Teacher training Books

Book SynopsisUniversal Access Through Inclusive Instructional Design explores the ways that educators around the world reduce barriers for students with disabilities and other challenges by planning and implementing accessible, equitable, high-quality curricula. Incorporating key frameworks such as Universal Design for Learning, these dynamic contributions highlight essential supports for flexibility in student engagement, representation of content, and learner action and expression. This comprehensive resourceârich with coverage of foundations, policies, technology applications, accessibility challenges, case studies, and moreâleads the way to design and delivery of instruction that meets the needs of learners in varying contexts, from early childhood through adulthood.Table of ContentsForewordDavid RosePrefaceSusie L. Gronseth and Elizabeth M. DaltonSection 1Foundations of Universal Design for Learning, Accessibility, and Curricular Quality UDL and Connected Laws, Theories, and FrameworksElizabeth M. Dalton Conceptual Frameworks for Design and Accessibility: The Design of an Online Learning SystemNantanoot Suwannawut Snapshot - Intersections of Race, Disability, Class, and Gender in Special/Inclusive Education: The Case of SwedenGirma Berhanu Snapshot - Proactive Design to Ensure AccessibilityLesley Casarez, David Hooks, Gina Shipley, and Dallas Swafford Section 2 Policies and Structures for Reducing Learning Barriers The Prospects of Universal Design for Learning in South Africa to Facilitate the Inclusion of All LearnersMarcia Lyner-Cleophas The Global UDL Virtual Classroom: A Model for International Collaboration and LearningFrances Smith and Serra De Arment Decaffeinated UDL: Chile in Quest of Inclusive EducationBoris Alvarez, Paola Andrea Vergara, and Irma Iglesias Universal Design for Learning in ChinaHaoyue Zhang and George Zhao Snapshot - Reducing Learning Barriers Through the Use of FACE ProgramRadhike Khanna and Elizabeth M. Dalton Snapshot - A District’s Journey to Measure Universal Design for Learning (UDL)Katie Novak and Laura Chesson Section 3Inclusive Classroom Design and Instructional Strategies Access to the Curriculum for Students with Disabilities; Moving Closer to the Promise of UDL in Inclusive U.S. ClassroomsRita Brusca-Vega and Anastasia Trekles Balancing Requirements, Options and Choice in UDL: Smorgasbord or Nutritious Diet?Britt Tatman Ferguson UDL Practices in India: Paving a Path from Equality to Equity in LearningAashna Khurana UDL-Inspired Pedagogical Practices and a Case Study in Regular Japanese ClassesKiyoji Koreeda No-Tech Solutions for Utilizing the UDL Framework in the Inclusive Mathematics ClassroomMarla J. Lohmann, Ruby L. Owiny, Kathleen A. Boothe Snapshot - Science for All Through UDL: Using UDL as a Framework for Science Education for the English LearnerHeather Pacheco-Guffrey, Jeanne Carey Ingle Snapshot - Reconstructing Asynchronous Online Learning with UDLKathryn Nieves Section 4Technology Innovations for Inclusive Learning SAMR Strategies for the Integration of Technology Through UDLDebra K. Bauder, Katherine M. Cooper, and Thomas J. Simmons Engagement, Representation, and Expression in Online Mind Mapping ActivitiesRosa Cendros Araujo and George Gadanidis Handcrafted Customized Content and School Activities with Newly Developed TechnologiesShigeru Ikuta and Yumi Hisatsune Connecting the World in a Disconnected ClassroomVivian B. Intatano Snapshot - Wearable Assistive Technology: An Illuminated Glove Project with Conductive Thread and LilyPad TechnologyCindy L. Anderson and Kevin M. Anderson Snapshot - Aquatic Adventures: Deep Dive Investigation of UDL Through a Pond Keepers ProjectJuliet Boone Section 5Issues in the Design of Accessible Instructional Materials Universal Access in Online Distance Education: A Case Study from the PhilippinesMelinda dela Peña Bandalaria Applying UDL Principles in an Inclusive Design Project Based on MOOCs ReviewsFrancisco Iniesto, Covadonga Rodrigo, and Garron Hillaire General Accessibility Guidelines for Online Course Content CreationKathleen Bastedo and Nancy Swenson Snapshot - Creating UDL Learning and Teaching Strategies to Address the Underrepresentation of Present-Day Indigenous PerspectivesKerry Armstrong, Brenda Boreham, and Terri Mack Snapshot - Using the YouTube Automated Captioning Tool for Video LecturesSandra A. Rogers Snapshot - A Fully Mobile Professional Development Course for Teachers in IsraelShir Boim Shwartz and Eran Adi Cioban Examining the Integration of Digital and Multimodal Resources in Online Courses Using a Universal Design FrameworkPeggy Semingson and Kathryn Pole Section 6Current Research and Evaluation in Inclusive Learning Around the World The Intersection of Chinese Philosophical Traditions and UDL: Exploring Current Practice in Chinese Early Childhood ClassroomsJanet Arndt and Nili Luo Promoting Inclusion Education and Intercultural Competence in an Ecuadorian International Service Learning Project-based CourseMaria DeFreece Lawrence Designing an Online Graduate Orientation Program: Informed by UDL and Studied by Design-Based ResearchJennifer Lock, Carol Johnson, Jane Hanson, Yang Liu, and Alicia Adlington Developing Inclusive Education in Ireland: The Case for UDL in Initial Teacher EducationEllen Reynor Snapshot - Understanding How UDL Can Serve as a Framework for Instructional DecisionsLisa Harris and Lindsay Yearta Snapshot - Importance of Classroom Atmosphere in Elementary Schools to Improve the Inclusive Education System in JapanHonami Okabe and Masayoshi Tsuge Section 7Inclusive Instructional Design Cases Innovative Approach: Using Legos in a Hands-on Activity to Teach Educators the Foundations of UDLAmir Bar and Betty Shrieber Spreading the Word about Assistive Technology and Universal Design for Learning: A Model for Professional Teacher LearningJennifer Edge-Savage and Mike Marotta Universal Design for Learning in Augmented and Virtual Reality TrainingsKatharina Menke, Jennifer Beckmann, and Peter Weber Raising the Bar with UDL: A Case for ChangeLeanne Woodley Snapshot - Designing for Open Educational Environments: Balancing Access, Equity, and EngagementElizabeth Childs and Jo Axe Snapshot - Support for Students with Developmental Disabilities in a Regular Elementary School Class in JapanShintaro Nagayama and Masayoshi Tsuge Section 8Future Directions The Potential Evolution of Universal Design for Learning (UDL) Through the Lens of Technology InnovationDavid Banes and Kirk Behnke Universal Design for Learning and the Landfill of Revolutionary Educational InnovationsDave L. Edyburn Snapshot - The Precarious Promise of Emergent Tech and Universal Design for Learning: A Pivotal PointSusan Molnar Snapshot - A Vision for Pre-Service and In-Service Learner-Centered Teaching Through the ArtsSusan Trostle Brand and Laurie J. DeRosa Epilogue: Learning from Diverse Perspectives on Inclusive Instructional Design and Next StepsSusie L. Gronseth Author BiographiesIndex

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Book SynopsisThis book aims to help those in middle leadership posts become more confident and effective in their roles. It will also assist anyone considering becoming a middle leader to prepare for the challenges ahead and avoid common mistakes made by the novice team leader. Packed with practical advice, the book encourages readers to engage with key issues, reflect on their approach and make the changes needed to improve their performance and that of their team. Covering all aspects of the leadership role, it contains advice and information on: developing a clear vision improving teaching and learning raising standards team building holding others to account and conducting challenging conversations managing meetings. The second edition has been updated throughout to reflect current role expectations within a rapidly changing education landscape. New chapters havTable of ContentsPreface Introduction Chapter 1: What is Middle Leadership? Chapter 2: What do Head Teachers expect from Middle Leaders? (written by Kathryn Stephenson) Chapter 3: Leadership Basics: how your behavior impacts on other people Chapter 4: Understanding Different Leadership Styles and When to Use Them Chapter 5: Working Together: Building a High-Performing Team Chapter 6: Getting Communication Right Chapter 7: Teaching and Learning: Setting high expectations around pedagogy Chapter 8: Vision and Effective Planning Chapter 9: Developing Your Team Through Effective Professional Learning Chapter 10: Case Study: Departmental Improvement (written by Hayley Gregg) Chapter 11: Monitoring, Appraisal and Holding to Account Chapter 12: Looking After Yourself: Time Management and Stress Management Appendix A: Subject Leaders’ Self-Review and Professional Development Plan Appendix B: The Subject Leader’s File Appendix C: Effective Departmental Self-evaluation Appendix D: Subject Leader Self-evaluation of Roles and Responsibilities Appendix E: CPD Audit Appendix F: General Pupil Questionnaire Appendix G: Student Interviews Appendix H: Student Feedback: The double checklist Appendix I: Developmental Lesson Observation: Focus - Improving Questioning

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Book SynopsisPacked with advice, vignettes and case studies, as well as useful tips and checklists for improving teaching, the second edition of Developing Your Teaching is the ideal toolkit to support the development of teaching practice. Providing a blend of ideas, interactive review points and case study examples from university teachers, this accessible handbook for professional practice provides ideas on a range of topics including: learning from student feedback and peer review students as consumers and their expectations building effective partnerships with students and colleagues developing a teaching portfolio choosing effective teaching practices the challenges and benefits of securing an initial teacher qualification A must-read for all those new to teaching in higher education, as well as more experienced lecturers looking to Table of Contents List of figures and tables; List of case studies; Acknowledgements; Series Editor Introduction; Chapter 1 Introduction: The teaching landscape; Chapter 2 Choosing effective teaching practices; Chapter 3 The discipline as a locus for enhancement; Chapter 4 A partnership with students in learning and teaching; Chapter 5 Engaging with reflective practice; Chapter 6 Shifting collective practice; Chapter 7 Connecting to drivers; Chapter 8 Researching your own practice; Chapter 9 Taking a lead in teaching; Chapter 10 Understanding teaching excellence; Chapter 11 Career-wide enhancement; Chapter 12 Conclusion: a sense of direction; Glossary; Index

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Book SynopsisBuilding on recent changes and debates surrounding the use of observation, this fully updated second edition of Classroom Observation explores the role of lesson observation in the preparation, assessment and professional learning of teachers, lecturers and educators at all levels and across all educational organisations. Offering practical guidance and detailed insights on an aspect of training that is a source of anxiety for many teachers, this thought-provoking book offers a critical analysis of the place, role and nature of lesson observation in the lives of education professionals.Updated to incorporate the latest research, policy and practical developments on observation, this new edition also includes greater coverage of research and developments in the field of observation beyond the UK. Enabling readers to use observation as a lens for understanding, informing and improving teaching and learning, and equipping them with structured frameworks for applying observation, this book includes sections on: Teacher autonomy and professional identity Performance management, professional standards and accountability Peer observation, self-observation and critical reflection Educational assessment and evaluation Peer-based models of observation Using digital technology to inform learning. Written for all student and practising teachers as well as teacher educators and those engaged in educational research, Classroom Observation is an essential introduction to how we observe, why we observe, and how it can be best used to improve teaching and learning.Table of ContentsIntroduction to Second Edition. Introducing the book. Part I: Exploring the role of classroom observation in teaching and learning. Chapter 1: Classroom observation in context: understanding the background to its emergence and its role in the teaching profession. Chapter 2: A review of classroom observation in the English education system: understanding its role in schools, colleges and universities. Chapter 3: Typologies of classroom observation: contexts, models and purposes. Part II: Classroom observation as a means of studying and assessing the effectiveness of teaching and learning. Chapter 4: Classroom observation as a method for studying teaching and learning: ways of recording what you see. Chapter 5: What is learning? What is teaching? Can we really observe them? Chapter 6: Being an effective teacher: models of teacher effectiveness. Part III: Classroom observation as a means of improving teachers’ professional learning and development. Chapter 7: Classroom observation as a tool for expansive professional learning: observing practice and the role of critical reflection. Chapter 8: Peer-based models of observation: the benefits of collaborative learning. Chapter 9: Using digital video technology to observe, inform and improve teacher learning. Chapter 10: Lesson study. Conclusion.

