Teacher training Books

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

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

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Book SynopsisWhich One Doesn't Belong? has won the Mathical Book Prize, which will be presented to Christopher Danielson at the National Math Festival in Washington, DC on April 22, 2017. The Mathical Book Prize is an annual award for fiction and nonfiction books that inspire children of all ages to see math in the world around them.Every colorful page of Christopher Danielson's children's picture book, Which One Doesn't Belong?, contains a thoughtfully designed set of four shapes. Each of the shapes can be a correct answer to the question 'Which one doesn't belong?' - Because all their answers are right answers, students naturally shift their focus to justifications and arguments based on the shapes' geometric properties.In the companion teacher's guide,(978-1-62531-081-1) Danielson shows how to facilitate rich discussions and teach mathematical argumentation using Which One Doesn't Belong? He models how to listen closely and respectfully to students' ideas about shapes. Danielson synthesizes research about how children learn geometry, discusses the role of geometry in the mathematics curriculum, and gives plenty of practical advice about different ways to implement Which One Doesn't Belong? in classrooms.He also discusses the mathematical ideas likely to emerge on each page and, drawing from his direct experience using Which One Doesn't Belong? at several different grade levels, helps teachers anticipate and think about students' likely answers. Most curricula treat geometry as little more than vocabulary lessons. Which One Doesn't Belong? and its accompanying guide are powerful, flexible resources teachers can use to provoke lively discussions and deep learning about shapes with students of all ages.Trade Review'Stenhouse just released Christopher Danielson’s book, Which One Doesn’t Belong?. It’s a must-have if you’re a parent or a teacher with any interest in helping your children or students learn to speak mathematically. There are few tasks that offer so much mathematical value yet require so few instructions as Which One Doesn’t Belong? You see four mathematical objects. You ask kids, “Which one doesn’t belong?” You help them negotiate their overlapping and conflicting answers, developing vocabulary and the capacity for argument and abstraction along the way. That’s it. You can find loads of great WODB prompts online but you can’t find Christopher’s unique presentation, narrative, and teacher’s guide, which is its own kind of graduate-level course in pedagogy. Highly recommended.'- Dan Meyer ‘Which One Doesn't Belong? is a brilliant new math book from Stenhouse. A MUST-HAVE if you teach math at any age I think.The book is a picture book to use with kids along with a Teacher's Guide that is really a professional book by Christopher Danielson (whose website is also brilliantly amazing and one you'll want to visit often if you are a math teacher.) Which One Doesn't Belong? is a book of conversation starters around geometry. Each page of the picture book gives readers 4 shapes and asks the questions, "Which One Doesn't Belong?" I know this opener and love it and have used lots of the resources on the website.Which One Doesn't Belong? and other resources and I've always found the routine to be a good one for math learning and supporting conversations around math. But there was so much I didn't know! This teacher guide--which is not so long but long enough to have depth and lots of new learning--helped me to understand how much more powerful this routine could be if I were more intentional as a teacher. The focus on geometry is interesting to me because it is an area of math teaching that I need to learn more about. The book has an entire chapter called "How Children Become Geometers". This chapter helped me see the big jump kids do from elementary school to high school geometry and how much better we can do to help them build understanding by understanding the levels of understanding kids have and build around geometry. The book is not a teacher's manual. Instead it is a way for teachers to use this routine in ways that empower students. Christopher Danielson shares language he uses when he introduces Which One Doesn't Belong. He shares examples from classrooms and he helps us better understand how children make sense of geometry through inquiry. He also puts the teacher in the decision-making chair as he invites us to make our own decisions about which pages to introduce to children when. He also has tips for creating your own WODB set. I love the answer key in this book. The thing about this WODB sets is that they are designed so every answer could be the correct answer. So the answer key shares insights kids may notice about each shape and how they might respond. It is a great resource and a great place to understand how to create your own sets (and help kids create their own.) I love so much about this set of books. We had a conversation around the first page of the picture book last week and it was incredible. I introduced it as Danielson suggests in the book and we could have gone on for a very long time with ideas and thinking around these 4 shapes. I am excited to see where the conversation goes over the next several months. This was a great way for me to take a routine I know and really deepen my understanding of it which will help my students. Not only that but it helped me understand geometry in general and I now see the connection between this and several of Danielson's blog posts. I can't recommend this book enough. If you are interested in inquiry-based thinking and routines that empower kids AND if you want to learn more about quality talk in the math classroom, you need this book immediately!’ - A Year of Reading, Franki Sibberson ‘I received Danielson’s shapes book Which One Doesn’t Belong (WODB) with anticipation. I had been noticing Twitter activity on the math twitter blogosphere around the hashtag #wodb, and I was curious. The picture book includes a teachers’ guide, which I found valuable, especially the chapter on how to use the book in the classroom. It also explains the progression of a student’s geometry thinking, gives tips and examples of how to guide conversations, and defines some geometry terms to give rigor to my own knowledge. I referred back to the teachers’ guide many times when using the book in classroom settings. Danielson writes, “I made this book to spark conversations, thinking and wonder” (p. 36). He has succeeded. I enjoyed using this book to facilitate conversations with first and fourth graders. Students were engaged and were eager to communicate their ideas and listen to others. I noticed improvement in their ability to craft mathematical arguments in support of their choices. In the end, the fourth graders composed their own set of shapes to challenge others with “which one doesn’t belong.” I also shared the book with colleagues and even brought it out at a family party. This bold-color shapes book is, as the author had hoped, “a resource that can make a meaningful contribution to geometry instruction” (p. 16) but can also reside in an elementary school library. It allows for meaningful conversations, unanswered questions, and deep dives into the subtle and complex similarities and differences between shapes. - Laurel Pollard, Hanover Street School, Lebanon, New Hampshire. ‘I recently had the privilege of sharing Christopher Danielson’s book Which One Doesn’t Belong with my 5th grade math classes. Each page in his deceptively simple layout has four different figures. He asks the readers to choose “which one doesn’t belong” and tell why. There’s also an accompanying teacher’s guide, with teaching ideas across the grades from kindergarten to high school. (Look inside the guide here.) I thought the WODB activity might generate some interesting conversations and serve as a review for our geometry unit which we were concluding. So we gave it a try! Some of our observations Even though the book says “every answer can be correct,” my students had a hard time believing that two, three, or four different answers could all be correct. We decided to find out! We started off with the first set of figures and I asked everyone to think silently about which figure didn’t belong. I called on Noah to share his thoughts. Noah chose a figure and explained why that figure was different than the rest. Sarah quickly chimed in saying, “I disagree! I think the third figure doesn’t belong.” She gave her reasons for choosing the third figure. After several of these disagreements, I asked the students to think about why they disagree. I asked them if they understood Noah’s reasoning. They all agreed that, based on Noah’s reasoning, he was correct. They also agreed that Sarah’s reasoning was correct. One student then said, “You mean we are all correct?” The conversation had reached a turning point. As we explored more sets of figures, I didn’t hear, “I disagree” or “I think you’re wrong”. Instead, I heard “ Wow, I didn’t think of that” and “I saw something different”. A WODB chat at Hibbett Middle School Another observation I found very interesting was how students borrowed vocabulary from one setting and tried to apply (maybe misapply) it to a new setting. Have you ever heard of a scalene quadrilateral? Neither had I! But I knew what the student meant, and so did the rest of the class. When I asked him to explain, he said a scalene triangle is a triangle with all three sides having different lengths. A scalene quadrilateral, therefore, is a quadrilateral with all four sides having different lengths. Makes sense, doesn’t it? But, is it mathematically correct? I don’t know. My students gave me some pretty good arguments justifying their reasoning! We decided we needed to do some research on the word scalene. Does it only apply to triangles?Planning for next year I plan to continue exploring this book and use it again next year, but with a few changes. I think it would be very beneficial to do this activity first, as a pre-assessment to our geometry unit. What do they already know? What misconceptions do they have? At the conclusion of the unit, I would like to repeat the activity and see how their answers and explanations change. Will I see any growth in their vocabulary? Will they notice new differences based on the properties of the figures? I think it would also be very interesting to have the students write their own reflections. Did they find this activity interesting and why? What do they think they learned from this activity? My classes thoroughly enjoyed this book and our conversations about shapes. It generated deep thinking and brought up a few questions that we are still wondering about. In a good way!’ - Marti Smith, An Innovative Math Book Sparks Some Great Class Chat about Geometry, Guest BloggerTable of ContentsWhich one doesn't belong? Label and Pictures book.

