Teacher training Books

Book SynopsisParent partnership is a powerful tool in maximising children's outcomes in the primary school. Parent Partnership in the Primary School will enable you to evaluate your current practice in this crucial area of school life and provides practical, easy-to-follow steps to plan and deliver improvements successfully. The book explores five key principles for leaders, managers, teachers, support staff, volunteers and governors to focus on in their drive to engage all parents and carers as genuine partners in their child's learning. Pulling together recommendations from a wide range of international sources, this book builds upon 20years of research evidence highlighting the importance of parent involvement and engagement. Bishop also brings his own broad experiences from a 32-year career in primary education, as a teacher, school leader, consultant and trainer, to bear on the many challenges facing schools as they seek to welcome, encourage, inform and support those whose chTrade ReviewCOVID teaching showed us parents want more understanding of their children’s learning in school (not the typical school reports), and we leave parents behind at our and the students’ peril. But how to engage them, with high trust, respect, mutual relationships, and knowledge? This is the book for evidence based, practical, and real school examples that deliver on building partnerships between schools and parents.John Hattie, Emeritus Laureate Professor at the Graduate School of Education, University of Melbourne, Australia, and author of the Visible Learning book series.Table of ContentsChapter 1. Research evidence Chapter 2. A suggested model for parental engagementChapter 3. Principles for practice in parental involvement and engagementChapter 4. Case studiesChapter 5. RespectChapter 6. KnowledgeChapter 7. Understanding and empathyChapter 8. RelationshipChapter 9. TrustChapter 10. Conclusions and next steps for schoolsAppendix

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Book SynopsisPlacing a spotlight on the classism inherent in higher education, this book highlights the realities that working-class students face when navigating elite higher education spaces, and the rewards and challenges of supporting these students in these spaces.Drawing on the life experiences of academics of working-class heritage and a Student Advisory Board, each chapter is positioned around a âmythâ which is debunked with examples, practice, student perspectives and research. Alongside this, the book serves as a support mechanism for practitioners to learn from working-class experiences in order to improve their own practice, and be able to support their working-class students through the exploration of an intersectional, class-conscious pedagogy. It argues that classism should be a central item on the agenda of all those working in higher education if they are truly committed to making institutions spaces where all students feel they belong and have a voice.This ground-breaking book will support and enhance the practice of anyone with a role that engages with or impacts upon the lives and experiences of historically excluded students, whether directly through teaching, pastoral and administrative support or, indirectly through leadership, governance and policy making.âInsider Guides to Success in Academiaâ offers support and practical advice to doctoral students and early-career researchers. Covering the topics that really matter, but which often get overlooked, this indispensable series provides practical and realistic guidance to address many of the needs and challenges of trying to operate, and remain, in academia.These neat pocket guides fill specific and significant gaps in current literature. Each book offers insider perspectives on the often-implicit rules of the game â the things you need to know but usually arenât told by institutional postgraduate support, researcher development units, or supervisors â and will address a practical topic that is key to career progression. They are essential reading for doctoral students, early-career researchers, supervisors, mentors, or anyone looking to launch or maintain their career in academia.

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Book SynopsisEverything you will ever need to create an innovative, supportive MYP Mathematics Curriculum. Rita Bateson is the former Senior Curriculum and Assessment Manager for the IB and oversaw the last curriculum review. In this book you will find a one-stop shop for everything Middle Years Programme, from planning through delivery and assessment.

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Book SynopsisEvery early years practitioner should be able to captivate and maintain the interest of young children in their setting, through the provision of a playful learning experience.Covering age ranges 3-8 years, this textbook explores the importance of infusing playfulness throughout the entire early years day, and includes chapters that: establish the core principles underpinning playful teaching and learning help students and practitioners understand how playfulness can be applied to all aspects of the early years curriculum including mathematics, literacy, outdoor environments, science & technology, and ICT explore core issues in early years provision including observing, planning & assessment, and how they relate to playful learning emphasise the role and qualities of the playful professional. This is a fantastic resource for any student or practitioner looking to enrich the lives of young children through meaningfTrade ReviewThis book draws on a wealth of research on play, learning, pedagogy and curriculum in early childhood education. The contributors rightly emphasise the importance of play to children, and the opportunities that play provides for learning and development. Each of the chapters is informed by international research, and offers contrasting perspectives about different forms of play, and the challenges that practitioners face in their practice. -- Professor Elizabeth WoodHow do you capture and maintain the interests of young children through the provision of playful learning, while ensuring that effective learning is taking place? This is the driving principal of this thought provoking, but also very practical book that will enrich the knowledge of practitioners of all levels, and add to the reflective nature of their pedagogy. -- Neil HentyThis is a fantastic resource for any student or practitioner looking to enrich the lives of young children through meaningful playful learning experiences. Extensively researched with an excellent number of case studies to show how the principles work in practice, plus references for further reading, this is authoritative yet highly readable. It really highlights the benefits to children of a playful approach to learning, giving teachers confidence to incorporate the principles into everyday teaching. -- Sarah BrewTable of ContentsSection 1: Principles of Playful Teaching and Learning Chapter 1 Why Playful Teaching and Learning? - Glenda Walsh Chapter 2 Mental Models of Early Years Practice: Digging Deeper - Liz Sproule Chapter 3 Pillars of Practice for Playful Teaching and Learning - Glenda Walsh Section 2: Playful Teaching and Learning across the Curriculum Chapter 4 Playful Thinking in Action: Tools for Cultivating Children’s Thinking - Carol McGuinness Chapter 5 Playful Pedagogies in Early Childhood Mathematics - Ross Ó Corráin and Elizabeth Dunphy Chapter 6 Playful Approaches to Literacy - Catherine Gilliland Chapter 7 Growing the Child in the Playful Setting - Marion Dowling and Glenda Walsh Chapter 8 Playful Learning in Natural Outdoor Environments - Richard Greenwood Chapter 9 ICT Made Playful - Christine Stephen Chapter 10 Playful Approaches to Science and Technology - Andrea Doherty and John McCullagh Section 3: The Role of the Playful Professional Chapter 11 Hopeful Intentions: Planning for Playful Teaching and Learning - Jacqueline Fallon Chapter 12 Assessment in the Playful Teaching and Learning Experience - Glenda Walsh and Elizabeth Sproule Chapter 13 Towards the Playful Professional - Dorothy McMillan

