Teacher training Books
Jcm Test Preparation Group TEXES Core Subjects EC-6 English Language Arts
Book Synopsis
£30.60
Jcm Test Preparation Group PRAXIS Computer Science - Test Taking Strategies
Book Synopsis
£30.60
Jcm Test Preparation Group CPACE California Preliminary Administrative
Book Synopsis
£30.67
Jcm Test Preparation Group TX PACT LOTE Latin Early Childhood-Grade 12 -
Book Synopsis
£30.67
Jcm Test Preparation Group TX PACT Physical Science Grades 6-12 - Test
Book Synopsis
£30.60
Jcm Test Preparation Group TX PACT Physics Grades 7-12 - Test Taking
Book Synopsis
£30.60
Jcm Test Preparation Group AAFCS Family and Consumer Sciences, Composite -
Book Synopsis
£30.60
Jcm Test Preparation Group ILTS Reading Specialist - Test Taking Strategies
Book Synopsis
£30.60
Jcm Test Preparation Group ILTS Science Chemistry - Test Taking Strategies
Book Synopsis
£30.60
Jcm Test Preparation Group ILTS Elementary Education Science/Social Science
Book Synopsis
£30.60
Jcm Test Preparation Group MTTC Emotional Impairment - Test Taking
Book Synopsis
£30.60
Jcm Test Preparation Group MTTC English as a Second Language - Test Taking Strategies
£36.96
Jcm Test Preparation Group MTTC French - Test Taking Strategies
£37.05
Jcm Test Preparation Group MTTC Health - Test Taking Strategies
Book Synopsis
£30.60
Jcm Test Preparation Group MTTC Latin - Test Taking Strategies
Book Synopsis
£30.67
Jcm Test Preparation Group MTTC Marketing Education - Test Taking Strategies
Book Synopsis
£30.60
Jcm Test Preparation Group MTTC Social Studies Secondary - Test Taking Strategies
£36.96
Jcm Test Preparation Group MTTC Visually Impaired - Test Taking Strategies
Book Synopsis
£30.60
Jcm Test Preparation Group NMTA Educational Administrator - Test Taking Strategies
£38.76
Jcm Test Preparation Group NMTA English to Speakers of Other Languages - Test Taking Strategies
£36.96
Jcm Test Preparation Group NMTA Essential Components of Elementary Reading Instruction - Test Taking Strategies
£38.76
Jcm Test Preparation Group NMTA Family and Consumer Sciences - Test Taking Strategies
£38.76
Jcm Test Preparation Group NMTA Special Education - Test Taking Strategies
Book Synopsis
£30.60
Jcm Test Preparation Group MEGA Speech & Theater - Test Taking Strategies
Book Synopsis
£30.60
Jcm Test Preparation Group MEGA Art - Test Taking Strategies: MEGA 036 Exam
Book Synopsis
£30.60
Jcm Test Preparation Group MEGA World Languages German - Test Taking
Book Synopsis
£30.67
Jcm Test Preparation Group ORELA Family and Consumer Sciences - Test Taking
Book Synopsis
£30.60
Jcm Test Preparation Group WEST Business and Marketing Education - Test Taking Strategies
£37.05
Jcm Test Preparation Group WEST English Language Learners - Test Taking
Book Synopsis
£30.60
Michael O'Mara Books Ltd Head Trauma: The Bruising Diary of a Headteacher
Book SynopsisWelcome to the world of teaching: polyester suits, well-polished shoes, endless marking and a stream of embarrassing moments at the coalface of the classroom.Follow Nick Smith as he charts his journey from trainee teacher to inspiring head. Now, thirty years on, Nick has seen – and heard – it all, and in this book, he shares extraordinary stories from his time in the education system. Follow Nick from his early trainee years, as he faces a daily battle to make it home without having his classroom set on fire (yes, really) and watch as he climbs the greasy pole to headship, navigating everything from Ofsted visits to mission statements, parents’ evenings and much more. At turns heart-breaking and hilarious, Head Trauma is a rousing call to arms for parents, teachers and pupils alike. Above all else, this is the story of the students that kept Nick returning to the school gates every morning: the brave, the bolshie and the downright determined kids who helped shape him into the headteacher he went on to become.‘As I began my teacher training, little did I know of what awaited me. Almost three decades and seven schools later, I am head of a state secondary school. On the wall in my office is a children’s toy, a plastic monster’s head which, if pressed, emits a pre-recorded message: ‘It beggars belief!’. I press the monster whenever I, pupils, parents, staff, or the Department for Education do something that is notable, ludicrous, odd, bewildering or unreasonable. It is pressed so often that I am forever having to replace the batteries.’
