Teaching of a specific subject Books

Book SynopsisThe Student Workbook encourages independent composition, while the Instructor Text contains easy-to-use supporting information for the teacher, rubrics for grading, sample compositions, and dialogue to use while teaching. Together, the Student Workbook and Instructor Text provide a full year of middle-grade writing instruction, preparing students to enter high-level rhetoric. Reviews Level One skills in narration, biographical sketches, descriptions, and sequences Teaches new skills in writing comparisons, drawing contrasts, and tracing cause and effect Improves sentence style through prose exercises drawn from Erasmus, Aristotle, and other classical rhetoricians Covers three-level outlining, composition planning and structure Guides the student through critical essay writing in both fiction and poetry Provides practice in research and documentation skills

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Book Synopsis'Of course, entrepreneurship can be taught, and this books shows how. Using scholarly research as the foundation, the authors have crafted a set of practices to foster entrepreneurial thinking that should be incorporated in all courses across the entire curriculum.'- Tina Seelig, Stanford University, US'Practice makes perfect and Babson professors Neck, Greene and Brush lead the way for global management education s thirst for excellence in entrepreneurship education. Teaching Entrepreneurship is an excellent read and detailed guide for creating a strong program that inspires innovation and entrepreneurial strategies for business academics and practitioners.'- John Fernandes, President and Chief Executive Officer, AACSB International'Teaching Entrepreneurship further validates how thoroughly Heidi, Patricia, and Candida understand the future of this incredibly vital field. The idea that aspiring entrepreneurs and their professors should be instructed in a method that increases their emotional intelligence and their business acumen is extraordinary. This is the book that the faculty at Paul Quinn College and I have been waiting for. That applause you hear in the background is our current and future students and the lives they will change through this version of entrepreneurship.'- Michael J. Sorrell, President, Paul Quinn College, USTeaching Entrepreneurship moves entrepreneurship education from the traditional process view to a practice-based approach and advocates teaching entrepreneurship using a portfolio of practices, which includes play, empathy, creation, experimentation, and reflection. Together these practices help students develop the competency to think and act entrepreneurially in order to create, find, and exploit opportunities of all kinds in a continuously changing and uncertain world.Divided into two parts, the book is written for those educators who want their students to develop a bias for action and who are willing to explore new approaches in their own classrooms. A set of 42 exercises with detailed teaching notes is also included to help educators effectively teach the practices in their curriculum.Entrepreneurship educators will find a great deal of useful knowledge in this volume, which provides relevant, targeted exercises for immediate application in the classroom.Contents: 1. Teaching Entrepreneurship as a Method that Requires Practice The Practices of Entrepreneurship Education: The Theory 2. The Practice of Play 3. The Practice of Empathy 4. The Practice of Creation 5. The Practice of Experimentation 6. The Practice of Reflection The Practices of Entrepreneurship Education: The Application 7. Exercises to Practice Play 8. Exercises to Practice Empathy 9. Exercises to Practice Creation 10. Exercises to Practice Experimentation 11. Exercises to Practice Reflection 12. A Final Note: The Practices Support Accreditation IndexTrade Review'Teaching entrepreneurship is really a challenge to educators around the world. Although much has been written about this topic, we are still searching for new methods and practical tools. This book is an important contribution to this issue, and I am sure that it will help educators to improve their classes and to engage their students.' --Tales Andreassi, FGV-EAESP, São Paulo, Brazil'The arguments presented in this book will undoubtedly contribute significantly to increasing the legitimacy of entrepreneurship education as a practice-based method. This is partly due to the renowned reputations of the three authors, but more so because the contents speak so clearly to various forms of experiential education common within our field of practice. The care taken to assemble these arguments should be matched by the reader's deep consideration of how these splendid ideas can be applied by every individual entrepreneurship educator. Every dedicated educator will benefit from this book.' --Colin Jones, University of Tasmania, Australia'This book, written by experienced teachers of entrepreneurship in lucid language, becomes an authoritative sourcebook for learning entrepreneurship with a set of useful exercises to practice. It can be recommended for graduate programmes of entrepreneurship and science and technology studies.' --Science and Public PolicyTable of ContentsContents: 1. Teaching Entrepreneurship as a Method that Requires Practice The Practices of Entrepreneurship Education: The Theory 2. The Practice of Play 3. The Practice of Empathy 4. The Practice of Creation 5. The Practice of Experimentation 6. The Practice of Reflection The Practices of Entrepreneurship Education: The Application 7. Exercises to Practice Play 8. Exercises to Practice Empathy 9. Exercises to Practice Creation 10. Exercises to Practice Experimentation 11. Exercises to Practice Reflection 12. A Final Note: The Practices Support Accreditation Index

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Book SynopsisAn all-encompassing guide to mastering teaching maths in secondary schools, Succeeding as a Maths Teacher is a unique manual that gives advice and guidance for maths teachers at all stages of their career. This handbook not only offers foundational advice on how to deliver the most effective maths lessons, but also delves deeper into key ideas for more experienced teachers, such as how the science of learning applies to mathematics and nuances in instructional design. Written by lead practitioners in maths at Ormiston Academies Trust, with a combined teaching experience of over 60 years, Succeeding as a Maths Teacher takes you from your first days in the classroom through to leading a department. Along the way, the authors explore the purpose of a maths education, topics such as modelling and questioning, how to develop a high-quality maths curriculum and the importance of planning learning over lessons, adapting your teaching in light of feedback, reasoning and solving problems, and enriching pupils’ experiences of learning maths. The Succeeding As… series offers practical, no-nonsense guidance to help you excel in a specific role in a secondary school. Including everything you need to be successful in your teaching career, the books are ideal for those just starting out as well as more experienced practitioners looking to develop their skill sets.Trade ReviewSucceeding as a Maths Teacher is the perfect companion to support the development of any teacher of maths in the first years of their career and potentially beyond. * Peter Mattock, Assistant Principal and author of Visible Maths @MrMattock *Succeeding as a Maths Teacher is packed full of sensible advice. This well-organised book provides a concise guide to all aspects of teaching maths, including questioning, vocabulary, use of exercise books, responsive teaching, representations, professional development and enrichment. The fundamentals of maths teaching are explained in a really accessible way, with plenty of practical examples and references to research and further reading. An excellent resource for maths teachers from a highly knowledgeable team of authors. * Jo Morgan, Maths Teacher @mathsjem *A comprehensive companion for maths teachers at any stage of their career. Jam-packed with solid advice and actionable tools for planning lessons, developing the curriculum or leading a department. * Kathryn Darwin, Director of Learning for Dr Frost Maths @arithmaticks *This is an outstanding resource for maths teachers. It provides excellent advice from experienced and highly reputable members of the profession, written in an accessible and entertaining style. A very welcome and unique addition to maths education literature. * Ed Southall, Maths Curriculum Lead for Oak National Academy @edsouthall *Table of ContentsIntroduction 1: Planning learning, not lessons 2: Some practicalities of classroom instruction 3: Responsive teaching 4: Representing mathematics 5: Reasoning and problem-solving 6: Enrichment inside and outside the classroom 7: Applying science and research to teaching mathematics 8: Personal professional development 9: Understanding curriculum and assessment 10: Developing your team 11: Some practicalities of leading a department References Index

