Teaching skills and techniques Books

Book SynopsisNow, more than ever, it seems that the age of professional learning networks has well and truly arrived. The rise and proliferation of digital communication, coupled with the circumstances enforced during the pandemic experience, have led to a dynamic re-imagining of Professional Learning Networks (PLNs) – both in terms of what they are for and what they can achieve. Set against this context this book provides a stimulating insight into the current state of the art of professional learning networks and the transformative difference they are poised to make to our educational future. Drawing on a wealth of expertise, each chapter is written by leading thinkers and doers in the field, and covers a range of topics and emerging areas. These include: the professional learning vistas opened up through digital opportunities; how these networks have helped to enhance teachers’ identity and sense of well-being: the new sense of practitioner ownership and partnership now at the heart of PLNs; new openings for professionalization; how PLNs have become vehicles for radically different forms of professional development and learning; and what this all means for school leadership.

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Book SynopsisHave you ever marked a set of student essays and been left with little time to develop a resource which pushes your students further? This collection will offer you a time-saving resource to alleviate that workload, alongside developing your subject knowledge and raising the academic aspirations of your students. As teachers of English, Laura Webb and Becky Jones, continually found themselves having to spend precious hours answering essay questions ourselves so that they could guarantee the quality of models our students are exposed to. This collection offers you the opportunity to reclaim your work/life balance whilst safe in the knowledge that your pupils are excelling. You will find essays on a range of the most popular texts ('Macbeth', 'A Christmas Carol' and 'An Inspector Calls' and various poems) that will push students of every ability and help them unlock their potential. These essays are written with all of the major exam board expectations in mind, and ranked based on the exam board criteria for each level. All essays are accompanied by examiner commentary with student-friendly phrasing. Improve your subject knowledge, share responses and plans with your students, or use in your department as a standardisation resource; this collection offers a wide range of opportunities.

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Book SynopsisPsychology as a subject is more popular in secondary schools than ever before, but achieving deep insights into, and appreciation of, the complexity of human behaviour is a challenge that requires expert guidance and teaching. In addition to teaching the often demanding subject content on their specifications, Psychology teachers must also be experts in inculcating mathematical skills and written communication. All this in students who often start without any prior experience of the subject. This poses serious challenges for teachers'' subject knowledge, pedagogy and planning. And yet, until now, little has been written about how to teach Psychology effectively. This book aims to help anyone facing that challenge. Drawing on a wealth of psychological and pedagogical insights, coupled with years of teaching experience, Paul Cline and Mike Hobbiss provide practical advice and concrete suggestions to support Psychology teachers at all levels. From curriculum choices to the minutiae of in-class decisions, from developing as an individual teacher to leading a Psychology department, this book provides the complete, evidence-informed guide to teaching Psychology.

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Book SynopsisGood thinkers are 4P thinkers.The international bestseller, Become A Better Thinker, focuses on ways of improving the 4Ps. Positivity for better attention to a task Pattern seeking for identifying key elements Probing for asking yourself helpful questions Picturing for summarising key words and their connections Become a Better Thinker contains examples, strategies, and tests for improving the 4Ps. Aiming to examine, support and improve the creative and critical thinking skills of teachers and their students in order to help all learners think better in our rapidly evolving world.Revised and updated, this book is now in its fourth edition.

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Book SynopsisEngaging Imagination in Ecological Education illustrates how to connect students to the natural world and encourage them to care about a more sustainable, ecologically secure planet. Cultivating ecological understanding can be more challenging for teachers than simply imparting knowledge of ecological issues; it requires reimagining the human world as part of, not apart from, nature.Describing the key principles of an approach to teaching called Imaginative Ecological Education (IEE), this book offers a practical guide for all teachers (K–12). It is designed for use with any curriculum to give students opportunities to engage their bodies, emotions, and imaginations in the world around them, thereby making learning meaningful.Trade Review…Gillian Judson’s explanations lead you to investigate the world around you further, eventually leaving you with this AHA! moment of how all learning fits together. -- Editor * Green Teacher *Table of ContentsIntroduction1 The Rationale for Imaginative Ecological Education2 Principles of Imaginative Ecological Education3 Strategies for Engaging Students’ Emotions in Learning – A Study in Weather4 Strategies for Engaging the Body in Learning – A Study in Weather5 Place and Sense of Place – Strategies for Connecting Students with the Natural World6 Using IEE Principles to Support Reading and Writing7 Site-Specific Tracking and Literacy Activities8 Developing and Sustaining an IEE ProgramAppendix A: Some Guidelines for Mythic and Romantic IEE PlanningAppendix B: Five Steps for Collaboratively Planning IEE UnitsAppendix C: Templates for IEE PlanningNotesReferencesIndex

