Teacher training Books
Taylor & Francis What Makes a Good Teacher
a huge range and FREE tracked UK delivery on ALL orders.
£21.99
Taylor & Francis Navigating Tensions and Transitions in Higher
Book SynopsisWith a focus on skills development, this book provides guidance on how to navigate transitions between career stages in higher education and how to maintain wellbeing in the process.In a fast-paced and ever-changing environment, a career path in higher education can demand rapid transition. This book provides comprehensive coverage of the kinds of transitions one may face in higher education and how to navigate them successfully while focusing on wellbeing and self-care. Centred around first-person accounts, the chapters illustrate the key issues around transitions and their impacts and provide suggestions for how to adapt through self-care. The authors offer insights from their own personal experiences, enabling the reader to develop an action plan of their own or to share with and guide students and early career mentees. The tools and strategies outlined in the book make up a library of resources that can be called upon at any stage of the journey.Written with all ca
£29.99
Taylor & Francis 186 Days in Teaching
Book Synopsis186 Days in Teaching provides a month-by-month roadmap for the school year, helping secondary teachers quickly adapt to new environments, accomplish the many tasks expected of them and excel in roles that might be unfamiliar or outside their initial training.The book covers all aspects of teaching and learning as well non-teaching responsibilities, ensuring you know exactly what is coming up and how to prepare for it successfully. By offering practical advice, research-based strategies, and evidence-informed approaches, this guide helps teachers navigate the annual cycle of school life while building the necessary skills and knowledge to remain adaptable and accelerate their careers. Key topics include retaining autonomy, curriculum design, pastoral care, and effective communication. Drawing on well-known theories of community practice, it empowers teachers to become active agents in shaping their schoolâs ethos and teaching practices.With a focus throughout on your wellbeing and job satisfaction, this is essential reading for all secondary teachers, especially those new to the profession, aiming to build a fulfilling, sustainable career in a diverse education landscape.
£24.32
Taylor & Francis Making LearningCentred Teaching Work in Asia and Beyond
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£33.24
Taylor & Francis Pursuing a Doctoral Degree
Book SynopsisPursuing a Doctoral Degree demystifies the journey of selecting a program, navigating the application process, and engaging in the work required to complete a doctorate. Drawing on extensive interviews from over 20 diverse, accomplished professionals who have successfully attained doctorates, this book provides a roadmap to inform prospective doctoral studentsâ decision-making process. With in-depth insights into the nitty-gritty of doctoral programs â including coursework, time management, relationships inside and outside academia, the final project, future employment, and more â readers will benefit from a comprehensive picture of the requirements, benefits, and challenges that are inherent in completing a terminal degree.Both forthright and conversational in tone, this book is the perfect starting place for students considering a doctorate, embarking on the application process, or in the initial stages of a program.
£33.24
Taylor & Francis Inclusive Journeys
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£37.99
Taylor & Francis Learning to Teach Art and Design in the Secondary
Book SynopsisLearning to Teach Art and Design in the Secondary School is the key text for all those preparing to become art and design teachers in secondary school. It explores a range of approaches to teaching and learning, and provides a conceptual and practical framework for understanding the diverse nature of art and design in the secondary school curriculum.Written by experts in the field, it aims to inform and inspire, challenge orthodoxies and encourage a freshness of vision. It provides support and guidance for learning and teaching in art and design, suggesting strategies to motivate and engage pupils in making, discussing and evaluating visual and material culture.This fourth edition has been comprehensively updated and re-structured in light of the latest theory, research and policy in the field and includes new chapters exploring diversity, identity and inclusion, attitudes to making and teaching as an artistic practice.Essential topics include:
£28.99
Bloomsbury Academic Knowledge
Book SynopsisKey to teacher education is the knowledge base of the teacher educator, and the ways in which knowledge is conceptualised. This book explores how ideas about knowledge are used in teacher education to critically examine what knowledges are valued across research, policy and practice. The authors explore international and interdisciplinary perspectives on the nature of knowledge (and what counts as knowledge) and how these perspectives on knowledge translate into teacher education, with a final chapter dedicated to exploring consequences for practice.
£18.58
John Catt Educational Ltd Ausubels Meaningful Learning in Action
Book SynopsisAmerican psychologist and psychiatrist David Ausubel is well known for his famous quote:The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly (Ausubel, 1968, vi).But few know about the richness and importance of his assimilation theory of meaningful learning and retention, which holds many more instruction-altering insights. One of the main reasons why this theory is so important is because it focuses on the end goal teachers are after: teachers don''t want students to memorise distinct ideas; teachers want students to develop vast bodies of knowledge in the subjects they are taught. Ausubel explains that the only way to achieve this is through supporting students to learn meaningfully.This book explores the key elements of the theory and what it means to learn meaningfully. It then links the theory to highly practical implications teachers can use day-to-day in all aspects of
£14.65
Bloomsbury Publishing PLC Readings for Reflective Teaching in Schools
Book SynopsisReadings for Reflective Teaching in Schools provides a portable library of over a hundred readings to support teacher education and professional development. Extensively updated since earlier editions, the book concisely introduces both classic and contemporary research and understanding on teaching and learning. The selection reflects current issues and concerns in education and has been designed to support school-led teacher education as well as a wide range of schooluniversity partnership arrangements.Uniquely, two types of reading are provided:- summaries enabling easy access to evidence on key classroom issues including relationships, behaviour, curriculum planning, teaching strategies and assessment processes;- analyses of deeper forms of understanding about teaching and learning processes, to support the development of expertise throughout a teaching career.This collection of readings is edited by Andrew Pollard, former Director of the UK's Teaching and LeaTable of ContentsIntroduction Part I: Becoming a Reflective Professional 1. Identity. Who are we, and what do we stand for? 2. Learning. How can we understand learner development? 3. Reflection. How can we develop the quality of our teaching? 4. Principles. What are the foundations of effective teaching and learning? Part II: Creating Conditions for Learning 5. Contexts. What is, and what might be? 6. Relationships. How are we getting on together? 7. Engagement. How are we managing behaviour? 8. Spaces. How are we creating environments for learning Part III: Teaching for Learning 9. Curriculum. What is to be taught and learned? 10. Planning. How are we implementing the curriculum? 11. Pedagogy. How can we develop effective strategies? 12. Communication. How does use of language support learning? 13. Assessment. How can assessment enhance learning? Part IV: Reflecting on Consequences 14. Outcomes. How do we monitor student learning achievements? 15. Inclusion. How are we enabling learning opportunities? Part V: Deepening Understanding 16. Expertise. Conceptual tools for career-long fascination? 17. Professionalism. How does reflective teaching contribute to society? List of case-studies, checklists, figures and research briefings Bibliography Acknowledgements Index
£30.39
Sage Publications Ltd Passing the Literacy Skills Test
Book SynopsisThe clock is ticking and before you know, it will be September! Use our popular study guides Passing the Numeracy Skills Test and Passing the Literacy Skills Test to get those pesky skills tests done and dusted asap. This fifth edition includes a full practice test, more practice questions and more question and answer commentary. Also included is more guidance on grammar, punctuation and spelling practice for the test. You’ll be more confident These books are authored by experts who know the QTS skills tests inside out and used by thousands and thousands of aspiring teachers just like you. You’ll know what’s coming Hints, tips and handy Q&As help you fully understand the format and structure of the tests and know what to expect on the day of the test. You’ll secure your place sooner With full practice tests and loads of practice questions these books will help you get a great score, pass the first time and secure your place on the course sooner rather than later. You can do this!
£15.41
Sage Publications Ltd Teaching the Primary Curriculum
a huge range and FREE tracked UK delivery on ALL orders.
£28.99
Sage Publications Ltd How to Coach: First Steps and Beyond
Book SynopsisHow to Coach: First Steps and Beyond is an essential guide for anyone starting out in the coaching profession and for existing coaches seeking to develop their craft. It is a practical introduction to the theory, skills and art of coaching. This extremely practical introduction contains numerous case studies showing theory in action, aiding in understanding of how to apply theory to actual practice in a variety of settings. The book: Uses clear, uncomplicated language throughout Explains key ideas through brief illustrations from the author′s practice and quotes from leading writers on coaching Contains a wide selection of ideas, models and exercises to stimulate the reader′s learning Encourages students to try things out in conversation, and reflect upon and make sense of their experiences How to Coach is a must-have book for anyone interested in coaching skillfully, ethically and effectively. Table of ContentsPART ONE: LEARNING THE BASICS 1. What is coaching? 2. Directive and non-directive coaching 3. Listening to understand 4. Questioning 5. Playing back 6. Learning how to coach PART TWO: DEVELOPING YOUR PRACTICE 7. Contracting 8. Practical issues 9. Ethical issues in coaching 10. Tools you might use in coaching 11. Feedback and psychometric instruments 12. Coaching as a relationship 13. The use of self in coaching 14. The inner game of coaching PART THREE: EXTENDING YOUR APPROACH 15. Cognitive and cognitive behavioural approaches to coaching 16. Other approaches to coaching 17. Supporting confidence and motivation 18. Coaching as a line manager 19. Coaching a team 20. Coaching across cultures 21. Coaching supervision 22. Continuing your development journey
£28.99
Sage Publications Ltd Building Skills for Effective Primary Teaching: A
Book SynopsisThis book supports primary trainees and their in school mentors to understand the complex nature of effective learning and teaching in primary schools. It explores the key skills required, helping trainees begin use them in their teaching, reflect on their development of these skills (with their mentors) and evaluate their impact on learning. This book supports and challenges primary trainee teachers and their mentors (both school based and university/SCITT based) by offering a range of approaches, strategies and perspectives to aspects of primary teaching. This new edition: · Includes practical guidance for building resilience · Explores the latest teaching approaches being trialled in schools · Supports trainees to work with their in school mentor · Includes new chapterss on professional identity and professional responsibilities Table of ContentsPart 1: Developing yourself as a teacher Chapter 1 Becoming a reflective learner and teacher - Rebecca Geeson Chapter 2 Teacher Identity - Rachael Paige Chapter 3 Teacher Presence - Rachael Paige Part 2: Approaches to teaching for learning Chapter 4: Principles of teaching for learning - Sue Lambert Chapter 5: Learning and Teaching Approaches - Sue Lambert, Ashley Compton, Andy Dickinson Part 3: Fundamentals of classroom practice Chapter 6: Planning for learning - Rebecca Geeson Chapter 7: Assessment - Elizabeth Farrar Chapter 8: Questioning to stimulate dialogue - John Paramore Chapter 9: Behaviour - Steve McNichol and Emma Clarke Part 4: An inclusive learning environment Chapter 10: Supporting children with Special Educational Needs and Disabilities - Shaun Thompson Chapter 11: Supporting learners with English as an Additional Language (EAL) - Ami Montgomery Chapter 12: Supporting children in learning about difference - Richard Woolley Part 5: Being a Teacher Chapter 13: Professional Responsibilities - Sue Lambert Chapter 14: Working with other Adults - Emma Clarke Chapter 15: Well-being and Resilience for All - Sue Lambert Chapter 16: A chapter for mentors - Adam Hounslow-Eyre
£29.99
Sage Publications Ltd Your Secondary School Placement Toolkit
Book SynopsisThe all-round companion for your secondary teacher education school placements, no matter what subject you are studying.
