Teacher training Books
Information Age Publishing Teaching Learning for Effective Instruction
Book SynopsisGiven the complexity of learning, an increasingly diverse student population, and growing demands on today's teachers, educational psychology has never been more relevant for informing instructional practice. Notably, an understanding of learning, both what it is and how it occurs, is essential for teachers to design and implement effective instruction that is responsive to the needs of their learners. As part of the six-part series Theory to Practice: Educational Psychology for Teachers and Teaching, this volume highlights what and how teacher educators should teach about learning so that developing teachers will be more effective in their instructional practice.Preservice teachers represent a group of unique learners; in that they are learning about learning in order to support others' learning. Similarly, teacher educators represent a unique group of educators in that they are guiding others in not just content knowledge but also in how to teach content across a variety of domains. As a means to highlight the ideas and constructs most essential for preservice teachers to learn, this volume was crafted for teacher educators, whether teaching educational psychology content incorporated into domain-specific courses or in a dedicated educational psychology course. Each chapter offers insight into what teachers need to know about learning as well as practical applications for how to teach the content. Chapters draw from a variety of theoretical perspectives about learning and identify common misconceptions that educational psychology instructors and teacher educators need to address in their work with preservice teachers.Trade ReviewThe volume takes an expansive and inclusive view of teacher education and highlights how educational psychology can contribute to conversations about learning, motivation, teaching, inquiry, cooperation and collaboration, study strategies, intercultural competence, assessment, and student perceptions"" — Nancy E. Perry & Anita Woolfolk Hoy
£51.30
Information Age Publishing Teaching Learning for Effective Instruction
Book SynopsisGiven the complexity of learning, an increasingly diverse student population, and growing demands on today's teachers, educational psychology has never been more relevant for informing instructional practice. Notably, an understanding of learning, both what it is and how it occurs, is essential for teachers to design and implement effective instruction that is responsive to the needs of their learners. As part of the six-part series Theory to Practice: Educational Psychology for Teachers and Teaching, this volume highlights what and how teacher educators should teach about learning so that developing teachers will be more effective in their instructional practice.Preservice teachers represent a group of unique learners; in that they are learning about learning in order to support others' learning. Similarly, teacher educators represent a unique group of educators in that they are guiding others in not just content knowledge but also in how to teach content across a variety of domains. As a means to highlight the ideas and constructs most essential for preservice teachers to learn, this volume was crafted for teacher educators, whether teaching educational psychology content incorporated into domain-specific courses or in a dedicated educational psychology course. Each chapter offers insight into what teachers need to know about learning as well as practical applications for how to teach the content. Chapters draw from a variety of theoretical perspectives about learning and identify common misconceptions that educational psychology instructors and teacher educators need to address in their work with preservice teachers.Trade ReviewThe volume takes an expansive and inclusive view of teacher education and highlights how educational psychology can contribute to conversations about learning, motivation, teaching, inquiry, cooperation and collaboration, study strategies, intercultural competence, assessment, and student perceptions"" — Nancy E. Perry & Anita Woolfolk Hoy
£91.80
Information Age Publishing Developing Trauma Informed Teachers: Creating
Book SynopsisTrauma is a public health crisis. High rates of trauma exposure among youth and the impact that experiences of trauma can have on students' psychosocial and academic outcomes are well-established. These traumatic events do not live outside of the scope of schools and teaching. As children and teachers develop communities within their classrooms and schools, trauma comes with those who have experienced it, whether invited or not (Bien & Dutro, 2014). This extended time that teachers spend with students inherently provides opportunity to witness students' lived experiences (Caringi et al., 2015; Motta, 2012). These experiences capture many facets of students' lives, including traumatic events; however, many teachers indicate that they feel unprepared to address students who have experienced trauma in meaningful and sustainable ways (Caringi et al, 2015). In response, many schools and districts have adopted trauma-informed practices (Overstreet & Chafouleas, 2016). This text addresses the gap in the literature in embedding trauma-informed practices into pre-service teacher education. This text provides examples of the various ways educator preparation faculty are developing and implementing trauma-informed practices across their programs, instituting broader curricular shifts to incorporate trauma-informed practices, shifting pedagogical practices to include trauma-informed practices and collaborating across disciplines in order to ensure that teacher candidates are thoughtfully prepared to address students' needs and create classroom environments that are equitable, safe and sustainable for students and teachers.Table of Contents Foreword, Joyce Dorado and Martha Merchant. Introduction. Our Stories Belong Here, Ellie Haberl Foster. Embedding Trauma-Informed Practices in Early Childhood and Elementary Teacher Education Courses, Ingrid Carter and Dorothy Shapland. Putting the Pieces Together: Developing a Trauma-Informed Care Classroom, Tamarine Foreman and Perianne Bates. Trauma-Informed Teacher Education: Blending Restorative Practices, Classroom Community, and Standards for Social and Emotional Learning, Romena M. Garrett Holbert and Amber Boddie. Preparing Preservice Teachers to Develop Elementary Students' Resiliency Through Empathy, Writing, and Diverse Picture Books, Tracey S. Hodges and Holly Hilboldt Swain. The TIP of the Iceberg: Trauma-Informed Practices in Education, Shirley Huisman, Amanda Stefanski, Jenny Johansson, and Jennifer Dollar. Improving the Use of Social Emotional Learning and Trauma-Informed Practices in Teacher Education, Megan N. Lyons, Nigel P. Pierce, and Freda Hicks. Authentic Collaboration in Special Education Teacher Preparation Programs Creates Trauma-Informed Teaching Professionals, Tara Mason. Preparing Preservice Teachers for Complex Emergencies: Learning From Traumatic Events in New Zealand, Carol Mutch, Sophie Peung, and Rori Baird. How a Small, Liberal Arts University Seeks to Create Socially Conscious, Resilient Teachers, Michele M. Nobel. Trauma-Informed Practices in Early Childhood Education: Preparing Those Who Care for Our Youngest Learners, Megan L. Purcell and Karen Ruprecht. Interdisciplinary Personnel Preparation and Positive Change in Trauma-Informed Policy and Practice, Mary Schuh, David Hagner, JoAnne Malloy, Stacy Champey, Theresa Georges, and Stacey Cooper-Jennings. An Excellent TIP for Everyone: Broadening Trauma-Informed Practice With Life-Worlds Pedagogy, Brenda Seals and Greg Seals. Integrating Trauma-Informed Teaching Practices Throughout an Early Childhood Education Program to Support Teacher Education Students, Dorothy Shapland, Rosemarie Allen, Stacy Cook- LaPointe, and Elmer Harris. Introducing a Trauma-Informed Course to Teacher Education in England: Opportunities and Dilemmas, Lynne Truelove and Mark Boylan. Incorporating Trauma-Informed Practices Into One Teacher Education Program: Convenience, Intentionality, and Institutionalization, Kathryn Young, Ofelia Castro Schepers, and Anna Joseph. About the Editors. About the Contributors.
£51.30
Information Age Publishing Developing Trauma Informed Teachers: Creating
Book SynopsisTrauma is a public health crisis. High rates of trauma exposure among youth and the impact that experiences of trauma can have on students' psychosocial and academic outcomes are well-established. These traumatic events do not live outside of the scope of schools and teaching. As children and teachers develop communities within their classrooms and schools, trauma comes with those who have experienced it, whether invited or not (Bien & Dutro, 2014). This extended time that teachers spend with students inherently provides opportunity to witness students' lived experiences (Caringi et al., 2015; Motta, 2012). These experiences capture many facets of students' lives, including traumatic events; however, many teachers indicate that they feel unprepared to address students who have experienced trauma in meaningful and sustainable ways (Caringi et al, 2015). In response, many schools and districts have adopted trauma-informed practices (Overstreet & Chafouleas, 2016). This text addresses the gap in the literature in embedding trauma-informed practices into pre-service teacher education. This text provides examples of the various ways educator preparation faculty are developing and implementing trauma-informed practices across their programs, instituting broader curricular shifts to incorporate trauma-informed practices, shifting pedagogical practices to include trauma-informed practices and collaborating across disciplines in order to ensure that teacher candidates are thoughtfully prepared to address students' needs and create classroom environments that are equitable, safe and sustainable for students and teachers.Table of Contents Foreword, Joyce Dorado and Martha Merchant. Introduction. Our Stories Belong Here, Ellie Haberl Foster. Embedding Trauma-Informed Practices in Early Childhood and Elementary Teacher Education Courses, Ingrid Carter and Dorothy Shapland. Putting the Pieces Together: Developing a Trauma-Informed Care Classroom, Tamarine Foreman and Perianne Bates. Trauma-Informed Teacher Education: Blending Restorative Practices, Classroom Community, and Standards for Social and Emotional Learning, Romena M. Garrett Holbert and Amber Boddie. Preparing Preservice Teachers to Develop Elementary Students' Resiliency Through Empathy, Writing, and Diverse Picture Books, Tracey S. Hodges and Holly Hilboldt Swain. The TIP of the Iceberg: Trauma-Informed Practices in Education, Shirley Huisman, Amanda Stefanski, Jenny Johansson, and Jennifer Dollar. Improving the Use of Social Emotional Learning and Trauma-Informed Practices in Teacher Education, Megan N. Lyons, Nigel P. Pierce, and Freda Hicks. Authentic Collaboration in Special Education Teacher Preparation Programs Creates Trauma-Informed Teaching Professionals, Tara Mason. Preparing Preservice Teachers for Complex Emergencies: Learning From Traumatic Events in New Zealand, Carol Mutch, Sophie Peung, and Rori Baird. How a Small, Liberal Arts University Seeks to Create Socially Conscious, Resilient Teachers, Michele M. Nobel. Trauma-Informed Practices in Early Childhood Education: Preparing Those Who Care for Our Youngest Learners, Megan L. Purcell and Karen Ruprecht. Interdisciplinary Personnel Preparation and Positive Change in Trauma-Informed Policy and Practice, Mary Schuh, David Hagner, JoAnne Malloy, Stacy Champey, Theresa Georges, and Stacey Cooper-Jennings. An Excellent TIP for Everyone: Broadening Trauma-Informed Practice With Life-Worlds Pedagogy, Brenda Seals and Greg Seals. Integrating Trauma-Informed Teaching Practices Throughout an Early Childhood Education Program to Support Teacher Education Students, Dorothy Shapland, Rosemarie Allen, Stacy Cook- LaPointe, and Elmer Harris. Introducing a Trauma-Informed Course to Teacher Education in England: Opportunities and Dilemmas, Lynne Truelove and Mark Boylan. Incorporating Trauma-Informed Practices Into One Teacher Education Program: Convenience, Intentionality, and Institutionalization, Kathryn Young, Ofelia Castro Schepers, and Anna Joseph. About the Editors. About the Contributors.