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Book SynopsisSlow down, tune in, and discover the very purposeful play of infants and toddlers. Addressing considerations like choosing interesting materials, setting up safe and inviting environments, and why you are the most important element of play for very young children, the authors come alongside to help you Better understand what play means for infants and toddlers Read children’s cues and respond to their needs for more challenge, a break from interaction, or a play partner Support children’s physical, social and emotional, language, and cognitive development Adapt the way you play with children and what materials you offer based on individual abilities, interests, and needs Look at toddler behavior in new ways and use proven strategies to help children navigate play situations with peers This book is a delightful, easy read, full of insights like how to provide play choices for even very young children and why sportscasting is not just for TV but for infant and toddler classrooms, too. With its spot-on ideas and delightful anecdotes, you’ll gain a new appreciation for infants’ and toddlers’ competence and curiosity and how important your role is in the birth-to-3 adventure.This is play for very young children and for you. Come and explore.Trade ReviewEarly childhood educators wear many hats in the classroom: teacher, guide, scheduler, caregiver, supervisor, and communicator, among others. They also facilitate children’s play. Research has demonstrated the power of play for fostering young children’s development in a variety of areas, including mathematics, spatial skills, language development, scientific thinking, and social skills (Zosh et al., 2018). Authors Julia Luckenbill, program coordinator at the Early Childhood Lab School at UC Davis, Aarti Subramanian, research analyst for the University of California Agriculture and Natural Resources’ 4-H program, and Janet Thompson, director of the UC Davis Early Childhood Lab, bring significant experience working with children and conducting research on early childhood education. They understand the tension between the need to fulfill many different classroom roles while at the same time being intentional and evidenced-based in pedagogy and practice, specifically regarding play in the classroom. That is why This Is Play is a welcome addition to the current literature landscape for early childhood educators. The goal of the book is to provide early childhood educators with guidance for creating developmentally appropriate methods for supporting children’s play and learning. In pursuit of this goal, the book is well organized and easily digestible for busy educators. The introductory chapter (Chapter One) provides an overview of the importance of play and what it means to foster children’s development in a playful context. The authors also include a section on electronic toys and screen devices. With the increasing prevalence of these devices in homes and classrooms, contextualizing their presence with the reminder that contingent adult-child interactions are the bedrock for healthy development reminds educators to look for ways to either avoid these devices or use them in ways that support learning and development. The rest of the text is divided into chapters focusing on young infants (0 to 9 months), mobile infants (8 to 18 months), toddlers (16 to 36 months), and children with diverse characteristics, abilities, and needs. Each of the age-based chapters starts by giving a snapshot of children’s development during that particular range, then gives practical examples and tips for supporting children’s play. The authors also include extensive lists of additional resources for teachers and families in each chapter. In Chapter Two, focusing on 0- to 9-month-old infants, the authors use vignettes to describe how to design safe and supportive play environments for infants. For example, they provide information about how materials connect to skills, such as using stacking rings to support cognitive development. Chapter Three (8- to 18-month-old infants) features additional vignettes about play materials, including making homemade playdough. This chapter also highlights the ways in which play fosters specific skills, such as a pop-up toy helping children explore the concept of cause-and-effect. In Chapter Four (16- to 36-month-old children), the authors provide detailed information about designing toddler play spaces to focus on a variety of play types, including dramatic, nature, cognitive, gross motor, sensory, and block play. They also encourage educators to choose play themes that are meaningful for children, meaning that they connect to children’s lives and previous experiences. Examples of these include a doctor’s office and a grocery store, among others. Finally, Chapter Five focuses on children with diverse characteristics, abilities, and needs, and gives specific examples of how to work with children and their families to ensure that all children, regardless of disability status, language background, etc., have opportunities for developmentally appropriate play. The strongest component of the book is the authors’ commitment to demonstrating how play and learning connect at various points in development. Research suggests that humans learn best in active (not passive), engaged (not distracted), meaningful (not disconnected), joyful, iterative (not static), and socially interactive contexts (Zosh et al., 2018). Play is well-situated to speak to all of these contexts. This Is Play provides concrete examples in each chapter to help early childhood educators create play opportunities that align with these best practices. Another strength of the book is the authors’ focus on supporting play for all children regardless of disability status, age, language background, medical needs, and other factors. Using people-first language throughout highlights the authors’ commitment to seeing children first, before seeing their diagnoses. The framing of the book by overlapping age groups also signals that the authors understand that development does not follow a strict timetable, but instead that there is a range of individual differences. This Is Play also explicitly acknowledges the financial challenges that early childhood educators face when trying to plan play activities and spaces for their classrooms. The authors provide strategies for saving money without sacrificing the quality of the play experiences. Perhaps the one piece missing from the book is the construct of playful learning. The authors define play in Chapter One and then review several different types of play; interpersonal, exploratory/sensorimotor, relational, constructive, symbolic, and rough-and-tumble. However, much of the play described in the book fits under the umbrella of playful learning, including free play, which is both child-initiated and child-directed; guided play, which combines the exploratory nature of free play with developmentally appropriate scaffolding in support of a learning goal; and games (Hassinger-Das et al., 2017). Much of the play that the authors describe throughout the book would be classified as guided play. Guided play can be an adult simply setting up play materials in a pre-planned environment that is designed to spark learning (Weisberg et al., 2016); for example, a teacher reading a book about farms in class and then setting up a play center with a farm play set featuring some of the children’s newly learned vocabulary words. Guided play can also be an educator joining in children’s play to support learning by asking questions or scaffolding interactions (Weisberg et al., 2016). This Is Play includes many examples and guidance highlighting the importance of both adults as play partners and their scaffolding of learning opportunities during play, which is very much in line with the concept of guided play. Adding a discussion of playful learning, and guided play in particular, would only serve to further connect the book with the current literature. Overall, This Is Play is a much-needed addition to the literature written for early childhood educators. The book is easy to read, provides many concrete examples, and is inclusive of the varied needs of children. Early childhood educators have myriad daily responsibilities in the classroom, but the authors provide clear guidance to help educators create and support children’s play without adding too much more to their plates. References Hassinger-Das, B., Toub, T. S., Zosh, J. M., Michnick, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). More than just fun: A place for games in playful learning. Infancia y Aprendizaje, 40, 191–281. https://doi.org/10.1080/02103702.2017.1292684 Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., & Klahr, D. (2016). Guided play: Principles and practices. Current Directions in Psychological Science, 25(3), 177–182. https://journals.sagepub.com/doi/pdf/10.1177/0963721416645512 Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., Neale, D.,… Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in Psychology, 9, 1124. 10.3389/fpsyg.2018.01124 -- Brenna Hassinger-Das * Teachers College Record *Table of Contents Introduction Chapter 1: The Importance of Play for Young Children Chapter 2: Young Infants: Birth to 9 months Chapter 3: Mobile Infants: 8–18 Months Chapter 4: Toddlers: 16–36 Months Chapter 5: Working with Children with Diverse Abilities and Needs Conclusion Appendix Play Developmental Chart Glossary Acknowledgments About the Authors

