Teacher training Books
Taylor & Francis Cooperative Learning for Intercultural Classrooms
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£128.25
Taylor & Francis Cooperative Learning for Intercultural Classrooms
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£35.14
Taylor & Francis Journeys through Childhood Studies Constructing Identities through Higher Education and the Childrens Workforce
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£128.25
Taylor & Francis Curriculum Theorizing and Teacher Education
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£42.99
Taylor & Francis Quality Teaching and the Capability Approach
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£42.74
Taylor & Francis English Language Teacher Education in Chile
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£42.99
Taylor & Francis In Search of Subjectivities
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£44.64
Taylor & Francis Sharing Your Education Expertise with the World
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£31.99
Taylor & Francis Imagination for Inclusion
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£44.64
Taylor & Francis Transformative Education through International ServiceLearning
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£44.64
Taylor & Francis Routledge Revivals Teachers 1994 Constructing the Future
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£99.75
Taylor & Francis Freud Lacan Zizek and Education
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£128.25
Taylor & Francis Postsecondary Educational Opportunities for Students with Special Education Needs
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£128.25
Taylor & Francis Becoming an Outstanding History Teacher Becoming an Outstanding Teacher
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£118.75
Taylor & Francis Visible Learning Guide to Student Achievement
Book SynopsisVisible Learning Guide to Student Achievement critically examines the major influences shaping student achievement today. A revision of theInternational Guide to Student Achievement, this updated edition provides readers with a more accessible compendium of research summaries â with a particular focus on the school sector. As educators throughout the world seek to enhance learning, the information contained in this book provides practitioners and policymakers with relevant material and research-based instructional strategies that can be readily applied in classrooms and schools to maximize achievement. Rich in information and empirically supported research, it contains seven sections, each of which begins with an insightful synthesis of major findings and relevant updates from the literature since the publication of the first Guide. These are followed by key entries, all of which have been recently revised by the authors to reflect research developments. The sections conclude with user-friendly tables that succinctly identify the main influences on achievement and practical implications for educators. Written by world-renowned bestselling authors John Hattie and Eric M. Anderman, this book is an indispensable reference for any teacher, school leader and parent wanting to maximize learning in our schools. Table of ContentsChapter 1. Understanding Achievement Chapter 2. Influences from the Student 2.1 Gender Influences 2.2 Learning Difficulties in School 2.3 Indigenous and Other Minoritized Students 2.4 Personality Influences – The Big 5 and Achievement 2.5 Motivation Summary Table: Influences from the Student Chapter 3. Influences from the Home 3.1 Home Environemnt 3.2 Socioeconomic Status and Student Achievement 3.3 Parent Involvement in Learning Summary Table: Influences from the Home Chapter 4. Influences from the School 4.1 Ability Grouping 4.2 Class Size 4.3 Financing Schools 4.4 Influences of School Layout and Design on Student Achievement 4.5 Middle School Transitions Summary Table: Influences from the School Chapter 5. Influences from Teachers and Classrooms 5.1 Homework and Academic Achievement 5.2 The Role of Formative Assessment in Student Achievement 5.3 Collaboration in the Classroom 5.4 Pedagogical Content Knowledge 5.5 Emotion and Achievement in the Classroom 5.6 Teacher-Student Relationships 5.7 Classroom Management and Student Achievement 5.8 Academic Motivation and Achievement in Classrooms 5.9 Nontraditional Teacher Preparation Summary Table: Influences from Teachers and Classrooms Chapter 6. Influences from the Curriculum 6.1 Successful Mathematics Achievement Is Attainable 6.2 Bilingual Education Programs and Student Achievement 6.3 Language Teaching Curricula 6.4 Response to Intervention and Multi-Tiered Systems of Supports 6.5 Writing Instruction 6.6 Role of Discussion in Reading Comprehension 6.7 Achievement in Adolescent Health Education Summary Table: Influences from the Curriculum Chapter 7. Influences from Teaching Strategies 7.1 Metacognitive Strategies 7.2 The Role of Questions in Academic Achievement 7.3 Teacher Immediacy 7.4 Problem-Based Learning 7.5 Direct Instruction 7.6 Goal Orientation 7.7 Multimedia Learning 7.8 Reciprocal Teaching 7.9 Technology-Supported Learning and Academic Achievement 7.10 Study Skills 7.11 Problem Solving Summary Table: Influences from Teaching Strategies
£26.99
Taylor & Francis Immoral Education
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£137.75
Taylor & Francis Classroom Skills in English Teaching A
Book SynopsisOriginally published in 1990. This practical guide to the basic skills of teaching and class management will help both experience and beginning teachers to identify and evaluate their classroom skills. Suitable for teaching programmes at all levels, the book covers goal-setting, the directive, discursive, problem-solving, and activity modes of teaching, and the skills of explaining and effective questioning.Table of Contents1. Setting Realistic Goals 2. Modes of Teaching – The Directive Mode 3. Discussing 4. Solving Problems 5. Activity, Improvisation and Role-Play 6. Explaining 7. Asking Questions 8. Evaluating Your Success as a Teacher. Appendices
£34.19
Taylor & Francis Teaching Writing A Systematic Approach Routledge Library Editions Literacy
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£31.99
Taylor & Francis Messy Play in the Early Years Supporting Learning through Material Engagements
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£128.25
Taylor & Francis Understanding the HighScope Approach Early Years
Book SynopsisUnderstanding the HighScope Approach is a much-needed source of information for those wishing to extend and consolidate their understanding of this innovative education programme. It will enable the reader to analyse the essential elements of the HighScope approach to early childhood and its relationship to high-quality early years practice.This second edition contains all the original content, which covers all areas of the curriculum including learning environment, plan-do-review, adult-child interaction and assessment, but has been updated to be fully in line with the latest changes to research, policy and practice. New topics and features include:â outdoor play and learningâ using the HighScope approach with children with special needs and who speak English as an additional languageâ managing the approach with bigger class sizesââthe implementation of technology with children in HighScope settingsâ a selection of new photographsWritten to support the work of all those in the field of early years education and childcare, this is a vital text for students, early years and childcare practitioners, teachers, early years professionals, childrenâs centre professionals, lecturers, advisory teachers, head teachers and setting managers.Table of ContentsIntroduction 1. History and research 2. An overview of HighScope 3. Active Learning 4. The learning environment 5. The daily routine 6. Adult-child interaction 7. Assessment and teamwork 8. The future Index
£114.00
Taylor & Francis Critical Approaches to Teaching the High School Novel
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£128.25
Taylor & Francis Poppers Approach to Education
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£31.99
Taylor & Francis Critical Feminism and Critical Education
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£35.14
Taylor & Francis Global Perspectives on Developing Professional Learning Communities
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£128.25
Taylor & Francis Making an Impact on School Bullying
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£128.25
Taylor & Francis Higher Education and Professional Ethics
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£142.50
Taylor & Francis Education for Purposeful Teaching Around the World
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£128.25
Taylor & Francis Education Ethics and Experience
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£42.99
Taylor & Francis Ltd Science and Technology Teacher Education in the
