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Book SynopsisThis revised and updated sixth edition of Reference and Information Services continues the book''s rich tradition, covering all phases of reference and information services with less emphasis on print and more emphasis on strategies and scenarios.Reference and Information Services is the go-to textbook for MSLIS and i-School courses on reference services and related topics. It is also a helpful handbook for practitioners. Authors include LIS faculty and professionals who have relevant degrees in their areas and who have published extensively on their topics. The first half of the book provides an overview of reference services and techniques for service provision, including the reference interview, ethics, instruction, reader''s advisory, and services to diverse populations including children. This part of the book establishes a foundation of knowledge on reference service and frames each topic with ethical and social justice perspectives. The second part of the boTrade ReviewEssential reading for all librarians, particularly those with a concentration in reference and bibliographic instruction. * Library Journal Starred Review *

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Book SynopsisTranslating cutting-edge research into practical recommendations for assessment and instruction, this book has helped thousands of readers understand the key role of phonological awareness in the development of reading, writing, and spelling. It clearly shows how children's knowledge about the sound structure of spoken language contributes to literacy acquisition. Evidence-based strategies are described for enhancing all learners' phonological awareness and effectively supporting those who are struggling (ages 3â17). The book discusses ways to tailor instruction and intervention for a broad range of students, including English language learners (ELLs) and those with reading or language disorders. New to This Edition: *Incorporates over a decade of important advances in research, assessment, and instruction. *Chapter on ELLs, plus additional insights on ELLs woven throughout the book, including new case studies. *Chapter on spelling development. *SignificantlyTrade Review"Dr. Gillon’s contributions are amazing! If only all reading/literacy instructors, university professors of education, school administrators, and speech–language pathologists were to read, digest, and apply the insights in this book, I am certain that 'at-risk' children would become significantly better readers, and that the literacy skills of all children would be enhanced as well. This volume is loaded with evidence-based information, but it also is extremely readable."--Barbara Williams Hodson, PhD, Professor Emerita of Communication Sciences and Disorders, Wichita State University "Gillon addresses theoretical and practical aspects of the important role of phonological awareness in becoming literate, the basic right of every individual. The second edition presents up-to-date research on the development of phonological awareness as well as the practicalities of helping children learn to read and spell. This excellent volume fills a need for literacy researchers and practitioners and will be an exceptional resource for literacy courses at the undergraduate and graduate levels. I will definitely use it in my classes."--R. Malatesha Joshi, PhD, Department of Teaching, Learning, and Culture, Texas A&M University; Fellow, American Educational Research Association ?"What makes this book stand out is its attention to the importance of phonological awareness and other linguistic awareness skills to both reading and spelling. Strong content on assessment and intervention makes this a valuable resource for educators and specialists, such as speech–language pathologists, alike. It will be a welcome addition to courses on language development and/or disorders."--Kenn Apel, PhD, CCC-SLP, Department of Communication Sciences and Disorders, University of South Carolina "This excellent second edition provides clear and comprehensive answers to essential questions: How does phonological awareness develop and transfer across languages? Why is it so crucial in learning to read and spell? How can it be assessed in children of differing ages and cognitive and linguistic abilities? The volume reviews evidence-based instructional strategies and programs for supporting the development of phonological awareness in children with a wide range of literacy learning needs. It offers highly useful information for classroom teachers, intervention specialists, speech–language pathologists, educational psychologists, teacher educators, and educational policymakers."--William E. Tunmer, PhD, Distinguished Professor of Educational Psychology, Massey University, New Zealand -Table of Contents1. Phonological Awareness Defined 2. Theoretical Background 3. Phonological Awareness Development 4. Phonological Awareness Development in Speakers of Languages Other Than English, with Amir Sadeghi and John Everatt 5. The Importance of Phonological Processing Skills in Dyslexia, with John Everatt 6. Phonological Awareness Development in Children with Spoken Language Impairment, with Brigid McNeill 7. Phonological Awareness and Spelling Development, with Brigid McNeill 8. Phonological Awareness Assessment, with John Everatt and Amir Sadeghi 9. Phonological Awareness Intervention 10. Instructional Frameworks 11. Phonological Awareness in Children with Complex Communication Needs, with Sally Clendon 12. Concluding Remarks Appendix. English Phonemes References Index

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Book SynopsisThis new version of The Common Core Companion provides indexes for all states implementing state-specific ELA standards, allowing you to tap into the potency of standards-based teaching ideas.Table of ContentsPreface Introduction: Turning Standards Into Daily Teaching Key Principles and Additional Teaching Strategies for English Language Learners 3–5 Quick Reference: Common Core State Standards, K–12 English Language Arts Indexes Cross-Referencing Your State Standards The Complete Common Core State Standards: Decoded Part 1. Reading Key Ideas and Details 1. Read closely for explicit meaning . . . make logical inferences . . . cite textual evidence 2. Determine central ideas . . . analyze their development . . . summarize key details 3. Analyze how and why individuals, events, and ideas develop and interact Craft and Structure 4. Interpret words and phrases as they are used . . . and shape meaning or tone 5. Analyze the structure of texts, including specific elements and sections 6. Assess how point of view or purpose shapes the content and style of a text Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats 8. Delineate and evaluate the argument and specific claims, including the validity 9. Analyze how two or more texts address similar themes or topics Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts Part 2. Writing Text Types and Purposes 1. Write arguments to support claims . . . using valid reasoning and . . . evidence 2. Write informative/explanatory texts to examine and convey complex ideas 3. Write narratives to develop real or imagined experiences or events Production and Distribution of Writing 4. Produce clear and coherent writing 5. Develop and strengthen writing . . . by planning, revising, editing, rewriting 6. Use technology . . . to produce and publish writing and to interact and collaborate . . . Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects 8. Gather relevant information from multiple . . . sources . . . avoiding plagiarism 9. Draw evidence from . . . texts to support analysis, reflection, and research Range of Writing 10. Write routinely . . . for a range of tasks, purposes, and audiences Part 3. Speaking and Listening Comprehension and Collaboration 1. Prepare for and participate in . . . conversations and collaborations 2. Integrate and evaluate information presented in diverse media and formats 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence 5. Make strategic use of digital media and visual displays of data 6. Adapt speech to a variety of contexts . . . demonstrating command of formal English Part 4. Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage 2. Demonstrate command of the conventions of standard English . . . capitalization, punctuation, and spelling Knowledge of Language 3. Apply knowledge of language to understand how language functions Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown . . . words and phrases 5. Demonstrate understanding of figurative language, word relationships . . . nuances 6. Acquire and use . . . general academic and domain-specific words and phrases Part 5. Reading Standards: Foundational Skills Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words Fluency 4. Read with sufficient accuracy and fluency to support comprehension Resources Resource A. Common Core Recommended Reading Lists Resource B. Text Complexity Tool Resource C. Planning Calendar Templates

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Book SynopsisComet Street Kids reading books follow the adventures of Rav, Asha, Tess and Finn, four of the residents of Comet Street. There are 144 exciting stories in the series that children won't be able to put down.When Mr Edmunds’ favourite gnome goes missing, the Comet Street Kids are determined to solve the mystery. But after a lot of searching, it’s nowhere to be found. They can’t let Mr Edmunds down! Is there another answer?Reading age: 6-7 years

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Book SynopsisYoung Children and the Arts: Nurturing Imagination and Creativity examines the place of the arts in the experiences of young and very young children at home and in out-of-home settings at school and in the community. There is great need for development of resources in the arts specifically designed to introduce babies and toddlers to participatory experiences in the visual arts, dance, music, and storytelling/theatre. This book presents valuable guidelines for early childhood teachers, families, caregivers and community organisations. Young Children and the Arts presents a comprehensive approach to the arts that is aligned with early childhood developmentally appropriate practice and that combines an exploratory, materials-based approach with an aesthetic-education approach for children from birth to eight years of age. It addresses both how the arts are foundational to learning, and how teachers and parents can nurture young children’s developing imagination and creativity. The models presented emphasise a participatory approach, introducing young children to the arts through activities that call for engagement, initiative and creative activity. Additionally, Young Children and the Arts addresses the intersection of early childhood education and the arts—at points of convergence, and at moments of tension. The role of families and communities in developing and promoting arts suffused experiences for and with young children are addressed. Young Children and the Arts examines the role of innovative arts policy in supporting a broad-based early arts program across the diverse settings in which young children and their families live, work, and learn.

