{"title":"Teaching staff \/ Educators Books","description":"","products":[{"product_id":"onyourfeet-guide-understanding-plc-9781071810231","title":"OnYourFeet Guide Understanding PLC","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eEach On-Your-Feet Guide is laminated, 8.5”x11” tri-fold (6 pages), and 3-hole punched. \u003cp\u003eUse the On-Your-Feet Guides\u003c\/p\u003e\u003cul\u003e\u003cli\u003e\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738197963095,"sku":"9781071810231","price":15.37,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071810231.jpg?v=1723811811"},{"product_id":"street-data-9781071812716","title":"Street Data","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eRadically reimagine our ways of being, learning, and doing\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eEducation can be transformed if we eradicate our fixation on big data like standardized test scores as the supreme measure of equity and learning. Instead of the focus being on fixing and filling academic gaps, we must envision and rebuild the system from the\u003cem\u003estudent\u003c\/em\u003eupwith classrooms, schools and systems built around students' brilliance, cultural wealth, and intellectual potential.Street data reminds us that what is measurable is not the same as what is valuable and that data can be humanizing, liberatory and healing.\u003c\/p\u003e \u003cp\u003eBy breaking down street data fundamentals: what it is, how to gather it, and how it can complement other forms of data to guide a school or district's equity journey,Safir and Dugan offer an actionable framework for school transformation. Written for educators and policymakers, this book\u003c\/p\u003e \u003cp\u003eOffers fresh ideas and innovative tools to apply immediately\u003c\/p\u003e \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003eStreet Data \u003cem\u003ecalls upon readers to ′flip the dashboard′ from a focus on big data to a focus on the voices at the margins – those learners and their families who have been most affected by deep-rooted systemic inequities. When we listen closely to these voices with curiosity, courage, and humility, we gain a greater understanding of the meaning and root causes of these inequities, as well as how they can be addressed in ways that transform and heal. Policymakers and educators at every level of the system need this book to forge a path to genuine equity.\"\u003c\/em\u003e -- Linda Darling-Hammond\u003cbr\u003e\u003cem\u003e\"For far too long, education leaders have implemented reform strategies without engaging and centering those most impacted – the students. Shane Safir provides an energizing, anti-racist, actionable framework that centers the voices of the most marginalized students as the experts and co-conspirators that we need to create an education system worthy of their brilliance. Read this, share it, and be a part of ushering in this ′new normal′ of street-level data to unlock racial justice in our schools.\"\u003c\/em\u003e -- Taryn Ishida, Youth Organizer and Executive Director\u003cbr\u003e\"\u003cem\u003eWith\u003c\/em\u003e Street Data, \u003cem\u003eShane and Jamila have built a conversation more than a framework, wherein students, their communities, teachers, leaders and systems are interconnected parts of a family unit. As a Professor and Psychologist, I found myself drawn to the work’s human and family centered focus. Throughout the work, these are linked to an emphasis on building approaches to the art of teaching grounded in listening, making and holding room for all members of the learning family, and setting goals and evolving approaches that begin with the student as their core. Shane and Jamila are engaging us all in a critically important conversation, where the data we gather and share around learning spaces is shaped and centered on the voices and beings of students. It is family systems centered teaching and learning. It is holistic, and it is necessary.\u003c\/em\u003e\" -- Napoleon Wells , Ph.D.\u003cbr\u003e\u003cem\u003e\"Shane Safir and Jamila Dugan have given us a vivid and immensely readable account of what public education could and should be. Rather than quick fixes, the book is rich with real-life examples and immediately actionable equity practices that educators and leaders can use to tackle root causes. The authors have also issued an unspoken but clear challenge to all of us who care about children′s learning and development: \u003c\/em\u003e′What if policy decisions were anchored in the lived experiences of students, their families, and their educators?′ \u003cem\u003eTheir call to action is clear and urgent: we must reverse-engineer and radically reimagine our resources, policies, and practices to support the broad conditions in which students can authentically thrive, and most particularly students who are the most marginalized by the current system. The vision of educational justice laid out in the book will not be more widely practiced if we simply rely on individual teachers and principals to push forward alone into the headwinds. It must be supported at systems and state levels, so that it becomes the rule and not the exception.\"\u003c\/em\u003e -- Sophie Fanelli, President\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003eStreet Data \u003cem\u003eissues an urgent, timely provocation to listen to, honor, and be informed by the experiences, wisdom, fears, and aspirations of children and families who have been forced to the margins by our schools and institutions. Rich with stories that affirm our shared humanity and connectedness, Safir and Dugan offer a humanistic approach and practical guidance for embedding love, equity, curiosity, and courage in our efforts to manifest learning spaces where every young person learns, develops, and thrives.\u003cbr\u003e \u003cbr\u003e \"Safir and Dugan call on us to free ourselves from old constructs about data for improvement that are rooted in Whiteness as normative and, instead, model ways to integrate concepts of wholeness, justice, deep culture, personal mastery, and agency into our school transformation efforts. This book is an important contribution to all of us who are working to create a world that works for all of us.\"\u003cbr\u003e \u003c\/em\u003e \u003cem\u003e\u003cbr\u003e \u003c\/em\u003e -- LaShawn Routé Chatmon, Executive Director\u003cbr\u003e\u003cem\u003e\"In this absolutely path-breaking book, Shane Safir uses the concept of ′street data′ as an entry point to a fundamentally different paradigm for schooling. Foregrounding listening, understanding, and loving over counting, measuring, and classifying, \u003c\/em\u003eStreet Data\u003cem\u003e illustrates what it would truly mean to develop a humanizing and liberating approach to school transformation. Startlingly fresh in its prose, clear in its convictions, and moving effortlessly between theory and practice, we can only hope \u003c\/em\u003eStreet Data\u003cem\u003e will mark the beginning of a new and different era for American education. A spectacular book!\"\u003c\/em\u003e -- Jal Mehta, Professor of Education\u003cbr\u003e\"\u003cem\u003eOld systems are crumbling before our eyes as new ones are being built. \u003c\/em\u003eStreet Data \u003cem\u003eoffers key insights about how to transform data and explore indigenous knowledge creation for a new world. Shane Safir and Jamila Dugan give us new ways to analyze, diagnosis, and assess everything from student learning to district improvement to policy. This book is a must read for researchers and practitioners searching for a fresh and deeply authentic model for school transformation.\u003c\/em\u003e\" -- Shawn Ginwright\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eStreet Data\u003c\/em\u003e gives us a vibrant picture of what it means to do school when we authentically center our students. Shane and Jamila provide inspiration and clear examples of how we can humanize our classrooms and create a more just education system. Critically for change agents, we also find practical advice for supporting adults across the system as they begin to shift their approach to a new normal that builds with and for students. There is no doubt that we need a new way forward and \u003cem\u003eStreet Data\u003c\/em\u003e is a trusted map for charting a course for maximum impact.\"\u003c\/p\u003e -- Shanna Peeples\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Acknowledgments About the Authors Prologue: Data in a Time of Pandemic PART I: WHY STREET DATA, WHY NOW? Chapter 1: Leading for Equity: Another World Is Possible Guiding Principle: Reimagine our ways of knowing and learning. Core Stance: Holism Chapter 2: No Shortcut: Avoiding Equity Traps and Tropes, by Dr. Jamila Dugan Guiding Principle: See the barriers; imagine what is possible. Core Stance: Awareness PART II: CHOOSE THE MARGINS Chapter 3: Flip the Dashboard: Street Data Drives Equity Guiding Principle: Center voices from the margins. Core Stance: Antiracism Chapter 4: Pound the Pavement: Digging Into the Levels of Data Guiding Principle: Seek root causes over quick fixes. Core Stance: Deep Listening PART III: DEEPEN THE LEARNING Chapter 5: Redefine “Success”: Street Data and the Pedagogy of Voice Guiding Principle: Equity work is first and foremost pedagogical. Core Stance: Agency Chapter 6: Build Coherence: Focus, Holism, and Well-Being Guiding Principle: Less is more; focus is everything. Core Stance: Coherence Chapter 7: Make Learning Public: Valuing Teacher Voices, by Carrie Wilson Guiding Principle: Mobilize a pedagogy of voice for educators. Core Stance: Symmetry PART IV: TRANSFORM THE CULTURE Chapter 8: Embrace Vulnerability: Moving Through Street Data Cycles Guiding Principle: Break the cycle of shame. Core Stance: Vulnerability Chapter 9: Calling Folks In and Up to Equity: Street-Level Conversations Guiding Principle: Every moment is an equity moment. Core Stance: Warm Demander Epilogue: The Journey Toward Liberation Appendices Glossary Bibliography Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738198815063,"sku":"9781071812716","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"the-literature-review-9781071852903","title":"The Literature Review","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eThe essential guideupdated, expanded, and easier to use than ever.\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eCreating a successful literature review can be a daunting task, which is why so many researchers have relied on previous editions of this book to make the process more manageable. Using the six-step model, you'll work seamlessly to narrow your research topic, focus your literature search, negotiate the myriad of books, periodicals, and reports about your topicand, of course, write the review.\u003c\/p\u003e \u003cp\u003eUpdated, expanded, and reorganized to improve ease of use, the fourth edition of this bestselling handbook includes:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eNew and improved graphics ideal for visualizing the process\u003c\/li\u003e \u003cli\u003eMore explanations and tips, especially for writing in the early stages\u003c\/li\u003e \u003cli\u003eAn expanded range of learning tools\u003c\/li\u003e \u003cli\u003eAdditional reflection sections to direct metacognitive activities\u003c\/li\u003e \u003cli\u003eFour new reference supplements\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eThis pioneering book has provided countless graduate students and researchers with a road map to success. Its model takes you through the logical progression needed for producing a quality literature reviewwhile taking the mystery out of the process.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis book is clearly outlined with easy-to-understand steps supported by wonderful visuals. The key vocabulary, tips section, and checklist all provide tremendous support to any reader wanting to take the needed steps to write a meaningful literature review. This book provides sections that are concise and to the point, making it very easy for readers to skim and refer back to as needed. I commend the authors for presenting such a complex task with so much simplicity. The exercises provided are a great resource for the reader, as well as to a professor who wants to use this book as a text and assign the exercises as class activities . . . I will be sharing this book with colleagues and recommending it to my graduate students. I will also be considering how I can incorporate this book into classes that I teach. -- Rebecca Brooks, Associate Professor\u003cbr\u003e\u003cp\u003eThe strengths of \u003cem\u003eThe Literature Review\u003c\/em\u003e include visuals, graphic organizers, checklists, practice activities, chapter structure, and glossary.\u003c\/p\u003e -- Jennifer Shettel, Professor of Literacy Education\u003cbr\u003eMajor strengths are the detail and explicitness of the narrative. Everything is spelled out and there are lots of graphics to present a visual support for the content. The book does not skip anything but also does not talk down to the reader. -- Lori Helman, Professor, Curriculum \u0026amp; Instruction\u003cbr\u003eClear, thorough, accessible, easy to read with good examples. Love the mapping in Step Three! The authors do an excellent job of discussing ideas, strategies, and tips. Logical, clear, and helpful conclusions are made throughout. -- Linda R. Vogel, Professor of Education Leadership\u003cbr\u003eThere is a clear framework for critically thinking about and applying a 6-step process for conducting a literature review . . . Unlike any other book, it provides a deep dive examination of how to approach and complete a high-quality literature review via a systematic critical thinking process.\u003cbr\u003e \u003cbr\u003e -- Dr. Jacqueline Thousand, Professor Emerita\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eLiterature Review Flow Chart Preface Acknowledgments About the Authors Introduction: Doing and Producing a Literature Review Key Vocabulary Introduction Overview The Purpose of a Literature Review The Literature Review Defined The Literature Review Process Mindset: Personal Dispositions on Thinking, Doing, and Deciding The Ethics of Reviewing the Literature Reflective Oversight Plan Wisely Before You Begin Summary Checklist Reflective Exercise 1. Step 1: Select and Define a Topic Key Vocabulary Chapter Overview Task 1. Identify a Subject for Study Task 2. Translate the Personal Interest or Concern Into a Research Query Task 3. Link the Research Query to the Appropriate Discipline Task 4. Write the Preliminary Research Topic Statement Summary Checklist Reflective Exercise 2. Step 2: Develop the Tools of Argumentation Key Vocabulary Chapter Overview Concept 1. Building the Case for a Literature Review Concept 2. Arguments—the Basics Concept 3. Evaluating the Basic Parts of an Argument Concept 4. Understanding Claims Concept 5. Building Evidence Concept 6. Warrant—Logically Connecting the Evidence to the Claim Concept 7. Complex Claims Summary Checklist Reflective Exercise 3. Step 3: Search the Literature Key Vocabulary Chapter Overview Task 1. Select the Literature to Review Task 2. Conduct a Literature Search Task 3. Refine Your Topic Summary Checklist Reflective Exercise 4. Step 4: Survey the Literature Key Vocabulary Chapter Overview Task 1. Assemble the Collected Data Task 2. Organize the Information Task 3. Analyze the Patterns of Data Summary Checklist Reflective Exercise 5. Step 5: Critique the Literature Key Vocabulary Chapter Overview What Is a Literature Critique? Concept 1. Making the Case for the Literature Review Concept 2. Descriptive Argument Patterns: Factual Reasoning Concept 3. Implicative Argument Patterns: Implicative Reasoning Concept 4. The Implicative Argument: Nine Basic Patterns Concept 5. Backing Doing a Critique of the Literature: Building the Advocacy Argument Task 1. Determining the Implicative Logic Pattern Inferred by the Topic of Study Task 2. Reframe Claims to Meet the Prerequisite Conditions Identified by the Selected Logic Type Task 3. Build the Advocacy Argument Concept 6. Fallacies Concept 7. The Case Is Everything Summary Checklist Reflective Exercise 6. Step 6: Write the Review Key Vocabulary The Writing Process: Overview Task 1. Write to Understand Task 2. Write to Be Understood Style Manuals Checklist Reflective Exercise Last Words Supplements Supplement A The Role of the Literature Review Supplement B Literature Review 101 Supplement C Writing a Journal Supplement D SQRRR Glossary References and Further Reading Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738212381015,"sku":"9781071852903","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"visible-learning-in-early-childhood-9781071825686","title":"Visible Learning in Early Childhood","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eMake learning visible in the early years \u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eEarly childhood is a uniquely sensitive time, when young learners are rapidly developing across multiple domains, including language and literacy, mathematics, and motor skills. Knowing which teaching strategies work best and when can have a significant impact on a child's development and future success.\u003c\/p\u003e \u003cp\u003e\u003cem\u003eVisible Learning in Early Childhood\u003c\/em\u003e investigates the critical years between ages 3 and 6 and, backed by evidence from the Visible Learning\u003csup\u003e\u003c\/sup\u003e research, explores seven core strategies for learning success: working together as evaluators, setting high expectations, measuring learning with explicit success criteria, establishing developmentally appropriate levels of learning, viewing mistakes as opportunities, continually seeking feedback, and balancing surface, deep, and transfer learning. The authors unpack the symbiotic relationship between these seven tenets through\u003c\/p\u003e \u003cul\u003e \u0026lt;\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"\u003cem\u003eIn their fascinating new book, \u003c\/em\u003eVisible Learning in Early Childhood\u003cem\u003e, Kateri Thunder, John Almarode, and John Hattie examine the studies that show which teaching practices have made the greatest impact on young learners in their early childhood classrooms. As readers, we gain insight into how these evidence-based practices are embedded in classroom instruction by learning from five early childhood educators who take us along their teaching journeys. This book is a beautiful, accessible blend of research and practice–where the research sets the foundation for teacher decision-making and comes alive in teachers’ enacted practices with young children.\"\u003c\/em\u003e -- Brian Kissel\u003cbr\u003e\"Visible Learning in Early Childhood \u003cem\u003eprovides an articulate and accessible argument for implementing evidence-based practices that will have the greatest effects on children’s learning. Grounded in seven core ideas from the research, the authors answer the question: What works best when? The authors unpack the research and then connect it to practical applications as they describe the research in action inside early childhood classrooms. This book is a must-read for early childhood educators, administrators, and professors.