£22.79
Sage Publications Ltd The National Curriculum and the Teachers
Book SynopsisThe national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils' knowledge, understanding and skills as part of the wider school curriculum. The Teachers′ Standards underpin professional practice and all teachers need to work towards and within this framework.This updated, comprehensive handbook presents ALL key statutory, essential reading for trainee and beginning teachers in one place. It includes The National Curriculum Programmes of Study for ALL curriculum subjects for Key Stages 1, 2 and 3 The complete Teachers′ Standards Relationships Education, Relationships and Sex Education (RSE) and Health Education guidance in full Foreword from Dylan Wiliam focusing on the need for a broad and balanced curriculum in schools National curriculum by topic planner for English and Maths at Key Stages 1 and 2 Full index for easy reference This 4th edition is updated with the Initial Teacher Training and Early Career Framework (ITTECF).
£17.09
Rowman & Littlefield Action Research for Educators
Book SynopsisThis book is a straightforward, no-nonsense guide to a research method that can be used by educators to increase student learning, student self-esteem, and quality of school life in the classroom. This user-friendly book covers the principles and history of action research, ethical and legal considerations, methods for conducting both formal and informal action research, data collection methods, analysis and interpretation, action planning and initiation, and results evaluation. The author includes numerous examples, strategies, and illustrations that can be applied to elementary and secondary schools as well as university settings.Trade ReviewTomal provides a guide to action research that should be in the library of every educator. The principles of this book have the potential to motivate teachers, inspire best practices, and to pursue action plans that transform schools. Reading this book will enhance the practice of novice educators interested in problem solving and heighten the resolve of experienced educators to engage in practical research. A must-read for practicing educators and students. Essential. * CHOICE, (For The First Edition) *Are you planning to conduct action research or are you teaching an action research course? If so, this book is for you. The book provides you with all you need from a description of how action research varies using qualitative and quantitative research methodologies, through models of action research with excellent examples, to methods of evaluating action research. Action Research for Educators is a must-have book for anyone involved in action research. -- Edward C. Mann, chair/associate professor, Department of Technology Education, University of Southern MississippiThis is a book that is both substantive and readable. Action research has a tremendous potential for school reform that has yet to be tapped. Tomal builds an understanding of this important concept from the ground up by providing a strong theoretical framework, and clear concrete examples. -- James A. Rycik, professor of education, Ashland University, Ohio; editor, American Secondary EducationTomal provides an excellent basis for understanding action research that is relevant and practical for all educators. The essential research principles, strategies, and theoretical concepts have been well explained and are clearly connected and reinforced through concrete examples in his book. I am confident that Action Research for Educators will provide a positive contribution to education and improve our skills as educators. -- Robert K. Wilhite, Chairman, Department of Leadership, Concordia University Chicago; retired superintendent, Illinois High School District 215This book is excellent with relevant and very clearly presented information regarding action research. My students find it very helpful. -- Elaine M. BukowieckiAs school leaders search for answers to questions about the best way to improve the teaching and learning process, one of the most critical challenges they face is connecting the dots between were they are and where they want to be. This book is a comprehensive tool to support a professional learning community in identifying a problem, collecting and analyzing relevant data, and establishing clear, specific goals that are focused on student learning. -- Sallie D. Penman, director, Illinois Administrators' Academy, Chicago Public SchoolsTomal's book provides a practical and understandable approach to action research that can validate improvement strategies to foster gains in student achievement. He removes the stigma of research with his clear explanation of terms, illustrative examples, and is able to convey complex concepts in understandable language. This is a must read for any educator looking to take his or her practice to the next level. -- Robert A. Rammer, assistant superintendent, School District 200, Wheaton, IllinoisPractical, feasible, collaborative not only defines the process of action research, but also describes this well written, accessible Action Research text. Highly recommended as a college-level text as well as a guide for staff developers and classroom teachers seeking to improve their practice and student learning. -- Joan B. Lampert, chair, Research and Evaluation, Maine Community Youth Assistance Foundation, Park Ridge, IllinoisTomal's book thoughtfully weaves the theoretical underpinnings of action research with practical step-by-step insights about a procedure model for conducting action research. It is organized in a manner to give the neophyte, novice, advanced teacher or administrator viable methods for conducting both formal and informal action research. This book is a must for every educator's bookshelf committed to inquiry and the principles of reflective research. -- Gary N. Frisch, chief financial officer, Barrington School District 220Table of ContentsChapter 1 Foreword Chapter 2 Introduction Chapter 3 The Nature of Educational Research Chapter 4 Action Research Chapter 5 Data Collection Methods Chapter 6 Data Analysis and Interpretation Chapter 7 Solving Problems and Taking Action Chapter 8 Evaluating Action Research Chapter 9 Conducting Action Research
£40.85
Stenhouse Publishers Who's Doing the Work?: How to Say Less So Readers
Book SynopsisBest-selling authors Dr. Jan Burkins and Kim Yaris rethink traditional teaching practices Who's Doing the Work: How to Say Less So Readers Can Do More. They review some common instructional mainstays such as read-aloud, guided reading, shared reading, and independent reading and provide small, yet powerful, adjustments to help hold students accountable for their learning.Next generation reading instruction is much more responsive to student needs and aims to remove some of the scaffolding that can hinder reader development. Instead of relying on teacher prompts, Who's Doing the Work asks teachers to have students take ownership of their reading by managing their challenges independently and working through any plateaus they encounter. Whether you are an elementary teacher, literacy coach, reading specialist, or parent, Who's Doing the Work provides numerous examples on how to readjust the reading process and teach students to gain proficiency and joy in their work.Table of ContentsIntroduction; Chapter 1: Reading Process: Beginning with the End in Mind; Chapter 2: Read-Aloud: Giving Students a Reason to Learn to Read; Chapter 3: Shared Reading: Bridging the Gap Between Read-Aloud and Guided Reading; Chapter 4: Guided Reading: Reading Practice Under the Teacher's Watchful Eye; Chapter 5: Independent Reading: Learning to Love to Read; Chapter 6: Putting It All Together
£26.99
Stenhouse Publishers Patterns of Power, Grades 9-12: Teaching Grammar
Book SynopsisTraditional grammar instruction often focuses too much on what’s right or what’s wrong, hiding the true power of conventions—the creation of meaning, purpose, and effect. Instead of hammering high school students with the mistakes they should avoid, Jeff Anderson, Travis Leech, and Holly Durham suggest exploring grammar through the celebration of author’s purpose and craft. In Patterns of Power, Grades 9-12: Teaching Grammar Through Reading and Writing, they invite you to create an environment in which writers thrive while studying and appreciating the beauty, effects, and meaning of grammar. Inside this book, teachers will find a comprehensive explanation of the brain-based Patterns of Power invitational process, as well as: 35 standards-aligned lesson sets built around practical, engaging, inquiry-based methods that take deeper dives into grammar and craft than any worksheet, quiz, or editing exercise ever could A variety of high-interest model texts from authentic and diverse sources, including excerpts from classic and current novels, memoirs, plays, graphic novels, poems, and media Real-life classroom examples and tips with suggestions for scaffolding new learning and ideas for how to use the lessons in AP courses Templates for extended application, easy to locate printables, and ready-to-go visuals Additional Models for Further Study for extension opportunities in every lesson set An entire chapter devoted to helping high school writers master citations in research With hundreds of teach-tomorrow resources and implementation supports such as quick-reference guides, specific applications to reading instruction, and soundtrack suggestions to infuse the joy of music into grammar instruction, Patterns of Power, Grades 9-12 gives you everything you need to inspire your high school writers to move beyond limitation and into the endless possibilities of what they can do as writers. The Patterns of Power series also includes Patterns of Power, Grades 6-8: Inviting Adolescent Writers into the Conventions of Language; Patterns of Power, Grades 1-5: Inviting Young Writers into the Conventions of Language; Patterns of Wonder, Grades PreK-1: Inviting Emergent Writers to Play with the Conventions of Language; and Patterns of Power en Español, Grades 1-5: Inviting Bilingual Writers into the Conventions of Spanish.Trade ReviewI can’t wait to put Patterns of Power, 9–12 in the hands of every high school English teacher in my district! This practical approach to teaching writing through the beauty and power of mentor texts supports our instructional philosophy by inspiring teachers to finally retire ineffective, prescriptive grammar instruction. Teaching with the Invitations to Notice, Compare and Contrast, Imitate, Celebrate, Apply, and Edit will help students understand the why of grammar and punctuation while motivating them to explore possibilities rather than avoid errors.”—Tracy Winstead, District Coordinator, High School English Curriculum and Instruction"If high school teachers are looking for a way to teach grammar and conventions that is meaningful and transfers to student writing, they should look no further than Patterns of Power: Teaching Grammar Through Reading and Writing, Grades 9–12. By starting with a mentor sentence, students are invited to take an inquiry stance as they think through the writer’s moves and the impact on the reader. Patterns of Power, 9–12 helps students gain the confidence and agency they need to try new grammar and convention moves in their own writing."—Erica Bissel, Coordinator of Reading and Language Arts“Jeff's books have been pivotal to the success of our writing program since Everyday Editing. His invitational approach to noticing author's purpose and craft is non-threatening and engaging to students. We are excited to dive into this new book with Travis Leech and Holly Durham and continue inspiring our students to ‘sharpen their ideas.’”—Dr. Susan Diaz, Executive Director of Secondary Curriculum and Instruction“Up early one morning, I thought I’d skim this book while sipping that first cup of coffee. The skimming stopped almost immediately as I began reading slowly to catch every idea, to understand each teaching move, to jot my own notes in my journal. My coffee grew cold and was forgotten. I was watching master teachers Jeff, Travis, and Holly make things such as colons and commas, apostrophes and appositives, phrases and fragments become more than things to be learned; instead, they were turning conventions of language into conversations I wanted to have with kids. Filled with the well-designed lessons that show you how to move kids from noticing to naming to using, this is a book that won’t sit on your bookshelf. It will stay beside you as it guides you through lessons that actually help kids think about how they write.”—Kylene Beers, coauthor of Notice and Note: Strategies for Close Reading and Forged by Reading: The Power of a Literate Life“The Patterns of Power series epitomizes our philosophical approach to grammar: that it should arise from authentic literature and be presented when it would make sense to students based on their writing. Students need not be numbed by grammar instruction that follows a rigid textbook. Rather, a flexible approach of presenting examples which help readers to discover patterns, understand the conventions of language, appreciate great writing, and become enthusiastic writers is the most effective and enjoyable one.”—Michael R. Bowman, Supervisor of Curriculum & Instruction“Jeff Anderson has done it again! We know our secondary students need practice understanding and applying the conventions of English. Patterns of Power, 9–12 provides lessons that engage high school students in learning what is often missing in a world of quick text messages and limited face to face interactions. Students will use a variety of engaging texts to hook them into learning, practicing, and becoming proficient readers and writers of the English language.”—Heather Anderson, Educator, Author, and Consultant“I found just about every line in Jeff, Travis, and Holly’s Patterns of Power both immediately applicable and incredibly useful in my ninth and tenth-grade ELA classes. But hands down, my favorite aspect is how the authors center student inquiry in their approach to teaching grammar. Students are driven toward ‘discovery of grammatical concepts and deep consideration of their purpose.’ Being encouraged to consider—and even debate—the why of grammar as they are learning the how has changed the game for my students. In truth, this book has shored up a huge gap in my pedagogy, and I am very grateful.”—Matthew Kay, author of Not Light, but Fire: How to Lead Meaningful Race Conversations in the Classroom“These authors love language . . . and the voice of the text sings, celebrates, and rings with truth. This book is both wise and a pleasure to read. Patterns of Power, Grades 9–12 will give you new ways to think and plan for regular practice with conventions.”—Penny Kittle, Plymouth State University Writing TeacherTable of ContentsIntroduction: Looking Closely at the World Through Grammar; How to Use This Book; Part 1: Getting Started with the Patterns of Power Process; 1: Into PLANNING: A Step-by-Step Guide to Preparing Engaging Grammar Lessons; 2: Into the CLASSROOM: How to Teach Grammar with the Patterns of Power Process; 3: Into APPLICATION: Guiding Writers to USE the Patterns of Power; Part 2: Into the Lessons with the Patterns of Power Process; Into the Lessons: How Are the Lessons Formatted?; 4: The Purpose and Craft of PUNCTUATION; 5: The Purpose and Craft of CLAUSES; 6: The Purpose and Craft of PHRASES; 7: The Purpose and Craft of PARALLEL STRUCTURE; 8: The Purpose of CITATIONS; 9: The Purpose and Craft of CREATIVE PATTERNS; Conclusion
