Teaching skills and techniques Books

Book SynopsisKeep up with the latest on the highly respected multisensory teaching approach to literacy with this new fourth edition, a complete update of the bestselling textbook adopted in colleges and universities across the country. The most comprehensive text available on multisensory teaching, this book prepares today’s educators to use specific evidence-based approaches that improve struggling students’ language skills and academic outcomes in elementary through high school. Educators will get rich background information on the systems and structures of the English language, plus a deep dive into the what and how of Structured Literacy Instruction. They’ll also find practical strategies and guidelines on all aspects of language and literacy instruction, including planning effective lessons, connecting research with practice, conducting and interpreting assessment, understanding the emotional side of learning disabilities, and more. An essential reference and professional development resource to keep and use for years to come, this book gets educators ready to be thoughtful, skilled, and compassionate teachers of reading and language arts. Table of Contents About the Online Companion Materials About the Editors About the Contributors Foreword Louisa C. Moats, Ed.D. Preface Acknowledgements Dedication Section I: Introduction to Multisensory Teaching 1.Connecting Research and Practice Judith R. Birsh 2.Structured Literacy Instruction Mary L. Farrell and Nancy Cushen White Section II: Pre-reading/Literacy Skills 3.Oral Language Development and Its Relationship to Literacy Lydia Soifer 4.Pre-Kindergarten Literacy Eve Robinson, Carolyn DeVito, and Gloria Trabucco Alphabet Knowledge: Letter Recognition, Naming, and Sequencing Kay A. Allen, with Graham F. Neuhaus and Marilyn C. Beckwith 6. Teaching Phonemic Awareness Lucy Hart Paulson Section III: Beginning Reading/literacy Skills 7. Assessment of Reading Skills: A Review of Select Key Ideas and Best Practices Eileen S. Marzola and Larry E. Hess 8.The Role of Executive Function in Literacy Instruction Monica Gordon-Pershey 9.Teaching Reading: Accurate Decoding Suzanne Carreker 10. Teaching Spelling Suzanne Carreker 11. Multi-Modal handwriting Instruction for Pencil and Technology Tools Beverly J. Wolf and Virginia Berninger 12. Fluency in Learning to Read: Conceptions, Misconceptions, Learning Disabilities, and Instructional Moves Katherine Garnett 13. Math Learning Disabilities & Katherine Garnett and Colleen Uscianowski Section III: Advanced Reading/Literacy Skills 14. The History and Structure of Written English Marcia K. Henry 15. Working With Word Meaning: Vocabulary Instruction Nancy Hennessy 16. Strategies to Improve Reading Comprehension in the Multisensory Classroom Eileen S. Marzola 17. Composition: Evidence-Based Instruction Judith C. Hochman and Betsy Duffy 18. Designing the Learning Environment and Planning Multisensory Structured Literacy Lessons Judith R. Birsh, Jean Schedler, and Robin Singer Section IV: Instructional Strategies for Specific Populations and Skill Areas 19. Language and Literacy Development Among English Language Learners Elsa Cárdenas-Hagan 20. Instruction for Older Students with a Word-Level Reading Disability Barbara A. Wilson 21. Working with High Functioning Adults with Dyslexia and Other Learning Challenges Susan Blumenthal Glossary

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Book SynopsisThe noted classicist presents his educational methodology, within the context of history, from the Sophists to modern teaching.

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Book SynopsisThis photocopiable book is full of innovative, user friendly, exciting and unusual activities that promote creative thinking and problem solving skills for 5-7 year olds.

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Book SynopsisHow to optimize educational spaces, both physical and virtual, for more effective learning The design of classroom spaces is one of the overlooked issues in education. Poorly designed physical environments can impede learning, while well-designed spaces can enhance it.Table of ContentsForeword Prakash Nair vii About the Author xiii Acknowledgments xv Introduction xvii 1 The Problem with Traditional Classrooms 1 2 Campfires 11 3 Watering Holes 17 4 Caves 23 5 Life 31 6 The Challenge of Technology 37 7 Technological Campfires 51 8 Technological Watering Holes 65 9 Technological Caves 77 10 Technological Life Spaces 85 11 Learning on the Holodeck 105 Notes 127 Index 133

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Book SynopsisIn Tell Me So I Can Hear You, Eleanor Drago-Severson and Jessica Blum-DeStefano show how education leaders can learn to deliver feedback in a way that strengthens relationships as well as performance and builds the capacity for growth. Drawing on constructive-developmental theory, the authors describe four stages of adult growth and development and explain how to differentiate feedback for colleagues with different “ways of knowing,” which include: Instrumental knowers, who tend to see things in black and white (“Did I do it right or wrong?”) and may need to develop the capacity for reflection. Socializing knowers, who are concerned with maintaining relationships (“What do you want me to do?”) and may need support developing their own ideas. Self-authoring knowers, who have strong ideologies and values (“How does this fit with my goals and vision?”) and may need help with perspective taking. Self-transformative knowers, who are able to examine issues from multiple points of view (“How can I understand this more deeply?”) and may need guidance in resolving tensions and contradictions. The authors show how leaders can provide feedback in ways that “meet people where they are” while expanding the developmental capacities educators bring to their work. Drago-Severson and Blum-DeStefano provide real-life examples with practical strategies for creating a safe space for feedback, finding the right words, and bridging feedback and action. Tell Me So I Can Hear You offers invaluable guidance to help educators support a culture of learning in classrooms, schools, and districts.

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Book SynopsisNeed creative ideas for moving UDL from theory to practice? Get this must-have quick guide, ready for any teacher to pick up and start using now. Whitney Rapp, co-author of the acclaimed Teaching Everyone, walks you step by step through 100 UDL strategies that strengthen student engagement, learning, and assessment. Based on the latest research (but still practical and fun!), these highly effective ideas will help you address diverse learning needs and increase all students’ access to the general curriculum. Essential for every educator who wants to know what UDL really looks like, sounds like, and feels like—and how to use this proven approach to teach and reach all learners.100 UDL STRATEGIES FOR: Classroom space and materials: The best uses of seating, lighting, bulletin boards, and more Classroom management: From smoother schedules and meetings to effective transition areas Technologies: Fresh ways to use blogs, videoconferencing, e-books, and more Content instruction: Teach academic content with tools like music, drawing, mnemonics, and humour Social interaction: Creative games and small-group activities that sharpen all kids’ social skills Executive functions: Great ideas for templates, rubrics, graphic organizers, timers, and web-based materials Transition to adulthood: Prepare students for the real world with charts, goal plans, and more Assessment: New ways kids can show what they know—from adapted tests to family projects

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Book SynopsisLearn how to tell stories for entertainment, teaching, coaching, healing or making meaning. It contains a wealth of stories, exercises, questions, tips and insights to guide your storytelling path, offering time-tested and trusted ways to improve your skills, overcome blocks and become a confident and inspirational storyteller.