\"\u003c\/em\u003e -- Lindsey Moses\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Videos Acknowledgments About the Authors INTRODUCTION WHAT WORKS BEST VISIBLE LEARNING THE POTENTIAL FOR IMPACT WHAT WORKS BEST WHEN HOW THIS BOOK WORKS CHAPTER 1. TEACHING WITH CLARITY IN EARLY CHILDHOOD FOUR-YEAR-OLDS AT WORK VISIBLE LEARNERS TEACHER CLARITY SURFACE, DEEP, AND TRANSFER LEARNING PROFILES OF FIVE EDUCATORS INSIDE MS. DAVIS’S DISTANCE LEARNING CLASSROOM CHAPTER 2. VISIBLE LEARNING IN EARLY CHILDHOOD PLAYFUL LEARNING EFFECTIVE PLAYFUL LEARNING IN EARLY CHILDHOOD MS. DEMCHAK AND SORTING MS. BULLOCK AND OCCUPATIONS MR. HEATON AND ANIMAL HABITATS MS. DAVIS AND DISTANCE PLAYFUL LEARNING TIPS AND CONSIDERATIONS FOR PLAYFUL LEARNING CHAPTER 3. VISIBLE LEARNING IN EARLY CHILDHOOD MATHEMATICS EFFECTIVE MATHEMATICS LEARNING IN EARLY CHILDHOOD MS. DEMCHAK AND NUMBERS MS. BULLOCK AND MEASUREMENT MR. HEATON AND GEOMETRY MS. DAVIS AND DISTANCE LEARNING IN MATHEMATICS MATHEMATICS AND PLAYFUL LEARNING CHAPTER 4. VISIBLE LEARNING IN EARLY CHILDHOOD LITERACY EFFECTIVE LITERACY LEARNING IN EARLY CHILDHOOD MS. DEMCHAK AND OUR NAMES MS. BULLOCK AND LISTS MR. HEATON AND ANANSI THE TRICKSTER SPIDER MS. DAVIS AND DISTANCE LEARNING IN LITERACY LITERACY AND PLAYFUL LEARNING CHAPTER 5. VISIBLE LEARNING AND UNDERSTANDING THE WORLD IN EARLY CHILDHOOD EFFECTIVE LEARNING TO UNDERSTAND THE WORLD IN EARLY CHILDHOOD MS. DEMCHAK AND STEM CHALLENGES MS. BULLOCK AND BEING A SCIENTIST MR. HEATON AND MAPS MS. DAVIS AND DISTANCE LEARNING TO UNDERSTAND THE WORLD UNDERSTANDING THE WORLD AND PLAYFUL LEARNING CHAPTER 6. VISIBLE LEARNING IN EARLY CHILDHOOD SOCIAL AND EMOTIONAL DEVELOPMENT EFFECTIVE SOCIAL AND EMOTIONAL DEVELOPMENT IN EARLY CHILDHOOD MS. DEMCHAK AND PERSPECTIVES MR. HEATON AND GOAL SETTING MS. DAVIS AND DISTANCE SOCIAL-EMOTIONAL LEARNING SOCIAL AND EMOTIONAL DEVELOPMENT THROUGHOUT THE DAY CHAPTER 7. VISIBLE LEARNING IN EARLY CHILDHOOD CREATIVE ARTS AND MOTOR SKILL DEVELOPMENT EFFECTIVE ARTS AND MOTOR LEARNING IN EARLY CHILDHOOD MS. DEMCHAK AND FAMILY PORTRAITS MS. BULLOCK AND STORYTELLING MS. DAVIS AND DISTANCE LEARNING IN ART, MUSIC, AND MOTOR SKILLS ARTS AND MOTOR DEVELOPMENT IN PLAYFUL LEARNING CHAPTER 8. KNOWING YOUR IMPACT: EVALUATING LEARNING PROGRESS VISIBLE LEARNERS EFFECTIVELY COMMUNICATING CLARITY FOR VISIBLE LEARNING ENGAGING AND RIGOROUS TASKS FOR VISIBLE LEARNING FORMATIVE EVALUATION FOR VISIBLE LEARNING FEEDBACK FOR VISIBLE LEARNING MS. DAVIS AND STUDENT-LED CONFERENCES IN DISTANCE LEARNING CONCLUSION Appendix: Effect Sizes References Index\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738218377559,"sku":"9781071825686","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"teaching-better-day-by-day-9781071910436","title":"Teaching Better Day by Day","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eA low-tech, highly-practical planner everyone wishes forand every teacher needs\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eRenowned educator Jim Burke discovered that teaching at the top of your game requires low-tech, low-profile moments for picking up a pen, reflecting, and looking ahead. Maybe that's why every page of this remarkable planner feels handcrafted with Jim's wisdom on managing your time, your classes, and your life. You'll find professional development ideas to nudge you toward new practices as well as the tried and true with yearly, monthly, weekly, and daily planning pages for setting your own personal and professional goals. Highlights include:\u003c\/p\u003e\u003cul\u003e \u003cli\u003eFill-in pages for long-range dreaming, annual unit envisioning, and short-term planning, as well as downloadable pages for daily ideas and improvisation based on students' needs\u003c\/li\u003e \u003cli\u003ePersonal Professional Development (PPD) pages and essential readings to help you focus every month on pressing issues and timeless p\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eFRONT MATTER PREPARING TO TEACH THE YEAR THE MONTHS THE WEEKS THE DAILY LESSONS AND UNITS APPENDICES\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738220474711,"sku":"9781071910436","price":26.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071910436.jpg?v=1723811831"},{"product_id":"why-do-teachers-need-to-know-about-diverse-learning-needs-9781350083189","title":"Why Do Teachers Need to Know About Diverse","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAs a teacher, what are a teacher's personal, social and emotional responsibilities in supporting pupils with diverse learning needs? There is no longer a place for a teacher who denies their role in the education of pupils with diverse needs. But understanding how to meet these challenges, particularly in amongst the other challenges of teaching and the classroom, can seem daunting. Drawing on examples from early years to college, this book looks at what inclusion and inclusive practice means in practice and how it relates to different aspects of teaching. Covering issues related to teacher well-being, resilience and other professional skills this book offers the reader the opportunity to use case studies and research to reflect on their own professional practice. Expertly crafted by Sue Soan, drawing on the expertise of a team of practitioners and academics, this book brings together the latest research and current practice. International case studies showcase examples of practice\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis book is a welcome addition to the growing literature on establishing inclusive learning environments. Teachers, at all stages of their career, will find their understanding of diversity and inclusion enhanced. This book is structured to bridge the theory-practice divide through the collaboration between classroom practitioners and education academics supported by insightful case studies and an invitation for teachers to reflect on their practice and develop their confidence in responding to the challenge of diversity and inclusion in their classrooms. * Michael Shevlin, Professor in Inclusive Education, Trinity College, Dublin, Ireland *\u003cbr\u003eThought-provoking, challenging, informative and accessible – This excellent book is about how to teach and prepare pupils with diverse learning needs to be resilient, skilled and independent in our ever-changing and unpredictable world. I highly recommend it as an essential text for Initial Teacher Training programmes and CPD for teachers. * Geraldine O’Grady, SEND Consultant and formerly Director of the Teaching School, Whitefield Academy, London, UK *\u003cbr\u003eThis book provides a range of perspectives on pupil diversity guiding the reader through core concepts of special education and with cases, reflective and reflexive questions, and windows on research. Furthermore, the book can greatly benefit the professional development of new as well as experienced teachers. * Anne Lindblom, Associate Professor in Special Education, Norway Inland University of Applied Science, Norway *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Figures List of Tables Series Editor’s Preface Series Editor's Introduction to the Personal, Social and Emotional Perspectives for Educators Series Using This Book Notes on Contributors List of Abbreviations Acknowledgements 1. Setting the Context, \u003ci\u003eSue Soan (Canterbury Christ Church University, UK)\u003c\/i\u003e 2. The Professional Self and Diverse Learning Needs, \u003ci\u003eConor Mc Guckin (Trinity College Dublin, Ireland) and Carol-Ann O’Síoráin (Hibernia College, Ireland)\u003c\/i\u003e 3. Health and Well-Being, \u003ci\u003eAlan Bainbridge (Canterbury Christ Church University, UK) and Alison Ekins (Canterbury Christ Church University, UK)\u003c\/i\u003e 4. The Learning Environment, \u003ci\u003eLorna Hughes (Canterbury Christ Church University, UK) and Nicola Elson (Canterbury Christ Church University, UK)\u003c\/i\u003e 5. Technology, \u003ci\u003eJohn-Paul Riordan (Canterbury Christ Church University, UK) and Mark Roberts (Special School (PMLD 4-19), UK)\u003c\/i\u003e 6. The Empowerment of Observation and Listening, \u003ci\u003eJoy Mower (Canterbury Christ Church University, UK) and Teresa Dowling (Local Authority, UK)\u003c\/i\u003e 7. Working Together, \u003ci\u003eChristian Couper (Rural Primary School, New Zealand) and Sue Soan (Canterbury Christ Church University, UK)\u003c\/i\u003e 8. Resilience, Reflection and Reflexivity, \u003ci\u003eGeraldene Codina (University of Derby, UK) and Jon Fordham (Urban Primary School, UK)\u003c\/i\u003e 9. The Role of Teachers and Teaching, \u003ci\u003eSue Soan (Canterbury Christ Church University, UK) and Christian Couper (Rural Primary School, New Zealand)\u003c\/i\u003e References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738586231127,"sku":"9781350083189","price":25.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350083189.jpg?v=1720049560"},{"product_id":"why-do-teachers-need-to-know-about-psychology-9781350084858","title":"Why Do Teachers Need to Know About Psychology","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAs a teacher, what are my personal, social and emotional responsibilities in supporting pupils with psychological development? Psychology has underpinned educational practice since its inception but understanding what that means in practical terms for educational settings today can seem bewildering. The team draw upon the whole field, covering not only developmental, health, and educational\/child psychology, but also organisational and counselling perspectives. Drawing on examples from rural early years settings to large urban secondary schools, this book looks at how psychology can support your teaching practice. It does this by looking at different situations within a teacher''s roles and responsibilities, and what this also means for understanding their professional identity. Expertly crafted by Jeremy Monsen, Lisa Marks Woolfson and James Boyle, bringing together the expertise of a team of practitioners and psychologists, this book draws together the latest research and current p\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis important new book, written be expert educators and psychologists, will provide new and early careers teachers with a much-needed bridge between psychological theory, recent research and practical reflexive stimulus to deepen understanding. The focus on personal, social and emotional perspectives goes beyond the cognitive sciences currently dominating teacher education. * Elaine Wilson, Senior Lecturer in Education, University of Cambridge, UK *\u003cbr\u003eA unique text that applies psychological theory and research to teacher development with the dual yet integrated focus on fostering teacher well-being and creating effective teaching-learning contexts to foster student learning and well-being. * Bonnie K. Nastasi, Professor of Psychology, Tulane University, USA *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Figures List of Tables Series Editor’s Preface Series Editor's Introduction to the Personal, Social and Emotional Perspectives for Educators Series Using This Book Notes on Contributors List of Abbreviations Acknowledgements 1. Setting the Context, \u003ci\u003eJeremy Monsen (Principal Educational and Child Psychologist, Westminster and Kensington and Chelsea Educational Psychology Consultation Service, UK), Lisa Marks Woolfson (University of Strathclyde, UK) and James Boyle (University of Strathclyde, UK)\u003c\/i\u003e 2. The Professional Self and Psychology, \u003ci\u003eJames Boyle (University of Strathclyde, UK), Jeremy Monsen (Principal Educational and Child Psychologist, Westminster and Kensington and Chelsea Educational Psychology Consultation Service, UK) and Lisa Marks Woolfson (University of Strathclyde, UK)\u003c\/i\u003e 3. Health and Well-Being in Psychology, \u003ci\u003eLisa Marks Woolfson (University of Strathclyde, UK) and Stuart Woodcock (Griffith University, Australia)\u003c\/i\u003e 4. The Social World of the Classroom, \u003ci\u003eMatthew P. Somerville (UCL Institute of Education, University College London, UK) and Ed Baines (UCL Institute of Education, University College London, UK) \u003c\/i\u003e 5. Effective Interpersonal Communication, \u003ci\u003eJeremy Monsen (Principal Educational and Child Psychologist, Westminster and Kensington and Chelsea Educational Psychology Consultation Service, UK), Linda Crichton (Bi-borough Newly Qualified Teacher Service, UK), and Julie Shaw (Bi-borough Newly Qualified Teacher Service, UK)\u003c\/i\u003e 6. Resilience, Reflection and Reflexivity, \u003ci\u003eJames Boyle (University of Strathclyde, UK) and Elizabeth King (University of Strathclyde, UK)\u003c\/i\u003e 7. Psychology and the Effective Teacher, \u003ci\u003eLisa Marks Woolfson (University of Strathclyde, UK), James Boyle (University of Strathclyde, UK) and Jeremy Monsen (Principal Educational and Child Psychologist, Westminster and Kensington and Chelsea Educational Psychology Consultation Service, UK)\u003c\/i\u003e References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738586493271,"sku":"9781350084858","price":24.69,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350084858.jpg?v=1720049562"},{"product_id":"why-do-teachers-need-to-know-about-child-development-9781350084933","title":"Why Do Teachers Need to Know About Child","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAs a teacher, what are my personal, social and emotional responsibilities in supporting child development? Going beyond simply recognising child development as the cornerstone of education and drawing on examples from rural early years settings to large urban secondary schools, this book looks at what child development means in practice and how it relates to different aspects of teaching. Covering relationships, environment, subject knowledge and more, this book develops the readers understanding of education and child development, as a professional and day-to-day in the classroom. Expertly crafted by Daryl Maisey and Verity Campbell-Barr, drawing on the expertise of practitioners and academics, this book draws together the latest research and current practice. Reflexive questions encourage the reader to explore their knowledge and expectations, helping them to develop as a practitioner.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis is an invaluable and original book edited by two renowned authors in the field of early childhood, Daryl Maisey and Verity Campbell-Barr. The edition focuses on the readers themselves and invites them to adopt a reflexive approach to their practice with young children and families. How do they apply different theories to their practice and draw on shared knowledge and experience? The book is written in collaboration with teachers in the field and includes a range of helpful case studies to contextualise the discussions. Readers are invited to know themselves as people and professionals. How do their individual approaches make a difference to children’s development? The book is at once scholarly and accessible, with reference to recent international research and current practice in different contexts. This is a quality, unique edition emanating from a strong, European early childhood heritage like no other, the hallmarks of which are scholarship, social justice and compassion. * Sarah Cousins, Associate Professor, Early Years and Social Studies, University of Warwick, UK *\u003cbr\u003eThis informative edited book for teachers brings together insights about child development from research, theory and practice perspectives and highlights practical, informed ways that teachers can help children and young people to develop physically, emotionally, socially and intellectually as happy, healthy learners for life in the twenty-first century. * Jane Murray, Associate Professor, University of Northampton, UK *\u003cbr\u003eA readable and accessible text which will support our students in their Child Development module ... Strengths are its readability, useful annotated biography, reflective questions and the strong links between theory and practice, exploring the relationship between the two. The window on research brings an additional currency for today's students. * Pam Wooding, Assosicate Lecturer in Primary Teacher Education, University of Derby, UK *\u003cbr\u003eA very useful addition to the core texts for understanding child development. * Wilma Irvine, Teaching Fellow in Primary Physical Education, University of Edinburgh, UK *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSeries Editor’s Preface Series Editor's Introduction to the Personal, Social and Emotional Perspectives for Educators Series Using This Book Notes on Contributors List of Abbreviations Acknowledgements 1. Setting the Context, \u003ci\u003eDaryl Maisey (Kingston University, UK) and Verity Campbell-Barr (University of Plymouth, UK)\u003c\/i\u003e 2. The Professional Self, \u003ci\u003eVerity Campbell-Barr (University of Plymouth, UK) and Julie Berry (Early Years Educator, UK)\u003c\/i\u003e 3. The Need for Health and Well-Being, \u003ci\u003eMaria Dowling (Health and Social Care Consultant, UK) and Mary Hodson (Kingston University, UK)\u003c\/i\u003e 4. Child Development, \u003ci\u003eRowena Passy (University of Plymouth, UK) and Martin Gilchrist (Natural England, UK)\u003c\/i\u003e 5. Technology Education, \u003ci\u003eJames Bettany (University of Plymouth, UK) with Rebecca Smallshaw and Declan Barney\u003c\/i\u003e 6. Listening to Children, \u003ci\u003eCheryl Graham (Early Years Professional, UK) and Verity Campbell-Barr (University of Plymouth, UK)\u003c\/i\u003e 7. Professional Relationships and Collaboration, \u003ci\u003eJessica Johnson (Kingston University, UK) and Norma Goodyear (Specialist Support for Inclusion (Primary), UK\u003c\/i\u003e 8. Resilience, Reflection and Reflexivity, \u003ci\u003eDaryl Maisey (Kingston University, UK) and Catherine Warnock (Early Years Foundation Stage Leader and Reception Teacher, UK)\u003c\/i\u003e 9. The Role of the Teacher, \u003ci\u003eRuth Wood (Kingston University, UK) and Claire Jackson (Kingston University, UK) with Sandra Bayliss and Nick Usher\u003c\/i\u003e References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738586558807,"sku":"9781350084933","price":24.69,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350084933.jpg?v=1720049562"},{"product_id":"the-principals-guide-to-managing-school-personnel-9781412961233","title":"The Principals Guide to Managing School Personnel","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003ci\u003eAn excellent tool for aspiring principals as well as those who find it uplifting to be reassured that they are doing the right thing.\u003cbr\u003e\u003c\/i\u003eGerard Dery, Principal\u003cbr\u003eNessacus Regional Middle School, Dalton, MA\u003c\/p\u003e\u003cp\u003e\u003ci\u003eThis book serves as a valuable tool for districts seeking to enhance the skill level of their principals and would be ideal for professional development.\u003c\/i\u003e\u003cbr\u003eCarolyn Banks, Regional Director of Teacher Education\u003cbr\u003eUniversity of La Verne\u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003eA comprehensive guide to building successful relationships with all school personnel!\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eInspiring faculty and support staff to perform their best is a key factor in developing a school culture that helps students thrive. This resource provides principals with the policies, procedures, and techniques to lead and manage school personnel and create an effective work environment.\u003c\/p\u003e\u003cp\u003eThe authors provide real-world scenarios and practical strategies to help define the principal's leadership role and str\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"This book serves as a valuable tool for districts seeking to enhance the skill level of their principals and would be ideal for professional development. I would have greatly welcomed a book of this nature when I was a principal.\"\u003c\/em\u003e -- Carolyn Banks, Regional Director of Teacher Education\u003cbr\u003e\u003cem\u003e\"An excellent tool for aspiring principals as well as those who find it uplifting to be reassured that they are doing the right thing.\"\u003c\/em\u003e -- Gerard Dery, Principal\u003cbr\u003e\u003cem\u003e\"Demonstrates the importance of the principal in personnel issues and provides thoughtful and well-researched suggestions, formats, behaviors, and ideas for dealing with the management, leadership, selection, induction, retention, and dismissal of employees. The chapters on conflict and adverse situations are of particular help.\"\u003c\/em\u003e -- Rosemarie Young, Principal\u003cbr\u003e\u003cem\u003e“The book does a wonderful job of taking the research about personnel management and translating it into practice for aspiring and current school leaders.” \u003c\/em\u003e -- Patricia M. Richardson, Professor of Practice\u003cbr\u003e\u003cem\u003e\"Principals, superintendents, district-level leaders, school board members, and human resource directors would all benefit from this book. The material and concepts presented are germane to today’s leadership challenges. The personnel function is more than hiring and firing, it is the heart and soul of schools and a critical factor that directly relates to student achievement.