Teaching of a specific subject Books
Taylor & Francis Mathematical Modelling for Teachers
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£34.99
Taylor & Francis International Handbook of ELearning Volume 1
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£80.74
Taylor & Francis International Handbook of ELearning Volume 2 Implementation and Case Studies Routledge International Handbooks of Education
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Taylor & Francis Adolescent Literacy
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£31.99
Taylor & Francis Reading Acquisition
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£31.99
Taylor & Francis Learning to Read Literate Behaviour and Orthographic Knowledge Routledge Library Editions Literacy
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£31.99
Taylor & Francis Literacy in Multimedia America
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£21.99
Taylor & Francis Teaching Writing A Systematic Approach Routledge Library Editions Literacy
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Taylor & Francis The Second R Writing Development in the Junior School Routledge Library Editions Literacy
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Taylor & Francis Towards 2000 The Future of Childhood Literacy and Schooling Routledge Library Editions Literacy
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£18.46
Taylor & Francis Content Area Literacy Strategies That Work
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Taylor & Francis Multilingual Digital Storytelling
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£44.64
Taylor & Francis Families Young People Physical Activity and
Book SynopsisThe family is an important site for the transmission of knowledge and cultural values. Amidst claims that young people are failing to follow health advice, dropping out of sport and at risk of an ever-expanding list of lifestyle diseases, families have become the target of government interventions. This book is the first to offer critical sociological perspectives on how families do and do not function as a pedagogical site for health education, sport and physical activity practices. This book focuses on the importance of families as sites of pedagogical work across a range of cultural and geographical contexts. It explores the relationships between families, education, health, physical activity and sport, and also offers reflections on the methodological and ethical issues arising from this research. Its chapters discuss key questions such as: how active living messages are taken up in families; how parents perceive the role of educTable of Contents1: FAMILY MATTERS: AN INTRODUCTION Section 1: Family, Practice and Pedagogy 2. THE ABSENT BODY: BIO-SOCIAL ENCOUNTERS WITH THE EFFECTS OF PHYSICAL ACTIVITY ON THE WELLBEING OF CHILDREN AND YOUNG PEOPLE 3. LEARNING ABOUT SEXUALITY ‘BETWEEN’ HOME AND SCHOOL: A NEW MATERIALIST READING 4. CHALLENGING THE MYTH THAT ‘THE PARENTS DON’T CARE’: FAMILY TEACHINGS ABOUT EDUCATION FOR ‘EDUCATIONALLY DISENGAGED’ YOUNG PEOPLE 5. CLOSE TO HOME: WHAT KIND OF FAMILY SHOULD WE BECOME? Section 2: Family’s Health and Physical Activity 6. PARENTS AS PAWNS IN FITNESGRAM’S WAR ON OBESITY 7. 'THE FAMILY THAT EATS TOGETHER STAYS TOGETHER': GOVERNING FAMILIES, GOVERNING HEALTH, GOVERNING PEDAGOGIES 8. MANUFACTURING (PARENTAL) CONSENT: A CRITICAL ANALYSIS OF THE HPVV INFORMED CONSENT PROCESS IN ONTARIO, CANADA 9. HEALTH AND PHYSICAL ACTIVITY MESSAGES AMONG ETHNIC MINORITY GROUPS: SOUTH ASIAN FAMILIES 10. ‘PEDAGOGISED FAMILIES’ HEALTH AND PHYSICAL CULTURE; INTERSECTIONALITY OF RACE AND SOCIAL CLASS 11. EARLY YEARS LEARING (EYL), CLASS AND ABILITY 12. WHO CARES? PHYSICAL ACTIVITY, FAMILIES AND CHILDREN IN CARE Section 3: Family Physical Education and Youth Sport 13. TEACHERS’ PERSPECTIVES ON THE SCHOOL-FAMILY-HEALTH NEXUS 14. FAMILIES, YOUTH AND EXTRA-CURRICULAR ACTIVITY: IMPLICATIONS FOR PHYSICAL EDUCATION AND SCHOOL SPORT 15. THE SWEDISH MODEL FOR SPORT, RECREATION AND HEALTH IN TIMES OF CHANGE – A SUSTAINABLE CONTRACT WITH THE FAMILY OF SPORT? 16. FAMILY NARRATIVES OF PE, PHYSICAL ACTIVITY AND SPORT: CONTINGENT STORIES 17. FAMILIES, DISABILITY AND SPORT 18. SPORT PARENT ROLES IN FOSTERING POSITIVE YOUTH DEVELOPMENT
£43.69
Taylor & Francis Parental Involvement in Childrens Reading
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£31.99
Taylor & Francis Learning to Read and Write
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Taylor & Francis Advances in Research on Reading Recovery
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£87.39
Taylor & Francis Teaching Physical Education to Children with Special Educational Needs and Disabilities
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£123.50
Taylor & Francis Transnational Writing Education Theory History and Practice ESL Applied Linguistics Professional Series
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£128.25
Taylor & Francis Transnational Writing Education
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£42.99
Taylor & Francis Handbook of Cultural Studies and Education
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£247.00
Taylor & Francis Handbook of Cultural Studies and Education
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Taylor & Francis Vernacular Christian Rhetoric and Civil Discourse
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Taylor & Francis Remixing and Drawing
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Taylor & Francis Curriculum as Contestation
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Taylor & Francis Ltd Reading and the Mental Lexicon
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Taylor & Francis Ltd Early Sensory Skills Early Skills
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Taylor & Francis Ltd The Story Maker Motivator
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Taylor & Francis Executive Control Processes in Reading Psychology of Reading and Reading Instruction Series
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£61.74
Taylor & Francis Ltd Early Childhood Teachers Professional Competence in Mathematics
