Teaching skills and techniques Books
Open University Press Developing Reflective Practice in the Early Years
Book Synopsis Reflective practice is a vital aspect of working with young children and enables a deeper understanding of their learning and development. There is a long tradition among early childhood practitioners of closely observing children's learning, so as to nurture and stimulate their development. They are also increasingly expected to reflect on their own practice in a variety of ways, in order to enhance their professional development and improve their practice.This book supports early years' practitioners in articulating and understanding their own practice in greater depth, exploring ways in which they can be encouraged to engage in reflecting on their practice.The authors introduce ideas around creativity, inclusion, children's well being, partnership with parents and multidisciplinary team working, which will enable you to develop and explore the role of the early years' practitioner in further detail. This second edition is refreshed and expanded to include:Table of ContentsPart one: What does being a reflective early years practitioner involve?Introduction to part oneWhat does it mean to reflect on our practice?Developing reflective practiceExploring leadership: Roles and responsibilities of the early years professionalPart two: How does reflective practice inform work with children?Introduction to part twoChildren's social and emotional developmentWhat's your attitude? Inclusion and early years settings Creativity and early years settingsListening to young children: Multiple voices, meanings and understandingsPart three: Leading-edge practice: A community of reflective professionalsIntroduction to part threeMulti-agency working: Rhetoric or reality?Reflective family-centred practices: Parents' perspectives and early interventionProfessional development and reflective practiceReflection and developing a community of practicePostscript: Democratic reflective practice in the early years
£28.49
Open University Press Becoming a Reflective English Teacher
Book SynopsisBecoming a Reflective English Teacher builds firm bridges between theory and practice, exploring how these can be brought together to create powerful contexts for teaching and learning across the broad spectrum of elements of the English secondary curriculum. By combining both theoretical and practical dimensions, the book enables you to reflect meaningfully on the processes and impact of your teaching. In a structured and practical way this book introduces you to the paradigmatic and theoretical issues underpinning English teaching. Through its focus on the significant aspects of the role of the English teacher, the book enables you to consider not just the practice of English, but also a range of historical, social policy and theoretical perspectives relating to the development and formulation of English as a subject. Overall the book provides a detailed understanding of the major foundations of English as an academic discipline, as well as what this means for your teachingTable of ContentsSection One: Being a Reflective English TeacherIntroduction Subject knowledge Reflective practice for professional developmentPlanning the Curriculum Section Two: Working with the CurriculumDrama in English Media in English English and student diversityKnowledge about language and multiliteraciesTeaching Writing Teaching Reading Oracy and Dialogic teaching English post-16 Assessment Writing at M level
£26.59
Open University Press Reflective Practice for Teaching in Lifelong
Book Synopsis âœThe authors set out to produce a book that would âœdemystify reflective practiceâ and they have succeeded!!! The book is rich in practical wisdom, concisely expressed, and will enable both experienced teachers and new entrants to use reflective practice to improve and develop teaching and learning in a complex and diverse lifelong learning sector."Dr David Holloway, University of Portsmouth, UK. âœThis book speaks with academic authority and the experience and understanding of practitioners. The authors draw teachers into their world of everyday reflective practice that is much more than a requirement from trainee teachers, but rather is at the heart of all teachersâ practice. The authors highlight its value for improving teaching and learning and coping with ongoing change, whilst recognising honestly the difficulties in making time to reflect deeply and critically and the questions raised about the worth of reflective practice in an increasingly reguTable of ContentsIntroductionWhy Reflect on Practice? A Basic Model of Reflective PracticeLevels and models of Reflective PracticeCollaborative Reflective PracticeGuided Reflective PracticeExtending Reflective Practice: Action ResearchReflective Practice and Continual Professional DevelopmentProblems and Limitations in Engaging in Reflective PracticeSome Theoretical Perspectives
£24.69
Open University Press Teaching in the Lifelong Learning Sector
Book SynopsisThis popular introductory textbook is ideal for anyone working or training to work in the lifelong learning sector. The new edition has been comprehensively revised to reflect recent developments in the sector and current research in learning and teaching.The book covers key topics such as reflective teaching, communication, learning theories, and assessment for learning. In addition there are new chapters on: Behaviour for learning; A curriculum for inclusive learning; The lifelong learning sector and Functional skills. This edition also includes more student journal extracts, case studies and developmental activities.Common elements of good practice in teaching and learning spanning the lifelong learning, further education and skills sector and are fully explored so that you will: Gain a thorough understanding of learners and their needs Understand the importance of effective communication Appreciate the role of reflective practice and continuing professional develTable of ContentsIntroductionThe lifelong learning sectorThe reflective teacherCommunication and the teacherA curriculum for inclusive learningLearning theoriesTeaching and learning methodsResources for teaching and learningPlanning for teaching and learningAssessment for learningFunctional Skills and Skills for LifeBehaviour for learningWider skills for learning Continuing professional development AppendixBibliographyIndex
£32.29
Open University Press Outstanding Teaching in Lifelong Learning
Book SynopsisWhat makes a lesson outstanding? This book describes what expert teachers do in classrooms, workshops, laboratories and workplaces and examines why they are so successful. The evidence emerges from twenty real lessons judged by Her Majesty's Inspectors to be outstanding. The book examines the features these lessons have in common. The shared characteristics focus on the ways in which teachers plan, teach and assess in order to ensure that all their students work hard, enjoy learning and achieve high standards. As well as examining the most frequently used approaches to teaching and assessment in these outstanding lessons, the author dispels commonly-held myths about lesson observations undertaken during inspection. Descriptions and analyses of the twenty lessons provide the backdrop to stimulating discussions about pedagogy, context-specific learning and notions of excellence. Uniquely the book: Focuses exclusively on outstanding practice Derives its evidence fTable of ContentsIntroductionPrudent planning Passion and enthusiasmExpert questioningHigh expectationsInclusive practiceCharacteristics of outstanding lessons Myths and evidenceGlossaryBibliographyIndex
£26.59
Open University Press Teaching the Primary Foundation Subjects
Book SynopsisThis handy textbook offers a one-stop compendium on teaching the extensive range of primary foundation subjects. It takes an innovative 'three lens' approach which considers the Identity and Pedagogy of each of the foundation subjects, as well as presenting a Toolkit of teaching activities. This useful framework helps you develop your knowledge and understanding of the foundation subjects, as well as how to plan, assess and teach these diverse subjects.The book also helps you understand the value that the foundation subjects bring and enables you to reflect on why and how to teach them in a creative, imaginative and inspirational way. In particular the book offers:A clear structure that is easy to follow A concise overview of the curriculum requirements for each subject Great teaching ideas for each subject to try out in the classroom Links to academic research and practical experiences from the classroomWith its rich range of creative and practTable of ContentsDedication Preface Acknowledgements Chapter 1: Introduction by Maggie Webster & Sarah MisraChapter 2: Art & Design by Sarah MisraChapter 3: Computing by Chris Russell Chapter 4: Design & Technology by Wendy Dixon Chapter 5:Geography by Marion HobbsChapter 6:History by Christopher RussellChapter 7:Languages by David Barker Chapter 8: Music by Ian ShirleyChapter 9: Physical Education by Mike Goulding Chapter 10: Religious Education by Maggie Webster Chapter 11: Learning Beyond the Classroom by Cait Talbot-Landers Further reading Information about the contributors Index
