Management of Speech Breathing Disorders  98 Neurological Disorders  99 Parkinson’s Disease  99 Cerebellar Disease  101 Cervical Spinal Cord Injury  102 Cerebral Palsy  103 Mechanical Ventilation  104 Voice Disorders  106 Stuttering  108 Asthma  111 Paradoxical Vocal Fold Motion  113 Summary 115 Review Exercises 115 Integrative Case Studies 116 Chapter 4: The Phonatory/Laryngeal System 118 Laryngeal Skeleton  118 Bones, Cartilages, and Membranes  118 Joints of the Larynx  123 Valves within the Larynx  127 Aryepiglottic Folds  127 False Vocal Folds  127 True Vocal Folds  127 Cover–Body Model  129 Glottis  130 Muscles of the Larynx  130 Extrinsic Muscles  130 Intrinsic Muscles  131 Myoelastic–Aerodynamic Theory of Phonation  137 Models of Vocal Fold Vibration  138 Features of Vocal Fold Vibration  139 Changes in the Phonatory/Laryngeal System Over the Life Span  144 Infancy and Childhood  144 Puberty  144 Adulthood  145 Vocal Quality  147 Normal Voice Quality  148 Abnormal Voice Qualities  149 Vocal Registers  151 Physiologic and Acoustic Characteristics of Registers  152 Use of Different Registers in Singing and Speaking  153 Summary 154 Review Exercises 154 Chapter 5: Clinical Application: Evaluation and Treatment of Phonatory Disorders 155 Measurement of Phonatory Variables  155 Acoustic Analysis  155 Perturbation Measures  160 Noise Measures  162 Laryngeal Visualization Methods  163 Electroglottography  163 EGG and Register  167 EGG Slope Quotients  167 Techniques for Visualizing the Larynx  170 Advantages of Acoustic and Visual Analysis of Phonatory Function  174 Evaluation and Treatment of Communication Disorders Involving the Phonatory System  176 Neurological Disorders  176 Benign Mucosal Lesions  181 Laryngeal Cancer  183 Hearing Impairment  186 Transsexual Voice  187 Stuttering  188 Summary 191 Review Exercises 192 Integrative Case Studies 192 Chapter 6: The Articulatory/Resonatory System 195 Articulators of the Vocal Tract  195 Oral Cavity  196 Lips  197 Mandible  198 Maxilla  199 Teeth  200 Hard Palate  203 Soft Palate  203 Tongue  207 Pharynx  211 Muscles of the Pharynx  212 Nasal Cavities  213 Valves of the Vocal Tract  214 Traditional Classification System of Consonants and Vowels  215 Place of Articulation of English (Consonants  215 Manner of Articulation of English (Consonants  216 Voicing  221 Vowel Classification  221 Vocal Tract Resonance  223 Characteristics of the Vocal Tract Resonator  224 Source-Filter Theory of Vowel Production  226 Formant Frequencies Related to Oral and Pharyngeal Volumes  228 Vowel Formant Frequencies  231 F1/F2 Plots  233 Spectrographic Analysis  234 Narrowband and Wideband Spectrograms  235 Relationship Between Articulation and Spectrographic Characteristics of Vowels and Consonants  235 Vowels  236 Diphthongs  236 Nasals  238 Glides  239 Liquids  239 Stops  240 Fricatives  244 Affricates  246 The Production of Speech Sounds in Context  246 Coarticulation  247 Speaking Rate  249 Suprasegmentals  249 Summary 253 Review Exercises 253 Chapter 7: Clinical Application: Evaluation and Treatment of Articulatory and Resonance Disorders 255 Articulation, Intelligibility, and Instrumental Measurement  255 Ultrasound  256 Electropalatography and Glossometry  257 Magnetic Resonance Imaging  258 Electromagnetic Articulography  258 Evaluation and Treatment of Communication Disorders Involving Articulation and Resonation  260 Dysarthria/Apraxia  260 Hearing Impairment  267 Cochlear Implantation  270 Speech Sound Disorders  272 Cleft Palate  274 Stuttering  275 Resonance Problems  76 Summary 278 Review Exercises 278 Integrative Case Studies 279 Chapter 8: The Auditory System 282 Anatomy of the Ear  282 Outer Ear  282 Tympanic Membrane  284 Middle Ear  284 Inner Ear  288 Perception of Speech  293 Segmentation Problem  293 Role of Redundancy in Speech (Perception  294 Instrumental Analysis of Vowel and Consonant Perception  294 Perception of Vowels and Diphthongs  295 Formant Frequency Relationships  295 Diphthongs  297 Consonants  298 Categorical Perception  298 Multiple Acoustic Cues  299 Influence of Coarticulation  