£91.80
Information Age Publishing Resisting Reform: Reclaiming Public Education
Book SynopsisThis book is a poignant celebration of grassroots empowerment as our contributors, people who just a short time ago thought of themselves as ordinary citizens, document their call to action when their children and their profession are on the line. Practicing teachers and parents who see the direct impact of education reform on young people and are looking for straightforward and accessible information to help them understand what is happening and acquire the tools for resistance will find direction in this text.Providing inspiration, as well as practical guidance on how to become active in reclaiming education this book covers topics including the corporate takeover of education, high stakes testing, Common Core Standards, teacher preparation, grassroots activist responses, and much more.
£26.95
Information Age Publishing Resisting Reform: Reclaiming Public Education
Book SynopsisThis book is a poignant celebration of grassroots empowerment as our contributors, people who just a short time ago thought of themselves as ordinary citizens, document their call to action when their children and their profession are on the line. Practicing teachers and parents who see the direct impact of education reform on young people and are looking for straightforward and accessible information to help them understand what is happening and acquire the tools for resistance will find direction in this text.Providing inspiration, as well as practical guidance on how to become active in reclaiming education this book covers topics including the corporate takeover of education, high stakes testing, Common Core Standards, teacher preparation, grassroots activist responses, and much more.
£51.30
Information Age Publishing New Directions in Technological and Pedagogical
Book SynopsisIn the past decades wide-ranging research on effective integration of technology in instruction have been conducted by various educators and researchers with the hope that the affordances of technology might be leveraged to improve the teaching and learning process. However, in order to put the technology in optimum use, knowledge about how and in what way technology can enhance the instruction is also essential. A number of theories and models have been proposed in harnessing the technology in everyday lessons. Among these attempts Technological and Pedagogical Content Knowledge (TPACK) framework introduced by Mishra and Koehler has emerged as a representation of the complex relationships between technology, pedagogy and content knowledge. The TPACK framework extends the concept of Shulman's pedagogical content knowledge (PCK) which defines the need for knowledge about the content and pedagogical skills in teaching activities. Since then the framework has been embraced by the educational technology practitioners, instructional designers, and educators. TPACK research received increasing attention from education and training community covering diverse range of subjects and academic disciplines and significant progress has been made in recent years. This book attempts to bring the practitioners and researchers to present current directions, trends and approaches, convey experience and findings, and share reflection and vision to improve science teaching and learning with the use of TPACK framework.A wide array of topics will be covered in this book including applications in teacher training, designing courses, professional development and impact on learning, intervention strategies and other complex educational issues. Information contained in this book will provide knowledge growth and insights into effective educational strategies in integration of technology with the use of TPACK as a theoretical and developmental tool. The book will be of special interest to international readers including educators, teacher trainers, school administrators, curriculum designers, policy makers, and researchers and complement the existing literature and published works.
£49.95
Information Age Publishing New Directions in Technological and Pedagogical
Book SynopsisIn the past decades wide-ranging research on effective integration of technology in instruction have been conducted by various educators and researchers with the hope that the affordances of technology might be leveraged to improve the teaching and learning process. However, in order to put the technology in optimum use, knowledge about how and in what way technology can enhance the instruction is also essential. A number of theories and models have been proposed in harnessing the technology in everyday lessons. Among these attempts Technological and Pedagogical Content Knowledge (TPACK) framework introduced by Mishra and Koehler has emerged as a representation of the complex relationships between technology, pedagogy and content knowledge. The TPACK framework extends the concept of Shulman's pedagogical content knowledge (PCK) which defines the need for knowledge about the content and pedagogical skills in teaching activities. Since then the framework has been embraced by the educational technology practitioners, instructional designers, and educators. TPACK research received increasing attention from education and training community covering diverse range of subjects and academic disciplines and significant progress has been made in recent years. This book attempts to bring the practitioners and researchers to present current directions, trends and approaches, convey experience and findings, and share reflection and vision to improve science teaching and learning with the use of TPACK framework.A wide array of topics will be covered in this book including applications in teacher training, designing courses, professional development and impact on learning, intervention strategies and other complex educational issues. Information contained in this book will provide knowledge growth and insights into effective educational strategies in integration of technology with the use of TPACK as a theoretical and developmental tool. The book will be of special interest to international readers including educators, teacher trainers, school administrators, curriculum designers, policy makers, and researchers and complement the existing literature and published works.
£87.40
Information Age Publishing Teacher Education for the 21st Century:
Book SynopsisThis book is for anyone interested in how to build a teacher education program utilizing the arts as one central modality for teaching and learning or for those interested in building some of their program along these lines. Throughout the book you will find reference to the intersection of ethics, aesthetics, and teaching. We provide an integrated program devoted to good learning and the good society.In the book we discuss how the program came to be and the underlying educational thinking that informs the whole program. This section of the book is invaluable for understanding how the reader can build her/ his own arts approach to teacher education. The central section of the book is devoted to the specific coursework of the program. Each author describes in detail how she/he leverages aesthetics and art to expand the possibilities of learning and teaching (including a chapter focused on the core competency course, Teaching, Imagination, Creativity) in language and literacy, psychology of education, science education, mathematics education, social studies education, and classroom management including many examples from our teaching. The book ends with a focus group discussion about the program by former students.
£44.96
Information Age Publishing Teacher Education for the 21st Century:
Book SynopsisThis book is for anyone interested in how to build a teacher education program utilizing the arts as one central modality for teaching and learning or for those interested in building some of their program along these lines. Throughout the book you will find reference to the intersection of ethics, aesthetics, and teaching. We provide an integrated program devoted to good learning and the good society.In the book we discuss how the program came to be and the underlying educational thinking that informs the whole program. This section of the book is invaluable for understanding how the reader can build her/ his own arts approach to teacher education. The central section of the book is devoted to the specific coursework of the program. Each author describes in detail how she/he leverages aesthetics and art to expand the possibilities of learning and teaching (including a chapter focused on the core competency course, Teaching, Imagination, Creativity) in language and literacy, psychology of education, science education, mathematics education, social studies education, and classroom management including many examples from our teaching. The book ends with a focus group discussion about the program by former students.
£82.80
Information Age Publishing Internationalizing Teaching and Teacher Education
Book SynopsisIn Internationalizing Teaching and Teacher Education for Equity: Engaging Alternative Knowledges Across Ideological Borders, editors Jubin Rahatzad, Hannah Dockrill, JoAnn Phillion, and Suniti Sharma, present a collection of teacher educators’ cross?cultural perspectives on the formation of knowledge through the internationalization of teacher education. Each chapter contributes to ongoing discussions about the process of internationalization in teacher education, and the impact ofcrossing ideological boundaries on the practice of teaching and teacher education. The varied perspectives that authors offer establish the importance of ideological travel as imperative to preparing internationally competent educators. This collection seeksto engage readers in a variety of critical reflections on the often?presumed benefits of internationalization in teacher education. Through questioning the presumed benefits of globalization as a hegemonic ideology, readers will encounter alternativeperspectives that demonstrate the possibility of thinking otherwise. The diverse perspectives available in this book broaden theory, research, and practice, working toward more critical spaces of engagement with the process of internationalization. This collectionintends to challenge the maintenance of the dominant ideologies internationally through research from a multiplicity of backgrounds. Each chapter is informed by the authors’ commitment to an ethical practice within teacher education for the purpose of constructing equitable social relations, understanding the process of internationalizing teacher education as a social justice movement. Opportunities and challenges within international teacher education are offered to inspire meaningful praxis. Planetary understandings inform readers through critical examinations of theory, research, and practice for the purpose of equitable social and educational transformations.
£44.96
Information Age Publishing Internationalizing Teaching and Teacher Education
Book SynopsisIn Internationalizing Teaching and Teacher Education for Equity: Engaging Alternative Knowledges Across Ideological Borders, editors Jubin Rahatzad, Hannah Dockrill, JoAnn Phillion, and Suniti Sharma, present a collection of teacher educators’ cross?cultural perspectives on the formation of knowledge through the internationalization of teacher education. Each chapter contributes to ongoing discussions about the process of internationalization in teacher education, and the impact ofcrossing ideological boundaries on the practice of teaching and teacher education. The varied perspectives that authors offer establish the importance of ideological travel as imperative to preparing internationally competent educators. This collection seeksto engage readers in a variety of critical reflections on the often?presumed benefits of internationalization in teacher education. Through questioning the presumed benefits of globalization as a hegemonic ideology, readers will encounter alternativeperspectives that demonstrate the possibility of thinking otherwise. The diverse perspectives available in this book broaden theory, research, and practice, working toward more critical spaces of engagement with the process of internationalization. This collectionintends to challenge the maintenance of the dominant ideologies internationally through research from a multiplicity of backgrounds. Each chapter is informed by the authors’ commitment to an ethical practice within teacher education for the purpose of constructing equitable social relations, understanding the process of internationalizing teacher education as a social justice movement. Opportunities and challenges within international teacher education are offered to inspire meaningful praxis. Planetary understandings inform readers through critical examinations of theory, research, and practice for the purpose of equitable social and educational transformations.
£82.80
Information Age Publishing The Cruciform Faculty: The Making of a Christian
Book SynopsisHow do Christian higher education institutions orient new faculty members to their role on a Christian campus? How do they lead faculty members toward a deeper understanding of the Christian dimension of their place in higher education? Bible Colleges, Christian Universities, and Seminaries need a resource that can be provided to faculty members or be used in faculty development discussions.This book is designed to serve as just such a resource. It provides a clear and concise portrait of thegeneral role of faculty from a distinctively evangelical Christian perspective. We use the metanarrative of being formed by the cross to describe the “cruciform” role of professors as teachers in the classroom, mentors to the students, scholars within the academy, and servants of the church and community. Each chapter will have personal and group reflection questions and exercises to aid in application.