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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 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 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 SynopsisGrowing Mathematical Minds is the documentation of an innovative, bi-directional process of connecting research and practice in early childhood mathematics. The book translates research on early mathematics from developmental psychology into terms that are meaningful to teachers and readily applicable in early childhood classrooms. It documents teacher responses, and conveys their thoughts and questions back to representative researchers, who reply in turn. In so doing, this highly useful book creates a conversation, in which researchers and teachers each bring their expertise to bear; their communication about these topicsinformed by the thinking, commitment, and experience of both groupshelps us better understand how developmental psychology can improve math teaching, and how math teaching can, in turn, inform developmental science. The book bridges the gap between research and practice, helping teachers to adopt evidence-based practices and apply cutting-edge reseTrade Review"Growing Mathematical Minds is a remarkable, lucid, and inviting introduction to early math education. The book offers prominent researchers’ accounts of their own fundamental work on children’s mathematical thinking, as well teachers’ comments on the research and suggestions about the ways it can be used to inform classroom practice. The book truly helps both researchers and teachers to bridge the sometimes considerable gap between theory and practice, in part by listening and responding to each other."—Herbert Ginsburg, Jacob H. Schiff Foundations Professor Emeritus of Psychology and Education, Teachers College, Columbia University, USA "With this book, Dr. McCray and her co-authors do a real service both to educators and to researchers in the field of early mathematics learning. There is now so much to know about early math education that we spend our careers becoming experts in just one thing: We either know how to teach math, or we know how to do research on it. But because teachers and researchers don’t spend much time in each other’s worlds, a gulf arises. Math researchers (like me) want our work to be useful, but we don’t actually know what teachers need. Teachers want to stay up to date on the relevant research, but much of that research is embargoed behind paywalls-- and even if it weren’t, what teacher has time to read through it all to figure out what’s relevant? In this book, Dr. McCray and her co-authors have boiled the current research down to its most important insights, and presented them in a way that is immediately usable in classrooms. This is the missing link that we all need, in order to reach our shared goal of using research to improve early math education."—Barbara Sarnecka, Associate Professor, Cognitive Sciences and Logic & Philosophy of Science, University of California, Irvine, USATable of ContentsIntroduction: Briding the Gap Between Research and Practice in Early Mathematics Jie-Qi Chen, Jennifer S. McCray, and Janet Eisenband Sorkin Chapter 1: Mathematical Language and Early Math Learning Janet Eisenband Sorkin and Jennifer S. McCray with Susan Levine Chapter 2: The Role of Adult and Environmental Input in Children’s Math Learning Donna Johnson & Lisa Ginet with Kelly Mix Chapter 3: The Use of Concrete Objects in Early Mathematical Learning Jie-Qi Chen and Jeanine Brownell with David Uttal Chapter 4: The Role of Gesture in Teaching and Learning Math Mary Hynes-Berry and Jennifer S. McCray with Susan Goldin-Meadow Chapter 5: Variability in Children’s Mathematical Thinking and Learning Laura Grandau and Rebeca Itzkowich with Robert Siegler Chapter 6: Pathways to Basic Combination Fluency in the Primary Grades Jeanine O’Nan Brownell & Mary Hynes-Berry with Arthur J. Baroody Chapter 7: Math Anxiety and Math Performance: How do they relate? Lisa Ginet and Rebeca Itzkowich with Erin Maloney Conclusion Jennifer S. McCray, Janet Eisenband Sorkin, and Jie-Qi Chen

