Teacher training Books

Book SynopsisList of Tables Acknowledgments Introduction The literature The profession The genesis of this book Pedagogical aims: Why include the business sector? Who is this book for? How much experience must trainers have in interpreting techniques to make use of this book? We How much interpreting experience or training is expected of the students? Language specific? Structure of the book DialoguesTable of ContentsList of Tables Acknowledgments Introduction The literature The profession The genesis of this book Pedagogical aims: Why include the business sector? Who is this book for? How much experience must trainers have in interpreting techniques to make use of this book? We How much interpreting experience or training is expected of the students? Language specific? Structure of the book Dialogues

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Book SynopsisIntroduction Overview Autistic Spectrum Disorders Attention Deficit Hyperactivity Disorder Learning Disabilities Emotional Disturbance/Behavioral Disorders The Blind and Visually Impaired Traumatic Brain Injury and the Northeast Center for Special Care Community Outreach and Alternative Settings Lesson PlansTrade Review"Coherent, insightful, and passionate, Wexler provides an essential text.Both practical and enlightening, the work provides a useful resource for teachers, administrators, and scholars. Summing Up: Highly recommended." - Choice "Wexler's book starts with a good overview of the problem and need. Her new ingredient - the urgency to conquer isolation and reclaim selfhood often results in equally powerful art - is very important and often omitted...This book has interdisciplinary implications because it unifies art therapy, art education, science - brain research, and even social work." - Mary Stokrocki, Professor, School of Art, Arizona State UniversityTable of ContentsIntroduction Overview Autistic Spectrum Disorders Attention Deficit Hyperactivity Disorder Learning Disabilities Emotional Disturbance/Behavioral Disorders The Blind and Visually Impaired Traumatic Brain Injury and the Northeast Center for Special Care Community Outreach and Alternative Settings Lesson Plans

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Book SynopsisStudents and professors too often ignore suggestions that would have prevented them from becoming academic roadkill, This essential book will help readers sidestep a similar fate.Trade ReviewKrieger certainly knows his way around the halls of academia. Pulling content from his blog on this topic, he counsels everyone from graduate students to untenured and tenured faculty to university administrators on how to navigate their scholarly aspirations. The tone is inviting and intimate. . . . Anyone interested in or connected to the world of academic scholarship will discover here solid, considered, and instructive strategies to walking those hallowed hallways. * Library Journal *Krieger has compiled many of his blog posts into an astute handbook that would make a perfect gift for the academics on your list—from grad student to department chair—or even for yourself. * sciencemag.org *Krieger's book is as motivational and philosophical as it is practical. * Journal of Scholarly Publishing *Table of ContentsPrefaceAcknowledgmentsA Way into This GuideGlossaryChapter 1. Graduate School (Essays #1-54)Chapter 2. Writing (#55-95)Chapter 3. Getting Done (#96-112)Chapter 4. Getting the First Job (#113-150)Chapter 5. Junior and Probationary Faculty (#151-174)Chapter 6. Grants, Fellowships, and Other Pecuniary Resources (#175-183)Chapter 7. Your Career (#184-219) Chapter 8. Tenure and Promotion (#220-290)Chapter 9. After Tenure—Associate and Full Professorship (#291-307)Chapter 10. Scholarly and Academic Ethos (#308-391)Chapter 11. Stronger Faculties and Stronger Institutions (#392-420)

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Book SynopsisStudents and professors too often ignore suggestions that would have prevented them from becoming academic roadkill, This essential book will help readers sidestep a similar fate.Trade ReviewKrieger certainly knows his way around the halls of academia. Pulling content from his blog on this topic, he counsels everyone from graduate students to untenured and tenured faculty to university administrators on how to navigate their scholarly aspirations. The tone is inviting and intimate. . . . Anyone interested in or connected to the world of academic scholarship will discover here solid, considered, and instructive strategies to walking those hallowed hallways. * Library Journal *Krieger has compiled many of his blog posts into an astute handbook that would make a perfect gift for the academics on your list—from grad student to department chair—or even for yourself. * sciencemag.org *Krieger's book is as motivational and philosophical as it is practical. * Journal of Scholarly Publishing *Table of ContentsPrefaceAcknowledgmentsA Way into This GuideGlossaryChapter 1. Graduate School (Essays #1-54)Chapter 2. Writing (#55-95)Chapter 3. Getting Done (#96-112)Chapter 4. Getting the First Job (#113-150)Chapter 5. Junior and Probationary Faculty (#151-174)Chapter 6. Grants, Fellowships, and Other Pecuniary Resources (#175-183)Chapter 7. Your Career (#184-219) Chapter 8. Tenure and Promotion (#220-290)Chapter 9. After Tenure—Associate and Full Professorship (#291-307)Chapter 10. Scholarly and Academic Ethos (#308-391)Chapter 11. Stronger Faculties and Stronger Institutions (#392-420)

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Book SynopsisTable of Contents Introduction 1 So what makes a successful Headteacher? 2 Becoming a Headteacher 3 Leading a school 4 Managing a school 5 Challenging situations 6 Working with parents and Governors 7 Self-evaluation, the SDP, the budget and monitoring standards 8 A diverse job 9 Ofsted 10 Preparing for an uncertain future 11 The best job in the world

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

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Book SynopsisMike is a professional speaker and facilitator working with business people at all levels.  He is an author, a blogger and, he likes to believe, a thinker.  Mike's job is to speak so people listen. The book is based on Mike's experience in political debate, international consultancy, team leadership, business development, training, volunteering and committee work, and professional speaking.Trade Review'Great communication is at the heart of all business; Mike’s approach makes this accessible to everyone.' Mike Ames, founder of Flair Business Growth Consultancy Table of Contents Part 1 The way we speak Chapter 1 Thinking about speaking Chapter 2 Getting started Part 2 The four steps Chapter 3 Get something to say Chapter 4 Get attention Chapter 5 Get your message across Chapter 6 Get results Part 3 The four situations Chapter 7 Focus on conversations Chapter 8 Focus on complicated conversations Chapter 9 Focus on meetings Chapter 10 Focus on public speaking Part 4 Final insights Chapter 11 The 25 core concepts of How to Speak so People Listen Closing words Who else needs to speak so people listen? Mike can speak so your audience listens Also by Mike Clayton Learn more Index

