Teaching skills and techniques Books
Taylor & Francis Ltd Designing Learning for Multimodal Literacy
Book SynopsisDesigning Learning for Multimodal Literacy addresses the need to design learning for multimodal literacy in a world that is increasingly saturated with print and digital media.In the current age, communication and interactions on social media are seldom made with language alone but are often accompanied with emojis, images, and videos, making meanings multimodally. Young people, including children, are also increasingly active in making videos of themselves, their ideas, and their experiences as part of their out-of-school literacy activities. In particular, for language teachers, the present shifts in our world require that teachers re-examine what they teach and how they can meaningfully and effectively teach the students in their classes today. At 8 years old, Alden created his own rap music video and shared it with the world. He wrote his own lyrics and set it against the music he remixed and meshed from a music download site. Alden is in your classroom today. AsTrade Review"In this pathbreaking book, the authors bring together two crucial agendas for contemporary education. "Multimodal literacy" addresses changed realities of our contemporary media of representation and communication, from the everyday life texts of social media, to multimodal academic knowledge. They connect this to the challenge of "designing learning", a process in which teachers actively create and nurture learning environments in dialogue with their students. In both these foci—meaning making and pedagogy—the book breaks new conceptual ground, while at the same time vividly locating its insights in the rich learning experiences of real teachers and their students."---Bill Cope, Professor, University of Illinois at Urbana-Champaign, USA"Teachers and researchers will find this book illuminating and affirming in its portrayal of collaborative negotiation of the theory, research and practice nexus as well as its stimulating and multi-faceted agenda for such ongoing research in multimodal literacy pedagogy."---Len Unsworth, Professor in English and Literacies Education, Institute for Learning Sciences and Teacher Education, Australian Catholic University, Sydney, Australia"The book bridges the gap between theory and practice in multimodal pedagogy. The chapters provide rich insights on how to translate theories of multimodality into teaching design, and how researchers can work with teachers to develop deeper understanding of their daily practices in classrooms."---Yiqiong Zhang, Professor in Applied Linguistics, Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, China "The book advances the teaching of multimodal literacy as it connects theory and practice to shed light onto the design of multimodal learning experiences. Easily comprehensible and insightful, it serves as an illustrative guide for educational researchers and teacher practitioners who are interested in integrating viewing and representing into their lessons"---Dr Styliani Karatza, National and Kapodistrian University of Athens. Greece"The volume has done excellent work in calling attention to multimodal literacy, thus paving the way towards educational justice through making explicit and available multimodal meaning-making practices to all students." -- Xiaoqin Wu, Lecturer of English Academic Writing and Systemic-Functional Linguistics, Southwest University and Yuting Liu, Southwest University.Table of Contents1. Learning in the Digital Age 2. Designing for Multimodal Literacy Learning 3. Multimodal Literacy Learning with Print Texts 4. Multimodal Literacy Learning with Digital Texts 5. Teaching Digital Multimodal Composing 6. Integrating Language and Multimodality 7. Growing Designers of Learning 8. Advancing Multimodal Literacy Learning
£35.99
Taylor & Francis Kinaesthetic Learning in Early Childhood
Book SynopsisStrongly grounded in research and rich with practical examples for educators, this book demonstrates the importance and benefits of kinaesthetic learning in young childrenâs learning and development.Kinaesthetic or hands-on active learning is extremely important for young childrenâs personal, social and cultural development. Without this kind of learning children may be at risk of poor behaviour, social development and academic learning outcomes. This book shares concrete examples of authentic kinaesthetic learning experiences, across different discipline areas, in a range of Early Childhood contexts. The chapters outline practical approaches to kinaesthetic learning in the classroom to help educators to engage young children, covering curriculum areas such as the arts, mathematics, literacy, digital technologies and English as a foreign language. These practical examples are supported by a range of research and theories related to the benefits of kinaesthetic learning for yoTrade Review'As this book consistently aims to provide the reader with varied research studies that promote the learning benefits of kinaesthetic education, so too does it simultaneously advocate for play-based early learning environments. A preschool or kindergarten teacher looking to reaffirm their use of hands-on learning and incorporate new ideas for it would gain insight into developing their practice from reading this book. Drawing from the detailed chapters, they could apply the myriad of ideas and strategies to content-related elements in their classrooms. This book would also serve as a good option in a pre-service setting to set a foundational understanding of early childhood theoretical concepts for students while increasing awareness of the importance of kinaesthetic learning in early childhood education.'Lori Blake, Assistant Professor of Early Childhood Education, Central Connecticut State University, USA.Table of Contents1. The importance of kinaesthetic learning for early childhood 2. Kinaesthetic learning: A systematic review in early childhood education contexts 3. Learning by doing: a self-narrative approach to children's experiential learning 4. Practice-based approaches to kinaesthetic learning 5. A kinaesthetic approach to teaching mathematics education in the early years 6. An investigation of the use of arts-based embodied learning in early years classrooms 7. The body as an instrument of knowing: Kinaesthetic learning with and through the arts 8. Digital technologies and kinaesthetic learning for early years boys 9. Building a bridge: LEGO as a kinaesthetic tool to facilitate play-based learning in early childhood and beyond 10. Embodied scaffolding and kinaesthetic learning in Finnish early childhood education 11. Concluding comments
£24.99
Taylor & Francis The Spectrum of Teaching Styles in Physical
Book SynopsisThis is the first in-depth, practice-focused book to explain spectrum theory' and its application in physical education and sports coaching. Spectrum theory identifies 11 distinct teaching styles, with decision making as a central characteristic, and allows teachers to select age and developmentally appropriate styles across social, physical, ethical, emotional and cognitive channels. The book brings together leading thinkers in spectrum theory, to demonstrate how it can be applied to improve teaching and learning in PE and coaching.Drawing on real-world research in schools and universities, the book considers the history of spectrum theory, and examines its significance across important areas such as physical education teacher education, sport pedagogy, teacher development, models such as Games Sense and Teaching Games for Understanding, skill acquisition and student learning and perception. Every chapter highlights the practical implications of research in real-world sTable of Contents1. Introduction to the Spectrum, 2. History and Overview of the Spectrum, 3. The Spectrum: My Journey, 4. Using the Spectrum to Interrogate the Teaching Styles of Physical Education Teachers, 5. Using the Spectrum to Ground PETE Students’ Pedagogical Footings, 6. Considering the Application of a Range of Teaching Styles from the Spectrum that Promotes the Holistic Development of Tennis Players in a Variety of Learning Domains, 7. Reconciling Approaches: Mosston and Ashworth’s Spectrum of Teaching Styles as a Tool to Examine the Complexity of Any Teaching (Or Coaching) Approach, 8. An Analysis of Spectrum Research on Teaching: Study 2, 9. Featuring the Spectrum in an Eclectic PETE Program, 10. Inclusion Style of Teaching: Student Autonomy and Responsibility, 11. Effects of the Reciprocal Teaching Style on Skill Acquisition, Verbal Interaction, and Ability to Analyse in Fifth Grade Children in Physical Education, 12. Teachers’ and Students’ Experiences with and Perceptions of the Teaching Styles, 13. Examining Physical Education Teachers’ and Pre-Service Physical Education Teachers’ Knowledge Related to Reproduction and Production Teaching Styles Through the Framework Theory of Conceptual Change, 14. The Teaching Continuum: A Framework for Generalist Trained Elementary School Teachers in Physical Education, 15. Future Considerations on the Spectrum
£39.99
Taylor & Francis Ltd Constructing Measures
Book SynopsisConstructing Measures introduces a way to understand the advantages and disadvantages of measurement instruments. It explains the ways to use such instruments, and how to apply these methods to develop new instruments or adapt old ones, based on item response modeling and construct references. Now in its second edition, this book focuses on the steps taken while constructing an instrument, and breaks down the building blocks that make up an instrumentthe construct map, the design plan for the items, the outcome space, and the statistical measurement model. The material covers a variety of item formats, including multiple-choice, open-ended, and performance items, projects, portfolios, Likert and Guttman items, behavioral observations, and interview protocols. Each chapter includes an overview of the key concepts, related resources for further investigation, and exercises and activities. A variety of examples from the behavioral and social sciences and educationincludTrade Review"I think it would be hard to overstate the importance of Mark Wilson’s Constructing Measures for researchers and practitioners engaged in the construction and validation of measures of human properties. This volume provides usable, concrete guidance for constructing instruments including but not limited to educational tests, survey-based measures, and psychological assessments, and is particularly remarkable for its comprehensive treatment of the entire (iterative) process of instrument design, including construct definition, item writing and vetting, and quality control via thoughtfully chosen psychometric models (in particular, the Rasch model and its extensions). Further, it is written in an accessible style and would be a great entry point for non-specialists, but also provides sufficient rigor for those who wish to more deeply understand both the mathematical and conceptual foundations of measurement."Andrew Maul, Associate Professor of Education, UC Santa Barbara"Professor Wilson is one of the world's outstanding leaders in measurement. I have used the first edition of his book in all of my graduate courses on measurement. His book takes the complex process of constructing measures, and breaks it into four building blocks. These building blocks can be used by anyone who seeks to create useful and defensible measures in the human sciences. The new edition promises to introduce a new generation of students and researchers to the essential aspects of constructing measures."George Engelhard, Professor of Educational Measurement and Policy, The University of Georgia "This volume is an excellent and important update to the original Constructing Measures. Broadly applicable to educational measurement and assessment, it should be in every university library collection. Faculty and students will find this volume helpful for many courses."Kathleen Scalise, Professor at the University of Oregon (Education Studies and School Psychology)"Twenty years ago, the first edition of this book opened for me the door to the magic world of measurement. In this second edition, Mark unpacks complex and abstract measurement concepts into easy-to-follow building blocks, grounded in real-world examples. This book is an ideal choice for instructors who are about to teach an introductory course in measurement and for students eager to foray into the measurement world." Lydia Liu, Principal Research Director, Education Testing Service Table of Contents1. The BEAR Assessment System: Overview of the "4 Building Blocks" approach 2. Construct Maps 3. The Items Design 4. The Outcome Space 5. The Wright Map 6. Evaluating and Extending the Statistical Model 7. Trustworthiness, Precision and Reliability 8. Trustworthiness, Validity and Fairness 9. Building on the Building Blocks. 10. Beyond the Building Blocks
£43.69
Taylor & Francis Ltd Gifted Black Women Navigating the Doctoral
Book SynopsisThis book explores the experiences of gifted Black women doctoral graduates, featuring narratives of their challenges related to race, gender, parenthood, class, and first-generation status offering discussion on the role of community and academic support in their success.Delivering concrete guidance on navigating the challenges of doctoral programs, this critical text draws on endarkened epistemology, recognizing the nuanced path gifted Black women walk in the academy.Accessible and evocative, this collection highlights the role of academic and social sisterhood, supplying a much-needed contribution to the ongoing discussion around race, academic achievement, gender, and mental health.Trade Review"I firmly believe that this text is destined to become a classic, of uniquely lasting value for generations to come."Joy Lawson Davis, Bridges Graduate School of Cognitive Diversity in Education, USTable of Contents Foreword Acknowledgments Introduction 1 Navigating the Doctoral Experience as First-Generation, Gifted Black Women: Our Path, Our Voice 2 MISUNRE: Navigating the Doctoral Journey as an Exceptionally Gifted Black Woman 3 It Takes a Village: Cultivating Belonging, Community, and Sisterhood 4 Face Your Studies: Exploring Education, Opportunity, and Community as a First-Generation Immigrant 5 The Evolution of My Biracial Identity through Attending Two Predominately White Institutions 6 All of Me: Centering Homeplace in Personal and Professional Reflections of Becoming a Blackgirl Motherscholar 7 Truth Be Told: Testimonies of a Black Stem Health Scholar-Wife-Mother 8 Navigating the Doctoral Process While Experiencing Tragedy 9 Imagining a New Thing through Active Disruption: Tools to Center Black Aliveness and Wholeness for Black Women in Doctoral Programs Afterword: Black Gifted Women Journeying-Together About the Editors About the Contributors Index
£36.99
Taylor & Francis Your First Year