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Book SynopsisHow can a potato be a battery?How quickly will a shark find you?What food should you take with you when climbing a mountain?The Really Useful Book of Secondary Science Experiments presents 101 exciting, real-world' science experiments that can be confidently carried out by any KS3 science teacher in a secondary school classroom. It offers a mix of classic experiments together with fresh ideas for investigations designed to engage students, help them see the relevance of science in their own lives and develop a passion for carrying out practical investigations.Covering biology, chemistry and physics topics, each investigation is structured as a problem-solving activity, asking engaging questions such as, How can fingerprints help solve a crime?', or Can we build our own volcano?' Background science knowledge is given for each experiment, together with learning objectives, a list of materials needed, safety and technical considerTrade Review"There is a perennial debate about how best to assess practical work in school science, with many repercussions for examinations and classroom practice... This book sets out to do just that for 101 experiments relating to ages 11–14 science."- Trevor Critchley, Education in ChemistryTable of ContentsExperiment 1: Observation: Are probiotic yogurts worth the extra money? Experiment 2: Observation: How similar are animal and plant DNA? Experiment 3: Observation: What do the inside of lungs look like? Experiment 4: Observation: Are all fats the same? Experiment 5: Observation: How do plants exchange gases? Experiment 6: Observation: How do apples decay? Experiment 7: Is salt a good preserver of food? Experiment 8: Fair testing: How can plants use wind to reproduce? Experiment 9: Fair testing: Are there enzymes in our liver? Experiment 10: Fair testing: What is the best food to take with you when climbing a mountain? Experiment 11: Fair testing: Which is the most dangerous see to swim in if you are bleeding? Experiment 12: Fair testing: How quickly will our muscles tire? Experiment 13: Fair testing: Can we speed up the rate of photosynthesis? Experiment 14: Pattern seeking: Where do daises grow? Experiment 15: Pattern seeking: Do taller people have larger hands? Experiment 16: Pattern seeking: Do insects prefer to live in the light or the dark? Experiment 17: Pattern seeking: Can long legs jump further? Experiment 18: Pattern seeking: Do our hearts beat faster when we work harder? Experiment 19: Pattern seeking: Are hand-dryers more hygienic than paper towels? Experiment 20: Classification and identification: Can you identify animal and plant cells just by looking at them? Experiment 21: Classification and identification: Can we classify leaves? Experiment 22: Classification and identification: What’s the best fruit and vegetable to eat when you have a cold? Experiment 23: Classification and identification: How can fingerprints solve a crime? Experiment 24: Classification and identification: Which plants are growing near our school? Experiment 25: Classification and identification: What’s in our food? Experiment 26: Modelling: Can we build a digestive system? Experiment 27: Modelling: Can we build a DNA separating chamber? Experiment 28: Modelling: Can we build a model of DNA? Experiment 29: Modelling: Can we ferment our own ginger beer? Experiment 29: Modelling: Can we build a bug hotel? Experiment 30: Modelling: Can we design and make a stethoscope? Experiment 31: Observation: Can a solid turn into a gas? Experiment 32: Observation: Where should we dig for oil?Experiment 33: Observation: What colour are M&Ms? Experiment 34: Observation: What is the best material for a campfire? Experiment 35: Observation: How can we make colourful flames? Experiment 36: Observation: What is special about the melting and freezing point of a substance? Experiment 37: Fair Testing: Which is the best washing powder? Experiment 38: Fair Testing: Can we prevent rusting? Experiment 39: Fair Testing: Which antacid is the most effective? Experiment 40: Fair Testing: Which is the best brand of disposable nappies? Experiment 41: Fair Testing: How does temperature affect the rate of a reaction? Experiment 42: Fair Testing: How quickly will a puddle evaporate on a hot day? Experiment 43: Pattern seeking: How quickly will a battery run down? Experiment 44: Pattern Seeking: What is the hardest liquid to swim through? Experiment 45: Pattern Seeking: Will aquatic plants grow in acidic water? Experiment 46: Pattern Seeking: Do all oxides have the same pH? Experiment 47: Pattern Seeking: Which element in group 2 of the periodic table is the most reactive? Experiment 48: Pattern Seeking: Which element in group 7 of the periodic table is the most reactive? Experiment 49: Classification and Identification: Are all changes reversible? Experiment 50: Classification and Identification: What is the best soil for growing plants? Experiment 51: Classification and Identification: How can we identify colourless gases? Experiment 52: Classification and Identification: How can polymers be identified? Experiment 53: Classification and Identification: Do chemical reactions always give off heat? Experiment 54: Classification and Identification: Does everything dissolve in water? Experiment 55: Modelling: Can we make our own fizzing bath bombs? Experiment 56: Modelling: Can we make popping fruit juice balls? Experiment 57: Modelling: Can we grow a crystal garden? Experiment 58: Modelling: Can we build our own volcano? Experiment 59: Modelling: How can cabbage be an indicator? Experiment 60: Modelling: Can we make a bouncing custard ball? Experiment 61: Observation: How many colours are there in light? Experiment 62: Observation: How does pressure vary in a water column? Experiment 63: Observation: What do waves look like? Experiment 64: Observation: Which objects will give you a static shock? Experiment 65: Observation: How do gases move? Experiment 66: Observation: How much ‘stuff’ do we make in a reaction? Experiment 67: Fair Testing: How can we change the brightness of a bulb? Experiment 68: Fair Testing: Why do moon craters vary in size? Experiment 69: Fair Testing: What are the most dangerous weather conditions to drive in? Experiment 70: Fair Testing: How can we increase the resistance in a circuit? Experiment 71: Fair Testing: How can blood spatter solve a crime? Experiment 72: Fair Testing: Can we stop radio waves? Experiment 73: Pattern seeking: How can you make a swing go faster? Experiment 74: Pattern Seeking: Can you break a spring? Experiment 75: Pattern Seeking: How can we make a magnet stronger? Experiment 76: Pattern Seeking: How does light enter and leave a mirror? Experiment 77: Pattern Seeking: How can we change the speed of light? Experiment 78: Pattern Seeking: What happens to waves in shallow water? Experiment 79: Classification and Identification: Which materials are best for keeping something warm? Experiment 80: Classification and Identification: Which materials are best for building an electric circuit? Experiment 81: Classification and Identification: Can we identity different types of radiation? Experiment 82: Classification and Identification: Can we classify all materials as solids, liquids or gases? Experiment 83: Classification and Identification: What is the densest liquid?Experiment 84: Classification and Identification: Where is the energy going? Experiment 85: Modelling: Can we cook food using the sun? Experiment 86: Modelling: Can we make our own camera? Experiment 87: Modelling: How can a potato be a battery? Experiment 88: Modelling: Can we build a catapult? Experiment 89: Modelling: Can we design and make a musical instrument? Experiment 90: Modelling: Can we make a crash helmet? Project 1: Healthy teeth Project 3: Environmental survey Project 4: Set Design Project 5: Olympic science Project 6: Chocolate lab Project 7: Scene of crime investigation Project 8: Fairground games Project 9: Aeroplane design Project 10: What’s the weather like?

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Book SynopsisThe Social and Emotional Development of Gifted Children remains the only book that provides a comprehensive summary of the empirical research on the social and emotional development of gifted children by leading authorities in the field. It includes several features that make it the leading text on what we know about the social and emotional development of gifted children. For example, it summarizes the most significant findings from the empirical research on the topic. It also includes noteworthy variations that have been observed across cultural groups or global contexts. Each chapter also provides a short description of the practical applications that can be made from the research. This second edition includes an entirely new section on the psychosocial aspects of talent development, as well as addresses the burgeoning interest and research base regarding gifted performance. The text also includes several new topics that have emerged from the research in the past decade, such as the neuroscience of talent development and motivation for talent development. This book is a service publication of the National Association for Gifted Children.