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Book SynopsisChildren love to observe, explore, learn, and create.Elementary Dance Education helps them do all four. And it does so in a unique way, shaping its movement activities around nature themes. In fact, all of the learning experiences are based on different aspects of nature, as the text intertwines children’s innate curiosity and observation skills with the processes of scientific inquiry and artistic creation.Elementary Dance Education helps teachers develop the instructional skills they need to incorporate dance into their curricula, providing over 70 movement activities and exercises for students in grades K-6. The activities, which stimulate children’s minds and bodies through the process of collaborative dance creation, include variations for younger and older students. Ideas are offered for partner or small-group explorations, making the activities more inclusive and appropriate for each age group.Another unique feature of this book is the original music accompanying it. Teachers have access to 90 minutes of dynamic sounds, rhythmic percussion, captivating electro-acoustic compositions, and gentle atmospheric selections, delivered through HKPropel, to accompany the learning experiences. The compositions support students’ movement explorations, conveying a range of images and emotions and inspiring a variety of responses.In addition, Elementary Dance Education offers the following: Discussion questions for each exercise, prompting in-class discussion and student exploration; the questions come with sample answers or ideas to encourage student responses and spur a fruitful discussion 75 photos and several diagrams to illustrate positions and poses and stimulate ideas for the movement exercises Journal prompts, tailored for older and younger children, to give students the opportunity to respond and reflect on the learning experiences Video links (provided in HKPropel) to help illustrate concepts and exercises, offer examples, or encourage students to watch for something specific in an activity The book’s first chapter introduces the basic elements of dance; the remaining seven chapters offer movement exercises in various areas of nature: plants, animals, water, earth, sky, people, and other wonders.This book is a rich and easy-to-implement resource not only for elementary dance educators and physical educators but for classroom teachers as well. The exercises in this book use a template for movement discovery in which students will observe, explore, create, and share. This template “can be applied to all areas of the curriculum,” says author Janice Pomer. “It’s an invaluable tool for student engagement, satisfying children’s capacity to watch, wonder, move, interact, discover, and share.”Elementary Dance Education will promote children’s creativity and curiosity, engage and challenge their minds and bodies, and help them learn to appreciate and support each other as they work together exploring, creating, and sharing their ideas and insights about the natural world through dance.Note: A code for accessing HKPropel is included with all new print books.Table of ContentsChapter 1. Basic Elements of DanceThe first chapter contains five foundation exercises that have a series of pedagogic variations to deepen students’ understanding of the basic elements of dance. Because many of you are working with novice movers, it’s important that you introduce these exercises to your students before moving on to the other exercises in this book. The sixth exercise, Collective Observation, reinforces the importance of discussion and shared observations introduced in the five fundamental exercises. This exercise expands students’ observation skills and strengthens trust between fellow students. The process will support students throughout their artistic journey and can be applied to subjects across the curriculum. 1.1 Exploring Shapes1.2 Exploring Motion1.3 Exploring Time1.4 Exploring Space1.5 Exploring Energy1.6 Collective ObservationChapter 2. PlantsThe second chapter explores a variety of growing things that have, or will have, roots. Differing shapes, textures, and environments played a part in the selection of this grouping. On-the-spot movement dynamics will be the common denominator for much of the choreography. Each plant (or seed) has unique characteristics that can inspire dynamic movement phrases and choreography. 2.1 Trees2.2 Flowers2.3 Vines2.4 Tall Grasses2.5 The Three SistersChapter 3. AnimalsEach animal-inspired exercise begins with a simple 16-beat foundation dance based on actions associated with an animal in a specific animal grouping. The foundation dance is used to explore some of the animals’ behavioral traits. Students are then encouraged to create their own dances inspired by other animals within the specific group. For example, the exercise Horns, Antlers, Hooves, and Herds presents a foundation dance inspired by caribou migration and later invites students to create dances inspired by buffalo and musk ox as well as gazelles and antelope. 3.1 Birds of a Feather3.2 Wildcats3.3 Horns, Antlers, Hooves, and Herds3.4 Reptiles With Scales and Shells3.5 Spiders and Insects3.6 Rodents3.7 Animal Anthology (Kindergarten Through Grade 3)3.8 Endangered Species (Grades 4 Through 6)Chapter 4. WaterWe are all bodies of water. When we are born, our bodies contain 75 percent water, which is almost the same percentage of water that covers the earth. Water is in the ground, in the air, and in the food we eat. The movement exercises in this chapter examine some of the many ways water moves and influences us: its cycles and currents and its life-giving and destructive forces. Each of the exercises in this chapter can be extended into in-depth choreographic pieces for novice and experienced movers. 4.1 Water Words4.2 Waves4.3 Frost and Snow4.4 Rain4.5 Water Cycle4.6 Drought4.7 Water Pollution (Grades 4 Through 6)4.8 Wetland HabitatsChapter 5. EarthThe exercises in this chapter are based on surface textures and shapes, and underground earth forces that can be felt and seen. These movement explorations will draw students’ attention to the ways our planet supports us, the way they travel upon it, and the internal pressures that continue to reshape it. 5.1 Earth Words5.2 Terrains5.3 Rocks and Sand5.4 Tectonic Plates5.5 Volcanoes5.6 Mapping the LandChapter 6. SkyHuman beings have been studying the sky since the dawn of mankind; winds and weather impact our daily lives, and the stars and night skies continue to inspire us to dream of other worlds. In this chapter, students will look to the skies from multiple perspectives: personal observations, scientific knowledge, and traditional folktales or origin stories created to explain eclipses and the distant planets. 6.1 Clouds6.2 Thunder and Lightning6.3 Painting the Sky6.4 Sun and Moon6.5 Eclipses6.6 Gravitational Forces6.7 The PlanetsChapter 7. PeopleHumans are mammals, and like mammals and other living things, humans travel, have families, build communities, and communicate. In this chapter, students will revisit some of the previous exercises and examine how they relate to humans, specifically how the actions of their families, friends, and communities are closely linked to the patterns that govern plants, animals, water, earth, and sky. Unlike previous exercises, in this chapter, there is minimal instruction to guide you. The first two exercises provide direction, but after that you and your class decide how to explore, structure, and create the dances. People and Plants7.1 Revisiting Maple Keys7.2 Revisiting the Three SistersPeople and Animals7.3 Revisiting Teamwork7.4 Revisiting Herd MigrationsPeople and Water7.5 Revisiting Snow7.6 Revisiting the Water Cycle, Drought, and FloodsPeople and Earth7.7 Revisiting Tectonic Plates7.8 Revisiting VolcanoesPeople and Sky7.9 Revisiting the Moon7.10 Revisiting Our PlanetChapter 8. Other WondersThe world is filled with wonders. The final chapter contains a list of fascinating natural wonders to explore. PlantsCacti and the Desert Environment, Carnivorous Plants, Ferns, Mushrooms and FungiAnimalsFlightless Birds; The Platypus, Jellyfish, and Other Unique Animals; Animal Metamorphosis; Animal ArchitectsWaterTsunamis, Subterranean Rivers, Hurricanes and Typhoons, IcebergsEarthThe Carbon Cycle, Earth’s Core, Gemstones, Fossil Sites and Tar PitsSkyComets, Constellations, Supernovas, Our Galaxy

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Book SynopsisVedic mathematics has a key to helping both teachers and students alike fall in love with, or at least become really enthusiastic about, number and mathematics in general.