Book SynopsisLearn all the essentials for making your first year of teaching a success! In this bestselling book, renowned educators Todd Whitaker, Madeline Whitaker Good, and Katherine Whitaker offer step-by-step guidance to thriving in your new role, developing classroom management skills, and overcoming the challenges that many beginning teachers face.In a practical, reader-friendly style, the Whitakers help you learn how to establish procedures and rules, build relationships, maintain high expectations and consistency, and manage your own emotions in the classroom. They also show how to plan effective lessons and how to work with peers, administrators, and parents to foster collaboration. Each chapter offers specific examples and vignettes from different grade levels. This updated edition contains additional guidance on classroom management and dealing with challenging student behavior, two areas that can affect job satisfaction. Importantly, youâll learn how to make tweaks or Table of ContentsSection I Before the Students Arrive: Structure, Structure, Structure 1. Setting Up and Organizing Your Classroom Furniture Materials 2. Developing Your Procedures 3. Developing Your Rules 4. Lesson Planning and Instruction Lesson Planning: Down to the Minute Instruction: Focus on Engagement But What About Curriculum? Section II The Students Are Here… Now What? 5. Classroom Management: Prepare Your Mindset Relationships High and Clear Expectations Consistency Can We Maintain Consistency, But Still Change?6 Revisiting Expectations 7. Managing Your Students Managing Yourself When Students Follow the Rules When Students Don’t Follow the Rules8 Creating Your Management System Planned Consequence System Implementing Consequences Individual Case Study The "What If" Situations A Final Note 9. Mid-Flight Corrections Tweaking: Be Your Own Control Group The Reset Button Section III Working with Adults 10. Working with Administrators Administrative Support 11. Working with Peers Peer Support 12. Don’t Be Afraid to Repair: Students, Co-Workers, Principal 13. Parents: Friend Not Foe The Best They Can Build Relationships Before You Need Relationships What Do I Say When I Call a Parent? 14. The Empowerers The Empowerers and Navigating the Waters Finding Your Empowerer What About Everyone Else? 15. Be a Sponge Soaking It Up Observing Others Attending Meetings Getting Observed Yourself Don’t Be Afraid to Say No Section IV Reflect, Refine, and Grow 16. It Always Starts with You Trust Your Gut 17. What’s Next? You’ll Start Year Two Undefeated Reflection Guide
£27.10
Taylor & Francis Ltd Teaching Family Law
Book SynopsisThis book provides a comprehensive analysis of the teaching of an eclectic range of family law topics and the unique opportunities and challenges of teaching family law in different jurisdictions from a varied international perspective.Written by leading legal scholars, the book addresses a gap in the scholarship to comprehensively and systematically analyse the teaching of family law. The first part of the book explores ways of teaching the varied range of topics under the heading of family law and captures the diverse approaches to the discipline. Chapters illustrate how the subject can be best taught in an interdisciplinary way that considers feminist perspectives and the philosophy of teaching, while encompassing legal positivism, empirical research and critical legal theory. The second part of the book examines teaching in different jurisdictions and illustrates policy and practice in Australia, New Zealand, the United States, Canada, the United Kingdom, Hong Kong and SoTable of ContentsIntroduction Part 1: Teaching Family Law Topics 1. Ideologies of Family Law 2. Family Property Law: Learning from Best Practice in Teaching Controversial Topics 3. The Use of Family Law Assessments as a Vehicle for Skills Development 4. Comparative Family Law and Family Law Teaching 5. Family Dispute Resolution: Teaching the Benefits and Challenges 6. Practical Legal Training in ‘Child Law’: Lessons in Collaboration, Emotion and Relationships Part 2: Teaching in Different Jurisdictions 7. Australian Family Law Going Round the Twist: Teaching Opportunities and Challenges 8. Canadian Challenges and Initiatives in Teaching Family Law 9. Three Pillars: Articulating A Family Law Pedagogy For Hong Kong 10. Teaching Parenting Law and Culture in Aotearoa New Zealand 11. Teaching Family Law in South Africa: Family Law in Flux of Substance and Form 12. Teaching Family Law in England and Wales: The Challenge of Expanding Content and Perspectives 13. Teaching Family Law in the United States: Riding the Rollercoaster Conclusion
£128.25
Taylor & Francis Primary Education Voices
Book SynopsisOver the past two years, the Primary Education Voices podcast has welcomed dozens of inspirational educators with a variety of roles across primary education to share what they are passionate about. This book gives some of these educators the chance to discuss their ideas, research and reflections in a more in-depth manner to help the reader reflect more deeply about their own practice.This publication is a collation of writing of incredible philosophies, resources and ideas from primary practitioners, for primary practitioners. Engaging chapters cover a wide range of topics for the contributors of this book to share: from developing the right ethos and culture in your school or classroom, to considering how to make your curriculum more rich and inclusive, to considering how to look after your own well-being and vitality in the role of a primary educator. Within each chapter, you will hear from a number of contributors and be given the space to reflect on what they havTable of ContentsIntroduction Ethos and Attitudes Relationships in Education Curriculum Leadership and Design Teaching and Learning Approaches Developing as an educator Using Books in the Classroom Behaviour and Pastoral Care Diversity and Representation Using Technology in the Classroom Well-being and Keeping Fresh as a Teacher
£20.19
Taylor & Francis Ltd Using CBT and Mindfulness to Manage Student
Book SynopsisUsing CBT and Mindfulness to Manage Student Anxiety provides a weekly framework utilizing cognitive behavioral therapy and mindfulness to support children who are struggling with anxiety.This book begins with an overview of cognitive-behavioral therapy (CBT) and mindfulness practices and their use in supporting worry. The 9 weekly sessions are broken down into a ready-to-use lesson complete with an assessment tool, clinician notes for added depth, and a template to support generalization of learning with teachers and guardians. Lessons are focused on connection, building an awareness of emotions, and increasing the student's capacity to regulate their emotions in a variety of ways. The last portion of this book offers opportunities to continue generalization of emotion regulation skills in the classroom and at home.Providing practitioners with a ready-to-go structured lesson plan that builds with each session, and tools to assess progress and growth, this bookTrade Review"Anxiety can be so tricky, yet Katelyn puts together a practical and well laid out guide (or curriculum) to support tweens and teens to address it head on. Weaving together mindfulness and CBT into 9 lessons, teachers and clinicians will be well equipped to teach adolescents multiple strategies to manage their anxiety with ease."— Leah Kuypers, MA Ed., OTR/L, creator and author of The Zones of Regulation"Katelyn Oellerich's book, Using CBT and Mindfulness to Manage Student Anxiety, will be an enormous help to school psychologists and school counselors who are looking to use a manual for a group or individual intervention for students struggling with anxiety related difficulties. From scripted openings to sessions and discussion prompts, to great handouts, figures and "how to" directions, this book will answer the question, "where can I begin and what should I include in a helpful anxiety & coping skill intervention for students. Keep this book in your school mental health library for practitioners."— Rebecca Comizio, co-author of the Resilience Workbook for Kids, nationally certified school psychologist & licensed professional counselor"When school psychologist Katelyn Oellerich offered to become a contributor to MiddleWeb, our internet resource supporting educators who work with students in grades 4-8, America was experiencing the Covid-19 crisis and its ripple effects on schools, teaching, and most of all, on young adolescents who were (as she wrote in one article) in the midst of a mental health crisis. From her authentic "lighthouse" position, working directly with middle grades kids, Katelyn was able to warn our readers that we cannot always expect students to make academic learning their top priority. Many, she said, may be focused on survival and "we need to be focused on helping them do that. In this valuable book, Katelyn offers not only a warning but research-based advice about practices that she has seen make a difference with young people experiencing worry, anxiety and trauma. It’s an excellent resource for counselors, advisory leaders, and school administrators who want to understand more about the best ways to help students survive and thrive in increasingly difficult times."— John Norton, founder & co-editor, MiddleWeb.com "Over the past few years, schools have become the primary source of support for students in a time of significant social and societal disruption and change. This curriculum offers a well-researched formula for supporting students who experience symptoms and feelings of anxiety as a result. Most importantly, it provides clear and easy-to-use lesson plans and scripts for clinicians who are most often on the frontlines of supporting students through emotions that can disrupt or impede their ability to fully exist in the world."— Abby Morrison, school social workerTable of Contents1 The Presentation of Worry and Anxiety in Children and Adolescents2 What Is Cognitive Behavioral Therapy?3 How Can Mindfulness Support CBT?4 How to Use this Book5 Week 1: Introduction/Get to Know Each Other6 Emotions7 Our Body and Our Thoughts8 Changing Thoughts and Working through Problems9 In and Out of Control/Coping Strategies10 People That Help Our Thoughts11 Coping Strategies12 Student Plan13 Completion/Next Steps14 Continued Support for the Classroom15 Continued Support for Home
£28.99
Taylor & Francis Ltd A Practical Guide to Teaching Science in the
Book SynopsisA Practical Guide to Teaching Science in the Secondary School is designed to support student teachers as they develop their teaching skills and increase their broader knowledge and understanding for teaching science. It offers straightforward advice and inspiration on key topics such as planning, assessment, practical work, the science classroom, and on to the broader aspects of teaching science. This thoroughly updated second edition reflects on new expectations, requirements, and practices in science teaching, with chapters exploring key and contemporary topics such as: The nature of science and scientific argument The various kinds of thinking emphasised in science and how to exercise them How to engage students in learning Assessment for and of learning Diverse needs and how to meet them The use of technology to support teaching and learning Learning at a distance Designed to be used independently or alongside the popular textbook Learning to Teach Science in the Secondary School, this book is packed with revised and updated case studies, examples of pupils' work, and resources and activities in every chapter. It provides everything trainee and early career teachers need to reflect on and develop their teaching practice, helping them to plan lessons across the subject in a variety of teaching situations. Table of ContentsList of figures, tables and tasksSome common abbreviationsSeries editors’ introductionIntroduction to the second edition 1 Science and science education2 Preparing to teach science: your knowledge and planning for learning3 Teaching: supporting scientific thinking in the classroom4 Monitoring and assessing learning in science5 Learning from the student’s point of view6 Broader aspects of science teachingReferencesGlossaryIndex
£24.99
Taylor & Francis Early Years Practice
Book SynopsisThis fully revised edition of Early Years Practice: Getting It Right From the Start integrates theory and practice and expands on the topics of early childhood practice as located within the context of international curriculum frameworks including Aistear, the Irish framework.With two new chapters it introduces readers to the complexities and possibilities of a play-based pedagogy and the importance of pedagogical leadership. Drawing on recent international scholarship, the book pays particular attention to the role of outdoor play and learning and the impact of digital technologies. It considers how best to manage the competing demands, challenges and tensions that affect the daily experiences of educators and children in contemporary society. This new edition also revises the original text with expanded references on topics such as the ecology of early childhood settings, education for sustainability, developmental psychology, education and neuroscience. This timelTable of Contents1. Considering Practice in early years settings 2. Understanding Early Years Practice 3. Enhancing quality practice 4. Well-being, identity and belonging 5. Communicating, Exploring and Thinking 6. Play, pedagogy and pedagogical leadership 7. Sustaining quality early years practice
£27.99
Taylor & Francis Ltd The Working Voice
Book SynopsisThe Working Voice is an accessible, go-to resource to help readers get to know, take care of, and develop their voice. An essential guide for anyone whose voice acts as an integral part of their professional role, this highly practical yet informative book provides the necessary insights to achieve real results, drawing on the experience of an expert speech and language therapist, and an accomplished actor and voice and communication coach.Each chapter offers a wealth of information on a key element of voice, including posture, tension release, breathing, resonance, volume, intonation and effective communication, alongside advice and exercises to maintain your vocal health and empower your communication in the workplace. The book includes self-assessment checklists, questionnaires and thought-provoking prompts to help you understand your voice better, identify the challenges you face as a professional voice user. It also contains exercises to enhance your vocaTable of ContentsIntroduction; 1. What is Voice?; 2. Posture; 3. Relaxation and Release of Tension; 4. Breathing; 5. Constriction, Deconstriction and Onset; 6. Resonance; 7. Exploring Pitch; 8. Muscular Flexibility; 9. Working for Variety; 10. Volume; 11. Effective Communication in the Workplace; Appendices; Resources; References and Further Reading
£24.99
Taylor & Francis The NoNonsense Guide to Mental Health in Schools
