Teaching skills and techniques Books

Book SynopsisLeading Maths: The essential guide for new and aspiring maths leaders by Peter Mattock offers practical guidance and advice on how to approach maths leadership and explores the challenges and rewards that come with this unique role.Trade ReviewA very useful and informative reference book for new and experienced heads of maths. What Peter Mattock has created is incredible. A definitive insight for leaders in mathematics. The role of a leader in maths is challenging and demanding. This book aims to provide a roadmap to help you focus your attention on areas that will have the biggest impact, as well as giving you helpful ideas on the soft skills that are involved in leading a large team of teachers. I wish I had this book 10 years ago!Kapilesh NagarWhether you are considering a role in maths leadership, a seasoned leader or looking to go further than leading your department, Leading Maths provides invaluable insight and advice. Chapters deal with a range of relevant issues from organisational aspects to more complex themes around challenges within teams. Although more secondary leaning, advice and suggestions are applicable to primary and Mattock references these where possible. The whole tone of Leading Maths is conversational, clear and allows one to feel supported. Advice is sensible and, because it is based on experiences of Mattock and others via case studies, feels adaptable and actionable for any setting. Overall, Leading Maths is a vital read for anyone in maths leadership.Lisa CoeEven with 10+ years' leadership experience this book gave me some insights on how to improve my leadership skills, and probably helped me understand why I had failed to secure some roles in the past! This book has something for everyone, whether you are leading a department, aspiring to have a leadership role, are a line manager for maths or someone who just wants a better understanding of the challenges faced by the leader of maths.David FaramThis book is packed full of helpful advice for a head of maths. Drawing extensively on the author's personal experience, Leading Maths provides guidance on the day-to-day operational aspects of the role, as well as the more strategic side of department leadership. It features practical research-informed ideas for managing and developing staff, dealing with difficult situations, covering absences, curriculum planning, assessment, recruitment, inspections and much more. This book will be of great value to any new or aspiring maths leader.Jo Morgan

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Book SynopsisThis volume explores how Self-Study in Teacher Education Practices (S-STEP) contribute to teacher education in culturally and linguistically diverse communities and contexts. The chapters reflect the scholarly inquiry of teacher educators dedicated to investigating and opening to public scrutiny their efforts to improve their practice, while recognizing the impacts of such efforts on their students and teacher education overall. The common thread in these S-STEP inquiries is the explicit attention to the ways in which culture, language, and race interact and affect teaching and learning. Central to this are the ways in which S-STEP studies address two pressing but interrelated issues in teacher education research: the need for greater attention to teacher educator development and pedagogies overall, and the challenge of preparing teachers for increasingly diverse, mobile, and plurilingual schools and communities. The book will be a valuable resource for teacher educators, particularly second language teacher education scholars and those new to S-STEP methods.Trade ReviewEducation scholars, many specializing in language education, explore teacher education professional development in culturally and linguistically diverse contexts: a lifelong process, and pedagogical practices and policies related to linguistic diversity and language development. Their topics include the accidental teacher educator: learning to be a language teacher educator within diverse populations, reframing the use of visual literacy through academic diversity: a cross-disciplinary collaborative self-study, impacting classrooms and ourselves: a self-study investigation of work with and within an indigenous Pueblo community, cycles of research: a self-study of teaching research in a sheltered English instruction course, and moving beyond très bien: examining teacher mediation in lesson rehearsals. -- Annotation ©2018 * (protoview.com) *This book, a collection of 13 different inquiries utilizing self-study methodology...provides a very timely and critical contribution to the second language teacher education literature. Moreover, these diverse inquiries rooted in self-study in teacher education practices (S-STEP) each intentionally address the need for teachers to be prepared to work with linguistically and culturally diverse students. -- Tamara Mae RooseTable of ContentsIntroduction: Enhancing Teacher Education for an Inclusive Pluralistic World: A Shared Commitment across Multiple Landscapes; Judy Sharkey and Megan Madigan Peercy Part I: Teacher Educator Professional Development in Culturally and Linguistically Diverse Contexts: A Lifelong Process 1. The Accidental Teacher Educator: Learning to Be a Language Teacher Educator Within Diverse Populations; Shawn Bullock 2. Using Self-Study to Examine Our Research and Teaching Practices as EFL Teacher Educators in Colombia; Amparo Clavijo Olarte and Maribel Ramírez Galindo 3. Getting Down to Identities to Trace a New Career Path: Understanding Novice Teacher Educator Identities in Multicultural Education Teaching; Vy Dao, Scott Farver, and Davena Jackson 4. Discursive Resources in a Multicultural Education Course: Unpacking Our Own Unexplored Biases as Teacher Educators; Laura C. Haniford and Brian Girard 5. Developing an Inquiry Stance in Diverse Teacher Candidates: A Self-Study By Four Culturally, Ethnically, and Linguistically Diverse Teacher Educators; Amber Strong Makaiau, Karen Ragoonaden, Jessica Ching-Sze Wang, and Lu Leng 6. Reframing Our Use of Visual Literacy through Academic Diversity: A Cross-Disciplinary Collaborative Self-Study; Bethney Bergh, Christi Edge, and Abby Cameron-Standerford Part II: Pedagogical Practices and Policies Related to Linguistic Diversity and Language Development 7. Preparing Teachers for English Learners in Rural Settings; Kathleen Ann Ramos 8. Facilitating Preservice Teachers’ Transformation through Intercultural Learning: Reflections from a Self-Study; Roxanna M. Senyshyn 9. Impacting Classrooms and Ourselves: A Self-Study Investigation of Our Work with and within an Indigenous Pueblo Community; Cheryl A. Franklin Torrez and Marjori M. Krebs 10. Sifting through Shifting Sands: Confronting the Self in Teaching Bilingual Emirati Preservice Teachers; Patience A. Sowa 11. Cycles of Research: A Self-Study of Teaching Research in a Sheltered English Instruction Course; Elizabeth A. Robinson 12. Toward a Coherent Approach to Preparing Teachers to Teach Language to Emergent Bilingual Learners: Self-Study in TESOL Teacher Education; Laura Schall-Leckrone, Lucy Bunning, and Maria da Conceicao Athanassiou 13. Moving Beyond ‘Très Bien’: Examining Teacher Educator Mediation in Lesson Rehearsals; Francis John Troyan and Megan Madigan Peercy

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Book SynopsisIn a world where migration is a daily reality, the ways in which affirming educational experiences can be provided for all children remain high on the agendas of schools, colleges and teachers. This book provides practical ideas for how children, young people and parents can feel welcomed and affirmed in their multilingual identities and all learners can feel intrigued and excited by the linguistic diversity of the world’s people. The book will be an invaluable resource for educational practitioners, researchers, trainee teachers, teacher educators and all who are passionate about bringing together creative arts approaches with language learning and teaching. By blending academic theory with tried-and-tested classroom practice the authors will inspire readers to adapt the featured activities for their own contexts and learners.Trade ReviewThis volume is a great source of fascinating ideas for teachers, researchers and other professionals working with EAL children and young people. It is about creating welcoming learning environments by bringing together theoretical insights, transformative practices and artistic content. The ideas are easily adaptable and will definitely inspire future readers to create their own activities and welcoming environments. * Annamaria Pinter, University of Warwick, UK *This inspiring research-to-practice book brings together multiple voices from the field of multilingual research and teaching. It presents readers with creative, innovative, and empowering endeavours which honour multilingualism and multilingual identities. Arts-based approaches are foregrounded as examples of critical socio-cultural pedagogies that facilitate the intentional disruption of monolingual classroom norms. There is something for everyone in here. * Naomi Flynn, University of Reading, UK *This book is a thoughtful curation of educationalists' case studies of creative activities together with an analysis of the 'Creating Welcoming Learning Environments' workshops which inspired them. For teachers wanting to build on the rich cultural and linguistic capital represented by their EAL pupils, this book provides the underpinning research and a wealth of practical ideas and inspiration to welcome and create together! * Catherine Brennan, Director, Better Bilingual CIC *Table of ContentsContributors Chapter 1. Jane Andrews and Maryam Almohammad: Introduction: Connecting Creative Arts Approaches with Supporting Children and Young People Developing English as an Additional Language Chapter 2. Alison Phipps: The Well in Welcoming Chapter 3. Maryam Almohammad: Working with Community Filming in Multilingual and Intercultural Language Education Chapter 3.1. Gemma Sharland: Celebration through Film Chapter 3.2. Alicja Lievaart: A Filmmaking Project Chapter 4. Lyn Ma: Creating Together: The Role of Creative Arts in an ESOL Classroom Chapter 4.1. Su Tippett: Working with Children’s Needs and Preferences Using Creative Techniques Chapter 4.2. Judith Prosser: Assessing Children’s Language Using Creative Techniques Chapter 4.3. Karen Thomas and Rebecca Reeve: Building Cohesion in School through Crafting Chapter 5. Gameli Tordzro and Naa Densua Tordzro: Adinkra Creative Links: Music and Textiles in Welcoming Learning Environments Chapter 5.1. Alison Grotzke: Working with Adinkra Symbols and Printing: Unlocking Creativity in Children Chapter 5.2. Dominique Moore: A School Radio Station Chapter 5.3. Lois Francis: Singing Songs from Jamaica in Early Years Settings and Primary Schools in South Gloucestershire Chapter 5.4. Judith Prosser: Audio in School: School Languages on the Tannoy System Chapter 6. A Conversation with Tawona Sithole, Poet and Musician Chapter 6.1. Anna Comfort: Creative Arts Processes for Working with EAL Children Chapter 6.2. Dominique Moore: GCSE English, Using Poetry Written in Students’ First Languages Chapter 7. Luci Gorell Barnes: The Welcome Banner: Cultural Exchange through Creative Collaboration Chapter 8. Jean Conteh: Creativity, Collaboration and Ways Forward for EAL Learners Jane Andrews and Maryam Almohammad: Afterword: Summary of Ideas for Practice