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Book SynopsisWriting is a task as complex and multifaceted as reading—but it’s often taught as a single skill. Discover how to plan and deliver comprehensive, explicit, and evidence-based writing instruction with this groundbreaking book, aligned with IDA’s Structured Literacy approach and based on the latest research.Joan Sedita's innovative Writing Rope weaves multiple skills and strategies into five fundamentals of a comprehensive writing curriculum: critical thinking, syntax (sentences), text structure, writing craft, and transcription (spelling and handwriting). Teachers of Grades 4-8 will get crystal-clear guidelines that demystify the process of helping students learn to write and write to learn across academic content areas. And with dozens of included templates, handouts, and other resources—available for download online—teachers will have all the tools they need to design and deliver explicit, high-quality writing instruction.Perfect for professional development, this invaluable planning guide will help teachers apply the science of reading to the skill of writing—and help students master a critically important aspect of literacy. TEACHERS WILL: Learn the fundamentals of effective writing instruction. Get research-based background knowledge about writing development, the five components of the Writing Rope framework, the role of fluent transcription skills in proficient writing, and the intentional choices proficient writers make about writing craft. Apply evidence-based practices in the classroom. Teach essential skills all students must learn to become proficient writers, focusing on critical thinking strategies for generating ideas and gathering information before writing, strategies for each stage of the writing process, syntactic awareness and sentence writing, paragraph writing, and skilful structuring of different types of text. Help students “write to learn.” Teach students how to use writing to enhance their learning across different content areas. Learn how to plan effective writing assignments in different content areas, and explicitly teach students skills for summarizing texts and writing about narrative and expository text.PRACTICAL MATERIALS: Apply The Writing Rope framework to support your students’ writing skills with classroom activities, Connect to Your Classroom questions, suggestions for scaffolding, a Writing Assignment Guide to use with any grade or content area, and 40+ reproducible instructional resources for students and teachers.Table of Contents About the Downloads About the Author Foreword Acknowledgments Introduction I Laying the Foundation for Teachers and Students Chapter 1: Introduction to The Writing Rope Chapter 2: What Do We Know About Effective Writing Instruction? Chapter 3: Transcription Skills Chapter 4: Writing Craft II Skills and Strategies: Learning to Write Chapter 5: Critical Thinking: Stages of the Writing Process Chapter 6: Syntax and Sentence Skills Chapter 7: Text Structure: Paragraph Skills Chapter 8: Text Structure: Three Types of Writing III Applications: Writing to Learn Chapter 9: Critical Thinking: Summary Writing Chapter 10: Critical Thinking: Writing from Text Sources Chapter 11: Putting It All Together References Index

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Book SynopsisTrade Review"Grounded in Hahn's long engagement with teaching in a range of settings, Arousing Sense demonstrates a deep commitment to radical pedagogy, which is apparent in the accessibility, generosity, and care of her offerings. These recipes take seriously the well-being of both teacher and student, with exercises framed in terms of their ease, adaptability, and potency for generative, transformational experience." --Composition Studies "A wonderful collection of recipes for workshopping sensory experience, to be realized sometimes by individuals, often through group interaction. The recipes will be useful to leaders in any arts area; in teaching of writing, not just creative writing but also composition; in working with any group where an exploratory, collaborative, fun atmosphere is desirable; as well as in the specific ethnographic application that Hahn emphasizes."--Fred Everett Maus, coeditor of Oxford Handbook of Music and QueernessTable of ContentsCoverTitleCopyrightMenuList of IllustrationsAcknowledgmentsAuthor's Note1. Impulses2. Making Sense3. How to Use This Book—A Quick ReviewOrienting Ritualthe reticent composerClay in SpaceShifting Point of ViewBonding in Parallel, a Writing CollaborationScent of TimeStory ExchangePareidolia CrawlSound, MovingRepeat That!Broad Strokes, Then DetailsSensory FocusingTraces, PresenceTraces, TouchTraces, SurfaceReaching OutNow!BandingRolling TimeCircles, a Sound and Movement ExplorationInner Voice-OversBody PartsForming TimeThrough the PortalCuriosWearablesMe +Mending, a Recipe for OneDictionary RitualSell itHybrid-o-phonesThe Art of FollowingThe Art of Following—Movement, Sound, PresenceThe Art of Following—TactileRecipe as FormOne WordBoundaries and LimitationsSound and MemoryListen, as a Bird in FlightRecipe for KimikoFreewritingThe Size of Your Misconceptions by Edlyn TerrazasExcavating Time by Lorelei Wagner and Tomie HahnLemon Memories by Abdullah Alshehri“Now!” Recipe Responses17 Years as a Beat Cop by Michael SchriderBeyond Realism by Amelia FarquharsonOn Being an Eternal Scout by Katherine Tyrol8 Cordial ClosureReferencesIndexBack cover

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Book SynopsisFalsehood and Fallacy shows students how to evaluate what they read in a digital age now that old institutional gatekeepers, such as the media or institutions of higher education, no longer hold a monopoly on disseminating knowledge. Short chapters cover the problems that exist as a result of the current flow of unmediated information, Fake News, and bad arguments, and demonstrate how to critically evaluate sources particularly those that appear online. Kilcrease provides a range of tools to help students evaluate the legitimacy of what they read. She discusses how to be on the lookout for bad arguments and logical fallacies and explains how students can produce clear and convincing academic writing. Exercises are included throughout the book to test student knowledge. Written in a positive style and full of useful tools and exercises, Falsehood and Fallacy embraces the idea that everyone is a writer and has aptitude for further growth.Table of Contents1. Introduction Part One: Falsehoods 2. You’re in College, But You Don’t Know Everything 3. Evaluating Statements and Identifying Sources 4. Evaluating Sources with the CRAAP Test 5. Reading Your Sources Part Two: Fallacies 6. Evaluating the Content of Sources: Fallacies of Causation 7. Fallacies of Narration, Generalization, and Evidence 8. Fallacies of Diversion Part Three: Bringing it Together 9. Writing about Anything

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Book SynopsisGiving young people opportunities to grapple with injustices and complex social problems can inspire them to build a better world. In this bestselling book, two experienced social studies educators lay out their vision for an elementary social studies education that will help young people find value in learning about the world as they consider how to make their communities more just, equitable, and healthy.RodrÃguez and Swalwell unpack the problems that so often characterize the elementary curriculumânormalization, idealization, heroification, and dramatizationâand show how common pitfalls can be replaced with creative solutions. This timely second edition discusses increasingly important topics like book bans and the rise of AI, provides updated research and resources, and includes strategies for teaching anti-oppressive social studies even when circumstances are less than ideal.Whether youâre a classroom teacher, methods student, or curriculum coordinator, this is a book that can transform your understanding of the social studies disciplines and their power to disrupt the narratives that maintain current inequities.