Book SynopsisResponding to the rise in challenges to the mental health of young people, this book provides schoolteachers with the essential skills required to recognise emotional distress in their students, and more importantly, empowers them to make a genuine difference.Teachers have unintentionally become the âfirst respondersâ for distressed youth in their schools, but they cannot be expected to carry out mental health interventions. This book provides teachers with essential mental health literacy and knowledge of mental health first aid so that they know how to act when their students need help. The chapters provide concise and jargon-free outlines of the main mental disorders that teachers can expect to encounter in their classrooms and offer practical guidance on how to speak to these students and help them towards the most suitable support in the community. Drawing on the best available research and offering illustrative case studies to support core skills, this book gives teache
£26.99
Taylor & Francis Ltd Gender Expression and Inclusivity in Early
Book SynopsisThis important and engaging guide details best practices for supporting the exploration and expression of gender in early years contexts. It explains how to use self-reflection, community collaboration, and action plans to create supportive environments and equitable opportunities for queer children and teachers in early years classrooms and schools. Featuring real-life examples from current classroom practice, the book includes diverse voices of children and adults alike, providing new ways for readers to connect to historically undervalued ideas of inclusion and expansiveness around emerging identities and personal power. Providing clear, practical recommendations in an accessible and engaging way, Gender Expression and Inclusivity in Early Childhood is an essential read for any teacher or school leader who wants to create kinder, more supportive, gender diverse environments for all children and educators.Table of ContentsPreface Our Agreements The Attack on Drag Queens: Children, Storytime, and Us 1. Foundations of Gender 2. Gender and Gender Roles: How Did They Come to Be? 3. How Adults View Gender 4. How Children View Gender 5. How Children Explore Gender 6. When Children are Gender-Expansive 7. Supporting Families 8. What About Teachers? 9. Supporting Folx in Less Accepting Areas 10. Reflections, Resources, and Going Forward Epilogue/Acknowledgments
£27.10
Taylor & Francis Ltd Cross Reality XR and Immersive Learning
Book SynopsisThis timely volume highlights the novel ways in which cutting-edge virtual and augmented reality (VR and AR) technology is being used in STEM education.Today, there are many exciting advances occurring in Immersive Learning Environments (ILEs) and innovative applications in STEM education. Recent breakthroughs in technologies such VR, AR, and Mixed Reality (MR) as well as Cross Reality (XR) that leverages VR, AR, and MR are finally making it feasible for educators in STEM to adopt ILEs in their classrooms in a scalable manner. Edited by experienced XR researchers in STEM education, Wang, Ryoo, and Winkelmann, the book focuses on the use of ILEs for creating experiences that excite, inspire, and engage learners in STEM disciplines. Chapters include research studies and practical applications addressing the challenges and opportunities associated with adopting technologies. This book covers the entire spectrum of immersive platform types and ILEs such as desktop, mobile, wearabTable of ContentsIntroduction: Cross Reality (XR) and Immersive Learning Environments (ILE) in education 1. Team-based mobile learning supported by an intelligent system: case study of STEM students 2. Probability learning in mathematics using augmented reality: impact on students’ learning gains and attitudes 3. Reply to which post? An analysis of peer reviews in a high school SPOC 4. The SOR (stimulus-organism-response) paradigm in online learning: an empirical study of students’ knowledge hiding perceptions 5. Design and implementation of data collection mechanism for 3D design course based on xAPI standard 6. Learning gains and attitudes of students performing chemistry experiments in an immersive virtual world 7. Investigating high school students’ perceptions and presences under VR learning environment
£128.25
Taylor & Francis Engaged Learning in the Public Service Classroom
Book SynopsisMany that pursue a career in public service do so because they have a passion for their communities and want to pursue solutions to vexing challenges in society. As a result, instructors teaching public service, administration, and policy courses are challenged to incorporate a range of community engagement practices into their classes to allow students to explore their passion in greater depth, while also developing skills to operate in a dynamic governance environment. This pedagogical text explores the variety of ways in which students can become more engaged throughout the public service curriculum.Engaged Learning in the Public Service Classroom introduces a wide range of activities, practices, and behaviors involving students in learning by exploring real-world contexts and issues. Utilizing the tools and concrete examples in the book, students are encouraged to actively explore, experiment, evaluate, and reflect on practical challenges, helping to foster their critical
£35.14
Taylor & Francis Ltd Empowering Teachers for Equitable and Sustainable
Book SynopsisThis groundbreaking book uses a comprehensive study of a novel Master of Education program to showcase how teachers can be engaged in authoritative equity-based research, using comparative education theory, inquiry-based pedagogy, and the UNESCO SDGs as powerful frameworks. By developing agency to advance culturally sustaining and humanizing practices, it demonstrates how teachers can promote equity in their classrooms and communities. The central premise of the program is that teachers must become comparative, global, and local action researchers to have agency in their practice and to become effective advocates for the cultural and learning needs of their students, especially those in disadvantaged contexts or learning at the bottom of the pyramid. By learning comparative framing and social science methods, reviewing the literature to select verifiable educational research, and developing and implementing a plan for action research, this book offers new ideas for how teachers can eff
£128.25
Taylor & Francis Specifications Grading 2.0
Book SynopsisThis second edition of the alternative grading classic revisits specs grading with a robust body of research, exemplars, and strategies to elevate the quality of student work, increase engagement and buy-in, reduce faculty stress, and cultivate students' career competencies.Nilson and Packowski present the unique characteristics of the specs grading schema, all of which simplify faculty decision making, reduce antagonism between the evaluator and the evaluated, and increase student receptivity to meaningful feedback, thus facilitating a mutually beneficial, rigorous learning process. Used consistently over time, specs grading can restore credibility to grades by demonstrating and making transparent to all stakeholders the learning outcomes that students achieve.This book features five new chapters stemming from firsthand accounts of dozens of instructors actively using specs grading and new material in six of the remaining eight chapters. It lays out the surprisingly simple transition process, positioning specs grading as the most viable and easy-to-use system available to faculty.
£30.39
Taylor & Francis Challenging the Notion of Crisis in Education
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£137.75
Taylor & Francis New Directions in Assessing Historical Thinking
Book SynopsisNew technologies have radically transformed our relationship to information in general and to little bits of information in particular. The assessment of history learning, which for a century has valued those little bits as the centerpiece of its practice, now faces not only an unprecedented glut but a disconnect with what is valued in history education. More complex processeshistorical thinking, historical consciousness or historical sense makingdemand more complex assessments. At the same time, advances in scholarship on assessment open up new possibilities. For this volume, Kadriye Ercikan and Peter Seixas have assembled an international array of experts who have, collectively, moved the fields of history education and assessment forward. Their various approaches negotiate the sometimes-conflicting demands of theoretical sophistication, empirically demonstrated validity and practical efficiency. Key issues include articulating the cognitive goals of history educatioTable of ContentsPrefaceAcknowledgementsContributor BiographiesIntroductionPart I: Goals of History Education: Models of Historical Cognition and Learning1 Historical Consciousness in Germany: Concept, Implementation, AssessmentCarlos Kölbl & Lisa Konrad2 The Difficulty of Assessing Disciplinary Historical ReadingAbby Reisman3 Heritage as a Resource for Enhancing and Assessing Historical Thinking: Reflections from the NetherlandsCarla van Boxtel, Maria Grever & Stephan Klein4 Relating Historical Consciousness to Historical Thinking through AssessmentCatherine DuquetteCommentary 1 Into the Swampy Lowlands of Important ProblemsRobert B. BainPart 2: Issues in Designing Assessments of Historical Thinking5 Assessing for Learning in the History Classroom Bruce VanSledright6 Historical Thinking, Competencies and their Measurement: Challenges and ApproachesAndreas Körber & Johannes Meyer-Hamme7 A Design Process for Assessing Historical Thinking: The Case of a One-Hour TestPeter Seixas, Lindsay Gibson & Kadriye Ercikan8 Material-based and Open-ended Writing Tasks for Assessing Narrative Competence among StudentsMonika Waldis, Jan Hodel, Holger Thünemann, Meik Zülsdorf-Kersting, & Beatrice ZieglerCommentary 2 Historical Thinking: In Search of Conceptual and Practical Guidance for the Design and Use of Assessments of Student CompetenceJosh Radinsky, Susan R. Goldman, James W. Pellegrino Part 3: Large-scale Assessment of Historical Thinking 9 A Large-Scale Assessment of Historical Knowledge and Reasoning: NAEP U.S. HistoryStephen Lazer10 Assessing Historical Thinking in the Redesigned Advanced Placement United States History Course and ExamLawrence G. Charap11 Historical Consciousness and Historical Thinking Reflected in Large-scale Assessment in SwedenPer Eliasson, Fredrik Alvén, Cecilia Axelsson Yngvéus, & David RosenlundCommentary 3 Assessment of Historical Thinking in PracticeSusan M. BrookhartPart 4: Validity of Score Interpretations12 The Importance of Construct Validity Evidence in History Assessment: What is Often Overlooked or Misunderstood?Pamela Kaliski, Kara Smith, & Kristen Huff13 Cognitive Validity Evidence for Validating Assessments of Historical ThinkingKadriye Ercikan, Peter Seixas, Juliette Lyons-Thomas, & Lindsay Gibson14 Measuring Up?: Multiple-Choice QuestionsGabriel A. Reich15 History Assessments of Thinking: An Investigation of Cognitive ValidityMark Smith & Joel BreakstoneCommentary 4 The Validity of Historical Thinking Assessments: A Commentary Denis Shemilt
£47.49
Taylor & Francis Ltd (Sales) Experiential Education in the College Context What it is How it Works and Why it Matters
Book SynopsisExperiential Education in the College Context provides college and university faculty with pedagogical approaches that engage students and support high-impact learning. Trade Review"This book is an important, insightful and practical guide to experiential approaches that maximize engagement in teaching and learning. While giving technology its due, Roberts reminds us that higher education’s transformative power is in ‘live encounters.’" —Parker J. Palmer, Founder and Senior Partner of the Center for Courage and Renewal and author of The Courage to Teach"Experiential Education in the College Context is a wonderful, timely antidote to fads and technologies that promise much but often fail to ignite deep thinking and transformational learning. Roberts' book helps us see experiential education as an ecology of methods and theories that, when taken together and designed with caring intent, can ‘revitalize the live encounter’ between students and professors. This book makes a great contribution to the field at just the right time."--Kathleen Knight Abowitz, Chair of the Department of Educational Leadership, Miami University, and Past President, John Dewey Society"Roberts has written a book that both synthesizes and pushes our current examination of education. He combines theory and practice with motivation and design to teach us the importance of framing, empathy, reflection, chunking, processing, ownership, and more, in experiential education. He provides a comprehensive look at how to teach people, not content."--José Antonio Bowen, President of Goucher CollegeTable of ContentsPrefaceForeword PART ONE: THE LANDSCAPE OF EXPERIENTIAL EDUCATIONChapter 1: Introduction Chapter 2: Defining Experiential Education Chapter 3: Models and Methodologies of Experiential EducationChapter 4: The Instructional Paradigm: Leaving Safe Harbors PART TWO: PRINCIPLES AND PRACTICES OF EXPERIENTIAL EDUCATIONChapter 5: Design and Experiential Education Chapter 6: Facilitation and Experiential Education Chapter 7: Assessment and Experiential EducationChapter 8: The Integrated, Experiential Campus Afterword
£34.99
Taylor & Francis Ltd Student Plagiarism in Higher Education
Book SynopsisStudent Plagiarism in Higher Education is a crucial read for any university teacher concerned about plagiarism. It provides the tools and information needed to assess this often complex international phenomenon constructively and effectively from a variety of angles, and provides a framework for further discussion and research.Each chapter poses a question about an essential aspect of plagiarism and examines the central theoretical, ethical and technical questions which surround it. Providing a unique perspective on the topic of academic plagiarism, this book: addresses questions which are vexing in teaching practice, but for which ready answers are not available in professional skills development materials; relates plagiarism to wider issues of learning and intellectual development; collates the thinking of international leading experts on the topic of plagiarism from different areas of the academy. <Table of ContentsChapter 1 Why so many questions about plagiarism?; Chapter 2 Can plagiarism be defined?; Chapter 3 How much can you copy?; Chapter 4 Is student plagiarism still a serious problem in universities today?; Chapter 5 Why does plagiarism dectection software not find all plagiarism?; Chapter 6 Can we use plagiarism detection services responsibly?; Chapter 7 How does intertextuality inform plagiarism?; Chapter 8 Shouldn't our expectations of students' and academics' intertextuality practices differ?; Chapter 9 Are we making our students plagiarize?; Chapter10 What really is the relationship between plagiarism and culture? Some thoughts from the Chinese context; Chapter 11 So what should we do?