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Book SynopsisBeing a "good teacher" is a difficult goal to achieve, being largely dependent on a huge variety of skills outside of the main curriculum. Teaching Skills For Dummies focuses on these 'soft' skills of teaching, from maintaining discipline to creating engaging lesson plans and monitoring performance.Trade Review"An Extremely useful tool for the student or newly qualified teacher, but well worth any teacher's time" (Headteacher Update, June 2009)Table of ContentsIntroduction 1 Part I: Developing Your Teaching Style 9 Chapter 1: Building Your Teaching Skills 11 Chapter 2: Understanding Teaching Styles – and Developing One That Works for You 27 Chapter 3: Making the Most of Your Communication Skills 43 Part II: Teaching a Class 59 Chapter 4: Preparing and Teaching High-Quality Lessons 61 Chapter 5: Getting (and Keeping) a Class Engaged 81 Chapter 6: Getting the Most Out of Your Students 97 Part III: Managing a Class 121 Chapter 7: Structuring Your Teaching and Your Teaching Space 123 Chapter 8: Building Better Behaviour 149 Chapter 9: Creating a Positive Classroom Atmosphere 171 Chapter 10: Handling Challenging Situations 189 Part IV: Dealing with Different Kinds of People 209 Chapter 11: Getting to Know Your Students 211 Chapter 12: Working as Part of a Team 237 Chapter 13: Building Bonds with Parents 257 Part V: Succeeding Beyond the Classroom 277 Chapter 14: Climbing the Paper Mountain 279 Chapter 15: Getting Involved in Extra-Curricular Activities 293 Chapter 16: Evaluating and Furthering Your Teaching Skills 305 Part VI: The Part of Tens 315 Chapter 17: Ten Great Ways to Engage with a Group 317 Chapter 18: Ten Key Strategies for Handling Difficult Behaviour 325 Chapter 19: Ten Tips for Dealing with Stress 333 Chapter 20: Ten Best Book and Website Resources for Teachers and Trainers 339 Index 343

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Book SynopsisDesign Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader.With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable Trade Review Arthur Bakker’s clear logic helps to cut through the many questions and confusions that persist about DBR. This book offers an invaluable contribution to the literature by making DBR more accessible to research students and their supervisors. Rupert Wegerif, Professor of Education at the University of Cambridge This book offers not only clear guidance about essentials of design research for novices, but also stimulating food for thought for experienced colleagues. Jan Van den Akker, Professor Emeritus at the University of Twente, Netherlands; former Director of SLO, Netherlands institute for Curriculum Development Arthur is a careful and thorough researcher who writes clearly. In writing his book, he interviewed leading DBR researchers and scholars and shared draft chapters for feedback. I was honored to be one of them. I recommend it for your consideration. David Reinking, Adjunct Professor in the Department of Language and Literacy at the University of Georgia This is a compellingly crafted volume that does much to clarify and organize the wide range of research approaches described as design research. Although the volume was written primarily to guide early career researchers, its thoughtful and occasionally provocative handling of issues, which all design researchers confront, make it imperative reading for newcomers to design research and more experienced practitioners alike. Richard Lehrer, Professor Emeritus Department of Teaching and Learning, Vanderbilt University, USA Design Research in Education offers an accessible introduction to the essentials of design research. Geared specifically towards junior researchers, the book succeeds in providing a timely contribution to this still developing field in a way that will be of interest to experienced researchers also. Arthur Bakker has conducted an impressive amount of research in the process of writing this book: he refers to interviews and personal communications with many, perhaps most, of the leading figures from the education design research community. The considerable amount of literature cited at the end of every chapter means that this book offers one of the most comprehensive reviews of extant work on educational design research. Rupert Wegerif, Professor of Education, University of Cambridge, UK Louis Major, Senior Research Associate, Faculty of Education, University of Cambridge, UK Arthur Bakker’s clear logic helps to cut through the many questions and confusions that persist about DBR. This book offers an invaluable contribution to the literature by making DBR more accessible to research students and their supervisors. Rupert Wegerif, Professor of Education at the University of Cambridge This book offers not only clear guidance about essentials of design research for novices, but also stimulating food for thought for experienced colleagues. Jan Van den Akker, Professor Emeritus at the University of Twente, Netherlands; former Director of SLO, Netherlands institute for Curriculum Development Arthur is a careful and thorough researcher who writes clearly. In writing his book, he interviewed leading DBR researchers and scholars and shared draft chapters for feedback. I was honored to be one of them. I recommend it for your consideration. David Reinking, Adjunct Professor in the Department of Language and Literacy at the University of Georgia This is a compellingly crafted volume that does much to clarify and organize the wide range of research approaches described as design research. Although the volume was written primarily to guide early career researchers, its thoughtful and occasionally provocative handling of issues, which all design researchers confront, make it imperative reading for newcomers to design research and more experienced practitioners alike. Richard Lehrer, Professor Emeritus Department of Teaching and Learning, Vanderbilt University, USA Design Research in Education offers an accessible introduction to the essentials of design research. Geared specifically towards junior researchers, the book succeeds in providing a timely contribution to this still developing field in a way that will be of interest to experienced researchers also. Arthur Bakker has conducted an impressive amount of research in the process of writing this book: he refers to interviews and personal communications with many, perhaps most, of the leading figures from the education design research community. The considerable amount of literature cited at the end of every chapter means that this book offers one of the most comprehensive reviews of extant work on educational design research. Rupert Wegerif and Louis Major, Educational Design Research Table of ContentsPart 1: Theory and Practice Chapter 1: What is Design Research in Education Chapter 2: History of Design Research in Education Intermezzo 1: A Fictive Dialogue between two Research Approaches Chapter 3: Design Principles, Conjecture Mapping, and Hypothetical Learning Trajectories Chapter 4: Research Questions in Design Research Chapter 5: Research Quality in Design Research Chapter 6: Argumentative Grammars used in Design Research Chapter 7: Writing an Empirical Design Research Paper Chapter 8: Supervising Design Research in Education Part 2: Examples Chapter 9: Teaching Design Research as a Case of Cultivating a Community of Professional Practice Chapter 10: ‘Harvesting’ Ecosystem Dynamics Through a Computational Model of a Garden Chapter 11: Giant Steps for Algebra Chapter 12: Explicit Oral and Written Reasoning During Science Argumentation Chapter 13: An Embodied Approach to Derivatives Chapter 14: Building Bridges: Uniting Students, Researchers, and Teachers to Improve a Course Chapter 15: Easy Equilibrium: Discovery in an Introductory Chemistry Course Chapter 16: Rearview Mirrors for the "Expert Blind Spot": Usign Design to Access Surgeons’ Tacit Knowledge and Create Shared Referents for Teaching Chapter 17: Children’s Reasoning about Animal Lifecycles: Tradeoffs Across Four Different Designs Chapter 18: Linking Design and Theory: Using Conjecture Maps to Focus the Design Research Process in Art Education Chapter 19: Literary Education with Narrative Digital Games: From Formulating Research Equestions to Capturing the Design Rationale Chapter 20: From Implementer to Co-Designer: A Teacher’s Changing Role in a Design Research Project Chapter 21: Using Hypothetical Learning Trajectories in Design Research Chapter 22: Reflection and Wish List