£42.74
Portage & Main PR Ltd Renewal
£24.00
Bloomsbury Publishing PLC Do You Want to Share That with the Class?: Honest
Book Synopsis_______________ “If there’s one thing I can guarantee in your first year, it’s that you will experience every emotion possible. Fear should never be the first… always start with excitement!” Those words were the best piece of advice I was given as I stepped into my first teaching role and I wrote this book to show you the same. While teaching is a rollercoaster, the rewarding career you are about to embark on will be filled with fun, challenge, success, satisfaction and much more. _______________ Each chapter in this funny book explores an element of the school year that any new primary teacher could encounter during their first year in the classroom. From assemblies to trips, observations to Ofsted, and Christmas performances to performance reviews, each topic is bursting with anecdotes (with all of the funny bits left in) and provides tips and techniques to help you navigate the Early Career Framework. This book is here to be a companion and a guide as you approach your first teaching role and to support you both professionally and personally.Trade ReviewStarting to teach is a scary time. This book demystifies the process. It will hold your hand through the first year and beyond. * Haili Hughes, Principal Lecturer at the University of Sunderland @HughesHaili *This practical and informative book will be an inspiration for teachers who are beginning their career. I love the great tips and advice, such as 'be yourself'. * Dr Neil Hawkes, Founder of Values-based Education *Table of ContentsIntroduction The night before Inset days The first day with a new class Marking Questions Staff meetings Course days Guess who? The first observation Break duty School trips Assemblies Parents’ evenings Non-school uniform days Performances Staff nights out The work–life balance Running a club Cake sales Half terms Exams Residential trips Class assemblies Strike day Ofsted Governors Bank holidays Wet playtimes The summer fair Behaviour Complaints Sports day The little things Countdowns to everything The final day of the year Young versus old Outside perceptions Desk-chair days Funny moments
£12.99
Taylor & Francis Ltd Understanding and Teaching the ICT National Curriculum
Book SynopsisThere is still great uncertainty in the teaching profession regarding the effective delivery of ICT. This introductory book provides both trainee and practising teachers with a clear understanding of the ICT National Curriculum and how to teach it.Combining extensive practical advice with a critical discussion of the key theoretical issues, the book will help teachers develop their pupil's true ICT capability through clear explanations of the Programmes of Study, full guidance on using QCA Scheme of Work, different and creative ideas for delivering the ICT National Curriculum, and the confidence and ability to go beyond the QCA Sceme of Work for ICT.Table of ContentsThe nature and purpose of the ICT curriculum; The nature of ICT capability; Progression in ""Exchanging and sharing information""; Progression in ""Finding things out""; Progression in ""Making things happen""; Progression in ""Developing ideas""; Medium term planning and the QCA Schemes of Work; What, when, how and why: Teaching ICT; Exchanging and sharing information: An alternative scheme of work; Assessing ICT Capability
£24.99
Critical Publishing Ltd Inclusive Primary Teaching: A critical approach
Book SynopsisThis is an invaluable and fully updated text on inclusive practice for all primary trainees and teachers and for those working towards the National Award SEN Co-ordination. It provides an equality- and child-centred approach to inclusion, combining both theory and practice while promoting critical thinking about the complex issues involved. Scenarios are used as the basis for unpicking major topics and provide opportunities for learning in context, while questions and reflections encourage deep thinking about key learning points. This second edition has been fully revised throughout and now includes: • full reference to the new Special Educational Needs and Disability Code of Practice (2014) as well as the Children and Families Act (2014) and Behaviour2Learn • two completely new chapters on understanding learners who are vulnerable and understanding learners with communication difficulties • extended thinking activities and extended reflections to support M-level study • an improved organisation with emphasis on the national priorities.Table of ContentsIntroduction Part 1: Developing inclusive environments Chapter 1 – Understanding policy Chapter 2 –the inclusive classroom Chapter 3 – the inclusive curriculum Part 2: Making reasonable adjustments Chapter 4 – Understanding learners with Special Educational Needs and Disability Chapter 5 – Understanding learners with English as an additional language Chapter 6 – Understanding behaviour Chapter 7 – Understanding identity and gender Chapter 8 – Understanding race Chapter 9 - Understanding learners in poverty Chapter 10 – Understanding learners who are vulnerable learners Chapter 11 – Understanding learners with communication difficulties Part 3: Developing partnerships Chapter 12 – Working with children Chapter 13 – Working with parents Chapter 14 – Working with colleagues Chapter 15 – Working with outside agencies Glossary References Index
£24.99
Critical Publishing Ltd Reflective Primary Teaching: Meeting the
Book SynopsisThis essential text helps student teachers, classroom teachers at all stages in their careers, school mentors and teacher educators develop their effectiveness by analysing and improving their practice in the light of a deeper understanding of the professional Teachers’ Standards. Each aspect of the Standards is dealt with in a chapter of its own, where the central topic is presented as both complex and contested in a way that invites readers to formulate their own interpretations. The approach accentuates the importance of reflection as a key professional attribute and readers are encouraged to reflect on their own experiences and on their responses to case studies and quotations as a means of helping them to develop their understandings. This new edition takes account of the current educational context, with an emphasis on evidence-based practice, and includes extension tasks to address M level demands, fully revised and updated chapters on SEND and assessment, and a completely new final chapter highlighting CPD and appraisal for serving teachers.Table of ContentsIntroduction: why reflective primary practice? Inspiring, motivating and challenging your pupils Promoting children's learning Subject and curriculum knowledge Well-structured teaching Meeting the needs of all pupils Using assessment accurately and productively Managing pupils' behaviour Fulfilling wider professional responsibilities Personal and professional conduct Postscript
£23.99
Critical Publishing Ltd Studying for your Education Degree
Book SynopsisStudying for your Education Degree is PERFECT for anyone wanting to train to become a primary or secondary teacher or undertake an education studies course. After reading this fully comprehensive guide you will understand: the structure and culture of HE, and how education/teaching fits into it what to expect, and what will be expected of you, as a university student teaching and assessment methods within education, so that you can perform to the best of your ability in an academic environment how to manage your teaching/education studies in an effective way and make the most of the resources available to you. The books in our Critical Study Skills series will help you gain the knowledge, skills and strategies you need to achieve your goals. They provide support in all areas important for university study, including institutional and disciplinary policy and practice, self-management, and research and communication. Packed with tasks and activities to help you improve your learning, including learner autonomy and critical thinking, and to guide you towards reflective practice in your study and work life. Uniquely, this book is written by an experienced education lecturer and an English for Academic Purposes (EAP) lecturer. Table of Contents Studying education / teaching in higher education Strategies for effective learning Critical thinking Becoming a member of your academic community Technology and resources Strategies for assessment
£21.68
Critical Publishing Ltd Becoming a teacher education researcher
Book SynopsisYou can successfully develop your higher education research profile while balancing the demands of training teachers and administration. While teacher education is key to preparing qualified teachers who can educate pupils for the demands of the twenty-first century, many university-based teacher educators experience conflicting demands in their professional practice. Their lives are often so dominated by teaching and associated work that their aspirations to develop a research profile are hampered. This text explores the critical issues faced by those working in teacher education and how they have negotiated the expectations and requirements of the Academy to establish themselves as leading international teacher education researchers. Through a series of autobiographical cases, this book demonstrates a range of trajectories in different contexts which have facilitated the development of teacher educators' successful research profiles. Understandings and realities of the policy context, the professional context, the research context (including funding, metrics, type of research valued), the institutional context and various personal positionings are examined in order to illuminate stories of research success and demonstrate their relevance to all teacher educators.Table of ContentsChapter 1: Becoming a teacher education researcher: introduction and overview Chapter 2: From geography teaching to directing research in a new university Chapter 3: The role of interdisciplinarity, multiple methodologies and context Chapter 4: Researching teacher education in urban contexts Chapter 5: In pursuit of quality: the risky business of becoming a researcher Chapter 6: Building a career through partnership in research as well as teacher education
£23.99
Critical Publishing Ltd SPIN: Time and task management in teaching