Book SynopsisThis unique book compares anthropogenic challenges in science and technology teacher education between the northern and southern contexts of Sweden and South Africa, respectively. Presenting the results of a three-year research collaboration between science and technology teacher education researchers from South Africa and Sweden, the book explores theoretical perspectives and pedagogical experiences in response to challenges in the Anthropocene. It discusses research-informed practice in teacher education to address sustainable development. Chapters in the book collectively investigate the influence of current environmental and societal changes on the education of teachers, answering the question of how science and technology teacher education can adjust to current changes in the world and prepare new teachers for work in their future profession. Touching on issues such as climate change, global warming and pandemic diseases, the book uses a comparative apprTable of ContentsIntroduction to the book Part I: Theoretical Perspectives, Policies and Curricula in Science and Technology Teacher Education 1. Sustainability and science and technology teacher education: A review of the literature 2. Science and technology teacher education in South Africa and Sweden: A comparison of linked policies and curricula 3. (Re)thinking teacher education in the Anthropocene: Perspectives from South Africa and Sweden 4. Linguistic opportunities and challenges of teaching science for sustainability in multilingual contexts Part II: Experiences and Pedagogical Practices in Science and Technology Teacher Education 5. Application of the design process in the light of the Anthropocene: A conceptual study 6. Discussing pedagogical content knowledge and ESD for science teaching: Bridging theory and practice in the Anthropocene 7. Exploring a South African and Swedish teacher-education programme of Biology teachers for ESD: A comparative study 8. Culturally embodied learning as instructional practices in science education: Different contexts and different meanings 9. Digital competence with respect to ESD for science and technology student teachers: A study of a South African and a Swedish university 10. Science and technology teacher education in a global world: Concluding remarks
£128.25
Taylor & Francis Ltd The Learning and Teaching of Calculus
Book SynopsisThis book is for people who teach calculus and especially for people who teach student teachers, who will in turn teach calculus. The calculus considered is elementary calculus of a single variable. The book interweaves ideas for teaching with calculus content and provides a reader-friendly overview of research on learning and teaching calculus along with questions on educational and mathematical discussion topics.Written by a group of international authors with extensive experience in teaching and research on learning/teaching calculus both at the school and university levels, the book offers a variety of approaches to the teaching of calculus so that you can decide the approach for you. Topics covered include A history of calculus and how calculus differs over countries today Making sense of limits and continuity, differentiation, integration and the fundamental theorem of calculus (chapters on these areas form the bulk of the book) The ordering Trade ReviewBack cover quotes: ‘I highly recommend this book. You will undoubtably be inspired and awed at the beauty of the ideas presented.’ Chris Rasmussen ‘The most impressive aspect of this book is that the authors cover so much ground without taking a stance on any of the controversies they so carefully explain.’ Pat Thompson ‘When we teach calculus, we need to know about differential and infinitesimal ways to understand calculus … how calculus ideas evolved over time … calculus curricula around the world … calculus education research … alternatives to the classic order … calculus in solving real-world problems … [this book] does quite a bit of all of that.’ Elena Nardi Table of ContentsSeries foreword 1 – Introduction 2 – Calculus across time and over countries 3 – Making sense of limits and continuity 4 – Making sense of differentiation 5 – Integration and the fundamental theorem of calculus 6 – Interlude: The ordering of chapters 3, 4 and 5 7 – Calculus applications: differential equations and integration 8 – Beyond elementary calculus Index
£35.99
Taylor & Francis Ltd Culturally Responsive Teaching in Music Education
Culturally Responsive Teaching in Music Education: From Understanding to Application, Second Edition, presents teaching methods that are responsive to how different culturally specific knowledge bases impact learning. It offers a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning. Designed as a resource for teachers of undergraduate and graduate music education courses, the book provides examples in the context of music education, with theories presented in Part I and a review of teaching applications in Part II. Culturally Responsive Teaching in Music Education is an effort to answer the question: How can I teach music to my students in a way that is culturally responsive? This book serves several purposes, by: Providing practical examples of transferring theory into practice in music education. Illustrating culturally responsive pedagogy within the classroom. Demonstrating
£39.99
Taylor & Francis Ltd Pathways to Professorship
Book SynopsisPeople who become professors are experts in their field. But how does a new academic, aspiring to become a professor, choose a field of study and plan a career that leads to professorship? This practical book answers this question, guiding aspiring academics step by step through the areas in which they need to demonstrate excellence if they are to gain the international recognition and professional profile which leads to a professorial post.Each chapter highlights real-life, internationally applicable examples of what successful achievements look like and what pitfalls to be aware of. Supported by an international survey of professors and their experiences working within university systems, the chapters outline key topics relevant to any aspiring professor. For example: Criteria for obtaining a professorship Carving out a specialist research niche Establishing an international reputation Advice on gettTable of Contents1. Developing your ten-year career plan; 2. Which university? Meeting the teaching, research and service criteria; 3. Contracts, accountability, roles and funding your salary; 4. Becoming an expert and a thought leader; 5. Mentorship and international networking; 6. Building your media presence and political impact; 7. Technology tools of the trade; 8. Publishing books; 9. Writing academic articles for publication and developing your academic profile; 10. Applying for research funding: A vital part of the journey towards professorship; 11. Leadership, mentoring and paying forward
£29.99
Taylor & Francis Mentoring History Teachers in the Secondary
Book SynopsisMentoring History Teachers in the Secondary School supports mentors to develop the knowledge, skills and understanding essential to the successful mentoring of beginning history teachers who are undertaking their initial teacher training or being inducted into the profession as early career teachers. The authors critically explore models of mentoring and place subject specificity at the heart of every chapter, offering practical mentoring strategies rooted in the best evidence and research from the history teaching community.This book is a vital source of encouragement and inspiration for all those involved in developing the next generation of history teachers, providing accessible summaries of history-specific thinking on a range of topics alongside mentoring support. Key topics include: Understanding what being a subject-specific mentor of beginning history teachers involves Establishing a dialogic mentor-mentee relationship Supporting beginninTrade Review‘Mentoring History Teachers in the Secondary School is a very welcome and much needed addition to mentoring literature. It shows very clearly just why generic approaches to learning to teach a subject are not enough to support mentees become the very best history teachers that students in our schools deserve. The book celebrates the importance of subject-specific mentoring and supports mentors to reflect on their own practice as well as providing a wide range of strategies, tasks and discussion points to structure training activities and mentor meetings. Not only will this book be useful for ITE and ECT mentors, it will also provide food for thought for any history teacher looking to develop their own practice, with chapters ranging from developing substantive and disciplinary knowledge, to lesson planning and ways to engage with the History subject community. The book draws on an impressive range of literature and has lots of suggested reading for mentors and mentees alike. Whether you read from cover to cover or dip in for inspiration this book will be a valuable tool for new and experienced mentors, mentees and anyone supporting History teachers at any point in their career.’ Sally Burnham, History teacher, Mentor and Lead Practitioner, Carre’s Grammar School ‘The authors set the bar high in their expectations of mentors and of mentees but provide the detailed scaffolding required to enable both parties achieve those heights. Four things stood out for me. Firstly, the authors’ awareness of the human relationships at the heart of mentoring, the need to respond to individuals, each with their own personality, strengths, weaknesses and preconceptions of what being a teacher involves. Secondly, the absolute importance of initial mentoring and career-long training in the context of the subject specialism, history teaching, with its individuality of aims, processes and challenges. Thirdly, the enthusiasm and commitment of the authors – their description of the ‘joyous responsibility’ of mentoring kept me turning the pages. Finally, they tell us about teaching as well as about mentoring – readers will come away with ideas to improve their teaching as well as their mentoring. If this book had been available when I was a young teacher and then mentor, its pragmatic idealism would have made my progress in both roles far more effective and rewarding.’ Ian Dawson, former PGCE tutor, Director of Schools History Project and creator of thinkinghistory.co.uk ‘Hitherto there has been a void in literature containing subject-specific advice for History mentors and this wonderful book fills it emphatically. For too long subject-specific practices in mentoring have been overlooked, in favour of unhelpful generic approaches. Whilst the newly introduced Early Career Framework rightly places a welcome and long overdue emphasis on the role of the mentor, it does not offer a definitive recipe for action for mentors of beginning History teachers. This outstanding book offers such a recipe, guiding novice and experienced mentors alike through a range or pertinent aspects of the History mentors’ craft. It succeeds in outlining the challenges both trainees and mentors face in the crucial endeavour of mentoring. It explores policy, pedagogy, planning and classroom practice, and locates the pivotal role of the mentor, who is undoubtedly one of the greatest determinants in the success of a beginning History teacher. This timely and important guide serves as an ideal curriculum for mentors to follow and will undoubtedly become important to ITE providers and schools seeking to better support their trainee teachers. This book contains numerous practical examples that will inform the reader, supported with reference to a host of relevant academic and practitioner-based literature. Mentors truly matter, and this book will support all those wishing to help their trainees flourish in the secondary History classroom’ Tom Donnai, Subject Leader, PGCE History, University of Manchester ‘We are at a challenging crossroads in Teacher Education. On one hand there has been an increasing focus on subject specificity in DfE policy and in Ofsted inspection. On the other hand, the ITE landscape has been reworked and underpinned by far more generic core frameworks for trainee and early career teachers. This book is an important contribution in enabling school-based mentors to support new history teachers in ways which transcend the generic. The authors give careful and comprehensive consideration to the many issues which new teachers encounter in schools and offer clearly grounded, practical and subject-specific advice and guidance to support mentors in helping trainees to navigate these. The reflection points and tasks are especially helpful for mentors seeking to develop their own practice and encourage new history teachers to reflect critically on theirs as well. The chapters themselves are lively and well written, drawing on a wide range of theory and research; making this accessible and relevant to specific classroom issues. On this basis alone, I would recommend this book to anyone mentoring a history trainee or ECT. The authors are driven by a clear and genuine desire to empower both mentors and new history teachers to be critically aware practitioners, so that they can have a positive impact on history teaching in the long term. This underpinning ethic provides a powerful justification for the authors’ recommendations and means the book will certainly stand the test of time. It should be read not just by mentors, but by trainees, new teachers, as well as all those seeking to reform the ITE system.’ Alex Ford, Schools History Project Fellow & Senior Lecturer in History Education at Leeds Trinity University ‘At a time when the focus of new teacher education seems increasingly on general teaching techniques, this book is a timely reminder about the importance of the role of subject-specific training. It looks at how a mentor can guide a trainee or ECT to consider and overcome the unique challenges of teaching history. It does this by considering recent research, practical tasks to undertake and following up with further reading. The book comprehensively covers all aspects of mentoring, from the familiar topic of lesson planning to the less obvious potential and pitfalls of new technology. As a PGCE and ECT mentor this provides lots of sensible, well thought out advice about carrying out the role well, showing how the theory of teaching history underpins the proaction in the classroom and giving the beginning history teacher a stronger base from which to start their career.’ Swerupa Gosrani, Assistant Head of Humanities, History Teacher and mentor, Belper School in Derbyshire ‘As Crooks, Haydn and London point out, high-quality mentoring of beginning teachers is vital to the health of our education system; high-quality mentoring of beginning history teachers is vital to the future of school history. The authors show that such mentoring requires a distinct, subject-specific body of professional knowledge, beyond the knowledge of what makes effective history teaching. Yet, mentors are all too rarely provided with the opportunities to develop this necessary knowledge. Now, with this thorough, deeply researched and wide-ranging exploration of all that history mentoring involves - within and beyond the classroom - the authors provide an indispensable and timely guide for all those working with history teachers in the early stages of their career. Throughout, the authors draw on both research and their extensive expertise in working with beginning history teachers to identify their particular needs as history teachers: issues that are specific to the subject, such as handling controversial and sensitive histories in the classroom; aspects of teaching that beginning history teachers often find difficult, such as planning sequences of lessons as rigorous historical enquiries; misconceptions and knowledge gaps beginning history teachers often have. Readers are then provided with a wealth of practical, carefully-designed suggestions for mentoring activities that will help to address these particular, subject-specific needs, along with countless references to further useful resources and ideas about how to make the most of them with mentees. These well-structured practical ideas, along with the light shone on often-neglected areas of history teacher development, will change the way I mentor and work with fellow mentors. But more than that, by placing a microscope over all aspects of the history teachers’ craft and how they can be developed, the book will change the way I approach my own continuing development. I would encourage all history teachers to read it.’ Jonathan Grande, Head of History and Network Lead for History (KS3/4), Ark Pioneer Academy ‘This book is the key to being an excellent History mentor. Terry Haydn maps the territory, exploring the range of substantive knowledge required with realistic advice about how new teachers can acquire it on the journey. The curriculum turn in schools means that historiographical knowledge is needed too, or enquiry questions posed lose their power. Disciplinary understanding matters, or our new teachers will be helpless when called upon to explain differences in historical arguments and interpretations. The development of AI means that how we teach every subject will change, (Wineburg), and the best time to start thinking about this is now. New teachers are expected to collect generic strategies as if they are walkers in Scotland bagging Munros. It takes a very skilled History mentor to enable new teachers to turn these climbs into useful approaches in the History classroom. Vic Crooks and Laura London do this brilliantly. They understand the practicalities: they know you have little time for mentoring and you care deeply about the progress your pupils need to make. The ideas and examples explored in this book will enable you to understand what is at stake and help you to enjoy the role and do it well.’ Ali Messer, Associate Professor and PGCE Tutor, University of Roehampton ‘This book is an important and timely addition to the general literature on mentoring and more specifically it is a new and major contribution to mentoring in history. The book emerges at a time when a new landscape of teacher education is crying out for subject specific mentoring in schools. More than ever, we need well-educated/trained beginning teachers – teachers who can think and make subjects and particularly history come alive. We need confident beginning teachers who are able to justify pedagogical approaches and at times challenge orthodoxy. Mentors and mentoring have key roles to play in this development and yet there is a paucity of literature about subject specific mentoring. This book, written by leading authorities in the field, explores such key components as lesson planning, observation and how to support beginning teachers across a range of areas. It offers new and innovative approaches, for example the section on helping beginning teachers to plan lessons is a must read for all – including beginning teachers. At the heart of this work, and a central plank of the book, is the consideration of the mentor/mentee relationship and how this is conceptualised and understood by both parties and how this changes and develops during the training and ECT year. So often in works like this there is a lot of focus on, for example, how to plan a lesson or how to manage a class – the very practical elements/advice – with less attention on the why or rationale for the planning of lessons and the actions we might take in classrooms. This book offers both these dimensions. Through linking practical elements of mentoring to strong theoretical frameworks and through the provision of questions for discussion, a range of tasks to undertake and suggestions for further reading a more holistic view of how beginning teachers develop in history teaching is provided. I particularly commend the chapters on supporting beginning teachers to teach controversial and sensitive issues in history and the chapter on exploring the relationship between values and history education. Both chapters provide clear insights into difficult and, at times, challenging aspects of mentoring. After over 25 years of being involved in History teacher education there was much in this book that I found very refreshing and thought provoking. It is an essential read for all involved in history ITE. Gary D. Mills Associate Professor of History Education, University of Nottingham, President of HTEN ‘The long tradition of good practice in relation to nurturing and developing the mentors of beginning history teachers in schools has been disrupted and eroded in the last decade or so because of the turmoil in the ITE sector. The literature on good practice has been quite scattered and hard to reach. This book comes to the rescue. Colleagues with breadth and depth of experience in the field have synthesised very effectively the research and practical theorising that underpin best practice. Mentoring History Teachers in the Secondary School is a highly practical guide which also emphasises the ethical dimension of the role of mentoring the next generation of history teachers during their first few years of practice. Its focus on excellence in history teaching, and what beginning colleagues need to learn as they make the first part of their journey towards professional excellence, means that the book will have longevity, even as the world of teacher education continues to change. Both new and experienced mentors, and those leading teams of mentors, will find this an invaluable companion for their work.’ Helen Snelson, History PGCE Curriculum Leader, University of York. ‘Mentoring History Teachers in the Secondary School is essential reading for any History mentor or indeed History teacher. It is a timely and practical guide to History mentoring that draws on a wealth of subject-specific research and provides insightful links to classroom practice. The task-based scenarios in each chapter will be particularly invaluable to mentors; helpful question prompts to use with mentees are suggested to steer meaningful professional discussion and reflection. The authors clearly not only have a deep understanding and extensive experience of the specific challenges that face new History teachers, but also what quality subject-specific mentoring encompasses. It is this subject-specific focus that makes this book so unique and so useful for History mentors.’ Chris Weight, History Subject Lead for Suffolk & Norfolk SCITT Table of ContentsIntroduction: What is mentoring? Victoria Crooks 1. What subject knowledge and understanding do beginning history teachers need? - Terry Haydn 2. How to support beginning teachers to understand and utilise second order and substantive historical concepts - Victoria Crooks and Terry Haydn 3. Helping beginning history teachers to plan, deliver and evaluate lessons – Laura London & Victoria Crooks 4. Working with beginning history teachers to support all pupils’ learning - Victoria Crooks 5. Lessons Observation and Feedback – Laura London 6. Exploring the relationship between values and history education – Terry Haydn 7. Supporting history teachers develop approaches to teaching controversial issues – Laura London 8. Supporting beginning teachers’ use of ICT in the history classroom – Terry Haydn 9. Continuing professional development for beginning history teachers and mentors - Laura London
£24.99
Taylor & Francis Ltd Exploring Communities of Practice in Further and
Book SynopsisDrawing on international research and professional practice, this book provides a rich, detailed, and accessible guide to Communities of Practice (CoP) theory, with information on how the theory is constructed, the research that it rests on, and the ways that it has been used in thinking about learning and teaching in the further and adult education sectors. Exploring Communities of Practice in Further and Adult Education introduces CoP theory and the theory of learning that goes with it. It provides empirical examples of CoP research from a range of settings, including further and adult education, to illustrate how CoPs form and work within educational settings, including thinking about assessment and evaluation. It also explores how different CoPs work together and can learn from each other. With these key elements described, this book demonstrates how CoPs can be used in further and adult education settings to help understand more about how students and staffTable of ContentsContentsAcknowledgementsIntroductionChapter One:What is a community of practice, and why do I need to know?Chapter TwoWhere is the learning in a Community of Practice, and how does it happen?Chapter ThreeCommunities of Practice in further and adult education: what can we learn from the research?Chapter FourSetting up a Learning ArchitectureChapter FiveWhat Can Communities of Practice Actually Do? And What Can’t They Do?Chapter SixConstellations, boundaries, and brokersChapter SevenAssessment within a Community of PracticeChapter EightCommunities of Practice: opportunities and challenges for the further and adult education sectorsReferencesIndex
£24.99
Taylor & Francis Ltd 10 Steps to Develop Great Learners
Book SynopsisWhat can concerned parents and carers do to ensure their children, of all ages, develop great learning habits which will help them achieve their maximum at school and in life? This is probably one of the most important questions any parent can ask and now John Hattie, one of the most respected and renowned Education researchers in the world draws on his globally famous Visible Learning research to provide some answers. Writing this book with his own son Kyle, himself a respected teacher, the Hatties offer a 10-step plan to nurturing curiosity and intellectual ambition and providing a home environment that encourages and values learning. These simple steps based on the strongest of research evidence and packed full of practical advice can be followed by any parent or carer to support and enhance learning and maximize the potential of their children. Areas covered include: Communicating effectively with teachers Being the first learner' and demTrade Review"John Hattie has devoted his life to helping children learn—and enjoy learning. This book is chock full of great ideas for how parents can help their children become eager and effective learners." Carol Dweck, author of ‘Mindset’ and Lewis & Virginia Eaton Professor of Psychology, Stanford University, US "A provocative new look at how parents can best support their children’s learning underpinned by both in depth research evidence and hands on parenting. From the man who used mass research to show teachers how to get the best out of their teaching and his schoolteacher son, an irresistible combination and a fascinating insight for parents." Wendy Berliner, author of ‘Great Minds and How to Grow Them’ and ‘How to Succeed at School’ "The most precious gift we can give our children is the confidence, capacity and appetite for learning. To not shy away from things that are challenging, changing and complicated is the foundation for a fulfilling and adventurous life. But how best to lay that foundation? In their new book, father and son team John and Kyle Hattie offer sound, practical advice that is based on an irresistible blend of solid scholarship and wise first-hand experience. One of the best parenting books I have ever read." Guy Claxton, author of The Learning Power Approach and The Future of Teaching "As a father of three and an educationalist, I have read many books on family education. When I got John and Kyle Hattie's manuscript to read, something happened that has never happened before: I couldn't stop reading! From my point of view, the book is a treasure trove of helpful hints and vivid examples, full of life experience and scientific foundation. The latter is worth emphasising from my point of view: everything that is presented in the book can be scientifically proven - and that without having a scientific duct. In my opinion, this makes the book stand out in the long line of parenting guides that often spread more myths than truths. In other words, it is a book in which research and practice merge and parents get the help they need to give their children the best possible education." Klaus Zierer, Professor of Education, University of Augsburg, Germany Praise received for John Hattie’s previous work: "Reveals teaching’s ‘holy grail" Times Educational Supplement "John Hattie has made a supersized contribution to the improvement of learning. Visible Learning came crashing on the scene in 2009 and got the attention of all of us. What I especially like is how Hattie and team continue to be internally critical and externally open to considering all possibilities. Their new series in search of ’the Gold Standard’ is typical of Hattie’s commitment and skill in processing criticism and modelling continuous learning and improvement. A million books! Congratulations for a monumental achievement and the promise of more, and more" Michael Fullan, OC. Professor Emeritus, OISE/University of Toronto. "I’m not sure John knows his own impact - I can’t think of anyone in education on this planet with a higher effect size. We teachers needed a sieve to sort the research that helps teachers make a difference, from the research that doesn’t. John provided it and now we all know how to increase our own impact. Thank you John!" Geoff Petty, Author of ‘Teaching Today’ and ‘Evidence-Based Teaching’ "Education research suffers from an embarrassment of riches—there’s too much of it! John Hattie has been a resolute leader in summarizing this wealth of information into practical terms that are digestible yet reliably capture the essence. Better still, they translate readily to classroom practice! Hattie’s success and influence are richly deserved." Dan Willingham, Professor of Psychology, University of West Virginia, author of ‘Why Don’t Students Like School?’ "Everything changed when Visible Learning revealed the key messages from research into influences on learning. Thousands of studies brought together confirmed what we must focus on … educators across the world continue to have a reference point for what matters in guiding thinking and practice." Shirley Clarke, Author of ‘Unlocking Formative Assessment’ and ‘Thinking Classrooms’ "John Hattie's contributions to generations of students, teachers, and educational leaders around the world are profound and lasting. He has that rare combination of courage and humility, fearlessly challenging conventional wisdom while continually improving and expanding his work. He makes our profession and the world of education better, and children on every continent benefit from his scholarship, wisdom, and practical guidance." Douglas Reeves, Creative Leadership.net "Hattie’s work enables us to see the effects of what teachers do in the classroom. His work on lesson preparation is one of those must-reads for all teachers. In teaching we are often looking for those light-bulb moments of illumination. Hattie has mapped the hidden wiring." Huw Thomas, Former Headteacher, college lecturer and Diocesan Director of Education "In a world where educators are often tempted and encouraged to utilize the latest fads to support student learning, John Hattie’s Visible Learning books serve as exceptional resources. Every practicing teacher, school administrator, and education researcher should have these books on their shelves." Eric M. Anderman, Professor of Educational Psychology, The Ohio State University "John Hattie has a dream that one day every child learns not by chance, but by design. He has a dream that one day the expertise which is all around us gets together and changes the system. He has a dream that one day teachers ask themselves the powerful question "What works best?" instead of only "What works". And he has a dream that one day teachers always seek maximum impact. And – most important – he lives his dream. He has started the fire with his passion. He sparked the learning. And he sparked the teaching. Congratulations John and: Know your impact!" Klaus Zierer, Professor of Education, University of Augsburg, Germany, and Associate Research Fellow of the ESRC-funded Centre on Skills, Knowledge and Organisational Performance (SKOPE) at the University of Oxford "John Hattie has devoted his life to helping children learn—and enjoy learning. This book is chock full of great ideas for how parents can help their children become eager and effective learners." Carol Dweck, author of ‘Mindset’ and Lewis & Virginia Eaton Professor of Psychology, Stanford University, US "A provocative new look at how parents can best support their children’s learning underpinned by both in depth research evidence and hands on parenting. From the man who used mass research to show teachers how to get the best out of their teaching and his schoolteacher son, an irresistible combination and a fascinating insight for parents." Wendy Berliner, author of ‘Great Minds and How to Grow Them’ and ‘How to Succeed at School’ "The most precious gift we can give our children is the confidence, capacity and appetite for learning. To not shy away from things that are challenging, changing and complicated is the foundation for a fulfilling and adventurous life. But how best to lay that foundation? In their new book, father and son team John and Kyle Hattie offer sound, practical advice that is based on an irresistible blend of solid scholarship and wise first-hand experience. One of the best parenting books I have ever read." Guy Claxton, author of The Learning Power Approach and The Future of Teaching "As a father of three and an educationalist, I have read many books on family education. When I got John and Kyle Hattie's manuscript to read, something happened that has never happened before: I couldn't stop reading! From my point of view, the book is a treasure trove of helpful hints and vivid examples, full of life experience and scientific foundation. The latter is worth emphasising from my point of view: everything that is presented in the book can be scientifically proven - and that without having a scientific duct. In my opinion, this makes the book stand out in the long line of parenting guides that often spread more myths than truths. In other words, it is a book in which research and practice merge and parents get the help they need to give their children the best possible education." Klaus Zierer, Professor of Education, University of Augsburg, Germany Praise received for John Hattie’s previous work: "Reveals teaching’s ‘holy grail" Times Educational Supplement "John Hattie has made a supersized contribution to the improvement of learning. Visible Learning came crashing on the scene in 2009 and got the attention of all of us. What I especially like is how Hattie and team continue to be internally critical and externally open to considering all possibilities. Their new series in search of ’the Gold Standard’ is typical of Hattie’s commitment and skill in processing criticism and modelling continuous learning and improvement. A million books! Congratulations for a monumental achievement and the promise of more, and more" Michael Fullan, OC. Professor Emeritus, OISE/University of Toronto. "I’m not sure John knows his own impact - I can’t think of anyone in education on this planet with a higher effect size. We teachers needed a sieve to sort the research that helps teachers make a difference, from the research that doesn’t. John provided it and now we all know how to increase our own impact. Thank you John!" Geoff Petty, Author of ‘Teaching Today’ and ‘Evidence-Based Teaching’ "Education research suffers from an embarrassment of riches—there’s too much of it! John Hattie has been a resolute leader in summarizing this wealth of information into practical terms that are digestible yet reliably capture the essence. Better still, they translate readily to classroom practice! Hattie’s success and influence are richly deserved." Dan Willingham, Professor of Psychology, University of West Virginia, author of ‘Why Don’t Students Like School?’ "Everything changed when Visible Learning revealed the key messages from research into influences on learning. Thousands of studies brought together confirmed what we must focus on … educators across the world continue to have a reference point for what matters in guiding thinking and practice." Shirley Clarke, Author of ‘Unlocking Formative Assessment’ and ‘Thinking Classrooms’ "John Hattie's contributions to generations of students, teachers, and educational leaders around the world are profound and lasting. He has that rare combination of courage and humility, fearlessly challenging conventional wisdom while continually improving and expanding his work. He makes our profession and the world of education better, and children on every continent benefit from his scholarship, wisdom, and practical guidance." Douglas Reeves, Creative Leadership.net "Hattie’s work enables us to see the effects of what teachers do in the classroom. His work on lesson preparation is one of those must-reads for all teachers. In teaching we are often looking for those light-bulb moments of illumination. Hattie has mapped the hidden wiring." Huw Thomas, Former Headteacher, college lecturer and Diocesan Director of Education "In a world where educators are often tempted and encouraged to utilize the latest fads to support student learning, John Hattie’s Visible Learning books serve as exceptional resources. Every practicing teacher, school administrator, and education researcher should have these books on their shelves." Eric M. Anderman, Professor of Educational Psychology, The Ohio State University "John Hattie has a dream that one day every child learns not by chance, but by design. He has a dream that one day the expertise which is all around us gets together and changes the system. He has a dream that one day teachers ask themselves the powerful question "What works best?" instead of only "What works". And he has a dream that one day teachers always seek maximum impact. And – most important – he lives his dream. He has started the fire with his passion. He sparked the learning. And he sparked the teaching. Congratulations John and: Know your impact!" Klaus Zierer, Professor of Education, University of Augsburg, Germany, and Associate Research Fellow of the ESRC-funded Centre on Skills, Knowledge and Organisational Performance (SKOPE) at the University of Oxford "10 Steps to Develop Great Learners is an especially recommended addition to personal, professional, community, school district, college, and university library Education Psychology and Parenting collections and supplemental studies curriculum lists." Midwest Book Review Table of ContentsThe Main Messages - The 10 mind frames Part I: Setting the scene 1. I have appropriately high expectations 2. I make reasonable demands and am highly responsive to my child 3. I am not alone II: The foundations to develop learners 4. I develop my child’s skill, will and sense of thrill 5. I love learning 6. I know the power of feedback and success thrives on errors III: Learning and schooling 7. I am a parent not a teacher 8. I expose my child to language, language, language IV. The big picture story 9. I appreciate that my child is not perfect, nor am I 10. I am an evaluator of my impact Glossary Appendix: The evidence
