Teaching staff / Educators Books

Book SynopsisThis selection of carefully chosen articles invites teachers to explore their own professional development and review their practice in schools. It draws together the multifaceted nature of primary teaching through a focus upon historical, cultural and political influences and considers the impact this has upon the way primary teachers develop professional knowledge.Issues explored in the book include: changing approaches to: curriculum selection; school organization and; curriculum planning.These are situated and considered in the personal contexts of primary teachers' continuing professional development. Themes explored include: analysis of critical incidents as a strategy for developingreflective practice; issues embedded in individual versus collaborative approaches tousing reflective practice in professional development; the teacher as researcher.This innovative book draws together issues concerning the way primary teachers develop professional knowledge and the influence this has upon their practice in schools. At the same time it encourages teachers to apply their reading to their own personal context and research an aspect of their own practice. It includes both some of the most recent research alongside classic articles, drawing on the work of some of the most renowned figures in primary education.Table of ContentsPART ONE: CONTEXTS FOR PROFESSIONAL PRACTICE Pedagogy and Culture - Robin Alexander A Perspective in Search of a Method Basic, Cores and Choices - Robin Alexander Modernising the Primary Curriculum Primary Practice in Historical Context - Brian Simon Continuing Professional Development - Marion Dadds Nurturing the Expert within Horses for Courses or Courses for Horses - Steven Higgins and David Leat What Is Effective Teacher Development? PART TWO: FACILITATING PROFESSIONAL DEVELOPMENT Reflections on Reflective Teaching - Kenneth M Zeichner and B Robert Tabachnick Discovering Our Professional Knowledge as Teachers - Tom Russell and Shawn Bullock Critical Dialogues about Learning from Experience Critical Phases and Incidents - Patricia Sikes, Lynda Measor and Peter Woods PART THREE: INVESTIGATING PROFESSIONAL DEVELOPMENT Why Are Class Teachers Reluctant to Become Researchers? - Roger Hancock A Teacher′s Response to ′Reflection-in-Action′ - Andy Convery Networks That Alter Teaching - Michael Huberman Conceptualizations, Exchanges and Experiments Autobiographical Research and the Emergence of the Fictive Voice - Peter Clements Arguing for Your Self - Maggie MacLure Identity as an Organising Principle in Teachers′ Jobs and Lives

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Book SynopsisTrade ReviewIn a simple and approachable style, Academic Advising: The Key to Student Success provides a model of academic advising for all community colleges. It supports the need for such a comprehensive model using evidence from the student perspective and illustrates through several examples what the model looks like when it is implemented effectively. Although community college administrators and advising professionals continue to be challenged by multiple demands with limited resources, editor Terry O’Banion’s book suggests effective strategies to improve advising programs. This is a book that should be in the library of every community college counselor, faculty advisor, and administrator devoted to student success. * Community College Journal of Research and Practice *