£27.54
Open University Press Enhancing Learning and Teaching in Higher
Book SynopsisThis book is an essential guide if you are working in higher education and seeking professional recognition for your role in teaching and supporting learning, and particularly if you are seeking a fellowship with the UK Higher Education Academy (HEA). The book maps a range of key themes against the United Kingdom Professional Standards Framework (UKPSF) and invites you to engage with its 'dimensions of practice'. Its distinctive features include:Explicit links to the UKPSF and practical advice on how to put together a scholarly narrative account of your academic practice in order to seek fellowship status with Higher Education Academy (HEA) An exploration of the contested nature of academic practice, inviting you to interrogate how this can be negotiated within your own learning and teaching context Contributions from leading scholars in the field, practitioners writing about their roles and experiences, and the views of students. Each chapter interweaves iTable of ContentsPreface and Acknowledgements Chapter One: The Scholarship of Teaching and Learning by John Lea and Nigel Purcell Opinion Piece: On Internationalisation by Brigitte Stockton Chapter Two: Enhancing Student Learning by Cordelia Bryan Opinion Piece: On Transforming the Experience of Students Through Assessment by Yaz El-Hakim Debate: On the uses and limitations of Learning Outcomes, Trevor Hussey by Patrick Smith and David Gosling Chapter Three: The Nature of Academic Time by John Lea Opinion Piece: On Academic Identity by Bruce Macfarlane Debate: On Academic Allegiance by Chris Stevens and Ralph Norman Chapter Four: The Nature of Academic Space by Mike Neary and Helen Beetham Opinion Piece: On Distance Learning by Wayne Barry Debate: On Online and Face-to-face Learning by Emily McCormick and Anna McCormick Chapter Five: The Nature of Academic Knowledge by John Lea Opinion Piece: On Employability by Ruth Lawton Debate: On the nature of Academic Knowledge by Celia Popovic and Dennis Hayes Chapter Six: Students as Partners in Learning byMick Healey, Alan Jenkins and Cathy Bovill Opinion Piece: On Researching, Advancing and Inspiring Engagement by Colin Bryson Debate: On the Authority of the HE Teacher by Frank Furedi and Mike Neary Chapter Seven: The Landscape of Higher Education by John Lea Opinion Piece: On College-Based Higher Education by Jonathan Eaton Debate: On the Marketisation of HE by Patrick Ainley, Ted Tapper and David Palfreyman Chapter Eight: Becoming a fellow of the Higher Education Academy by Nigel Purcell and John Lea Opinion Piece: On Sustainability by Katja Hallenberg
£35.14
Home for the Spring Festival China Showcase
Book SynopsisChina Showcase Library is a new and exciting collaboration between National Geographic Learning and People's Education Press. A collection of readers focused on China and covering high-interest topics in the areas of technology, art, literature, beliefs, and folk customs, the China Showcase Library readers contain exciting reading selections, beautiful and authentic photography, and a range of activities to support learning. These activities cultivate students' reading competence and promote higher order thinking skills by allowing students to engage with the text from various perspectives. Vocabulary support through on-the-page definitions and vocabulary lists are available. Audio is also provided for both the main and expansion readings.
£9.77
Secondary School Literacy Instruction
Book SynopsisWell known for its detailed and practical explanations of reading, writing, and study strategies, SECONDARY SCHOOL LITERACY INSTRUCTION, International Edition is required reading for all non-literacy teaching majors. Its motivational pedagogy especially appeals to pre-service teachers, who quickly realize that the text will help them improve their students' progress. Two hallmark chapters on content area teaching have brought this text wide acclaim for its unique application of literacy and study skills in all secondary subject areas. The text also is recognized for its proven pedagogy, including Meeting the Challenge, which puts ideas into classroom practice, and Focus on English Language Learners and Focus on Struggling Readers, which highlight important applications for these special needs learners in easy-to-locate sections in each chapter.
£54.89
Northcote House Publishers Ltd Language of Discipline Practical Approach to
Book Synopsis
£9.74
Beacon Press One Teacher in Ten in the New Millennium
Book SynopsisTwenty completely new stories of negotiating the triumphs and challenges of being an LGBT educator in the twenty-first century For more than twenty years, the One Teacher in Ten series has served as an invaluable source of strength and inspiration for lesbian, gay, bisexual, and transgender educators. This all-new edition brings together stories from across America—and around the world—resulting in a rich tapestry of varied experiences. From a teacher who feels he must remain closeted in the comparative safety of New York City public schools to teachers who are out in places as far afield as South Africa and China, the teachers and school administrators in One Teacher in Ten in the New Millennium prove that LGBT educators are as diverse and complex as humanity itself. Voices largely absent from the first two editions—including transgender people, people of color, teachers working in rural districts, and educators from outside the Unit
£999.99
Cambridge University Press Global Perspectives on Teacher Motivation
Book SynopsisMany studies of teacher motivation have been conducted in different contexts over time. However, until fairly recently there has not been a reliable measure available to allow comparisons across samples and settings. This has resulted in an abundance of findings which cannot be directly compared or synthesised. The FIT-Choice instrument offers the opportunity to examine motivations across settings. The various studies in this book suggest that people who choose teaching as a career are motivated by a complex interaction of factors embedded within communities and cultural expectations, but seem generally to embrace a desire to undertake meaningful work that makes for a better society. Unlike some careers, where rewards are in the form of salary and status, by and large these factors are not strong drivers for people who want to become teachers. They want to work with children and adolescents, and believe they have the ability to teach.Table of Contents1. Why teach? How teachers' motivations matter around the world Helen M. G. Watt, Paul W. Richardson and Kari Smith; 2. Career motivations of student teachers in the Republic of Ireland: continuity and change during educational reform and 'boom to bust' economic times Manuela Heinz, Elaine Keane and Conor Foley; 3. Why teach? Antecedents and consequences in Spain Gloria Gratacós, Ernesto López-Gómez, Guiomar Nocito and Santiago Sastre; 4. Factors motivating students to become secondary school teachers: evidence from Norway Christian Brandmo and Katrine Nesje; 5. The motivational basis of classroom management practices and beliefs of Swiss vocational teachers Jean-Louis Berger, Céline Girardet, Cynthia Vaudroz and Carmela Aprea; 6. Motivations that affect professional knowledge in Germany and Austria Johannes König and Martin Rothland; 7. Motivations and perceptions about teaching during the first year of teacher education in Estonia Merle Taimalu, Piret Luik and Karin Täht; 8. How personality dimensions and motivation to teach shape the learning achievement goals of Croatian future teachers Iris Marušić, Ivana Jugović and Tea Pavin Ivanec; 9. Exploring the relationships between prospective Turkish teachers' hopes, motivations and professional plans Altay Eren and Amanda Yeşilbursa; 10. Motivations and aspirations of teacher education students in Indonesia Anne Suryani; 11. Teacher motivation and professional commitment in the United States: the role of motivations for teaching, teacher self-efficacy and sense of professional responsibility Fani Lauermann, Stuart A. Karabenick, Robert Carpenter and Colleen Kuusinen; 12. Divided by discipline? Contrasting motivations, perceptions, and background characteristics of beginning Australian English and Mathematics teachers Helen M. G. Watt, Paul W. Richardson and Zoe A. Morris; 13. Why choose teaching and does it matter? Ruth Butler.
