Teacher training Books

Book Synopsis

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book SynopsisThis open access book illustrates a new type of formative intervention for in-service teacher training in entrepreneurship education. The book describes a Change Laboratory and shows how teachers and workshop assistants develop the idea of a multidisciplinary project entailing the design of a self-service and parking lot in a dismissed area close to the city centre. The multidisciplinary project is taken as example of how an idea is debated and turned into collective action and change, the very essence of initiative and entrepreneurship. The Change Laboratory thus increases the participation of students, teachers and stakeholders in the school towards a new curriculum through the implementation of a multidisciplinary project connecting school with the world outside and working life.The book features a foreword by Luke Pittaway, USASBE Entrepreneurship Educator of 2018. The manuscript discusses key concepts of Cultural Historical Activity Theory’s Change Laboratory as a formative intervention in a coherent and accessible manner. Beyond that it carefully illustrates how the Change Laboratory and its principles of double stimulation and ascending from the abstract to the concrete can be used as a theory of change to address one of the difficult and new demands of the European Union’s New Skills Agenda. The author takes the reader through the expansive learning journey and uses strong evidence to show how a new object can be developed, and how associated tensions and contradictions can be surfaced and tackled by actors with a partially shared object, and how a new concept can be formed and enriched through implementation and reflection in a manner that generates collective transformative agency. (Reviewer)This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie Grant Agreement No. 654101.Table of ContentsChapter 1. The research hypothesis.- Chapter 2. The assessment of entrepreneurial education.- Chapter 3. The Change Laboratory in theory.- Chapter 4. The Change Laboratory in practice.- Chapter 5. Participants’ view on the multidisciplinary project.- Chapter 6. Reflecting on the expansive learning process.- Chapter 7. Conclusions. Towards entrepreneurial education through the Change Laboratory.

Read more less

Book SynopsisThis book opens an original and timely perspective on why it is we teach and want to pass on our world to the new generation. Teaching is presented in this book as a way of being, rather than as a matter of expertise, which is driven by love for a subject matter. With the help of philosophical thinkers such as Arendt, Badiou and Agamben, the authors articulate a fully positive account of education that goes beyond the critical approach, which has become prevailing in much contemporary educational theory, and which testifies to a hate of the world and to a confusion of what politics and education are about. Therefore, the authors develop the idea of a thing-centred pedagogy, as opposed to both teacher-centred and student-centred approaches. The authors furthermore illustrate their purely educational account of teaching by looking at the writing and the television performance of Leonard Bernstein who embodies what teaching out of love and care for a subject is all about. This book is of interest to all those concerned with fundamental and philosophical questions about education and to those interested in (music) education. Table of Contents1. Introduction.- 2. Education for education’s sake, The idea of a thing-centred pedagogy.- 3. The event, the messianic and the affirmation of life.- 4. Educational equality and the universal excess of teaching.- 5. Immanence and transcendence in education.- 6. Towards immanence in education. From emancipation to responsibility.- 7. Towards immanence in education. From expertise to ethos.- 8. Leonard Bernstein as an educator. Teaching out of love for the world.- 9. Leonard Bernstein as an educationalist. Sharing the love for something worth the effort.- 10. Love and hate for the world. The educational and its relationship with the political.

Read more less

Book SynopsisThis book presents a systematic literature review focusing on studies examining teachers’ participation in professional development (PD) within Germany, Austria, and Switzerland since 1990. It has identified 81 relevant studies and summarizes the results while answering the following research questions: What are teachers’ self-reported reasons participate in formal PD? What barriers do teachers report that prevent them to participate in formal PD? What individual and context characteristics are associated with teachers’ PD behavior? Teachers’ PD is considered to be an important part of the teaching profession. It is seen as a tool for constant further development for teachers to adapt to changing standards in schools and classrooms, requirements for students, and personal challenges associated with the daily work in school. However, it is repeatedly claimed that there is no sufficient research with regard to teachers’ participation in formal PD, as well as of aspects that may influence their PD behavior. In spite of a large number of studies that contribute to this question within Germany, Austria, and Switzerland, only a few of them are cited regularly. Since much of this research is published in German, the results are not accessible for international researchers and comparisons between different countries. This comprehensive review makes these result accessible.Table of Contents1. Relevance and Scope of the Literature Review.- 1.1 Motivation for the Literature Review.- 1.2 Research Questions for the Literature Review. 1.3 Theoretical Approaches to Teachers’ Participation in Professional Development.- 1.4 Teacher Professional Development in Germany, Austria, and Switzerland.- 2. Methods of the Systematic Literature Review.- 2.1 Search Procedure.- 2.2 Description of Included Studies.- 3. Reasons for Participation in Professional Development.- 4. Barriers to Participation in Professional Development.- 5. Individual and Context Characteristics Related to Teachers’ Professional Development Behavior.- 5.1 Characteristics of Teacher.- 5.2 Characteristics of Professional Development Program.- 5.3 Context Conditions.- 6. Conclusions from the Literature Review.- 6.1 Summary of Results and Discussion.- 6.2 Limitations of Included Studies and Conclusions for Further Research.- 6.3 Limitations of the Literature Review.- References.

Read more less

Book SynopsisThis book invites readers to explore how fourteen different experts in their respective fields create deeper meaning in their profession and work with students through thinking, in multiple ways, about the self who teaches, the self who learns, and the ways in which these selves interact within the academy. Essays in this book explore the “inside” of academia through three themes: Pursuing Authenticity, Creating Creative Community, and Humanizing Education. Contributors reflect on their own lived experiences in the academy and on pedagogies that they have created for their students. Embodied education, the theoretical framework of this book, draws on ideas of educators Parker Palmer from the West and Dr. Chinmay Pandya from the East, emerging through contributors’ collaborative work. In embodied education, teachers and learners share experiences that lead to self-understanding and together find ways to humanize spaces in academia.Table of ContentsPart I: Reflections on the Self Who Teaches1. Live Divided No More: Humanizing Education through Self-Care and Community-Building2. A “World in Between”: A Reflection on Teaching and Learning3. Risking Being Yourself: Owning Your Identity Within the Academic Framework4. Embracing Otherness in the Self that Teaches5. Cultivating Humanity in All Too Human Institutions6. Law Professor and Law Student: An Exploration of Being a Whole LawyerPart II: Pedagogies for the Self Who Learns7. “‘Going Out Into the World to Find Wonders’: Nature as a Source of Regeneration’”8. Holding the Space: Being Curious as a Teacher Educator with Pre-service about Self-Care9. Who Am I?: Relational Pedagogies for Fostering Creativity and Reflective Practice10. Dancing with the Other: Aesthetic Experience and Ethical Responsiveness11. An Interview with Dr. Chinmay Pandya: Uncovering the Science of Mantra for Self-Knowledge and Healing