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Book SynopsisHow to be a Brilliant Mentor is an informal and accessible guide that provides ideas and reassurance to help support you in your work as a teacher training mentor. Written by experienced trainers, teachers and mentors, it brings together a wealth of expertise and research, offering clear and practical guidelines to enhance your mentoring, helping you to analyse your own practice and understand the complex and often ambiguous role of the mentor in school. The second edition includes new chapters on school-based training routes, dealing with their advantages and challenges, and on developing trainees through risk taking. All chapters have been updated to refer to the new National Standards for school-based initial teacher training (ITT) mentors.Offering practical strategies and direct problem-solving to help you move promising trainees quickly beyond mere competence, it explores: giving effective feedback emotional intelligence aTable of ContentsList of contributors Acknowledgements The pivotal importance of the mentor Inputs and outputs Collaborative working: the heart of good mentoring Reflective practice: the mentoring conversation Emotional intelligence Mentoring together Challenging the competent trainee: taking risks in the classroom School-based initial teacher training Mentoring and coaching: the helping relationship Mentoring in a primary school Mentoring the newly qualified teacher Dear Mentor… Suggested reading

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Book SynopsisYou and Your Action Research Project is packed full of useful advice to take the reader through the various stages of an action research project. Written for practitioners across professions who are studying on work-based learning programmes and award-bearing courses, this book contains practical strategies for improving project work. Split into the following five sections; Thinking about doing a project, Getting ready to do a project, Planning a project and managing it, Doing your project, Evaluating your action research project, the structure is clearly accessible and easy-to-read, encouraging readers of cross-curricular interests from teachers, to nurses and social workers to try new approaches.This fourth edition of the best-seller has been thoroughly updated and improved, with new and up-to-date case study material from a very wide range of disciplines, greaterTable of ContentsIntroduction 1. Prologue: What do I need to know about action research? Why do I need to know it? Part I: Designing and Planning Your Text 2. Getting ready to write: designing and planning 3. What goes into your text? How do you communicate with your reader? 4. Developing communicative competence: writing for a reader Part II Writing and Producing a Text 5. Learning to be a writer: engaging with the literatures 6. Learning to produce a text: the writing process 7. How do I write an action research report or masters dissertation? Part III Reflecting and Evaluating 8. How is the quality of an action research text judged? 9. The significance of your writing 10. Where now? References

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Book SynopsisBecoming an Outstanding English Teacher supports all English teachers in offering a wide range of approaches to teaching and learning that will stimulate and engage students in studying English. It offers practical strategies that can be used instantly in English lessons. The topics offer examples for questioning, differentiation and assessing progress. Some of the ideas have also been incorporated into lesson plans using texts from the revised English National Curriculum. With a strong focus on creativity and engagement, this book covers: promoting thinking and independent learning skills in students methods to check learning rather than doing in the classroom techniques for personalising learning for students creating an environment for behaviour for learning. Fully up to date with the National Curriculum guidelines and packed with practical strategies and activities that are easily accessible,Table of ContentsAcknowledgements Introduction 1. Making connections 2. How does it all begin? 3. Learning in the main 4. So how does it all end? 5. What’s in a question? 6. How do I know? 7. Thirty different minds in the classroom 8. The classroom environment 9. Putting it all together Conclusion

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Book SynopsisDon't blame technology for poor student grammar; instead, use technology intentionally to reach students and actually improve their writing! In this practical book, bestselling authors Jeremy Hyler and Troy Hicks reveal how digital tools and social media  a natural part of students' lives  can make grammar instruction more authentic, relevant, and effective in today's world.Topics Covered: Teaching students to code switch and differentiate between formal and informal sentence styles Using flipped lessons to teach the parts of speech and help students build their own grammar guides Enlivening vocabulary instruction with student-produced video Helping students master capitalization and punctuation in different digital contexts Each chapter contains examples, screenshots, and instructions to help you implement the ideas. With the strategies in this book, you can empower students to bTrade Review"From Texting to Teaching presents a new approach to teaching grammar. The use of social media among students is not going away. Acknowledging the importance of digital grammar to our students is a unique and necessary concept. I really like how the examples in this book are so relatable for kids, and how they actually helped kids see the difference between the two types of grammar and when each should be used. The templates provided are really good, and I like the way the authors provide step-by-step instructions. I recommend this book for middle school English departments."--David Ellena, Principal, Tomahawk Creek Middle School, Midlothian, VA“There are teachers who would like to be energized when it comes to grammar instruction. I am definitely not a grammarian, but that doesn’t mean I can’t do better to help my students in this area of writing. This book will help. And students will really enjoy practicing these strategies because the blend with technology increases the interest. The writers are respectful of children and students and what their reality is today.”--Dana Dusbiber, English Teacher, Rosa Parks K-8 School, Sacramento, CATable of ContentsNotes on the BookDedicationAcknowledgementsMeet the AuthorsForeword by Liz KolbChapter 1 - What’s the Matter with the Teaching of Grammar? The Great Grammar Debate, Part 1: 1890s to 1990s The Great Grammar Debate, Part 2: 100 Years and Counting The Great Grammar Debate, Part 3: Here Comes the Common Core Rethinking Grammar Instruction in a Single Year: A Guide to the Rest of the Book Chapter 2: An Approach to Teaching Grammar with Digital Tools What the Research Says: The (Non) Effects of Text Speak Redefining Grammar Instruction in a Digital Age Triple E Framework: Engage, Enhance, Extend Tools of the Trade: Technologies for Digital Grammar Instruction Beginner: Getting Started with Screen Capture, Screencasting, and Annotation Intermediate: Sharing Media and Assessing Students’ Understanding Expert: Producing and Publishing More Enriched Media And...We’re Off... Ready, Tech, Go! Chapter 3: Learning the Parts of Speech with Flipped Lessons What is Flipping the Classroom, Exactly? Critiques of the Flipped Model Digital Tools for Flipping Grammar Building a Flipped Video Lesson Working Through the Video: Steps for Student Using Flipped Videos from Other Sources Breaking it Down: Pronouns of the Personal Type Before the Flipped Lesson During the Flipped Lesson After the Flipped Lesson Building a Personal Grammar Guide Adverbs and Adjectives Final Thoughts and What’s Next Chapter 4: Learning Sentence Style with Formal and Informal Writing Code Switching Compound, Complex, and Complete: Making Sentences Matter Sentence Combining with Lino I Tawt I Taw a Tweet Sentence Sentence Hacking Putting Lexile Leveling to Use for Writers What’s Next Chapter 5: Enlivening Vocabulary The Struggle is Real Building Vocabulary with Quizlet Building "Study Sets" in Quizlet Building Toward Assessment with Quizlet Extensions for Quizlet Breathing Life into Vocabulary with Video The Vocabulary Video Assignment Extensions and Adaptations Student Vocabulary Growth Over Time Final Thoughts Chapter 6 – Mastering Mechanics: Capitalization and Punctuation Capitalization The Dreaded Pronoun: "i" Capitalization Extensions The Paradox of Punctuation Taking Time to Pause with a Comma Is it a Period? Is it a Comma? No, it’s a Semicolon! Extensions and Adaptations Final Thoughts Chapter 7 - Assessing Grammar in a Digital Age From Texting to Teaching: Four Tips Dealing with Assessments Summative Assessment through Portfolios Student Reflections Students Raise Their Voices: Asking For and Implementing Their Feedback Afterword: Navigating Your Own Grammatical Journey References

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Book SynopsisTable of ContentsIntroduction Chapter 1 Place value Chapter 2 Addition Chapter 3 Subtraction Chapter 4 Multiplication Chapter 5 Division Chapter 6 Logical reasoning Chapter 7 Number tricks Chapter 8 Mixed problems Chapter 9 Investigations Chapter 10 Brain-teasers Chapter 11 Challenges Appendices

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Changes in the nature of knowledge production, plus rapid social and cultural change, have meant that the ‘curriculum question’ – what is to be taught, and by extension, ‘whose knowledge’ – has been hotly contested. The question of what to teach has become more and more controversial. This book asks: what is an appropriate curriculum response to the acute, renewed interest in issues of race and racism? How does a school subject like geography respond? The struggle over the school curriculum has frequently been portrayed as being between educational ‘traditionalists’ and ‘progressives’. This book suggests a way out of this impasse. Drawing upon and extending insights from ‘social realism’, it explores what a Future 3 geography curriculum might look like - one that recognizes the importance of the academic discipline as a source of curriculum-making but at the same time avoids geographical knowledge becoming set in stone. The book focuses very sharply on issues of race and racism, enabling teachers to engage in curriculum making in geography that is racially literate. The Foreword is written by Julian Agyeman, a former geography teacher in the UK and now Professor of Urban and Environmental Policy and Planning at Tufts University, USA.

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Book SynopsisThis book for teachers provides both practical, up-to-date guidance and a theoretical overview on a number of key topics in Latin teaching. Updated throughout, this new edition includes information about and analysis of recent Latin textbook publications and curriculum developments across the globe. Using a wealth of interviews, observations and pupil transcripts, Steven Hunt utilizes case-study evidence of excellent practice in teaching and learning from a wide variety of institutions: from outreach programmes, community schools and academies in the UK and USA. Offering practical advice on topics such as essay writing, teaching controversial topics including women, slavery, ethnicity and social hierarchy, making use of primary sources and using ICT to advance language skills, this book also engages with broader questions of approach and theory. These include a survey of the three main approaches to Latin teaching: grammar-translation, communicative and reading approaches; explanTrade ReviewThis book is a rich resource for all teachers or aspiring teachers of Latin. It draws on the latest educational theory and is packed full of practical advice on how to teach Latin effectively to pupils of all backgrounds and abilities. -- Classics for AllTable of ContentsIntroduction Chapter 1: Starting to Teach Latin Chapter 2: Teaching Language, Civilisation and Literature Chapter 3: Resources Epilogue Bibliography Index

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Book SynopsisThey Don''t Behave for Me supports teachers with some key behavioural scenarios - ranging from classroom disruption and rudeness, to bullying, fights, and even a lack of overall behavioural strategy at a school level. Sam Strickland draws on his own experience to illustrate 50 common situations that he has had to resolve, seek support with, or offer advice on, and which most teachers will face at some point as they progress through their career into middle and senior leadership. Each scenario is broken down into an outline of the issue, a what to do in the immediate now, and a follow-up set of next steps.We should never condone poor behaviour - but how do we keep going and find the answers to resolve things when they go wrong? This book will guide you from some of the key challenges regularly faced by teachers towards your own approach to effective behavioural management.Trade ReviewThey Don't Behave For Me is a masterclass in how to develop a coherent and considered approach to all aspects of behaviour in secondary. Each scenario, and its associated suggested strategies, is brought to life by Sam's decades of experience in teaching and leading. His deep, expert knowledge gently guides the reader through how to deal with everything from low level disruption to the most serious situations that can and do present themselves in school. Knowing what to do and how to respond when students 'don't behave for me' can be challenging; Sam's latest book provides expert advice and guidance, all underpinned by his current leadership and teaching practice. This is beyond just the theoretical; this is a mentor, a coach, and a grandmaster by your side as you read. Concise and considered, precise and informed, incisive and empowering, They Don't Behave For Me is a must-read for trainees, teachers, leaders, mentors, ECTs, and behaviour leads across the secondary phase. * Emma Turner FCCT, MAT deputy director of Education and author *Sam Strickland is the authentic voice of the classroom and the school. Every teacher and leader needs practical advice, not theory or good intentions. Every page here rings with that, and truth. * Tom Bennett, founder of researchED, behaviour advisor to the Department for Education and author *Goodness, we've all been there: the serious and not so serious infringements in behaviour. There's something very powerful about seeing these set out in a beautifully tight structure with wise guidance on possible responses. An incredibly practical and reassuring guide, really helpful for everyone in education. * Mary Myatt, writer and speaker, Myatt & Co *If you want a book about behaviour management, chunked up in very readable style, this is worth more than a glance. The chapter titles mean what they say, from Smile for the Paparazzi and Solo Duty to Lunchtime Detentions are Great and The Car Park Ambush. The author knows schools, knows teachers, knows young people. The Strickland Checklist of Rs which concludes the book is as good a resume of managing challenging situations in schools as any I have come across. Tremendous! The writer makes his moments real, and then makes them matter. * Roy Blatchford CBE, author of The A–Z of Great Classrooms. *

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Book SynopsisresearchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings. In this edition, Kate Jones considers various principles from cognitive science that can be used to enhance teaching and learning, including cognitive load theory, dual coding theory, interleaving, retrieval practice and spaced practice. Kate has sourced contributions from teachers and researchers including Jade Pearce, Sarah Cottingham, Adam Boxer, Jonathan Firth, Paul A. Kirschner, Pedro De Bruyckere and Lekha Sharma. Kate Jones is a teacher and an experienced leader. She is the author of seven books and is senior associate for teaching and learning at Evidence Based Education.