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Book SynopsisEngaging the Past: Action and Interaction in the History Classroom provides practical steps toward using engaging strategies in the classroom to teach students to think historically. These strategies include an approach developed by the author called The You Decide! Lecture, and innovative ways to use board games and role-playing games in the history classroom. The goal is not simply to add window dressing to fundamentally dull lessons, but rather to re-examine how teachers think about students as learners of history. This book follows the growing trend within historical pedagogy to care less about content coverage and more about deep engagement, student learning, and the importance of historical thinking. The students in our classrooms today are the history teachers of tomorrow and awakening them to the exciting complexities of the past is critical to keep the study of history thriving.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Find out all about sled dog races in this fast-paced non-fiction book.Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisGet a thorough overview of sustainable methods for site, residential and commercial building construction with this comprehensive text, which covers both traditional and contemporary materials, current industry standards and new and emerging technologies. The only text organized according to the Construction Specifications Institute (CSI) MasterFormat standards, CONSTRUCTION MATERIALS, METHODS AND TECHNIQUES: BUILDING FOR A SUSTAINABLE FUTURE, Fifth Edition, features a reader-friendly style and logical structure, which follows the construction process step-by-step from project inception to completion.The new edition provides up-to-date coverage of dramatic changes underway in the construction industry, including advances in pre-fabricated construction; increased use of drones, robotics and artificial intelligence; net-zero buildings and lean construction. You'll learn about key current industry developments and standards, as well as latest relevant building codes, all presented within Table of ContentsPART I: INTRODUCTION 1. The Construction Industry: An Overview 2. Regulatory Constraints, Standards and Sustainability PART II: SITE CONSTRUCTION AND EARTHWORK 3. Properties of Materials 4. The Building Site 5. Soils 6. Foundations PART III: CONCRETE AND MASONRY 7. Concrete 8. Cast-In-Place Concrete 9. Precast Concrete 10. Mortars for Masonry Walls 11. Clay Masonry 12. Concrete Masonry 13. Stone 14. Masonry Construction PART IV: METALS, WOOD, AND PLASTICS 15. Ferrous Metals 16. Nonferrous Metals 17. Steel Frame Construction 18. Wood, Plastics, and Composites 19. Products Manufactured from Wood 20. Wood and Metal Light Frame Construction 21. Heavy Timber Construction 22. Finishing the Exterior and Interior of Light Wood Frame Buildings 23. Plastics PART V: THERMAL AND MOISTURE/OPENINGS/FINISHES 24. Thermal Insulation and Vapor Barriers. 25. Bonding Agents, Sealers, and Sealants 26. Bituminous Materials 27. Roofing Systems 28. Glass 29. Doors, Windows, Entrances, and Storefronts 30. Cladding Systems 31. Interior Finishes, Paints, and Coatings 32. Acoustical Materials 33. Interior Walls, Partitions, and Ceilings 34. Flooring PART VI: SPECIALTIES, EQUIPMENT, AND FURNISHINGS 35. Specialties, Equipment and Furnishings PART VII: SPECIAL CONSTRUCTION AND CONVEYING SYSTEMS 36. Special Construction 37. Conveying Systems 38. Fire-Suppression Systems 39. Plumbing Systems 40. Heating, Air-Conditioning, Ventilation, and Refrigeration 41. Electrical Equipment and Systems 42. Electronic Signal and Security Systems Appendices Construction Materials/Methods/Techniques Case Studies

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Book SynopsisKeep thinkingkeep learning in different settings In Peter Liljedahl's bestsellingBuilding Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, readers discovered that thinking is a precursor to learning. Translating 15 years of research, the anchor book introduced 14 practices that have the most potential to increase student thinking in the classroom and can work for any teacher in any setting. But how do these practices work in a classroom with social distancing or in settings that are not always face-to-face? This follow-up supplement will answer those questions, and more. It walks teachers through how to adapt the 14 practices for 12 distinct settings, some of which came about as a result of the COVID-19 pandemic. This guide: Provides the what, why, and how to adapt each practice in face-to-face settings that require social distancing, fixed seating, or small class sizes; Table of ContentsAbout the Author Introduction Category 1: Face-to-face Chapter 1: Building a Thinking Classroom with Social Distancing Chapter 2: Building a Thinking Classroom with Fixed Seating Chapter 3: Building a Thinking Classroom with Small Class Sizes Category 3: Virtual Chapter 4: Building a Thinking Classroom for a Synchronous Virtual Setting Chapter 5: Building a Thinking Classroom in an Asynchronous Virtual Setting Category 2: Hybrid Chapter 6: Building a Thinking Classroom for an Asynchronous Hybrid Setting Chapter 7: Building a Thinking Classroom for a Synchronous Hybrid Setting Category 4: Other Learning Environments Chapter 8: Building a Thinking Classroom for Independent Learning Chapter 9: Building a Thinking Classroom for Homeschooling Category 5: Supporting Learners Chapter 10: Supporting Students with Unfinished Learning of Previous Concepts in a Thinking Classroom Chapter 11: Supporting Students with Unfinished Learning of the Current Concepts in a Thinking Classroom Chapter 12: Thinking Classroom Practices for One-on-One Teaching

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Book SynopsisHow can a potato be a battery?How quickly will a shark find you?What food should you take with you when climbing a mountain?The Really Useful Book of Secondary Science Experiments presents 101 exciting, real-world' science experiments that can be confidently carried out by any KS3 science teacher in a secondary school classroom. It offers a mix of classic experiments together with fresh ideas for investigations designed to engage students, help them see the relevance of science in their own lives and develop a passion for carrying out practical investigations.Covering biology, chemistry and physics topics, each investigation is structured as a problem-solving activity, asking engaging questions such as, How can fingerprints help solve a crime?', or Can we build our own volcano?' Background science knowledge is given for each experiment, together with learning objectives, a list of materials needed, safety and technical considerTrade Review"There is a perennial debate about how best to assess practical work in school science, with many repercussions for examinations and classroom practice... This book sets out to do just that for 101 experiments relating to ages 11–14 science."- Trevor Critchley, Education in ChemistryTable of ContentsExperiment 1: Observation: Are probiotic yogurts worth the extra money? Experiment 2: Observation: How similar are animal and plant DNA? Experiment 3: Observation: What do the inside of lungs look like? Experiment 4: Observation: Are all fats the same? Experiment 5: Observation: How do plants exchange gases? Experiment 6: Observation: How do apples decay? Experiment 7: Is salt a good preserver of food? Experiment 8: Fair testing: How can plants use wind to reproduce? Experiment 9: Fair testing: Are there enzymes in our liver? Experiment 10: Fair testing: What is the best food to take with you when climbing a mountain? Experiment 11: Fair testing: Which is the most dangerous see to swim in if you are bleeding? Experiment 12: Fair testing: How quickly will our muscles tire? Experiment 13: Fair testing: Can we speed up the rate of photosynthesis? Experiment 14: Pattern seeking: Where do daises grow? Experiment 15: Pattern seeking: Do taller people have larger hands? Experiment 16: Pattern seeking: Do insects prefer to live in the light or the dark? Experiment 17: Pattern seeking: Can long legs jump further? Experiment 18: Pattern seeking: Do our hearts beat faster when we work harder? Experiment 19: Pattern seeking: Are hand-dryers more hygienic than paper towels? Experiment 20: Classification and identification: Can you identify animal and plant cells just by looking at them? Experiment 21: Classification and identification: Can we classify leaves? Experiment 22: Classification and identification: What’s the best fruit and vegetable to eat when you have a cold? Experiment 23: Classification and identification: How can fingerprints solve a crime? Experiment 24: Classification and identification: Which plants are growing near our school? Experiment 25: Classification and identification: What’s in our food? Experiment 26: Modelling: Can we build a digestive system? Experiment 27: Modelling: Can we build a DNA separating chamber? Experiment 28: Modelling: Can we build a model of DNA? Experiment 29: Modelling: Can we ferment our own ginger beer? Experiment 29: Modelling: Can we build a bug hotel? Experiment 30: Modelling: Can we design and make a stethoscope? Experiment 31: Observation: Can a solid turn into a gas? Experiment 32: Observation: Where should we dig for oil?Experiment 33: Observation: What colour are M&Ms? Experiment 34: Observation: What is the best material for a campfire? Experiment 35: Observation: How can we make colourful flames? Experiment 36: Observation: What is special about the melting and freezing point of a substance? Experiment 37: Fair Testing: Which is the best washing powder? Experiment 38: Fair Testing: Can we prevent rusting? Experiment 39: Fair Testing: Which antacid is the most effective? Experiment 40: Fair Testing: Which is the best brand of disposable nappies? Experiment 41: Fair Testing: How does temperature affect the rate of a reaction? Experiment 42: Fair Testing: How quickly will a puddle evaporate on a hot day? Experiment 43: Pattern seeking: How quickly will a battery run down? Experiment 44: Pattern Seeking: What is the hardest liquid to swim through? Experiment 45: Pattern Seeking: Will aquatic plants grow in acidic water? Experiment 46: Pattern Seeking: Do all oxides have the same pH? Experiment 47: Pattern Seeking: Which element in group 2 of the periodic table is the most reactive? Experiment 48: Pattern Seeking: Which element in group 7 of the periodic table is the most reactive? Experiment 49: Classification and Identification: Are all changes reversible? Experiment 50: Classification and Identification: What is the best soil for growing plants? Experiment 51: Classification and Identification: How can we identify colourless gases? Experiment 52: Classification and Identification: How can polymers be identified? Experiment 53: Classification and Identification: Do chemical reactions always give off heat? Experiment 54: Classification and Identification: Does everything dissolve in water? Experiment 55: Modelling: Can we make our own fizzing bath bombs? Experiment 56: Modelling: Can we make popping fruit juice balls? Experiment 57: Modelling: Can we grow a crystal garden? Experiment 58: Modelling: Can we build our own volcano? Experiment 59: Modelling: How can cabbage be an indicator? Experiment 60: Modelling: Can we make a bouncing custard ball? Experiment 61: Observation: How many colours are there in light? Experiment 62: Observation: How does pressure vary in a water column? Experiment 63: Observation: What do waves look like? Experiment 64: Observation: Which objects will give you a static shock? Experiment 65: Observation: How do gases move? Experiment 66: Observation: How much ‘stuff’ do we make in a reaction? Experiment 67: Fair Testing: How can we change the brightness of a bulb? Experiment 68: Fair Testing: Why do moon craters vary in size? Experiment 69: Fair Testing: What are the most dangerous weather conditions to drive in? Experiment 70: Fair Testing: How can we increase the resistance in a circuit? Experiment 71: Fair Testing: How can blood spatter solve a crime? Experiment 72: Fair Testing: Can we stop radio waves? Experiment 73: Pattern seeking: How can you make a swing go faster? Experiment 74: Pattern Seeking: Can you break a spring? Experiment 75: Pattern Seeking: How can we make a magnet stronger? Experiment 76: Pattern Seeking: How does light enter and leave a mirror? Experiment 77: Pattern Seeking: How can we change the speed of light? Experiment 78: Pattern Seeking: What happens to waves in shallow water? Experiment 79: Classification and Identification: Which materials are best for keeping something warm? Experiment 80: Classification and Identification: Which materials are best for building an electric circuit? Experiment 81: Classification and Identification: Can we identity different types of radiation? Experiment 82: Classification and Identification: Can we classify all materials as solids, liquids or gases? Experiment 83: Classification and Identification: What is the densest liquid?Experiment 84: Classification and Identification: Where is the energy going? Experiment 85: Modelling: Can we cook food using the sun? Experiment 86: Modelling: Can we make our own camera? Experiment 87: Modelling: How can a potato be a battery? Experiment 88: Modelling: Can we build a catapult? Experiment 89: Modelling: Can we design and make a musical instrument? Experiment 90: Modelling: Can we make a crash helmet? Project 1: Healthy teeth Project 3: Environmental survey Project 4: Set Design Project 5: Olympic science Project 6: Chocolate lab Project 7: Scene of crime investigation Project 8: Fairground games Project 9: Aeroplane design Project 10: What’s the weather like?