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Book SynopsisThis is a book clearly written by an educator who knows mindfulness in schools from the inside. The strongest evidence for this is that Hawkins never gets carried away. He recognises that mindfulness is not a panacea, that to implement it successfully in schools is a slow and steady process, and that above all it must begin with the teachers themselves. But Hawkins also recognises how transformative mindfulness can be, having experienced it so profoundly himself as an educator in many different contexts. His anecdotes give it plenty of colour (my favourite is ‘Billy and the Mosquito’), whilst the practical guidance – Chapter 7 on implementation for example – makes it of tremendous practical value. - Richard Burnett, Co-founder and Director, Mindfulness in Schools Project (MiSP) Former school teacher turned mindfulness consultant Kevin Hawkins truly understands the joys of teaching and the desire to make a real difference in the lives of students, as well as the challenges and risks of burnout that most teachers experience on a daily basis. With this guide to mindful practice, teachers new and experienced can learn how to use mindfulness in their own professional and personal lives as well as how to incorporate it in their teaching to support student wellbeing. Combining theory with practice and illustrated with real life stories, this guide will show readers: what mindfulness is the research and scientific evidence behind it how changing the way you approach situations can transform the way you feel how to manage stress, and look after yourself how teaching mindfully can help your students what mindfulness can do for the culture in your school Packed full of DIY exercises, activities to use in the classroom and links to resources and further reading, this inspiring book will support experienced and new teachers to maintain a healthy work-life balance and thrive as a teaching professional. FOR EVEN MORE FROM KEVIN: Take a look at A Little Guide to Mindfulness - a free eBook we created with Kevin for teachers and trainees. And don′t miss out on his two must-read blogs How Well Are We? An Education System Under Stress and Exam time...take a breath! Effective Affective Skills in ActionTrade ReviewThis book has a great deal to offer anyone with even the slightest curiosity as to what mindfulness entails and what it can offer. -- Dr Amy Burns * Education Canada *If there is hope for deep societal change, it surely must rest on rethinking and recreating our industrial-age education system. It is within this context that we need to view the growing interest in mindfulness in schools, which could, potentially, help guide us toward a system of education truly oriented toward human development. But it could also end up as just another in a long line of educational fads. Work like that of Kevin Hawkins – based on the science and practice of cultivating mindfulness and grounded in extensive practical experience in schools - could tell the difference. -- Peter M. SengeThis book is a journey we need to go on in order to grow, learn and flourish as educators and learners. [...] Hawkins has filled my empty tank back up with hope and optimism for the future of our schools. -- Hannah Smith * Schools Week *This book is written for teachers, by a teacher. Kevin truly understands the joys of teaching and the desire to make a real difference to students’ lives, as well as the challenges and risks of burnout that most teachers experience on a daily basis. It provides teachers with the essential skills for self-care that will allow them to thrive in their professional and personal lives. It also offers a straightforward, natural progression: from being mindful, to teaching mindfully and engaging students, to teaching students mindfulness, and finally developing and sustaining a mindful school culture. Mindful Teacher, Mindful School is an excellent resource for those who want to begin, or to deepen, their own personal mindfulness practice, and to share their practice with students and the wider school community. -- Amy SaltzmanKevin has managed something I haven’t seen before in a book aimed at educators – he has combined theory with practice and real life stories and with a credibility borne out of experience. Without doubt, mindfulness will play a huge part in supporting the wellbeing of students and teachers. One of the best ways to incorporate mindfulness in a school is for teachers to experience and model it, before they teach it. Crucially, this book shows how to do exactly that... -- Malcolm NicolsonIn Mindful Teacher, Mindful School, Kevin Hawkins presents a rich developmental approach to educating the whole child. This book illustrates how mindfulness can enrich teaching and the lives of teachers and students. But Hawkins also is appropriately cautious in suggesting that teachers take time to develop their own practice and awareness. The book is full of practices that can help teachers and all educators embody mindfulness in their daily life. This is quite a gift! -- Mark T. Greenberg Ph.DMindful Teacher, Mindful School, contains real depth of understanding about this important new mindfulness-based approach to education. Radiating from a central theme of teacher self-care, Kevin Hawkins invites the reader to explore the richness of truly international perspectives on mindful awareness and social emotional learning. In an easily readable and common sense fashion he skillfully weaves together research, practice exercises, educational applications, plus the author’s and other teachers’ own experiences. A rich and compelling tapestry, Mindful Teacher, Mindful School, is an essential text. -- Richard C. BrownThis is an elegant and practical guide to cultivating mindfulness in school. With great clarity, wisdom, and warmth, Kevin Hawkins illuminates the paths for being mindful, teaching mindfully and teaching mindfulness. This book explains both the science and practice of mindfulness in school context. It offers teachers not only helpful resources but also accessible steps towards transforming themselves, their students, and their schools. -- Shui-fong Lam, Ph.D.The Mindful Teacher is an invaluable resource for educators. Through his own experience as a school leader and classroom teacher, Kevin Hawkins offers a comprehensive, inspiring, and practical approach that makes mindfulness accessible to anyone working in school based settings. Each chapter beautifully builds on each other and helps us see how mindfulness can be a vehicle for not only transforming education but making the world a better place. -- Meena Srinivasan, M.A., N.B.C.TWhat really matters in education? This book argues that it is educating the mind and heart, equipping the next generation not only with knowledge, but also with how to think, with qualities of curiosity, compassion, playfulness and resilience. Drawing on his immense repository of teaching experience and with deep humility Kevin Hawkins offers an invaluable toolkit for teachers and schools. Anyone using this toolkit will be standing on the shoulders of a a very skilful teacher who embodies what he teaches. -- Willem KuykenThis book is indispensable for anyone who truly wants to understand what is involved in bringing mindfulness to K-12 education around the globe. Rather than seeing mindfulness as a set of classroom activities to be inserted into the status quo, Kevin Hawkins makes the case for the power of mindful awareness to be part of a much larger transformation of what and how we teach. Proposing that we broaden the aims of education to include physical, mental and emotional well being, Hawkins situates mindfulness – first for adults and then for students - as a catalytic tool within this larger frame. Mindful Teachers Mindful Schools not only offers everything that someone new to the field needs to get up to speed but he also pinpoints deeply important truths for those of us already active in the field. This is a must read! -- Rona WilenskyIn his new book Mindful Teacher, Mindful School, Kevin Hawkins takes us on a compelling personal and universal journey of self discovery that is at the heart of the art and discipline of mindfulness. Through this book, we learn that mindfulness has a rightful place in schools, as a powerful tool to help students learn to live in the present and improve their sense self awareness. Through anecdotes from schools around the world and through his own personal journey, Hawkins provides us with a down to earth and accessible approach for teachers and students alike to become more mindful human beings. -- Dr. Arnie BieberThis is a book clearly written by an educator who knows mindfulness in schools from the inside. The strongest evidence for this is that Hawkins never gets carried away. He recognises that mindfulness is not a panacea, that to implement it successfully in schools is a slow and steady process, and that above all it must begin with the teachers themselves. But Hawkins also recognises how transformative mindfulness can be, having experienced it so profoundly himself as an educator in many different contexts. His anecdotes give it plenty of colour (my favourite is ‘Billy and the Mosquito’), whilst the practical guidance – Chapter 7 on implementation for example – makes it of tremendous practical value. -- Richard BurnettThis book is elegant. For all of us aspiring to be educators it is an enduring reminder of our deep inheritance - what the great 13th century teacher, poet and mystic, Jalaludin Rumi, described as "two kinds of intelligence": one acquired, the other already complete and preserved inside you. Surely, both these intelligences are important. With humility and wisdom, Kevin Hawkins, a long-time educator, middle school principal and mindfulness practitioner, helps us remember the bounty of the "already completed" and the ways what is innate informs what is "acquired." With substance and grace, the lineages of education, psychology, and neuroscience converge as Hawkins illuminates the critically important role that mindfulness plays in the education of our children, their teachers, and we, their parents. -- Saki F. Santorelli, EdD, MA, Professor of MedicineMindfulness is certainly a buzz word at present and it′s significance in schools is rapidly increasing, so it behoves all teachers to find out more about the process and how it can help in the classroom. Both new and experienced teachers can learn how to use mindfulness in their lives and in their teaching to support student well-being. Packed with DIY exercises, activities to use in the classroom, and links to resources and further reading, this practical book will help teachers achieve that all-important work-life balance. -- Sarah BrewThis would be a useful read for anyone who is interested in promoting teachers’ or students’ positive mental health – from an NQT, wanting to improve their own or their children’s wellbeing, to a senior leader who might consider implementation on a whole-school level. It’s particularly interesting for anyone with pastoral care responsibilities and PSHE leads, as well as any teacher who wants to consider what they can do to support their own wellbeing. -- Nikki AbleSpiritual guru and best-selling author Eckhart Tolle tells us, if you want to start meditating, take one conscious breath in and one conscious breath out. In his book, Mindful Teacher, Mindful School, international school veteran Kevin Hawkins takes this instruction to the next level by laying out a practical and insightful guide on how teachers can bring mindfulness to the classroom by first bringing it into their own lives and daily practice. He does this with a simplicity and elegance that can give even the most skeptical reader a clear path forward, providing specific tools and strategies to get you started. -- Cynthia NagrathTable of ContentsChapter 1: Shifting The Focus Chapter 2: Mindfulness: What is it? How can it help? Chapter 3: Being Mindful: Stress Management and Self-Care Chapter 4: Teaching Mindfully Part 1: Bringing Mindful Awareness Into Our Classrooms Part 2: Mindfulness and Relationship Competence in Teacher Training Chapter 5: Teaching Mindfulness Chapter 6: Mindfulness, Social-Emotional Learning (SEL) and Wellbeing Part 1: Situating Mindful Awareness Training In Schools Part 2: Mindfulness Based SEL in the classroom Chapter 7: Mindful Teacher, Mindful School: Changing School Cultures Chapter 8: Beyond Our Classrooms: Aligning with the Wider World

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Book SynopsisIf you are training to teach, The Trainee Teacher′s Handbook is your essential guide. The new edition of this popular book for trainee teachers helps you to build skills and focus on developing your professional practice through understanding, reflection and experimentation. Its practical structure and learning features help you to recognise your own learning needs and set your own targets. This new third edition has been updated to include: - New content on cognitive science and classroom teaching - Now linked to the Core Content Framework (CCF) Table of ContentsPart 1 Learning to teach 1 Why do you want to teach? 2 Planning your journey through teacher training 3 Working with tutors and mentors 4 Reflecting on your practice 5 Using feedback for your own development 6 Potential barriers to teaching 7 Resilience and well-being Part 2 Your teaching practice 8 What do teachers DO? 9 Understanding the Curriculum 10 Planning great lessons 11 Creating teaching resources 12 The inclusive teacher 13 How do we learn? How should we teach? 14 Creating a positive classroom 15 Effective classroom management 16 Checking learners’ progress 17 Pastoral care Part 3 Continuing your learning 18 Sharing your knowledge with others 19 Getting your first job 20 The start of your professional journey 21 A teacher’s life 22 The things they didn’t tell you in training 23 What is the Core Content Framework

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Book SynopsisThis book offers teacher educators evidence-based strategies and practical guidance for ensuring high quality instruction in the online classroom