Read more less

Book SynopsisThis textbook evolves from the intersection between ‘Research’, ‘Educational Information Technologies’ and recent ‘Best Practices’. It offers diplomacy and erudite rhetoric in order to harvest from innovation projects and see how new professional needs for teachers are emerging day by day. The volume launches the compact background for the 21st century education that every teacher faces after being in charge for 3 or 6 years after pre-service training. ‘Sources for a better education’ refers to the deep understanding and to the incentives for encouraging teachers to leave the comfort zone and experiment the next steps into a further sophisticated professionalism, without the threat of feeling in a ‘Dilemma’.The first candidate for extending one’s teaching effectiveness is to tailor one’s teaching to the test to be expected. ‘Teaching to the Test’ is an understandable tactic, however it endangers the students’ full understanding of underlying concepts and analogies. The second candidate for professionalism is the deeper layer of knowledge on how curricular domains are related. In simpler terms: better teachers know how to ‘bridge’ topics and subjects so that students develop a deeper understanding on the patterns and structure in knowledge. The 21st century education prioritizes higher degrees of flexible-, divergent and abstract thinking, so that creative problem solving comes into reach. ICT tools for making prior knowledge explicit is a major example on how learners harvest upon prior knowledge, thinking and intuition. The third source for a better education is the courage to envisage one’s meta knowledge in order to see patterns in learning and understanding. The more conscious prior knowledge gets decompiled into genetic metaphors; the better future learning can be anticipated. The fourth asset for meta-cognitive skills is the wide spectrum of tools that the web offers for building knowledge infra-structures so that knowledge becomes transformed into problem solving skills; the availability of knowledge is no longer sufficient for finding creative and authentic solutions in future situations. This is the case for both students and teachers. By tradition, the bottom-up strategy from reproductive factual learning up to the levels of problem solving and creative thinking has been favoured. The ‘one-click away’ access to information on the web asks a more strategic attitude from learners and practitioners to cope with the periphery between known and unknown, so that a more effective meta-cognition develops. The fifth stimulus for more effective learning is the expanding impact of social media. Social media tend to intimidate learners with incomplete understanding to jump on biases as delivered through political and conspiracy agendas. This books aims at the challenge to build upon learners’ existential needs and developing interest for a longer-term learning perspective.“Renaissance man and philosopher Piet Kommers presents us with an interesting question: What makes education exciting? His book covers a range of lessons learnt through research and practice, covering philosophies and paradoxes, ranging from learning to learn to machine learning for learning. In 35 chapters he takes us on an exciting, comprehensive journey of just about every conceivable aspect of technology and education. This is a must-have for every 21st Century bookshelf!” By: Johannes Cronjé, professor of Digital Teaching and Learning in the Department of Information Technology at the Cape Peninsula University of Technology, South Africa.“Piet Kommers has in 400 pages provided an overview of teaching based on practical experience. It is not a summary of pedagogic models, but a guide to important factors in how to motivate students and thus improve their learning. New technologies changes teaching, and we need to understand how application of such technologies can improve the learning. This book provides such knowledge and I wish I had it when I started teaching at university many years ago.” By: Jan Frick, Professor Business School, University of Stavanger, Norway."Piet Kommers delivers a very thorough book with a holistic perspective on Learning Technologies. This book is a result of many years of experience that the author has in Higher Education. It comprises lessons learned from the author´s professional career, including inputs from European Union research projects, as well as diversified interactions with a wide range of Peoples and Cultures. The result is a unique perspective that is a must-read for anyone interested in Learning Technologies, past, present, and future!" By: Pedro Isaias, associate professor at the Information Systems & Technology Management School of The University of New South Wales (UNSW – Sydney), Australia. “Distinguished Professor and Thinker Dr. Piet Kommers presents the academic community with a new horizon on education that reflects the current and future technology trends in the e-Learning and Fast Internet ubiquity. The Book discusses the current and most recent advances in research and application of most effective learning methods in conjunction with the future directions in machine learning in support of learning. The Book's 35 chapters present cutting-edge technologies and state-of-the-art learning methods in support of best educational practices and the student's best learning experience. The Book is most valuable asset to educator's community pursuing the mission of excellence in the Third Millennium!” By: Eduard Babulak, Professor, Computational Sciences, Liberty University, Lynchburg, USA."Well-known scientist, (e-)learning expert and philosopher Piet Kommers presents us with an interesting question: What makes education exciting? His book covers a range of lessons learnt through research and practice, covering philosophies and paradoxes, ranging from ‘learning to learn’ to ‘machine learning for learning’. In 35 chapters he takes us on an exciting, comprehensive journey of just about every conceivable aspect of technology and education. This is an interesting and useful publication for all educators as well as learners and must-have for every 21st Century bookshelf!" By: Eugenia Smyrnova-Trybulska, Dr. hab., associate professor, Institute of Pedagogy, Faculty of Art and Sciences of Education, University of Silesia in Katowice, Poland.“The book presents a mosaic of assets reflecting the vast international experience in research and realization of learning technologies of the author, honourable professor of the UNESCO Chair in New information technologies in education for all, Piet Kommers. Describing various aspects of learning strategies, approaches, techniques and technologies in a concise way, he engages the readers into the mental construction of a "big picture" and makes them reconsider routine processes of teaching and learning. Exciting and thought-provoking reading for educators, researchers, and devoted learners.” By: professor Volodymyr Gritsenko, Director of the International Research and Training Centre for Information Technologies and Systems, National Academy of Sciences and Ministry of Education and Science of Ukraine, Head of the UNESCO Chair. Table of Contents1. Tempting paradoxes.- 2. Learning: A Diverse process.- 3. Philosophical Pillars.- 4. Nature and Culture.- 5. Smart Education.- 6. The entrance of Technology.- 7. Cognitive Learning Tools.- 8. Concept Mapping.- 9. Mapping and Memory Load.- 10. Conceptual Entailments.- 11. Navigation in Hypertext.- 12. Mapping for Hypertext.- 13. Conceptual Awareness.- 14. Explicit Representations.- 15. Trailectics for conscience.- 16. Learning, playing, working.- 17. Media as Catalyst.- 18. The Information Age.- 19. ICT in Secondary Education.- 20. Twenty-First Century.- 21. The Use of Web Tools.- 22. Teacher Training.- 23. Searching for Search Engines.- 24. Visual Imagination.- 25. Virtual Reality for Learning.- 26. Virtual Surgical Training.- 27. Educational Design.- 28. Vocational Education.- 29. Construals.- 30. Open Educational Resources.- 31. Steam During Covid-19.- 32. Programming Skills.- 33. Communities of Practice.- 34. Professional Development.- 35. International Exchange.

Read more less

Book SynopsisThis book includes a range of empirical-based international contributions by the global community of teacher educators and related researchers on the Further Education/post-compulsory, vocational/occupational and lifelong learning sector.It offers theoretical frameworks and empirical data to delineate issues relating to teacher educators and training in areas regarding policy, programmes, and pedagogic activities. Some of these areas include the education of teachers in vocational education, the professionalization of teacher educators in a neoliberal education system, and teacher educators' perspectives of a training programme for vocational education and training. Additionally, the areas cover the relevance of coherence in vocational teacher education for teacher educators, the use of questioning strategies for teacher educators, teacher educators and their initial disciplines, journeys and job titles, the relevance of craft and reflectivity of teacher educators, and the importance of teacher education and mentoring scheme. The rationale for this book is that there is a comparative lack of research and related publications on teacher educators and the delivery and design of teacher education facilitation in the sector internationally. Also, the FE sector is viewed as a backwater of educational research compared to the other sectors.Trade Review“This collection of eight contributions … on challenges facing teacher educators is unquestionably well timed, reflecting struggles over the future of VET. … Loo’s own contribution to the eight core chapters revisits an earlier UK-based study to explore the relationship between its participants’ initial disciplines, pathways to becoming teachers and current roles. Such a study has interest in a landscape that many educators enter by accident and travel in unexpected directions … .” (Bill Esmond, Journal of Vocational Education & Training, June 13, 2022)Table of ContentsSweetest taboo? Further Education and research.- VET teachers and teacher trainers in India.- Is it us or them? Teacher education as act of resistance to a neo-liberal age.- A foundation for practitioner based research in TVET: the new Postgraduate Diploma: TVET.- Stakeholder perspectives on vocational teacher education and teacher educators role in supporting coherence.- A teacher education framework for fostering Further Education teachers’ culturally responsive questioning strategies.- Further Education teacher educators’ initial disciplines, journeys and titles: From their perspectives in higher education institutions, further education colleges and private providers.- Reflexivity for whom? The ethics of a craft identity and the know-how of supporting reflexivity on teacher education programmes.- Towards a more radical, meaningful and dynamic teacher training and mentoring scheme for teachers and learners of the future: a personalised approach to pedagogy and curriculum design.- Future development of teacher educators in the FE sector: Challenges and opportunities.

Read more less

Book SynopsisThis book explores how citizen teachers can expand our capacities to generate more equitable and just spaces with families by working as community organizers. Paying particular attention to community organizing work in one elementary school, the book weaves stories and examples with theoretical understandings to support emerging citizen teachers in creating more democratic spaces. Each chapter provides key community organizing concepts and skills and offers lessons learned to identify what worked and what did not. By building solidarity with families, citizen teachers can effectively activate more powerful practices grounded in the lives of students, their families, and their communities while articulating a broader response to the conditions impacting educators.Table of Contents1 Citizen Teachers: Why Teachers Should Organize2 Place-Making as Citizen Teachers: Analyzing Using Critical and Racialized Geographies3 The Power of Teacher Organizing4 The Power of Parent Organizing5 The Power of Student Organizing: Public Achievement6 The Power of Teacher Education7 Conclusion

Read more less

Book SynopsisThis book constitutes the refereed proceedings of the 27th ATEE Spring Conference onSocial Justice, Media and Technology, ATEE 2021, held in Florence, Italy, during October 28–30, 2021.The 19 full papers included in this book were carefully reviewed and selected from 49 submissions. They were organized in topical sections as follows: teaching critical media/digital literacy in multicultural societies; decommodifying teacher (digital) education; and digital technology and equity for inclusive teaching.Table of ContentsTeaching critical media/digital literacy in multicultural societies.- Media Education and Digital Storytelling: an Experience of University Teaching.- Engaging with Media Constructs and Power Dimensions in Initial Teacher Education: Enabling Student Teachers to Challenge Stereotypical Representations of Minorities in the Classroom.- Immersive Environments in Higher Education: the Digital Well-Being Perspective.- Cultures, Intersections, Networks. The Role of Algorithms in Defining Power Relations Based on Gender, Race, Class, Disability.- Integration of LifeComp and DigComp 2.2 as a Theoretical Framework for Media Education.- Digital Citizenship Education Curriculum. Results of a National Investigation and Didactic Proposals.- Study and Analysis on the Student Response System Adoption: Experimentation in a Programming Course.- Decommodifying teacher (digital) education.- Learning Analytics to Foster Quality Culture in Education and Training Organizations.- Legalisation Issues and Reconfiguration of Education? Challenges for Nordic Teacher Education in the Digital Age.- The Training of Teachers in Citizenship Education through Theatre and Dialectical Method.- Educating Students at Teacher Education Faculties in Art Fields (Visual Arts and Music) in the Online Environment.- Digital technology and equity for inclusive teaching.- “La scuola si Nutre del Territorio nel Quale Alberga” “The school is Nourished by the Local Context”.- Teaching in Upper Secondary Schools with High Migratory Complexity: the European Project QuaMMELOT.- Accessible School Textbooks for Students with Hearing Impairments.- Educational Robotics for Inclusive Design.- Teachers in a Searchable World: Findings from an Introductory Survey.- Teaching with Digital Conceptual Maps for the Development of Inclusive Processes.- Teacher Professional Development on Social Inclusion: the PLEIADE Approach.- Educational Technologies, Social and Emotional Learning and School Inclusion: Challenges and Opportunities.

