Teacher training Books

Culturally Responsive Teaching in Music Education: From Understanding to Application, Second Edition, presents teaching methods that are responsive to how different culturally specific knowledge bases impact learning. It offers a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning. Designed as a resource for teachers of undergraduate and graduate music education courses, the book provides examples in the context of music education, with theories presented in Part I and a review of teaching applications in Part II. Culturally Responsive Teaching in Music Education is an effort to answer the question: How can I teach music to my students in a way that is culturally responsive? This book serves several purposes, by: Providing practical examples of transferring theory into practice in music education. Illustrating culturally responsive pedagogy within the classroom. Demonstrating

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Book SynopsisPeople who become professors are experts in their field. But how does a new academic, aspiring to become a professor, choose a field of study and plan a career that leads to professorship? This practical book answers this question, guiding aspiring academics step by step through the areas in which they need to demonstrate excellence if they are to gain the international recognition and professional profile which leads to a professorial post.Each chapter highlights real-life, internationally applicable examples of what successful achievements look like and what pitfalls to be aware of. Supported by an international survey of professors and their experiences working within university systems, the chapters outline key topics relevant to any aspiring professor. For example: Criteria for obtaining a professorship Carving out a specialist research niche Establishing an international reputation Advice on gettTable of Contents1. Developing your ten-year career plan; 2. Which university? Meeting the teaching, research and service criteria; 3. Contracts, accountability, roles and funding your salary; 4. Becoming an expert and a thought leader; 5. Mentorship and international networking; 6. Building your media presence and political impact; 7. Technology tools of the trade; 8. Publishing books; 9. Writing academic articles for publication and developing your academic profile; 10. Applying for research funding: A vital part of the journey towards professorship; 11. Leadership, mentoring and paying forward

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Book SynopsisMentoring History Teachers in the Secondary School supports mentors to develop the knowledge, skills and understanding essential to the successful mentoring of beginning history teachers who are undertaking their initial teacher training or being inducted into the profession as early career teachers. The authors critically explore models of mentoring and place subject specificity at the heart of every chapter, offering practical mentoring strategies rooted in the best evidence and research from the history teaching community.This book is a vital source of encouragement and inspiration for all those involved in developing the next generation of history teachers, providing accessible summaries of history-specific thinking on a range of topics alongside mentoring support. Key topics include: Understanding what being a subject-specific mentor of beginning history teachers involves Establishing a dialogic mentor-mentee relationship Supporting beginninTrade Review‘Mentoring History Teachers in the Secondary School is a very welcome and much needed addition to mentoring literature. It shows very clearly just why generic approaches to learning to teach a subject are not enough to support mentees become the very best history teachers that students in our schools deserve. The book celebrates the importance of subject-specific mentoring and supports mentors to reflect on their own practice as well as providing a wide range of strategies, tasks and discussion points to structure training activities and mentor meetings. Not only will this book be useful for ITE and ECT mentors, it will also provide food for thought for any history teacher looking to develop their own practice, with chapters ranging from developing substantive and disciplinary knowledge, to lesson planning and ways to engage with the History subject community. The book draws on an impressive range of literature and has lots of suggested reading for mentors and mentees alike. Whether you read from cover to cover or dip in for inspiration this book will be a valuable tool for new and experienced mentors, mentees and anyone supporting History teachers at any point in their career.’ Sally Burnham, History teacher, Mentor and Lead Practitioner, Carre’s Grammar School ‘The authors set the bar high in their expectations of mentors and of mentees but provide the detailed scaffolding required to enable both parties achieve those heights. Four things stood out for me. Firstly, the authors’ awareness of the human relationships at the heart of mentoring, the need to respond to individuals, each with their own personality, strengths, weaknesses and preconceptions of what being a teacher involves. Secondly, the absolute importance of initial mentoring and career-long training in the context of the subject specialism, history teaching, with its individuality of aims, processes and challenges. Thirdly, the enthusiasm and commitment of the authors – their description of the ‘joyous responsibility’ of mentoring kept me turning the pages. Finally, they tell us about teaching as well as about mentoring – readers will come away with ideas to improve their teaching as well as their mentoring. If this book had been available when I was a young teacher and then mentor, its pragmatic idealism would have made my progress in both roles far more effective and rewarding.’ Ian Dawson, former PGCE tutor, Director of Schools History Project and creator of thinkinghistory.co.uk ‘Hitherto there has been a void in literature containing subject-specific advice for History mentors and this wonderful book fills it emphatically. For too long subject-specific practices in mentoring have been overlooked, in favour of unhelpful generic approaches. Whilst the newly introduced Early Career Framework rightly places a welcome and long overdue emphasis on the role of the mentor, it does not offer a definitive recipe for action for mentors of beginning History teachers. This outstanding book offers such a recipe, guiding novice and experienced mentors alike through a range or pertinent aspects of the History mentors’ craft. It succeeds in outlining the challenges both trainees and mentors face in the crucial endeavour of mentoring. It explores policy, pedagogy, planning and classroom practice, and locates the pivotal role of the mentor, who is undoubtedly one of the greatest determinants in the success of a beginning History teacher. This timely and important guide serves as an ideal curriculum for mentors to follow and will undoubtedly become important to ITE providers and schools seeking to better support their trainee teachers. This book contains numerous practical examples that will inform the reader, supported with reference to a host of relevant academic and practitioner-based literature. Mentors truly matter, and this book will support all those wishing to help their trainees flourish in the secondary History classroom’ Tom Donnai, Subject Leader, PGCE History, University of Manchester ‘We are at a challenging crossroads in Teacher Education. On one hand there has been an increasing focus on subject specificity in DfE policy and in Ofsted inspection. On the other hand, the ITE landscape has been reworked and underpinned by far more generic core frameworks for trainee and early career teachers. This book is an important contribution in enabling school-based mentors to support new history teachers in ways which transcend the generic. The authors give careful and comprehensive consideration to the many issues which new teachers encounter in schools and offer clearly grounded, practical and subject-specific advice and guidance to support mentors in helping trainees to navigate these. The reflection points and tasks are especially helpful for mentors seeking to develop their own practice and encourage new history teachers to reflect critically on theirs as well. The chapters themselves are lively and well written, drawing on a wide range of theory and research; making this accessible and relevant to specific classroom issues. On this basis alone, I would recommend this book to anyone mentoring a history trainee or ECT. The authors are driven by a clear and genuine desire to empower both mentors and new history teachers to be critically aware practitioners, so that they can have a positive impact on history teaching in the long term. This underpinning ethic provides a powerful justification for the authors’ recommendations and means the book will certainly stand the test of time. It should be read not just by mentors, but by trainees, new teachers, as well as all those seeking to reform the ITE system.’ Alex Ford, Schools History Project Fellow & Senior Lecturer in History Education at Leeds Trinity University ‘At a time when the focus of new teacher education seems increasingly on general teaching techniques, this book is a timely reminder about the importance of the role of subject-specific training. It looks at how a mentor can guide a trainee or ECT to consider and overcome the unique challenges of teaching history. It does this by considering recent research, practical tasks to undertake and following up with further reading. The book comprehensively covers all aspects of mentoring, from the familiar topic of lesson planning to the less obvious potential and pitfalls of new technology. As a PGCE and ECT mentor this provides lots of sensible, well thought out advice about carrying out the role well, showing how the theory of teaching history underpins the proaction in the classroom and giving the beginning history teacher a stronger base from which to start their career.’ Swerupa Gosrani, Assistant Head of Humanities, History Teacher and mentor, Belper School in Derbyshire ‘As Crooks, Haydn and London point out, high-quality mentoring of beginning teachers is vital to the health of our education system; high-quality mentoring of beginning history teachers is vital to the future of school history. The authors show that such mentoring requires a distinct, subject-specific body of professional knowledge, beyond the knowledge of what makes effective history teaching. Yet, mentors are all too rarely provided with the opportunities to develop this necessary knowledge. Now, with this thorough, deeply researched and wide-ranging exploration of all that history mentoring involves - within and beyond the classroom - the authors provide an indispensable and timely guide for all those working with history teachers in the early stages of their career. Throughout, the authors draw on both research and their extensive expertise in working with beginning history teachers to identify their particular needs as history teachers: issues that are specific to the subject, such as handling controversial and sensitive histories in the classroom; aspects of teaching that beginning history teachers often find difficult, such as planning sequences of lessons as rigorous historical enquiries; misconceptions and knowledge gaps beginning history teachers often have. Readers are then provided with a wealth of practical, carefully-designed suggestions for mentoring activities that will help to address these particular, subject-specific needs, along with countless references to further useful resources and ideas about how to make the most of them with mentees. These well-structured practical ideas, along with the light shone on often-neglected areas of history teacher development, will change the way I mentor and work with fellow mentors. But more than that, by placing a microscope over all aspects of the history teachers’ craft and how they can be developed, the book will change the way I approach my own continuing development. I would encourage all history teachers to read it.’ Jonathan Grande, Head of History and Network Lead for History (KS3/4), Ark Pioneer Academy ‘This book is the key to being an excellent History mentor. Terry Haydn maps the territory, exploring the range of substantive knowledge required with realistic advice about how new teachers can acquire it on the journey. The curriculum turn in schools means that historiographical knowledge is needed too, or enquiry questions posed lose their power. Disciplinary understanding matters, or our new teachers will be helpless when called upon to explain differences in historical arguments and interpretations. The development of AI means that how we teach every subject will change, (Wineburg), and the best time to start thinking about this is now. New teachers are expected to collect generic strategies as if they are walkers in Scotland bagging Munros. It takes a very skilled History mentor to enable new teachers to turn these climbs into useful approaches in the History classroom. Vic Crooks and Laura London do this brilliantly. They understand the practicalities: they know you have little time for mentoring and you care deeply about the progress your pupils need to make. The ideas and examples explored in this book will enable you to understand what is at stake and help you to enjoy the role and do it well.’ Ali Messer, Associate Professor and PGCE Tutor, University of Roehampton ‘This book is an important and timely addition to the general literature on mentoring and more specifically it is a new and major contribution to mentoring in history. The book emerges at a time when a new landscape of teacher education is crying out for subject specific mentoring in schools. More than ever, we need well-educated/trained beginning teachers – teachers who can think and make subjects and particularly history come alive. We need confident beginning teachers who are able to justify pedagogical approaches and at times challenge orthodoxy. Mentors and mentoring have key roles to play in this development and yet there is a paucity of literature about subject specific mentoring. This book, written by leading authorities in the field, explores such key components as lesson planning, observation and how to support beginning teachers across a range of areas. It offers new and innovative approaches, for example the section on helping beginning teachers to plan lessons is a must read for all – including beginning teachers. At the heart of this work, and a central plank of the book, is the consideration of the mentor/mentee relationship and how this is conceptualised and understood by both parties and how this changes and develops during the training and ECT year. So often in works like this there is a lot of focus on, for example, how to plan a lesson or how to manage a class – the very practical elements/advice – with less attention on the why or rationale for the planning of lessons and the actions we might take in classrooms. This book offers both these dimensions. Through linking practical elements of mentoring to strong theoretical frameworks and through the provision of questions for discussion, a range of tasks to undertake and suggestions for further reading a more holistic view of how beginning teachers develop in history teaching is provided. I particularly commend the chapters on supporting beginning teachers to teach controversial and sensitive issues in history and the chapter on exploring the relationship between values and history education. Both chapters provide clear insights into difficult and, at times, challenging aspects of mentoring. After over 25 years of being involved in History teacher education there was much in this book that I found very refreshing and thought provoking. It is an essential read for all involved in history ITE. Gary D. Mills Associate Professor of History Education, University of Nottingham, President of HTEN ‘The long tradition of good practice in relation to nurturing and developing the mentors of beginning history teachers in schools has been disrupted and eroded in the last decade or so because of the turmoil in the ITE sector. The literature on good practice has been quite scattered and hard to reach. This book comes to the rescue. Colleagues with breadth and depth of experience in the field have synthesised very effectively the research and practical theorising that underpin best practice. Mentoring History Teachers in the Secondary School is a highly practical guide which also emphasises the ethical dimension of the role of mentoring the next generation of history teachers during their first few years of practice. Its focus on excellence in history teaching, and what beginning colleagues need to learn as they make the first part of their journey towards professional excellence, means that the book will have longevity, even as the world of teacher education continues to change. Both new and experienced mentors, and those leading teams of mentors, will find this an invaluable companion for their work.’ Helen Snelson, History PGCE Curriculum Leader, University of York. ‘Mentoring History Teachers in the Secondary School is essential reading for any History mentor or indeed History teacher. It is a timely and practical guide to History mentoring that draws on a wealth of subject-specific research and provides insightful links to classroom practice. The task-based scenarios in each chapter will be particularly invaluable to mentors; helpful question prompts to use with mentees are suggested to steer meaningful professional discussion and reflection. The authors clearly not only have a deep understanding and extensive experience of the specific challenges that face new History teachers, but also what quality subject-specific mentoring encompasses. It is this subject-specific focus that makes this book so unique and so useful for History mentors.’ Chris Weight, History Subject Lead for Suffolk & Norfolk SCITT Table of ContentsIntroduction: What is mentoring? Victoria Crooks 1. What subject knowledge and understanding do beginning history teachers need? - Terry Haydn 2. How to support beginning teachers to understand and utilise second order and substantive historical concepts - Victoria Crooks and Terry Haydn 3. Helping beginning history teachers to plan, deliver and evaluate lessons – Laura London & Victoria Crooks 4. Working with beginning history teachers to support all pupils’ learning - Victoria Crooks 5. Lessons Observation and Feedback – Laura London 6. Exploring the relationship between values and history education – Terry Haydn 7. Supporting history teachers develop approaches to teaching controversial issues – Laura London 8. Supporting beginning teachers’ use of ICT in the history classroom – Terry Haydn 9. Continuing professional development for beginning history teachers and mentors - Laura London