£51.30
Brookes Publishing Co Essentials of Practice-Based Coaching: Supporting
Book SynopsisWidely adopted across the U.S. and around the world, Practice-Based Coaching (PBC) is a research?based coaching framework for supporting early childhood practitioners' use of evidence?informed teaching practices. This book—created by the respected developers of the PBC framework—is the first to offer a comprehensive introduction to this popular coaching approach and practical guidance on how to implement it with fidelity.Ideal for use in professional development, this research?to?practice resource gives readers an in?depth overview of the Practice?Based Coaching framework and a complete guide to implementing its three key components: shared goals and action planning, focused observation, and reflection and feedback. To help professionals implement PBC with fidelity, they'll get case stories, tip boxes, reflection questions, and 30+ downloadable supporting resources, including coaching data collection forms, checklists, and organizational templates. The definitive resource on PBC, this essential guide will help programs and coaches prepare every early childhood practitioner to master today's recommended practices—and nurture the learning and healthy development of infants, toddlers, and preschoolers.LEARN HOW TO: Develop collaborative partnerships between coach and coachee Write effective goals and action plans Put five essential coaching strategies into practice Conduct practice?focused strengths and needs assessments Observe the coachee's practices and collect data about coaching efforts and effects Make data?based decisions Give supportive and constructive feedback Employ web?based platforms and coaching apps to support PBC WHY PBC? Meets the Head Start Performance Standards' definition of a research?based, coordinated coaching strategy, which all programs are required to use. Supports the Pyramid Model: PBC is recognized as an effective professional development approach for implementing the social, emotional, and behavioral practices of the popular Pyramid Model. Supports embedded intervention and instruction: PBC has been shown to be an effective professional development approach for implementing embedded intervention and instruction practices. Practice-ready: PBC is a practice?ready coaching framework that has been used with a variety of effective early childhood practices. Flexible for today's programs: PBC can be implemented in person or virtually using video recordings. Proven effective: PBC is supported by evidence that it changes or enhances practices and has related effects on child and family outcomes. Table of Contents About the Downloads About the Authors About the Contributors Foreword Acknowledgements 1 ? Overview of Practice?Based Coaching: Theoretical, Empirical, And Practice?Based Rationales 2 ? Introduction to The Practice?Based Coaching Framework 3 ? Establishing and Maintaining A Collaborative Partnership 4 ? Coaching Strategies and Definitions 5 ? Effective Practices and Strengths and Needs Assessments 6 ? Goal Setting and Action Planning 7 ? Focused Observation 8 ? Reflection and Feedback 9 ? Considerations for Implementing PBC 10 ?Using Technology to Support PBC Implementation Appendices References
£35.96
Harvard Educational Publishing Group How to Create the Conditions for Learning:
Book SynopsisHow to Create the Conditions for Learning shows how the conditions for continuously improving instruction can be created at every level—from the classroom to the school to the central office.Ann Jaquith presents a framework for understanding and building instructional capacity, based on her original research in schools and districts and ideas drawn from the literature on instructional resourcing. She describes four types of resources—knowledge, technology, relationships, and structures—and discusses the contextual conditions that allow these resources to be identified, taken up, and put to effective use. Through case studies of schools and districts engaged in the sometimes messy work of developing the capacity to improve instruction, Jaquith shows ways that school and district leaders can identify and deploy underutilized resources and create organizational routines that support the ongoing development of instructional capacity.How To Create the Conditions for Learning represents an important contribution to the effort to stimulate, support, and sustain excellent teaching and inspired learning in our schools.
£29.66
Harvard Educational Publishing Group Teaching with a Social, Emotional, and Cultural
Book SynopsisTeaching with a Social, Emotional, and Cultural Lens goes beyond existing social emotional learning programs to introduce a new framework for integrating the development of key skills needed for academic success into daily classroom practice. The framework spells out the competencies, processes, and strategies that effective P-12 educators need to employ in order to build students' social and emotional learning. The book is based on a decade of pioneering work by the Center for Reaching and Teaching the Whole Child at San JosÉ State University, building on the work of the Collaborative for Academic, Social, and Emotional Learning (CASEL) and on research about effective teaching and learning and culturally responsive practices.Teaching with a Social, Emotional, and Cultural Lens serves as a critical roadmap for educators, whether they are university faculty searching for how to bring a social, emotional, and cultural lens into their methods or foundations course and field work experiences, or classroom teachers hoping to infuse critical skill building into the everyday academic learning that is the traditional focus of schools.
£28.76
Harvard Educational Publishing Group Preparing Science Teachers Through Practice-Based
Book SynopsisThis comprehensive volume advances a vision of teacher preparation programs focused on core practices supporting ambitious science instruction. The book advocates for collaborative learning and building a community of teacher educators that can collectively share and refine strategies, tools, and practices. A renewed interest in practice-based teacher education paired with increasingly rigorous requirements, notably the Next Generation Science Standards, has highlighted the importance of teachers' deep disciplinary knowledge. This volume examines the compelling ways teacher educators across the country are using core practices to prepare preservice teachers for ambitious and equitable science teaching. With contributions from a wide network of teacher educators focusing on science education in various geographical and institutional contexts, Preparing Science Teachers Through Practice-Based Teacher Education serves as a valuable resource both for teacher educators and for administrators.
£28.86
Harvard Educational Publishing Group Preparing Science Teachers Through Practice-Based Teacher Education
Book SynopsisThis comprehensive volume advances a vision of teacher preparation programs focused on core practices supporting ambitious science instruction. The book advocates for collaborative learning and building a community of teacher educators that can collectively share and refine strategies, tools, and practices. A renewed interest in practice-based teacher education paired with increasingly rigorous requirements, notably the Next Generation Science Standards, has highlighted the importance of teachers' deep disciplinary knowledge. This volume examines the compelling ways teacher educators across the country are using core practices to prepare preservice teachers for ambitious and equitable science teaching. With contributions from a wide network of teacher educators focusing on science education in various geographical and institutional contexts, Preparing Science Teachers Through Practice-Based Teacher Education serves as a valuable resource both for teacher educators and for administrators.
£52.80
Harvard Educational Publishing Group Toward Anti-Oppressive Teaching: Designing and
Book SynopsisToward Anti-Oppressive Teaching introduces an innovative approach for using live-actor simulations to prepare preservice teachers for diverse classroom settings. Based on the SHIFT Project at Vanderbilt University, the book highlights the promise of these encounters to empower preservice teachers to become more culturally responsive. Despite widespread recognition of the need to educate novice teachers in the theory and practice of culturally responsive pedagogy, few teaching candidates have the opportunity to try out, reflect upon, and internalize these lessons prior to taking their first job. As a result, new teachers are often unprepared to respond effectively to real-life dilemmas of difference and inequity in K-12 schools. The book shows how carefully crafted encounters-when incorporated as part of a well-designed cycle of instructional tasks-can build on traditional approaches to educating future teachers about culture, power, and systems of oppression. The book is ambitious in scope, laying out the rationale and theory behind the use of this new approach and shows how teacher educators are using, adapting, and designing simulations to fit the context of a teaching program. The authors include sample simulation materials and offer advice for addressing common logistical and programmatic challenges for adopting this new practice including how to hire, train, and care for actors. Filled with engaging examples and testimony from students who have participated in the program, Toward Anti-Oppressive Teaching provides guiding principles and practical suggestions, and offers a point of entry for those interested in a new approach to addressing a long-standing challenge in teacher education.
£28.01
Harvard Educational Publishing Group Teachers of Color: Resisting Racism and
Book SynopsisTeachers of Color describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal wellbeing, as well as their resistance and reimagination of schools. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional lives—first as students and preservice teachers and later in their classrooms and schools. She also highlights the tools of resistance these teachers employ to challenge institutionalized oppression and the kinds of professional development and support they need to thrive. Analyzed through the lens of critical race theory, Teachers of Color exposes the ongoing racialization via counter-stories from thirty racially, geographically, and professionally diverse educators. The book concludes with recommendations that various education stakeholders can employ to improve the racial climates of schools and support the growing diversity of the teaching force. At this critical moment, Kohli offers readers an opportunity to strengthen their racial literacies and better understand the strengths, struggles, and power of teachers of color.
£26.31
Harvard Educational Publishing Group Preparing and Sustaining Social Justice Educators
Book SynopsisPreparing and Sustaining Social Justice Educators spotlights the challenging and necessary work of fostering social justice in schools. Integral to this work are the teachers and school leaders who enact the principles of social justice—racial equity, cultural inclusivity, and identity acceptance—daily in their classrooms. This volume makes the case that high-quality public education relies on the recruitment, professional development, and retention of educators ready to navigate complex systemic and structural inequities to best serve vulnerable student populations. Annamarie Francois and Karen Hunter Quartz, along with contributing scholars and practitioners, present an intersectional approach to educational justice that is grounded in research about deeper learning, community development, and school reform. Throughout the book, the contributors detail professional activities proven to sustain social justice educators. They show how effective teacher coaching, for example, encourages educators to confront their explicit and implicit biases, to engage in critical conversations and self-reflection, and to assess teacher performance through a social justice lens. The book illustrates how professional learning collaborations promote diverse, antiracist, and socially responsible learning communities. Case studies at three university-partnered K–12 schools in Los Angeles, demonstrate the benefits of these professional alliances and practices. Francois and Quartz acknowledge the difficulty of the social justice educator’s task, a challenge heightened by a K–12 teacher shortage, an undersupplied teacher pipeline, and school closures. Yet they keep their sights set on a just and equitable future, and in this work they give educators the tools to build such a future.
£28.01
Harvard Educational Publishing Group Clinical Simulations as Signature Pedagogy:
Book SynopsisClinical Simulations as Signature Pedagogy explores the use of live-actor simulations as an engaging training tool to better prepare educational professionals for school-wide challenges. In this volume, editors Benjamin H. Dotger and Kelly Chandler-Olcott present a persuasive overview of this effective method of professional development and show how it resonates with other practice-based initiatives.Through original case studies, the book’s contributors demonstrate how live-actor simulations serve as valuable assets in the training of teachers, school counselors, and school leaders. They show how simulations provide a safe shared-learning environment that closely approximates authentic problems of practice while reducing the complexity of the instructional context in manageable ways. The contributors point out how the method standardizes training, ensuring that all candidates have comparable opportunities to practice and master key skills and habits of mind, among other advantages.Each case study showcases a distinct way in which educational simulations have been used to address common issues confronting educators, such as educational equity, community building, and cultural responsiveness. In addition, the cases highlight subject-specific concerns, from fostering inclusivity in physical education to presenting differing approaches to mathematical problems, for which live-actor simulations provide a dynamic learning context.Ultimately, this book illustrates why clinical simulations have emerged as a powerful pedagogical tool that holds promise for the professional preparation and continuing education of educators, counselors, and school leaders.