Book SynopsisThis edited volume presents cutting-edge research on the professional competence of early childhood mathematics teachers. It considers professional knowledge, motivational-affective dispositions, skills and performance in early childhood mathematics and outlines future fields of research in this area.The book argues that it is essential for early childhood teachers to prepare a high-quality learning environment and that mathematical competence is highly relevant for children's individual development. Bringing together research from mathematics education, educational science and psychology, it integrates international perspectives and considers the contextual factors that affect the development of children's mathematical competence within Early Childhood Education and Care (ECEC) settings. The book uses a model to describe professional teacher competence that considers the dispositions of early childhood teachers, situation-specific skills of early childhood teachers anTable of Contents Introduction Simone Dunekacke, Aljoscha Jegodtka, Thomas Koinzer, Katja Eilerts & Lars Jenßen Part 1 - Dispositions Voices of competence: What I learned from my Early Education students by Herbert P. Ginsburg Preschool teachers’ mathematical pedagogical content knowledge and self-reported classroom activities by Joke Torbeyns, Febe Demedts and Fien Depaepe Age-appropriate performance expectations and learning objectives of early childhood teachers in the field of mathematics: a cross-country comparison of Austria and Switzerland by Karoline Rettenbacher, Lars Eichen, Manfred Pfiffner & Catherine Walter-Laager How preservice teacher training changes prospective ECEC teachers’ emotions about mathematics by Oliver Thiel A math-avoidant profession? Review of the current research about early childhood teachers' mathematics anxiety and empirical evidence by Lars Jenßen Kindergarten educators’ affective-motivational dispositions: examining enthusiasm for fostering mathematics in kindergarten by Franziska Vogt, Miriam Leuchter, Simone Dunekacke, Aiso Heinze, Anke Lindmeier, Susanne Kuratli Geeler, Anuschka Meier, Selma Seemann, Andrea Wullschleger & Elisabeth Moser Opitz Part 2 - Situation-Specific Skills Early mathematics education – What do pre-service teachers learn? by Simone Dunekacke & Sigrid Blömeke Supporting Preservice Early Childhood Educators to Identify Mathematical Activities in the Actions of Preverbal Young Children by Audrey Cooke & Jenny Jay Part 3 - Performance Early childhood teachers‘ selection of subskills-related activities and instructional approaches to foster children’s early number skills by Lara Pohle, Lars Jenßen & Katja Eilerts Longitudinal Evaluation of a Scale-up Model for Professional Development in Early Mathematics by Julie Sarama, Douglas H. Clements & Shannon Stark Guss Preschool Teachers’ Ways of Promoting Mathematical Learning in Picture Book Reading by Camilla Björklund & Hanna Palmér The relative frequency of mathematical learning opportunities in the morning circle in relation to the development of children’s mathematical competencies by Aljoscha Jegodtka, Georg Hosoya, Markus Szczesny, Lars Jenßen, Corinna Schmude Outlook: Context and its consequences—a neglected factor in research on early-childhood teachers’ professional skills? by Esther Brunner
£37.04
Taylor & Francis Ltd Emerging Practices in Architectural Pedagogy
Book SynopsisEmerging Practices in Architectural Pedagogy explores the emergent techniques in architectural education that are helping to bridge the gap between the institutional setting and working practice. It demonstrates how teaching and learning can, and should, be directed towards tackling the real-world problems that students will encounter within their professional careers. Architectural and design practitioners are becoming less specialised, they are embracing cross-disciplinary connections and practical problem-solving. Architecture and design schools must align their teaching to reflect this changing world, and evolve from a fact-based acquisition process to a participatory method of learning.This book uses an extended case-study format to examine large-scale issues. Each chapter represents a specific mode of practice, which is linked to the wider debate on architectural and design pedagogy; this includes collaborative workshops and interventions, issues connectTable of ContentsIntroduction. Sally Stone and Laura Sanderson 1. Pedagogy + Workshop - PUBLIC CoLAB 2019: Tracing Belfast’s Water Nuala Flood and Tristan Sturm 2. Pedagogy + EXHIBITION - _MPATHIC DESIGN Elgin Cleckley 3. Pedagogy + INTERVENTION - CUMULUS, an inhabitable storm Milagros Zingoni and Magnus Feil 4. Pedagogy + PRODUCTION SPACE - steam & the city Alessandro Columbano 5. Pedagogy + Policy - Rochdale Reimagined Sally Stone and Laura Sanderson 6. Pedagogy + RESILIENCE - Designing Resilience in Asia International Research Program Oscar Carracedo
£21.05
Taylor & Francis Ltd A Focus on Fractions
The third edition of this book offers a unique approach to making mathematics education research on the teaching and learning of fraction concepts readily accessible and understandable to pre-service and in-service K-8 mathematics teachers.Revealing students' thought processes with extensive annotated samples of student work and vignettes characteristic of classroom teachers' experience, this book provides teachers a research-based lens to interpret evidence of student thinking, inform instruction and ultimately improve student learning. Based on research gathered in the Ongoing Assessment Project (OGAP), and updated throughout, this engaging and easy-to-use resource also features: Two new chapters dedicated to understanding the OGAP Fraction Framework and Progressionbased on research conducted with hundreds of teachersto gather and interpret evidence of student learning along a learning progression, referenced throughout the book so readers can apply the concep
£34.19
Taylor & Francis Ltd A Focus on Multiplication and Division
Book SynopsisThe second edition of this book offers a unique approach to making mathematics education research on the teaching and learning of multiplication and division concepts readily accessible and understandable to preservice and in-service K-6 mathematics teachers.Revealing students' thought processes with extensive annotated samples of student work and vignettes characteristic of classroom teachers' experience, this book provides teachers a research-based lens to interpret evidence of student thinking, inform instruction, and ultimately improve student learning. Based on research gathered in the Ongoing Assessment Project (OGAP) and updated throughout, this engaging and easy-to-use resource also features the following: New chapters on the OGAP Multiplicative Reasoning Framework and Learning Progressions and Using the OGAP Multiplicative Progression to inform instruction and support student learning In-chapter sections on how Common Core State StandTable of Contents1. What Is Multiplicative Reasoning? 2. The OGAP Multiplication Progression 3. Using the OGAP Multiplication Progression to Inform Instruction and Support Student Learning 4. The Role of Visual Models 5. The Role of Concepts and Properties 6. Problem Contexts 7. Structures of Problems 8. Developing Whole Number Division 9. Understanding Algorithms 10. Developing Math Fact Fluency
£32.99
Taylor & Francis Ltd AI for Creativity
Book SynopsisAI for Creativity provides a fascinating read of what is currently emerging in the very cutting edge area of artificial intelligence and the tools being developed to enable computational creativity that hold the propensity to dramatically change our lives.Table of ContentsAuthor. Introduction. 1 The Creative Process. 2 The Creative Enigma. 3 Perspectives on Creativity. 4 Computational Creativity. References. Index.