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Book SynopsisDrawing on international research and professional practice, this book provides a rich, detailed, and accessible guide to Communities of Practice (CoP) theory, with information on how the theory is constructed, the research that it rests on, and the ways that it has been used in thinking about learning and teaching in the further and adult education sectors. Exploring Communities of Practice in Further and Adult Education introduces CoP theory and the theory of learning that goes with it. It provides empirical examples of CoP research from a range of settings, including further and adult education, to illustrate how CoPs form and work within educational settings, including thinking about assessment and evaluation. It also explores how different CoPs work together and can learn from each other. With these key elements described, this book demonstrates how CoPs can be used in further and adult education settings to help understand more about how students and staffTable of ContentsContentsAcknowledgementsIntroductionChapter One:What is a community of practice, and why do I need to know?Chapter TwoWhere is the learning in a Community of Practice, and how does it happen?Chapter ThreeCommunities of Practice in further and adult education: what can we learn from the research?Chapter FourSetting up a Learning ArchitectureChapter FiveWhat Can Communities of Practice Actually Do? And What Can’t They Do?Chapter SixConstellations, boundaries, and brokersChapter SevenAssessment within a Community of PracticeChapter EightCommunities of Practice: opportunities and challenges for the further and adult education sectorsReferencesIndex

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Book SynopsisWhat can concerned parents and carers do to ensure their children, of all ages, develop great learning habits which will help them achieve their maximum at school and in life? This is probably one of the most important questions any parent can ask and now John Hattie, one of the most respected and renowned Education researchers in the world draws on his globally famous Visible Learning research to provide some answers. Writing this book with his own son Kyle, himself a respected teacher, the Hatties offer a 10-step plan to nurturing curiosity and intellectual ambition and providing a home environment that encourages and values learning. These simple steps based on the strongest of research evidence and packed full of practical advice can be followed by any parent or carer to support and enhance learning and maximize the potential of their children. Areas covered include: Communicating effectively with teachers Being the first learner' and demTrade Review"John Hattie has devoted his life to helping children learn—and enjoy learning. This book is chock full of great ideas for how parents can help their children become eager and effective learners." Carol Dweck, author of ‘Mindset’ and Lewis & Virginia Eaton Professor of Psychology, Stanford University, US "A provocative new look at how parents can best support their children’s learning underpinned by both in depth research evidence and hands on parenting. From the man who used mass research to show teachers how to get the best out of their teaching and his schoolteacher son, an irresistible combination and a fascinating insight for parents." Wendy Berliner, author of ‘Great Minds and How to Grow Them’ and ‘How to Succeed at School’ "The most precious gift we can give our children is the confidence, capacity and appetite for learning. To not shy away from things that are challenging, changing and complicated is the foundation for a fulfilling and adventurous life. But how best to lay that foundation? In their new book, father and son team John and Kyle Hattie offer sound, practical advice that is based on an irresistible blend of solid scholarship and wise first-hand experience. One of the best parenting books I have ever read." Guy Claxton, author of The Learning Power Approach and The Future of Teaching "As a father of three and an educationalist, I have read many books on family education. When I got John and Kyle Hattie's manuscript to read, something happened that has never happened before: I couldn't stop reading! From my point of view, the book is a treasure trove of helpful hints and vivid examples, full of life experience and scientific foundation. The latter is worth emphasising from my point of view: everything that is presented in the book can be scientifically proven - and that without having a scientific duct. In my opinion, this makes the book stand out in the long line of parenting guides that often spread more myths than truths. In other words, it is a book in which research and practice merge and parents get the help they need to give their children the best possible education." Klaus Zierer, Professor of Education, University of Augsburg, Germany Praise received for John Hattie’s previous work: "Reveals teaching’s ‘holy grail" Times Educational Supplement "John Hattie has made a supersized contribution to the improvement of learning. Visible Learning came crashing on the scene in 2009 and got the attention of all of us. What I especially like is how Hattie and team continue to be internally critical and externally open to considering all possibilities. Their new series in search of ’the Gold Standard’ is typical of Hattie’s commitment and skill in processing criticism and modelling continuous learning and improvement. A million books! Congratulations for a monumental achievement and the promise of more, and more" Michael Fullan, OC. Professor Emeritus, OISE/University of Toronto. "I’m not sure John knows his own impact - I can’t think of anyone in education on this planet with a higher effect size. We teachers needed a sieve to sort the research that helps teachers make a difference, from the research that doesn’t. John provided it and now we all know how to increase our own impact. Thank you John!" Geoff Petty, Author of ‘Teaching Today’ and ‘Evidence-Based Teaching’ "Education research suffers from an embarrassment of riches—there’s too much of it! John Hattie has been a resolute leader in summarizing this wealth of information into practical terms that are digestible yet reliably capture the essence. Better still, they translate readily to classroom practice! Hattie’s success and influence are richly deserved." Dan Willingham, Professor of Psychology, University of West Virginia, author of ‘Why Don’t Students Like School?’ "Everything changed when Visible Learning revealed the key messages from research into influences on learning. Thousands of studies brought together confirmed what we must focus on … educators across the world continue to have a reference point for what matters in guiding thinking and practice." Shirley Clarke, Author of ‘Unlocking Formative Assessment’ and ‘Thinking Classrooms’ "John Hattie's contributions to generations of students, teachers, and educational leaders around the world are profound and lasting. He has that rare combination of courage and humility, fearlessly challenging conventional wisdom while continually improving and expanding his work. He makes our profession and the world of education better, and children on every continent benefit from his scholarship, wisdom, and practical guidance." Douglas Reeves, Creative Leadership.net "Hattie’s work enables us to see the effects of what teachers do in the classroom. His work on lesson preparation is one of those must-reads for all teachers. In teaching we are often looking for those light-bulb moments of illumination. Hattie has mapped the hidden wiring." Huw Thomas, Former Headteacher, college lecturer and Diocesan Director of Education "In a world where educators are often tempted and encouraged to utilize the latest fads to support student learning, John Hattie’s Visible Learning books serve as exceptional resources. Every practicing teacher, school administrator, and education researcher should have these books on their shelves." Eric M. Anderman, Professor of Educational Psychology, The Ohio State University "John Hattie has a dream that one day every child learns not by chance, but by design. He has a dream that one day the expertise which is all around us gets together and changes the system. He has a dream that one day teachers ask themselves the powerful question "What works best?" instead of only "What works". And he has a dream that one day teachers always seek maximum impact. And – most important – he lives his dream. He has started the fire with his passion. He sparked the learning. And he sparked the teaching. Congratulations John and: Know your impact!" Klaus Zierer, Professor of Education, University of Augsburg, Germany, and Associate Research Fellow of the ESRC-funded Centre on Skills, Knowledge and Organisational Performance (SKOPE) at the University of Oxford "John Hattie has devoted his life to helping children learn—and enjoy learning. This book is chock full of great ideas for how parents can help their children become eager and effective learners." Carol Dweck, author of ‘Mindset’ and Lewis & Virginia Eaton Professor of Psychology, Stanford University, US "A provocative new look at how parents can best support their children’s learning underpinned by both in depth research evidence and hands on parenting. From the man who used mass research to show teachers how to get the best out of their teaching and his schoolteacher son, an irresistible combination and a fascinating insight for parents." Wendy Berliner, author of ‘Great Minds and How to Grow Them’ and ‘How to Succeed at School’ "The most precious gift we can give our children is the confidence, capacity and appetite for learning. To not shy away from things that are challenging, changing and complicated is the foundation for a fulfilling and adventurous life. But how best to lay that foundation? In their new book, father and son team John and Kyle Hattie offer sound, practical advice that is based on an irresistible blend of solid scholarship and wise first-hand experience. One of the best parenting books I have ever read." Guy Claxton, author of The Learning Power Approach and The Future of Teaching "As a father of three and an educationalist, I have read many books on family education. When I got John and Kyle Hattie's manuscript to read, something happened that has never happened before: I couldn't stop reading! From my point of view, the book is a treasure trove of helpful hints and vivid examples, full of life experience and scientific foundation. The latter is worth emphasising from my point of view: everything that is presented in the book can be scientifically proven - and that without having a scientific duct. In my opinion, this makes the book stand out in the long line of parenting guides that often spread more myths than truths. In other words, it is a book in which research and practice merge and parents get the help they need to give their children the best possible education." Klaus Zierer, Professor of Education, University of Augsburg, Germany Praise received for John Hattie’s previous work: "Reveals teaching’s ‘holy grail" Times Educational Supplement "John Hattie has made a supersized contribution to the improvement of learning. Visible Learning came crashing on the scene in 2009 and got the attention of all of us. What I especially like is how Hattie and team continue to be internally critical and externally open to considering all possibilities. Their new series in search of ’the Gold Standard’ is typical of Hattie’s commitment and skill in processing criticism and modelling continuous learning and improvement. A million books! Congratulations for a monumental achievement and the promise of more, and more" Michael Fullan, OC. Professor Emeritus, OISE/University of Toronto. "I’m not sure John knows his own impact - I can’t think of anyone in education on this planet with a higher effect size. We teachers needed a sieve to sort the research that helps teachers make a difference, from the research that doesn’t. John provided it and now we all know how to increase our own impact. Thank you John!" Geoff Petty, Author of ‘Teaching Today’ and ‘Evidence-Based Teaching’ "Education research suffers from an embarrassment of riches—there’s too much of it! John Hattie has been a resolute leader in summarizing this wealth of information into practical terms that are digestible yet reliably capture the essence. Better still, they translate readily to classroom practice! Hattie’s success and influence are richly deserved." Dan Willingham, Professor of Psychology, University of West Virginia, author of ‘Why Don’t Students Like School?’ "Everything changed when Visible Learning revealed the key messages from research into influences on learning. Thousands of studies brought together confirmed what we must focus on … educators across the world continue to have a reference point for what matters in guiding thinking and practice." Shirley Clarke, Author of ‘Unlocking Formative Assessment’ and ‘Thinking Classrooms’ "John Hattie's contributions to generations of students, teachers, and educational leaders around the world are profound and lasting. He has that rare combination of courage and humility, fearlessly challenging conventional wisdom while continually improving and expanding his work. He makes our profession and the world of education better, and children on every continent benefit from his scholarship, wisdom, and practical guidance." Douglas Reeves, Creative Leadership.net "Hattie’s work enables us to see the effects of what teachers do in the classroom. His work on lesson preparation is one of those must-reads for all teachers. In teaching we are often looking for those light-bulb moments of illumination. Hattie has mapped the hidden wiring." Huw Thomas, Former Headteacher, college lecturer and Diocesan Director of Education "In a world where educators are often tempted and encouraged to utilize the latest fads to support student learning, John Hattie’s Visible Learning books serve as exceptional resources. Every practicing teacher, school administrator, and education researcher should have these books on their shelves." Eric M. Anderman, Professor of Educational Psychology, The Ohio State University "John Hattie has a dream that one day every child learns not by chance, but by design. He has a dream that one day the expertise which is all around us gets together and changes the system. He has a dream that one day teachers ask themselves the powerful question "What works best?" instead of only "What works". And he has a dream that one day teachers always seek maximum impact. And – most important – he lives his dream. He has started the fire with his passion. He sparked the learning. And he sparked the teaching. Congratulations John and: Know your impact!" Klaus Zierer, Professor of Education, University of Augsburg, Germany, and Associate Research Fellow of the ESRC-funded Centre on Skills, Knowledge and Organisational Performance (SKOPE) at the University of Oxford "10 Steps to Develop Great Learners is an especially recommended addition to personal, professional, community, school district, college, and university library Education Psychology and Parenting collections and supplemental studies curriculum lists." Midwest Book Review Table of ContentsThe Main Messages - The 10 mind frames Part I: Setting the scene 1. I have appropriately high expectations 2. I make reasonable demands and am highly responsive to my child 3. I am not alone II: The foundations to develop learners 4. I develop my child’s skill, will and sense of thrill 5. I love learning 6. I know the power of feedback and success thrives on errors III: Learning and schooling 7. I am a parent not a teacher 8. I expose my child to language, language, language IV. The big picture story 9. I appreciate that my child is not perfect, nor am I 10. I am an evaluator of my impact Glossary Appendix: The evidence