Read more less

Book SynopsisThis textbook serves as a guide for practitioners whose goal is to enhance refugee students’ learning experiences. With millions of children globally in refugee or seeking asylum status, this volume is a must-read for every 21st century educator. Often, refugee students have missed a substantial amount of schooling as a result of the disruptions in their home countries and transit through refugee camps. Others have never been to school at any time. Refugees enter school with the same hopes and aspirations as other students, but they also confront serious challenges.This textbook helps educators to restore hope through the following topics: empowering refugees in school liberating structures in resettlement camps increasing opportunity at university designing compassionate pedagogies leveraging technology connecting the community Each chapter includes points to ponder as educators work to apply the principles of restoring hope for refugee students and their families. This textbook also provides practical suggestions and case studies that will help educators to put theory into practice. Teachers and professors who are passionate about honing their skills will find this book a comprehensive resource when displaced students enter their classrooms. This volume will also be of great interest to teacher-educators, pre-service teachers, educators serving in refugee camps and school administrators.Table of ContentsIntroduction.-Part I: Restoring Hope in School.- Where Hope Flourishes: Teaching Refugee Children in Troubling Times; L. Kajee.- Restoring Hope in Resettlement: An Examination of the Role of Community-Led Educational Programming Initiatives; S. Namver, Y. Yildirim.- Compassionate Pedagogy: A Narrative-based Curriculum for Children Who Are Refugees; J. Sochacki, K. I. Case.- Refugees’ Acclimatization and Learning: Educators' Creative Solutions; S. Oladipo, A. Handley, R. Lackey, J. Hallett.- Engaging Refugee Students in an Inclusive School Environment That Promotes Learning; Q. L. Robinson.- Leveraging Multiculturalism and Social Support: Helping Syrian Refugees in Lebanon; I. M. Karkouti.- Poetry "My Father Who..."; A. M. F. Tamayo.- Part II: Restoring Hope through Access and Acceptance in Higher Education.- How Teachers Can Improve the Experiences of Refugee Students with SEND with Higher Education Goals; D. De Araujo.- Higher Education in Refugee Camps via Collaborative Blended Learning: The Impact and Benefits for Refugees and their Student Tutors; P. O'Keeffe.- Cultivating Campus Belonging for Refugee College Students through Effective Academic and Social Integration; M. Elhess, J. Mahfouz, L. Summers.- The Pathway to Unlocking Refugees’ Learning Potential: Current Challenges and Lifelong Learning Solutions; D. Mizza.- Poetry “Northwood Bound”, A.M.F. Tamayo.- Part III: Restoring Hope in the Community.- Promoting the Well-being of Asylum-seeking Refugee Children Within and Beyond the School Gates: Insights from the United Kingdom; M. Karakas, A. Hajar, H. Aydin.- Multicultural School Events: Possibilities and Pitfalls for Refugee Students and Their Families; T-A. Skrefsrud.- Poetry "Elegy to a Refugee Girl", A.M.F. Tamayo.- Part IV: Restoring Hope through Effective Leadership.- Education of Refugee Students: Social Justice Leadership and Ecology of Education; O. Caliskan, H. Buyukgoze.- Leadership for Refugee Education; B. Han, R. Tösten.- School Leadership Makes Hope Possible: Five Things School Administrators Can Do Right Now; T. D. Wolsey, I. M. Karkouti.- Poetry "The Big Blue Sky"; A.M.F. Tamayo.- Part V: Restoring Hope across Generations.- Fostering Hope Through Generations – Overcoming Trauma; T.D. Wolsey.- Conclusion

Read more less

Book SynopsisChapter 1. Introduction.- Part I. Researcher Positionings and Positioning Analysis.- Chapter 2. Examining Cross-Cultural Spaces and Researcher Positions in Narrative Research.- Chapter 3. Accounts of Ruptures and Narrative Positioning in Qualitative Follow-Up Research.- Part II. Peer Interviews and Analysing Peer Narration.- Chapter 4. Peer Interviews as a Narrative Research Method.- Chapter 5. Analysing Narration in a Peer Group.- Part III. Visual and Embodied Ways of Narrating.- Chapter 6. Exploring the Use of Pre-Service Teachers' Visual Narratives to Study Emotions.- Chapter 7. Studying the Embodied Nature of Children's Narration.- Part IV. Creative Writing and Analysis.- Chapter 8. Creative Writings, Creative Analysis: Exploring Narrative Ways to Analyse Teachers' Writings.- Chapter 9. Narrating Teachers' Professional Development: Arts-Based Creative Expression in Educational Research.- Part V. Rhetoric and Comprehensive Perspectives on Narratives.- Chapter 10. Analyzing Burkean Rhetoric in Pre-Service Teachers' Identity Narratives.- Chapter 11. Making Sense of Narrativity.- Part VI. Concluding Thoughts.- Chapter 12. Narratives in Educational Research and Practice: A Thoughtful Embrace and Critical Nurturing.

Read more less

Book SynopsisThis book reframes gender and education issues from a feminist and capabilities perspective through a multi-generational study of women as teachers. It explores how different understandings of gender, equality and education generate a variety of approaches with which to pursue gender equality in education. Through employing the capabilities approach in a critical and innovative way to question justice, agency and well-being and also to evaluate valued functionings and capabilities, freedoms and lack of opportunities in women’s lives in Turkey it highlights the need for constructing a gender-just society. The book takes a closer look at these women’s memories, in order to understand how gender roles were created, negotiated and contested, and how the transition to modern ways of socialising and existing was shaped and women’s emancipation was guided by women teachers as social actors, rather than as passive onlookers or oppressed individuals. It provides important insights and critical evidence to be used in the planning and implementation of education and social/gender policies.Table of ContentsPART I.- Chapter 1. Introduction: Conceptualising Gender Justice.- Chapter 2. Understanding(s) of Education, Gender Justice and Human Development.- PART II.- Chapter 3. Understanding Context: Political History, Gender Politics and Education Provision in Turkey.- Chapter 4. The Women and Their Micro-Contexts.- Chapter 5. Exploring Gender Inequalities in Personal Spaces and Private Sphere.- Chapter 6. Education and Changing Lives.- Chapter 7. Working for Social and Gender Justice.- PART III.- Chapter 8. Conclusion: A Capabilities-based Human Development Approach to Gender Justice and Education in Turkey.

Read more less

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

Read more less

Book SynopsisThis 544-page book has 22 chapters prepared by experienced and renowned scholars and researchers from different parts of the world. Grouped into three sections- "Information Technology, Science and Mathematics", "Social Sciences and General Studies", and "Languages" - the chapters represent an important collection of international endeavours committed to facilitate the much needed paradigm shift in subject curriculum and pedagogy and reinforce the quest for a new knowledge base that can support the search for new conceptions, models, perspectives, innovations, and practices for teaching effectiveness and teacher development in different parts of the world. The target audiences are teacher educators, educators, graduate students, researchers, policy makers and those interested to reform education and teacher education in the new century.Table of ContentsPreface. 1. Searching for Paradigm Shift in Subject Teaching and Teacher Education. 2. Technology and Design Education: Are We Developing Professionals or Technicians? M. Fleer. 3. Integration of Information Technology into Teaching: The Complexity and Challenges of Implementation of Curricular Changes in Singapore; Z. Deng, S. Gopinathan. 4. Information Technology in Education: The Challenge of Adopting World Wide Web as Learning Resources; E.M.W. Ng, R.M.W. Leung. 5. IT Training for Science Teachers Through a Subject-based Approach: Framework and Needs Analysis; Y.Y. Yeung, et al. 6. Teacher's Attitudes on the Use of Information Technology in Primary Science Education; W.W.M. So. 7. Introducing IT in Mathematics Education: Prospects for Curriculum Revision and Teacher Training; G. Dettori. 8. A Framework to Facilitate Professional Growth in Mathematics Teaching Through Action Research; M. Taplin. 9. In-service Training of Mathematics Teachers in Ashram Schools; S.C. Agarkar, H.C. Pradhan. 10. Pre-service Primary Teacher's Affective Characteristics Towards Mathematics and Mathematics Education; H.K. Leung. 11. Preparing Teachers for the New Civics Education; K.J. Kennedy. 12. Preparing Future Secondary Teachers for Citizenship Educator Roles: A Possible Direction for Pre-service Education in the New Century; P.K. Kubow. 13. An Inclusive Curriculum Proposal for Teacher Education in the 21st Century; C.Y.M. Yuen. 14. Implementation of Sex Education in Secondary Schools and Implications for Teacher Education and Development; S.C. Fok. 15. Interdisciplinary Curriculum: A Case Study of General Studies Teaching; N.Y. Cheng, Y.W. Lo-Fu. 16. Teaching Through a Lens: The Role of Subject Expertise in the Teaching of Geography; D. Lambert. 17. Marginal Subjects: Towards a Site of Possibility in the Teaching of Home Economics; D. Pendergast. 18. `Why Does She Call Me `Darling'?' &endash; and Affect in Overseas Language Immersion Programs; V. Crew, P. Bodycott. 19. Teacher Education for TESOL in Malaysia: The Pursuance of Conformity in the Context of Cultural Diversity; M. Nalliah, R. Thiyagarajah. 20. An Alternative Team Teaching Model for Content-based Instruction; T. Stewart, et al. 21. The Native-speaking English Teacher Scheme in Hong Kong; D.H. Lu, B.F. Wong. 22. The Effectiveness of Developing Pre-service Foreign Language Teachers Through a School-University Partnership; D.W. Robinson.

Read more less

Book SynopsisThis book details an individualised approach to teaching traumatised students. While being trauma informed is an approach gaining interest in the field of education, frameworks that can respond to the individual nature of traumatic experience and explicitly describe responses that open pathways for learning remain a gap in the literature.