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Book SynopsisLearn from Kids, Peers, and the World to Transform Professional Learning What can kids teach us about educational practices? It turns out, plenty. PD is evolving into professional learning (PL), where personalized experiences focus on goals and outcomes, rather than seat time. In Evolving Learner, successful PL is framed through three critical sources: learning from kids, from peers, and from the world. Woven throughout the book are tangible connections to cycles of inquiry where a harmonious balance is the ultimate goal when students are engaged in inquiry for deeper learning and teachers are engaged in a parallel process to improve their practice. The authors’ unique framework shifts away from factory model "PD" and transforms it into experiences tailored to kids’ and adult learners’ specific needs. Clear strategies for accomplishing PL are presented through A framework where both students and teachers are active agents of learning Cycles of inquiry to empower students to become the owners of learning Techniques to make thinking visible for teachers and students Cutting edge coverage of applying technology to professional learning including the use of social media, gamification, and digital badges The time is right to reclaim ownership of your professional learning: Evolving Learner is an essential guide for embarking on this journey. Trade Review"Evolving Learner is a unique balance of incredible creativity, knowledge of innovative professional learning practices, with a deep appreciation for the emotional side of change. This trio of authors has done a remarkable job of making research based techniques of empowering the learner come alive. Filled with practical stories from classrooms around the world, this book will super charge educators to more deeply understand the needs of students to help them expand their own boundaries of learning. Of particular note, are the strategies to help students own their learning and educators to build collaborative classrooms. This book honors the role of the teacher as the head learner. The knowledge and wisdom within these pages is the reference and guide that we need to build healthy classrooms for students and teachers." -- Alan November, Founder"As time moves on so does the reality that students of today are not the students of yesterday but the teachers haven’t moved on in the same speed as their students, technology and the world at large. The needs and expectations have jumped ahead 100+ years. Today’s teachers need to be as modern-thinking as the students they work with on a daily basis. Evolving Learner is a great step in moving in the right direction to meeting not only student needs to enter the world of discovery- learning but teacher needs through collaboration and project based learning as practices. I celebrate the authors and the work that has been done to get the process started. " -- Claudia Danna"Societal changes, through the use of technology, should impact how we educate students and the overall pedagogical viewpoint of education. Like meeting student needs, teachers need, and deserve, to have updated, professional learning that meets them where they are rather than a one size fits all situation. Empowering teachers to move forward and personalize their own learning will move professional learning years ahead of where we are now! Evolving Learner offers guidelines, examples, and strategies to move professional learning ahead at the same rate we offer our students progression in their own self-empowered learning." -- Patti J. LarcheEvolving Learner is a fast and easy read but is jammed pack with ideas that can be implemented tomorrow whether you are in the classroom, supporting teachers in the classroom, or supporting your organization as whole. As a school leader myself, it provides meaningful and relevant strategies to reframe professional development for your organization. -- Dr. Sammie Cervantez"Evolving Learner offers a compelling message of hope for educators across all disciplines in moving from an idea to implementation. It is an easy read and a great time saving topic for busy administrators offering a practical solution to facilitating the process of change from professional development to professional learning experiences. This is the one tool needed by all that is a research based process to enhance the growth and development model of one’s organization." -- Debra Paradowski"Evolving Learner is a timely resource for administrators that are planning professional learning, but also for educators that are looking to take their own professional learning into their hands." -- Katina L. Keener, M.Ed."Districts and schools need to look at personalizing the learning for the teacher. Evolving Learner is a well written book that conveys and gives great examples of how this can be done." -- Stephanie L. Turner "Although teachers have often received training on differentiating instruction for students, most professional development for teachers continues to be ′one size fits all.′ Evolving Learner explains how to make the shift to professional learning that differentiates for teachers, providing meaningful experiences that will in turn promote positive change in the classroom." -- Melissa Miller"Evolving Learner sets learning up to be successful for everyone on the team, including the teacher and students. This book provides necessary tools to develop a wonderful learning in a community." -- Tamara Daugherty"Evolving Learner offers a fresh approach to professional learning that all educators will find useful." -- Linda Diaz"Evolving Learner meets the needs of three important groups, teachers, coaches, teacher leaders and down in the trenches classroom teachers. This book is timely and encompasses all facets of sharing, developing and letting teachers know there is not one single answer to questions about professional development." -- Cheryl Steele Oakes MedTable of ContentsForeword by Thomas C. Murray Acknowledgments About the Authors Introduction CHAPTER 1. LEARNING FROM KIDS Honor the Learner: Kids Leveraging the Most Abundant Resource in Our Schools What Are They Thinking? Making Thinking Transparent to Tailor Instruction and Promote Teacher Inquiry Ownership of Learning for All: Shifting From Students Who Consume Content to Learners Who Create Content Looking Ahead Resources CHAPTER 2. LEARNING FROM PEERS Honor the Learner: Peers Workshops That Work: Renovating the One-Size-Fits-All Model Professional Learning Communities (PLCs) Coaching Principles and Practices Practices in Action: Feeling Connected, Seen, and Heard Social-Emotional Learning Parents/Families as Peers Tips: Listen, Be Flexible, Care Resources CHAPTER 3. LEARNING FROM THE WORLD Honor the Learner: World Becoming an Edu-Explorer Developing Your Tribe Social Media Tips: Filter, Edit, Focus, Balance Lurk No More Resources In Closing References and Further Reading Index

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Book SynopsisTen years ago, Reading Power was launched in an elementary school in Vancouver. Since then, it has evolved into a recognized approach to comprehension instruction and has been implemented across Canada, the US, the UK, Sweden, and China. This ground-breaking approach showed teachers how to make thinking more visible to their students through explicit instruction of five comprehension strategies: connect, visualize, question, infer, and transform. Adrienne Gear has continued to reflect and refine her understanding of metacognition, comprehension instruction, and the reading power strategies. In this revised and expanded second edition of her popular book, Adrienne shares this new understanding and offers teachers • new thinking around metacognition and each of the Reading Power strategies • debunking of some “myths” that have grown around Reading Power • new and revised lessons and reproducible templates • an updated assessment rubric in student-friendly language • extended chapters on applying Reading Power to literature circles and home reading • new student samples to show teachers what to look for in student response • updated and expanded book lists for modeling demonstrations, encouraging practice, and nurturing independent readingReading Power is an ideal resource both for teachers familiar with this strategic approach to teaching reading and for those looking for new ways to connect thinking with reading.

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Book SynopsisThis title outlines the personal and professional skills and behaviours needed to be an effective early career teacher beyond that of your own subject knowledge and class-based practices. It provides guidance on how to gain the most from mentoring conversations and how to develop good habits around workload and managing priorities. It helps you develop and understand the importance of engaging in self-reflection, professional development, building relationships and managing your well-being, encouraging you to consider your professional identity, values and motivators in order to become the best teacher you can be. The Essential Guides for Early Career Teachers provide accessible, carefully researched, quick reads for early career teachers, covering the key topics you will encounter during your training year and first two years of teaching. They complement and are fully in line with the new Early Career Framework and are intended to assist ongoing professional development by bringing together current information and thinking on each area in one convenient place.Trade Review"Colin Howard and Rachael Paige have captured the eagerness that early career teachers face. Alongside raising awareness of the excitement there is an openness about the challenges. The honesty of the authors helps to provide a quiet reassurance to the reader. Rachael Paige offers her wide experiences in education which is a real strength as it engages the reader and speaks to them in a gentle, supportive way. Whilst Colin Howard brings a wealth of experience from his roles as an educator, which reassures the early career teacher and supports them to feel welcomed into the teaching community. In essence the authors have written an accessible book which reminds the early career teachers that as the next generation of teachers, they have a whole school and teaching community who are there to offer support, guidance and career development opportunities." -- Dr Joy Carroll * Senior Lecturer BA (HONS) Primary Initial Teacher Education, University of Worcester *"This book fills an essential gap in the current offer of books for developing teachers. It is wonderful to see that the authors have chosen to give space to considering the individual teacher and how to develop themselves. Developing a strong teacher identity has a key role to play in sustaining good teaching. The approach to take in the style and structure and also the link to research will be key to supporting early career teachers on their long journey to sustaining their development...The punctuation of the chapters with case studies and practical tasks will support the reader through self-development. This book encourages a value-based approach to developing teachers which is a great counter-narrative to the current landscape and much needed. It should stand the test of time... ...The accessible and frank tone with which this book is written is a real strength. It is a must read for all ECTs and mentors alike." -- Dr Pinky Jain * Head of Teacher Education in the Carnegie School of Education, Leeds Beckett University *Table of ContentsIntroduction The professional self The need for professional development Who can help me become a better teacher? How can others help me become a better teacher? How can I look after myself? Putting it all together

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Book SynopsisDrawing on the author's personal experience, this book provides a deeper understanding of how children experience the writing process in primary school. The framework termed 'think for writing' purports that training children in creative writing and providing creative thinking opportunities can develop their writing and improve their confidence in writing. Aimed at all teachers and trainees, it examines each element of the framework: the thinking environment, task design, training creative thinking, the building blocks of the writing process, and developing children's creative self-efficacy. This range of ideas and approaches across all elements of the writing process that teachers can adapt, adopt and apply to their own practice. This book also demonstrates that a lot of the key work in developing writing is done in between the building blocks of the writing process. This work in the gaps includes process feedback and feedback on the application of ideas. Ultimately, this book provides a resource for teachers to develop their writing pedagogy and children's outcomes whilst meeting National curriculum for England and Wales requirements and demands of standardised testing. Teachers can feel a lot more assured when designing units of work in primary English with this helpful framework, that provides them with this knowledge and details on how to apply it.Trade Review"...including considerable work in school, this book provides insights into the writing process and ways to develop it. ...(It) is an excellent addition to texts on children’s writing and brings a refreshing and often original perspective which, if taken on board by educators, should improve children’s writing and the ways in which it is taught." -- Professor David Waugh * Durham University *"...Thinking for primary writing is a thought-provoking and practical guide that successfully bridges the gap between theory and application in the realm of children's writing. It is crafted resource, achieved as a culmination of high-quality research. This book will inspire educators and parents with the tools they need to cultivate creative thinking and enhance the writing skills and writing attainment of our future pupils. This book is a must-read for anyone committed to fostering a love for writing and imagination in children." -- Megan Stephenson * Associate Professor, School of Education, Leeds Trinity University *"This professional guidance book presents a powerful framework for developing children’s creative thinking during the writing process. The underpinning research project involved the researcher teaching children in a case study primary school and so the whole project is strongly grounded in classroom practice and a real-world context. The guidance provided in each chapter is supported by theory and research and helpfully illustrated by reflecting on concrete classroom examples. The book is a useful research-informed practical guide for teachers and schools determined to develop children as effective and confident writers." -- Pete Boyd * Professor Emeritus in Professional Learning University of Cumbria, Visiting Professor of Education University of Hertfordshire *Table of ContentsIntroduction – ‘Think for Writing’: What? Where? Why? How? Chapter 1: The architect’s brief: What is so hard about writing? Chapter 2: Choosing the tools: Creative thinking skills Chapter 3: Laying the foundations Chapter 4: The building blocks Chapter 5: The importance of cement: Connecting the blocks Chapter 6: Working between the gaps Chapter 7: Call the scaffolders: the role of the task Chapter 8: Here comes the building inspector: Assessment and learning Chapter 9: The big reveal: What they said Chapter 10: Changing the landscape