299 Perception of Consonants  300 Liquids  300 Glides  300 Nasals  300 Stops  301 Fricatives  303 Affricates  303 Summary 304 Review Exercises 304 Chapter 9: Clinical Application: Evaluation and Treatment of Disorders Related to Hearing Impairment 305 Types of Hearing Loss  305 Diagnosis of Hearing Impairment  306 Immittance Audiometry  306 Tympanometry  307 Static-Acoustic Middle Ear Admittance  311 Acoustic Reflex Testing  311 Otoacoustic Emissions Testing  312 Auditory Brain Stem Response Testing  313 Hearing Loss and Speech Perception  314 Clinical Application  314 Phoneme Recognition in Speakers with Hearing Loss  315 Acoustic Cues Used in Phoneme (Recognition  316 Vowel Perception  316 Consonant Perception  317 Cochlear Implants  317 Clinical Application  320 Otitis Media and Speech Perception  320 Language and Reading Disability and Speech Perception  321 Temporal Processing Problems  322 Developmental Dyslexia and Speech Perception  324 Articulatory Problems and Speech Perception  324 Clinical Application  326 Summary 326 Review Exercises 327 Integrative Case Studies 327Chapter 10 Chapter 10: The Nervous System 328 Brain Tissue  329 Glial Cells  329 Neurons  330 Neuronal Function  333 Neurotransmission  333 Central and Peripheral Nervous (Systems  338 Central Nervous System  339 Functional Brain Anatomy  342 Cortex  342 Cortical Connections  344 Lobes of the Brain  345 Subcortical Areas of the Brain  350 Basal Nuclei  350 Thalamus  352 Hypothalamus  353 Brain Stem  354 Midbrain  355 Pons  355 Medulla  355 Cerebellum  356 Spinal Cord  357 Spinal Nerves  361 Cranial Nerves  362 CN V: Trigeminal  363 CN VII: Facial  365 CN VIII: Vestibulocochlear  365 CN IX: Glossopharyngeal  365 CN X: Vagus  365 CN XII: Hypoglossal  367 Blood Supply to the Brain  368 Motor Control Systems Involved in Speech Production  369 Motor Cortex  370 Upper and Lower Motor Neurons  372 Direct and Indirect Systems  375 Motor Units  375 Principals of Motor Control  378 Role of Feedback and Feedforward in Speech Motor Control  378 Role of Sensory Information in Speech Motor Control  379 Efference Copy  379 Summary 380 Review Exercises 380 Chapter 11: Clinical Application: Brain Imaging in the Evaluation and Treatment of Disorders of the Nervous System 381 Techniques for Imaging Brain (Structure  382 Computerized Tomography  382 Magnetic Resonance Imaging  383 Techniques for Imaging Brain Function  384 Functional Magnetic Resonance Imaging  384 Positron Emission Tomography  385 Single Photon Emission Computed Tomography  385 Electroencephalography and Evoked Potentials  386 Transcranial Magnetic Stimulation  388 Use of Brain Imaging Techniques in Communication Disorders  390 Stuttering  390 Stroke  391 Parkinson’s Disease  392 Multiple Sclerosis  393 Alzheimer’s Disease  394 Summary 395 Review Exercises 395 Integrative Case Studies 396 Chapter 12: Models and Theories of Speech Production and Perception 397 Models and Theories  398 Models  398 Theories  399 Issues Related to Organization and Regulation of Speech Motor Control  400 The Serial-Order Issue  400 Degrees of Freedom  401 Context-Sensitivity Problem  401 Models and Theories of Speech Production  401 Dynamic Systems Models  401 Connectionist Models  402 Spatial and Articulatory Target Models  402 Feedback and Feedforward Models  404 The DIVA Model  405 Speech Perception  406 Specialization of Speech Perception  406 Infant Perception  407 Models and Theories of Speech Perception  408 Acoustic Invariance Theory  408 Direct Realism  409 TRACE Model  409 Logogen Theory  410 Cohort Theory  410 Fuzzy Logical Model of Perception  410 Native Language Magnet Theory  411 Motor Theory  411 Summary 413 Review Exercises 414 Glossary 415 References 431 Index 459