£34.19
Taylor & Francis Mentoring Physical Education Teachers in the
Book SynopsisMentoring Physical Education Teachers in the Secondary School helps trainee and newly qualified mentors of physical education teachers in both developing their own mentoring skills and providing the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years of teaching. Offering tried and tested strategies based on the best research and evidence, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets, and examples of dialogue with beginning physical education teachers.Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding physical education teachers. Key topics explained include: Roles and responsibilities of mentors Developing a mentor-mentee relationship <Table of Contents INTRODUCTION Section 1 WHAT IS MENTORING? Chapter 1 Models of mentoring Gill Golder, Alison Keyworth and Clare Shaw Chapter 2 Why mentoring? Suzie Everley Section 2 YOU AS A MENTOR Chapter 3 About you as a mentor Barbara Walsh and Julie Money Chapter 4 Beginning physical education teachers’ expectations of their mentors Suzanne Everley and Jon Mills Chapter 5 Roles and responsibilities of mentors Julie Money and Barbara Walsh Chapter 6 What knowledge, understanding and skills does a mentor of beginning physical education teachers need? Julia Lawrence and Jane Woolliscroft Section 3 WHAT A MENTOR DOES Chapter 7 Developing a mentor-mentee relationship Julia Lawrence and Jane Woolliscroft Chapter 8 Collaborative Approaches to Mentoring Peter Mellor Section 4 SUPPORTING THE DEVELOPMENT OF BEGINNING PHYSICAL EDUCATION TEACHERS' KNOWLEDGE, SKILLS AND UNDERSTANDING Chapter 9 What knowledge, skills and understanding do beginning physical education teachers need? Will Katene Chapter 10 Supporting beginning physical education teachers to become reflective practitioners. Paul McFlynn Chapter 11 How to mentor beginning physical education teachers through the lesson planning process Jon Binney, Deb Barrett, Simon Green, Lucy Pocknell and Warren Smart Chapter 12 Supporting beginning physical education teachers to deliver and evaluate their lessons Sophy Bassett, Mark Bowler and Angela Newton Chapter 13 Observing beginning physical education teachers teaching Julia Lawrence, Karen Low and Joanna Phan Chapter 14 Supporting beginning physical education teachers to observe movement to support pupil learning Sophy Bassett and Angela Newton Chapter 15 Holding pre and post-lesson observation discussions Julia Lawrence Chapter 16 Holding weekly briefings Gill Golder, Jackie Arthur, Alison Keyworth and Julie Stevens Chapter 17 Challenging beginning physical education teachers beyond mastery of the basics Kerry Whitehouse AND FINALLY ….. Susan Capel
£123.50
Taylor & Francis Ltd The Outdoor Classroom Ages 37
Book SynopsisEmphasising the importance of continuity for young children, The Outdoor Classroom Ages 37 practically demonstrates how early years settings and schools can maximise the learning potential of the outdoor environment. Fully updated to take into account the revised EYFS and Key Stage 1 curricula and including new case studies throughout, this second edition encourages teachers and practitioners to examine and reflect on their use of the outside area to ensure they provide rich play opportunities for children that will further their learning regardless of time, space or financial restraints.Drawing on the Forest School approach, this handy text considers the practical implications for settings using the outdoor classroom and covers: the characteristics of effective learning outdoors; guidance on timetabling and planning; advice on the logistics and health and safety involved; Table of Contents 1. What is an outdoor classroom and how does it enhance children’s learning? 2. The implications for settings using the outdoor classroom 3. Using themes to inspire learning in the outdoor classroom 4. Assessing children’s learning in the outdoor classroom 5. The outdoor classroom in practice 6. Conclusion
£24.99
Taylor & Francis Ltd Crossing Borders in University Learning and
Book SynopsisUncovering aspects of university culture which are often hidden or misunderstood, this book brings together international perspectives, showing the matches and mismatches between experience and expectation, as both staff and student face new academic cultures. Drawing on the stories of students and members of staff in the higher education sector as starting points for analysis, this book considers aspects such as the dynamics and pragmatics of university settings, from tutorial to lecture; the assignment and multiple text types from reflective logs to essays; different interpretations of grades, grading and feedback. Topics are explored with examples from critical incidents and narratives in international contexts both where staff or students cross cultures and borders, and where they are functioning within the university culture with which they are most familiar. Ideal both for those new to learning and teaching in higher education, and those seeking toTable of Contents1. Crossing study borders: from discomfort to noticing. 2. Being a student: who am I as a learner?. 3. Being a higher education teacher: who am I as an educator?. 4. Ways of learning: how do I learn?. 5. Ways of knowing: what does it mean to know something?. 6. Learning events: what happens in learning/teaching events?. 7. Learning spaces: how do I experience campus and virtual spaces. 8. Kinds of assessment: what do learning and assessment activities mean?. 9. Kinds of feedback: what does feedback mean?. 10. Crossing study cultures: from noticing to learning maps.
£24.99
Taylor & Francis Ltd Early to School
Book SynopsisThis very practical book offers advice for teachers. The authors pinpoint the particular educational needs of four year olds and give advice on meeting them together with positive examples of good practice. Areas covered include staffing, space, equipment and materials, teaching styles and monitoring progress. This is the essential aid to teaching four year olds.Table of ContentsAcknowledgments, Part One: Setting the Scene, Part Two: Towards Appropriate Practice, Part Three: Towards Appropriate Provision, Part Four: Support, Part Five: Summary and Recommendations, Appendix, References
£114.00
Taylor & Francis Playful Learning
Book SynopsisOffering an innovative and dynamic approach to adult learning, Playful Learning explores the potential of play in adulthood with the goal of helping educators, corporate trainers and event designers incorporate play-based activities for adults into both educational and work settings.Through a comprehensive overview of the value of play in adulthood, this book responds to the growing popularity of playful events for adults in academic and business settings designed to promote higher levels of engagement. Drawing on the authorsâ own decades of experience at the forefront of the field, this helpful reference incorporates strategies and techniques for bringing play into any learning design. Examples and case studies of successful playful design at conferences, training events, and in higher education illustrate what effective playful event design looks like in practice.With a multi-sector appeal that spans business, education and entertainment while bringing togetTable of ContentsPart I: Introduction 1: Introducing playful learning events Part II: Designing playful experiences 2: Play and learning in adulthood 3: Designing playful events 4: Play for different audiences Part III: Creating playful spaces 5: Playful interludes 6: Playful training 7: Running a playful event Part IV: Engaging people playfully 8: Creating immersive experiences 9: Building playful partnerships 10: Designing conference games Part V: Playful practice 11: Playful presentations 12: Playful tools and technologies 13: Playful evaluation Part VI: Conclusion 14: Future play
£28.99
Taylor & Francis Ltd The Development of Childrens Imaginative Writing
Book SynopsisPublished in 1984. The more we know about young writers, the more we observe them as they write, discuss the composing process with them, talk to them about the sources of their ideas and the difficulties which they encounter as they try to captures thoughts and feelings in words, the greater will be our understanding of imaginative activity and the part it plays in children's personal and social development.This is the essential theme of the book and the contributors stress the importance of sympathetic and sensitive guidance by teachers and parents in encouraging the imaginative process in young children. The personal diaries, stories and conversations with young writers which appear in this book illustrate how children can use imaginative writing as a means of coming to terms with social and emotional issues in their lives.The book presents first a theoretical analysis of the imaginative writing process and then goes on to explore children's growing awareness of theTable of ContentsPart I: Fantasy and Imagination: A Developmental Perspective. Introduction, Cowie. 1. The Relevance of Fantasy Play for Development in Young Children, Smith. 2. The Development of Representational Imagination, Tamburrini. 3. The Value of Imaginative Writing, Cowie. Part II: Children’s Writing and the Development of Awareness. Introduction, Cowie. 4. Sex Role Stereotyping in Children’s Imaginative Writing, Davis. 5. An Exploratory Analysis of Children’s Diaries, Pollock. 6. Images for Life? Ollington. Part III: The Writing Process. Introduction, Cowie. 7. Conformity and commitment in Writing, Wason. 8. Revision in the Writer’s Workshop and in the Classroom, Murray, Graves. 9. Analysing Structure in Children’s Fictional Narratives, Kroll, Anson. Part IV: Writers and Audiences. 10. Children’s Conceptions of Writing, Tamburrini, Willig, Butler. 11. The Writing Community: A Case Study of one Junior School Class, Cowie, Hanrott. 12. Patterns of Child Control in the Writing Process, Graves.