Book Synopsis39 reflections to turn task completion into time for you Your time is precious – so use it well. With so many pulls on your time, and a changing environment, now more than ever it is vital that your time and task management is both targeted and efficient. If you can achieve this, you can allocate more time for yourself and so become a more relaxed and effective teacher. All too often to do list gets longer and longer which can impact on your enjoyment of the job and, more importantly, your mental health and well-being. Building on the strategies in his first two book, LIFT and RISK, David Gumbrell advocates that you need to focus your attention on giving the right plates a spin to save time, energy and attention that you can then allocate elsewhere. The 39 short, research-based chapters, punctuated with reflective questions, along with teacher interviews, together build into a significant body of knowledge to promote resilience and teacher retention. Praise for RISK A beautifully written book with David's characteristic use of rich metaphors and thoughtful narrative. This book will certainly help you make bolder and better decisions in the classroom and beyond. Adrian BethuneTrade ReviewDavid writes with warmth, intelligence and with practical encouragement to everyday teachers and leaders. As schools become increasingly busy, teachers are faced with ever more problems and challenges that need solutions. The multitude of decisions that need to be made in a school can range from the mundane to the profound, but those decisions must be made wisely. In RISK David gives teachers support in taking decisions so that they can bring their best selves to navigating risk and the decision-making process and follow through on the consequences of the decisions they make -- Angela Browne, Founder of Nourished CollectiveRISK by David Gumbrell is a great one to casually pick up, read a quick story, learn a fact and introduce yourself to a new way of thinking. I subsequently found myself reading another story and another and then just one more. Each of the 39 stories has a great insight as to how we ourselves can think differently about people and situations and look for improvement. Ideal for teachers wanting to ‘break out’ and explore new methods and fascinating ideas to express their learnings within the classroom and also their lives. -- Steve Judge, international speaker, coach, author and two times paratriathlon word championA beautifully written book with David's characteristic use of rich metaphors and thoughtful narrative. This book will certainly help you make bolder and better decisions in the classroom and beyond. -- Adrian Bethune, teacher and author of Wellbeing in the Primary ClassroomThe power of this book centres around the questions posed throughout. These questions focus you and challenge you to think about not only your practice and the way in which you teach but also your habits and routines. The questions invite you to change the way you do things to enable you to be far more confident in taking risks within your own teaching that are beneficial for all, and that includes you, the teacher! -- Catherine Carden, Canterbury Christ Church UniversityDavid uses his detailed and knowledgeable insight into the ways schools work and how we work within them to create an inspirational handbook full of practical advice and questions that make us think. This book should be on the reading list for every teacher and leader. -- Kate Redman, deputy regional CEO, South Coast at Aspirations AcademiesThrough fascinating and engaging links to historical events and general knowledge, David encourages the reader to be confident and to take risks, embracing the creativity that leads to exciting and memorable lessons. His carefully crafted questions help to coach and reassure you that, although you cannot always predict the outcomes, it does not mean you have failed and that both joy and frustration are part of the journey as you move from bunny slopes to black runs! -- Helen Shaw, Director of Teaching School at Glynn Learning FoundationThis is a welcome addition to sources of much needed support available for trainees and early career teachers. It is presented in a way that is practical and quickly accessible meaning that they can pick up and learn from it in bite-sized chunks – so important in this incredibly busy, sometimes overly pressured time. The advice is easily actionable but appropriately underpinned by research and evidence and will be an invaluable addition to busy teacher’s toolkit -- Samantha Twiselton, Director of Sheffield Institute of Education at Sheffield Hallam UniversityTable of ContentsIntroduction Part A: SPINNING – How effective is plate spinning as a strategy to get things done, for you? Jiaoda opera Beach balls blow your mind Hypotrochoids and epitrochoids DVDs spin Hamster wheels Play pumps Wind farms PART B: FITTING - How can you best fit all the jobs you have to do into the working day? Seven piece puzzle ISO – Keep cargo ships in order The power of punctuation Sinuous curves and straight lines Dutifully dovetailed Feat M C Escher Warp and weft PART C: ORDERING – Which job should you do first, second and then third? Not a knot Fizz, bang, whoosh Cream teas - are you Devon or Cornwall? Judy and Punch Rock, paper, scissors Podium positioning Rounders and ‘abouters’ PART D: TIMING – How much time should you allocate to each job on your ‘To Do List’? Not now, Grommet Cryogenic torpedoes It’s a horological show A Black Forest tweet Greenwich clock Boil then bake then fry PART E: FILTERING –e time? How can you filter out which of the job list needs to be done? Permanently temporary Activate your carbon Big blue whale Canned meat or email feat? Prime position Do bowling balls float? PART F: RANDOMISING – Does a randomised approach to the job list, get the job done? Drawing the short straw Lottery numbers Life of Pi Baffle ball & bally hoo Running the gauntlet Grapeshot Interviews
£16.14
Critical Publishing Ltd Essential Guides for Early Career Teachers:
Book SynopsisThis is a must-read for early career teachers (ECTs), focusing on the role of the ECT in terms of school curriculum design and implementation. It explores the topics surrounding curriculum that those in training or ECT induction are likely to encounter and need to understand, and offers a range of practical and critical strategies and approaches to curriculum design. It begins with examining the history of the core ideas around curriculum, including educational philosophy and concepts, before moving on to planning, reflection and principled intent and implementation. It also delves into the various roles of those involved in curriculum design. This is an essential text for ECTs as curriculum is a key aspect of the Core Content and Early Career Frameworks. It draws on real-life enactments and models to help those in their early stages understand their role in curriculum implementation, especially in relation to the Ofsted focus on the quality of education and the role of all teachers as professionals. Most importantly, this book recognises curriculum as the beating heart of any strong educational offer. Trade Review"Curriculum is at the heart of much debate around education - and yet these discussions often lack clarity and can leave teachers new to the profession wondering what exactly they should know about curriculum design and delivery. This guide provides a much-needed overview of key principles, research and practice, clearly explained whilst delving into complex ideas. The practical and reflective tasks promote deep thinking and action - the perfect introduction to curriculum for early career teachers… and those not so early in their career!" -- Cat Scutt MBE * Deputy Chief Executive Officer, Chartered College of Teaching. *Table of ContentsForeword Chapter 1: Introduction – what is curriculum? Chapter 2: The journey so far Chapter 3: Behind the terms Chapter 4: Principles of curriculum design Chapter 5: Curriculum intent - setting out the goals Chapter 6: Curriculum implementation 1 - curriculum enactment Chapter 7: Curriculum implementation 2 – classroom level Chapter 8: Curriculum implementation 3 – assessing the curriculum Chapter 9: Curriculum impact – what are the outcomes? Chapter 10: Evaluating the curriculum - next steps Acronym buster Index
£21.68
Critical Publishing Ltd Effective Teaching for Anxious Learners: Seen,
Book SynopsisAims to elevate learner anxiety from a pastoral concern to a pedagogical reality, enabling teachers in primary and secondary school settings to build a new perspective on and support anxious learners who may display challenging behaviours. This book explores the relationship between anxiety and common classroom problems such as unhelpful behaviour, work avoidance and learning loss. It promotes the philosophy that it is a teacher's role to 'support not fix' learners with anxiety and other mental health concerns by adopting effective pedagogical strategies. Despite not being recognised as a learning difficulty, anxiety can be something that makes learning very difficultfor pupils. Learners with anxiety have the right to be seen, feel safe at school and have their needs supported. This book provides teachers with a toolkit to cultivate a professional mindset that recognises behaviour as communication and that anxious pupils have the capacity to learn. It also delves into the neuroscience of anxiety, with text backed up by pertinent theory.. Written by a practicing classroom teacher, this book is packed with illustrations, quotations and humour as well as opportunities for critical reflection and tried and tested strategies, advice and reassurance.Table of ContentsIntroduction Chapter 1: Understanding anxiety Chapter 2: Seen Chapter 3: Safe Chapter 4: Supported Chapter 5: Toolkit
£19.99
Springer International Publishing AG Photographic Elicitation and Narration in
Book SynopsisThis open access book discusses the functionality of the use of the language of photography in teachers' initial and ongoing training. It analyzes the nature of photography as a representation system, facilitating inquiry and reflection on its practice for teachers and evocating on theories and beliefs that may guide their work in classrooms. Photography is used to represent symbolically and affectively possible contradictions in teaching activities or the inconsistencies between planned teaching tasks and the educational purposes pursued. Resolving these conflicts is one of the ways to promote professional development. This book also describes photo-elicitation and photographic storytelling as work procedures. By analyzing the contributions of these techniques, the development of teachers is improved.Table of ContentsChapter 1. Photography in the media literacy of teachers: What impression do we give?.- Chapter 2. Photography in the media literacy of teachers: What impression do we give?.- Chapter 3. Photography as a system for representing the teacher’s theories and beliefs.- Chapter 4. Photography in the formative dimension of the practicum.- Chapter 5. Photovoice and photo-elicitation: similarities, differences, incorporation and role in in-service teacher training.- Chapter 6. Structures of the photo-elicitation process and emergence of contradictions in training teachers.- Chapter 7. The use of photo-elicitation situations in the practicum.- Chapter 8. Photo-elicitation in virtual environments as a tool for teachers’ inservice training.- Chapter 9. A brief story about stories.- Chapter 10. Multimodal photo-narration in initial teacher training.- Chapter 11. Modes of photo-narration by teachers and their effect on inquiry into teaching practice.- Chapter 12. The artist’s book as a form of autoethnography for the teaching profession.- Chapter 13. Training Sahrawi teachers using photo-narration in school.
£26.24
Taylor & Francis Language Teachers and Teaching
Book SynopsisThis volume gathers contributions from a range of global experts in teacher education to address the topic of language teacher education. It shows how teacher education involves the agency of teachers, which forms part of their identity, and which they take on when integrating into the teaching community of practice. In addition, the volume explores the teachersâ situated practice--the dynamic negotiation of classroom situations, socialization into the professional teaching culture, and on the ground experimentation with pedagogical skills/techniques.
£35.09
Stenhouse Publishers Word Nerds: Teaching All Students to Learn and
Book SynopsisWord mastery comes from intimate knowledge of language. In Word Nerds : Teaching All Students to Learn and Love Vocabulary, authors Leslie Montgomery and Margot Holmes Smith take you inside classrooms where they implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence. With support from literacy specialist Brenda Overturf, the authors developed a five-part plan to teach all students to learn vocabulary: Introducing new words in contextAdding related synonyms and antonymsEngaging in several days of active learningCelebrating new wordsAssessing vocabulary developmentThis easy-to-read reference explains how to plan, teach, and assess based on the latest research in vocabulary instruction and learning. After incorporating the authors' plan, you can be a Word Nerd too!Trade Review"Word Nerds raises the level of vocabulary instruction by setting the bar high for teachers, challenging us to provide students with the desire to study vocabulary and apply their knowledge not only to standardized tests but to daily writing and conversation." - MiddleWebTable of ContentsIntroduction; Chapter 1: What's the Big Deal About Vocabulary Instruction?; Chapter 2: Classrooms That Foster Word Confidence; Chapter 3: Making Introductions; Chapter 4: Squeezing the Juicy Words—Adding Synonyms and Antonyms; Chapter 5: Active Vocabulary Practice; Chapter 6: Celebrate to Validate; Chapter 7: Spreading Vocabulary Wings; Chapter 8: Learning Through Assessment
£24.99
Taylor & Francis Ltd Leading Innovation and Creativity in University
Book SynopsisFocusing on creating learning environments, this book explores what it means to be an innovative leader of learning and teaching in higher education. Providing practical tips and guidance to support those designing or redesigning higher education curricula, this book highlights approaches and solutions to leading change in learning and teaching. Covering all areas from an overview of external pressures, through to developing a vision and strategy for a programme, to classroom practice and sustainability, leading thinkers in the field of university learning and teaching share their experiences of driving and sustaining change in departmental practice. It also introduces creative approaches into the role to support the innovation, enhancement, and development of agile programme teams. With insights and case studies from international contributors, this book highlights key approaches and solutions to leading change in learning and teaching that are implementable. It will Table of ContentsPart I - Introduction. 1.The Context and Challenge of Programme Leadership. 2.Educational Metrics and Leadership. Part II - Vision & Strategy. 3.Vision and Strategic Thinking – an Interrogative Primer for Teaching Leadership. 4.Addressing White Privilege as a Pedagogic Process of Decolonising. Part III - New Frontiers. 5.Exploring the Potential of Scholarship to Drive Teaching Innovation. 6.Creating a Naked University. 7.Creating Curricula Together. 8.Engaging Digital Teaching Practice. Part IV - Driving and Sustaining Change. 9.Leveraging Change in Higher Education. 10.Collaborative Leadership towards Innovation in Teaching and Learning. 11.Leading Learning and Teaching in a Crisis. Part V - Conclusion. 12.Agile Futures - Where Will You Go From Here?