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Book SynopsisBased on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to actively process content in groups.

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Book SynopsisBased on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to retrieve, process, and store critical information.

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Book SynopsisThis is just the resource you need to get middle schoolers ready for August 21, 2017—the day when millions of North Americans will have the rare chance to witness a total solar eclipse. But the book’s usefulness won’t end when the eclipse does! Solar Science offers more than three dozen hands-on, inquiry-based activities on many fascinating aspects of solar astronomy. The activities cover the Sun’s motions, space weather caused by the Sun, the measuring of time and seasons in our daily lives, and much more.The authors are award-winning experts in both astronomy and science education, so they know how to prompt students to work like scientists by asking questions, doing experiments, comparing notes, and refining and reporting results. They also know you have to make the most of every instructional minute. The book contains plenty of ideas for related writing projects; grade-appropriate math examples; and connections to music, art, fiction, and history. It’s also aligned with the three-dimensional learning encouraged by the Next Generation Science Standards and connects to the Common Core State Standards.Solar Science is ideal for teachers, informal science educators, youth group leaders, curriculum specialists, and teacher trainers. You can use these versatile activities one at a time, as the basis of a stand-alone unit on the Sun, or as a comprehensive curriculum. You get to determine the best way for your students to learn a lot while having fun with the Sun.

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Book SynopsisWhat happens when two friends take an interest in an oak tree? They begin to notice more about the world around them, such as the seasons changing and squirrels making homes. They are inspired to do independent research, from studying acorns to looking up scientific terms, and to be creative by composing pictures and poems. And they discover new things, such as their tree’s structure and characteristics—all because they stopped to look around them. As warm and dreamy as a summer day, Our Very Own Tree will inspire readers to seek out their very own places in nature.Our Very Own Tree is part of the I Wonder Why book series, written to ignite the curiosity of children in grades K–3 while encouraging them to become avid readers. These books explore the marvels of animals, plants, and other phenomena related to biology. Included in each volume is a Parent/Teacher Handbook with coordinating activities. The I Wonder Why series is written by an award-winning science educator and published by NSTA Kids, a division of NSTA Press.

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Book SynopsisStudent Teaming: You Got This! is a survival guide for teachers ready to take on the challenge of implementing student teams in their classroom.The most important gift teachers and school administrators can give students is to prepare them to be autonomous, fully accountable problem solvers – people who are adept at collaborating with others, who can think critically and creatively, and who are able to manage their projects efficiently with minimal oversight from supervisors. Implementing student teams in the classroom is the single most effective method of developing these skills – but it can also be one of the most challenging.Student Teaming: You Got This! is a survival guide for teachers ready to take on that challenge. It is meant to be used as you need it – for quick-and-dirty on-the-spot help with student teaming. Mark it up, fill it with sticky notes, and flip through to the sections relevant to your lesson, your day, or your hour.Teachers sometimes struggle with releasing ownership of learning to students because often ownership was never released to them. Through self-reflection questions, specific advice, and practical instruction, this guide gives every educator – those new to teaming, the familiar practitioners, and everyone in-between – the confidence to say I’ve got it

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Book SynopsisThis book is about design and innovation – what it is and how to teach it. The blending of design and innovation is having an increasing impact not only on the world of products and services but on a wide variety of disciplines such as information and communications technology (ICT), business, education and medicine. However, there is a lack of books on teaching the subject despite the significant growth of interest in both academia and the workplace. This book addresses this gap by outlining foundational principles for the teaching of design and innovation and by offering a practical process for implementing the pedagogy in academic institutions and outside academia in the context of continuing professional development (CPD). It describes two undergraduate case-studies that aimed to instill design and innovation competences in students of both engineering and business disciplines. The cases involved student teams working with incubation centre start-ups and multi-national subsidiaries. One of the aims of this book is to provide a resource for continuing professional development (CPD). Consequently, a third practitioner-based case study is presented as an example of research-informed teaching. In addition, the book proposes the concept of Simulation-Action Learning (SAL) as an enhancement of Project-Based Learning (PBL).Table of ContentsPreface.- Introduction.- The Principle of Phronesis.- The Principle of Responsibility.- The Principle of Theory.- The Principle of Reflection.- Cases of Teaching Design and Innovation.- Simulation-Action Learning (SAL).- Contemporary Issues for Design and Innovation Studies.- Principles: Contemporary Questions for Design and Innovation