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Book SynopsisNow in its second edition, Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model presents a conceptual base for shaping the classroom experience through inquiry-based teaching and learning. Using their Inquiry Design Model (IDM), the authors present a field-tested approach for ambitious social studies teaching. They do so by providing a detailed account of inquiry's scholarly roots, as well as the rationale for viewing questions, tasks, and sources as inquiry's foundational elements. Based on work done with classroom teachers, university faculty, and state education department personnel, this book encourages readers to transform classrooms into places where inquiry thrives as everyday practice. The second edition includes a new chapter highlighting three ways that the blueprint acts as an assessment and curriculum system, and includes updated and enhanced references throughout the book.Both pre-service and in-service teachers are suTable of ContentsIntroductionChapter 1. Inquiry and the Inquiry Design ModelChapter 2. Questions MatterChapter 3. Tasks Matter, Too!Chapter 4. Sources Are the MatterChapter 5. Assessment and InquiryChapter 6. ConclusionReferences

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Book SynopsisStrongly grounded in research and rich with practical examples for educators, this book demonstrates the importance and benefits of kinaesthetic learning in young childrenâs learning and development.Kinaesthetic or hands-on active learning is extremely important for young childrenâs personal, social and cultural development. Without this kind of learning children may be at risk of poor behaviour, social development and academic learning outcomes. This book shares concrete examples of authentic kinaesthetic learning experiences, across different discipline areas, in a range of Early Childhood contexts. The chapters outline practical approaches to kinaesthetic learning in the classroom to help educators to engage young children, covering curriculum areas such as the arts, mathematics, literacy, digital technologies and English as a foreign language. These practical examples are supported by a range of research and theories related to the benefits of kinaesthetic learning for yoTrade Review'As this book consistently aims to provide the reader with varied research studies that promote the learning benefits of kinaesthetic education, so too does it simultaneously advocate for play-based early learning environments. A preschool or kindergarten teacher looking to reaffirm their use of hands-on learning and incorporate new ideas for it would gain insight into developing their practice from reading this book. Drawing from the detailed chapters, they could apply the myriad of ideas and strategies to content-related elements in their classrooms. This book would also serve as a good option in a pre-service setting to set a foundational understanding of early childhood theoretical concepts for students while increasing awareness of the importance of kinaesthetic learning in early childhood education.'Lori Blake, Assistant Professor of Early Childhood Education, Central Connecticut State University, USA.Table of Contents1. The importance of kinaesthetic learning for early childhood 2. Kinaesthetic learning: A systematic review in early childhood education contexts 3. Learning by doing: a self-narrative approach to children's experiential learning 4. Practice-based approaches to kinaesthetic learning 5. A kinaesthetic approach to teaching mathematics education in the early years 6. An investigation of the use of arts-based embodied learning in early years classrooms 7. The body as an instrument of knowing: Kinaesthetic learning with and through the arts 8. Digital technologies and kinaesthetic learning for early years boys 9. Building a bridge: LEGO as a kinaesthetic tool to facilitate play-based learning in early childhood and beyond 10. Embodied scaffolding and kinaesthetic learning in Finnish early childhood education 11. Concluding comments

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Book SynopsisThe SENCO Survival Guide, Third Edition is an informative, accessible resource containing practical advice to help SENCOs manage their responsibilities and lead their school effectively towards a common goal.The book sets out a whole school approach to inclusion and supports SENCOs in mainstream or special schools at every key stage. This fully revised new edition features: a focus on high quality teaching, with ideas for classroom practice to include and engage all children and young people an introduction to SEN support and education, health and care plans, based on the Code of Practice graduated response strategies to break the cycle of SEND low achievement and guidance on how to create a SEND-friendly environment advice on the role of the modern SENCO, including assessment, provision mapping, preparing for OFSTED, disability discrimination and equality advice on training, managing and deploying teaching assistants effectTable of ContentsIntroduction PART 1: Identifying the needs of learners with SEND Chapter 1: Rethinking SEND and Learning Difficulties Chapter 2: SEN Code of Practice Chapter 3: Special Educational Needs and Disabilities (SEND) PART 2: Providing for the needs of learners with SEND Chapter 4: Inclusion: Access, Challenges, Barriers Chapter 5: High Quality Teaching Chapter 6: SEN Support: A Graduated Approach Chapter 7: Education, Health and Care Plans Chapter 8: Multi-Agency Working Chapter 9: The SENCO Role Chapter 10: A Whole-School Approach Chapter 11: Developing Personalised SEND-Friendly Learning Environments PART 3: Evaluating progress for learners with SEND Chapter 12: Good Progress or Underachievement? Chapter 13: Developing Pupil Voice and Independence Chapter 14: Parents as Equal Partners Chapter 15: Walking the (SENCO) Job Conclusion: and SEND Review.

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Book SynopsisDiscover Creativity with 25 Year Olds explores young children's creative development and shares important insight as to why and how practitioners can encourage their natural curiosity. It will help early years practitioners and professionals to rediscover the joy of working creatively with young children and how to support them in developing their ideas, thoughts and feelings through creative expression and opportunities. The book provides an in-depth account of what creativity is and how best to support children in their creative endeavours. Covering the prime areas of the early years foundation stage, it is packed with engaging, cost-effective and achievable activity ideas to support the young creative mind. Including case studies, discussion boxes and reflective points, the chapters consider key topics underpinned by theoretical perspectives including: - Understanding he unique differences and needs of toddlers and pre-school children- Table of ContentsContentsAbout the AuthorAcknowledgementsIntroductionPART 1 Looking deeper at creativity What it means to be a creative toddler What it means to be a creative pre-schooler Pioneering Influences Forming respectful relationships Developing an environment for creativity Resourcing for creativity Exploring outdoors PART 2 Let them play: Provocations Discover Cooking with young children Discover Communication and Language Discover Physical Discover Outdoors References Index

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Book SynopsisLollipop Logic employs visual and pictorial clues to introduce and reinforce high-powered thinking for pre-readers.Seven different thinking skillsârelationships, analogies, sequences, deduction, inference, pattern decoding, and critical analysisâare presented in a format designed to appeal to gifted young learners. This straightforward, one-of-a-kind tool gives wings to pre-readers and non-readers who are ready for a challenge but donât yet have the reading skills for more traditional critical thinking activities. Now with full-color illustrations, this beloved classic has been fully updated with refreshed activities, images, and text to help young learners continue to soar into the stratosphere of thinking skills far beyond their reading levels.Table of ContentsAbout This Book Teacher's Instructions Reproducible Lessons Sequential Synthesis (Lessons 1–8) Relationships (Lessons 9–16) Analogies (Lessons 17–24) Deductive Reasong (Lessons 25–31) Pattern Decoding (Lessons 32–39) Inference (Lessons 40–49) Crticial Analyzing Skills (Lessons 50–52) Answers