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Book SynopsisAs part of e-learning, adaptive systems are more specialized and focus on the adaptation of learning content and presentation of this content. An adaptive system focuses on how knowledge is learned and pays attention to the activities, cognitive structures, and context of the learning material. The adaptive term refers to the automatic adaptation of the system to the learner. The needs of the learner are borne by the system itself. The learner did not ask to change the parameters of the system to his own needs; it is rather the needs of the learner that will be supposed by the system. The system adapts according to this necessity.Personalization and Collaboration in Adaptive E-Learning is an essential reference book that aims to describe the specific steps in designing a scenario for a collaborative learning activity in the particular context of personalization in adaptive systems and the key decisions that need to be made by the teacher-learner. By applying theoretical and practical aspects of personalization in adaptive systems and applications within education, this collection features coverage on a broad range of topics that include adaptive teaching, personalized learning, and instructional design. This book is ideally designed for instructional designers, curriculum developers, educational software developers, IT specialists, educational administrators, professionals, professors, researchers, and students seeking current research on comparative studies and the pedagogical issues of personalized and collaborative learning.

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Book SynopsisEducators who work with pre-service teachers understand the significant role they play in mentoring the next generation of teachers. Those who have ""walked the talk"" and been classroom teachers themselves, working with students daily over the course of a school year, can share powerful stories on transformative teaching. To fully prepare tomorrow's teachers, educators need to mix theory about best practice with the reality of teaching in classrooms.Cases on Emotionally Responsive Teaching and Mentoring provides a collection of case studies from former classroom teachers who now work with pre-service teachers to provide an understanding of the expectations and outcomes of teaching through actual K-12 teaching experiences. Featuring coverage on a broad range of topics such as cultural identity, teacher development, and learner diversity, this book is ideally designed for pre-service teachers, mentors, educators, administrators, professors, academicians, and students seeking current research on the diverse nature of schools, children, and learning and applying concepts to best suit the profession.

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Book SynopsisSeveral years ago, there began a consideration of the inadequacy of a traditional approach to teaching mathematics. Many teachers and perhaps a majority of the students often realize something is wrong with these methods and report a lack of enthusiasm in dealing with the discipline. Many teachers think that certain established habits have a serious pedagogical basis, and therefore, it is difficult to question them. In addition, perhaps, there is also a certain fear in imagining and experimenting with new ways. Unfortunately, the excessive use of examples and abstract formulations with exclusive reference to algebraic language distances the student from the pleasure of the discipline. Mathematics, on the other hand, requires attention and concentration, but the understanding of its meaning gives rise to interest, pleasure to discover, and promotes deep learning. This is where studying probability from an operational approach has gained much traction. The most interesting aspect is the use of a very artisanal approach, starting with objects that students can, in part, find in their daily lives. Trying to identify objects and situations that speak of ""different mathematics,"" embodied in everyday life, may offer more possibilities to deal with the mathematical illiteracy that seems to afflict a large part of our society. Examining an Operational Approach to Teaching Probability focuses on probability examined from an educational point of view and the implementation of a very concrete operational approach in the classroom. Two main pillars are examined within this book: concrete objects and IT tools used to perform simulations for probability teaching. Each chapter is devoted to an essential concept related to probability and covers the operational approach all the way from its historical development to types of probability studies, different teaching methods within the approach, and the theories surrounding it. This book is ideal for pre-service and in-service teachers looking for nontraditional approaches in teaching along with instructional designers, curricula developers, practitioners, researchers, academicians, and students interested in learning more about operational research and the use of objects to introduce probabilistic concepts in a new method of teaching.

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Book SynopsisTeacher attrition and burnout have been researched in school districts all over the country for several decades. Characterised by physical and psychological exhaustion, cynicism (as an interpersonal and emotional indication of built-up aggression), and a sense of helplessness and low self-efficacy, burnout can lead to anxiety, depression, diminished job performance, absenteeism, and attrition. Drawn to the Flame investigates incidences of burnout and burnout avoidance among educators in both K-12 and higher education spheres during the COVID-19 pandemic – a period that saw an intensification and increased frequency of polarizing sociocultural and socio-political conditions, resulting in psychosocial and emotional strain among those invested in education. Through narrative inquiry, the chapters present the stories of teachers in a variety of settings (e.g. urban, suburban, rural) and sociological conditions (economic, racial, sex/gender), who experienced first-hand the impact of the pandemic and the chaotic transition to remote learning, the impact of the U.S. Immigration and Customs Enforcement (ICE) and racial strife, on students and curricular planning processes.Table of ContentsForeword; Cheryl J. Craig Introduction: The Burning Out of Teachers and Administrators in Public Education; Erin A. Singer, Matthew J. Etchells, and Cheryl J. Craig Chapter 1. Radically Healing or Burned Out: Experiences among Black Teachers; John A. Williams III, Maiya Turner, Alexes Terry, DaJuana C. Fontenot, and Sonyia C. Richardson Chapter 2. A Narrative Inquiry Investigating Teacher Burnout at a Bronx New York Middle School in 2020; Peter Scaramuzzo, Julia E. Calabrese, and Cheryl. J. Craig Chapter 3. Leaving So Soon? Reality Shock Among Novice Teachers; Karen McIntush and Karla Garza Chapter 4. Not Picture Perfect: The Storied Lives of Art Teachers in Urban America; Lobat Asadi Chapter 5. Resilience and Persistence in the Face of Burnout; Erin A. Singer, Natasha Epps, and Margaret DeJesus Chapter 6. Who Wants to be a Teacher in the Face of These Anti-queer Laws?" Burnout Perspective from a Gay Educator; Michael Bartone Chapter 7. Parallel Stories of Publicly Imagined and Personally Lived PE Teacher Identity Reconstruction in the Time of COVID-19; HyeSeung Lee Chapter 8. Multilevel Approaches to Mitigate Burnout in Education; Eleanor Su-Keene Chapter 9. Analyzing Teacher Burnout Through Principal Leadership Behaviors; Elsa Villarreal Chapter 10. Chocolates or Tissues: Mitigating Momentary Burnout; Christopher Benedetti Chapter 11. Identity Flux: Educator Narratives in the Face of Burnout; Jordan Donop, Tamra Walderon, and Matthew J. Etchells Chapter 12. When Passion Isn’t Enough; Deja Bailey and Matthew J. Etchells Final Thoughts; Erin A. Singer, Matthew J. Etchells, and Cheryl J. Craig Afterword; Cheryl J. Craig