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Book SynopsisBy uniting key concepts and methods from education, psychology, statistics, econometrics, medicine, language, and forensic science, this textbook provides an interdisciplinary methodological approach to study human learning processes longitudinally. This longitudinal approach can help to acquire a better understanding of learning processes, can inform both future learning and the revision of educational content and formats, and may help to foster self-regulated learning skills. The initial section of this textbook focuses on different types of research questions as well as practice-driven questions that may refer to groups or to individual learners. This is followed by a discussion of different types of outcome variables in educational research and practice, such as pass/fail and other dichotomies, multi-category nominal choices, ordered performance categories, and different types of quantifiable (i.e., interval or ratio level of measurement) variables. For each of these types of outcome variables, single-measurement and repeated-measurements scenarios are offered with clear examples. The book then introduces cross-sectional and longitudinal interdependence of learning-related variables through emerging network-analytic methods and in the final part the learned concepts are applied to different types of studies involving time series. The book concludes with some general guidelines to give direction to future (united) educational research and practice. This textbook is a must-have for all applied researchers, teachers and practitioners interested in (the teaching of) human learning, instructional design, assessment, life-long learning or applications of concepts and methods commonly encountered in fields such as econometrics, psychology, and sociology to educational research and practice.Table of ContentsPart I – Common Questions.- Chapter 1: Learning Processes.- Chapter 2: Study Designs.- Chapter 3: Statistical Learning.- Chapter 4: Anchoring Narratives.- Part II – Variable Types.- Chapter 5 – Pass/Fail and Other Dichotomies.- Chapter 6 – Multicategory Nominal Choices.- Chapter 7 – Ordered Performance Categories.- Chapter 8 – Quantifiable Learning Outcomes.- Part III – Variable Networks.- Chapter 9 – Instrument Structures.- Chapter 10 – Cross-Instrument Communication.- Chapter 11 – Temporal Structures.- Chapter 12 – Longitudinal Assessment Networks.- Part IV – Time Series.- Chapter 13 – Randomised Controlled Experiments.- Chapter 14 – Static and Dynamic Group Structures.- Chapter 15 – Progress Testing in Large Cohorts.- Chapter 16 – Small Samples and Case Studies.- Part V – Conclusion.- Chapter 17: General Recommendations.

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Book SynopsisThis book sets out a contemporary perspective on music education, highlighting complex intersections between informal, non-formal and formal practices and contexts. At a time when the boundaries between music learning and participation are increasingly blurred, this volume is distinctive in challenging a ‘siloed’ approach to understanding the diverse international music education landscape. Instead, the book proposes a multi-layered continuum of practices that can be applied across a range of formal, informal or non-formal concepts to support the development of musical possible selves. It challenges existing conceptions of learning in music education in part by drawing on research in adult learning, but also by considering the contexts in which learning takes place, and the extent to which this learning can be classified as formal, informal or non-formal. Table of ContentsChapter 1. Introduction.- Chapter 2. Shaping musical possible selves in the Early Years.- Chapter 3. Emergent musical possible selves in primary school.- Chapter 4. Secondary schools and their role to play in musical possible selves.- Chapter 5. The role of further and higher education in shaping musical possible selves.- Chapter 6. Musical possible selves in extra-curricular ensembles and instrumental and vocal tuition.- Chapter 7. Lifelong musical possible selves: Adult music learning and participation.- Chapter 8. Supporting musical possible selves in programmes with social aims.- Chapter 9. The emergence of musical possible selves through musical learning in the home.- Chapter 10. Peer learning and the construction of musical possible selves.- Chapter 11. Musical possible selves and self-directed music learning across the lifespan.- Chapter 12. Developing musical possible selves through learning with technology and social media.

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Book SynopsisThis book focuses on large and small group educational settings and offers brief strategies to engage learners to assure active learning strategies are core to the learning environment. The book opens with an introduction on active learning principles. Each chapter follows with a specific description of a strategy written by authors who are experienced in using the strategy in a classroom environment with students. The chapters are designed to be accessible and practical for the reader to apply in their learning environments.Table of ContentsOverview of Active Learning Research and Rationale for Active Learning; Bill Jefferies and Katie Huggett.- Flipped Classroom as a Pedagogy to Achieve Active Learning; Jacqui McLaughlin, Russell Mumper and Mary Roth.- Team Based Learning; Rick Sabina.- Socratic Questioning; David Elkowitz.- Peer Teaching; Senthil Rjasekaran.- Concept Maps; Michael Cassara.- Games; Hitesh Shah.- Social Media; Daniel George.- Organ Recitals; Jeffrey Holt and John Szarek.- Brief Activities: TPS, Jigsaw, Brainstorming, Background Knowledge Probe, Clinical Cases; Alice Fornari and Ann Poznanski.- Audience Response System; Diedre Bonnycastle.- Summation-Neuroscience of Learning; John Pelley.

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Book SynopsisThis book explores the ways in which dynamics of Islamophobia and neoliberalism shape the schooling experiences of minority Muslim students in Sydney primary, public and independent schools. The author examines the issues at macro, meso and micro level. At the global systemic level, the book discusses the politics of naming Muslims and racialised governmentality within a capitalist neoliberal context. At the institutional level, it provides an insight into the Living Safe Together policy and explains how it can potentially provide space for teachers to abuse their authority or power in schools over minority Muslim students, within a wider discursive context shrouded by national security discourses, ‘homegrown’ terrorism and deradicalisation. Finally, at the individual level, drawing on the voices of teachers and Muslim students, the book highlights how Islamophobic discourse was reinforced through pedagogical practices, and how Muslim students resisted these discourses by speaking back to power. Table of ContentsChapter 1 ​Introduction.- Chapter 2 Neoliberalism and Islamophobia: The politics of Naming Muslims.- Chapter 3 Australian Multiculturalism and Muslims.- Chapter 4 Power & Pedagogy: Reproducing and resisting the dominant discourse in schools.- Chapter 5 Speaking back to power: Minority Muslim youth challenging Islamophobia in schools.- Chapter 6 Conclusion.