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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._______________ Do you need ready-to-use, fun and engaging ideas for supporting students with dyslexia in your classroom? Then look no further! Designed for busy secondary school teachers, this book is packed with tried-and-tested activities to integrate into your lesson plans that you can use straight away.There are ideas specific to secondary subject areas, including English, maths and PE, plus loads of practical advice on key areas of personal development, from self-esteem and staying motivated to effective study skills.This is the perfect companion fTrade ReviewGavin Reid and Shannon Green’s creation ‘100 Ideas for Secondary Teachers: Supporting Children with Dyslexia’ is the perfect companion and resource stimulus for all secondary teachers who are concerned with their students' learning needs and strategies. This book will help to facilitate and support learning methodologies and enable effective learning in the secondary school and will help teachers 'get it right' for students with dyslexia. - Nick Guise, Support for Learning and Specialist Teacher, Loretto Senior School -- Nick Guise, Support for Learning and Specialist Teacher, Loretto Senior School

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Book Synopsis''This book is Masterful, Evidence-based, Memorable, Operational, Readable, and the best book for You on memory.'' Professor John HattieTeacher Toolkit Guides transform the theory of education into practical ideas for your classroom. From Ross Morrison McGill, bestselling author of Mark. Plan. Teach. 2.0, this book unpicks the research behind how learners retain and recall information. It provides evidence-based strategies for improving memory in the classroom. Cleverly designed with infographics, charts and diagrams, The Teacher Toolkit Guide to Memory provides clear, visual explanations of how memory works, including short-term and long-term memory, working memory, semantic memory and episodic memory. Ross presents a wealth of original ideas for incorporating this theory into day-to-day classroom practice, with proven methods for aiding knowledge retention and testing recall, to boost learning,Trade ReviewI have been on the lookout for a really good guide to memory that is easy to read and is related to education and teaching. At last, this publication from Ross Morrison McGill fits the bill. He has put everything he has learned on his own learning journey into a beginners guide for teachers. * Dyslexia Review *An exceptional effort of presenting the vast and difficult topic of 'the learning brain' in a practical and understandable way. -- Yves Moerskofski * Educational psychologist *We are constrained by our memory skills, especially for students sitting in a class bombarded by facts pressured by an upcoming test, struggling to find relations between ideas and building coat hangers to remember the details, and surrounded by others who seem to find it easy to recall what the teacher said. This book is Masterful, Evidence-based, Memorable, Operational, Readable, and the best book for You on memory. -- Professor John Hattie * Melbourne Graduate School of Education *This book is informative and accessible for quick reads. The consistent approach to each chapter works really well, especially for utilising the practical applications. The embedded use of diagrams adds to the reader's understanding of some complex concepts. -- Charlotte McLean * SENCO and Senior Leader *An impressive collection of findings that draws on the latest research within cognitive science and education. Ross succinctly discusses, clarifies and offers practical, research-informed examples for busy leaders and teachers. -- Mark Leswell * Research lead *The ‘human teacher first’ meets the science. A clear and practical guide to ‘debunking’ teaching practices, with excellent use of analogies and ideas to support teacher development. -- Samantha Torr * Vice Principal: Director of Alpha Teaching School Hub, @alpha_tsh *This brilliant book is concise and informative with visual explanations and summaries for quick reference, plus useful examples and templates. It outlines the complex connection between cognition, memory and emotion in learning. -- Sarah Hopp * Head of additional learning support and inclusion, @sarahhopp143 *A fantastic book that successfully interweaves the breadth of cognitive theory and practical strategies in a clear and accessible way. A great book to begin understanding the science of learning and the complexity of influences on this. -- Sarah Benskin * Assistant Principal (T & L, Curriculum and CPD), Nottingham @drblearning *Being research-informed is one thing; having time to do it is another. Solve both issues by reading and acting upon this excellent introductory guide to the theory and practice of memory. Highly recommended. -- Dr Paul S. Ganderton * Education consultant, @ecogeog *Ross McGill has managed to beautifully execute and simply explain the fundamentals of cognitive learning and the importance of understanding the “how” in the context of the brain, complete with wonderful illustrations perfect for the classroom teacher, learner and parent. So no matter who you are, no matter how successful, no matter how much you already may understand about this topic, Ross has something to offer you. -- Victoria dos Santos * Assistant athletic director and pastoral lead *This book covers all the key points in understanding how human memory forms and functions according to models of memory and neuroscience through a historical and contemporary approach that can enable educators to adapt their teaching in light of evidence. Some key points have been made about emotion and stress, which affect learning and memory, and being aware of these can facilitate effective teaching methods in the current climate – as it requires students to become active learners and be able to actively retrieve memories. This is crucial for today’s heavy content-based exams and curriculum. -- Shafina Vohra * Psychology teacher, @ShafinaVohra *A guide to memory highlights the importance of understanding how our students learn. The worked examples and the templates will help teachers bring these ideas into the classrooms of all settings! -- Ryan Curran * Vice principal Delta Independent School *The book is excellent and gripping and thoroughly fascinating. The theory sections are very well written and work well as a quick read as well as being very well suited to a slower careful read. The practical sections are remarkably clear and helpful. I defy anyone to read this and not be forced to stop and reflect, and as a result their lessons can't fail to be improved. This is the first book I've read for a long time that has really grabbed me and forced me to reflect and to be challenged. I cannot recommend it strongly enough. -- Peter Hall, Assistant Headteacher * @maths_ast *

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Book SynopsisKassin/Fein/Markus' SOCIAL PSYCHOLOGY, 11th Edition, brings chapter concepts to life through a unique emphasis on current events in sports, music, entertainment, technology, social media, business, world politics and more. Combining scholarship with real-world illustrations, it helps you understand the field of social psychology through engaging connections to everyday life. Integrating both classic and emerging research, the text delivers comprehensive coverage of social cognition and applications to law, business, and health and well-being. In addition, author Hazel Rose Markus, a respected researcher in the study of cultural psychology, integrates culture and diversity topics into every chapter. Also available, the MindTap digital learning solution powers you from memorization to mastery with videos, interactive assignments, note-taking tools, a text-to-speech app, a reader and much more.Table of Contents1. What Is Social Psychology? 2. Doing Social Psychology Research. 3. The Social Self. 4. Perceiving Persons. 5. Stereotypes, Prejudice, and Discrimination. 6. Attitudes. 7. Conformity. 8. Group Processes. 9. Attraction and Close Relationships. 10. Helping Others. 11. Aggression. 12. Law. 13. Business. 14. Health.