£20.19
Taylor & Francis Ltd Algebra Structure Sense Development amongst Diverse Learners
Book SynopsisThis volume emphasizes the role of effective curriculum design, teaching materials, and pedagogy to foster algebra structure sense at different educational levels.Positing algebra structure sense as fundamental to developing students' broader mathematical maturity and advanced thinking, this text reviews conceptual, historical, cognitive, and semiotic factors, which influence the acquisition of algebra structure sense. It provides empirical evidence to demonstrate the feasibility of linking algebra structure sense to technological tools and promoting it amongst diverse learners. Didactic approaches include the use of adaptive digital environments, gamification, diagnostic and monitoring tools, as well as exercises and algebraic sequences of varied complexity.Advocating for a focus on both intuitive and formal knowledge, this volume will be of interest to students, scholars, and researchers with an interest in educational research, as well as mathematics eTable of ContentsList of Contributors. Foreword 1. Algebra Structure Sense: Conceptual Approaches and Elements for Its Development 2. Ideas of Structure in the History of Algebra and Its Teaching 3. Structure Sense at Early Ages: The Case of Equivalence of Numerical Expressions and Equalities 4. Developing Structure Sense with Digital Technologies: Introducing the MEx Platform 5. Transformational Algebra, Structure Sense, and Notes on a Semiotic Interpretation 6. Students’ Justification Strategies on the Correctness and Equivalence of Computer-Based Algebraic Expressions 7. The Importance of Algebra Structure Sense for the Teaching and Learning of Mathematics 8. On the Connection of Structure Sense in Mathematics and Who Sees and Transforms It: Internal Structure, Visual Salience, and Transformative Algebra
£128.25
Taylor & Francis Routledge Handbook of Coaching Children in Sport
Book SynopsisThe Routledge Handbook of Coaching Children in Sport provides a comprehensive and extensive range of critical reflections of key areas impacting on childrenâs sport and coaching up to the age of 16. With coaching related chapters authored by academic across various disciplines, including nutrition, psychology, pedagogy, medicine, youth development and sociology, the text provides detailed reviews of the existing state of research and consideration of the implications of these particular factors upon parents, coaches, administrators and clearly the young people themselves as well as recommendations for future research. This new volume provides in-depth investigation to key topics of coaching topics such as Learning and Child Development, Protecting Young Athletes, Talent Identification and Development and Inclusive Coaching and finally introduce a broad array of contextual considerations for coaches from considering professional learning through to coaching in particular contexts. This book is more than simply an academic text and it offers insights that will further inform practice in childrenâs sport coaching. The handbook is relevant for students (UG, PG), researchers, academics, parents, coaches and administrators, as well as those interested in childrenâs sport coaching and the related topics therein.Martin Toms, PhD is a senior lecturer (associate professor) in the School of Sport, Exercise and Rehabilitation Sciences at the University of Birmingham, UK. A former professional sports coach with an MPhil and PhD exploring the sociological issues of young people in junior sport, Martin has been heavily involved in juniors sport all of his adult life. He has published widely and presented extensively around the world on youth sport, including working on international projects and for NBGs/Federations and National Governmental organisations. He has gained European and SCUK funding for youth and coaching related projects as well as being involved in international consultancy. He is a co-editor of the European Journal for Sport and Society as well as the current Editor in Chief of the International Journal of Golf Science. Ruth Jeanes, PhD is an associate professor in the Faculty of Education at Monash University, Australia. Ruthâs research examines inclusion and exclusion within youth sport, particularly examining how sport can be used to achieve broader social policy objectives targeted at young people. Within this, she is particularly interested in the role of coaches in facilitating broader social outcomes for young people. Ruth has published extensively in these areas with over 100 publications across journal articles, book chapters and books. She is widely cited and has been successful in securing extensive funding for her research including two highly competitive Australian Research Council grants.
£42.74
Taylor & Francis Childrens Agency in the National Curriculum
Book SynopsisHow much say should children have in their own education? Through in-depth research in diverse primary schools, Manyukhina and Wyse explore how children's voices and choices shape their learning experiences - and why it matters. This ground-breaking text offers new insights into one of education's most pressing questions: how to balance children's agency with educational standards.The 40-month research project that is at the heart of the book investigated how Englandâs national curriculum, and other educational structures, affect childrenâs agency. The authors report findings in three contrasting schools: an inner-city primary school; a suburban academy primary school, and an independent school. As a result of in-depth longitudinal research the book uncovers the details of how schools can enable or limit childrenâs ability to shape their learning, from classroom choices and playground decisions to curriculum and school councils.Children's Agency in the National Curriculum engages with Englandâs national curriculum in the context of curriculum studies and curriculum development internationally. The new findings arise from research that is âclose-to-practiceâ, ensuring that the implications of the work are relevant for children, teachers, and policy makers alike.