£114.00
Taylor & Francis Ltd Teaching the Beatles
Book SynopsisTeaching the Beatles is designed to provide ideas for instructors who teach the music of the Beatles. Experienced contributors describe varied approaches to effectively convey the group's characteristics and lasting importance. Some of these include: treating the Beatles' lyrics as poetry; their influence on the world of art, film, fashion and spirituality; the group's impact on post-war Britain; political aspects of the Fab Four; Lennon and McCartney's songwriting and musical innovations; the band's use of recording technology; business aspects of the Beatles' career; and insights into teaching the Beatles in an online format. Trade ReviewTeaching the Beatles to Undergraduates is a thoroughgoing study of contemporary approaches to post-secondary courses devoted to the Act You’ve Known for All These Years. With chapters related to music theory, ethnomusicology, the social sciences, librarianship, business, and literary scholarship, Teaching the Beatles to Undergraduates offers a vital window into the wide-ranging possibilities of a Beatles-centric pedagogy. With its dual accents upon learning outcomes and Fab Four wisdom alike, Teaching the Beatles to Undergraduates is the kind of book that readers will find themselves coming back to - whether they’re preparing their next syllabus or simply in need of another fascinating anecdote about those four lads from Liverpool.Kenneth Womack, Monmouth University, USATable of ContentsIntroduction (Hugh Jenkins and Paul O. Jenkins) Interdisciplinary Approaches 1.I’m Looking Through You: Experiments in Learning and the Beatles (Gordon R. Thompson) 2.More Than Just Their Music (Paul O. Jenkins) 3.The Beatles Against Machiavelli: Is it Better to Be Loved or Feared? (Robert Hislope) 4.Getting Better All the Time: A Multidisciplinary Exploration of Beatles Mythology (John McCombe) 5.Teaching Beatles Business (David Rezak) Traditional Approaches 6.Lennon-McCartney and the Art of Songwriting in Two Days: An Intensive Honors Primetime Workshop (Donna S. Parsons) 7.Unlocking the Mysteries of the Beatles’ Musical Magic (Mark Morton) Pedagogical Approaches 8.Building a Time Capsule: the Beatles and Library Technology. (Reed and Zaghloul) 9.Team Teaching the Beatles (Wes Davis) 10.Writing the Beatles (Hugh Jenkins) 11.Teaching the Beatles to Non-Traditional Students (John Keene) 12.Teaching the Beatles as an Online Course (Douglas Babb) Appendix: The Beatles: Will You Read My Book (Paul O. Jenkins)
£128.25
Taylor & Francis Ltd Practical Pedagogy
Book SynopsisPractical Pedagogy expands the universe of teaching and learning. It provides an accessible guide to new and emerging innovations in education, with insights into how to become more effective as a teacher and learner. New teachers will find a comprehensive introduction to innovative ways of teaching and learning. Experienced educators will be surprised by the range of useful pedagogies, such as translanguaging, crossover learning, teachback, bricolage and rhizomatic learning. Policy makers will gain evidence of how new teaching methods work in practice, with resources for curriculum design and course development. Drawing on material from the hugely influential Innovating Pedagogy series of reports, this book is a compilation of the 40 most relevant pedagogies, covering: innovative ways to teach and learn; how pedagogies are adopted in new ways for a digital age; evidence on how and why different methods of teTrade Review"It's remarkable to find such clear yet comprehensive writing about the future of teaching and learning. With this guide in hand, educators will be able to discover and explore a collection of powerful, research-based approaches like epistemic education, computational thinking, embodied learning, among many other recent innovations." Jeremy Roschelle, Executive Director, Learning Sciences at Digital Promise, California, USA "Practical Pedagogy is a timely and beautifully-crafted book that accurately describes what good pedagogy should be. Practical suggestions for teaching and learning link to theoretical perspectives, with evidence of impact on learners. It is essential reading for educators starting out on their career and also for experienced professionals in need of a gentle reminder of what is possible in modern day classrooms, schools and education systems." Ollie Bray, Principal at Kingussie High School, Scotland "This is a great book, born out of the great series of Innovating Pedagogy reports published by The Open University. It is a clearly written compendium of evidence-informed practical guidance about how to learn, teach and assess. This will be an invaluable tool in any teacher’s toolkit." Rose Luckin, Professor of Learner Centred Design at UCL Knowledge Lab, London, England "Oftentimes, teachers and policy makers are enthusiastic and passionate to seek improvements and innovations in teaching and learning, but are not very well informed about what can work and how it works. Practical Pedagogy fills in this gap. Its lucid presentations provide novel and valuable insights for education stakeholders to understand, improve and innovate with the latest developments of emerging pedagogies." Chee-Kit Looi, Professor of Education at National Institute of Education, Singapore "Practical Pedagogy can be read through from beginning to end, providing a comprehensive survey of the range of pedagogies that have been tried and researched. It can also be read by theme as a primer to the teaching strategies under that umbrella. Like so many education books, it also very much lends itself to "dipping into" for stimulating reflection and inspiration... it deserves a place on any leader’s bookshelf." Terry Freedman, Schools Week Table of Contents1. Innovative pedagogy Section 1. Personalization 2. Adaptive teaching 3. Spaced learning 4. Personal inquiry 5. Dynamic assessment 6. Stealth assessment 7. Translanguaging Section 2. Connectivity 8. Crossover learning 9. Seamless learning 10. Incidental learning 11. Learning from gaming 12. Geo-learning 13. Learning through social media 14. Navigating knowledge Section 3. Reflection 15. Explore first 16. Teachback 17. Learning through argumentation 18. Computational thinking 19. Learning from animations 20. Learning to learn 21. Assessment for learning 22. Formative analytics Section 4. Extension 23. Threshold concepts 24. Learning through storytelling 25. Learning through wonder 26. Learning in remote science labs 27. Context-based learning 28. Event-based learning 29. Learning for the future Section 5. Embodiment 30. Embodied learning 31. Immersive learning 32. Maker culture 33. Bricolage 34. Design thinking Section 6. Scale 35. Massive open social learning 36. Crowd learning 37. Citizen inquiry 38. Rhizomatic learning 39. Reputation management 40. Open pedagogy 41. Humanistic knowledge-building communities 42. Pedagogies in practice
£24.99
Taylor & Francis Ltd Designing Learning
Book SynopsisBridging the gap between theory and practice, this fully updated new edition of Designing Learning offers accessible guidance to help those new to teaching in higher education to design and develop a course. With new considerations to the higher education context, this book uses current educational research to support staff in their endeavour to design and develop modules and degree courses of the highest quality. Offering guidance on every stage, from planning to preparing materials and resources, with a focus on the promotion of learning, this book considers: Course design models and shapes, and their impact on learning How the external influences of learning and teaching are translated by different institutions How to match the content of a course to its outcomes Frameworks to enable communication between staff and students about expectations and standards Taking into account thTable of ContentsList of Figures; List of Tables; Series Editor Introduction; Foreword; Chapter One: The Higher Education Context; Chapter Two: How your teaching fits into the big picture; Chapter Three: What are you students supposed to learn and be able to do?; Chapter Four: Matching your content to outcomes – and not the other way around; Chapter Five: Selecting the appropriate teaching and learning methods; Chapter Six: Designing Assessment and Feedback Opportunities; Chapter Seven: Learning materials and resources for diverse learners; Chapter Eight: Supporting your learners; Chapter Nine: Managing your course; Chapter Ten: Engaging your students and creating a learning community; Chapter Eleven: Does the course work? Evaluating and Evidencing your Practice; References
£26.99
Taylor & Francis Ltd The Student Motivation Handbook
Book SynopsisEven with the highest-quality content, students who don't have an intrinsic motivation to learn may never perform to their full potential. So how can we create the classroom conditions where that motivation can flourish? Renowned educator Larry Ferlazzo has the answers in this comprehensive new resource.Designed as a practical handbook you can easily refer to again and again for ideas, the book offers 50 teaching practices divided into four main sections: autonomy, competency, relatedness, and relevance. Throughout, there are tip boxes with links to resources for additional support, as well as lists of questions you can ask yourself to ensure you're implementing the strategies in a culturally responsive way.With this book as your compass, you'll be able to create the conditions for students to find their inner motivation, be their true selves, and thrive in school and beyond.Table of ContentsQuick Guide to the 50 Strategies. Support Material. Meet the Author. Acknowledgements Introduction 1. Motivation in the Classroom 2. What is "Autonomy" And Why Is It Important? 3. What is "Competence" And Why Is It Important? 4. What is "Relatedness" And Why Is It Important? 5. What is "Relevance" And Why Is It Important? Afterword
£24.51
Taylor & Francis Ltd The Teaching Instinct
Book SynopsisHow we select, prepare, and support teachers has become a surprisingly common topic among journalists, politicians, and policymakers. Contemporary recommendations on teaching and teachers, whatever their intentions, fail to assess this deeply human activity from its historical roots. In The Teaching Instinct: Explorations Into What Makes Us Human, Kip Téllez invites us to reappraise teaching through a wide lens and argues that our capacity to teach is one part culture, two parts genetic. By rescuing the field of instinct psychology from the margins, this challenging book explores topics as diverse as teaching in other species, teaching across human cultures, and the development of teaching in young children, finally drawing readers into a discussion about how our teaching instinct influences modern teacher learning, selection, and preparation. Drawing on disciplines as diverse as comparative biology, evolutionary psychology, and teacher education policy, Téllez warns us that Table of ContentsContents1. What Is Teaching? What Is Instinct?2. Teaching in Other Species3. When Do We Know How to Teach?4. Is Teaching Universal in Human Cultures?5. How Do We Find the Instinct, and Can It Be Measured?6. "You Didn’t Know What You Didn’t Know": Steven’s Story7. Concluding ThoughtsAppendix: Parenting as TeachingReferences
£42.99
Taylor & Francis Ltd Emerging Adulthood and Higher Education
Book SynopsisThis important book introduces Arnett's emerging adulthood theory to scholars and practitioners in higher education and student affairs, illuminating how recent social, cultural, and economic changes have altered the pathway to adulthood. Chapters in this edited collection explore how this theory fits alongside current student development theory, the implications for how college students learn and develop, and how emerging adulthood theory is uniquely suited to address challenges facing higher education today. Emerging Adulthood and Higher Education provides important recommendations for administrators, counselors, and student affairs personnel to provide effective programs and services to facilitate their emerging adults' journeys through this formative stage of life.Trade Review"Emerging Adulthood and Higher Education takes a fresh and important examination of critical theories of adult development that can anchor our work centered around student success for adult students. The research and theory presented in this book comes at critical time as higher education pivots to meet the needs of an increasingly diverse student body."—Kevin Kruger, President , NASPA - Student Affairs Administrators in Higher EducationTable of ContentsContentsPrefaceAcknowledgements1 IntroductionJoseph L. Murray and Jeffrey Jensen Arnett2 Conceptual Foundations of Emerging Adulthood Jeffrey Jensen Arnett3 Emerging Adulthood and Psychosocial Development in College Joseph L. Murray4 Emerging Adulthood through the Lens of Social Identity Rosemary J. Perez & Lisa Landreman5 Generational Theory and Emerging Adulthood Joseph L. Murray6 Career Development in Emerging Adulthood Lisa Severy7 Problems Associated with Emerging Adulthood Aimee C. Adams & Bruce Sharkin 8 The Role of Parents in Emerging Adulthood Richard Mullendore, Christina Daniel, & Michael Toney9 Strategic Enrollment Management for Emerging Adults: An Organizational and Equity-Based PerspectiveJarrett B. Warshaw & James C. Hearn10 Creating Campus Environments for Emerging Adults C. Carney Strange11 Student Affairs Programs for Emerging AdultsMaureen E. Wilson & Patrick G. Love12 Cultivating Relationships between the Institution and Its Emerging Adult Alumni Shelby K. Radcliffe13 Conclusion and Future DirectionsJoseph L. Murray & Jeffrey Jensen ArnettAppendix: Information and Resources on Emerging AdulthoodContributor Biographies
£128.25
Taylor & Francis Ltd Understanding Transitions in the Early Years