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Book SynopsisThis volume contains an Open Access Chapter Research on teacher education and classroom teaching has evolved significantly in recent decades, with more research taking an international or intersectional lens. The International Study Association on Teachers and Teaching (ISATT) has moved with the field, beginning as a predominantly white European and North American organization in 1983, it now has active membership from more than 60 countries across the globe. The ISATT 40th Anniversary Yearbook, presented over three volumes, reflects this growth through celebrating the contributions of ISATT members over time and offering current scholarly research to inform current and future teacher education and teaching. Bringing together top research from the Finnish Educational Research Association (FERA) and Taylor & Francis published over the past 10 years, plus cutting-edge new chapters, Approaches to Teaching and Teacher Education explores established and innovative approaches to teaching and teacher support. The chapters explore teacher development, identity, morals, ethics and politics and teaching and teacher education with vulnerable and marginalized populations. All three volumes that make up the ISATT 40th Anniversary Yearbook offer invaluable insights for teacher educators and educational researchers the world over, offering international perspectives from North America, Europe, South America, Asia, Africa, and Australasia.Table of ContentsSection 1. Tributes Chapter 1. Tribute to Joost Lowyck; Jan Broeckmans Chapter 2. Tribute to Tom Russell; Andrea K. Martin Chapter 3. Tribute to Freema Elbaz-Luwisch; Cheryl J. Craig Chapter 4. Tribute to Stefinee Pinnegar; Melissa Newberry, Mary Rice, and Ramona Cutri Chapter 5. Tribute to Cosimo Laneve; Loredana Perla Section 2. Teaching Section Chapter 6. Introduction; Laura Sara Agrati Chapter 7. Teacher Identity: Strong and Soft Conceptions; Khalil Gholami and Sonia Faraji Chapter 8. Ethics, Moral, and Politics in Teachers’ Virtuous Pedagogical Practice; Jukka Husu and Auli Toom Chapter 9. Teacher Professional Development: Re-visiting Critical Issues; Beatrice Ávalos Chapter 10. The Role of Teacher Professional Standards for Initial Teacher Education and Continuous Professional Development: The Case of Estonia; Äli Leijen, Margus Pedaste, and Natalia Edisherashvili Chapter 11. Should I Stay or Should I Go?’: Unpacking Teacher Attrition/Retention as an Educational Issue; Geert Kelchtermans Chapter 12. Curriculum Design and Teaching; Loredana Perla, Laura Sara Agrati, and Viviana Vinci Chapter 13. Emotion and School Update: Tensions and Provocations; Melissa Newberry and Phil Riley Chapter 14. The Classroom in Turmoil: Teachers’ Perspective on Unplanned Controversial Issues in the Classroom; Charlot Cassar, Ida Oosterheert, and Paulien C. Meijer OPEN ACCESS Section 3. Education and Teacher Education with Marginalized Populations Chapter 15. Introduction; Ruth G. Kane Chapter 16. Preparing Teachers to Teach Students from Marginalized Communities; Manpreet Kaur and Balwant Singh Chapter 17. Stirring the Embers of Inuit Teacher Education: Learning from the Past to Build a Better Future; Kathy Snow Chapter 18. The Art and Design of Belonging: Lessons in Bicultural Teacher Education in Aotearoa, New Zealand; Tracy Dayman Chapter 19. Ethical Relationality as Resistance: Experiences of an Iskwew; Keri Cheechoo Chapter 20. The Disclosure of Roma Pupils’ Learning Experiences Via Future Literacy Approaches. The Case of a Supportive Education Program in the Region of Thessaly in Greece; Alexandra Stavrianoudaki, Christos Govaris, Kostas Magos, Eleni Gana, Stavroula Kaldi, and Charoula Stahopoulou

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Book SynopsisResearch on teacher education and classroom teaching has evolved significantly in recent decades, with more research taking an international or intersectional lens. The International Study Association on Teachers and Teaching (ISATT) has moved with the field, beginning as a predominantly white European and North American organization in 1983, it now has active membership from more than 60 countries across the globe. The ISATT 40th Anniversary Yearbook, presented over three volumes, reflects this growth through celebrating the contributions of ISATT members over time and offering current scholarly research to inform current and future teacher education and teaching. Bringing together top research from Emerald, Elsevier and Taylor & Francis published over the past 10 years, plus cutting-edge new chapters, Teaching and Teacher Education in International Contexts explores the growing global scope of research on teaching. The sections investigate the history of ISATT; teacher education reform; school reform and support structures; partnerships; and preparing teacher educators. All three volumes that make up the ISATT 40th Anniversary Yearbook offer invaluable insights for teacher educators and educational researchers the world over, offering international perspectives from North America, Europe, South America, Asia, Africa, and Australasia.Table of ContentsSection 1. Tributes Chapter 1. Tribute to John Loughran; Amanda Berry Chapter 2. Tribute to Jean Clandinin; Eliza Pinnegar and Cheryl J. Craig Chapter 3. Tribute to Geert Kelchtermans; Maria Assunção Flores and Lily Orland-Barak Chapter 4. Tribute to Theo Wubbels; Luce Claessens and Tim Mainhard Chapter 5. Tribute to Christopher Day; Maria Assunção Flores Chapter 6. Tribute to Judith Warren Little; Rebecca Cheung Section 2. Teacher Education Reform Chapter 7. Introduction; Diane Yendol-Hoppey Chapter 8. Tensions and Paradoxes in Teaching: Implications for Teacher Education; Miriam Ben-Peretz and Maria Assunção Flores Chapter 9. Teacher Education Reforms in Kenya: The Past, the Present, and Mapping the Future; Samuel Ouma Oyoo Chapter 10. Teacher Education Reform in Scotland; Margery McMahon Chapter 11. Teacher Education Reform in the United States: Colliding Forces?; Diane Yendol-Hoppey, Madalina Tanase, and Jennifer Jacobs Chapter 12. Innovative Research Training in Higher Education for LSP Teachers: From Institutional Policy to the Development of Custom-Made Projects; M.A. Châteaureynaud and M.C. Deyrich Section 3. School Reform Section Chapter 13. Introduction; Maria Assunção Flores Chapter 14. Listening as a Basis of Reforming Schools in Asia: From Hostility to Trust; Eisuke Saito Chapter 15. School Reform in South Africa: A Struggle for Mobility; Maropeng Modiba and Sandra Stewart Chapter 16. “Data is [G]od”: The Influence of Cumulative Policy Reforms on Teachers’ Knowledge in an Urban Middle School in the United States; Cheryl J. Craig Chapter 17. Principals’ Views in a Context of Reform: The Case of School Curriculum Policy in Portugal; Maria Assunção Flores Section 4. Preparing Teacher Educators (InFO-TED) Section Chapter 18. Introduction; Amanda Berry Chapter 19. Looking Back and Looking Forward at Info-TED - Reflecting on Purpose, Progress and Challenges; Kari Smith and Ruben Vanderlinde Chapter 20. InFo-TED, North America: Addressing a Problem of Practice; Frances Rust and Diane Yendol-Hoppey Chapter 21. InFo-TED: Bringing Policy, Research, and Practice Together Around Teacher Educator Development; Eline Vanassche, Frances Rust, Paul F. Conway, Kari Smith, Hanne Tack, and Ruben Vanderlinde Section 5. Partnerships Chapter 22. Introduction; Özge Hacıfazlıoğlu Chapter 23. Communities of Practice with Visiting Scholars; Paul J. Magnuson, Özge Hacıfazlıoğlu, Steven Carber, and Rae Newman Chapter 24. Collaborative Reflection, Knowledge, and Growth: Exploring Ongoing Teacher Learning within Knowledge Communities; Michaelann Kelley and Gayle A. Curtis Chapter 25. Multinational Policy Analyses: Third Time Around; Maria Assunção Flores, Darlene Ciuffetelli Parker, Maria Inês Marcondes, and Cheryl J. Craig Chapter 26. International Forum on Teacher Education as an Educational Research Partnership; Roza Valeeva, Aydar Kalimullin, and Tatiana Baklashova Chapter 27. Cultivating Teacher Resilience Through Intercultural Interaction and Collaboration; Özge Hacıfazlıoğlu, Bilge Kalkavan, Chenyan Yang, Gokoe Unlu, and Serra Gurun

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Book SynopsisThe Evolution of Artificial Intelligence in Higher Education is a comprehensive guide to the transformative potential of AI in the higher education landscape, focused on the need to nurture technology literacy among educators and learners.

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Book SynopsisCreating an Antiracist Learning Environment provides a framework and strategies for teachers and principals to enhance their understanding of cultural diversity and implementing culturally responsive teaching practices in the K-12 and Higher Education sectors.

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Book SynopsisActive and Transformative Learning in STEAM Disciplines is a unique reference volume for the new student-centric and objectives-oriented learning environment where individual and team learning paths enhance problem solving capabilities. These practices may range from simple teaching methods such as class discussion and role playing, to peer teaching and flipped learning. Focusing on STEAM education (science, technology, engineering, arts and mathematics), scholars from the three disciplines of education, business, and Information Technology highlight the importance of the class as a place for collaborative knowledge sharing, involving active engagement of both students and instructors, and explore the connection between innovation and sustainability at the curriculum and research levels. Chapter authors discuss the timely issues of digital transformation in higher education, the required active learning strategies, the novel methodological approaches to instructional design and the new student-centric paradigm for active and collaborative exploration of learning content. Filling a significant gap in the body of knowledge related to the emerging agenda of active and transformative learning strategies for STEAM disciplines, this volume is a helpful tool to faculty, higher education administrators, policymakers, curriculum designers and school leaders aiming to develop value-based strategies for promoting quality education with an emphasis on active and transformative learning.Table of ContentsIntroduction: Active and Transormative Learning (Atl) as A New Higher Educational Paradigm; Miltiadis D. Lytras Chapter 1. Active and Transormative Learning (Atl) In Higher Education in Times of Artificial Intelligence and Chat Gpt: Investigating A New Value-Based Framework; Miltiadis D. Lytras Chapter 2. Educational Sustainability for Transforming Education: A New Approach of Active Learning in an Interdisciplinary Program in Higher Education; Areej Elsayary and Sandra Baroudi Chapter 3. Transformative Active Learning in The Saudi National Institute of Health: Promoting Education and Research Skills Capability; Basim S. Alsaywid, Sarah Abdulrahman Alajlan, Talah O. Almaddah, Eman Al Mutairi, and Miltiadis D. Lytras Chapter 4. Practical Applicability of Active Learning Strategies for Stimulating Engagement Among Economics Students: The Post-Pandemic Outlook; Nadia Yusuf Chapter 5. Historic Learning Analytics Transforming Learning in Saudi Arabian Higher Education; Halah Nasseif Chapter 6. From Passive to Active Learning: The Transformative Power of Writing in Higher Education; Malakeh Itani Chapter 7. Transformative Learning Strategies for Successful Teaching and Learning in The Transforming Higher Education; Fareeha Javed Chapter 8. Innovative hybrid learning: a new paradigm in teacher education for transformative learning; Ana Luísa Rodrigues Chapter 9. How A Hybrid Education Model Can Support The Covid-19 Sanitary Emergency Based On Information And Communication Technologies; Felix Mata, Miguel Torres-Ruiz, Roberto Zagal, Jacobo G. González León, and Rolando Quintero Chapter 10. Adopting Hyflex Course Design: Actions for Policymakers, Researchers, And Practitioners; Tahani I. Aldosemani Chapter 11. Blended Learning as The Baseline for Post-Covid-19 Higher Education; Lamia Saud Shesha Chapter 12. Seeking Motivation for the Success of Active Learning; Bader Alfelaij and Abdulwahab Alfeleej Chapter 13. Implementation of A High School Equivalency Policy in an Active Learning Environment: A Case Study of Us-Curriculum School in The United Arab Emirates; Lames Abdulhadi, and Areej Elsayary Chapter 14. An Integrated Transformative Learning Strategy at National Level: Bold Initiatives Towards Vision 2030 In Saudi Arabia; Miltiadis D. Lytras