£37.99
Taylor & Francis Ltd Rethinking Problembased Learning for the Digital
Book SynopsisRethinking Problem-based Learning for the Digital Age provides grounded, evidence-based strategies for teaching faculty, academic developers and educational technologists who are changing their problem-based learning (PBL) modules and programmes from face-to-face to online. Given today's rapid advancements in learning and curriculum development specific to online and blended modes, there is considerable potential to introduce new forms of PBL in higher education. This book applies fundamental and cutting-edge research, including original scholarship by the authors, to innovative PBL practices and realistic tasks that can be brought to life through digital environments, teamwork and resources. Whether re-contextualizing PBL practices for newly online/blended instruction or seeking fresh PBL approaches for existing digital education environments across disciplines, readers will be guided to construct active, highly motivating, learner-centred experiences using simulations, gaTable of ContentsIntroduction Part I: Deciding How to Implement Problem-based Learning Online 1. Reasons for Implementing Problem-based Learning Online 2. Forms of Problem-based Learning Online 3. Common Assumptions and Mistakes Part II: The Art of Facilitation 4. Equipping Facilitators 5. Facilitation in the Disciplines 6. Supporting Students Part III: Designing Problem-based Learning Online Environments 7. The Tech and the Platforms 8. Problem-based Learning in Virtual Worlds and Virtual and Augmented Reality 9. Postdigital PBL Futures Glossary
£32.99
Taylor & Francis Ltd Reading Success in the Early Primary Years
Book SynopsisReading Success in the Early Primary Years is a step-by-step guide to structured literacy instruction for teachers working in the early years of primary school. Written by a teacher, for teachers, this book supports teachers to understand the evidence base of reading instruction and how to successfully implement it.Structured in three parts, the book breaks down complex concepts in a concise, accessible manner, guiding teachers on eight key actions to take to get every child on the path to reading proficiency. These include instruction in phonics, phonological and phonemic awareness, integrated reading and spelling opportunities, and the use of decodable texts. Highly practical, Reading Success in the Early Primary Years offers over 20 explicit instructional routines that teachers can implement in their classrooms and guidance on how to get the most out of instructional time. These practical elements are further supported by a summary of relevant research and Trade Review'Seamer’s book on systematic instruction to enable reading success in the early primary years could not be better timed. While the science of reading has been long established, it is only now that Australian educational policy and curriculum are starting to to align with its principles. This book offers practising teachers clear and engaging information about the ‘what’, the ‘how and the ‘why’ of evidence-based reading instruction. It also provides practical guidance on how this can be immediately put into practice in the classroom and how to personalise for each child on the basis if need. Readers of this book will emerge not only better informed and equipped but also ready to implement what they have learnt in the classroom. Armed with this book, teachers can set up all children for success at school by making sure they learn to "crack the code" of the most complex writing system in the world.'Dr Kate de Bruin, Senior Lecturer, School of Curriculum, Teaching and Inclusive Education, Monash University, Australia.Table of ContentsIntroduction Part I: Setting up for Success 1. The Theoretical Underpinnings of the Big Six 2. What to Teach 3. Bang for Your Buck Teaching 4. Differentiation and Supporting Students with Reading Difficulty Part II: The 8 Key Actions 5. 8 Key Actions One, Two, Three, and Four 6. Key Actions Five, Six, Seven, and Eight Part III: Structured Literacy Practices 7. High Impact Teaching 8. Organising the Literacy Block 9. Oral Language and Vocabulary 10. Phonological and Phonemic Awareness 11. Phonics 12. Using Decodable Texts 13. Irregular High Frequency Words 14. Text Level Reading 15. Skills-Based Assessment
£29.99
Taylor & Francis Ltd The Handbook of Dual Language Bilingual Education
Book SynopsisThis handbook presents a state-of-the-art overview of dual language bilingual education (DLBE) research, programs, pedagogy, and practice. Organized around four sectionstheoretical foundations; key issues and trends; school-based practices; and teacher and administrator preparationthe volume comprehensively addresses major and emerging topics in the field. With contributions from expert scholars, the handbook highlights programs that honor the assets of language-minoritized and marginalized students and provides empirically grounded guidance for asset-based instruction. Chapters cover historical and policy considerations, leadership, family relations, professional development, community partnerships, race, class, gender, and more. Synthesizing major issues, discussing central themes and advancing policy and practice, this handbook is a seminal volume and definitive reference text in bilingual/second language education.Trade Review“This handbook (covering history, theoretical foundations, pedagogy, practices, and outcomes informed by a social justice framework) is exactly what we needed. It should be required reading for everyone concerned about the education of multilingual children.”Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Emerita. Stanford University “This comprehensive handbook reviews the latest research about dual language bilingual education (DLBE), at a time when the number of DLBE programs has grown exponentially in U.S. schools. Experts from diverse contexts provide essential theoretical and practical information in this excellent volume to ensure that DLBE programs are able to meet their full potential in serving bilingual communities.”Kate Menken, Queens College of the City University of New York“This is the book that the field of dual language bilingual education has been waiting for. Once a hotly debated instructional approach, parents have discovered the advantages of a bilingual education and now these programs cannot meet the increasing demand. This volume includes up-to-the-minute research and program and policy options, written by the most distinguished researchers in the field. It belongs on the desk of every dual language educator!”Patricia Gándara, UCLA Civil Rights Project“This comprehensive handbook is a must have! It addresses understanding multilinguaiism with attention to school settings that can be responsive to ways of knowing and becoming through “languaging”—using the full expressive power of interacting embodied language systems to serve as cultural and social tools for action expressing meaning and attainment of sociocultural well-being of diverse communities.”Richard Durán, Distinguished Professor, Gevirtz School of Education, University of California, Santa BarbaraTable of ContentsSECTION 1: Theoretical Foundations and Outcomes. Theoretical Foundations. 1. Theoretical Foundations of Dual Language Bilingual Education. 2. Theoretical Foundations: Conceptualizing Sociocultural Competence for Transformation in Dual Language and Bilingual Education (DLBE). 3. Establishing a Transformative Foundation for Dual Language Bilingual Education: Critical Consciousness at the Core. History, Programs, & Policy. 4. The Historical Roots of Activism for Dual Language Bilingual Education. 5. DLBE Program Types for Different Target Populations. 6. A Framework for Success: Dual Language Education Building Blocks. 7. English Learners and Dual Langue Learners in the Early Years: From Science to Policy and Practice. DLBE Outcomes. 8. Recentering Multiple Minoritized Languages in Dual Language Bilingual Education. 9. DLBE Outcomes: Academic and Language Outcomes in Spanish-English Programs. 10. Sociocultural Competence in Dual Language Bilingual Education: A Literature Review of Student Outcomes. 11. Critical Consciousness in Dual Language Bilingual Education: A Literature Review of Students’ Outcomes. SECTION 2: Key Issues and Trends. Social Justice Issues. 12. Gentrification of Dual Language Bilingual Education: Defining Types, Historical Evidence, and Alternatives. 13. A Literature Review of Raciolinguistics in Dual-language Bilingual Education: A Call for Conceptualizing Racialization. 14. Named, Unnamed, and Coded Oppressions: Applying Intersectionality to Dual Language Bilingual Education Programs. Programmatic Issues. 15. Assessment, Accountability and Culture: Key Issues and Trends in Dual Language Bilingual Education. 16. Language Ideology: The Driver of Inclusive Education. 17. Dual Language Deaf Education: Shifting to Multilingual Multimodal Concepts. 18. K-12 school funding, Dual Language/Bilingual Education: An Overview. 19. Increasing Bilingual Teacher Pathways to Address the Surge of Dual Language Bilingual Education Programs. 20. The Seal of Biliteracy and Dual Language Bilingual Education. Racial/Ethnic Groups. 21. Indigenous Revitalization-Immersion Education in Native American Settings. 22. Toward a Critical Multidimensional Pedagogy for Multilingual Black Learners. SECTION 3: School-Based Practices. Student Relationships. 23. Identity Construction and Students in DLBE Classrooms. 24. Fulfilling Potential and Interrogating Assumptions of Integration: Examining Intergroup Relations in Dual Language Bilingual Education. Pedagogical Issues. 25. Translanguaging in Dual Language Bilingual Education in the United States: Framings, Research and Possibilities. 26 On Curriculum and Pedagogy in Dual Language Bilingual Education. 27. Curriculum Issues in DLBE. 28. Towards a Biliterate Pedagogy. Discourses, Power and School Research. 29. The hegemonic power of English (and Spanish of elsewhere) and its impact in dual language education. 30. Discourses in Dual Language Bilingual Education. 31. Research on the Use of Language(s) and Discourses in Dual Language and Multilingual Mathematics and Science Classrooms. 32. What Have We Done? A Brief Synthesis of STEM and Social Studies Research in Dual Language Bilingual Education. Family and Community. 33. Family, Community, and Activism in Dual Language Bilingual Education: Paradigms of Parental Engagement. SECTION 4: Teacher and Administrator Preparation. Teacher Education and Professional Development. 34. Dual Language Bilingual Teacher Preparation: The Braided Relationship of Ideology, Identity, Language and Culture. 35. Reconsidering Language Assets: A Critical and Integrative Examination of Language Proficiency and Biliteracy in Dual Language Teacher Education. 36. Professional Development for In-Service Dual Language Teachers. Leadership and Partnership. 37. Leading Equity Driven Dual Language Bilingual Education. 38. Critical Multilingual Policy Ecology: University-District Partnerships in Dual Language/Bilingual Teacher Education.
