Teacher training Books

Book SynopsisUsing a cross-curricular focus, this book brings together ongoing debates about personalised learning, creativity and ICT in education, and establishes a principled framework for cross-curricular teaching and learning in Science. It identifies a range of key issues and aims to strengthen in-school science practices by introducing ways of teaching rigorous science through, and alongside, other subjects.This highly practical book draws on examples and case studies taken from innovative practices in different schools and subject areas, as well as summarising lessons from key pieces of research evidence. Cross-Curricular Teaching and Learning in the Secondary School.... Science also includes the following: Clear theoretical frameworks for cross-curricular processes of teaching and learning in science, including chapters on Maths, ICT and Technology, English, the Humanities and the Arts An analysis of the use of language, ICT anTrade Review"I would strongly recommend this book as a source of support and stimulus for science departments who wish to undertake enrichment of the curriculum, to enhance collaboration with their non-science colleagues or simply to make learning more relevant and accessible"- Jane Essex, The Journal of Education in Chemistry, November 2012 Table of ContentsChapter 1. Introduction: The Context for Cross-Curricular Teaching and Learning; Chapter 2 . Understanding science and its place within the curriculum; Chapter 3. Tackling cross-curricular science teaching – three case studies of current teacher practice; Chapter 4. Cross-curricular practice. Science and Mathematics; Chapter 5. Cross-curricular practice. Science, ICT and Technology; Chapter 6. Cross-curricular practice. Science and English; Chapter 7. Science and the Humanities; Chapter 8. Science and the Arts; Chapter 9. The assessment of cross-curricular teaching in science; Chapter 10. Conclusion: The future for cross-curricular science

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Book SynopsisNow in its third edition, The Really Useful Literacy Book is the definitive guide to the high quality teaching of literacy in your primary classroom. Written specifically for primary school teachers and student trainee teachers, this book offers inventive ideas for the classroom together with an accessible and informative summary of the theories that underpin them. It explores creative approaches to literacy teaching as well as offering a range of units on all areas â speaking, listening, reading and writing.While this book provides creative ideas that can be taken by teachers and developed for their own classrooms, it clearly explains the theoretical rationale for these ideas. It can also be used by school literacy leaders to develop whole school approaches and high quality teaching throughout the school. This accessible and engaging text will be an essential companion for all primary teachers, at any stage in their career, looking to motivate, engage and challenge their children in their literacy lessons.Table of Contents1. The big ideas 2. Principles and practices 3. Foundation Stage: ‘Tell me a story’ 4. Foundation Stage: Playing with role: ‘Little Boy Blue’ 5. Foundation Stage/Y1: Time for rhyme 6. Outside in, inside out, or reading and writing out and about: environmental print 7. Dance your way to a story 8. Reporting back: reading non-fiction and writing non-chronological reports 9. Shapely poems and calligrams: starting not from text, but from language and visual images 10. Dear Giant – Dear Jack: creating a sequence of letters 11. Cyclones! Information books on same or similar themes: literacy across the curriculum 12. Where did our writing come from? Exploring the writing process 13. Writing is not speech written down: spoken language and written language: a language-based unit 14. Whatever happened to Lucy Gray? Classic poetry 15. ‘We made the story!’ Making whole stories with underachieving, uninterested boys 16. Enjoying a good argument? Writing discursively

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Book SynopsisThis book explores major factors impacting on teacher education in recent times. It uses examples from a broad range of international contributors who compare larger countries such as the USA, England and Australia with their smaller partners: Canada, Scotland and New Zealand, demonstrating the substantial differences existent in all three cases. They also contrast the approaches of the countries that are members of the European Union with those that are not and discuss the special circumstances of developing countries, using Malawi as a case study. The international dimension of the book allows it to address the impact of globalisation on teacher education, with attention given to subjects such as the implications of rapid technological change, the movement of teachers and students on a global level and the drive to improve standards in various parts of the world. The book asks key questions, such as whether teaching is a craft or a profession and whether teacher educators vTable of Contents1. Teacher education: an international perspective Tony Townsend 2. Education of teachers: the English experience John MacBeath 3. Teacher education reform in Scotland: national and global influences Ian Menter and Moira Hulme 4. Teacher education in the United States of America, 2011 David Imig, Donna Wiseman and Scott Imig 5. Teacher education in Canada Shirley Van Nuland 6. Australian teacher education reforms: reinforcing the problem or providing a solution? James O’Meara 7. Teacher education in New Zealand Fiona Ell 8. Teacher education reform and challenges in Norway Elaine Munthe, Kari-Anne Svensen Malmo and Magne Rogne 9. Teacher training in France in the early 2010s Guy Lapostolle and Thierry Chevaillier 10. Curriculum of initial teacher education in Portugal: new contexts, old Problems Maria Assunção Flores 11. National and local sources of power: important considerations for teacher education reforms in rural Malawi Jacqueline Chazema and James O’Meara 12. Searching high and searching low, searching east and searching west: looking for trust in teacher education Tony Townsend

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Book SynopsisBeing taught by a great teacher is one of the great privileges of life. Teach Now! is an exciting new series that opens up the secrets of great teachers and, step-by-step, helps trainees to build the skills and confidence they need to become first-rate classroom practitioners. Teach Now! The Essentials of Teaching provides the fundamental knowledge for becoming a great teacher. Combining a grounded, modern rationale for learning and teaching with highly practical training approaches it covers everything you need to know from preparing for your teaching practice to getting your first job.Harnessing a range of simple, but powerful techniques, the book shows you how you can translate the Teachersâ Standards into your own classroom practice and provide the evidence that you have met them. It also demystifies what the best teachers know and do instinctively to create students who want to learn and get a buzz from developing new skills. The book is structured in clear sections which are then divided into short, easy-to-absorb units offering clear, straightforward advice on all aspects of teaching including: why teach? the application and recruitment process for training helping studentsâ achieve good progress planning, differentiation and assessment behaviour management using language effectively in the classroom managing parentsâ evenings being an effective tutor how to have lunch! With talking points to encourage reflection and a wide range of examples to illustrate practice, Teach Now! The Essentials of Teaching provides expert guidance as you start your exciting and rewarding career as an outstanding teacher.Table of ContentsIntroduction. Who Are You? Who Am I? How to Read this Book Part 1: Before Training to Teach How to Know whether Teaching is the Career for You. So What are You Worrying About? How Important is Training to be a Teacher? How do Admissions Tutors View Prospective Applicants for Teacher Training? How to Secure a Place on a Teacher Training Course. What to Expect in the Interview for a Teacher Training Place. How to do Well at Interview for a Training Place. What to do if You are Offered a Training Place Part 2: Preparing for Teaching Practice How to Prepare for Visiting your Placement School. How to Dress for Teaching Practice. How to Refer to Yourself on Teaching Practice. How to Have Lunch. How to Use the Staffroom Part 3: Teacher Training How to use the Teachers’ Standards. Using Teacher’s Standard 1: How to Set High Expectations. Using Teacher’s Standard 2: How to Help Your Students to Achieve Good Progress. Using Teacher’s Standard 3: How to Demonstrate Good Knowledge of Your Subject. Using Teacher’s Standard 4: How to Plan and Teach Well-Structured Lessons. Using Teacher’s Standard 5: How to Adapt Your Teaching to Respond to the Strengths and Needs of all Students. Using Teacher’s Standard 6: How to Assess Students Accurately. Using Teachers’ Standard 7: How to Establish (and Maintain) Effective Classroom Discipline. Using Teachers’ Standard 8: Fulfil Wider Professional Responsibilities. Using Part 2 of the Teachers’ Standards: How to Conduct Yourself as a Teacher – Your Personal and Professional Conduct. How to Use Language. How to Establish (and Maintain) Effective Classroom Discipline. How to Use Classroom Routines to Establish Good Behaviour as the Norm. How to Emphasise Your Classroom Expectations. How to Use Your Body Language to Reinforce Your Expectations of Good Behaviour. How to Deal with Challenging Behaviour: Part A: Exploring the Issues. How to Deal with Challenging Behaviour: Part B: Some Possible Responses. How to Praise Students. How to be an Effective Tutor. How to Assess Whether You’re Any Good as a Tutor Part 4: Becoming a Teacher How to Apply for a Teaching Job. How to Write a Good Letter of Application. How Different Application Letters Compare. How to be Successful at Interview. How to Teach a Lesson on Interview. How to Manage Parents’ Evenings. How to Deal with Parental Complaints at Parents’ Evenings. How to Deal with a Complaint Against You Personally. How to Respond to a Parents’ Consultation Interview that goes Badly Wrong. How to Deal with the Most Challenging Parents at a Parents’ Evening. How to Write High Quality Reports. How to Avoid Common Errors When Writing Reports Part 5: Next Steps You’re a Teacher: What Were You Worrying About? What Next in Your Career. Afterword. Appendix.