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Book SynopsisThis new book embodies the philosophy of learning through play. It aims to equip those faced with teaching foreign languages in the primary sector with a large collection of classroom activities which encourage pupils to use the foreign language in a fun and physical way, while focusing on speaking skills. Readers are given background into how to use the activities effectively, how to combine activities in one lesson and how to adapt activities to suit different age groups to ensure they get the most out of their lessons. Table of ContentsPart 1 Learning objectives Part 2 Games and activities Practising numbers and counting; Practising specific vocabulary areas Practising vocabulary on many different topicsExploring literacy in the target languageEnhancing the language learning experience Part 3 Vocabulary Lists FrenchGermanSpanish Appendices

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Book SynopsisTable of ContentsChapter 1 - Singing Chapter 2 - Playing Chapter 3 - Rhythm Chapter 4 - Listening Appendices

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Book SynopsisJulie McCormick has been a teacher for more than 15 years, working in the UK and overseas for both Montessori and in English schools teaching the National Curriculum guidelines.   Robin Whylerhas worked in children's communication and in children's broadcasting for over 10 years and has recently started to work alongside Julie to produce children's educational and curriculum based material.Table of ContentsChapter 1 - Developing confidence and responsibility and making the most of their abilities Introduction KS1 Ideas I know!What I likeMy weekendOur school environmentDealing with a feelingFeelingsHow am I feeling?Mirror, mirror, on the wallMy special mixWhat animal am I?A ladderDominoesIt's a goal!KS2 Ideas ViewsMy opinionInterviewsSuperheroesHow does your garden grow?PawsMarking timeTaking controlAn objectDifferent options, different waysMy careerIt's a game!Money dilemmasPocket money Chapter 2 - Preparing to play an active role as citizens Introduction KS1 Ideas LemonsPass the conchPros and consPutting yourself on the lineStand up!A good personGood adviceQuestions of right or wrongA pledgeChaos in the classBlooming kidsShare and carePretend petsA twigI am hereOur everyday bagPark lifePlastic fantastic?What's this from?In it togetherKindness chainMucking in Playground pals and the friendship benchHigher or lowerMoney! KS2 Ideas School uniformsScreen timeMy rightsYou be the judgeParallel worldThe view from the beatVoices of anti-social behaviour (ASB)Having to choosePlaces and actionsThe important things in lifeThe windowRiddle solvingTwo waysDemocracy foundations/building blocksEveryone countsClassroom parliamentHomelessI can helpPressure groupsSame but differentWorld foodFinite resourcesMy future worldNews viewsPictures tell talesScoop! Chapter 3 - Developing a healthy, safer lifestyle Introduction KS1 ideas Food raceMy healthy mealHappy Tummy Cafe menuCover that sneezeEnamel decayLet's wash!Pass it onSticker germsDifferent needs, same needsGrowing up in the parkBody bitsPin the partsDon't drink this!Red Cross boxBuckle upUniforms to helpYour local 'Bobby'Look, listen and hold hands KS2 Ideas Half empty or half fullRecipe for lifeTraffic light labellingJourney of a germWash your handsKnow your partsThe colourful language of pubertyLegal recreational drugsSpidersAction groupsWatch out!Staying strongTake the challengeTime to say 'No'EmergencyRead the signsStop, look and listen Chapter 4 - Developing good relationships and respecting the differences between people Introduction KS1 ideas Can't be botheredSweetsThinking of othersCo-operationIn orderListening hardTeamworkRunaroundMy flavourStand up, sit downCareWho do we care for?Working togetherAn appleBullying boxHelp me KS2 ideas A dropPoint at meSetting an exampleEarning your keepGreetingsMy dayOur fair shareThe 3 Rs of a relationshipTogetherGet to know about bulliesMix it upStamp it out!GeneralisationWhat people think of usWhat's my line?Our classWorldwide matchIn the knowPeace Bespoke resources

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Book SynopsisIs the most important language in the universe also capable of making us happy in simple and profound ways? Can we really weave the foundations of lifelong joyhumility, gratitude, connection, etc.through the apparent complexity of numbers? Have we oversold the practicality of mathematics, while ignoring its larger and more human purposeshappiness?In Pi of Life: The Hidden Happiness of Mathematics, Sunil Singh takes the readers on a unique adventure, discovering that all the elements that are essential for lifelong happiness are deeply intertwined with the magic of mathematics. Blending classic wisdom with over 100 pop culture referencesmusic, television and filmSingh whimsically switches the lens in this book from the traditional society teaching math to a new and bold math teaching society. Written with charming buoyancy and intimacy, he takes us on an emotional and surprising journey through the deepest goldmine of mathematicsour personal happiness.Trade ReviewA deeply personal story of a love affair with mathematics, and an urgent call for mathematics education to do better at exposing kids to its beauty, wonder, and utility.... Deftly woven pop culture (movies and books) anecdotes abound in this book, and they enhance the tapestry of Singh’s prose.... I won’t spoil it too much, but this book is deeply personal. Sunil and I are kindred spirits, right down to using some of the same problems and tasks with kids. When you reach the later chapters, you will see why this book had to be written. Suffice it to say that Sunil and I both agree that professional development needs to be meaningful and support the actual kids we teach. * Medium *If mathematics has ever felt more robotic than human, Sunil Singh has written the book for you! Pi of Life takes us on a tour of virtues—gratitude, humility, courage, hope, and more—at once mathematical and deeply human…An inspiring and unexpected primer on the Good Life, and how mathematics can get us there. -- Dan Finkel, Founder of Math for Love, Creator of Prime Climb and Tiny Polka Dot, TEDx Speaker: Five Principles of Extraordinary Math TeachingSunil Singh, in this nourishing, magical book, guides us through math's cool crust to its emotional core, opening up the possibility for real joy in any discipline. -- Gary Antonick, Visiting Scholar, Stanford University, Writer of The New York Times Numberplay ColumnThis might be the most beautiful book ever written about mathematics. Once you pick up Pi of Life: Hidden Happiness of Mathematics and begin reading, you will not be able to put it down. Sunil Singh is an expert mathematician who writes in a conversational style with numerous brilliant references to movies, music, popular culture, and history. For anyone who thinks that they dislike math, this book will immediately change your mind. For those who love mathematics, the in-depth descriptions related to happiness will only affirm your conviction for the subject. This is a must-read for everyone! -- Matthew L. Beyranevand, author of Teach Math Like This, Not Like That and creator of “Math with Matthew”Table of ContentsForeword James Tanton Introduction Chapter 1: Zero (Humility) Chapter 2: One Plus Two (Simplicity) Chapter 3: Q.E.D. (Courage) Chapter 4: Infinity (Curiosity) Chapter 5: Negative Square Root (Gratitude) Chapter 6: Seventeen (Health) Chapter 7: M.E. (Power) Chapter 8: ABC’d (Resilience) Chapter 9: Thirty-Seven (Laughter) Chapter 10: Phi (Connection) Chapter 11: Pi (Hope) About the Author Index

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All the subject knowledge you need to teach primary Mathematics. Secure subject knowledge and understanding is the foundation of confident, creative and effective teaching. To help you master this, this comprehensive text includes subject knowledge from each part of the primary Mathematics curriculum and comes with a wide range of resources so you can test your knowledge as you progress through the course. an online Mathematics subject knowledge audit with the ability to share results with lecturers new end of chapter self-assessment questions Interactive tasks a Maths subject knowledge checklist useful weblinks for primary Maths teaching Recommended further reading The 9th edition has been updated in line with new guidance and framework updates, inluding the new EYFS, as well as links to new research.

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Book SynopsisAddressing literacy and disadvantage requires high-quality teaching, first and foremost: there are no quick fixes, simplistic solutions or silver bullets. Both research and professional evidence from schools have revealed a strong association between social disadvantage and achievement in literacy: in fact, it has been a concern for over 70 years. Yet, many trainee teachers, and teachers in general, feel ill-equipped to deal with the issue. This book supports trainee teachers to explore the complex relationships between literacy achievement and social background. It offers practical strategies for teaching and supports trainee teachers to understand that: *children’s individual backgrounds need to be valued and drawn upon; *deficit descriptions of disadvantaged children and low expectations must be avoided and challenged; *schools, teachers and classrooms must provider rich literacy environments for learning.Table of ContentsUnderstanding the relationship between literacy and social disadvantage Building foundations for literacy in the Early Years Talk for learning and democratic participation Reading the world Words and worlds: the challenge of vocabulary Creating a community of writers Enriching literacy with digital resources Literacy environments, culture and experience

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Book SynopsisEssential leadership moves for supporting instructional coaching in your school Strong leadership is essential in any successful instructional coaching effort. Leading Student-Centered Coaching provides principals and district leaders with the background, practices, and tools required for leading coaching efforts that have a profound and positive impact on student and teacher learning. Filled with practical ideas that school leaders can easily apply to their own school settings, this book includes: Tools and techniques for preparing a school for coaching, launching a coaching culture, and supporting coaches Leadership Moves sections that provide strategies for building principal and coach partnerships Richly detailed Lessons from the Field, based on the authors’ real-life experiences, that illustrate principal and coach collaboration Recommendations for coaches to use as they strive to increase their impact With a focus on the critical role of school leadership, this action-oriented guide provides the key ingredients for ensuring the success of school-based coaching initiatives. "Sweeney and Mausbach explore the necessary ingredients to a successful instructional coach partnership between the principal and the coaches. This is a must-read for building leadership teams implementing an instructional coach program" —Timothy S. Grieves, Chief Administrator Northwest Area Education Agency, IA "This book synthesized the work necessary of school leaders when working with the coach. As a principal who was a student-centered coach, this book has shown me how I can tweak the skills I learned and apply them with a leadership lens." —Kelly Neylon, Principal Meadowview School, Woodridge IL Trade Review"Sweeney and Mausbach explore the necessary ingredients to a successful instructional coach partnership between the principal and the coaches…This is a must read for building leadership teams implementing an instructional coach program" -- Timothy S. Grieves, Ph. D., Chief Administrator, Northwest Area Education Agency, Sioux City"Leading Student-Centered Coaching is an extremely beneficial resource that any administrator and coach should have on hand so they can effectively reinforce the ultimate outcome for school – kids learning. The tips and ideas are simple to pull from the book at any time and to authentically enact by both school leaders and coaches in order to promote effective student learning. If we frame coaching as being inclusive, or for all teachers, then we build on the belief that coaching is about partnering to meet the needs of each and every student." -- Amanda Brueggeman, Literacy Coach, Wentzville School District"This book synthesized the work necessary of school leaders when working with the coach… As a principal who was a student centered coach, this book has shown me how I can tweak the skills I learned and apply them with a leadership lens…My leadership team is studying teacher collective efficacy and this book has helped me see how we can align the coaching work, my work as the leader together to build that efficacy!" -- Kelly Neylon, Principal, Meadowview School, Woodridge District 68Table of ContentsAcknowledgments About the Authors Introduction Chapter 1: An Introduction to Student-Centered Coaching Chapter 2: Connecting School Improvement to Coaching Chapter 3: Defining Roles for Coaches and Principals Chapter 4: School Culture and Coaching Chapter 5: Setting Expectations for Authentic Participation in Coaching Chapter 6: Driving Toward High Quality Instruction Chapter 7: Separating Coaching From Supervision Chapter 8: Supporting the Development of the Coach In Closing Appendix A: Rubric for Leading Student-Centered Coaching Appendix B: Rubric for Student-Centered Coaching Appendix C: Sample School Improvement Plan Appendix D: Student-Centered Coaching Moves Appendix E: Results-Based Coaching Tool Appendix F: Planner for Sharing Lessons References Index