Book SynopsisThere are many transitions that children experience before they are five, including the first major transition from home to an early years setting. Successive changes can have a serious impact on young children and stress, separation and insecure attachments can affect not only a child's emotional health but also cognitive and intellectual development.Featuring new material on provision for two year olds, school readiness, and families and transitions, this thought-provoking text explains why transitions matter and provides practical guidance on how to support young children's developing emotional resilience and equip them to embrace change in the future. Aimed at practitioners and students, this fully-updated second edition: draws together evidence from neuroscience, attachment theory, child development and childcare practices; provides a context for practitioners to empathise with children and families as they relate to their own understandinTrade ReviewJan Marks, University of Chester, UK The issue of transitions is a key area in the Early Years sector, as such is always considered to be a current issue. This is a worthwhile and useful book, examining the areas of transition in a way that students and practitioners can understand. It has a wealth of information within it and I think that it would be useful to keep it current. Margaret Edgington, Early Years Consultant, UK It is a very useful and important book on a topic that is often skimmed over on training courses. Anne O’Connor is well known for her writing in Nursery World and for her training and consultancy – she is known to be an excellent practitioner and this will make her book attractive to many prospective readers. I also think her book should be marketed to those in the health and social work professions. Yes [to publish], this is an important book. Lyn Trodd, University of Hertfordshire, UK I liked the approach and tone of it. It is down to earth and practical, entirely readable and seeks to communicate with the reader rather than confuse them. A particular strength is the seamless integration of practice with theory. It feels very natural for the reader to move between and link examples of practice and theories. It is an excellent introduction to the topic of Transitions. Table of ContentsDedication Acknowledgements Introduction 1. Attachment theory and transitions 2. Brain development and the impact of transitions 3. A ‘Patchwork of Services’ – why do young children experience so many transitions? 4. Reflecting on our own experience of transition 5. Strategies for reducing transitions in the early years 6. Strategies to support children’s well-being during transition Conclusion References and Further Reading Index
£118.75
Taylor & Francis Ltd Understanding Transitions in the Early Years
Book SynopsisThere are many transitions that children experience before they are five, including the first major transition from home to an early years setting. Successive changes can have a serious impact on young children and stress, separation and insecure attachments can affect not only a child's emotional health but also cognitive and intellectual development.Featuring new material on provision for two year olds, school readiness, and families and transitions, this thought-provoking text explains why transitions matter and provides practical guidance on how to support young children's developing emotional resilience and equip them to embrace change in the future. Aimed at practitioners and students, this fully-updated second edition: draws together evidence from neuroscience, attachment theory, child development and childcare practices; provides a context for practitioners to empathise with children and families as they relate to their own understandinTrade ReviewJan Marks, University of Chester, UK The issue of transitions is a key area in the Early Years sector, as such is always considered to be a current issue. This is a worthwhile and useful book, examining the areas of transition in a way that students and practitioners can understand. It has a wealth of information within it and I think that it would be useful to keep it current. Margaret Edgington, Early Years Consultant, UK It is a very useful and important book on a topic that is often skimmed over on training courses. Anne O’Connor is well known for her writing in Nursery World and for her training and consultancy – she is known to be an excellent practitioner and this will make her book attractive to many prospective readers. I also think her book should be marketed to those in the health and social work professions. Yes [to publish], this is an important book. Lyn Trodd, University of Hertfordshire, UK I liked the approach and tone of it. It is down to earth and practical, entirely readable and seeks to communicate with the reader rather than confuse them. A particular strength is the seamless integration of practice with theory. It feels very natural for the reader to move between and link examples of practice and theories. It is an excellent introduction to the topic of Transitions. Table of ContentsDedication Acknowledgements Introduction 1. Attachment theory and transitions 2. Brain development and the impact of transitions 3. A ‘Patchwork of Services’ – why do young children experience so many transitions? 4. Reflecting on our own experience of transition 5. Strategies for reducing transitions in the early years 6. Strategies to support children’s well-being during transition Conclusion References and Further Reading Index
£27.99
Taylor & Francis Ltd Intercultural Competence in Higher Education
Book SynopsisIntercultural Competence in Higher Education features the work of scholars and international education practitioners in understanding the learning outcomes of internationalization, moving beyond rhetoric to concrete practice around the world.Devoted exclusively to exploring the central learning outcomes of internationalization efforts, this edited volume contains a refreshing combination of chapters and case studies from interdisciplinary and cross-cultural contributors, including: cutting-edge issues within intercultural competence development, such as intersectionality, mapping intercultural competence, and assessment; the role of higher education in developing intercultural competence for peacebuilding in the aftermath of violent conflict; facilitating intercultural competence through international student internships; interdisciplinary and cross-cultural contributions from over 19 countriesTrade ReviewJos Beelen - Amsterdam University It will definitely be an asset to have a book in which the latest developments are discussed. I would agree with the proposer that there is a fairly wide range of market audiences within HEis, such as educational developers, quality assurance officers, policy advisors and, foremost, specialists in ICC that assist colleagues to implement this concept into programmes of studies. In my experience, these specialists have a crucial role in curriculum (re)design. The book can be expected to remain valuable for a number of years as the issues it describes have been around for a while. The editor is undoubtedly a leading authority in the field. Ken Cushner - Kent State University College I am certain that there is interest in the book proposed by Deardorff and Arasaratnam-Smith, and I believe the interest will continue to grow in the years ahead. I see two principal markets in the USA, Britain, Australia, Canada: 1) as a textbook for graduate level classes in programs such as higher education administration as well as departments of teacher education and/or curriculum and instruction to enhance already existing courses in multicultural and international education; and, 2) as a resource for higher education administrators working in offices of international affairs (e.g., education/study abroad, international student services). Given this, I do agree with the author’s evaluation of potential markets. Thus, if used in graduate level classes, I see it being used as a main text for courses in international higher education administration, as a supplementary text in courses in curriculum and instruction (multicultural or international/global education), and as a reference text for offices of international education as well libraries. Table of ContentsForeword Introduction Part One: Introduction to Intercultural Competence 1. Intercultural competence: An overview 2. Rethinking intercultural competence: Cultural humility in internationalizing higher education 3. The role of empathy in fostering intercultural competence 4. Towards transformative reciprocity: Mapping the intersectionality of interdisciplinary intercultural competence 5. The role of higher education in developing intercultural competence for peacebuilding in the after math of violent conflict Part Two: Development and Assessment of Intercultural Competence 6. Intercultural competence development in higher education 7. Critical intercultural competences in higher education in South Africa: Power, privilege and the decolonization of education 8. Intercultural competence in international higher education: A Chinese perspective 9. Mapping intercultural competence: Aligning goals, outcomes, evidence, rubrics, and assessment 10. The big picture of intercultural competence assessment Part Three: Application of Intercultural Competence Introduction to Case Studies: 29 Case Studies from around the world CS1. Intercultural seminars: An educational intervention with sojourners at a Portuguese university CS2. "Intercultural competence in practice:" A peer-learning reflection-based university course to develop intercultural competence CS3. Intercultural competence through global citizenship CS4. The VCU global bridge: Closing academic and cultural spans in first-year courses CS5. English for specific purposes course for Russian medical students: Focus on intercultural competence CS6. An online-learning journey of diversity and bias CS7. Intercultural competence for classes of mixed discipline students in New Zealand CS8. Weill Cornell Medicine-Qatar strides to instill cultural competence training in medical curriculum CS9. Intercultural communication for international mobility CS10. Intercultural competency at TCU CS11. Intercultural communication and engagement abroad CS12. GQ+CQ+SQ+EQ = Global synergy CS13. Intercultural development program (IDP) CS14. Development of intercultural communicative competence: A course for pre-service EFL teachers CS15. Making cultural diversity work CS16. Facilitating intercultural competences through international student internships: Making links to future professional selves CS17. Teaching intercultural competence to undergraduate international students in Vietnam CS18. Comprehensive and integrated intercultural development: A model for institutional change CS19. Global learning at Agnes Scott College CS20. From intercultural adaptation experience to intercultural competence in a multicultural classroom CS21. Issues in global displacement: Exploring community-based language learning CS22. "Intercultureality" at work CS23. Introducing intercultural awareness in a lifelong learning process: Reflections on a formal setting course CS24. Integrating diversity in academic teaching CS25. Developing intercultural competence through international travel experience at Spelman CS26. A collaborative volunteer project in Vietnam CS27. Inclusion through changing the conversation: A case study on NorQuest community dialogue on inclusion CS28. The Businet international weeks CS29. (Dis)connecting Mayan and Mexican Interculturidad with social justice in a U.S. graduate preparation program 11. Intercultural competence in international higher education: Emerging themes, issues, implications and future directions
£34.19
Taylor & Francis Ltd Mathematics in Early Years Education
Book SynopsisThis fourth edition of the bestselling Mathematics in Early Years Education provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics number and counting, calculation, pattern, shape, measures and data handling it provides a wide range of practical activities and guidance on how to support young children's mathematical development. There is also guidance on managing the transition to KS1 and a strong emphasis throughout on creating home links and working in partnership with parents. This new edition has been fully updated to incorporate the latest research and thinking in this area and includes: why mathematics is important as a way of making sense of the world how attitudes to mathematics can influence teaching and learning how children learn mathematics and what they are capable of learning how technology can support maths teachingTable of Contents1. Learning mathematics in early years settings 2. Planning, organising and assessing for mathematics 3. Number and counting 4. Calculating and problem solving with number 5. Pattern 6. Shape and space 7. Measures: making comparisons 8.Sorting, matching and handling data
£31.99
Taylor & Francis Ltd Fieldwork in Educational Settings
Book SynopsisFieldwork in Educational Settings is widely recognised as part of the essential reading for the researcher in education. It instructs those new to qualitative educational research how to find interesting research sites, collect great data, analyse them responsibly, and then find the right audience to hear, use, and build upon their findings successfully.The revised and updated third edition includes the latest developments in authoethnography, data collection, analysis and dissemination, and is illustrated throughout with up-to-the minute examples of real world research. It embraces both sociological and anthropological approaches to qualitative educational research, using case studies from the USA, Canada, Australia and New Zealand as well as the UK. Education' is treated broadly, including higher education and non-formal settings as well as schools. Threaded throughout the book is updated content on: the internet and virtual worlds as sites for eTable of Contents1. For Lust of Knowing 2. Tales, Marvellous Tales: Recognizing Good Fieldwork and Reading Wisely 3. Beyond that Last Blue Mountain: Impediments to Good Fieldwork and How to Overcome Them 4. Manuscripts in Peacock Styles: Writing Diaries, Data and Texts 5. Gnawing the Nail of Hurry: Choosing the Topic, Setting and Problem 6. Sweet to Ride Forth: Gaining Access and Recording the Process 7. Beauty and the Bright Faith: Early Days in the Field and How to Record Them 8. Spikenard, Mastic and Terebinth: Varieties of Data Collected and Recorded 9. Seek Not Excess: Maintaining Relationships in the Field 10. Leaving the Dim-moon City of Delight: Terminating Your Fieldwork 11. Beauty Lives though Lilies Die: Analyzing and Theorizing 12. For Glory of For Gain: Producing the Thesis or Book 13. Always a Little Further: The Conclusions
£39.99
Taylor & Francis Ltd Bringing French to Life
Book SynopsisBringing French to Life provides an innovative and refreshing cross-curricular approach to teaching languages in primary schools, combining art, design and foreign languages with various aspects of the National Primary Curriculum such as Literacy, Numeracy and PE. This unique practical resource comprises an engaging storyline about a day in the life of two French children and gives an opportunity for learners to re-enact their day, using finger puppets, handmade crafts and exciting games to practise new language. Each of the 14 sections begins with a short accessible dialogue in French and is followed by suggestions for using the new vocabulary in pairs, small groups or as a whole class. The main story is accompanied by fun craft activities linked to the story (one for each section, ie 14 in total) for children to create in class using the templates and instructions provided. A wide range of further activities follows, consisting of lively games, songs and oppTable of ContentsChapter One Bienvenue à la famille Moreau ! Welcome to the family Moreau! Chapter Two Quelle heure est-il ? What time is it? Chapter Three Je me lève I get up Chapter Four Le petit déjeuner Breakfast Chapter Five Le pique-nique The picnic Chapter Six Joyeux anniversaire ! Happy birthday! Chapter Seven Les animaux The animals Chapter Eight Dans les bois In the wood Chapter Nine La cabane The shed Chapter Ten Les insectes Insects Chapter Eleven Le sport Sport Chapter Twelve Quel temps fait-il ? What’s the weather like? Chapter Thirteen Les objets trouvés Lost property Chapter Fourteen Bon appétit ! Enjoy your meal!