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Book SynopsisThe fourth edition of this reader-friendly book offers an accessible introduction to conducting qualitative research in education. The text begins with an introduction to the history, context, and traditions of qualitative research, and then walks readers step-by-step through the research process. Lichtman outlines research planning and design, as well as the methodologies, techniques, and strategies to help researchers make the best use of their qualitative investigation. Throughout, chapters touch on important issues that impact this research process such as ethics and subjectivity and making use of technology.The fourth edition has been thoroughly revised and updated featuring new examples, an increased focus on virtual and digital data collection, and the latest approaches to qualitative research.Written in a practical, conversational style and full of real-world scenarios drawn from across education, this book is a practical compendium on qualitative research in education ideal for graduate and advanced undergraduate research methods courses and early career researchers alike.Hear Marilyn discuss what inspired her to write this fourth edition and what readers can expect. In this podcast episode of The Qualitative Report, she discusses the various types of qualitative research and what defines quality and rigor as well as current issues in education and how qualitative research methods can be used to address them. Finally, she shares her thoughts about technology and the future of qualitative research.Trade ReviewFrom the book cover to the way she organizes and writes the chapters, Lichtman invites readers to join her on a journey to learn how qualitative research can address some of education’s most pressing problems. Up-to-date, easy to read, and useful, this book has earned a permanent place on my bookshelf [...] the way Lichtman weaves in personal stories makes one feel like she is right there with you–your personal qualitative research 'guide on the side'.-Marti Snyder, Professor in the Abraham S. Fischler College of Education and School of Criminal Justice; Director of Faculty Professional Development in the Learning and Educational Center at Nova Southeastern University (NSU), as reviewed in TQRFull book review can be found hereI fully anticipate that future instructors and students will be able to work through this text and finish it with the ability to not only conceptualize and carry out a research study but be able to do so with confidence and a mindset that qualitative inquiry offers us an exciting journey for understanding phenomena which impact us as well as our world. In summary, I have no doubt that students and teachers as well as those who simply want to get some fresh insights into will find this latest edition to be well-worth reading. I know that I continue to draw new insights from it and give it my highest recommendation.- James A. Bernauer, Robert Morris University, as reviewed in FQSFull book review can be found here Lichtman displays a unique understanding of the importance of qualitative research in our examination of 21st-century education. Those of us in the academy should celebrate her books as periodic reminders of that importance. In addition, her Qualitative Research in Education (2023, Fourth Edition) is an excellent how-to text for all who practice qualitative research. This book should be on the shelf of every practitioner, both those new to the field as well as those of us who need a refresher course on why we do this work.- Henry M. Smith, EdD., Assistant Professor at the Johns Hopkins University School of Education, former U.S. Assistant Secretary of Education.Table of ContentsPART 1: TRADITIONS, THEORY AND PRACTICE 1. Introduction and Overview of the Field 2. Learning How to Be a Qualitative Researcher 3. Ethical Issues in Qualitative Research 4. Reflexivity and Subjectivity 5. Philosophy, Theory, Theories, and Frameworks PART 2: PLANNING YOUR RESEARCH 6. Identifying Research Areas and Questions 7. Role and Function of a Review of Research 8. Using Social Media, Technology and the Internet 9. Designing Your Research: Part 1 10. Designing Your Research: Part 2 PART 3: COLLECTING, ORGANIZING, AND COMMUNICATING 11. Judging and Evaluating 12. Gathering Data (Interviews, Observations, Documents, Other) 13. Making Meaning From Your Data 14. Communicating and Connecting 15. Thinking About the Future

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Book SynopsisIn the third edition of a bestseller, author Deborah Blaz helps you differentiate lessons for your world language students based on their learning styles, interests, prior knowledge, and comfort zones. This practical book uses brain-based teaching strategies to help students of all ability levels thrive in a rigorous differentiated learning environment. Each chapter provides classroom-tested activities and tiered lesson plans to help you teach vocabulary, speaking, listening, reading, and writing in world language classes in ways that are interactive, engaging, and effective for all learners.Features new to this edition include: activities aligned with the latest ACTFL and CEFR standards ideas and activities for project-based learning, virtual learning, and learning with digital tools, such as ChatGPT up-to-date latest guidance on learning styles and using variety in teaching more photocopiable forms, checklists, and handouts for suggested aTable of ContentsDetailed Contents Meet the Author Preface New to the Third Edition I. DIFFERENTIATED INSTRUCTION: WHAT IT IS/ WHAT IT ISN’T What is differentiated instruction?.................................................. Definition………………………………………………… What differentiation is not………………………………. Important beliefs and practices…………………………………… Some research to support differentiation…………………………. II. FROM CONTENT TO PROCESS TO PRODUCT Content, or What to Teach………………………………………… Process, or How to Practice…………………………………………. Product, or How to Assess………………………………………… Preparing yourself……………………………………………….. Preparing the students…………………………………………… Management issues and ideas…………………………………… III. PLANNING A DIFFERENTIATED UNIT Identify what is to be taught (Content………………………….. Pre-assess students’ needs and capabilities……………………… Choose the form(s) of assessment to use (Product)…………….. Decide on the method of presentation………………………….. Classroom environment………………………………………… Select a variety of learning strategies (Process)…………………. Sample units……………………………………………………… IV. IDEAS SMORGASBORD: Vocabulary Study, Speaking and Listening Low-prep and high-prep activities list…………………………... Activities listed by proficiency levels…………………………... Tic-tac-toe for description of people…………………… Vocabulary……………………………………………………… Speaking/Listening……………………………………………… V. Ideas Smorgasbord: Reading Pre-reading ………………………………………………………. Reading ………………………………………………………….. Post-reading ……………………………………………………… Post-reading projects…………………………………… List: Everyday Texts……………………………………………. VI: Ideas Smorgasbord: Writing and Review Writing…………………………………………………………… Review…………………………………………………………… List: ABCs of Products…………. ……………………………. VII. Differentiated Assessment Formal and Informal……………………………………………. Use choice ………………………………………………….…… Use context……………………………………………………… Use variety………………………………………………….…… Managing grades…………………………………………….….. VIII. Reflections on Differentiation Guidelines…………………………………………………….. Graphics………………………………………………………… Support Systems………………………………………………….. Frequently Asked Questions and Answers………………………. APPENDIX A: CHECKLISTS FOR A VARIETY OF PRODUCTS…… APPENDIX B : THE LANGUAGE OF DIFFERENTIATED INSTRUCTION: KEY WORDS AND CONCEPTS………………………………………………. APPENDIX C: STANDARDS REFERENCED IN THIS BOOK……… Bibliography………………………………………………………………

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Book SynopsisDigital tools have a clear educational purpose, but how do we help students with the darker corners of the web? This book provides timely, much-needed advice for educators on how to teach students to handle the anger and divisiveness that pervades social media and that is impossible to ignore when using tech for other purposes. Author Andrew Marcinek provides strategies we can use to help students with issues such as navigating relationships; understanding digital ethics and norms; returning to a balance with screen time; reclaiming conversation; holding yourself accountable; creating a new digital mindset; and more.Throughout, there are practical features such as Pause and Reflects, Teachable Moments, and classroom activities and lesson plans, so you can easily implement the ideas across content areas and grade levels.Table of ContentsMeet the Author Introduction: From Sharing to Shouting: How Did We Get So Angry? 1. Where We’re Going, There Are No Rules 2. Stepping Off to Step Up 3. Engage in Self-Reflection 4. Leverage Nostalgia 5. Define Your Balance 6. Be Accountable Afterword: Bringing It All Together

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Book SynopsisDedicated to the technical talent underpinning research, teaching and innovation within universities and research institutes, this book highlights the vital contributions of technicians to the higher education and research sector.Exploring the varied definitions of the technical role and recent developments in the professional landscape, this book brings together a diverse set of contributors who each discuss their unique, first-hand and authentic perspectives on this crucial community. Initial chapters cover the varied definitions of the technical role, explore the current demographics of this workforce and provide a history of the origins of the profession. The book continues to explore broad themes that are key components of the roles of the modern-day technician including teaching, research, leading core facilities, health and safety, procurement, environmental sustainability and research culture. It concludes by looking to the future and explores recent developments in t

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Book SynopsisOver the past two years, the Primary Education Voices podcast has welcomed dozens of inspirational educators with a variety of roles across primary education to share what they are passionate about. This book gives some of these educators the chance to discuss their ideas, research and reflections in a more in-depth manner to help the reader reflect more deeply about their own practice.This publication is a collation of writing of incredible philosophies, resources and ideas from primary practitioners, for primary practitioners. Engaging chapters cover a wide range of topics for the contributors of this book to share: from developing the right ethos and culture in your school or classroom, to considering how to make your curriculum more rich and inclusive, to considering how to look after your own well-being and vitality in the role of a primary educator. Within each chapter, you will hear from a number of contributors and be given the space to reflect on what they havTable of ContentsIntroduction Ethos and Attitudes Relationships in Education Curriculum Leadership and Design Teaching and Learning Approaches Developing as an educator Using Books in the Classroom Behaviour and Pastoral Care Diversity and Representation Using Technology in the Classroom Well-being and Keeping Fresh as a Teacher

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Book SynopsisAre you overwhelmed by the amount of paperwork that SEND generates in your school? Would you like to spend more time improving the quality of teaching and learning for pupils with SEN or disabilities? If so, this is an essential book for you.Beating Bureaucracy in Special Educational Needs shows how schools can tackle SEND bureaucracy by reducing the need for provision that is additional to or different from' that available to all pupils, through developing inclusive environments, curricula and teaching. This means placing fewer children on SEND registers and focusing SEND Code of Practice procedures squarely on those pupils with more complex needs.Fully revised and updated, the fourth edition of this bestselling, practical text demonstrates what can be achieved, with new case studies describing schools with outstanding SEND provision, inclusive teaching and successful partnerships with parents. The book also explores how SENCOs can effectively rTable of ContentsAcknowledgements Preface 1 - The SEN paperchase 2 - Doing SEN differently 3 - Setting targets and monitoring progress 4 - Adaptations to everyday classroom teaching 5 - Inclusive environments and curricula6 - Inclusive teaching 7 - Distributing responsibility8 - Planning additional provision9 - Using technology10 - Working in partnership: parents, pupils and outside agencies 11 - Making the change ConclusionBeating bureaucracy toolkit References Index