\"\u003c\/em\u003e -- Boyd Dressler, Professor\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Tables List of Figures Preface Acknowledgments About the Authors and Contributing Author 1. Personnel and the National Standards ISLLC Standards and Personnel Interstate School Leaders Licensure Consortium Standards Final Thought Discussion Questions Case Study Application 2. Personnel and School Culture Culture and Climate Shaping Culture for the Common Good 11 Ten Most Wanted Strategies for Shaping School Culture Quarter Till Eleven Final Thought Discussion Questions Case Study Application Other Resources 3. Personnel and the Principal Truth Is Stranger Than Fiction The Effective School Leader and Personnel Relationship The Principled Personnel Model Leadership Traits Essential to Working Effectively With School Personnel The Administration and Supervision of School Personnel Final Thoughts Discussion Questions Case Study Application Other Resources 4. Personnel and Communication Basics of Communication The Completed Personnel Success Model The Principled Personnel Model and Communication Effective Communication Behaviors Final Thoughts One More Final Thought Discussion Questions Case Study Applications Other Resources 5. Personnel and Conflict Resolution Who Made You Boss? Effective School Leadership in the Midst of Conflict The Principal’s Peace Primer Final Thoughts Discussion Questions Case Study Application 6. Personnel and Recruitment and Selection Finding Mr. or Ms. Right Recruitment of Personnel Selection of Personnel Leading by Interviewing Final Thoughts Discussion Questions Case Study Application Other Resources 7. Personnel and Induction and Mentoring Programs How Principals Fail Personnel The Induction and Mentoring of Personnel Final Thoughts Discussion Questions Case Study Application 8. Personnel and Adverse Situations No Rules – No Worries Leading Personnel Is Hard Work Proactive and Corrective Actions Performance Expectations School Policies, Procedures, and Administrative Regulations Documentation of Personnel Due Process Guidelines for Working With Personnel in Need of Assistance Controversial Personnel Issues The Supervision of Marginal Employees Grievances Causes for Termination Union-Management Relationships Contracts for Public School Employees Final Thoughts Discussion Questions Case Study Application Other Resources References and Further Reading Index\u003c\/p\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739116089687,"sku":"9781412961233","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781412961233.jpg?v=1720051211"},{"product_id":"reach-the-highest-standard-in-professional-learning-data-9781452291772","title":"Reach the Highest Standard in Professional","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003e\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e \u003cem\u003e\u003cstrong\u003eWhen teachers use data effectively, students see results.\u003c\/strong\u003e\u003c\/em\u003e\u003cbr\u003e \u003cbr\u003e Learning Forward is a leader in understanding and advancing professional learning that leads to student success. This series explores Learning Forward's seven Standards for Professional Learning, which outline the characteristics of effective professional learning.\u003cbr\u003e \u003cbr\u003e In this volume, the authors explore the crucial function of data for designing, implementing, and evaluating professional learning. 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Educator effectiveness – and this includes all educators working in and with school systems, not just teachers – is linked closely to student learning. Therefore increasing the effectiveness of educators is a key lever to school improvement…\u003c\/em\u003eReach the Highest Standard \u003cem\u003eis created to be an essential set of tools to help school and system leaders take those steps toward educator effectiveness.\"\u003c\/em\u003e\u003c\/p\u003e -- Stephanie Hirsh, Executive Director\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction to the Series - Stephanie Hirsh The Learning Forward Standards for Professional Learning The Data Standard About the Authors 1. Using Data in Deliberate and Thoughtful Ways - Thomas R. Guskey 2. Using Data to Make Professional Learning Decisions - Patricia Roy 3. The Case Study - Valerie von Frank Index\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739344580951,"sku":"9781452291772","price":20.89,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781452291772.jpg?v=1720051964"},{"product_id":"talk-about-teaching-9781483373799","title":"Talk About Teaching","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eImprove teaching practice through powerful professional conversations!\u003cbr\u003e \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e Move beyond isolated teaching, passive observations, and ineffective workshops to be the leader who engages staff and affirms the value of reflective and informal professional discussions. Launch meaningful conversations and a powerful team of teachers who understand how students learn, what motivates them, and how to implement that research in the classroom.\u003cbr\u003e \u003cbr\u003e Good leaders know that sharing, discussing, and examining teaching practices and student work improves student learning through professional examination, inquiry, and growth. Educators who harness the power of informal professional conversation invite teachers to do the intellectual work needed to connect with students and boost achievement. The second edition of this powerful book includes:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eA new chapter guiding conversations to align with new state standards\u003c\/li\u003e \u003cli\u003eOutlines for s\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"The book’s major strength is that it combines a discussion of what constitutes good teaching and how to conduct productive professional conversations. This book would be an excellent resource for supervisors and principals.\"\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e -- M. Susan Bolte, Principal\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"This is a great resource for leaders who regularly facilitate conversations with teachers. I use it in my graduate class in supervision and strongly recommend that students keep this book as a resource for the future.\"\u003c\/em\u003e\u003c\/p\u003e -- Diane Canino Rispoli, Clinical Professor of Educational Leadership and Former School Leader\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Talk About Teaching! Leading Professional Conversations provides a fine survey of how to encourage professional conversations and discussions about education, and comes from a team of teachers who discuss the basics of connecting with students on a meaningful level. The second edition of this book offers a new chapter on guiding conversations, sample topics and conversation activities, and discussions of how to engage students through conversational approaches and professional practices. From promoting analytic thinking to taking into account what motivates students and affects their actions, Talk About Teaching is for educators who want to open and foster dialogues that support the learning process.\"\u003c\/em\u003e\u003c\/p\u003e -- The California Bookwatch: January 2016\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgements About the Author Preface 1. Why Professional Conversation? The Imperative for Improvement in Teaching The Nature of Teacher Learning Promoting Professional Learning Through Conversation Assumptions Underlying Professional Conversations Summary 2. Power and Leadership in Schools Overview The Reality of Power Reconciling Power and Leadership Summary 3. The Big Ideas that Shape Professional Conversations What Constitutes Important Learning? What Causes Learning? How Are Students Motivated? The Merging of All These Ideas Summary 4. The Topics for Conversations Power, Leadership, and the “Big Ideas” Summary 5. Conversation Skills Setting the tone for conversation Linguistic Skills Paraphrasing Summary 6. Informal Professional Conversations Purpose Settings for Professional Conversations Procedure Summary 7. Implementation Issues Finding Time for Conversation Communicating the Purpose Establishing Trust Forging Understanding and Consensus on the “Big Ideas” Elaborating the “Topics for Conversation” Summary 8. Conversation Activities for Implementation Establishing the Foundation Communicating the Purpose Establishing Trust The Big Ideas: Considering High-Level Learning How do People Learn? Worthwhile learning experiences Human Motivation Topics for Conversation Summary References Index\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739658334551,"sku":"9781483373799","price":27.89,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781483373799.jpg?v=1720052839"},{"product_id":"let-that-be-a-lesson-a-teacher-s-life-in-the-classroom-9781529113709","title":"Let That Be a Lesson: A Teacher’s Life in the","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e'A frank, funny and long overdue ode to teachers and teaching' ADAM KAY\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eThe malodorous horrors of Sports Day. \u003c\/b\u003e\u003cbr\u003e\u003cb\u003eBracing yourself for Parents' Evening. \u003c\/b\u003e\u003cbr\u003e\u003cb\u003eRefereeing teenage relationship dramas...\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eFrom the age of eight, Ryan Wilson dreamed of being a teacher. This is the inside story of his time at the chalkface, from fresh-faced trainee with grand ideals to exhausted assistant head battling ever-changing demands. \u003cbr\u003e\u003cbr\u003eIt is a tribute, too, to the colleagues who befriended him and to the students who inspired him. 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Includes content on how the ITT Core Content Framework links to the selection and adaptation learning activities.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eFoundational concepts At the start and at the end Speaking and listening Reading and writing All communication skills Revision and assessing learning","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48740298916183,"sku":"9781529629699","price":20.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529629699.jpg?v=1720054352"},{"product_id":"evolving-learner-shifting-from-professional-development-to-professional-learning-from-kids-peers-and-the-world-9781544338323","title":"Evolving Learner: Shifting From Professional","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eLearn from Kids, Peers, and the World to Transform Professional Learning\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eWhat can kids teach us about educational practices? It turns out, plenty. PD is evolving into professional learning (PL), where personalized experiences focus on goals and outcomes, rather than seat time. In \u003cem\u003eEvolving Learner\u003c\/em\u003e, successful PL is framed through three critical sources: learning from kids, from peers, and from the world. Woven throughout the book are tangible connections to cycles of inquiry where a harmonious balance is the ultimate goal when students are engaged in inquiry for deeper learning and teachers are engaged in a parallel process to improve their practice.\u003c\/p\u003e \u003cul\u003e\n\u003cli\u003eThe authors’ unique framework shifts away from factory model \"PD\" and transforms it into experiences tailored to kids’ and adult learners’ specific needs. Clear strategies for accomplishing PL are presented through \u003c\/li\u003e\n\u003cli\u003eA framework where both students and teachers are active agents of learning \u003c\/li\u003e\n\u003cli\u003eCycles of inquiry to empower students to become the owners of learning \u003c\/li\u003e\n\u003cli\u003eTechniques to make thinking visible for teachers and students \u003c\/li\u003e\n\u003cli\u003eCutting edge coverage of applying technology to professional learning including the use of social media, gamification, and digital badges \u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eThe time is right to reclaim ownership of \u003cem\u003eyour \u003c\/em\u003eprofessional learning: \u003cem\u003eEvolving Learner\u003c\/em\u003e is an essential guide for embarking on this journey.\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003eEvolving Learner \u003cem\u003eis a unique balance of incredible creativity, knowledge of innovative professional learning practices, with a deep appreciation for the emotional side of change. This trio of authors has done a remarkable job of making research based techniques of empowering the learner come alive. Filled with practical stories from classrooms around the world, this book will super charge educators to more deeply understand the needs of students to help them expand their own boundaries of learning. Of particular note, are the strategies to help students own their learning and educators to build collaborative classrooms. This book honors the role of the teacher as the head learner. The knowledge and wisdom within these pages is the reference and guide that we need to build healthy classrooms for students and teachers.\u003c\/em\u003e\" -- Alan November, Founder\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eAs time moves on so does the reality that students of today are not the students of yesterday but the teachers haven’t moved on in the same speed as their students, technology and the world at large. The needs and expectations have jumped ahead 100+ years. Today’s teachers need to be as modern-thinking as the students they work with on a daily basis.\u003c\/em\u003e\u003cem\u003e \u003c\/em\u003e Evolving Learner \u003cem\u003eis a great step in moving in the right direction to meeting not only student needs to enter the world of discovery- learning but teacher needs through collaboration and project based learning as practices. I celebrate the authors and the work that has been done to get the process started.\u003c\/em\u003e\u003cem\u003e \"\u003c\/em\u003e\u003c\/p\u003e -- Claudia Danna\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eSocietal changes, through the use of technology, should impact how we educate students and the overall pedagogical viewpoint of education. Like meeting student needs, teachers need, and deserve, to have updated, professional learning that meets them where they are rather than a one size fits all situation. Empowering teachers to move forward and personalize their own learning will move professional learning years ahead of where we are now! \u003c\/em\u003eEvolving Learner \u003cem\u003eoffers guidelines, examples, and strategies to move professional learning ahead at the same rate we offer our students progression in their own self-empowered learning.\u003c\/em\u003e\"\u003c\/p\u003e \u003cbr\u003e -- Patti J. Larche\u003cbr\u003eEvolving Learner\u003cem\u003e is a fast and easy read but is jammed pack with ideas that can be implemented tomorrow whether you are in the classroom, supporting teachers in the classroom, or supporting your organization as whole. As a school leader myself, it provides meaningful and relevant strategies to reframe professional development for your organization.\u003c\/em\u003e\u003cbr\u003e -- Dr. Sammie Cervantez\u003cbr\u003e\"Evolving Learner \u003cem\u003eoffers a compelling message of hope for educators across all disciplines in \u003c\/em\u003e\u003cem\u003emoving from an idea to implementation. It is an easy read and a great time saving topic for busy administrators offering a practical solution to facilitating the process of change from professional development to professional learning experiences. This is the one tool needed by all that is a research based process to enhance the growth and development model of one’s organization.\"\u003c\/em\u003e\u003cbr\u003e -- Debra Paradowski\u003cbr\u003e\"Evolving Learner \u003cem\u003eis a timely resource for administrators that are planning professional learning, but also for educators that are looking to take their own professional learning into their hands.\u003c\/em\u003e\" -- Katina L. Keener, M.Ed.\u003cbr\u003e\"\u003cem\u003eDistricts and schools need to look at personalizing the learning for the teacher. \u003c\/em\u003e Evolving Learner \u003cem\u003eis a well written book that conveys and gives great examples of how this can be done.\u003c\/em\u003e\"\u003cbr\u003e -- Stephanie L. Turner\t\u003cbr\u003e\"\u003cem\u003eAlthough teachers have often received training on differentiating instruction for students, most professional development for teachers continues to be ′one size fits all.′ \u003c\/em\u003eEvolving Learner \u003cem\u003eexplains how to make the shift to professional learning that differentiates for teachers, providing meaningful experiences that will in turn promote positive change in the classroom.\u003c\/em\u003e\"\u003cbr\u003e \u003cbr\u003e -- Melissa Miller\u003cbr\u003e\"Evolving Learner \u003cem\u003esets learning up to be successful for everyone on the team, including the teacher and students. This book provides necessary tools to develop a w\u003c\/em\u003e\u003cem\u003eonderful learning in a community.\u003c\/em\u003e\"\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e -- Tamara Daugherty\u003cbr\u003e\"Evolving Learner \u003cem\u003eoffers a fresh approach to professional learning that all educators will find useful.\u003c\/em\u003e\" -- Linda Diaz\u003cbr\u003e\"Evolving Learner \u003cem\u003emeets the needs of three important groups, teachers, coaches, teacher leaders and down in the trenches classroom teachers. \u003c\/em\u003e\u003cem\u003eThis book is timely and encompasses all facets of sharing, developing and letting teachers know there is not one single answer to questions about professional development.\u003c\/em\u003e\"\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e\u003cbr\u003e -- Cheryl Steele Oakes Med\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Thomas C. Murray Acknowledgments About the Authors Introduction CHAPTER 1. LEARNING FROM KIDS Honor the Learner: Kids Leveraging the Most Abundant Resource in Our Schools What Are They Thinking? Making Thinking Transparent to Tailor Instruction and Promote Teacher Inquiry Ownership of Learning for All: Shifting From Students Who Consume Content to Learners Who Create Content Looking Ahead Resources CHAPTER 2. LEARNING FROM PEERS Honor the Learner: Peers Workshops That Work: Renovating the One-Size-Fits-All Model Professional Learning Communities (PLCs) Coaching Principles and Practices Practices in Action: Feeling Connected, Seen, and Heard Social-Emotional Learning Parents\/Families as Peers Tips: Listen, Be Flexible, Care Resources CHAPTER 3. LEARNING FROM THE WORLD Honor the Learner: World Becoming an Edu-Explorer Developing Your Tribe Social Media Tips: Filter, Edit, Focus, Balance Lurk No More Resources In Closing References and Further Reading Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740475568471,"sku":"9781544338323","price":23.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544338323.jpg?v=1720054796"},{"product_id":"the-power-of-assessment-for-learning-twenty-years-of-research-and-practice-in-uk-and-us-classrooms-9781544361468","title":"The Power of Assessment for Learning: Twenty","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eThe future of Assessment for Learning 20 years after \u003cem\u003eInside the Black Box\u003c\/em\u003e\u003cbr\u003e \u003c\/strong\u003e\u003cbr\u003e Twenty years after the publication of \u003cem\u003eInside the Black Box\u003c\/em\u003e, the landmark review of formative classroom assessment, international education experts Christine Harrison and Margaret Heritage tackle assessment for learning (AfL) anew, with fresh insights gained from two decades of research, theory, and classroom practice. \u003cbr\u003e \u003cbr\u003e T\u003cem\u003ehe Power of Assessment for Learning: Twenty Years of Research and Practice in UK \u0026amp; US Classrooms\u003c\/em\u003e examines the practices and processes of formative assessment over time in both countries, evaluates the benefits accrued to teaching and learning, and considers future developments in growing and sustaining AfL practice. It features:\u003c\/p\u003e \u003cul\u003e\n\u003cli\u003eKey AfL ideas, approaches, and supports \u003c\/li\u003e\n\u003cli\u003eVignettes of classroom practice that illustrate AfL in action in the U.K. and U.S. \u003c\/li\u003e\n\u003cli\u003ePractice-based evidence to enrich understanding of AfL from both the teacher’s and the student’s perspective\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e Focused on student-centeredness and rich with classroom examples, this book is a ‘sounding board’ for educators to explore and reflect on their own AfL practices and beliefs.