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Book SynopsisThe only book you need to understand the who, what, why and how of coaching in schools, with relevance for all teachers whatever their age phase or setting. Coaching is becoming an increasingly hot topic in education, with ideas and principles from sport and business coaching producing successful outcomes for teachers and trainees. This book looks at how coaching works within a school setting and how it can be applied in practice. It discusses a new TEACHER coaching model to develop a coaching culture that improves both teaching and learning, resulting in increased staff happiness and ultimately better support and outcomes for pupils. Packed with research on coaching, happiness and mindset, it focuses on simple lessons for teachers who have limited coaching knowledge as well as information for more experienced teacher-coaches. Reflective exercises are included throughout to encourage a deeper understanding of the relationship between coaching and education.Trade ReviewKirsty Stokes has produced a well-researched and thoughtful book – but most of all one that is accessible and practical...With considerable knowledge Kirsty explains just what it is about coaching, and in particular its application to the teaching community, that is important. Having heard Kirsty speak on coaching I know that her work is compelling and we should all be enthused to take the ideas in this book forwards – for ourselves, colleagues and the children we work with...As Kirsty highlights, coaching has a transformative power which goes far beyond the confines of the classroom, and I absolutely recommend you to look to implement the ideas she discusses – and crucially to reflect on so many powerful ideas and tools. -- James Barnes * General Secretary, Learning Skills Trust *Table of ContentsIntroduction 1: Coaching, what is it? 2: A brief history of coaching 3: The case for coaching in schools 4: The TEACHER coaching model 5: Implementing a coaching culture 6: Being a coach A final note on TEACHER coaching

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Book SynopsisThis textbook aims to raise teachers’ language awareness, to emphasise the importance of language and communication in enabling young people to reach their potential, and to develop their knowledge of how language and communication function in educational environments as well as outside. Laid out in a clear five-unit structure, and complemented by a range of classroom activities, reflective exercises, and case study examples from around the world, this book addresses the need for teachers to become more linguistically aware and sensitive in an accessible and reader-friendly way. It is an essential resource for pre-service and in-service teachers working with a range of age groups across the curriculum. Table of ContentsIntroduction.- Unit 1: The Nature of Linguistic Communication, its Purposes and Styles.- Unit 2: Key Concepts Relating to Language and Languages in Education.- Unit 3: Purposes and Styles of Communication in Educational Settings.- Unit 4: A Closer Look at the ‘Language Repertoire’.- Unit 5: Language and Communication in Teacher Education and Professional Development Across the Curriculum.

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Book Synopsis''A riveting read'' - Mary Myatt, Education writer, speaker and curator of Myatt & Co''An honest and courageous treatment of an important facet of human interaction'' - Dr Jill Berry, Education writer and consultant Have you ever felt like workplace politics were distracting you from doing your job? Ever been lost for words in a difficult conversation with a colleague? The Emotionally Intelligent Teacher is a unique guide to managing your emotions in order to enhance teaching, boost wellbeing and combat power struggles in schools.Using scientific research and real-life examples, Niomi Clyde Roberts demonstrates how empathy and clear communication can make every teacher and leader feel motivated, fulfilled and respected. From knowing when to say no and responding to negativity, to working effectively as a team and letting every member know they're valued, Niomi believes emotional intelligence in education is the key to enhanced productivity and superb Trade ReviewThe Emotionally Intelligent Teacher is a riveting read. Niomi explores the range of situations in which emotional intelligence comes into play. A very helpful addition to the literature on school culture. -- Mary Myatt * Education writer, speaker and curator of Myatt & Co, @MaryMyatt *Niomi speaks with passion and purpose about the power of emotional intelligence, and how important it is in education to deal in a compassionate and supportive way with all those with whom we come into contact. This is an honest and courageous treatment of an important facet of human interaction. -- Dr Jill Berry * Education writer, consultant and former headteacher, @jillberry102 *Niomi Clyde-Roberts' book is for everyone in a school setting, whether teacher or leader, as we seek to build strong, empathetic and authentic teams to take our schools forward in an era of great challenge. -- Andrew Cowley * Mental health and wellbeing coach, speaker and author of “The Wellbeing Toolkit” and “The Wellbeing Curriculum” *The Emotionally Intelligent Teacher will guide you through your first few days, weeks, and months at work and will help you navigate a way through the complexities of what it's like to work within a school. -- Andrew Morrish * Makana Leadership *This is a useful book for educators who may want to explore, develop and improve their emotional intelligence skills. Further, the book offers a good starting point to ensure that the skills developed can be used within a school community. -- @digicoled * UKEdChat *This book is certainly not a one stop read, I see it being used in CPDL for discussion based segments and will be a text I can see myself using within school to give padding to those coaching sessions we find ourselves in as leaders. It is also a well written text which gives context to what it means to be "Emotionally Intelligent" -- Nick * Nick's Reading *I don't think I've ever read a book in a day before, but I've just consumed @TeachingAHT's 'The Emotionally Intelligent Teacher' in an afternoon. So much to reflect on and I need to do a lot of work on myself! Thank you to Niomi and all the contributors. -- Jess, Trust Lead for PSHE/RSE * @MissCatcnatch *Reading The Emotionally Intelligent Teacher immediately afterwards, you cannot help thinking that this volume could have changed their world. It is immensely refreshing to read the work of a writer new to the world of educational publishing. -- Dennis Richards * Church Times *This is a fantastic book for school leaders who want to learn more about emotional intelligence and how to improve it. Furthermore, the book provides an excellent beginning point for ensuring that the skills learned may be used in a school setting. -- Jonathan Coy * @HeadTeacherChat *

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Book SynopsisThis practical guide breaks down the complex and broad field of physical geography, demonstrating how diagrams can be used by teachers to effectively explain the key concepts behind many natural processes and landforms. Featuring over 200 diagrams that cover the key topics taught in Key Stage 3 and 4 Geography, the book shows teachers how they can convey age-appropriate concepts without overwhelming or oversimplifying.Supported by summaries of background knowledge, common misconceptions, questions to check understanding, and extension activities, the concepts and topics explored include: Rocks and weathering Plate tectonics Rivers Coasts Weather and climate Ecosystems Glaciation Backed by research and evidence to support the use of diagrams in the classroom, this is an essential read for any geography teacher or subject lead who wants to support their students in learning key concepts in physical geographyTrade Review'For decades, evidence has been accumulating for the multimedia principle – the idea that people learn better from words and graphics than from words alone. Visualising Physical Geography by Luke Tayler examines why and how to apply the multimedia principle to teaching of physical geography. The book provides examples of how to incorporate graphics to explain a wide variety of topics in physical geography.'Richard E. Mayer, Distinguished Professor of Psychological and Brain Sciences at the University of California, Santa Barbara, and author of 'Multimedia Learning: Third Edition.' 'Geography is a very visual discipline and diagrams are a key way of simplifying the complexities of environmental systems and conveying them to students. In this book Luke Tayler convincingly makes the case for diagrams in pedagogy and provides some excellent examples and ideas for ways to use them in the classroom. A great resource for all geography teachers.'Professor Martin Evans, University of Manchester'Geography, the ill-informed often quip, is about colouring in. In this wonderful book, Luke Tayler, shows us why good drawing matters and how effective visual representation of natural process and landforms can enhance geographical education and learning. This is a volume chock full of suggestions, ideas, and resources – definitely a book every teacher will want at hand when planning or revising learning resources in physical geography.'Professor Alastair Owens, President of The Geographical AssociationTable of Contents1. Why use diagrams; 2. How diagrams support learning; 3. How diagrams support teaching; 4. The diagrams; Rocks and Weathering; Plate Tectonics; Rivers; Coasts; Weather and Climate; Ecosystems; Glaciation

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Book SynopsisUnderstanding Character Education introduces readers to the key ideas, practices and concepts that are shaping character education in schools today. The book explores the principles underpinning character education and the pedagogical practices which ensure it comes alive in schools.  Each chapter includes a variety of features to help navigate through the ideas, themes and practices examined. These include: âChapter objectives to help readers understand the core focus and intentions of each chapterâReflective activities to help readers to think more deeply about particular ideas and issues, and to consider how practices described are, or could be, applied in their own contextsâCase studies to help readers to understand how character education is approached and implemented by educators in and beyond schoolsâAnnotated further readings to help readers take a closer and more detailed lookTable of ContentsIntroductionChapter One: Character and Character EducationChapter Two: The Character of the TeacherChapter Three: Establishing Appropriate Learning Environments for Character EducationChapter Four: Behaviour for Learning: A Character-Based ApproachChapter Five: Teaching Character Education Within and Across the CurriculumChapter Six: Character Education Beyond the School Gates Through Social ActionChapter Seven: Developing Practice and Further Resources Index

