Teaching of a specific subject Books
Taylor & Francis Ltd Modern Cantonese Book 3
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£118.75
Taylor & Francis Critical Democratic Education and LGBTQInclusive Curriculum
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£18.99
Taylor & Francis Ltd Learning Technologies and User Interaction
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£37.04
Taylor & Francis Teaching Physical Education Creatively Learning to Teach in the Primary School Series
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£128.25
Taylor & Francis Human Specialization in Design and Technology The Current Wave for Learning Culture Industry and Beyond
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£128.25
Taylor & Francis Ltd The Instrumental Music Teacher
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£39.99
Taylor & Francis Climate Change Education
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£118.75
Taylor & Francis Ltd Soundabout Life Music Resources for Young Adults
Book SynopsisThis innovative resource sets out simple, everyday activities that use music and sound to enrich the lives of young adults with profound and multiple learning disabilities. Each colourful card presents ideas that parents and others can do with the young person in their care, at home and when out and about. Activities are based on the Sounds of Intent framework of musical development www.soundsofintent.org and structured to promote an evolving sense of self, engagement with others, and an awareness of the wider world. A QR code on each card connects to specially created audio and visual materials that can be found on the Soundabout website soundaboutfamily.org.uk Features that make this an essential resource include: 48 cards that set out over 200 activities involving sound and music in an accessible way, with no special skills or knowledge needed Access to audio files, the pioneering Soundabout Music Tracks', that make music truly accessible to peTable of ContentsIntroduction to activities using sound and music with young children with profound disabilities Cards 1-4 Cards 5-8 Cards 9-12 Cards 13-16 Cards 17-20 Cards 21-24 Cards 25-28 Cards 29-32 Cards 33-36 Cards 37-40 Level 4 Cards 41-44 Cards 45-48
£33.04
Taylor & Francis Ltd Little Soundabout Music Resources for Young
Book SynopsisThis innovative resource sets out simple, everyday activities that use music and sound to enrich the lives of young children with profound and multiple learning disabilities. Each colourful card presents ideas that parents and others can do with the child in their care, at home and when out and about.Activities are based on the Sounds of Intent framework of musical development www.soundsofintent.org and structured to promote an evolving sense of self, engagement with others, and an awareness of the wider world. A QR code on each card connects to specially created audio and visual materials that can be found on the Soundabout website www.soundaboutfamily.org.uk.Features that make this an essential resource include: 48 cards that set out over 200 activities involving sound and music in an accessible way, with no special skills or knowledge needed Access to audio files, the pioneering Soundabout Music Tracks', that make music truly acceTable of ContentsCards 1–4 Level 2 Listening Cards 5–8 Level 2 Singing & Playing Cards 9–12 Level 2 Interacting Cards 13-16 Level 2 Me Cards 17-20 Level 3 Listening Cards 21-24 Level 3 Singing & Playing Cards 25-28 Level 3 Interacting Cards 29-32 Level 3 Me Cards 33-36 Level 4 Listening Cards 37-40 Level 4 Singing & Playing Cards 41-44 Level 4 Interacting Cards 45-48 Level 4 Me
£33.04
Taylor & Francis Ltd Math Instruction for Students with Learning Difficulties
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£54.14
Taylor & Francis Ltd Exploring English Language Teaching in PostSoviet Era Countries
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£37.04
Taylor & Francis Ltd Math Instruction for Students with Learning Difficulties
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£128.25
Taylor & Francis Ltd Computational Thinking in Education
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£128.25
Taylor & Francis Ltd Theorizing Shadow Education and Academic Success in East Asia
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£128.25
Taylor & Francis Ltd Theorizing Shadow Education and Academic Success in East Asia
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£35.14
Taylor & Francis Ltd Handbook of Research on Science Teacher Education