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Book SynopsisData science is a new field that touches on almost every domain of our lives, and thus it is taught in a variety of environments. Accordingly, the book is suitable for teachers and lecturers in all educational frameworks: K-12, academia and industry.This book aims at closing a significant gap in the literature on the pedagogy of data science. While there are many articles and white papers dealing with the curriculum of data science (i.e., what to teach?), the pedagogical aspect of the field (i.e., how to teach?) is almost neglected. At the same time, the importance of the pedagogical aspects of data science increases as more and more programs are currently open to a variety of people.This book provides a variety of pedagogical discussions and specific teaching methods and frameworks, as well as includes exercises, and guidelines related to many data science concepts (e.g., data thinking and the data science workflow), main machine learning algorithms and concepts (e.g., KNN, SVM, Neural Networks, performance metrics, confusion matrix, and biases) and data science professional topics (e.g., ethics, skills and research approach).Professor Orit Hazzan is a faculty member at the Technion’s Department of Education in Science and Technology since October 2000. Her research focuses on computer science, software engineering and data science education. Within this framework, she studies the cognitive and social processes on the individual, the team and the organization levels, in all kinds of organizations.Dr. Koby Mike is a Ph.D. graduate from the Technion's Department of Education in Science and Technology under the supervision of Professor Orit Hazzan. He continued his post-doc research on data science education at the Bar-Ilan University, and obtained a B.Sc. and an M.Sc. in Electrical Engineering from Tel Aviv University.Table of ContentsPart A - Overview of Data Science and Data Science Education1. Introductiona. How to use this bookb. Chapter overviews2. What is data science3. Introduction to data science educationa. Curriculum initiativesb. Data science education research4. Data science thinkinga. Computational thinkingb. Statistical thinkingc. Data thinkingd. Data literacyPart B - Challenges of Data Science Education5. The pedagogical challenge of data science education6. Data science education and the variety of learnersa. Data science as 21st century skillsb. Prerequisite knowledge for data sciencec. Data science for K-12d. Data science for undergraduatese. Data science for researchers: graduate studentsf. Data science for researchers: senior researchersg. Data science for industry7. The interdisciplinarity challengea. Multidisciplinarity, interdisciplinarity and transdisciplinarityb. Integration of the data domainc. Interdisciplinary pedagogyd. Interdisciplinary PCK (Pedagogical Content Knowledge)e. Interdisciplinary PBL (Project Based Learning)8. Data science skillsa. Professional skillsb. Soft skillsc. Research skillsPart C - Data science Teaching frameworks9. Teacher Preparation - the Method for Teaching Data Science course10. Data Science for Social Sciencea. Interdisciplinary CS1b. Machine learning for social science and digital humanities11. Conclusion

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Book SynopsisThis book is about textbooks, textbook quality and quality standards of textbooks. From a theoretical point of view, in the light of Bahtin's theory of speech genres, school textbooks are seen as a specific, complex genre, defined by the addressee. At the same time, this approach requires us to see textbooks as a cultural product. From an educational point of view, textbooks are, according to Vygotsky's theory of cultural development, a key socio-cultural aid to cognitive development in school years. Forty-three quality standards are operationally defined and explained. They can be used for compiling textbooks, for textbook accreditations, for textbook evaluation and for selection by teachers.

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Book SynopsisThis book provides a practical philosophy for promoting students' sophisticated thinking from Early Childhood to PhD in ways that explicitly interconnect across the years of education. It will help teachers, academics and the broader learning and teaching community to understand and implement these connections by introducing a conceptual framework, the Models of Engaged Learning and Teaching (MELT). By covering the nature, philosophy, practice and implications of MELT for teachers and students alike, the book will help teachers to facilitate students’ awareness of, and increasing responsibility for, the thinking demanded by subject and discipline-specific learning as well as interdisciplinary learning, whether face to face, online or in blended modes. The book will also provide educators with ways to effectively engage with complex, and sometimes conflicting, contemporary educational concepts, and with a diverse variety of colleagues involved in the learning and teaching enterprise.The book provides guidance that allows curriculum improvement, teacher action research and larger-scale research to be reported on from a common perspective, bridging the gap between those readers focused on research and those focused on teaching. The book shares valuable insights and ways of addressing the contemporary issue of discipline-based learning versus transdisciplinary learning, reducing the dichotomy and enabling the two approaches to complement each other.This is an Open Access book.Table of Contents1 What is our purpose?.- 2 What do we need?.- 3 How do we arrange?.- 4 What do we trust?.- 5 What does it mean?.- 6 How do we relate?.- 7 How much guidance?.