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Book SynopsisThis volume analyzes different types of knowledge and know-how used by practising professionals in their work and how these different kinds of knowledge are acquired by a combination of learning from books, learning from people and learning from personal experience.; Drawing on various examples, problems addressed include the way theory changes and is personalized in practice, and how individuals form generalizations out of their practice. Eraut considers the meaning of client-centredness and its implications, and to what extent professional knowledge is based on intuition, understanding and learning. He considers the issue of competence versus knowledge and the effect of lifelong learning on the quality of practice.Table of ContentsThe Context for Professional Education and Development. Part 1 - Professional Knowledge - Its Character, Development and Use: The Influence of Context on Knowledge Use - What is Learned from Continuing Professional Education and How; Kinds of Professional Knowledge - Modes of Knowledge Use and Knowledge Creation; The Acquisition and Use of Theory by Beginning Teachers; Headteachers Learning about Management - Types of Management Knowledge and the Role of the Management Course; Learning Professional Processes - Public Knowledge and Personal Experience; Theories of Professional Expertise. Part 2 - Professional Competence and Qualifications: Concepts of Competence and their Implications; Competence in the NVQ/SVQ System; The Assessment of Competence in the Professions. Part 3 - Professional Accountability: Professional Accountability and Client Outcomes.

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

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

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Book SynopsisThe âGet to Know Meâ resources aim to support children, with those around them, who may have additional/special educational needs. They are designed to empower the professionals and adults who support those with identified needs. Developed by child psychologist Dr Louise Lightfoot, the series includes activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). In supporting the social and emotional health of students, it equips them with the ability to thrive, personally and academically.This book has been created for key adults (teachers, therapists and parents) as a complement to the picture book and draw along versions of Sammy Sloth â a traditional narrative story exploring thoughts, feelings and sensations experienced by many children with anxiety.The activities in this book offer practical tools and strategies to support the child and those around them in addition to the information specific to the condition to improve understanding of a childâs needs to promote empathy and acceptance.Picture book and draw along versions of Sammy Sloth are available separately, and as part of the Get to Know Me: Anxiety set.Table of ContentsContentsIntroduction to the Resource PackConsultation SheetsSections Blow Up Your Worries Ball of Worries Feelings Sorter Using Puppets and Play to Explore Emotions Colour Your Feelings Compliment Cards 1 Compliment Cards 2 Bridge to Success Always Never Miracle Question The Wrong is Right Game Sammy Sloth Activity Book Board Game Acknowledgements

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Book SynopsisThe Get to Know Me' resources aim to support children, with those around them, who may have additional/special educational needs. They are designed to empower the professionals and adults who support those with identified needs. Developed by child psychologist Dr Louise Lightfoot, the series includes activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). In supporting the social and emotional health of students, it equips them with the ability to thrive, personally and academically. This book has been created for key adults (teachers, therapists and parents) as a complement to the picture book and draw along versions of Silver Matilda a traditional narrative story exploring thoughts, feelings and sensations experienced by many children with depression. The activities in this book offer practical tools and strategies to support the child and those around them in addition to the information specific to the condition to improve understanding Table of ContentsIntroduction to the Resource Pack Consultation Sheets Sections 1. Empathy versus Sympathy 2. Using puppets and play to explore emotions 3. True or false 4. Miracle Questions 5. Colour Your Feelings 6. Compliment Cards part 1 7. Compliment Cards part 2 8. Remember a time 9. Always, Never, Everybody 10. Miracle Questions 11. Feelings Sorter 12. Bridge to Success 13. Silver Matilda’s Activity Book 14. Silver Matilda Board Game

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Book SynopsisThe âGet to Know Meâ series is aimed at children with additional needs and those who support them in the classroom. Developed by child psychologist Dr Louise Lightfoot and illustrated by Catherine Hicks, the resources in this series include activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). This book, Sammy Sloth, has been designed to support the individual child but also to be used in whole class teaching, to encourage an empathetic and inclusive environment.In this book, we meet Sammy, a sloth who lives in a beautiful tree by the sea. The story follows Sammy as he wakes up one day to find he feels funny and strange. He canât sit still and does not feel like his usual happy and relaxed self. After pacing up and down he meets Anna the Armadillo who tells Sammy that he is silly and has no right to be sad when his life is good. Sammy hears this and feels embarrassed and ashamed of how he has been feeling. Sammy hides away until he meets a kind lizard who shows him kindness and empathy.This book was written with children with anxiety in mind, providing an opportunity to relate to Sammyâs thoughts, feelings, behaviours and experiences. However, children with a range of needs may benefit from the story. The book is written in a narrative style, so it does not use diagnostic labels and is not intended for this purpose. Instead the focus is on creating a common language which children can understand and use to make sense of how they are feeling.A practitioner guidebook (ISBN 9780815349419) and draw along version (ISBN 9780815349426) are also available.Table of ContentsSammy Sloth – full picture book storySammy Sloth – short text only version

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Book SynopsisOriginally published in 1990. This practical guide to the basic skills of teaching and class management will help both experience and beginning teachers to identify and evaluate their classroom skills. Suitable for teaching programmes at all levels, the book covers goal-setting, the directive, discursive, problem-solving, and activity modes of teaching, and the skills of explaining and effective questioning.Table of Contents1. Setting Realistic Goals 2. Modes of Teaching – The Directive Mode 3. Discussing 4. Solving Problems 5. Activity, Improvisation and Role-Play 6. Explaining 7. Asking Questions 8. Evaluating Your Success as a Teacher. Appendices

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

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Book SynopsisCombining a rich theoretical foundation with practical tips, advice and case studies, Messy Play in the Early Years provides an informative and practical exploration of the unique qualities, characteristics and learning possibilities of messy play.Packed with valuable insights from research and theory, along with practitioner's experiences, this accessible book will bolster readers' understanding and appreciation of messy play and demonstrate how a range of material engagements can enhance young children's development and learning. Exploring an array of resources and a broad spectrum of approaches, including adult-and child-led inquiry, chapters consider how the specific sensory qualities of materials encourage problem-solving, scientific thinking, creativity, self-regulation and self-expression as children discover and make sense of new phenomena. With examples of international practice and reflective questions throughout, the book highlights a variety of approaches tTrade ReviewI loved reading this well-considered and thoroughly researched book. Sue Gascoyne gifts us with an accessible guidebook for travelling a really interesting journey through ‘the landscape of messy play’. Pulling together many ways of thinking to broaden how we look at messy play, it makes sense of this deeply significant sensory engagement - and transforms our ideas about what ‘messy’ really means. Through a lively combination of theoretical ideas with careful observations indoors and outdoors, we can see so much more of what children are really doing, feeling and thinking in their engagements with materials. We also come to realise that ‘materials’ are a great deal more than passive, non-active ‘stuff’, making the case for just how much materials matter in the lives of young children.Jan White, Professor of Practice, University of Wales Trinity St David, UKThis is an important book on an area of play which is often neglected within the literature on play. It is highly informative, supported with wonderful photographs of children engaging in the reality of messy play. It dispels many commonly held myths regarding this type of play whilst providing a theoretical underpinning which enables practitioners and students to justify their messy play provision. It offers a wealth of ideas for creating and evaluating messy play environments and materials and provides guidance for the adult role when engaging in this type of play. It is a valuable resource for both students, starting out on their early years’ journey, as well as practitioners wishing to develop their play practice.Dr Karen McInnes, Head of Learning, Teaching and Research, Norland, UKDrawing on her considerable expertise as a play therapist Sue Gascoyne shares a new understanding of the role of messy play as a protagonist in children’s play. Guaranteed to make the reader question their own understanding and interpretations of children’s material engagements, this book encourages them to reflect on their practice and challenges practitioners to make changes in their work practices. Sue offers readers a new lens which will help them recognise the significance for children of the world around them as place where joy, wonder and curiosity combine to inspire young children. This accessible, thought provoking and stimulating book was a joy to read.Menna Godfrey, Lead practitioner in a private kindergarten, UKAs a life-long believer in messy play for creativity, curiosity, growth and development, I am delighted to recommend this book for parents, teachers, clinicians and nursery workers. Too often children are told ‘don’t make a mess’, ‘be sure to clear up’, ‘don’t spill’, ‘that was a clean dress!’, which immediately stunts their expression, and makes them wary of crossing borders! This remarkable book gives us the why’s and wherefore’s of messy play, and ways of putting it into practice. It describes a myriad of techniques in an accessible way. It has my heart-felt support and recommendation.Sue Jennings, Professor of Play, European Federation of Dramatherapy, UKMessy Play is a fundamental part of early learning and it offers so many opportunities for learning and development that it really does need a central place in the classroom - and that's what this book encourages... I particularly like the layout of this book which makes it really easy to find the information you want, through the excellent use made of coloured feature boxes as well as plenty of bullet points and lots of photos - these really show the fun aspect of messy play! With its wealth of personal experience, this is a book which will encourage practitioners and parents to make good use of this superb teaching opportunity.Sarah Brew, Parents in TouchThis is a comprehensive book on ‘Messy Play’ – its theoretical roots, how to plan engagements, what to provide and clearing up. The book is beautifully illustrated with lots of tips about reluctant adults and children and how to encourage engagement. A feature I really liked was the use of ‘ARC’ (Autonomy, Relatedness and Competence) as an analytical framework throughout. Sue draws on play therapy to articulate some of the advantages to all children of engaging with messy playCath Arnold, Associate of Pen Green CentreThe book, Messy Play in the Early Years by Sue Gascoyne is a real treat for anyone wanting to delve and embark on a journey into messy play within the Early Years.It provides an in-depth and unique approach in exploring messy play. The journey begins with defining and challenging historical and contemporary conceptualisations of play. The model, Autonomy, Relatedness and Competence (ARC) is then discussed as a way of investigating and understanding messy play. Examples are used throughout as illustrative examples. As a play therapist and working in education, the author has the ability to articulate the sophisticated techniques that could be employed, going beyond the superficial of messy play, whilst retaining a voice, educators will resonate with. Specifically, chapter six, creating enabling environments for messy play suggests a messy play framework, proposing a sliding scale of provision rather than a ‘one size fits all approach’ often advocated when engaging in messy play. The author examines children’s understanding of intentions behind choices, and how autonomy could be enhanced. Additionally, messy play opportunities can be positioned at a macro level and the author uses vignettes to illustrate the essentials of Autonomy, Relatedness and Competence (ARC) and how they are relayed. This is further explored in the following chapter of inquiry-based learning, exploring how the child is faced and immersed in multi- layered possibilities during messy play. I would recommend this book to colleagues and would certainly be including it on UG and PG Childhood/ Early Childhood programme modules. An essential guide in the journey of messy play.Dr Amanda Norman, Senior Lecturer Interprofessional Studies, The University of Winchester, UKTable of ContentsChapter 1: Introducing Messy Play and Material Engagements Chapter 2: Messy Play and its Theoretical Roots Chapter 3: Investigating and Quantifying Messy Play Chapter 4: Patterns in Messy Play Use Chapter 5: Planning Enabling Messy Play Environments Chapter 6: Creating Enabling Environments for Messy Play Chapter 7: Materials Encounters and Inquiry-based Learning Chapter 8: Agency and Messy Play Chapter 9: Conclusion