£29.99
Taylor & Francis Ltd Responsive Teaching
Book SynopsisThis essential guide helps teachers refine their approach to fundamental challenges in the classroom. Based on research from cognitive science and formative assessment, it ensures teachers can offer all students the support and challenge they need and can do so sustainably.Written by an experienced teacher and teacher educator, the book balances evidence-informed principles and practical suggestions. It contains: A detailed exploration of six core problems that all teachers face in planning lessons, assessing learning and responding to students, Effective practical strategies to address each of these problems across a range of subjects, Useful examples of each strategy in practice and accounts from teachers already using these approaches, Checklists to apply each principle successfully and advice tailored to teachers with specific responsibilities. This innovative book is a valuable resource for new and experienced teachers alikeTrade Review"Through the use of vignettes, stories, and teachers’ own accounts, Harry Fletcher-Wood takes us on a journey, from the tokenistic adoption of assessment for learning that was so common in the Key Stage 3 Strategy, to a deep understanding of how we can make our teaching responsive to our students’ needs. I know of no other book that comes close to this in helping teachers really understand, at the deepest level, what makes teaching responsive to students, and how every teacher can use these ideas to improve their practice." - Dylan Wiliam, Emeritus Professor of Educational Assessment at the UCL Institute of Education, UK ""I taught poorly for a long time," Fletcher-Wood writes with humility at the outset of this outstanding and insightful book. He then proceeds to drill down into the details of design and decision-making, incorporating research and adapting it to the realities of the classroom. The result is a book that should ensure that teachers can reliably and sustainably help their students achieve the highest levels of success. I can’t recommend it highly enough." - Doug Lemov, author of Teach Like a Champion 2.0 and Reading Reconsidered and Managing Director at Uncommon Schools, USA "This deeply reflective book is rooted in a careful consideration of the realities of teaching and learning in school. It determinedly identifies and explores six enduring problems of teaching and explores each with a rich combination of research evidence; personal reflection; confident suggestion and grounded example. This approach makes it a hugely useful resource for teachers and school leaders alike. Anyone giving this book due attention will find their practice challenged and enhanced. Harry Fletcher Wood's humbly expressed insights have the potential to transform learning for teachers and for children in our schools." - Jonathan Gower, Headteacher at Sherwell Valley Primary School, UK "Like the title, the whole content of ‘Responsive Teaching’ draws on what is known from research into teaching, learning and assessment to offer thousands of nuanced suggestions for teachers of all subjects. By presenting chapters as a series of ‘problems’, Harry recognises all the inconsistencies and contradictions that teachers face in their daily routines. He offers his solutions by blending research findings with narratives of classroom settings – allowing teachers to work through their own versions of these ‘problems’ with planning, focus, assessment, etc. Teachers will enjoy systematic accounts of classroom practice, and all the frustrations we regularly feel, leading to explanations of strategies which are underpinned by research into learners’ experiences as well as pedagogical findings. Harry offers great value for teachers, Heads of Department and whole schools, in that the ‘problems’ identified exist for all of us, on a range of scales, and the suggestions and solutions offered can apply to a variety of situations.As a teacher of 28 years’ experience, I’m left with three main responses to this book: I wish I’d known all of this sooner I’m still doing so much wrong I can’t wait to put this into practice. This is the sort of book on teaching that you want to read again as soon as you’ve finished, and it’s the sort of book you want to give to your department and recommend to all your teacher friends not just because you think it’s going to make their teaching more effective, but because you think it’s going to make their teaching lives that bit easier too." - Lisa J. Pettifer, Head of English, Morton Academy, UK "This is a timely book serving the needs of busy school leaders and teachers who are eager to search for underlying academic research to underpin evidence informed practice in their school. Harry Fletcher-Wood does this for them and, as the Headteacher of a Research School, I can see this becoming the ‘turn to guide’ for discerning CPD organisers, research leads, subject specialists and a mainstay of journal clubs and staff micro research. Each chapter offers practical evidence based on research that is then supported by classroom examples and advice to respond to a common problem e.g. ‘How can we plan a unit, when we want students to learn so much, and have so little time?’ The responsive teaching guide takes the reader through research, raises questions that will be familiar to us all and guides us through ‘how can we make this work in reality’. Highly recommended." - David Jones, Headteacher at Meols Cop High School, UK "This is a timely book that combines being accessible and straightforward and therefore completely applicable to classroom practice with an underpinning evidence base and clearly articulated principles. As Harry states himself – too often teachers are given a description of what to do and how to do it, but no rationale for why it might work or indeed why this matters. This book addresses this problem head on, which makes it a powerful tool for all who want to improve classroom practice." - Professor Samantha Twiselton, Director of Sheffield Institution of Education, Sheffield Hallam University, UK "This is a hugely useful book. It identifies problems and combines research with plenty of practical examples to begin to solve them. A must-read for all teachers and school leaders." - Jemma Sherwood, Head of Mathematics, Haybridge High School and Sixth Form, UK"'I taught poorly for a long time…'This sums up the tone of this very helpful book. Harry Fletcher-Wood doesn’t preach from a position of assumed authority, despite the huge depth of knowledge and understanding he evidently has. Instead, he works with you to answer the questions that, as a teacher, you probably ask yourself most days. For example, how to fit everything you want students to learn into the limited time you have, how to know if they’ve learned anything and how to find out what they’re actually thinking.It’s an absorbing read. It really appeals to the researcher in me: the bibliography alone makes it a must-buy! But most importantly, it appeals to the teacher in me. As teachers, we want to help others learn, but how can we ensure that they do? And how do we know when this has happened? After summarising the evidence behind each question, Harry offers practical advice illustrated by case studies and exemplars, outlining research-informed approaches that are easily applicable within the classroom.This book will arm you with approaches you can use immediately in your planning, teaching and assessment. But it will leave you with a solid understanding of the research behind them, so that you can reflect on them and develop them further." - Niki Kaiser, Chemistry teacher and Network Research Lead, Norwich Research School at Notre Dame, UK "I found myself nodding along so much whilst reading Responsive Teaching that I genuinely had a sore neck afterwards. But the pain was worth it, for I feel I now have a deeper understanding and a stronger set of principles for planning more effective lessons, identifying what students know, and responding accordingly. Wow, this is an incredible book." - Craig Barton, Maths teacher and author of How I wish I’d taught maths, UK Table of ContentsForeword Dylan Wiliam Introduction: Getting responsive teaching wrong Problem 1: How can we plan a unit, when we want students to learn so much, and have so little time? Problem 2: How can we plan a lesson, when we want students to learn so much, and have so little time? Problem 3: How can we show students what success looks like? Problem 4: How can we tell what students learned in the lesson? Problem 5: How can we tell what students are thinking? Problem 6: How can we help every students improve? Problem 7: How can we make this work in reality? Conclusion
£20.19
Hodder Education WalkThru 5step guides to build great teaching USA
Book SynopsisThe Teaching WalkThrus series of books have sold more than 250,000 copies worldwide. Now, WalkThru creators Tom Sherrington and Oliver Caviglioli have curated a selection of essential five-step teaching techniques aimed at US schools and educators.The five-step instructional coaching guides are explained by Sherrington''s concise direction and Caviglioli''s signature iconography and cover all the key areas of teaching: behaviour and relationships; curriculum planning; explaining and modelling; questioning and feedback; practice and retrieval; and Mode B teaching.The featured WalkThrus have been selected from the original trilogy of books and adapted especially for the US.The WalkThrus books are supported by an online PD toolkit, which is now used by 3,000 organisations in 40 countries.
£18.00
Bloomsbury Publishing PLC Succeeding as an English Teacher
Book Synopsis''Clever, comprehensive and current... a book I''ll be returning to again and again.'' Stuart Pryke''Every English teacher will get huge value from this timely book.'' Alex QuigleyThe ultimate guide to teaching English in a secondary school, this book supports you on your journey from trainee to head of department and everything in-between. Succeeding as an English Teacher provides practical guidance in an accessible format to help you teach English at Key Stages 3, 4 and 5. It covers key topics, including:- planning a knowledge-rich and diverse curriculum and schemes of learning- delivering engaging and effective lessons- advancing your subject knowledge- supporting students with revision- applying the science of learning in your English classroom.This book is perfect for any newly qualified or experienced teacher looking to develop their practice and progress in their career. Featuring the varied perspectives of 12 English teachers, this unique compilation offerTrade ReviewSucceeding as an English Teacher is like having unfettered access to the wisdom and warmth of the ideal English department. Each chapter is comprehensive whilst still accessible, informed by theory and eminently practical. Every English teacher will get huge value from this timely book. -- Alex Quigley * author of 'Closing the Reading Gap' and content manager for the EEF *Succeeding as an English Teacher is clever, comprehensive and current. From extremely useful advice on early career teaching to becoming a head of department and everything in-between, this is a book I'll be returning to again and again. -- Stuart Pryke * English teacher and co-author of Ready to Teach: Macbeth, @SPryke2 *Here’s a book that takes me straight back to my English teacher roots. Succeeding as an English Teacher brims with enthusiasm for the job, conveys important ideas with a lightness of touch, and is packed with practical advice. -- Geoff Barton * former English teacher, and now General Secretary, Association of School & College Leaders *This is a fantastic book that should be in every secondary English department. Along with tips on resources, teaching and learning, the book also supports teachers on 'how' to develop the curriculum to support positive outcomes. -- @digicoled * UKEdChat *
£17.09
Bloomsbury Publishing PLC The Wellbeing Toolkit