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Book SynopsisGenerate multifaceted solutions to real-life classroom issues with this innovative, research-based approach to the design and delivery of sustained, collaborative, evidence-informed, and student-focused professional learning.Trade Review"Leading adult learning is difficult and many educators do not have the skills needed, nor do they know where to start. Our mental model of professional learning is skewed by years of substandard learning provided by well meaning leaders. This book will help build capacity for learning leaders to identify shortcomings and improve their craft." -- Terri Iles, Executive Director, Learning Forward Texas"Leading Powerful Professional Learning is a valuable resource to those responsible for designing and facilitating professional learning." -- Amy Colton. Executive Director , Learning Forward Michigan"Leaders often are unaware of the scope of their responsibilities when it comes to professional learning. Leading Powerful Professional Learning′s diagrammatic and metaphoric way of presenting the content allows readers to access the book’s content in a variety of different ways." -- Joellen Killion, Senior Advisor, Learning Forward"Most of what is currently available centers around professional learning for a specific content area (i.e. math, science, reading) but does not focus, in general, on the development, delivery, and evaluation of effective professional learning. Leading Powerful Professional Learning fills a void that currently exists for those of us charged with providing professional learning experiences." Leading Powerful Professional Learning Leading Powerful Professional Learning Leading Powerful Professional Learning -- Eric C. Lee, Director, Jacksonville State University Inservice Center"Leading Powerful Professional Learning provides specific support for those leading professional learning, giving readers the option to read cover to cover or identify specific areas of focus and read those sections. The authors present a book that moves beyond the description of what professional learning is but would provide solid examples and support for those who are leading professional learning in their school and district." -- Bryan McDonald, Assistant Professor, University of Central MissouriTable of ContentsForeword Preface Acknowledgments About the Authors Introduction Chapter 1: The Roots Root #1: Adopting an Evaluative Inquiry Stance Root #2: Valuing and Using Deep Conceptual Knowledge Root #3: Being Agentic Root #4: Being Aware of Cultural Positioning Root #5: Being Metacognitive Root #6: Bringing a Systemic Focus Chapter 2: The Trunk Exercise #1: Trunk: Responsiveness through Relationships with a Generative Improvement Orientation Chapter 3: Branches and Leaves Branch 1: Purpose and Focus DAF #1: Clarifying Purpose DAF #2: Focusing on Valued Student Outcomes DAF #3: Building Coherence DAF #4: Creating Commitment and Taking Action Branch 2: Knowledge and Inquiry DAF #5: Deepening Knowledge DAF #6: Using Evidence Critically DAF #7: Using Focused and Deep Collaborative Inquiry Branch 3: Effective Learning Processes DAF #8: Surfacing and Engaging Theories and Beliefs DAF #9: Navigating Perceptions of Risk DAF #10: Developing Self-Regulation DAF #11: Providing Appropriate Support and Challenge DAF #12: Co-constructing Learning Chapter 4: Facilitating Improvement Facilitating Improvement and Adaptive Expertise How Does Adaptive Expertise Fit With Other Forms of Expertise? Developing Your Own Adaptive Expertise Developing Adaptive Expertise in Others Putting It All Together Research Appendix References

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Book SynopsisThe future of Assessment for Learning 20 years after Inside the Black Box Twenty years after the publication of Inside the Black Box, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. The Power of Assessment for Learning: Twenty Years of Research and Practice in UK & US Classrooms examines the practices and processes of formative assessment over time in both countries, evaluates the benefits accrued to teaching and learning, and considers future developments in growing and sustaining AfL practice. It features: Key AfL ideas, approaches, and supports Vignettes of classroom practice that illustrate AfL in action in the U.K. and U.S. Practice-based evidence to enrich understanding of AfL from both the teacher’s and the student’s perspective Focused on student-centeredness and rich with classroom examples, this book is a ‘sounding board’ for educators to explore and reflect on their own AfL practices and beliefs.Table of ContentsForeword by Dylan Wiliam Preface Acknowledgments About the Authors Chapter 1 Inside the Black Box Revisited A New Way of Thinking About Assessment A Systematic Review What Is the Black Box? Getting Into the Details Is There Evidence That Improving Formative Assessment (AfL) Improves Standards? Is There Evidence That There Is Room for Improvement? Is There Evidence About How to Improve Formative Assessment (AfL)? Changing Practice Guiding Principles Improvement as a Journey Chapter 2 A Tale of Two Countries The Tale of the United Kingdom Major Policy Moves in the UK A Tale From the US Two Countries, Two Journeys? Chapter 3 Student Role in Assessment for Learning Expanding Conceptions of AfL Sociocultural Perspective and AfL Self-Regulated Learning Growth Mindsets Chapter 4 Planning for Learning Distinct Teaching Approaches Influences on Changing Practice Concluding Thoughts Chapter 5 Transforming Classrooms Transforming Practice Developing AfL Practices Classroom Routines Chapter 6 What Still Needs to Be Explored From Evidence-Based Practice to Practice-Based Evidence Teachers Need to Be Vigilant for Evidence Interactions Work in a Nuanced and Detailed Way Context Matters Learning Identity Identity-Safe Environments Funds of Knowledge Disciplinary Knowledge Index

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Book SynopsisThis book constitutes a collection of case studies that explore issues faced by new professionals in student affairs, with the scenarios designed to develop ACPA/NASPA Professional Competencies. These cases provide opportunities to create meaningful learning experiences for courses, training programs, and the mentoring of new professionals, giving them exposure to the kinds of dilemmas they will encounter as they assume their leadership roles or start out on supervisory positions.The cases are derived from interviews with current student affairs professionals, are based on real life dilemmas, reflect contemporary issues on our college campuses, and are designed to be easily used or adapted across all institutional types.The cases cover the areas of advising and helping; assessment, evaluation and research; equity, diversity, and inclusion; ethical professional practice; history, values, and philosophy; human and organizational resources; law, policy, and governance; leadership; personal foundations; and student learning and development, and vary in length to allow for multiple uses. Shorter cases can be role-played and discussed in leadership training workshops, while longer cases can be used as take-home assignments or debated during longer training sessions. The book begins with advice on how to use the cases and concludes with general advice provided by current professionals in the field.Trade Review“The authors of this publication were wise to organize the case studies in the framework of the 10 Professional Competency Areas for Student Affairs Practitioners developed jointly by ACPA and NASPA. The pedagogical utility of this organization is superb and will allow for targeted use in staff development programming and for individuals who seek to challenge their own development through the complexity of the basic, intermediate, and advanced levels of each competency.”Susan R. Komives, Professor Emerita from the Student Affairs Graduate Program, University of Maryland, Former PresidentTable of ContentsForeword, Susan R. Komives Acknowledgments Introduction 1. Advising and Helping 2. Assessment, Evaluation, and Research 3. Equity, Diversity, and Inclusion 4. Ethical Professional Practice 5. History, Philosophy, and Values 6. Human and Organizational Resources 7. Law, Policy, and Governance 8. Leadership 9. Personal Foundations 10. Student Learning and Development 11. Practical Advice for New Professionals Index

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Book SynopsisThis is a book for all faculty who are concerned with promoting the persistence of all students whom they teach.Most recognize that faculty play a major role in student retention and success because they typically have more direct contact with students than others on campus. However, little attention has been paid to role of the faculty in this specific mission or to the corresponding characteristics of teaching, teacher-student interactions, and connection to student affairs activities that lead to students’ long-term engagement, to their academic success, and ultimately to graduation.At a time when the numbers of underrepresented students – working adults, minority, first-generation, low-income, and international students – is increasing, this book, a companion to her earlier Teaching Underprepared Students, addresses that lack of specific guidance by providing faculty with additional evidence-based instructional practices geared toward reaching all the students in their classrooms, including those from groups that traditionally have been the least successful, while maintaining high standards and expectations.Recognizing that there are no easy answers, Kathleen Gabriel offers faculty ideas that can be incorporated in, or modified to align with, faculty’s existing teaching methods. She covers topics such as creating a positive and inclusive course climate, fostering a community of learners, increasing engagement and students’ interactions, activating connections with culturally relevant material, reinforcing self-efficacy with growth mindset and mental toughness techniques, improving lectures by building in meaningful educational activities, designing reading and writing assignments for stimulating deep learning and critical thinking, and making grade and assessment choices that can promote learning.Trade Review"Creating the Path to Success in the Classroom: Teaching to Close the Graduation Gap for Minority, First-Generation, and Academically Unprepared Students is a must-read for college faculty. Gabriel wrote this book for all faculty, from 2-year community colleges to 4-year institutions of higher education. As she points out, nationwide graduation rates are dismal (particularly for many students of color, the economically disadvantaged, and the un- or under-prepared), indicating a need for systematic transformations in college classrooms. She highlights the need to provide high quality, evidence-based practices, without compromising expectations for high standards. Ready-to-use resources throughout the chapters and in the appendices are an added bonus for faculty who are ready to utilize multiple interventions on multiple fronts to minimize the graduation gap for marginalized groups within our society."Denise K. Whitford, Ph.D., College of Education, Purdue University"Professor Gabriel's latest book builds on the best research related to the multifaceted challenges college students of color continue to face in actualizing their full potential. She extracts from these concrete, tangible, and practical recommendations that faculty and student affairs professionals can apply in their work to support increased student engagement, persistence and success."Tom Brown, co-editor and author, "Fulfilling the Promise of the Community College: Increasing First-Year Student Engagement and Success."“Professor Gabriel puts the retention and success of traditionally underserved students squarely on the shoulders of what faculty do with students inside and out of the classroom. She shares research and practice that show how faculty impact retention and success through the use of validated strategies such as 'Productive Persistence' and focusing on building growth mindsets in students. A very worthwhile read!"Mario Rivas, Professor of Psychology and President of the Academic Senate at Merritt College“At a time when more accurate predictive analytics and outsourced success coaches are the remedies to closing graduation rate gaps, it’s heartening to be reminded of the crucial role that instructors and the classroom play in supporting student success. As an expert teacher, Kathleen Gabriel presents practical ideas and adaptable techniques for faculty to effectuate their power to positively influence student persistence and to permanently expand their vast pedagogical toolboxes to maximize learning for all.”Jillian Kinzie, Associate Director, Center for Postsecondary Research, Indiana University"Creating the Path to Success in the Classroom totally delivers. As noted in this book, graduation rates for students in both four-year and two-year educational institutions are depressing. Something has to change, and this book is an important component in bringing about that change by noting how best to help our most vulnerable students. Chapter by chapter, Gabriel dissects and describes fundamental components that impact student success and provides specific strategies for bringing about successful learning outcomes. Creating a Path to Success in the Classroom will have a prominent place on my bookcase of essential resources for helping students to succeed in college."Todd Zakrajsek, Associate Professor, School of Medicine, University of North Carolina at Chapel Hill“This is a clear, engaging, and practical book that will be of use to anyone teaching in a university or community-college classroom.The foreword praises Gabriel’s ‘deep integration of theory and Practice’. This integration is one of the book’s major strengths. Gabriel introduces the reader to scholarship on barriers to student learning, student mindsets, and effective pedagogy. Extensively referenced and cited, Gabriel’s book is thus a primer on classic and more recent scholarship of teaching and learning. After describing this scholarship, Gabriel then offers practical suggestions of classroom strategies designed to engage students effectively given the data. These range from one-time strategies – reading a particular article on growth mindsets as a class, doing an active-learning activity – to strategies that unfold over the course of an entire semester. Gabriel offers concrete scripts for welcoming students and setting a classroom tone, giving student feedback that encourages persistence and growth, creating and shuffling small groups, and much more. Gabriel not only suggests what to do and why, but also encourages faculty to make those reasons explicit to students, making students intentional partners in their own learning.Creating the Path to Success in the Classroom will be helpful to teaching veterans and novices alike. In her opening chapter, Gabriel frames the book as designed to help faculty effectively teach and retain minority, first-generation, and academically unprepared students. As is the case with many implementations of universal design principles, however, these strategies ultimately improve student engagement and learning for all students.”Reflective Teaching"This book is highly accessible and should be a requirement for all students in doctorate programs who will be working in academia upon graduation. It is also a book that a provost’s office should recommend for all faculty in a manner such as a summer reading series or as part of the hiring process. The practical approaches to teaching in face-to-face and online settings outlined in this book will be relevant to educators in colleges of education as well as preservice teachers. In each chapter, the author takes the reader through the research and then into the strategies that address specific areas of need for students who are underrepresented in the college classroom.In the first chapter, 'Retention, Persistence, and Success: Clarifying the Challenge,' the author sets the stage with a succinct summary of the research to clarify the need for a change in how faculty approach teaching and learning, regardless of the discipline. The author provides a clear description of each of the ensuing chapters, thus providing readers with the opportunity to move to whichever chapter may be most intriguing or relevant. From the perspective of someone who has been in the field of education for over 30 years, Chapter One effectively establishes the need to review some antiquated practices that need to be revised in light of current research."Teachers College RecordTable of ContentsForeword by Stephen Carroll 1. Retention, Persistence, and Success. Clarifying the Challenge 2. Class Climate. Widening the Circle for a Diverse Student Body 3. The First Month of the Semester. Engage, Connect, and Commit 4. Motivation and Attitudes. Impact of Mindsets and Mental Toughness Attributes 5. Interactive Lectures. Using Meaningful Educational Activities 6. Reading Assignments and Class Discussions. Stimulate Deeper Learning 7. Writing Assignments. Promote Critical Thinking and Writing 8. Resilience, Habits, and Persistence. Hold Fast and See It Through Epilogue Appendices References About the Author Index

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Book SynopsisLooking for a fast, easy way to turn your students into advanced problem solvers?Young students become members of the Detective Club by solving a series of short introductory puzzles. Primary students love working along with the young detectives in the book to solve six different mysteries. While solving the mysteries, students will gather information through decoding the message, sorting information, solving logic puzzles, and using inferential thinking. In order to reach conclusions, students will practice the following skills: organizing clues, combining and analyzing the information presented, using deductive reasoning, and using the process of elimination. Each of the six mysteries includes a teacher''s guide with complete instructions for the teacher and answers to the puzzles. All mysteries are presented on attractive reproducible worksheets that include entertaining dialogue and clues needed to solve the mystery. This is a motivating format for teaching thinking while working on reading comprehension.Have your students solve even more mysteries with Mystery Disease, Mystery Science, Crime Scene Detective, and The Great Chocolate Caper. Grades 2-4

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Book SynopsisThe Total School Cluster Grouping Model is a specific, research-based, total-school application of cluster grouping combined with differentiation, focused on meeting the needs of students identified as gifted while also improving teaching, learning, and achievement of all students. This revised and updated second edition of Total School Cluster Grouping and Differentiation includes rationale and research followed by specific steps for developing site-specific applications that will make the important art of differentiation possible by reducing the range of achievement levels in teachers'' classrooms. Materials to support staff developmentincluding powerful simulations, evaluation, management, special populations, differentiation strategies, social and emotional needs, and recommended materialsare included.