Read more less

Book Synopsis

Read more less

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

Read more less

Book SynopsisThis new critical volume presents various perspectives on teaching and teacher education in the face of the global climate crisis, environmental degradation, and social injustice. Teaching in the Anthropocene calls for a reorientation of the aims of teaching so that we might imagine multiple futures in which children, youths, and families can thrive amid a myriad of challenges related to the earth's decreasing habitability.Referring to the uncertainty of the time in which we live and teach, the term Anthropocene is used to acknowledge anthropogenic contributions to the climate crisis and to consider and reflect on the emotional responses to adverse climate events. The text begins with the editors' discussion of this contested term and then moves on to make the case that we must decentre anthropocentric models in teacher education praxis.The four thematic parts include chapters on the challenges to teacher education practice and praxis, affective dimensions of teaching in the face of the global crisis, relational pedagogies in the Anthropocene, and ways to ignite the empathic imaginations of tomorrow's teachers. Together the authors discuss new theoretical eco-orientations and describe innovative pedagogies that create opportunities for students and teachers to live in greater harmony with the more-than-human world. This incredibly timely volume will be essential to pre- and in-service teachers and teacher educators.FEATURES: Offers critical reflections on anthropocentrism from multiple perspectives in education, including continuing education, educational organization, K–12, post-secondary, and more Includes accounts that not only deconstruct the disavowal of the climate crisis in schools but also articulate an ecosophical approach to education Features discussion prompts in each chapter to enhance student engagement with the material Table of Contents Acknowledgements Learning to Teach on the Edge of the Anthropocene Part Ⅰ: Challenges to Teacher Education Practice and PraxisChapter 1: Weaving Critical Education Perspectives in Teaching for Social and Ecological JusticeChapter 2: Schools and Communities: Interdisciplinary Learning and the Ecological Crises of the AnthropoceneChapter 3: Recognizing and Addressing Influential Root Metaphors: The Key to Reorienting Teaching and Teacher Education in the AnthropoceneChapter 4: "Country" Is My Gender, the Good Girl, and Ecojustice EducationChapter 5: Indigegogy: Using Indigenous Ways in TeachingChapter 6: Listening, Witnessing, Connecting: Histories and Storytelling in the Anthropocene Part Ⅱ: The Affective Dimensions of Teaching in the Face of the Earth's Decreasing HabitabilityChapter 7: To Love and to Teach Other People's Children in the Face of the Climate CrisisChapter 8: What Good Is a Poem When the World Is on Fire?Chapter 9: Hope in Action as a Pedagogical Response to Climate Crisis and Youth AnxietyChapter 10: Nurturing Embodied Agency in Response to Climate Anxiety: Exploring Pedagogical Possibilities Part Ⅲ: Relational Pedagogies in the AnthropoceneChapter 11: Embodying Ceremony as Pedagogy: The Role of School Administration in Reconceptualizing Indigenous Education in the AnthropoceneChapter 12: Plantation Logics and STEM Economics: Make Kin as Education for Multispecies' FlourishingChapter 13: Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable DevelopmentChapter 14: Of What's Now and What's Next: Poetry, Narrative, and Reimagining Teacher Education(s) beyond Received Anthropocentric ChauvinismChapter 15: Growing Rural Capacity for Responding to the Anthropocentric Exigencies of Our TimeChapter 16: Looking the Gift Horse in the Mouth: Climate Refugees and the Role of Education in Promoting Inclusivity Part Ⅳ: Igniting the Empathic Imaginations of Tomorrow's TeachersChapter 17: Unsettling Climate Education: The Youth Are Waking Up and Walking Out. As Educators, How Do We Join Them?Chapter 18: ENVIROdigiART in the Age of the Anthropocene: A Reorientation of Teaching and Learning in Digital Artistic/Scientific Practices Across the CurriculumChapter 19: Deep Listening by the Sojourners CollectiveChapter 20: Teaching Geography Education in the Anthropocene: Focusing on Settler Colonialism, Slow Violence, and Solidarity Building in New Brunswick through DIY Art ProductionChapter 21: Wasteland Climate Anxiety: Meaningful (Teacher) Education Children's Voices Calling Us to Action at the Edge of the Anthropocene GlossaryAuthor BiographiesIndex

Read more less

Book SynopsisReading and writing for pleasure represent issues of global concern and interest in policy, research and practice, underpinned by evidence illustrating their importance for young peopleâs academic, social, and emotional experiences and outcomes. In the face of a sustained decline in childrenâs enjoyment in both reading and writing, this highly significant book presents findings from a three-year study of research and practice that nurtures young peopleâs engagement as readers and writers.The book offers a rich understanding of the study, highlighting the commonalities and synergies identified from the research literature and diverse practice contexts. It introduces a new and powerful Reading and Writing Framework for Practice for schools and charitable literacy programmes. The authors offer practical strategies and recommendations throughout for practitioners, researchers and policy makers who wish to advance this agenda in their own contexts. Areas covered include: The nature of reading and writing for pleasure Literate identities Motivating readers and writers Social interactions Role models and connected communities Future research, practice and policy This field defining text is a key resource for all those committed to halting the decline in young peopleâs engagement as volitional readers and writers.

Read more less

Book Synopsis

Read more less

Book SynopsisIn Unconscious Bias in Schools, two seasoned educators describe the phenomenon of unconscious racial bias and how it negatively affects the work of educators and students in schools. "Regardless of the amount of effort, time, and resources education leaders put into improving the academic achievement of students of color," the authors write, "if unconscious racial bias is overlooked, improvement efforts may never achieve their highest potential." In order to address this bias, the authors argue, educators must first be aware of the racialized context in which we live. Through personal anecdotes and real-life scenarios, Unconscious Bias in Schools provides education leaders with an essential roadmap for addressing these issues directly. The authors draw on the literature on change management, leadership, critical race theory, and racial identity development, as well as the growing research on unconscious bias in a variety of fields, to provide guidance for creating the conditions necessary to do this work-awareness, trust, and a "learner's stance." Benson and Fiarman also outline specific steps toward normalizing conversations about race; reducing the influence of bias on decision-making; building empathic relationships; and developing a system of accountability. All too often, conversations about race become mired in questions of attitude or intention. - "But I'm not a racist!" This book shows how information about unconscious bias can help shift conversations among educators to a more productive, collegial approach that has the potential to disrupt the patterns of perception that perpetuate racism and institutional injustice.Trade ReviewThis book is ideal for all educators who want to learn how to challenge the institutionalized racism that plagues schooling in America." - Devyn Spence Benson, Davidson College

Read more less

Book SynopsisCaptain Christopher Moody, based on a real-life pirate, has always longed for adventure. So, when he finds a treasure map, he decides to find a crew, find the treasure and find the greatest adventure the world had ever seen! Meet some weird pirates, a spooky island and a fearsome sea monster in this epic tale.On his journey, Captain Moody writes the story with the assistance of Blackbeard the pirate and Punctua, the Fairy Godmother of Writing, to punctuate properly and become a bestselling author. Descriptosaurus Punctuation in Action Year 2: Captain Moody and His Pirate Crew is part of a short series of age-specific, beautifully illustrated stories that can be read for pleasure and/or used as a contextualized 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 incTable of ContentsAcknowledgements Introduction PART A: THE STORY OF CAPTAIN MOODY AND HIS PIRATE CREWCHAPTER 1 The Map CHAPTER 2 The Crew CHAPTER 3 The Flag CHAPTER 4 The JourneyCHAPTER 5 The IslandCHAPTER 6 The MonsterCHAPTER 7 The BattleCHAPTER 8 The Party PART B: LEARNING PUNCTUATION WITH THE CHARACTERSCHAPTER 9 Meet the Characters Section 1: Captain Moody Section 2: Blackbeard Section 3: Punctua (Fairy Godmother of Writing) CHAPTER 10 Editing a Story Section 1: Writing and Editing Tips Section 2: Sentences Section 3: Comma Splicing CHAPTER 11 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: Capital Letters Editing Checklist CHAPTER 12 Question Marks CHAPTER 13 Exclamation Marks CHAPTER 14 Inverted Commas (Speech Marks) Section 1: When and How to Use Inverted CommasSection 2: How to punctuate inside the Inverted CommasCHAPTER 15 Apostrophes Section 1: Apopstrophes for Possession Section 2: Apostrophes for ContractionCHAPTER 16 Commas Section 1: In a list Section 2: To avoid misunderstandingsSection 3: To separate parts of a sentence APPENDIX:Checklist: Captain Moody’s Editing Checklist Level 1: Punctuation Checklist: Captain Moody’s Editing Checklist Level 2: PunctuationBlackbeard’s ChallengeCertificate: Editing Level 1 Certificate: Editing Level 2

Read more less

Book SynopsisMuch of the time, experienced professionals in both education and other fields cannot explain what they are doing, or tell you what they know; and students cannot articulate their learning. Yet professional development and practice are often discussed as if conscious understanding and deliberation are of the essence. The Intuitive Practitioner tackles this apparent paradox head on, and explores the dynamic relationship between reason and intuition in the context of professional practice. Focusing mainly on the professional world of the teacher, but with illustrative discussions of medical and business practice, the contributors delicately unpick the vexed and neglected nature of intuition, and demonstrate the vital role it plays in the development of professional judgement and expertise.Table of ContentsIntroductionPart one: Perspectives on intuition in professional learning and practiceIntuition and the crisis in teacher professionalismThe anatomy of intuitionTrusting your own judgementPart two: Intuition and initial teacher educationLearning to teachintuitive skills and reasoned objectivityAwareness and intuitionhow student teachers read their own lessonsThe role of intuition in mentoring and supporting beginning teachersElaborated intuition and task-based English language teacher educationPart three: Intuition and continuing professional developmentThe development of professional intuitionThe formal and the intuitive in science and medicineComplex decision-making in the classroomthe teacher as an intuitive practitionerDeveloping intuition through management educationPart four: Intuition and assessmentAssessment and intuitionMeasurement, judgement, criteria and expertiseintuition in assessment from three different subject perspectivesIntuition and the development of academic literacyPart five: The intuitive practitioner: A critical overviewThe intuitive practitionera critical overviewConclusionIndex.

Read more less

Book SynopsisEffective listening skills are essential for successful social interaction at home, at school, and in the community. Guided Listening illustrates how teachers can champion purposeful listening and help students better understand their language strengths and needs. It offers a practical framework that shows the value of recording and sharing the ideas of others; provides opportunities to identify the norms and conventions associated with oral language; and frees students to listen more attentively, organize their responses, and watch for the subtle cues that are an important part of listening.The strategies in this practical book involve students in:analyzing and synthesizing information;making inferences and predictions while listening;transferring these skills to their independent reading and learning.Tools that complement the strategies include reproducible graphic organizers, rubrics, forms for recording student progress, and numerous worksheets. Suggestions for choosing guided listening texts and a comprehensive approach to assessment complete this valuable resource.