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Book SynopsisEasy-to-implement classroom lessons from the world's premier educational systemTrade Review"Clear, thoughtful, and thought-provoking, this book actually does present 33 strategies that would, in fact, make teaching and learning both more joyful and more productive. My response in reading was never, "Where did that come from?" or "We could never do that!" Rather, I thought over and over, "Of course!" "How is it that so many of us have moved so far afield from what we know to be true?"" -- Carol Ann Tomlinson, Ed.D., William Clay Parrish, Jr. Professor & Chair, Educational Leadership, Foundations, and Policy, Curry School of Education, University of Virginia"More joy in classrooms and less work for teachers as the way to improving student learning? Sounds incredible, but the Finns have figured it out...Teach Like Finland deserves to be widely read and discussed." -- Tony Wagner, author of The Global Achievement Gap and Creating Innovators

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Book SynopsisThis book shows how adults can bring rhymes and stories to life with young children and support children's early steps in communication and literacy. Focusing on the use of rhythm, rhyme and repetition in nursery rhymes and traditional tales from around the world, it provides a wealth of practical ideas for using rhymes and stories one-on-one, in small groups or with whole classes. Drawing from the culmination of their many years of combined experience, the two authors link the theoretical understanding of language and communication with the practical use of rhymes and oral storytelling in the classroom, nursery and at home. Early chapters (or Part I) provide a rationale for using rhyme, rhythm and repetition to inspire children to play with words and develop a love of language, building a foundation for literacy learning. Part II consists of ten lively chapters featuring original and re-imagined traditional fairy tales, containing: Accompanying rhymes to uTable of ContentsPart I Theoretical and pedagogical perspectives Chapter 1 The power of rhymes and stories and your role in bringing them to life Chapter 2 The importance of rhymes and stories for children's learning and development Chapter 3 The art of reciting rhymes and telling stories Part II Rhymes and stories Chapter 1 Boots and shoes Chapter 2 Baking bread Chapter 3 Growing things Chapter 4 Crocodiles and monkeys Chapter 5 Hungry little mice Chapter 6 Wind and sun Chapter 7 Precious toys and playthings Chapter 8 Water for life Chapter 9 Cats and kittens Chapter 10 Lots of billy goats Afterword

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Book SynopsisDo you want to encourage purposeful talk between students in your classroom, but feel you do not have the time or the permission? Do you wish you had more opportunity to listen to your students and include discussion of pressing and controversial issues in their lives and society today in your curriculum? Amidst rising recognition of how being articulate improves life chances, this book takes a look at these questions, outlining an alternative approach to curriculum and pedagogy.Bringing Talk to Life is firmly grounded in classroom experience and research evidence, and explores how a dialogic approach to teaching can improve studentsâ confidence and agency and restore teachersâ professional judgement. It outlines the social and linguistic barriers some students find in accessing knowledge through the school curriculum and identifies ways that teachers can help them become more confident and articulate by modelling different behavioural norms and introducing co

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Book SynopsisCritical thinking is the essential tool for ensuring that students fulfill their promise. But, in reality, critical thinking is still a luxury good, and students with the greatest potential are too often challenged the least. This best-selling book: Introduces a powerful but practical framework to close the critical thinking gap Gives teachers the tools and knowledge to teach critical thinking to all students Empowers students to tackle 21st-century problems Teaches students how to compete in a rapidly changing global marketplace Colin Seale, a teacher-turned- attorney-turned-education-innovator and founder of thinkLaw, uses his unique experience to introduce a wide variety of concrete instructional strategies and examples that teachers can use in all grade levels. Individual chapters address underachievement, the value of nuance, evidence-based reasoning, social-emotional learning, equitable education, and leveraging families to c

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Book Synopsis''Ready to Teach: The Strange Case of Dr Jekyll and Mr Hyde'' is a compendium of background reading, subject knowledge, resources and classroom strategies to support the teaching of Stevenson''s gothic tale of morality, murder and science. Using a combination of pedagogical theory, research and work from other Victorian writers of the time, the book helps to prepare, develop or deepen the teaching of the text in the classroom. As part of the Ready to Teach series, each chapter contains lesson-by-lesson essays and commentaries that enhance subject knowledge on key areas of the text alongside fully resourced lessons reflecting current and dynamic best practice.The book also offers an introduction and exploration of Victorian society as seen in the novel but also how other writers of that time presented similar themes or ideas. Literature is never created in a vacuum and Ready to Teach: The Strange Case of Dr Jekyll and Mr Hyde explores how text reflects its Victorian

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Book SynopsisThis book seeks to help teachers convert dependent learners into independent learners who can take control of their own learning.Part One instructs teachers on the conditions that create dependent learners, as well as the principles of human intelligence and learning. It discusses some of the myths and controversies concerning these topics. It also analyzes the cognitive science research on how students learn and what educational practices best promote new learning.The second half of the book addresses how teachers can create and implement classroom practices that promote the principles of learning and convert dependent learners into independent ones.The book offers a holistic approach to teaching, focusing on classroom management and relationship building, writing and oral communication, lesson design, and assessment and feedback. It also examines how direct instruction methods can be used in conjunction with active learning strategies like project-based learning to improve student retention of knowledge and increase motivation and engagement.

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Book SynopsisIn Great Teaching by Design, the authors explore what future and new teachers need to know and should know about teaching in today’s classrooms.Trade Review"In order to maximize their learning, which will help them move beyond their own expectations, students need impactful teaching. No one has done more research in this area than John Hattie. In Great Teaching by Design Hattie and his co-authors show us that there is so much more we can learn about great teaching, and they provide us with step-by-step instructions on how to do that." -- Peter DeWitt, Ed.D., Author/Consultant"Teaching techniques are not universal—their outcomes are too contextual. The impact of even the most credible strategy will, in large part, be determined by why it is selected, when it is applied, and how it is received. An understanding of evidence will, of course, help—and there is no one in the world who has helped educators identify what works best more than John Hattie has—but even the best evidence leaves us with the challenge of implementation. That is why this book is so important. The authors show readers how to turn a good idea into great learning for all students. It is a book so practical, profound, and timely that I recommend it as seminal reading for all educators." -- James Nottingham, Creator of the Learning Pit and author of 9 books about teaching and learning"Great Teaching by Design puts the teacher at the heart of the decision-making process, demonstrating that the deliberate actions teachers take can and do propel students forward in their learning. It demystifies the idea that excellent teachers are born knowing what to do to ensure excellence in their classrooms. The authors encourage concrete and specific action, supported by an easily understood model and underscored by quality research, that will enable a teacher to experience confidence and success in designing quality learning experiences for all learners." -- Nicole Lafreniere, Director of Curriculum and Assessment"Impactful teaching and learning must not be left to chance! The practical applications inherent in Great Teaching by Design, particularly through the DIIE model, cast clarity on how to implement what makes the biggest impact on student learning." -- Timothy P. Cusack Ed.D., Deputy Superintendent"Great Teaching by Design uses an asset-based lens that allows educators to gain insight and further extend their understanding of using evidence and intention to design learning. There are multiple examples that show educators how to find a relatable connection from their own learning journey. This book provides strategies and tools to ensure educators are intentionally designing programs that meet the needs of a diverse student population." -- Brandon Pachan, Elementary School TeacherTable of ContentsTables, Figures, and QR Codes Acknowledgments About the Authors Introduction Chapter 1: Implementing What Works Best The DIIE Model as Shared Language for Implementation Ways of Thinking and Motivations Teacher Decision Making Ways of Thinking and Decision Making Motivation and Decision Making Teacher Motivation Motivation and Implementation A Shared Language for Great Teaching Chapter 2: Diagnosis and Discovery The Who Behind the Learning Standards of and for Learning as the Starting Point Initial Assessments Development of Initial Assessments Teacher Noticing Chapter 3: Intervention This Is Not Deficit Thinking Identifying the Skill, Will, and Thrill: Where Are Our Learners Now? Applying the Goldilocks Principle High-Probability Interventions Aligning High-Probability Interventions With Skill, Will, and Thrill High-Probability Interventions for Enhancing Skill High-Probability Interventions for Enhancing Will High-Probability Interventions for Enhancing Thrill Chapter 4: Implementation Fidelity to Clear and Visible Learning+® Goals Student Awareness of Success Criteria Success Criteria and Aligning the Intervention Necessary Dosage of an Engaging, Challenging, and Authentic Learning Experience Adaptations Through Adaptive and Compensatory Approaches Quality Delivery in an Environment for Implementation Fostering an Environment of Mistakes Chapter 5: Evaluation A Broader View of Evaluation Planning for Evaluation Evaluating the Evidence The Role of the Post-Assessments in Evaluation Collecting Evidence From Post-Assessments Evaluating the Evidence From Post-Assessments Conclusion References Index

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Book SynopsisWith growing numbers of children with autism spectrum disorder (ASD) being diagnosed in the early years, it is becoming increasingly important for education and health professionals to understand ASD and to implement supportive strategies as part of the everyday curriculum and routine. This book serves as an essential tool kit for anyone working with young children with ASD and speech, language, and communication needs (SLCN). Filled with practical and up-to-date tips, advice, and guidance, it shifts the responsibility of change from the child onto the caregiver, asking the question: what can we do to support the child?Key features of this book include the following: An introduction to ASD Detailed case studies illustrating the varied impacts ASD can have on the life of a child Practical activities and resources, including planning sheets and activity suggestions Easy-to-follow chapters focusing on the classroom environment, communication, social interaction, play, and behaviour Comprehensive, practical, and evidence based, this manual is essential reading for anyone working with children experiencing social communication difficulties and ASD in an early years setting.Table of ContentsIntroduction to Autism Spectrum Disorder (ASD) The early years environment: challenges and opportunities Communication skills Social interaction Play skills in the early years Making sense of behaviour Next steps Appendices