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Book SynopsisWritten by well-respected authors, the Cambridge Checkpoint Mathematics suite provides a comprehensive structured resource which covers the full Cambridge Secondary 1 Mathematics framework in three stages. This Checkpoint Mathematics Challenge Workbook 8 provides further materials for students to develop deeper knowledge of mathematics. Designed to be used upon completion of the corresponding Cambridge Checkpoint Mathematics Coursebook 8 section, students can use this workbook to attempt interesting and challenging problems using their understanding of the concepts learnt.Table of Contents1. Integers, powers and roots; 2. Sequences, expressions and formulae; 3. Place value, ordering and rounding; 4. Length, mass and capacity; 5. Angles; 6. Planning and collecting data; 7. Fractions; 8. Shapes and geometric reasoning; 9. Simplifying expressions and solving equations; 10. Processing and presenting data; 11. Percentages; 12. Constructions; 13. Graphs; 14. Ratio and proportion; 15. Probability; 16. Position and movement; 17. Area, perimeter and volume; 18. Interpreting and discussing results

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Book SynopsisCore text for the internationally renowned Sherborne children's developmental movement programme. A new forward and new resources listed. In this practical and thought-provoking book, Veronica Sherborne shows how developmental movement has a crucial role to play in the lives of all children. Central to her theory is the belief that relating to oneself and relating to other people are essential for the satisfactory development of us all. Developmental movement can be particularly beneficial to children with learning disabilities, children with physical disabilities, and children who are emotionally and behaviourly disturbed. The book offers practical help in understanding and meeting children's needs. It covers what to teach and why, and shows in detail - with the aid of marvellously expressive photographs - how to set about carrying out a planned programme of activities that are geared to the needs of specific groups.Trade Review"This invaluable book describes how movement and body work can be used to build trust, form relationship and open up ways to work towards wholeness and healing. It is an important book for all working with moivement in a therapeutic context." Mary Smail, Co-Director, Sesame Institute UK. "The movement approach'works' and meets many fundamental needs. As a medium for non-verbal communication and developing relationships, it crosses the boundaries of our muti-ethnic society." Alleyne Gainham Dip. L.C.D.D.,F.I.S.T.D.,Adv.Dip.Sp.Ed,UKTable of Contents1. What to teach. 2. Why we teach it. 3. How we teach it. 4. Special challenges. 5. Summary. 6. Useful resources including videos.

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Book SynopsisCreativity is an exciting concept in learning and teaching today, not least in the field of ELT, with numerous books, publications, conferences and websites dedicated to exploring ideas around the theme. The Creative Teacher's Compendium offers teachers an extensive repertoire of creative ideas and techniques to work with in the classroom, each one clearly linked to a language point with easy-to-follow teaching notes, and also to a section which provides further reflection and teacher development. The A-Z format provides a memorable and easily-referenced manual for teachers, with a large variety of low-preparation, practical teaching ideas. Through its clear links to specific language points and also to teacher reflection, The Creative Teacher's Compendium is significantly different in both its approach and content from other resource books on creative language teaching. Antonia and Alan do a lot of teacher training in various countries around the world, and regularly speak at conferences. The teachers we meet are forever asking us where they can get hold of all these lovely ideas, so they decided to put them in a book. The book provides an alphabetical list of chapters with topics related to creative language teaching, covering themes such as Art, Beginnings, Conversations, Dictation, Emotions, Film etc. Each chapter begins with a relevant quote related to the topic, followed by a short discussion of why this area is important for creative language teaching. This introduction provides a clear rationale and directs teachers to relevant research in the area. Then follow a series of creative activities which can be used as they are or easily adapted to suit teachers' and learners' needs. The creative activities are always clearly linked to suggested language points, and sample materials show how these can be explicitly exploited. The chapters end with ideas for reflective teacher development and tasks which can be used for workshops.