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Book SynopsisThis professional reference provides a broad picture of cooperative learning methods. The volume includes descriptions of the main generic methods of instruction, applications of cooperative learning to various subject-matter disciplines, and discussions of the implementation of cooperative learning in schools. The book is divided into three sections. The first, on methods, includes chapters on the fundamental strategies of cooperative learning. The second, on applications, provides practical information on the use of cooperative learning in mathematics, science, and language arts instruction. The third, on implementation, contains chapters on the creation and administration of cooperative learning programs in schools. Each chapter in this reference is written by an expert contributor and mentions current sources of additional information. Thus, the book is a comprehensive collection of practical information for all those interested in cooperative learning.Table of ContentsIntroduction Methods Student Teams--Achievement Divisions by Robert E. Slavin Team Assisted Individualization and Cooperative Integrated Reading and Writing by Robert E. Slavin and Nancy Madden Pieces of the Puzzle: The Jigsaw Method by Judy Clarke Learning Together by David W. Johnson and Roger T. Johnson Structuring Academic Controversy by David W. Johnson and Roger T. Johnson Complex Instruction by Elizabeth G. Cohen, Rachel Lotan, Jennifer A. Whitcomb, Maria V. Balderrama, Ruth Cossey, Patricia E. Swanson Group Investigation in the Cooperative Classroom by Yael Sharan and Shlomo Sharan A Structural Approach: Six Keys to Cooperative Learning by Spencer Kagan and Miguel Kagan Applications CDP Cooperative Learning: Working Together to Construct Social, Ethical and Intellectual Understanding by Marilyn Watson, Daniel Solomon, Stefan Dasho, Peter Shwartz, and Sylvia Kendzior Creating "Thought-Full" Classrooms: Fostering Cognitive Literacy via Cooperative Learning and Integrated Strategy Instruction by Edward Ellis and Kevin Feldman Teaching and Learning Language Arts with Cooperative Learning by Aryeh Wohl and Esther Klein-Wohl An Integrated Group-Work Model for the Second Language Classroom by Yael Bejarano Cooperative Learning and Postmodern Approaches to Teaching Literature by Mark Brubacher and Ryder Payne Cooperative Learning and Science by Sharon Sherman Cooperative Learning to Support Thinking, Reasoning, and Communicating in Mathematics by Laurel Robertson, Neil Davidson, and Roberta Dees Cooperative Learning and Computers by Mary Male Implementation Creating a Community Context for Cooperative Learning by Liana Nan Graves Facilitating Teachers' Power through Collaboration: Implementing Cooperative Learning in Elementary Schools by Rachel Hertz-Lazarowitz and Margarita Calderon Cooperative Learning and School Organization by Hana Shachar and Shlomo Sharan Cooperative Learning and the Teacher by Shlomo Sharan Index

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Book SynopsisStudents learn better from teachers who are enthusiastic. Presenting a foundation for the benefits of enthusiastic teaching, this book presents descriptions of strategies that would benefit the teacher: physical and vocal animation, teacher role-playing, strategic entrances and exits, humour, props, suspense and surprise and creative use of space.Table of ContentsPart 1 Background Chapter 1 Teacher Enthusiasm: A Pedagogical Necessity Chapter 2 Boosting Teacher Enthusiasm: A Crafterperson's Toolbox Chapter 3 Educational Foundations for Teachers as Actors Part 2 The Acting Lessons Chapter 4 Animation in Body Chapter 5 Animation in Voice Chapter 6 Classroom Space Chapter 7 Humor Chapter 8 Role-Playing Chapter 9 Props Chapter 10 Technology Props Chapter 11 Suspense and Surprise Chapter 12 Making a Dramatic Entrance and Exit Part 3 Epilogue Chapter 13 Behind the Scenes, Loosening Up, and Preparing for That Step across the Classroom Threshold Chapter 14 Classroom Management Chapter 15 Enthusiastic Teaching: A Conversation with Friends Chapter 16 Conclusion Appendix 1 Education Resources Information Center (ERIC) Appendix 2 Testimonials from Award-Winner K-12 Teachers and College Professors References Subject and Name Index

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Book SynopsisExplains the role that animals play in biomedical research and the ways in which scientists, governments, and citizens have tried to balance the experimental use of animals with a concern for living creatures. This book is recommended by the National Science Teacher's Association NST.Table of Contents1 Teacher's Guide

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Book SynopsisAdding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning:Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develTable of Contents1 Front Matter; 2 EXECUTIVE SUMMARY; 3 1 LOOKING AT MATHEMATICS AND LEARNING; 4 2 THE STATE OF SCHOOL MATHEMATICS IN THE UNITED STATES; 5 3 NUMBER: WHAT IS THERE TO KNOW?; 6 4 THE STRANDS OF MATHEMATICAL PROFICIENCY; 7 5 THE MATHEMATICAL KNOWLEDGE CHILDREN BRING TO SCHOOL; 8 6 DEVELOPING PROFICIENCY WITH WHOLE NUMBERS; 9 7 DEVELOPING PROFICIENCY WITH OTHER NUMBERS; 10 8 DEVELOPING MATHEMATICAL PROFICIENCY BEYOND NUMBER; 11 9 TEACHING FOR MATHEMATICAL PROFICIENCY; 12 10 DEVELOPING PROFICIENCY IN TEACHING MATHEMATICS; 13 11 CONCLUSIONS AND RECOMMENDATIONS; 14 BIOGRAPHICAL SKETCHES

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Book SynopsisStella Cottrell is an international bestselling author, with over a million sales worldwide. Her other titles include The Study Skills Handbook, Critical Thinking Skills, Skills for Success, The Macmillan Student Planner, The Exam Skills Handbook and Mindfulness for Students. Stella was formerly Director of Lifelong Learning at the University of Leeds, and Pro Vice-Chancellor for Learning and Teaching at the University of East London.

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Book Synopsis"This is a thoughtful, provocative and important book. Clear, concise, articulate and pulling no punches, Judyth Sachs maps out an agenda for a new 'transformative professionalism' which celebrates the complexities of teacher' identities and work, and acknowledges the tensions between standards of accountability and autonomy. She argues persuasively for a reorientation of policy from managerial to a democratic and radical reconceptualisation of teacher education programmes and notions of teacher professionalism. Her text, richly supported by case studies of practice, will appeal to teachers and teacher educators worldwide who are committed to principles of active participation, trust and community." - Professor Chris W. Day, University of Nottingham* What forms of professionalism are shaping the teaching profession?* How can the concept of teacher professionalism be revitalized so that it is relevant to the needs and aspirations of teachers working in increasingly diTable of ContentsSeries editor's prefaceTeacher professionalism in transitionRethinking the practice of teacher professionalismThe politics of professionalismPreparing activist teacher professionalsTeacher research for professional renewalProfessional in practiceNew professional identities for new timesThe activist teacher professionalReferencesIndex.