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Book SynopsisTraditional grammar instruction often focuses too much on what’s right or what’s wrong, hiding the true power of conventions—the creation of meaning, purpose, and effect. Instead of hammering high school students with the mistakes they should avoid, Jeff Anderson, Travis Leech, and Holly Durham suggest exploring grammar through the celebration of author’s purpose and craft. In Patterns of Power, Grades 9-12: Teaching Grammar Through Reading and Writing, they invite you to create an environment in which writers thrive while studying and appreciating the beauty, effects, and meaning of grammar. Inside this book, teachers will find a comprehensive explanation of the brain-based Patterns of Power invitational process, as well as: 35 standards-aligned lesson sets built around practical, engaging, inquiry-based methods that take deeper dives into grammar and craft than any worksheet, quiz, or editing exercise ever could A variety of high-interest model texts from authentic and diverse sources, including excerpts from classic and current novels, memoirs, plays, graphic novels, poems, and media Real-life classroom examples and tips with suggestions for scaffolding new learning and ideas for how to use the lessons in AP courses Templates for extended application, easy to locate printables, and ready-to-go visuals Additional Models for Further Study for extension opportunities in every lesson set An entire chapter devoted to helping high school writers master citations in research With hundreds of teach-tomorrow resources and implementation supports such as quick-reference guides, specific applications to reading instruction, and soundtrack suggestions to infuse the joy of music into grammar instruction, Patterns of Power, Grades 9-12 gives you everything you need to inspire your high school writers to move beyond limitation and into the endless possibilities of what they can do as writers. The Patterns of Power series also includes Patterns of Power, Grades 6-8: Inviting Adolescent Writers into the Conventions of Language; Patterns of Power, Grades 1-5: Inviting Young Writers into the Conventions of Language; Patterns of Wonder, Grades PreK-1: Inviting Emergent Writers to Play with the Conventions of Language; and Patterns of Power en Español, Grades 1-5: Inviting Bilingual Writers into the Conventions of Spanish.Trade ReviewI can’t wait to put Patterns of Power, 9–12 in the hands of every high school English teacher in my district! This practical approach to teaching writing through the beauty and power of mentor texts supports our instructional philosophy by inspiring teachers to finally retire ineffective, prescriptive grammar instruction. Teaching with the Invitations to Notice, Compare and Contrast, Imitate, Celebrate, Apply, and Edit will help students understand the why of grammar and punctuation while motivating them to explore possibilities rather than avoid errors.”—Tracy Winstead, District Coordinator, High School English Curriculum and Instruction"If high school teachers are looking for a way to teach grammar and conventions that is meaningful and transfers to student writing, they should look no further than Patterns of Power: Teaching Grammar Through Reading and Writing, Grades 9–12. By starting with a mentor sentence, students are invited to take an inquiry stance as they think through the writer’s moves and the impact on the reader. Patterns of Power, 9–12 helps students gain the confidence and agency they need to try new grammar and convention moves in their own writing."—Erica Bissel, Coordinator of Reading and Language Arts“Jeff's books have been pivotal to the success of our writing program since Everyday Editing. His invitational approach to noticing author's purpose and craft is non-threatening and engaging to students. We are excited to dive into this new book with Travis Leech and Holly Durham and continue inspiring our students to ‘sharpen their ideas.’”—Dr. Susan Diaz, Executive Director of Secondary Curriculum and Instruction“Up early one morning, I thought I’d skim this book while sipping that first cup of coffee. The skimming stopped almost immediately as I began reading slowly to catch every idea, to understand each teaching move, to jot my own notes in my journal. My coffee grew cold and was forgotten. I was watching master teachers Jeff, Travis, and Holly make things such as colons and commas, apostrophes and appositives, phrases and fragments become more than things to be learned; instead, they were turning conventions of language into conversations I wanted to have with kids. Filled with the well-designed lessons that show you how to move kids from noticing to naming to using, this is a book that won’t sit on your bookshelf. It will stay beside you as it guides you through lessons that actually help kids think about how they write.”—Kylene Beers, coauthor of Notice and Note: Strategies for Close Reading and Forged by Reading: The Power of a Literate Life“The Patterns of Power series epitomizes our philosophical approach to grammar: that it should arise from authentic literature and be presented when it would make sense to students based on their writing. Students need not be numbed by grammar instruction that follows a rigid textbook. Rather, a flexible approach of presenting examples which help readers to discover patterns, understand the conventions of language, appreciate great writing, and become enthusiastic writers is the most effective and enjoyable one.”—Michael R. Bowman, Supervisor of Curriculum & Instruction“Jeff Anderson has done it again! We know our secondary students need practice understanding and applying the conventions of English. Patterns of Power, 9–12 provides lessons that engage high school students in learning what is often missing in a world of quick text messages and limited face to face interactions. Students will use a variety of engaging texts to hook them into learning, practicing, and becoming proficient readers and writers of the English language.”—Heather Anderson, Educator, Author, and Consultant“I found just about every line in Jeff, Travis, and Holly’s Patterns of Power both immediately applicable and incredibly useful in my ninth and tenth-grade ELA classes. But hands down, my favorite aspect is how the authors center student inquiry in their approach to teaching grammar. Students are driven toward ‘discovery of grammatical concepts and deep consideration of their purpose.’ Being encouraged to consider—and even debate—the why of grammar as they are learning the how has changed the game for my students. In truth, this book has shored up a huge gap in my pedagogy, and I am very grateful.”—Matthew Kay, author of Not Light, but Fire: How to Lead Meaningful Race Conversations in the Classroom“These authors love language . . . and the voice of the text sings, celebrates, and rings with truth. This book is both wise and a pleasure to read. Patterns of Power, Grades 9–12 will give you new ways to think and plan for regular practice with conventions.”—Penny Kittle, Plymouth State University Writing TeacherTable of ContentsIntroduction: Looking Closely at the World Through Grammar; How to Use This Book; Part 1: Getting Started with the Patterns of Power Process; 1: Into PLANNING: A Step-by-Step Guide to Preparing Engaging Grammar Lessons; 2: Into the CLASSROOM: How to Teach Grammar with the Patterns of Power Process; 3: Into APPLICATION: Guiding Writers to USE the Patterns of Power; Part 2: Into the Lessons with the Patterns of Power Process; Into the Lessons: How Are the Lessons Formatted?; 4: The Purpose and Craft of PUNCTUATION; 5: The Purpose and Craft of CLAUSES; 6: The Purpose and Craft of PHRASES; 7: The Purpose and Craft of PARALLEL STRUCTURE; 8: The Purpose of CITATIONS; 9: The Purpose and Craft of CREATIVE PATTERNS; Conclusion

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Book SynopsisChildren need to experience nature, and gardening is a good way to encourage them to engage with the earth, plants and animals.Gardening classes, as taught in Steiner-Waldorf schools from Class 6 to Class 10, help children develop many important skills, including sensory perception and motor skills, as well as an understanding of ecology and agriculture. How can such a complex subject be taught well and effectively?In a clear structure -- which includes the history of school gardens, aspects of child development, and practical help on teaching methods, lesson planning for different age groups, and maintaining the garden itself -- Birte Kaufmann offers many useful tips and suggestions for new or developing gardening teachers.