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Book SynopsisThis work, which is both theoretical and descriptive, covers the entire range of modal expressions in English. It is organized so that the more general issues are dealt with first, followed by a more detailed analysis of the semantics of modal expressions. It is then supplemented by an assessment of how such an analysis is relevant to pragmatic and developmental perspectives on the expression of modality.

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Book SynopsisIncorporating digital technologies in the classroom can be both a daunting and exciting experience for educators of all age groups. Supporting Innovative Pedagogies with Digital Technologies explores intentional teaching approaches for using digital technologies in the classroom as a tool to support rather than replace established strategies.

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Book SynopsisThe Gingerbread Man was rather a handful, but wait until you meet the Ninjabread Girl! With a Hiiiiii-yaaaaa! she runs away saying, Run! Run! So fast like a twirl you can't catch me, I'm the Ninjabread Girl! Can the Ninjitsu Trainer catch her? What about the crocodile? Or the wolf? Can nothing stop her? On her journey, the Ninjabread Girl writes the story with the assistance of the spirit fox Kitsune and Punctua, the Fairy Godmother of Writing, to punctuate properly and become a bestselling author. Descriptosaurus Punctuation in Action Year 1: The Ninjabread Girl is part of a short series of age-specific, beautifully illustrated stories that can be read for pleasure and/or used as a contextualised resource, containing a step-by-step guide to teaching punctuation. The characters from each story are used to demonstrate a range of punctuation rules in a fun and engaging way appropriate to the book''s age group. Areas covered include:Table of ContentsAcknowledgements Introduction PART A: THE STORY OF THE NINJABREAD GIRLCHAPTER 1 The Ninjabread Girl PART B: LEARNING PUNCTUATION WITH THE CHARACTERSCHAPTER 2 Meet the Characters Section 1: The Ninjabread Girl Section 2: Kitsune Section 3: Punctua (the Fairy Godmother of Writing) CHAPTER 3 Editing a Story Section 1: Writing and Editing Tips Section 2: Sentences Section 3: Comma Splicing CHAPTER 4 Capital Letters Section 1: Beginning of a sentence/names of people Section 2: Names of places Section 3: Days of the Week and Months of the Year Section 4: Editing checklistCHAPTER 5 Question Marks CHAPTER 6 Exclamation Marks CHAPTER 7 Inverted Commas (Speech Marks) Section 1: When and How to Use Inverted CommasSection 2: How to Punctuate Inside the Inverted Commas CHAPTER 8 Apostrophes Section 1: Apostrophes for Possession Section 2: Apostrophes for ContractionCHAPTER 9 Commas Section 1: In a list Section 2: To avoid misunderstandingsSection 3: To separate parts of a sentence APPENDIXNinjabread Girl’s Editing Checklist Level 1: punctuationNinjabread Girl’s Editing Checklist Level 2: punctuationKitsune’s ChallengeCertificate: Editing Level 1 Certificate: Editing Level 2

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Book SynopsisThis timely book offers a raw critique of the current educational issues and debates, alongside teacher hacks' to provide teachers, trainee teachers and educators with a plethora of stimulating material to ignite curiosity, maintain passion and culture creativity in the classroom. Made in partnership with academics and primary school teachers working on the frontline from around the globe, this book is threaded with honest practitioner voices as the big educational issues are boiled down and explored. Chapters cover day-to-day organisation such as planning, subject knowledge, setting homework and behaviour management strategies, right through to considering how we can best support children's mental health and staff well-being. As well as including critical questions to encourage reflection throughout, the book offers insights into meaningful experiences such as: Teaching overseas Taking on responsibility roles in schools ConsiTable of Contents1. Introduction 2. Classroom organisation 3. Behaviour management 4. Planning 5. Subject knowledge and pedagogy 6. Maths anxiety in the classroom 7. Formative assessment 8. Engaging with parents and carers: Promoting the home-school partnership 9. Teaching assistants 10. Fundamental British values: What is British about them? 11. The wider curriculum 12. Career progression and further study 13. The power of actioning action research: Becoming an educational researcher 14. Teaching overseas 15. Developing parent partnerships after COVID-19 lockdowns: Giving a positive spin to the effects of the pandemic 16. Supporting pupils’ well-being 17. Self-care and well-being for staff 18. Homework

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Book SynopsisDisability and Accessibility in the Music Classroom provides college music history instructors with a concise guide on how to create an accessible and inclusive classroom environment. In addition to providing a concise overview of disability studies, highlighting definitions, theories, and national and international policies related to disability, this book offers practical applications for implementing accessibility measures in the music history classroom. The latter half of this text provides case studies of well-known disabled composers and musicians from the Western Art Music canon from the Middle Ages to the Twentieth Century as well as popular music genres, such as the blues, jazz, R&B, pop, country, and hip hop. These examples provide opportunities to integrate discussions of disability into a standard music history curriculum.

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Book SynopsisHow to Engage in Difficult Conversations on Identity, Race, and Politics in Higher Education addresses the polarized political and racialized climate in the United States. This practical resource offers faculty and staff much needed direction related to hosting difficult conversations as they occur in the classroom, residence halls, orientation events, and coffee shops around college and university campuses. Chapters provide insights, case examples, interactive exercises, and how-to tools and tips to hosting these conversations, covering issues such as immigration, White supremacy in academia, women's rights, the Black Lives Matter movement, trans rights, reproductive rights, and cancel culture, among many others. This resource is designed to better prepare instructors, faculty, higher education staff and administrators to enter into these hard conversations with an improved awareness of contentious issues and how to facilitate, and potentially de-escalate, discussions thatTable of ContentsPreface Part 1: Foundational Topics Chapter 1 Setting the Table Chapter 2 Leaning into Difficult Conversations Chapter 3 Where and How to Have the Conversation Part II: Having the Hard Conversation Chapter 4 Covid-19 Pandemic: Masks, Vaccines, Freedom, and Sacrifices Chapter 5 Immigration and Xenophobia Chapter 6 White Supremacy in Academia Chapter 7 Black Lives Matter Chapter 8 Police Reform and the Defund the Police Movement Chapter 9 Women’s Rights Chapter 10 Reproductive Rights and Abortion Chapter 11 LGBTQ+ Sexuality & Gender Chapter 12 Antisemitism Chapter 13 Disability Rights and Access Chapter 14 Cancel Culture Chapter 15 Firearms and the Second Amendment Contributors