Read more less

Book SynopsisTurn your classroom into a thriving community of learners! In The Passion-Driven Classroom, bestselling authors Angela Maiers and Amy Sandvold show you how to spark and sustain your students' energy, excitement, and love of learning. This updated edition offers a new framework for changing your mindset and implementing a passion-driven classroom, where passion meets practice every day as students learn new skills and explore their talents. You'll come away with specific examples of how to set up your classroom, how to manage it, and how to assign passion projects where students take the lead. With this book, you'll be able to move away from prescription-driven learning toward Passion-Driven Learning, so you can make a real difference in the lives of your students.Trade Review"Amy Sandvold and Angela Maiers provide an essential lesson: passion is not a subject to be taught or a behavior to be instilled into children, but a way of life for teachers and students alike. While education policies and fads come and go, the fire-in-the-belly passion that the authors describe will sustain students and teachers in their learning journeys extending far beyond the schoolroom walls. Too many advocates of student creativity reduce teaching techniques to the simplistic and unhelpful prescription too "think outside the box," while Sandvold and Maiers remind us that rigor and accountability are the hallmarks of the passionate and creative student and teacher. Filled with real-world examples and practical advice, this book deserves to be the subject of collaborative by teachers in every discipline."Douglas Reeves, PhD, Author of The Myth of the Muse: Supporting Virtues That Inspire Creativity and Founder, Creative Leadership Solutions"There is no question today that what students need is educators who create environments where innovation in learning and passion found are cornerstones. Angela and Amy have written a text that shows all educators and leaders what helping students find that passion means and how they can help students harness it to do amazing things for themselves, their learning and their world. Not only do Angela and Amy provide thoughtful examples; they provide guidance so that every student in every classroom can benefit from this passion-driven learning." Steven W. Anderson, Digital Learning and Relationship Evangelist, @web20classroom"Recent data on student engagement has shown that the longer students are in our K-12 system of education, the less engaged they become. Maiers and Sandvold share a roadmap and the mindset needed to disrupt this trend by addressing the "passion gap" head on, so that learners are empowered to unleash their untapped potential, and gain the skills, motivation, and direction needed for future success. Schools must liberate today’s modern learners, and implementing a passion-driven classroom will make the once unthinkable possible. Read this book to awaken a new reality in your school or classroom."Thomas C. Murray, Director of Innovation, Future Ready Schools, Co-Author of Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, TodayTable of ContentsContentsAbout the Authors Preface Acknowledgments 1 Achievement Gap Or Passion Gap? Listening To Our Students Minding the Passion Gap Closing the Gap Step One: Know and Show Your Passion Step Two: Know and Show the Students’ Passion Step Three: Know and Show the World Passion 2 Let’s Talk About Passion Defining Passion P.A.S.S.I.O.N. PASSION IS Passion-Driven Learning Is More Than a ProjectWhat Passion Can Do 3 The Clubhouse Mindset: Where Passion Meets Practice Our Very First Passion-Driven Learning Club The Philosophy: Clubs Are Passion Playing Fields What Makes Club Life Enticing? The Passion Discovery ContinuumThe Workshop Classroom: Driven by Curiosity The Role of the Teacher: Expert Learner and Passion Practitioner The Role of the Student: Apprentice Learner and Global Citizen The Resident Expert Wall More Than Fluff 4 A Passion-Driven Classroom: The Essentials Essential #1: The Learning Clubs instead of Classroom Jobs Essential #2: You Matter Time Essential #3: Reflection Essential #4: The Task Board Essential #5: Good-Fit Tools And Technology Good-Fit Technology Remember to Include Books! H.E.A.R.T.—A Strategy for Deep Meaning The H.E.A.R.T. Technique Essential #6: Celebration Doing and Being 5 Organizing the Passion-Driven ClassroomThe Physical Environment Meeting Spaces Middle and High School Practices and Spaces Grouping Students The Students’ Seating/Desk Arrangement Passion-Driven Tools Key Reflection Tool: The Student Thinkbook The Clubhouse Classroom Routine Sequence 1. The Opening Message: You Matter Time 2. The Daily Boardroom Meeting 3. The Learning Clubs 4. Content Connections 5. The Closing Passion From Day One: Simple Changes = Big Impacts Invite Students to Create the Classroom Environment The Crucial Conversation Rules or Manifesto? Heart Maps The Wonderful Gift Lesson More Ideas to Explore 6 Managing the Clubhouse Classroom The Three Phases In Action Phase One: Launching the Learning—Passion Discovery The Opening Message Anchor Lessons The Boardroom and Learning Club Anchor Lessons Learning Clubs: Bringing It All Together Phase Two: Practicing Our Passion—Learning Is Thinking The Opening Message Anchor Lessons The Boardroom and Learning Club Anchor Lessons Bring It All Together Lessons—Learning Club Tools Closing Phase Two Phase Three: Sharing Our Gifts—The Passion Project The Google Way The Passion Project The Opening Message Lessons The Boardroom Lessons and Passion Project Work Tools for Sharing Our Passion 7 From the Trenches: The Voices of Passion Passion Still MattersNew to Edchat? Challenge 8 Closing Thoughts The Promise of Passion Closing Thoughts: Choosing Passion in Times of Change References

Read more less

Book SynopsisLearn how to create a "culture of poetry" that demonstrates the power of words and strengthens the language lives of children. Poetry Goes to School is a comprehensive resource for teachers who want to fill their classrooms with poetry. The authors have expanded the territory covered in their previous book, Mother Goose Goes to School. In this rich collection, they have gathered and classified a remarkable collection of poetry and teaching strategies into a meaningful, manageable program.The book is organized around eight inviting units: patterns, word play, nursery rhymes, ceremonies, images, voices, stories, and information. Each unit contains: a description of the genre; inviting lessons and tools for using them in classrooms; sample poems to motivate language discussion; ideas for exploring all forms of poetry with children. Teachers can select from the wide range of response activities that will involve the children in reading, writing, role-playing and the arts. Assessment techniques for supporting the poetry program complement this inviting resource.

Read more less

Book SynopsisA powerful technique for encouraging students to show action that peaks and resolves, storyboards free young writers to focus on language and build skills essential to highly visual media, where words, few but apt, must resonate. Get Graphic! dem­onstrates how to use storyboards in all stages of the creative process, from brainstorming ideas to using thumbnail sketches to develop, revise, and finalize stories. Step-by-step instructions on how to generate action-filled pages and streamlined plots, as well as suggestions for planning drawings and using collage, help students create their own personalized stories and books.

Read more less

Book SynopsisYou loved your college major. You worked hard to earn your degree. And now your day job doesnt fully use your education, engage your mind, or feed your soul. But there are still limitless opportunities to do intellectually serious workwork that will win you professional recognition, travel opportunities, and even publication in peer-reviewed journals. All you have to do is create your own academic opportunities, and ''Passion Projects for Smart People'' will show you exactly how to do it. The perfect career guide for the era of the Ph.D. barista, the underpaid adjunct, and the gig economy, ''Passion Projects for Smart People'' will help you take charge of your career and your life. Written by a high school science teacher who has done field work in six countries, published in professional journals, and worked with NASA, ''Passion Projects for Smart People'' details how to turn side projects into career-development opportunities. ''Passion Projects for Smart People'' shows you how to develop your own research and creative projects; form collaborations with universities and public agencies; apply for grants and professional experience opportunities; travel around the world for free; and develop your career as a teacher and mentor.