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Book SynopsisNote that the Floris Books editions of Jamie York's books have been completely revised for UK and European notation, language and metric systems. They are also suitable for use in South Africa, Australia and New Zealand.Experienced maths teacher and consultant Jamie York believes that a love of learning comes through the teacher, so his books are committed to supporting teachers in developing their classroom skills and to fostering a love of maths in their students. Unlike conventional maths textbooks, his books are not full of fancy graphics and contrived ways to make maths fun. Rather, they:-- focus on the essentials, so teachers aren't overwhelmed by endless lists of required material-- are genuinely interesting and challenging, sparking students' enthusiasm for learning maths-- are developmentally appropriate to the age of the child, thereby encouraging inner mathemetical awareness and thinking-- favour depth over superficiality, to avoid teaching blind procedures to solve meaningless problemsThis teachers' resource book for Classes 6 to 8 provides a direct and logical approach to teaching 12 to 15-year-olds maths. Each class level and topic provide numerous tried and tested examples and explanations. The SourceBook can be used in conjunction with the specially-developed workbooks for Classes 6 to 8.The book includes:Class 6: fractions, decimals, percents, mental maths and maths tricks, divisibility, casting out nines, exponents and roots, prime factorisation, converting repeating decimals to fractions and more.Class 7: the metric and imperial systems, percents, rates, ratios, irrational numbers, the square root algorithm, basic geometry and more.Class 8: Pythagorean Theorem, exponential growth, proportions, area and volume, dimensional analysis (unit conversions), basic algebra skills and more.Trade Review'Through daily practice with the Making Maths Meaningful workbooks, my students developed an amazing fluency and knack for the nature of numbers. My students are more creative in their problem solving and critical thinking, have cultivated good work habits and have found that each of them are able to learn the magic of mathematics. 'They have also developed a set of characteristics that will help them push forward when they're in doubt and start working through an issue that seems to have no solution in sight.'-- Alyssum Barber, Madrone Trail Waldorf Charter School, Oregon'I taught using more mainstream math textbooks in my previous classes and, while my students went on to be solid high school and college math students, they did not show the level of creative and confident mathematical problem solving that my present class has [using Making Maths Meaningful]. By helping a math or class teacher show how math is a fascinating, creative, yet quite achievable endeavor, Jamie York has helped me develop students who are on the path to becoming imaginative, analytical thinkers in high school.'-- Nancy Pierce, Portland, Oregon 'I'm a 6th grade teacher and my students worked with your workbook this year, and I took many inspirations from your Middle School Curriculum Guide. I just wanted to let you know what a fabulous, positive experience it was. I think I found myself in that "difficult middle school spot" that teachers can get into, but my students loved working with your book.'-- Claudia Thomas, Richmond, Virginia

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Book SynopsisThis new book aims to explore the key issues and debates surrounding the question of the incorporation and institutionalisation of restorative justice within existing penal and criminal justice systems, an increasingly pressing issue given the rapid spread of restorative justice worldwide at both national and international levels. In doing so it aims to build bridges between those concerned with the practical institutionalisation of restorative justice on the one hand, and those engaged in more theoretical aspects of penal development and analysis on the other. It offers conceptual tools and a theoretical framework to help make sense of these developments, reflecting expertise drawn from analysis of developments in Europe, North America and Australasia.Table of ContentsIntroduction 1. The prospect for institutionalization of restorative justice initiatives in western countries 2. The vital context of restorative justice 3. Beyond evangelical criminology: the meaning and significance of restorative justice 4. The intermediate position of restorative justice: the case of Belgium 5. Institutionalizing restorative justice? Transforming criminal justice? A critical view of the Netherlands 6. Institutionalizing restorative justice in a cold, punitive climate 7. The French phantoms of restorative justice: the institutionalization of 'penal mediation' 8. The institutionalization of restorative justice in Canada: effective reform or limited and limiting add-on? 9. The institutionalization of principles in restorative justice - a case study from the UK 10. Risk and restorative justice: governing through the democratic minimization of harms 11. Reintegrative shaming and restorative justice: reconciliation or divorces? 12. Balancing the ethical and political: normative reflections on the institutionalization of restorative justice 13. Epilogue

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Book Synopsis'Eurythmy, if you have heard of it at all, is more than you realize. It is certainly different from how it usually appears...'With no previous training or knowledge required, Sivan Karnieli's handy workbook presents a range of focused, practical exercises to calm, strengthen and centre. Accessible to all, it gives instructions for daily practice that can effectively counteract stress and burn-out, psychological blocks and other symptoms of modern life. Whether you work with these exercises for five minutes or an hour a day, they help harmonize body, soul and spirit, enabling you to find your true self.This straightforward guide to the art of eurythmy has a huge amount to offer everyone. Rather than delving deeply into theory, it invites you to be active and to make an immediate start!

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Book Synopsis"I genuinely believe I have never taught mathematics better, and my students have never learned more. I just wish I had known all of this twelve years ago."Craig Barton is one of the UK's most respected teachers of mathematics. In his remarkable new book, he explains how he has delved into the world of academic research and emerged with a range of simple, practical, effective strategies that anyone can employ to save time and energy and have a positive impact on the long-term learning and enjoyment of students. Craig presents the findings of over 100 books and research articles from the fields of Cognitive Science, Memory, Psychology and Behavioural Economics, together with the conversations he has had with world renowned educational experts on his Mr Barton Maths Podcast, and subsequent experiments with my students and colleagues.Trade Review''How I wish I'd taught maths' is an extraordinary and important book. Part guide to research, part memoir, part survival handbook, it's a wonderfully accessible guide to the latest research on teaching mathematics, presented in a disarmingly honest and readable way. I know of no other book that presents as much usable research evidence on the dos and don'ts of mathematics teaching in such a clear and practical way. No matter how long you have been doing it, if you teach mathematics--from primary school to university--this book is for you.' Dylan Wiliam, Emeritus Professor of Educational Assessment, UCL 'How I wish I had taught maths' is a rare and wonderful book, one that could only have been written by someone with Craig's devotion to teaching and willingness to become immersed in the research literature on how people learn. In clear, concrete, and compelling terms Craig illustrates evidence-based ways to upgrade mathematics instruction, ways that are often unintuitive and/or at odds with prevailing educational practices. It makes us wish that young people the world over might have the good fortune to find themselves in classes that incorporate Craig's insights. In fact, whereas Craig writes, "I'll be honest--this book has been created for maths teachers," we think that Craig's "lessons learned" can, with some creativity, enhance any teaching.' Robert A. Bjork and Elizabeth L. Bjork, Department of Psychology, University of California, Los Angeles 'It's rare that we change our habits and beliefs once they are established - cognitive bias is strong in us. And that is what makes this book so exceptional. Craig describes not only what he's learned from a methodical study of cognitive science but how he's changed over time despite his initial success. There's a joyful relentlessness to Craig's study of teaching methods. He starts out telling us he wants to "know every detail," and what makes the book so exceptional is just that- the way the story of how something he learned about teaching played out in a specific problem or lesson, was refined and improved. It's an incredibly useful book for maths teachers especially but really for anyone who teaches and cares about getting it right.' Doug Lemov, former teacher and author of Teach like a Champion, @Doug_Lemov''How I wish I'd taught maths' is an extraordinary and important book. Part guide to research, part memoir, part survival handbook, it's a wonderfully accessible guide to the latest research on teaching mathematics, presented in a disarmingly honest and readable way. I know of no other book that presents as much usable research evidence on the dos and don'ts of mathematics teaching in such a clear and practical way. No matter how long you have been doing it, if you teach mathematics--from primary school to university--this book is for you.' Dylan Wiliam, Emeritus Professor of Educational Assessment, UCL 'How I wish I had taught maths' is a rare and wonderful book, one that could only have been written by someone with Craig's devotion to teaching and willingness to become immersed in the research literature on how people learn. In clear, concrete, and compelling terms Craig illustrates evidence-based ways to upgrade mathematics instruction, ways that are often unintuitive and/or at odds with prevailing educational practices. It makes us wish that young people the world over might have the good fortune to find themselves in classes that incorporate Craig's insights. In fact, whereas Craig writes, "I'll be honest--this book has been created for maths teachers," we think that Craig's "lessons learned" can, with some creativity, enhance any teaching.' Robert A. Bjork and Elizabeth L. Bjork, Department of Psychology, University of California, Los Angeles 'It's rare that we change our habits and beliefs once they are established - cognitive bias is strong in us. And that is what makes this book so exceptional. Craig describes not only what he's learned from a methodical study of cognitive science but how he's changed over time despite his initial success. There's a joyful relentlessness to Craig's study of teaching methods. He starts out telling us he wants to "know every detail," and what makes the book so exceptional is just that- the way the story of how something he learned about teaching played out in a specific problem or lesson, was refined and improved. It's an incredibly useful book for maths teachers especially but really for anyone who teaches and cares about getting it right.' Doug Lemov, former teacher and author of Teach like a Champion, @Doug_Lemov

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Book SynopsisA practical guide to pedagogy in the English classroom, supporting the teaching abstract, classic and challenging texts and concepts. Many teachers are struggling with the new GCSE syllabus for Literature, and this book provides useful resources, strategies and approaches for the key areas of challenge in the English classroom. Full of practical ideas for educators to use in their classrooms, it is the perfect book for any English teachers who want some fresh ideas for approaching GCSE Literature.