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Dylan Wiliam Preface Acknowledgments About the Authors Chapter 1 Inside the Black Box Revisited A New Way of Thinking About Assessment A Systematic Review What Is the Black Box? Getting Into the Details Is There Evidence That Improving Formative Assessment (AfL) Improves Standards? Is There Evidence That There Is Room for Improvement? Is There Evidence About How to Improve Formative Assessment (AfL)? Changing Practice Guiding Principles Improvement as a Journey Chapter 2 A Tale of Two Countries The Tale of the United Kingdom Major Policy Moves in the UK A Tale From the US Two Countries, Two Journeys? Chapter 3 Student Role in Assessment for Learning Expanding Conceptions of AfL Sociocultural Perspective and AfL Self-Regulated Learning Growth Mindsets Chapter 4 Planning for Learning Distinct Teaching Approaches Influences on Changing Practice Concluding Thoughts Chapter 5 Transforming Classrooms Transforming Practice Developing AfL Practices Classroom Routines Chapter 6 What Still Needs to Be Explored From Evidence-Based Practice to Practice-Based Evidence Teachers Need to Be Vigilant for Evidence Interactions Work in a Nuanced and Detailed Way Context Matters Learning Identity Identity-Safe Environments Funds of Knowledge Disciplinary Knowledge Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740477993303,"sku":"9781544361468","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544361468.jpg?v=1720054804"},{"product_id":"the-perfect-teacher-coach-9781781350034","title":"The Perfect (Teacher) Coach","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe Perfect Teacher's Coach presents a simple and practical guide to making coaching work well in your school in order to deliver consistently high standards. This is ever more important with Ofsted increasing the number of lesson observations and 'evaluation of teaching and learning' providing a key performance indicator, alongside student outcomes. Everything you need to know about what coaching is and how it works is provided in this book. This includes details of various models of coaching and how to implement a successful model suitable for your school, training your coaches and ensuring you have a sustainable performance management process that really works.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eTom DeRosa - I want to teach forever blog: The Perfect Teacher Coach by Jackie Beere and Terri Broughton is a concise, thoughtful guide to becoming an effective instructional coach. The two UK-based experts draw on years of teaching and coaching in a variety of settings, providing a clear blueprint of what coaching is and isn't. I found their framework for coaching very similar to what I learned both from Teach For America and in graduate school, In short, coaching is not about telling teachers what is wrong and how to fix it, but giving them the tools and encouragement to do so themselves. Coaches are great listeners who ask the right questions and provide a positive, unwavering belief that teachers can find the right answers within. It should come as no surprise that the elements that make a great coach of teachers also make a great classroom teacher. I was always taught to constantly reflect on my practice, get feedback from my students and outside observers, identify weaknesses and find solutions. When I did a good job of all of those things, my classroom was at its peak effectiveness. This is also the message of The Perfect Teacher Coach. Whether you already coach teachers, have such a role on the horizon for next year or beyond, or are still just trying to improve in your own classroom, there's a lot to learn from this new guide. I highly recommend it. Reviewed by Elanor Westbury, SENCo and English Teacher, Kings Lynn Academy.Very friendly and easy to navigate layout, which allows you to follow the book and take a step by step approach to techniques and theories or \"dip into\" and refresh skills that you haven't used for a while.Jackie and Terri are clearly passionate about the difference that coaching can make in an educational setting and this comes across loud and clear. The references to Ofsted and CPD give an edge of authority and make The Perfect Teacher Coach as an essential tool for a busy teacher - not so\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eTable of Contents: Introduction: Who this book is for What is coaching? What makes a 'perfect' coach? Coaching with edge, for performance management Creating a culture of coaching The skill of questioning A coaching framework Embedding the coaching culture for the long term","brand":"Independent Thinking Press","offers":[{"title":"Default Title","offer_id":48741056414039,"sku":"9781781350034","price":12.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781781350034.jpg?v=1720056431"},{"product_id":"the-mindful-teachers-handbook-how-to-step-out-of-busyness-and-find-peace-9781785836428","title":"The Mindful Teacher's Handbook: How to step out","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA practical guide to mindfulness that will empower teachers and school staff to take better care of their well-being and find calm in the day-to-day hustle and bustle of the school setting.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eDyma gyfle i addysgwyr ddysgu mwy am feddylgarwch boed yn ymarferwyr eisoes neu'n newydd i'r maes. Mae naws groesawgar y llyfr yma yn cynnig cyfoeth o wybodaeth, ac yn esbonio meddylgarwch mewn ffordd glir, syml a ffeithiol. Mae cefndir addysg yr awdures yn sicrhau bod yr adnodd yma nid yn unig yn berthnasol ond yn ddefnyddiol gydag enghreifftiau penodol ar gyfer adegau prysur y flwyddyn academaidd. Ceir sawl astudiaeth achos o bob cwr o fyd addysg sy'n sicrhau bod y darllenwyr yn cael y gorau o'r weithgaredd neu'r syniad o'r cychwyn cyntaf. Adnodd defnyddiol i'w ddefnyddio ym myd addysg am flynyddoedd - diolch Kamalagita. This is an opportunity for educators to learn more about mindfulness, whether they practise regularly or are new to the field. This book's welcoming atmosphere offers a wealth of information and explains mindfulness in a clear, simple and factual way. The author's education background ensures that this resource is not only relevant but useful, with specific examples for the busy periods of the academic year. Many case studies are included from all areas of education which ensures that users are able to make the most of an activity or idea from the outset. A useful resource to use in the world of education for years to come - thank you, Kamalagita.Nia Brodrick\u003cbr\u003eA marvellous handbook to support teachers with mindfulness. Kamalagita has created a wealth of knowledge and research-based activities that are also aided by some great resources to track progress. As an educationalist, if you were in two minds about whether mindfulness is for you, fear not. This book is crammed with some fabulous exercises that will help you find peace, balance and a new sense of energy and focus. It's an easy-to-read, well-planned book which guides you effortlessly through the why, what and how of mindfulness implementation. I thoroughly enjoyed reading and practising many of the techniques. Thank you, Kamalagita, for a lovely magical mindfulness handbook for teachers.Nina Jackson\u003cbr\u003eThis is a superb toolkit for all staff whether you are new to the profession, an experienced teacher or member of the school leadership team. What I love about the book is that regardless of your perceptions or thoughts about mindfulness, there is such a strong focus on well-being and responding (not reacting!) to the busy school lives that we all lead. The layout is very easy to navigate, and each chapter has excellent activities that are so simple to implement without a huge amount of preparation. Highly recommend this as a book of choice for anyone working in a school environment. I will definitely be dipping in and sharing with colleagues - wonderful to have all this rich material at our fingertips!Shirley Drummond\u003cbr\u003eThe work of teaching our young people is one of the most important and impactful jobs to engage in. It is also challenging, stressful and time squeezed. How can teachers look after themselves, remain creative and keep in touch with their love for their vocation in the midst of these pressures? Get this book and allow it to be an ongoing companion to your journey. Keep revisiting the pages. It offers rich resources supporting you to keep your mindfulness practice going and creatively adapt it to you and your life. It also gives you very practical ideas, tailored to the school teaching context, on how to realise the fruits of your mindfulness practice in everyday life - both during routine and high-stress times. If you are a schoolteacher, this book has your back.Rebecca Crane\u003cbr\u003eWhat an uplifting read. The Mindful Teacher's Handbook is exactly what every teacher needs to have within arm's reach at all times. It's easily accessible, taking you through a series of mindfulness exercises which gradually become habit-forming. Since reading the book, I've found myself constantly (sometimes unconsciously) going through some of the exercises and enjoying the positive impact mindfulness can have. For teachers, it is invaluable. There are exercises to suit every scenario, whether it's handling a challenging class, preparing for an inspection or a lesson observation. It also provides the reader with practical exercises to do at home and on the way to and from work. All the exercises are easy to follow and are practical for the situation they refer to. Having read through the book once (which I'd recommend doing initially), it is an ideal book to dip into whenever you need to take that step back, explore how you are feeling and take ownership of the way you handle negative emotions and energy, or make the most of the positive energy within you. If you are a school or department leader, this book can transform your team. It will ensure 'workplace enjoyment', 'clarity of mind' and 'positive relationships' become three terms people will use to describe those you work with.Armando Di-Finizio\u003cbr\u003eAs the well-being imperative in schools and colleges grows ever more urgent, The Mindful Teacher's Handbook has to be a go-to resource for anyone in education who wants to thrive in their role and take meaningful well-being practice in schools to a new and necessary level. Kamalagita acts as our guide as she thoughtfully explores and connects the science, practice and benefits of mindfulness, sharing clear strategies and exercises that are both teacher-friendly and supported by engaging discussions. Kamalagita knows first-hand the influence those in education can have on young minds and argues that if we want to equip our children so that they develop essential life skills for mental health, they need to be in learning environments with adults who prioritise their own well-being. From checking in on your 'internal weather' to managing the stress of inspections, Kamalagita tackles the challenges faced by teachers in a clear and practical way so that anyone, whether they are new to mindfulness or experienced, will find something to nurture and boost their personal and professional life.If you are a teacher and you're wading through a long list of must-read educational books, documents and initiatives to be the best teacher you can for yourself and your students, put this book on the top of your pile and start here.Natalie Chyba\u003cbr\u003eThe Mindful Teacher's Handbook is a book for every teacher and leader in an ever-changing world. The book is well timed, as we begin our new curriculum journey in Wales, with a real focus on how we all need to focus on our own health and well-being: we can only care for our students with empathy and love if we 'mind our own minds'. There is nothing 'woolly' about this book; it is written with authenticity and is rooted in classroom experience. The section on using mindfulness as a tool for responding to some of the behaviours we are all seeing in the post-COVID-19 classroom is both refreshing and useful. Overall, there is a toughness about this writing: an insistence on the absolute need to build in mindfulness that I found compelling and very real. I see a need for this handbook in my school and in every school.Jennifer Ford\u003cbr\u003eI really like this book. What I like about it is that it's realistic and useful. Kamalagita has written accessibly for the busy teacher-reader and it is full of exercises and systems that support a more mindful approach to the day-to-day stresses of school life. It'll help teachers rediscover the joy in what they do.Hywel Roberts, teacher, writer, humourist, author of Botheredness: Stories, Stance and PedagogyHywel Roberts\u003cbr\u003eThis is an easy-to-follow, practical and useful handbook for busy teachers, written by someone who clearly understands both mindfulness and the pressures of the classroom and staffroom. It provides a clear and approachable introduction to mindfulness theory and practice which is enough to help a 'beginner' get going and enticing enough to lead on those who take to it (and not all teachers will, of course) into further practice and study. What is particularly novel and helpful is the application of mindfulness practice to the everyday and potentially difficult experiences all teachers will know well, such as transitions, the dreaded inspections and meeting with challenging parents and colleagues.Katherine Weare\u003cbr\u003eThe Mindful Teacher's Handbook removes the mystery from mindfulness but leaves the impact on your well-being and the enjoyment to be had from trying this out. This book takes mindfulness directly into your classroom - ideal for busy teachers personally and professionally. Filled with practical examples and clear explanations, you'll find useful information and ideas whether you're new to mindfulness or already have some experience.If you've ever wondered if mindfulness might have something to offer your own well-being or that of your pupils, this comprehensive but accessible book will guide you to a decision. As a busy teacher you'll appreciate the clear and succinct descriptions of mindfulness, how it can help and why it works, set directly in the context of school\/college settings and relevant situations. It's written for teachers by a teacher whose classroom experience shows through on every page.There are lots of accessible mindful activities for you to try yourself - the book emphasises the primacy of being mindful yourself and paying attention to your own well-being - but there are examples of mindfulness activities to try with learners of all ages too. And if you want to take it further, there is a comprehensive list of resources and relevant training.Elizabeth Williams\u003cbr\u003eThank you for such a great book for educational professionals. It is certainly a must-read.The book provides a clear insight into mindfulness, starting with its background and how mindfulness can be applied within the educational setting. The practical tips are easily applied to activities within the classroom, especially to self-regulate - for both staff and students! With health and well-being becoming a focus within the new curriculum, this book is a must for all teachers.Luisa Martin Thomas\u003cbr\u003eKamalagita's vast experience as a mindfulness trainer, teacher of young people and collaborator with schools on their mindfulness journey means that she is in a unique position to write this accessible guide to a more spacious life. The combination of research-based evidence and personal testimonies from teachers and school leaders, along with the raft of practical exercises that can be implemented immediately, make this a powerful educator's handbook for our troubled times. If you allow Kamalagita's empathetic voice to speak to you as you enter classrooms and walk along corridors, as I have done, I am confident that you will quickly feel that working life and home life are both more manageable and enjoyable. Over-committing, being overwhelmed and negative self-talk are familiar patterns in our high-pressure environment. Kamalagita's easily learnt techniques are a lifeline that remind us we are not alone in experiencing or dealing with stress. They provide quick fixes, as well as the opportunity for more sustained change to work-life balance. Whether you are new to teaching, a hardened professional with many years of experience, a classroom assistant or a senior leader, this book has something for you. Kamalagita gives us permission to recognise that we are all human and that we share many more of our common day-to-day experiences than we might like to think. I hope that Kamalgita's case studies and work with strategic leads inspire teachers and leaders to take up the challenge of making their schools more mindful for students and staff. The evidence presented is clear - there will be a positive impact for individuals, institutions, families and society.Jane Barnes\u003cbr\u003eThere is widespread concern about the mental well-being of children and young people. Teachers are such an important influence on their lives. With so many teachers experiencing stress themselves, it is all the more important to have practical ideas to help. This is an excellent introduction to mindfulness, offering many practical exercises to help teachers manage the 'internal weather' that daily events frequently stir up. When people feel less stressed, less at risk of burnout and more focused on the purpose that brought them into teaching in the first place, it is also a valuable help for all the children they teach and influence. The testimonies of the people who have benefitted are woven through this straightforward and practical guide.Jenny Edwards\u003cbr\u003eAbsolutely delighted to review this informative, evidence-based and helpful handbook from Kalamagita Hughes. Harnessing the principles of a whole school approach to emotional well-being using person-centred approaches , this book is much needed at a time when COVID-19 has exacerbated concerns about children and young people's mental health and the role of community action. The strategies to promote well-being in our communities will be fundamental to tackling this issue and Kalamagita portrays this beautifully in structured and easy-to-read instructions. The reader will be able to understand the biological reasons, practise and evaluate the outcomes of their interventions and ensure the whole schoolcommunity benefits from emotional regulation in the promotion of relationships and well-being. A much-needed resource!Ceri Reed\u003cbr\u003eWe all know how stressful it can be working in the education sector. This is a practical book full of great ideas and written by an author who understands the pressures faced by educationalists. Thoroughly recommend.Simon Pirotte","brand":"Crown House Publishing","offers":[{"title":"Default Title","offer_id":48741388091735,"sku":"9781785836428","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"teaching-in-england-post-1988-reflections-and-career-histories-9781803825106","title":"Teaching in England Post-1988: Reflections and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThere is insufficient research focusing on the perspective of teachers nearing the end of their working lives, and even less offering career length studies on the changes in England over the past few decades. 1988 saw the start of substantive policy shift with the Education Reform Act, and the following years have seen an unprecedented pace and rate of policy shifts. Joan Woodhouse explores the career-histories and reflections of teachers, and how their teaching practices and approach to their work were impacted by the ever-evolving landscape. The insights are critical to understanding this era of reform directly from those who have experienced and implemented the changes.\u003c\/p\u003e \u003cp\u003eDrawing on in-depth interviews with teachers, \u003cem\u003eTeaching in England Post-1988\u003c\/em\u003e affords new understandings of an under-researched group, bringing to light experiences of implementing reform in schools. It raises questions about why, given the pressure they faced, teachers remained in the profession when so many of their peers had quit ahead of retirement age.