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Book SynopsisTo achieve their full potential, it is essential that children develop skills to become autonomous learners, yet this skill does not come naturally to many learners. This book is a practical teaching and planning guide to the theory, practice and the implementation of evidence-based approaches to develop essential metacognitive and self-study skills. How to Create Autonomous Learners explains how to get students, parents and partners on board and how to implement these ideas across a class, school, or consortium. Areas covered include: How to get children and young people ready to learn. Why it is important to teach learning strategies. Encouraging children to become more active in the process of learning while also nurturing the development of creativity. How to harness learner motivation as metacognition and motivation are highly linked.Easily applicable in any classroom, this essential resource supports children's development ofTrade ReviewA welcome resource for practitioners that combines theory, practice and implementation or the why, how and what of how to develop autonomous learners. This book will help you identify your starting point, navigate implementation at a time of hyper change and to know that you’ve had an impact.Sarah Philp, Psychologist, Coach and EducatorThis book is brilliant – an overview of metacognition, study skills and regulation. Lots of research, reflection questions, templates and strategy for school/colleges. I will be dipping in and out of this throughout 2023.Ross Morrison McGill, aka @TeacherToolkit, and Deputy HeadThis is an essential text for all those who are in the business of raising attainment and narrowing the poverty related attainment gap. It is thoroughly researched and full of evidence-based practice, yet highly accessible and practical. It will be equally useful for teachers, school leaders, senior officers and educational psychologists. The book is very well structured and each chapter is focused, well explained and supports deepened understanding through reflective practice. Readers will find the clear and very accessible articulations of strategies, and the chapter-by-chapter self-reflection especially useful and engaging.Sam March, Principal Psychologist, South Lanarkshire Council ‘This volume reviews theory and research linking metacognition, strategy instruction, active learning and student motivation and examines the self-regulated learning strategies necessary to help children become autonomous learners, enhance life-long learning and improve outcomes in areas such as literacy and study skills. With tools for self-reflection and audit in each chapter and practical guidance on implementing the learning strategies at school and local authority levels, this book will be of interest to teachers, school leaders, educational psychologists and policy makers.’James Boyle, Emeritus Professor of Psychology, University of StrathclydeTable of ContentsChapter 1: Introduction and orientationPART 1: Theory Chapter 2: Theoretical modelsChapter 3: Research into strategy instructionChapter 4: UK researchPART 2: Practice and pedagogyChapter 5: Metacognition and MindsetChapter 6: Metacognition and MotivationChapter 7: How should I teach a strategy?Chapter 8: Metacognitive strategies and how to teach themChapter 9: What cognitive strategies should I teach?Chapter 10: Successful study skillsPART 3: Implementation at the whole school or authority levelChapter 11: Whole school implementation Chapter 12: Pupil participationChapter 13: Parental EngagementChapter 14: Professional collaboration and a shout out for Educational PsychologistsChapter 15: Some Final ThoughtsAcknowledgements

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Book SynopsisA Practical Guide to Teaching Science in the Secondary School is designed to support student teachers as they develop their teaching skills and increase their broader knowledge and understanding for teaching science. It offers straightforward advice and inspiration on key topics such as planning, assessment, practical work, the science classroom, and on to the broader aspects of teaching science. This thoroughly updated second edition reflects on new expectations, requirements, and practices in science teaching, with chapters exploring key and contemporary topics such as: The nature of science and scientific argument The various kinds of thinking emphasised in science and how to exercise them How to engage students in learning Assessment for and of learning Diverse needs and how to meet them The use of technology to support teaching and learning Learning at a distance Designed to be used independently or alongside the popular textbook Learning to Teach Science in the Secondary School, this book is packed with revised and updated case studies, examples of pupils' work, and resources and activities in every chapter. It provides everything trainee and early career teachers need to reflect on and develop their teaching practice, helping them to plan lessons across the subject in a variety of teaching situations. Table of ContentsList of figures, tables and tasksSome common abbreviationsSeries editors’ introductionIntroduction to the second edition 1 Science and science education2 Preparing to teach science: your knowledge and planning for learning3 Teaching: supporting scientific thinking in the classroom4 Monitoring and assessing learning in science5 Learning from the student’s point of view6 Broader aspects of science teachingReferencesGlossaryIndex

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Book SynopsisAll students deserve access to a rich and meaningful math curriculum. This book guides middle and high school teachers toward providing all learners  including neurodiverse students  with the support necessary to engage in rewarding math content. Students who receive special education services often experience a limited curriculum through practices that create long-term disadvantages and increase gaps in learning. The tools and strategies in this book help teachers better understand their students to move them closer to their potential. Chapters include differentiation, assessment, classroom structure, and learning targets. Both general education math teachers who have not been trained in special education support and special education teachers with a limited background in standards-based math pedagogy will learn new skills to improve their teaching from this practical resource.Table of ContentsPart I Introduction 1. What We Believe about Teaching Math to Neurodiverse Students Part II: Before the Instruction Begins 2. Student Strengths, Needs, and Goals 3. Student Readiness 4. Crafting Learning Targets 5. Planning Differentiation Part III: During Instruction 6. Classroom Structures 7. Accommodations and Modifications 8. Graphic Organizers 9. Memory and Retention 10. Questioning 11. Manipulatives Part IV: After the Instruction 12. Assessment 13. Testing Accommodations 14. Data Analysis 15. Intervention

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Book SynopsisThis insightful new book explores perspectives on active learning as creative discovery, conceptualisations of active learning spaces and transitions from theoretical approaches to active learning practice. It draws on the experiences of academics, learning technologists and clinical practitioners, and invites the reader to think about our conceptualisations of active learning and to move beyond mere demonstrations of its effectiveness.With contributions from academics and NHS practitioners, this publication will make a unique contribution to the literature that increasingly points to the value, impact and reach of active learning pedagogy. It importantly addresses the need for active learning, highlighting some of the many theoretical issues that active learning raises through three broad lenses: The idea of active learning as creative play The use of theoretical models in designing active learning The transition from active learning theory to prac

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Book SynopsisThis new edition of Successfully Launching into Young Adulthood with ADHD provides firsthand guidance for both parents and professionals to help teens prepare for a bright future after high school.Trade Review"This superb guidebook deals with the largely unaddressed topic of helping parents assist their emerging adults into independence. All the issues a parent and their teen/young adults will confront in this transition are here, are well covered, and loaded with sound advice on how to address them. The authors have decades of experience in helping families, teens, and young adults with ADHD through this phase of life and, fortunately they have chosen to share all their wisdom with you here. There is no better book on this topic."Russell A. Barkley, Clinical Professor of Psychiatry, Virginia Commonwealth University Medical School, USA"The topics presented Successfully Launching into Young Adulthood are so on target for teens and adults as they enter the real world, which may not always be understanding of their needs. With excellent guidance and practical strategies to help parents support their adolescence as they navigate to transition, this book describes a multitude of postsecondary options and an accurate assessment of the tools a student needs to be successful. I found the honest experience of two parents who have been there, done that, to be exhilarating, encouraging, and most helpful." Beverly H. Johns, Learning and Behavior Consultant, Former Public School Administrator, Retired Professional Fellow, McMurray College, USA"Finally, a book for parents who need help guiding our kids as they navigate the transition into adulthood and independence. The authors provide excellent information on next steps after high school graduation, including challenges, solutions, and resources. As mothers of sons with ADHD, Dendy and Hughes speak from their rich personal and professional experiences. The authors give us hope for the future of our kids, and assurances that we can survive the struggle. I highly recommend this book."Belynda Gauthier, Past President CHADD National Board of Directors, Louisiana Capital Area CHADD Coordinator, and parent of two young adults with ADHD, USATable of Contents1. A Message of Hope 2. Bumps and Challenges That Lie Ahead 3. Ensure Success at School 4. Nurturing Self-Esteem and Natural Talents 5. Getting Along with Others 6. Managing Anxiety and Depression 7. Navigating the Middle and High School Years 8. Exploring Careers through Firsthand Experiences 9. Helping Teens and Young Adults Find Their Passion 10. Decisions, Decisions: Options after High School Graduation 11. Is College the Right Option for Your Teen (Now)? 12. Creating Your Own Personalized Gap Year Plan 13. What’s the Best College Option for Your Teen? 14. Community College: two-year professional and technical programs 15. Selecting and Applying to a College 16. Helping Your Teen Succeed in College 17. Helping Your Son or Daughter Launch a Career 18. Signs That Trouble May Be Brewing at Work 19. Hitting the Speed Bumps of Life 20. Our Photo Gallery of Hope Appendix Resources

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Book SynopsisThis book provides an opportunity for researchers, professionals, and practitioners working directly with gifted individuals to engage with and examine the concept of underachievement of highly capable and talented individuals from different perspectives.Chapters written by experts in gifted education from diverse backgrounds explore underachievement in principle, illuminate underachievement as a response to written and unwritten policy and practice, showcase ranges of intellectual capability outside of traditional academic subjects, shift deficit views of not meeting rigid expectations to honoring interests and cultural values of the individual, and provide suggested and proven practices and services as solutions to bridge the gaps in achievement and performance for gifted and talented students.Expertly blending theory with practice, Underachievement in Gifted Education is a must read for all practitioners, educators of gifted individuals, and researchers seeTable of ContentsAbout the EditorsAbout the ContributorsForewordColin SealeIntroductionKristina Henry Collins, Javetta Jones Roberson, and Fernanda Hellen Ribeiro PiskeSection 1: Perspective 1. Underachieving Gifted Children and Adolescents: What Teachers, Parents, and Researchers Must KnowDenise L. Winsor and Christian E. Mueller2. Underachievement of Gifted Learners in SchoolKeri M. Guilbault and Kimberly M. McCormick3. Underachievement in the Online Environment: Using Research-based Interventions for Underachieving Gifted StudentsKenneth J. Wright and Sally M. Reis4. The Phenomenon of Unsuccessful Gifted in Gifted Psychology ResearchLjiljana Krneta Section 2: Practice5. The Challenge and Promise of Creative UnderachieversJennifer L. Groman6. The Impactful Reality Of Underachievement Of Gifted Students: Scars For Their Entire LivesFernanda Hellen Ribeiro Piske and Kristina Henry Collins7. Addressing Underachievement Connected to Home-School Cultural Discontinuity: Extending Practices of Parent Engagement that Fosters STEM Talent Development Among Gifted Black StudentsKristina Henry Collins and Cheryl Fields-Smith8. Reversing Gifted Underachievement in Kazakhstan: Teachers’ Perception, Experiences, and Practices Zauresh Manabayeva and Daniel Hernández-Torrano9. Understanding and Utilizing Learner Profiles to Combat Apathy and Incurious Behaviors in The ClassroomVanessa Velasquez and Kristina Henry CollinsSection 3: Possibilities10. Breaking the Glass Ceiling: Equitable Leadership Practices to Help Alleviate Gifted UnderachievementJavetta Jones Roberson 11. Program Evaluation as a Capacity Building Tool in Gifted Education: A Call to Action to Maximize University-School PartnershipsAraceli Martinez Ortiz, Andrea Dennison, and Kristina Henry Collins 12. Identifying and Serving Culturally and Linguistically Diverse Gifted UnderachieversRachel U. Mun, Grizelle Larriviel, Robin Johnson, and Andrea Stewart 13. Translating Athletic Talent for Gifted Identification and Academic Talent Development: Expanding Frasier's New Window for Looking at Gifted ChildrenTony D. D. Collins II and Kristina Henry Collins14. Transitioning from Highly Talent Student to Highly Capable Adult: The Intersection of Life-wide LearningJoslyn Johnson

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Book SynopsisTeach your child or student basic computer science concepts and vocabulary and leave them clamoring for more!Beautifully illustrated and engagingly written, Little Computer Scientists is a whimsical exploration of computer science concepts for kids! Join a group of amateur coders as they work in binary, debug code, use HTML to build a website, and even create a LAN to game together. Using a captivating story and a diverse cast of characters, this picture book will introduce children to pertinent vocabulary and essential concepts needed to inspire an interest in computer science.Consider the companion guidebook Supporting the Development of Computer Science Concepts in Early Childhood to help dig even deeper, engender excitement, and provide a solid understanding of computer science that sets your learner up for future success!For effective use, this book should be purchased alongside the guidebook. The guidebook, Little Computer Scientists

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Book SynopsisDo you remember a time when you used the right words at the right moment, and they made all the difference? With the aim of helping you repeat that experience every day, this book provides hundreds of examples of what we call Great Teacher Language, a technique designed to help all teachers use words to transform student behavior and parent relationships. In their years of working at the K-12 levels, educators Hal Holloman and Peggy H. Yates have identified the exact phrases and key words you can use in your classroom to address inappropriate outbursts, a lack of respect and cooperation, student conflict, and more. Great Teacher Language will enable you to transform student behavior, parent relationships, and your classroom culture.This book features 11 Great Teacher Language Word Categories, which you''ll learn how to use in terms of self-talk, student talk, and parent talk: Words of Accountability, Words of Encouragement, Words of Grace, Words of Guidance, Words of High ExpTable of ContentsIntroduction. 1. Great Teacher Language: The Right Words at the Right Time. 2. The 11 Great Teacher Language Word Categories and Frameworks for Transforming Student Behavior and Parent Relationships in the Classroom and Beyond. 3. What Do Great Teachers Say on the First Day of School and the Days that Follow? 4. What Do Great Teachers Say when a Student is Passively Disengaged? 5. What Do Great Teachers Say when a Student is an Attention Seeker? 6. What Do Great Teachers Say when a Student Outburst Happens? 7. What Do Great Teachers Say when a Student Does Not Show Respect for Themselves or Others. 8. What Do Great Students Say when a Student Refuses to Cooperate or Challenges Them? 9. What Do Great Teachers Say when a Student Conflict Occurs? 10. Transforming your Classroom Culture into a Great Classroom Culture. Index of GTL Student Behavior Scenarios.