£89.99
Taylor & Francis Ltd ArtistTeacher Practice and the Expectation of an
Book SynopsisThis book explores why and how the personal creative practice of arts teachers in school matters. It responds to ethnographic research that considers specific works-of-art created by teachers within the context of their classrooms. Through a classroom-based ethnographic investigation, the book proposes that the potential impact of artist-teacher practice in the classroom can only be understood in relation to the flows of power and policy that concurrently shape the classroom. It shows how artist-teacher practice functions as a creative practice of freedom tending to the present and future aesthetic life of the classroom, countering the effects of neoliberal schooling and austerity politics. The book questions what the artist-teacher can produce within that context. Through the unique focus on artist-teacher practice, the book explores the changing nature of the classroom and the social and political dimensions of the school. It will be key reading for resTrade ReviewI am delighted to see the publication of Artist-Teacher-Practice and the Expectation of an Aesthetic Life. This book, with its excellent combination of sophisticated theory and frontline ethnographic research, makes a vitally important contribution to research into the concept and practices of the artist-teacher movement. The author has a strong personal grounding in the classroom as an artist teacher herself that has enabled her to make this powerful analysis of the movement in context.Jeff Adams, Emeritus Professor of Education, University of Chester; Fellow of the National Society for Education in Art and Design.Table of ContentsIntroduction: Imagining new orientations for researching artist-teacher practice in neoliberal spaces through the inspiration of new materialisms and new pragmatisms. Part 1: Classroom ways-of-being. Introduction to Part 1. Turn 1: Artist-teacher practice, site-responsiveness and the classroom as aesthetic movement. Turn 2: Artist-teacher practice and creative, transformative, therapeutic objects in the classroom. Turn 3: Artist-teacher practice, becoming the ideal teacher and the disorientation of classroom subjects. Part 2: Being less-than. Introduction to Part 2. Turn 4: Reading about knowledge with Bourdieu and Bernstein: Artist-teacher practice, School Art and powerful knowing. Turn 5: Reading about creativity with Deleuze and Foucault: Artist-teacher practice, neoliberalism and the impossible ideal. Part 3: Becoming more than... Introduction to Part 3. Turn 6: Reading Rancière and Dewey with Jane Bennet: Reconfiguring the politics of the classroom through artist-teacher practice as a third-thing. Turn 7: The gendering of artist-teacher practice: Nurturing the expectation of an aesthetic life through third-site encounters. Conclusion: Sharing responsibility for a life lived aesthetically with art and design education.
£37.04
Taylor & Francis Curricular and Architectural Encounters with W.G.
Book SynopsisThis book engages with the writings of W.G. Sebald, mediated by perspectives drawn from curriculum and architecture, to explore the theme of unsettling complacency and confront difficult knowledge around trauma, discrimination and destruction. Moving beyond overly instrumentalist and reductive approaches, the authors combine disciplines in a scholarly fashion to encourage readers to stretch their understandings of currere. The chapters exemplify important, timely and complicated conversations centred on ethical response and responsibility, in order to imagine a more just and aesthetically experienced world. In the analysis of BILDUNG as human formation, the book illuminates the pertinent lessons to be learned from the works of Sebald and provokes further investigations into the questions of memory, grief, and limits of language. Through its juxtaposition of curriculum and architecture, and using the prose of Sebald as a prism, the book revitalizes questions abou
£37.04
Taylor & Francis Understanding and Teaching Primary Mathematics in
Book SynopsisWritten by experienced teacher educator and author, Tony Cotton, and two Australian primary teachers, Jess Greenbaum and Michael Minas, Understanding and Teaching Primary Mathematics in Australia combines pedagogy and mathematics subject knowledge to build teachersâ confidence both in their mathematical subject knowledge and in their ability to teach mathematics effectively.The book covers all the key areas of the Australian Curriculum for mathematics from teaching number and calculation strategies to exploring geometry and statistics. There are also chapters that deal with the teaching of mathematics in the Early Years, inclusive approaches to mathematics teaching and teaching mathematics using ICT. Stimulating, accessible and containing a wealth of practical ideas for use in the classroom, Understanding and Teaching Primary Mathematics in Australia is an essential text for graduate and practicing teachers alike.Trade Review‘Understanding and Teaching Primary Mathematics in Australia is a valuable resource that addresses each strand of the Australian Curriculum: Mathematics in rich and comprehensive ways. The conversational tone of the commentary weaves a meaningful blend of theory and practice that is likely to resonate with many preservice teachers.’Nicole Maher, University of Tasmania, Australia. ‘Understanding and Teaching Primary Mathematics provides a valuable resource for both in-service and pre-service teachers. It combines both pedagogy and content knowledge to build fundamental mathematical understandings with practical suggestions on how this knowledge is enacted in the classroom. I will definitely be using it in my undergraduate teaching courses and strongly recommend it to other mathematics teacher educators.’Tracey Muir, Senior Lecturer in Mathematics Education, University of Tasmania, Australia‘Cotton’s narrative throughout the book will support teachers and student teachers to make links between mathematical content knowledge and pedagogy. The book weaves theory, content and pedagogy through examples of real-life teaching experiences. Teachers and student teachers alike will find this book and its companion features an informative and useful resource for professional and personal development.’Karen Major, Professional Teaching Fellow in Primary Mathematics, University of Auckland, New Zealand‘Once again, Tony Cotton has produced a very accessible and engaging book which will be a great support to trainee teachers from a range of teaching routes, including School Direct and Teach First. The book gives insight into a range of activities and resources which can be used in class, providing comprehensive links to National Curriculum requirements. It supports these with an in-depth analysis of some of the issues related to the teaching of mathematics, such as subject knowledge and pedagogy. Portfolio tasks and self-audits are provided, which will help to develop and enrich practice. This book is altogether a very practical classroom support which will be an invaluable resource for those seeking to enhance their own practice.’Keith Brentnall, Senior Lecturer in Primary Mathematics, Northumbria University, UK‘Our students find Understanding and Teaching Primary Mathematics accessible and engaging, helping them to understand the "Big Ideas" in primary