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Book SynopsisExamines what it means to be present in one's teaching. The book begins with an in-depth definition of presence from several different angles. The text goes on to delineate what a teacher may be present to, providing a map for useful discussions among teachers and between teachers and students.Table of Contents Contents Acknowledgments xi Preface: Why I Wrote This Book  xiii Origins xiii Who This Book Is For xv Structure of the Book xvi Part I: Introduction to Presence 1 Philosophical Foundations 1 Presence 8 My View of Learning 8 Part II: Defining Presence 11 1. Attitudes 13 Overview: Six Essential Attitudes Directness 13 Wholeheartedness 14 Open-Mindedness 15 Responsibility 16 Curiosity 17 Equanimity or Neutrality of Mind 18 2. Mutual Vulnerability 20 Critical Pedagogy 20 Humanizing Pedagogy and Mutual Vulnerability 22 3. The Permeable Nature of Self and World 24 Origins 24 Permeability of Self and World Across Professions 26 Authenticity and Connection 28 4. Inquiry 29 Thin-Slicing and Inquiry 29 Heuristics and Inquiry 30 Medicine and Inquiry 32 Teaching, Inquiry, and Presence 34 5. Love 38 Love and Trusting the Learner Within 38 Love and the Moral Dimension of Presence 39 Love and Listening  39 Love and Attention to What Cannot Be Seen 40 Love of Subject Matter 41 Love and Self-Compassion 42 Conclusion 42 Part III: What We are Present To: I, Thou, It, and Context 45 6. The Teaching Triangle: Its Parts  47 The I (Teacher) 48 The Thou (Learner) 51 The It (Content) 54 7. The Teaching Triangle: Its Dynamics 58 The I–Thou Dynamic 58 The I–It Dynamic 61 The Thou–It Dynamic 63 The I’s Interaction with the Thou–It Dynamic 65 Summary of the I, Thou, and It 67 8. Context 68 Context as a System 68 Purposes of Education 71 Conclusion 74 Part IV: Reflection 77 9. The Research 79 Early Proponents 79 Poststructuralist Critique 79 Dewey 81 Adaptive Expertise 81 10. Purposes of Reflection 84 The Development of Perception 84 Accepting What Is 87 Alignment of Practices with Self 87 Alignment of Practices with the Purposes of Education 89 11. The Process of Reflection  91 Phase 1: Experience 93 Phase 2: Description 94 Phase 3: Analysis and Interpretation 95 Phase 4: Taking Intelligent Action (Because Awareness Is Not Enough) 98 Summary 99 12. Reflective Practice, Mindful Practice, and Presence in Teaching  101 Part V: Educating for Presence: How Do We Learn to Be Present? How Can It Be Taught?  103 Module 1: Learning Stories 107 The Activity 107 Reflection 109 The Readings  110 Module 2: The Poem 112 The Activity 112 Reflection 114 The Readings  115 Module 3: The Leaf Activity  116 The Activity 116 Reflection 117 The Readings  119 Module 4: The Gun and the Naked Woman 120 The Activity 120 Reflection 122 The Readings 123 Module 5: Descriptive Feedback 124 The Activity 124 Reflection  125 The Readings 127 Module 6: Descriptive Review of a Learner 128 The Activity 128 Reflection 129 The Readings  132 13. Conclusion 133 “Are You Okay?” 133 Final Thoughts 134 Appendix: Rubric for Descriptive Reviews  136 Notes 139 References 143 Index 147 About the Author 158

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Book SynopsisGrasp the important themes, perspectives, and theories of the field with CLASSICS OF ORGANIZATION THEORY, 8e. This collection of the most enduring works in organization theory, written by distinguished theorists, describes what organization theory is, how it has developed, and how its development has coincided with events and changes in other fields.Table of ContentsForeword, John Meyer. Preface. Introduction: A Chronology of Organization Theory. 1. CLASSICAL ORGANIZATION THEORY. Socrates Discovers Generic Management, Xenophon (1869). Of the Division of Labour, Adam Smith (1776). Superintendent���s Report, Daniel C. McCallum (1856). The Engineer as Economist, Henry R. Towne (1886). General Principles of Management, Henri Fayol (1916). The Principles of Scientific Management, Frederick Winslow Taylor (1916). Bureaucracy, Max Weber (1922). Notes on the Theory of Organization, Luther Gulick (1937). 2. NEOCLASSICAL ORGANIZATION THEORY. Chester Barnard and the Guardians of the Managerial State: The Moral Obligations of the Elite, William G. Scott (1992).The Proverbs of Administration, Herbert A. Simon (1946). Foundations of the Theory of Organization, Philip Selznick (1948). 3: HUMAN RESOURCE THEORY, OR THE ORGANIZATIONAL BEHAVIOR PERSPECTIVE. The Hawthorne Experiment. Western Electric Co., Elton Mayo (1933). A Theory of Human Motivation, Abraham H. Maslow (1943). The Human Side of Enterprise, Douglas Murray McGregor (1957). Groupthink: The Desperate Drive for Consensus at Any Cost, Irving L. Janis (1971). 4: ���MODERN��� STRUCTURAL ORGANIZATION THEORY. The Concept of Formal Organization, Peter M. Blau & W. Richard Scott (1962). Organizational Choice: Product versus Function, Arthur H. Walker & Jay W. Lorsch (1968). Structure in 5���s: A Synthesis of the Research on Organization Design, Henry Mintzberg (1980). 5. ORGANIZATIONAL ECONOMICS THEORY. The Economics of Organization: The Transaction Cost Approach, Oliver E. Williamson (1981). Learning from Organizational Economics, Jay B. Barney & William G. Ouchi (1986). An Institutional Approach to the Study of Self-Organization and Self-Governance, Elinor Ostrom (1990). 6. POWER AND POLITICS ORGANIZATION THEORY. The Bases of Social Power, John R. P. French Jr. & Bertram Raven (1959). The Power of Power, James G. March (1966). Power Failure in Management Circuits, Rosabeth Moss Kanter (1979). Power Game and the Players, Henry Mintzberg (1983). 7. THEORIES OF ORGANIZATIONAL CULTURE AND CHANGE. The Concept of Organizational Culture: Why Bother?, Edgar H. Schein (2004). Cultures and Organizations: Pyramids, Machines, and Families: Organizing Across Nations, Geert Hofstede, Gert Jan Hofstede, & Michael Minkov (2010). Appreciative Inquiry, David L. Cooperrider & Diana Whitney (2005). 8. THEORIES OF ORGANIZATIONS AND ENVIRONMENTS. Organizations and the System Concept, Daniel Katz & Robert L. Kahn (1966). Organizations in Action, James D. Thompson (1967). Institutionalized Organizations: Formal Structure as Myth and Ceremony, John W. Meyer & Brian Rowan (1977). External Control of Organizations: A Resource Dependence Perspective, Jeffrey Pfeffer & Gerald R. Salancik (1978). The Network Organization in Theory and Practice, Wayne Baker (1992). 9. THEORIES OF ORGANIZATIONS AND SOCIETY. Gendering Organizational Theory, Joan Acker (1992). A New Kind of Public Service Professional, Mitchell F. Rice & Audrey L. Mathews (2012). Corporate Citizenship: Social Responsibility, Responsiveness, and Performance, Archie B. Carroll & Ann K. Buchholtz (1989). The Search for Social Entrepreneurship, Paul Light (2008).Towards a Theory of Hybrid Organizations, David Billis (2010).