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Book SynopsisThis bundle includes both volumes of Enacting the Work of Language Instruction.Volume 1 presents an approach to teacher education and professional development that emphasizes carefully deconstructing fundamental instructional practices that are complex and often not visible through observation, definition, or brief explanation. Its goal is to assist teachers in learning how to enact specific practices, referred to as high-leverage teaching practices, deemed essential to foreign language teaching and situated in theory and research.Six practices are presented in Volume 1: Facilitating Target Language Comprehensibility; Building a Classroom Discourse Community; Guiding Learners to Interpret and Discuss Authentic Texts; Focusing on Form in a Dialogic Context Through PACE; Focusing on Cultural Products, Practices, and Perspectives in a Dialogic Context; Providing Oral Corrective Feedback to Improve Learner PerformanceUnique features of the book include deconstruction of each practice, activities for rehearsing the practices, rubrics for assessing performance, tools to assist teachers in enacting the practices, and discussion of how each practice relates to larger educational issues.Volume 2 continues the discussion of HLTPs begun in Volume 1 by deconstructing an additional four practices that are complex and often not visible through observation or brief explanation:• Establishing a Meaningful and Purposeful Context for Language Instruction• Planning for Instruction Using an Iterative Process for Backward Design• Engaging Learners in Purposeful Written Communication• Developing Contextualized Performance AssessmentsFeatures of the book include deconstruction of each practice, activities for rehearsing the practices, rubrics for assessing performance, tools to assist teachers in enacting the practices, and discussion of how each practice relates to larger educational issues. This volume explains how teachers can move from deconstructing the practices to enacting them, and ultimately to using greater creativity in adapting the practices.

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Book SynopsisParents can teach their children to read--no expertise required! Parents can take charge of their children’s literacy with this updated, easier-to-use edition of the classic jargon-free phonics guide. Too many parents watch their children struggle with early reading skills — and don’t know how to help. Many phonics programs are too often complicated, overpriced, gimmicky, and filled with obscure educationalese. The Ordinary Parent’s Guide to Teaching Reading, Revised Edition cuts through the confusion, giving parents a simple, direct, scripted guide to teaching phonics and reading— from short vowels through supercalifragilisticexpialidocious. A new layout makes understanding and teaching the concepts even easier. With the accompanying Student Book, parents will have everything they need to take their children from the basics all the way to a fourth-grade reading level. Features a new introduction by Dr. Susan Wise Bauer.

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Book SynopsisThis book offers a comprehensive overview of the theoretical background and practice of physics teaching and learning and assists in the integration of highly interesting topics into physics lessons. Researchers in the field, including experienced educators, discuss basic theories, the methods and some contents of physics teaching and learning, highlighting new and traditional perspectives on physics instruction. A major aim is to explain how physics can be taught and learned effectively and in a manner enjoyable for both the teacher and the student. Close attention is paid to aspects such as teacher competences and requirements, lesson structure, and the use of experiments in physics lessons. The roles of mathematical and physical modeling, multiple representations, instructional explanations, and digital media in physics teaching are all examined. Quantitative and qualitative research on science education in schools is discussed, as quality assessment of physics instruction. The book is of great value to researchers involved in the teaching and learning of physics, to those training physics teachers, and to pre-service and practising physics teachers.Table of ContentsTopics of Physics Education and Connections to other Sciences.- Professional Competencies for Teaching Physics.- How to Teach a Teacher: Challenges and Opportunities in Physics Teacher Education in Germany and the U.S..- Instructional Design.- Nature of Scientific Knowledge and Nature of Scientific Inquiry in Physics Lessons.- Instructional Coherence and the Development of Student Competence in Physics.- Multiple Representations and Learning Physics.- Physical-Mathematical Modelling and its Role in Learning Physics.- Physics Tasks.- Experiments in Physics Teaching.- Multimedia and Digital Media in Physics In-struction.- Instructional Explanations in Physics Teaching.- Language in physics instruction.- Students’ Conceptions.- Formative Assessment- Methodical Basics of Empirical Research.- Qualitative research on science education in schools.

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Book SynopsisThis open access book discusses the functionality of the use of the language of photography in teachers' initial and ongoing training. It analyzes the nature of photography as a representation system, facilitating inquiry and reflection on its practice for teachers and evocating on theories and beliefs that may guide their work in classrooms. Photography is used to represent symbolically and affectively possible contradictions in teaching activities or the inconsistencies between planned teaching tasks and the educational purposes pursued. Resolving these conflicts is one of the ways to promote professional development. This book also describes photo-elicitation and photographic storytelling as work procedures. By analyzing the contributions of these techniques, the development of teachers is improved.Table of ContentsChapter 1. Photography in the media literacy of teachers: What impression do we give?.- Chapter 2. Photography in the media literacy of teachers: What impression do we give?.- Chapter 3. Photography as a system for representing the teacher’s theories and beliefs.- Chapter 4. Photography in the formative dimension of the practicum.- Chapter 5. Photovoice and photo-elicitation: similarities, differences, incorporation and role in in-service teacher training.- Chapter 6. Structures of the photo-elicitation process and emergence of contradictions in training teachers.- Chapter 7. The use of photo-elicitation situations in the practicum.- Chapter 8. Photo-elicitation in virtual environments as a tool for teachers’ inservice training.- Chapter 9. A brief story about stories.- Chapter 10. Multimodal photo-narration in initial teacher training.- Chapter 11. Modes of photo-narration by teachers and their effect on inquiry into teaching practice.- Chapter 12. The artist’s book as a form of autoethnography for the teaching profession.- Chapter 13. Training Sahrawi teachers using photo-narration in school.

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Book SynopsisThis book explores embodiment in second language education, sociocultural theory and research. It focuses on process drama, an embodied approach that engages learners’ imagination, body and voice to create a felt-experience of the second language and culture. Divided into three parts, it begins by examining the aesthetic and intercultural dimension of performative language teaching, the elements of drama and knowing-in-action. The central part of the book examines issues related to play, emotions, classroom discourse and assessment when learning a language through process drama, in a sociocultural perspective. The third part is an analysis of the author’s qualitative research, which informs a subtle discussion on reflective practitioner methodology, learner engagement and teacher artistry. Each chapter includes a drama workshop, illustrating in practice what embodying language in action can look like when working with asylum seekers, adult learners with intellectual disabilities, pre-service teachers, international students and children involved in a Content and Language Integrated Learning (CLIL) programme. A unique combination of theory, research and reflective practice, this book provides valuable insights for teacher/artists, teacher educators and researchers in the fields of performative and sociocultural language learning.Table of ContentsChapter 1: Introduction: What is ‘Artistry’ and Why Do we Need it in Second Language Education?.- PART I.- Chapter 2: Drama as Process in L2 Education.- Chapter 3: Aesthetic and Intercultural Engagement.- Chapter 4: The Elements of Drama: An Intercultural Perspective.- Chapter 5: Knowing-in-Action.- PART II.- Chapter 6: Play as Mediation in L2/Process Drama.- Chapter 7: Classroom Discourse in L2/Process Drama.- Chapter 8: Language Assessment and L2/Process Drama.- PART III.- Chapter 9: Performative Research: Methodology and Methods.- Chapter 10: Learner Engagement in L2/process drama.- Chapter 11: Teacher Artistry.- Chapter 12: Conclusion.