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Book SynopsisAll teachers and trainee teachers need to work towards and within the framework of the Teachers′ Standards. This is the essential guide to the application of these standards in the classroom. *Supports teachers and trainee teachers to interpret the standards effectively and independently. *Demontrates how the standards relate to the classroom. *Practical guidance and classroom based examples linking theory to practice. *Enables readers to enhance their understanding of the standards and to see how their effective application can improve teaching and professional practice. This fifth edition edition has been updated to include a visualisation of each standard. Also added is content on the Core Content Framework (CCF) for Initial Teacher Training and the Early Career Framework (ECF).Table of Contents1 Set high expectations which inspire, motivate and challenge pupils 2 Promote good progress and outcomes by pupils 3 Demonstrate good subject and curriculum knowledge 4 Plan and teach well-structured lessons 5 Adapt teaching to respond to the strengths and needs of all pupils 6 Make accurate and productive use of assessment 7 Manage behaviour effectively to ensure a good and safe learning environment 8 Fulfil wider professional responsibilities 9 Personal and professional conduct 10 Master Teacher 11 Ofsted’s evaluation of the quality of education 12 Delivering quality education: Key messages from the Chief Inspector’s report and the education inspection framework 13 Extending your practice to meet the Teachers’ Standards 14 Successful schools, successful teachers 15 The Core Content Framework and the Early Career Framework

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Book SynopsisThis is your essential teaching companion that offers a broad understanding of modern psychology and how ideas from psychological theory and research can be relevant to any classroom. Explore robust, current ideas and contemporary findings from different psychological disciplines, such as cognitive psychology, developmental psychology, social psychology, personality theory and systems theory, and learn new insights to enhance your teaching. Deepen your knowledge of how students and young people develop as individuals and how a greater understanding of human behaviour can make you a more effective teacher. Each chapter includes ‘teacher takeaways’ offering practical advice on how to translate up-to-date psychological ideas into effective teaching techniques. The perfect read for teachers and those training to teach school students of any age. Pedro De Bruyckere is an educational scientist at the Artevelde University College of Applied Sciences and Leiden University. Casper Hulshof is a psychologist who teaches Educational Science at Utrecht University. Liese Missinne is an educational scientist and teacher trainer at the Artevelde University College of Applied Sciences.Table of ContentsI Others Learning Behaviour

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Book SynopsisFilled with key concepts, prompts, and exercises, this guide will prove indispensable to coaches who wish to accelerate progress and leaders of coaches looking for a simple, effective model to get all stakeholders on the same page. Join the hundreds of thousands of educators who already have benefited from Jim′s ground-breaking work.

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Book SynopsisHow do we get eighth-grade writers to revise? And once we do get them thinking about revision, what, exactly, do they do? What do we do? In Patterns of Revision, best-selling authors Travis Leech and Jeff Anderson answer these questions and more. This practical resource uses the research-proven and classroom-tested methods of sentence combining in a meaningful, engaging way that supports authentic writing as well as performance-based or multiple-choice test items.Flip the book open to immediately to find: The DRAFT mnemonic to help students know where to begin the revision process and how to keep going. Concrete, doable lessons that spark academic conversations about meaning, effect, and purpose that are grounded in a student-centered revision approach. Easily accessed displays and printables to seamlessly support student revision learning, embedded in each lesson right where you need it. Authentic and engaging model text excerpts cu

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Book SynopsisHow do Christian higher education institutions orient new faculty members to their role on a Christian campus? How do they lead faculty members toward a deeper understanding of the Christian dimension of their place in higher education? Bible Colleges, Christian Universities, and Seminaries need a resource that can be provided to faculty members or be used in faculty development discussions.This book is designed to serve as just such a resource. It provides a clear and concise portrait of thegeneral role of faculty from a distinctively evangelical Christian perspective. We use the metanarrative of being formed by the cross to describe the “cruciform” role of professors as teachers in the classroom, mentors to the students, scholars within the academy, and servants of the church and community. Each chapter will have personal and group reflection questions and exercises to aid in application.

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Book SynopsisThis book guides students and practitioners through the wealth of information on cognition and language development by breaking the area down into manageable chunks and drawing these together into a full understanding of the holistic nature of child development. Children with communication difficulties are at risk of poor outcomes educationally, socially and in employability. Whilst there may be a range of interventions which can help children, it is the practice of those working with them that is the key to success. Therefore a firm understanding of communication development and the ability to adapt teaching to support children’s individual needs are vital. The text offers a balanced approach to the theories and research into the development and acquisition of language and literacy in the early years. It examines how practice can be improved and the impact that language and literacy development has on learning outcomes. It also, importantly, addresses the particular pedagogy related to bilingual and multilingual learners. Carefully structured activities are provided and the text clearly relates theory to practice. Pedagogical features encourage a questioning, challenging and reflective approach, promoting critical thinking throughout.Table of ContentsForeword About the author Chapter 1 – Origins of Language Chapter 2 – Receptive Language and Listening Chapter 3 – The Oral Tradition Chapter 4 – Scribblers to Scribes Chapter 5 – The Foundations of Reading Chapter 6 – Specific Learning Difficulties Chapter 7 – Gender Influences Chapter 8 – Living with Language---The Literate Environment Chapter 9 - Books and Stories Chapter 10 –The Holistic Child ----A Whole Brain Approach to Language Acquisition Glossary Index

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Book SynopsisBehaviour is the number one concern for most early career teachers so this accessible book provides a range of research informed and road-tested strategies to support the development of positive classroom systems and structures. It offers key psychological insights into the factors that lie behind different behaviours, helping you understand and manage your own behaviours as well as those of the children and young people you teach. Chapters cover understanding individuals, the classroom environment and the wider school context, as well as working with parents and carers. Ultimately the book enables you to successfully work with groups of children and young people so that they can learn effectively and make progress. The Essential Guides for Early Career Teachers series provides accessible, carefully researched, quick reads for early career teachers, covering the key topics you will encounter during your training year and first two years of teaching. They complement and are fully in line with the new Early Career Framework and are intended to assist ongoing professional development by bringing together current information and thinking on each area in one convenient place.Trade ReviewThe book is an excellent resource both for early career teachers and those who support them. As the author says, behaviour is so often the area that new teachers worry about the most and sadly can be a reason why some leave the profession. This book is an excellent combination of really practical, actionable advice and the broader theoretical frameworks and perspectives that underpin why it is likely to work. The focus on helping teachers to understand their own behaviour and triggers and responses to situations is particularly welcome as this so often unlocks the best, most productive way forward in both the short and longer term -- Professor Samantha Twiselton, Sheffield Hallam UniversityIf only this essential guide had been available when I was an Early Career Teacher, it would have prevented me from falling into the many pit-falls I found myself in. Patrick offers a wealth of practical advice and guidance for developing positive behaviour in both primary and secondary schools. His experience of working with colleagues at all ages and stages of their career has been collated in this easy-to-read guidebook bursting with ideas and advice. -- Tracey Smith, University of BuckinghamThis is a gem of a book. It demystifies behaviour management in the classroom through a series of reading, reflection and practical tasks, supplemented with case studies, which walk the reader through the theory and practice of positive behaviour management in a way which is entirely accessible and engaging. An essential read for any early career teacher. We will be ordering copies straight away! -- Rachael Warwick, Executive Headteacher, Ridgeway Education Trust and ASCL President 2020-21When I say that this book's best feature is it brevity, I mean that as a true compliment. Early career teachers are bombarded with recommended reading, and Patrick Garton engagingly cuts to the chase. As one of the lead authors of the 'Teachers' Standards' I applaud the way this text places centre-stage teachers' focus on developing students' positive attitudes to learning. Without those, the teacher is lost. Winningly for the busy reader, Garton includes real stories by teachers and leaders which give a truth to this book about life in contemporary classrooms. I warmly recommend this title - and the wider Essential Guides series - to trainee teachers and those new to the profession. Experienced colleagues might find a few refresher tips too. -- Roy Blatchford CBE, Deputy Chair of the Teachers Standards Review (2011Table of Contents Behaviour matter Understanding how your behaviours influence the behaviour of others Whole class systems, structures and routines Behaviour management as part of the classroom environment Understanding individuals Behaviour management in a wider school context Working with parents and carers to support positive

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Book SynopsisIn this practical guide, Thomas Fowler-Finn identifies the key ideas explored in each phase of instructional rounds and discusses how facilitators can skilfully guide a network of educators through the rounds process while gradually transferring agency to the network.He shows how to scaffold participant learning and model effective teaching practices, and explores potential facilitator responses to issues that arise at each step. The book includes new and tested protocols to advance the work of all facilitators, whether novice or experienced.Written by a leading instructional rounds consultant who worked closely with the Harvard team that pioneered instructional rounds, Leading Instructional Rounds in Education: A Facilitator’s Guide provides tools, suggestions, and reflections to ensure that facilitators—and the networks they lead—achieve maximum results.