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Book SynopsisDesigned to mentor aspiring and current faculty, Becoming a Successful Community College Professor analyzes the ways in which the current institution of community colleges affects both staff and students, and presents strategies for effectively navigating the community college professor role from the point of job search to tenure status. With emphasis on key elements such as getting hired, class preparation, student needs, college policies and culture, and an abundance more, this book focuses on training professors to successfully overcome the challenges that the current academic climate presents. Through the inclusion of interview vignettes with faculty across the United States, this book represents a wide range of disciplines and closely examines socioeconomic classes, racial and ethnic identities, gender and sexuality, and the varying faculty positions within the community college. Coverage also consists of syllabi creation, assessment and grading, faculty ment

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Book SynopsisThe latest edition of Mindsets in the Classroom provides educators with ideas and strategies to build a growth mindset school culture, wherein students are challenged to change their thinking about their abilities and potential through resilience, perseverance, and a variety of strategies.This updated edition contains content from the first and second edition, eliminates content that is no longer relevant, and adds a layer of learning that has occurred since the original publication: lessons learned through more recent brain research, implementation of the concept by educators across the world, as well as the authorâs own observations and reflections after working in schools, coaching educators, and talking with teachers, administrators, parents, and students about their own mindsets.With this bookâs easy-to-follow advice, tasks, and strategies, teachers can grow a love of learning while facilitating the development of resilient, successful students.

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Book SynopsisWhile many educational books focus on creative and critical thinking skills, this ground-breaking work is the first to deal specifically with the ability to understand, question and evaluate information presented, broadly speaking, in story form. Story or narrative is central to our understanding of and interaction with the world around us. We only have to think of the mini stories' encapsulated in many advertisements; the way that topics in science the story of human evolution for example, in history and other subjects present themselves; the power of myths and legends to act as guides to moral behaviour; and the pervasive way that gossip, rumour and superstition can spread to recognise the benefits of heightening such awareness in young learners. Understanding the World Through Narrative explores the narrative structure of fiction, but uses this as a template to show how the story form appears in mythology and modern urban folklore, science, history, the media Table of Contents0.Introduction. 1.Narrative Fiction. 2.Myths, Legends, Fairy Tales and Folklore. 3.Scientific Narratives. 4.Historical Narratives. 5.Narratives in the Media. 6.Therapeutic Stories. 7.Stories for Learning.

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Book SynopsisFeaturing the experiences of over 70 successful female leaders in international, public, and private schools around the world, Finding Your Path as a Woman in School Leadership brings together interconnected stories about the realities of being a woman in K12 school leadership today. Women face distinct and unique challenges in pursuing a leadership pathway in schools; unfortunately, most of the obstacles facing women are hidden and only become visible when encountered on the journey to leadership. This book uncovers these invisible obstacles and shares the personal journeys of real women who have overcome them. Chapters feature powerful stories woven together to provide takeaway strategies and address common themes for women in leadership, including unconscious bias and daily microaggressions; physical, linguistic, and cultural expectations of leaders; perception (or reality) of lack of opportunities for women; impostor syndrome and double standards; and availability of mentTrade Review"Not only do the authors share stories and insights from female leaders around the world, but they turn these into actionable "how-tos" that every one of us can take and make our own. This book reminds educators that every one of them belongs in the leadership arena and that their ideas, their voice and their experiences matter. You will finish the book feeling inspired not only to lead, but to empower those around you to do the same." Dr. Rania Saeb, West Coast University & California State University, USA."In this insightful and honest gathering of voices, experiences, and tribulations, the authors suggest specific reflective practices to support and guide future women into leadership pathways. As a reflective experience the strategies can help women seeking leadership positions in moving forward; as a gathering space it can connect those who were interviewed to current and future leaders as a means of mentoring for success. If you are interested in these pathways, this is a book to read!"Dr. Beverly Shaklee, George Mason University, USA."What I appreciate about this book is that it acknowledges the systemic and cultural realities women face. This serves as a powerful tool in empowering women and redirecting the focus towards transforming the system, rather than placing the burden solely on women to adapt and change. By addressing these realities, the book provides a refreshing, much-needed perspective. The authors skillfully weave together the voices of inspiring leaders and the latest research, creating an inspiring and authentic connection with the reader."Ms. Kawai Lai, August Public, USA."Insightful and practical, this book engages with something for the head—a chance to reflect on evidence-based research and reframe one’s current thinking; for the heart—a focus on unique stories that will resonate and connect to a leader’s moral purpose; and for the hands—a call to action to make a positive difference in one’s self and in the lives of others. Centered on inclusive leadership, this transformational book will serve to inspire positive changes in aspiring and established school leaders alike."Ms. Sarah Plews, Sarah Plews Consultancy, USA. "With this book, Kim and Christina have created a juggernaut of a resource. Not only do these interviews validate the experiences of women everywhere aspiring to be leaders in education, but they also leverage those experiences by including relevant research to explain them. Moreover, each chapter includes pointed, sometimes provocative, prompts for even the most established leader to reflect on. This book is a call to action which will ideally result in a new generation of diverse, equitable school leadership."Ms. Adrienne Michetti, Ample Means Learning & Coaching, Canada."By allowing women leaders in education to share personal narratives in their own words, and by showcasing the experiences of women from various backgrounds, cultures, and contexts, this book establishes a sense of connection and relatability. It serves as a valuable resource for all leaders who aim to support and mentor emerging talent within their school communities, and as a roadmap for overcoming the obstacles that hinder women's progress, paving the way for a more inclusive and equitable educational landscape."Ms. Nancy Lhoest-Squicciarini, Educational Collaborative for International Schools, Luxembourg.Table of ContentsForeword Meet the Authors Acknowledgements Preface Part I: Seeing Yourself as a Leader Chapter 1: The Path to Leadership Chapter 2: Recognizing Your Potential to Lead Chapter 3; Uncovering Essential Skills for Female Leaders Chapter 4: Facing Imposter Syndrome: It Happens to Successful Leaders Too! Chapter 5: The Power of Mentorship for Women in Leadership Positions Part II: Facing the Realities of Leadership for Women Chapter 6: Double Standards for Women Leaders Chapter 7: The Old Boys' Club in School Leadership: The Elephant in the Room Chapter 8: Exploring Intersectionality for Women in Leadership Positions Chapter 9: Clarifying the Lack of Opportunity for Women in Leadership Part III: Strategies and Skills for Success Chapter 10: Seeing the Big Picture Chapter 11: Lessons Learned from Head-of-School Interviews Chapter 12: Strategies and Skills for Handling Difficult Conversations Chapter 13: How Busy Leaders Prioritize and Find Focus Chapter 14: Finding a Space of Well-Being in a Busy Leadership Role Chapter 15: Shaping a Culture of Well-Being and Leading By Example Chapter 16: Next Steps: Moving Toward Whole-School Change Appendix A Appendix B

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Book SynopsisSocial Justice through Pedagogies of Multiliteracies explores the ways in which pedagogies of multiliteracies can be used to promote and achieve situated forms of social justice, especially for minoritized L2 learners.This edited collection focuses on pedagogies of multiliteracies that seek to develop and strengthen L2 learner identity and agency within and outside formal educational contexts in bilingual, multilingual, multimodal, community, language, and teacher education. The volume contextualizes agency and identity around questions, ideologies, and issues related to language, gender, sex, sexuality, body, race, and ethnicity. Contributions illustrate the design and implementation of pedagogies of multiliteracies through a diverse range of modalities and settings: linguistic landscapes, graphic novels, picturebooks, photovoice, text, and imagery through instructor- and student-developed materials. The volume acknowledges, enacts, and builds upon the responsibility

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Book SynopsisWhat makes a good teacher? In 1991, Hartmut von Hentig attempted to answer this when he first formulated a ''Socratic oath'' for the profession, and it is a question which remains relevant today. In The Socratic Oath for Teachers, Klaus Zierer revisits and reframes the concept of a teacher's oath while also addressing challenges currently facing our societal developments in recent didactic-methodological research and fresh perspectives on the goals of the teaching profession. Referencing Socrates throughout, this short think piece proposes a professional oath for teachers that at its core is fully committed to the successful education and well-being of students.Drawing upon key research and his own experiences within education, Zierer answers the following questions, establishing how a professional oath may support teachers: What is a professional oath, and what can it do? What characterises teacher professionalism? What canTable of Contents1. Why this book?; 2. What is a professional oath, and what can it do?; 3. What characterises teacher professionalism?; 4. What can be understood by 'attitudes', and why are they crucial for a professional oath?; 5. Why is Socrates suitable as a guarantor for a professional oath of teachers?; 6. Why is a renewal of the Socratic Oath necessary?; 7. To whom is a commitment necessary and what must it contain?; 8. What happens next?