Book SynopsisThe Wellbeing Toolkit is an invaluable resource for promoting wellbeing and resilience among all school staff, thereby improving staff attendance and retention, and helping all teachers fall back in love with teaching.In this thought-provoking book, Andrew Cowley, co-founder of Healthy Toolkit (@HealthyToolkit), draws on his own experiences as a school leader to unpick the myths around wellbeing and set out a practical, authentic and values-driven model that will enable leaders to foster a positive atmosphere for the benefit of the whole-school community. With a focus on developing a culture of positivity and self-care, effectively enabling all staff members to take ownership of the wellbeing strategy and supporting and promoting healthy lifestyles, this practical guide also considers scenarios arising from potentially more stressful incidents such as a bereavement. Staff wellbeing needs to be a strategic consideration for all primary and secondary school leaders, not somTrade ReviewRooted in practical ideas that are working well in UK schools, this guide to teacher wellbeing is an incredible helping hand for teachers and school leaders looking to enable staff to thrive and strive. * Dr Pooky Knightsmith, Mental Health Advisor, Author, Speaker and Educator, @PookyH *Andrew Cowley tackles the toxic side of school culture effected by high levels of accountability and change. All school leaders need this toolkit, which offers a principled, strategic approach to wellbeing and to building authentic relationships within the school community. * Vivienne Porritt, Education and Leadership Consultant and National Leader of #WomenEd, @ViviennePorritt *Andrew Cowley provides an insightful exploration of the concept, challenges and opportunities associated with putting wellbeing at the heart of any school. He writes with passion, enthusiasm and the can-do attitude that is needed to help individuals and school leaders to find the confidence to take charge and create the culture needed to allow staff wellbeing to thrive. * Victoria Hewett, Secondary Teacher, @MrsHumanities *Cowley takes a sensible and human approach to outlining the importance of wellbeing for staff, balancing his approach between leaders and teachers. His guidance is reassuringly based on empathy, common sense and a sensitivity to the diversity of staff experiences, including advice on leading teams of parents, those undergoing fertility treatment and those seeking personal and professional fulfilment throughout life's trials. A recommended read for school leaders seeking to retain and develop staff, transforming the sometimes ambiguous concept of 'wellbeing' into practical strategies. * Emma Sheppard, Founder of The MaternityTeacher PaternityTeacher Project, @Comment_Ed *Andrew demonstrates through research the impact a lack of wellbeing can have on staff morale. Seeking to help school leaders think and question practice to develop a 'school culture for wellbeing to grow and thrive', this book is certainly a must-read. * Bretta Townend-Jowitt, Primary Headteacher, @2106Head *From principles to practice, The Wellbeing Toolkit is destined to make a huge impact on teacher recruitment and retention; it offers practical guidance on weaving wellbeing through the fabric of schools, for a healthier work-life balance. It's a game changer! * Anoara Mughal, Assistant Headteacher, @anoara_a *With The Wellbeing Toolkit, Andrew has written a book relevant to everyone who is invested in the wellbeing of their school. From a governor's perspective, this book offers valuable practical advice and guidance on how staff wellbeing can be made a priority. Drawing on his own experiences and those of others, it really is a must-have resource for every school. * Matt Young, School Governor and UK Pastoral Chat Lead, @MattGovernor *Andrew sets out a vision for what is possible when schools take a proactive approach to wellbeing. Packed with practical guidance and real-life examples, this book is a 'must-read' for heads, teachers and governors alike. * Ruth Swailes, School Improvement Advisor, Consultant and Former Headteacher, @SwailesRuth *If you want to know how to make wellbeing part of the lived and breathed culture at your school, you need to read this book. I love the 'toolkit takeaways' at the end of each chapter, giving practical ways you can embed wellbeing. Andrew has written a book that will empower teachers and leaders at all levels to take ownership of things that affect wellbeing. Highly recommended! * Adrian Bethune, Primary Teacher, Author and Education Policy Lead at The Mindfulness Initiative, @AdrianBethune *What makes The Wellbeing Toolkit an essential read for any school leader or school governor is Andrew's vast experience, his understanding of how schools work, and his candid, incredibly practical and viable suggestions for moving forward. For any educator serious about building a wellbeing culture at the heart of their school – start with this book. * Clare Erasmus, Head of Mental Health and Wellbeing at Brighton Hill Community School and Author of 'The Mental Health and Wellbeing Handbook for Schools', @cerasmusteach *A great toolkit for supporting those working in schools to improve their undertaking of wellbeing. In order to ensure we are mindful of children’s wellbeing, we need to put our own wellbeing first. It’s about learning how to be well in order to be well to learn. * Rachel Orr, ITT Tutor, Education Consultant, Teacher and Mental Health First Aider, @RachelOrr *A fabulous read, covering such a huge amount that is utterly relevant to all those who work in school settings. Andrew has created a friendly but well-researched handbook that we can all dip into and benefit from greatly. * Amy Harvey, Head of School, St. Peter's Junior School, @ms_jamdangory *A practical book on wellbeing that highlights misconceptions surrounding the topic and offers practical solutions for leaders at all stages to take on board and implement. * Maria O'Neill, Head of PSHE, eSafety Coordinator and Founder of UK Pastoral Chat, @DaringOptimist *Wellbeing is vitally important in today’s society. Andrew Cowley is an inspiration and a realist. The Wellbeing Toolkit is full of passion, strong values, principles and empowerment, and it is empirically researched, practical and accessible for all education professionals. This book should be required reading for trainee teachers, practising teachers, support staff, senior leaders, headteachers, governing bodies and trustees, stakeholders, researchers, the Department for Education and Ofsted. This book is absolutely fabulous. * Helen Dlamini, Secondary Teacher and Leader, @Artology *Describing the book as a toolkit is spot-on – this really does give school leaders the tools they need to address and resolve the issues around well-being, improving the whole environment of the school and making it a positive and welcoming place to work and learn. A great staffroom resource and ideal for staff training and reflection. * Parents in Touch *
£17.99
Oxford University Press Teachers vs Tech
Book SynopsisEd tech has so much potential, both for teachers and learners, so why hasn''t it yet had the transformative impact on education that has long been promised? Daisy Christodoulou tackles both sides of the ed tech debate in answering this question, critiquing missed opportunities about how we learn, as well as areas of success. Rooted in research, and written from the educationalists'' perspective, Teachers vs Tech? examines a broad range of topics from the science of learning and assessment, to personalisation, and the continued importance of teaching facts. It explores international examples from both big brand digital teaching programs and up-and-coming start-ups in considering what has and hasn''t worked well. The author draws throughout on her experience in the classroom and from working within the education community. She outlines a positive vision for the future: one where technology is developed in conjunction with teachers'' expertise, and is ultimately used to improve educationaTrade ReviewEvery educator should read this book. Not just those involved in educational technology: every educator. * TES *Daisy is such a good thinker, it's always a joy to read her ideas! A fascinating blend of research and insight that makes you think, re-think and think some more. * Laura McInerney, Guardian Education columnist and co-founder of Teacher Tapp *A balanced analysis of edtech's true potential ... The book actively makes the case that learning can and should be fun as well as challenging, and shows edtech's potential to diversify the teacher's toolbox well beyond quizzing apps and visualisers. Both aspects are refreshing. * Schools Week *Teachers vs Tech gives a superb introduction into the field of cognitive science and how this knowledge can be used to implement ed tech as a tool to help improve our teaching. * CogSciSci *Does technology helpor hinder learning? The answer is, of course, as with just about everything else in education, is 'it depends'. Fortunately, Daisy Christodoulou's excellent new book Teachers vs Tech? will help you make sense of it all. Highly recommended. * Dylan Wiliam *Christodoulou draws on principles of human cognition and evidence about effective teaching and learning practices, to offer suggestions for how technology can help bring about necessary improvements in education ... In this moment when understanding the possibilities of EdTech is so important, Teachers vs Tech is a helpful read. * Learning and the Brain *Table of ContentsForeword by Paul Kirschner Introduction 1: The science of learning 2: How can we use technology to personalize learning? 3: Why can't we just look it up? 4: How can we use technology to make learning active? 5: How should we use smart devices? 6: The expertise of teaching: can technology help? 7: The expertise of assessment: can technology help? Conclusion: Disrupting education Endnotes Glossary Bibliography
£19.99
HarperCollins Publishers Enriching English Pedagogy with heart
Book SynopsisPedagogy with Heart is a dynamic teaching guide for new and trainee Secondary English teachers. It delves into the core principles of English instruction, offering strategies to enhance oracy, reading, and writing. With a focus on practical application and teacher wellbeing, it empowers educators to master their craft and teach confidently.Eleanor White draws on her love and passion for English and years of experience as a Head of Department and current teacher trainer, to highlight the richness and versatility of English as a subject.The warm, friendly tone blends pedagogical ideas with research and practical application so you can implement strategies with care and confidence. Whether you're seeking to develop speaking and listening; encourage a love of reading in your students; understand the importance of feedback, questioning and thinking critically, this guide is packed with great advice to transform your English classroom.Organised into succinct, accessible chapters with plenty
£17.23
Pearson Education Speech Science
Book SynopsisDr. Carole Ferrand earned her BA in English at the University of the Witwatersrand in Johannesburg, and her MS and PhD in Communication Sciences and Disorders from the Pennsylvania State University. She teaches undergraduate and graduate courses in speech science, and a graduate level course in Voice Disorders. Her research focuses on acoustic attributes of normal and disordered speech production. In addition to Speech Science: An Integrated Approach to Theory and Clinical Practice, she is the author of the textbook, Voice Disorders: Scope of Theory and Practice. When not writing books, Dr. Ferrand enjoys reading historical fiction, a capella singing, and playing banjo.Table of ContentsBRIEF TABLE OF CONTENTS CHAPTER 1: The Nature of Sound CHAPTER 2: The Respiratory System CHAPTER 3: Clinical Application: Evaluation and Treatment of Respiratory Disorders CHAPTER 4: The Phonatory/Laryngeal System CHAPTER 5: Clinical Application: Evaluation and Treatment of Phonatory Disorders CHAPTER 6: The Articulatory/Resonatory System CHAPTER 7: Clinical Application: Evaluation and Treatment of Articulatory and Resonance Disorders CHAPTER 8: The Auditory System CHAPTER 9: Clinical Application: Evaluation and Treatment of Disorders Related to Hearing Impairment CHAPTER 10: The Nervous System CHAPTER 11: Clinical Application: Brain Imaging in the Evaluation and Treatment of Disorders of the Nervous System CHAPTER 12: Models and Theories of Speech Production and Perception DETAILED TABLE OF CONTENTS Foreword xiii Preface xv Acknowledgments xvii Introduction xix Chapter 1: The Nature of Sound 1 International System of Units 2 Basic Physics Concepts 3 Mass, Force, Weight, Volume, and Density 3 Speed, Velocity, Momentum, Acceleration, (and Inertia 5 Elasticity and Stiffness 5 Work, Energy, Power, and Intensity 5 Pressure 6 Sound: Changes in Air Pressure 7 Behavior of Air 7 Air Pressure 7 Airflow 8 Relationship between Air Pressure, Air Volume, and Air Density 8 The Nature of Sound 9 Why Molecules Keep Vibrating: Elasticity, Inertia, and Friction 11 Sound Propagation 13 Wave Motion of Sound 13 Longitudinal Versus Transverse Waves 13 Mass/Spring System 15 Simple Harmonic Motion 15 Frequency, Period, Wavelength, Velocity, and Amplitude 16 Visually Depicting Sound Waves: Waveforms 18 Pure Tones and Complex Sounds 21 Pure Tones 21 Complex Sounds 21 Periodic Versus Aperiodic Complex Waves 21 Visually Depicting Sound Waves: Spectra 23 Sound Absorption, Reflection, Refraction, and Diffraction 24 Constructive and Destructive Interference 28 Attributes of Sounds 31 Frequency and Pitch 31 Frequency: Human Range of Hearing 32 Amplitude, Intensity, and Loudness 32 Decibel Scale 34 Logarithms and Ratios 34 Perception on the dB Scale 36 Advantages of the Decibel Scale 37 Applications of the Decibel Scale 38 Resonance 39 Acoustic Resonance 42 Tube Resonance and Standing Waves 44 Acoustic Resonators as Filters 47 Bandwidth 48 Cutoff Frequencies 49 Resonance Curves 49 Parameters of a Filter 49 Types of Filters 50 Summary 53 Review Exercises 54 Chapter 2: The Respiratory System 55 Pulmonary Apparatus 55 Bronchial Tree 56 Chest Wall 59 Muscles of Respiration 62 Accessory Muscles of Respiration 62 Muscles of the Abdomen 62 Pleural Linkage 64 Moving Air Into and Out of the Lungs 66 Inhalation 66 