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Book SynopsisResearch on teacher education and classroom teaching has evolved significantly in recent decades, with more research taking an international or intersectional lens. The International Study Association on Teachers and Teaching (ISATT) has moved with the field, beginning as a predominantly white European and North American organization in 1983, it now has active membership from more than 60 countries across the globe. The ISATT 40th Anniversary Yearbook, presented over three volumes, reflects this growth through celebrating the contributions of ISATT members over time and offering current scholarly research to inform current and future teacher education and teaching. Bringing together top research from Taylor & Francis published over the past 10 years, plus cutting-edge new chapters, Studying Teaching and Teacher Education explores self-study; mentoring; the growing importance and opportunities for partnerships; the use of narratives; excessive entitlement; and accountability. All three volumes that make up the ISATT 40th Anniversary Yearbook offer invaluable insights for teacher educators and educational researchers the world over, offering international perspectives from North America, Europe, South America, Asia, Africa, and Australasia.Table of ContentsSection 1. Tributes Chapter 1. Tribute to John Olson; Eleftherios Soleas Chapter 2. Tribute to Andrea Gallant; Melissa Newberry, Philip Riley, and Jill Blackmore Chapter 3. Tribute to Antonia Aelterman; Elke Struyf Chapter 4. Tribute to Maureen Pope; Britt-Marie Apelgren and Marie-Louise Österlind Chapter 5. Tribute to Daniela Hotolean; Pam Denicolo Section 2. Self-Study Chapter 6. Introduction; Dawn Garbett and Alan Ovens Chapter 7. The Essence of Being a Teacher Educator and Why it Matters; John Loughran and Ian Menter Chapter 8. Contextualizing the Curriculum: A Teacher Educator’s Response to Calls for Decolonizing the Higher Education Curriculum at a South African University; Eunice Nyamupangedengu and Cuthbert Nyamupangedengu Chapter 9. Sharing Collaborative Processes and Artefacts to Transform Our Teaching Practice: Perspectives of Social Justice in Physical Education Teacher Education (PETE); Luiz Sanches Neto and Luciana Venâncio, Willian Lazaretti da Conceição, Luciano Nascimento Corsino, Elisabete dos Santos Freire and Isabel Porto Filgueiras, Samara Moura Barreto, and Ewerton Leonardo da Silva Vieira Chapter 10. Transforming Self and Practice: Collecting Evidence in a Hall of Concave Mirrors; Shawn Michael Bullock and Tom Russell Section 3. Narrative Inquiry Chapter 11. Introduction; Stefinee Pinnegar Chapter 12. Experience Leads the Way: What Makes Narrative Inquiry Critical; Darlene Ciuffetelli Parker, and Cheryl J. Craig Chapter 13. Attending to Spiritual Dimensions in Stories: The Imperative of Thinking Wholistically; Patsy Steinhauer, Trudy Cardinal, Muna Saleh, Stavros Stavrou, Lynne Driedger-Enns, Shaun Murphy, and Janice Huber Chapter 14. Digital and Musical Faces of a Generative Narrative Inquiry: Restorying the Wounded Healer Story; HyeSeung Lee, Eunhee Park, Ambyr Rios, Jing Li, and Cheryl J. Craig Section 4. Mentoring Chapter 15. Introduction; Juanjo Mena Chapter 16. A History of Paradigm Shifts in Education: Their Impact on Practicum Mentoring; Anthony Clarke and Juanjo Mena Chapter 17. Mentoring in Contexts of Cultural and Political Friction:Moral Dilemmas of Mentors and Their Management in Practice; Lily Orland-Barak, Roseanne Kheir-Farraj, and Ayelet Becher Chapter 18. The Induction of Newly Qualified Teachers: Mentoring as Part of a Coherent Approach Towards Quality Teacher Education; Michelle Attard Tonna Chapter 19. Co-mentoring Amongst Teachers and Leaders in Transnational Schooling Contexts; Andrew J. Hobson and Carol A. Mullen Section 5. Excessive Entitlement Chapter 20. Introduction; Tara Ratnam Chapter 21. Excessive Teacher Entitlement? Going Inward and Backward to Go Forward; Tara Ratnam Chapter 22. The Intersection Where Excessive Entitlement and the Best-Loved Self Meet: Stories of Experience; Cheryl J. Craig Chapter 23. Addressing Power Asymmetries in Doctoral Supervision; Marie-Christine Deyrich Chapter 24. Self-Study of Experience to Understand Excessive Entitlement in Teachers and Educators; Hafdís Guðjónsdóttir Chapter 25. Why is the Excessive Entitlement Unfavorable to Inclusive Transformation of Professional Educational Practices?; Magdalena Kohout-Diaz Section 6. Accountability Chapter 26. Introduction; Maria Teresa Tatto Chapter 27. The Importance of Comparative Framing in The Study of Teaching and Teacher Education; Maria Teresa Tatto and Ian Menter Chapter 28. When Research Doesn’t Travel: Borrowing from The US to Influence English Policy on Teacher Education; Clare Brooks Chapter 29. School Exclusion, Inclusion and Diversity: Implications for Initial Teacher Education; Ian Thompson

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Book SynopsisMentoring Within and Beyond Academia considers the role and value of mentoring within and beyond higher education contexts. Centred on five mentoring conversations around SDG-related topics such as quality education, gender equality, climate action and sustainable cities and communities, chapters showcase the link between professional academic development and its impact beyond campus walls. Beginning with an introduction that highlights the continued relevance of mentoring in a pandemic-transformed world, the authors offer several scenarios to facilitate impactful mentoring practice. The ‘flipping’ of roles places the academic in the shoes of the learner/mentee, allowing them to imagine the vulnerable positions from which learners engage. By making the mentoring process more transparent, Mentoring Within and Beyond Academia offers suggestions on how to support a fuller and more equitable organizational learning culture in universities, in line with universities’ ambition to respond to current, anticipated, and not-yet-known needs in society. Fitting within the diverse and multidisciplinary field of Higher Education Studies, this is also of interest to readers with an academic background in business/leadership and organizational learning as well as to broader, non-academic audiences.Table of ContentsIntroduction: The continued relevance of mentoring in academia; Lia Blaj-Ward Chapter 1. Adaptive mentoring for inclusive quality education: Meeting individuals in transition at their point of need; Bongi Bangeni, Carla Fourie, and June Pym Chapter 2. Cultivating sustainable mentoring relationships: Micro-credentials and the SDGs; Lia Blaj-Ward, Amrita Narang, and Jenny Garrett Chapter 3. Co-designing for inclusive heritage to explore wellbeing and resilient and inclusive communities: Choosing mentors and building relationships; Ana Souto, Penelope Siebert, and Alice Ullathorne Chapter 4. Mentoring in Sherwood Forest: Seeing the wood for the trees in a knowledge exchange project; Charlie Gregson and Steve Little Chapter 5. Climate mentoring and coaching to create impactful assessment of climate learning at university; Lia Blaj-Ward and Petra Molthan-Hill Conclusion: Sustainable mentoring in academia for and beyond the SDGs; Lia Blaj-Ward and Stuart Perrin