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Book SynopsisDescriptosaurus Story Writing provides a resource for younger pupils that will not only expand their descriptive vocabulary but also provide them with models that demonstrate âlanguage in action,â in a genre that is popular and familiar to children aged 5â9. Providing the essential building blocks to create a narrative text, alongside contexualised banks of vocabulary, phrases and sentence types, this book is designed to provide young pupils with the opportunity to see how a text is constructed using words, phrases and sentences. This exciting new resource: Provides vocabulary for setting, character, âshow not tellâ and sensory descriptions with clearly defined progression Demonstrates how to use this vocabulary in different contexts using set sentence structures Offers four model narratives written in different styles and level of difficulty Presents modelled sentences with exercises so that pupils can expand their vocabulary Enables young pupils to develop their understanding of how sentences are constructed and become more confident about using these skills in their own story writing This is an ideal resource to dramatically improve childrenâs knowledge and understanding of language, grammar and punctuation for all KS1 and KS2 primary English teachers, literacy coordinators and parents. This easily accessible guide will also be helpful for teachers to use in preparation for Spelling, Punctuation and Grammar (SPAG) alongside a creative writing task.Table of ContentsIntroduction How to use this book Part 1: Settings: Landscapes 1 Forests and woods 2 Hills and mountains 3 Seas and oceans 4 Islands and beaches 5 Caves 6 Modern street 7 Sounds 8 Smells 9 Touch 10 Sun 11 Wind 12 Rain 13 Thunder and lightning Part 2: Characters 14 Characters’ appearance 15 Characters (heroes) – personality 16 Characters (heroes) – animals 17 Characters (villains) – personality 18 Characters (villains) – animals 19 Defeating a villain 20 Dialogue Part 3: Resources for ‘Language in action’ 21 ‘The Ninjabread Girl’ 22 Modelled sentences 23 Innovating sentences model 24 Coordination and subordination 25 ‘Captain Moody and his pirate crew’ 26 Modelled sentences 27 Innovating sentences model 28 Coordination and subordination 29 ‘Ruby Red’ 30 Modelled sentences 31 Innovating sentences model 32 Coordination and subordination 33 ‘Jack and the Crystal Fang’ 34 Modelled sentences 35 Innovating sentences model 36 Coordination and subordination Part 4: ‘Language in action’ templates Plot outline Scene outline Collecting descriptive words and phrases Sentence parts and structure Stretching a sentence Experimenting with vocabulary and sentences

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Book SynopsisStrategies, techniques and ideas come and go in education, but feedback will always be an important aspect of effective teaching, learning and assessment. Feedback should be helpful and actionable, and pupils must embrace it, but the reality is that this doesn''t always happen. Pupils receive feedback on a daily basis, from their teachers and peers, so how can we make sure it helps rather than hinders learning? This book aims to answer that key question and provide a wide range of practical examples for the classroom.Feedback: strategies to support teacher workload and improve pupil progress, the latest book by bestselling author Kate Jones, explores a variety of evidence-informed and workload-friendly feedback strategies. Jones examines the ingredients of effective feedback, shows what actionable feedback looks like in practice, explores verbal feedback approaches, advises on peer and self-assessment, and on harnessing technology to support teacher workload. Fascinating case studies reveal how classroom teachers and school leaders across primary and secondary are implementing feedback in their settings.

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Book SynopsisTim Rasinski's groundbreaking book has been updated to include coverage of the latest research on fluency, teaching strategies based on that research, new classroom vignettes, and suggestions for using a variety of texts to teach fluency such as poetry, speeches, and monologues and dialogues.

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Book SynopsisReflective Practice for Professional Development provides an accessible introduction to the theory and practice of reflection. In ten concise chapters it explores how reflecting on experiences can be used for professional development and help progress knowledge and skills. Using scenarios, questions and stories, the reader is encouraged to apply the content to their own context, demonstrating the importance of reflection in helping us to make sense as well as make the most of our professional experience. Exploring key themes such as the importance of criticality, models of reflection and connections between thought, language and actions, it considers the ways in which reflection can widen perspectives, generate deeper understanding of professional challenges and enhance creativity.Full of practical tools and approaches for enriching and recording reflections, this insightful book aims to simplify reflective practice for teachers. It is an ideal gTrade Review"A hugely enjoyable book that combines practical support for anyone who wishes to reflect, or indeed encourage reflection, with fascinating vignettes that illustrate the points being made. The writing has a lightness of touch that draws the attention of the reader in and makes this a book that will devoured in a short space of time.Whilst all the major models are covered, the strength of this book lies in its ability to explore the transformative power of reflection and to show how reflection is a state of mind, rather than a series of practical tasks. The harder edge that reflection can create is explored in chapter 4 where the author skilfully steers the reader away from treating reflection as a mere ‘comfort blanket’ towards using it to imbue thinking with a degree of criticality that will allow current practice to be challenged and improved.One of the most enjoyable sections refers to what happens when the process of reflection becomes a negative pattern. The reframing of expectations and perceptions can create a cycle of destructive and negative behaviour and the author offers practical solutions and theoretical exposition behind this behaviour.Much of the later part of the book draws on work from people such as Robinson and Bateson and links reflection to creativity. Railing against the perils of groupthink, the author champions the benefits of reflecting when challenging much of the orthodoxy and presents an alternative approach to the prevailing situation in education.The book ends with a quote for the ages ‘I wish I was your age and knew what I know now’, the strength of this book is that the author provides a way for us all to benefit from the wisdom of others, and also the wisdom that is inside us all."Dr Peter Wolstencroft, Deputy Director Business School, Liverpool John Moores University, UK"Carol Thompson has managed to marry two very different aspects of reflection into this excellent and highly-readable book: there is the rigorous attention to detail regarding the relevant theories in the field of professional reflection alongside pertinent activities and exercises to support practitioners within their own reflective practice. This is a book which is itself a model of reflection – the ability to think through what has been devised and stated in the search for creative experiment. I cannot recommend this work wholeheartedly enough to anyone who has an interest in reflection and its influence on professional practice."Dr Neil Hopkins, Advanced Resarcher, Teacher Education, University of Bedfordshire, UK"A hugely enjoyable book that combines practical support for anyone who wishes to reflect, or indeed encourage reflection, with fascinating vignettes that illustrate the points being made. The writing has a lightness of touch that draws the attention of the reader in and makes this a book that will devoured in a short space of time.Whilst all the major models are covered, the strength of this book lies in its ability to explore the transformative power of reflection and to show how reflection is a state of mind, rather than a series of practical tasks. The harder edge that reflection can create is explored in chapter 4 where the author skilfully steers the reader away from treating reflection as a mere ‘comfort blanket’ towards using it to imbue thinking with a degree of criticality that will allow current practice to be challenged and improved.One of the most enjoyable sections refers to what happens when the process of reflection becomes a negative pattern. The reframing of expectations and perceptions can create a cycle of destructive and negative behaviour and the author offers practical solutions and theoretical exposition behind this behaviour.Much of the later part of the book draws on work from people such as Robinson and Bateson and links reflection to creativity. Railing against the perils of groupthink, the author champions the benefits of reflecting when challenging much of the orthodoxy and presents an alternative approach to the prevailing situation in education.The book ends with a quote for the ages ‘I wish I was your age and knew what I know now’, the strength of this book is that the author provides a way for us all to benefit from the wisdom of others, and also the wisdom that is inside us all."Dr Peter Wolstencroft, Deputy Director Business School, Liverpool John Moores University, UK"Carol Thompson has managed to marry two very different aspects of reflection into this excellent and highly-readable book: there is the rigorous attention to detail regarding the relevant theories in the field of professional reflection alongside pertinent activities and exercises to support practitioners within their own reflective practice. This is a book which is itself a model of reflection – the ability to think through what has been devised and stated in the search for creative experiment. I cannot recommend this work wholeheartedly enough to anyone who has an interest in reflection and its influence on professional practice."Dr Neil Hopkins, Advanced Resarcher, Teacher Education, University of Bedfordshire, UK"What I really like about this book and the way the author writes, is that she does not preach to the reader about the ‘correct’ way to reflect. Instead, she offers valuable insights into different aspects of reflection to help the reader work out for themselves what may work for them. The strategies scattered throughout the book, and summed up at the end, make this a really useful tool, not just for trainee teachers, but also for those who are more experienced in reflection, opening our eyes to trying something different. This will be added to the essential reading list for my trainee teachers, and I will certainly be using it to improve my own practice. I can see it quickly becoming one of my ‘go to’ texts which I will constantly be dipping in to." - Elaine Battams, Teacher Educator and Advanced Practitioner at Barnfield College, UK"Thompson’s book is organised sensitively, beginning each chapter with a mind map which represents her personal recollections. Further, authentic vignettes followed by thought-provoking questions are clearly explained to offer the reader some context... I strongly believe that this book is the right place to start for those getting to grips with a holistic understanding of the practical and theoretical underpinnings of reflection." Elanur Yilmaz, Educational ReviewTable of ContentsReflective Practice for Professional Development: Introduction 1. Why should we reflect? 2. Learning through practice 3. Models of reflection 4. The importance of critical thinking 5. Diffusing the dynamite 6. Tools for reflection 7. Reflection for creativity 8. Joining up the dots 9. Reflecting with others 10. Turning reflection into action Final thoughts Appendix