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Book SynopsisThis book guides student researchers through the different stages of small-scale or practitioner research, a common component of study for students training to work in the lifelong learning sector. The authors look at the entire research journey, from planning a research topic and framing research questions, through the process of data collection and analysis, to writing up and presentation. Using a step-by-step approach the book tackles common thorny issues such as: Understanding the different genres of research Discussion of qualitative and quantitative approaches to research The importance of forming research questions and of locating them within current research literature How to do a literature review Dealing with permissions, access and ethics The nuts and bolts of research methods Interpreting data and writing up research findings Together with case studies and examples of real-life research projects that have been completed by the authorsâ own Table of ContentsWhat is educational research? Types of practitioner research Models of research Asking questions Research ethics Gathering data Making sense of your data Evaluating your research Writing up and disseminating research

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Book SynopsisThis book offers friendly guidance on how to work with adult learners to develop their numeracy and mathematics skills. It brings together current research and practice on teaching adult numeracy into one handy volume and covers the major issues faced by teachers of adult numeracy such as current policy perspectives and implications for teaching practice. There are reflective tasks throughout, which encourage you to develop and apply your theoretical knowledge to your own experiences.Key features include: Reviews of existing policy and research and implications for practice Reflective tasks with commentary, encouraging you to develop and apply your knowledge Case studies of real student experiences Practical activities and ideas to support the planning, teaching and assessment of adult numeracy Drawing on the substantial experience of the contributors, who have a wealth of experience as practitioners and researchers in the field, this book is an essential resourTable of ContentsIntroductionSection One: Numeracy and societyThe social context of numeracyWhy and where adult numeracy teaching and learning takes placeAdult numeracy learnersSection Two: Understanding NumeracyMathematics and numeracyLanguage and mathematicsTeachers and the process of mathematical thinkingProvoking mathematical thinking: numeracy teachers doing 'realistic' mathsAttitudes, beliefs and teachingSection Three: Teaching and learning numeracyApproaches to teaching adult numeracyPlanning for numeracy learningAssessmentTeaching number, measure and dataSection Four: Contexts for teaching and learning numeracyFamily mathematicsDeveloping numeracy skills in vocational contexts: learning for and in the workplaceSection Five: Numeracy and inclusive learningDyslexia, dyscalculia and numeracyMental health and the emotional aspects of learning mathematicsReferences

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Book SynopsisThis book provides a handy compendium to support you as you train to become an Early Years Teacher. The eight Teachers' Standards (Early Years) underpin the core structure of the book, and there is strong linking throughout to the statutory and non-statutory framework and guidance for the Early Years Foundation Stage.Offering comprehensive coverage of theories of early learning and child development, this book: Brings together relevant knowledge and skills in a way that challenges you to think critically about key theories of early learning and development in your role as an Early Years Teacher Reflects on the nature of professionalism and offers activities to help you identify your own learning journey and develop your own professional identity Underpins practice with a focus and recognition of the need to identify and develop key communication skills that build positive professional relationships in the best interests of babies and children InTable of ContentsNotes on contributorsAcknowledgementsIntroduction: who's teaching who?Professionalism in Early YearsThe Early Years Teacher role: Play and playful pedagogy that inspires babies, children and a new generation of professionalsBuilding and sustaining relationships: Early Years teaching with babies, young children and parentsCurious engagement: Creating learning opportunities within the Early Years foundation stageAdapting education and care to respond to the strengths and needs of all children: Reflections on practice by senior professionals in early yearsMore than just a post-it! Making accurate and productive use of assessmentA safe environment: Safeguarding and promoting the welfare of childrenEarly Years Teachers as influential leadersA unique Early Years Teacher: Presenting my evidence for assessment Appendix: Teachers' Standards (Early Years) 2013ReferencesIndex

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Book SynopsisThis practical guide helps mentors of new science teachers in both developing their own mentoring skills and providing the essential guidance their trainees need as they navigate the rollercoaster of the first years in the classroom. Offering tried-and-tested strategies based on the best research, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets and examples of dialogue with trainees.Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding science teachers. Key topics explained include:â Roles and responsibilities of mentorsâ Developing a mentorâmentee relationshipâ Guiding beginning science teachers through the lesson planning, teaching and self-evaluation processesâ Observations and pre- and post-lesson discussions and regular mentoring meetingsâ Supporting beginning teachers to enhance scientific knowledge and effective pedagogical practicesâ Building confidence among beginning teachers to cope with pupilsâ contingent questions and assess scientific knowledge and skillsâ Supporting beginning teachersâ planning and teaching to enhance scientific literacy and inquiry among pupilsâ Developing autonomous science teachers with an attitude to promote the learning of science for all the learnersFilled with tried-and-tested strategies based on the latest research, Mentoring Science Teachers in the Secondary School is a vital guide for mentors of science teachers, both trainee and newly qualified, with ready-to-use strategies that support and inspire both mentors and beginning teachers alike.Table of ContentsIntroduction: A Practical Guide to Mentoring in Science Education SECTION 1 Foundations of Mentoring 1 Models of mentoring 2 About you as a mentor 3 Beginning science teachers’ expectations of their mentors 4 Accountabilities of a reflective mentor 5 Developing a mentor-mentee relationship SECTION 2 Basic Mentoring Practice 6 Supporting beginning teachers with lesson planning 7 Supporting beginning science teachers to teach and evaluate their lessons 8 Pre-lesson discussion, lesson observation and post-lesson discussions in mentoring beginning science teachers 9 Holding weekly mentoring meetings SECTION 3 Extending Basic Mentoring Practices 10 Supporting beginning teachers to develop pedagogical content knowledge 11 Supporting beginning teachers to cope with contingencies 12 Supporting beginning teachers to develop their ability to assess pupils 13 Supporting beginning teachers to link learning, memory and inquiry 14 Supporting a beginning teacher to apply features of the nature of science in their lessons 15 Supporting beginning teachers in embedding scientific literacy 16 Mentoring beginning teachers in implementing Process-Oriented Guided Inquiry Learning (POGIL): An example of an inquiry-based pedagogical approach of teaching science SECTION 4 Moving Beyond 17 Supporting a beginning teacher to become autonomous 18 Supporting a beginning teacher to implement extension and enrichment Chapter 19 Supporting beginning teachers to work with pupils with special educational needs and disability (SEND) Chapter 20 To conclude