mathematics. This new edition provides up-to-date links to the new National Curriculum and the latest research which will keep all our students up to date with primary mathematical developments. The content closely supports both the BA and PGCE Primary Education mathematics courses and is referred to throughout the year. This book will continue to be a key text for all our primary BA and PGCE students.’Brenda Wood, Senior Lecturer in Primary Mathematics, University of Greenwich, UK‘This is not only an essential handbook for beginning teachers in the primary phase it is also of tremendous value to secondary maths teachers. Many children struggle to make sense of the fundamental concepts in mathematics and carry confusion through their school years. Tony Cotton demonstrates clearly how teachers can work to (re)construct their learners’ understanding. This superb handbook connects the findings of research with specific pedagogic approaches and classroom tasks. It will support teachers as they reflect on their classroom practice with their colleagues and mentors. Anyone who is engaged in devising programmes for initial teacher education and for continuing professional development will appreciate the depth of scholarship underpinning this book.’Corinne Angier, Senior Lecturer in Mathematics Education, Sheffield Hallam University, and regional mathematics lead for Teach First, UK‘Confidence in the teaching of primary maths is fundamental to successful pupil outcomes and this book provides access to a rich and varied collection of resources to support the novice and experienced teacher at every turn. It combines underpinning theory with relevant and accessible pedagogical approaches which support the development of learners’ deep mathematical understanding.’Sue O’Brien, Principal Lecturer in Primary and Early Years Mathematics, Sheffield Hallam University, UK‘This book should be a core text for all teacher training pathways. It reflects the need for in-depth subject knowledge, pedagogical excellence and an enthusiasm for mathematics. The range of issues and challenges addressed forms a substantial basis for developing an understanding of the complexities and expectations of the modern primary classroom. The style is clear and concise, and the integration of ICT support reflects a modern learning environment in an effective and engaging manner.’Nick Tinsdeall, Senior Lecturer in Primary Mathematics, University of Cumbria, UK‘This is a comprehensive journey through the key areas of teaching primary mathematics. The inclusion of fundamental big ideas and teaching points, covering mathematical misconceptions, make this a valuable resource for the beginning teacher or more experienced primary practitioners.’Richard Holme, Lecturer in Primary Mathematics, University of Dundee, UK‘With ongoing education curriculum reviews and political changes at local and national levels, this new edition of a key textbook is both timely and relevant. Cotton continues to remind us of the importance of the methods shaping the teaching and learning of mathematics from teacher trainees through ongoing professional development for all maths teachers in both domestic and international contexts.’Richard Race, Senior Lecturer in Education, Roehampton University, UKTable of Contents1. Teaching and Learning Primary Mathematics 2. What Should I Know? What Do I Know? 3. Problem Solving Using Mathematics 4. Counting: place value; fractions, decimals and percentages 5. Knowing and using number facts 6. Calculation: addition, subtraction, multiplication and division 7. Patterns and Algebra 8. Geometry: Properties of shapes; position and direction 9. Measurement 10. Statistics and Probability 11. Teaching and Learning Mathematics in the Early Years 12. Issues of Inclusion 13. ICT and the Use of Calculators in Teaching and Learning Mathematics
£31.99
Taylor & Francis A Philosophical Inquiry into Subject English and
Book SynopsisWhile engaging with the current political-educational climate of England, this book offers a timely contribution to debates around questions of knowledge in relation to education and school-level English by drawing together theories of individual and disciplinary knowledge.The book provides a philosophical conception of knowledge â as fundamentally embodied at the level of the individual, and a matter of cultural form at the level of shared or common knowledge â and an analysis of the implications of this for schooled English. The research draws from various related fields including literary criticism, philosophy (of knowledge and of symbolic form), and phenomenology. The book rethinks general notions of knowledge and lays out the problems that exist within knowledge and language systems in education, especially secondary and university levels. This highly relevant and informative book offers an insightful resource for academics, researchers, and post-graduate students
£37.04
Taylor & Francis Ltd Business Schools postCovid19
Book SynopsisIt all began when the world's first business school, the European School of Commerce Paris (ESCP), was established in 1819. Criticism notwithstanding, business schools have since continued their path in higher education without facing existential metamorphoses. Covid-19, however, has accelerated business schools' digital transformation, calling into question the concept of business school itself. Business schools are in a new competitive landscape and profound structural changes seem inevitable. This concise text offers insights into how business schools should rethink their approach to management education, differentiate themselves from new players in the higher education market, and find innovative ways of doing things. The book is a survival toolkit for leadership teams across the world. It examines the rationale of business school and how it has evolved. The purpose of research is explained, and the teaching of management is explored. Kaplan analyzes the current buTable of ContentsList of abbreviationsList of figures and tablesAuthor biographyForeword: Business Schools’ Survival Blueprint The Business School’s Rationale and Raison d’Être History Repeating Different, but Same-Same Stakeholder (a)Symmetry Seemingly at Stake: The Business of Business Schools Competition: Alarmingly Augmenting Cursor: Business vs. School Cost: Choice and Complexity Business Schools’ Deep Dive into Digital Disruption Moving Many Mindsets Simplicity of Sense-Making Research < > Teaching Paradigm Shift Management Research: Overrated? Or Underexploited? Initial Idea and Original Purpose Regrettable Reality and Current Predicament Vital Vision and Future Potential Teaching Management: Tough Mission? Time and Experience Science and Practice Disciplinary and Interdisciplinary For What it’s Worth: B-School Accreditations and Rankings Accreditations Analyzed Rankings’ Intention and Impact To Improve, Not to Impress Business Schools: Spot Your Niche and Point of Difference Brand Differentiation and Positioning Brand Coherence and Consistency Brand Advocates and Ambassadors Business Schools’ Survival Based on Bonding and Building Community Building Offsets Competition Lifelong Learning Liaisons, not Study > Work > Retire Buildings: Beyond Mere Brick-and-Mortar Top Leadership’s Trouble in Taking the Lead Vision and Venture Academia and Management (Em)Power and Motivate Afterword: It’s [about] the Student, Stupid!