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Book SynopsisAre you sexually intelligent? You will be after reading Crooks/Baur/Widman's OUR SEXUALITY -- the most respected and authoritative college textbook on human sexuality. It's also the first to deliver cutting-edge and in-depth emphasis on the impact of politics on sexuality. The 14th Edition has been meticulously updated to reflect the most current research findings and psychosocial developments. Direct yet nonjudgmental, the text covers "our" sexuality in an accessible, straightforward manner as it explores the similarities of sexual and relationship matters across cross cultural boundaries and sexual orientation lines. With a focus on strengthening your self-awareness and sexual intelligence, the text is packed with exciting new research, personally relevant examples and practical information on sexual health. Also available: MindTap digital learning solution.Table of Contents1. Perspectives on Sexuality. 2. Sex Research: Methods and Challenges. 3. Female Sexual Anatomy and Physiology. 4. Male Sexual Anatomy and Physiology. 5. Gender Issues. 6. Sexual Arousal and Response. 7. Love and Communication in Intimate Relationships. 8. Sexual Behaviors. 9. Sexual Orientations. 10. Contraception. 11. Conceiving Children: Process and Choice. 12. Sexuality During Childhood and Adolescence. 13. Sexuality and the Adult Years. 14. Sexual Difficulties and Solutions. 15. Sexually Transmitted Infections. 16. Atypical Sexual Behavior. 17. Sexual Coercion. 18. Sex for Sale.

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Book SynopsisThe 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Jamie Victoria Barnes, creator of The Childcare Guru, uses her wealth of knowledge to present an invaluable resource filled with activities that spark creativity and encourage development and learning in a natural environment, perfect for helping young children enjoy a healthy and balanced lifestyle.The benefits of rich outdoor learning experiences are second to none. Outdoor learning offers holistic development for every child and in a fast-paced world heavily focussed on technology, forest schools provide a stimulating and relaxed environment to learn in, away from time pressures and electric devices. <Trade ReviewThis book is 64 pages of pure loveliness, and it encompasses all that is wholesome about nature, and children, and learning. Activities are simple and uncomplicated and imaginative, and yet they still manage to be engaging and interesting. They cover every single aspect of children’s learning and development without being bogged down with the EYFS framework and outcomes. It is, quite literally, a breath of fresh air. * 4* Winner at the Teach Early Years Awards *This is a lovely book that will inspire the reader to look at the outdoors with fresh eyes and can contribute to the children’s mental, emotional and physical wellbeing. -- Mary Mountstephen * SEN Magazine *

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Book SynopsisTeachers can use Teaching History for Justice to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society.Table of Contents Contents (Tentative) 1. Centering Justice in Students’ Study of the Past 1 Why Do We Need to Teach History for Justice? 2 Where Does Teaching History for Justice Originate? 8 How Do We Teach History for Justice? 11 Conclusion 15 2. Thinking Like an Activist 16 Approaches to History Education  19 Types of Thinking in History  20 Using Activist Theories to Understand History  24 Thinking Like an Activist Classroom Tool  30 3. Social Inquiry 32 Making Inquiries Social  33 Inquiries Through a Historical Thinking Lens  34 Inquiries Through a Democratic Citizenship Lens  35 Inquiries Through a Justice Lens  35 4. Critical Multiculturalism 41 with Taylor Collins, Framingham Public Schools  41 Making the Curriculum Multicultural and Critical  43 Critical Multiculturalism in Action  50 5. Transformative Democratic Citizenship 56 Studying a Political, but Nonpartisan, History  59 Studying a Political History That is Democratic and Multicultural  62 Transformative Democratic Citizenship in Action  67 6. U.S. History at the High School Level: Ms. María Lopez 73 History for Justice in the U.S. History Classroom  74 Ms. María Lopez’s High School U.S. History Classroom  75 7. World History at the High School Level: Mr. Tom Kulig 90 with Maria R. Sequenzia, Framingham Public Schools  90 History for Justice in the World History Classroom  91 Mr. Tom Kulig’s High School World History Classroom  93 8. Ancient World History at the Middle Level: Ms. Joyce Smith 105 with Neema Avashia, Boston Public Schools  105 History for Justice in the Ancient History Classroom  107 Ms. Joyce Smith’s Middle School Ancient History Classroom  108 9. State and Local History at the Elementary Level: Mr. Frank Hashimoto 120 with Jennifer R. Bryson, Boston University  120 History for Justice in the State and Local History Classroom  122 Mr. Hashimoto’s Elementary School State and Local History Classroom  124 10. Overcoming Barriers 132 Overcoming the Barriers to History for Justice  133 Conclusion 140 References 141 About the Authors and Contributors 159 Index 161