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Book SynopsisThis book investigates how the performing arts in higher education nationally contribute to the “high impact practices,” as identified by the Association of American Colleges and Universities (AACU). Using the well-known map of the HIPs for illustrating the centrality of performing arts practices in higher education, the editors and authors of this volume call for increased participation by performing arts programs in general education and campus initiatives, with specific case studies as a guide. Performing arts contribute to the efforts of their institution in delivering a strong liberal arts education that uniquely serves students to meet the careers of the future. This is the first book to explicitly link the performing arts to the HIPs, and will result in the implementation of best practices to better meet the educational needs of students. At stake is the viability of performing arts programs to continue to serve students in their pursuit of a liberal arts education.Table of ContentsChapter 1. Why Frame the Performing Arts as High-Impact Practice?Chapter 2. First-Year Seminars and ExperiencesChapter 3. Common Intellectual Experiences Chapter 4. Learning CommunitiesChapter 5. Writing-Intensive Courses Chapter 6. Collaborative Chapter 7. Undergraduate Research Chapter 8. Diversity and Global Learning Chapter 9. Service Learning/Community-Based LearningChapter 10. InternshipsChapter 11. Capstones

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Book Synopsis* How do pupils make sense of the past?* What is the relationship between the way historians construct interpretations of the past and the way pupils learn history in schools?This book draws together developments in a wide range of fields: in academic history, in the study of language and in classroom research on pupil learning, as the basis for a distinctive approach to the teaching and learning of history in school. Chris Husbands analyses four approaches to learning about the past: through looking at evidence, through the language of the past, through story and through the imagination. He emphasises the ways in which pupils and historians structure their own interpretations of history and considers the implications for teachers by examining the ways in which classroom talk, writing and assessment can support the development of sophisticated understandings of the past.Trade Review"Any teacher of history, from primary school to university, can learn much from this articulate book." - Teaching HistoryTable of ContentsIntroductionlearning and the pastConstructing the pastevidence and questionsConstructing the pastlanguage and change Constructing the paststories and narrativesFacts, fictions and imaginationWords and the pastthe place of talkOrganizing ideasthe place of writingMaking judgmentsSo, what /f003is/f001 history?BibliographyIndex.

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Book SynopsisThis book provides the main ingredients for professional development in working with young children in a diverse society. It fills the gap that most early years training neglects, that is, how to work with children in developing a positive disposition towards themselves regardless of their differences. By helping children to develop a strong self-identity and good self-esteem we set the foundations for positive attitudes towards others and towards learning. Practical advice, real examples and staff activities bring the book to life. The book provides clear evidence and practical guidance on how to develop young children's emerging language, especially those children who have English as an additional language, and how to generate, activate and assess curriculum for diversity. The book focuses on all children's learning for cultural diversity. Culture is used as a broad term to include language, ethnicity, social class and gender. Each chapter offers a clear combination of theory and praTable of ContentsSeries editor's prefaceIdentity, self-esteem and learningLanguage acquisition and diversityLanguage development and bilingualismDiversity and the curriculumParents as partnersPlanning and evaluating for equity and diversityResourcesReferencesIndex.

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Book SynopsisScience in secondary schools has tended to be viewed mainly as a 'practical subject', and language and literacy in science education have been neglected. But learning the language of science is a major part of science education: every science lesson is a language lesson, and language is a major barrier to most school students in learning science. This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.Jerry Wellington and Jonathan Osborne draw together and synthesize current good practice, thinking and research in this field. They use many practical examples, illustrations and tried-and-tested materials to exemplify principles and to provide guidelines in developing language and literacy in the learning of science. They also consider the impact that the growing use of information and communications technology has had, and will have, on wriTrade Review"This book is a must for teachers in training as well as those colleagues already practicing. The book is just as useful to primary teachers as it is to the targeted market of secondary science teachers." - Len NewtonTable of ContentsAcknowledgementsIntroductionthe importance of language in science educationLooking at the language of scienceTalk of the classroomlanguage interactions between teachers and pupilsLearning from readingWriting for learning in scienceDiscussion in school sciencelearning science through talkingWriting text for learning sciencePractical ploys for the classroomLast thoughts...ReferencesAppendixIndex.

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Book SynopsisâœIn this interesting, informative and accessible book Kathy Hall takes you on a journey of exploration and discovery and succeeds in challenging the readerâs own stance on the teaching, not only of reading, but also of literacy as a whole.â an excellent, thought-provoking book which empowers the reader to critically reassess their own practice and will have a positive effect in many classroomsâ British Journal of Educational Studies* How do different reading experts interpret evidence about one child as a reader?* What perspectives can be brought to bear on reading in the classroom?* How can a rich notion of literacy be promoted in the regular primary classroom?In this book Kathy Hall invites you to extend your perspective on reading by considering the responses of well known reading scholars (e.g. Barbara Comber, Henrietta Dombey, Laura Huxford and David Wray) to evidence of one child as a reader. Reading evidence from eight-year-old Stephen, Table of ContentsIntroductionPart one: A psycho-linguistic perspectiveAnn Browne's observations, suggestions and theoretical perspectivesTeresa Grainger's observations, suggestions and theoretical perspectivesReading as a problem-solving activityPart two: A cognitive-psychological perspectiveLaura Huxford's observations, suggestions and theoretical perspectivesDavid Wray's observations, suggestions and theoretical perspectivesWords matterPart three: A socio-cultural perspectiveHenrietta Dombey's observations, suggestions and theoretical perspectivesMary Hilton's observations, suggestions and theoretical perspectivesReading and communities of practicePart four: A socio-political perspectiveBarbara Comber's observations, suggestions and theoretical perspectivesJackie Marsh's observations, suggestions and theoretical perspectivesReading the word and the worldConclusionBibliographyIndex.

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Book Synopsis"This is a unique portrait of a group of working-class families whose 4 year old children start school on the cusp of the millenium in urban Britain. It is a brilliant analysis of ways in which parents, children and teachers strive to cross cultural and linguistic boundaries to come to a common understanding of 'school'. Beautifully written, it is essential reading for all involved in the education of young children." - Eve Gregory, Professor of Language and Culture in Education, Goldsmiths, University of London."This book will challenge and support practitioners in their quest to improve early childhood practice. The use of theory is 'friendly' and the real-life examples of the experiences of young children and their parents really bring home to the reader the experience of inequality. Readers will rarely find a book which expresses the complexity of educational experience in such an accessible form. This is a valuable book for every level of early years training." - Iram SiraTrade Review"...a balanced, finely observed and elegantly written book. Liz Broker challenges us to move towards a jointly owned culture in the classroom and school through working with families and communities and not only with the children." - Eve BearneTable of ContentsLearning cultures in All Saints' EndFamily values, and the value of familiesLearning how to learn at homeSchool culture at All Saints' PrimaryLearning to be a pupilLinking home and schoollearning to be a parentOutcomeschildren's progress and achievementsUnderstanding outcomes; changing practiceGlossaryReferencesIndex.

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Book SynopsisThis important book provides practical guidance for parents, teachers and other early years practitioners who are concerned with young children's musical development. The authors highlight the relationship between music and the development of communication, the expression of emotion and playfulness. They show how these three elements, in conjunction with musical activity and experience, underpin all future learning including the development of language. They go on to explore music as a subject in its own right and its role in supporting other areas of the curriculum.Insights from a wide range of research are presented in a way which makes them accessible to practitioners so that they can be used to inform and develop effective practice. Practitioners and parents are encouraged to have confidence in their own musical ability.The book provides a wide range of practical strategies and activities. It will show that everyone is capable of enjoying making music with young chiTrade Review"...another wonderfully supportive and thoughtful book in the 'Supporting Early Learning' series." - Chris HarrisonTable of ContentsIntroductionBorn musicalThe music curriculumMusic across the curriculumA music-rich environmentIntervention, observing, planning and evaluatingReferencesIndex.