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Book SynopsisEngaging in Educational Research-Practice Partnerships guides academic researchers into forming mutually respectful, collaborative, and scalable partnerships with school practitioners. Despite robust theoretical and conceptual planning, research on learning is often removed from real settings and generates findings with limited practical relevance, yielding frustration for K-12 stakeholders. This book provides invaluable resources to researchers seeking to work with practitioners as they solve problems and improve outcomes while answering fundamental questions about who gets to generate knowledge, from where, to whom, and in what contexts. A range of illustrative case studies and strategies explores how to apply appropriate theories and methodologies, negotiate agendas that ensure mutually beneficial goals, determine the role of pracademics, establish institutional supports, policies, and procedures that amplify impact and sustainability, and much more.Table of Contents1. Introduction 2. What are Research-Practice Partnerships? 3. Participatory Methodologies 4. Long-term Partnerships 5. A Partnership to Support Mathematics for Teaching 6. A Partnership to Support New Teachers to Become Learning Designers 7. A Partnership Focused on Improving Teachers’ Assessment Literacy 8. Research Supports for Collaborative Projects 9. Developing Partner Projects 10. Looking Ahead

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Book SynopsisThe Inclusion Dialogue: Debating Issues, Challenges and Tensions with Global Experts brings together a series of global expert views on inclusive education, revealing the evolving tensions in this research area and highlighting future directions. Based on fascinating and unique conversations with leading academic experts across the globe, Joanne Banks uses in-depth interviews to examine current debates in special and inclusive education and provides a clear overview of the key tensions which impact policy and practice across different national contexts. Her book also highlights how inclusive education policies do not always translate into inclusive practices in our schools. The dialogue presented in this accessible text provides readers with insights into our conceptual understanding of inclusion within the context of the United Nations Convention on the Rights of People with Disabilities. Through these informal discussions, this book is ideal for academics Trade Review"School is the manufactory of humanity. School is where the future of our children starts. There is still much diversity in how we understand and implement inclusive education around the world. Instead of whether we should include students with disabilities we must move to how this can be done. For this we need good practices and policies but also discussion with academics, policy makers, advocacy groups, educators, parents and the learners themselves. This book is a welcome addition to these discussions." Jyrki Pinomaa, President, Inclusion Europe"We are in the midst of a turning point of mankind where transformation of education is at the core of a renewed social contract for education. This inspiring book sheds light on how inclusive education can be a strong driver for in-depth change in education systems worldwide. It captures wisely the complexities, dilemmas and nuances around inclusive education, and clearly stands for UNESCO broader understanding of inclusion as respecting every learner as unique and special"Mag. Renato Opertti, Senior Expert at the International Bureau of Education (UNESCO-IBE)Table of Contents1. Making sense of inclusion and equity in education: a personal journey 2. Challenges and dilemmas in inclusive education: what we can learn from children 3. Multi-Tiered Systems of Support: A Roadmap for Achieving an Inclusive Education System 4. Facing the ambivalence of special measures in inclusive schools 5. Learning capacity is not fixed, it’s open-ended 6. Shifting the Inclusion agenda away from a politico-historical adherence to deficit model practices: Potential of Universal Design for Learning 7. Influences and evidence regarding inclusion 8. Inclusion Naturally! 9. Inclusive education trends and practices: recognising and addressing issues positively and realistically 10. Children’s rights and school inclusion in Scotland: tensions and challenges 11. Inclusive education; Imposition or a process of shared international learning? 12. Everybody belongs, and they belong in their local school 13. Listening to the voices of experts: global tensions in inclusive education

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Book SynopsisThis volume captures contemporary global developments in cooperative learning (CL) across varied educational contexts, levels, and disciplines.Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students, from kindergarten to tertiary education and across different subject domains. With chapters from contributors throughout the Global North and South, this comprehensive volume offers a wide-ranging perspective and addresses a range of cooperative learning pedagogies including relational, online, and peer learning, STAD, the Jigsaw model, and dialogic talk. The chapters draw on novel empirical research and theory to highlight best practices in cooperative learning, whilst also considering the challenges, limitations, and factors which drive or inhibit learner engagement and success. Consistent attention is given to the pivotal role of the educator in implementing cooperative learning to maximum benefit to enhance sTable of ContentsCooperative Learning and the State of the Field: An Introduction Section 1: Effectiveness, Benefits, and Limitations of Cooperative Learning (CL) 1. Can Cooperative Learning Enhance Student Thinking and Question Generation? 2. Can students learn by teaching their peers during cooperative learning? 3. Positive resource interdependence for young students: a nudge for cooperation but a pitfall for learning 4. “We all keep growing and learning” – Facilitating meaningful educational experiences through peer assisted learning across different educational levels in El Salvador Section 2: Achieving Equitable Learning through Cooperative Learning 5. Giving voice to diversity: Cooperative strategies for intercultural citizenship 6. Teacher perceptions of primary aged students’ social capabilities in Australia, England and Sweden and their importance to inclusive classrooms 7. Individual Group Work Assessment in Cooperative Learning: Possibilities and Challenges 8. Syrian Refugee Teachers’ Perceptions of STAD and Jigsaw Models in Classrooms of Underprivileged Learners in Lebanon 9. Think-Pair-Share and ThinkTrix: Standard Bearers of Student Dialogue 10. Cooperative Learning Through Philosophy for Children Around the World Section 3: Initiating and Deepening Cooperative Learning in Diverse Educational Contexts 11. Developing Reciprocal Peer Tutoring in Irish Medium Schools 12. Developing a Community of Practice for Teacher’s Learning and Implementation of Cooperative Learning 13. Cooperative Learning in Japan as a Core Strategy Deepening Cooperation in Education Section 4: Cooperative Learning in Action 14. Promoting Dialogic Talk during Cooperative Learning 15. A shift to the future: The paradigmatic approach of cooperative learning in online practice 16. Group worthy cooperative learning structures in the college classroom 17. Cooperative Learning for Academic, Personal and Social Development in Higher Education in Africa 18. Cooperative Learning in Engineering Education: The Story of an Ongoing Uphill Climb