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Book SynopsisA thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling "non-thinking" student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.Trade Review"Building Thinking Classrooms in Mathematics exudes enthusiasm for students, how they think, and how those thoughts coalesce into powerful thinking classrooms. It′s also deeply practical, describing how everything from the teacher′s questions to the arrangement of the furniture can add to your students′ learning." -- Dan Meyer"If your students are not the ones doing the thinking in your classroom, then this book is for you! Peter Liljedahl provides concrete advice on each of 14 research-based practices, along with answers to frequently asked questions and suggestions for getting started, which will help you build a classroom where student thinking is the norm." -- Peg Smith"Peter Liljedahl’s Thinking Classroom framework transformed my mathematics classroom overnight. I was frustrated that despite my best teaching efforts, some of my students still couldn’t solve simple problems by their final exam. This framework gave me a starting point that I started implementing the very next day and next steps to continue incorporating as my practice evolved. Students began to talk to each other, think through complex problems, rely less on me and more on each other and best of all had better success in the courses I taught. The Thinking Classroom framework was exactly what my students and I needed!" -- Laura Wheeler"Peter refers to his research as ′mucking about,′ and that is the key thing for me, that he goes into actual classrooms, and does math with students. We learn the most from being in actual classrooms, talking to students, and figuring out how they think about mathematics tasks. We need our students to be better thinkers, and to see mathematics for what it is: a beautiful way of thinking. We need them to see that they, too, can have powerful insights into interesting mathematics problems." -- Matthew Oldridge"An in-depth action plan backed with significant research and data, Liljedahl’s plan is one that can improve every classroom for the better, and he foresees and addresses any questions or concerns you may have regarding implementation. It is clear Liljedahl understands the students I teach in his list of student behaviors and this book outlines methods to increase the thinking and engagement of all my students. I was able to implement many of the methods the very next day." -- Leslie Mohlman"Peter Liljedahl’s work is accessible, inspired by research, and embedded in classroom practice. He digs deeply and concisely into what it means to teach, learn, and assess in a thinking mathematics classroom. Elementary teachers, especially, will recognize themselves in this resource. Peter makes visible the often intuitive moves of elementary classroom teachers, describing what it is we are doing when it all just works, and how to meaningfully shift our practice when it doesn’t. From the way the furniture is arranged to how mathematical questions are posed, from who holds the pen to how to foster productive struggle and resilience, Peter sets the stage for genuine mathematical engagement in learners of all ages." -- Carole Fullerton"Research in education that turns right around and informs our practice is invaluable in today’s schools and classrooms. Peter uses evidence gathered in mathematics classrooms to directly inform how we make changes to our teaching and learning that enhances learning. This is the essence of evidence-based practice, practice based on evidence from the very classrooms we seek to influence." -- John Almarode"After years of leading lessons in an ‘I do, we do, you do’ format, I found that my students lacked a productive disposition towards mathematics and would give up on problems easily. I knew something had to change, but what was I going to change in my teaching practice and how was I going to get there? After 10 years of experimenting with different pedagogical approaches, classroom environment setups, and developing my own content knowledge, I realize that this book is the resource that could have helped me expedite the transformation I was after - moving from a classroom of "mimickers" to building a classroom of "thinkers". Save yourself years of experimentation by investing a few hours reading this excellent book. Your students will thank you." -- Kyle Pearce"Building Thinking Classrooms is an instructional tour de force for any math teacher. From his extensive research, Peter offers remarkably actionable classroom structures and teacher facilitation moves that get students to think and move forward in their thinking. I′m thrilled it′s finally here!" -- Fawn Nguyen"For years I have heard about Thinking Classrooms in workshops, articles, and online. This engaging book has taken all the pieces that I have heard and seen and presents them in an easy to read, and more importantly, actionable package. Things that seemed a little too "I could never do that" for me now seem doable and I am inspired to begin to make changes. I am left with plenty to reflect upon in my current practice even as I begin to think about moving to a Thinking Classroom." -- Casey McCormick"Building Thinking Classrooms prompts us to reflect on the potential of mathematics classrooms, teachers, and learners. Supported by numerous stories from classrooms, Peter methodically exposes the familiar structures of school mathematics that suppress the potential of learners, then carefully outlines a set of opportunities around which teachers of mathematics can organize a dynamic and responsive classroom." -- Nat Banting"Though there are many innovations in the area of teaching mathematics, few speak with a particular lens in terms of setting up an environment where thinking is made visible and public, where positive interdependence is connected to individual and group accountability, and where students rely on their own agency as well as the wisdom of their peers. One where the teacher is freed up to have eyes on all student work, and watch the thinking process in action. In other words, thinking becomes a clearly visible driver in this environment. All of this supports the release of responsibility to the students. It honors their voices, allows for the bumps in learning, and makes the thinking more public, thus supporting and encouraging risk-taking in a safe and supportive environment." -- Yana Ioffe"This book is timely and provides an accurate portrayal of what is occurring in mathematics classroom across the country. The book is a valuable reflexive tool that teachers can use as they analyze their own teaching practices." -- Kenneth Davis"Peter’s work in Building Thinking Classrooms has been the single most impactful (driver for) change in secondary mathematics education that I have witnessed. I have never seen another idea/approach/model capture so many teachers immediately, and make it past the point from learning to actual implementation in almost every classroom or instance that I have witnessed." -- Mishaal Surti"For teachers hoping to transform their teaching practice, Peter has written a definitive source. Peter’s conversational style makes this work both interesting to read and easy to follow. He describes a rich set of practices that will help mathematics teachers transform, in a positive way, everything about their classroom. Peter turns the daunting challenge into something manageable with advice that is both believable and practical." -- David WeesTable of ContentsForeword by Tracy Johnston Zager Introduction Chapter 1: What Are the Types of Tasks We Use in a Thinking Classroom? Chapter 2: How We Form Collaborative Groups in a Thinking Classroom Chapter 3: Where Students Work in a Thinking Classroom Chapter 4: How We Arrange the Furniture in a Thinking Classroom Chapter 5: How We Answer Questions in a Thinking Classroom Chapter 6: When, Where, and How Tasks are Given in a Thinking Classroom Chapter 7: What Homework Looks Like in a Thinking Classroom Chapter 8: How We Foster Student Autonomy in a Thinking Classroom Chapter 9: How We Use Hints and Extensions in a Thinking Classroom Chapter 10: How we Consolidate a Lesson in a Thinking Classroom Chapter 11: How Students Take Notes in a Thinking Classroom Chapter 12: What We Choose to Evaluate in a Thinking Classroom Chapter 13: How We Use Formative Assessment in a Thinking Classroom Chapter 14: How We Grade in a Thinking Classroom Chapter 15: Pulling the 14 Practices Together to Build a Thinking Classroom References

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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. -------------Part of the best-selling 100 Ideas series, this book features 100 tried and tested ideas for carrying out geography fieldwork in time-saving, local and low-cost ways to engage and inspire your KS3, GCSE and A-Level students.This book covers every aspect of carrying out geography fieldwork, including planning, risk assessments, data collection and evaluation, and is packed with effective low-cost ideas for investigating rivers and coasts, ecosystems and human geography for a range of locations. Eac

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Book Synopsis52 cards designed to help find new ways of thinking about journaling.

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Book SynopsisAn insightful book for school leaders, it offers support to address the demands and pressures faced by leaders when they come into post and provides top tips for getting a school to ‘outstanding’ status (and keeping it there!). Peter Hughes, the CEO of Mossbourne Federation, explains his journey of breaking barriers in education and running one of the most successful schools in the country. By reflecting on his career, he offers up a blueprint for successful leadership in schools. From recruitment to improving attainment, being mission-driven to knowing when to take risks, the book provides a replicable framework of support for leaders throughout, and gives practical tips and examples of practices that are proven to work. The recurring themes of persistence, risk and motivation inspire the reader to understand what it means to be an exceptional school, and the examples and strategies provided help the reader to walk away with actionable steps to build upon their own leadership skills and sustain an ‘outstanding’ school status.Trade ReviewAs a Headteacher, Principal and latterly CEO of local Hackney secondary schools for over twenty years I have seen and taken inspiration from the success of The Mossbourne Federation. The insights this book provides into the background, principles and leadership approach that have helped shape sustainable school excellence across our system are essential reading for anyone serious about changing the lie chances of disadvantaged young people. -- Mark Emmerson, CEO City of London Academies TrustThis is a very readable book, which I found hard to put down (despite the graphs and references to mathematics!). Peter took over the iconic Mossbourne from Sir Michael, which was a hard act to follow for anyone. This book gives a terrific insight into the moral purpose and skill that drove Peter to take Mossbourne to the next level. Peter explains his route into teaching, drawing on his life experiences to exemplify challenges in teaching and giving suggestions as to how to overcome these challenges. I would highly recommend this book to all in education but particularly anyone in leadership and those considering leading a trust. -- Dame Joan McVittie, Education consultant * Dame Joan McVittie, Education consultant *Outstanding School Leadership is a fantastic read. Peter really gets under the skin of how you take a school and make it great. His insightful practical advice and guidance offered through this very sage read are hugely supportive, reassuring and, if applied correctly, can support other leaders to transform their own school settings. A must read! * Sam Strickland, Principal/CEO and Author *