Book SynopsisThis groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K12 science teachers.Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices. Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers. Issues associated with equity are embedded within each chapter. Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose Table of ContentsSection 1: Engaging in Science Teacher Education Research Section Editor: Julie A. Luft The Importance of Research in Science Teacher Education Sibel Erduran and Liam Guilfoyle The Contribution of Large Educational Surveys to Science Teacher Education Research Robert H. Tai, Joseph Taylor, Vijay Reddy, and Eric R. Banilower Qualitatively Conducting Teacher Education Research Felicia Moore Mensah and Jessica L. Chen Mixed Methods Research on Science Teacher Education Gayle A. Buck and Francesca A. Williamson Towards Justice: Designing for a Rightful Presence as a Lens for Science Teacher Education Research Angela Calabrese-Barton, Edna Tan, Kathleen Schenkel, and Aerin Benavides Section 2: Initial Science Teacher Education - Core Areas Section Editor: Sarah Carrier Preparing Early Childhood Teachers to Support Young Children’s Equitable Science Sensemaking Carla Zembal-Saul, Christina Siry, Sabela F. Monteira, and Frances Nebus Bose Well-Started Beginners: Preparing Elementary Teachers for Rigorous, Consequential, Just, and Equitable Science Teaching Elizabeth A. Davis and Christa Haverly Research on Secondary Science Teacher Preparation Todd Campbell, Ron Gray, Xavier Fazio, and Jan van Driel Understanding the Role of Field Experiences in Preservice Science Teacher Preparation David Stroupe Recent Trends in Science Education Research on Mentoring Pre-Service Teachers Leslie U. Bradbury Alternative Pathways to Science Teaching: Approaches and Impacts Elizabeth Edmondson, Alison Dossick, Smadar Donitsa-Schmidt, Yehudit Judy Dori, Christine Ure, and Christel Balck Section 3: Initial Teacher Preparation – Situated Aspects Section Editor: David F. Jackson Preservice Science Teacher Education Around the Globe: Trends, Challenges, and Future Directions Hernán Cofré, Claudia Vergara, David Santibáñez, and José Pavez Partnerships in K-12 Preservice Science Teacher Education Andrew Gilbert and Linda Hobbs The Magic of Informal Settings: A Literature Review of Partnerships and Collaborations that Support Preservice Science Teacher Education Across the Globe Natasha Cooke-Nieves, Jamie Wallace, Preeti Gupta, and Elaine Howes Discursive Practices in Initial Science Teacher Education Mercè Izquierdo, Ainoa Marzábal, Cristian Merino, Valeria Cabello, Patricia Moreira, Luigi Cuellar, Virginia Delgado, Franklin Manrique, and Macarena Soto The Role of Emerging Technologies in Science Teacher Preparation Gina Childers and Rebecca Hite Policy in K-12 Science Teacher Preparation: Uniformity and Diversity from International Perspectives Cheng Liu, Wenyuan Yang, and Enshan Liu Section 4: Science Teacher Continuing Professional Development Section Editor: Lauren Madden The Learning Opportunities of Newly Hired Teachers of Science Shannon L. Navy, Julie A. Luft, and Audrey Msimanga Science Teacher Leadership: The Current Landscape and Paths Forward Brooke A. Whitworth, Julianne A. Wenner, and Dorit Tubin Professional Development of Science Teachers for Inquiry Instruction Umesh Ramnarain, Daniel Capps, and Ying-Shao Hsu A Literature Review of Global Perspectives on the Professional Development of Culturally Responsive Science Teachers Julie C. Brown, Rose M. Cringle, and Nihat Kotluk Professional Learning Communities Across Science Teachers’ Careers: The Importance of Differentiating Learning Ron Blonder and Vicki Vescio Digital Technologies and Professional Learning of Science Teachers: A Technological Pedagogical Content Knowledge (TPACK) Perspective Seng Chee Tan, Tang Wee Teo, and Chin-Chung Tsai Section 5: Science Teacher Education -Central Tenets Section Editor: Soonhye Park Science Teacher Professional Knowledge and Its Relationship to High-Quality Science Instruction Vanessa Kind, Soonhye Park, and Kennedy Kam Ho Chan Indigenous Knowledge in Science Education: Implications for Teacher Education Josef de Beer, Neal Petersen, and Meshach Ogunniyi Action research: A Promising Strategy for Science Teacher Education Allan Feldman, Nadja Belova, Ingo Eilks, Marika Kapanadze, Rachel Mamlok-Naaman, Franz Rauch, and Mehmet Fatih Taşar Including All Learners through Science Teacher Education Michele Hollingsworth Koomen, Sami Kahn, and Teresa Shume The Role of Teacher Education in Teaching Science to Emergent Bilingual Learners Edward G. Lyon and Sara Tolbert Educative Curriculum Materials and Their Role in the Learning of Science Teachers Melina Furman, Mariana Luzuriaga, Margarita Gomez, and Mauricio Duque Section 6: Science Teacher Education – Emerging Areas Section Editor: Rachel Mamlok-Naaman Learning to Teach Controversial Topics Michael J. Reiss Professional Identity as a Framework for Science Teacher Education and Professional Development Dana Vedder-Weiss Emotion and Science Teacher Education Alberto Bellocchi and Arnau Amat Learning to Teach Science from a Contextualized Stance Michael Giamellaro, Kassandra L’Heureux, Cory Buxton, Marie-Claude Beaudry, Jean-Philippe Ayotte-Beaudet, and Talal Alajmi Learning in and Through Researcher-Teacher Collaboration Carrie D. Allen, Sara C. Heredia, Eve Manz, and William (Bill) Penuel Integrated STEM Teacher Education: An Opportunity for Promoting Equity Erin E. Peters-Burton and Kelly L. Knight