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Book SynopsisThe story of an academic discipline is usually conveyed in grand movements and long spans, but it can also be told through the lives of individual scholars, through the development of specialties, through the creation and change of departments, and through the formation and transformation of organizations. Using twelve histories of micro-dimensions of communication studies, this volume shows how sometimes small decisions, single scholars, individual departments, and marginalized voices can have dramatic roles in the history and future of an academic discipline. As a compilation of micro-histories with macro-lessons this volume stands alone in communication studies. Read as a companion to A Century of Communication Studies, the National Communication Associationâs centennial volume, it offers rich detail, missing links, and local narratives that fully flesh out the discipline. In either case, no education in communication studies is complete without an understanding of the themes, challenges, and triumphs embodied by the twelve micro-histories offered in this book. This book was originally published as two special issues of Review of Communication. Table of ContentsIntroduction: A Hundred Paths, a Shared Journey 1. A Well-Trained Tongue: The Origins of the Public Speaking Curriculum at the University of Minnesota, 1890-1910 2. Herbert A. Wichelns at the Discipline’s Centennial Mark: Re-Reading a Prospectus for Rhetoric As an Independent Discipline 3. Lambda Pi Eta: The Founding and Evolution of Communication’s Undergraduate Honor Society from a Systems Perspective 4. The Rhetoric of James J. Murphy: Continuity, Commitment, Community 5. Anonymity, Confidentiality, Privacy, and Identity: The Ties That Bind and Break in Communication Research 6. Narrative Theory and Criticism: An Overview Toward Clusters and Empathy 7. Exploring Organizational Communication (Micro) History Through Network Connections 8. Mapping a History of Applied Communication Research: Themes and Concepts in the Journal of Applied Communication Research 9. Forging a Path: Past and Present Scope of Critical Race Theory and Latina/o Critical Race Theory in Communication Studies 10. An LCSD & La Raza Microhistory: The Latina/o Communication Studies Division & La Raza Caucus of the National Communication Association 11. Experience Is the Best Teacher: the NCA Experiential Learning in Communication Division 12. Disciplining Communication Study at the University of Illinois at Chicago, 1973-2007

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Book SynopsisInspiring Primary Learners offers trainee and qualified teachers high-quality case studies of outstanding practice in contemporary classrooms across the country. Expert authors unravel and reveal the theory and evidence that underpins lessons, helping you make connections with your own practice and understand what âexcellentâ looks like, within each context, and how it is achieved. Illustrated throughout with interviews, photos, and examples of childrenâs work, it covers a range of primary subjects and key topics including creating displays, outdoor learning, and developing a reading for pleasure culture. The voice of the practitioner is evident throughout as teachers share their own experience, difficulties, and solutions to ensure that children are inspired by their learning.Written in two parts, the first exemplifies examples of practice for each National Curriculum subject, whilst the second focuses on the wider curriculum and explores issues pertinent to the primary classroom, highlighting important discussions on topics such as: Reading for pleasure Writing for pleasure Creating a dynamic and responsive curriculum Creating inspiring displays Outdoor learning Pedagogy for imagination Relationships and Sex Education This key text shows how, even within the contested space of education, practitioners can inspire their primary learners through teaching with passion and purpose for the empowerment of the children in their class. For all new teachers, it provides advice and ideas for effective and engaging learning experiences across the curriculum.Table of ContentsPart 1: The primary curriculum 1. Empowering communication through speaking, reading and writing 2. A Teaching for Mastery Approach – Primary Mathematics 3. Science: Children as inventors 4. How ‘messiness’ in Design and Technology can inspire creative teaching and learning 5. Putting the human back into the Humanities 6. Painting a Canvas of Creativity 7. Music: Composing, Performing, Listening and Structuring (all without fear) 8. Physical Education and Health Education 9. Computational thinking and technology enhanced learning (TEL): the power of computing in the primary classroom. 10. Inspiración y oportunidad: purpose and strategies for teaching Modern Foreign Languages in the primary classroom 11. Religious Education – a creative freedom to teach innovatively Part 2: Wider issues and debates 12. Relationships and Sex Education 13. Reading for Pleasure 14. Writing for Pleasure 15. Creating a Dynamic and Responsive Curriculum 16. Creating inspiring displays 17. Outdoor learning 18. Pedagogy for imagination

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Book SynopsisWritten specifically for teachers in training, Motivating Students to Learn offers a wealth of research-based principles on student motivation for use in the classroom. Positioning the teacher as the decisive motivator, the book is grounded in the realities of contemporary schools, curriculum goals, and peer dynamics. Twelve rich chapters offer extrinsic and intrinsic approaches to guide daily practice, guidelines for adapting to group and individual differences, and ways to reach discouraged or disaffected students. This revised fifth edition features new instructional strategies, summaries of effective interventions, chapters on family/cultural diversity and teacher motivation, and more.Table of Contents1. Introduction to Motivation to Learn 2. What Is It That I Want to Do? Classroom Goals 3. What Am I Supposed to Do? Extrinsic Goals and Incentives 4. Is This Important and Enjoyable to Do? Intrinsic Motivation and Values 5. Is This Important and Enjoyable To Do? Making Learning Attractive and Interesting 6. Can I Do It? What Causes Success and Failure? Beliefs about Ability, Causality, and Control 7. Does Anybody Care? Relationships and Classroom Community 8. Stimulating Students’ Motivation to Learn 9. Motivational Challenges: Strategies for Working with Alienated and Discouraged Students 10. The Role of Family and Culture in Motivation to Learn 11. Motivation to Teach 12. Looking Back and Ahead: Integrating Motivational Goals into Your Planning and Teaching