£28.01
Harvard Educational Publishing Group Education Lead(her)ship: Advancing Women in K-12 Administration
Book SynopsisAn incisive account on the underrepresentation of women, especially women of color, in positions of leadership in K–12 schools and how to correct this bias.Educational Lead(her)ship exposes the systemic obstacles that impede the professional advancement of women in K–12 education and offers readers the tools to recognize and combat these inequities. In this rousing work, educational leadership scholars Jennie Weiner and Monica Higgins investigate patterns of gender bias in the profession, prompted by the observation that, although the great majority of classroom educators are women, disproportionately few women inhabit leadership positions such as principal, superintendent, or school administrator. Through candid interviews with more than 200 women educational leaders, Weiner and Higgins pinpoint implicit and explicit means of repression and highlight the resources that these leaders have marshaled to punch through systemic barriers. The interviewees recount the many forms of sexism and racism they have confronted in the workplace, including microaggressions, stereotypes about women's work, and the expectation of uncompensated emotional labor. Taking aim at the widespread gender and racial discrimination in school systems, Weiner and Higgins identify paths to empowerment for women in education. They advocate solidarity, collective action, and leveraging networks of allies to push for the re-engineering of our educational organizations, environments, and cultures to sow a more balanced and equitable leadership landscape.Trade Review“Weiner and Higgins hit it out of the park by spotlighting a seldom recognized or acknowledged facet of education leadership: gender discrimination and gendered racism. Framing the issues with theory, real-life cases, and thought-provoking questions, this book is a practical must-read for education leaders and their board members, who will be compelled to act.” —Fran Rabinowitz, executive director, Connecticut Association of Public School Superintendents“Weiner and Higgins capture authentically, graphically, and transparently the myriad impediments that historically—and regrettably, continually—plague, challenge, and beset women seeking leadership roles within America’s public educational systems. In their riveting case studies, the authors both chronicle these challenges and illuminate ways to rethink the ‘glass cliff” debacle, refute the personal tax often demanded, and reset the narrative depicting women’s leadership capabilities. This book is a must-read for current and aspiring women leaders and all system-level leaders, including school board members, superintendents, and their male counterparts at every level of the system.” —Deborah Jewell-Sherman, Gregory R. Anrig Professor of Practice in Educational Leadership, Harvard Graduate School of Education“This book provides excellent insights into ways to disrupt gendered discrimination and gendered racism in educational leadership. Women leaders and women who aspire to leadership need to read it to strengthen their own agency and to learn how to be activists for gender and racial equity.” —Margaret Grogan, professor emerita of educational leadership and policy, Donna Ford Attallah College of Educational Studies, Chapman University
£29.56
Harvard Educational Publishing Group Preparing Leaders for Deeper Learning
Book SynopsisAn astute assessment of the educational leadership skills and leadership development practices that align with deeper learning in K–12 schools.Leadership Preparation for Deeper Learning spotlights educational leaders as key actors in the urgent task of readying students for college, careers, and citizenship in an evolving world. Marjorie Wechsler and Steven Wojcikiewicz argue that, in response to new understandings of learning and development and emerging societal needs, K–12 school leaders must be able to shift institutions toward deeper learning models, in which collaboration, critical thinking, and project-based learning are fundamental concepts. Through detailed case studies, Wechsler and Wojcikiewicz demonstrate how educational leadership development programs can prepare principals to guide their schools, teachers, and students toward deeper learning and equity. They highlight the approaches of five exemplary leadership preparation programs—the University of Illinois at Chicago, Long Beach Unified School District, Arkansas Leadership Academy, National Institute for School Leadership, and the University of California, Berkley—which together serve educational leaders at all career levels, from initial training for candidates through in-service professional development for seasoned school principals. They identify school structures and classroom practices that enable these programs to confer the skill set needed for deeper learning leadership, and they describe the education policy priorities that can support school leaders in acquiring these necessary skills. This book shows that targeted leadership development is a vital component of transforming schools to create deeper learning opportunities for all students.Trade Review“A compelling look at how school leaders can be prepared to foster empowering and equitable learning for all students. Through insightful case studies, Wechsler and Wojcikiewicz offer valuable strategies for enabling principals to support student engagement, achievement, and advancement, especially for those furthest from opportunity. This book is an essential resource for educators, policymakers, and others interested in developing school leaders for the twenty-first-century schools we need.”—Linda Darling-Hammond, president, Learning Policy Institute and professor emeritus, Stanford University“Everyone tells school leaders they should be ‘instructional leaders,’ but rarely does administrative training or professional development actually prepare them to be instructional leaders. Preparing School Leaders for Deeper Learning provides school leaders with ‘existence proofs’—real-life examples of how the work is done. Bravo to Wechsler, Wojcikiewicz, and their team!”—Gloria Ladson-Billings, professor emerita, University of Wisconsin-Madison and immediate past president, National Academy of Education“Wechsler and Wojcikiewicz make an important contribution to program planners and policymakers by providing insightful guidance that derives from detailed case examples from a variety of perspectives, including universities, states, districts, and non-profits. Anyone who develops programs or policies for school leaders will take away valuable approaches.” —Jody Spiro, author of High-Payoff Strategies: How Education Leaders Get Results
£30.36
Harvard Educational Publishing Group Educating for Purposeful Life: A New Conception of Schooling for the 21st Century
Book SynopsisA visionary blueprint for educational reform that envisions school systems as opportunity engines, preparing young citizens for future workplace success, civic engagement, and fulfilling lives.Educating for Purposeful Life documents positive change within the Anaheim Union High School District, whose overarching mission is to prepare high school graduates who possess a clear sense of purpose and the capacity to achieve their goals. Superintendent Michael Matsuda and education consultant David Brazer lay out the district's innovative approaches to organizing, leading, teaching, and learning. They demonstrate how education policy, organization theory, and external partnerships work together within this grades 7–12 district to scaffold student success, resulting in greater high school graduation rates and four-year college matriculation and persistence rates. A rousing account of effective school reform, this work illuminates the district's Career Preparedness Systems Framework, which integrates affective and cognitive development opportunities, trade and professional development programs, and community engagement efforts. Matsuda and Brazer show how this framework, combined with a strengths-based approach that recognizes and affirms students' individual life experiences, helps meet the educational needs of all students, including those from traditionally underserved populations. Presenting secondary education as a means to support democracy, address employability gaps, and elevate student voice and purpose, this thought-provoking work provides ample ideas for how other districts might engage in educating for purposeful life.Trade Review“Educating for Purposeful Life offers readers an overview of select evidence-based practices and principles that enable school stakeholders to engage in authentic systemic change that has the potential to transform communities. With a particular emphasis on student voice, the pathways of students and their development is not only acknowledged, but also valued and central to shifting the learning environment, climate, experience, and outcomes for students within various school contexts. This book is timely for scholars and practitioners committed to preparing youth for the next stage of their academic trajectories, fostering community and engagement, and supporting students’ personal fulfillment while also accelerating generational mobility.” —Frances Contreras, dean and professor, School of Education, University of California, Irvine“When it comes to changing schools, too few books for educators skillfully combine the conceptual with the practical. In Educating for Purposeful Life, Brazer and Matsuda do exactly that. An in-depth near decade-long study of the urban Anaheim (CA) district, describes and analyzes the systemic changes that altered the district’s path. School board members, superintendents, and principals who read this book will gain useful theoretical and practical knowledge to guide change in their schools.” —Larry Cuban, professor emeritus of education, Stanford University“Not only does this book tell the story of the necessary changes that schools must undergo for our students' experiences to improve, but Brazer and Matsuda also provide the details necessary for readers to fulfill their obligation for making change in their owns systems. What's important for me, as a reader, is that the core concepts—systems thinking, human relations, organizational learning, and instructional leadership—are all grounded in solid research and best practices for educational leaders.” —T. J. Vari, assistant superintendent, Appoquinimink School District, and coauthor of Retention for a Change: Motivate, Inspire, and Energize Your School Culture
£28.76
Harvard Educational Publishing Group Emotional Intelligence for School Leaders
Book SynopsisA handbook that helps educational leaders hone the social and emotional skills essential to promoting positive school culture and navigating their complex jobs. In this profoundly useful work, Janet Patti and Robin Stern make the case for social-emotional learning (SEL) as part of a critical skill set for K–12 school leaders, and they offer coaching on how to integrate emotional intelligence into leadership practices. Patti and Stern draw on recent research from psychology and education, as well as their combined 40 years of experience in the fields of SEL and leadership training, to highlight the many benefits of SEL-focused professional development for superintendents, principals, and aspiring school leaders. They also give readers the tools to develop their own SEL skills.Emotional Intelligence for School Leaders outlines key SEL skills, from mindfulness and self-management to relationship building and conflict resolution, and details how each can be applied in a leadership context. Case studies of a variety of successful educational leaders who employ positive psychology in their work illustrate the strategies they used to cultivate and apply their own SEL skills. This encouraging book underscores how teams that lead with self-awareness and empathy can promote well-being, foster resilience, and prevent burnout among educators and ultimately increase equity in the education system.Trade Review“Having been in the leadership research and development field for over fifty years, I am seldom awed. This book is a ‘wow’ experience. I felt like Charlie finding the Golden Ticket to enter Willy Wonka’s Chocolate Factory! I wish the faculty and administration at my university would read this book!”—Richard Boyatzis, Distinguished University Professor, Case Western Reserve University and coauthor of the international bestseller Primal Leadership and Helping People Change “For over twenty years, Janet Patti and Robin Stern have studied the emotional intelligence of school leaders. They have also developed state-of-the-art programs for helping leaders increase their EI, and they have mounted rigorous evaluation studies to determine those programs’ effectiveness. I’m delighted that they have now compiled all of this valuable information into this book. It is truly a gift to all of us.”—Cary Cherniss, emeritus professor of applied psychology, Rutgers University and cofounder of the Consortium for Research on Emotional Intelligence“Emotional Intelligence for School Leaders is a comprehensive guide to an indispensable and often overlooked element in leadership development. Understanding the historical, current, and purposeful context of EI and how it influences and impacts every aspect of a school leader’s role and ultimate success is key to highly effective leadership.”—Dawn Brooks DeCosta, deputy superintendent, Harlem Community School District 5