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Book SynopsisWith the rise of teacher stressors, new and changing state standards, and high-stakes testing, it is more important than ever to remind literacy teachers and teacher-librarians about the reason that brought them to this profession: the love of story.The Gift of Story: Exploring the Affective Side of the Reading Life, by John Schu (affectionately known as Mr. Schu all over reading communities), invites readers to consider literacy beyond its academic benefits and explore how universal truths found in stories can change us, inspire us, connect us to others, answer our deepest questions, and even help us heal along the way. Using his experience as a teacher, librarian, book lover, and story ambassador, Mr. Schu asks readers to reflect on what it means to share their hearts through stories and how it can connect us to individuals and learning communities.The Gift of Story is presented through a study of five affective elements: Healer, Inspiration, Clarifier, Compassion, and Connector. Along the way, readers will encounter insightful contributions from educators, children's writers, and illustrators, as well as recommendations for sharing the gift of story with learning communities including: treasured book suggestions that stir reflection, engaging tips for celebrating literacy, and heart-growing applications to lift classroom and library practices.Celebrate the way we define and imagine ourselves through literacy by using stories to connect to others, build and strengthen community, and honor the children we were called to teach.Table of ContentsChapter 1: Book of Your Heart; Chapter 2: Story as Healer; Chapter 3: Story as Inspiration; Chapter 4: Story as Clarifier; Chapter 5: Story as Compassion; Chapter 6: Story as Connector; The Story Continues …

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Book SynopsisThe introduction of digital technology to video use has opened up new opportunities for raising the quality of teaching and learning. This book provides the first integrated account of how digital video can be used to develop teaching competence. It shows not only how using video can help teachers move towards more dialogic forms of teaching and learning, but also how such change benefits pupils' learning and behaviour.Based on extensive literature reviews this book provides an overview of visual teacher learning and summarises what is known about instructional improvements that teachers can achieve by engaging in it. These reviews and the author's empirical studies explain the activities, processes and organisational conditions needed for implementing visual teacher learning in teacher education and professional development. The book concludes with practical resources for practitioners incorporating the lessons drawn from theory and research. Trade Review"Digital video has in the last decades become the single most helpful tool for advancing teaching and teacher education. This comprehensive and multi-faceted book covers the power and effectiveness of this seminal medium in an impressive way."Kurt Reusser, Professor emeritus, Universität Zürich, Switzerland"The Visual Teacher Learning model developed by Niels Brouwer places at the core of teachers’ work how they bring learners to engage with the content of learning, which entails the cognitive, emotional and social domains. The principles of learning that the author expects teachers to enact in their interactions with pupils are also the principles to be modelled by teacher educators when using the VTL model, thus successfully bridging theory and practice. In the numerous examples of the uses and benefits of this approach to enhance teachers’ work with learners, the author and his collaborators recognise and address the demands faced by teachers, whether novice, beginning or experienced. This book will make a significant contribution to developing teacher educators’ competencies for using Visual Teacher Learning in their work."Carmen Montecinos, Professor of Psychology, Pontificia Universidad Católica de Valparaíso, Chile"Digital video has in the last decades become the single most helpful tool for advancing teaching and teacher education. This comprehensive and multi-faceted book covers the power and effectiveness of this seminal medium in an impressive way."Kurt Reusser, Professor emeritus, Universität Zürich, Switzerland"The Visual Teacher Learning model developed by Niels Brouwer places at the core of teachers’ work how they bring learners to engage with the content of learning, which entails the cognitive, emotional and social domains. The principles of learning that the author expects teachers to enact in their interactions with pupils are also the principles to be modelled by teacher educators when using the VTL model, thus successfully bridging theory and practice. In the numerous examples of the uses and benefits of this approach to enhance teachers’ work with learners, the author and his collaborators recognise and address the demands faced by teachers, whether novice, beginning or experienced. This book will make a significant contribution to developing teacher educators’ competencies for using Visual Teacher Learning in their work."Carmen Montecinos, Professor of Psychology, Pontificia Universidad Católica de Valparaíso, Chile"Very impressive. What a big project! Brouwer provides us with a detailed and thoughtful review of the literature on the use of video for teacher learning. One of the many strengths of this work is that he includes studies from around the world and does not shy away from discussing earlier work that set the stage for more recent studies. With chapters on video production and on resources for practitioners, Using Video to Develop Teaching is a must-read book for both researchers and teacher educators. I will assign it to my students!" Rossella Santagata, Professor, School of Education, University of California, Irvine, USA"I appreciate the in-depth discussion of our video club work. The website www.teacheredsupport.net is fantastic!!! Really really amazing. I will definitely be using it with teachers!"Miriam Sherin, Professor, Northwestern University, USA"This book is a milestone, the work of a lifetime. What a treasure trove of findings and insights has been assembled here. It’s elegantly designed, inside as well as outside. I expect this book will become a standard work."Fred Korthagen, Professor emeritus, Utrecht University, Director of the Korthagen Institute for Professional Development, Netherlands"A great book offering a range of practical guidelines, supported by empirical studies and the experience of the author."Florinda Sauli, University of Applied Sciences and Arts of Southern Switzerland"This book is an ambitious endeavour to tackle the theory-practice gap in pre-service and inservice teachers’ professional learning. It has scope, breadth and depth in one volume. It not only demonstrates how you can incorporate video into existing classroom practice. It is like a guidebook on how to accomplish changes in classroom dynamics to make a learning community. It is also well researched and documented with plenty of supporting references. The author has made an incredible advance to teacher education and pupil/teacher/clinical interaction."Blaine Ackley, Associate Professor Emeritus, University of Portland, USA"This is a very good book and it is going to be an asset at my teacher's college. I will use it in my Physical Education and Sport department to improve my teaching as well as equip student teachers with modern teaching skills."Shepard Kugara, Teacher Educator, Seke Teachers College, Chitungwiza, Zimbabwe"An impressive book. Interesting, informative and beautifully designed."Walter Geerts, Teacher Educator, Noordelijke Hogeschool Leeuwarden-Stenden Hogeschool, Netherlands"This publication is a formidable contribution to educating teachers. Very good that the link with pupils’ learning is made from beginning to end. That’s what it’s all about. That’s what you’re doing it for. This book is thoroughly documented, beautifully designed and very accessible. The Tables, the Figures and especially the Boxes provide very useful practical resources such as templates and viewing guides."Ans de Klein, Teacher Educator, Hogeschool Arnhem-Nijmegen, NetherlandsTable of Contents 1. Introduction 2. Imaging teacher learning. From analog to digital 3. Changing instruction through Visual Teacher Learning 4. The power of video feedback with structured viewing guides 5. In search of effective guidance for preservice teachers’ viewing of classroom video 6. Activating learners. The impact of peer coaching with video on teaching and learning 7. The production of classroom video 8. Using video for activating instruction 9. Resources for practitioners References Abbreviations Credits Index