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Book SynopsisThis book explores the impact of eLearning on the quality of teaching in higher education, focusing on three main issues: university teachers’ perception of quality teaching, their strategies for achieving quality teaching in practice, and interventions that design and implement online collaborative activities in a large class. The book argues that if eLearning targets the real problems in practice and is appropriately designed and implemented, it can improve the teaching quality at universities. It also demonstrates the complexity of teachers’ perception of quality teaching and contextual factors that affect teaching practice and quality. Further, it explores university teachers’ perception of quality teaching in Italy, the UK and China – an aspect that is rarely addressed in the literature – and reveals why the impact of ICTs on university teaching is not as great as in other fields by explaining the issues that threaten the quality of day-to-day teaching. Lastly, it confirms that traditional lecturing, combined with online collaborative activities, improves the quality of teaching compared to traditional lecturing alone. As such, this book is a necessary and important resource for the research community.Table of ContentsIntroduction.- Literature Review.- Exploration on University Teachers’ Perception of Quality Teaching and Quality Teaching Practice.- Exploration on Computer-Supported Collaborative Learning in Large Class Teaching.- Implementation of Computer-Supported Collaborative Learning for Quality Teaching in Large Classes.- Evaluation and Ethical Considerations.-Conclusion.- Development and Initial Evaluation of Designing Effective Collaboration among Students (DECAS).- References.- Appendices.

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Book SynopsisThis book is an essential guide for anyone intending to write effective case studies for educational purposes. The practical tips provided in this book would apply to case writers at all levels — benefiting not only the novice, but also more experienced case writers who are looking to improve the quality of their case writing.The book covers all of the fundamental components of a case study, and provides tips on how to manage the common challenges encountered at each stage of writing. It also guides the reader on what makes a good case study, and best practices to ensure quality control. The book would not be complete without some tried and tested advice for writing a strong teaching note to accompany the case. Beyond the writing itself, it also provides an overview of possible avenues for case publication.

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Book SynopsisIntroduction to Research in Leadership examines the process and skills required for effectively conducting research on the concept of leadership. Its authors employ a microscope for close analysis and build balconies to see trends and gain perspective. Designed to be imminently practical, it employs concrete examples of fictional graduate students, faculty, and professionals struggling with their own issues to help readers make sense of the world of research and all of its complexities. Filled with personal anecdotes, stories, and even a touch of humor and sarcasm, each chapter weaves in relevant concepts so that those beginning the process of producing scholarship can get started on a productive path and with a positive attitude.This introductory textbook reviews the core philosophies employed in creating new knowledge within a field of research. It describes quantitative, qualitative, and mixed methods, as well as several concepts that are common across these. The text concludes with chapters focused on critical scholarship in leadership and creating habits that lead to a lifetime of learning.

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Book SynopsisBeing prepared to teach every subject in the curriculum is an essential skill for all primary school teachers, and good lesson planning is a critical tool for coping with the workload, as well as for wowing your pupils, your colleagues, and Ofsted inspectors. In his new book, Stephen Lockyer provides a breakdown of lesson planning strategies, plus a range of practical and original ideas to use with your class.Using real primary classroom anecdotes, as well as helpful diagrams, tick lists and tips on how to implement planning techniques day-to-day, Lesson Planning for Primary School Teachers is a complete toolbox for primary school teachers who want to develop their key skills and strategies for lesson planning.Trade Review“Stephen Lockyer navigates through the North, East, South and West to help teachers plan a personalised curriculum. Steer your way through this book by unpacking your objectives, planning for character as well as success, varying the structure of your lessons and, above all else, by making your planning work for you and the children.” * Rachel Orr, Head Teacher, North East England, @RachelOrr *“This is an incredibly useful resource for any teacher, at any stage of their career. Stephen Lockyer clearly sets out how to turn objectives into real learning, with a wealth of examples and anecdotes from his own classroom experiences. For me, this is the ideal edu-book; engaging, thought-provoking and mindful of the realities of classroom teaching.” * Jenna Lucas, Primary Teacher, @JennaLucas81 *... this book will help readers create plans that are meaningful and efficient. * The Teacher *

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Book SynopsisIn an increasingly complex and ever-changing education landscape, school leadership is a rewarding but multifaceted profession. In order to survive in the job long term, school leaders need to understand how they can lead with positivity and purpose, all the while avoiding stress, coping with adversity, and taking better care of themselves physically and mentally. With teacher wellbeing and retention a growing concern, it is essential school leaders pass on this confidence and optimism to their staff members too. In this thought-provoking book, James Hilton explores ten traits of resilience and demonstrates to school leaders how they can embed these traits into their own practice and into their school to create a climate of resilience in every classroom. Ten Traits of Resilience is packed with practical advice, tips and reflective questions to help school leaders evaluate and improve their current practice, and threaded throughout are also perspectives from a number of educationTrade ReviewJames Hilton's new book builds on the success of his first, Leading from the Edge. It is personal, personable, conversational, practical and easy to read. With lots of good advice and some great questions, it is well worth a read. -- David Cameron, Education Consultant, Presenter and Trainer, @realdcameronIncreasingly, schools are incorporating wellbeing into their values and if you are a leader at a school on that journey (as I know many are), this book is the perfect read for you. -- SchoolwellThis book is a remarkable gem. The ideas are simple but not easy. It deserves to be read widely and often. -- UKEdChatThe huge power in this book comes from the fact that it does not just offer advice but it also makes you work and think around the ideas offered through practical activities and tasks. If you want to stay in leadership and get the most from the best job in the world, read this book. -- Lena BellinaDip in when a particular problem arises, or read the book cover to cover to build up a background of useful knowledge. The friendly and supportive approach makes this an excellent resource for the staffroom library and for training sessions. -- Parents in TouchWhere does the book fit within the canon of educational advice and positioning? Unusually, I found Hilton has not done anything particularly original, but that's the brilliance of this book. It is familiar and reassuring yet challenging at the same moment... It doesn't tell us that there are dragons, but lets us know that dragons can be defeated. Or, to use Hilton's metaphor, if your resilience balloons feel deflated, read this book to reinflate them and find a way forward this term. -- Sam Draper, TESOne of the strengths of the book is its wide-ranging nature. While it is ostensibly about resilience, it also covers the range of tasks and challenges a school leader faces: there's practical advice on preparing for Ofsted, thoughts on managing the wellbeing of staff and a discussion of school mission statements. -- Schools Week