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Book SynopsisThe first self-care book designed specifically for the early childhood field, Culturally Responsive Self-Care Practices for Early Childhood Educators is filled with helpful strategies and tools that you can implement immediately.Recognizing that self-care is not one size fits all, the authors present culturally responsive strategies drawn from diverse early childhood staff working in a range of roles across communities and contexts. By tying the importance of educator self-care to goals of social justice and equity, this book advocates for increased awareness of the importance of self-care on both an individual and institutional level.Through key research findings, effective strategies and personal anecdotes, this accessible guide helps readers understand and engage with the critical role self-care and wellness-oriented practices play in creating strong foundations for high quality early learning programs.Trade Review"Rooted in a clear understanding of how systemic racism and oppression impacts one’s ability to prioritize and implement self-care, this book is a tremendous resource for early childhood professionals, and for anyone who wants to learn about self-care from a culturally responsive perspective. The accessible writing helps the reader understand and make personal and professional connections to very complex topics, and highlights culturally diverse self-care practices that the reader can explore to find what works for them. This book should be required reading for all early childhood professionals, because as the authors remind us, self-care is truly the foundation of equity in early childhood education."Takiema Bunche Smith, MPA, MS Ed, Executive Director at the Center on Culture, Race and Equity at Bank Street College"Caring for the self is the core requirement for caring for young children with love and grace. The authors of Culturally Responsive Self-Care Practices for Early Childhood Educators remind us what effective self-care and community wellness look like when grounded in a broader palette of cultural practices, traditions, and expressions. This guide is a must for making space for the care and feeding of the adults watching over our youngest minds. It honors authentic cultural expressions of wellness and self-care without othering, marginalizing, or stereotyping the different ways we take care of mind, body, and spirit." Zaretta Hammond, Author of Culturally Responsive Teaching and the BrainTable of ContentsIntroduction 1. The Impact of Stress and Trauma in the Lives of Early Educators 2. Foundations of Culturally Responsive Self-Care 3. Building a Culturally Responsive Self-Care Toolbox 4. Case Studies: Applying Ideas Throughout the Book to Your Practice 5. Conclusion Resources References

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Book SynopsisA Practical Guide to Teaching Physical Education in the Secondary School is written for all student teachers on university and school-based initial teacher education programmes. It offers a wealth of tried and tested strategies together with practical activities and materials to support your teaching to enhance pupilsâ learning. It is designed for you to dip in and out of, and enable you to focus on specific areas of teaching, your programme or pupils' learning.This third edition is fully updated with the most recent developments in teaching physical education and features five brand new chapters. Key topics covered include: Planning schemes of work, units of work and lessons Safe practice, risk assessment and risk management Promoting positive behaviour Applying theories of learning to your practice Overcoming barriers and maximising the achievement of all pupils Assessing learning Physical literacy NEW Health related learning NEW Using digital technologies NEW Reflective practice and action research Managing your workload, resilience, health and well-being NEW Working with your mentor NEW Photocopiable resources offer assistance in lesson observation, planning, preparation, teaching and evaluation. An annotated 'Further resources' section at the end of each chapter provides information about some useful additional resources to support you in your development as a teacher. Illustrated throughout with examples of existing good practice, this highly practical resource offers valuable support and guidance to all student teachers as well as those in the early years of their teaching career.Although A Practical Guide to Teaching Physical Education in the Secondary School, 3rd Edition can be used successfully on its own, it is also a companion to Learning to Teach Physical Education in the Secondary School, 5th Edition and can be used to reinforce the basic teaching skills covered in that core textbook. Table of Contents1 The nature of physical education 2 Your philosophy of physical education 3 Enacting a physical literacy approach 4 Long-term planning: Schemes of work 5 Medium- and short-term planning: Units of work and lesson plans 6 Health-related learning in physical education 7 Planning for pupils’ learning in broader dimensions of the curriculum 1: citizenship, social, moral, spiritual, cultural, personal and mental development 8 Preparing pupils for opportunities, responsibilities and experiences beyond the school curriculum 9 Planning for the contribution of physical education to cross-curricular teaching 10 Using Digital Technologies To Enhance Your Teaching Of Physical Education 11 Safe practice, risk assessment and risk management 12 Teaching for Intentional Learning 13 Creating an effective learning environment 14 Applying theories of learning to your practice 15 Assessing pupils’ learning 16 Teaching to promote positive behaviour 17 Overcoming barriers and maximising the achievement of all pupils 18 Working with others 19 Viewing physical education from a different perspective – an alternative approach to planning for learning 20 The reflective practitioner 21 Action research 22 Working with your mentor 23 Managing your workload, resilience, health and well-being

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Book SynopsisThis book presents the main research veins developed within the framework of the Anthropological Theory of the Didactic (ATD), a paradigm that originated in French didactics of mathematics. While a great number of publications on ATD are available in French and Spanish, Working with the Anthropological Theory of the Didactic in Mathematics Education is the first directed at English-speaking international audiences. Written and edited by leading researchers in ATD, the book covers all aspects of ATD theory and practice, including teaching applications. The chapters feature the most relevant and recent investigations presented at the 6th international conference on the ATD, offering a unique opportunity for an international audience interested in the study of mathematics teaching and learning to keep in touch with advances in educational research. The book is divided into four sections and the contributions explore key topics such as: The core coTable of ContentsForeword Introduction Glossary Part 1: Unity in Diversity: ATD at Work Chapter 1. What kind of results can be rationally justified in didactics? Chapter 2. Research on ATD outside mathematics Part 2: Praxeological and Didactic Analysis Chapter 3. Praxeologies to be taught and praxeologies for teaching: a delicate frontier Chapter 4. Developments and functionalities in the praxeological model Chapter 5. Research on negative numbers in school algebra Chapter 6. The potential of reference epistemological models. The case of elementary differential calculus Part 3: Questioning the World Chapter 7. The Second Spanish Republic and the Project Method. A view from the ATD Chapter 8. The ecology of study and research paths in upper secondary school: the cases of Denmark and Japan Chapter 9. The need for new teaching praxeologies in the paradigm of questioning the world Part 4: ATD and the Teaching Profession Chapter 10. The studying of teachers' mathematical and didactic praxeologies as a tool for teacher education Chapter 11. The education of prospective early childhood teachers within the paradigm of questioning the world Chapter 12. The education of school and university teachers within the paradigm of questioning the world Chapter 13. On the contributions of the ATD to the teaching profession

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Book SynopsisDebates in Art and Design Education encourages student and practising teachers to engage with contemporary issues and developments in learning and teaching.Table of ContentsIntroduction PART 1 SUSTAINABILITY 1. Arts Education to Come in the Anthropocene: The Cosmic Artesan 2. Beyond civics: Art and Design education and the making of active/activist citizens 3. Teaching as form: working with young people in refugee camps PART 2 GENEALOGIES 4. Inheritance, Disobedience and Speculation 5. There are no formal elements: why we need a historicist pedagogy of Art and Design 6. Speculative and symbolic forms of expression: new practices in community arts education PART 3 INCLUSION 7. Cultural Diversity, creativity and modernism 8. ‘Closer to the skin’ – whiteness and coloniality in ‘white’ art educators 9. Working towards Gender Spectrum: Gender Awareness in Finnish Comprehensive Schools 10. Social Class and Art & Design Education: a significant omission PART 4 SITES FOR LEARNING, SITES FOR ACTION 11. The art museum as a site for practice-based research 12. Expanding the gallery: curation, pedagogy and social action in community-based arts programmes 13. Good enough sculptures, Good enough teaching: Creating opportunities for play and physical exploration in the teaching and making of art.