£31.99
Taylor & Francis Ltd Planning to Teach Writing
Book SynopsisWritten by an experienced teacher and literacy consultant, Planning to Teach Writing offers an easy-to-use, tried-and-tested framework that will reduce teachers' planning time while raising standards in writing. Using the circles planning approach, it provides fresh inspiration for teachers who want to engage and enthuse their pupils, with exciting and varied hooks into writing, including picture books, short stories, novels and films.Exploring effective assessment practice, each chapter puts the needs and interests of pupils at the forefront of planning, and models how to design units of work that will lead to high-quality writing outcomes in any primary school classroom. The book uses a simple formula for success:1 Find the gaps in learning for your students.2 Choose a hook that you know will engage your students.3 Select a unit plan that you know will support you to get the best writing out of your students.4 Tailor it.5 TTrade Review"This book is an accessible and necessary resource for any teacher planning to teach writing in their classroom, and will be a huge help in meeting the NC requirements for writing." - Sarah Brew, Parents in TouchTable of Contents Introduction: Putting the needs and interests of children at the heart of planning Understanding the Circles Planning Approach Unit planning: Using Picture Books as Hooks Unit planning: Using Short Stories as Hooks Unit planning: Using Novels as Hooks Unit planning: Using Films and Stills (Visual Text) as Hooks Conclusion and Useful Resources
£31.99
Taylor & Francis Ltd Using Debate in the Classroom
Book SynopsisDebate holds enormous potential to build 21st century skills such as critical thinking, communication, collaboration, and conflict resolution in the K-12 classroom, but teachers often struggle to implement and contextualize it effectively. Using Debate in the Classroom draws on research from a variety of academic disciplines to explain the benefits of debate across subject areas, and describes how teachers can use debate to enliven their curriculum and support the aims of the Common Core. Topics include: Introducing debate as a pedagogical practice to engage students, improve school culture, and disrupt the school to prison pipeline. Using debate to teach critical literacy and improve students' reading, writing, and speaking skills. Implementing role-playing techniques to strengthen information literacy and reasoning skills. Building students' empathy, perspective-taking skills, and cultural humility as they Trade Review"Using Debate in the Classroom proves that the art of evidence-based argumentation through debating can change a student's life. The authors take a deep and thoughtful approach to helping us better understand the necessity for the cross-curricular application of evidence-based argumentation. This book makes clear how debating can serve as a primary tool for students to gain the 21st century skills necessary to break down barriers, overcome challenges, and build the drive and motivation necessary for achievement." –J. Scott Wunn, Executive Director, National Speech and Debate Association “This is it -- an introduction to classroom debate that will forever change pedagogy! We learn in this volume that debate is for all disciplines, science to literature. We learn that it is the antidote to socially mediated conformity and prejudice. Critical thinking and social engagement in a poly-cultural environment is its outcome. Moreover, the appendix is a ‘how-to’ manual for making it happen. No one can read this book and not be transformed.” --E. Culpepper Clark, Dean Emeritus, Henry W. Grady College of Journalism and Mass Communication, University of Georgia Table of ContentsForeword John Sexton Preface Melissa Maxcy Wade Acknowledgements An Introduction to Classroom Debate: A Tool for Educating Minds and Hearts Karyl A. Davis, M. Leslie Wade Zorwick, James Roland, and Melissa Maxcy Wade 1. Take No Prisoners: The Role of Debate in a Liberatory Education Brittney Cooper 2. Resolved: Debate Disrupts the School to Prison Pipeline Catherine Beane 3. Evaluating Contradictory Evidence Jon Bruschke 4. Making Words Matter: Critical Literacy, Debate, and a Pedagogy of Dialogue Susan Cridland-Hughes 5. Discerning the Value of Information in the Digital Age Gordon Stables 6. Engendering Academic Success: Debate as a School Engagement Strategy Carol Winkler 7. Using Debate to Improve Scientific Reasoning Freddi-Jo Eisenberg Bruschke 8. Critical Thinking through Debate: Skills, Dispositions, and Teaching Strategies W. Patrick Wade 9. Using Debate to Develop Perspective Taking and Social Skills M. Leslie Wade Zorwick 10. Creating Hospitable Communities: Remembering the Emanuel 9 as We Foster a Culture of Humility and Debate Ed Lee and Ajay Nair Appendices James Roland Contributors
£35.14
Taylor & Francis Ltd The SelfRegulated Learning Guide
The Self-Regulated Learning Guide introduces K-12 teachers to the basics of self-regulation. Highly practical and supported by cutting-edge research, this book offers a variety of techniques for seamlessly infusing self-regulated learning principles into the classroom and for nurturing students' motivation to strategize, reflect, and succeed. Featuring clear explanations of the psychology of self-regulation, these nine chapters provide teachers with core concepts, realistic case scenarios, reflection activities, and more to apply SRL concepts to classroom activities with confidence.
£31.99
Taylor & Francis ELearning in the 21st Century
Book SynopsisThe third edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and extensive research in the field to explore technological, pedagogical, and organizational implications. The third edition has been fully updated throughout and includes new material on learning technologies, MOOCs, blended learning, leadership, and the importance and role of social connections in thinking and learning, highlighting the transformative and disruptive impact that e-learning has recently had on education.Trade Review"The latest edition of E-Learning in the 21st Century examines e-learning from the perspectives of advancing research, instructional practice, and institutional readiness. D. Randy Garrison, perhaps the prominent scholar and thought leader on e-learning, provides thought-provoking perspectives for scholars, educators, and administrators. I was highly impressed with his ability to direct practical suggestions to each of these constituencies."--Ben Arbaugh, Department Chair, Management and Human Resources, the University of Wisconsin Oshkosh, USA"In the third edition of E-Learning in the 21st Century, D. Randy Garrison focuses more sharply on the Community of Inquiry framework and the ways in which it can inform research and practice in e-learning. As always, Garrison’s insights are grounded in thoughtful and thought-provoking research findings. Newcomers to online learning and longtime fans of the Community of Inquiry framework alike will find much to value in this volume."--Karen Swan, Stukel Professor of Educational Leadership, University of Illinois Springfield, USATable of ContentsList of FiguresPrefaceAcknowledgements1 IntroductionSECTION I: The Conceptual Framework2 Theoretical Foundations3 Community of Inquiry4 Social Presence5 Cognitive Presence6 Teaching PresenceSECTION II: Applying the CoI Framework7 Learning Technologies8 Blended Learning9 Guidelines for Practice10 Assessment and Evaluation11 Organizational Issues12 Future DirectionsAppendicesAbout the AuthorReferencesIndex
£35.14
Taylor & Francis Inc Journal Keeping: How to Use Reflective Writing for Learning, Teaching, Professional Insight and Positive Change
Book Synopsis** By the authors of the acclaimed Introduction to Rubrics** Major growth of interest in keeping journals or diaries for personal reflection and growth; and as a teaching tool** Will appeal to college faculty, administrators and teachers One of the most powerful ways to learn, reflect and make sense of our lives is through journal keeping. This book presents the potential uses and benefits of journals for personal and professional development—particularly for those in academic life; and demonstrates journals’ potential to foster college students’ learning, fluency and voice, and creative thinking.In professional life, a journal helps to organize, prioritize and address the many expectations of a faculty member’s or administrator’s roles. Journals are effective for developing time management skills, building problem-solving skills, fostering insight, and decreasing stress.Both writing and rereading journal entries allow the journal keeper to document thinking; to track changes and review observations; and to examine assumptions and so gain fresh perspectives and insights over past events. The authors present the background to help readers make an informed decision about the value of journals and to determine whether journals will fit appropriately with their teaching objectives or help manage their personal and professional lives. They offer insights and advice on selecting the format or formats and techniques most appropriate for the reader’s purposes.Trade Review"Dannelle Stevens and Joanne Cooper have written a comprehensive yet accessible book on the pleasures and challenges of using journals to support reflective learning... This is the book I wish that I'd had years ago when I first started experimenting with journals in my classes. I commend it highly, and believe it has the potential to bring journaling into more widespread and effective practice in reflective learning."Mary E. Hess, Luther SeminaryTeaching Theology and Religion"This work presents background on the value of journals so that readers can determine whether journals will fit appropriately with their teaching objectives or help them manage their personal and professional lives... A collection of 19 case studies of journals by faculty, graduate students, and administrators is illustrated with b&w photos, illustrations, and pages from real-life handwritten journals."Book News Inc."As mentioned, this book has lots in it about journaling. If you are new to the idea and want an excellent introduction, the material is here... I could see having this book on the shelf of an EDC or in a library, as it is bound to benefit people interested in learning more about journals and/or addressing specific issues pertinent to the broad area at a pedagogical level... In summary, I comment the book on the whole as one that belongs in a resource center to support teaching and learning."EDC Resource Review"Journal Keeping makes a clear and compellig argument for what the authors call an "underused and sometimes misunderstood" (xv) educational tool... The book makes a theoretically sound, logistically solid, and ultimately persuasive argument for the keeping of journals."The Review of Higher Education"Dannelle Stevens and Joanne Cooper bring years of personal and professional experience with journal writing to inform the content of their book. This fact creates a level of credibility to their writing, and their approach to the material makes reading the text feel like a converstation with trusted friends. The intent of their volume is to explain the use of journaling in teaching and how to keep a journal to help organize professional lives. Therefore, this book should appeal to a variety of academic readers including faculty members, students, staff and administrators. In addition, both the novice and seasoned journal writer should find several takeaways... Among the several strengths of the book is the potential for immediate application of journal writing strategies to support active learning... Journal Keeping should be on everyone's short list. The writing is approachable, the book well organized and the material easy to implement in practice. Rarely have I found a book that I have been so enthusiastic about and that I highly recomment to others."Community College Review"Making a written record of our lives, experiences, and thoughts often helps us to understand them better, provide an emotional relief, memorialize accomplishments, benefi our posterity, and estbalish the only kind of immortality that most of us can hope for. That's why Journal Keeping is such an invaluable and highly recommended instructional manual for aspiring diarists and journalists... It is a highly recommended addition