\u003c\/p\u003e \u003cp\u003ePresenting a conceptual model explaining career-long teachers’ longevity, \u003cem\u003eTeaching in England Post-1988\u003c\/em\u003e provides context to help current and future governments develop policy and strategies to reverse the trend of attrition, addressing the much-discussed teacher and headteacher shortage. This is also essential reading for educational researchers and teacher educators.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAccounts of change in education tend to focus on capturing how policy is developed at a system level. \u003cem\u003eTeaching in England Post-1988\u003c\/em\u003e is important because it examines a 30-year period of unprecedented change in English schools through in-depth interviews which capture the lived experiences of some of the teachers who survived it.\u003c\/p\u003e \u003cp\u003eThis enables it to offer a detailed, longitudinal perspective that remains all too rare, and new insights into how and why teachers maintain their commitment to teaching and schools in the face of increasing pressures and demands.\u003c\/p\u003e \u003cp\u003eAs a result, it should be read carefully by everyone interested in the future of schools and of education more widely.\u003c\/p\u003e -- Michael Jopling, Professor of Education, University of Brighton\u003cbr\u003e\u003cp\u003eJoan Woodhouse has applied her considerable experience as both a teacher and a teacher educator to bring to our attention the previously under-researched phenomenon of teacher retention. While other researchers and the mass media have focussed on the issue of early leavers, Woodhouse details the creativity and tenacity of those who have responded to ever shifting policies which have increased prescription and proscription, heralded the erosion of teachers’ autonomy and creativity, imposed longer working hours and increased workload, and facilitated changes in the culture of schooling and the nature of teaching. The essential question - why have these career-long teachers remained in the profession, when so many of their peers quit? - is addressed through enlightening and original accounts which offer deeper understanding of how this generation of teachers navigated the changes and sustained their commitment to teaching. ‘Vocation’, ‘wisdom’ and ‘agency’ are shown to be their essential characteristics, which provides a much-needed antidote to the doom and gloom image of teachers as burnt-out automatons often promulgated in public discourse.\u003c\/p\u003e \u003cp\u003eCareer teachers should enjoy read this well-researched and well-written text in the knowledge that they are not alone in their dedication. Anyone considering teaching as a profession will find much to comfort them, and to arm them for the challenges they will face. Policy makers, who rarely seem informed by research which doesn’t fit their preconceptions, would particularly benefit from understanding the damage they have wrought and identifying potential remedial strategies by reading about the real experiences of dedicated professionals.\u003c\/p\u003e -- Ralph Leighton, Former Principal Lecturer and Secondary PGCE Programme Director, Canterbury Christ Church University\u003cbr\u003e\u003cp\u003eThis book could not be more timely: with teachers leaving the profession in droves, and teacher recruitment at an all time low, it is vital that we learn more about the experiences of those who have remained in the profession for some time. Dr Woodhouse is ideally placed to give this account, based on her long experience working with teachers, and as a former teacher herself. It will be useful to post grad and PGCE students and, from both theoretical and practical perspectives, represents a valuable contribution to the literature. \u003c\/p\u003e -- Professor Jacqueline Baxter, Professor of Public Leadership and Management, The Open University\u003cbr\u003e\u003cp\u003eJoan Woodhouse has created a fascinating and innovative history of education from 1988 through the eyes of long serving teachers whose vision and wisdom has enabled them to have marathon careers in times when many teachers have left the profession. Her own wisdom and vision – which I’ve known for years since we taught together in the 1980s – make this a provocative and vital read for all who care about teaching and teacher supply.\u003c\/p\u003e -- Lat Blaylock, Editor, RE Today magazine, National RE adviser, NATRE\u003cbr\u003e\u003cp\u003eThis book is exactly what is needed currently.\u003c\/p\u003e \u003cp\u003eThe teacher recruitment and retention crisis, the meltdown in the initial teacher education ’space’ wrought by the ideologically motivated ‘market review’, and the well-documented impact of the pandemic on teachers’ well-being, welfare and willingness to remain in the profession, all contribute to its necessity. Insufficient qualitative research has been undertaken on why teachers leave. What exists are statistics and trends which show the outcomes, not the reasons. Even less qualitative research has been undertaken on why teachers stay, up to this point. Politicians tend not to ask; system leaders are more concerned about performance and outcomes, and armchair analysts assume they have an authentic answer to everything.\u003c\/p\u003e \u003cp\u003eJoan’s approach here builds on her years as a successful classroom teacher, teacher trainer and educational researcher. She builds positive and mutually respectful relationships with peers and those she’s teaching. Few others could successfully administer a research tool such as this because of its dependence on professional, collaborative relationships. Consequently, the findings are genuinely authentic, giving this book a degree of validity and reliability, in a sector dominated by external perceptions of truth.\u003c\/p\u003e -- Dr Simon Hughes FRSA, Freelance Educational Adviser, former Her Majesty’s Inspector and former diocesan Director of Education\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eChapter 1. Teaching in an era of reform: policy shift since 1988 in English state education \u003cbr\u003e Chapter 2. Impact of policy shift on teachers’ work \u003cbr\u003e Chapter 3. Teacher retention: understanding why they stay \u003cbr\u003e Chapter 4. Methodology: gathering career history narratives \u003cbr\u003e Chapter 5. Career histories \u003cbr\u003e Chapter 6. Findings and discussion (i): Perceptions of the impact of policy shift since 1988 on teachers’ work \u003cbr\u003e Chapter 7. Findings and discussion (ii) Factors helping to sustain teachers career-long in the teaching profession \u003cbr\u003e Chapter 8. Understanding the lived experience and longevity of the career-long teacher\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741863293271,"sku":"9781803825106","price":45.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781803825106.jpg?v=1720059087"},{"product_id":"learning-from-autistic-teachers-how-to-be-a-neurodiversity-inclusive-school-9781839971266","title":"Learning From Autistic Teachers: How to Be a","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIn this strikingly honest collection, developed from a pioneering new research project, autistic teachers and other autistic school professionals share their stories of the challenges and successes of their careers. Contributors challenge assumptions and stereotypes whilst highlighting the unique strengths autistic staff can bring to schools when their own needs are accommodated.\u003cbr\u003e\u003cbr\u003eThe book explores exclusion and identity, understanding and acceptance, intersectionality and facilitating inclusion. It also celebrates the positives that come with being an autistic teacher, such as relating to neurodivergent pupils and conveying passion and enthusiasm for a subject through intense interests, or demonstrating particular skills in school leadership. It examines how workplace set up can sometimes exclude autistic individuals and lead to skilled teachers and those in other education roles, including visiting professionals, leaving the profession, and sets out the accommodations that can prevent this from happening.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis is a wonderful and hopeful book. The powerful, perfectly crafted chapters reveal the crucial contribution that autistic teachers can make to education. The inspiring and diverse range of contributors also means that those lessons are drawn from many with their own experience and insight. It is a vital read for all those who care about autism and education. -- Professor Liz Pellicano, Macquarie School of Education, Macquarie University\u003cbr\u003eWhen it comes to autistic pupils, schools are crying out for support. There is no better way to engage support than to listen to and accommodate autistic voices; especially those of autistic teachers and other autistic staff. This book echoes so many necessary and informed experiences, practices and means for real inclusion. It should always be 'Nothing about us, without us'. -- Dr. Wenn B. Lawson (PhD)\u003cbr\u003eIn this wonderful book autism is allowed to assume its rightful position as an exciting, challenging and enriching element to be celebrated in the diversity of our classrooms. Autistic teachers and school staff have so much to give; this book articulates the difficulties, certainly, but also shares the warmth, the enthusiasm and the humour that an open autism presence brings to our schools. Highly recommended. -- Dr Clare Lawrence, Senior Lecturer in Teacher Development and Head of Participatory Autism Research, Bishop Grosseteste University\u003cbr\u003eRebecca Wood brings together stories from the autistic teacher community that will impact conventional autism narratives and cultures of schools. This book challenges lazy, or harmful stereotypes about autism, but from the 'inside-out', and invites the reader to experience perspectives that are rarely explored, and yet vital to cultural learning and change. It is a landmark publication in recognising the strengths associated with autism in the teaching profession, and mitigating the challenges faced by autistic teachers. -- Richard Mills, AT-Autism, The John and Lorna Wing Foundation, University of Bath\u003cbr\u003eA highly compelling and original book that is a 'must read' for anyone interested in inclusion and education. Insights gained from the personal narratives and experiences of autistic teachers provide powerful opportunities for discussion and reflection on what truly inclusive environments and practices could, and should, be. Written in a highly accessible and engaging style, this book helpfully challenges the dominant narratives of autism through illustrating inclusive practices and connecting these with current research theories and priorities. -- Sarah Parsons, Professor of Autism and Inclusion, University of Southampton, UK\u003cbr\u003eThis book provides a wide range of insightful and illuminating perspectives from rarely heard voices: autistic teachers. The authors not only discuss their own personal experiences but give practical suggestions on how to support autistic teachers and how their particular interests can be used to benefit the school. This polyphonic work is hopefully the beginning of a larger and long overdue discussion of how we can make our schools a more inclusive place for all. -- Annelies Verbiest, co-author of The Everyday Autism Handbook for Schools.\u003cbr\u003eThis excellent anthology of voices from autistic professionals and academics is an immensely valuable read, and one which fills an urgent gap in autism understanding. This book will be a vital tool not just for teaching staff aiming to understand autistic perspectives, but for increasing the expectation within educational fields for the voices of autistic professionals to be heard, valued and learned from. -- Chris Bonnello, autistic advocate, author and specialist education teacher\u003cbr\u003eIf there is one place where we can start building a more inclusive society, it is at school. It is the children of today who will shape society tomorrow. Of course, this mission can only succeed if today's school itself is inclusive. And it's not just about the students, it's about the teachers as well. Like no other, this book shows the added value of autistic teachers.\u003ci\u003e\u003c\/i\u003e -- Peter Vermeulen\u003cbr\u003eAn essential read for any education leader or professional. It will open your eyes to the benefits of opening your ears and listening to autistic staff members. You, your school, and your learners will be the richer for it. -- Charlene Tait, Deputy CEO of Scottish Autism\u003cbr\u003e\u003cp\u003eAn honest insight into the world of autistic educators, sharing their passion for the profession and showing the true depth of empathy that they have for their students.\u003cbr\u003e\u003cbr\u003e This book is a valuable resource for all educators, parents and policy makers, as well as autistic people considering a career in education and those wishing to support their autistic pupils and colleagues.\u003cbr\u003e\u003cbr\u003e We must nurture our autistic and otherwise neurodivergent educators and recognise their true value not just to autistic students but to the profession as a whole.\u003c\/p\u003e -- Kabie Brook, Autistic activist and advocate, Co-founder of Autism Rights Group Highland, National Autistic Taskforce Director\u003cbr\u003eFinally, a book that harnesses the professional experience and personal insights of autistic educators! \u003ci\u003eLearning From Autistic Teachers \u003c\/i\u003eis a must-read for anyone dedicated to making our schools more inclusive and accessible. -- Meghan Ashburn ~ Creator of Not an Autism Mom and That Au-Some Book Club, Educational Consultant, author, and teacher\u003cbr\u003eThis book offers a rare degree of insight into what autism is, and what it means in a school environment. These autistic educators have seen what autistic children go through in education, from both sides. Schools will always be neurodiverse places, both among the children and the staff; to be truly inclusive, they need to get to grips with what neurodiversity means in practice. The writers here are exceptionally well placed to help them to do that. -- Fergus Murray, autistic teacher and co-founder of Autistic Mutual Aid Society Edinburgh (AMASE)\u003cbr\u003eSchools that aim to be informed by the neurodiversity paradigm must engage with neurodiversity amongst school staff as well as pupils. Harnessing the expertise of neurodivergent school staff can promote creative and effective solutions to the challenges of true inclusion. This must-read volume of perspectives from autistic educationalists makes an essential contribution to that effort. -- Professor Sue Fletcher-Watson, Professor of Developmental Psychology, University of Edinburgh\u003cbr\u003eThere are a number of books which focus on how to make a school setting inclusive for students who have been diagnosed with autism. This book focuses on the experiences of autistic teachers where each individual shares their struggles and successes and provide information on what worked for them to be successful teachers. It is also about self-discovery and the importance of understanding autism at a personal level. This is a useful book for anyone who is interested in understanding lived experiences, and for those who are considering of making organisations inclusive for staff with different needs and strengths. -- Dr Prithvi Perepa, Lecturer in Autism Studies, University of Birmingham\u003cbr\u003eThis book should be on the syllabus of any teacher training program. Each chapter provides expert insight into the strengths and challenges faced by autistic educators with vivid and empathic illustrations of their day-to-day lives. Contributors make compelling calls for systems-wide adaptations of school environments to accommodate sensory, communication, and other differences. It also provides the next generation of autistic educators with practical strategies for navigating educational contexts, and using autistic strengths to benefit the most marginalized students. Both autistic and non-autistic school professionals will learn much from this book. -- Kristen Bottema-Beutel, Ph.D., Associate Professor of Special Education at Boston College\u003cbr\u003e\u003cp\u003eWhen we consider autism and education, the focus is inevitably on children and their learning.\u003cbr\u003eThe authors of this book challenge this by bringing together an array of autistic voices from the\u003cbr\u003eUK teaching profession. Contributors share their diverse experiences; in doing so, they demonstrate\u003cbr\u003ethe importance of recognising autism across the ages and the impact a culture of diversity\u003cbr\u003eand inclusion can have on both staff and students alike....This book would be useful to educators, researchers and autistic people wishing to gain an introductory understanding of the strengths and challenges of being an autistic teacher in the UK education system.\u003c\/p\u003e -- Barbara Sandland, University of Birmingham, MA Autism (Children), PGCE Special Educational Needs","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":48742024053079,"sku":"9781839971266","price":22.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781839971266.jpg?v=1720059723"},{"product_id":"put-a-wet-paper-towel-on-it-9780008474218","title":"Put A Wet Paper Towel on It","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePreorder the new Mr Ps book ''How to Survive the School Year'' out 29\/08\/24THE SENSATIONAL SUNDAY TIMES BESTSELLER A heart-warming and hilarious look at life in the classroom from the teachers who host the most popular UK education podcast, Two Mr Ps in a Pod(Cast).''Education's answer to Adam Kay Lee and Adam Parkinson are doing for teaching what he did for medicine.'' The Times Have you ever wondered what really happens during the day when your precious little angels are at school?In this book, The Two Mr Ps will take you on a side-splittingly funny journey through the weird and wonderful world of primary schools. It will also explore the pressures of modern-day teaching, revealing exactly what it takes to wrangle a chaotic classroom (or seven) on a weekly basis. From the absolute characters found in the staffroom to school-trip mishaps and everything else inbetween, Put A Wet Paper Towel on It is a must-read for teachers and parents alike.So sit up straight, four legs on your chair, fingers on lips and get ready to take a trip down memory lane. And remember when in doubt, just put a wet paper towel on it.","brand":"HarperCollins Publishers","offers":[{"title":"Default Title","offer_id":48863992086871,"sku":"9780008474218","price":9.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780008474218.jpg?v=1722269899"},{"product_id":"this-is-your-own-time-youre-wasting-the-sunday-times-bestseller-from-the-hilarious-teacher-duo-and-podcast-hosts-the-two-mr-ps-9780008508418","title":"This Is Your Own Time Youre Wasting The SUNDAY","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eTHE SUNDAY TIMES BESTSELLER The side-splittingly hilarious and heart-warming new book from your favourite teacher duo and hosts of Two Mr Ps in a Pod(cast)Remember the distant days of lockdown and those futile attempts to homeschool distracted, disinterested kids? Parents rejoiced to send them back to school, while teachers prepared to face them all again Five. Days. A. Week! Coming out the other side of the pandemic years, podcast sensations Lee and Adam Parkinson aka the Two Mr Ps bring you the most hilarious, ridiculous anecdotes from inside our primary schools.Join in on the classroom antics as they share the unexpected pitfalls of online teaching, all the reasons you need a strong stomach to take on Early Years and why not every household item makes a suitable Harry Potter wand","brand":"HarperCollins Publishers","offers":[{"title":"Default Title","offer_id":48864000966999,"sku":"9780008508418","price":9.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780008508418.jpg?v=1722269940"},{"product_id":"responsive-coaching-evidenceinformed-instructional-coaching-that-works-for-every-teacher-in-your-school-9781036003210","title":"Responsive Coaching Evidenceinformed","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eGreat teachers can make a huge difference to students'' lives, but helping them to improve throughout their careers is vital. How can we best do this?\u003cbr\u003e\u003cbr\u003eMultiple studies suggest that instructional coaching - a school-centred approach to developing teachers - is one of the best options we have. However, to make the most of instructional coaching, we must be clear about what it means.