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Book SynopsisReviewersâ comments on the first edition:âœJane Johnston communicates a sense of effervescent enthusiasm for teaching and science, and her treatment is comprehensive.âTESâœThe ideas and recommendations, based on considerable classroom experience, make this book a valuable aid to students and reflective early years practitioners.âPrimary Science ReviewâœAt last! A serious attempt to explore the scientific potential of infant and pre-school childrenâ The author explains how scientific skills can be developed at an early stage, stimulating the natural inquisitive streak in children. This bookâwill start you thinking about science in a much more positive light.âChild EducationThis accessible and practical book supports good scientific practice in the early years. It helps practitioners to be creative providers, and shows them how to develop awe and wonder of the world in the children they teach. The book highlights the importance of a motivating learnTable of Contents1 – Early-years science experiences 2 – The importance of exploration 3 – Knowledge and understanding of the world 4 – Developing positive attitudes in science5 - Creative early experiences 6 – Creative teaching and provision

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Book Synopsis"Bishop and Denley in Learning Science Teaching have focused as much on good pedagogy as on the peculiarities of science teaching. It is for this reason that their book will be of value not only to trainees in education, but also to a range of professionals working in schools, Higher Education and, in particular, to those responsible for planning and delivering CPD. It is far more than a test for trainee teachers."Science Teacher Education"Any science teacher looking for ways to improve their teaching will find this book helpful...there is perceptive discussion of almost everything that can happen in a science classroom, and related work outside it."Physics Education What do you need to know to be a successful science teacher? How do you develop or acquire that knowledge? If you are just embarking on your learning journey as a science teacher, or are involved in supporting beginning and early career teachers on their wayTable of ContentsPrefaceProfessional knowledge of the science teacherTransforming knowledgePhysicsBiologyChemistryNature of scienceThe student voiceProfessional learningProfessional knowledge in contextReferencesAppendicesAcknowledgements

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Book SynopsisBilingual literary scholar builds bridges spanning institutional silos to found an inclusive "literatures of Canada."Trade ReviewWhen it comes to the study of Canadian literature, scholars typically write about authors or texts, or sometimes the history of a particular period. But Paul Martin has taken the unconventional step of analyzing the discipline itself.. At times engaging and disconcerting, this book reveals what Martin believes is wrong with the current post-secondary approach to teaching our nation's English-language literature.. I found it insightful and disturbing, and it made me reflect on my own book choices for my Canadian literature classes. What's more, Martin doesn't simply indicate the problem; he offers readers possible ways out of the literary conundrum. For those in the discipline open to hearing Martin's frank observations, this book can be a rewarding experience. Thomas Hodd, Telegraph-Journal, February 1, 2014"Martin's book imagines a much more drastic shifting of the ground, a recognition of the actual cultural and linguistic diversity and quantity of the texts being created in Canada-not just an opening of the disciplinary field to more First Nations, black-Canadian or Asian-Canadian texts but a transforming of it to encompass all of the country's textual diversity. Not likely to happen. As Martin recognizes, too many people in the academy-students, teachers, researchers, editors and administrators-are now comfortable with the habitus of the Canadian Literature institution's 'sanctioned ignorance,' and have at least unconscious stakes in its continuance." Frank Davey Blog, January 12, 2014,http://bit.ly/1eNSD33"I have enjoyed reading the book... It is needed research!" Dr. Marie Vautier, University of Victoria"The jury members recognize Sanctioned Ignorance as a book that takes as its goal the troubling of our understandings of teaching Canadian literature in order to call for a greater complexity in canonical and divisional studies and challenge current systems of knowledge production in the study of Canadian literatures in post-secondary institutions. The task Martin undertakes, a reading of the literary landscape through the politics of context, pedagogy, and cultural dissemination, demands attention to the rich and too-often effaced legacies of diasporic, Francophone, and First Nations writers on the way to advocating a more expansive Canadian literary study that is no longer "a prisoner of its own amnesia." The committee was unanimous in their admiration for Martin's vital and far-reaching questions about the protocols and pitfalls of creating a Canadian national literature for the future. Jury comments, Gabrielle Roy Prize"[Paul Martin presents his results] with a keen awareness of how universities shape cultural consumers, as well as how the consecration and transmission of knowledge has a long echo effect. We need to analyze the nature of Canada's attitude toward its own culture, and Martin illuminates once again the degree of our cultural cringe, our colonial shyness about our own value..." Aritha van Herk, Alberta Views, June 2014"One of the best books on this subject is Paul Martin's Sanctioned Ignorance: The Politics of Knowledge Production and the Teaching of Literatures in Canada. It is so comprehensive and so subtle." John Lent, writer, editor, teacher"[Martin] suggests that, while Canadian literature in English has tended to be positioned in curricula as a minor subfield of the British tradition...Quebec universities have enjoyed greater scope to place littérature canadienne, especially québécois literature, at the centre of university programs since at least the 1960s... [Martin's] principal argument is that a survey of such data shows English Canadian universities constructing a kind of 'sanctioned ignorance' of Québécois literature..." -- Neta Gordon * Canadian Literature *

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Book SynopsisDecolonizing the History Curriculum in Malaysia and Singapore is a unique study in the history of education because it examines decolonization in terms of how it changed the subject of history in the school curriculum of two colonized countries Malaysia and Singapore. Blackburn and Wu's book analyzes the transition of the subject of history from colonial education to postcolonial education, from the history syllabus upholding the colonial order to the period after independence when the history syllabus became a tool for nation-building. Malaysia and Singapore are excellent case studies of this process because they once shared a common imperial curriculum in the English language schools that was gradually decolonized' to form the basis of the early history syllabuses of the new nation-states (they were briefly one nation-state in the early to mid-1960s). The colonial English language history syllabus was decolonized' into a national curriculum that was translated for the ChTable of ContentsIntroduction1. History in the Imperial Curriculum of Malaya and Singapore (1899-1930s)2. Teaching History and Imperial Citizenship in the 1930s3. The Beginnings of the ‘Decolonization’ of Colonial Education (1942-1952)4. Creating an ‘Asia-Centric’ History Syllabus for a Malayan Nation (1952-1959)5. Tensions over a Common National History in the Early Postcolonial State (1959-1965)6. The Formation of a ‘Malaysian-Centric’ History Syllabus7. Separation and a ‘Singapore-Centric’ History SyllabusConclusionAppendicesBibliographyIndex

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Book SynopsisThis singular new textbook is both an introduction to the major theories of second language acquisition and a practical proposal for their application to language learning courses. It explains and evaluates these theories, and focuses on recent research that has enriched thinking about the best ways to facilitate communicative effectiveness in an L2. It then suggests practical applications regarding language planning, curriculum development, pedagogy, materials development, teacher development, and assessment, establishing a tangible connection between theory and practice. Unlike many SLA books which are narrowly focused on the acquisition of language, it explores the roles of factors such as pragmatics, para-linguistic signals, gesture, semiotics, multi-modality, embodied language, and brain activity in L2 communication. SLA Applied connects research-based theories to the authors'' and students'' real-life experiences in the classroom, and stimulates reflection and creativity throughTrade Review'In a refreshingly innovative look at what actually leads to communicative effectiveness in L2, Tomlinson and Masuhara connect research with practical guidance for teachers and learners of language. This highly accessible textbook should be of keen interest both to researchers, teacher educators, teachers, and writers of curricular materials. The reader is challenged by thought-provoking questions and tasks throughout the book.' Andrew D. Cohen, University of Minnesota'Written in a comprehensive, inclusive and authoritative style, this book provides in-depth coverage of some of the major theories informing SLA research. However, it does so much more than simply cover the theoretical ground. It offers teaching practitioners an informed and insightful means to convert theory into practical application in their own context. It's a volume that every teacher who wishes to be professionally aware will want to have on his or her bookshelf.' Anne Burns, University of New South Wales'The sub-title of the latest book from Brian Tomlinson and Hitomi Masuhara, 'Connecting Theory and Practice' is entirely appropriate. Both authors have collaborated before on several publications aiming to show the mutual interplay of SLA theory and practice, and this volume is another very successful outcome. It presents a comprehensive but accessible overview of the latest SLA research together with a balanced set of relevant pedagogic applications, with many ideas drawn from the authors' own wide experience. It should be on the bookshelf of all second language teachers, trainers, and curriculum specialists as a valuable reference resource.' Chris Kennedy, University of Birmingham'The divide of decades that existed between SLA and the classroom has finally experienced effective bridging! A thought-provoking reference that will especially help undergraduates grasp early in their education, the connections between SLA theory and practice.' Jayakaran Mukundan, Universiti Putra Malaysia'Tomlinson and Masuhara masterfully present SLA theory and showcase its pedagogical applications in this new book. Written in an engaging and approachable style, with abundant real-world examples and up-to-date evidence on how second languages are processed and acquired, this book is sure to meet the needs of both researchers and teachers.' Stephen Fafulas, University of Mississippi'Establishing a lucid connection between theory and practical application is no small task. In this book, Tomlinson and Masuhara succeed in bridging this important gap, illustrating the relevance of SLA theory in the classroom setting. This book is an especially helpful guide to educators seeking to engage more with SLA theory. A valuable contribution to the field.' Michael T. PutnamTable of ContentsPreface; Introduction; 1. Input; 2. Intake Part One – Theory; 3. Intake Part Two – The Application of Theory to Learning; 4. Further Processing, Acquisition and Development; 5. Recognition, Recall, Rehearsal and Retrieval; 6. Comprehension of the L2; 7. Production and Monitoring of the L2; 8. Auto-Input; 9. Some Salient Issues in SLA Research; Summary; References; Index.