£30.36
£18.90
John Wiley & Sons Inc The Practice-Based Educator: A Reflective Tool
Book SynopsisDesigned for all those involved in education within the practice-based setting, this book encourages the reader to become involved in their own personal development as a practice-based educator through reflection on their own practice. The reader is encouraged to generate and organise evidence of their own Continuing Professional Development (CPD) through practice-based learning and teaching activities. The text is user-friendly and includes sections on the context of practice-based education, the role of the practice-based educator, facilitating learning in a practice-based setting, and assessing and evaluating practice-based learning. The authors are all educators of experience who have for many years been involved in practice-based education Fully updated to cover current trends such as the move to community-based practice and inter-professional practice Practical features include activities, reflective assignments and literature references Trade Review"I would highly recommend this book to anyone involved in educating students…" (Occupational Health, November 2006) "… this book will provide practical help and a range of skills essential to practice learning." (Accident and Emergency Nursing Journal, July 2007)Table of ContentsContributors. Foreword. Preface. Acknowledgments. 1. About This Book and How to Use It. Introduction. Who will find this book useful. What does the book aim to do?. Learning outcomes. What is reflection and what does it offer the practice-based educator?. How is reflective thinking organised?. How can reflection help to make sense of experience?. How does the book use reflection to help develop your role?. How can the book help to provide evidence for CPD?. Summary. References and further reading. 2. Practice-Based Learning and Healthcare Quality. Introduction. Learning outcomes. What is practice-based learning?. Practice-based educators. The scope of the practice-based educator's role. Current issues influencing practice-based education. Accreditation of practice-based educators. Summary. References and further reading. 3. Multiple Roles of the Practice-Based Educator. Introduction. Learning outcomes. What is the role of the practice-based educator?. The practice-based educator as a facilitator of learning. The practice-based educator as an assessor. The practice-based educator as an evaluator. Rewards for the practice-based educator. The learner's perspective. The importance of self-awareness. Summary. References and further reading. 4. Practice-Based Learning Environment: Social Context and Relationships. Introduction. Learning outcomes. The learning environment. Physical influences on the learning environment. Psychosocial influences on the learning environment. Cultural influence on the learning environment. Summary. References and further reading. 5. Learning Theories. Introduction. Learning outcomes. Why bother with learning theories?. Adults as learners. Stages of learner development. Adult learning and other approaches to learning theory. Types of learning. Control of the learning process. Learning styles. Transfer of learning. Levels of processing. Learning intention. Summary. References and further reading. 6. Facilitating Learning in the Practice Setting. Introduction. Learning outcomes. What do we mean by facilitation?. What do we want to facilitate?. Principles for effective facilitation of effective learning. Stages of practice-based learning and facilitation. THE FACILITATION TOOLKIT. Section One: Structuring learning. Negotiating learning agreements. Diagnosing readiness to learn. Using demonstration to facilitate learning. Providing opportunities for structured observation. Questioning and discussion. Giving feedback. Section Two: Fostering collaboration. Peer assisted learning. Inter-professional learning and peer development. Problem-based learning. Section Three: Promoting empowerment. Challenge and support. Cognitive dissonance. Learning relationships. Portfolio development. Section Four: Troubleshooting. Learner alienation in the practice-based learning environment. Match and mismatch between learner development and educator approach. Fear and failure. Enhancing communication and dialogue. The blocked learning cycle. Summary. References and further reading. 7. Assessing Practice-Based Learning Introduction. Learning outcomes. What is assessment. Why do we assess?. When do we assess?. Who is involved in assessment. How do we assess?. Summary. References. 8. Evaluating the Practice-Based Learning Experience. Introduction. Learning outcomes. What is evaluation and how does it differ from assessment?. What does evaluation involve?. Evaluation and reflection. The overlapping cycle of reflection. Developing an evaluation strategy. Why do we want to evaluate?. What aspects of the learning experience do we want to evaluate?. Choosing a methodology. When does evaluation occur?. Who is involved in evaluation?. How will evaluation information be disseminated and used?. Summary. References and further reading. 9. Putting It All Together: Developing a Practice-Based Learning Curriculum. Introduction. Learning outcomes. Developing a practice-based curriculum. Influences and constraints on the learning experience. Planning the learning process. Designing learning experiences and opportunities. Managing the learning process. Assessing learning outcomes. Evaluating the overall learning experience. Reflecting on the learning process and planning change. Summary. Further reading. Appendix 1: Practice Placement assessment Form. Appendix 2: Practice Placement Evaluation Form. Glossary. Index.
£56.95
AU Press Teaching Health Professionals Online: Frameworks and Strategies
Book SynopsisTeaching Health Professionals Online: Frameworks and Strategies is a must-read for professionals in the health care field who strive to deliver excellence in their online classes. Intended for a wide range of professionals, including nurses, social workers, occupational and radiation therapists, chiropractors, dietitians, and dental hygienists, this compendium of teaching strategies will inspire both new and experienced instructors in the health professions. In addition to outlining creative, challenging activities with step-by-step directions and explanations of why they work, each chapter in the text situates practice within the context of contemporary educational theories such as instructional immediacy, invitational theory, constructivism, connectivism, transformative learning, and quantum learning theory. Melrose, Park, and Perry also address other issues familiar to those who have taught online courses. How can a distance instructor build teacher-student relationships? How does one transform the assumptions often held by students in the health fields from the confines of the virtual classroom? Most importantly, how can the instructor support his or her students in their future pursuits of knowledge and their development as competent professionals? By considering these and other concerns, this handbook aims to help instructors increase student success and satisfaction, which, the authors hope, will ultimately produce the best possible patient care.
£21.59
Caslon, Inc. Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators
£31.41
West Virginia University Press Picture a Professor: Interrupting Biases about
Book SynopsisA collection of evidence-based insights and intersectional teaching strategies to inspire transformative student learning and interrupt stereotypes about what a professor looks like.Picture a Professor is a collection of evidence-based insights and intersectional teaching strategies crafted by and for college instructors. It aims to inspire transformative student learning while challenging stereotypes about what a professor looks like.Representing a variety of scholarly disciplines, the volume’s contributing authors offer practical advice for effectively navigating student preconceptions about embodied identity and academic expertise. Each contributor recognizes the pervasiveness of racialized, gendered, and other biases about professors and recommends specific ways to respond to and interrupt such preconceptions—helping students, teachers, and others reenvision what we think of when we picture a professor.Educators at every stage of their career will find affirming acknowledgment of the ways systemic inequities affect college teaching conditions, as well as actionable advice about facilitating student learning with innovative course design, classroom activities, assessment techniques, and more.Trade Review“Raising awareness of challenges diverse instructors can face when teaching in higher ed classrooms and sharing empowering and tested solutions are both much needed. Picture a Professor does both and more. Grounded in the experiences of scholars teaching in the classroom, the book is a valuable resource for instructors, administrators, those responsible for promotion and tenure decisions, and educational developers partnering with a diverse faculty. Much praise to Jessamyn Neuhaus and chapter authors for addressing the often undiscussed truth that not all instructors who teach are afforded the same privileges.”- Tracie Marcella Addy, coauthor of What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching“In this collection, the authors weave scholarship, personal narratives, and practical teaching ideas into an intersectional call to action that, when reflectively implemented, will positively transform our college classrooms for years to come.”Travis Thurston, coeditor of Resilient Pedagogy: Practical Teaching Strategies to Overcome Distance, Disruption, and DistractionTable of Contents Introduction: Embodied Identity, Empowering Pedagogy, and Transformative Learning Jessamyn Neuhaus Part One The First Day: Strategies for Starting Strong 1. How Blind Professors Win the First Day: Setting Ourselves Up for Success Sheri Wells-Jensen, Emily K. Michael, and Mona Minkara 2. Critical Reflexivity as a Tool for Students Learning to Recognize Biases: A First Day of Class Conversation on What a Professor Looks Like Jesica Siham FernÁndez 3. Commonalities and Research: A One-Two Punch to Combat STEM Fears and Biases on the First Day of Class Kelly E. Theisen 4. Where’s the Professor? First-Day Active Learning for Navigating Students’ Perceptions of Young Professors Reba Wissner Part Two Making Connections: Strategies for Building Trust and Rapport with Students 5. Using Experiential Learning to Humanize Course Content and Connect with Students Breanna Boppre 6. Collaborative Rubric Creation as a Queer, Transgender Professor’s Tactic for Building Trust in the Classroom Fen Kennedy 7. Reflect to Deflect: Using Metacognitive Activities to Address Student Perceptions of Instructor Competence and Caring Melissa Eblen-Zayas 8. From Absentminded Professor to Epistemic Collaborator: Reframing Academic Expertise through Vulnerability and Metacognition Rebecca Scott 9. Black Man in a Strange Land: Using Principles of Psychology and Behavior Science to Thrive in the Classroom Erik Simmons Part Three Anti-Racist Pedagogies: Strategies for Increasing Equity 10. Beyond Making Statements: The Reflective Practice of Becoming an Anti-Racist Educator M. Gabriela Torres 11. Rippling the Patterns of Power: Enacting Anti-Racist Pedagogy with Students as Co-teachers Chanelle Wilson and Alison Cook-Sather 12. Beyond “Good Writing”: Enacting Anti-Racist Policies in Academic Writing Jacinta Yanders and Ashley JoEtta Part Four Teaching with Our Whole Selves: Strategies for Instructional Authenticity and Pedagogical/Professional Success 13. The Superpowers of Visual Ambiguity: Transfiguring My Experience of Colorism and Multiheritage Identity for Educational Good Donna Mejia 14. Sharing Our Stories to Build Community, Highlight Bias, and Address Challenges to Authority Sarah Mayes-Tang 15. Teaching Up: Bringing My Blackness into the Classroom Celeste Atkins 16. Empowered Strategies for Women Faculty of Color Navigating Teaching Inequities in Higher Ed Chavella T. Pittman Index