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Book SynopsisBefore founding his successful consultancy, Maynard Leigh, Andrew Leigh worked as a senior manager in both the public and the private sectors. He has spent several years as a features writer for The Observer and an established author, his previous books include: Charisma, Your and Your Job (OUP); 20 Ways to Manage Better (CIPD); Effective Change (CIPD); Perfect Decisions; The Ultimate Business Presentation book; Perfect Presentations; Perfect Communications and Perfect Leader (Random House Business Books).Trade Review“A great all rounder… it would also be useful as a refresher for a more experienced manager.” Karen McArthur, MCMI, Category Judge, CMI Management Book of the Year Award 2012 “This book delivers powerful management insight and would be a useful reference tool for any aspiring manager.” Christina Sage, MCMI, Category Judge, CMI Management Book of the Year Award 2012Table of Contents Part 1 Manage Self 1 Cultivate emotional intelligence 2 Listen actively 3 Deliver under pressure 4 Communicate with impact 5 Network 6 Build your personal brand Part 2 Manage Others 7 Show leadership 8 Generate team working 9 Manage your boss 10 Promote engagement 11 Coach for results 12 Negotiate successfully 13 Handle problem people Part 3 Manage the Organisation 14 Manage change 15 Make decisions 16 Inspire meetings 17 Encourage creativity and innovation 18 Select and recruit 19 Show Integrity 20 Encourage diversity Last Word Sources

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Book Synopsis"This is a thoughtful, provocative and important book. Clear, concise, articulate and pulling no punches, Judyth Sachs maps out an agenda for a new 'transformative professionalism' which celebrates the complexities of teacher' identities and work, and acknowledges the tensions between standards of accountability and autonomy. She argues persuasively for a reorientation of policy from managerial to a democratic and radical reconceptualisation of teacher education programmes and notions of teacher professionalism. Her text, richly supported by case studies of practice, will appeal to teachers and teacher educators worldwide who are committed to principles of active participation, trust and community." - Professor Chris W. Day, University of Nottingham* What forms of professionalism are shaping the teaching profession?* How can the concept of teacher professionalism be revitalized so that it is relevant to the needs and aspirations of teachers working in increasingly diTable of ContentsSeries editor's prefaceTeacher professionalism in transitionRethinking the practice of teacher professionalismThe politics of professionalismPreparing activist teacher professionalsTeacher research for professional renewalProfessional in practiceNew professional identities for new timesThe activist teacher professionalReferencesIndex.

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Book SynopsisThis book guides student researchers through the different stages of small-scale or practitioner research, a common component of study for students training to work in the lifelong learning sector. The authors look at the entire research journey, from planning a research topic and framing research questions, through the process of data collection and analysis, to writing up and presentation. Using a step-by-step approach the book tackles common thorny issues such as: Understanding the different genres of research Discussion of qualitative and quantitative approaches to research The importance of forming research questions and of locating them within current research literature How to do a literature review Dealing with permissions, access and ethics The nuts and bolts of research methods Interpreting data and writing up research findings Together with case studies and examples of real-life research projects that have been completed by the authorsâ own Table of ContentsWhat is educational research? Types of practitioner research Models of research Asking questions Research ethics Gathering data Making sense of your data Evaluating your research Writing up and disseminating research

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Book SynopsisThis book offers friendly guidance on how to work with adult learners to develop their numeracy and mathematics skills. It brings together current research and practice on teaching adult numeracy into one handy volume and covers the major issues faced by teachers of adult numeracy such as current policy perspectives and implications for teaching practice. There are reflective tasks throughout, which encourage you to develop and apply your theoretical knowledge to your own experiences.Key features include: Reviews of existing policy and research and implications for practice Reflective tasks with commentary, encouraging you to develop and apply your knowledge Case studies of real student experiences Practical activities and ideas to support the planning, teaching and assessment of adult numeracy Drawing on the substantial experience of the contributors, who have a wealth of experience as practitioners and researchers in the field, this book is an essential resourTable of ContentsIntroductionSection One: Numeracy and societyThe social context of numeracyWhy and where adult numeracy teaching and learning takes placeAdult numeracy learnersSection Two: Understanding NumeracyMathematics and numeracyLanguage and mathematicsTeachers and the process of mathematical thinkingProvoking mathematical thinking: numeracy teachers doing 'realistic' mathsAttitudes, beliefs and teachingSection Three: Teaching and learning numeracyApproaches to teaching adult numeracyPlanning for numeracy learningAssessmentTeaching number, measure and dataSection Four: Contexts for teaching and learning numeracyFamily mathematicsDeveloping numeracy skills in vocational contexts: learning for and in the workplaceSection Five: Numeracy and inclusive learningDyslexia, dyscalculia and numeracyMental health and the emotional aspects of learning mathematicsReferences

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Book SynopsisThis book provides a handy compendium to support you as you train to become an Early Years Teacher. The eight Teachers' Standards (Early Years) underpin the core structure of the book, and there is strong linking throughout to the statutory and non-statutory framework and guidance for the Early Years Foundation Stage.Offering comprehensive coverage of theories of early learning and child development, this book: Brings together relevant knowledge and skills in a way that challenges you to think critically about key theories of early learning and development in your role as an Early Years Teacher Reflects on the nature of professionalism and offers activities to help you identify your own learning journey and develop your own professional identity Underpins practice with a focus and recognition of the need to identify and develop key communication skills that build positive professional relationships in the best interests of babies and children InTable of ContentsNotes on contributorsAcknowledgementsIntroduction: who's teaching who?Professionalism in Early YearsThe Early Years Teacher role: Play and playful pedagogy that inspires babies, children and a new generation of professionalsBuilding and sustaining relationships: Early Years teaching with babies, young children and parentsCurious engagement: Creating learning opportunities within the Early Years foundation stageAdapting education and care to respond to the strengths and needs of all children: Reflections on practice by senior professionals in early yearsMore than just a post-it! Making accurate and productive use of assessmentA safe environment: Safeguarding and promoting the welfare of childrenEarly Years Teachers as influential leadersA unique Early Years Teacher: Presenting my evidence for assessment Appendix: Teachers' Standards (Early Years) 2013ReferencesIndex