£112.10
Cambridge University Press Global Perspectives on Teacher Motivation
Book SynopsisMany studies of teacher motivation have been conducted in different contexts over time. However, until fairly recently there has not been a reliable measure available to allow comparisons across samples and settings. This has resulted in an abundance of findings which cannot be directly compared or synthesised. The FIT-Choice instrument offers the opportunity to examine motivations across settings. The various studies in this book suggest that people who choose teaching as a career are motivated by a complex interaction of factors embedded within communities and cultural expectations, but seem generally to embrace a desire to undertake meaningful work that makes for a better society. Unlike some careers, where rewards are in the form of salary and status, by and large these factors are not strong drivers for people who want to become teachers. They want to work with children and adolescents, and believe they have the ability to teach.Table of Contents1. Why teach? How teachers' motivations matter around the world Helen M. G. Watt, Paul W. Richardson and Kari Smith; 2. Career motivations of student teachers in the Republic of Ireland: continuity and change during educational reform and 'boom to bust' economic times Manuela Heinz, Elaine Keane and Conor Foley; 3. Why teach? Antecedents and consequences in Spain Gloria Gratacós, Ernesto López-Gómez, Guiomar Nocito and Santiago Sastre; 4. Factors motivating students to become secondary school teachers: evidence from Norway Christian Brandmo and Katrine Nesje; 5. The motivational basis of classroom management practices and beliefs of Swiss vocational teachers Jean-Louis Berger, Céline Girardet, Cynthia Vaudroz and Carmela Aprea; 6. Motivations that affect professional knowledge in Germany and Austria Johannes König and Martin Rothland; 7. Motivations and perceptions about teaching during the first year of teacher education in Estonia Merle Taimalu, Piret Luik and Karin Täht; 8. How personality dimensions and motivation to teach shape the learning achievement goals of Croatian future teachers Iris Marušić, Ivana Jugović and Tea Pavin Ivanec; 9. Exploring the relationships between prospective Turkish teachers' hopes, motivations and professional plans Altay Eren and Amanda Yeşilbursa; 10. Motivations and aspirations of teacher education students in Indonesia Anne Suryani; 11. Teacher motivation and professional commitment in the United States: the role of motivations for teaching, teacher self-efficacy and sense of professional responsibility Fani Lauermann, Stuart A. Karabenick, Robert Carpenter and Colleen Kuusinen; 12. Divided by discipline? Contrasting motivations, perceptions, and background characteristics of beginning Australian English and Mathematics teachers Helen M. G. Watt, Paul W. Richardson and Zoe A. Morris; 13. Why choose teaching and does it matter? Ruth Butler.
£37.04
Cambridge University Press Learning and Teaching in the Early Years
Book SynopsisLearning and Teaching in the Early Years provides a comprehensive, contemporary and practical introduction to early childhood teaching in Australia. A strong focus on the links between theory, policy and practice firmly aligns this text with the Early Years Learning Framework.Table of Contents1. Learning and teaching in the early years Collette Tayler and Jane Page; 2. A policy frame on early learning and teaching Collette Tayler and Karen Weston; 3. Young children as learners with rights Jane Page and Collette Tayler; 4. Teaching for learning Collette Tayler, Jane Page and Jan Deans; 5. Partnering with families to promote learning Frank Niklas and Caroline Cohrssen; 6. Leading for learning Jane Page and Collette Tayler; 7. Advocating for learning Collette Tayler, Timo Gilley and Jane Page; 8. Researching for learning and teaching Amelia Church, Jane Page, Susan Wright and Collette Tayler.
£999.99
Cengage Learning, Inc Time Zones 4 Workbook
Book Synopsis
£25.81
Cengage Learning, Inc Go for it 2
Book SynopsisPerfect for summer school, before/after school intervention, community-based English tutoring programs, and dual-language instruction programs, Go for it! develops students' school survival vocabulary and language skills through its lively pace, engaging topics, and variety of activities.Trade Review1. Exchange students 2. Eating out 3. Music 4. Jobs 5. Activities 6. Physical appearance 7. Personality 8. The weather 9. On vacation 10. Buying gifts 11. Rules 12. Fun and fitness 13. Health 14. Summer plans 15. Getting around 16. InvitationsTable of Contents1. Exchange students 2. Eating out 3. Music 4. Jobs 5. Activities 6. Physical appearance 7. Personality 8. The weather 9. On vacation 10. Buying gifts 11. Rules 12. Fun and fitness 13. Health 14. Summer plans 15. Getting around 16. Invitations
£16.36
Sage Publications Ltd Primary Teaching: Learning and teaching in
Book SynopsisThe second edition of this core text from Learning Matters asks: What is teaching? Does curriculum really matter? Does behaviour need ′managing′? What is a learning environment today? Does my classroom reflect the identities of all of my learners? How can I bring the theme of sustainability to my teaching? Discussing these and many more, it covers the contents of professional studies modules and goes beyond to support trainees on placements and in their learning on the course. Five new chapters are added for this edition discussing themes of sustainability, teacher self care, diversity in the curriculum, sex and relationships education and our new understanding of learning environments. Learning features throughout have been designed to help students develop their understanding, broaden their perspectives, think more critically and apply theory to practice. These include: Case Studies to apply learning to real-life school contexts. Key Readings to encourage wider reading, broaden perspectives and offer practical ideas for the classroom. Key Theory features introduce and summarise big ideas, theories and research. Critical Questions direct reflection, help students engage with what their reading and encourage critical responses. Classroom Links highlight good practice, provide practical ideas and show how to implement these in the classroom. Assignment features offer helpful points to consider and practical advice for writing assignments on chapter topics, which act as great starting points. Table of ContentsPart 1 Understanding primary teaching 1. What is teaching? - Catherine Carden and Virginia Bower 2. What are the realities of being a teacher in the UK today? - Janet Oosthuysen 3. What matters in early childhood? - Ioanna Palaiologou and Zenna Kingdon 4. How do children learn? - Sean MacBlain 5. How can I bring evidence-based practice into my classroom? - Mark Boylan 6. Does curriculum really matter? - Paul Killen and Avril Rowley Part 2 Essential principles of teaching 7. Why is teacher professionalism important? - Glenn Stone 8. What matters in planning? - Deborah Wilkinson and Lorna Earle 9. Does behaviour need ′managing′? - Mark Sackville-Ford 10. Talk and communication: couldn’t they just sit down and shut up? - Kate Allott and David Waugh 11. What is assessment? - Mary Briggs 12. What can teachers do to raise outcomes for children with special educational needs and disabilities? - Jonathan Glazzard Part 3 Developing skills for teaching 13. How can I work to ensure a positive primary school placement? - Cara Broadhurst 14. Learning environments - Jon Audain 15. How can questions, pace and delivery promote deep learning and thinking? - Jonathan Doherty 16. How can we build positive relationships with children and parents? - Noel Purdy, Jill Dunn and Diane