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Book SynopsisDeveloping Knowledge Communities through Partnerships for Literacy explores the development of knowledge communities - safe spaces on the educational landscape - where research and professional development with literacy teachers and writers can unfurl. This volume, inspired by an evaluation research partnership involving professional development for writing instructors, coheres around Dewey's three-dimensional threads of experience. Contributing authors give attention to the temporal, situational, and social implications of teachers' organically formed knowledge communities. This book is essential reading for researchers of education, knowledge communities and cross-institutional research partnerships as it: inquires into the historical roots of research partnerships offers unique perspectives on literacy coaching and professional development in public education, and includes uniquely divergent threads from researchers in the field. Each chapter calls readers to reflect on the influence of community, identity and change on reform efforts in education.Table of ContentsChapter 1. Community, Identity, and Change: An Inquiry into Professional Development Partnerships for Literacy Education in Urban Context; Cheryl j. Craig and Chestin Auzenne-Curl Part I. Seeing Big: Tensions and Triumphs in Partnerships for Professional Development; Cheryl J. Craig and Chestin Auzenne-Curl Chapter 2. Innovation and Integrity: Working Through Disruption to Support Teachers in Their Roles as Literacy Educators; Tina Angelo and Maryann Gremillion Chapter 3. Reflections on Research and Professional Development Partnerships in Post-Harvey Houston: Writing the Rip Tide; Chestin Auzenne-Curl, Cheryl J. Craig, and Gayle Curtis Chapter 4. Reflections on Principal Leadership and Writers in the Schools; Michael Curl and Cheryl J. Craig Chapter 5. Navigating the Role of Teacher Educators in the Field: The Case for Increased Community Support; Daphne Carr and Chestin Auzenne-Curl Part II. Seeing Small: The Call for a Closer Look at the Writers in the Schools Collaborative; Chestin Auzenne-Curl and Cheryl J. Craig Chapter 6. Reflections on Wits History and Challenges of Change; Robin Reagler Chapter 7. In Search of a Trellis: A Principal's Perspective on the Need for Cross-Institutional Literacy Partnerships; Terri Osborne Chapter 8. Tough Turf: Restoried Moments in the Dissipation of an Urban Knowledge Community; Abdulkader Mokhtari, Chestin Auzenne-Curl, and Kaleah Hicks Chapter 9. The Beauty of Petals and Thorns: Negotiating Identity as Writer-Teacher; Sarah Jerasa Chapter 10. Reflective Conversation on the Value of Longevity as Collaborators in Education; Tim Martindell, Cheryl J. Craig, and Chestin Auzenne-Curl Part III. Seeing More: Something to Pursue; Chestin Auzenne-Curl and Cheryl J. Craig Chapter 11. Gentrimigration: Two Tales, One City’s Story of a Changed Community; Tenesha Gale Chapter 12. Poetry is Not a Luxury: Engaging Learners in Multiple Literacies through Creative Poetics; Lobat Asadi Chapter 13. “After a Trip, The Suitcase Stays Full Till I Need Something”: Unpacking Narrative Truths from the Field; Chestin Auzenne-Curl Chapter 14. The Implications of Social Media Scholarship on Forming a Knowledge Community in Black Cyberculture: A Co-Constructed Narrative; Chestin Auzenne-Curl and Daphne Carr Chapter 15. Research Across Four Pandemics: The End is a Beginning; Chestin Auzenne-Curl and Cheryl J. Craig

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Book SynopsisTeachers who want to cut lesson planning time should welcome this series. The new editions are revised in line with the new literacy framework and bring you new models. Writing Models aims to help teachers cover every sort of writing type they need; fine tune lessons by following key teaching points for each model; and deliver the new literacy units to pupils of varying ability using different versions of the same model.Each book in the series gives you: A bank of easy-to-use, photocopiable models for writing covering poetry, narrative and non-fiction Key teaching points for each model Simpler and harder examples for differentiation The newly revised second edition for Year 4 has been fully updated and restructured in line to deliver new units from the new framework and includes new writing models. Lesson planning has never been easier! The second edition of Writing Models Year 4 contains: Stories with historical settings; Stories from other cultures (new) and Stories that raise issues & dilemmas (new) Poems to explore form and Performance poems (new) Stories set in imaginary worlds and Plays (new) Newspaper reports (new); ICT-texts (new) and Persuasive writing including a model based on a DVD (new) Table of ContentsIntroduction Poetry Models Narrative Models Non-Fiction models Teachers' notes

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Book SynopsisIt includes a range of activities, from 5-minute starters or plenaries to longer, more challenging games where learners can make substantial progress. It has been devised specifically for busy teachers with limited resources, budget and planning time, who want simple and effective ideas to use in the classroom. The games in this book cover all core aspects of the primary French curriculum and are organised into the key skills areas of listening, speaking, reading and writing, with additional parts on grammar, number games and sounds. These activities and games allow learners to absorb and explore language in a variety of mediums, building up skills, knowledge and confidence in the process. The book is packed with techniques and activities to support existing schemes of work and offers plenty of inspiration and ideas for teaching primary French. The straightforward, reliable, no-tech suggestions are based on sound pedagogy and years of classroom experience and will deliver great learning outcomes lesson after lesson.

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Book SynopsisThis up to date book is essential reading for all those teaching or training to teach Early Years mathematics. It provides comprehensive subject and pedagogic knowledge for those responsible for the youngest children in school and their vital first experiences of learning mathematics. Appropriately focused text ensures the reader can understand and support how children learn to count and calculate, recognize shapes and begin to generalize their findings about problems. Critical questions enable trainees and teachers to both test and develop their own understanding of mathematics and suggested activities clearly exemplify how theory links to practice. The text also considers recent and relevant research, examines international perspectives and provides opportunities for reflection. Table of Contents Introduction To infinity and beyond! Space the final frontier! Are we nearly there yet? What will happen if? Who has the most? How can I say that? How do I write that? What does this do? What happens next? Glossary Index References

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Book SynopsisFor all those teaching or training to teach within the Further Education (FE) sector, this book provides a critical understanding of the complex concept of inclusion and its implementation in a range of different contextual settings. It encourages the reader to revisit their own beliefs and assumptions concerning inclusion in relation to their own practice, and a range of learning features including clear objectives, case studies, critical thinking tasks and chapter reflections ensures deep understanding. The increasing importance of inclusion, and the growing provision of Higher Education courses in FE, means that an accessible book which facilitates a critical understanding of inclusion policy and develops relevant academic competence is both timely and essential. Table of ContentsForeword by series editor Chapter 1: Introduction Chapter 2: The Shape(shifter) of Inclusion Chapter 3: Politics and Policy Chapter 4: New Teachers – Old Ideas? Chapter 5: Mainstream Mayhem Chapter 6: Label Literacy Chapter 7: NEETS and Knots Chapter 8: ‘Special’ Students Chapter 9: Myths and Realities Chapter 10: Conclusions References

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Book SynopsisEssential reading if you are considering making an application for primary initial teacher education or preparing to begin your programme. It introduces you to a range of perspectives on teaching and teacher education and guides you through the application process to ensure you choose the training route that’s right for you and achieve a successful result. Key chapters cover developing your subject knowledge in English and mathematics, understanding the curriculum, the nature of learning, assessment, behaviour issues and inclusive teaching. Useful features such as jargon busters, progress checklists and case studies make the material accessible and help you navigate the ‘new landscape’ of teacher education. In addition the text encourages you to reflect critically on your school experiences of learning and teaching and uses example of theory, research and practice to help you develop an informed stance on important themes. Table of Contents Introduction Why Teach? Preparing to Apply for a Teacher Education Programme Learning to be a Teacher Developing Subject Knowledge in English Developing Subject Knowledge in Mathematics Organising the Curriculum for Learning Learning to learn: behaviours for learning Meeting the needs of all learners: becoming an inclusive teacher Conclusion

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Book SynopsisThis essential and aspirational text is aimed at all beginning teachers whatever your training route, age phase and setting. It explicitly adopts and builds on a new metaphor for teachers' professional learning as interplay between the body of public knowledge and the practical wisdom of teachers within a particular school setting. It also accepts that 'telling' you how to teach is ineffective; you need to 'become a teacher' because it involves identity and practice. Inquiry-based critically reflective learning with a clear focus on the learning of pupils is proposed as the core strategy by which you can build your knowledge and skills to become an outstanding teacher. Core topics, including planning, inclusion, teaching, assessment and professional development, are tackled in an accessible and refreshing way, using key research informed evidence. The focus is relentlessly on 'learning' rather than performance, in order to support you becoming an excellent professional teacher, rather than a competent technician, who makes a difference to learners, colleagues, schools and policy. Think of this book as a temporary or additional mentor, challenging you with different ways of thinking about learning and providing strategies to guide your professional learning. “It takes 10 years or more to begin to be a brain surgeon, but sometimes we get 1-3 years at most before we are allowed to work with children’s brains as teachers. So we need inspirational teachers and this is the focus of this compact, powerful and insightful book. It is wonderfully designed around five of the most critical dilemmas in our classrooms: belief vs. ability; autonomy vs. compliance; abstract vs. concrete; feedback vs. praise; and collaboration vs. competition. The power of the book is that it illustrates the new move to focus on learning power – and such a focus permits every student to become smarter through effort and deep practice as they struggle with the high-challenge learning activities – in the presence of inspirational, impactful and passionate teachers. The perfect book for those who want to make most of their opportunity to enhance students’ brain power.” John Hattie, Director, Melbourne Education Research InstituteTrade Review"It takes 10 years or more to begin to be a brain surgeon, but sometimes we get 1-3 years at most before we are allowed to work with children's brains as teachers. So we need inspirational teachers and this is the focus of this compact, powerful and insightful book. It is wonderfully designed around five of the most critical dilemmas in our classrooms: belief vs. ability; autonomy vs. compliance; abstract vs. concrete; feedback vs. praise; and collaboration vs. competition. The power of the book is that it illustrates the new move to focus on learning power - and such a focus permits every student to become smarter through effort and deep practice as they struggle with the high-challenge learning activities - in the presence of inspirational, impactful and passionate teachers. The perfect book for those who want to make most of their opportunity to enhance students' brain power." -- John Hattie, Director, Melbourne Education Research InstituteTable of ContentsChapter 1: Introduction Chapter 2: Conceptual challenge Chapter 3: Metacognition and self regulated learning Chapter 4: Deep and surface learning Chapter 5: Feedback Chapter 6: Quality relationships Chapter 7: Professional development planning