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Book SynopsisThis revision of Identifying Gifted Students: A Practical Guide is aligned with both the updated National Association for Gifted Children (NAGC) Pre-K-Grade 12 Gifted Programming Standards and the NAGC and The Association for the Gifted, Council for Exceptional Children (CEC-TAG) professional development standards. This book is relevant in any state or setting that intends to meet these national standards and uses multiple assessments to identify gifted students within an increasingly diverse population. Designed for practicing professionals, such as teachers, counselors, psychologists, and administrators, Identifying Gifted Students addresses definitions, models, and characteristics of gifted students; qualitative and quantitative approaches to assessment; culturally fair and nonbiased assessment; and how to evaluate the effectiveness of identification procedures. In addition, the book provides an updated summary of all major assessment instruments, including scoring information, reliability, and validity.

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Book SynopsisThe Jacob''s Ladder Reading Comprehension Program targets reading comprehension skills in high-ability learners by moving students through an inquiry process from basic understanding to critical analyses of texts, using a field-tested method developed by the Center for Gifted Education at William & Mary. Students in grades 6-7 will learn to comprehend and analyze any reading passage after completing the activities in Jacob''s Ladder, Grades 6-7 (2nd ed., previously published as Level 4).Using skill ladders connected to short stories, poetry, essays, and nonfiction, students move from lower order, concrete thinking skills to higher order, critical thinking skills. The ladders include multiple skills necessary for academic success, covering language arts standards such as sequencing, determining cause and effect, classifying, making inferences, and recognizing main ideas, themes, and concepts. The second edition of the book builds off the previous Level 4 edition, including new readings and ladders for student use.This book provides teachers with an explanation of the nature of supplementary tasks that scaffold reading comprehension. Also included is an overview of the goals and objectives of the Jacob''s Ladder tasks and suggestions for implementation, giving every teacher the tools needed to promote successful reading comprehension.Optional Student Workbook PacksIn addition to this teacher''s guide, companion student workbooks are available for Poetry, Short Stories, and Biographies. The student workbooks feature ample room for student responses and notes, make reviewing and providing feedback on student work easier than ever, provide students with an easy-to-use reference to use during discussions, and save time, as there is no need to reproduce student handouts.Grades 6-7

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Book SynopsisThe Jacob''s Ladder Reading Comprehension Program targets reading comprehension skills in high-ability learners by moving students through an inquiry process from basic understanding to critical analyses of texts, using a field-tested method developed by the Center for Gifted Education at William & Mary. Students in grades 7-8 will learn to comprehend and analyze any reading passage after completing the activities in Jacob''s Ladder, Grades 7-8 (2nd ed., previously published as Level 5).Using skill ladders connected to short stories, poetry, essays, and nonfiction, students move from lower order, concrete thinking skills to higher order, critical thinking skills. The ladders include multiple skills necessary for academic success, covering language arts standards such as sequencing, determining cause and effect, classifying, making inferences, and recognizing main ideas, themes, and concepts. The second edition of the book builds off the previous Level 5 edition, including new readings and ladders for student use.This book provides teachers with an explanation of the nature of supplementary tasks that scaffold reading comprehension. Also included is an overview of the goals and objectives of the Jacob''s Ladder tasks and suggestions for implementation, giving every teacher the tools needed to promote successful reading comprehension.Optional Student Workbook PacksIn addition to this teacher''s guide, companion student workbooks are available for Poetry, Short Stories, and Biographies. The student workbooks feature ample room for student responses and notes, make reviewing and providing feedback on student work easier than ever, provide students with an easy-to-use reference to use during discussions, and save time, as there is no need to reproduce student handouts.Grades 7-8

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Book SynopsisIn this book, the authors provide readers with a straightforward approach to doing assessment in a way that is meaningful, manageable, and sustainable over time. Including a straightforward overview of assessment concepts and principles and practical, easy-to-follow instructions for multiple assessment tools and key steps in the assessment process, this book is a handy, all-in-one how-to guide. In addition, the text guides readers toward the development of a culture of assessment. Writing in a conversational tone that has helped the authors to successfully teach assessment principles and practices to faculty and administrators from a variety of academic disciplines and institutions, the book reads as if a friendly, supportive assessment professional is by your side.The book begins with an overview of the assessment process and key assessment concepts and principles. Subsequent modules provide detailed instructions and specific tips for carrying out each step of the process, including three modules focused on creating and implementing specific assessment measurement tools. The authors recommend readers begin by reading Module 1, which provides a framework that will enhance understanding of each of the steps of the process that are spelled out in detail in subsequent modules. However, after that, each of the modules is designed to stand alone. Readers need not read the modules in order nor do they need to read all of them in order to benefit from the authors’ guidance. In addition, the authors have created a video to accompany Module 10 in which they take readers step-by-step through the use of Excel spreadsheets to organize and present assessment data.Trade Review“This book provides a much needed how-to guide for program-level assessment. Program chairs and faculty charged with conducting assessment will find the authors’ approach practical and the baker's dozen modules succinct, instructive and rich with program-specific examples of effective assessment.”Jillian Kinzie, Associate Director, Center for Postsecondary ResearchIndiana University“Meaningful and Manageable Program Assessment is a must-have resource for any person or department or program wishing to do program review. Massa and Kasimatis have written a usable guide to assessing program level quality. By starting with an end in mind – what do you want to know about your students’ learning – the authors provide step-by-step guidance for successful review. The refreshing approach doesn’t rely on a cookie-cutter template, but rather on a tailored, nuanced guide reflective of the program’s desired focus on learning and how to step through a very understandable and doable process for improvement that is assessment at its best.”Terrel L. Rhodes, Vice President, Office of Quality, Curriculum and AssessmentAssociation of American Colleges and Universities“Assessment may seem to be so firmly established that little more needs to be said. Then along comes Massa and Kasimatis’ compact, step-by-step primer. They provide a practical overview of an essential institutional responsibility with proven, practical advice for a new generation of faculty. Massa and Kasimatis have given academe a guide to relearn and reaffirm the means and ends of assessment at the program level—this time with a clear message that assessing student learning is a necessary—and doable--part of faculty work. Every new faculty member should receive a copy.”William Plater, Executive Vice Chancellor EmeritusIUPUITable of ContentsDedication Introduction—Putting assessment into contextModule 1. An overview of assessment concepts and principles. Improving student learning Module 2. Mission, goals and outcomes. Looking at the big picture Module 3. Student learning outcomes. Articulating what you want students to learn Module 4. Curriculum and outcome mapping. Understanding the path to student learning in your program Module 5. Planning. Creating a meaningful and manageable assessment plan for your program Module 6. Assessment measurement tools. Determining what your students are learning Module 7. Rubrics. Creating and using rubrics for program assessment Module 8. Exams. Asking questions that provide the answers you need Module 9. Surveys. Finding out what your students think Module 10. Organizing, summarizing and presenting your evidence. Using Microsoft Excel to make sense of your data Module 11. Closing the loop. Interpreting results and taking action Module 12. Record keeping. Keeping track of your work Module 13. Creating a culture of assessment. Tips for keeping assessment meaningful, manageable and sustainable Appendix. Additional assessment resources Glossary Index References

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Book SynopsisStudents love math games and puzzles, but how much are they really learning from the experience? Too often, math games are thought of as just a fun activity or enrichment opportunity. Well Played, Grades 6-8: Building Mathematical Thinking Through Number and Algebraic Games and Puzzles shows you how to make games and puzzles an integral learning component that provides teachers with unique access to student thinking. This third book in the series helps you engage students in grades 6-8 in discussions of mathematical ideas and deepen their conceptual understanding. It also helps you develop students' fluency with number systems; ratio and proportional relationships; expressions and equations, statistics and probability; and patterns, graphs, and functions. The twenty-five games and puzzles in Well Played, Grades 6-8 which have all been field-tested in diverse classrooms, contain: Explanations of the mathematical importance of each game or puzzle and how it supports student learning. Variations for each game or puzzle to address a range of learning levels and styles Classroom vignettes that model how best to introduce the featured game or puzzle. The book also includes a separate chapter with suggestions for how to effectively manage games and puzzles in diverse classrooms; game boards, game cards, and puzzles; assessment ideas; and suggestions for online games, puzzles, and apps. Well Played, Grades 6-8 will help you tap the power of games and puzzles to engage students in sustained and productive mathematical thinking.Trade ReviewLinday Dacey, et.al.'s Well Played, 6-8: Building Mathematical Thinking Through Number and Algebraic Games and Puzzles (9781625310330, $25.00) offers an excellent gathering of details in its third book in a series, and shows teachers how to make games and puzzles a solid part of the classroom experience. Explanations of the math lessons in each game or puzzle delve into how the approach will help students, while variations for different learning levels and classroom accounts of the games and puzzles in action make for a top survey. From basic directions to materials needed and extending the lesson objective, this is a top pick for teachers who would inject play and learning into a math curriculum. The Bookwatch: July 2016 Well Played: Building Mathematical Thinking Through Number and Algebraic Games and Puzzles, Grades 6-8provides middle-grades math teachers the opportunity to think deeply about the games and puzzles that they are incorporating into classroom instruction. The games and puzzles provided throughout the text are intended to deepen conceptual understanding of concepts in (1) number systems; (2) ratios and proportional relationships; (3) expression and equations; (4) statistics and probability; and (5) patterns, graphs, and functions. For each game or puzzle, the authors provide tips for the classroom to support learning and understanding rather than just game play. The appendix of the text is extensive, containing directions for each game and puzzle, templates for each activity, and answer keys. Overall, the games and puzzles are well written, and the book does a great job of detailing the most effective way to incorporate both into instruction. The main weakness of the text is that there is no accompanying electronic file. This would be helpful when adapting games and puzzles to meet specific grade level and state standard needs. I would recommend this book to middle-grades math teachers looking for premade games and puzzles that can be used to increase student engagement while strengthening conceptual understanding in the classroom.Jennifer AlmanzaNorthside Independent School DistrictSan Antonio, Texas Mathematics Teaching in the Middle School, November 2016, Vol. 22, Issue 4 This book presents twenty-five games or puzzles designed to address important mathematical ideas for the middle grades, such as ratios, proportional relationships, equations, and expressions. Each game or puzzle was explored in a classroom, and descriptions contain first-hand accounts of how to use the game or puzzle in the classroom to promote discussion, build student responsibility for learning, and encourage collaborative learning. The authors guide teachers toward quick assessments of student learning by offering suggestions about how students may be communicating their thinking, using mathematical vocabulary, or creating conjectures or generalizations while playing a specific game or completing a puzzle. Moreover, each game or puzzle description contains variations, extensions, and formal exit card questions for use in the classroom. I would recommend this book to upper elementary and middle school teachers, as it is very teacher-friendly, is well-organized, and has ready-to-use resources. With a little work, teachers of all ages could adapt many of the games or puzzles to content specific to their grade level or focus of instruction.Amy Dwiggins, University of Missouri–Columbia.Table of ContentsChapter 1: Introduction; Chapter 2: Supporting Learning Through Games and Puzzles; Chapter 3: The Number System; Chapter 4: Ratios and Proportional Relationships; Chapter 5: Expressions and Equations; Chapter 6: Statistics and Probability; Chapter 7: Patterns, Graphs, and Functions