McClelland 17. How can opportunities beyond the classroom maximise learning outcomes? - Elaine Skates 18. How do we ensure that our classrooms are truly inclusive? - Deborah Langston 19. Is data the whole story? The data-led accountability of teachers - Darren McKay Part 4 Teaching now 20. Teacher Wellbeing: Are doughnuts in the staffroom enough? - Adrian Bethune and Catherine Carden 21. How can teachers diversify the curriculum to ensure it reflects all of our children? - Aleishia Lewis 22. Why bother with digital technology? - Kelly Carabott and Amber McLeod 23. What is the true power of reading? - Louise Johns-Shepherd 24. What is the potential of a primary STEM curriculum? - Alan Cross 25. A broad and balanced curriculum? - Susan Ogier 26. Why do teachers need to know about child mental health? - Sarah Adams, Michelle O’Reilly and Khalid Karim 27. What is sustainability, why is it important and what does it mean for my teaching? - Nicola Kemp and Stephen Scoffham 28. Relationship and Sex Education: How does getting to know ourselves, our children and their families create a recipe for an inclusive RSE learning environment? - Bonnie Kerr and Kat Vallely Part 5 Building a career 29. What next? Beginning teaching and moving forward - Lucy Barker 30. Continuing professional development: what does it really mean, and how can teachers best engage with it? - Mary McAteer and Conor McAteer 31. Is engaging with and in research a worthwhile investment for teachers? - Cat Scutt
£41.14
Nova Science Publishers Inc Classrooms: Volume I -- Assessment Practices for
Book SynopsisFor many years, professionals have argued and debated about the topic of assessment and how students with and without disabilities should be assessed. Different professionals have different beliefs on assessment and the field has changed from a standardised assessment process to more of a curriculum-based assessment process that can include content driven assessments, observations, and direct student involvement in the assessment process. Thoughts and attitudes vary regarding assessment, but one thing that is clear is that assessment should drive instruction. The topic of full assessment is also highly discussed, and different professionals with expertise in different areas have different viewpoints. Some say it depends on each individual child, the teacher, and the school environment for which they are to receive their education. This situation has led to many different viewpoints on this very important topic that includes school professionals, parents, researchers, and communities. This volume addresses the current top perspectives and issues regarding the topic of assessment by providing chapters written by active researchers and scholarly university professors who specialise in this area. This volume focuses on what teachers can do in regards to assessment. Topics include: assessment strategies for teachers to improve, making informed decisions based on assessment, co-teaching, effective learning environments, e-assessment, written reflections, classroom observations, rubrics, behavioral assessment, English language learners, and assessing the development of science. This volume is composed of fifteen chapters which are written by well-known and respected university professors who are actively involved in teaching undergraduate/graduate general and special education courses, and who are engaged in research on students with and without disabilities. Classrooms: Academic Content and Behavior Strategy Instruction for Students With and Without Disabilities is an excellent resource for general and special education teachers, administrators, and undergraduate and graduate general and special education students who are looking for detailed, comprehensive and current information for their research papers or theses.
£163.19
Nova Science Publishers Inc Teaching Science: Contributions of Research for
Book Synopsis
£195.19
Nova Science Publishers Inc Teachers and Teaching: Global Practices,
Book SynopsisThis book chronicles global issues, related practices, and future prospects in teaching and teacher education. The chapters include comprehensive discussions of literature, research, and visions for education that are applicable around the world. This book evidences how each challenge leads to opportunities for positive change. Several of the chapters highlight characteristics of high-quality, ongoing professional development that is based on the day-to-day experiences of pre-/in-service teachers. This method to teacher education has been shown to contribute to the development of new knowledge and practice in meaningful and sustainable ways. This book also discusses school improvement, and specifically the need to revamp typical approaches to support an integrated model of education, thus improving the overall well-being of students and teachers. In an era of high stakes and accountability, how teachers handle the excessive demands of teaching and remain grounded in their practice is influenced by their beliefs, sense of competence, and individual use of coping strategies. Further, the environments of schools and educational centers substantially impact teachers well-being. Some of the chapters in this book explore these concepts in profound ways. With increased globalization, identifying research-based strategies designed for foreign language teaching, and how students learn best is also warranted. Several chapters in this book describe considerations that must be made when approaching foreign language teaching and learning. As evidenced in the contributions to this book, educators and administrators should carefully consider the implications of worldwide research when contemplating educational reform, whether it be at the individual classroom or district-wide level. Overall, this book demonstrates how strong connections between theory and practice support a practical, educated, and concerted approach to challenges that emerge in teaching and learning contexts.
£195.19
Nova Science Publishers Inc Teaching Strategies: Perspectives, Challenges and
Book SynopsisIn the last thirty years, the educational system has become increasingly more diverse. In some school systems, the majority is now slowly moving towards being the minority within the next ten to fifteen years. Educators are confronted with several questions: How can instruction be more engaging and relevant to the needs of learners? What strategies can be employed to meet the needs of learners at different levels of the educational ladder, within the same level and in the same classroom and given the achievement gap how can educators ensure that all students learn without lowering the standards for high achieving students? This book in some ways explores these and more questions that are at the heart of teaching and learning. The contributors, who are all classroom teachers, educators or practitioners at varying levels of the education system, propose and discuss strategies that are effective in advancing student learning. After reviewing literature on research and effective teaching, the author of Chapter One pointed out that the ways to prepare effective teachers is still a work in progress and that the broad areas of subject matter specialization, certification and experience are all still valid in the discussion of effective teachers. The book is divided into five sections: Theoretical Framework, Teaching English Language Arts, Teaching Science and Mathematics, Information Technology and Assessment. Each section provides readers with issues affecting instruction and effective strategies. This book is a useful resource for prospective and practicing teachers, especially those working in schools with diverse populations.