Read more less

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

Read more less

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

Read more less

Book SynopsisWhich One Doesn't Belong? has won the Mathical Book Prize, which will be presented to Christopher Danielson at the National Math Festival in Washington, DC on April 22, 2017. The Mathical Book Prize is an annual award for fiction and nonfiction books that inspire children of all ages to see math in the world around them.Every colorful page of Christopher Danielson's children's picture book, Which One Doesn't Belong?, contains a thoughtfully designed set of four shapes. Each of the shapes can be a correct answer to the question 'Which one doesn't belong?' - Because all their answers are right answers, students naturally shift their focus to justifications and arguments based on the shapes' geometric properties.In the companion teacher's guide,(978-1-62531-081-1) Danielson shows how to facilitate rich discussions and teach mathematical argumentation using Which One Doesn't Belong? He models how to listen closely and respectfully to students' ideas about shapes. Danielson synthesizes research about how children learn geometry, discusses the role of geometry in the mathematics curriculum, and gives plenty of practical advice about different ways to implement Which One Doesn't Belong? in classrooms.He also discusses the mathematical ideas likely to emerge on each page and, drawing from his direct experience using Which One Doesn't Belong? at several different grade levels, helps teachers anticipate and think about students' likely answers. Most curricula treat geometry as little more than vocabulary lessons. Which One Doesn't Belong? and its accompanying guide are powerful, flexible resources teachers can use to provoke lively discussions and deep learning about shapes with students of all ages.Trade Review'Stenhouse just released Christopher Danielson’s book, Which One Doesn’t Belong?. It’s a must-have if you’re a parent or a teacher with any interest in helping your children or students learn to speak mathematically. There are few tasks that offer so much mathematical value yet require so few instructions as Which One Doesn’t Belong? You see four mathematical objects. You ask kids, “Which one doesn’t belong?” You help them negotiate their overlapping and conflicting answers, developing vocabulary and the capacity for argument and abstraction along the way. That’s it. You can find loads of great WODB prompts online but you can’t find Christopher’s unique presentation, narrative, and teacher’s guide, which is its own kind of graduate-level course in pedagogy. Highly recommended.'- Dan Meyer ‘Which One Doesn't Belong? is a brilliant new math book from Stenhouse. A MUST-HAVE if you teach math at any age I think.The book is a picture book to use with kids along with a Teacher's Guide that is really a professional book by Christopher Danielson (whose website is also brilliantly amazing and one you'll want to visit often if you are a math teacher.) Which One Doesn't Belong? is a book of conversation starters around geometry. Each page of the picture book gives readers 4 shapes and asks the questions, "Which One Doesn't Belong?" I know this opener and love it and have used lots of the resources on the website.Which One Doesn't Belong? and other resources and I've always found the routine to be a good one for math learning and supporting conversations around math. But there was so much I didn't know! This teacher guide--which is not so long but long enough to have depth and lots of new learning--helped me to understand how much more powerful this routine could be if I were more intentional as a teacher. The focus on geometry is interesting to me because it is an area of math teaching that I need to learn more about. The book has an entire chapter called "How Children Become Geometers". This chapter helped me see the big jump kids do from elementary school to high school geometry and how much better we can do to help them build understanding by understanding the levels of understanding kids have and build around geometry. The book is not a teacher's manual. Instead it is a way for teachers to use this routine in ways that empower students. Christopher Danielson shares language he uses when he introduces Which One Doesn't Belong. He shares examples from classrooms and he helps us better understand how children make sense of geometry through inquiry. He also puts the teacher in the decision-making chair as he invites us to make our own decisions about which pages to introduce to children when. He also has tips for creating your own WODB set. I love the answer key in this book. The thing about this WODB sets is that they are designed so every answer could be the correct answer. So the answer key shares insights kids may notice about each shape and how they might respond. It is a great resource and a great place to understand how to create your own sets (and help kids create their own.) I love so much about this set of books. We had a conversation around the first page of the picture book last week and it was incredible. I introduced it as Danielson suggests in the book and we could have gone on for a very long time with ideas and thinking around these 4 shapes. I am excited to see where the conversation goes over the next several months. This was a great way for me to take a routine I know and really deepen my understanding of it which will help my students. Not only that but it helped me understand geometry in general and I now see the connection between this and several of Danielson's blog posts. I can't recommend this book enough. If you are interested in inquiry-based thinking and routines that empower kids AND if you want to learn more about quality talk in the math classroom, you need this book immediately!’ - A Year of Reading, Franki Sibberson ‘I received Danielson’s shapes book Which One Doesn’t Belong (WODB) with anticipation. I had been noticing Twitter activity on the math twitter blogosphere around the hashtag #wodb, and I was curious. The picture book includes a teachers’ guide, which I found valuable, especially the chapter on how to use the book in the classroom. It also explains the progression of a student’s geometry thinking, gives tips and examples of how to guide conversations, and defines some geometry terms to give rigor to my own knowledge. I referred back to the teachers’ guide many times when using the book in classroom settings. Danielson writes, “I made this book to spark conversations, thinking and wonder” (p. 36). He has succeeded. I enjoyed using this book to facilitate conversations with first and fourth graders. Students were engaged and were eager to communicate their ideas and listen to others. I noticed improvement in their ability to craft mathematical arguments in support of their choices. In the end, the fourth graders composed their own set of shapes to challenge others with “which one doesn’t belong.” I also shared the book with colleagues and even brought it out at a family party. This bold-color shapes book is, as the author had hoped, “a resource that can make a meaningful contribution to geometry instruction” (p. 16) but can also reside in an elementary school library. It allows for meaningful conversations, unanswered questions, and deep dives into the subtle and complex similarities and differences between shapes. - Laurel Pollard, Hanover Street School, Lebanon, New Hampshire. ‘I recently had the privilege of sharing Christopher Danielson’s book Which One Doesn’t Belong with my 5th grade math classes. Each page in his deceptively simple layout has four different figures. He asks the readers to choose “which one doesn’t belong” and tell why. There’s also an accompanying teacher’s guide, with teaching ideas across the grades from kindergarten to high school. (Look inside the guide here.) I thought the WODB activity might generate some interesting conversations and serve as a review for our geometry unit which we were concluding. So we gave it a try! Some of our observations Even though the book says “every answer can be correct,” my students had a hard time believing that two, three, or four different answers could all be correct. We decided to find out! We started off with the first set of figures and I asked everyone to think silently about which figure didn’t belong. I called on Noah to share his thoughts. Noah chose a figure and explained why that figure was different than the rest. Sarah quickly chimed in saying, “I disagree! I think the third figure doesn’t belong.” She gave her reasons for choosing the third figure. After several of these disagreements, I asked the students to think about why they disagree. I asked them if they understood Noah’s reasoning. They all agreed that, based on Noah’s reasoning, he was correct. They also agreed that Sarah’s reasoning was correct. One student then said, “You mean we are all correct?” The conversation had reached a turning point. As we explored more sets of figures, I didn’t hear, “I disagree” or “I think you’re wrong”. Instead, I heard “ Wow, I didn’t think of that” and “I saw something different”. A WODB chat at Hibbett Middle School Another observation I found very interesting was how students borrowed vocabulary from one setting and tried to apply (maybe misapply) it to a new setting. Have you ever heard of a scalene quadrilateral? Neither had I! But I knew what the student meant, and so did the rest of the class. When I asked him to explain, he said a scalene triangle is a triangle with all three sides having different lengths. A scalene quadrilateral, therefore, is a quadrilateral with all four sides having different lengths. Makes sense, doesn’t it? But, is it mathematically correct? I don’t know. My students gave me some pretty good arguments justifying their reasoning! We decided we needed to do some research on the word scalene. Does it only apply to triangles?Planning for next year I plan to continue exploring this book and use it again next year, but with a few changes. I think it would be very beneficial to do this activity first, as a pre-assessment to our geometry unit. What do they already know? What misconceptions do they have? At the conclusion of the unit, I would like to repeat the activity and see how their answers and explanations change. Will I see any growth in their vocabulary? Will they notice new differences based on the properties of the figures? I think it would also be very interesting to have the students write their own reflections. Did they find this activity interesting and why? What do they think they learned from this activity? My classes thoroughly enjoyed this book and our conversations about shapes. It generated deep thinking and brought up a few questions that we are still wondering about. In a good way!’ - Marti Smith, An Innovative Math Book Sparks Some Great Class Chat about Geometry, Guest BloggerTable of ContentsWhich one doesn't belong? Label and Pictures book.

Read more less

Book SynopsisCreating Caring Classrooms is committed to building respectful relationships among students, teachers, and the school community. Through active, engaging, imaginative, and open-ended activities, students will be encouraged to explore events, ideas, themes, texts, stories, and relationships from different perspectives and then represent those new understandings in innovative and creative ways. Teachers will learn how to establish inclusive classrooms, initiate and maintain respectful dialogue, promote collaboration over competition, and confront difficult issues such as bullying and exclusion.

Read more less

Book Synopsis

Read more less

Book SynopsisHigh Leverage Practices for Inclusive Classrooms, Second Edition offers a set of practices that are integral to the support of student learning, and that can be systematically taught, learned, and implemented by those entering the teaching profession. In this second edition, chapters have been fully updated to reflect changes in the field since its original publication, and feature all new examples illustrating the use of HLPs and incorporating culturally responsive practices. Focused primarily on Tiers 1 and 2or work that mostly occurs with students with mild to moderate disabilities in general education classroomsthis powerful, research-based resource provides rich, practical information highly suitable for teachers, and additionally useful for teacher educators and teacher preparation programs.Table of ContentsSection 1: Collaboration High Leverage Practices 1. Collaborating with Colleagues to Increase Student Success 2. Lead Effective Meetings with Professionals and Families 3. Collaborate with Families to Support Student Learning and Secure Needed Services Section 2: Assessment High Leverage Practices 4. Using Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs 5. Interpreting and Communicating Assessment Information with Stakeholders to Collaboratively Design and Implement Educational Programs 6. Using Student Assessment Data, Analyzing Instructional Practices, and Making Necessary Adjustments that Improve Student Outcomes Section 3: Social/Emotional/Behavioral High Leverage Practices 7. Consistent, Organized, Respectful Learning Environment 8. Using Feedback to Improve Student Outcomes 9. Teaching Social Skills 10. Conducting Functional Behavior Assessments to Develop Individualized Behavior Support Plans Section 4: Instruction High Leverage Practices 11. Identify and Prioritize Long- and Short-term Learning Goals 12. Systematically Design Instruction Toward a Specific Goal 13. Adapt Curriculum Tasks and Materials for Specific Learning Goals 14.Teaching Cognitive and Metacognitive Strategies to Support Learning and Independence 15. Providing Scaffolded Supports 16. Use Explicit Instruction 17. Using Flexible Grouping 18. Use Strategies to Promote Active Student Engagement 19. Using Assistive and Instructional Technologies 20. Provide Intensive Instruction 21.Teach Students to Maintain and Generalize New Learning Across Time and Settings 22. Providing Positive and Corrective Feedback 23. Reflections on High Leverage Practices for Teachers, School Leaders, and Teacher Educators

Read more less

Book SynopsisWhen teachers and leaders implement an identity-conscious practice, they can provide a more responsive and responsible learning environment. Unfortunately, avoiding the impact of identity can create problematic and oppressive conditions in schools. So how do we lead with an identity-conscious lens? Award-winning author Liza Talusan provides real-world scenarios that educators can work through to apply an identity-conscious practice. Talusan helps educators grapple with three key questions: 1) How do I build knowledge about scenarios that involve identity? 2) How do my own thoughts, attitudes, behaviors, and beliefs contribute to inequitable conditions? 3) What actions can I implement in my classroom/meeting spaces to align with principles of equity and justice? Readers explore these questions through case studies on race, class/socioeconomic status, religion/faith, disability, sexual orientation, gender, language, and age. With the book's numerous real-world examples, Talusan makes the concept of an identity-conscious practice more tangible, so you feel ready and empowered to implement it day-to-day in your own practice.