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Book SynopsisThis open access book addresses challenges related to women in STEM in higher education, presenting research, experiences, studies, and good practices associated with the engagement, access, and retention of women in the STEM disciplines. It also discusses strategies implemented by universities and policymakers to reduce the existing gender gap in these areas. The chapters provide an overview of implementations in different regions of the world and provide numerous examples that can be transferred to other higher education institutions.Table of ContentsA model for bridging the gender gap in STEM in higher education institutions.- A Review of Irish National Strategy for Gender Equality in Higher Education 2010-2021.- Making and taking leadership in the promotion of gender desegregation in STEM.- Reflections on Selected Gender Equality in STEM Initiatives in an Irish University.- Balance4Better: "We Are HERe" more than a gender campaign.- Promoting the participation of women in STEM: A methodological view.- Women retention in STEM Higher Education: Systematic Mapping of Gender Issues.- Mentoring of female students in engineering as a way of caring.- Gender perspective in STEM disciplines in Spain universities.- Examples of good practices in Erasmus+ projects that integrate gender and STEM in Higher Education.

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Book SynopsisAn entertaining and lively guide to rediscovering the pleasure in art

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Book SynopsisThe Bloomsbury Curriculum Basics series provides non-specialist primary school teachers with subject knowledge and full teaching programmes in a variety of key primary curriculum subjects._______________Computers are just for playing games, right? Many of your pupils will think so. It may be a cultural shift for both the pupils and their parents to change that perception of computing. However, the learning gained from the ''games'' played on computers in the primary classroom will help to prepare children to live and work in the modern world. The teaching ideas in Teaching Primary Computing are engaging, easy to implement, and use mostly free tools that operate across the many digital platforms that primary schools use. Addressing every aspect of the National Curriculum, the book is split into year groups, and each chapter offers practitioners an essential summary of all the information and vocabulary needed to successfully implement exciting, well-structured lessoTrade ReviewI'm very pleased with the Bloomsbury Curriculum Basics range and would highly recommend them to home school parents and new teachers too. There's a wealth of knowledge to be gained from them as well as lesson plans to guide you through each lesson ensuring you meet the criteria. In my mind, they are a great investment as they'll see you through all 6 years of Primary education. * Nazira, lovehijabgirl.blogspot.co.uk *

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Book SynopsisComputation, modeling, and simulation practices are commonplace in the STEM workplace, yet formal training embedded in disciplinary practices is not as standard in the undergraduate classroom. Teaching and Learning in STEM With Computation, Modeling, and Simulation Practices: A Guide for Practitioners and Researchers gives instructors a handbook to ensure their curriculum bridges the gap between the classroom and workplace by equipping students with computational skills and preparing them for a rewarding career in STEM. Grounded in theory and supported by fifteen years of education research at the undergraduate level, this book provides instructional, pedagogical, and assessment guidance for integrating modeling and simulation practices into the undergraduate classroom.

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Book SynopsisMore Dance Improvisations builds on the success of its predecessor, Dance Improvisations, and offers 78 brand-new activities that have been tested and refined by author Justine Reeve, a veteran dance instructor and choreographer. This text offers a wealth of creative ideas that instructors can use to help their dancers explore and experience movement. The 78 improvisation tasks and exercises support all portions of a dance class, from improvisation lessons, warm-ups, and games that stimulate creativity to choreographic tasks for creating movement material. These new activities will provide an invaluable source of creative ideas for all dancers, including those who are exploring their own professional practice.More Dance Improvisations offers expert instruction in planning, teaching, and assessing students’ improvisations; a choreographic toolkit and glossary of dance and choreographic terms; step-by-step instruction and teaching tips that will save instructors preparation time; and extensions of each improv to aid further exploration and development of the improvisation skills. Instructors can use the improvs for individual lessons or in developing an entire lesson plan. “The improvisation tasks and exercises will encourage dancers’ imaginative responses to a varied selection of stimuli, whether alone or in groups,” says author Justine Reeve. “These improvisations will give dancers the keys to unlock ideas that they will find useful on their choreographic journey.” After an introductory chapter that covers many important topics on conducting safe and effective practices and workshops and on how to use the book, the text moves into its first set of improvisations: warm-up games. These games develop quick thinking, group thinking, movement communication, and an awareness of the needs and movements of others. The next two chapters explore solo and duo improvisations as well as group creative tasks. Each improvisation task has a brief description, an image, numbered tasks for clarity, a teaching tip, and ideas to take the task further or develop the dance idea as appropriate. Chapter 5 explores how the physical and aural setting can lead to creating interesting and considered dance. Chapter 6 encourages dancers to use movements, phrases, and sequences created in previous tasks to develop and structure the movement material into something new. “These games, tasks, ideas, stimuli, and developments are here to give instructors and students a little push to find creative vision, explore movement, and discover how these ideas can be developed, adapted, and structured,” says Reeve. “Instructors will find new ways to help their dancers create original movements through both individual and group activities, and students will gain inspiration through using these improvisations.”More Dance Improvisations promotes creativity that leads to innovative breakthroughs for students from middle school through college. It is the perfect resource to help dancers enjoy their exploration of movement and dance as they gain greater awareness of the capabilities they possess.Table of ContentsChapter 1. Introduction and How to Use This Book This chapter explores how to use this book, warming up and safe practice, effective planning, top tips for dance improvisation, planning your workshop, inclusive practice, and finding the right music, musicality, phrases and a table of improvisations.Chapter 2. Warm-Up Games and Tasks This chapter explores the concepts of play and spontaneous movement as stimuli for warming up the body and preparing the mind for new experiences. The games and improvisations within will prepare dancers for the creative tasks ahead, improve reaction times and explore key features of movement.Chapter 3. Solo and Duo Improvisations This chapter explores the movement responses dancers can generate on their own and with partners. Through these tasks, they’ll discover spontaneous movement answers that will develop, challenge and refine their creative responses, solo or in duos.Chapter 4. Group Creative Tasks This chapter explores the movement responses dancers can generate in groups. By working with others, they can explore and discover new movement ideas. The tasks within aim to develop, challenge and refine creative responses and the feeling of working as a team that comes with making group decisions in the moment.Chapter 5. Moving Beyond the Kinaesthetic: Using Physical and Aural Improvisation Tasks This chapter explores how starting with elements of physical and aural settings can lead students to create interesting dance. It acts as a taster for being inspired by external stimuli and will hopefully inspire an abundance of future ideas.Chapter 6. Developing Improvisations This chapter encourages dancers to use the movements, phrases and sequences created in previous tasks to play with development and structuring to manipulate the movement material. They can also develop ideas using existing material and repertoire. These are only a few suggestions to inspire additional ideas on how to develop movements into dance pieces or works.