\u003cbr\u003e\u003cbr\u003eIn \u003ci\u003eResponsive Coaching\u003c\/i\u003e, Josh Goodrich examines contrasting models, combining research and practical experience to build an approach that adapts to meet the needs of individual teachers. This enables coaches to flex their style depending on where a teacher is on their journey towards expertise.\u003cbr\u003e\u003cbr\u003eJosh distils his approach into five areas, unpacking essential research and providing concrete examples of great coaching in action to provide a toolkit of practical responsive coaching strategies that support teachers to make continuous improvements.\u003cbr\u003e\u003cbr\u003eCombining robust research evide\u003c\/p\u003e","brand":"Hodder Education","offers":[{"title":"Default Title","offer_id":48866323923287,"sku":"9781036003210","price":16.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781036003210.jpg?v=1722278130"},{"product_id":"scholarship-reconsidered-9781118988305","title":"Scholarship Reconsidered","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eShifting faculty roles in a changing landscape\u003c\/b\u003e \u003cp\u003eErnest L. Boyer''s landmark book \u003ci\u003eScholarship Reconsidered: Priorities of the Professoriate\u003c\/i\u003e challenged the publish-or-perish status quo that dominated the academic landscape for generations. His powerful and enduring argument for a new approach to faculty roles and rewards continues to play a significant part of the national conversation on scholarship in the academy. \u003c\/p\u003e\u003cp\u003eThough steeped in tradition, the role of faculty in the academic world has shifted significantly in recent decades. The rise of the non-tenure-track class of professors is well documented. If the historic rule of promotion and tenure is waning, what role can scholarship play in a fragmented, unbundled academy? Boyer offers a still much-needed approach. He calls for a broadened view of scholarship, audaciously refocusing its gaze from the tenure file and to a wider community. \u003c\/p\u003e\u003cp\u003eThis expanded edition offers, in addition to the original text, a critical intro\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eAbout Ernest L. Boyer vii\u003c\/p\u003e \u003cp\u003eAbout the Editors ix\u003c\/p\u003e \u003cp\u003eAbout the Contributors xi\u003c\/p\u003e \u003cp\u003eEditors’ Acknowledgments xv\u003c\/p\u003e \u003cp\u003eA Note to the Reader xvii\u003c\/p\u003e \u003cp\u003eForeword: Scholarship Reconsidered’s Influence in Later Carnegie Foundation Work xxi\u003cbr\u003e\u003ci\u003eMary Taylor Huber\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART ONE: THE IMPACT OF SCHOLARSHIP RECONSIDERED ON TODAY’S ACADEMY 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Origins of Scholarship Reconsidered 3\u003cbr\u003e\u003ci\u003eDrew Moser and Todd C. Ream\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eBoyer’s Impact on Faculty Development 13\u003cbr\u003e\u003ci\u003eAndrea L. Beach\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe Influence of Scholarship Reconsidered on Institutional Types and Academic Disciplines 19\u003cbr\u003e\u003ci\u003eJohn M. Braxton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eScholarship Reconsidered’s Impact on Doctoral and Professional Education 31\u003cbr\u003e\u003ci\u003eAnn E. Austin and Melissa McDaniels\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eHow Scholarship Reconsidered Disrupted the Promotion and Tenure System 41\u003cbr\u003e\u003ci\u003eKerryAnn O’Meara\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eAcknowledgments 49\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART TWO: SCHOLARSHIP RECONSIDERED BY ERNEST L. BOYER 53\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eScholarship over Time 55\u003c\/p\u003e \u003cp\u003eEnlarging the Perspective 67\u003c\/p\u003e \u003cp\u003eThe Faculty: A Mosaic of Talent 77\u003c\/p\u003e \u003cp\u003eThe Creativity Contract 91\u003c\/p\u003e \u003cp\u003eThe Campuses: Diversity with Dignity 99\u003c\/p\u003e \u003cp\u003eA New Generation of Scholars 109\u003c\/p\u003e \u003cp\u003eScholarship and Community 117\u003c\/p\u003e \u003cp\u003eAppendix A: National Survey of Faculty (1989) 123\u003c\/p\u003e \u003cp\u003eAppendix B: Technical Notes 157\u003c\/p\u003e \u003cp\u003eAppendix C: Carnegie Classifications 159\u003c\/p\u003e \u003cp\u003eAfterword: Advancing the Conversation around Scholarship Reconsidered 161\u003cbr\u003e\u003ci\u003eCynthia A. 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It could also be used for in-house training or workshops.\u003c\/p\u003e","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":48868937498967,"sku":"9781909391000","price":18.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781909391000.jpg?v=1722290443"},{"product_id":"and-who-shall-teach-the-teachers-the-christ-impulse-in-waldorf-education-9781936367306","title":"And Who Shall Teach the Teachers?: The Christ","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIn Rudolf Steiner's teachings he speaks about the 'Christ impulse', a universal force that exists independently of Christian churches, working for all humanity.\u003cbr\u003e\u003cbr\u003eThis rich collection of essays explores the question, what does Rudolf Steiner mean by the Christ Impulse and how can one speak about it in Waldorf teacher education programs and schools without it being misconstrued? \u003cbr\u003e\u003cbr\u003eThe essays are written by experienced Waldorf teachers and leaders in the Steiner-Waldorf movement including Roberto Trostli, Douglas Sloan, Betty Staley and Dorit Winter. 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Drawing on a substantial research base, the book provides useful suggestions to facilitate successful talk between teachers and children to improve learning and raise standards.\u003cp\u003eThrough analysing the talk that goes on in primary school classrooms, the book examines the process of talk and learning in detail and shows how teachersâ questions, instructions and statements can support and extend childrenâs learning. It highlights the central influence of teacher talk on developing childrenâs learning and looks at international perspectives in the field, including the work of Shirley Brice Heath, Douglas Barnes, Gordon Wells, Neil Mercer and Robin Alexander. \u003c\/p\u003e\u003cp\u003eThis innovative book provides ideas, techniques, and practical suggestions for making classroom talk effective. It is key reading for student and qualified teachers who are interested in improving learning by gen\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003ci\u003ePreface\u003cbr\u003e Introduction \u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e \u003ci\u003e1: Teacher talk and classroom interaction\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003ci\u003e2: Investigating teacher talk\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003ci\u003e3: Interactive teaching\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003ci\u003e4: Questioning and learning \u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003ci\u003e5: Making connections\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003ci\u003e6: Critical moments in classroom talk\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003ci\u003e7: Changing classroom practice\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003ci\u003eConclusion \u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003ci\u003e\u003ci\u003e Appendix \u003cbr\u003eReferences \u003cbr\u003eBibliography \u003cbr\u003eIndex \u003c\/i\u003e\u003c\/i\u003e\u003c\/p\u003e","brand":"Open University Press","offers":[{"title":"Default Title","offer_id":48883987186007,"sku":"9780335217441","price":28.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780335217441.jpg?v=1722529915"},{"product_id":"welcome-to-teaching-9781071904138","title":"Welcome to Teaching","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eYour Hands-On Guide to Thriving Your First Years of Teaching\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eYou've made the incredible decision to become an educator because you want to impact the learning lives of young people. Thank you, and welcome. We welcome you to this amazing profession with open arms, and with an arsenal of experience and essential tools, strategies, and lessons to help you establish a successful and satisfying teaching career.\u003c\/p\u003e\u003cp\u003eWe wanted to make it easier for you to learn and practice these techniques that research shows increase student learning. To do so, we also considered cognitive psychology research that tells us that images and illustrations can help strengthen communication and our own understanding. This helped us develop the unique format for this book: part hands-on playbook, part professional book, and all highly illustrated, it is designed to make complicated concepts more digestible and memorable.\u003c\/p\u003e\u003cp\u003eThis extensive guide for new teachers provides eve\u003c\/p\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48885250720087,"sku":"9781071904138","price":26.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071904138.jpg?v=1722535569"},{"product_id":"writing-meaningful-teacher-evaluationsright-now-9781412960113","title":"Writing Meaningful Teacher EvaluationsRight Now","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003ci\u003eThe authors go beyond the general concept of evaluating to emphasize that supervision must promote lifelong learning skills for our teachers. This book and time-saving CD-ROM truly define the aim of instructional supervision to promote teacher growth and development.\u003c\/i\u003e\u003cbr\u003eChester Kaminski, Elementary School Principal\u003cbr\u003ePublic School Number 11, Jersey City, NJ\u003c\/p\u003e\u003cp\u003e\u003ci\u003eEvaluating teachers is one of the most difficult duties in any school district. This book helps me identify the professional standards and expectations needed to effectively improve teachers' accountability and productivity.\u003c\/i\u003e\u003cbr\u003eEllen Ruane, Associate Superintendent\u003cbr\u003eJersey City Public Schools, NJ\u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003eTurn teacher evaluation into a positive process focused on improving teacher and student learning!\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eIn an era of increasing demands for quality performance-based evaluations, this book offers administrators flexible tools for writing fact-filled, meaningful teacher evaluations as part o\u003c\/p\u003e","brand":"Corwin","offers":[{"title":"Default Title","offer_id":48885570273623,"sku":"9781412960113","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781412960113.jpg?v=1722536942"},{"product_id":"research-on-university-teaching-faculty-development-international-perspectives-9781536108842","title":"Research on University Teaching \u0026 Faculty","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe book Research on University Teaching and Faculty Development: International Perspectives contains twenty-five solid and powerful chapters treating research aspects that reflect current university issues in ten countries. The book has been written by 60 proficient educators and accredited researchers. They have explored university teaching and faculty development as a field of inquiry that uses qualitative and quantitative methodological approaches for studying almost forty university topics. These themes range from academic planning, accountability, and action research to change in teacher education. The question of a relationship between university teaching and teacher induction is first introduced in the book to train future teachers with techniques and social elements that require a scientific rather than an artistic approach to reflective practices. Eight chapters inquire why some university campuses produce more\/better collaborative teaching and change predisposition in higher education. The sort of attempt to discover activeness during teaching practice and to define the nature of the induction year may well provide a path to some basic understanding and offers tremendous research potential into the teaching profession. The second section of the book regards faculty development as an enigma. Written throughout five chapters, it stresses expert-novice studies to make coherent sense out of experience within the faculty. The action research approach is a basic method to studying active teaching\/assessment and, accordingly, to an understanding of the forces resulting in the internal consistency of the learning communitys styles and processes. A crucial point is the female perspective at the higher education level that has permeated the culture of justice. The third part of the book contains six chapters of a quality nature. Governments and funding initiatives are focusing on the provision of university leadership development as a vehicle for renewing curriculum and quality assurance. The major beneficiaries of a well-run university change system in higher education are the students and graduates of any age, social and personal condition. New research on student assessment is unique among academic responsibilities in providing a direct linkage between learning activities and quality assurance, strategic decision-making processes. In this respect, how universities interpret inclusive education for students with developmental disabilities, and establishing structural relationships with society are important strategic matters to improve the functioning of the universitys organisation. Technology as an agent of university change is the fourth part of the book. It covers six chapters dealing with the impact of digital technology on traditional academic practices. Students'' navigating discourses seem appropriate to enhance university learning because they intersect knowledge, competencies, confidence, information, and communication. The present day routine of Web 2.0 instruments in university teaching includes the use of computer generation and storage, to create and disseminate artifacts of undergraduate and graduate students.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48886056517975,"sku":"9781536108842","price":219.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781536108842.jpg?v=1722538663"},{"product_id":"service-leadership-education-in-an-era-of-service-economy-9781536175141","title":"Service Leadership Education in an Era of Service","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIn this book, we report evaluation findings based on different service leadership subjects and programs. Generally speaking, the reported findings replicated the previous evaluation findings of the Service Leadership Education Initiatives. These findings consistently and strongly suggest that these initiatives can help to promote service leadership attributes in young people. To build up the academic and professional foundation of service leadership education, these evaluation initiatives are very important. When China is gradually evolving to service economy, we earnestly hope that young people can be nurtured to be effective service leaders who possess competence, character and care.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface; Introduction; Service Leadership Education in an Era of Service Economy. Section One: Service Leadership Education -- Impact of Service Leadership Education on University Students in Hong Kong; Promotion of Well-Being and Leadership Qualities among University Students after Taking a Credit-Bearing Service Leadership Subject; Evaluation of an Intensive Service Leadership Program Using the Subjective Outcome Evaluation Approach; Promotion of Service Leadership in University Students: Views of University Students; Impact of a Leadership Program on the Holistic Development of University Students in Hong Kong; The Effectiveness of a Service Leadership Subject in Hong Kong: A Qualitative Evaluation Study; A Qualitative Evaluation of a Service Leadership Subject in a Higher Educational Institution in Hong Kong; Development and Evaluation of a Service Leadership Subject in a Blended Learning Mode. Section Two: Acknowledgements -- About the Editors; About the Department of Applied Social Sciences, Hong Kong Polytechnic University, Hunghom, Hong Kong; About the National Institute of Child Health and Human Development; About the Book Series Public Health: Practices, Methods and Policies. Section Three: Index.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48886165274967,"sku":"9781536175141","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"leadership-touching-lives-9781536176254","title":"Leadership: Touching Lives","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWhether as a leader seeking to empower others or as an individual struggling to become a better person ourselves, the decision to empower is a choice we make. The nature of our action is to acknowledge the incredible ability that exists within another person or to realize that we also possess an undiscovered and unrealised greatness. The untapped capacity within each individual is rarely imagined and it is extremely unusual for a person to realise even a small part of his or her almost unlimited capabilities. The focus of this book is on coming to terms with the best version of ourselves and to then accept the responsibility to help others to discover their own highest potential. The quest for self-discovery and a clearer sense of our own identity is often delayed in the hustle-bustle of a busy life -- until we finally realise that we have chosen to \"satisfice\" or live our lives far below what we are capable of achieving. The journey to greater self-awareness and to an appreciation of our hidden talents is a necessary step to discovering the life that we never imagined is actually possible. Realizing who we can become enables us to not only redefine our identities but also teaches us of our moral obligation to help others to recognize what their lives can mean. In raising the bar for our own performance or in helping others to become their very best, empowerment is ultimately a choice -- a decision to redefine our best definition of ourselves and to assist others to discover their immense potential as well.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface; Leaders Touch Lives -- Introduction and Overview; Moral Leadership or the Leader as Steward; Leaders Prepare for Change -- The Omnipresent Reality; Integrity and Its Consequences -- The Foundation of Leadership; Honoring Others -- Kindness, Trust, and Leadership; Leadership and Generosity -- The Giving of Oneself; Feminine Leadership and Its Strengths; Leadership and Responsibility; Leaders Develop People -- Service at the Personal Level; Leadership as Service to Mankind; Index.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48886167404887,"sku":"9781536176254","price":138.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781536176254.jpg?v=1722539060"},{"product_id":"professional-development-recent-advances-future-directions-9781634851268","title":"Professional Development: Recent Advances \u0026","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eTeacher professional development, while a relatively new phenomenon beginning in the 1970s, is important because preservice teacher preparation is limited in scope by its length of time, clinical apprenticeship, and cognitive load for learning demanding tasks and represents just the beginning of teachers professional development. 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It also discusses interdisciplinary professional development for mental health workers.