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Book SynopsisPrimary educators can feel overwhelmed by the knowledge required to teach science concepts. Primary Science Education: A Teacher's Toolkit is an accessible and comprehensive guide to primary school science education and its effective practice in the classroom.Table of ContentsPart I. Planning for Science: 1. Why do we teach science in primary school?; 2. What does the primary science curriculum include?; 3. How can students demonstrate their learning in science?; 4. How do I plan effective learning sequences in primary science?; 5. What is my role when teaching primary science?; Part II. Primary Science in the Classroom: 6. What are some examples of successful units of work for different years?; 7. How can I use technologies to support learning in primary science?; 8. How can I use other learning areas to support learning in primary science?; 9. Which cross-curriculum priorities 'fit' with which science topics?; 10. How can STEM education enable students' understanding of science concepts?; 11. What else do I need to know when teaching primary science?

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Book SynopsisThe second edition of this core text from Learning Matters asks: What is teaching? Does curriculum really matter? Does behaviour need ′managing′? What is a learning environment today? Does my classroom reflect the identities of all of my learners? How can I bring the theme of sustainability to my teaching? Discussing these and many more, it covers the contents of professional studies modules and goes beyond to support trainees on placements and in their learning on the course. Five new chapters are added for this edition discussing themes of sustainability, teacher self care, diversity in the curriculum, sex and relationships education and our new understanding of learning environments. Learning features throughout have been designed to help students develop their understanding, broaden their perspectives, think more critically and apply theory to practice. These include: Case Studies to apply learning to real-life school contexts. Key Readings to encourage wider reading, broaden perspectives and offer practical ideas for the classroom. Key Theory features introduce and summarise big ideas, theories and research. Critical Questions direct reflection, help students engage with what their reading and encourage critical responses. Classroom Links highlight good practice, provide practical ideas and show how to implement these in the classroom. Assignment features offer helpful points to consider and practical advice for writing assignments on chapter topics, which act as great starting points. Table of ContentsPart 1 Understanding primary teaching 1. What is teaching? - Catherine Carden and Virginia Bower 2. What are the realities of being a teacher in the UK today? - Janet Oosthuysen 3. What matters in early childhood? - Ioanna Palaiologou and Zenna Kingdon 4. How do children learn? - Sean MacBlain 5. How can I bring evidence-based practice into my classroom? - Mark Boylan 6. Does curriculum really matter? - Paul Killen and Avril Rowley Part 2 Essential principles of teaching 7. Why is teacher professionalism important? - Glenn Stone 8. What matters in planning? - Deborah Wilkinson and Lorna Earle 9. Does behaviour need ′managing′? - Mark Sackville-Ford 10. Talk and communication: couldn’t they just sit down and shut up? - Kate Allott and David Waugh 11. What is assessment? - Mary Briggs 12. What can teachers do to raise outcomes for children with special educational needs and disabilities? - Jonathan Glazzard Part 3 Developing skills for teaching 13. How can I work to ensure a positive primary school placement? - Cara Broadhurst 14. Learning environments - Jon Audain 15. How can questions, pace and delivery promote deep learning and thinking? - Jonathan Doherty 16. How can we build positive relationships with children and parents? - Noel Purdy, Jill Dunn and Diane McClelland 17. How can opportunities beyond the classroom maximise learning outcomes? - Elaine Skates 18. How do we ensure that our classrooms are truly inclusive? - Deborah Langston 19. Is data the whole story? The data-led accountability of teachers - Darren McKay Part 4 Teaching now 20. Teacher Wellbeing: Are doughnuts in the staffroom enough? - Adrian Bethune and Catherine Carden 21. How can teachers diversify the curriculum to ensure it reflects all of our children? - Aleishia Lewis 22. Why bother with digital technology? - Kelly Carabott and Amber McLeod 23. What is the true power of reading? - Louise Johns-Shepherd 24. What is the potential of a primary STEM curriculum? - Alan Cross 25. A broad and balanced curriculum? - Susan Ogier 26. Why do teachers need to know about child mental health? - Sarah Adams, Michelle O’Reilly and Khalid Karim 27. What is sustainability, why is it important and what does it mean for my teaching? - Nicola Kemp and Stephen Scoffham 28. Relationship and Sex Education: How does getting to know ourselves, our children and their families create a recipe for an inclusive RSE learning environment? - Bonnie Kerr and Kat Vallely Part 5 Building a career 29. What next? Beginning teaching and moving forward - Lucy Barker 30. Continuing professional development: what does it really mean, and how can teachers best engage with it? - Mary McAteer and Conor McAteer 31. Is engaging with and in research a worthwhile investment for teachers? - Cat Scutt

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Book SynopsisGlobalization and changing demographics in the United States have resulted in a need for higher education to prepare teachers for an increasingly diverse society. To this end, teacher preparation programs in colleges and universities have included a curriculum with required multicultural education courses. Although the important role of causal attribution theory has been well-documented in a wide range of disciplines, its role in multicultural teacher education remains a mystery. In this book, the author first reviews two overarching theoretical frameworks, namely, causal attribution theory and aspects of multicultural education. Second, in an attempt to bridge the gap between causal attribution and multicultural teacher education, the author conducted a study exploring the relationship between causal attribution of cultural awareness and cultural competence among preservice teachers. Participants included 793 preservice teachers from two large public universities who reported their causal attributions of cultural awareness and their cultural competence. Canonical correlation analysis results showed two significant relationships between causal attribution and cultural competence. Personal control over the causes of cultural awareness was found to be positively related to praxis, i.e., behavioral outcome; whereas attributions to internal and stable causes were positively associated with knowledge as major components of cultural competence. The findings indicate the importance of addressing causal attribution and moving beyond negative emotions in improving preservice teachers cultural competence in multicultural education. Third, the author discussed the theoretical and pedagogical implications of the study results. Limitations of the study and future directions are also discussed.