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Book SynopsisThis fully updated edition of a classic text explores established approaches to teaching that are grounded in research and experience to ensure high levels of learning.Models of Teaching combines rationale and research with real-life examples and applications in the classroom, showing how teachers, professional learning communities, and school faculties can improve student attainment. The volume contains the major psychological and philosophical approaches to teaching and schooling, including thoroughly documented research on the models of teaching and their effects on student success, and offers teachers the tools to accelerate student learning. Features include: three completely new chapters covering the origins of models in teaching, explicit strategy instruction and metacognition for teaching reading comprehension, and best practices for teachers coaching other teachers, expanding instruction, and supporting school renewal; scenarios for e

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Book SynopsisSpecial education is facing a period of increasing conflict, which is leading to untenable jobs and an exodus from the field. This important and innovative book offers a framework that can begin to resolve many of the consequential challenges special educators, schools, and students are dealing with.Through a framing of effective leadership built through authentic collaboration, this book outlines how we might stop viewing the issues in special education as insurmountable problems, and instead see them as informative starting points from which to communicate, brainstorm, and organize operative partnerships to find solutions, change practices, and create better outcomes at the level of entire districts as well as individual schools.Redesigning Special Education Systems Through Collaborative Problem Solving is key reading for school and district leaders and administrators, special education teachers, and preservice teachers interested in becoming more productively

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Book SynopsisBeing cooperative, empathetic, and accommodating are great qualities for teachers but can also lead to higher rates of frustration and eventually burnout. In this empowering new book from Brad Johnson and Jeremy Johnson, find out how becoming more assertive can help highly agreeable teachers thrive. First, take personality quizzes to find out how agreeable or assertive you are! Then the authors delve into why that matters. You'll find out how assertiveness differs from aggression and passivity and why it is a valuable tool for teachers, so you can stand up for your own needs and rights while respecting the needs and rights of others. Chapters cover establishing healthy boundaries, learning when to say no, dealing with conflicts, becoming more self-aware, leveraging your strengths, finding your voice, and more! Each chapter is filled with practical strategies and examples and ends with a toolbox feature to help you build your skills. As you learn to become more assertivTrade Review"This book is an absolute game changer for teachers. Harnessing the power of self-reflection provides teachers with a roadmap to foster an environment where students thrive. Johnson and Johnson's expert guidance empowers educators to confidently navigate the challenges of the modern teacher, making this a must-read for anyone looking to enhance their teaching skills and make a lasting impact on students' lives."—Jennifer Black, Elementary School Principal, Nevada"For teachers who want to enhance their careers, Becoming a More Assertive Teacher is a highly beneficial resource. This book offers practical guidance, tactics, and perspectives that can assist teachers in setting limits, optimizing their abilities, and increasing their influence. I strongly suggest this book to all teachers, regardless of their professional advancement."—Donna Wright, Bach.Ed, Grad.Dip Student Welfare, M. Ed, Llb,Grad.DipPLT, DFIFIP, Australian Principal of the Year 2020 "Dr. Brad Johnson and Jeremy Johnson guide teachers on a journey of how to be more assertive teachers through the power of speaking and listening. As with all great journeys, this book motivates teachers to focus on their strengths, voice, and purpose. Most importantly, it inspires teachers to believe in who they are and what they do, so they can create the most positive and successful learning spaces for students."—Colleen Duggan, Assistant Superintendent for Curriculum & Instruction, NY"Culture starts with communication. Communication builds trust. Conflict in a district with a healthy culture of respect is not only natural, but essential for growth. So how do teachers do that? This book is THAT communication toolkit! It supports our collective mission as educators and the challenges we face daily in our respective roles. Becoming a More Assertive Teacher is all about leaning into tough conversations, who we are, how we do it, and how we can be better. This book is a true blend of insights, stories, and actionable strategies. In an era where communication is central to fostering harmonious relationships with students, players, parents, administration, and colleagues, Johnson and Johnson masterfully present a roadmap that any professional, regardless of their vocation, can benefit from. Confidence in your capabilities to be assertive with your gifts is one short read away. If you are a teacher, you are a leader. Lead Strong! As a superintendent, this book will be in my teachers' hands because I believe in empowering them to live and lead their best life."—Jeni Neatherlin, Superintendent, Granger ISD “In a time when educators and the education profession is in crisis and in some cases under attack, it is imperative that educators engage in reflection and self-talk to assist them in finding the strength to help their students, help each other, and above all, help themselves excel in providing an exceptional education for our students. In Johnson and Johnson's Becoming a More Assertive Teacher, educators receive valuable insight on how to identify their internal response to situations and how to analyze and coach themselves to become firm in their actions with more evident self-confidence.”—Dr. Marta Carmona. Educator with an over 30-year career serving in varying roles as a Teacher, Assistant Principal, Principal, Curriculum and Instruction Auditor, Interim Superintendent, and Deputy Superintendent in small rural, mid-size, and large urban school districts in the beautiful city of El Paso, Texas."The willingness to take on our education system and its fundamental players is complex and requires courage to identify truths rarely spoken of publicly. Johnson and Johnson finally say what every teacher and administrator has known for decades. Teachers need the power and willingness to assert control over personal and classroom conditions to provide the world class education they know students need and deserve."—Paul A. Froese, B.Ed, Bsc Eng, ASET, District Rep Alberta Teachers AssociationTable of ContentsIntroduction; Personality Reflection Quizzes; Chapter 1 Understanding the Benefits and Pitfalls of High Agreeableness; Chapter 2: From Passive to Powerful: Unleashing the Potential of Assertive Teaching; Chapter 3: Finding the Strength Within: Empowering Teachers through Self-Awareness and Confidence; Chapter 4: Navigating Conflict with Confidence: Building Relationships and Resolving Issues with Assertiveness; Chapter 5: Sharing Your Voice: The Power of Assertive Communication in Education; Chapter 6: Establishing Boundaries: It’s Okay to Say No!; Chapter 7: Fostering Positively Assertive Relationships with Colleagues and Administrators; Chapter 8: Nurturing Assertiveness and Leveraging Strengths: Strategies for Working with Low Agreeableness Students; Chapter 9: Prioritizing Self Care for Lasting Success; Epilogue: Unleashing Your Greatness to Be Unstoppable

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Book SynopsisAs teacher shortages reach a global crisis point, this book explores how time poverty has become a critical factor in the working lives of teachers and school leaders. Arguing that we need to move away from framing the problem of teachers' work as simply workload, this book suggests that understanding time poverty is the first step in moving toward more manageable working lives.The book brings together international perspectives on teacher time poverty, drawing on theoretical and empirical work to underscore the growing complexity of teachers' work and how this impacts job satisfaction, stress and feeling that there is never enough time to accomplish all that needs to be done. Many policy solutions misdiagnose the problems of teachers' work, simply suggesting it is an issue of workload. The chapters investigate issues of work intensification, finding that teachers are not only working longer, but also working harder as they manage more complex classrooms and policy mandates.<

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Book SynopsisThis key text recognises the importance of upskilling students and practitioners to understand childrenâs holistic needs and to develop new ways of working therapeutically that support their wellbeing and resilience.The book outlines why therapeutic approaches are necessary, considers the range of approaches that are available and the evidence behind them, and shows how these can be used to support children and families in an increasingly challenging practice landscape. Placing an emphasis on self-care, it celebrates the role of the practitioner as an inspirer of hope and architect of resilience and self-efficacy. Chapters: Provide an overview of adversity, trauma and holistic wellbeing. Include helpful case studies and practical examples, alongside reflective questions that can be used as discussion points in seminars. Take a multidisciplinary approach with contributions from specialists working directly with children and families across a range

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Book SynopsisFirst published in 1988, Social Class, Status and Teacher Trade Unionism examines some of the causes underlying the growing resentment of public sector professionals, focusing on the teachers in the polytechnics and colleges of further and higher education and on their union, once the Association of Teachers in Technical Institutions. It looks in depth at the relationship between professional commitment and trade union activism, and at the limits employee status, within a bureaucratic control structure, can impose on professional self-management and control. The book provides both an important social history of the teachers and teaching in this sector and an incisive analysis of the nature and development of âprofessional trade unionsâ. This book will be of interest to students of education, sociology and history.

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Book SynopsisThis book theorizes and describes the concept of transformative critical whiteness pedagogies that are rooted in theories and practices of improvisation. It shows how these pedagogies invite people, especially white people, into the urgent work of resisting the ongoing production and affirmation of white supremacy.Using the frameworks of storytelling and story analysis, this book uses narrative to invite the reader into ongoing work to design and make sense of teaching and learning about whiteness that would meaningfully account for a grapple with white supremacy. Chapter 1 offers the conceptual framework rooted in theories and practices of improvisation that allow for new ways to think about engaging whiteness in anti-racist pedagogies, which the authors name transformative critical whiteness pedagogies. Chapters 24 tell and analyze the stories that emerged out of this work to design and facilitate transformative critical whiteness pedagogies with white elementary students,

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Book SynopsisThis resource supports Middle School Physical Education teachers in promoting healthy activity levels among their students, both in and outside the PE facilities. Its comprehensive curricular approach addresses National Physical Education standards but, unlike traditional curricula, encourages teaching sports and fitness as connected components instead of separate. This book is rooted in the progressive Sport Education model, which facilitates studentsâ personal growth with the learning of individual and team sports. Fitness programming and cooperative activities are key aspects of this program. Unique to this book is a section detailing what to do if students have not yet learned movement concepts and skills at the elementary level. Each chapter includes a list of key concepts and review questions. A rationale for the Sport Education model, lesson plans, sample assessments, and safety considerations are provided. Sample forms and documents round out the book for a seamless transition from elementary PE to the middle level. Middle School Physical Education teachers and PE administrators will find this classroom-tested curricular approach accessible and easy to implement. As your students undergo psychomotor, cognitive, and affective change throughout the middle-grade years, this book lays out a PE program that not only acknowledges, but celebrates, their development, and improves physical skills while working past any fitness weaknesses.

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Book SynopsisThis comprehensive, research-based textbook equips teachers with the tools they need to comprehend and document the learning progression and academic growth of young learners. An ideal text to enhance teacher preparatory standards for trainees, the book explains the teacher's role in assessment; outlines the differences between and purposes for informal and formal assessment strategies; and demonstrates how to select appropriate assessment tools aligned with the intended purpose. Designed to serve as a core text for early childhood assessment courses, with suggested instructor and class activities included at the end of each chapter, the book presents relevant research and anecdotal accounts of how effective teachers can ethically administer assessments to young children and plan learning progressions for students that enhance and promote continued learning. Moreover, the text suggests strategies to communicate the score results to colleagues, parents, and student

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Book SynopsisOffering a new approach for Further Education and vocational educators, this practical guide provides the tools and techniques necessary to trace and map professional identities, consider how these evolve and recognise continuing professional development needs.Exploring the theoretical grounding and key tools in the form of Likert scales and networks of enterprises, this practical guide is packed full of useful tips and case studies that illustrate the practical applications of the tools and the benefits of using them. With key examples drawn from FE and vocational teachers working across the sector, this book is designed to provide insight and CPD guidance for anyone grappling with two or more professional identities. In a changing professional landscape where teachers are expected to fulfill multiple roles simultaneously, this book has the power to reshape how teachers reflect on their dual or multifaceted identities.Exploring your Further Education Teacher Identity is essential reading for vocational FE teachers and their managers, trainee teachers and teacher educators who want to better understand their professional identities and feel more in control of where they position themselves.