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48887237804375,"sku":"9781634851268","price":163.19,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781634851268.jpg?v=1722543635"},{"product_id":"instructional-leadership-and-effective-teaching-and-learning-9781685070793","title":"Instructional Leadership and Effective Teaching","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eSchool leadership has been identified as a key function in assuring quality in education. The instructional leadership model refers to the role and the functions of school leadership to employ different management tasks with regards to teaching and learning. Instructional leadership role includes (a) developing mission and goals, (b) managing the educational production function, (c) promoting an academic learning climate, and (d) developing a supportive work environment. Instructional leaders were described as leading from a combination of both expertise and charisma focused primarily on the improvement of student learning outcomes. The monograph, entitled Instructional Leadership and Effective Teaching and Learning and written by Nazmi Xhomara, is dedicated to school instructional leadership as an important factor that influences teaching and learning at school. In the first chapter, the author presents and analyses educational leadership vs educational management, as well as models of educational leadership and management. The author argues on the importance of different leadership models, such as managerial leadership, transformational leadership, participative leadership, interpersonal leadership, transactional leadership, postmodern leadership, moral leadership, and contingent leadership. Chapters Two, Three, and Four shed light on instructional leadership and teaching and learning, understanding of instructional leadership, the concept and practice of instructional leadership, instructional school leadership and learning environment, attributes of instructional leaders, instructional excellence, instructional leadership time management, effective teaching and teachers, as well as teaching challenges and learning environment. Meanwhile, the author has analysed constructivism, student intelligence, understanding of supervision, instructional collegial supervision, supervision approaches, understanding of evaluation of teaching and learning, teacher evaluation, and instructional observing instruments in chapters Five, Six, and Seven. Chapters Eight and Nine are focused especially on the research work of the relationships between instructional leadership and teaching, learning, and students' achievements, as well as on an empirical study designed and conducted in Albania as a case. Chapters Ten and Eleven are dedicated to instructional leadership preparation and the future of instructional leadership As a conclusion, Xhomara indicates that principals are responsible for developing school climates and cultures that support the very best instructional practices. The new era of instructional leadership has predictably placed significant demands for accountability for student success and equity on the principal as well as for the university programs that prepare them. Working in twenty-first-century schools, the instructional leader is held more accountable than ever for student success.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eRationale; Understanding Leadership and Management; The Importance of Instructional Leadership and Learning Environment; The Instructional Leader; Effective Teaching; Constructivist Learning; Supervision of Teaching; Evaluation of Teaching and Learning; The Relationships between Instructional Leadership and Teaching, Learning, and Students Achievements; The Relationship between the School Leadership Styles and Students Achievements: Empirical Study: Albanian Case; Instructional Leadership Preparation; The Future of Instructional Leadership; References; Index.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48887490412887,"sku":"9781685070793","price":113.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781685070793.jpg?v=1722544815"},{"product_id":"teacher-identity-development-within-a-community-of-practice-9781685074876","title":"Teacher Identity Development Within a Community","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe development and refinement of a professional teacher identity forms an integrated part of both pre- and in-service teachers. More specifically, any person entering the teaching profession needs to engage in reflexive practice when standing in front of a class and putting theory into practice. By understanding one''s strengths and areas for further development, a teacher can build self-confidence and develop a repertoire of skills and resources that can be mobilised within the school context. This book makes a valuable contribution to the existing knowledge base and current debates on professional teacher identity development and how this can be supported by higher education institutions offering teacher training programmes. More specifically, professional identity development is linked to the importance of a community of practice, where joint reflection and action can add value to the continued development of any teacher. The contribution of this book to scholarship is regarded as ground-breaking, as it is based on recent research conducted with pre-service teachers over a period of three years. In addition to the pioneering contribution to existing literature in the fields of teacher identity development and community of practice theory, the publication has practical application value for teachers and practitioners already in the profession. Based on the participatory nature of the methodological approach followed for the FIRE research project, the importance of agency, collaboration within a community of practice, joint reflection and continued action is illustrated. More specifically, the way in which the teachers-in-becoming engaged in cycles of reflection and action while taking joint responsibility for their professional development in communication with others in the field demonstrates how continued participatory research by people on ground level can result in not only theory building but also in positive change and continued future development in practice.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48887495655767,"sku":"9781685074876","price":138.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781685074876.jpg?v=1722544842"},{"product_id":"veranderungsprozesse-professioneller-und-personlicher-entwicklung-wirkfaktoren-und-wirkungsweisen-in-professionalisierungsprozessen-am-beispiel-von-supervisoren-coaches-und-organisationsentwicklern-9783847110576","title":"Veranderungsprozesse professioneller und","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eBerufsbegleitende Weiterbildung erfahrt in unserer Gesellschaft einen immer hoheren Stellenwert. 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Das Ergebnis sind neun Faktoren fur eine wirksame Veranderung in Professionalisierungsprozessen, die in diesem Band ausfuhrlich erlautert werden.","brand":"V\u0026R unipress GmbH","offers":[{"title":"Default Title","offer_id":48889302942039,"sku":"9783847110576","price":54.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9783847110576.jpg?v=1722553715"},{"product_id":"pathogenesis-of-neurotrauma-and-stroke-new-directions-for-neuroprotective-and-neuroregenerative-treatments-9798886973655","title":"Pathogenesis of Neurotrauma and Stroke: New","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48890364199255,"sku":"9798886973655","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"teaching-what-you-dont-know-9780674066175","title":"Teaching What You Dont Know","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIn this practical and funny book, an experienced teaching consultant offers many creative strategies for dealing with typical problems. Original, useful, and hopeful, this book reminds you that teaching what you don’t know, to students whom you may not understand, is not just a job. It’s an adventure.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis is one of the best books I've read on university teaching and learning in a long time. It addresses an issue that's seldom discussed, in a book that's both carefully researched and wonderfully sparkling in style. The author makes a strong case that teaching outside your area of expertise is a serious and extensive problem, and she offers some highly practical advice about how to meet the challenges. I would make this book a standard text for both our new faculty program and teaching fellows program, and I suspect that many other programs will want to do the same. -- Ken Bain, author of \u003ci\u003eWhat the Best College Teachers Do\u003c\/i\u003e\u003cbr\u003eMoving behind the reassuring public image of professorial expertise, Huston exposes a growing but still largely hidden academic reality: university teachers—sometimes even full professors—teaching outside of their field. Interviews with dozens of university faculty convincingly establish the prevalence of the practice and clarify the institutional reasons that it will likely increase in the years ahead. But many readers will quickly move past the analysis of why university faculty must teach outside their specialty to consider the helpful advice on how to do such teaching well...It may surprise librarians how many teachers and administrators seek out this book. -- Bryce Christensen * Booklist *\u003cbr\u003eAs [Huston] demonstrates, teaching outside your area of competence is almost the norm in the U.S. academy...The hints and tips provided here will be valuable perhaps everywhere that there is a higher education system...\u003ci\u003eTeaching What You Don't Know\u003c\/i\u003e will find a good audience as a rescue manual for the young, as it assuages the anxieties facing the postgraduate or the postdoctoral teacher. The book, which clearly draws on a wide range of teaching experience on the U.S. scene, offers good advice and outlines some useful strategies. Huston does, moreover, dig up issues that have become ever more pressing over the past few years. -- Leslie Gofton * Times Higher Education *\u003cbr\u003eSometimes teachers might find themselves filling in, and \u003ci\u003eTeaching What You Don't Know\u003c\/i\u003e is a handy book to help them deal with unexpected situations. * Bookseller and Publisher *\u003cbr\u003eWhen top-down support and open communication become the norm, teaching outside one's expertise can cease to be the nightmarish experience many feel it to be and become the illuminating and rewarding experience that Huston describes. While this is undoubtedly important, Huston's consistently optimistic treatment of this subject and her clear suggestions for struggling teachers remain the book's greatest strengths. Teaching What You Don't Know is a pleasure to read and should be required reading in graduate pedagogy classes across disciplines. -- Adam Pacton * Pedagogy *\u003cbr\u003eHave you ever been asked to deliver a lecture at short notice on a topic that is outside your comfort zone? ...If so, read this book. In fact, ever found yourself wondering how you could improve your teaching, even of topics well within your expertise? Again, if so, read this book. -- Celia Popovic * Innovations in Education and Teaching International *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e* Introduction \t* The Growing Challenge \t* Why It's Better Than It Seems \t* Getting Ready \t* Teaching and Surviving \t* Thinking in Class \t* Teaching Students You Don't Understand \t* Getting Better \t* Advice for Administrators \t* Appendixes \t* Notes \t* Acknowledgments \t* Index","brand":"Harvard University Press","offers":[{"title":"Default Title","offer_id":49083556561239,"sku":"9780674066175","price":17.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780674066175.jpg?v=1725549319"},{"product_id":"next-steps-in-managing-teacher-migration-papers-of-the-sixth-commonwealth-research-symposium-on-teacher-mobility-recruitment-and-migration-9781849290777","title":"Next Steps in Managing Teacher Migration: Papers","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe Sixth Commonwealth Teachers’ Research Symposium brought together education researchers, practitioners and policy-makers to share experiences from developed and developing countries both within and outside the Commonwealth. This collection of papers from the event examines current trends in teacher migration, including education in emergencies, forced migration and pan-African migration, in line with the current global focus on education in conflict affected countries. Co-published with UNESCO.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eDedication Foreword Acknowledgements Abbreviations and acronyms 1. Introduction, Jonathan Penson and Akemi Yonemura PART I. MANAGING TEACHER RECRUITMENT AND MIGRATION 2. Migration and development: Key issues for consideration for the Commonwealth, Constance Vigilance 2.1 Introduction 2.2 Recent trends 2.3 Key topics and concepts 2.4 Engagement of international institutions on migration and development 2.5 The way forward 3. Towards a global response to teacher preparation, recruitment and migration, Michael Omolewa 3.1 Introduction 3.2 Topical questions 3.3 The UNESCO initiative 3.4 The Commonwealth initiative 3.5 Negotiated consensus 3.6 Conclusion 4. Revisiting the implementation of the Commonwealth Teacher Recruitment Protocol: Furthering implementation and addressing critical steps in the recruitment process, Kimberly Ochs 4.1 Introduction 4.2 Revisiting the issue of teacher migration 4.3 The system of teacher mobility 4.4 Protocol dissemination 4.5 Revisiting protocol dissemination and implementation 4.6 The central importance of context 4.7 Discussion and conclusions 4.8 Recommendations 5. A continental teacher recruitment protocol in Africa: Key considerations from the Commonwealth Teacher Recruitment Protocol, James Keevy 5.1 Introduction 5.2 Learning from the experiences of the Commonwealth Teacher Recruitment Protocol 5.3 The meaning of an African approach: policy learning and an African philosophy 5.4 Thoughts on the proposed African Continental Teacher Recruitment Protocol 5.5 Concluding comments PART II. APPLICATION OF CTRP PRINCIPLES: EXPERIENCES FROM THE FIELD AND GOOD PRACTICES 6. Managing teacher recruitment and migration: A case study of the Barbados experience, Roderick Ricardo Rudder 6.1 Introduction and background 6.2 Methodology 6.3 Discussion of findings 6.4 Conclusions 7. Teacher migration and the role of historically black colleges and universities and Hispanic serving institutions in the United States, Helen Bond 7.1 Commonwealth Teacher Recruitment Protocol 7.2 Root causes of teacher shortages 7.3 Prince George’s County public schools 7.4 Minority teacher investment 7.5 HBCUs and HSIs and teacher migration 7.6 Ready to Teach programme 7.7 Conclusion and recommendations 8. The need for teachers: An Ethiopian case study, Theodros Shewarget, Theresa Wolde-Yohannes and Akemi Yonemura 8.1 Introduction 8.2 The purpose of this paper 8.3 Background and educational context 8.4 Research questions 8.5 Methodology 8.6 Findings 8.7 Analysis 8.8 Conclusion 9. Zimbabwean education professionals in South Africa: Motives for migration, Sadhana Manik 9.1 Introduction 9.2 Literature review 9.3 Methodology of study 9.4 Findings of study 9.5 Discussion and conclusion PART III. TEACHER MIGRATION: REMAINING ISSUES TO CONSIDER 10. Where have all the teachers gone? Why there are never any teachers in Africa’s refugee camps and what we can do about it, Barry Sesnan 10.1 Introduction 10.2 Creation of a teaching force in an emergency or the short term 11. Teacher migration and education in conflict and post-conflict countries: Experience from Somalia, Christophe Mononye 11.1 Introduction 11.2 Teacher migration (context-specific) and its implications 11.3 Challenges 11.4 Summing and conclusion 12. Teacher attrition in Wolaita: The cases of domestic migration of Bolosso Sore and Damot Gale woredas, Michael Daniel Ambatchew 12.1 General background 12.2 Statement of the problem 12.3 Literature review and theoretical framework 12.4 Aims 12.5 Methodology 12.6 Findings and discussion 12.7 Limitations 12.8 Conclusion and recommendations 13. Challenges facing higher education in the Southern African Development Community, Louis J van der Westhuizen 13.1 Introduction 13.2 SADC contents 13.3 Levels of higher education quality assurance development in SADC 13.4 Quality assurance initiatives 13.5 Staff capacity as a factor influencing the potential of higher education 13.6 Challenges facing the SADC higher education institutions 13.7 The way forward PART IV. NEXT STEPS IN MANAGING TEACHER MIGRATION 14. Beyond the Commonwealth Teacher Recruitment Protocol: Next steps in managing teacher migration in education in emergencies, Jonathan Penson, Akemi Yonemura, Barry Sesnan, Kimberly Ochs and Casmir Chanda 14.1 Introduction 14.2 Background 14.3 Definition of terms 14.4 Situational analysis 14.5 Literature review and analysis 14.6 Case study: refugees from South Sudan 14.7 The principles of the Commonwealth Teacher Recruitment Protocol and emergencies 14.8 Recommendations 14.9 Conclusion Monitoring form","brand":"Commonwealth Secretariat","offers":[{"title":"Default Title","offer_id":49084550807895,"sku":"9781849290777","price":54.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781849290777.jpg?v=1725552543"},{"product_id":"designing-and-implementing-a-professional-development-programme-9781108440820","title":"Designing and Implementing a Professional","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDesigning and Implementing a Professional Development Programme shows you how to devise and maintain a successful professional development strategy in your school. 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They are exactly the same as the smaller cards.","brand":"HarperCollins Publishers","offers":[{"title":"Default Title","offer_id":49399541530967,"sku":"9780008505981","price":53.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780008505981.jpg?v=1730467921"},{"product_id":"the-secret-lives-of-teachers-9780226313627","title":"The Secret Lives of Teachers","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWelcome to East Hudson, an elite private school in New York where the students are attentive, the colleagues are supportive, and the tuition would make the average person choke on its string of zeroes. You might think a teacher here would have little in common with most other teachers in America, but as this veteran educator-writing anonymously-shows in this refreshingly honest account, all teachers are bound by a common thread. Stripped of most economic obstacles and freed up by anonymity, he is able to tell a deeper story about the universal conditions, anxieties, foibles, generosities, hopes, and complaints that comprise every teacher's life. The results are sometimes funny, sometimes scandalous, but always recognizable to anyone who has ever walked into a classroom, closed the door, and started their day. This is not a how-to manual. 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Wick\u003c\/p\u003e \u003cp\u003e\u003ci\u003eBioscience and Biotechnology 79\u003cbr\u003e\u003c\/i\u003eShivanthi Anandan\u003c\/p\u003e \u003cp\u003e\u003ci\u003eChild and Family Studies 93\u003cbr\u003e\u003c\/i\u003eLynda Henley Walters\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEducation 111\u003cbr\u003e\u003c\/i\u003eRobert M. Maninger\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEducation 123\u003cbr\u003e\u003c\/i\u003eClement A. Seldin\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEnglish 139\u003cbr\u003e\u003c\/i\u003eJohn Zubizarreta\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEnvironmental Engineering 153\u003cbr\u003e\u003c\/i\u003eCharles N. Haas\u003c\/p\u003e \u003cp\u003e\u003ci\u003eForeign Languages and Literature 167\u003cbr\u003e\u003c\/i\u003eSheri Spaine Long\u003c\/p\u003e \u003cp\u003e\u003ci\u003eGeology and Environmental Science 181\u003cbr\u003e\u003c\/i\u003eRanjan S. 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Sokolon\u003c\/p\u003e \u003cp\u003e\u003ci\u003eProduct Design 311\u003cbr\u003e\u003c\/i\u003eRobert Kirkbride\u003c\/p\u003e \u003cp\u003e\u003ci\u003ePsychology 329\u003cbr\u003e\u003c\/i\u003ePamela A. Geller\u003c\/p\u003e \u003cp\u003eReferences 349\u003c\/p\u003e \u003cp\u003eIndex 351\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49402309214551,"sku":"9780470256992","price":34.2,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780470256992.jpg?v=1730480022"},{"product_id":"leading-for-instructional-improvement-9780470542750","title":"Leading for Instructional Improvement","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eLeading for Instructional Improvement\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eEducational experts agree that quality teaching is the single most important factor in improving educational outcomes for all students. Teaching is a highly sophisticated and complex endeavor requiring deep expertise on the part of teachers and school leaders. 