£21.21
Myers Education Press Literary Imagination and Professional Knowledge:
Book Synopsis
£30.40
Myers Education Press Challenges in (Re)designing EdD Programs:
Book Synopsis
£22.79
Myers Education Press Locating Quality in the Dynamic Educator
Book Synopsis
£36.00
Rutgers University Press Mapping the Way from Teacher Preparation to
Book SynopsisAs nationwide calls for educational rigor and accountability continue across the U.S., many states have made the edTPA®, a teacher performance assessment, a requirement for teacher certification. The edTPA® is a subject-specific performance assessment that requires aspiring teachers to plan, implement, assess, and reflect upon a learning segment, while demonstrating pedagogical skills related to their disciplines. While it is designed to promote teaching excellence, the edTPA® can drive already-stressed teacher candidates to their breaking point, as it places them in an unfamiliar classroom and asks them to quickly display their knowledge and savvy. This book is here to help teacher candidates not only survive the challenge of the edTPA®, but also thrive. It maps out precisely what steps aspiring secondary education teachers should take to ensure successful completion of the edTPA®. Demystifying the language used in the assessment, it uniquely connects edTPA® requirements with what teacher candidates learn within their teacher preparation programs, showing them how the assessment relates to what they are already doing in their classrooms. The strategies in this book draw on both academic research and practical experience to guide student teachers as they plan for their edTPA® portfolios and for their teaching careers beyond.Trade Review"A keen deconstruction of the learning segment alongside guidance that connects theory, preparation, and practice. Preservice teachers and programs will find this text integral in preparing for the performance assessment."— Michelle Anderson, associate professor of education, Aquinas College "As a pre-service teacher educator and edTPA coordinator I was very appreciative of the authors purposeful progression of their outlined chapters. The content of this book places emphasis on educative needs of teacher preparation, with a strong introduction to the intrinsic motivation that all educators need but new and developed. The authors' scholarly use of connected materials allows pre-service teachers to make real-life connections to empower content comprehension for the novice teacher. The skills and content addressed in this book can be used to support the edTPA process, but more importantly they are good teaching practices that should be learned and used by all educators."— Christine L. Widdall, associate professor of childhood/early childhood education at SUNY-CortlandTable of ContentsIntroduction 1. Beyond Compliance 2. Planning for Instruction 3. Planning for Assessment 4. Planning to Support Students 5. Understanding and Using Academic Language 6. Fostering a Challenging Learning Environment 7. Using Assessment Data 8. New Frontiers in Teacher Performance Assessments Appendix A: Lesson Plan Template Appendix B: Learning Segment Template Works Cited Index
£18.89
Rutgers University Press Mapping the Way from Teacher Preparation to
Book SynopsisAs nationwide calls for educational rigor and accountability continue across the U.S., many states have made the edTPA®, a teacher performance assessment, a requirement for teacher certification. The edTPA® is a subject-specific performance assessment that requires aspiring teachers to plan, implement, assess, and reflect upon a learning segment, while demonstrating pedagogical skills related to their disciplines. While it is designed to promote teaching excellence, the edTPA® can drive already-stressed teacher candidates to their breaking point, as it places them in an unfamiliar classroom and asks them to quickly display their knowledge and savvy. This book is here to help teacher candidates not only survive the challenge of the edTPA®, but also thrive. It maps out precisely what steps aspiring secondary education teachers should take to ensure successful completion of the edTPA®. Demystifying the language used in the assessment, it uniquely connects edTPA® requirements with what teacher candidates learn within their teacher preparation programs, showing them how the assessment relates to what they are already doing in their classrooms. The strategies in this book draw on both academic research and practical experience to guide student teachers as they plan for their edTPA® portfolios and for their teaching careers beyond.Trade Review"A keen deconstruction of the learning segment alongside guidance that connects theory, preparation, and practice. Preservice teachers and programs will find this text integral in preparing for the performance assessment."— Michelle Anderson, associate professor of education, Aquinas College "As a pre-service teacher educator and edTPA coordinator I was very appreciative of the authors purposeful progression of their outlined chapters. The content of this book places emphasis on educative needs of teacher preparation, with a strong introduction to the intrinsic motivation that all educators need but new and developed. The authors' scholarly use of connected materials allows pre-service teachers to make real-life connections to empower content comprehension for the novice teacher. The skills and content addressed in this book can be used to support the edTPA process, but more importantly they are good teaching practices that should be learned and used by all educators."— Christine L. Widdall, associate professor of childhood/early childhood education at SUNY-CortlandTable of ContentsIntroduction 1. Beyond Compliance 2. Planning for Instruction 3. Planning for Assessment 4. Planning to Support Students 5. Understanding and Using Academic Language 6. Fostering a Challenging Learning Environment 7. Using Assessment Data 8. New Frontiers in Teacher Performance Assessments Appendix A: Lesson Plan Template Appendix B: Learning Segment Template Works Cited Index
£39.95
Rutgers University Press Stepping Away: Returning to the Faculty After
Book SynopsisIn no other professional field do senior leaders habitually return to the rank-and-file workforce in the twilight of their careers. Corporate CEOs rarely conclude their working lives by resuming the duties of a mid-level account executive; on the verge of retirement, four-star generals do not return to the infantry. But in academia former senior leaders often conclude their careers by reprising the roles and responsibilities of a professor. Until now, leaders and institutions have been left to navigate these transitions on their own—often learning hard lessons that might have been avoided. Stepping Away moves beyond the well-worn clichés of “stepping down” to examine how senior leadership role changes impact individuals and the institutions they serve. Drawn from empirical research involving more than fifty college presidents, provosts, and deans, this book delivers fresh understanding of the challenges and opportunities leaders face as they assume a new place in the social architecture of their campus. Bridging the gap between theory and practice, Stepping Away translates research into practical strategies that leaders can use to make this change successfully, providing guidance about when to speak up and when to remain quiet, how to develop new relationships, where to office, whether to apply for new jobs, and how to use their knowledge and skills to add value to their campus communities, on-campus and off.Table of ContentsList of “Collected Wisdom” Foreword by Leo M. Lambert 1 Stepping Away 2 Studying Administrative Transitions in the Modern American University 3 First Steps: Look as You Leap 4 The Messy Middle: Making a Transition Is Making Choices 5 “Working for Myself”: Life after Administration 6 Reimagining Leaders, Reimagining Leadership Acknowledgments Appendix: Interview Protocols Notes Bibliography Index
£28.90
Springer Nature Switzerland AG Radical Teaching in Turbulent Times: Martin
Book SynopsisFrom 1966 to 1970, historian Martin Duberman transformed his undergraduate Princeton seminar on American radicalism. This book looks closely at the seminar, drawing on interviews with former students and colleagues, conversations with Duberman, and abundant archival material in the Princeton archives and the Duberman Papers. The array of evidence makes the book a primer on how historians gather and interpret evidence while at the same time shining light on the tumultuous late 1960s in American higher education. This book will become a tool for teaching, inspiring educators to rethink the ways in which history is taught and teaching students how to reason historically through sources.Table of ContentsChapter 1. IntroductionSection I. Duberman in the late 1960sChapter 2. “An Experiment in Education” (1969)Chapter 3. “On Misunderstanding Student Rebels” (1968)Section II. Other VoicesChapter 4. “50 Years Later—History 308 Revisited”Chapter 5. Martin and Peter Discuss the Fall, 1969 seminarChapter 6. Princeton Undergraduates Defend and Criticize InnovationChapter 7. On the Edge of the Platform: Tinkering with the 1971 Lecture ClassChapter 8. The Search for Allies: Bill Caspary, Martin Duberman, and John HoltChapter 9. “Let in the Light” Section III. After PrincetonChapter 10. Self and community: Black Mountain (1972)Chapter 11. Honesty, Power, and Desire in “Last Class” (1973)
£104.49
Springer Nature Switzerland AG Dinaric Perspectives on TIMSS 2019: Teaching and
Book SynopsisThis open access book brings together national experts from across the Dinaric region to rigorously review IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data to develop a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results. The Dinaric region, named after the Dinaric Alps, is located in South-eastern Europe, and stretches through Croatia, Bosnia and Herzegovina, Serbia, Montenegro, Kosovo[1], Albania, and North Macedonia. IEA’s TIMSS has been an invaluable resource for monitoring international trends in mathematics and science achievement at grades four and eight since 1995. The TIMSS 2019 administration of the test to grade four students, provided a unique opportunity for analysis within shared regional settings and enabled the construction of this first report based on international study results from the region, prepared by the National Research Coordinators in collaboration with IEA. [1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence. Table of ContentsForeword I.- Foreword II.- 1 Introduction to Dinaric Perspectives on TIMSS 2019: Paulína Koršňáková, Sabine Meinck, and Barbara Japelj Pavešić.- 2 Context and Implementation of TIMSS 2019 at Grade Four in the Dinaric Region: Paulína Koršňáková and Sandra Dohr.- 3 Opportunity to Learn Mathematics and Science: Agim Alia, Barbara Japelj Pavešić, and Mojca Rožman.- 4 Students’ Interests, Motivation, and Self-beliefs: Barbara Japelj Pavešić, Marina Radović, and Falk Brese.- 5 Early Literacy and Numeracy Competencies: Predictors of Mathematics Achievement in the Dinaric Region: Ženeta Džumhur, Nada Ševa, and Mojca Rožman.- 6 The Role of Learning Resources, School Environment, and Climate in Transforming Schools from Buildings to Learning Communities Ines Elezović, Beti Lameva, and Falk Brese.- 7 Teachers, Teaching and Student Achievement: Ivana Đerić, Ines Elezović, and Falk Brese.- 8 Characteristics of Principals and Schools in the Dinaric Region: Beti Lameva, Ženeta Džumhur, and Mojca Rožman.- 9 Characteristics of High- and Low-performing Students: Rezana Vrapi, Agim Alia, and Falk Brese.- 10 Scaffolding the Learning in Rural and Urban Schools: Similarities and Differences : Smiljana Jošić, Barbara Japelj Pavešić, Nikoleta Gutvajn, and Mojca Rožman.- Acknowledgments.