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Book SynopsisHow we organize children by ability in schools is often rooted in ableism.Ability is so central to schoolingâwhere we explicitly and continuously shape, assess, measure, and report on studentsâ abilitiesâthat ability-based decisions often appear logical and natural. However, how schools respond to ability results in very real, lifelong social and economic consequences. Special education and academic streaming (or tracking) are two of the most prominent ability-based strategies public schools use to organize student learning. Both have had a long and complicated relationship with gender, race, and class.In this down-to-earth guide, Dr. Gillian Parekh unpacks the realities of how ability and disability play out within schooling, including insights from students, teachers, and administrators about the barriers faced by students on the basis of ability. From the challenges with ability testing to gifted programs to the disability rights movement, Parekh shows how ableism is inextricably linked to other forms of bias. Her book is a powerful tool for educators committed to justice-seeking practices in schools.Trade Review"Ableism in Education provides a necessary counternarrative to the lives of disabled students and their families. Education scholar Gillian Parekh writes of how ableism as an ideology serves to structure the ways in which we think of, and work with, students who present as not having met predetermined indicators of social and intellectual development. With this critical and valuable work, Parekh makes the indispensable link between ableism, classism, and racism, detailing how these and other forms of discrimination operate as barriers to education and schooling. A must read for educators, clinicians and parents."Carl E. James, author of Colour Matter: Essays on the Experiences, Education, and Pursuits of Black Youth"Ableism in Education: Rethinking School Practices and Policies is an essential read for all educators in public education. Dr. Parekh provides a direct but simple alternative path forward in rethinking the purpose of public education from one largely instrumental in reinforcing societies' existing inequities and oppression to one that could serve as a critical platform for social justice and opportunity for the historically most marginalized and economically disadvantaged communities and people. In rethinking common notions of ‘ability’ and ‘disability’—both central to public education’s mission—Parekh breathes life into a different way to perceive what it is to know something, for whom, and for what. In so doing, she offers new possibilities for how educators and the education system alike might work."Dr. David Hagen Cameron, Senior Manager Research and Development, Toronto District School Board"Dr. Gillian Parekh has delivered an important new book that centers disability in the fight for justice in schools. With a balance of historical context, current research, and theoretical depth, this book provides a critical entry into understanding how we construct ability and disability and enact ableism in our current educational practice. The book also provides a way forward with guidance for reflection throughout the book, as well as for practice that centers the experience of disabled students."Kathryn Underwood, Professor, Director of the Inclusive Early Childhood Service System ProjectTable of ContentsPart I: Thinking Through Ability, Disability, and Ableism1 Making Disability a Different Kind of Issue in Schools: Disability Studies in Education2 How Ability is Constructed and Organized in Schools3 Detangling the Relationship Between Race, Class, and Perceived AbilityPart II: How Students Are Organized by Ability4 Special Education Program, Identification, and Placement5 Academic Streaming and Hierarchies of Ability6 Implicating Gifted and Talented EducationPart III: Practical Strategies for the School and Classroom7 Critical Approaches to Inclusion8 Inclusive Pedagogy and PracticeConclusion: Moving Forward and Setting New Conditions for Justice

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Book SynopsisDesigning and Implementing a Professional Development Programme shows you how to devise and maintain a successful professional development strategy in your school. Step-by-step instructions outline how to begin planning, while detailed analyses of top models for implementation and easy-to-follow guidelines show you how to put techniques into practice. Effective strategies for ongoing assessment are outlined along with tools to help you apply these techniques to your school context. Extra tips and suggestions support these ideas to help you navigate obstacles you might meet along the way, such as how to manage budgetary concerns and managerial influence.Table of ContentsFirst Steps; Breaking down barriers; Professional development models; Measuring success; Real world example: Parkside Federation Academies, UK; Conclusion;

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Book SynopsisAs 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 pTrade ReviewThis 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 *A 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 *Table of ContentsList 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, Jeremy 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) 2. The Professional Self and Psychology, James 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) 3. Health and Well-Being in Psychology, Lisa Marks Woolfson (University of Strathclyde, UK) and Stuart Woodcock (Griffith University, Australia) 4. The Social World of the Classroom, Matthew P. Somerville (UCL Institute of Education, University College London, UK) and Ed Baines (UCL Institute of Education, University College London, UK) 5. Effective Interpersonal Communication, Jeremy 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) 6. Resilience, Reflection and Reflexivity, James Boyle (University of Strathclyde, UK) and Elizabeth King (University of Strathclyde, UK) 7. Psychology and the Effective Teacher, Lisa 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) References Index