£94.99
Taylor & Francis Ltd Handbook of Research on Science Teacher Education
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£237.50
Taylor & Francis Ltd InquiryBased Literature Instruction in the 612 Classroom A Handson Guide for Deeper Learning
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£128.25
Taylor & Francis Art as Unlearning
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£37.04
Taylor & Francis The Art and Craft of Literacy Pedagogy
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£37.04
Taylor & Francis Ltd Democratic Education and the TeacherAsProphet Exploring the Religious Work of Schools
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£37.04
Taylor & Francis Curriculum and Environmental Education
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£37.04
Taylor & Francis Curriculum as Contestation
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£37.04
Taylor & Francis Service User Involvement in Social Work Education
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£37.04
Taylor & Francis The Optimum Imperative Czech Architecture for the Socialist Lifestyle 19381968
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£39.99
Taylor & Francis Multimodal Approaches to Research and Pedagogy
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£39.99
Taylor & Francis Democracy and Mathematics Education Rethinking School Math for Our Troubled Times
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£128.25
Taylor & Francis Ltd Computational Thinking in Education
Book SynopsisComputational Thinking in Education explores the relevance of computational thinking in primary and secondary education. As today's school-aged students prepare to live and work in a thoroughly digitized world, computer science is providing a wealth of new learning concepts and opportunities across domains. This book offers a comprehensive overview of computational thinking, its history, implications for equity and inclusion, analyses of competencies in practice, and integration into learning, instruction, and assessment through scaffolded teacher education. Computer science education faculty and pre- and in-service educators will find a fresh pedagogical approach to computational thinking in primary and secondary classrooms.Trade Review"As computational thinking becomes part of compulsory education, school systems will be considering how it fits into the system as a whole. This book uniquely offers a system-wide view of computational thinking, from preparing teachers to choosing computational thinking instruction to implementing a district strategy. It provides an excellent opportunity to learn from top educators and researchers in the field about their perspectives of the implementation and future of computational thinking."—Lauren Margulieux, Assistant Professor and Computer Science Endorsement Director at Georgia State University, USA"As computer science education moves into school classrooms around the globe, this book addresses central questions of what computational thinking should mean in K-12 education. The contributing chapters address critical issues in district initiatives, teacher professional development, student assessment, and subject matter integration."—Yasmin B. Kafai, Lori and Michael Milken President’s Distinguished Professor at University of Pennsylvania, USA"Currently, the prevailing belief in most countries is that a compulsory education in computer science is indispensable for all children and young people in order to enable them to lead autonomous, self-determined and responsible lives in the information society. Computational thinking represents the currently best-known and most widely accepted didactical approach to this end. This book finally offers a comprehensive analysis of the pedagogical aspects of this approach, which is urgently needed for implementation in schools. It is a must-read for all researchers and practitioners who are serious about computational thinking."—Peter Hubwieser, Professor for Computer Science Education at the Technical University of Munich, Germany"This is a great, essential book for a field that is both fresh and long-established. Some of itsauthors are among the world's most esteemed researchers in the field, and others are emerging with exiting new ideas. The book addresses a wealth of very important issues, from questions about the raison d'etre altogether of teaching computational thinking to innovative considerations of hard-nosed problems of how to prepare pre- and in-service teachers for the task. I highly recommend this book to everyone interested in the broad field of technology in education."