£15.29
Bloomsbury Publishing (UK) Teaching Film Censorship and Controversy
Book SynopsisMark Readman is a Programme Manager in Media Production and Advanced Practitioner at Bridgwater College in Somerset, UK. He has more than ten years' experience in media education and is currently an Assessor and an External Verifier for two of the English awarding bodies. He is also the author of Teaching Scriptwriting, Screenplays and Storyboards for Film and TV Production in this series (2003).Vivienne Clark is a Principal Examiner for A Level Media Studies, a BFI Associate Tutor, a freelance writer, editor and teacher trainer. She has written several textbooks and teaching resources and is a course tutor on the BFI/Middlesex University MA level module: An Introduction to Media Education.
£39.89
Bloomsbury Publishing (UK) Teaching Auteur Study Teaching Film and Media
Book SynopsisDavid Wharton has been teaching since 1991. He was subject co-ordinator of Media Studies at Gateway College, Leicester for two years, and is currently in charge of Film Studies there, having set up the department in 2001. Additionally, he continues to deliver courses in Media Studies and English. David has provided teacher workshops on film authorship for the BFI. He has been an examiner for three of the British exam boards. Jeremy Grant has taught in Spain, Poland and the UK since beginning his career in 1995. Since 2000, he has worked at Gateway College, Leicester, where he teaches Film Studies, Media Studies and English. He worked jointly with David Wharton to set up the Film Studies department at Gateway, which in its first four years has consistently achieved results significantly above national average.
£39.89
Bloomsbury Publishing (UK) Teaching Men and Film Palgrave Macmillan 2005
Book SynopsisThe Author Matthew Hall is Head of Film and Media Studies at Seven Kings High School in Essex, where he delivers GCSE, AS and A2 level Media Studies. He has an MA in Postmodernism and Contemporary Culture, and has run workshops on Youth Subculture Theory at the BFI Media Studies Conference.
£39.89
Bloomsbury Publishing (UK) Teaching Film at GCSE
Book SynopsisJAMES BAKER is Head of Media Studies at Hurtwood House School in Surrey. He is the author of several media textbooks, a freelance writer and teacher trainer in media education and a senior examiner for a major examining board. PATRICK TOLAND is an experienced teacher of Media Studies, English and Philosophy at Hurtwood House School and a freelance writer.
£41.79
Bloomsbury Publishing (UK) Teaching Black Cinema
Book SynopsisPeter Jones is an experienced teacher of A level Film and Media Studies. Most recently he has been Curriculum Manager for these subjects at West Thames College. Prior to becoming a teacher he worked for many years in the film and television industries.