£19.92
Taylor & Francis Ltd InquiryBased Practice in Social Studies Education
Book SynopsisNow in its second edition, Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model presents a conceptual base for shaping the classroom experience through inquiry-based teaching and learning. Using their Inquiry Design Model (IDM), the authors present a field-tested approach for ambitious social studies teaching. They do so by providing a detailed account of inquiry's scholarly roots, as well as the rationale for viewing questions, tasks, and sources as inquiry's foundational elements. Based on work done with classroom teachers, university faculty, and state education department personnel, this book encourages readers to transform classrooms into places where inquiry thrives as everyday practice. The second edition includes a new chapter highlighting three ways that the blueprint acts as an assessment and curriculum system, and includes updated and enhanced references throughout the book.Both pre-service and in-service teachers are suTable of ContentsIntroductionChapter 1. Inquiry and the Inquiry Design ModelChapter 2. Questions MatterChapter 3. Tasks Matter, Too!Chapter 4. Sources Are the MatterChapter 5. Assessment and InquiryChapter 6. ConclusionReferences
£31.99
Taylor & Francis Kinaesthetic Learning in Early Childhood
Book SynopsisStrongly grounded in research and rich with practical examples for educators, this book demonstrates the importance and benefits of kinaesthetic learning in young childrenâs learning and development.Kinaesthetic or hands-on active learning is extremely important for young childrenâs personal, social and cultural development. Without this kind of learning children may be at risk of poor behaviour, social development and academic learning outcomes. This book shares concrete examples of authentic kinaesthetic learning experiences, across different discipline areas, in a range of Early Childhood contexts. The chapters outline practical approaches to kinaesthetic learning in the classroom to help educators to engage young children, covering curriculum areas such as the arts, mathematics, literacy, digital technologies and English as a foreign language. These practical examples are supported by a range of research and theories related to the benefits of kinaesthetic learning for yoTrade Review'As this book consistently aims to provide the reader with varied research studies that promote the learning benefits of kinaesthetic education, so too does it simultaneously advocate for play-based early learning environments. A preschool or kindergarten teacher looking to reaffirm their use of hands-on learning and incorporate new ideas for it would gain insight into developing their practice from reading this book. Drawing from the detailed chapters, they could apply the myriad of ideas and strategies to content-related elements in their classrooms. This book would also serve as a good option in a pre-service setting to set a foundational understanding of early childhood theoretical concepts for students while increasing awareness of the importance of kinaesthetic learning in early childhood education.'Lori Blake, Assistant Professor of Early Childhood Education, Central Connecticut State University, USA.Table of Contents1. The importance of kinaesthetic learning for early childhood 2. Kinaesthetic learning: A systematic review in early childhood education contexts 3. Learning by doing: a self-narrative approach to children's experiential learning 4. Practice-based approaches to kinaesthetic learning 5. A kinaesthetic approach to teaching mathematics education in the early years 6. An investigation of the use of arts-based embodied learning in early years classrooms 7. The body as an instrument of knowing: Kinaesthetic learning with and through the arts 8. Digital technologies and kinaesthetic learning for early years boys 9. Building a bridge: LEGO as a kinaesthetic tool to facilitate play-based learning in early childhood and beyond 10. Embodied scaffolding and kinaesthetic learning in Finnish early childhood education 11. Concluding comments
£24.99
Taylor & Francis Ltd The SENCO Survival Guide
Book SynopsisThe SENCO Survival Guide, Third Edition is an informative, accessible resource containing practical advice to help SENCOs manage their responsibilities and lead their school effectively towards a common goal.The book sets out a whole school approach to inclusion and supports SENCOs in mainstream or special schools at every key stage. This fully revised new edition features: a focus on high quality teaching, with ideas for classroom practice to include and engage all children and young people an introduction to SEN support and education, health and care plans, based on the Code of Practice graduated response strategies to break the cycle of SEND low achievement and guidance on how to create a SEND-friendly environment advice on the role of the modern SENCO, including assessment, provision mapping, preparing for OFSTED, disability discrimination and equality advice on training, managing and deploying teaching assistants effectTable of ContentsIntroduction PART 1: Identifying the needs of learners with SEND Chapter 1: Rethinking SEND and Learning Difficulties Chapter 2: SEN Code of Practice Chapter 3: Special Educational Needs and Disabilities (SEND) PART 2: Providing for the needs of learners with SEND Chapter 4: Inclusion: Access, Challenges, Barriers Chapter 5: High Quality Teaching Chapter 6: SEN Support: A Graduated Approach Chapter 7: Education, Health and Care Plans Chapter 8: Multi-Agency Working Chapter 9: The SENCO Role Chapter 10: A Whole-School Approach Chapter 11: Developing Personalised SEND-Friendly Learning Environments PART 3: Evaluating progress for learners with SEND Chapter 12: Good Progress or Underachievement? Chapter 13: Developing Pupil Voice and Independence Chapter 14: Parents as Equal Partners Chapter 15: Walking the (SENCO) Job Conclusion: and SEND Review.
£24.99
Taylor & Francis Ltd Discover Creativity with 25 Year Olds
Book SynopsisDiscover Creativity with 25 Year Olds explores young children's creative development and shares important insight as to why and how practitioners can encourage their natural curiosity. It will help early years practitioners and professionals to rediscover the joy of working creatively with young children and how to support them in developing their ideas, thoughts and feelings through creative expression and opportunities. The book provides an in-depth account of what creativity is and how best to support children in their creative endeavours. Covering the prime areas of the early years foundation stage, it is packed with engaging, cost-effective and achievable activity ideas to support the young creative mind. Including case studies, discussion boxes and reflective points, the chapters consider key topics underpinned by theoretical perspectives including: - Understanding he unique differences and needs of toddlers and pre-school children- Table of ContentsContentsAbout the AuthorAcknowledgementsIntroductionPART 1 Looking deeper at creativity What it means to be a creative toddler What it means to be a creative pre-schooler Pioneering Influences Forming respectful relationships Developing an environment for creativity Resourcing for creativity Exploring outdoors PART 2 Let them play: Provocations Discover Cooking with young children Discover Communication and Language Discover Physical Discover Outdoors References Index
£20.19
Taylor & Francis Lollipop Logic
Book SynopsisLollipop Logic employs visual and pictorial clues to introduce and reinforce high-powered thinking for pre-readers.Seven different thinking skillsârelationships, analogies, sequences, deduction, inference, pattern decoding, and critical analysisâare presented in a format designed to appeal to gifted young learners. This straightforward, one-of-a-kind tool gives wings to pre-readers and non-readers who are ready for a challenge but donât yet have the reading skills for more traditional critical thinking activities. Now with full-color illustrations, this beloved classic has been fully updated with refreshed activities, images, and text to help young learners continue to soar into the stratosphere of thinking skills far beyond their reading levels.Table of ContentsAbout This Book Teacher's Instructions Reproducible Lessons Sequential Synthesis (Lessons 1–8) Relationships (Lessons 9–16) Analogies (Lessons 17–24) Deductive Reasong (Lessons 25–31) Pattern Decoding (Lessons 32–39) Inference (Lessons 40–49) Crticial Analyzing Skills (Lessons 50–52) Answers