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Book SynopsisThis book looks at critical reflection as a key skill for all teachers in further education (FE) and an important part of the new Professional Standards. In particular the text explores the key themes of self-awareness, planning, managing behaviour and CPD in relation to reflective practice to demonstrate how it can support those areas of teaching that most often cause concern. The limitations and benefits of reflection are analysed and action research is identified as an important facet in developing professional reflective practice which can in turn enhance both the personal and professional life of FE teachers. Table of Contents1 Introduction Part 1: A first look at reflective practice 2. Character, process and key features of reflective practice Part 2: Reflective practice in action 3. Reflective practice and self-awareness 4. Reflective practice in planning and organising 5. Reflective practice in communicating and managing behaviour 6. Reflective practice and CPD Part 3: Moving forward 7. Reflective practice: a deeper understanding 8. Benefits and limitations of reflective practice 9. A new understanding – action research 10. Conclusion

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Book SynopsisJean de Miribel arrived in China in July 1976. The tall, genial foreign-language expert joined the Xi’an International Studies University (XISU) that September, and immediately worked to inspire students to share a passion for literature and science.He adopted China and its people as his family and received admiration and respect from students and colleagues. He worked tirelessly, even in retirement, to build a Sino-French cultural exchange, and inviting friends in France and China to speak and spread ideas.The Chinese name he took for himself was Mi Ruizhe (米睿哲) – mi which literally means uncooked rice while his given names rui and zhe mean wise and far-sighted or astute.His belief in education saw him develop the language studies at XISU, sponsor children through primary school, and help students from China to study overseas. Although he lived a very frugal life himself, he was extremely generous when it came to subsidising Chinese students in destitute mountainous regions to studying in France.He received many honours, including the Légion d’Honneur, as well as tokens of esteem and affection from students, friends and neighbours.Jean de Miribel left a legacy of cross-cultural understanding and respect. The last wish of the Frenchman known in his ‘adopted’ country as a ‘a person who has performed good deeds for China’ was to donate his body for medical research after he passed away at the age of 96 in Xi’an on 10 October 2015.

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Book SynopsisThe behaviour of students is a common concern and challenge for those working in schools. In addition there is continued government emphasis on behaviour as an important educational issue. This new and fully revised edition of Understanding and Supporting Behaviour through Emotional Intelligence is suitable for all trainees and teachers. It takes a fresh approach to the issues around behaviour with an emphasis on building learners’ resilience and developing emotional intelligence. In particular, the new edition: has been updated with the latest legislation, including Ofsted and SEND guidelines includes new research on the brain and social competence development addresses the continuing decline in social and emotional intelligence of learners emphasises strategies to build resilience includes a new section on the stages of adolescence considers a whole school approach to the issues provides new or revised case studies throughout is relevant for both primary and secondary teachers Trade ReviewThank you for sending me a copy of this most excellent text which I have recommended to Secondary PGCE students at BGU. I consider the text to be a useful guide to developing a sound understaninf of behaviour for learning. I have also added the book to reading lists for MA and postgraduate students working within our school of Professional Development. We have a range of modules related to professional practice and this text applies theoretical nuance to practical recognition. In addition to this, the focus on emotional intelligence is a timely balance to policy directives on 'discipline' and enables students to develop a more critical position in their analysis. Anecdotally, my daughter, who is Head of Drama at an outstanding school in London has also read the book with great interest and passed it to colleagues within the school. In short, this book has received excellent endorsements from classroom and university practitioners and I have no hesitation in highly recommending the work in a variety of educational context. -- Yvonne Hill, Bishop Grossteste UniversityTable of ContentsForeword by Jonny Mitchell Introduction Where are we now and how have we got here? Young people and behaviour Understanding self The emotionally intelligent classroom Emotionally and socially intelligent relationships Changing behaviour Support staff and SEND Developing your own leadership style Conclusion References Index

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Book SynopsisSocial media is at the heart of children’s and young people’s lives. It is intimately entwined with mental health issues and can be both a blessing and a curse. Do you fully understand the links between social media and mental health? What problems does social media present for your learners? What benefits could it bring them? What can you do to educate children and young people about the use of social media while also developing their digital resilience? Whether you are a primary or secondary teacher, this book helps you tackle these questions, with a range of practical strategies and solutions that are workable in school and classroom settings.Table of ContentsIntroduction Young people and technology The benefits of social media The impact of technolog, and social media on well-being. Cyberbullying The role of schools The role of parents Building digital resilience Conclusions References Index

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Book SynopsisThis is a quick and handy guide to evidencing and meeting Part 1 of the Teachers’ Standards for trainee teachers. It looks at every strand of Part 1 of the Standards, encourages critical reflection throughout and puts pupil learning and progress at the heart of things while detailing how you can best evidence this. It includes: a general introduction to the Standards and how to meet them; a clear explanation of each strand of the Standards in easy to follow English; guidance on the best evidence to select and how to present it; advice on some common pitfalls; space to record your evidence as you go along; a ten-point checklist summarising all the key points in the guide. All trainee teachers have to meet the Teachers’ Standards in order to gain qualified teacher status, yet many are unsure what this entails. A quick guide to Meeting the Teachers’ Standards: Part 1 is very helpful in this respect. Using key words from the Standards, this book helps trainees to understand exactly what they need to do and the evidence that will demonstrate this. The guide is clear, concise and contains useful pointers on things to do and to avoid. It is a most useful resource for anyone embarking on teacher training. Neil Brading, Outset Teachers' Standards Ltd Trade ReviewAll trainee teachers have to meet the Teachers’ Standards in order to gain qualified teacher status, yet many are unsure what this entails. A quick guide to Meeting the Teachers’ Standards: Part 1 is very helpful in this respect. Using key words from the Standards, this book helps trainees to understand exactly what they need to do and the evidence that will demonstrate this. The guide is clear, concise and contains useful pointers on things to do and to avoid. It is a most useful resource for anyone embarking on teacher training. -- Neil Brading, Outset Teacher Education LtdTable of ContentsIntroduction TS 1 Set high expectations which inspire, motivate and challenge pupils TS 2 Promote good progress and outcomes by pupils TS 3 Demonstrate good subject and curriculum knowledge TS 4 Plan and teach well-structured lessons TS 5 Adapt teaching to respond to the strengths and needs of all pupils TS 6 Make accurate and productive use of assessment TS 7 Manage behaviour effectively to ensure a good and safe learning environment TS 8 Fulfil wider professional responsibilities Top ten checklist

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Book SynopsisCommunication Skills for your Education Degree will help you to: improve your oral and written communication skills in a range of academic and educational settings improve your public speaking, including academic presentations improve your practical writing and speaking skills If you are embarking on a university education or teaching degree, the books in this series will help you acquire and develop the knowledge, skills and strategies you need to achieve your goals. Tasks and activities are designed to foster aspects of learning which are valued in higher education, including learner autonomy and critical thinking, and to guide you towards reflective practice in your study and work life. Table of Contents Academic presentations and public speaking Participating in seminars and meetings Getting the most from tutorials Practical speaking skills Practical writing skills Networking

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Book SynopsisThis book summarises the theoretical principles behind talk in school and briefly maps the research tradition in this field. It examines the evidence relating to a variety of forms of classroom talk, including whole school culture and oracy; classroom environments conducive to talk; whole class teacher-pupil talk and pupil-pupil peer talk. The final chapter explores up-to-date issues and influences relating to talk, such as mastery learning, informed by international comparisons. Firmly grounded in evidence and the latest thinking, the book also offers practical advice for everyday implementation and evaluation of these principles. Evidence-based teaching is fast becoming a new orthodoxy. There are many strong voices, including policy voices, advocating its adoption. Understanding the underlying principles allows you to better evaluate the benefits of different approaches to evidence-based teaching and how they relate to your own school context.Trade ReviewAt its heart, this book presents a resolute and modelled commitment to criticality as being central to any professional development and progress in practice....The strongest and potentially most provocative moments in this book come when the relationship between theory, practice and (vitally) impact on pupils is made direct: the summaries of and signposts to further reading would support any teacher to take their thinking in this direction. -- Alys FinchThis book is an invaluable guide to understanding the big ideas that shape current conversations about the role of talk in the classroom. Expertly distilling research and theory into an accessible and thought-provoking text and aided with real case studies and examples, Knight orientates the reader in key debates and explores their implications for practice in depth. Whether you're a teacher exploring classroom talk for the first time, an oracy enthusiast already or a school leader wanting to develop a culture of talk across your school, this book is guaranteed to prompt new insights, practices and conversations which will enable you to use classroom talk with greater confidence and skill. -- Alice Stott, Voice 21Table of Contents Introduction and mapping the area Learning as a social activity and the place of oracy Typical features of whole class interaction Creating a dialogic classroom Promoting productive peer talk and collaboration Classroom talk and the twenty-first century learner Conclusion: implications for practice