£42.74
Springer Nature Switzerland AG Dinaric Perspectives on TIMSS 2019: Teaching and Learning Mathematics and Science in South-Eastern Europe
Book SynopsisThis open access book brings together national experts from across the Dinaric region to rigorously review IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data to develop a multidimensional and culturally sensitive perspective on their TIMSS 2019 primary-level results. The Dinaric region, named after the Dinaric Alps, is located in South-eastern Europe, and stretches through Croatia, Bosnia and Herzegovina, Serbia, Montenegro, Kosovo[1], Albania, and North Macedonia. IEA’s TIMSS has been an invaluable resource for monitoring international trends in mathematics and science achievement at grades four and eight since 1995. The TIMSS 2019 administration of the test to grade four students, provided a unique opportunity for analysis within shared regional settings and enabled the construction of this first report based on international study results from the region, prepared by the National Research Coordinators in collaboration with IEA. [1] This designation is without prejudice to positions on status and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence. Table of ContentsForeword I.- Foreword II.- 1 Introduction to Dinaric Perspectives on TIMSS 2019: Paulína Koršňáková, Sabine Meinck, and Barbara Japelj Pavešić.- 2 Context and Implementation of TIMSS 2019 at Grade Four in the Dinaric Region: Paulína Koršňáková and Sandra Dohr.- 3 Opportunity to Learn Mathematics and Science: Agim Alia, Barbara Japelj Pavešić, and Mojca Rožman.- 4 Students’ Interests, Motivation, and Self-beliefs: Barbara Japelj Pavešić, Marina Radović, and Falk Brese.- 5 Early Literacy and Numeracy Competencies: Predictors of Mathematics Achievement in the Dinaric Region: Ženeta Džumhur, Nada Ševa, and Mojca Rožman.- 6 The Role of Learning Resources, School Environment, and Climate in Transforming Schools from Buildings to Learning Communities Ines Elezović, Beti Lameva, and Falk Brese.- 7 Teachers, Teaching and Student Achievement: Ivana Đerić, Ines Elezović, and Falk Brese.- 8 Characteristics of Principals and Schools in the Dinaric Region: Beti Lameva, Ženeta Džumhur, and Mojca Rožman.- 9 Characteristics of High- and Low-performing Students: Rezana Vrapi, Agim Alia, and Falk Brese.- 10 Scaffolding the Learning in Rural and Urban Schools: Similarities and Differences : Smiljana Jošić, Barbara Japelj Pavešić, Nikoleta Gutvajn, and Mojca Rožman.- Acknowledgments.
£33.24
Springer Nature Switzerland AG The Impact of Finnish Teacher Education on
Book SynopsisThis book explores the partnership between Finnish universities and the university-affiliated teacher training schools known as 'normal schools'. It examines the benefits of school-based learning combined with Master’s-level teacher education, uncovering the advantages of this unique school-university partnership. This book also explores the possibility of Finnish teacher education, and more specifically, the normaalikoulu, and its potential as an international export product. Although policy borrowing theory has long warned about the difficulties in successful transfer, interest in Finnish teacher education continues to rise. Therefore, this book investigates, in depth, the historical, cultural, and current context of Finnish teacher education and the normal schools, and the potential to move this policy abroad.Table of Contents1. Setting the Stage: Finland’s Teachers and the Programme for International Student Assessment.2. In the Spotlight: Finnish Teacher Education and the Normaalikoulu.3. Effective Preparation? Finnish Teacher Educators and Student Teachers Critically Examine the Normaalikoulu.4. The Nexus of Theory, Policy, and Practice? A Critical Examination of the Normaalikoulu by Education Professors and Principals.5. Conclusion: The Possibilities and Pitfalls of Normaalikoulu Export.
£52.24
Springer Nature Switzerland AG Preparing Teachers for Young and Adolescent
Book SynopsisMultilingual learners (MLs) students spend most of their school time with their teachers, who often feel professionally unprepared to meet their linguistically diverse students' needs. As such, preparing teachers for increasing numbers of multilingual learners (MLs) has become a critical factor in promoting equity and success for all students in our global society. This book explores and highlights the reflective narratives of teacher educators, in-service, and preservice teachers. It shows how these narratives are grounded in their personal lives, professional training, and daily teaching, and how they can unfold the complexities in their various experiences and the rich implications for MLs teaching and teacher preparation. The book presents papers that utilize teachers' reflective narratives to prepare and train teachers who are or will be working with MLs. It discusses the challenges and implications of teaching groups of MLs made up of diverse learners, including immigrants, refugees, and learners with disabilities. 'This book seeks to change the narrative of some of our most vulnerable student populations by giving voice to the experiences, challenges, success, and best practices encountered in the international education landscape. The power contained within each chapter is the systematic and intentional reflections that bring the marginalized stories to the center of the discussion. Anyone seeking an understanding of how reflective narrative can build equity and social justice for multilingual learners will appreciate the breadth of experience described. This understanding is critical for culturally and linguistically diverse teaching and learning.' Jordan González, Ph.D., St. John's University, NYTable of ContentsIntroduction Huili Hong, Towson University Patricia Rice Doran, Towson University Chapter 1 Tales of Diversity within Diversity: Urban Educators’ Narratives of Working Immigrant and Refugee Students and Families in Unsettling Times Guofang Li, University of British Columbia Chapter 2 Preparing Teachers for Young and Adolescent Multilingual Learners: The Use of Reflective Narratives Huili Hong, Towson University Karin Keith, East Tennessee State University Renee Moran, East Tennessee State University Chapter 3 Reflective Narratives on Problem-Solving Strategies to Address English Language Learner Needs in a Teaching Abroad Context Vanessa Manalo, Massey University Albany Campus Chapter 4 Tales of Diversity within Diversity: Urban Educators’ Narratives of Working Immigrant and Refugee Students and Families in Unsettling Times Gregory Knollman, Towson University Kandace M. Hoppin, Towson University Patricia Rice Doran, Towson University Chapter 5 Internationalizing Literacy Coursework: Igniting Preservice Teachers’ Inquiry about Self, Diverse Learners and the World Natalia Ward, East Tennessee State University Karin Keith, East Tennessee State University Renee Moran, East Tennessee State University Shulin Yang, East Tennessee State University Chapter 6 A Retrospective View of the Developmental Trajectory of English as a Discipline in China Ning Yizhong, Shenzhen University Chapter 7 Reflections from the Margins: Learning and Teaching Among Linguistically and Culturally Diverse Learners Stephen Mogge, Towson University Conclusion Patricia Rice Doran, Towson University Huili Hong, Towson University
£98.99
Springer Nature Switzerland AG Soft Systems Methodology in Education: Applying a
Book SynopsisThis book explores the application of Soft Systems Methodology in educational research as a qualitative research tool to generate theory, and identifies the mechanisms that engender the behaviours and discourse of social groups. Grounded within the literature from philosophy and science, the approach is predicated on the ontology and epistemology of critical realism. The authors consider the tenets of systems thinking, recognizing that emergent features appear at higher levels of complexity within a hierarchy and that unintended consequences can occur when making decisions in complex situations with interacting components. The central element of the book is the formulation of a research strategy entitled ‘Worldview, Metaphor and Power of Social Objects’ (Womposo) and its application to a research study of the practicum experience of teachers in training. Integral to the methodology is the creation of rich pictures and diagrams. Additionally, images representing different stakeholders’ views of the whole system are presented in revealing illustrations, allowing the reader to grasp each holistic metaphor. It is suitable for postgraduate students and researchers in education and other social science programmesTable of ContentsPart I: Systems Thinking, Soft Systems Methodology and Critical Realism.- Chapter 1. Systems Thinking and Soft Systems Methodology.- Chapter 2. Critical Realism as an Underpinning Philosophy.- Chapter 3. Critical Realism in the Social Sciences.- Chapter 4. The Stepping-Stones Model and the Worldview, Metaphor and Power of Social Objects (Womposo) Strategy.- Part II: Practicum Study: Context.- Chapter 5. The Three Jurisdictions: England, New South Wales and Ontario.- Chapter 6. The Literature on Policy Borrowing, Learning, Professional Identity and the Practicum.- Chapter 7. Research Stages of the Practicum Study.- Part III: Practicum Study: Data Collection and Interpretation.- Chapter 8. The Perspectives of Pre-service Teachers.- Chapter 9. Faculty Advisors’ Perspectives on Becoming a Teacher.- Chapter 10. Mentors’ Expectations and Perspectives.- Chapter 11. Findings from the Practicum Study.- Part IV: Appraising the Womposo Research Strategy.- Chapter 12. Evaluating the Practicum Study and the Womposo Research Strategy.
£42.74
Springer Nature Switzerland AG International Perspectives on Mentoring in
Book SynopsisThis book focuses on mentoring in English language education internationally, as it applies to students, language teachers, practitioner researchers and research mentors themselves. It aims to provide an in-depth understanding of current mentoring practices in diverse contexts worldwide, drawing on case studies from Brazil, Chile, Mexico, Peru, and the USA; China, India, Japan, Nepal, and Vietnam; Australia; parts of Africa; Oman and the UAE; North Macedonia, Turkey and the UK. Areas of focus include peer mentoring, mentor courses, cross-cultural issues, and modalities such as face-to-face or online mentoring, and the chapters also highlight the value of different methodological tools for exploring mentoring situations, including cultural-historical activity theory and conversation analysis. The book’s conclusion highlights the potential of mentoring to widen access to learning and therefore address issues that relate to social injustice and inequality, particularly in, but not limited to, under-resourced contexts. This volume will be of particular interest to teacher educators, pre-service and in-service language teachers, and students and scholars of applied linguistics and English language teaching. Trade Review“International Perspectives on Mentoring in English Language Education is a groundbreaking compilation of research studies reflecting the depth and breadth of recent developments … . splendidly reflects the richness of mentoring experiences gained in strikingly different contexts in recent decades. Although my own experience as an emerging teacher-research mentor influenced which chapters resonated with me the most, all of them are suffused with a philosophy of mentoring that focuses on humanistic, reflective and collaborative approaches. Highly recommended.” (Erzsébet Ágnes Békés, Argentinian Journal of Applied Linguistics, Vol. 10 (2), November, 2022)Table of Contents1. Current developments in mentoring in English language education (Mark Wyatt and Kenan Dikilitaş).- 2. Peer-tutors as writing centre peer-mentors at the American University of Sharjah (Maria Eleftheriou, Zahraa Al-Dawood, Konstantina Spyropoulou, and Roger Nunn).- 3. Mentoring doctoral students: Challenging the loneliness of the long-distance novice researcher (Anne Burns).- 4. Mentoring through modeling and socialization: Insights from China and Nepal (Peter I. De Costa, Laxmi Prasad Ojha and Luqing Zang).- 5. Contradictions in a TESOL mentoring program in Vietnam: Implications for practice (Hoa Thi Mai Nguyen and Thi Lan Anh Tran).- 6. Systematic Informed Reflective Practice: Facilitating knowledge and agency co-construction through mentoring (Elena Ončevska Ager).- 7. Learning to mentor junior high school teachers in Japan (James Hall and Fiona Copland).- 8. Reflections on mentoring in-service English language teachers in Oman drawing on Malderez and Bodóczky’s ‘Mentor Courses’ (Mark Wyatt).- 9. Mentoring at scale in India: The English Language Initiative for Secondary Schools (Simon Borg).- 10. Is it cultural or personal?: Exploring interwoven factors influencing mentoring conversations (Melissa K. Smith and Marilyn Lewis).- 11. Transformative mentoring in a pre-school bilingual context in Turkey (Kenan Dikilitaş and Simon Edward Mumford).- 12. Collaboration, collegiality, co-production: Mentoring exploratory practitioners in international contexts (Judith Hanks, Inés K. Miller, and Maria I. A. Cunha).- 13. Empowering teachers through mentoring within Language Teacher Associations: examples from Africa (Kuchah Kuchah and Amira Salama).- 14. Mentoring teacher-research – from situated practice to ‘global’ guidance (Richard Smith).- 15. Mentoring teacher-research online (Claudia Bustos-Moraga and Steve Mann).- 16. Mentoring presence for supporting international teacher-researchers (Kenan Dikilitaş, Aslı Lidice Göktürk Sağlam, Mariana Serra and Ruben Daniel Mazzei).- 17. Mentoring in English language education: Using current transnational practices to inform the future (Mark Wyatt and Kenan Dikilitaş).