—Jeppe Bundsgaard, Professor of Education in the Danish School of Education at Aarhus University, DenmarkTable of Contents1 Computational Thinking: A Professional and Historical PerspectiveMatti Tedre & Peter J. Denning2 Computational Thinking TodayShuchi Grover3 A Computational Thinking Integration Model for Primary and Secondary ClassroomsSteven Azeka & Aman Yadav 4 Democracy and Computation: A Normative Perspective on the Magic of the New MillenniumUlf Dalvad Berthelsen & Carsten Fogh Nielsen5 Computational Thinking as Subject Matter: As an Independent Subject or Integrated across Subjects?Morten Tannert, Rasmus Fink Lorentzen, and Ulf Dalvad Berthelsen 6 Assessment of Computational ThinkingDavid Weintrop, Daisy Rutstein, Marie Bienkowski, and Steven McGee7 Ethnocomputing and Computational ThinkingMichael Lachney, Briana Green, Madison C. Allen, and Lakisha Foy8 Professional Development as a Bridge between Teacher Competencies and Computational Thinking IntegrationSecil Caskurlu, Aman Yadav, Kyle Dunbar, and Rafi Santo9 Preparing the Next Generation of Teachers: Revamping Teacher Education for the 21st CenturyAnne Leftwich, Aman Yadav, and Chrystalla Mouza10 Integrating Computing through Task-Specific Programming for Disciplinary Relevance: Considerations and ExamplesMark Guzdial & Tamara Shreiner11 Computational Thinking as District Strategy: Moving the CS vs CT Debate from the Ivory Tower to the SchoolhouseRafi Santo, June Ahn, and Leigh Ann DeLyser
£37.04
Taylor & Francis Ltd The Secret Life of EnglishMedium Instruction in Higher Education
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£24.51
Taylor & Francis Ltd Attitudes to English Study among Japanese Chinese and Korean Women
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£37.04
Taylor & Francis A Curriculum Guide for Middle Leaders Intent Implementation and Impact in Practice
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£128.25
Taylor & Francis Ltd Making Meaning in English Exploring the Role of Knowledge in the English Curriculum
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£128.25
Taylor & Francis Ltd Handbook of Practical Second Language Teaching and Learning
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£266.00
Taylor & Francis Ltd Loving Writing
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£35.99
Taylor & Francis Ltd Digital Learning and Collaborative Practices
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£37.04
Taylor & Francis Literary Knowing and the Making of English Teachers
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£34.19
Taylor & Francis Ltd The Instructional Design Trainers Guide
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£35.14
Taylor & Francis Ltd Loving Writing
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£128.25
Taylor & Francis Ltd The Journey from Music Student to Teacher
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£128.25
Taylor & Francis Ltd Historical and Moral Consciousness in Education
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£128.25
Taylor & Francis Ltd Historical and Moral Consciousness in Education
Book SynopsisHistorical and Moral Consciousness highlights how ethics can be understood in the context of History education. It analyses the qualitative differences in how young people respond to historical and moral dilemmas of relevance to democratic values and human rights education. Drawing on a four-year international project, the book offers nuanced discussion and new scholarly understanding of the intersections between historical consciousness and moral consciousness within research. It develops new theoretical tools for history teaching and learning that can support teachers as they endeavor to educate for democratic citizenship. The book includes a meta-analysis of research within history Didaktik and around historical events with a moral bearing, and presents a comparative study of Australian, Finnish, and Swedish high school students' moral understandings of historical dilemmas.Raising important questions about how our learning from the past is interTrade Review"In many countries, teachers struggle with polarized debates in their classrooms about moral issues related to present interpretations of the past, about what was right and wrong then and now. This book provides a fascinating and much-needed theoretical and empirical study of how historical consciousness and moral consciousness are intersected. Focusing on third-order concepts that stimulate self-reflection on personal values and emotions, the authors offer new theoretical tools for research on history teaching and citizenship education. Historical and Moral Consciousness in Education is well written and cogently argued."Maria Grever, em. professor Theory of Historical Culture, Erasmus University Rotterdam, the Netherlands"A great and fascinating contribution. This is what the fields of history education and civic education really need. New and suggesting ideas about and how representations about the past and the problems of the present are connected."Mario Carretero, is Professor in psychology at Autonoma University of Madrid "Historical and Moral Consciousness in Education makes an important and welcome contribution to studies in historical consciousness and democratic education. The