Exhalation 67 Rate of Breathing 67 Lung Volumes and Capacities 68 Resting Expiratory Level 69 Lung Volumes 69 Tidal Volume 70 Inspiratory Reserve Volume 70 Expiratory Reserve Volume 71 Residual Volume 71 Dead Air 72 Lung Capacities 72 Vital Capacity 72 Functional Residual Capacity 72 Inspiratory Capacity 72 Total Lung Capacity 73 Differences between Breathing for Life and Breathing for Speech 75 Location of Air Intake 76 Ratio of Time for Inhalation Versus (Exhalation 77 Volume of Air Inhaled and Exhaled (per Cycle 77 Muscle Activity for Exhalation 78 Chest Wall Shape 79 Breathing Patterns for Speech 80 Speech Breathing for Isolated Vowels and Connected Speech 82 Changes in Speech Breathing Over the Life Span 83 Features of Speech Breathing in Children 83 Features of Speech Breathing in Older Adults 84 Summary 86 Review Exercises 87 Chapter 3: Clinical Application: Evaluation and Treatment of Respiratory Disorders 88 Measurement of Respiratory Variables 88 Pulmonary Function Testing 89 Respiratory Kinematic Analysis 92 Air Pressures 94 Airflow 95 Classification of Respiratory Problems 96 Symptoms of Respiratory Disorders 97 Respiratory Function and Speech Production in Selected Disorders 98 Principles of Clinical Management of Speech Breathing Disorders 98 Neurological Disorders 99 Parkinson’s Disease 99 Cerebellar Disease 101 Cervical Spinal Cord Injury 102 Cerebral Palsy 103 Mechanical Ventilation 104 Voice Disorders 106 Stuttering 108 Asthma 111 Paradoxical Vocal Fold Motion 113 Summary 115 Review Exercises 115 Integrative Case Studies 116 Chapter 4: The Phonatory/Laryngeal System 118 Laryngeal Skeleton 118 Bones, Cartilages, and Membranes 118 Joints of the Larynx 123 Valves within the Larynx 127 Aryepiglottic Folds 127 False Vocal Folds 127 True Vocal Folds 127 Cover–Body Model 129 Glottis 130 Muscles of the Larynx 130 Extrinsic Muscles 130 Intrinsic Muscles 131 Myoelastic–Aerodynamic Theory of Phonation 137 Models of Vocal Fold Vibration 138 Features of Vocal Fold Vibration 139 Changes in the Phonatory/Laryngeal System Over the Life Span 144 Infancy and Childhood 144 Puberty 144 Adulthood 145 Vocal Quality 147 Normal Voice Quality 148 Abnormal Voice Qualities 149 Vocal Registers 151 Physiologic and Acoustic Characteristics of Registers 152 Use of Different Registers in Singing and Speaking 153 Summary 154 Review Exercises 154 Chapter 5: Clinical Application: Evaluation and Treatment of Phonatory Disorders 155 Measurement of Phonatory Variables 155 Acoustic Analysis 155 Perturbation Measures 160 Noise Measures 162 Laryngeal Visualization Methods 163 Electroglottography 163 EGG and Register 167 EGG Slope Quotients 167 Techniques for Visualizing the Larynx 170 Advantages of Acoustic and Visual Analysis of Phonatory Function 174 Evaluation and Treatment of Communication Disorders Involving the Phonatory System 176 Neurological Disorders 176 Benign Mucosal Lesions 181 Laryngeal Cancer 183 Hearing Impairment 186 Transsexual Voice 187 Stuttering 188 Summary 191 Review Exercises 192 Integrative Case Studies 192 Chapter 6: The Articulatory/Resonatory System 195 Articulators of the Vocal Tract 195 Oral Cavity 196 Lips 197 Mandible 198 Maxilla 199 Teeth 200 Hard Palate 203 Soft Palate 203 Tongue 207 Pharynx 211 Muscles of the Pharynx 212 Nasal Cavities 213 Valves of the Vocal Tract 214 Traditional Classification System of Consonants and Vowels 215 Place of Articulation of English (Consonants 215 Manner of Articulation of English (Consonants 216 Voicing 221 Vowel Classification 221 Vocal Tract Resonance 223 Characteristics of the Vocal Tract Resonator 224 Source-Filter Theory of Vowel Production 226 Formant Frequencies Related to Oral and Pharyngeal Volumes 228 Vowel Formant Frequencies 231 F1/F2 Plots 233 Spectrographic Analysis 234 Narrowband and Wideband Spectrograms 235 Relationship Between Articulation and Spectrographic Characteristics of Vowels and Consonants 235 Vowels 236 Diphthongs 236 Nasals 238 Glides 239 Liquids 239 Stops 240 Fricatives 244 Affricates 246 The Production of Speech Sounds in Context 246 Coarticulation 247 Speaking Rate 249 Suprasegmentals 249 Summary 253 Review Exercises 253 Chapter 7: Clinical Application: Evaluation and Treatment of Articulatory and Resonance Disorders 255 Articulation, Intelligibility, and Instrumental Measurement 255 Ultrasound 256 Electropalatography and Glossometry 257 Magnetic Resonance Imaging 258 Electromagnetic Articulography 258 Evaluation and Treatment of Communication Disorders Involving Articulation and Resonation 260 Dysarthria/Apraxia 260 Hearing Impairment 267 Cochlear Implantation 270 Speech Sound Disorders 272 Cleft Palate 274 Stuttering 275 Resonance Problems 76 Summary 278 Review Exercises 278 Integrative Case Studies 279 Chapter 8: The Auditory System 282 Anatomy of the Ear 282 Outer Ear 282 Tympanic Membrane 284 Middle Ear 284 Inner Ear 288 Perception of Speech 293 Segmentation Problem 293 Role of Redundancy in Speech (Perception 294 Instrumental Analysis of Vowel and Consonant Perception 294 Perception of Vowels and Diphthongs 295 Formant Frequency Relationships 295 Diphthongs 297 Consonants 298 Categorical Perception 298 Multiple Acoustic Cues 299 Influence of Coarticulation 299 Perception of Consonants 300 Liquids 300 Glides 300 Nasals 300 Stops 301 Fricatives 303 Affricates 303 Summary 304 Review Exercises 304 Chapter 9: Clinical Application: Evaluation and Treatment of Disorders Related to Hearing Impairment 305 Types of Hearing Loss 305 Diagnosis of Hearing Impairment 306 Immittance Audiometry 306 Tympanometry 307 Static-Acoustic Middle Ear Admittance 311 Acoustic Reflex Testing 311 Otoacoustic Emissions Testing 312 Auditory Brain Stem Response Testing 313 Hearing Loss and Speech Perception 314 Clinical Application 314 Phoneme Recognition in Speakers with Hearing Loss 315 Acoustic Cues Used in Phoneme (Recognition 316 Vowel Perception 316 Consonant Perception 317 Cochlear Implants 317 Clinical Application 320 Otitis Media and Speech Perception 320 Language and Reading Disability and Speech Perception 321 Temporal Processing Problems 322 Developmental Dyslexia and Speech Perception 324 Articulatory Problems and Speech Perception 324 Clinical Application 326 Summary 326 Review Exercises 327 Integrative Case Studies 327Chapter 10 Chapter 10: The Nervous System 328 Brain Tissue 329 Glial Cells 329 Neurons 330 Neuronal Function 333 Neurotransmission 333 Central and Peripheral Nervous (Systems 338 Central Nervous System 339 Functional Brain Anatomy 342 Cortex 342 Cortical Connections 344 Lobes of the Brain 345 Subcortical Areas of the Brain 350 Basal Nuclei 350 Thalamus 352 Hypothalamus 353 Brain Stem 354 Midbrain 355 Pons 355 Medulla 355 Cerebellum 356 Spinal Cord 357 Spinal Nerves 361 Cranial Nerves 362 CN V: Trigeminal 363 CN VII: Facial 365 CN VIII: Vestibulocochlear 365 CN IX: Glossopharyngeal 365 CN X: Vagus 365 CN XII: Hypoglossal 367 Blood Supply to the Brain 368 Motor Control Systems Involved in Speech Production 369 Motor Cortex 370 Upper and Lower Motor Neurons 372 Direct and Indirect Systems 375 Motor Units 375 Principals of Motor Control 378 Role of Feedback and Feedforward in Speech Motor Control 378 Role of Sensory Information in Speech Motor Control 379 Efference Copy 379 Summary 380 Review Exercises 380 Chapter 11: Clinical Application: Brain Imaging in the Evaluation and Treatment of Disorders of the Nervous System 381 Techniques for Imaging Brain (Structure 382 Computerized Tomography 382 Magnetic Resonance Imaging 383 Techniques for Imaging Brain Function 384 Functional Magnetic Resonance Imaging 384 Positron Emission Tomography 385 Single Photon Emission Computed Tomography 385 Electroencephalography and Evoked Potentials 386 Transcranial Magnetic Stimulation 388 Use of Brain Imaging Techniques in Communication Disorders 390 Stuttering 390 Stroke 391 Parkinson’s Disease 392 Multiple Sclerosis 393 Alzheimer’s Disease 394 Summary 395 Review Exercises 395 Integrative Case Studies 396 Chapter 12: Models and Theories of Speech Production and Perception 397 Models and Theories 398 Models 398 Theories 399 Issues Related to Organization and Regulation of Speech Motor Control 400 The Serial-Order Issue 400 Degrees of Freedom 401 Context-Sensitivity Problem 401 Models and Theories of Speech Production 401 Dynamic Systems Models 401 Connectionist Models 402 Spatial and Articulatory Target Models 402 Feedback and Feedforward Models 404 The DIVA Model 405 Speech Perception 406 Specialization of Speech Perception 406 Infant Perception 407 Models and Theories of Speech Perception 408 Acoustic Invariance Theory 408 Direct Realism 409 TRACE Model 409 Logogen Theory 410 Cohort Theory 410 Fuzzy Logical Model of Perception 410 Native Language Magnet Theory 411 Motor Theory 411 Summary 413 Review Exercises 414 Glossary 415 References 431 Index 459
£126.66
Pearson Education Brilliant Head Teacher
Book SynopsisTable of Contents Introduction 1 So what makes a successful Headteacher? 2 Becoming a Headteacher 3 Leading a school 4 Managing a school 5 Challenging situations 6 Working with parents and Governors 7 Self-evaluation, the SDP, the budget and monitoring standards 8 A diverse job 9 Ofsted 10 Preparing for an uncertain future 11 The best job in the world
£14.24
Pearson Education How to Speak so People Listen
Book SynopsisMike is a professional speaker and facilitator working with business people at all levels. He is an author, a blogger and, he likes to believe, a thinker. Mike's job is to speak so people listen. The book is based on Mike's experience in political debate, international consultancy, team leadership, business development, training, volunteering and committee work, and professional speaking.Trade Review'Great communication is at the heart of all business; Mike’s approach makes this accessible to everyone.' Mike Ames, founder of Flair Business Growth Consultancy Table of Contents Part 1 The way we speak Chapter 1 Thinking about speaking Chapter 2 Getting started Part 2 The four steps Chapter 3 Get something to say Chapter 4 Get attention Chapter 5 Get your message across Chapter 6 Get results Part 3 The four situations Chapter 7 Focus on conversations Chapter 8 Focus on complicated conversations Chapter 9 Focus on meetings Chapter 10 Focus on public speaking Part 4 Final insights Chapter 11 The 25 core concepts of How to Speak so People Listen Closing words Who else needs to speak so people listen? Mike can speak so your audience listens Also by Mike Clayton Learn more Index
£11.69
Taylor & Francis Ltd (Sales) Everyday SelfCare for Educators
Book SynopsisIf you're an educator experiencing burnout, compassion fatigue, or vicarious trauma, this book will help you embrace tangible self-care practices to improve your well-being both in and out of the classroom. Using the framework of the window of capacitythe zone of the nervous system arousal in which a person is able to function most effectivelythe authors illustrate not only the why of self-care, but also the how. Chapters explore how stress at school impacts personal life, the way teacher self-care benefits students, and ways in which schools can implement and support well-being. The book includes a variety of tips and interactive activities to help you identify your own needs and implement helpful practices. You'll leave with a toolbox of information and simple practices to effectively advocate for your well-being in educational spaces and beyond.Table of Contents1. Introduction 2. Stress at Home and School 3. The Impact of Teacher Self-Care on Students 4. Implementation and Support for Teacher-Wellbeing
£28.99
Taylor & Francis Effective Teacher Education for Inclusion
Book SynopsisDrawing on research carried out in partnership with schoolteachers, school leaders, and student teachers, this book presents cutting-edge research on teacher education and how it can be used to catalyse the development of inclusive practice in mainstream schools and classrooms.Theoretically robust and guided by the authorâs near 40 years of experience as an educationalist, this research-informed book offers an account of the practices and principles that underpin effective teacher education for special educational needs and disability (SEND). Chapters propose transformative approaches towards effective teacher education whilst also exploring the dangers of de-intellectualisation to the promotion of inclusive practices; in doing so, this book reasserts the indispensability of intellectual labour to the development of the inclusive teacher. Ultimately, this book argues that teacher education curricula must include critical-theoretical work and reflexive projects, offering intellectually rich and critical approaches whilst also defending the important role that higher education plays in the context of partnership with schools.At a time when urgent questions around equity are being discussed on the global stage, this book will be of interest to scholars, researchers, and postgraduate students in the fields of inclusion and special education, teacher education, and the theory of education more broadly. Teacher educators and policymakers working towards equitable, quality education for all will also find the volume of use.