Read more less

Book SynopsisGrowing Mathematical Minds is the documentation of an innovative, bi-directional process of connecting research and practice in early childhood mathematics. The book translates research on early mathematics from developmental psychology into terms that are meaningful to teachers and readily applicable in early childhood classrooms. It documents teacher responses, and conveys their thoughts and questions back to representative researchers, who reply in turn. In so doing, this highly useful book creates a conversation, in which researchers and teachers each bring their expertise to bear; their communication about these topicsinformed by the thinking, commitment, and experience of both groupshelps us better understand how developmental psychology can improve math teaching, and how math teaching can, in turn, inform developmental science. The book bridges the gap between research and practice, helping teachers to adopt evidence-based practices and apply cutting-edge reseTrade Review"Growing Mathematical Minds is a remarkable, lucid, and inviting introduction to early math education. The book offers prominent researchers’ accounts of their own fundamental work on children’s mathematical thinking, as well teachers’ comments on the research and suggestions about the ways it can be used to inform classroom practice. The book truly helps both researchers and teachers to bridge the sometimes considerable gap between theory and practice, in part by listening and responding to each other."—Herbert Ginsburg, Jacob H. Schiff Foundations Professor Emeritus of Psychology and Education, Teachers College, Columbia University, USA "With this book, Dr. McCray and her co-authors do a real service both to educators and to researchers in the field of early mathematics learning. There is now so much to know about early math education that we spend our careers becoming experts in just one thing: We either know how to teach math, or we know how to do research on it. But because teachers and researchers don’t spend much time in each other’s worlds, a gulf arises. Math researchers (like me) want our work to be useful, but we don’t actually know what teachers need. Teachers want to stay up to date on the relevant research, but much of that research is embargoed behind paywalls-- and even if it weren’t, what teacher has time to read through it all to figure out what’s relevant? In this book, Dr. McCray and her co-authors have boiled the current research down to its most important insights, and presented them in a way that is immediately usable in classrooms. This is the missing link that we all need, in order to reach our shared goal of using research to improve early math education."—Barbara Sarnecka, Associate Professor, Cognitive Sciences and Logic & Philosophy of Science, University of California, Irvine, USATable of ContentsIntroduction: Briding the Gap Between Research and Practice in Early Mathematics Jie-Qi Chen, Jennifer S. McCray, and Janet Eisenband Sorkin Chapter 1: Mathematical Language and Early Math Learning Janet Eisenband Sorkin and Jennifer S. McCray with Susan Levine Chapter 2: The Role of Adult and Environmental Input in Children’s Math Learning Donna Johnson & Lisa Ginet with Kelly Mix Chapter 3: The Use of Concrete Objects in Early Mathematical Learning Jie-Qi Chen and Jeanine Brownell with David Uttal Chapter 4: The Role of Gesture in Teaching and Learning Math Mary Hynes-Berry and Jennifer S. McCray with Susan Goldin-Meadow Chapter 5: Variability in Children’s Mathematical Thinking and Learning Laura Grandau and Rebeca Itzkowich with Robert Siegler Chapter 6: Pathways to Basic Combination Fluency in the Primary Grades Jeanine O’Nan Brownell & Mary Hynes-Berry with Arthur J. Baroody Chapter 7: Math Anxiety and Math Performance: How do they relate? Lisa Ginet and Rebeca Itzkowich with Erin Maloney Conclusion Jennifer S. McCray, Janet Eisenband Sorkin, and Jie-Qi Chen

Read more less

Book SynopsisHow can a potato be a battery?How quickly will a shark find you?What food should you take with you when climbing a mountain?The Really Useful Book of Secondary Science Experiments presents 101 exciting, real-world' science experiments that can be confidently carried out by any KS3 science teacher in a secondary school classroom. It offers a mix of classic experiments together with fresh ideas for investigations designed to engage students, help them see the relevance of science in their own lives and develop a passion for carrying out practical investigations.Covering biology, chemistry and physics topics, each investigation is structured as a problem-solving activity, asking engaging questions such as, How can fingerprints help solve a crime?', or Can we build our own volcano?' Background science knowledge is given for each experiment, together with learning objectives, a list of materials needed, safety and technical considerTrade Review"There is a perennial debate about how best to assess practical work in school science, with many repercussions for examinations and classroom practice... This book sets out to do just that for 101 experiments relating to ages 11–14 science."- Trevor Critchley, Education in ChemistryTable of ContentsExperiment 1: Observation: Are probiotic yogurts worth the extra money? Experiment 2: Observation: How similar are animal and plant DNA? Experiment 3: Observation: What do the inside of lungs look like? Experiment 4: Observation: Are all fats the same? Experiment 5: Observation: How do plants exchange gases? Experiment 6: Observation: How do apples decay? Experiment 7: Is salt a good preserver of food? Experiment 8: Fair testing: How can plants use wind to reproduce? Experiment 9: Fair testing: Are there enzymes in our liver? Experiment 10: Fair testing: What is the best food to take with you when climbing a mountain? Experiment 11: Fair testing: Which is the most dangerous see to swim in if you are bleeding? Experiment 12: Fair testing: How quickly will our muscles tire? Experiment 13: Fair testing: Can we speed up the rate of photosynthesis? Experiment 14: Pattern seeking: Where do daises grow? Experiment 15: Pattern seeking: Do taller people have larger hands? Experiment 16: Pattern seeking: Do insects prefer to live in the light or the dark? Experiment 17: Pattern seeking: Can long legs jump further? Experiment 18: Pattern seeking: Do our hearts beat faster when we work harder? Experiment 19: Pattern seeking: Are hand-dryers more hygienic than paper towels? Experiment 20: Classification and identification: Can you identify animal and plant cells just by looking at them? Experiment 21: Classification and identification: Can we classify leaves? Experiment 22: Classification and identification: What’s the best fruit and vegetable to eat when you have a cold? Experiment 23: Classification and identification: How can fingerprints solve a crime? Experiment 24: Classification and identification: Which plants are growing near our school? Experiment 25: Classification and identification: What’s in our food? Experiment 26: Modelling: Can we build a digestive system? Experiment 27: Modelling: Can we build a DNA separating chamber? Experiment 28: Modelling: Can we build a model of DNA? Experiment 29: Modelling: Can we ferment our own ginger beer? Experiment 29: Modelling: Can we build a bug hotel? Experiment 30: Modelling: Can we design and make a stethoscope? Experiment 31: Observation: Can a solid turn into a gas? Experiment 32: Observation: Where should we dig for oil?Experiment 33: Observation: What colour are M&Ms? Experiment 34: Observation: What is the best material for a campfire? Experiment 35: Observation: How can we make colourful flames? Experiment 36: Observation: What is special about the melting and freezing point of a substance? Experiment 37: Fair Testing: Which is the best washing powder? Experiment 38: Fair Testing: Can we prevent rusting? Experiment 39: Fair Testing: Which antacid is the most effective? Experiment 40: Fair Testing: Which is the best brand of disposable nappies? Experiment 41: Fair Testing: How does temperature affect the rate of a reaction? Experiment 42: Fair Testing: How quickly will a puddle evaporate on a hot day? Experiment 43: Pattern seeking: How quickly will a battery run down? Experiment 44: Pattern Seeking: What is the hardest liquid to swim through? Experiment 45: Pattern Seeking: Will aquatic plants grow in acidic water? Experiment 46: Pattern Seeking: Do all oxides have the same pH? Experiment 47: Pattern Seeking: Which element in group 2 of the periodic table is the most reactive? Experiment 48: Pattern Seeking: Which element in group 7 of the periodic table is the most reactive? Experiment 49: Classification and Identification: Are all changes reversible? Experiment 50: Classification and Identification: What is the best soil for growing plants? Experiment 51: Classification and Identification: How can we identify colourless gases? Experiment 52: Classification and Identification: How can polymers be identified? Experiment 53: Classification and Identification: Do chemical reactions always give off heat? Experiment 54: Classification and Identification: Does everything dissolve in water? Experiment 55: Modelling: Can we make our own fizzing bath bombs? Experiment 56: Modelling: Can we make popping fruit juice balls? Experiment 57: Modelling: Can we grow a crystal garden? Experiment 58: Modelling: Can we build our own volcano? Experiment 59: Modelling: How can cabbage be an indicator? Experiment 60: Modelling: Can we make a bouncing custard ball? Experiment 61: Observation: How many colours are there in light? Experiment 62: Observation: How does pressure vary in a water column? Experiment 63: Observation: What do waves look like? Experiment 64: Observation: Which objects will give you a static shock? Experiment 65: Observation: How do gases move? Experiment 66: Observation: How much ‘stuff’ do we make in a reaction? Experiment 67: Fair Testing: How can we change the brightness of a bulb? Experiment 68: Fair Testing: Why do moon craters vary in size? Experiment 69: Fair Testing: What are the most dangerous weather conditions to drive in? Experiment 70: Fair Testing: How can we increase the resistance in a circuit? Experiment 71: Fair Testing: How can blood spatter solve a crime? Experiment 72: Fair Testing: Can we stop radio waves? Experiment 73: Pattern seeking: How can you make a swing go faster? Experiment 74: Pattern Seeking: Can you break a spring? Experiment 75: Pattern Seeking: How can we make a magnet stronger? Experiment 76: Pattern Seeking: How does light enter and leave a mirror? Experiment 77: Pattern Seeking: How can we change the speed of light? Experiment 78: Pattern Seeking: What happens to waves in shallow water? Experiment 79: Classification and Identification: Which materials are best for keeping something warm? Experiment 80: Classification and Identification: Which materials are best for building an electric circuit? Experiment 81: Classification and Identification: Can we identity different types of radiation? Experiment 82: Classification and Identification: Can we classify all materials as solids, liquids or gases? Experiment 83: Classification and Identification: What is the densest liquid?Experiment 84: Classification and Identification: Where is the energy going? Experiment 85: Modelling: Can we cook food using the sun? Experiment 86: Modelling: Can we make our own camera? Experiment 87: Modelling: How can a potato be a battery? Experiment 88: Modelling: Can we build a catapult? Experiment 89: Modelling: Can we design and make a musical instrument? Experiment 90: Modelling: Can we make a crash helmet? Project 1: Healthy teeth Project 3: Environmental survey Project 4: Set Design Project 5: Olympic science Project 6: Chocolate lab Project 7: Scene of crime investigation Project 8: Fairground games Project 9: Aeroplane design Project 10: What’s the weather like?