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Book SynopsisThis essential guide provides clear and comprehensive support for those looking to introduce creative woodwork into early years settings. With theory, practical advice, stunning colour images and case studies, the book will inspire practitioners to embrace woodwork and encourage childrenâs independent creative learning.Focusing on the numerous benefits that working with wood offers young children, from boosting their self-esteem and problem-solving skills, to enhancing their communication and social development, the author draws on over 25 years of experience to discuss each and every aspect of establishing woodwork in the early years curriculum. Including practical information on materials and tools, staff training, and health and safety advice, this go-to guide provides a treasure trove of ideas to engage children at various stages of development, drawing the maximum benefit from working with wood and tools.Both inspiring and informative, Learning Through Woodwork will become an essential tool for early years practitioners and teachers wishing to explore and develop woodwork provision.Trade Review"The benefits that working with wood offers young children shine through in this timely and informative book that will become a mainstay of your setting."Neil Henty, Early Years Educator Magazine, UK."Every so often a book is written that helps practitioners to develop their work in deep and far reaching ways. This is that sort of book."Tina Bruce CBE, University of Roehampton, UK."With 25 years of experience, the author draws on practical examples, revealing a treasure trove of ideas to put into practice, as well as advice on materials and tools, and staff training."Neil Henty, eye"The book is carefully structured to guide the reader through a detailed rationale for teaching and learning through woodwork; these concepts build in a natural way as the book progresses, and are all underpinned by theoretical and pedagogical perspectives, as well as being placed within historical and current contexts. The case studies, as well as the photographic illustrations, interspersed throughout the chapters, all emphasise key principles for good practice, and bring the themes to life. The snippets of conversation and dialogue, recorded from conversations with children engaged in the projects, cannot fail to demonstrate the deep learning and thoughtful and reflective comments that children are capable of under the right conditions. As readers, Moorhouse gives us an insight into how his philosophy, and his vision for what is possible, can be made into a reality in any classroom or setting. The tone of the book is spot on, and speaks to the reader, making us feel as though we are being well advised by someone who understands."Susan Ogier, University of Roehampton, UKTable of ContentsAuthor’s Note Disclaimer Foreword – Tina Bruce CBE Preface – Rachel Edwards Author’s Biography Chapter 1 – Introduction: Why woodwork? Chapter 2 – Historical and pedagogical context Chapter 3 – Learning and Development Chapter 4- Equal opportunities Chapter 5 – Adult support Chapter 6 - Getting started Chapter 7- Extended learning projects Chapter 8 – Health and Safety Chapter 9 – Final words… Reference notes Bibliography List of case studiesResources & suppliers

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Book SynopsisTable of ContentsIntroduction 1 Low-Floor, High-Ceiling Tasks 2 Youcubed Summer Camp 3 Memorization versus Conceptual Engagement 4 Mathematical Thinking, Reasoning, and Convincing 5 Big Ideas 9 Structure of the Book 10 Activities for Building Norms 17 Encouraging Good Group Work 17 Paper Folding: Learning to Reason, Convince, and Be a Skeptic 21 Big Idea 1: Solving Problems with Data 23 Visualize: Tongues, Tails, and in Between 25 Play: Inspector Graph-It 36 Investigate: Data Tells Us about Ourselves 41 Big Idea 2: Thinking around Shapes 51 Visualize: Get Your Arms around It 53 Play: 36-Unit Walk 59 Investigate: Shapes on a Plane 65 Big Idea 3: Thinking in Equal Groups 75 Visualize: Sharing Crackers 78 Play: Dozens of Dice 85 Investigate: Playing with Pairs 91 Big Idea 4: Tiling to Understand Area 99 Visualize: Cover Up 101 Play: A Whole New Alphabet 111 Investigate: Sharing an Area 119 Big Idea 5: Seeing Multiplication as Area 125 Visualize: Rods Around 127 Play: Squares and Near-Squares 132 Investigate: Connecting Area and Perimeter 142 Big Idea 6: Understanding 1 2 149 Visualize: I Spy 1 2 151 Play: Spotting 1 2 160 Investigate: The Many Shapes of 1 2 171 Big Idea 7: Seeing Fractions: The Parts and the Wholes 183 Visualize: Seeing Parts and Wholes 185 Play: Cover, Cut, and Sort 191 Investigate: Taking a Fractional Walk 202 Big Idea 8: Being Flexible with Numbers 209 Visualize: How Many Do You See? 211 Play: How Close to 100? 217 Investigate: Tile and Table Patterns 222 Appendix 231 ¼˝ Grid Paper 232 Grid Paper 233 1˝ Grid Paper 234 ¼˝ Dot Paper 235 Centimeter Dot Paper 236 Isometric Dot Paper 237 Hundred Grids 238 About the Authors 239 Acknowledgments 241 Index 243

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Book SynopsisSimone Grünewald is a 3dtotal Publishing favorite as the designer of popular characters for Character Design Quarterly magazine, and the author of Sketch Every Day, a book packed with her much sought-after sketching techniques and character-design tips. This new title, The Art of Simone Grünewald, is a beautifully produced hardback that goes even further to delight existing fans, as well as aspiring character designers new to her work. Simone is an expert in the art of imbuing scenes and character with a depth of mood, emotion, and atmosphere. The resulting images are incredibly engaging and thoughtful, while still being accessible and commercial. This mix of talent and an understanding of creating work that has wide appeal is a professional approach that readers will be keen to learn and apply to their own art. In addition to fan-favorites from her portfolio and exciting new art commissioned especially for the book, Simone shares the digital and traditional tools and techniques she uses to acquire her results. Brand-new tutorials illustrate Simone’s talent not just for drawing, but for teaching techniques in a fun and lively way.

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Book SynopsisEverything you need to teach writing in the primary classroom. The Writing Book helps you to break down the mysteries of written English into comprehensible steps that will get your students writing with confidence and flair. Written in Zoë and Timothy Paramour's funny, frank and reassuring style, this follow up to The Grammar Book gives teachers clear and systematic guidance about how to develop children’s written English. It covers vocabulary, register, word order and text layout, as well as sentence structure, length and syntax. It explores the features of different genres, the ways we can play with language and the reader’s expectations to make writing more engaging. The Writing Book gives teachers a clear and consistent language they can use with their students to offer meaningful feedback, especially when children’s writing lacks flair and energy. Written by teachers for teachers, it provides tips, tricks, and adaptable resources to make teachers’ lives easier. This book makes it easy for teachers to identify everything their students need to know to become confident, competent writers.Trade ReviewA marvellous and comprehensive map of the writing journey, guiding the reader from the first words and ideas, step-by-step through to the final draft. -- Andrew Jennings, author and founder of Vocabulary Ninja, @VocabularyNinjaThe Writing Book offers some excellent tips for helping your class to become independent, confident writers who are creative but who also understand the machinations of what good writing looks like. -- Adam Bushnell, author @authoradamThis accessible, useful book is full of ideas for encouraging children and young people to write well with as much originality as possible. It's practical, with lots of enjoyable exercises and strong examples across a wide range of writing genres. * Ink Pellet magazine *