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Book SynopsisWhat knowledge will make you most effective as a teacher? New teachers are often bombarded with information about the concepts they should understand and the topics they should master. This indispensable book will help you navigate the research on curriculum, cognitive science, student data and more, providing clarity and key takeaways for those looking to grow their teaching expertise.What Do New Teachers Need to Know? explores the fundamentals of teacher expertise and draws upon contemporary research to offer the knowledge that will be most useful, the methods to retain that knowledge, and the ways expert teachers use it to solve problems. Written by an educator with extensive experience and understanding, each chapter answers a key question about teacher knowledge, including: Does anyone agree on what makes great teaching? How should I use evidence in my planning? Why isn't subject knowledge enough? What should I know about my sTrade Review‘If only this book had been there for me as a new teacher twenty-something years ago. But it is here now, and I commend it to you. Peter writes so engagingly. He has a deep knowledge of teaching and a love of the profession. This is a book you’ll keep coming back to throughout your career.’Matthew Evans, secondary school Head Teacher, author of Leaders with Substance and co-author of The Next Big Thing in School Improvement‘Starting out in teaching can be daunting; it's a steep learning curve with so many ideas to absorb that it can be overwhelming. With this book Peter Foster has used his experience to produce a superb guide through the big issues that new teachers face including cognitive science, behaviour management, curriculum development and the process of teacher development itself. Written in a punchy style with excellent summaries, great sign-posting to key research and further reading and lots of grounded-in-reality case studies from practising teachers, I can see this being incredibly reassuring and useful as a reference for any new teacher - and plenty of more experienced colleagues too.’Tom Sherrington, author of Teaching Walkthrus‘This book should be owned by every trainee and early career teacher, their mentors, and senior leaders responsible for CPD, although teachers at any career stage will find content of both interest and practical value. It’s an incredibly rich and comprehensive text, covering a wide range of areas from behaviour, to pedagogy, to curriculum and assessment, with an evidence-informed approach and engaging, accessible style. What makes this book so unique and valuable is its approach to knowledge-building – the reader is taken through not just a list of the knowledge we need as teachers, but a description of what the development of this knowledge looks like in practice. How does "how we learn" affect "how we should learn to be great teachers?" – Foster has the answers. If you read one book on education this year, make it this one.’Ruth Ashbee, Senior Deputy Head Teacher, Holly Lodge High School, Author of Curriculum‘In What Do New Teachers Need To Know?, Peter provides an evidence-informed overview of key aspects of knowledge that teachers develop. Rooted in reflections of his own experience, Peter highlights how teachers develop expertise in specific domains, from managing behaviour in a class, toknowledge of the curriculum. A practical user-friendly guide, this book is a must for teachers entering, or starting out in the profession.’Nimish Lad, Curriculum and Research Lead‘If you're a trainee teacher, an ECT or you work with new teachers, this book is a fantastic resource. It demystifies the process of improving as a teacher and is full of crystal clear advice. I only wish that I'd had this at the beginning of my career!’Nick Hart, Executive Headteacher – The Alwyn and Courthouse Federation‘This superb book sets out with remarkable clarity and credibility what any new teacher would need to know to hit the ground running in the first few years of their career. Full of evidence-informed wisdom, Foster's writing pulls no punches in challenging some of the less effective but deeply ingrained practices that exist in schools. Like any good mentor, this book takes the reader under its wing and supports them to acquire the knowledge they need to flourish, not flounder, in the classroom.’Andrew Percival, Deputy Headteacher, Stanley Road Primary School‘In his introduction, Pete Foster explains that this book is a manual for improvement, based on the knowledge we need as teachers to improve. This theme is woven throughout the book, and Pete explores themes such as memory, expectations of students and subject knowledge, sharing research in an accessible way to help teachers understand the "why". The practical strategies and case studies which are embedded in every chapter are incredibly helpful - everything from how to manage your time, to approaching development through problems is explored. I found this book inspiring, relevant and full of knowledge that I wish I'd had access to in my first few years as a teacher. This is a highly recommended read for anyone who wants to become a better teacher.’Rachel Ball, Assistant Principal, Co-op Academy Walkden‘Peter Foster has created a playbook for new teachers. Rather than suffering a baptism of fire in their early years of teaching, informed predominantly by trial and error, colleagues can feel equipped by the core mechanisms that underpin highly effective teaching. This book is the wise colleague in the staffroom, sharing not just what works, but the rationale behind it. I highly recommend a copy for any teacher seeking to understand the fundamental components of classroom preparation and practice better.’Kat Howard, DRET Teaching School Hub Director, Author of Stop Talking about Wellbeing and Co-Author of Symbiosis: The Curriculum and the Classroom‘This is a terrific book which both summarises and preserves the essence of some key elements of our work. It draws on the current findings from research, making it clear that these are insights, rather than three-line whips. Some excellent examples of what the implementation of strategies look like in practice together with accounts of Peter Foster’s own experiences makes this a compelling read. What Do New Teachers Need to Know? is an elegant book which will be a boon to all teachers new to the profession and an aide-memoire for their mentors.’Mary Myatt, curriculum writer & speaker. Curator of Myatt & Co'What do new teachers need to know? is pitched as a roadmap to growing in knowledge as a teacher, and in turn to develop expertise... It’s a far-sighted glimpse through the fog of knowledge that surrounds teacher development.'Robbie Burns, Schools WeekTable of ContentsIntroductionPart 1. The reason for knowledgeChapter 1. What is expertise and how does it develop?Chapter 2. What is all that knowledge for?Chapter 3. What are our knowledge best bets?Part 2. Developing teacher knowledgeChapter 4. How do we retain knowledge in our long-term memory?Chapter 5. How do we automate effective processes?Part 3. Knowledge of student behaviourChapter 6. How do we prepare for our students to behave?Chapter 7. How do we manage the class’s behaviour during a lesson?Part 4. Pedagogical knowledgeChapter 8. What does ‘the evidence’ say about learning?Chapter 9. How should Cognitive Load Theory affect our pedagogical decisions?Chapter 10. What changes long-term memory for students?Part 5. Subject knowledgeChapter 11. What types of subject knowledge do we need and how do we develop them?Chapter 12. What do we need to know about the curriculum?Chapter 13. How does knowledge of the curriculum affect our planning?Chapter 14. How do we use all that subject knowledge in the classroom?Part 6. Knowledge of studentsChapter 15. How do we figure out what students know and what do we do about it?Chapter 16. What are the limits of what we can know about students?Chapter 17. What do I do now?ConclusionGlossary

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Book SynopsisIn recent years, the transmission paradigm of learning and teaching is making way for new approaches fuelled in part by the technology and AI revolutions. Learning is seen now more often in the light of connectivism, collaboration and creative problem solving. Dialogic Feedback for High Impact Learning explores this fascinating trend championing learning as a dialogic process between learners and coaches where learning is connecting networks and resources and leads to creative problem solving. It addresses the need for feedback as a dialogue in training for tomorrow, what it entails and how you can best deal with it.The book explores the power of feedback in a high-impact learning setting, where all parties strive for a learning and feedback culture rather than a consumption and testing culture. The authors discuss the feedback process, feedback seeking behaviour and the quality of the feedback message, sharing tips for software and apps to support this process and howTable of ContentsIntroduction Part 1. What do you need to know about feedback? 1. Feedback, how did we use to do it? 2. Feedback is the core of learning 3. Feedback as the core of learning: central themes 4. Feedback seeking behaviour 5. Types of feedback 6. The impact of feedback Part 2. Impactful feedback is dialogue 7. Where did the idea of feedback as dialogue come from? 8. Feedback as dialogue, what does it mean? 9. Characteristics of a feedback dialogue that stimulates learning 10. Team feedback dialogue 11. Power and relationships 12. The feedback dialogue in practice 13. Barriers to impactful feedback dialogue 14. Feedback dialogue as the core of effective PCP coaching Part 3. Practical examples and tools 15. The MoL: MSc Learning and Development in Organisations 16. The MET learning hubs 17. Gilde Training Programmes on Well-being 18. Avans HR Academy 19. Fontys IT open Part 4. Some Further Tips & Answering some frequently asked questions 20. Feedback dialogues: Where do I get the time? 21. How do people experience feedback dialogues in practice? 22. Professionalization of teachers with respect to feedback 23. Software to support feedback dialogues 24. Simple feedback tools Finally References

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Book SynopsisThis insightful guide shows professionals how to collaborate with parents and guardians of children with disabilities in empathic, respectful, knowledgeable, and supportive ways. Packed with first-hand accounts and advice from parents and guardians, this book shines a light on lived experiences and reveals paths toward meeting families where they are in order to move forward together. Boroson emphasizes that appreciating the real needs of these families is a crucial step beyond mere adherence to a generic set of professional best practices or principles. Whether working in the field of medicine, education, law, mental health, or related servicesin any capacityreaders will come away with the holistic knowledge, inclusive language, productive strategies, and differentiated understanding needed to work effectively with the diverse families they serve. Included is a robust array of resources for families, such as books, articles, associations, organizations, and support networks,Table of ContentsAcknowledgementsIntroductionWho Is This Book For?Why Do You Need This Book?Radical Acceptance in the TrenchesChapter 1: Grief and LossFacing What IsDealing with FeelingKids… Facing What IsGiving Up HopeThe Comparison GameChapter 2: Guilt and ShameIs This My Fault?Am I Doing Enough?Am I Good Enough?Typically Developing SiblingsPlacementChapter 3: Isolation and MarginalizationNot Worth the RiskNo One Gets ItNo One Comes AroundJudgment by KidsJudgment by StrangersJudgment by Friends and FamilySpouses and PartnersForever ParentsChapter 4: Stress and FearExhaustionLoss of SelfFinancial BurdenAsking for HelpBehavior and AggressionBurnoutWorryFear For the FutureTerminal IllnessChapter 5: Disparities and DisenfranchisementThe SystemAccessibilityHealth DisparitiesUnconscious BiasCultural PerspectivesCredibility DeficitEpilogueReferencesResources for Support

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Book SynopsisThe education system does not always promote or give primacy to play within the curriculum, yet research and policy alike acknowledge the importance of play for children and young people. Empowering Play in Primary Education addresses this issue, contributing innovative ideas about how teachers, teaching assistants and children may incorporate play within the classroom while also advocating for its use as a powerful tool for ensuring successful learning outcomes.Packed with imaginative ideas and practical suggestions, this essential book combines theory with tried and tested practice to encourage and inspire teachers to make use of the pedagogy of play and enhance their children''s learning experience. Topics explored within the book include but are not limited to: Playful enquiry exploring the relationship between academic research and practitioner wisdom; Practices of play within different settings; Inclusive practice for play in the primar