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Book SynopsisBrimming with useful ideas from start to finish... As usual, Jon's knowledge, wisdom and passion for all things education shine through. A brilliant read.' - Pete Jackson, Assistant Headteacher, @PeteJackson32Looking to develop your skills so you can be successful as a head of year? Striving to get into pastoral leadership as a middle leader? Then Succeeding as a Head of Year is the ultimate guide for you!Adopting an easy-to-follow, chronological approach, Jon Tait takes you through everything you need to know to be an outstanding head of year: Applying for your first post Navigating interviews Leading a team of form tutors Managing student behaviour Working with parents Supporting specific year groupsWith tips on finding the right post and sailing through the interview process and advice on day-to-day practice and challenges, this is the ideal compendium for navigating this role. Written by an experienced pastTrade ReviewJon Tait’s new book is brimming with useful ideas from start to finish. The book contains a wealth of advice and is of invaluable use to both new and experienced heads of year. As usual, Jon’s knowledge, wisdom and passion for all things education shine through. A brilliant read. * Pete Jackson, Assistant Headteacher, @PeteJackson32 *If you are thinking of becoming, or are already, a head of year, then Succeeding as a Head of Year is a must-read. Jon Tait discusses his experiences and offers practical strategies that will guide you to become a successful head of year. * Jim Smith, Head of School, @jim1982 *A great read. The writing is accessible and interesting, with a good mix of information and real-world examples. I read it in one sitting! If you’re contemplating applying for a pastoral care role or just joining the profession, this book offers a realistic look at the nature of the job and how it differs from that of a classroom teacher. -- Heidi Drake * Schools Week *he chapters blend theory and practice and Tait writes clearly and with passion for empowering staff to support all students in the school, with particular emphasis on reaching out to disadvantaged students and their families. -- Mary Mountstephen * SEN Magazine *

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Book SynopsisTeaching Children to Listen in Primary Schools contains a wealth of interventions to improve listening skills across the school. It is perfect for classrooms where poor listening is an increasing barrier to teaching as the resultant distractible behaviour can make it difficult for the rest of the class to pay attention. Specialist speech and language therapists Liz Spooner and Jacqui Woodcock present activities to develop children''s key listening skills, as well as a rating scale to assess pupils on each of the four rules of good listening looking at the person who is talking; sitting still; staying quiet; and listening to all the words. They offer advice on using these findings to inform individual education plans. Liz and Jacqui also look at why listening is important and offer 40 games to encourage children to become good listeners. This practical guide not only contains photocopiable resources, assessment and teaching suggestions with clear and concise explanations

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Book SynopsisThis no-nonsense guide provides comprehensive advice and support for any primary school looking to develop an effective SRE programme and policy and to feel confident delivering it.Sex and relationship education (SRE) is an extremely valuable part of the curriculum but there still remains a degree of uncertainty about what, how and when to cover different topics. This no-nonsense guide provides comprehensive advice and support for any primary school looking to develop an effective SRE programme and policy and to feel confident delivering it.In line with the updated Rose Review, which emphasizes the importance of learning about physical development, health and wellbeing, this book provides: Clear and up-to-date guidance on what is deemed good practice and what is statutory A simple to use, ''cut and paste'' framework for SRE policy development INSET activities that can be used with staff, governors and/or parents Lesson plans and photocopiable activity sheets A v

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Book SynopsisAll Your Questions Answered On How To Homeschool Your ChildWe all want the best possible education for our children! Most parents starting out homeschooling want to know the best methods, and how to avoid making classic mistakes. The pitfalls can be many.Miguel Varella-Cid examines and answers the most commonly asked questions from new homeschooling parents, so you'll have the needed knowledge and confidence to make amazing progress.Using many examples from the methods they've used to attain excellence with their own kids, Miguel explains how to make learning a continuous journey of fun, wisdom and enchantment, whilst facilitating your child's passions.