£148.79
Nova Science Publishers Inc Improving Teaching and Learning through
Book SynopsisUsing contemporary empirical research data, this book takes the stance that purposeful self-regulation actively contributes to promoting deeper learning approaches and generally improves teaching and learning. The underlying aim is to help students become strategic, motivated, and independent learners, capable of controlling themselves by themselves. Such self-control may range over a host of variables (behavioural, psychological, emotional, etc.). This book comes at a time when connectivity has exponentially improved worldwide so that more and more individuals have real time information at their fingertips. The fundamental shift in information accessibility from tedious searching through books and manuscripts to on-demand click of a mouse has had phenomenal impacts of the way we do business. Whereas previously, self-regulation may not have been a priority for many persons, increasingly it has now assumed preeminence with the proliferation of laptop computers, tablets, smart phones and numerous other handheld devices that allow easy access to the Internet. In fact, researchers continue to develop software for helping students self-regulate as well as getting the most out of their studies. Needless to say, self-regulated learning (SRL) is mandatory not only for employability but also for lifelong learning since it enables learners to construct knowledge (constructivism) by identifying their own learning goals; self-managing their learning processes; and self-evaluating their performance against goals. Additionally, SRL is very important when often times it is observed that several individuals who have noticeably lower cognitive abilities are able to better self-regulate and consequently achieve more than they should be able to according to their cognitive ranking. Improving teaching and learning through self-regulation therefore has far reaching implications for the kind of individuals we send out to society and the nature of the contributions they make. Quotations from well known persons in the public domain serve to anchor the reader in preparation for the contents of the corresponding section. Such quotations have been found to serve as an effective form of motivation and accordingly may be successfully echoed to students when appropriate. The shareware graphics interspaced in the text not only break the possible monotony usually experienced by many readers, especially in today's online age, but serve to engage and stimulate thought and, in many instances, bring comic relief. These exhibits help to capture the attention of readers and help them to focus on the contents of the various sections at hand. Reinforcing ideas is another powerful function served by the apparent preponderance of exhibits. Hence, what may well be easily misconstrued as too many exhibits, would be much better interpreted as a unique and unusual presentation, with a variation of format, that is meant to have the reader truly appreciate the common saying, 'a picture is worth a thousand words'!
£72.24
Nova Science Publishers Inc Child Interaction: Perspectives, Activities and
Book SynopsisToday there is growing scientific and research interest in the study of child interactions and their importance in development, learning and well-being. Research interest in this field is fuelled by timeless documentation that children who come to kindergarten with a developed ability to interact with their peers, have more positive attitudes towards school, gain higher performance in cognitive subjects and adapt more quickly to new experiences. In fact, modern research shows that participation in high-quality education and training programs during childhood has a positive impact on academic achievements in school, reduces the risk of school repetition and reduces the need for intervention for social or special educational reasons. Child interaction and the acquisition of basic social skills begins early, from early childhood and is shaped over time, provided that children are given the opportunity to acquire them. The authors of this collective volume, with many years of personal experience, document with scientific validity the importance of interaction in childhood, through perspectives, activities and outcomes, many of which seem simpler than they are, yet practice much greater impact on children's lives than it may initially seem. In this book, the authors offer teachers new visions and perspectives to upgrade and improve his/her practices, in order to contribute decisively to the development and learning of children. However, as the pages of this book have shown, these new perspectives are created when we are able to listen to and respect children as capable participants in the pedagogical process and when their views are dealt with responsibly and fairly.Table of ContentsPreface; Childrens Interaction: Theoretical Considerations, Research Issues, Challenges and Perspectives; Contribution of Play in the Interaction among Pre-School Age Children: An Example in a Greek Kindergarten; Degrees of Freedom in Collective Play: How Different Institutions Create Diverse Conditions for Young Childrens Interactions; Social Interactions for Children on the Autism Spectrum: An Exploration of Parent, Sibling, and Peer Relationships; Enhancing Interaction through the Implementation of Differentiated Instruction in Pre-School and School Age: A Case Study; Educational Cultural Workshops for Children Aged 35 from Diverse Cultural Backgrounds at Early Childhood Education and Care (ECEC) Facilities: A Framework of Practice of the Erasmus+ 2018 Strategic Partnership Project EDUCLAB (Education and Digital Cultural Laboratory); The Anatomy of Teacher Students Questioning and Feedback Image in Greek Kindergarten Classrooms and the Effect of Applied Teaching Approach; The Contribution of Primary School Students Interaction with Visual Representations in Additive Problem Solving; Interaction and Social Relationships during the Transition from Kindergarten to Elementary School: A Case Study in Greece; Grandparenting Children with and without Special Educational Needs: The Role of Familial Interactions; Using the Dynamic Model of Educational Effectiveness to Identify Stages of Effective Teaching and Assessment; Diversity and Child Interactions in the Early Childhood Curriculum of Ireland; Beliefs and Intentions of Greek Educators on the Role of Play Regarding Interaction within Pre-School and School Environments; Index.
£163.19
North Atlantic Books,U.S. The Elements of Skill: A Conscious Approach to
Book SynopsisWhy do so many beginners, both children and adults, fail to master chosen skills? The Elements of Skill was inspired by—and addresses—that question with a program based on proven techniques. The book, written by a renowned practitioner of the Alexander Technique, outlines an educational system that makes the process of learning a performance or athletic skill more conscious, and therefore more successful. Its principles include breaking down a skill into manageable parts, setting realistic goals, observing mind/body processes, overcoming blocks, controlling habits, and achieving heightened awareness and self-mastery. Included are inspiring examples of people who have benefited from the method.
£14.11
Griffin Publishing Journey to London: Grades 4 to 6
Book Synopsis
£10.44
Nova Science Publishers Inc Teaching & Education: 21st Century Issues &
Book SynopsisTeaching is a profession which is so enormous and so packed with significance that the issues related to it have a consistently high ranking with members of society in virtually every public opinion poll. These issues include multicultural education, teacher training and accreditation, burn-out, teaching under conditions particular to a certain country worldwide, student behaviour and preparation, computers in the classroom, parental influence on the teaching process, the changing curriculum and its meaning for teaching, budgetary problems, and a multitude of similar issues. This new book presents issues current to the teaching and education.
£149.99
Nova Science Publishers Inc Teachers & Teaching: Strategies, Innovations &
Book SynopsisIf the future of any society can be pinpointed, it is with the teachers who help form the citizens of tomorrow. Sometimes their impact is equal to the parents and sometimes surpasses it by not a small measure. This book tackles teaching Strategies, Innovations and Problem Solving as the focal points in teaching.
£99.74
Nova Science Publishers Inc How Teachers Change: A Study of Professional
Book SynopsisThis book deals with the most important individual, professional development, program, and system factors that influence the type and amount of teacher change. This study was conducted primarily to help professional development decision-makers plan and deliver effective professional development, and to understand the factors that influence how teachers change as a result of professional development. How do practitioners change as a result of participating in one of three different models of professional development, and what are the most important factors that influence (support or hinder) this change?
£42.39
Nova Science Publishers Inc Collaborative & Individual Learning in Teaching
Book Synopsis
£80.24
Academic Studies Press A Philosophy of Havruta: Understanding and
Book SynopsisNo longer confined to traditional institutions devoted to Talmudic studies, havruta work, or the practice of students studying materials in pairs, has become a relatively widespread phenomenon across denominational and educational settings of Jewish learning. However, until now there has been little discussion of what havruta text study entails and how it might be conceptualized and taught. This book breaks new ground from two perspectives: by offering a model of havruta text study situated in broader theories of interpretation and learning, and by treating havruta text study as composed of textual, interpersonal and intra-personal practices which can be taught and learned. We lay out the conceptual foundations of our approach and provide examples of their pedagogical implementation for the teaching of havruta text study. Included are illustrative lesson plans, teachers' notes and students reflections, exercises for students, and other instructional materials for teaching core concepts and practices.