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Book SynopsisFocused on engaging all students, Inclusive Teaching in the Early Childhood Science Classroom walks readers through the process of planning, developing, and implementing science instruction for early learners. Drawing on a range of pedagogical processes and approaches, this comprehensive text links science to other disciplines and explores how we develop language, social-emotional, and content learning through early childhood science. Each chapter is framed around an essential question and features success criteria and reflection tasks to guide readers through the content. Aligned with the Next Generation Science Standards and addressing the Interstate New Teacher Assessment and Support Consortium Model Core Teaching Standards, this textbook is critical reading for preservice teacher education students enrolled in an inclusive early childhood or early childhood science methods course.Table of Contents1. The Role of the Teacher in Inclusive Early Childhood Science Teaching and Learning 2. Analyzing What to Teach in inclusive Early Childhood Science 3. Mapping Out the Progression of What to Teach in Inclusive Early Childhood Science 4. Implementing Daily Learning Experiences: Establishing and Sharing Learning Intentions and Success Criteria 5. Implementing Daily Learning Experiences: Models of Instruction 6. Implementing Daily Learning Experiences: Developing Assessments 7. Implementing Daily Learning Experiences: Task Design 8. Implementing Daily Learning Experiences: Assessment of Learning

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Book SynopsisThis fully updated fifth edition of Learning to Teach Physical Education in the Secondary School is a comprehensive, yet accessible guide for all student secondary physical education teachers. Practical and insightful advice is combined with theory and research to support you in developing as a student teacher.This core text is an ideal guide to support you in developing your knowledge for teaching, your basic teaching skills and your ability to reflect critically on what you are doing and why, enabling you to cope in a range of teaching situations. Including updated material to cover changes in policy and practice, curriculum and assessments, the fifth edition of this essential textbook focuses on: Starting and developing your teaching journey Planning, teaching and evaluating physical education lessons for effective pupil learning Looking beyond your teacher education. New chapters include Essential knowledge bases for teaching physical education Guidance on using digital technologies Health in the physical education lesson Written with university and school-based initial teacher education in mind, Learning to Teach Physical Education in the Secondary School is an essential source of support and guidance for all student physical education teachers embarking on the challenging journey of developing as an effective teacher. Trade ReviewPraise for previous editions: 'A wealth of advice on generic aspects of teaching and learning in Physical Education …The accessibility of the text, and constant reference to ways of adapting suggestions to different situations, make this book particularly "user-friendly" and suitable for student-teachers in diverse settings' – European Physical Education Review ‘Essential reading for teachers who pride themselves on being "critically reflective"' – Times Educational SupplementTable of ContentsIntroduction 1. Starting out as a physical education teacher 2. Aims of physical education 3. Knowledge bases for teaching physical education 4. Exploring and understanding your own experiences and beliefs as a physical education teacher 5. Long- and medium-term planning in physical education 6. Short-term (lesson) planning in physical education: How planning and evaluation supports effective learning and teaching 7. Lesson organisation and management 8. Designing teaching approaches to achieve intended learning outcomes 9. Assessment for and of learning in physical education 10. Developing and maintaining an effective learning environment 11. Motivating pupils for learning in physical education 12. Planning for an inclusive approach to learning and teaching 13. Health in Physical Education 14. Learner-centred teaching: A physical literacy perspective 15. Observation in Physical Education 16. Communication in physical education 17. Teaching safely and safety in physical education 18. Using digital technologies to support learning in physical education 19. Accredited qualifications and principles of classroom teaching 20. Teacher as a reflexive practitioner/researcher 21. Beyond your teacher education 22. Physical Literacy: Learning from pupils’ physical literacy journeys

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Designed to apply across grade levels, Design Thinking for Every Classroom is the definitive teacher's guide to learning about and working with design thinking. Addressing the common hurdles and pain points, this guide illustrates how to bring collaborative, equitable, and empathetic practices into your teaching. Learn about the innovative processes and mindsets of design thinking, how it differs from what you already do in your classroom, and steps for integrating design thinking into your own curriculum. Featuring vignettes from design thinking classrooms alongside sample lessons, assessments and starter activities, this practical resource is essential reading as you introduce design thinking into your classroom, program, or community.

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Book SynopsisThis new book from the only university-run primary school in the UK helps schools design their own curricula by providing access to the latest education research along with supporting ideas and questions for how this can be applied successfully.Co-written by practising teachers and research academics it combines practitioner expertise with the latest  world class academic research. Each chapter includes examples of how schools approached designing their own curricula and shows how an evidence-informed approach can lead to new ideas that are bold, innovative and imaginative.Packed with innovative ideas and practical suggestions, this book highlights the importance of using research evidence to develop teachers'' practice in the realities of their own classrooms and schools. It is a key read for teachers, school leaders, teaching assistants and student teachers, especially those who recognise the important role of research in developing excellence in their practice.Table of ContentsChapter 1: Curriculum Making: Key Concepts and PracticesMark Priestley and Constantinos XenofontosChapter 2: Considering the PossibilitiesJames Biddulph and Julia FlutterChapter 3: Nurturing Compassionate Citizens of The Future: Weaving Together Pedagogy and CurriculumPenny Coltman and Luke RollsChapter 4: Rethinking Spaces for Learning: Designing A Curriculum with Freedom and Flexibility at its Heart Kate Fox, Jonathan Clarke, John-Mark Winstanley and Jane WarwickChapter 5: "Why do I have to sit down?": Designing an Age-Appropriate Curriculum for Children in Year OneRachel Sutton, Lucy Downham and Harriet RhodesChapter 6: Learning to Learn from Nature: How Principles of Harmony in The Natural World Can Guide Curriculum DesignRichard Dunne and Emilie MartinChapter 7: Knowing About and Acting Globally in Everyday ClassroomsSusan Lee Robertson and Ana MocanuChapter 8: Education as the Embracing of a Loving Universe: designing an inclusive curriculum Graham Schweig and Nitesh GorChapter 9: No Mountain High Enough: Using Music to Raise Academic AchievementPhil Kirkman, Michelle Long and Luke Robbins-RossChapter 10: Vision-Driven Curriculum Practices: ‘Deeply Christian, Serving the Common Good’Andy Wolfe, Caryn Smith, Lisa Harford and Mark LaceyChapter 11: Oracy and the primary curriculum: what does research tell us? Neil MercerChapter 12: Unlocking Research: To New PossibilitiesJames Biddulph and Julia FlutterAfterwordStephen J Toope