£47.49
Taylor & Francis Ltd The World through the Lens of Mathematics
Book SynopsisHundreds of meticulously crafted mathematical problems and puzzles in this book are incorporated into fascinating stories about our world. These wor(l)d problems are grouped by their mathematical concepts such that the titles of sections and chapters combine both mathematical and applied terms, hinting at the topics covered. Detailed solutions conclude each section. Following in the success of the authorsâ previous book, USA Through the Lens of Mathematics, this text contributes to the novel pedagogical call for a more multidisciplinary approach in education. The various types of questions posed in The World through the Lens of Mathematics are stimulating, entertaining, and educational. Their main objective is to provide a thorough review of the fundamental concepts of algebra and geometry, reduce mathematical anxiety, and emphasize the applicability and versatility of mathematics. Working these problems shatters the barriers between the students and mathematics by encouraging them to look at the subject from a different perspective. Students are simultaneously enriched with new knowledge of historical events, customs, and geography of countries around the world, each one of which is mentioned throughout the pages of this book.
£24.51
Taylor & Francis Shakespeare in the Changing Curriculum
Book SynopsisFirst published in 1991, Shakespeare in the Changing Curriculum provides a context for debates about the place of Shakespeare within the English curriculum in the 1990s, and examines the possibilities in teaching Shakespeare afforded by the application of contemporary critical approaches, such as communication, cultural and gender studies, in the classroom and seminar room. The collection will be of particular to interest to sixth-form students, secondary school teachers, teacher trainers and students and lecturers in further and higher education.
£26.59
Taylor & Francis Ltd Enhancing BeginnerLevel Foreign Language
Book SynopsisThis book is an authoritative text that explores best classroom practices for engaging adult learners in beginner-level foreign language courses. Built around a diverse range of international research studies and conceptual articles, the book covers four key issues in teaching language to novice students: development of linguistic skills, communicative and intercultural competence, evaluation and assessment, and the use of technology. Each chapter includes teaching insights that are supported by critical research and can be practically applied across languages to enhance instructional strategies and curriculum designs. The text also aims to build intercultural competence, harness technology, and design assessment to stimulate effective learning in formal instructional settings, including colleges, universities, and specialist language schools.With its broad coverage of language pedagogy at the novice level, this book is a must read for graduate students, scholars, reseTrade Review"This book delivers exciting research focused exclusively on the vital first year of language study. Its four thematic sections – Approaches, Intercultural Competence, Technology, and Assessment and Evaluation – will be immensely useful to all language instructors, regardless of language taught." - Jason Merrill, Professor of Russian, Michigan State University; Director of the Middlebury College, Kathryn Wasserman Davis School of Russian, USA"This book presents critical research findings and practical recommendations focused on language instruction at the elementary level in colleges and universities. I recommend this well-organized volume to all those working to encourage these language learners in their efforts to become effective communicators in today’s globalized world." - Marilyn S. Severson, Professor Emerita, Seattle Pacific University, USA"With a thoughtful collection of empirical studies on a range of critical issues in the field of foreign language education, this volume fills in the gap of research devoted to novice level adult language learners in college and university programs. I highly recommend this reference book for professionals looking for research ideas and pedagogical recommendations in program design and curriculum innovation." - Yilin Sun, Professor, Seattle Colleges-South Seattle College; President of TESOL International Association (2014-2015), USATable of ContentsForeword by Benjamin RifkinAcknowledgments List of contributors1. Introduction: Enhancing beginner-level foreign language education for adult learnersEkaterina NemtchinovaPart I: Teaching Language Competence2. Postsecondary language learners’ ideal L2 self in a beginning Chinese, French, and Spanish classroomsYan Xie and Laura Ziebart 3. Experience with application of usage-based model of language to beginning L2 instructionSerafima Gettys 4. Enhancing grammar acquisition among beginner-level learners of Chinese using the flipped learning modelHongying Xu 5. Building beginning Spanish language learners’ linguistic and cultural competence through online task-based instruction Lina Lee Part II: Teaching Intercultural Competence6. Integrating culture in language curriculum from beginning to intermediate level in a blended learning environment: A design-based empirical studyShenglan Zhang 7. Intercultural competence in elementary-level language classes in higher educationIslam Karkour8. The culture portfolio: Assessing growth toward intercultural competence Julianne Bryant9. Employing concept maps in teaching foreign language culture Elmira GerfanovaPart III: Teaching with Technology10. Pathways to digital L2 literacies for text-based telecollaboration at the beginning levelMaria Bondarenko and Liudmila Klimanova11. Student satisfaction and engagement in a beginning Ukrainian blended-learning course: Debunking fears of blending and lessons learnedAlla Nedashkivska12. Data-driven learning in a low-level language classroomKatya Goussakova13. Поехали! Training Russian prefixed verbs of motion in virtual realityKristin Bidoshi and Ekaterina NemtchinovaPart IV: Assessment and Evaluation14. An exploration of beginner-level Korean learners’ perceptions and participation in collaborative writing tasks for learning-oriented assessmentYunjung Nam and Hakyoon Lee15. Feminist assessment in elementary world language coursesVeta Chitnev16. Assessment of the relationship between derivational morphological awareness and second language reading comprehensionAnna Shur
£34.99
Taylor & Francis Ltd Helping Students Become Powerful Mathematics Thinkers
This book supports teacher educators, teachers, coaches, administrators, math-ed faculty, and researchers in understanding and using the Teaching for Robust Understanding (TRU) Framework to improve instruction. Detailed case studies take readers on deep dives into five essential dimensions of classroom practice: The Mathematics; Cognitive Demand; Equitable Access; Agency, Ownership, and Identity; and Formative Assessment.Three case studies form the core of the book. Each case uses the TRU framework to pose conversational questions to the reader on different aspects of the lessons, focusing on the ways that students are led to engage with mathematics and how they make sense of it. These include What's important in this classroom episode?, What might students be experiencing?, or What might the impact of alternative teaching decisions have been in this situation?. The book concludes with guides for planning, observation, and reflection that readers can use in their own work, co
£48.99