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Book SynopsisAt a global level, governmental and public institutions are making, through performance improvement plans, concerted efforts to meet the needs of their education systems in certain key areas by looking for relevance and efficiency. One of these key areas is related to academic training programs targetted at teachers and professors. In this respect, special attention is being devoted to the tertiary education level (also referred to as the third stage or postsecondary education). Teacher training for primary and secondary levels are included in the main focus of the Training of Trainers procedure, which refers to providing new trainers with the background knowledge, skills and practical experience to enhance their role. This book includes varied research articles associated to the initial training of teachers in a wide range of areas and developed by groups of researchers linked to one of the abovementioned plans in a Chilean university. It is a small sample of the results that have facilitated these types of initiatives as well as the establishment of stable and cooperative research nuclei of work in areas such as educational vulnerability; family, school and community; citizen education; and even didactic strategies applied to science and mathematics.

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Book SynopsisThis book evaluates teacher professional development programs. These programs are evaluated in terms of participants'' classroom teaching behaviour, as assessed by their school students'' perceptions of their classroom learning environments. Teacher candidates'' perceptions of teachers was examined as well. Additionally, this book explores the preparation, roles, and responsibilities of teacher educators. Several studies demonstrated a high prevalence of voice disorders in teachers, together with the personal, professional, and economical consequences of the problem. Prevention programs to reduce the risk for vocal disorders are evaluated. This book discusses a program that combines clinical placement in urban schools with academic course work. Three elements of the program are examined to demonstrate their influence on the learning of candidates. In addition, pedagogical content knowledge (PCK) of in-service teachers is an important issue for current teacher education in Taiwan. This book describes the related literature to this issue, followed by addressing the models and merits of peer coaching. Attention is given to the problem of HPS (knowledge of history and philosophy of science)in physics teachers education, by designing and discussing a model of intervention aimed at deepening and widening the teachers'' disciplinary knowledge and developing an adequate knowledge of Nature of Science (NOS). Teachers who adopt stereotypical images of scientists and their activity are likely to induce negative attitudes towards science and scientists to students. This trend was examined by determining the extent to which Greek teachers adopt a stereotypical model of the scientist and the types of activities they consider to be scientific. In this book, science anxiety, self-efficacy, and self-concept of undergraduate biology students is addressed. Gender differences in these patterns of motivation variables were looked at as well. A course structure framework likely to serve as a tool for the development of training programs and future research studies in the area of prison teacher education is also proposed. Furthermore, prospective "STEM" teachers'' motivations are looked at, for undertaking a teaching career and their perceptions of the teaching profession. The ways in which a learning-oriented teaching assessment framework is used to provide the basis for developing teachers into self-regulated learners is examined. Furthermore, the Domain-Specific Teacher Self-Efficacy Scale is addressed, which assesses six domains of teacher self-efficacy. Finally, the role that personal epistemologies play in teacher education, particularly with respect to the potential problems and roadblocks they may present, are evaluated.

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Book SynopsisThe Job Corps program is a job training and academic program for youth ages 16 to 24 who are low-income and have a barrier to employment, such as having dropped out of high school. It is administered by the Employment and Training Administration''s (ETA''s) Office of Job Corps in the U.S. Department of Labor (DOL). Job Corps seeks to provide disadvantaged youth with the skills needed to obtain and hold jobs, enter the Armed Forces, or enroll in advanced training or higher education. Job Corps is the nation''s largest residential, educational, and career training program for economically disadvantaged youth. This book examines how ETA selected the measures it implemented to address Job Corps'' financial challenges; the timeliness and completeness of ETA''s communications to contractors, including centre staff, and Congress; how spending cuts affected applicants and students; and steps ETA has taken since to improve Job Corps'' financial management.

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Book SynopsisWith the most recent educational reform through the implementation of the Common Core Standards, Praxeological Learning: Service- Learning in Teacher Education can provide a fresh look at educational transformation through the lens of service-learning in teacher preparation. As Butin (2003) referenced over a decade ago, "service-learning rejects the banking model of education, where the transferences of information from knowledgeable teachers to passive students is conducted in 45-min increments. It subverts the notion of classroom as graveyard rows and rows of silent bodies for an active pedagogy committed to connecting theory and practice, schools and community, the cognitive and the ethical." The pedagogy of service-learning has significant implications for teacher education. Its transformative aspects have far reaching potential to address teacher candidate dispositions and provide deeper understanding of social justice. Knowledge of the pedagogy and how to implement it in candidates'' future classrooms and in the community could modify education to a more powerful experience of democracy in action and enhance the civic mission of schools. The current and ongoing research found within this textbook is meant to continue supporting the notion of educational reform.

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Book SynopsisThis book has been fully updated for the Jan 2021 PMP exam, including the all-important agile content. The PMP Exam: How to Pass on Your First Try provides all the information project managers need to thoroughly prepare for & pass the test. This comprehensive study resource includes: Coverage of predictive, agile, and hybrid approaches, as well as all the processes, inputs, tools, and outputs to be tested, and insider secrets. A complete guide for the PMP certification exam also includes test tricks and tips, links to more than 60 videos with explanations of concepts, 475 practice exam questions including end of chapter quizzes, a simulated final exam, and trial access to InSite (Velociteach's e-learning portal) with an extra 100 simulated practice exam questions. As the most complete, concise, and up-to-date study resource, Andy's book cuts down on the difficulty of obtaining the PMP certification and helps candidates pass the exam on the first try.

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Book SynopsisTo maximize learning opportunities in physical education, a range of conditions need to be met. One of the most crucial conditions is qualified physical education teachers. This prompts us to suggest that it is crucial that physical education teacher candidates engage in meaningful, relevant, and worthwhile educational experiences and upskilling opportunities on entering the teacher education program, on graduation, and on starting their careers. For this reason, there is a need to examine physical education teacher education in European countries and effective physical education teacher education practices being employed across European countries. This book directly addresses both issues. The shared template in each chapter allows the reader to identify a specific aspect of physical education teacher education they may be interested in and map this across the European countries. With a specific focus on physical education teacher education, the book explores the main areas of initial teacher education, induction, and professional development of each country.

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Book SynopsisAn invitation to travel and discover the LSP

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Book SynopsisA manual for teachers and educators to understand and maximize their learning process in the field of education.