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Book SynopsisIn Up for Debate!: Exploring Math Through Argument, high school math teacher and debate coach Chris Luzniak shares stories, examples, and step-by-step routines that will help you build a classroom culture where students do the talking, explain their thinking, and critique each other's reasoning, all in the context of the math content you're expected to teach. Inside, you'll find: Inspirational stories of students debating math in real classrooms Concrete structures and routines that will get your students talking, listening, and debating Specific techniques you can use to transform existing math problems into debatable ones You'll begin with short speaking and listening routines that take just a few minutes to introduce. When you and your students are ready, you can layer on additional debate routines, until your class is engaged in full-class debates using mathematical reasoning. With this easy-to-read guide, you don't need to wait any longer. You will be able to start debating in your classroom, tomorrow.Trade ReviewGetting students to explain their reasoning in math class has been a struggle because they often restate the steps they took rather than convince others that their strategy makes sense. This is why the actionable steps and stories in Up for Debate! are so inspiring. Chris created a very readable book that helped me see how students could passionately convince others that their reasoning is correct. Secondary math teachers are going to love this short book that’s filled with ideas to give them the classroom they’ve been hoping for. This timely and practical book is for anyone who believes that the purpose of learning mathematics in schools is not just to prepare young people for the workforce but also to help them become productive members of society who can parse complex information and think critically.…I enjoyed it immensely. – Daryl Yong, Professor of Mathematics, Harvey Mudd CollegeTable of ContentsChapter 1: Opening Arguments; Chapter 2: Making the Case; Chapter 3: Question Round; Chapter 4: Cross-Examination; Chapter 5: Extra Time; Chapter 6: Closing Arguments

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Book SynopsisThis accessible, practitioner-focused textbook details a comprehensive classroom behavior management framework that is easy to understand and implement within a K-12 classroom. Influenced by decades of classroom teaching and special education teacher candidate preparation experiences, the book features effective evidence-based strategies designed to both prevent problem behaviors from occurring in classrooms and address challenging behaviors that presently exist or may arise.Each of the bookâs four sections show readers step-by-step how to develop, implement, and evaluate a personalized behavior management plan that best meets the unique needs of their classrooms which can vary tremendously in both size and types of students served. From the first page to the last, this new text addresses the reader in a friendly, personal way in an effort to enhance accessibility and encourage them to want to understand the what and how of each strategy and/or process and how it relates to the overall behavioral framework laid out in section one.Ideal for both current and prospective special educators, this book supports readers in developing their own comprehensive approach to classroom behavior management that can be implemented across grade levels.

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Book SynopsisWhat if, rather than just surviving another school day, educators were inspired and thriving? What if administrators and teachers knew how to confidently lead their schools toward a Project Based Learning environment? What if leaders in education had the skills, structures, and resources to equip every teacher in their building to create a PBL classroom?The process and structures for Project Based Learning have been tested, researched and ready for education professionals to implement! Ryan Steuer, host of the PBL Simplified Podcast and founder of Magnify Learning, has combined the structures of Project Based Learning with Win Stories, Fail Stories, and Practical Steps that give every educator a place to start. Within PBL Simplified, teachers will find stories and resources they can use right away in their classroom to improve learner outcomes—no matter if they are new to PBL or a veteran PBL facilitator. By applying Ryan’s leadership insights, instructional coaches and principals will be able to avoid common pitfalls of PBL implementation and create a Project Based Learning plan with buy-in from teachers, parents and community partners.Don’t start implementing PBL without first reading PBL Simplified!

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Book SynopsisCo-published with the Association for State Colleges and Universities (AASCU), which sponsored the project from which the book emerged.This book answers the question “What would your institution look like if students really mattered?” The authors argue that really putting student success at the center of attention will require a radical reimagining of higher education. Much of what is presented here is grounded in the findings of the American Association of State Colleges and Universities’ (AASCU’s) Re-Imagining the First Year (RFY) initiative, which brought together 44 member institutions over a three-year period to identify and test programs, strategies, and tools aimed at improving retention rates for first-year students. The book makes a provocative set of arguments about what is possible if campuses radically reimagine their culture, practices, structures, and rules with the primary purpose of helping students succeed in college and beyond.Table of ContentsPreface Acknowledgements Part 1: Reimagining Institutions 1. Reimagining Institutional Change: Toward an Aspirational Campus Culture 2. Reimagining University Policies: Becoming a Student-First Campus 3. Reimagining Data and Analytic Strategies: Decision-making to Drive Student and Institutional Success Part 2: Reimagining the Student Experience 4. Reimagining Student Learning: Transformative Pedagogies 5. Reimagining Student Support Structures: Identifying Your Problems and Building Teams to Solve Them 6. Reimagining Personnel Processes: Supporting Instructors Committed to Student Success Part 3: Reimagining Higher Education 7 What to Reimagine: the Future of Higher Education 8. How to Reimagine: Being Hard on Problems but Easy on People 9. Why We Must Reimagine: A Student’s Perspective Conclusion. Reimagining the Culture of Higher Education: Institutional Transformation for Radical Student Success Editors and Contributors Index

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Book SynopsisCo-published with “While assessment may feel to constituents like an activity of accountability simply for accreditors, it is most appropriate to approach assessment as an activity of accountability for students. Assessment results that improve institutional effectiveness, heighten student learning, and better align resources serve to make institutions stronger for the benefit of their students, and those results also serve the institution or program well during the holistic evaluation required through accreditation.” – from the foreword by Heather Perfetti, President of the Middle States Commission on Higher EducationColleges and universities struggle to understand precisely what is being asked for by accreditors, and this book answers that question by sharing examples of success reported by schools specifically recommended by accreditors. This compendium gathers examples of assessment practice in twenty-four higher education institutions: twenty-three in the U.S. and one in Australia. All institutions represented in this book were suggested by their accreditor as having an effective assessment approach in one or more of the following assessment focused areas: assessment in the disciplines, co-curricular, course/program/institutional assessment, equity and inclusion, general education, online learning, program review, scholarship of teaching and learning, student learning, or technology. These examples recommended by accrediting agencies makes this a unique contribution to the assessment literature.The book is organized in four parts. Part One is focused on student learning and assessment and includes ten chapters. The primary focus for Part Two is student learning assessment from a disciplinary perspective and includes four chapters. Part Three has a faculty engagement and assessment focus, and Part Four includes four chapters on institutional effectiveness and assessment, with a focus on strategic planning.This book is a publication of the Association for the Assessment of Learning in Higher Education (AALHE), an organization of practitioners interested in using effective assessment practice to document and improve student learning. Trade Review“The authors emphasize the notion that there is no one right way to do assessment with the breadth of institutional examples featured in this book. Tackling the tension of accountability and improvement head-on, the editors allow each institution to lay bare their own institutional assessment story and discuss future directions of assessing student learning within their context. By collaborating with accreditors to spotlight institutions with effective assessment approaches, AALHE might just be on to something—envisioning accreditors as partners in this work.”Gianina BakerActing Director, National Institute for Learning Outcomes Assessment (NILOA)“In a time when higher education professionals must step-up their efforts to assess teaching and learning in order to improve outcomes for all students, this book provides exemplars in the field of assessment from colleges and universities who represent diverse missions and student populations. Recommended by their respective accreditor, the institutions highlighted in this book provide the reader a wealth of information about effective assessment structures and practices that can be molded to fit a variety of educational cultures and environments."Stephanie DrokerPresident, Accrediting Commission for Community and Junior Colleges“This collection puts a human face on assessment activity, revealing challenges and innovations as institutions try to meet accreditation requirements while improving teaching and learning. The full range of complexity of the task is on display in the chapters, each centering on the difficult task of understanding student development and acting on the results. Anyone facing challenges in their own assessment program (and who isn’t?) needs to read this book.” David A. EubanksAssistant Vice President for Assessment and Institutional Effectiveness Office of Assessment and Institutional Research, Furman University“Exemplars of Assessment in Higher Education celebrates institutional and program success as measured by authentic assessment and student learning, providing a welcome respite from a national higher education environment that so often equates higher education’s success solely with student loan metrics and graduation rates. It illustrates cooperation, partnership, and shared purpose among accreditors and the institutions and programs that they accredit. Faculty, administrators, and accreditors will find ideas and inspiration from others who have gone before on the assessment journey.”Laura Rasar KingExecutive Director, Council on Education for Public Health"Souza and Rose have produced a wonderful and much-needed volume that engages practitioners in bringing the oft-described assessment for accountability together with assessment for improvement in learning. By focusing on the major regional accreditors' standards for assessment of student learning and then examining how a diverse set of campuses and programs use those standards, they illustrate how their actions and policies to achieve improved student learning provide the evidence that accreditors need for summative assurance of quality standards. A truly welcome change from check-the-box routines that may satisfy the minimum report requirements but do not help students, faculty, or organizations achieve quality.”Terrel L. Rhodes and Kate McConnellSenior Scholar, AAC&U; and Vice President, AAC&U“Exemplars of Assessment in Higher Education provides a one-of-a-kind insider’s look into higher education as it relates to the undeniable importance of assessment – both of students and of an institution as a whole. Exemplars of Assessment in Higher Education provides the building blocks that allow the reader to embrace assessment and understand its critical role in ensuring the quality of education being provided. I am delighted to endorse this publication and hopeful that it provides the reader with a go-to manual in understanding and utilizing assessment at their own institutions.” Heather M. StaglianoDirector of the Council on Podiatric Medical Education American Podiatric Medical Association“If I were granted one wish, it would be that all of higher education would better use assessment data to guide the ongoing enhancement of student learning. Exemplars of Assessment in Higher Education shows us how meaningful assessment can help to guide us as we work to ensure that our students are learning what we promise in our institutional or program mission statements. Whether you are a faculty member, an assessment professional, or an administrator, this book shows how the assessment process can provide a roadmap to institutional effectiveness and is, most certainly, a wish come true.”Catherine WehlburgEditor-in-Chief, New Directions for Teaching and Learning.“Student learning assessment is not often linked with the word 'inspiring.' This book is truly inspiring and affirming that programs and institutions are finding real value in committing to assessing and improving student learning all across the United States. It puts to shame the occasional naysayers that assessment is of no value. The stories and case studies presented here cover a useful range of experiences across a diverse group of institutions showing that assessment can be done thoughtfully and with impact. There is so much to learn here with so many helpful approaches that address not only how to undertake assessment but to identify steps to success. It is definitely a good read at all levels within institutions.” Ralph WolffPresident of the Quality Assurance Commons and former President of the Senior College Commission of WASCTable of ContentsForeword —Heather F. Perfetti Preface —Jane Marie Souza Introduction. An Overview of Exemplars in Assessment —Tara A. Rose Part One. Student Learning and Assessment 1. The Evolving Measure of Learning —Bill Moseley and Sonya Christian 2. Students as Partners in Cocurricular Assessment — Jessica Greene, Burton Howell, and Michael Sacco 3. Assessment of Student Learning in the Arts, Humanities, Social Sciences, and Sciences — Jeffrey R. Lindauer and Patricia A. Coward 4. Leveraging Technology to Facilitate Assessment Processes — Scott Carnz, Mary Mara, and Amy Portwood 5. Indigenous Assessment. Cultural Relevancy in Assessment of Student Learning — Stephen Wall, Lara M. Evans, and Porter Swentzell 6. One Institution's Journey to Annual Program Assessment — Carol Traupman-Carr, Dana S. Dunn, and Debra Wetcher-Hendricks 7. A Systematic Approach to Building a Culture of Assessment. A Multiyear, Cohort-Based Professional Development Model — Mary Kay Helling, Jana Hanson, and Kevin Sackreiter 8. Introducing Assessment-Task Choice in an Online Bachelor's Course — Ryan Jopp, Keryn Chalmers, Sandra Luxton, and Jay Cohen 9. Employing Peer Learning Assessment at Scale — Brian Harlan, Shawn Moustafa, and Roxie Smith 10. Many Birds With One Stone. Developing a Multipurpose Student Assessment System — David D. Dworak Part Two. Student Learning and Assessment in the Disciplines 11. Assessment of Public Health Competencies at Multiple Levels —Sondos Islam 12. Elevating Assessment Processes Through Stakeholder Engagement —Leigh M. Onimus and Joyce A. Strawser 13. Competency-Based Student Assessment in Online and In-Person Master of Public Health Programs —Kimberly Krytus, Sarah Cercone Heavey, and Gregory G. Homish 14. Designing and Assessing Cocurricular Strategies to Promote Personal and Professional Development —Burgunda V. Sweet, Katherine A. Kelley, Melissa S. Medina, and Marianne McCollum Part Three. Faculty Engagement and Assessment 15. Giving Life to Institutional Student Learning Outcomes —Dan Shapiro 16. Assessing for Learning. The Scholarship of Teaching and Learning and Campus Assessment Culture — Kristina A. Meinking Part Four. Institutional Effectiveness and Assessment 17. A Structured Protocol for Demonstrating Institutional Effectiveness —Eric D. Stamps 18. Transforming From Within. Strategic Planning as a Tool for Institutional Reflection, Direction, and Transformation — R. Ray D. Somera and Marlena Montague 19. Being Sage About Institutional Effectiveness —Elisa Hertz 20. Do We Have It? Do We Do It? Does It Work?. A Three-Question Framework for Addressing Accreditation Standards and Ensuring Institutional Effectiveness — Dawn L. Hayward, Nancy Ritze, and Rebecca Gullan Editor and Contributor Biographies Index