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Book SynopsisCorrective feedback is a vital pedagogical tool in language learning. This is the first volume to provide an in-depth analysis and discussion of the role of corrective feedback in second and foreign language learning and teaching. Written by leading scholars, it assembles cutting-edge research and state-of-the-art articles that address recent developments in core areas of corrective feedback including oral, written, computer-mediated, nonverbal, and peer feedback. The chapters are a combination of both theme-based and original empirical studies carried out in diverse second and foreign language contexts. Each chapter provides a concise review of its own topic, discusses theoretical and empirical issues not adequately addressed before, and identifies their implications for classroom instruction and future research. It will be an essential resource for all those interested in the role of corrective feedback in second and foreign language learning and how they can be used to enhance classTable of ContentsIntroduction. Corrective feedback in second language teaching and learning Hossein Nassaji and Eva Kartchava; Part I. Theoretical Perspectives on Corrective Feedback: 1. Corrective feedback from behaviorist and innatist perspectives ZhaoHong Han; 2. Interactionist approach to corrective feedback in second language acquisition Rebekha Abbuhl; 3. Cognitive theoretical perspectives of corrective feedback Ronald Leow and Meagan Driver; 4. Corrective feedback from a sociocultural perspective Hossein Nassaji; Part II. Methodological Approaches in the Study of Corrective Feedback: 5. Tools to measure the effectiveness of feedback Alison Mackey, Lara Bryfonski, Özgür Parlak, Ashleigh Pipes, Ayşenur Sağdıç and Bo-Ram Suh; 6. Laboratory-based oral corrective feedback Shawn Loewen and Susan M. Gass; 7. Classroom-based research in corrective feedback Antonella Valeo; 8. Meta-analysis and research synthesis Daniel Brown; Part III. Different Delivery Modes of Corrective Feedback: 9. Oral corrective feedback Rhonda Oliver and Rebecca Adams; 10. Written corrective feedback John Bitchener; 11. Technology-mediated corrective feedback Trude Heift, Phuong Nguyen and Volker Hegelheimer; 12. Gestures, corrective feedback, and second language development Kimi Nakatsukasa; Part IV. Feedback Provider, Feedback Focus, and Feedback Timing: 13. Peer feedback in second language oral interaction Noriko Iwashita and Phung Dao; 14. Focused versus unfocused corrective feedback Catherine van Beuningen; 15. Corrective feedback timing and second language grammatical development: research, theory, and practice Paul Gregory Quinn; 16. Explicit versus implicit oral corrective feedback Rod Ellis; Part V. Corrective Feedback and Language Skills: 17. Corrective feedback and the development of second language grammar Helen Basturkmen and Mengxia Fu; 18. Corrective feedback and the development of second language vocabulary Nobuhiro Kamiya and Tatsuya Nakata; 19. Effects of corrective feedback on second language pronunciation development Kazuya Saito; 20. Corrective feedback in instructional pragmatics Kathleen Bardovi-Harlig and Yucel Yilmaz; 21. Alphabetic print literacy level and the noticing of oral corrective feedback in SLA Elaine Tarone; Part VI. Contexts of Corrective Feedback and their Effects: 22. Corrective feedback in second versus foreign language contexts Maria de Pilar Garcia Mayo and Ruth Milla; 23. Corrective feedback in computer-mediated versus face-to-face environments Luis Cerezo; 24. Corrective feedback in mobile technology-mediated contexts Eva Kartchava and Hossein Nassaji; 25. Corrective feedback in content-based contexts Susan Ballinger; Part VII. Learners' and Teachers' Feedback Perspectives and Preferences: 26. Teacher and student beliefs and perspectives towards corrective feedback YouJin Kim and Tamanna Mostafa; 27. Written corrective feedback and learners' objects, beliefs and emotions Neomy Storch; 28. The role of training in feedback provision and effectiveness Eva Kartchava; 29. Perceptions and noticing of corrective feedback Reiko Yoshida; Part VIII. Individual Differences, Tasks, and Other Language and Learner-Related Factors: 30. Age and corrective feedback Alyssa Vuono and Shaofeng Li; 31. Gender effects Rebecca Adams and Lauren Ross-Feldman; 32. Feedback, aptitude, and multilingualism Beatriz Lado and Cristina Sanz; 33. Corrective feedback and affect Jaemyung Goo and Takaaki Takeuchi; 34. Corrective feedback, developmental readiness and language proficiency Miroslaw Pawlak; 35. Corrective feedback and grammatical complexity: a research synthesis Gisela Granena and Yucel Yilmaz; 36. The role of task in the efficacy of corrective feedback Pauline Foster and Martyn McGettigan.

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Book SynopsisWritten by an author team educated in both the law and social work, this book acquaints readers with major state and federal laws, regulations, and court opinions that directly affect social work practice. LAW IN SOCIAL WORK PRACTICE, 3rd Edition helps readers understand how to work within the legal system to benefit clients and further client interests, recognize certain client problems as legal, and work effectively with lawyers, as well as how the law shapes and restricts clients' actions. It also addresses how the law regulates social work practice, and how to recognize and respect the rights of clients and others affected by a practitioner's actions.Table of ContentsPart I: BASIC LEGAL CONCEPTS, PRINCIPLES, AND SKILLS FOR SOCIAL WORKERS. 1. Understanding the Law and the Legal System. 2. Skills in Finding, Reading, and Citing the Law. 3. Understanding the Hearing Process. 4. Skills for Competent Practice in the Hearing Process. 5. Understanding the Constitution. Part II: LAW IMPACTING ALL FIELDS OF SOCIAL WORK PRACTICE. 6. Regulation of Practice. 7. Confidentiality and Other Legal and Ethical Obligations. 8. Sanctions for Illegal, Unethical, and Unprofessional Practice. Part III: LAW RELATED TO SPECIFIC FIELDS OF SOCIAL WORK PRACTICE. 9. Criminal Justice. 10. Juvenile Justice. 11. Protection of Children. 12. Adoption of Children. 13. Parentage and Child Support. 14. Adult Domestic Relations. 15. Custody of Children. 16. Education of Children. 17. Health Care. 18. Commitment and Treatment of Persons with Mental Disorders. 19. Guardianship and Protection of Vulnerable Adults.

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