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Book SynopsisTechnology-Enabled Learning and Design Methodologies offers a comprehensive and example-rich guide to the latest technological and methodological advancements in education. This book systematically organizes a rich variety of educational innovations into four distinct groups of teaching-learning methodologies, each with its own focus and disruptive potential: Creative methodologies, centered on student protagonism and creativity, which shift the traditional roles in the teaching-learning process, empowering students to take an active, leading role in their education and encouraging creative thinking and expression. Agile methodologies, focused on time management and adaptability, which optimize studentsâ time and attention through microlearning and other bite-sized content, activities, and assessments. Immersive methodologies, driven by simulated real-world scenarios, which blur the boundaries between

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Book SynopsisThis fully revised and extended third edition of How to Teach Poetry Writing: Workshops for Ages 8â13 is a practical and activity-based resource of writing workshops to help you teach poetry. Designed to build writing, reading, speaking and listening skills, this new edition contains a widened selection of workshops exemplifying a variety of poetry styles, both classic and contemporary.Highlighting how the unique features of poetry can be used to teach literary skills, this book: includes new workshops which introduce, or consolidate, spelling, punctuation and grammar skills; encourages debate, discussion, performance and empathy; offers a new focus on confidence building and creativity using performance, rhythm, rhyme and rap; explores the use of poetry for vocabulary enhancement; encourages reading for pleasure; provides an A to Z guide to poetry and poetry terminology plus a very extensive bibliography enabling you to keep up to date with poetry and poetry resources; represents diverse cultures; highlights cross-curricular links. Promoting creativity, achievement, mastery and enjoyment, How to Teach Poetry Writing: Workshops for Ages 8â13 provides teachers with a wealth of material and the inspiration to create a class of enthusiastic and skilled readers, writers, listeners and performers. Table of ContentsAcknowledgements; A Note from the Author; Introduction: Writers’ Workshop; A to Z of Poetry; Workshop 1: - Licensed to Thrill; Workshop 2: - Monday’s Child; Workshop 3: - The Day the Zoo Escaped; Workshop 4: - Every Word Counts; Workshop 5: Fin Flapper; Workshop 6: - Waves; Workshop 7: - Further On; Workshop 8: - Space Rap; Workshop 9: - The Robin; Workshop 10: - The Poem Hunt; Workshop 11: - I am a Baggy T-Shirt; Workshop 12: - The Sound Collector; Workshop 13: - Nocturnophobia; Workshop 14: - Three; Workshop 15: - December; Workshop 16 - Hubble Bubble; Workshop 17: - The Charge of the Light Brigade; Workshop 18: - My First Day at School; Workshop 19: - Spag Alert!; Workshop 20: - Spelling It Out!; Workshop 21: - Hauntingly; Workshop 22: – Framed!; Bibliography; A to Z of Poets

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Book SynopsisEngage students in meaningful civic learning and encourage them to become active and informed citizens. With this essential book, co-published by Routledge and MiddleWeb, you will gain a variety of practical strategies for teaching civics and current events to your middle school students. Author and expert teacher Sarah Cooper takes you into her school and shares her classroom-tested methods and tools.Topics include: Fitting current events into an already-packed history curriculum Staying nonpartisan and fostering balanced discussions Helping students find their stake in the news Teaching civic literacy through primary sources, then and now Encouraging students to invest in analytical writing Fostering student ownership of our classrooms through discussion and debate Cultivating citizenship through empathy and community engagement Throughout the book, you'll find student examples, handouts, and rubrics, soTrade Review"Cooper’s insightful tour of her social studies classroom is eye-opening and reflective. I am positive that when teachers read this book, it will change the way they look at teaching social studies. They will be guiding their students in the development of a deep desire to think, challenge, seek answers, and make a difference in the world."—Linda Biondi, MiddleWeb"Sarah Cooper has narrowed the focus of her extensive understanding of social studies pedagogy to the realm of civics and current events—addressing the challenges and opportunities of social studies teachers in seamlessly weaving the present into the history curriculum. She provides practical examples and gives teachers a glimpse into her classroom, into the minds of her students and a window into her own expertise. It is an important moment in history to be a history teacher, and Cooper provides a map to guide students and teachers through this complex and fraught path, bringing forth the imperatives of action and civic duty through engagement of the mind." – Jody Passanisi, Director of Middle School, Gideon Hausner Jewish Day School, Palo Alto, CA, and Author of History Class Revisited: Tools and Projects to Engage Middle School Students in Social StudiesTable of ContentsContentsMeet the AuthorAcknowledgmentsIntroduction: Why Civics, and What Does Civics Education Mean Today?Chapter 1: Fitting Current Events into an Already-Packed History CurriculumChapter 2: Staying Nonpartisan and Fostering Balanced DiscussionsChapter 3: Helping Students Find Their Stake in the NewsChapter 4: Teaching Civic Literacy Through Primary Sources, Then and NowChapter 5: Encouraging Students to Invest in Analytical WritingChapter 6: Fostering Student Ownership of Our Classrooms Through Discussion and DebateChapter 7: Cultivating Citizenship Through Empathy and Community EngagementEpilogue

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Book SynopsisThe Routledge Handbook of Chinese Language Teaching defines Chinese language teaching in a pedagogical, historical, and contemporary context. Throughout the volume, teaching methods are discussed, including the traditional China-based approach, and Western methods such as communicative teaching and the immersion program.The Handbook also presents a pedagogical model covering pronunciation, tones, characters, vocabulary, grammar, and the teaching of listening, speaking, reading, and writing. The remaining chapters explore topics of language assessment, technology enhanced instruction, teaching materials and resources, Chinese for specific purposes, classroom implementation, social contexts of language teaching and language teaching policies, and pragmatics and culture.Ideal for scholars and researchers of Chinese language teaching, the Handbook will benefit educators and teacher training programs. This is the first comprehensive volume exploring tTable of Contents I. Overview Teaching Chinese as a first language in China: review and comparison Weixiao Wei From ‘Chinese to Foreigners’ to ‘Chinese International Education’: China’s efforts in promoting its language worldwide Chris Shei The Beginning of Chinese Professorship and Chinese Language Instruction in the United States: History and Implications Der-lin Chao Teaching Chinese as a heritage language Chang Pu II. Chinese language pedagogy Methods of teaching Chinese: evolution and emerging trends Haidan Wang Teaching Content, Developing Language in CLIL Chinese Jane Orton Creating a Task-Based Language Course in Mandarin Chinese Miao-fen Tseng Developing communicative competence in adult beginner learners of Chinese Clare Wright III. Teaching Chinese pronunciation and characters Some explicit linguistic knowledge for Chinese pronunciation teaching Bei Yang Teaching Chinese tones Hang Zhang Teaching Chinese intonation and rhythm Chunsheng Yang Teaching Chinese pronunciation: explanation, expectation, and implementation Jiang Liu Recognition of two forms of characters and teaching literary Chinese Joseph R. Allen Teaching Chinese characters: what we know and what we can do Bo Hu An analysis on models of teaching spoken Chinese as a foreign language Meiru Liu IV. Teaching Chinese words and grammar A usage-based approach to L2 grammar instruction delivered through the PACE model Hong Li and Jing Z. Paul Methods of lexical semantic inquiry in teaching advanced level vocabulary Shiao-Wei Tham Teaching Chinese adverbs Yan Li From cognitive linguistics to pedagogical grammar: On teaching the Chinese sentence-final le Liancheng Chief V. Materials and curricula Considerations in preparing pedagogical materials for adult native English-speaking learners of Chinese as a Second/Foreign Language Cornelius Kubler Intercultural Communicative Competence in CFL Language Curricula Madeline K. Spring Teaching Chinese through Authentic Audio-visual Media Materials Liling Huang and Amber Navarre Understanding tertiary Chinese language learners’ needs: A cross-curricular perspective Hui Huang Emotion, attitude and value in primary school Chinese textbooks Bo Wang, Yuanyi Ma & Isaac N. Mwinlaaru The Assessment of Chinese L2 Proficiency Paula Winke and Wenyue Melody Ma VI. Instructional media and resources Using social media to teach Chinese more effectively Ke Peng Teaching Chinese Through Film: Rationale, Practice, and Future Directions Yanhong Zhu Literature in Chinese Language Teaching Don Starr and Yunhan Hu Multimodal Pedagogy and Chinese Visual Arts in TCFL Classrooms Rugang Lu The Current Status of CALL for Chinese in the United States Zheng-Sheng Zhang Using technology to learn to speak Chinese Lijing Shi and Ursula Stickler Towards Automatic Identification of Chinese Collocation Errors Zhao-Ming Gao Business Chinese Instruction: Past, Present, and Future Fangyuan Yuan VII. Teaching context and policy Chinese Language Learning and Teaching in the UK George X Zhang and Linda M Li The Impact of Australian language policies on Chinese language teaching Shen Chen and Helena Sit Bi/Multilingual Education, Translation, and Social Mobility in Xinjiang, China Saihong Li Understanding how Chinese language education is used to promote citizenship education in China and Hong Kong TAM, Angela Choi-fung Teachers’ Bicultural Awareness in Chinese Culture Instruction Guangyan Chen and Ken Springer Crossing the river while feeling for stones: the education of a Chinese language teacher Julian K. Wheatley

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Book SynopsisNow in a new format Speaking Frames: How to Teaching Talk for Writing: Ages 8-10 brings together material from Sue Palmer's popular Speaking Frames books for years 3 and 4. Providing an innovative and effective answer to the problem of teaching speaking and listening, this book offers a range of speaking frames for children to orally fill in' developing their language patterns and creativity, and boosting their confidence in talk for learning and talk for writing. Fully updated, this book offers: material for individual, paired and group presentations links to cross-curricular Skeletons' support notes for teachers and assessment guidance advice on flexible progression and working to a child's ability suggestions for developing individual pupils'' spoken language skills. With a wealth of photocopiable sheets and creative ideas for speaking and listening, Speaking Frames: How to Teaching Talk fTable of ContentsIntroducing Speaking Frames Paired Presentations Individual Presentations Group Presentations Signpost Smorgasbord Appendix: Learning, language and literacy across the curriculum

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Book SynopsisRelearning to Teach challenges the seemingly complex teaching profession and the various initiatives, strategies and ideas that are regularly suggested. It explores how teaching methods are used without a clear understanding of why, which leads to ineffective teaching that is believed to work but ultimately doesn't. Cutting through the clutter of conventional teacher guidance, David Fawcett tackles myths head on, sharing the latest research and explaining how this will look translated to a classroom environment.The book breaks down the complexities of teaching into manageable chunks and offers practical advice on how to take charge of your own CPD to become a more reflective and successful practitioner. Focusing on what's most relevant and helpful to build effective teaching practice and self-improvement it raises key questions such as: Is lesson planning just a box ticking exercise? Why do students remember in lessons, but forget in tests?Trade Review"Relearning to Teach is not so much a call to arms as an invitation to pull up a chair, get comfortable and have a good old natter about all things teaching and learning... If you’re looking to choose one book from the plethora of those currently being plugged in EduTwitter circles then, for its pure integrity, honesty, authenticity, wisdom and accessible style, you won’t go far wrong with this one." Rachel Rossiter, Schools WeekTable of ContentsForeword PrefaceAcknowledmgents IntroductionChapter 1: Isn’t lesson planning just a box ticking exercise?Chapter 2: Why do they seem to remember in lessons, but then forget it in the test?Chapter 3: Asking more questions is better. Isn’t it?Chapter 4: For all the time and effort, is feedback actually worth it?Chapter 5: Differentiation: Isn’t that just making 30 worksheets for my 30 students?Chapter 6: Isn’t teaching English just for English teachers?Chapter 7: Are we just doing data because we’ve been told to do data?Getting a little better at getting a little better by Chris MoyseReferencesIndex

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