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Many of the tools, protocols, and frameworks contained in this book can be accessed electronically by visiting \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eForeword ix\u003c\/p\u003e \u003cp\u003eAcknowledgments xiii\u003c\/p\u003e \u003cp\u003eIntroduction xvii\u003c\/p\u003e \u003cp\u003eThe Authors xxvii\u003c\/p\u003e \u003cp\u003eAbout the Center for Educational Leadership xxix\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One Making the Case for Instructional Expertise 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eOne\u003c\/b\u003e \u003cb\u003eThe Leader’s Role in Developing Teacher Expertise 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIt Takes Expertise to Make Expertise 5\u003c\/p\u003e \u003cp\u003eBuilding Shared Understanding 16\u003c\/p\u003e \u003cp\u003eConclusion 19\u003c\/p\u003e \u003cp\u003eDiscussion Questions 20\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two Developing an Expert Instructional Eye 21\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwo\u003c\/b\u003e The Five Dimensions of Teaching and Learning 23\u003c\/p\u003e \u003cp\u003ePurpose 26\u003c\/p\u003e \u003cp\u003eStudent Engagement 29\u003c\/p\u003e \u003cp\u003eCurriculum and Pedagogy 34\u003c\/p\u003e \u003cp\u003eAssessment for Student Learning 37\u003c\/p\u003e \u003cp\u003eClassroom Environment and Culture 41\u003c\/p\u003e \u003cp\u003eConclusion 46\u003c\/p\u003e \u003cp\u003eDiscussion Questions 46\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThree\u003c\/b\u003e Applying the Five Dimensions of Teaching and Learning 47\u003c\/p\u003e \u003cp\u003eAnalysis 52\u003c\/p\u003e \u003cp\u003eConclusion 84\u003c\/p\u003e \u003cp\u003eDiscussion Questions 84\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Three Leading for Instructional Improvement 85\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFour\u003c\/b\u003e Observing Classroom Practice 87\u003c\/p\u003e \u003cp\u003eLeadership Begins with Purpose 87\u003c\/p\u003e \u003cp\u003eThe Learning Walkthrough 89\u003c\/p\u003e \u003cp\u003eThe Goal-Setting and Implementation Walkthrough 106\u003c\/p\u003e \u003cp\u003eThe Supervisory Walkthrough 114\u003c\/p\u003e \u003cp\u003eConclusion 121\u003c\/p\u003e \u003cp\u003eDiscussion Question 122\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFive\u003c\/b\u003e Responding to Observations 123\u003c\/p\u003e \u003cp\u003eObservations, Interpretations, and Feedback 125\u003c\/p\u003e \u003cp\u003eClassroom Observations and Honest Conversations 129\u003c\/p\u003e \u003cp\u003eThe Development of Shared Vision: A District Case 134\u003c\/p\u003e \u003cp\u003eOrganizing Thinking: A Middle School Case 142\u003c\/p\u003e \u003cp\u003eConclusion 146\u003c\/p\u003e \u003cp\u003eDiscussion Questions 147\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSix\u003c\/b\u003e Orchestrating Professional Learning 149\u003c\/p\u003e \u003cp\u003eLeaders as Conductors 151\u003c\/p\u003e \u003cp\u003eOrchestrating Professional Learning 173\u003c\/p\u003e \u003cp\u003eConclusion 186\u003c\/p\u003e \u003cp\u003eDiscussion Questions 187\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSeven\u003c\/b\u003e Coaching to Improve Practice 189\u003c\/p\u003e \u003cp\u003eWhat is Coaching? 190\u003c\/p\u003e \u003cp\u003eWhy Does Coaching Matter? 191\u003c\/p\u003e \u003cp\u003eModes of Coaching 192\u003c\/p\u003e \u003cp\u003ePeer Coaching and Mentoring 193\u003c\/p\u003e \u003cp\u003eCognitive Coaching 194\u003c\/p\u003e \u003cp\u003eInstructional Coaching and Content Coaching 197\u003c\/p\u003e \u003cp\u003eExpertise in Content Coaching 199\u003c\/p\u003e \u003cp\u003eResearch-Decide-Coach 205\u003c\/p\u003e \u003cp\u003eConclusion 217\u003c\/p\u003e \u003cp\u003eDiscussion Questions 217\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Four\u003c\/b\u003e \u003cb\u003eEmbracing New Opportunities for Leading and Learning 219\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEight\u003c\/b\u003e The Leader’s Role in Improving Teacher Practice 221\u003c\/p\u003e \u003cp\u003eReciprocal Accountability 221\u003c\/p\u003e \u003cp\u003eLeading with an Inquiry Stance 230\u003c\/p\u003e \u003cp\u003eConclusion 240\u003c\/p\u003e \u003cp\u003eDiscussion Questions 240\u003c\/p\u003e \u003cp\u003e\u003cb\u003eNine\u003c\/b\u003e A New Vision for Improving Learning for All 241\u003c\/p\u003e \u003cp\u003eDiscussion Questions 246\u003c\/p\u003e \u003cp\u003eAppendix A: 5D Framework 247\u003c\/p\u003e \u003cp\u003eAppendix B: Types of Classroom Observations 253\u003c\/p\u003e \u003cp\u003eReferences 257\u003c\/p\u003e \u003cp\u003eIndex 263\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49402360856919,"sku":"9780470542750","price":24.69,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780470542750.jpg?v=1730480172"},{"product_id":"promotion-and-tenure-confidential-9780674048782","title":"Promotion and Tenure Confidential","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA practical book, which shows that P and T is not just about research, teaching, and service but also about human relations and political good sense. It includes topics such as: making the transformation from student and protege to teacher and mentor; seeking out and holding onto lifelong allies; and, how to manage your online reputation.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis will be an indispensable guidebook for all sorts of young academics—from graduate students bent on high-powered research careers to newly hired professors at liberal arts colleges. Whether it’s about safeguarding your internet profile, dealing with irascible colleagues, or building your tenure case, Perlmutter has great suggestions for managing the fine points of a successful academic career. -- James Lang, author of \u003ci\u003eLife on the Tenure Track: Lessons from the First Year\u003c\/i\u003e\u003cbr\u003eThis invaluable book asks all the important questions for people starting out on an academic career, and gives thoughtful guidance for arriving at practical, effective answers. I’m buying one for every graduate student and young faculty member I care about. -- C. K. Gunsalus, author of \u003ci\u003eThe College Administrator’s Survival Guide\u003c\/i\u003e\u003cbr\u003eThis is a great decoder of a book. David Perlmutter explains what’s meant by those mysterious glances, those strange academic terms, the intricacies of teaching and publishing that can baffle and terrify newbies (and even the most seasoned academics). He helps you recognize what’s typical, what’s terrific, and what’s toxic, with understanding and sense of humor—and great stories from the trenches. -- Emily Toth, author of \u003ci\u003eMs. Mentor’s New and Ever More Impeccable Advice for Women and Men in Academia\u003c\/i\u003e","brand":"Harvard University Press","offers":[{"title":"Default Title","offer_id":49403542307159,"sku":"9780674048782","price":32.36,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780674048782.jpg?v=1730483776"},{"product_id":"migrant-teachers-9780674055360","title":"Migrant Teachers","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA technocratic view of teachers as credentialed specialists has led to a growing reliance on migrant teachers, as federal mandates require K-12 schools to employ qualified teachers or risk funding cuts. Lora Bartlett investigates the result: transient teaching professionals with little opportunity to connect meaningfully with their students.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eMigrant Teachers\u003c\/i\u003e highlights a largely invisible phenomenon in American schools--the hiring of teachers from other countries, and the concentration of those teachers in high poverty schools and districts. \u003cb\u003eLora Bartlett\u003c\/b\u003e places teacher labor markets in global context, opening a new line of research on teachers' work and careers, and compelling us to consider what it means to be a teacher at this time and place. -- Judith Warren Little, University of California, Berkeley\u003cbr\u003eThis important study persuasively describes the motivations for teacher migration and the insecurity of their tenure in America, and reveals, for the first time, how dependent some urban schools have become on overseas-trained teachers. -- Rhacel Salazar Parreñas, author of \u003ci\u003eChildren of Global Migration: Transnational Families and Gendered Woes\u003c\/i\u003e\u003cbr\u003eA powerful exploration of a significant and neglected issue in American education. \u003ci\u003eMigrant Teachers\u003c\/i\u003e is a very original book. -- John Skrentny, author of \u003ci\u003eAfter Civil Rights: Racial Realism in the New American Workplace\u003c\/i\u003e","brand":"Harvard University Press","offers":[{"title":"Default Title","offer_id":49403545747799,"sku":"9780674055360","price":32.36,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780674055360.jpg?v=1730483786"},{"product_id":"lessons-in-organising-9780745345222","title":"Lessons in Organising","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eA vital work on labour movement strategy by experienced union activists\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e'An excellent review of the attack on teachers and their unions, by authors well placed to point to ways to improve the fight back and resistance'\u003c\/p\u003e -- Kevin Courtney, Joint General Secretary NEU, Formerly Gen Secretary NUT\u003cbr\u003e\u003cp\u003e'This accessible book is for any worker seeking new ways to organise class struggle'\u003c\/p\u003e -- Alex Gordon, The National Union of Rail, Maritime and Transport Workers President\u003cbr\u003e\u003cp\u003e'A fascinating and insightful contribution: on the machinations of organising on the ground, straight from those on the frontline; agitating educators, successful in building density during a period of unprecedented anti-union attacks. A must-read for anyone serious about building worker confidence in education and beyond'\u003c\/p\u003e -- Shelly Asquith, TUC Health \u0026amp; Safety Officer and Chair of Stop the War\u003cbr\u003e\u003cp\u003e'An important contribution to the development of education unionism. We’re reminded of the vital role of workplace organisation, failure of social partnership, and the need of an active rank and file in order to fight neoliberalism in education'\u003c\/p\u003e -- Henry Fowler \u0026amp; Robert Poole, Co-founders, Strike Map\u003cbr\u003e\u003cp\u003e‘The crisis of organized labor is not reserved to the United States. Through this book we are introduced to the crisis in Britain and the steps that have been taken to renew and transform trade unionism into a 21st century movement! Welcome to an in depth look at the challenges and possibilities for a different approach to trade unionism.’\u003c\/p\u003e -- Bill Fletcher, Jr., coauthor of 'Solidarity Divided'; author of 'They're Bankrupting Us!: And Twenty Other Myths about Unions'\u003cbr\u003e\u003cp\u003e'Makes clear the reality of organising in a sector that has been systematically privatised by multiple governments and one where the word vocation is used as an excuse to exploit those working within it. This book also shows that even in difficult circumstances it is possible to resist constant attacks from the mainstream media, government cuts and corporate greed. A must read for those in unions seeking to renew and grow'\u003c\/p\u003e -- Sarah Woolley, Trade Union Leader\u003cbr\u003e\u003cp\u003e'A cogent and passionate case for the continued renewal of teacher trade unionism. It is a renewal that is urgently needed not just to defend living standards and working conditions but to salvage and recreate the very purpose, and values, of education itself'\u003c\/p\u003e -- Melissa Benn, author of 'School Wars and Life Lessons: The Case for a National Education Service'\u003cbr\u003e\u003cp\u003e'A devastating critique of the battle waged by the government over the purpose of education'\u003c\/p\u003e -- Jane Holgate, Author of 'Arise'\u003cbr\u003e\u003cp\u003e'hopeful and optimistic'\u003c\/p\u003e -- Jo Grady, UCU General Secretary\u003cbr\u003e\u003cp\u003e'An essential read for anyone who wants to understand the importance of collective resistance against the onslaught of neoliberal ideas in education'\u003c\/p\u003e -- Venda Premkumar, District Secretary, Redbridge NEU\u003cbr\u003e\u003cp\u003e'Examines the theory and practice of union organising in tangible ways using real-life case studies from the UK. Because \u003cem\u003eLessons in Organising\u003c\/em\u003e examines some fundamental truths about union campaigning, its messages are universal, highly relevant to other places and other unions including our own'\u003c\/p\u003e -- Maurie Mulheron, Immediate Past President New South Wales Teachers Federation (2012-2020) and Angelo Gavrielatos, Current President New South Wales Teachers Federation (2020-present)\u003cbr\u003e\u003cp\u003e‘Provides important direction for all of us committed to strengthening the labor movement and winning the fight against corporate 'reform' in education'\u003c\/p\u003e -- Matthew Luskin, Director of Organising and Representation, Chicago Teachers Union\u003cbr\u003e\u003cp\u003e‘For anyone engaged in organising the labour movement, this book is essential reading. It is well written and engaging. It provides case studies that can be used as a guide. Buy the book. Read it. Give it as a gift and see you at the picket lines.’\u003c\/p\u003e -- ‘Counterfire’\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e1. Introduction\u003cbr\u003e 2. The Crisis of Organised Labour\u003cbr\u003e 3. Class Wars: Public Education and the War on Teachers\u003cbr\u003e 4. Building Power in the Workplace\u003cbr\u003e 5. Breaking Neoliberal Hegemony in Education\u003cbr\u003e 6. Organising in a Crisis\u003cbr\u003e 7. Lessons in Organising\u003cbr\u003e References\u003c\/p\u003e","brand":"Pluto Press","offers":[{"title":"Default Title","offer_id":49404328542551,"sku":"9780745345222","price":14.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780745345222.jpg?v=1730486114"},{"product_id":"power-despite-precarity-strategies-for-the-contingent-faculty-movement-in-higher-education-9780745345536","title":"Power Despite Precarity Strategies for the","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eA key organizing tool for casualized higher education faculty from longtime movement activists\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e'A masterful look at the challenges involved with organizing workers in higher education. Berry and Worthen provide excellent recommendations regarding vision and strategy, making the book valuable beyond the field of higher education'\u003c\/p\u003e -- Bill Fletcher, Jr., author of 'They're Bankrupting Us: And Twenty Other Myths about Unions'\u003cbr\u003e\u003cp\u003e'Academic precarity screws over teachers by stealing our access to memories of how precarious workers have risen up to win better conditions in the past. Who fought for something better? How did they define what 'better' meant? What strategy and tactics did they use to make progress? 'Power Despite Precarity' is an essential primer on these questions and more'\u003c\/p\u003e -- Alyssa Picard, Director, American Federation of Teachers' higher education division\u003cbr\u003e\u003cp\u003e'Empowers us to fight for the higher education and unions we believe in, uniting theory and practice to chart an inspiring path toward labor and education justice'\u003c\/p\u003e -- Mia L. McIver, Ph.D., Lecturer, UCLA, President, University Council-American Federation of Teachers\u003cbr\u003e\u003cp\u003e'Written from both an organizer's and historian's perspective, 'Power Despite Precarity' is essential reading for anyone working in higher education who wants to make a better world and wonders what it takes. Berry and Worthen provide a handbook on how the growing number of contingent faculty can unite in common cause. While it is about education, many of the lessons dealing with internal problems inside unions are not issues confined to the education sector (alas) and I especially enjoyed those parts'\u003c\/p\u003e -- Elaine Bernard, Fellow of the Labor \u0026amp; Worklife Program, Harvard Law School\u003cbr\u003e\u003cp\u003e'Essential for anyone concerned about higher education. It is impossible to separate the working conditions of faculty from the learning conditions of students, and Berry and Worthen explain how it is possible to transform both for the better of all'\u003c\/p\u003e -- Maria Maisto, President of New Faculty Majority, Maryland\u003cbr\u003e\u003cp\u003e'Power Despite Precarity’ is not just a solid guide to best practices in day-to-day trade union work within higher education. It’s also a rousing call for the contingent faculty movement to embrace grassroots, rather than top-down, organizing and break out of the narrow confines of collective bargaining’\u003c\/p\u003e -- Steve Early, national staff member of the Communications Workers of America (retired) and author of 'The Civil Wars in U.S. Labor: Birth of a New Workers’ Movement or Death Throes of the Old?'\u003cbr\u003e\u003cp\u003e'A nuanced guide for organizing which develops a historically informed analysis of the current state and likely direction of higher education today'\u003c\/p\u003e -- Jack Metzgar, author of 'Striking Steel'\u003cbr\u003e\u003cp\u003e‘A roadmap to thinking and acting like organizers’\u003c\/p\u003e -- Fred Glass, ‘Jacobin’\u003cbr\u003e\u003cp\u003e‘A rousing call for the contingent faculty movement to embrace grassroots, rather than top-down, organizing and break out of the narrow confines of collective bargaining’\u003c\/p\u003e -- ‘LA Progressive’\u003cbr\u003e\u003cp\u003e‘Berry and Worthen, who combined have decades of teaching and academic organizing experience, offer the reader an extended, classroom-level case study of how educators in the California State University system organized and built power’\u003c\/p\u003e -- Jonathan Rosenblum, ‘Truthout’\u003cbr\u003e\u003cp\u003e‘I enjoyed Power Despite Precarity and certainly recognized many issues from the vantage point of my twelve years as a TA and then a contingent college teacher. The book is a blueprint and battle cry for academic fruit pickers everywhere’\u003c\/p\u003e -- Harvey Schwartz, author of Labor under Siege and Solidarity Stories\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePhotographs \u003cbr\u003e Series Preface \u003cbr\u003e Acknowledgements \u003cbr\u003e Abbreviations and Acronyms \u003cbr\u003e Introduction \u003cbr\u003e PART I - THE CASE OF THE LECTURERS IN THE CSU SYSTEM\u003cbr\u003e 1. Student Strikes and Union Battles \u003cbr\u003e 2. Layoffs and Hard Years for Organizing \u003cbr\u003e 3. Revolution in the Union \u003cbr\u003e 4. “They have nothing to teach us” \u003cbr\u003e PART II - HIGHER ED WAS NEVER A LEVEL TERRAIN OF STRUGGLE\u003cbr\u003e 5. Four Transitions and How Casualization Served Managers \u003cbr\u003e PART III - WHAT WE WANT AND WHAT THE CFA GOT\u003cbr\u003e 6. Blue Sky #1 Organizing and Economics \u003cbr\u003e 7. Blue Sky #2 Job Security, Academic Freedom and the Common Good \u003cbr\u003e 8. Beyond the Sausage-making: A Close Look at the CFA-CSU Contract \u003cbr\u003e PART IV - THE DIFFICULTY OF THINKING STRATEGICALLY\u003cbr\u003e 9. Strategies Emerging From Practice \u003cbr\u003e 10. The Contingent Faculty Movement as a Social Movement \u003cbr\u003e PART V - SEVEN TROUBLESOME QUESTIONS\u003cbr\u003e 11. What Gets People Moving? \u003cbr\u003e 12. Who is the Enemy? Who are Our Allies? \u003cbr\u003e 13. What is “Professionalism” for Us? \u003cbr\u003e 14. How Does It Feel? \u003cbr\u003e 15. Is this legal? \u003cbr\u003e 16. What About Leftists? \u003cbr\u003e 17. How Do We Deal With Union Politics? \u003cbr\u003e PART VI - USING THE POWER WE HAVE\u003cbr\u003e 18. Hopes and Dangers \u003cbr\u003e Essential Terms \u003cbr\u003e John Hess: A Life in the Movement \u003cbr\u003e Notes \u003cbr\u003e Bibliography \u003cbr\u003e Index\u003c\/p\u003e","brand":"Pluto Press","offers":[{"title":"Default Title","offer_id":49404328706391,"sku":"9780745345536","price":72.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780745345536.jpg?v=1730486113"}],"url":"https:\/\/bookcurl.com\/collections\/teaching-staff-educators.oembed?page=3","provider":"Book Curl","version":"1.0","type":"link"}