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Book SynopsisThe topic of sport psychology is hardly new—but Essentials of Dance Psychology applies it to dance in a way that sets it apart from all other sport psychology texts available to dance students, instructors, and professionals.Through Essentials of Dance Psychology, readers will come to understand why dancers think and behave as they do and how to design healthy, creative dance environments that lead to both well-being and optimal performance.The book is built on a foundation of evidence from dance and sport psychology research, with applied experiences used as examples throughout. Where appropriate, evidence from other areas of psychology—for example, cognitive behavioral therapy—is used. A thorough coverage of topics relevant to dancers, teachers, and others working to support dancers is included, making the book suitable for one slightly longer course or two short courses in introductory dance psychology.The book is organized into four parts. Part I delves into dancers’ individual differences, examining how personality, perfectionism, self-esteem, self-confidence, and anxiety factor into performance and well-being. Part II explores topics related to dance-specific characteristics such as motivation, attentional focus, and creativity. In part III, readers learn about a range of psychological skills, including mindfulness, goal setting, self-regulation, and imagery. Part IV examines topics related to dance environments and challenges, zeroing in on the social aspects of teaching and learning dance, the challenges of talent identification and development, injuries, body image, and disordered eating.Student-friendly textbook features in each chapter include the following: Relevant definitions A case study that shows how the chapter’s topics can be expressed or experienced in practice One or more Get Practical exercises, which prompt readers to apply or reflect on the chapter’s concepts (These exercises come with either downloadable worksheets or audio, delivered through HKPropel Access.) A roundup of further research needed in each content area, which can inspire research projects for students and professionals alike Key points to reinforce the learning, with particular emphasis on applications Materials available through HKPropel Access include downloadable worksheets, three audio files with guided exercises, vocabulary study aids, lettering art, and two goal-setting templates. In addition, an instructor pack provides chapter summaries, a course outline, a test bank, and a PowerPoint presentation package.Essentials of Dance Psychology offers readers the opportunity to understand sport psychology from the vantage point of a dancer. The text will help develop dance teachers who are able to inspire and sustain high levels of performance and psychological health among dancers. It will also help other professionals who work with dancers to implement evidence-based practices that enhance and sustain dancers’ lives and careers.Note: A code for accessing HKPropel is included with all new print books.Table of ContentsIntroduction to Dance PsychologyWhat Is Dance Psychology?Cognitive Behavioral Therapy in Dance PsychologyPart I. Individual DifferencesChapter 1. PersonalityWhat Is Personality?Structure of PersonalityOrigins of PersonalityConsequences of PersonalityNarrow Identity: Are Dancers at Risk?Chapter 2. PerfectionismWhat Is Perfectionism?Origins of Perfectionism in DanceConsequences of PerfectionismHow Can Perfectionism Be Managed?Chapter 3. Self-Esteem and Self-ConfidenceWhat Are Self-Esteem and Self-Confidence?Origins of Self-EsteemConsequences of Self-EsteemOrigins of Self-ConfidenceConsequences of Self-ConfidenceHow Can Self-Esteem and Self-Confidence Be Strengthened?Chapter 4. AnxietyWhat Is Anxiety?Sources of AnxietyConsequences of AnxietyHow Can Anxiety Be Managed?Part II. Dance-Specific Characteristics and DispositionsChapter 5. MotivationWhat Is Motivation?Achievement Goal Theory Perspective on MotivationSelf-Determination Theory Perspective on MotivationHow Can Healthy Motivation Be Nurtured? An Intrapersonal PerspectiveChapter 6. Attentional FocusWhat Is Attentional Focus?Performance-Related Consequences of Different Attentional FociAttentional Focus Research in DanceWhy Attentional Focus Has an ImpactHow Can Optimal Attentional Focus Be Nurtured?Chapter 7. CreativityWhat Is Creativity?Sources of CreativityCorrelates of CreativityHow Can Creativity Be Nurtured?Part III. Psychological SkillsChapter 8. MindfulnessWhat Is Mindfulness?Origins of MindfulnessConsequences of MindfulnessMindfulness Research in DanceWhy Mindfulness Has an ImpactHow Can Mindfulness Be Nurtured?Chapter 9. Goal Setting and Self-RegulationWhat Is Goal Setting?Sources of Goals: Assigned Goals Versus Personal ValuesConsequences of Goal SettingWhy Goal Setting Has an ImpactWhat Is Self-Regulation?How Can Goal Setting and Self-Regulation Be Optimized?Chapter 10. ImageryWhat Is Imagery?Revised Applied Model of Deliberate Imagery UseSources of ImageryConsequences of ImageryWhy Imagery Has an ImpactHow Can Imagery Be Optimized?Part IV. Dance Environments and ChallengesChapter 11. Motivational ClimatesWhat Is a Motivational Climate?Achievement Goal Theory (AGT) Perspective: Task- and Ego-Involving ClimatesSelf-Determination Theory Perspective: Need-Supportive Versus Controlling LeadershipOrigins of Motivational Climates: What Makes Teachers Support or Thwart Healthy Motivation?Consequences of Motivational ClimatesHow Are Healthy Motivational Climates Created?Chapter 12. TalentWhat Is Talent?Sources of TalentConsequences of Talent Beliefs and of Talent IdentificationHow Can Talent Identification and Development Be Optimized?Chapter 13. InjuryWhat Are the Key Psychological Aspects of Injury in Dance?Psychological Risk Factors for Acute Injury: Stress-Injury ModelBeyond the Stress-Injury Model: Other Psychological Risk Factors for Dance InjuryDancers’ Experiences of Becoming and of Being InjuredPsychological Aspects of Injury RehabilitationUsing Psychology to Reduce Injury Risk and Optimize RehabilitationChapter 14. Body Image and Disordered EatingWhat Is Body Image?Eating Disorders Versus Disordered EatingOrigins of Negative Body Image and Disordered Eating in DanceConsequences of Body Image and Disordered EatingHow Can Healthy Body Image Be Nurtured?How Can Disordered Eating Be Prevented, Identified, and Managed?