£16.72
Taylor & Francis Ltd Qualitative Research in Education
Book SynopsisThe fourth edition of this reader-friendly book offers an accessible introduction to conducting qualitative research in education. The text begins with an introduction to the history, context, and traditions of qualitative research, and then walks readers step-by-step through the research process. Lichtman outlines research planning and design, as well as the methodologies, techniques, and strategies to help researchers make the best use of their qualitative investigation. Throughout, chapters touch on important issues that impact this research process such as ethics and subjectivity and making use of technology.The fourth edition has been thoroughly revised and updated featuring new examples, an increased focus on virtual and digital data collection, and the latest approaches to qualitative research.Written in a practical, conversational style and full of real-world scenarios drawn from across education, this book is a practical compendium on qualitative research in education ideal for graduate and advanced undergraduate research methods courses and early career researchers alike.Hear Marilyn discuss what inspired her to write this fourth edition and what readers can expect. In this podcast episode of The Qualitative Report, she discusses the various types of qualitative research and what defines quality and rigor as well as current issues in education and how qualitative research methods can be used to address them. Finally, she shares her thoughts about technology and the future of qualitative research.Trade ReviewFrom the book cover to the way she organizes and writes the chapters, Lichtman invites readers to join her on a journey to learn how qualitative research can address some of education’s most pressing problems. Up-to-date, easy to read, and useful, this book has earned a permanent place on my bookshelf [...] the way Lichtman weaves in personal stories makes one feel like she is right there with you–your personal qualitative research 'guide on the side'.-Marti Snyder, Professor in the Abraham S. Fischler College of Education and School of Criminal Justice; Director of Faculty Professional Development in the Learning and Educational Center at Nova Southeastern University (NSU), as reviewed in TQRFull book review can be found hereI fully anticipate that future instructors and students will be able to work through this text and finish it with the ability to not only conceptualize and carry out a research study but be able to do so with confidence and a mindset that qualitative inquiry offers us an exciting journey for understanding phenomena which impact us as well as our world. In summary, I have no doubt that students and teachers as well as those who simply want to get some fresh insights into will find this latest edition to be well-worth reading. I know that I continue to draw new insights from it and give it my highest recommendation.- James A. Bernauer, Robert Morris University, as reviewed in FQSFull book review can be found here Lichtman displays a unique understanding of the importance of qualitative research in our examination of 21st-century education. Those of us in the academy should celebrate her books as periodic reminders of that importance. In addition, her Qualitative Research in Education (2023, Fourth Edition) is an excellent how-to text for all who practice qualitative research. This book should be on the shelf of every practitioner, both those new to the field as well as those of us who need a refresher course on why we do this work.- Henry M. Smith, EdD., Assistant Professor at the Johns Hopkins University School of Education, former U.S. Assistant Secretary of Education.Table of ContentsPART 1: TRADITIONS, THEORY AND PRACTICE 1. Introduction and Overview of the Field 2. Learning How to Be a Qualitative Researcher 3. Ethical Issues in Qualitative Research 4. Reflexivity and Subjectivity 5. Philosophy, Theory, Theories, and Frameworks PART 2: PLANNING YOUR RESEARCH 6. Identifying Research Areas and Questions 7. Role and Function of a Review of Research 8. Using Social Media, Technology and the Internet 9. Designing Your Research: Part 1 10. Designing Your Research: Part 2 PART 3: COLLECTING, ORGANIZING, AND COMMUNICATING 11. Judging and Evaluating 12. Gathering Data (Interviews, Observations, Documents, Other) 13. Making Meaning From Your Data 14. Communicating and Connecting 15. Thinking About the Future
£46.54
Taylor & Francis Ltd Differentiated Instruction
Book SynopsisIn the third edition of a bestseller, author Deborah Blaz helps you differentiate lessons for your world language students based on their learning styles, interests, prior knowledge, and comfort zones. This practical book uses brain-based teaching strategies to help students of all ability levels thrive in a rigorous differentiated learning environment. Each chapter provides classroom-tested activities and tiered lesson plans to help you teach vocabulary, speaking, listening, reading, and writing in world language classes in ways that are interactive, engaging, and effective for all learners.Features new to this edition include: activities aligned with the latest ACTFL and CEFR standards ideas and activities for project-based learning, virtual learning, and learning with digital tools, such as ChatGPT up-to-date latest guidance on learning styles and using variety in teaching more photocopiable forms, checklists, and handouts for suggested aTable of ContentsDetailed Contents Meet the Author Preface New to the Third Edition I. DIFFERENTIATED INSTRUCTION: WHAT IT IS/ WHAT IT ISN’T What is differentiated instruction?.................................................. Definition………………………………………………… What differentiation is not………………………………. Important beliefs and practices…………………………………… Some research to support differentiation…………………………. II. FROM CONTENT TO PROCESS TO PRODUCT Content, or What to Teach………………………………………… Process, or How to Practice…………………………………………. Product, or How to Assess………………………………………… Preparing yourself……………………………………………….. Preparing the students…………………………………………… Management issues and ideas…………………………………… III. PLANNING A DIFFERENTIATED UNIT Identify what is to be taught (Content………………………….. Pre-assess students’ needs and capabilities……………………… Choose the form(s) of assessment to use (Product)…………….. Decide on the method of presentation………………………….. Classroom environment………………………………………… Select a variety of learning strategies (Process)…………………. Sample units……………………………………………………… IV. IDEAS SMORGASBORD: Vocabulary Study, Speaking and Listening Low-prep and high-prep activities list…………………………... Activities listed by proficiency levels…………………………... Tic-tac-toe for description of people…………………… Vocabulary……………………………………………………… Speaking/Listening……………………………………………… V. Ideas Smorgasbord: Reading Pre-reading ………………………………………………………. Reading ………………………………………………………….. Post-reading ……………………………………………………… Post-reading projects…………………………………… List: Everyday Texts……………………………………………. VI: Ideas Smorgasbord: Writing and Review Writing…………………………………………………………… Review…………………………………………………………… List: ABCs of Products…………. ……………………………. VII. Differentiated Assessment Formal and Informal……………………………………………. Use choice ………………………………………………….…… Use context……………………………………………………… Use variety………………………………………………….…… Managing grades…………………………………………….….. VIII. Reflections on Differentiation Guidelines…………………………………………………….. Graphics………………………………………………………… Support Systems………………………………………………….. Frequently Asked Questions and Answers………………………. APPENDIX A: CHECKLISTS FOR A VARIETY OF PRODUCTS…… APPENDIX B : THE LANGUAGE OF DIFFERENTIATED INSTRUCTION: KEY WORDS AND CONCEPTS………………………………………………. APPENDIX C: STANDARDS REFERENCED IN THIS BOOK……… Bibliography………………………………………………………………
£26.99
Taylor & Francis Teaching Digital Kindness
Book SynopsisDigital tools have a clear educational purpose, but how do we help students with the darker corners of the web? This book provides timely, much-needed advice for educators on how to teach students to handle the anger and divisiveness that pervades social media and that is impossible to ignore when using tech for other purposes. Author Andrew Marcinek provides strategies we can use to help students with issues such as navigating relationships; understanding digital ethics and norms; returning to a balance with screen time; reclaiming conversation; holding yourself accountable; creating a new digital mindset; and more.Throughout, there are practical features such as Pause and Reflects, Teachable Moments, and classroom activities and lesson plans, so you can easily implement the ideas across content areas and grade levels.Table of ContentsMeet the Author Introduction: From Sharing to Shouting: How Did We Get So Angry? 1. Where We’re Going, There Are No Rules 2. Stepping Off to Step Up 3. Engage in Self-Reflection 4. Leverage Nostalgia 5. Define Your Balance 6. Be Accountable Afterword: Bringing It All Together
£27.10
Taylor & Francis Ltd Technicians in Higher Education and Research