£135.00
Taylor & Francis Ltd Mentoring Teachers in Scotland
Book SynopsisThis book assists mentors in developing their mentoring skills, offering guidance needed to support the development of beginning teachers in early years, primary and secondary schools in the Scottish education system, as well as supporting all teachers in their career-long professional learning. Based on research and evidence, Mentoring Teachers in Scotland explores and discusses the knowledge, skills and understanding that underpin mentoring that is responsive to individual mentees'' needs. The book includes reflective activities to enable mentors to consider the application of mentoring processes in their own practice, as well as case studies and other learning activities. This book is a valuable source of support and inspiration for all those involved in mentoring and sustaining teachers' professional development at all stages of their career. Key topics explored include: roles and responsibilities of mentors within the Scottish education system, and tTable of Contents1. The place of mentoring in Scottish education 1. What do we mean by mentoring? The context for mentoring in Scotland 2. The Scottish approach to mentoring in early phase teacher education: an overview and critique 3. From student to employed teacher 2. Mentoring at each stage of a teacher’s career 4. ‘Meet my mentor’ – the student teacher’s view 5. Mentoring new teachers in Scotland 6. Mentoring in the career-long professional learning phase of teacher education 7. Mentoring for leadership 3. Different facets of impactful mentoring 8. Supporting sustained teacher development through reflection 9. Mentoring through dialogue 10. Collaborative professional learning through observing practice 11. Giving feedback that feeds forward 12. Much more than results: towards a fluidity of practice 13. Digital and remote models of mentoring
£27.99
Taylor & Francis Mentoring Music Teachers in the Secondary School
Book SynopsisMentoring Music Teachers in the Secondary School helps mentors of trainee and newly qualified music teachers in both developing their own mentoring skills and providing the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years of teaching. Offering tried and tested strategies based on research and evidence, this book covers the knowledge, skills, understanding, and practical tools every mentor needs.This book is a vital source of support and inspiration for mentors involved in developing the next generation of outstanding music education teachers. Key topics explained include: What is meant by mentoring What a mentor does Supporting specific aspects of beginning music teachersâ knowledge, skills and understanding Moving beginning music teachers on in their professional practice Filled with key tools for the mentorâs individual development, this essential text offers an accessible guide to mentoring early career music education teachers with ready-to-use strategies that support and inspire both mentors and beginning teachers alike.
£26.99
Taylor & Francis Curriculum Theory Culture and the Subject
Book SynopsisCurriculum, or the substance of what is taught, is the core business of schools, and yet little exists in the way of a theory of curriculum for educators. This book sets out the principles of curriculum theory and provides a common framework and practical strategies for the successful implementation and effective management of powerful knowledge-based curriculum for all.Offering powerful insights across the subject divides, the book explores the key elements of curriculum design including progression, sequencing, substantive and disciplinary knowledge, and the relationships of subjects to their sister disciplines. Providing a crucial foundation for school leadership, it covers: curriculum in the contexts of learning, organisational culture and key philosophical and moral ideas an explanation of thirteen specialist subjects, with outline mapping of the knowledge an emphasis on the cultural elements needed for sustained excellence in curriculum worTrade Review‘Ruth Ashbee has produced the guide that senior leaders urgently need. She manages to show both why subject-sensitivity matters and how leaders can transcend subjects to find intellectual and practical coherence. The reader is also guided through subjects’ complex relationships with changing culture, and the attendant responsibilities leaders must exercise. Thus, her respect for the truth quests and traditions of subject communities unlocks bigger educational thinking.’ Christine Counsell, Education Consultant, Trustee of David Ross Education Trust, Editor of Teaching History journal; formerly History PGCE leader, University of Cambridge and Director of Education, Inspiration Trust ‘Has there ever been an aspect of education more misunderstood, more neglected and more important than curriculum? For many years ’the curriculum’ was broadly synonymous with the timetable and the subjects a school offered. For teachers, the job of thinking about what children would study was outsourced to exam boards and DfE documents. But times they are a-changin’. The past few years has seen many school leaders and teachers begin to come to terms with the extent of their ignorance on this most crucial aspect of children’s education and there has been an explosion of interest in curriculum thinking. In the scramble to try to work out what it means to plan, implement and evaluate a curriculum, there a have been a range of very useful books published but none are quite so coherent and useful as Ruth Ashbee’s. If you read one book on curriculum let it be this one. Curriculum offers an essential handbook for thinking about how the school subjects are organised, what makes each unique and marvellous, and how to how to induct students into the wonderful business of making meaning. I have little doubt it will bestride the narrow educational world like a colossus for many years to come.’ David Didau, Education Writer and Speaker ‘The perfect antidote to the tired old generic books that focus on curriculum because of inspection or accountability, and one that will challenge and demand that senior leaders do better. Ruth Ashbee has curated a demanding curriculum for all those - and she makes clear that should be everyone in school leadership - for those who have a direct interest in the substance of what pupils learn in school. For teachers and leaders, this book shows Ashbee to be to curriculum what Lemov is to pedagogy and Willingham is to cognitive science. Brilliant.’ Stuart Lock, CEO, Advantage Schools Trust ‘Ruth Ashbee has produced the guide that senior leaders urgently need. She manages to show both why subject-sensitivity matters and how leaders can transcend subjects to find intellectual and practical coherence. The reader is also guided through subjects’ complex relationships with changing culture, and the attendant responsibilities leaders must exercise. Thus, her respect for the truth quests and traditions of subject communities unlocks bigger educational thinking.’ Christine Counsell, Education Consultant, Trustee of David Ross Education Trust, Editor of Teaching History journal; formerly History PGCE leader, University of Cambridge and Director of Education, Inspiration Trust ‘Has there ever been an aspect of education more misunderstood, more neglected and more important than curriculum? For many years the ‘curriculum’ was broadly synonymous with the timetable and the subjects a school offered. For teachers, the job of thinking about what children would study was outsourced to exam boards and DfE documents. But times they are a-changin’. The past few years has seen many school leaders and teachers begin to come to terms with the extent of their ignorance on this most crucial aspect of children’s education and there has been an explosion of interest in curriculum thinking. In the scramble to try to work out what it means to plan, implement and evaluate a curriculum, there has been a range of very useful books published but none are quite so coherent and useful as Ruth Ashbee’s. If you read one book on curriculum let it be this one. Curriculum offers an essential handbook for thinking about how the school subjects are organised, what makes each unique and marvellous, and how to induct students into the wonderful business of making meaning. I have little doubt it will bestride the narrow educational world like a colossus for many years to come.’ David Didau, Education Writer and Speaker ‘The perfect antidote to the tired old generic books that focus on curriculum because of inspection or accountability, and one that will challenge and demand that senior leaders do better. Ruth Ashbee has curated a demanding curriculum for all those - and she makes clear that should be everyone in school leadership - who have a direct interest in the substance of what pupils learn in school. For teachers and leaders, this book shows Ashbee to be to curriculum what Lemov is to pedagogy and Willingham is to cognitive science. Brilliant.’ Stuart Lock, CEO, Advantage Schools Trust Table of Contents Introduction Curriculum in Context Curriculum Theory The Subjects The Codification of Curriculum Conclusion Acknowledgements Glossary
£19.92
Taylor & Francis Ltd Teaching Disciplinary Literacy in Grades K6
Book SynopsisAccessible and engaging, this text provides a comprehensive framework and practical strategies for infusing content-area instruction in math, social studies, and science into literacy instruction for grades K-6.Throughout ten clear thematic chapters, the authors introduce an innovative Content-Driven Integration (CDI) model and a roadmap to apply it in the classroom. Each chapter provides invaluable tools and techniques for pre-service classroom teachers to create a quality integrated thematic unit from start to finish. Features include Chapter Previews, Anticipation Guides, Questions to Ponder, Teacher Spotlights, Now You Try it sections, and more. Using authentic examples to highlight actual challenges and teacher experiences, this text illustrates what integrating high-quality, rich content-infused literacy looks like in the real world. Celebrating student diversity, this book discusses how to meet a wide variety of students' needs, with a focus on English Language LearnerTrade Review"Lupo and colleagues don’t just pay lip service to integrating content and literacy instruction; they provide teachers with a clear framework for meaningful, content-driven integration of mathematics, science, and social studies in the literacy block. Readers of this book will gain the knowledge needed to design interdisciplinary units, select texts, teach reading and writing to learn, and develop vocabulary and oral language for diverse learners, all of which the authors clearly illustrate through the experiences of two classroom teachers. I expect that novice and veteran teachers alike will find something in this book to add to their instructional repertoire."--John Z. Strong, Assistant Professor of Education, University at Buffalo, State University of New York, USA"Teaching Disciplinary Literacy expertly provides pre- and in-service teachers with crucial content and research-based instructional techniques to meaningfully integrate science, social studies, and math content into the literacy block. The authors include a number of accessible examples from both lower and upper elementary classrooms, alongside flexible templates and invitations to apply the material to teachers’ own elementary classrooms. I look forward to using this textbook in my own content and disciplinary literacy courses!"--Courtney Hattan, Assistant Professor of Elementary Literacy and Educational Psychology, Illinois State University, USATable of Contents1. Bringing Science, Social Studies, and Math into the Literacy Block 2. Zooming Out on the Holistic Goals of Literacy Instruction 3. The Content-Driven Integration Model for Developing Thematic, Interdisciplinary Units 4. Selecting Texts for Integrated Instruction 5. Reading to Learn: Bringing Reading Instruction and Content Learning Together 6. Writing to Learn 7. Analyzing Texts to Support Comprehension 8. Developing Vocabulary 9. Talking to Learn… and Learning to Talk 10. Supporting Students With Process-Based Writing
£37.04