£17.99
Nova Science Publishers Inc Pedagogy: New Developments in the Learning
Book SynopsisThis book brings together a diverse range of researchers to profile new pedagogical developments in teaching and learning. This includes pedagogies in the fields of mathematics and science education, literacy, computer supported learning, and specialist fields such as special education, indigenous education, music education and the learning processes and relationships that are evident in many of these fields. The emphasis in this book is on chapters that have a strong evidence-base for the work that is presented. While some will argue that the different fields have their own specific pedagogies, often referred to as pedagogical content knowledge (PCK) (Schulman, 1986), research also indicates that there are many pedagogies that are applicable across different disciplines. Teachers and educators need to be cognisant of how different pedagogies can be applied or used creatively in their own disciplines to promote understanding and learning.
£278.99
Nova Science Publishers Inc College Textbook Costs: Factors, Trends & Access
Book Synopsis
£55.99
Nova Science Publishers Inc Assisting Students Struggling with Math &
Book SynopsisStudents struggling with mathematics and reading may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure. This book provides recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RtI) to identify students who need assistance in mathematics and reading, and to address the needs of these students through focused interventions. The book provides suggestions on how to carry out each recommendation and explains how educators can overcome potential roadblocks to implementing the recommendations.
£189.74
Nova Science Publishers Inc Goal Setting & Personal Development: Teachers'
Book SynopsisThere are important links between teachers'' own experiences at work and their students'' outcomes. A crucial part of providing successful learning environments for students in K-12 classrooms is to have effective teachers. In this book, the authors lead a discussion on how attending to teachers'' experiences in the classroom is central for promoting effective teaching and learning. The authors examine the relationship of goal setting processes of teachers across different professional development (PD) experiences with teacher pedagogical learning. A matrix is also developed that can be used to help teachers integrate entrepreneurial mindset training throughout the curricula and the education system as a whole. The third chapter explores the links between instructional practices and interest and satisfaction of the teachers'' students. The fourth chapter focuses on the positive impact of effective functioning on achievement-related outcomes.
£195.19
Nova Science Publishers Inc Research on University Teaching & Faculty
Book SynopsisThis book builds on the tradition of concern for university innovation that has characterised higher education throughout the world. It recognises the university needs for continuous development of students and faculty. It involves recommendations applicable to classroom teaching, thus providing a bridge between research and practice. It helps readers meet some university challenges and build effective universities for present times. For all those reasons, we believe that this book is right. The need for renewed focus on innovation in higher education stems from several sources. First, some social and educational agencies are expressing dissatisfaction with the performance of the general higher education system. Although we do not agree with the criticism, many universities around the world assume their responsibility for launching research projects, and programs for promoting quality in teaching and learning within their faculty and community. Second, the world in which universities operate is changing noticeably. Colleges and universities are experiencing basic changes in student admission and placement. In the nearest future the student body will be over 25 years of age. Students will need methodologies to access learning materials and participate in online actions and communications over the Internet at their own convenience. The third reason for a special attention on university innovations comprises market competition in society. Students are annually evaluating the value of any university degree based upon their perceptions on quality in flexible teaching, resources and new educational technologies, campus and classroom learning environments, services and fees. Students are demanding more than a piece of paper as a premium placed on a college degree. They envisage universities must provide the major guide and best way for finding jobs and career progress. Fourth, colleges and universities are encouraging the development of long-distance education and massive open online courses. Government agencies foster competition among institutions, in order to provide powerful mental tools to help students to master tough subjects. Besides, private higher education institutions are emerging and competing for students with those of the public sector. Finally, some books outline improvement processes needed by faculty members to undertake curriculum and teaching innovations. However, very few claim to describe the teaching competencies needed by university faculty who work in higher education classroom settings. Furthermore, universities offering innovation programs and courses use those competencies to identify learning change and teacher and student progress toward curriculum development.
£209.59
Nova Science Publishers Inc Interactive Learning: Strategies, Technologies &
Book SynopsisActive learning is a model of educational instruction that allows learners to be responsible for developing problem solving skills. Technology can enhance active learning strategies by fully engaging students in the learning process. While this type of active learning allows learners to work at their own pace in order to understand the material presented, they can also apply it to the activity at hand to assess their baseline understanding. Most of what we need to know about interactivity in an e-learning environment can be derived from careful consideration of how a student and a teacher interact in a face-face setting. The first chapter presents a review of interactivity in the online medium with a focus on the student point of view. Chapter two presents situated learning episodes with a focus on natural hazards that may strongly affect lives of many people around the world while being highly underestimated by formal education. Chapter three describes the development and implementation of simulation software activities to facilitate learning in a doctor of pharmacy program critical care pharmacotherapy elective course. Chapter four examines technology and learning processing in childhood. The final chapter proposes a learning strategy -- peer assessment by questions and answers -- to enhance the effectiveness of interactive learning in the flipped classroom.
£113.59
Nova Science Publishers Inc Handbook of Homework: Theoretical Principles and
Book SynopsisThe aim of this handbook is to offer a series of contributions about homework regarding various theoretical and applied issues. It aims to offer education researchers and professionals the necessary fundamentals in the field of homework and thus help answer many of the questions about the conditions for setting quality homework. The aim is for homework to no longer be a source of conflict and controversy at the educational level and for it to become a useful tool for improving student learning. The handbook is organized into six chapters and an epilogue written by leading figures in the field of international educational research from seven different universities. In this handbook information about the variables involved in homework and its relationship with self-regulation of learning can be found. Furthermore, the role of teacher's feedback is explored and details about how to set quality and diverse homework are described. The Epilogue: Tasks for Teachers and Parents, offers a summary of ten key guidelines that teachers and parents should bear in mind during the homework process. These are essential aspects in achieving homework that students find useful, varied, and motivating.Table of ContentsPresentation of Handbook; Homework: Conceptual Aspects and Variables Involved; Homework and Self-Regulated Learning; The Role of the Perceived Usefulness of Teacher Feedback on Elementary Students Homework Engagement; Homework and Dealing with Diversity: An Empirical Review; Homework in International Large-Scale Assessments: The Role of Student Attitudes and Motivations; Setting Quality Homework: The Design and Development of an Intervention Proposal; Epilogue; List of Contributors; Index.