authors reject the perceived separation between historical consciousness and moral consciousness, arguing instead that learning about the past is an inescapably moral endeavor. Drawing on empirical studies with students in Australia, Finland, and Sweden, the book explores how our understanding of what went on in other times and places shapes our moral identity in the present, and our sense of responsibility to both the past and future. This book will be of interest to scholars of historical consciousness, history teachers, and teacher educators alike."Ann Chinnery is a professor in the Education department at Simon Fraser University"At a time when polarized societies struggle with issues of right and wrong, good and evil, and desirable and undesirable, this timely book provides a roadmap for using history and civics instruction to enrich students’ engagement with issues of morality. The authors explore the complex and abstract theories associated with historical consciousness and moral consciousness within the concrete settings of classrooms in international contexts. They investigate how history and civics education might nurture in young people a commitment to human rights, preparing them for morally-responsible citizenship. Researchers and educators will find this work an indispensable contribution in defining and exploring the intersections between historical consciousness and moral consciousness, topics that are gaining importance in a morally-disoriented world."Jeffery D Nokes is a professor in the History Department at Brigham Young University.Human life is diverse both within and across times. Fostering young students' abilities to really partake in social life characterized by this multi-dimensional diversity, therefore, requires to not only endow them with a historical knowledge and moral principles separately, but to enable them to actively, independently and critically develop their own abilities to perceive and reflect on and to rationally (inter)act at the intersections of these two dimensions of human life. Drawing on the concept of "historical consciousness" for the spectrum of making sense of time and exploring different theories for conceptualising a counterpart of 'moral consciousness', this book both reports on empirical findings in studies from different countries on students' conceptualisations and argumentations, theoretically develops a set of insights and concepts by which the intersecting of the two dimensions can and should be further explored, and draws a set of highly recommendable conclusions for integrating this dimension of young students' personal development in school curricula.Andreas Körber, professor in history education, University of Hamburg, GermanyTable of Contents1: Introduction. PART I: Reflections in research. 2: Historical consciousness and the human condition – revisiting moral motivations and their implications for education. 3: Language as a means to broaden horizons of perception: third order concepts in research about Historical Consciousness. 4: Systematic review of historical consciousness and moral consciousness (mapping the material but understanding the field theoretically). 5: Discourses of historical consciousness and moral consciousness in Australian doctoral theses. 6: Why is ethics important in history education? A dialogue between the various ways of understanding the relationship between ethics and historical consciousness. PART II: Young people’s perceptions / Concepts applied. 7: In search for intersections of historical and moral consciousness in students’ answers: how a research instrument was designed and used. 8: Temporal orientation and moral reflections. 9: Exploring moral sensitivity and historical empathy in students’ response to a historical moral dilemma. 10: History interactions: Students pose questions to a difficult past. 11: Students on moral judgment making in History and the place of moral questions in the History Classroom. PART III: Conclusions and implications for teaching. 12: Conclusions – a new theoretical framework
£37.04
Taylor & Francis Ltd Designing Courses with Digital Technologies
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£128.25
Taylor & Francis Ltd The Instructional Design Trainers Guide
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£128.25
Taylor & Francis Ltd Writing STEAM
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£36.99
Taylor & Francis Making Sense of Literacy Scholarship
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£37.04
Taylor & Francis Ltd Teaching Literature in Times of Crisis
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£118.75
Taylor & Francis Ltd Teaching Writing Rhetoric and Reason at the Globalizing University
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£21.05
Taylor & Francis Ltd Teaching Religious Literacy to Combat Religious Bullying Insights from North American Secondary Schools Routledge Research in Religion and Education
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£137.75