£39.89
Jessica Kingsley Publishers Social Work Education and Training
Book SynopsisExcellent social work education and training is vital for ensuring best practice, and it is important to understand the key approaches and methods in order to provide the best teaching and ensure effective learning.This volume provides an overview of social work education, including the background and current context. It covers the key debates surrounding social work education, such as the evaluation of social work education, the use of IT, research-mindedness, and the effectiveness of interdisciplinary education. The book also offers guidance on effective teaching and learning approaches tailored to the needs of social work educators, covering teaching within a higher education institution, on student practice placements, and in post-qualifying settings. This will be an indispensable text for educators and trainers in the field of social work.Trade ReviewThis is a valuable addition to the literature on social work education, providing a useful synthesis of key areas of pedagogic research to date on the subject and helpfully identifying gaps in knowledge where research is still needed. Social work educators, social work researchers and social workers undertaking continuing professional development programmes in social work education will find this a relevant and accessible text. -- Jane Lindsay, Deputy Head, School of Social Work, Kingston University/St George's University of London, UKThis new volume in the Research Highlights series makes a welcome and valuable contribution in a context where the processes and outcomes of social work education remain under-researched. Reasons for this are critically explored so that some of the gaps in knowledge and understanding can be mapped and conceptualised. A variety of contributions from key figures make for diversity and a range of focus. -- Michelle Lefevre, Senior Lecturer in Social Work, University of Sussex, UK and Deputy Editor, Social Work Education: The International JournalTable of ContentsIntroduction. Joyce Lishman, Robert Gordon University, UK. Part I. The Context. 1. Evaluation of Social Work Education. Joan Orme, Glasgow School of Social Work, UK. 2. European Perspectives on Education for Social Work and Social Pedagogy. Karen Lyons and Nathalie Huegler, London Metropolitan University, UK. Part II. Teaching and Learning in Social Work Education. 3. Professional Ethics as the Interpretation of Life Praxis. Chris Clark, University of Edinburgh, UK and Fritz Rüdiger Volz, Evangelische Fachhochshule, Bochum, Germany. 4. Two Halves Make a Whole: Developing Critical, Analytic and Reflective Thinking in Social Work Practice and Education. Gillian Ruch, University of Southampton, UK. 5. Evidence-Based Practice in Social Work Education. Pedro Morago, Teesside University, UK. 6. Learning and Teaching in Practice Learning. Steven M. Shardlow, University of Salford, UK. 7. ICT and Social Work Education. Andrew Hill and Ian Shaw, University of York, UK. Part III. Critical Issues and Debate in Relation to Social Work Education in the UK. 8. The Generalist Versus Specialist Debate in Social Work Education in the UK. Pamela Trevithick, University of Gloucestershire, UK. 9. Probation Education and Training: An Overview of the Research. Charlotte Knight and Dave Ward, De Montfort University, UK. 10. Continuous Professional Development in Social Work. Kate Skinner, independent social work consultant. 11. Interprofessional Education in Qualifying Social Work. Hugh Barr, UK Centre for the Advancement of Interprofessional Education and University of Westminster, UK and Elaine Sharland, University of Sussex, UK. The Contributors. Subject Index. Author Index.
£27.54
Jessica Kingsley Publishers Essential Listening Skills for Busy School Staff:
Book SynopsisHow do you listen effectively when you are already late for a meeting? How do you respond to a girl who is so angry that she's threatening to hit someone? Or to a boy who feels like giving up altogether? How do you listen, not only to students, but also to parents and to colleagues?Whatever your role in school, listening will be at the heart of what you do. Your school will be measured, in part, by the quality of its daily relationships and those relationships will depend on how confidently people are able to listen to each other. This book answers all the difficult questions about how to listen, what to say, confidentiality and more. Helping with particular issues such as bullying, relationship difficulties, depression and self-harm is also covered.With over 35 years' experience in a variety of school roles, Nick Luxmoore offers practical, realistic answers, advice and guidance. This book will be essential reading for teachers and non-teachers alike.Trade ReviewNick Luxmoore has a deep understanding of schools and the young people and adults who inhabit them. Starting from the assumption that we all like to think we listen to each other, this short, accessible book explains how, where there is a genuine will, this can become a reality. By removing the mystique from 'counselling' and providing lots of practical examples, it shows how relatively simply schools can become communities in which all the people really do make time for each other - not just because it's the right thing to do, but also because it makes them more effective places. This book should be required reading for all those adults who work with young people and their families... and most importantly, for school leaders who want to make sure that the words fit the music. -- Bernard Clarke, formerly Headteacher in Oxfordshire schools and Advisory Headteacher in Kent.Table of Contents1. Introduction. 2. Yes, but. There's never enough time! What if I'm not the right person to help? As a listener, what exactly am I trying to achieve? How do I show that I understand? What if I can't help? What if I get upset myself? As a listener, what exactly do I say? What if I don't know what to say? What if someone asks for advice? Should I talk about my own experiences? Is it okay to hug a person? What if I don't like someone? What if they get angry with me? What if someone doesn't want to talk? What if they can't say what they feel? What about confidentiality? What if someone just wants attention? What if they're really clingy? 3. Helping people. Who are struggling with family relationships. Who need to talk about death. Who are stubborn. Who talk of suicide. Who lack self-esteem. Who are angry. Who are being bullied. Who say they're depressed. Who self-harm. Who want to talk about sex. Who can't see the point of life. Who don't care about anything? 4. Conversations that can't be avoided. With students. With parents. With colleagues. 5. Who listens to the listeners? 6. A checklist. Index.