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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 SynopsisList of Tables Acknowledgments Introduction The literature The profession The genesis of this book Pedagogical aims: Why include the business sector? Who is this book for? How much experience must trainers have in interpreting techniques to make use of this book? We How much interpreting experience or training is expected of the students? Language specific? Structure of the book DialoguesTable of ContentsList of Tables Acknowledgments Introduction The literature The profession The genesis of this book Pedagogical aims: Why include the business sector? Who is this book for? How much experience must trainers have in interpreting techniques to make use of this book? We How much interpreting experience or training is expected of the students? Language specific? Structure of the book Dialogues

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Book SynopsisIntroduction Overview Autistic Spectrum Disorders Attention Deficit Hyperactivity Disorder Learning Disabilities Emotional Disturbance/Behavioral Disorders The Blind and Visually Impaired Traumatic Brain Injury and the Northeast Center for Special Care Community Outreach and Alternative Settings Lesson PlansTrade Review"Coherent, insightful, and passionate, Wexler provides an essential text.Both practical and enlightening, the work provides a useful resource for teachers, administrators, and scholars. Summing Up: Highly recommended." - Choice "Wexler's book starts with a good overview of the problem and need. Her new ingredient - the urgency to conquer isolation and reclaim selfhood often results in equally powerful art - is very important and often omitted...This book has interdisciplinary implications because it unifies art therapy, art education, science - brain research, and even social work." - Mary Stokrocki, Professor, School of Art, Arizona State UniversityTable of ContentsIntroduction Overview Autistic Spectrum Disorders Attention Deficit Hyperactivity Disorder Learning Disabilities Emotional Disturbance/Behavioral Disorders The Blind and Visually Impaired Traumatic Brain Injury and the Northeast Center for Special Care Community Outreach and Alternative Settings Lesson Plans

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Book SynopsisThis professional reference provides a broad picture of cooperative learning methods. The volume includes descriptions of the main generic methods of instruction, applications of cooperative learning to various subject-matter disciplines, and discussions of the implementation of cooperative learning in schools. The book is divided into three sections. The first, on methods, includes chapters on the fundamental strategies of cooperative learning. The second, on applications, provides practical information on the use of cooperative learning in mathematics, science, and language arts instruction. The third, on implementation, contains chapters on the creation and administration of cooperative learning programs in schools. Each chapter in this reference is written by an expert contributor and mentions current sources of additional information. Thus, the book is a comprehensive collection of practical information for all those interested in cooperative learning.Table of ContentsIntroduction Methods Student Teams--Achievement Divisions by Robert E. Slavin Team Assisted Individualization and Cooperative Integrated Reading and Writing by Robert E. Slavin and Nancy Madden Pieces of the Puzzle: The Jigsaw Method by Judy Clarke Learning Together by David W. Johnson and Roger T. Johnson Structuring Academic Controversy by David W. Johnson and Roger T. Johnson Complex Instruction by Elizabeth G. Cohen, Rachel Lotan, Jennifer A. Whitcomb, Maria V. Balderrama, Ruth Cossey, Patricia E. Swanson Group Investigation in the Cooperative Classroom by Yael Sharan and Shlomo Sharan A Structural Approach: Six Keys to Cooperative Learning by Spencer Kagan and Miguel Kagan Applications CDP Cooperative Learning: Working Together to Construct Social, Ethical and Intellectual Understanding by Marilyn Watson, Daniel Solomon, Stefan Dasho, Peter Shwartz, and Sylvia Kendzior Creating "Thought-Full" Classrooms: Fostering Cognitive Literacy via Cooperative Learning and Integrated Strategy Instruction by Edward Ellis and Kevin Feldman Teaching and Learning Language Arts with Cooperative Learning by Aryeh Wohl and Esther Klein-Wohl An Integrated Group-Work Model for the Second Language Classroom by Yael Bejarano Cooperative Learning and Postmodern Approaches to Teaching Literature by Mark Brubacher and Ryder Payne Cooperative Learning and Science by Sharon Sherman Cooperative Learning to Support Thinking, Reasoning, and Communicating in Mathematics by Laurel Robertson, Neil Davidson, and Roberta Dees Cooperative Learning and Computers by Mary Male Implementation Creating a Community Context for Cooperative Learning by Liana Nan Graves Facilitating Teachers' Power through Collaboration: Implementing Cooperative Learning in Elementary Schools by Rachel Hertz-Lazarowitz and Margarita Calderon Cooperative Learning and School Organization by Hana Shachar and Shlomo Sharan Cooperative Learning and the Teacher by Shlomo Sharan Index

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Book SynopsisStudents learn better from teachers who are enthusiastic. Presenting a foundation for the benefits of enthusiastic teaching, this book presents descriptions of strategies that would benefit the teacher: physical and vocal animation, teacher role-playing, strategic entrances and exits, humour, props, suspense and surprise and creative use of space.Table of ContentsPart 1 Background Chapter 1 Teacher Enthusiasm: A Pedagogical Necessity Chapter 2 Boosting Teacher Enthusiasm: A Crafterperson's Toolbox Chapter 3 Educational Foundations for Teachers as Actors Part 2 The Acting Lessons Chapter 4 Animation in Body Chapter 5 Animation in Voice Chapter 6 Classroom Space Chapter 7 Humor Chapter 8 Role-Playing Chapter 9 Props Chapter 10 Technology Props Chapter 11 Suspense and Surprise Chapter 12 Making a Dramatic Entrance and Exit Part 3 Epilogue Chapter 13 Behind the Scenes, Loosening Up, and Preparing for That Step across the Classroom Threshold Chapter 14 Classroom Management Chapter 15 Enthusiastic Teaching: A Conversation with Friends Chapter 16 Conclusion Appendix 1 Education Resources Information Center (ERIC) Appendix 2 Testimonials from Award-Winner K-12 Teachers and College Professors References Subject and Name Index

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

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

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Book SynopsisMaking School Count reports on four years of classroom research in which alternative teaching strategies, designed to motivate under-achieving inner-city, African-American middle school students were used and evaluated. The book offers insights into the discrepancy between students' academic dreams (their high performance aspirations) and the realities of their classroom performance. Issues include: *the authors' convictions that the disproportionate under-achievement of African-American students is the result of inappropriate teaching strategies *the prevalent use of a Eurocentric curriculum *results of the authors' research *a guide for teachers wishing to carry out their own research *a study of the collaboration between a university and a schools in an attempt to bring about change from the ground up.Trade Review'I would highly recommend this volume. I will use it on my Masters level course Critical Issues in Education.' - Sam Hollingsworth, San Jose State UniversityTable of ContentsChapter 1 Life in an urban classroom; Chapter 2 The personal journey of a teacher; Chapter 3 Developing teaching strategies that honor and motivate diverse learners; Chapter 4 The culture of the school; Chapter 5 Teacher action research; Chapter 6 Realizing student potential with alternative strategies; Chapter 7 What gets in the way of student success?; Chapter 8 Taking on the role of detective; Chapter 9 Turning student aspirations into realities;

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

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

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