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Book SynopsisThe Teacher Toolkit Guides turn the theory of education into practical ideas for your classroom. From Ross Morrison McGill, bestselling author of Mark. Plan. Teach. and Teacher Toolkit, this book highlights the importance of questioning in challenging pupils, checking for understanding, identifying gaps in knowledge, improving recall and ultimately encouraging learners to analyse, evaluate and actively engage in learning.By simplifying the theory and offering original ideas proven to have an impact in the classroom, The Teacher Toolkit Guide to Questioning provides teachers with an invaluable resource to refine this key element of their practice.The Teacher Toolkit Guide to Questioning was Highly Commended in the Assessment category at the Teach Secondary Awards 2023.------------------The Teacher Toolkit Guides turn the theory of education into practical ideas for your classroom.Each book in the Teacher ToolkitTrade ReviewIt can be hard to find education books where the majority of the content can be utilised in practical PE. With this book it is not the case, each chapter has a clear explanation of the research behind the idea, a practical idea, a worked example (with handy QR codes) and a template for use to plan your own implementation of the strategies. This makes it relevant and impactful. * Miss A Smyth, Trust Wide Subject Lead for Physical Education, David Ross Education Trust *Many people think they know all about questioning just by the high volume that they ask each day without really knowing about the process. * Kaye MacIver, Regional Director of Learning, Vietnam and Thailand, International Schools Partnership Limited *A no-nonsense approach to teaching and to effective questioning. This book is not just for teachers. Trainees, NQTs, Cover supervisors and LSAs will find Ross's methods invaluable on their day-to-day job. Everyone has a lot to win and learn from this. * Andrea Ramalhete, former cover supervisor and current trainee teacher *Ross cuts through the noise of an extensive evidence base to provide yet another compelling and practicable guide to one of the most powerful tools at a teacher’s disposal – a must-read for any teacher. * Dr Martin Rigby, Deputy Principal, Runshaw College *All teachers must read this book. Questioning should be a major tool in our teaching toolkit and this book is full of strategies to increase both hard thinking and student engagement. * Maria Bateson, KS5 Science Lead, The Charter School East Dulwich *Great professional development resource for new educators and experienced educators alike. This guide to questioning explores the how and the why as well as providing clear worked models, examples, and templates... An easy read from start to finish and chapters of interest can easily be visited, an important factor for busy educators. * Kelly Nicholson, Curriculum Manager and Advanced Teaching Practitioner in Further Education *‘I’m just finishing my second year ECT and I wish I had this book at the beginning of my teacher training journey. The way that it explains not only how but why has given me a whole new appreciation for getting the most out of my students using these questioning techniques. As I take over lead of my subject I will be embedding many of these ideas into my lessons going forward next year... Another brilliant addition to my Teacher Toolkit library!’ * Trish Duncan, Lead of Careers and Business, Highworth Warneford School Swindon *Absolutely delighted with this book... Clear, concise and easy to read as ever. We will be using this as our questioning 'bible' moving forward. * Michael Evans, Assistant Area Head of Mathematics at Colchester Institute *This inspirational book provides a practical and grounded approach to incorporating evidence-based strategies for refining questioning, identifying knowledge gaps, and developing improved retention and recall of knowledge in the classroom. * Al Lewis, Assistant Headteacher, Crickhowell High School *Another excellent book from Ross. This fantastic guide to questioning is steeped in theory, giving practical and readily useable questioning technics to ensure effective classroom practice. * Mrs Jane Dunnett, Deputy Headteacher, The Robert Napier School *Ross has added yet another must-read for teachers to further enhance one of the most important, and most taken for granted strategies in the teacher toolkit - questioning. This book provides a concise analysis of the evidence base before taking the reader through a methodical approach to enable them to trial questioning techniques in the classroom with ease. * Jamie Watkinson, Assistant Principal at John Leggott College *There are plenty of good ideas that can be used directly in the classroom. Equally helpful is the structure provided in the book to help support each technique. * Warren Rodricks, Head of Assessment at the Harrodian School *This book - with its illustrations and worked examples - will allow teachers to consider these ideas; plan which students, classes and lessons or topics will suit questioning styles best and hopefully ensure that all students feel involved in the thinking and knowledge development which brings learning to life. * Rebecca Moody, Assistant SENCO and English teacher, The Holmesdale School *This resource is an essential guide to asking questions in any and every context! Whether as a teacher, lecturer, assessor, or even a (sports) coach, Ross has written a go-to resource to make the process of questioning more effective and impactful. * Jon Wyse, Elite Sport Manager at Loughborough College *It is refreshing to be offered solutions by an expert who 'just gets it'... This book will help to embed a staunch questioning culture, refine practice, increase challenge, reduce threat and strengthen pupil understanding. Every educator should own a copy of this book. * Sarah Lewtas, primary teacher at Oak Trees MAT *Underpinned by strong research and practical examples from the EYFS classroom upwards, allow a master educator to help you reframe your questioning. Feeling the different vibe across my class already! * Rosemary Arnold-Knights, supply teacher at Engage Education *Once again Ross McGill has produced an excellent informative and educational book that will be of use across the profession from new teachers to people like myself who've been in education for many, many years. * Andrea Rason, English, Maths and ICT teacher at The Sheffield College *I would recommend this handbook to all teachers; regardless of experience, there are tweaks you will immediately make to your practice that will increase your ability to use questions to efficiently check for and deepen understanding. I cannot wait to plan professional development for our teachers using the “bringing it all together” section, of course! * Anna Chidzey, Primary Deputy Head at British International School Riyadh *This is a book that schools should ensure all teachers have a copy of. Easy to read, simple to understand and practical use in the classroom. Just what busy teachers need! * Clare Anderson Au, Head of Senior School at Dulwich College Beijing *

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Book SynopsisExplicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org.See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary LevelTrade ReviewExplicit instruction is something that benefits every single student, not just those with learning difficulties. This book breaks down how to deliver explicit instruction for a variety of content areas, skill sets, and strategies in a way that will effectively reach a diverse group of learners. As a teacher of both general and special education students, I have had a tremendous amount of success with all of my students by utilizing the principles outlined in this book. This is a valuable resource for all teachers.--Courtney Dexter, MEd, special education teacher, Bellefonte Area Middle School, Bellefonte, PennsylvaniaArcher and Hughes have laid bare the architecture of effective instruction in this 'must-read' volume. Extensive research has converged on quality of instruction as the core ingredient in school improvement; the genius of this book is the clarity with which it explicates how this quality can be intentionally developed in every classroom. Each strategy or process is illustrated with concrete examples from diverse classrooms. In my 40 years in education, I have never before seen a book as insightful, comprehensive, and practical as this one. Every educator will treasure it!--Kevin Feldman EdD, Emeritus Director of Reading and Intervention, Sonoma County (California) Office of EducationIf I had to recommend one book that would arm teachers with the instructional practices they need to have the greatest chance of dramatically improving their students’ achievement, this would be the one. This is the definitive resource on explicit instruction. Every page is filled with detailed descriptions of how to implement the most powerful explicit instruction teaching practices. Brilliantly conceptualized and written, this book will be embraced by practicing teachers and administrators as well as those preparing future educators.--Donald D. Deshler, PhD, Williamson Family Distinguished Professor of Special Education and Director, Center for Research on Learning, University of Kansas I have used this text for three semesters/m-/finally, a book the students will keep! I have used a number of texts in my methods courses over the past 10 years and this one is certainly the best on the market. The writing is clear and appropriate for both undergraduates and graduate teacher candidates; without fail, my students say it is the best text they ever purchased. If you could see my copy of the book, you'd see reference tabs all over it so I know where to look when I'm teaching.--Dee Berlinghoff, PhD, Professor of Education, Mount Saint Mary College, Newburgh, New York-Table of Contents1. Exploring the Foundations of Explicit Instruction 2. Designing Lessons: Skills and Strategies 3. Designing Lessons: Vocabulary and Concepts 4. Designing Lessons: Rules 5. Organizing for Instruction 6. Delivering Instruction: Eliciting Responses 7. Delivering Instruction: Other Critical Delivery Skills 8. Providing Appropriate Independent Practice *Conclusion *Reproducible Materials *Feedback on Application Exercises