£15.80
John Catt Educational Ltd Year One: Lighting the path on your first year in
Book SynopsisMichael Chiles and David Goodwin team up to present a comprehensive guide for all new teachers as they begin their journey, summarising a range of essential techniques. This book will be a key resource for all practitioners training to teach across subjects and phases. Michael and David provide clear guidance on key practical pedagogy techniques including establishing routines, building relationships and difficult conversations, as well as supporting teachers in preparing for their first interview. Each technique, supported by research-based evidence, will be explained and illustrated expertly to become a guide that will support practitioners entering the profession to unlock the complexity of the classroom.
£16.00
John Catt Educational Ltd See One. Do One. Teach One: 12 lessons to support
Book SynopsisSee One. Do One. Teach One provides a series of 12 engaging lessons for GCSE English pupils, with a particular focus on CCEA specification. The lessons have been created for pupils of all abilities and are based on tried and tested methods within a classroom setting. Pupils learn through direct observation of each task. Each lesson will act as a springboard for NQTs or can provide an opportunity to review and refresh teaching approaches for GCSE English Language. Using Rosenshine's Principles for Instruction, the book primarily focuses on direct instruction and scaffolding, live modelling and annotation, and further opportunities to act on feedback using extension tasks. Pupils 'see' an example in action delivered by an expert; 'do' by completing a related task under the supervision of their teacher; and finally they 'teach' one another by using carefully constructed questions for micro teaching. Teaching the skill or task helps reinforce the knowledge learned and helps the student develop even further toward mastery. The 'Teach One' section includes structured questions to develop vital GCSE recall and oracy skills. Pupils work together to complete independent reading and writing tasks.
£17.00
Waldorf Early Childhood Association North America Transitions in Childhood from Birth to 14 Years:
Book SynopsisThis book collects lectures given in 2015 at the Goetheanum in Dornach, Switzerland. 550 people from 46 countries, including Waldorf educators, scholars, and professionals in a wide range of fields, came together to work on current educational questions with the goal of deepening our understanding of child and human development.Claus-Peter Röh of the Pedagogical Section at the Goetheanum summarised the mood at the end of the conference: 'We have tried, with great intensity and candour, to create a community of awareness around various areas of education. The desire to always keep the idea of a whole in mind while discerning the individual was clearly apparent . . . Now we stand before the challenge of further developing our collective work and newly gained insights into the future.'Contributors include Florian Osswald, Ursula Flatters, Susan Weber, Elizabeth Hall, Clara Aerts, Reinoud Engelsman and Claus-Peter Röh.These texts will serve as a basis for further study activity and can contribute to a greater collaborative activity in the Waldorf kindergarten and school movement.Table of ContentsTransitions: The In-Between Room for Play Autonomy -- Florian OsswaldTransitions in Childhood: A Medical View of Crises and their Consequences in Later Life -- Ursula FlattersMetamorphoses in the Development of the 'I' from Birth to Age Fourteen -- Susan WeberMetamorphoses in the Development of the 'I' from Birth to Age Fourteen -- Elizabeth HallTogether in the Stream of Life Metamorphoses in the Adult's Inner Attitude in Relation to the Child -- Clara AertsTogether in the Stream of Life Metamorphoses in the Adult's Inner Attitude in Relation to the Child -- Reinoud EngelsmanConfiguring Spaces Shaping Time in Childhood Building Developmental Bridges for the Future -- Claus-Peter Röh
£14.24
Springer Nature Switzerland AG Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations