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Book SynopsisIf you're an educator experiencing burnout, compassion fatigue, or vicarious trauma, this book will help you embrace tangible self-care practices to improve your well-being both in and out of the classroom. Using the framework of the window of capacitythe zone of the nervous system arousal in which a person is able to function most effectivelythe authors illustrate not only the why of self-care, but also the how. Chapters explore how stress at school impacts personal life, the way teacher self-care benefits students, and ways in which schools can implement and support well-being. The book includes a variety of tips and interactive activities to help you identify your own needs and implement helpful practices. You'll leave with a toolbox of information and simple practices to effectively advocate for your well-being in educational spaces and beyond.Table of Contents1. Introduction 2. Stress at Home and School 3. The Impact of Teacher Self-Care on Students 4. Implementation and Support for Teacher-Wellbeing

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Book SynopsisReligious Education has returned in the limelight of education. Religious Education 5-11 deals with present-day debates and issues at the heart of this important subject. It provides a systematic, holistic and unified guidance on teaching RE in primary school. The guide features vignettes, case studies, extracts and viewpoints from experts for deeper engagement. Religious Education 5-11 offers ample guidance and suggestions for the classroom.The main areas covered include: Historical, legal and contemporary perspectives What is RE about? Aims, purposes and the field of enquiry RE in the Early Years, Key Stages 1 and 2 Knowledge in RE Concepts, attitudes, skills, dispositions and SMSC Planning and structuring the curriculum Theories, classical and contemporary pedagogies and multidisciplinary approaches Table of ContentsIntroduction I. Historical and Contemporary RE 1. Yesterday, Today and Tomorrow 2. Critiquing Religious Education Post 2010 3. What is RE about? II. The Essentials of RE 4. Knowledge in RE 5. RE in the Early Years, Key Stage 1 and 2 6. The development of concepts in RE 7. RE and SMSC 8. Planning for RE III. Making it happen 9. Theories of learning 10. Contemporary Pedagogies 11. Multidisciplinary Pedagogies 12. RE for SEND 13. Assessment and Progression IV. Leadership and Life-long Learning 14. Leadership and Management in RE 15. Researching and Reflecting whilst Religious Educating Conclusion

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Book SynopsisSchool-Based Behavioral Intervention Case Studies translates principles of behavior into best practices for school psychologists, teachers, and other educational professionals, both in training and in practice. Using detailed case studies illustrating evidence-based interventions, each chapter describes all the necessary elements of effective behavior intervention plans including rich descriptions of target behaviors, detailed intervention protocols, data collection and analysis methods, and tips for ensuring social acceptability and treatment integrity. Addressing a wide array of common behavior problems, this unique and invaluable resource offers real-world examples of intervention and assessment strategies. Table of Contents1. Introduction 2. Differential Reinforcement 3. Token Economy 4. Time-Out 5. Premack's Principle and Visual Schedules 6. Video Modeling 7. Behavioral Skills Training and Positive Practice 8. Behavioral Momentum 9. Response Effort and Overcorrection 10. Response Cost Raffle and Mystery Motivator 11. Self-Monitoring 12. Cognitive Behavioral Therapy 13. Exposure Therapy 14. Behavioral Activation 15. Good Behavior Game 16. Timely Transitions Game 17. Positive Peer Reporting 18. Color Wheel 19. Check-In Check-Out/Behavior Report Card 20. Social StoriesTM 21. Functional Analysis

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Book SynopsisDrawing on research carried out in partnership with schoolteachers, school leaders, and student teachers, this book presents cutting-edge research on teacher education and how it can be used to catalyse the development of inclusive practice in mainstream schools and classrooms.Theoretically robust and guided by the authorâs near 40 years of experience as an educationalist, this research-informed book offers an account of the practices and principles that underpin effective teacher education for special educational needs and disability (SEND). Chapters propose transformative approaches towards effective teacher education whilst also exploring the dangers of de-intellectualisation to the promotion of inclusive practices; in doing so, this book reasserts the indispensability of intellectual labour to the development of the inclusive teacher. Ultimately, this book argues that teacher education curricula must include critical-theoretical work and reflexive projects, offering intellectually rich and critical approaches whilst also defending the important role that higher education plays in the context of partnership with schools.At a time when urgent questions around equity are being discussed on the global stage, this book will be of interest to scholars, researchers, and postgraduate students in the fields of inclusion and special education, teacher education, and the theory of education more broadly. Teacher educators and policymakers working towards equitable, quality education for all will also find the volume of use.

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How should curriculum designers translate abstract learning outcomes into engaging learning experiences that get results? What is the right balance between depth and breadth or between content and skills? What methods should be used to continuously improve a curriculum over time? To answer these kinds of questions, the authors combined research from cutting-edge fields with their own first-hand experience to carefully curate fifty essential elements that demystify the work of curriculum design. Written for utility, clarity, and practical value, this book provides indispensable professional development for educators working in a wide range of fieldsfrom teachers and school leaders to educational publishers and instructional designers. The elements included are applicable across primary, secondary, and higher education as well as for workforce development programs. The Elements of Education for Curriculum Designers is an invaluable resource for anyone aiming to help othe