£113.99
Springer International Publishing AG Transforming Education for Sustainability:
Book SynopsisThis book investigates how educators and researchers in the sciences, social sciences, and the arts, connect concepts of sustainability to work in their fields of study and in the classrooms where they teach the next generation. Sustainability, with a focus on justice, authenticity and inclusivity, can be integrated into many different courses or disciplines even if it is beyond their historical focus. The narratives describe sustainability education in the classroom, the laboratory, and the field (broadly defined) and how the authors navigate the complexities of particular sustainability issues, such as climate change, water quality, soil health, biodiversity, resource use, and education in authentic ways that convey their complexity, the sociopolitical context, and their hopes for the future. The chapters explore how faculty engage students in learning about sustainability and the ways in which working at the edge of what we know about sustainability can be a significant source of engagement, motivation, and challenge. The authors discuss how they create learning experiences that foster democratic practices in which students are not just following protocols, but have a stake in creative decision-making, collecting and analysing data, and posing authentic questions. They also describe what happens when students are not just passively receiving information, but actively analysing, debating, dialoguing, arguing from evidence, and constructing nuanced understandings of complex socioscientific sustainability issues. The narratives include undergraduate student perspectives on what it means to engage in sustainability research and learning, how students navigate the complexities and contradictions inherent in sustainability issues, what makes for authentic, empowering learning experiences, and how students are encouraged to persevere in the field.This is an open access book.Table of ContentsIntroductionPart I: Framing and reframing sustainabilityChapter 1: Sustainability, research, and the undergraduate science curriculumMaria S. Rivera Maulucci, Barnard College, Education Chapter 2: Ecology’s White nationalism problemRalph Ghoche, Barnard College, Architecture; Unyimeabasi Udoh, School of the Art Institute of Chicago Part II: Environmental justice and the undergraduate science curriculumChapter 3: Teaching chemistry in context: Environmental lead exposure – quantification and interpretation. Rachel Narehood Austin1, Ann McDermott2, Katrina Korfmacher3, Laura Arbelaez1, Jamie Bousleiman1, Arminda Downey-Mavromatis1, Rahma Elsiesy1, Sohee Ki1, Meena Rao1, Shoshana Williams1 (1: Department of Chemistry, Barnard College; 2: Department of Chemistry, Columbia University; 3: Department of Environmental Medicine, University of Rochester Medical Center) Chapter 4: What does cell biology have to do with saving pollinators?Jonathan Snow, Barnard College, Biology Chapter 5: Finding the most important places on Earth for birdsTerryanne Maenza-Gmelch, Barnard College, Environmental Science Chapter 6: Brownfield action: A web-based active learning simulationPeter Bower, Barnard College, Environmental Science; Sedelia Rodriguez, Barnard College, Environmental Science Part III: Undergraduate students, sustainability, and health in the urban environmentChapter 7: What We Make and What We Use: Environmental Impacts of Reuse in Design and ProductionSandra Goldmark, Barnard College, Theater Chapter 8: It turned into a BioBlitz: urban data collection for understanding and connectionKelly O’Donnell, Macaulay Honors College, CUNY; Lisa Brundage, Macaulay Honors College, CUNY Chapter 9: Going up: Incorporating the local ecology of New York City green infrastructure into biology laboratory coursesMatthew Rhodes; Krista McGuire, Chapter 10: The everyday action project: Teaching hygiene through artEmma Ruskin, Barnard College; Tal Danino, Columbia University Part IV: Climate change, politics, students, and the undergraduate curriculumChapter 11: Perspectives on teaching climate change: Two decades of evolving approachesStephanie Pfirman, Barnard College, Environmental Science; Gisela Winckler, Columbia University, Lamont–Doherty Earth Observatory Chapter 12: Moved to teach beyond political and geographic polarizationDeborah Becher, Barnard College, Sociology Chapter 13: Volcanoes, climate change, and societySedelia Rodriguez, Barnard College Chapter 14: Teaching about climate change from an astronomical perspectiveLaura Kay, Barnard College, Physics and Astronomy Chapter 15: Barnard’s fossil fuel divestment decision: Aligning endowments with institutional valuesRobert Goldberg, Barnard College, Chief Operating Officer; Stephanie Pfirman, Barnard College, Environmental Science; Rajiv Sethi,, Barnard College, Economics; Sandra Goldmark, Barnard College, Theatre Part V: Ecojustice pedagogies and enhancing college accessChapter 16: The UNPAK project: fostering friendships in scienceHilary Callahan, Barnard College, Biology; Michael Wolyniak, Hampden-Sydney College, Biology Chapter 17: Inclusive Pedagogy: Marching from Classroom to CommunityJoshua Drew, Columbia University, Ecology, Evolution and Environmental Biology; Jonathan Richardson Providence College, Biology; Laura Williams, Providence College, Biology Chapter 18: Collaboration, communication, and creativity: Practicing scientific values and skills in Environmental Science classroomsMary Heskel, Woods Hole Marine Biological Laboratory Chapter 19: Lamont-Doherty Secondary School Field Research ProgramRobert Newton, Columbia University, Lamont-Doherty Earth Observatory; Susan Vincent, Columbia University, Lamont-Doherty Earth Observatory Chapter 20: The Intercollegiate Partnership: Fostering Future Scientists and Responsible Citizenship through Experiential and Collaborative Learning in SciencePaul E. Hertz, Barnard College; Kyoko M. Toyama, LaGuardia Community College, City University of New York
£42.74
Springer International Publishing AG Teacher Evaluation Around the World: Experiences,
Book SynopsisThis book presents some of the leading technical, professional, and political challenges associated with the development and implementation of teacher evaluation systems, along with characterizing some of these systems in different countries around the world. The book promotes a broader comprehension of the complexities associated with this kind of initiatives, which have gained relevance in the last two decades, especially in the context of policies aimed at improving the quality of education. The first section of the book includes conceptual chapters that will detail some of the central debates around teacher evaluation, such as a) performance evaluation versus teaching effectiveness; b) tensions between formative and summative uses of evaluation; c) relationship between evaluation and teacher professionalization; and d) political tensions around teacher evaluation. In the second section, the book addresses specific examples of national or state-wide initiatives in the field of teacher evaluation. For this section, the authors have invited contributions that reflect experiences in North America, Asia, Europe, Oceania, and Latin America. In each chapter, a teacher evaluation system is presented, including their main results and validity evidence, as well as the main challenges associated with its design and implementation. This wide-ranging presentation of teacher evaluation systems around the world is a valuable reference to understand the diverse challenges for the implementation of teacher evaluation programs. The presence of conceptual chapters with others that illustrate how teacher evaluation has been implemented in different contexts gives the reader a comprehensive view of the complex nature of teacher evaluation, considering their technical and political underpinnings. It is a valuable source for anyone interested in the design, improvement, and implementation of teacher evaluation systems.Table of ContentsChapter 1. Introduction.- Part I. Topics of conceptual chapters.- chapter 2. Tensions between formative and summative uses of evaluation.- Chapter 3. Performance evaluation versus teaching effectiveness.- Chapter 4. Relationship between evaluation and teacher professionalization.-Part II. National and state-wide initiatives of teacher evaluation.- Chapter 5. Political tensions around teacher evaluation.- Chapter 6. Peru.- Chapter 7. Chile.- Chapter 8. Mexico.- Chapter 9. Tenessee, US.- Chapter 10. District of Columbia, US.- Chapter 11. South Korea.- Chapter 12. New Zealand.- Chapter 13. Singapore.- Chapter 14. China.- Chapter 15. Portugal.- Chapter 16. State of Baden-Württemberg and Free State of Bavaria, Germany.- Chapter 17. Conclusion.
£104.49
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.
£42.74
Springer International Publishing AG Politics of Quality Improvement in English
Book SynopsisThis book offers a rich account of how quality improvement agendas, informed by neoliberalism, create contradictory and complex contexts in which teachers produce different types of practices for specific purposes. Drawing on Michel Foucault’s analytical tools, archaeology and genealogy, this book weaves together findings from classroom observations, field notes and interviews to explore the dichotomies between practices focussing on day-to-day pedagogies and practices concerned with performance management and accountability initiatives. By attending to a Foucauldian conception of power and counter conduct, it explores new means of defining quality in teaching spaces. After considering existing quality assurance judgements, the book illuminates the significance of moving slightly away from an institutionalised enterprise culture and loosing relations with reductionist approaches as a starting point. While doing so, it reworks the idea of quality by presenting other ways of looking at the complex character of pedagogical real(s) with new insights into an emergentist and process-oriented conception of teaching practices. The book argues that we need to unlearn our existing knowledge of quality that overlooks contextual constraints and opportunities enmeshed in teaching practices. It questions the assumptions that the existing methods of observation are capable of quantifying the quality of education in a classroom or in a college in toto. By introducing the idea of documentisation, the book breaks new theoretical ground to show that this so-called system of robust accountabilities is not as self-evident as we believe and why we must rethink quality by unthinking our current common sense. Written for researchers in educational studies, practising teachers and policy makers, this book combines profound insights from theory and contemporary teaching practices with clear guidelines as to how educational policy making should be approached.Table of Contents1.- Introduction 2.- Neoliberalisation of education, observation practices and complexity theory 3.- Foucault and Complexity theory: using transversal directions for analysis 4.- Discursive practices in FE: analytic framework 5.- The world of Northland College6.- Sustaining the neoliberal ideology: modes of regulation, control and evaluation in FE inspection policy 7.- Neoliberalism in the interpretation of teaching practices 8.- Complexity of teaching practices and transversality of hierarchies 9.- Quality dispositif: Documentisation and multiplicities of power relations10.- Recapitulation, implications and recommendations.
£104.49