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Book SynopsisAs part of the discovery of cognitive science, teachers are waking up to the powers of dual coding - combining words with visuals in your teaching. But cognitive scientists aren't graphic designers, and so their books don't show teachers how to be competent in producing effective visuals. There is a huge gap between what we know about dual coding and the skills needed to practice it effectively in the classroom. Until now.Dual Coding With Teachers is a breakthrough educational book. No other book has been designed with both cognitive science and graphic principles in mind. Every page contains diagrams, infographics, illustrations and graphic organisers. The book is designed to cater for both the busy teacher in a rush, as well as the research-hungry colleague. Over 35 teachers, teacher developers, psychologists and information designers are profiled, each with a double-page spread, highlighting their dual coding practice.The author, Oliver Caviglioli, is uniquely placed to bridge the gap between education and graphic design. A former special school head teacher, Oliver learned design principles from an early age from his architect and typographer father. Four decades of reading educational research has found its visual expression in this spectacular, image-rich book.Trade ReviewOliver has delivered a monumental work on a subject - the dual coding theory - that he's eminently capable of delivering. He is driven by the desire to spread his knowledge to all of us in the learning business so that we can all do our work better. --Paul A. Kirschner, Distinguished University Professor at the Open University of the Netherlands and Visiting Professor of Education at the University of Oulu, Finland

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Book SynopsisEven the best software cannot teach your child to read. You need books and the most important tool of all - the kitchen table - where you sit and do the lessons. This book gives you an easy to follow recipe for teaching your child to read.Trade Review"Five Star Excellent!... Simply spectacular! Extremely resourceful. Take my advice. This book works!" --Jennifer LB Lesse, A StoryBook Weaver's Book Reviews"I found it to be a very appealing program that would be especially beneficial to homeschoolers." --Terri Bittner, bellaonline.com"This sensible early reading system introduces young children to letter sounds and to simple words, sight words, and basic stories to read. Parents will appreciate the book's refreshingly straightforward approach and uncluttered format." -- Discovery Education"I've used a few different reading programs, and this is by far the easiest to use. If you want a simple, inexpensive reading program, then I'd encourage you to look at The Reading Lesson!" --Teisha Priest, Home Educating Family Assocation"Refreshingly straightforward approach and uncluttered format. Highly recommended." -- Library Journal

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Book SynopsisA longtime student favorite, Anderson/Moyer/Chichirau's bestselling PUBLIC POLICYMAKING explains public policy fundamentals by emphasizing the process behind the creation of legislation. As you examine each individual step of the policymaking process -- from policy formation and budgeting to implementation and impact -- you will gain a thorough understanding of how different factors influence public policy creation. In addition, each chapter features at least one case study that illustrates how general ideas are applied to specific policy issues. Reflecting the latest research and developments from the field, the new Ninth Edition provides current coverage of the 2020 election, the COVID-19 pandemic and more. The text is packed with examples and its student-friendly format helps you easily see how chapter concepts relate to your everyday life.Table of Contents1. The Study of Public Policy. 2. The Policy-Makers and Their Environment. 3. Policy Formation: Problems, Agendas, and Formulation. 4. Policy Adoption. 5. Budgeting and Public Policy. 6. Policy Implementation. 7. Policy Impact, Evaluation, and Change. 8. Concluding Comments.

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Book SynopsisA truly comprehensive resource book for Steiner-Waldorf class teachers, offering ideas for planning, shaping and developing all main-lesson and accompanying subjects for Classes 1 to 8.Trade Review'[This book] should be in every kindergarten and home-educator's library!'--Kindling

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Book SynopsisUniversal Design for Learning (UDL) is the best way to teach all students effectively and break down barriers to learning—but how can busy teachers get started with UDL right now? Find the answers in the second edition of this bestselling, teacher-trusted primer, created by internationally recognized UDL expert Loui Lord Nelson.Thoroughly updated to reflect new research and developments in the field of UDL, this book gives K–12 teachers a reader-friendly UDL introduction and a practical framework for implementation, with guidelines and checkpoints for designing effective, barrier-free lesson plans and learning environments. You’ll learn how to use the three core principles of UDL—Engagement, Representation, and Action & Expression—to present information in multiple ways and ensure access for all learners.Throughout the book, detailed examples, stories, illustrations, teacher reflections, and activities reinforce UDL principles and help you put them into practice in both virtual and in-person settings.Written in first person, like a face-to-face talk with a passionate educator, this research-based book will guide you in designing equitable, inclusive, and culturally responsive learning environments that meet the needs of diverse learners. An essential UDL introduction for both preservice and inservice educators!WHAT’S NEW: Key insights from the latest neuroscience research Useful stories and practical tips from teachers implementing UDL Technology bytes: timely tips and ideas on how to enhance online learning with UDL Expert guidance on current topics, including culturally responsive teaching, urban education, and a focus on the expert learner “Ponder this” prompts throughout the book to help readers consider new ideas and discover additional resources End-of-chapter “check-ins” that help readers apply what they’ve learned ONLINE MATERIALS: Designing instruction with UDL is easier than ever with these online resources, available as printable downloads: CAST UDL Guidelines; an Identifying Your Resources chart; a UDL design cycle graphic; a UDL lesson plan flowchart; and classroom resource mapping charts for elementary, middle, and high school teachers. Table of Contents About the Downloads About the Author Foreword David Rose Preface Acknowledgments I Introducing Universal Design for Learning 1. Introducing Universal Design for Learning 2. The Must-Knows of the UDL Framework II The Principles of Universal Design for Learning 3. Engagement 4. Representation 5. Action and Expression III From Planning to Practice 6. The Learning Environment 7. The Goal and the Lesson References Index

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Book SynopsisThis critically acclaimed, lavishly illustrated book will help educators create the highest quality learning opportunities for a new generation of children. This second edition features substantial and important changes, including the addition of new chapters by pioneers of the work that happens in the atelier who draw on several decades of experience.Trade Review“This book’s great illustrations and enthusiasm for learning make it difficult to put it back on the shelf!”- SchoolArts;“This book will help to promote a vibrant and creative approach to learning that will enrich American children’s educational experience.”- Barbara and Eric Carle, author and illustrator of The Very Hungry Caterpillar;“It’s now widely understood that the preschools of Reggio Emilia are among the most important educational endeavors of the last century. Theoretically grounded and eminently practical, drawing on experiences in Italy and the United States, this book probes deeply into the atelier, the heartland of a Reggio-inspired school.”- Howard Gardner, author of Changing Minds and Good Work;“A book that is intended to reveal the meaning of the atelier in the world of schools and learning gives me nothing but joy and receives my warmest support.”- From the Foreword by Vea Vecchi, Atelierista, 1970–2001, Diana School, Reggio Emilia, Italy Consultant, Reggio Children s.r.l.;""Not only have these authors and educators committed to the dialogue between art and education, but they, themselves, have also acted as artists, bringing the spirit of the studio and the mind-set of the artist into every aspect of their design, dialogue, thought, and practice.""- From the Foreword to the second edition by Steven Seidel, Director, Arts in Education Program, Harvard Graduate School of Education

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