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Book SynopsisEducational books can help teachers engage in quality CPD (Continuing/Continuous Professional Development), but how do we find the time to read the latest literature? And if we have the time, how do we know what to choose or what we should do with what we read?Born from a real-life book club, The Edu-Book Club helps teachers and school leaders to navigate the wealth of evidence-based CPD by bringing together key publications on teaching, assessment, and curriculum. It shows how the ideas and research presented in these publications can be translated into everyday classroom practice, to help teachers and school leaders develop and inform these practices for their own professional and classroom development.Drawing on a diverse range of books and including practical advice on how to set up and run a book club, each book club session covers: The rationale for choosing that title An interview with the author with accompanying visual notes ATrade Review"Dave and Rhiannon's book offers busy teachers a quick digest of important books in education. Written in a very readable style with summaries and key takeaways, teachers of all levels and experience are able to quickly understand research that can transform their practice. Not only this, but the dialogue with the authors themselves offers a clear insight into the rationale behind each chapter's book while Dave and Rhiannon helpfully translate that theory into classroom practice. Staying research-informed while immersed in the time-consuming world of teaching can feel impossible but this book ensures we can continue to think about improving our practice through seminal educational texts in bite-sized chunks. Highly recommended!" Helen Howell, author, The Revision Revolution: How to build a culture of effective study in your school "Many schools are investing more time, money and energy into professional learning. Dave and Rhiannon along with their contributors have shown that CPD can be driven by leaders in school seeking out the best that has been thought and said in education . Book clubs appeal to me as a grass roots CPD opportunity where all staff can engage . This is brought to life in this innovative and exciting book where works are translated, transcribed and tested in the classrooms of real teachers . A great read and the perfect catalyst for setting up your own .......what are you waiting for?" Phil Naylor, author Naylor's Natter "With an abundance of wonderful and much talked about edubooks in circulation, there can be an overwhelming pressure to keep up and feel ‘up to date’ with contemporary edu-discourse. Through their book club, David and Rhiannon have created an authentic, safe and non-judgemental environment that has allowed the thoughts and questions of the everyday teacher to respond to that of their peers’ printed pontifications derived from accumulated research. For time-poor colleagues, the distillation of key ideas and subsequent questions from these enriching sessions into cogent and reflective chapters of the Edu-Book Club is genius and a valuable addition to the modern-day pedagogue’s toolkit." Dorian Brown, Head of Geography, NLCS Jeju, Korea ‘Both David and Rhiannon have accumulated a wealth of knowledge by talking to a range of high quality educators. Amazingly, they have been able to capture and summarise this wisdom in the Edu-Book Club. A great one-stop shop for the latest thoughts and views on all things education’. Bradley Busch, Psychologist at InnerDrive and author of The Science of Learning “This is a great idea. Dave and Rhiannon have made it easier for teachers to engage with professional reading and that can only be a good thing. The format will really help to facilitate dialogue for staff professional learning.” Robin Macpherson, Head of College, Robert Gordon’s College (Aberdeen) "The Edu-Book Club offers us a glimpse into some of the most exciting and innovative practice happening in education right now. Through a series of brilliant snapshots, Tushingham and Rainbow distil big ideas into exciting, accessible content designed to support, challenge and inspire. A wonderful read!" Stuart Pryke, Assistant Principal for Teaching and Learning and co-author of Ready to Teach: Macbeth and Ready to Teach: A Christmas Carol "The GLT book club book offers a plethora of expertise and research-driven advice to develop your pedagogical knowledge. The sense of community that comes through from each and every page is a testament to the enthusiasm and drive of its creators." Sarah Davies, Assistant Headteacher and author of Talking about Oracy "A fantastic book that really unpacks theory to practice in the classroom. An excellent read for anyone wanting to take some of the latest research and thinking and apply it easily within their own practice." Dr Liz Durden-Myers, Managing Director PE Scholar "D&R’s Author Guidelines is simply superb. It provides the reader with a clear overview of a variety and number of hard hitting educational texts. I would recommend this book to anyone working in education." Sam Strickland, Author and Principal "This is a delightfully curated library of “edu-best bits”. Having interviewed some of the most experienced, successful and specialist voices from the world of education, this collection of reflections and highlights is a delicious taster menu of some of the biggest books and sharpest thinking available. Laid out in a simple and accessible format, Rhiannon and Dave have created a thoughtful and immensely useful book" Emma Turner, @Emma_Turner75, Trust CPD & Research Lead, and Author "You may have bought the book. You might not have the time to read the whole book. Alternatively, you can read the chosen chapter from The Greenshaw Learning Trust Book Club, listen to the podcast. Listen to the discussion, hear the passion and reasons why the author wrote the book. Generally, enjoy the conversation. After listening to the podcast, join the debate and have a conversation in The Greenshaw Learning Trust "Always Learning" app. Finally, access the archive of previous content and enjoy the conversation." Justin Welford, book club member and take-away contributor Table of Contents Introduction The Sessions: #01. Mark McCourt - Teaching for Mastery #02. David Didau - Making Kids Cleverer: A Manifesto for Closing the Advantage Gap #03. Peter Mattock - Visible Maths: Using Representations & Structure to Enhance Mathematics Teaching in Schools #04. Harry Fletcher-Wood - Responsive Teaching: Cognitive Science and Formative Assessment in Practice #05. Michael Chiles - The CRAFT Of Assessment: A whole school approach to assessment for learning #06. Haili Hughes - Mentoring in Schools: How to become an expert colleague #07. Bennie Kara - A Little Guide for Teachers: Diversity in Schools #08. Jo Morgan - A Compendium of Mathematical Methods #09. Mary Myatt - The Curriculum: Gallimaufry to Coherence #10. Jemma Sherwood - Oxford Teaching Guides - How to Enhance Your Mathematics Subject Knowledge: Number and Algebra for Secondary Teachers #11. Dan Pearcy - Mathematical Beauty: What is Mathematical Beauty and Can Anyone Experience It? #12. Lekha Sharma - Curriculum to Classroom: A handbook to prompt thinking around primary curriculum design and delivery #13. Kate Jones - Retrieval Practice: Research & Resources for Every Classroom #14. Ed Watson - Top Tips for New Teachers #15. Michael Pershan - Teaching Math with Examples #16. Doug Lemov, Erica Woolway & Katie Yezzi - Practice perfect: 42 rules for getting better at getting better #17. Anne Watson - Care in Mathematics Education: Alternative Educational Spaces and Practices #18. Zoe & Mark Enser - Fiorella & Mayer's Generative Learning in Action (In Action series) #19. Kat Howard & Claire Hill - Symbiosis: The curriculum and the classroom #20. Ed Southall - Yes, But Why? Teaching for Understanding in Mathematics #21. Emma Turner - Be More Toddler: A Leadership Education From Our Little Learners #22. Sarah Davies - Talking About Oracy: developing communication beyond the classroom #23. Clare Sealy - The ResearchED Guide to The Curriculum: An evidence-informed guide for teachers #24. Edward Watson & Bradley Busch - The Science of Learning: 99 studies that every teacher needs to know #25. Alex Quigley - Closing the Reading Gap #26. Matthew Evans - Leaders with Substance: An antidote to leadership genericism in schools #27. James Handscombe - A School Built on Ethos: Ideas, assemblies and hard-won wisdom #28 Craig Barton - Reflect, Expect, Check, Explain: sequences and behaviour to enable mathematical thinking in the classroom #29. Angela Browne - Lighting the Way: The case for ethical leadership in schools #30. Bruce Robertson - The Teaching Delusion 3. Power up your Pedagogy #31. Jennifer Webb - Teach Like A Writer: Expert tips on teaching students to write in different forms #32. Mary Myatt & John Tomsett - Huh: Curriculum conversations between subject and senior leaders #33. Ruth Ashbee - Curriculum: Theory, Culture and the Subject Specialisms #34. Adam Boxer - Teaching Secondary Science: A Complete Guide #35. Adele Bates - "Miss, I don’t give a sh*t": Engaging With Challenging Behaviour in Schools #36. Harry Fletcher-Wood - Habits of Success: Getting Every Student Learning #37. David Didau - Making Meaning in English: Exploring the Role of Knowledge in the English Curriculum #38. Chris Curtis - How to Teach English: Novels, Non-Fiction and their Artful Navigation #39. Lee Sullivan & Liz Durden-Myers - Is PE in Crisis? Leading Much Needed Change in Physical Education #40. Adam Robbins - Middle Leadership Mastery. A Toolkit for Subject and Pastoral Leaders 3. Measuring Impact & Concluding Thoughts 4. Bibliography

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Book SynopsisThis book argues that supporting a childâs learning in primary school is more about nurturing their dispositions than continually assessing their performance. Drawing on the latest research in the fields of child development, psychology, health and well-being, it shows how teachers and parents have a deep impact on childrenâs learning, motivation and potential and the practices that offer children the best opportunities for future success.Guided by the holistic approaches of the Nurturing Childhoods Pedagogical Framework and the ABCs of Developing Engagement, this book has a strong focus on increasing child engagement alongside methods to consider the impact of learning experiences. Chapters cover: Supporting engagement through communication, movement and play Helping children to feel safe and secure within their learning environments Developing classrooms where children think and express themselves Understanding childhood anxiety

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Book SynopsisPerspectives on Teaching and Learning Leadership in Higher Education has been designed to bring together case studies to facilitate the development of effective and well-equipped leaders within the higher education sector.With the growing global emphasis on higher education to improve the quality of the learning experience for increasingly diverse students, this book focuses on good leadership in teaching and learning by illustrating the lived experiences of academics and sharing case studies which highlight moments and instances that positively impacted their professional development as leaders. The globally relevant case studies included provide insights into the different ideas implemented by leaders for learning and teaching projects. Through these case studies, the decision-making processes of leaders are made visible to other aspiring leaders in similar positions. This resource will be invaluable in enhancing and enriching the learning experience of stTable of ContentsPart I: Introduction 1. Teaching and learning leadership in higher education: an introduction Part II: Case Studies on Teaching and Learning Leadership 2. Pragmatic leadership for collaboration in a competitive sector: the case of sigma 3. Leading for inclusivity: peer-assisted learning and internationalisation 4. Stepping stones towards higher education teaching and learning leadership: a case study on becoming a Deputy Dean 5. Opportunities and barriers to leadership in student support services: a case study of inclusive assessment 6. Be(com)ing an academic leader: a case study on a collaborative partnership for external peer review 7. Leading as an international academic: a case study of a casual teaching team 8. A leadership quest in teaching and learning: a case study of building capability and competency Part III: Implications for Practice 9. Conclusion: perspectives on teaching and learning leadership in higher education: implications for practice