Book SynopsisDedicated to the technical talent underpinning research, teaching and innovation within universities and research institutes, this book highlights the vital contributions of technicians to the higher education and research sector.Exploring the varied definitions of the technical role and recent developments in the professional landscape, this book brings together a diverse set of contributors who each discuss their unique, first-hand and authentic perspectives on this crucial community. Initial chapters cover the varied definitions of the technical role, explore the current demographics of this workforce and provide a history of the origins of the profession. The book continues to explore broad themes that are key components of the roles of the modern-day technician including teaching, research, leading core facilities, health and safety, procurement, environmental sustainability and research culture. It concludes by looking to the future and explores recent developments in t
£29.99
Taylor & Francis Primary Education Voices
Book SynopsisOver the past two years, the Primary Education Voices podcast has welcomed dozens of inspirational educators with a variety of roles across primary education to share what they are passionate about. This book gives some of these educators the chance to discuss their ideas, research and reflections in a more in-depth manner to help the reader reflect more deeply about their own practice.This publication is a collation of writing of incredible philosophies, resources and ideas from primary practitioners, for primary practitioners. Engaging chapters cover a wide range of topics for the contributors of this book to share: from developing the right ethos and culture in your school or classroom, to considering how to make your curriculum more rich and inclusive, to considering how to look after your own well-being and vitality in the role of a primary educator. Within each chapter, you will hear from a number of contributors and be given the space to reflect on what they havTable of ContentsIntroduction Ethos and Attitudes Relationships in Education Curriculum Leadership and Design Teaching and Learning Approaches Developing as an educator Using Books in the Classroom Behaviour and Pastoral Care Diversity and Representation Using Technology in the Classroom Well-being and Keeping Fresh as a Teacher
£20.19
Taylor & Francis Ltd Beating Bureaucracy in Special Educational Needs
Book SynopsisAre you overwhelmed by the amount of paperwork that SEND generates in your school? Would you like to spend more time improving the quality of teaching and learning for pupils with SEN or disabilities? If so, this is an essential book for you.Beating Bureaucracy in Special Educational Needs shows how schools can tackle SEND bureaucracy by reducing the need for provision that is additional to or different from' that available to all pupils, through developing inclusive environments, curricula and teaching. This means placing fewer children on SEND registers and focusing SEND Code of Practice procedures squarely on those pupils with more complex needs.Fully revised and updated, the fourth edition of this bestselling, practical text demonstrates what can be achieved, with new case studies describing schools with outstanding SEND provision, inclusive teaching and successful partnerships with parents. The book also explores how SENCOs can effectively rTable of ContentsAcknowledgements Preface 1 - The SEN paperchase 2 - Doing SEN differently 3 - Setting targets and monitoring progress 4 - Adaptations to everyday classroom teaching 5 - Inclusive environments and curricula6 - Inclusive teaching 7 - Distributing responsibility8 - Planning additional provision9 - Using technology10 - Working in partnership: parents, pupils and outside agencies 11 - Making the change ConclusionBeating bureaucracy toolkit References Index
£29.99
Taylor & Francis Ltd How to Create Autonomous Learners
Book SynopsisTo achieve their full potential, it is essential that children develop skills to become autonomous learners, yet this skill does not come naturally to many learners. This book is a practical teaching and planning guide to the theory, practice and the implementation of evidence-based approaches to develop essential metacognitive and self-study skills. How to Create Autonomous Learners explains how to get students, parents and partners on board and how to implement these ideas across a class, school, or consortium. Areas covered include: How to get children and young people ready to learn. Why it is important to teach learning strategies. Encouraging children to become more active in the process of learning while also nurturing the development of creativity. How to harness learner motivation as metacognition and motivation are highly linked.Easily applicable in any classroom, this essential resource supports children's development ofTrade ReviewA welcome resource for practitioners that combines theory, practice and implementation or the why, how and what of how to develop autonomous learners. This book will help you identify your starting point, navigate implementation at a time of hyper change and to know that you’ve had an impact.Sarah Philp, Psychologist, Coach and EducatorThis book is brilliant – an overview of metacognition, study skills and regulation. Lots of research, reflection questions, templates and strategy for school/colleges. I will be dipping in and out of this throughout 2023.Ross Morrison McGill, aka @TeacherToolkit, and Deputy HeadThis is an essential text for all those who are in the business of raising attainment and narrowing the poverty related attainment gap. It is thoroughly researched and full of evidence-based practice, yet highly accessible and practical. It will be equally useful for teachers, school leaders, senior officers and educational psychologists. The book is very well structured and each chapter is focused, well explained and supports deepened understanding through reflective practice. Readers will find the clear and very accessible articulations of strategies, and the chapter-by-chapter self-reflection especially useful and engaging.Sam March, Principal Psychologist, South Lanarkshire Council ‘This volume reviews theory and research linking metacognition, strategy instruction, active learning and student motivation and examines the self-regulated learning strategies necessary to help children become autonomous learners, enhance life-long learning and improve outcomes in areas such as literacy and study skills. With tools for self-reflection and audit in each chapter and practical guidance on implementing the learning strategies at school and local authority levels, this book will be of interest to teachers, school leaders, educational psychologists and policy makers.’James Boyle, Emeritus Professor of Psychology, University of StrathclydeTable of ContentsChapter 1: Introduction and orientationPART 1: Theory Chapter 2: Theoretical modelsChapter 3: Research into strategy instructionChapter 4: UK researchPART 2: Practice and pedagogyChapter 5: Metacognition and MindsetChapter 6: Metacognition and MotivationChapter 7: How should I teach a strategy?Chapter 8: Metacognitive strategies and how to teach themChapter 9: What cognitive strategies should I teach?Chapter 10: Successful study skillsPART 3: Implementation at the whole school or authority levelChapter 11: Whole school implementation Chapter 12: Pupil participationChapter 13: Parental EngagementChapter 14: Professional collaboration and a shout out for Educational PsychologistsChapter 15: Some Final ThoughtsAcknowledgements
£22.99
Taylor & Francis Ltd A Practical Guide to Teaching Science in the
Book SynopsisA Practical Guide to Teaching Science in the Secondary School is designed to support student teachers as they develop their teaching skills and increase their broader knowledge and understanding for teaching science. It offers straightforward advice and inspiration on key topics such as planning, assessment, practical work, the science classroom, and on to the broader aspects of teaching science. This thoroughly updated second edition reflects on new expectations, requirements, and practices in science teaching, with chapters exploring key and contemporary topics such as: The nature of science and scientific argument The various kinds of thinking emphasised in science and how to exercise them How to engage students in learning Assessment for and of learning Diverse needs and how to meet them The use of technology to support teaching and learning Learning at a distance Designed to be used independently or alongside the popular textbook Learning to Teach Science in the Secondary School, this book is packed with revised and updated case studies, examples of pupils' work, and resources and activities in every chapter. It provides everything trainee and early career teachers need to reflect on and develop their teaching practice, helping them to plan lessons across the subject in a variety of teaching situations. Table of ContentsList of figures, tables and tasksSome common abbreviationsSeries editors’ introductionIntroduction to the second edition 1 Science and science education2 Preparing to teach science: your knowledge and planning for learning3 Teaching: supporting scientific thinking in the classroom4 Monitoring and assessing learning in science5 Learning from the student’s point of view6 Broader aspects of science teachingReferencesGlossaryIndex
£24.99