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Book SynopsisThe mental health of children is a current concern, and this applies even to the earliest years of a child’s life. This book supports trainees and practitioners working in early years contexts to understand the risk factors which can result in the development of mental health needs in children from birth to 5. It argues that high quality early years provision can mitigate against some of these risk factors and provides clear, evidence-informed guidance around government policy, transitions, attachment and working with parents or carers.Table of ContentsIntroduction Factors that put young children at risk The significance of attachment in the early years Developing resilience in the early years Working in partnership to address needs The importance of self-regulation in the early years Identifying and supporting mental health needs in the early years High quality provision in the early years for mitigating risk Mental health in the Early Years Foundation Stage framework

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Book SynopsisThe Essential Guides for Early Career Teachers provide accessible, carefully researched, quick-reads for early career teachers, covering the key topics they will encounter during their training year and first two years of teaching. This title on Assessment provides a range of practical but critically engaged strategies and approaches to assessment. It offers a brief history of the core ideas and educational philosophy underpinning these, looks at links to planning and reflection, examines the concept of progress over time as a mirror for quality teaching and learning, and explores the idea of pupil self-assessment. Most importantly it recognises that assessment can and should be at the heart of enabling and accelerating the progress of all learners. Clear, accessible and practical. An unmissable guide to classroom assessment. Professor Dame Alison Peacock Trade ReviewClear, accessible and practical. An unmissable guide to classroom assessment. -- Professor Dame Alison PeacockTable of ContentsIntroduction The story so far Where are they going to? ‘What, how, why and effects?’ – assessing pupils’ learning Progress over time Capturing progress – what lies behind the spreadsheet? Pupils as a mirror Pupils are doing it for themselves Index Acronym buster

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Book SynopsisThe Essential Guides for Early Career Teachers provide accessible, carefully researched, quick-reads for early career teachers, covering the key topics they will encounter during their training year and first two years of teaching. They complement and are fully in line with the new Early Career Framework and are intended to assist ongoing professional development by bringing together current information and thinking on each area in one convenient place. This title on Mental Well-being and Self-care explores these increasingly significant issues for those training to teach or in the early stages of their teaching career. It draws upon a new body of evidence-based knowledge and an emerging lexicon which fosters and supports mentally healthy routines as teaching practice develops. Critical but also practical, the text guides the reader through research-based concepts and reflective tasks central to positive mental health and well-being, supporting early career teachers as they develop their teaching skills and techniques. Table of ContentsIntroduction Core values and motivations for teaching Coping mechanisms Emotional lexicon Self-care: personal and professional Solution-focused collaboration between parenting and pastoral care in the safeguarding and GDPR era Proactive prevention models: strength and adaptability When you need more than school colleagues for support Acknowledging success and prioritising gratitude Index Acronym buster

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Book SynopsisStop talking about wellbeing, and start taking action to own your workload. As the teacher retention crisis reaches breaking point, and mental health for teachers features regularly in the press, wellbeing has been pushed to the top of the national agenda in a bid for schools to consider how to look after their staff. However, wellbeing is becoming a tokenistic feature within the education sector, as staff participate in compulsory wellbeing-linked activities that have very little impact on their workload or ability to do what they came into the profession to achieve: inspiring young people. In a critical consideration of a range of educational research, Kat explores the key factors that form a teacher's role within school, outlining a range of ways that teachers can take ownership of their workload, and wellbeing through a sense of true job fulfilment. Interviewing expert teachers in their field and taking a Kat provides practical strategies for teachers at any point of their career to take away and implement immediately, in a bid to improve the educational landscape for teachers everywhere.

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Book Synopsis'A Quiet Education' serves as an unashamed cheerleader for all that is quiet, challenging the myth that collaboration and noise should be at the heart of what happens in schools. It examines how we can ensure more introverted students and teachers can thrive and achieve their potential. It also explores why it is essential that all teachers begin to embrace quieter values: in their classrooms and management of behaviour; in sustaining their own wellbeing; in their desire to reflect meaningfully and improve as a teacher. The final section is an exploration of quieter skills: how we can strengthen our students' metacognitive ability; their ability to listen, pay attention and focus; the quality of independent work we do in the classroom alongside how we can motivate all our students.

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Book SynopsisThis book offers comprehensive guidance to support those involved in primary education in developing the curriculum to meet the requirements of the new Ofsted (2019) framework. It addresses key issues such as the purposes of the curriculum, how to organise the curriculum, and the balance between knowledge and skills. It also goes beyond basic requirements, emphasizing the importance of a creative, child-centred and enquiry-based curriculum which is suited to the context of school communities. Responding to the increased emphasis on the quality of pupils’ education, the book supports trainees, teachers and school leaders in developing and implementing an ambitious and diverse curriculum, including working with all stakeholders and offering practical strategies and solutions. It empowers practitioners to reclaim the curriculum by designing one which reflects the values and context of the school.Table of Contents An ambitious curriculum for the 21st Century Curriculum design Building cultural capital in the curriculum An enquiry-based curriculum The importance of context The creative and child-centred curriculum Developing a curriculum for personal development Character education A language and oracy rich curriculum Re-designing a whole school curriculum

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Book SynopsisClassroom teachers are increasingly expected to teach online – creating content area courses from scratch with little support or training. But high-quality, researched-based online teaching has its own particular set of skills and expectations, and most resources are directed at college-level instructors. This no-nonsense handbook is for that busy classroom teacher, with clear techniques for planning, instruction, and assessment, as well as sections on teaching students with diverse needs and exceptionalities. Based on the author's real-life experiences as an online teacher, there are multiple examples including sample assignments across content areas, rubrics for grading, and sample scripts for parent contact as well as tips to reduce instructor workload and conduct successful live instruction.

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Book SynopsisIn 1991 Allan Collins, John Seely Brown and Ann Holum published 'Cognitive Apprenticeship: Making Thinking Visible'. Nearly a quarter of a century later John Tomsett encountered their paper and since then, it has influenced his teaching immeasurably. Collins et al. believed that 'domain (subject) knowledge … provides insufficient clues for many students about how to actually go about solving problems and carrying out tasks in a domain'. They believed that you had to make expert subject thinking visible to students. Consequently, Tomsett developed a number of techniques which made his expert subject thinking visible to his students, to great effect. Beyond his own practice, the principles behind Collins et al’s paper have been woven throughout Huntington School in York, where Tomsett is headteacher, a research school whose teachers are committed to developing evidence-informed classroom practice. In this book, a number of Huntington School teachers discuss, in a series of brief essays, what they consider to be the expert thought processes specific to their individual subject domains. They explain in detail how they use cognitive apprenticeship techniques 'in action' to make their disciplinary thinking visible and help their students learn those same expert thought processes. This book is a priceless contribution to the current debate about the curriculum and how it is taught in our schools.

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Book SynopsisTo all the wonderful early career teachers in our sector…You have entered a career in which you are paid to transform the lives of the most incredible children. What a privilege! You are so determined to make a difference and the education sector is full of inspiring colleagues who will guide and support you along the way. Every school has them. Every school needs them. In this book we introduce you to some of them. Written by the Academy Transformation Trust family and friends, this book is a collection of letters by teachers to their ‘NQT self.’ In their letters, teachers recount tales of successes and challenges in their first year of teaching, offering practical tips to support you to thrive in your early years of teaching.We hope you enjoy the book as much as we enjoyed writing it. Enjoy embarking on a journey of lifelong learning whilst serving the learning of others. From the Academy Transformation Trust family and friends.Contributors: Abby Bayford, Alicia Rickards, Amy Bills, Amy Staniforth, Andy Smith, Asha Kailey, Ben Manley, Cat Rushton, Charlotte Tuck, Craig Battrick, David Hicks, Debbie Clinton, Dr Kulvarn Atwal, Evo Hannan, Emma Turner, Freddie Hughes, Haider Abbas, Jon Burrows, Jorge Pashler, Laura Bradley, Lizzie Poole, Lucy Dawes, Lucy Wharton, Luke Taylor, Mary Myatt, Neil Harding, Neil Smith, Nicola Powling, Phillipa Harris, Roma Dhameja, Sarah Lee, Sharifah Lee, Shuaib Khan, Stephanie Badham, Tanya Kempson, Tom Reynolds, Zoe Enser.