Read more less

Book SynopsisThe Social and Emotional Development of Gifted Children remains the only book that provides a comprehensive summary of the empirical research on the social and emotional development of gifted children by leading authorities in the field. It includes several features that make it the leading text on what we know about the social and emotional development of gifted children. For example, it summarizes the most significant findings from the empirical research on the topic. It also includes noteworthy variations that have been observed across cultural groups or global contexts. Each chapter also provides a short description of the practical applications that can be made from the research. This second edition includes an entirely new section on the psychosocial aspects of talent development, as well as addresses the burgeoning interest and research base regarding gifted performance. The text also includes several new topics that have emerged from the research in the past decade, such as the neuroscience of talent development and motivation for talent development. This book is a service publication of the National Association for Gifted Children.

Read more less

Book SynopsisWith the rise of teacher stressors, new and changing state standards, and high-stakes testing, it is more important than ever to remind literacy teachers and teacher-librarians about the reason that brought them to this profession: the love of story.The Gift of Story: Exploring the Affective Side of the Reading Life, by John Schu (affectionately known as Mr. Schu all over reading communities), invites readers to consider literacy beyond its academic benefits and explore how universal truths found in stories can change us, inspire us, connect us to others, answer our deepest questions, and even help us heal along the way. Using his experience as a teacher, librarian, book lover, and story ambassador, Mr. Schu asks readers to reflect on what it means to share their hearts through stories and how it can connect us to individuals and learning communities.The Gift of Story is presented through a study of five affective elements: Healer, Inspiration, Clarifier, Compassion, and Connector. Along the way, readers will encounter insightful contributions from educators, children's writers, and illustrators, as well as recommendations for sharing the gift of story with learning communities including: treasured book suggestions that stir reflection, engaging tips for celebrating literacy, and heart-growing applications to lift classroom and library practices.Celebrate the way we define and imagine ourselves through literacy by using stories to connect to others, build and strengthen community, and honor the children we were called to teach.Table of ContentsChapter 1: Book of Your Heart; Chapter 2: Story as Healer; Chapter 3: Story as Inspiration; Chapter 4: Story as Clarifier; Chapter 5: Story as Compassion; Chapter 6: Story as Connector; The Story Continues …

Read more less

Book SynopsisThe introduction of digital technology to video use has opened up new opportunities for raising the quality of teaching and learning. This book provides the first integrated account of how digital video can be used to develop teaching competence. It shows not only how using video can help teachers move towards more dialogic forms of teaching and learning, but also how such change benefits pupils' learning and behaviour.Based on extensive literature reviews this book provides an overview of visual teacher learning and summarises what is known about instructional improvements that teachers can achieve by engaging in it. These reviews and the author's empirical studies explain the activities, processes and organisational conditions needed for implementing visual teacher learning in teacher education and professional development. The book concludes with practical resources for practitioners incorporating the lessons drawn from theory and research. Trade Review"Digital video has in the last decades become the single most helpful tool for advancing teaching and teacher education. This comprehensive and multi-faceted book covers the power and effectiveness of this seminal medium in an impressive way."Kurt Reusser, Professor emeritus, Universität Zürich, Switzerland"The Visual Teacher Learning model developed by Niels Brouwer places at the core of teachers’ work how they bring learners to engage with the content of learning, which entails the cognitive, emotional and social domains. The principles of learning that the author expects teachers to enact in their interactions with pupils are also the principles to be modelled by teacher educators when using the VTL model, thus successfully bridging theory and practice. In the numerous examples of the uses and benefits of this approach to enhance teachers’ work with learners, the author and his collaborators recognise and address the demands faced by teachers, whether novice, beginning or experienced. This book will make a significant contribution to developing teacher educators’ competencies for using Visual Teacher Learning in their work."Carmen Montecinos, Professor of Psychology, Pontificia Universidad Católica de Valparaíso, Chile"Digital video has in the last decades become the single most helpful tool for advancing teaching and teacher education. This comprehensive and multi-faceted book covers the power and effectiveness of this seminal medium in an impressive way."Kurt Reusser, Professor emeritus, Universität Zürich, Switzerland"The Visual Teacher Learning model developed by Niels Brouwer places at the core of teachers’ work how they bring learners to engage with the content of learning, which entails the cognitive, emotional and social domains. The principles of learning that the author expects teachers to enact in their interactions with pupils are also the principles to be modelled by teacher educators when using the VTL model, thus successfully bridging theory and practice. In the numerous examples of the uses and benefits of this approach to enhance teachers’ work with learners, the author and his collaborators recognise and address the demands faced by teachers, whether novice, beginning or experienced. This book will make a significant contribution to developing teacher educators’ competencies for using Visual Teacher Learning in their work."Carmen Montecinos, Professor of Psychology, Pontificia Universidad Católica de Valparaíso, Chile"Very impressive. What a big project! Brouwer provides us with a detailed and thoughtful review of the literature on the use of video for teacher learning. One of the many strengths of this work is that he includes studies from around the world and does not shy away from discussing earlier work that set the stage for more recent studies. With chapters on video production and on resources for practitioners, Using Video to Develop Teaching is a must-read book for both researchers and teacher educators. I will assign it to my students!" Rossella Santagata, Professor, School of Education, University of California, Irvine, USA"I appreciate the in-depth discussion of our video club work. The website www.teacheredsupport.net is fantastic!!! Really really amazing. I will definitely be using it with teachers!"Miriam Sherin, Professor, Northwestern University, USA"This book is a milestone, the work of a lifetime. What a treasure trove of findings and insights has been assembled here. It’s elegantly designed, inside as well as outside. I expect this book will become a standard work."Fred Korthagen, Professor emeritus, Utrecht University, Director of the Korthagen Institute for Professional Development, Netherlands"A great book offering a range of practical guidelines, supported by empirical studies and the experience of the author."Florinda Sauli, University of Applied Sciences and Arts of Southern Switzerland"This book is an ambitious endeavour to tackle the theory-practice gap in pre-service and inservice teachers’ professional learning. It has scope, breadth and depth in one volume. It not only demonstrates how you can incorporate video into existing classroom practice. It is like a guidebook on how to accomplish changes in classroom dynamics to make a learning community. It is also well researched and documented with plenty of supporting references. The author has made an incredible advance to teacher education and pupil/teacher/clinical interaction."Blaine Ackley, Associate Professor Emeritus, University of Portland, USA"This is a very good book and it is going to be an asset at my teacher's college. I will use it in my Physical Education and Sport department to improve my teaching as well as equip student teachers with modern teaching skills."Shepard Kugara, Teacher Educator, Seke Teachers College, Chitungwiza, Zimbabwe"An impressive book. Interesting, informative and beautifully designed."Walter Geerts, Teacher Educator, Noordelijke Hogeschool Leeuwarden-Stenden Hogeschool, Netherlands"This publication is a formidable contribution to educating teachers. Very good that the link with pupils’ learning is made from beginning to end. That’s what it’s all about. That’s what you’re doing it for. This book is thoroughly documented, beautifully designed and very accessible. The Tables, the Figures and especially the Boxes provide very useful practical resources such as templates and viewing guides."Ans de Klein, Teacher Educator, Hogeschool Arnhem-Nijmegen, NetherlandsTable of Contents 1. Introduction 2. Imaging teacher learning. From analog to digital 3. Changing instruction through Visual Teacher Learning 4. The power of video feedback with structured viewing guides 5. In search of effective guidance for preservice teachers’ viewing of classroom video 6. Activating learners. The impact of peer coaching with video on teaching and learning 7. The production of classroom video 8. Using video for activating instruction 9. Resources for practitioners References Abbreviations Credits Index

Read more less

Book SynopsisBefore founding his successful consultancy, Maynard Leigh, Andrew Leigh worked as a senior manager in both the public and the private sectors. He has spent several years as a features writer for The Observer and an established author, his previous books include: Charisma, Your and Your Job (OUP); 20 Ways to Manage Better (CIPD); Effective Change (CIPD); Perfect Decisions; The Ultimate Business Presentation book; Perfect Presentations; Perfect Communications and Perfect Leader (Random House Business Books).Trade Review“A great all rounder… it would also be useful as a refresher for a more experienced manager.” Karen McArthur, MCMI, Category Judge, CMI Management Book of the Year Award 2012 “This book delivers powerful management insight and would be a useful reference tool for any aspiring manager.” Christina Sage, MCMI, Category Judge, CMI Management Book of the Year Award 2012Table of Contents Part 1 Manage Self 1 Cultivate emotional intelligence 2 Listen actively 3 Deliver under pressure 4 Communicate with impact 5 Network 6 Build your personal brand Part 2 Manage Others 7 Show leadership 8 Generate team working 9 Manage your boss 10 Promote engagement 11 Coach for results 12 Negotiate successfully 13 Handle problem people Part 3 Manage the Organisation 14 Manage change 15 Make decisions 16 Inspire meetings 17 Encourage creativity and innovation 18 Select and recruit 19 Show Integrity 20 Encourage diversity Last Word Sources

Read more less