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Book SynopsisThis is an essential guide for all teaching professionals to help them make an informed decision about what wellbeing programmes and initiatives they should select in their schools and why. It provides teachers and school leaders with all necessary knowledge to help identify what they should be looking for in wellbeing programmes, how they should be evaluating its effectiveness and who should be delivering it for them. It presents a suite of components and evidence-based interventions that teachers can pick-and-choose for their school community.For the first time, practitioners are not being sold a specific programme but instead presented with what is known about wellbeing in order to empower them to make their own decisions that best suit their community. It goes behind the scenes and reveals the secrets used by researchers and experts, including practical advice, recommendations and the author's own ground-breaking research study involving 3,000 students. Its unique pick-and-mix process demystifies programme creation, simplifies it and makes its building blocks available to the masses.This accessible, evidence-based guide suggests a whole-school approach with specific interventions that can be used to successfully improve the wellbeing of teachers and students, making it an invaluable resource and must-read for all teaching professionals. Trade Review‘If you care about the wellbeing of your students, you must read this book. Through the theory and practice of wellbeing in schools, Dr Burke is taking us on a fascinating journey of a child’s and school community’s wellbeing. It is all you need to know to create a wellbeing strategy in schools. The book is fresh, balanced, and highly recommended.’Dr Itai Ivtzan, Naropa University, Boulder, USA‘This book is based firmly in positive psychology research and gives a solid rationale for why wellbeing is so central for all students. It is a volume of considerable depth and does not duck the challenges of context, the complexity of the concept, the resistance of some educators to fitting in yet another initiative, nor the problems associated with seeking ‘happiness’. Importantly it places teacher wellbeing at the heart of a whole-school approach and the centrality of caring school leadership for effective change. The theory is enhanced with the author’s own experiences, reflections and stories of practice from around the world. This is a welcome text for educators who want something more substantial than a simple ‘why what and how' of wellbeing.’ Dr Sue Roffey, Ted-X speaker, Founder of the Wellbeing Australia Network 'Wellbeing in schools has rightly become an important and even urgent topic. But it is a complex issue and needs to be understood and approached in a careful and evidenced-based way. In that respect, this book is a wonderful guide to the latest research and theorising in this area, together with practical ideas and resources for how to actually implement these insights. Very clear and easy-to-read, this is an indispensable book for anyone interested in how to help children and young people flourish at school and in their lives as a whole.'Dr Tim Lomas, Senior lecturer in Applied Positive Psychology, University of East London, UK‘If you care about the wellbeing of your students, you must read this book. Through the theory and practice of wellbeing in schools, Dr Burke is taking us on a fascinating journey of a child’s and school community’s wellbeing. It is all you need to know to create a wellbeing strategy in schools. The book is fresh, balanced, and highly recommended.’Dr Itai Ivtzan, Positive Psychologist and Associate Professor, Naropa University, Boulder, USA‘This book is based firmly in positive psychology research and gives a solid rationale for why wellbeing is so central for all students. It is a volume of considerable depth and does not duck the challenges of context, the complexity of the concept, the resistance of some educators to fitting in yet another initiative, nor the problems associated with seeking ‘happiness’. Importantly it places teacher wellbeing at the heart of a whole-school approach and the centrality of caring school leadership for effective change. The theory is enhanced with the author’s own experiences, reflections and stories of practice from around the world. This is a welcome text for educators who want something more substantial than a simple ‘why what and how' of wellbeing.’ Dr Sue Roffey, Ted-X speaker, Founder of the Wellbeing Australia Network 'Wellbeing in schools has rightly become an important and even urgent topic. But it is a complex issue and needs to be understood and approached in a careful and evidenced-based way. In that respect, this book is a wonderful guide to the latest research and theories in this area, together with practical ideas and resources for how to actually implement these insights. Very clear and easy-to-read, this is an indispensable book for anyone interested in how to help children and young people flourish at school and in their lives as a whole.'Dr Tim Lomas, Senior Lecturer in Applied Positive Psychology, University of East London, UKTable of Contents1. Introduction 2. Making sense of the complex world of wellbeing 3. Your guide to the essential elements of wellbeing 4. The mechanisms that enable successful wellbeing interventions 5. A review of established school wellbeing programmes 6. Your guide to making the best-informed decisions

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Book SynopsisWhen children make beautiful drawings, we think it is wonderful. But many adults find it hard to understand what young children are doing when they scribble, smear, or draw endless lines, and why it is so difficult to motivate older children to draw or paint. This book shows that creativity is so much more than drawing or painting something beautiful. It is a way of understanding the world through your hands and learning through art, play and science. Drawing on the Reggio Emilia approach (among others), this book focuses on the process rather than the result and argues that children should be supported in experimenting with materials and mark-making. The authors go against traditional setups where an adult demonstrates how it should be done, showing instead that an inspiring environment and open-ended resources trigger children's intrinsic motivation. The book shows countless inexpensive possibilities, which require little preparation, and get children in a creative fTable of ContentsPrefaceIntroduction 1 Investigating is experiencing, learning – it’s creativity 1.1 The importance of making your own marks 1.2 Materials research in order to understand the world 1.3 Making marks and learning through discovery 1.4 A process of shaping is a process of developing awareness 2 Visions on guiding creative processes 2.1 Educational and creative sources of inspiration 2.1.1 Jesper Juul 2.1.2 Arno Stern 2.1.3 Reggio Emilia and working structurally through research2.2 The practice-oriented vision of Understanding Through your Hands 3 Guiding creative processes 3.1 Introduction 3.2 Basic attitude, responsibilities and tasks of adults 3.2.1 Creating an inspiring atmosphere 3.2.2 Choice of material 3.2.3 Individual guidance and getting children into the flow 3.2.4 Appreciating instead of judging, focus on process rather than product 3.2.5 Being witness to the creative process 3.3 What the experts say 3.3.1 Titia Sprey, studio educator, Kris Kras Studio, Amsterdam 3.3.2 Heidi de Geus, studio educator, BouwWerk lessons, De Bron Primary School, Amsterdam 3.3.3 Sanne Groen, artist at children’s centres and schools in the Netherlands 3.3.4 Mirja van der Bijl, studio educator, Laterna Magica Children's Centre, Amsterdam 3.3.5 Ank Bredewold, art teacher, Het Gein Primary School, Amsterdam 3.4 Finding you own style of working with Understanding Through your Hands Literature

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Book SynopsisGlobal Perspectives on Teaching with Technology presents a wealth of current research on how teacher education and training programs around the world are preparing teachers to integrate and apply learning technologies across subjects, grade levels, and regions. Digital tools are more integral than ever to an accessible and well-rounded education, although their rapid evolution and proliferation necessitate new guidance into their effective integration and intended outcomes. This book provides graduate students, faculty, and researchers of teacher education, as well as trainers of in-service teachers with field-tested frameworks, evidence-based theories and models, and real-world examples of the complexities and affordances of teaching with technology. Internationally sourced to reflect today''s richly diverse and globalized learner populations, the case studies collected here offer fresh approaches for teacher educators and a springboard for education researchers studying how

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Book SynopsisThis essential book discusses what reading for pleasure is and what it is not, introducing some fundamental ideas about how we learn to read and how this process can impact on a childâs identity as a reader in classrooms that promote equality, inclusion and diversity.The profile and importance of Reading for Pleasure has grown significantly over the last few years and is now firmly embedded in both government policy and the Ofsted framework. Developing a Reading for Pleasure school that is truly inclusive of the whole school community, however, can require a culture shift in relation to the teaching of reading, representation in the reading environment and the knowledge, and attitudes of the school community. This book seeks to use the current research, teacher case studies and the voices of children to address some of the issues that teachers and pre-service teachers encounter when trying to develop an inclusive Reading for Pleasure culture within their schools. Each chapter

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

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Book SynopsisFilled with practical guidance for those working in and interested in the emergent field of Learning Development, this must-read book encapsulates what it means to be a Learning Developer and how to thrive in this role.With carefully constructed contributions which explore different aspects of the role, this edited collection is comprehensive in its approach. Alongside practical advice, it is underpinned by theoretical and epistemological insights to provide a bridge between theory and practice.Organised into five key parts, it is arranged in a way that reflects the journey that practitioners take into and through Learning Development, from their initiation into the field, through professional development, to becoming an established expert. It covers key topics such as: the basic principles of working in Learning Development the theoretical and practical foundations of the field how to engage more critically with the role how to becomTable of Contents Introduction PART ONE: BECOMING A LEARNING DEVELOPER: IDEAS AND IDENTITY 1 Theory in LD 1 We are All Players 2 Conceptual Foundations in Learning Development 3 The Mess We’re in: LD Pedagogies and the Question of Student Agency 4 The Development of Expertise and Identity within a Community of Practice: A Networking Model 5 Hybrid Learning Developers: Between the Discipline and the Third Space PART 2: BEING A LEARNING DEVELOPER: PRAXIS 6 A Day in the Life: What the Learning Developer Does 7 Diversity in our Expertise: Empowering Neurodivergent Students within Learning Development 8 Teaching Writing in LD 9 Empowering and Enabling: Leveraging Technology for a Student-Centred Future 10 Transformative Social Learning Spaces 11 The View From Over Here: What the students think about Learning Development PART THREE: REFLECTING IN LEARNING DEVELOPMENT: CULTIVATING CRITICALITY 12 Critical Self-Reflection in Learning Development 13 Practice vs Policy: Learning Development’s Role in Supporting, Developing, and Challenging Equality, Diversity and Inclusion in the Higher Education Sector 14 Closing the Gap: Learning Development and Race 15 Decolonisation in Learning Development 16 Learning Development In, Against, and Beyond the Neoliberal University: Critical Learning Development and Critical Academic Literacies PART FOUR: MAKING KNOWLEDGE: LEARNING DEVELOPERS AS RESEARCHERS 17 Research and Scholarship in Learning Development 18 Methodologies for Research in Learning Development 19 Learning Developers as Writers: The Four Tendencies Framework to Get Writing 20 Publishing in Learning Development: A Primer for New(ish) Authors PART FIVE: BECOMING ESTABLISHED IN LEARNING DEVELOPMENT: THE POTENTIAL IN AND FOR LD 21 Succeeding at Learning Development, Sonia Hood 22 The Impact of Learning Development 23 Leadership in Learning Development: A Networked Approach 24 Professional Development and Recognition in LD 25 Raising the Profile of Learning Development in Higher Education: Institutional and Sector Perspectives 26 The Future of Learning Development: Two Visions. Opening.

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