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you! The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers. Each title includes at least ten additional extra-creative Bonus Ideas that won't fail to inspire and engage all learners. Adele Darlington shares 100 creative and innovative ideas to engage pupils in all areas of the primary National Curriculum for art. Featuring a whole host of step-by-step activities with tips, bonus ideas and resource lists, this book will help primary teachers develop pupils' knowledge and shape their attitudes towards creativity. From exploring mark making through a musical Pen Disco to designing an eco-friendly home of the future, these fun activities cover drawing, painting, sculpture, and learning about different artists and creative careers. Each idea uses accurate art terminology, with clear explanations, to ensure children are being exposed to key vocabulary and concepts. The ideas are ready to use and easy to follow for all primary teachers, regardless of their experience or level of confidence in teaching art. Written by experts in their field, the 100 Ideas books offer practical ideas for busy teachers. They include step-by-step instructions, teaching tips and taking it further ideas. Follow the conversation on Twitter using #100Ideas.Trade ReviewThink of primary schools and you’ll no doubt think of art and creativity. Think of primary art and you should think of Adele Darlington. This book is a masterclass in how to integrate effective teaching into primary art for both the hesitant novice and the confident specialist. -- Emma Turner * Research & CPD Lead, @Emma_Turner75 *In this book, Adele has managed to create a wide-ranging resource that offers ideas for the new ECT, the subject lead and everyone in between. This easy-to-navigate book is packed with ideas, and places art and design in its rightful place: front and centre of any well-designed curriculum. What is so joyful about it, is that you get a deep sense of each art idea being tried, tested and loved by the writer herself. So, if you struggle with teaching art, this is the book for you, and if you love art, Adele's 100 ideas will make you love it a whole lot more. -- Sonia Thompson * Headteacher and Director, @son1bun *Filled with creativity and inventiveness – all shared in a very accessible way. Each activity can be easily adapted for different year groups and schools. Lots of Adele's ideas use sustainable materials too. We especially love the 'I am a...' which signpost – in fun and accessible ways – art, craft and design-related careers. 100 Ideas is a little gem! -- Sophie Leach * Deputy General Secretary of the National Society for Education in Art and Design (NSEAD), @NSEAD_Sophie *A one-stop-shop for creative ideas to use in the classroom. Whether you are looking for standalone activities or good ideas that you can join together into a sequence for a half term, then this book is for you. You don’t have to be an art expert, either, as each activity is carefully scaffolded and includes useful teacher tips and ways of taking the idea further. … Easy to read and understand, it’s perfect for early career teachers or for those who are experienced and are looking for new ideas. -- Rebecca Simpson-Hargreaves * The School Librarian *

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Book SynopsisThe research supporting retrieval practice is overwhelming; it is an effective and essential teaching and learning strategy. Leaders, teachers, students and parents all need to know about this strategy and how it can enhance learning. Retrieval practice is being widely used across schools and the research continues to shape classroom practice. After the success of Retrieval Practice: Research & Resources for every classroom, Kate Jones, an evidence-informed teacher and leader, takes the discussion further, going beyond the background, basics, and benefits of this strategy. This book focuses on the effective implementation of retrieval practice to support both teachers and leaders to ensure retrieval practice becomes firmly embedded in classroom routines. There are contributions from leading academics and a range of subject specialists reflecting, offering their wisdom and expertise as to how retrieval practice can be utilised to have a positive impact in the classroom and on outcomes. From the latest research to addressing common mistakes and tackling retrieval practice during a global pandemic, Retrieval Practice: Implementing, embedding & reflecting takes a fresh and in-depth look at this tried and tested technique.

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Book SynopsisWhile the past three decades have seen burgeoning scholarship in Indigenous studies, comparatively little of that has trickled into classrooms. This volume is designed to help teachers effectively integrate Indigenous history and culture into their lessons, providing richly researched content and resources.Table of Contents Introduction Part One: Reflections on Teaching Native American History Chapter One: Learning to Teach Indian History: A Memoir By Theda Perdue Chapter Two: Teaching American Indian History Using the Medicine Way By Donald Fixico Chapter Three: Transnational History and Deep Time: Reflections on Teaching Indigenous History from Australia By Ann McGrath Chapter Four: Being There: Experiential Learning by Living Native American History By Bernard Perley Chapter Five: čwÈ·ˀn neyękwaˀnawèrih: Reflections on Teaching Indigenous History from a Native Student By Taylor Hummel Part Two: Reflections on Invasions, Epidemics, War and Genocide Chapter Six: Before Columbus: Native American History, Archeology, and Resources By Maureen Meyers Chapter Seven: Teaching and Understanding Genocide in Native America By Gray Whaley Chapter Eight: The “Virgin” Soil Thesis Cover-Up: Teaching Indigenous Demographic Collapse By Tai S. Edwards Chapter Nine: Teaching Indian Wars By Mark van de Logt Part Three: Essential Topics in Native American History Chapter Ten: Teaching Indian Slavery: From First Slaves to Early Abolitionists in Four Myths By Denise I. Bossy Chapter Eleven: Teaching the American Revolution from Indian Country By Charles W. Prior Chapter Twelve: Teaching the Broad and Relevant History of American Indian Removal By John Bowes Chapter Thirteen: Teaching and Understanding the History of Allotment By Rose Stremlau Chapter Fourteen: Teaching Federal Indian Law through Literature By N. Bruce Duthu Chapter Fifteen: Nation-to-Nation: Understanding Treaties and Sovereignty By Margaret Huettl Chapter Sixteen: Teaching Indigenous Environmental History By Paul Kelton and James Rice Part Four: Reflections on Identity and Cultural Appropriation Chapter Seventeen: An Appropriate Past: Seminole Indians, Osceola, and Florida State University By Andrew K. Frank Chapter Eighteen: Looking Past the Racial Classification System: Teaching Southeastern Native Survival Using the Peoplehood Model By Marvin Richardson Chapter Nineteen: Teaching Native American Religions and Philosophies in the Classroom By Brady DeSanti Chapter Twenty: Sustenance as Culture and Tradition: Teaching About Indigenous Foodways By Devon A. Mihesuah Chapter Twenty-One: Native American Art 101 By Nancy Marie Mithlo

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