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Book SynopsisThis valuable and accessible guide navigates school leaders and those in training through a number of key areas of inclusion, providing context and understanding, helpful definitions, examples of leadership in action, and ten essential principles of inclusive leadership. Inclusion: A Principled Guide for School Leaders discusses what a culture of inclusion should look like: in classes, in schools, and in the education sector more widely. Each chapter acts as a think piece to stimulate debate, to reflect upon the purpose of education, and to ask how far we have come in embracing inclusion. The book also offers suggested actions for principled leaders and illustrative case studies to bring the theory to life, taken from a range of schools and spanning a wide number of topics, including: Inclusive Learning Partnerships with Learners and Families Special Educational Needs Disadvantage and Socio-Economic Poverty Culture, Language and Ethnicity This book explores a variety of issues in inclusion, highlighting the implications for school leaders and offering an approach to develop learning for marginal groups through effective strategic leadership. It will be essential reading for SENCOs, middle and senior leaders, but equally of interest to those who aspire to be inclusive leaders of the future.Trade Review"This book is a must read for all school leaders, regardless of role, precisely because the inclusive approach taken means it is written with the needs of all in mind but also for the collective responsibility approach that is promoted. It effectively bridges theory and practice and brings important research evidence into the discussion in an accessible and actionable way."Professor Samantha Twiselton, Director of Sheffield Institute of Education"Timely, astute and honest this book comes at a time when expectations of inclusion and its proponents have never been greater or more diverse. As leading thinkers of inclusion, Crossley and Hewitt have captured the temperature of inclusion across our education system and beyond. The book provides an overview of the roots, development and practice of inclusion which will inspire teachers, leaders and families of pupils who are most in need of being included."Chris Rossiter, CEO of the Driver Youth Trust"This important new book draws on a rich basis of knowledge and research to deliver actionable guidance for the busy education professional. Bridging the divide between theory and practice, this book provides a much needed framework to support the needs of all children, not by seeking to treat them the same way but by recognising and actively accommodating difference. This is a must read for those who aspire to deliver greater inclusion in schools."Fiona Spellman, CEO of SHINE: Support and Help IN EducationTable of Contents1: Introduction 2: Inclusion and Inclusive Values 3: Inclusive Leaders in Schools 4: Leadership and Management for the Inclusion of all Learners 5: Inclusive Learning and Teaching 6: Inclusive Partnerships: Learners, Parents and Families 7: Inclusion and SEND 8: Inclusion and Socio-Economic Disadvantage 9: Inclusion: Culture, Language and Ethnicity 10: Inclusion and the More Able 11: The Way Forward – Principle-Directed Leadership for Inclusion

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

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Book SynopsisCombining expert knowledge, experience and reflections from senior leaders to distil collective leadership experiences, this book explores the realities of leadership at universities rather than the imagined and often-unrealistic expectations and perceptions of how leaders should act. This key text is an informed insider's guide to leadership transitions that will assist talented individuals in considering whether to apply for, how to prepare for and how to take on the task of leading a university. The collection of leadership experiences provided will help universities to be more successful, students to have great educational experiences and staff at all levels to have more-fulfilling working environments. It will also consider how to avoid the emotional pain and suffering that can arise when leaders find themselves poorly equipped, unprepared, unable or unwilling to provide the sound and competent leadership that universities deserve.Centred on the practice and experience oTrade Review"There aren’t that many people who aspire to be Vice-Chancellors and even fewer who actually succeed in being appointed. This is an excellent book for those seeking appointment but also for those who make it to the top. Whilst it is presented as a handbook for aspiring and current VCs I do think there is also much of value in here for other senior leaders too. The book draws on the wide and deep experience of the authors in university leadership development which is usefully supplemented by a number of first hand accounts from current and previous Vice-Chancellors. It’s a comprehensive survey ranging from an exploration of the role and characteristics of VCs to how individuals end up getting themselves appointed to such positions." - Paul Greatix, Association of Heads of University AdministrationTable of ContentsPART 1: SETTING THE TRAJECTORY 1. Transitions: Concepts connections, challenges 2. Understanding the Role: The delicate balancing act 3. Understanding the Environment: Context and culture 4. ‘Being there’ and routes to ‘there’: Patterns and pathways 5. Undertaking the Journey Up: Motivations and making the cut PART 2: LEADING THE UNIVERSITY 6. Early Days: Surprises and sense-making 7. Senior Leadership Teams: It’s more than you 8. Working on the Agenda: Do strategy and planning really matter? 9. Leading change: From ‘launch pad’ to ‘lift off’ 10. Leading in a Crisis: Don’t forget BC, get through DC, focus on AC 11. Leading Externally: Concepts and cases 12. You and the Role: Surviving and thriving 13. Staying there: Most do, some don’t 14. The art and science of baton passing: Exiting well PART 3: WE NEED TO CHANGE 15. Shaping new beginnings: When, what and how? 16. The Future: for universities, for the Head of University (HoU) role and for transitions 17. Integrated leadership transitions: Planning and action 18. Voices from the top: final reflections on the realities of leading

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Book SynopsisCombining expert knowledge, experience and reflections from senior leaders to distil collective leadership experiences, this book explores the realities of leadership at universities rather than the imagined and often-unrealistic expectations and perceptions of how leaders should act. This key text is an informed insiderâs guide to leadership transitions that will assist talented individuals in considering whether to apply for, how to prepare for and how to take on the task of leading a university. The collection of leadership experiences provided will help universities to be more successful, students to have great educational experiences and staff at all levels to have more-fulfilling working environments. It will also consider how to avoid the emotional pain and suffering that can arise when leaders find themselves poorly equipped, unprepared, unable or unwilling to provide the sound and competent leadership that universities deserve.Centred on the practice and experience of leadership, this book will be a must-read for all new and existing heads of universities. It will also provide useful insights to those actively involved in the recruitment and development of senior leaders, members of senior leadership teams and those who hold governance roles in universities. Further updates and details about the application of the ideas in the book in practice can be found at www.leadershiptransitionsatthetop.com/.Trade Review"There aren’t that many people who aspire to be Vice-Chancellors and even fewer who actually succeed in being appointed. This is an excellent book for those seeking appointment but also for those who make it to the top. Whilst it is presented as a handbook for aspiring and current VCs I do think there is also much of value in here for other senior leaders too. The book draws on the wide and deep experience of the authors in university leadership development which is usefully supplemented by a number of first hand accounts from current and previous Vice-Chancellors. It’s a comprehensive survey ranging from an exploration of the role and characteristics of VCs to how individuals end up getting themselves appointed to such positions." - Paul Greatix, Association of Heads of University AdministrationTable of ContentsPART 1: SETTING THE TRAJECTORY 1. Transitions: Concepts connections, challenges 2. Understanding the Role: The delicate balancing act 3. Understanding the Environment: Context and culture 4. ‘Being there’ and routes to ‘there’: Patterns and pathways 5. Undertaking the Journey Up: Motivations and making the cut PART 2: LEADING THE UNIVERSITY 6. Early Days: Surprises and sense-making 7. Senior Leadership Teams: It’s more than you 8. Working on the Agenda: Do strategy and planning really matter? 9. Leading change: From ‘launch pad’ to ‘lift off’ 10. Leading in a Crisis: Don’t forget BC, get through DC, focus on AC 11. Leading Externally: Concepts and cases 12. You and the Role: Surviving and thriving 13. Staying there: Most do, some don’t 14. The art and science of baton passing: Exiting well PART 3: WE NEED TO CHANGE 15. Shaping new beginnings: When, what and how? 16. The Future: for universities, for the Head of University (HoU) role and for transitions 17. Integrated leadership transitions: Planning and action 18. Voices from the top: final reflections on the realities of leading

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