Book SynopsisThis volume builds a conceptual basis for assessment promoting learning in Content and Language Integrated Learning (CLIL) classrooms and proposes practical assessment approaches and activities that CLIL teachers can apply in the classroom. CLIL as an educational context is unique, as language and content learning happen simultaneously. The efficacy of such instruction has been studied extensively, but assessment in CLIL classrooms has drawn much less attention. The present volume aims to fill this gap. Arranged based on different ways that content and language are integrated in CLIL, the chapters in this book together build a solid theoretical basis for assessment promoting learning in CLIL classrooms. The authors discuss how assessment eliciting this integration yields insights into learners' abilities, but more importantly, how these insights are used to promote learning. The contributors to the volume together build the understanding of classroom-based assessment as cyclic, of teaching, learning, and assessment as inter-related, and of content and language in CLIL classrooms as a dialectical unity. This volume will spark interest in and discussion of classroom-based assessment in CLIL among CLIL educators and researchers, enable reflection of classroom assessment practices, and foster collaboration between CLIL teachers and researchers. The assessment approaches and activities discussed in the volume, in turn, will help educators understand the scope of applications of assessment and inspire them to adapt these to their own classrooms.Table of ContentsForewordTable of ContentsList of ContributorsIntroduction to the Volume; Mark de Boer and Dmitri Leontjev PART 1: Conceptualizing CLIL assessment 1. Assessment of Young Learners’ English Language Proficiency in Bilingual CLIL Education in Finland as a Foreign Language; Taina Wewer 2. CLIL from the Outset; Barbel Kuhn 3. Achieving in Content Through Language: Towards a CEFR Descriptor Scale for Academic Language Proficiency; Stuart Shaw 4. CEFR, CLIL, LOA and TBLT – Synergizing Goals, Methods and Assessment to Optimise Active Student Learning; Claudia Kunschak 5. Assessing (for) Understanding in the CLIL Classroom; Dmitri Leontjev, K. Skinnari and Teppo Jakonen 6. Assessment in CLIL; Four Principles of Using Discussion Boards as a Formative Assessment at Advanced Level Business Russian at Regent’s University London; Olga Helly 7. Learner-learner Interactionist Dynamic Assessment Instances in CLIL; Mark deBoer PART 2: Practical Applications 8. Does AfL Promote Discussion-based Learning in CLIL Classrooms? Exploring AfL Techniques and Their Effect on Student Communication; Rachel Basse, Irene Pascual Peña 9. Academic Culture as Content: Self-assessment in the CLIL Classroom in the International Liberal Arts University; Chris Carl Hale and Alexander Nanni 10. Learning-oriented Task-based Language Assessment to Promote Self-efficacy, Learner Autonomy, and Thinking Skills; Naoyuki Naganuma 11. Assessing Formatively in CLIL-oriented Junior High EFL lessons in Japan; Hidetoshi Saito 12. Learning-oriented CLIL Assessment: The Case of Japanese High School Baseball Players Learning English; Yoshinori Watanabe 13. Assessment for Learning in EBE/CLIL: A Learning-oriented Approach to Assessing English Language Skills and Curriculum Content at Early Primary Level; Ana Xavier 14. Conclusion: Further Explorations beyond this Volume; Mark de Boer and Dmitri Leontjev Glossary
£104.49
Springer International Publishing AG Teaching about Technology: An Introduction to the Philosophy of Technology for Non-philosophers
Book SynopsisThis book provides an introduction to the philosophy of technology that is accessible to non-philosophers. It offers a survey of the current state-of-affairs in the philosophy of technology and also discusses the relevance of that for teaching about technology. The book includes questions and assignments and offers an extensive annotated bibliography for those who want to read more about the discipline.Table of ContentsPreface.- Chapter 1. Philosophy of technology: what and why?.- Chapter 2. Technological artifacts.- Chapter 3. Technological knowledge.- Chapter 4. Technological processes.- Chapter 5. Technology and the nature of humans.- Chapter 6. Ethics and aesthetics of technology.- Chapter 7. Learners’ philosophies of technology.- Chapter 8. Reconceptualizing technology through education.- Chapter 9. Practical issues in teaching about technology.- Chapter 10. Questions and assignments.- Chapter 11. Resources for further reading and thinking.- Subject Index.- Name Index.