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Book SynopsisGrad programs in education teach you theory and pedagogy, but where do you learn the logistics of your new teaching role? In this unique book, Amber Chandler comes to the rescue as your friendly but honest mentor. She provides answers on everything new teachers need to know but are afraid to ask, such as how to build knowledge about the school's culture, nurture relationships with colleagues and superiors, use social media appropriately, navigate various faculty and parent meetings, handle conflicts, and more. Unlike new teacher books focused on instruction, this one helps you with everyday logistics and teacher life. Each chapter is written in a conversational tone with loads of practical advice to support you in your first year. Each chapter also contains a Mentoring Moments reflection section, so you can discuss the book with your school mentor or in new-teacher induction programs.Table of ContentsMeet the Author Foreword A Letter to Readers Introduction 1. You’re Hired. Now What? 2. The Social (Media) Dilemma 3. You Don’t Know What You Don’t Know: Institutional Knowledge 4. A Meeting For You . . . And Another Meeting For You! 5. Protecting Your Peace 6. Plan Like Dora the Explorer 7. Ask Me Anything Afterword

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Book SynopsisHelping students improve doesn''t have to mean remediating their deficits. In this important book, Steven Baron shows the benefits of a strength-based approach that instead emphasizes students'' assets and capabilities, making them feel more connected to teachers and peers and more engaged in learning.You'll learn practical, research-backed ways to help students of all grade levels identify and celebrate their strengths, develop self-confidence and a growth mindset, build intrinsic motivation, overcome a fear of making mistakes, manage their feelings, focus on gratitude, and more. You'll also discover ways to create a more strength-based Individual Education Plan (IEP), increase your own resilience as a teacher, and build a strength-based culture throughout your school and district. The appendix provides a variety of exercises you can use to help students focus on their strengths, foster kindness, and understand the impact of bullying. Students spend approximatelyTrade Review"Baron’s warmth and affection for at-risk students resonates on every page. Readers continually view students through Steve’s positive, strength-based lens, and by the time we finish – we’re sold. Should be required reading for all educators." -- Charles Appelstein, MSW, author of No Such Thing as a Bad Kid"This book is packed with wisdom embedded in compassion. Steven Baron is an avid scholar of the strengths-based approach in learning. He has 30 years+ of experience as a school psychologist. Every teacher, school psychologist, and administrator needs this book." -- David A. Crenshaw, Ph.D., ABPP, Board Certified Clinical Psychologist"Combining fascinating research drawn from positive psychology with practical guidelines for application, this book is a must-have for teachers, school administrators, or anyone working in a school setting. Steven Baron has given us all a gift with this great book." -- Jonah Paquette, author of Happily Even After and AwestruckTable of ContentsAbout The Author Proverb Foreword Acknowledgments Introduction 1. What Unique Problems Do Teachers Face? 2. What Is the Impact of Teacher-Student Relationships on School Life? 3. What Is The Strength-Based Model? 4. How To Apply The Strength-Based Model In The Classroom 5. Additional Strength-Based Interventions For The Classroom 6. How To Become A Strength-Based Teacher 7. Implications For The Future: Where Do We Go From Here? A Final Thought Appendix 1: Class Bullying Exercise Appendix 2: First Day Exercise Appendix 3: How To Be A Good Friend Exercise Appendix 4: A Strength-Based Questionnaire Appendix 5: Show And Tell Of Strengths Appendix 6: Strength-Based Letter Writing Appendix 7: Kindness Activity Appendix 8: The Talk Show

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Book SynopsisWhen Grandpa's computer falls victim to malware, it's up to Zuri to save the day! Using an engaging story with beautiful illustrations, this picture book makes it easy to introduce your child or student to basic computer science concepts and vocabulary. While being entertained, children will learn the difference between black, white, and gray hat hackers, how to identify malware, how to create secure passwords, and more!Embark on a delightful exploration of computer science and ethical hacking concepts through the eyes of a precocious young child!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 success!For effective use, this book should be purchased alongside the guidebook. The guidebook, Little Hackers, and an additional storybook, Little Computer Scienti

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Book SynopsisAlthough many educators want to help their students overcome their writing challenges, most higher education instructors do not have formal training in teaching writing. This book provides a detailed roadmap for college educators to help students make substantial improvements in their writing, particularly in courses where writing is a component, but not the primary focus.This accessible guide offers conceptual tools and practical strategies, including lesson plans, stock comments instructors can use to explain frequently occurring writing problems, and writing prompts to help struggling students address writer's block. Covering topics such as managing grading time, reducing students' anxiety about writing, giving clear and formative feedback, troubleshooting, and providing practical tips for helping ESL students, this book is a one-stop shop for assisting students across academic disciplines.By implementing the guidance offered in this manual, college and university f

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Book SynopsisDelivering professional development to teachers is an exciting opportunity to share strategies and ideas, but how do you ensure your audience will care what you have to say and find it worth their time? In this helpful book, Marcus Stein shows how you can improve your presentations by embracing your personality and relatability, knowing your audience, becoming more flexible, and more.Throughout the book, he offers actionable strategies for reaching adult learners by catering to their motivations and expertise, using a more flexible model rather than slide deck overkill; refining your delivery style, translating your authentic presentation skills to virtual environments, and revamping your professional growth plan. Each chapter weaves together stories, expert insights, transferable tips, and practical steps for putting what you've learned into action.Stein's warm tone and engaging anecdotes will leave you feeling ready and inspired to polish your craft. Whether you're a

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Book SynopsisMentoring Teachers provides practical guidance for teacher mentors, directly addressing common queries and concerns they may have while acting as a mentor within a diverse range of educational contexts. Drawing upon the author's 30 years of conducting research on mentoring and working with both experienced and new mentors, this essential book provides a detailed picture of the mentoring role. Dividing the mentor role into five key aspects (Support, Acculturator, Model, Sponsor and Educator), this important resource provides step-by-step descriptions of managing mentorials in ways which: support the mentor in scaffolding a mentee's thinking so that they can make their own informed judgements and decisions about teaching develop the mentee's noticing skills for responsive, adaptive teaching guide the mentee towards recognising the relevance of others' ideas or theories' to their own practice and experience leave the mentee with practiTable of Contents1. A pre-mentoring task: How far does your context support mentoring?; 2. Mentor Role 1: Support: Supporting your mentee as a person; 3. Mentor Role; 2. Acculturator: Helping your mentee adjust to the school and the profession; 4. Mentor Role 3 Model: Modelling professionalism; 5. Mentor Role 4 Sponsor: Using your knowledge and contacts to help your mentee; 6. Mentor role; 5. Educator; 7. Dealing with the non-mentor role ‘Assessor’; 8. Developing as a Mentor; 9. Stories

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Book SynopsisCreativity for Learning provides a comprehensive understanding of creativity's role in learning, as well as practical approaches to teaching creative thinking strategies to diverse learners.This book provides a roadmap for creating instructional practices that allow learners to go beyond knowledge acquisition. Chapters provide research on creativity along with insights from professionals who apply creativity in their work, offering valuable guidance on how to nurture these essential skills in the classroom. Packed with research-based activities to help learners acquire and exercise creative thinking, novel approaches to assessment, as well as suggestions for learning space design, this book has everything you need to orchestrate a classroom that fosters equitable talent development for all students across the content areas.This must-read guide will be the trusted companion for all educators seeking to transform their students into creative thinkers ready to meet the challenges of an uncertain future.

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Book SynopsisCoaching math workshops? This invaluable resource from beloved guru Dr. Nicki Newton has everything you need to help your teachers and students be successful! Dr. Nicki saves you time and prep work by providing a plethora of tools to help you with each step. She provides an overview of the workshop; getting to know you activities; forms for goal setting, reflections, PD planning, and feedback; calendars; to do lists; data and material logs; lists of things to buy; planning sheets for book studies; and more! With this book''s handy checklists and tools, you''ll have everything you need to coach math workshop at your fingertips!