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Book SynopsisCo-published with NACADAAdvisors are focused on the success of their students. They do the work of advising not for money or fame, but because their meaningful work ensures that students reach their goals. In order to do so, those who serve students must have the knowledge, skills, abilities, and encouragement to do their work. This edited collection provides a practical framework for advisor training and professional development, underpinned by the theoretical rationale for those frameworks. This text is not focused on the “what” of advisor training but is instead intentionally focused on the “how” and the “why,” encouraging those responsible for development and implementation to have a clear means by which to support advisor success. Readers of this text will identify the centrality of the NACADA Core Values and Core Competencies to effective training and development but will also gain a practical suite of tools to be used in various higher educational contexts. Including, but not limited to initial program creation, the authors consider complex concerns such as funding, technology, intercultural competence, and self-care--among others--as components of a comprehensive program to support advising professionals.Trade Review"Comprehensive Advisor Training and Development, Third Edition is a must have for those who are dedicated to the academic advising profession. From establishing a culture for training and development, to funding implications, the use of technology, and assessment, this book helps guide those who recognize the critical needs of professionals who are dedicated to improving academic advising practices and student success. In exploring different theoretical frameworks and delivery systems it becomes clear that there are several approaches professionals can use to support their training and development. However, this third edition provides pathways for how to use evidence-based practices to achieve proven results to best support students. Professional development must become embedded in our culture to support the changing needs of our students, institutions, and higher education. I wholeheartedly recommend this book for senior-level administrators, directors, primary role advisors, and faculty advisors."Melinda J. Anderson, EdDNACADA, Executive Director"The first edition of NACADA’s Advisor Training and Development book was groundbreaking and established the importance of professional development in supporting and improving academic advising practice. This new edition is a timely update to the first, capturing and addressing the complex issues facing the field in an ever-changing and global higher education environment. The beginning chapters trace history and distinguish training as related to skills and knowledge from development as related to continuous growth and support. The chapters on practice offer perspectives on myriad approaches to professional development and provide guidance to those responsible for implementing advisor training and development programs. In addition, one of the most exciting chapters in this new edition is the one on assessment. This chapter makes assessment accessible to those beginning their assessment journeys as well as those who are refining their assessment plans. Without a doubt, this new edition is a must-have and value-added addition to an academic advisor’s library."Susan M. Campbell, Ed.D.Chief Student Affairs Officer, emerita, University of Southern MaineTable of ContentsForeword. Jennifer L. Bloom Acknowledgments Pillar Resources Introduction Part I. Starting and Administering Advisor Training Programs 1–Building a Culture That Supports Training and Development---Scott Byington, Tiffany K. Griffin, Tricia Zelaya-Leon Voices From the Field. Developing a Culture That Supports Training and Development --Jana Jaffa 2–Funding Advisor Training and Development---Dana Hebreard and Locksley Knibbs Voices From the Field. Gaining Support for Professional Development From Your College's Administration ---Karen L. Archambault 3–Launching an Effective Training and Development Program---Daniel J. Turner and Teri J. Farr 4–Assessment of Advisor Training and Development---Kathy M. Zarges and Tomarra A. Adams Voices From the Field. Assessing Training and Development Programs---Tim H. Cox Part II. Delivering Advisor Training 5–Supporting the Training and Development of Primary-Role, Faculty, and Peer Advisors---Megumi I. Makino-Kanehiro, Chrissy L. Davis Jones, Leah R. Frierson, and Marsha A. Miller 6–The Value and Purpose of Differing Delivery Systems in Training and Development---Susan Taffe Reed and Kate Bernas 7–Theoretical Foundations of Training and Development---Amanda Neuber, Raquel Fong, and Rebecca L. Hapes Voices From the Field. Taking a Broad View of Theoretical Perspectives---Ryan Scheckel 8–Using Problem-Based Learning for Training and Development---Stephanie Kraft-Terry and Brigitte Wiebe 9–Mentoring as a Tool for Advisor Development---Vivian A. Medrano, Kim McAloney, Jenesis Rose Long, and Jenine Buchanan Voices From the Field. No Mentee Left Behind--Celebrating the NACADA Region 2 Mentoring Program ---Gavin Farber 10–Self-Care as a Tool for Advisor Development---Rhonda Dean Kyncl, Jeanne Eichler, Mehvash Ali, and Trevor Francis Voices From the Field. Self-Care as a Tool for Advisor Development---Jacob Rudy 11–Technology as a Tool for Advisor Development---Sarah Howard, Melissa Irvin, and John Sauter Part III. Curating Content for Advisor Training Programs 12–Training for Intercultural Competence and Advising Across Differences---Erin Moira Lemrow, Leonor L. Wangensteen, and Michelle Smith Ware 13–Supporting the Development of Academic Advisor Relational Competencies---Craig M. McGill and Tony Lazarowicz Voices From the Field. Making the Shift. Transactional to Relational Advising---Donald B. Scott and Patricia Popovich Editors and Contributors Index

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Book SynopsisWinner of the 2012 ASHE/CAHEP Barbara Townsend Lecture AwardTo prosper and thrive in an increasingly unpredictable national and global environment, U.S. higher education will need to adapt, innovate, and evolve once again, as it has during every major societal change over the past four centuries.The purpose of this new edition, published a turbulent decade after the first, is to provide institutional leaders -- from department chairs to trustees -- with a broad understanding of the academic enterprise, strategic guidance, and key principles, to assist them in navigating the future and drive the success of their institutions as they confront the unimagined.Recognizing that the hallmark of higher education in the U.S. is the diversity of institution types, each of which is affected differently by external and internal influences, the authors provide examples and ideas drawn from the spectrum of colleges and universities in the not-for-profit sector.This book covers the major functions and constituent departments and units within institutions; the stakeholders from students and faculty through the echelons of administration; the external environment of elected officials, foundations, philanthropists, and the new changing media; and innovations in teaching, technology, data analytics, legal frameworks, as well as economic, demographic, and political pressures.The book is informed by the proposition that adhering to four principles--which the authors identify as having enabled institutions of higher education to successfully navigate ever-changing and volatile pasts--will enable them to flourish in the coming decades:The four principles are:1. Be mission centric by making all key decisions based on a core mission and set of values.2. Be able to adapt to environmental change in alignment with the mission and core values.3. Be committed to democratic ideals by seeking to promote them and modeling democratic practices on and off campus.4. Be models for inclusion, equity, and positive social change.Trade ReviewFrom the Foreword:"This book is one of the best that I have read at providing the reader with a broad understanding of how higher education works and helping leaders see their role in dealing with different aspects of the enterprise – from student development to working with the governing board. Yet, its real impact should be on how it helps you evolve as a leader."Nancy L. Zimpher, Chancellor Emeritus of the State University of New York (SUNY); former president of the University of Cincinnati; and former chancellor of the University of Wisconsin-Madison“Academic Leadership and Governance of Higher Education unpacks the important and sometimes difficult relationship between institutional leadership, strategic board governance, and the outside environment. This expansive book provides readers with a real-world understanding of the role of board governance and how it can operate effectively in higher education -- from academic departments to boards of trustees. This is an important resource for anyone leading or governing a college or university.”Henry Stoever, President and CEO, Association of Governing Boards of Universities and Colleges“Academic Leadership and Governance of Higher Education is a fundamental guide for those who are privileged to lead and guide our institutions, for those who study and comment on colleges and universities and most of all, educators committed to ensuring institutional vitality and student success. Collectively, principles such as defining and implementing mission, embracing values, advancing an engaged citizenry, and upholding inclusion, offer clarion calls to address the changing and diverse landscape of higher education.”Robert D. Kelly, President, University of Portland"This second edition provides an astonishing breadth of information and invaluable historical context for those who are new to higher education leadership. Furthermore, I would anticipate that even those with deep experience in the field have much to discover in this thoughtful publication that charts the diversity of U.S. educational institutions in their increasingly global context. I am grateful to the authors for providing this valuable resource, refocusing our minds on their four principles of leading academic institutions, after two of the most challenging and nimble years our sector has ever seen."Sue Cunningham, President and CEO, Council for Advancement and Support of Education (CASE)“This book is an essential reference for higher education leaders as well as board members. The common principles of mission, adaptation, democratic ideals, and inclusion provide a powerful organizing framework as well as a guiding compass for presidents and provosts. Even leaders that have emerged 'through the ranks' will gain tremendous insight from better understanding the historical and theoretical frameworks that undergird higher education practice.”Kathy E. Johnson, Executive Vice Chancellor and Chief Academic Officer, Office of Academic Affairs, IUPUI“This book is incredibly timely given the tumultuous socio-political climate that academic leaders are facing and attempting to navigate. The authors provide an incredible resource to guide current and aspiring leaders in understanding their roles and responsibilities across the higher education landscape.”Lori Patton Davis, Department Chair and Professor, The Ohio State University"Although Academic Leadership and Governance of Higher Education provides an abundant source of information for the new academic leader or trustee, it also offers much for seasoned leaders…. The authors describe the often challenging lifestyle of the academic leader…define key strategies and theories behind leadership decision-making,…[and] analyze larger philosophical issues such as the aims of general education and the ultimate goal or goals for higher education—whether it be filling slots in the economy and/or engaging in personally fulfilling learning. …[O]verall the work is essential reading material for academic leaders…” Butler Cain, The Department Chair“For established and aspiring academic leaders alike, its thorough coverage, thought-provoking ideas, and dedication to democratic norms in leadership make it an essential resource. […] The principles and suggestions contained in this book offer leaders a strong platform to build on as higher education continues to change.”Mustafa Kayyali, Journal of Higher Education Policy And Leadership StudiesTable of ContentsAcknowledgements Foreword by Nancy Zimpher Foreword to the First Edition by Stan Ikenberry Introduction 1. Principles of Academic Leadership Part 1. Historical, Contextual, and Theoretical Underpinnings 2. The Changing Context for Higher Education 3. Diversity, Equity, and Inclusion 4. Understanding Academic Organizations Part 2. Political, Legal, & Global Considerations 5. Global Engagement of Colleges and Universities 6. Federal Engagement in Higher Education 7. State and Local Governments’ Relationship with Higher Education 8. The Courts and Higher Education Part 3. The Boundary Spanners 9. The Engaged College or University 10. Trusteeship & Lay Governance 11. The Academic Presidency 12. Engaging the External Environment Part 4. The Academic Core 13. Governance of the Academic Core 14. Academic Departments and Departmental Leadership Part 5. Implementation of the Academic Mission 15. The Student Experience 16. Planning, Assessment, and Budgeting

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Book SynopsisThe Social and Emotional Curriculum for Gifted Students series provides the gifted resource specialist, regular classroom teacher, or counselor with the tools they need to help gifted students in grades 3-5 develop interpersonal skills, reflect on their often intense emotions, and express their creativity. The grade 4 book: Contains five units and more than 50 hours of instruction. Shares helpful directions for implementing lessons and connecting content across the curriculum. Addresses psychosocial skills. Features critical thinking activities, hands-on building and design, reading, writing, creativity, and math and science connections. Covers relevant topics, including resilience, growth mindset, perfectionism, empathy, self-understanding and identity, friendship, and what it means to be gifted. Each classroom-tested lesson addresses one or more affective standards from the National Association for Gifted Children, psych