£94.99
Franz Steiner Verlag Wiesbaden GmbH Didaktik Technischer Berufe: Band 1 - Theorie &
Book Synopsis
£26.60
Vandenhoeck & Ruprecht GlÃckskompetenz fÃr LehrkrÃfte
£22.79
Vandenhoeck & Ruprecht GmbH & Co KG Kann Ich Sie Mal Kurz Sprechen?: Impulse Fur Gute
Book Synopsis"Kann ich Sie mal kurz sprechen?" - viele Gespräche in der Schule beginnen mit dieser Frage, Gespräche mit Schëler*innen, mit Kolleg*innen, mit Eltern. Und viele Lehrkräfte reagieren mit gemischten Gefëhlen: Der Ort passt nicht, viel Zeit ist auch nicht - was kann man da schon besprechen, wie kann man da helfen?Britta Möhring und Thomas Schlëter machen Mut, sich auf diese Gespräche einzulassen, in der Kërze der Zeit und an genau dem Ort, an dem man angefragt wird. Der Fokus der Gespräche liegt nicht auf dem Problem oder den Defiziten der ratsuchenden Person, sondern auf ihren Möglichkeiten und Ressourcen. Ziel ist es, einen realitätsbezogenen ersten Handlungsschritt zu erarbeiten. Die Autoren geben in diesem Buch theoretischen Input, methodisches Handwerkszeug, Hinweise zur inneren Haltung und praxisnahe Übungen fër gute Gespräche an die Hand. Dabei werden konsequent Elemente des zielorientierten Kurzgesprächs vorgestellt und eingeëbt.
£17.09
Springer Fachmedien Wiesbaden Was der Fall ist: Beiträge zur Fallarbeit in
Book SynopsisGegenwärtig wird der Beitrag der Fallarbeit zur Professionalisierung insbesondere im Bereich einer stärker forschungsorientierten Lehrerbildung hoch gehandelt. Indem Fallarbeit als reflexive Praxis an der Schnittstelle zwischen theoretischer Betrachtung und praktischem Handeln angesiedelt wird, erschließen sich neue Optionen einer Verknüpfung von Theorie und Praxis. Das Buch beschreibt unterschiedliche Zugänge zur Fallarbeit in Bezug auf verschiedene Handlungsfelder. Es bietet Orientierungen zu grundlegenden Fragen und entwickelt theoretische und methodische Perspektiven. Ein Schwerpunkt der Darstellung gilt der fachdidaktischen Arbeit innerhalb der Lehrerbildung. Table of ContentsFallarbeit und Professionalisierung.- Interpretationsverfahren in der fallorientierten Rekonstruktionsforschung.- Fallarbeit in der Lehrerbildung.- Fallarbeit in frühpädagogischen Ausbildungs- und Berufsfeldern.
£36.09
Grin Publishing Coaching im Kontext der betrieblichen Bildungsarbeit
£14.16
Springer Spektrum Professionsbezogene Anforderungen und
Book SynopsisTheoretischer Hintergrund.- Empirische Studie.- Diskussion und Ausblick.
£55.24