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If children are to access all phonics teaching effectively, they first need to know how to tune into and manipulate the sounds specifically needed for reading. The Right Start to Phonics shows readers how they can support children in gaining the skills they need to listen with accuracy, to differentiate between, manipulate and understand the sounds we hear. This experience will give them the knowledge and understanding needed to hear letter sounds and blend them together to eventually read words.Drawing on the latest research, the book shows how Early Phonics can be embedded across your provision and fit into the daily routine of any setting or school. Part One explores the role of play, the adult and the learning environment in supporting early phonics and listening skills. This is followed by a wealth of easy-to-use activities to support the development and refinement of these hugely important skills in our youngest children. All the activities are simple to implemen

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Book SynopsisCreating Equity and Access for Gifted Learners provides an overview of how and why to implement the ExCEL Problem-based Learning Instruction Model as a change initiative in classrooms, and the impact that this model has had on gifted programs.The product of evidence from two federally-funded Jacob K. Javits grants, The ExCEL Model is a systemic, design-based, continuous improvement curriculum and professional learning program that closes equity gaps for culturally, linguistically, and economically diverse students by increasing effective problem-based learning (PBL) instruction. This book will provide readers with the background, evidence, and tools necessary to implement the program model as a change initiative in their schools. Learn how to implement effective, research-grounded professional learning, demonstrate best practices, and navigate red tape and roadblocks.Full of immediately implementable strategies and lesson examples, this book is a must have res

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Book SynopsisThis novel volume investigates the motivations behind disruptive pupil behaviour and offers practical guidance through discussion of a novel theoretical framework that explores how students perceive schooling, uncovering what their behaviour can tell us about how to adjust the school environment.Drawing on cutting-edge research and internationally relevant themes, chapters argue that non-compliant behaviour by students is not mindlessly reactive but is purposeful a means to make themselves heard. The book explores a dynamic understanding of the processes of placemaking and offers insights on how students create ''student-friendly'' places by re-appropriating spaces within schools and why they might behave in certain ways. Arguing that the wider implications of a failure in educational policy is detrimental to student retainment and success, the book will ultimately have ramifications across disciplines and classroom contexts in improving student engagement.This book wTable of Contents1. Introduction 2. Power, Resistance and Voice 3. Place and its Investigation 4. Space and Place in School 5. Creating Places of Resistance 6. Movement and Barriers to Movement in School 7. Disaffected Young People, Relationships with School Staff and Student Voice 8. Unconventional Relationships and Trust 9. The Limitations of Democratic Student Voice Structures 10. Vocational Education, Imagined Futures and Cruel Optimism 11. The Nature of Schoolwork and its Relationship to Identity and Resistance 12. A Compartmentalised Experience of School 13. Resistance is not Futile

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Book SynopsisHow we organize children by ability in schools is often rooted in ableism.Ability is so central to schoolingâwhere we explicitly and continuously shape, assess, measure, and report on studentsâ abilitiesâthat ability-based decisions often appear logical and natural. However, how schools respond to ability results in very real, lifelong social and economic consequences. Special education and academic streaming (or tracking) are two of the most prominent ability-based strategies public schools use to organize student learning. Both have had a long and complicated relationship with gender, race, and class.In this down-to-earth guide, Dr. Gillian Parekh unpacks the realities of how ability and disability play out within schooling, including insights from students, teachers, and administrators about the barriers faced by students on the basis of ability. From the challenges with ability testing to gifted programs to the disability rights movement, Parekh shows how ableism is inextricably linked to other forms of bias. Her book is a powerful tool for educators committed to justice-seeking practices in schools.Trade Review"Ableism in Education provides a necessary counternarrative to the lives of disabled students and their families. Education scholar Gillian Parekh writes of how ableism as an ideology serves to structure the ways in which we think of, and work with, students who present as not having met predetermined indicators of social and intellectual development. With this critical and valuable work, Parekh makes the indispensable link between ableism, classism, and racism, detailing how these and other forms of discrimination operate as barriers to education and schooling. A must read for educators, clinicians and parents."Carl E. James, author of Colour Matter: Essays on the Experiences, Education, and Pursuits of Black Youth"Ableism in Education: Rethinking School Practices and Policies is an essential read for all educators in public education. Dr. Parekh provides a direct but simple alternative path forward in rethinking the purpose of public education from one largely instrumental in reinforcing societies' existing inequities and oppression to one that could serve as a critical platform for social justice and opportunity for the historically most marginalized and economically disadvantaged communities and people. In rethinking common notions of ‘ability’ and ‘disability’—both central to public education’s mission—Parekh breathes life into a different way to perceive what it is to know something, for whom, and for what. In so doing, she offers new possibilities for how educators and the education system alike might work."Dr. David Hagen Cameron, Senior Manager Research and Development, Toronto District School Board"Dr. Gillian Parekh has delivered an important new book that centers disability in the fight for justice in schools. With a balance of historical context, current research, and theoretical depth, this book provides a critical entry into understanding how we construct ability and disability and enact ableism in our current educational practice. The book also provides a way forward with guidance for reflection throughout the book, as well as for practice that centers the experience of disabled students."Kathryn Underwood, Professor, Director of the Inclusive Early Childhood Service System ProjectTable of ContentsPart I: Thinking Through Ability, Disability, and Ableism1 Making Disability a Different Kind of Issue in Schools: Disability Studies in Education2 How Ability is Constructed and Organized in Schools3 Detangling the Relationship Between Race, Class, and Perceived AbilityPart II: How Students Are Organized by Ability4 Special Education Program, Identification, and Placement5 Academic Streaming and Hierarchies of Ability6 Implicating Gifted and Talented EducationPart III: Practical Strategies for the School and Classroom7 Critical Approaches to Inclusion8 Inclusive Pedagogy and PracticeConclusion: Moving Forward and Setting New Conditions for Justice

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Book SynopsisThis must-read book considers the ways in which creativity can inspire new ideas, invigorate teaching in the adult learning space, and motivate professionals and learners alike. Written by a diverse group of international collaborators, this book empowers readers to embrace creative practices that are considered innovative, engaging, and impactful for adult learners at different levels.Drawing from a range of theoretical perspectives, contemporary research, and the lived experiences of the contributing authors, this edited volume offers readers a rich collection of pedagogical ideas and practical examples to apply within their professional practice. Chapters are divided into three key sections: Engaging experiences, such as large lectures, learning beyond the classroom, innovative technologies, and creative approaches to self-reflection. Engaging groups, including an exploration of communities within a range of educational, research, and g

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Book SynopsisThis book is a practical and comprehensive guide on using AI tools to streamline and optimise the academic writing and research process.Through a series of step-by-step instructions and practical tips, this book provides readers with the knowledge and tools they need to leverage the power of AI to produce high-quality academic publications. The text covers the historical context of AI development, techniques for communicating with AI systems, and strategies for transforming AI into helpful research assistants. Readers will discover the art of prompt engineering and learn practical applications for using AI to ideate research projects, conduct literature searches, and accelerate academic writing. Emphasis is placed on the responsible use of AI, positioning it as an extension of human capabilities rather than a replacement. Through real-world examples, complex AI concepts are demystified, and key challenges and limitations are addressed head-on.Whether you're a university student or a tenured professor, this book is your indispensable companion to beginning your path towards becoming an AI-powered scholar.

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Book SynopsisCombining teaching experience, research findings, and first-hand parenting stories, this compelling and practical resource distills everything you need to know for a thorough understanding of language and early literacy development. Following the introductory chapter, each chapter focuses on a component of language and early literacy including oral language development, listening comprehension, vocabulary development, phonological and phonemic awareness, alphabet knowledge and phonics instruction, handwriting and writing conventions, morphological awareness, digital literacy skills, and motivation for literacy. With an emphasis on the diversity of classrooms and types of learners, Promoting Language and Early Literacy Development is invaluable reading for parents and caregivers, early years teachers, learning support assistants, and nursery workers.

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Book SynopsisThis new book provides accessible explanations of the key theories, concepts, and approaches that form the foundations of early childhood education. Unpicking terms like attachment, constructivism, and heuristic play and introducing both established and less-known contemporary theorists, it is designed to be an easy and comprehensive guide to early childhood theories and approaches, an often complex topic to understand and explore fully.The book is divided into two parts. The first provides a brief overview of the theorists and approaches, both historical and modern, with explanations, backgrounds, benefits, and criticisms where appropriate. It also defines key terms used in theory and research alongside examples of how they work in practice. Part 2 looks more broadly at how these theories and approaches have been incorporated into settings and present-day policies. The chapters also offer insights from practitioners on how the theories are used successfully and how different

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Book SynopsisTeaching Women's History: Breaking Barriers and Undoing Male Centrism in K-12 Social Studies challenges and guides K-12 history teachers to incorporate comprehensive and diverse women's history into every region and era of their history curriculum.Providing a wealth of practical examples, ideas, and lesson plans all backed by scholarly research for secondary and middle school classes, this book demonstrates how teachers can weave women's history into their curriculum today. It breaks down how history is taught currently, how teachers are prepared, and what expectations are set in state standards and textbooks and then shows how teachers can use pedagogical approaches to better incorporate women's voices into each of these realms. Each chapter explores a major barrier to teaching an inclusive history and how to overcome it, and every chapter ends with an inquiry-based lesson plan on women or using women''s sources which stands counter to the way curriculum is traditio

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