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Book SynopsisIn The Learning Power Approach: Teaching learners to teach themselves Guy Claxton sets out the design principles of a pedagogical formula that aims to strengthen students' learning muscles and develop their independence, initiative, determination, and love of learning. Foreword by Carol S. Dweck. Learning is learnable! Educators can explicitly teach not just content, knowledge, and skills, but also the positive habits of mind that will better prepare students to flourish both in school and in later life. And as `traditionalists' fight for rigour and knowledge, and `progressives' defend the increasing focus on character and well-being, Guy Claxton's Learning Power Approach (LPA) brings resolution to this phoney and unnecessary war by offering teachers a win-win pedagogical formula that delivers good academic results while simultaneously turbocharging students' independence, initiative, and love of learning. In this groundbreaking book Guy distils fifteen years' experience with his influential Building Learning Power method to provide a set of design principles for strengthening students' learning muscles, and - together with a wealth of practical strategies and the supporting evidence that underpins them - details the small tweaks to daily practice that will help teachers attend more closely to the ways in which they can shape their students' learning dispositions and attitudes. Complemented by engaging and informative classroom examples of the LPA in action - and drawing from research into the fields of mindset, metacognition, grit, and collaborative learning - The Learning Power Approach describes in detail the suite of beliefs, values, attitudes, and habits of mind that go in to making up learning power, and offers a thorough explanation of what its intentions and guiding principles are. Furthermore, in order to help those who are just setting out on their LPA journey, Guy presents teachers with an attractive menu of customisable strategies and activities to choose from as they begin to embed the LPA principles into their own classroom culture, and also includes at the end of each chapter a "Wondering" section that serves to prompt reflection, conversation, and action among teachers. Suitable for teachers and leaders in all educational settings,The Learning Power Approach carefully lays the groundwork for a series of books to follow that are specifically tailored to primary teaching, secondary teaching, and school leadership.Table of ContentsChapters include: The Origins of the Learning Power Approach What Is Learning? What Exactly Is the Aim of the Learning Power Approach? How Do I Get Started? Some Quick Wins Why Does Learning Power Matter? Ten Good Reasons for Pumping Those Learning Muscles What Is Learning Power Made of? Learning Power in Action: Some Classroom Illustrations Design Principles of the LPA Classroom What Is the Evidence for the Learning Power Approach? Distinctions and Misconceptions Joining the Culture Club

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Book SynopsisAt a time when pornography is more accessible than ever and many young people are inadvisably turning to pornography to learn about sex and relationships, this book explores what pornography is, the politics behind pornography, how it can affect both sexual and non-sexual relationships and the effects of pornography on mental health. The book also covers the important wider topics of the making and sharing of inappropriate images and over exposure to porn contributing to what is becoming known as 'rape culture'. It includes full lesson plans, activities, photocopiable materials and clear information on how to implement the programme, including outlines for staff CPD sessions and parent workshops.This book will be vital for PSHE teachers, senior leadership teams, pastoral care teams, school counsellors, youth workers, school nurses, and anyone who might be involved in sex education provision for young people.Trade ReviewA fantastic resource which allows a flexible approach when educating young people about pornography. This book delves in to some of the challenges young people are facing when making sense of Relationships and Sex and provides the tools to broach this sensitive topic. The activities set within the book allow educators to begin an important conversation around the unrealistic expectations of relationships, bodies and sex which are often portrayed in the media. -- Rebecca Jennings (RSHE Consultant)Educating Young People About Pornography brings an additional, essential component to RSE curriculum. Young people are increasingly exposed to hypersexualised imagery through contemporary digital media. Understanding this, and supporting young people to navigate the complexities this brings to a healthy understanding of intimate relationships is vital. This resource will be a key part of the youth workers toolkit. -- Abbee McLatchie, Director of Youth Work, National Youth AgencyPacked with creative activities and ideas to enable teachers to have positive, thought provoking conversations with young people. An essential guide for any teacher delivering RSE. -- Rachel Houlden, Director, AC EducationA vital resource to have in any practitioner's toolkit, be that a youth and community worker or a teacher Vanessa once again offers grounded resources that can be adapted to meet any given situation. This book allows for honest, healthy and open discussions with young people to explore the influence of pornography and provides an understanding within the framework of intersectionality.A much needed resource to support national curriculums. -- Deborah Terras, Lecturer, University of Cumbria, Institute of Health'... one in five boys aged between 16 and 20 said they were 'dependent on porn as a stimulant for real sex' (Rogers, V. 2022) Working in the secure estate, an environment where RSE is limited, this resource is key. From setting ground rules, knowing your environment and understanding the law, to providing a glossary, a plethora of session plans and ideas for impact measurement, it is a must for any youth worker out there. -- Esther Honer-Aird, Director of Policy and Procedure, Kinetic Youth LtdOne thing that all youthworkers want to help with workload is a catalogue of great session activity ideas that they can rely on to be easy to implement, high quality and engaging. Pornography is often such an awkward topic and we (facilitators) just want to know we are doing the best job. If you're looking for all of this to help you plan the best RSE education for your young people, then this book answers your prayers. Its only fault is that it has so many great ideas that you just don't have time to cover them all! I've used it in one-to-one sessions as well as with young people who need guidance in a particular area, such as sexism. It's inclusive, comprehensive, and you have the assurance that it has been written by an expert educator in the field. If you're a PSHE teacher or youthworker, this MUST be on your bookshelf -- Charlotte Gordon, Director of KIP Education CICTable of ContentsChapter 1: Defining PornographyChapter 2: The Politics of PornChapter 3: Sex SellsChapter 4: Finding out about sexChapter 5: Porn Vs. Real Life RelationshipsChapter 6: Porn, Body Image and Mental Health Updated Appendices

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Book SynopsisThis book focuses on the emotional complexity of language teaching and how the diverse emotions that teachers experience while teaching are shaped and function. The book is based on the premise that teaching is not just about the transmission of academic knowledge but also about inspiring students, building rapport with them, creating relationships based on empathy and trust, being patient and most importantly controlling one’s own emotions and being able to influence students’ emotions in a positive way. The book covers a range of emotion-related topics on both positive and negative emotions which are relevant to language teaching including emotional labour, burnout, emotion regulation, resilience, emotional intelligence and wellbeing among others. These topics are studied within a wide range of contexts such as teacher education programmes, tertiary education, CLIL and action research settings, and primary and secondary schools across different countries. The book will appeal to any student, researcher, teacher or policymaker who is interested in research on the psychological aspects of foreign language teaching.Trade ReviewThis volume provides fascinating insights into the complexity of emotions shaping language teachers’ classroom practice, experiences and working lives. The editors have brought together a rich range of theoretical and empirical perspectives spanning a diversity of professional contexts. The book will be of value to all those concerned with understanding or researching the emotional dimension of language teaching. * Ema Ushioda, University of Warwick, UK *This timely anthology explores the foundational role of emotions in the professional lives and everyday practices of language teachers. Drawing on a wide range of theoretical, methodological and classroom-based approaches, the chapters open up new dimensions in our knowledge of the complexity and salience of language teacher emotions within and across multiple contexts. * Cynthia J. White, Massey University, New Zealand *A timely collection that advances new directions for investigating and reflecting on emotions in language education. Bringing various strands of contemporary emotion research to bear on diverse educational contexts across the globe, it provides essential insights into the affective realities that shape teachers’ professional practices and impact their personal wellbeing. * Matthew T. Prior, Arizona State University, USA *This much-needed anthology uniquely recognises language teacher emotions and their importance for classroom practices but, most importantly, for teachers’ own personal and professional development [...] After reading this book, the reader learns about the role of emotions and, more importantly, about the benefits of embracing more challenging and unpleasant emotions which can lead to personal growth and development. -- Lorena Salud Gadella Kamstra, University of Essex, UK * BAAL News, 119 *This volume is particularly valuable and timely due to a currently unsettled teaching environment. Global changes that have occurred in the year 2020 have stirred a range of emotions and have forced many educators to promptly readjust to an emergency remote teaching context. -- Anna Belobrovy, Rikkyo University, Japan * JALT Journal, 43.2, November 2021 *Providing fundamental insights into the complexity of teacher emotions, this collection is devoted to exploring the role of these emotions in diverse cultural contexts by combining emotion theory, emotion-related psychological factors, and language teaching practice. It is suitable for anyone interested in learning about and further investigating teacher emotions. -- Wenxiu Chu and Honggang Liu, Northeast Normal University, China * Frontiers in Psychology, Vol 11, October 2020 *The Emotional Rollercoaster of Language Teaching provides readers with a wide range of perspectives and an accurate picture of the field, revealing the complexity of language teachers’ emotions and uncovering some emotional challenges affecting their well-being, pedagogical practices, and professional lives. -- Alfaf Albakistani, Birkbeck, University of London, UK * LINGUIST List 32.1140 *Table of ContentsTables, Figures and Images Acknowledgements Contributors Jane Arnold: Foreword Chapter 1. Christina Gkonou, Jean-Marc Dewaele and Jim King: Introduction to the Emotional Rollercoaster of Language Teaching Chapter 2. Nicole Hofstadler, Kyle Talbot, Sarah Mercer and Anita Lämmerer: The Thrills and Ills of CLIL Chapter 3. Kris Acheson and Robert Bruce Nelson: Utilising the Emotional Labour Scale to Analyse the Form and Extent of Emotional Labour among Foreign Language Teachers in the US Public School System Chapter 4. Sarah Benesch: Theorising Emotions from a Critical Perspective: English Language Teachers’ Emotion Labour When Responding to Student Writing Chapter 5. Emily Edwards and Anne Burns: ‘Opening Pandora’s Box’: Language Teachers’ Dynamic Emotional Experiences of Conducting Action Research Chapter 6. Achilleas Kostoulas and Anita Lämmerer: Resilience in Language Teaching: Adaptive and Maladaptive Outcomes in Pre-service Teachers Chapter 7. Joseph Falout: Past L2 Selves, Emotions and Classroom Group Dynamics: The Don’t Ask, Can’t Tell Policy Chapter 8. Christina Gkonou and Elizabeth R. Miller: ‘Critical Incidents’ in Language Teachers’ Narratives of Emotional Experience Chapter 9. Simon Humphries: “Please Teach Me How to Teach”: The Emotional Impact of Educational Change Chapter 10. Maiko Ikeda, Osamu Takeuchi and Hiroyuki Imai: Investigating Dynamic Changes in Elementary School Teachers’ Anxiety when Teaching English Chapter 11. Sam Morris and Jim King: Emotion Regulation among University EFL Teachers in Japan: The Dynamic Interplay between Context and Emotional Behaviour Chapter 12. Peter I. de Costa, Wendy Li and Hima Rawal: Should I Stay or Leave? Exploring L2 Teachers’ Profession from an Emotionally-inflected Framework Chapter 13. Tammy Gregersen, Peter D. MacIntyre, & Nicole Macmillan: Dealing with the Emotions of Teaching Abroad: Searching for Silver Linings in a Difficult Context Chapter 14. Rebecca Oxford: The Well of Language Teachers’ Emotional Well-Being Chapter 15. Jean-Marc Dewaele: What Psychological, Linguistic and Sociobiographical Variables Power EFL/ESL Teachers’ Motivation? Chapter 16. Jim King, Christina Gkonou and Jean-Marc Dewaele: Concluding Thoughts on the Emotional Rollercoaster of Language Teaching Index

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Book SynopsisBy engaging with education, contemporary art and global sustainability goals, this book connects the artistic way of communication with ecological obligations and social issues and promotes a sense of active citizenship. International, empirical and curricular research presents a case for strong learning communities that take a clear political stand in favour of socially engaged art pedagogies. The main aim of is to showhow shared spaces for exchange in the fields ofart education and continuous professionaldevelopment can reflect, inspire and integratesustainability principles that are becoming crucialin today's world. The authors propose the ideathat coordinated action can lead to a moresustainable future by promoting a sense ofcommunity, lifelong learning and confidence in thepossibility of changing current conditions. Its threeparts combine expertise in visual arts education,education for sustainable development,contemporary art practice and sustainabilityactivism. While Part I focuses on literature in thefield and the interrelation of different disciplines,Part II provides concrete examples of professionallearning communities and pedagogies that can beused to enrich the field of art education. Finally,Part III presents brief case studies illustratinginternational projects by contemporary artists,curators, environmentalists and others, providingeducators with several inspirational models ofconcrete and creative action.

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