£999.99
University of Alberta Press Dissonant Methods: Undoing Discipline in the
Book SynopsisDissonant Methods is an innovative collection that probes how, by approaching teaching creatively, postsecondary instructors can resist the constrictions of neoliberalism. Based on the foundations of Scholarship of Teaching and Learning, whereby educators are asked to explore teaching as scholarship, these essays offer concrete and practical meditations on resistant and sustainable teaching. The contributors seek to undermine forms of oppression frequently found in higher education, and instead advance a vision of the university that upholds ideals such as critical thinking, creativity, and inclusivity. Essential reading for faculty and graduate students in the humanities, Dissonant Methods offers urgent, galvanizing ideas for anyone currently teaching in a college or university. Contributors: Kathy Cawsey, Kit Dobson, Ada S. Jaarsma, Rachel Jones, Kyle Kinaschuk, Namrata Mitra, Guy Obrecht, Katja K. Pettinen, Kaitlin Rothberger, Ely Shipley, Martin ShusterTrade Review"[The editors] frame this anthology with relevant questions about the time we're in: How do we teach, and think about teaching, when in certain quarters post-secondary education is understood as a consumer item? [The} anthology emerges at an important time as we in Alberta grapple with COVID-19, severe budget cuts from the provincial government and the need for clear critical thinking." -- Joe Kadi“Readers of this collection will find that it lives up to its title: it ‘undoes discipline’ through the readership it invites. I am a scholar of literature, but I felt as energized and provoked by the contributions on teaching philosophy, music, creative writing, and martial arts as I did by those on teaching literature. The book’s focus on the methods of teaching make it widely and, most crucial, practically applicable across disciplines. I suspect this collection will be of interest to a variety of educators…. Those who work administratively in teaching and learning centres or as curriculum/course developers would also find much use in this book’s practical insights.” Jessica McDonald, Engaged Scholar Journal, Fall 2020Table of ContentsTable of Contents Acknowledgements Introduction / ADA S. JAARSMA I The Event 1 | Education for the World / MARTIN SHUSTER 2 | Pedagogy, Event, Risk / KYLE KINASCHUK 3 | When the “Event” Happens / KATHY CAWSEY Intermezzo: The Practice Is the Teacher / ELY SHIPLEY II Embodiment 4 | The Ecology of Attention / KATJA K. PETTINEN 5 | Modes of Hearing in Music Appreciation / GUY OBRECHT Intermezzo: Bruised Tomatoes / KAITLIN ROTHBERGER III The Political 6 | Practising How We Read What We Read / NAMRATA MITRA 7 | Dissonance, Resistance, and Perspectival Pedagogies / RACHEL JONES Afterword / KIT DOBSON Contributors
£21.59
Worth Publishing Better Play: Practical Strategies for Supporting
Book SynopsisDo you work in a school? Better Play will help you to think about how supporting play in schools can make for better relationships and for better learning. Do you think play in schools ceases to matter after the Early Years? Reading this book will remind you that play matters for everyone, and is important for different reasons at different times in our lives. Are you unsure how to support play in and out of our classrooms? Better Play! offers practical strategies for school staff across Primary, Secondary and Alternative Learning settings. Are you looking to learn new ways of supporting emotional well-being in schools? Find out how our sensitive responses to play, indoors and out, develops resilience in pupils.
£27.54
Worth Publishing Overcoming Barriers to Learning: How a Culture of
Book SynopsisThere are a great many children and young people in our classrooms struggling with a range of social and emotional problems across what teacher and interim Virtual Head Sheila Mulvenney describes as 'the spectrum of trouble'. At one end, the pupil may have experienced severe difficulties, such as neglect, trauma and abuse, the death or imprisonment of a parent; at the other, the pupil may have experienced parental or sibling ill health, separation through parents being posted overseas, having financial difficulties. Such 'troubles' may be long or short term, but coming into school, these pupils are unlikely to be in a state of readiness for learning. Their distress may not only prevent them from being curious, engaged and open, but expressed in challenging behaviour, can quickly disrupt others learning too. Mulvenny shows how relationships with staff in school are critical to enabling pupils and students to feel secure; how essential a 'culture of care' of both staff and pupils is to creating the right environment for concentration and good learning, and how it can be improved; how staff managing their own emotional experience can both reduce the likelihood 'collisions in the classroom' and also provide modelling for pupils and students on how to mitigate the worse effects of the distress they are experiencing. She also addresses how language used in school can be modified to challenge the 'scripts' our pupils carry with them in more constructive direction. In short, a blue print to overcome barriers to learning.
£22.99
Vertebrate Publishing Ltd The Adventure Toolkit: Friendly advice, fun and
Book SynopsisThe Adventure Toolkit is the pocket companion for leaders of groups in the great outdoors. Packed with practical advice, useful tips and fun games, it is an essential point of reference for keeping groups engaged, safe and entertained.Written by experienced outdoor leader Derek Burdett, topics covered include group safety and awareness, expedition training, logic problems and challenges and performance and creative activities.The title draws on the author's significant experience in the outdoor industry and also on established teaching and leading practices from a variety of respected sources. It is an indispensable introduction to leading groups in the great outdoors.Table of ContentsIntroductionTeaching or Leading?Group Awareness and SafetyExpedition TrainingExpedition CookingEnvironmentCloud IdentificationActivitiesRock IdentificationGamesLogic Problems and ChallengesPerformance and Creative ActivitiesUseful Books and WebsitesAnswers
£999.99
Critical Publishing Ltd Positive Mental Health: A Whole School Approach
Book Synopsis Is mental health provision a concern in your school? Are you looking to develop a whole school approach to mental health issues? Do you need targeted, evidence-informed strategies? This book emphasises the importance of creating a whole school culture which promotes a positive attitude towards mental health. Suitable for both primary and secondary school teachers and leaders, it provides you with concise, practical guidance to help improve your existing mental health provision, all backed by the latest research.Table of ContentsIntroduction What is mental health? Promoting a whole school approach to positive mental health Targeted interventions Working in partnership with professional service teams Working in partnership with parents / carers Working in partnership with Children and Young People Managing referrals
£999.99
New Dawn Press You Moved My Life: Heartwarming Stories of
Book Synopsis
£8.54
National Association for the Education of Young Children Transforming Teaching: Creating Lesson Plans for