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Book SynopsisSucceed in your course, improve your problem-solving skills, and enrich your understanding of the world around you with COLLEGE PHYSICS,11E, GLOBAL EDITION! Now enhanced by new problems, Interactive Video Vignettes, new conceptual questions, and innovative technologies, this proven text combines a logical presentation of physical concepts with a consistent strategy for solving problems and an unparalleled array of worked examples to help you master the concepts and skills of the course.Table of ContentsPART I: MECHANICS. 1. Units, Trigonometry, and Vectors. Standards of Length, Mass, and Time. The Building Blocks of Matter. Dimensional Analysis. Uncertainty in Measurement and Significant Figures. Unit Conversions for Physical Quantities. Estimates and Order-of-Magnitude Calculations. Coordinate Systems. Trigonometry Review. Vectors. Components of a Vector. Problem-Solving Strategy. 2. Motion in One Dimension. Displacement, Velocity, and Acceleration. Motion Diagrams. One-Dimensional Motion with Constant Acceleration. Freely Falling Objects. 3. Motion in Two Dimensions. Displacement, Velocity, and Acceleration in Two Dimensions. Two-Dimensional Motion. Relative Velocity. 4. Newton's Laws of Motion. Forces. The Laws of Motion. The Normal and Kinetic Friction Forces. Static Friction Forces. Tension Forces. Applications of Newton���s Laws. Two-Body Problems. 5. Energy. Work. Kinetic Energy and the Work���Energy Theorem. Gravitational Potential Energy. Gravity and Nonconservative Forces. Spring Potential Energy. Systems and Energy Conservation. Power. Work Done by a Varying Force. 6. Momentum, Impulse, and Collisions. Momentum and Impulse. Conservation of Momentum. Collisions in One Dimension. Glancing Collisions. Rocket Propulsion. 7. Rotational Motion and Gravitation. Angular Velocity and Angular Acceleration. Rotational Motion Under Constant Angular Acceleration. Tangential Velocity, Tangential Acceleration, and Centripetal Acceleration. Newton���s Second Law for Uniform Circular Motion. Newtonian Gravitation. 8. Rotational Equilibrium and Dynamics. Torque. Center of Mass and its Motion. Torque and the Two Conditions for Equilibrium. The Rotational Second Law of Motion. Rotational Kinetic Energy. Angular Momentum. 9. Fluids and Solids. States of Matter. Density and Pressure. Variation of Pressure with Depth. Pressure Measurements. Buoyant Forces and Archimedes��� Principle. Fluids in Motion. Other Applications of Fluid Dynamics. Surface Tension, Capillary Action, and Viscous Fluid Flow. Transport Phenomena. The Deformation of Solids. PART II: THERMODYNAMICS. 10. Thermal Physics. Temperature and the Zeroth Law of Thermodynamics. Thermometers and Temperature Scales. Thermal Expansion of Solids and Liquids. The Ideal Gas Law. The Kinetic Theory of Gases. 11. Energy in Thermal Processes. Heat and Internal Energy. Specific Heat. Calorimetry. Latent Heat and Phase Change. Energy Transfer. Climate Change and Greenhouse Gases. 12. The Laws of Thermodynamics. Work in Thermodynamic Processes. The First Law of Thermodynamics. Thermal Processes in Gases. Heat Engines and the Second Law of Thermodynamics. Entropy. Human Metabolism. PART III: VIBRATIONS AND WAVES. 13. Vibrations and Waves. Hooke���s Law. Elastic Potential Energy. Concepts of Oscillation Rates in Simple Harmonic Motion. Position, Velocity, and Acceleration as Functions of Time. Motion of a Pendulum. Damped Oscillations. Waves. Frequency, Amplitude, and Wavelength. The Speed of Waves on Strings. Interference of Waves. Reflection of Waves. 14. Sound. Producing a Sound Wave. Characteristics of Sound Waves. The Speed of Sound. Energy and Intensity of Sound Waves. Spherical and Plane Waves. The Doppler Effect. Interference of Sound Waves. Standing Waves. Forced Vibrations and Resonance. Standing Waves in Air Columns. Beats. Quality of Sound. The Ear. PART IV: ELECTRICITY AND MAGNETISM. 15. Electric Forces and Fields. Electric Charges, Insulators, and Conductors. Coulomb���s Law. Electric Fields. Electric Field Lines. Conductors in Electrostatic Equilibrium. The Millikan Oil-Drop Experiment. The Van de Graaff Generator. Electric Flux and Gauss���s Law. 16. Electrical Energy and Capacitance. Electric Potential Energy and Electric Potential. Electric Potential and Potential Energy Due to Point Charges. Potentials, Charged Conductors, and Equipotential Surfaces. Applications. Capacitors. Combinations of Capacitors. Energy in a Capacitor. Capacitors with Dielectrics. 17. Current and Resistance. Electric Current. A Microscopic View: Current and Drift Speed. Current and Voltage Measurements In Circuits. Resistance, Resistivity, and Ohm���s Law. Temperature Variation of Resistance. Electrical Energy and Power. Superconductors. Electrical Activity in the Heart. 18. Direct-Current Circuits. Sources of emf. Resistors in Series. Resistors in Parallel. Kirchhoff's Rules and Complex DC Circuits. RC Circuits. Household Circuits. Electrical Safety. Conduction of Electrical Signals by Neurons. 19. Magnetism. Magnets. Earth���s Magnetic Field. Magnetic Fields. Motion of a Charged Particle in a Magnetic Field. Magnetic Force on a Current-Carrying Conductor. Magnetic Torque. Ampere���s Law. Magnetic Force Between Two Parallel Conductors. Magnetic Fields of Current Loops and Solenoids. Magnetic Domains. 20. Induced Voltages and Inductance. Induced emf and Magnetic Flux. Faraday���s Law of Induction and Lenz���s Law. Motional emf. Generators Self-Inductance. RL Circuits. Energy Stored in a Magnetic Field. 21. Alternating-Current Circuits and Electromagnetic Waves. Resistors in an AC Circuit. Capacitors in an AC Circuit. Inductors in an AC Circuit. The RLC Series Circuit. Power in an AC Circuit. Resonance in a Series RLC Circuit. The Transformer. Maxwell���s Predictions. Hertz���s Confirmation of Maxwell���s Predictions. Production of Electromagnetic Waves by an Antenna. Properties of Electromagnetic Waves. The Spectrum of Electromagnetic Waves. The Doppler Effect for Electromagnetic Waves. PART V: LIGHT AND OPTICS. 22. Reflection and Refraction of Light. The Nature of Light. Reflection and Refraction. The Law of Refraction. Dispersion and Prisms. The Rainbow. Huygens��� Principle. Total Internal Reflection. 23. Mirrors and Lenses. Flat Mirrors. Images Formed by Spherical Mirrors. Images Formed by Refraction. Atmospheric Refraction. Thin Lenses. Lens and Mirror Aberrations. 24. Wave Optics. Conditions for Interference. Young���s Double-Slit Experiment. Change of Phase Due to Reflection. Interference in Thin Films. Using Interference to Read CDs and DVDs. Diffraction. Single-Slit Diffraction. Diffraction Gratings. Polarization of Light Waves. 25. Optical Instruments. The Camera. The Eye. The Simple Magnifier. The Compound Microscope. The Telescope. Resolution of Single-Slit and Circular Apertures. The Michelson Interferometer. PART VI: MODERN PHYSICS 26. Relativity. Galilean Relativity. The Speed of Light. Einstein���s Principle of Relativity. Consequences of Special Relativity. Relativistic Momentum. Relative Velocity in Special Relativity. Relativistic Energy and the Equivalence of Mass and Energy. General Relativity. 27. Quantum Physics. Blackbody Radiation and Planck���s Hypothesis. The Photoelectric Effect and the Particle Theory of Light. X-Rays. Diffraction of X-Rays by Crystals. The Compton Effect. The Dual Nature of Light and Matter. The Wave Function. The Uncertainty Principle. 28. Atomic Physics. Early Models of the Atom. Atomic Spectra. The Bohr Model. Quantum Mechanics and the Hydrogen Atom. The Exclusion Principle and the Periodic Table. Characteristic X-Rays. Atomic Transitions and Lasers. 29. Nuclear Physics. Some Properties of Nuclei. Binding Energy. Radioactivity. The Decay Processes. Natural Radioactivity. Nuclear Reactions. Medical Applications of Radiation. 30. Nuclear Energy and Elementary Particles. Nuclear Fission. Nuclear Fusion. Elementary Particles and the Fundamental Forces. Positrons and Other Antiparticles. Classification of Particles. Conservation Laws. The Eightfold Way. Quarks and Color. Electroweak Theory and the Standard Model. The Cosmic Connection. Unanswered Questions in Cosmology. Problems and Perspectives. Appendix A: Mathematics Review. Appendix B: An Abbreviated Table of Isotopes. Appendix C: Some Useful Tables. Appendix D: SI Units. Answers to Quick Quizzes, Example Questions, and Odd-Numbered Conceptual Questions and Problems. Index.

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Book SynopsisThe 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Every year, an increasing number of children enter the Early Years setting either new to English or with English as an additional language (EAL), which can be daunting, not just for the child but for the practitioner too. How can Early Years practitioners ensure that the right support is in place for the child and themselves?What practical ideas can be used successfully to enrich an EAL child''s understanding of a new language, while, at the same time, allowing that child to bond with their peers? 50 Fantastic Ideas for Children with EAL is an invaluable resource to help integrate children wTrade ReviewThe fact that there are cultural differences to be respected is firmly embedded in the book and gives an extra dimension... The ideas are excellent, easily applied and children will enjoy them as their command of English is effectively improved. * Parents in Touch *Perfect for promoting inclusion and self-esteem, 50 Fantastic Ideas for Children with EAL is ideal for supporting children as they navigate the ups and downs of having English as an additional language. -- LoveReading4Schools

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Book SynopsisExamines the curious endeavor to teach the unteachable that is generally known as college-level art instruction. This book traces the development (or invention) of the modern art school and considers how issues such as the question of core curriculum and the intellectual isolation of art schools affect the teaching and learning of art.Trade Review"Instead of proposing drastic changes in the way that art is instructed, Elkins asks that schools and art departments try to understand what they are already doing… He advises students to use a chain of questions process to try to uncover the teachers' reasoning and unexamined assumptions… Whether you're an artist, a teacher, an administrator, or a student, I encourage you to explore your own questions through Why Art Cannot Be Taught."--Teaching Artist Journal

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Book SynopsisAn engaging and approachable resource for beginning-to-intermediate coders eager to learn advanced ideas in computer programming.

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Book SynopsisThis highly interactive, write-in workbook is part of the Skills2Learn series of construction workbooks available in the following disciplines of construction:BricklayingCarpentry & JoineryPlasteringPainting & DecoratingWall & Floor TilingPublished by Cengage Learning in association with Skills2Learn, the series of workbooks are aligned to the National Occupational Standards at Levels 1 and 2 are designed to consolidate learners' theoretical knowledge prior to undertaking practical workshop exercises. This workbook series can be used alongside the Skills2Learn series of virtual reality eLearning programs making this a first-of-its-kind, fully integrated blended learning solution.Trade ReviewChapter 1: Getting Started Chapter 2: Backgrounds Chapter 3: Materials Chapter 4: External Rendering Chapter 5: Internal Plastering Chapter 6: End TestTable of ContentsChapter 1: Getting Started Chapter 2: Backgrounds Chapter 3: Materials Chapter 4: External Rendering Chapter 5: Internal Plastering Chapter 6: End Test

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Book SynopsisThis audio CD accompanies the book 'A Day Full of Song' for use in kindergartens.All 42 songs from the book, in vocal and instrumental versions. This CD is intended as an aid to learning the songs rather than as a 'listening' CD for children.

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