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Book SynopsisLisa R. Jackson-Cherry, Ph.D., LCPC, NCC, is a professor in the Department of Counseling at Marymount University with primary teaching responsibilities in clinical supervision, crisis intervention, and pastoral integration. Her research and clinical practice areas include crisis intervention and planning, risk assessment, and treating complicated grief and addressing mental health issues of the military and children of fallen law enforcement officers. She is a current representative to the American Counseling Association Governing Council and a former member of the Maryland Board of Professional Counselors and Therapists. Bradley T Erford, Ph.D., LCPC, NCC, is a professor in the school counseling program at Loyola University with primary teaching responsibilities in assessment, research, and lifespan development. He has held numerous professional leadership positions, including past president of the American Counseling Association, and publisTable of ContentsPart I: Elements of Crisis Intervention Chapter 1: Basic Concepts of Crisis Intervention - Lisa Jackson-Cherry, Jason M. McGlothlin, and Bradley T, Erford Chapter 2: Safety Concerns in Crisis Situations - Charlotte Daughhetee, James Jackson, and Latofia Parker Chapter 3: Ethical and Legal Considerations in Crisis Counseling - Paul F. Hard, Laura L. Talbott-Forbes, and Mary L. Bartlett Chapter 4: Essential Crisis Intervention Skills - Bradley T. Erford and Lisa R. Jackson-Cherry Chapter 5: Loss, Grief, and Bereavement - Lisa R. Jackson-Cherry and Bradley T. Erford Part II: Special Issues in Crisis Intervention Chapter 6: Risk Assessment and Intervention: Suicide and Homicide - Judith Harrington and Charlotte Daughhetee Chapter 7: Understanding and Treating Substance Use Disorders with Clients in Crisis - William R. Sterner Chapter 8: Intimate Partner Violence - Amy L. McLeod, John Muldoon, and Lisa R. Jackson-Cherry Chapter 9: Sexual Violence - Robin Lee, Jennifer Jordan, and Elizabeth Schuler Chapter 10: Child Sexual Abuse - Carrie Wachter Morris and Elizabeth Graves Chapter 11: Military and First Responders - Seth C. W. Hayden and Lisa R. Jackson-Cherry Chapter 12: Emergency Preparedness and Response in the Community and Workplace - Jason McGlothlin Chapter 13: Emergency Preparedness and Response in Schools and Universities - Bradley T. Erford Chapter 14: Counselor Self-care in Crisis Situations - James Jackson, Latofia Parker, and Judith Harrington

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Book SynopsisMarjorie Fields has recently retired after teaching in the field of early childhood education for more than 30 years. She first taught kindergarten, then first grade, and then began teaching teachers. Thanks to her own children, she also had experience in cooperative preschools and various types of childcare. Marjorie has a Doctorate in Early Childhood Education with Research in Parent Involvement. She has been active in early childhood professional organizations at the national and local levels; she recently served as president of the National Association of Early Childhood Teacher Educators (NAECTE) and has served as vice president of that association. She has served on the national governing board for the National Association for the Education of Young Children (NAEYC). She has published extensively in the field of emergent literacy, including the textbook Let's Begin Reading Right (Merrill/Prentice Hall), as well as in the field of childTable of ContentsPART A: Discipline Foundations CHAPTER 1 Thinking About Guidance and Discipline CHAPTER 2 Physical and Emotional Development Affect Child Behavior CHAPTER 3 Intellectual and Social Development Affect Discipline PART B: Discipline Approaches CHAPTER 4 Creating Environments That Prevent Discipline Problems CHAPTER 5 Planning Programs That Prevent Discipline Problems CHAPTER 6 Teaching Desirable Behavior Through Example CHAPTER 7 Communication Strategies for Effective Discipline CHAPTER 8 Helping Children Understand and Accept Limits CHAPTER 9 Beyond Behaviorism CHAPTER 10 Punishment versus Discipline PART C: Matching Discipline Causes to Discipline Approaches CHAPTER 11 Childlike Behaviors CHAPTER 12 Unmet Needs CHAPTER 13 Meeting Diverse Needs: Academic, Social, Cultural, & Linguistic CHAPTER 14 Stress and Vulnerabilities CHAPTER 15 Analyzing Discipline Problems

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