Book SynopsisThe goal of this book is to help teachers assess where they are in their current teaching goals and become more intentional and organized in planning. Teachers can begin with tools they already have and build on previous activities that worked well. Great lesson planning helps teachers to choose a range of strategies that match what children are learning and doing —from directed mini-lessons to facilitated group activities. Each chapter provides a wealth of tips and ideas. The strategies discussed in each chapter helps build a toolbox with tips that match each teacher’s approach.Child-centered lesson planning provides a system to strengthen teaching. In each chapter contains step-by-step hints and action steps to make the most of your unique setting. You will explore new ways to: Build on early learning guidelines and standards to maximize planning and communication. Identify learning goals for materials, activities, routines, and interactions. Design dramatic play themes that relate to daily life, families, cultures, and communities. Infuse vocabulary to scaffold language development. Support executive function skills and self-regulation. Activate emotion coaching goals. Evaluate and adapt spaces and materials to address physical needs. Meet the linguistic and social needs of dual language learners. Prepare meaningful and stimulating cognitive experiences. Connect content skills, language, and literacy to dramatic play. Integrate family engagement as a strength and asset for development and learning. Communicate effectively with colleagues to ensure high-quality learning experiences. Trade ReviewMasterson’s instructive book explores all facets of preschool lesson planning to energize intentional teaching, bridging the dichotomy between teacher and child-centered curriculum. Full of useful classroom examples and complete lesson plan samples, this book addresses planning for all developmental domains, all learner types, and all modes of child activity. -- Michael Haslip * Drexel University *This book encourages early childhood educators to deepen their teaching practice. It offers practical and applicable strategies to intentionally develop lesson plans that are culturally, linguistically, and developmentally responsive and to provide high-quality classroom learning experiences where “children recognize their experiences in the curriculum, materials, and activities.” Dr. Masterson is an educator of educators and is an important voice in providing professional learning for the field of early childhood education and has written an anchor text for teachers and administrators, at all levels of their development, to build classrooms “for children to engage with peers and adults in meaningful learning throughout each day.” -- Emily Simon * Chicago Public Schools *I believe hands-on exploration is a major component in the early years. This book will be a great asset to educators everywhere. The examples of emergent teaching, individualized teaching, and teaching children with disabilities are great resources for assistant teachers. -- Hope Cain * NASA Goddard Child Development Center *Table of ContentsIntroduction Chapter 1: Setting a Foundation for Teaching Celebrating How Children Learn Tips for Teaching: Learning by Observing Helping Children Thrive with Developmentally Appropriate Practice Balance Points: Using Reflective Practice Connecting Teaching to Children’s Lives Individualized Teaching: Using a Strengths-Based Approach Ready Resources: Exploring Your Community Context Understanding the Role of Play in Development Teaching with Children in Mind Helpful Hint: Following the Children’s Lead Research Connections: Strategies for Inclusion Exploring Elements of Child-Centered Teaching Sample Lesson Plans: Planning a Child-Centered Daily Schedule Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 2: Making Lesson Planning Work for You Engaging Children in Active Learning Balance Points: Positive Communication with Children Planning a Variety of Teaching Contexts Tips for Teaching: Creating a Rich Context for Learning Individualized Teaching: Planning Personal Conversation Exploring Levels of Support in Child-Centered Teaching Ready Resources: Exploring Emergent Curriculum Tips for Teaching: Effective Strategies to Support Child-Centered Learning Helpful Hint: Adding Teaching Strategies to Lesson Planning Being Consistent While Staying Flexible Tips for Teaching: Getting Organized and Staying Inspired Research Connections: Increasing Opportunities for Learning Helpful Hint: Planning Materials for Play Sample Lesson Plans: Planning Thematic Play Experiences Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 3: Preparing Child-Centered Themes and Play Areas Identifying Learning Goals for Play Recognizing Interdependence Among Areas of Development and Learning Supporting Emerging Skills and Dispositions Ready Resources: Exploring Standards and Early Learning Guidelines Digging Deeper with Content Skills for Child-Centered Teaching Helpful Hint: Considering the What, How, and Where of Play Areas Research Connections: Creating Active Learners Fostering Language Development During Play Tips for Teaching: Maximizing Language Support Helpful Hint: Making Play More Complex Balance Points: Planning Effective Behavior Guidance During Play Providing a Rich Context for Multilingual Learning Ready Resources: Strategies for Multilingual Learners Using Individualized Support Tips for Teaching: Supporting Children with Special Needs Ready Resources: Key Components of Inclusive Programs Sample Lesson Plans: Connecting Learning Across Content Areas Sample Book Lists: Aiming for Big Ideas and Concepts Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions >Chapter 4: Planning Teacher-Directed Activities Introducing New Information Tips for Teaching: Connecting to Children’s Daily Lives Engaging Children in Higher-Level Thinking Tips for Teaching: Choosing a Method and Activity Following a Sequence of Planning Tips for Teaching: Infusing the Joy of Writing Research Connections: Creating a Rich Contact Zone for Learning Teaching Children with Special Needs Individualized Teaching: Writing Personalized Supports Making the Most of Learning Objectives Helpful Hint: Being Proactive Ready Resources: Maximizing Vocabulary in Content Areas Sample Lesson Plans: Teacher-Directed Learning Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 5: Using Observation, Documentation, and Assessment to Guide Teaching Understanding Assessment with Young Children Tips for Teaching: Exploring and Using Data Understanding the Assessment Cycle Research Connections: Identifying Equity Issues Benefiting from Authentic Assessment Exploring Types of Authentic Assessment Assessing and Supporting Children Who Are Linguistically Diverse Balance Points: Seeing from the Child’s Point of View Ready Resources: Building on Developmental Milestones Ready Resources: Understanding Early Screening and Intervention Helpful Hint: Sharing Assessment Information with Families Committing to Ethical Practice Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 6: Enriching Communication with Families and Colleagues Planning and Communication as Anchors of High Quality Research Connections: Strengthening Teaching with Family Engagement Sharing Information Using Strengths-Based Language Tips for Teaching: Foundations for Integrating Culture Ready Resources: Ensuring Equity and Opportunity Enjoying Relationship-Based Teaching and Learning Tips for Teaching: Communicating with Colleagues Setting Goals, Establishing Priorities, and Sharing Progress Balance Points: Self-Regulation and Behavior Building Family Engagement Using Lesson Plans Helpful Hint: Strategies for Positive Impact Ready Resources: Family Engagement for Successful Teaching Sample Lesson Plans: Family Interview Questions Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions References About the Author Index
£20.89
V&R Unipress Co-Teaching - Everyday Life or Terra Incognita of
Book SynopsisCo-teaching in theory and practice of (academic) teachers
£45.04
PHI Learning Content Based Methodology
Book SynopsisThis book explores content-based methodology, emphasizing integration of disciplines, evaluating curriculum, determining knowledge levels for teaching, pedagogical analysis, selecting teaching approaches, and assessing objective achievement. Targeted at undergraduate education students and educators.
£8.09
Dattsons Collaborative Learning and Teaching of
Book SynopsisCommunication skills are an essential element for an enthusiastic communicator no matter what the role played by an individual, be it a teacher/facilitator or a student/learner. They must be able to speak clearly and listen well to establish effective collaborative relationships and to align set goals intelligently. In an era of knowledge explosion, scientific advancement and technological development, it is imperative that besides creative thinking, critical thinking and inarguably the skills of communicating the knowledge acquired with excerpts from the previous knowledge and training the mind to enhance the mental power to compare and contrast data, opinions, theories, proposed solutions, clearer propaganda techniques, to ascertain their relevance and applicability as per suitability is the gamut of the exercise that students must be trained to train their faculties and chisel and hone their communicative skills to stay tuned to the process of learning.
£22.79
Cosmo Publications How to Teach: A Graded Course of Instruction and
Book SynopsisThe system of education laid down here offers practical educators, teachers or school officers a guide that has been successful for a number of years. The system of education laid down here offers practical educators, teachers or school officers a guide that has been successful for a number of years.
£26.24