to personal, professional, academic, and community library reference collections and supplemental reading lists."Midwest Book Review"Journal Keeping is a superb tool for educators who want to be reflective practitioners, and help their students become reflective learners. But it is not a typical 'how-to' text, as the epigraph to Chapter 1 suggests: 'The unexamined life is not worth living.' Elaborating on Socrates, Stevens and Cooper explore the rationale, process and impact of journal keeping on educators and students alike, helping us overcome familiar obstacles; e.g., 'How can you possibly evaluate a student journal?' As one who likes to amend Socrates with the words, 'If you choose to live an unexamined life, please do not take a job that involves other people,' I hope this fine book will be widely read and used."Parker J. Palmerauthor of “The Courage to Teach,” “Let Your Life Speak” and “A Hidden Wholeness”“This book describes a practical strategy for promoting learning and thinking artfully grounded in adult development and learning theory. Stevens and Cooper remind readers that reflection is a key element of learning and offer multiple ways to reflect meaningfully through journaling. They use their own and others’ journal entries to reveal how journaling helps reflect on one’s experience, develop one’s internal voice through making meaning of experience, transform one’s assumptions and knowledge, and organize and communicate one’s perspective. They offer multiple possibilities for readers to use journaling for personal growth, fostering their own and others’ learning, and managing professional life.”Marcia B. Baxter Magolda, Professor EmeritaMiami University of Ohio and author of Authoring Your Life“An impressively complete and well organized exploration of the uses of journal writing. It provides rich backing for John Dewey’s key insight, namely that it’s not experience that makes us learn, it’s reflection on experience."Peter Elbowauthor of Writing with Power, and Everyone Can Write, and Professor Emeritus, University of Massachusetts, Amherst“Over the course of human history, when we study individuals who have made a significant difference in our lives, we discover that the key to their own self-discovery, growth, and resilience is their journal keeping. We call them ‘geniuses,’ whether Aristotle, Leonardo da Vinci, Wordsworth (Dorothy as well as William), John Muir, Einstein, Gertrude Stein, Thoreau, Ansel Adams, Thomas Jefferson, Abraham Lincoln, or Barack Obama. Presidents, scientists, artists, all came to their purpose and power through the reflective practice of writing a journal. Read this book for real-life lessons on the power of journals for your own professional and creative life. You will be inspired to write and I promise you, whatever you write, in whatever format, will transform your moment, make your day, and change – who knows, perhaps save – your life.”Barbara Mossberg, President EmeritaGoddard College, Senior Scholar James McGregor Burns Academy of Leadership, and Director and Professor Integrated Studies, California State University Monterey Bay"Most historians consider personal journals as excellent primary sources, but few of my colleagues are familiar with using them as a core component of student assessment. In Journal Keeping: How to Use Reflective Writing for Learning, Teaching, Professional Insight and Positive Change (Stylus, 2009), Dannelle D. Stevens and Joanne E. Cooper lay out the argument that course journals give students not merely a place to put notes, but they also create a space for instructor-directed reflection on learning. Current research makes it clear that taking knowledge and connecting it with one’s own experience significantly improves retention of that knowledge.Stevens and Cooper discuss a wide range of possible uses: asking students to write out summaries of the main points of each lecture at its conclusion, writing five-minute reflections after discussions, logging progress on class projects, going back to earlier entries and annotating or updating with new ideas, and so on. They also suggest a number of ways to make journal grading a breeze."Inside Higher EdTable of ContentsTables and Figures; Acknowledgements; Preface; PART ONE. JOURNAL WRITING AND ITS THEORETICAL FOUNDATIONS 1. Journal Writing. Definition and Rationale; 2. Reflection and Learning from Experience; 3. Reflection and Adult Development Theory; PART TWO. USING JOURNALS IN CLASSROOMS AND PROFESSIONAL LIFE 4. Introducing and Structuring Classroom Journal Writing; 5. Classroom Journal-Writing Techniques; 6. Grading Classroom Journal Writing; 7. Journal Writing in Professional Life; 8. Journal Writing in the Computer Age—Rebecca L. Schulte; PART THREE. A COLLECTION OF CASE STUDIES. TEACHING WITH JOURNALS AND KEEPING JOURNALS IN PROFESSIONAL LIFE 9. Case Studies. Teaching With Journals; 10. Case Studies. Journal Keeping in Professional Life; Afterword; Appendices. A. Journal Writing Techniques; b. Contributor Contact Information; References; Index.
£27.99
Taylor & Francis Ltd Classroom Management Simplified
Book SynopsisThe tips in this book are accompanied by typical classroom scenarios and step-by-step instructions on how to implement them. Also included are actual dialogues to use with your students.Table of ContentsPart I Procedures for Teachers; Chapter 1 Procedure 1 for Teachers: Organize Any Disorganization; Chapter 2 Procedure 2 for Teachers: Plan Well; Chapter 3 Procedure 3 for Teachers: Reach Your Objectives; Chapter 4 Procedure 4 for Teachers: Greet Your Students Every Day; Chapter 5 Procedure 5 for Teachers: Encourage HOTS (Higher-Order Thinking Skills) in Your Students; Chapter 6 Procedure 6 for Teachers: Praise Every Single Positive Thing; Chapter 7 Procedure 7 for Teachers: Teach with Enthusiasm Using a Real-Life, Hands-on Approach; Chapter 8 Procedure 8 for Teachers: Approach Every Situation Proactively; Chapter 9 Procedure 9 for Teachers: Maintain Your Composure; Chapter 10 Procedure 10 for Teachers: Be a Role Model; Part II Procedures for Teachers and Their Students; Chapter 11 Procedure 1 for Teachers and Their Students: Entering the Classroom; Chapter 12 Procedure 2 for Teachers and Their Students: Tracking Tardiness; Chapter 13 Procedure 3 for Teachers and Their Students: Implementing Bellwork; Chapter 14 Procedure 4 for Teachers and Their Students: Taking the Roll; Chapter 15 Procedure 5 for Teachers and Their Students: Sharpening Pencils; Chapter 16 Procedure 6 for Teachers and Their Students: Using Classroom Materials and Supplies; Chapter 17 Procedure 7 for Teachers and Their Students: Distributing and Collecting Class Materials; Chapter 18 Procedure 8 for Teachers and Their Students: Getting the Students’ Attention; Chapter 19 Procedure 9 for Teachers and Their Students: Getting the Teacher’s Attention; Chapter 20 Procedure 10 for Teachers and Their Students: Encouraging Participation; Chapter 21 Procedure 11 for Teachers and Their Students: Getting Students to Complete Homework Assignments; Chapter 22 Procedure 12 for Teachers and Their Students: Talking in Class (Use of Codes); Chapter 23 Procedure 13 for Teachers and Their Students: Managing Groupwork; Chapter 24 Procedure 14 for Teachers and Their Students: Discarding Trash; Chapter 25 Procedure 15 for Teachers and Their Students: Conducting Parent Conferences; Chapter 26 Procedure 16 for Teachers and Their Students: Calling Home; Chapter 27 Procedure 17 for Teachers and Their Students: Requesting Water and Bathroom Privileges; Chapter 28 Procedure 18 for Teachers and Their Students: Taking a Test; Chapter 29 Procedure 19 for Teachers and Their Students: Providing for Early Finishers; Chapter 30 Procedure 20 for Teachers and Their Students: Taking Responsibility for Recording Grades; Chapter 31 Procedure 21 for Teachers and Their Students: Providing for Substitute Teachers; Chapter 32 Procedure 22 for Teachers and Their Students: Attending Assemblies; Chapter 33 Procedure 23 for Teachers and Their Students: Behaving in the Cafeteria; Chapter 34 Procedure 24 for Teachers and Their Students: Dismissing Students at Bus Time; Chapter 35 Procedure 25 for Teachers and Their Students: Implementing a Teacher Report Card; conclusion Conclusion;
£24.51
Taylor & Francis Teaching Secondary School Mathematics
Book SynopsisSince its first publication, Teaching Secondary School Mathematics has established itself as one of the most respected and popular texts for both pre-service and in-service teachers. This new edition has been fully revised and updated to reflect the major changes brought about by the introduction of the Australian Curriculum: Mathematics, as well as discussing significant research findings, the evolution of digital teaching and learning technologies, and the implications of changes in education policies and practices.The mathematical proficiencies that now underpin the Australian curriculum -- understanding, fluency, problem solving and reasoning -- are covered in depth in Part 1, and a new section is devoted to the concept of numeracy. The chapter on digital tools and resources has been significantly expanded to reflect the growing use of these technologies in the classroom, while the importance of assessment is recognised with new material on assessment for learning and as learning, along with a consideration of policy development in this area. Important research findings on common student misconceptions and new and effective approaches for teaching key mathematical skills are covered in detail.As per the first edition readers will find a practical guide to pedagogical approaches and the planning and enactment of lessons together with enhanced chapters on teaching effectively for diversity, managing issues of inequality and developing effective relationships with parents and the community.This book is the essential pedagogical tool for every emerging teacher of secondary school mathematics.''The text offers an excellent resource for all of those involved in the preparation of secondary mathematics teachers, with links to research literature, exemplars of classroom practices, and instructional activities that encourage readers to actively examine and critique practices within their own educational settings.'' Professor Glenda Anthony, Institute of Education, Massey University''A rich and engaging textbook that covers all of the important aspects of learning to become an effective secondary mathematics teacher. The second edition of this text ... is further enhanced with updated references to the Australian Curriculum, NAPLAN, STEM, current Indigenous, social justice and gender inequity issues, and the place of Australian mathematics curricula on the world stage.'' Dr Christine Ormond, Senior Lecturer, Edith Cowan University
£35.14
Taylor & Francis Teaching Writing
Book SynopsisIn the 21st century, writing is more important than at any other time in human history. Yet much of the emphasis in schooling has been on reading, and after the early years, writing skills have been given less attention. Internationally, too many children are leaving school without the writing skills they need to succeed in life. The evidence indicates that students rarely develop proficiency as writers without effective teacher instruction. Teaching Writing offers a comprehensive approach for the middle years of schooling, when the groundwork should be laid for the demanding writing tasks of senior school and the workplace. Teaching Writing outlines evidence-based principles of writing instruction for upper primary students and young adolescents. It presents strategies that are ready for adoption or adaptation, and exemplars to assist with designing and implementing writing lessons across the middle years of school. It addresses writing from a multimodal perspective while also highlighting the importance of teaching linguistic aspects of text design such as sentence structure, vocabulary and spelling as foundations for meaning-making. Contributors argue that students need to continue to develop their skills in both handwriting and keyboarding. Examples of the teaching of writing across disciplines are presented through a range of vignettes. Strategies for assessing student writing and for supporting students with diverse needs are also explored. With contributions from leading literacy educators, Teaching Writing is an invaluable resource for primary, secondary and pre-service teachers.
£34.19