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Book SynopsisThis book will strengthen your research practice and help build a culture of research across your school. Whether you are a class teacher or school leader, you will be guided to use the power of research to strengthen practice in yourself and others. The author offers a practical guide on how to engage in meaningful research that will have a deep and lasting impact on you and your organisation. You will be taken on a journey through a Research Cycle that will build your confidence and purpose as a researcher; deepening professional relationships and improving outcomes for all. You will then be introduced to a range of systems that construct a culture of research in your school, building a climate where the voice of every member of staff is deeply valued and has the potential to influence the strategic development of the organisation. If you are interested in research in schools, this book is for you.

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Book SynopsisOn George Vlachonikolis' 25th birthday, he was holding an SA80 assault rifle. Inside his webbing pouches were 150 rounds of ammunition, two HE grenades, two smoke grenades, a small survival kit, 20 Marlboro Lights, and a medikit that included two sticks of morphine and two tourniquets. Strapped to the left-hand side of his Osprey body armour, within easy reach, was his bayonet. George was in Helmand Province, Afghanistan. On George’s 37th birthday, he was wearing a striped cotton twill shirt and well-ironed beige chinos. A thin fabric lanyard carried his ID badge proudly. In front of him was a class of secondary school students, who were settling down and getting ready for their next lesson. George was in a school in the UK. From Camouflage to Classroom is about everything George learned with the Army in Afghanistan and has brought to his classroom teaching today. By reflecting on the most intense and thought-provoking experiences of his life, George aims to explore the role of the classroom teacher from an original perspective: one based on military principles and practice. This book takes a direct, human and very honest look at the challenges faced by classroom teachers today and offers some military-inspired solutions.

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Book SynopsisSchool libraries stand at the forefront of innovation in education. Yet many teachers and administrators do not know what to make of them, much less how to best utilize their varied and valuable resources. What if school librarians, whose field of practice has transformed in the past few decades, could show us excellent models for innovative teaching? What if the vital adaptations that school librarians have made could help other educators evolve? What if the lessons learned in the library could be scaled up to benefit all fields of practice and all students?The 21st Century School Library takes an in-depth look at the paradigm-shifting work that school libraries are doing to advance student learning, professional development, and school-wide engagement. It explains how library-led, forward-thinking initiatives can guide all educators – teachers and administrators alike – toward transformative educational practices. It is an inspiring survey of 21st century school libraries whose guiding principles also serve as a blueprint for innovation in K-12 education. School libraries – and all the educators associated with them – offer a compelling vision for the future of K-12 education. This book is a roadmap for how to make this vision a reality.

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Book SynopsisWhether you’re new to the profession or an experienced practitioner, teaching can be the most rewarding career imaginable but it has never been more demanding. This book is filled with practical advice relating to pastoral care and classroom management, with a firm focus on building effective relationships. If you’re wondering how to get the most impact from school reports and parents evenings, struggling with prickly home-school relationships or simply want to bring the best out of those around you, this book will guide you towards the most practical solutions. It provides invaluable insights to guide you through your teaching journey and to help make your classroom a place where both you and your students enjoy being.Trade ReviewGosh – why didn’t you write this 56 years ago? So many great tips, so many amusing anecdotes and some do’s-and-don’ts that would have really helped me in those first 5 years at Normanton Secondary Modern. Thank you so much – the two days of reading this essential guide for those entering the profession or seeking further support just flew by! -- Ros Wilson * Author and Education Consultant *

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Book SynopsisOnline learning has become an increasing presence in higher education course design, with most courses combining physical real time engagement with asynchronous learning activity. Now, however, there is a greater need for this one-stop guide to critical practice in this area, as we rethink the role of digital in the social practices of university learning and teaching. This book provides a critical and contemporary ‘deep dive’ into the socio-material, technological and pedagogical practices at work in virtual and digital higher education. Examples are drawn from across and between disciplinary pedagogies with a focus on blended and hybrid approaches and the pivot to fully online made urgent by Covid-19 but drawing on existing best practice. The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.Trade Review"This timely and accessible contribution from Julian McDougall takes a critical perspective on digital learning practices for the post-pandemic university. Particularly praiseworthy is the treatment of innovative assessment and feedback designs within blended and hybrid approaches. The analysis interweaves theories and critical practices, anchored by relational and social justice perspectives." -- Professor David Carless * Faculty of Education, University of Hong Kong *"Julian McDougall succinctly presents a nuanced argument for the potentials of digital pedagogies. He avoids both the oft-heard, simplistic ‘deficit model’ of online as never as good as on-campus teaching and the notion of online provision as ‘complementary’ to the physical classroom – both irritating propositions for anyone with even a basic understanding of digital pedagogies. Instead, McDougall calls for us to acknowledge a productive ‘third space’ where learning can happen, is creative, and personal yet co-produced. Whilst resisting any utopian or techno-determinist reading of ‘the digital as the answer’ to all our problems, McDougall sees a radical potential in this ‘third space’. This book should be essential reading for anyone responsible for teaching in HE." -- Dr Victoria Grace Walden, * Director of Learning Enhancement, University of Sussex *"Julian McDougall’s book ‘Critical Approaches to Online Learning’ offers a timely exploration of theory and practice for the post-pandemic university. In a succinct 92 pages, McDougall grounds many rich insights about teaching, learning, and assessment, in key theoretical perspectives, and derives important questions for critical practice in an era where academic work is increasingly mediated through digital technologies. This book would be an excellent addition to the bookshelves of educators new to online pedagogy, as well as more experienced practitioners looking to develop theory-driven and critical approaches to teaching with technology in higher education." -- Dr Jeremy Knox * Co-director, Centre for Research in Digital Education Edinburgh Futures Institute (EFI) Affiliate *Table of ContentsIntroduction Virtual learning, time and space Relational co-creation in virtual spaces Inclusion, social justice and the digital Assessment: Vygotsky in the Third Space? Rethinking the idea of the university Conclusions

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Book Synopsis“Follow the science.”How often have you picked up an education book to read how, according to the authors, the system is broken, failing, and flailing—but their ideas for fixing it will bring about a miraculous transformation?That’s not the approach of this volume.Sure, the editors believe that our system of education could achieve significantly better results. But they also recognize that schools have gotten better over time. One explanation is the progress schools have made in “following the science”. Especially in early reading and math instruction, scholars know more now about what works than we did in the past, and more schools are putting that knowledge into practice.Now, in the wake of a horrific pandemic, even the best elementary schools are struggling to help their students get their momentum back again.In this book, the editors share high-quality syntheses of evidence and insights from leading educators, academics, and other experts. And they communicate those findings in user-friendly language, with an understanding of the real-world complexities of schools and classrooms.

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Book SynopsisHappiness Factories explores the ideas, concepts and arguments behind an expanded focus in physical education beyond just the physical. It attempts to discuss the value and benefits of identifying other aspects - whether we call these 'holistic strands', 'character traits', 'life skills' or something else - that we can introduce into our curriculum design to identify other areas that our subject potentially touches on and influences. Taking the reflections and thoughts of PE educators, leaders and academics from across the world, Happiness Factories will seek to offer reflections and practical ideas for adapting PE provision to widen the impact for all pupils, regardless of their specific contexts and the book argues that a physically rich, dynamic and context-driven curriculum approach will expand opportunities for success for all, in turn inspiring future generations of PE pupils to strive for greater engagement, understanding and progression in all aspects of PE. Happiness Factories is the story of the author's career in PE, reflecting on the lessons he has learned, with the successes (and failures) along the way. It presents an alternative view of what modern, meaningful PE can look like and encourages all PE teachers, regardless of their unique context, to reflect on their own practice and the emphasis of the provision they give to their pupils.Trade ReviewWhether you're new to physical education or an old hand, Happiness Factories collates the traditional approaches and modern thinking around this great subject and confirms there is not just one way to teach PE. Phil Mathe's humble and honest reflections allow you to reflect on your own practices and approaches to teaching and curriculum development. I would recommend this book to any PE teacher who wants practical, research-led information on how to develop their own PE curriculum in their own context and consider the many case studies from around the globe included in this book. -- Anna Sheppard, head of PE, The Alice Smith SchoolThis book is an easy read that requires you to pick it up and put it down quite often, as it contains constant reflection points throughout. Weaved neatly within relevant theory and the reality of teaching PE, a number of international colleagues share their ways to 'happiness', which promote further reflection in and on action.It's a slow burner, calling you to read more, to consider your own practice and engage in reflective action. -- Dr Julie Pearson, course lead for primary PGCE (M) with a specialism in PE and senior lecturer in primary physical educationA refreshing recalibration that provokes our practice. It reminds our fraternity of the unique impact that physical education possesses in educating our learners. Phil cleverly pieces together academic research alongside international examples that demonstrates best practice from around the globe. A tribute to our sharing and caring profession. -- Matthew Trowbridge, director of sport and wellbeing, Aberdare Community School, Wales

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