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Book SynopsisAs 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.Trade ReviewThis 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 *This 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 *A 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 *A very useful addition to the core texts for understanding child development. * Wilma Irvine, Teaching Fellow in Primary Physical Education, University of Edinburgh, UK *Table of ContentsSeries 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, Daryl Maisey (Kingston University, UK) and Verity Campbell-Barr (University of Plymouth, UK) 2. The Professional Self, Verity Campbell-Barr (University of Plymouth, UK) and Julie Berry (Early Years Educator, UK) 3. The Need for Health and Well-Being, Maria Dowling (Health and Social Care Consultant, UK) and Mary Hodson (Kingston University, UK) 4. Child Development, Rowena Passy (University of Plymouth, UK) and Martin Gilchrist (Natural England, UK) 5. Technology Education, James Bettany (University of Plymouth, UK) with Rebecca Smallshaw and Declan Barney 6. Listening to Children, Cheryl Graham (Early Years Professional, UK) and Verity Campbell-Barr (University of Plymouth, UK) 7. Professional Relationships and Collaboration, Jessica Johnson (Kingston University, UK) and Norma Goodyear (Specialist Support for Inclusion (Primary), UK 8. Resilience, Reflection and Reflexivity, Daryl Maisey (Kingston University, UK) and Catherine Warnock (Early Years Foundation Stage Leader and Reception Teacher, UK) 9. The Role of the Teacher, Ruth Wood (Kingston University, UK) and Claire Jackson (Kingston University, UK) with Sandra Bayliss and Nick Usher References Index

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Book SynopsisPraise for Second Edition: This book is very thorough in presenting the purpose and accompanying strategies for instilling reflective practices in educators. I believe the reflective thoughts and questions posed throughout are beneficial for teachers.-Karen Harvey, Induction Program Coordinator Santa Clarita Valley Beginning Teacher Support and Assessment (BTSA) Praise for First Edition: Offers practitioners and preservice teachers the opportunity to individualize their professional development on the use of reflective thinking to best meet their needs.-Judy Nixon, Teacher Education Fort Hays State University Create meaningful, fulfilling, and successful professional development training for your teachers! This expanded version of the original bestseller integrates the latest research and technology with tried-and-true methods for boosting practitioners' reflective thinking skills. TTrade Review“This book is very thorough in presenting the purpose and accompanying strategies for instilling reflective practices in educators. I believe the reflective thoughts and questions posed throughout are beneficial for teachers." -- Karen Harvey, Induction Program CoordinatorTable of ContentsAbout the Authors Chapter 1: Becoming a Reflective Teacher Modes of Reflective Thinking The Process Approach Techniques for Facilitating Reflective Activities Brainstorming Consensus Building Buzz Groups Role-Playing Questioning Activities for Introducing Reflective Thinking to Practitioners Task 1: Finding a Definition Task 2: The Reflective Thinking Process Task 3: Gardening Puzzle Task 4: Roll On Task 5: Designing a Classroom Task 6: Logic Lure Preparing a Plan of Action for Enhancing Reflective Thinking Chapter 2: Assessing Reflective Thinking Task 7: Atribute Clarification Task 8: Card Sort: Reflective Thinking Attributes Chapter 3: Practicing Observational Learning The Observation Process Reflective Activities Task 9: Categorization of Observations Task 10: Compliance With Classroom Rules Task 11: Observing Effective Questioning Task 12: Observing Classroom Management Styles Task 13: Belief Systems: Their Role in Observational Learning Task 14: Interpreting Change Reflective Questions Action Assignments Suggestions for Success Journaling Reflective Growth Chapter 4: Writing Reflective Journals The Use of Reflective Journals Reflective Activities Task 15: Task Formatting a Journal Entry Task 16: Journaling the Reflective Thinking Process Task 17: A Comparison of the Use of Journaling to an Observational Checklist Task 18: A Comparison of Observations With the Use of a Journaling Format to Observations Without the Use of a Journaling Format Task 19: Open-Ended Journaling Task 20: Rights and Responsibilities Reflective Questions Action Assignments Suggestions for Success Journaling Reflective Growth Chapter 5: Using Practicum Strategies The Microteaching Process Reflective Teaching Reflective Activities Task 21: The Anxiety Task Task 22: Lines of Symmetry Task Task 23: Effective Teaching Rubric Task 24: Effective Teaching to Peers Task 25: Inclusion: Teaching Effectiveness Task 26: Effective Teaching of Peers Reflective Questions Action Assignments Suggestions for Success Journaling Reflective Growth Chapter 6: Narrative Reflection Autobiographical Sketches Case Studies Study Circles Reflective Activities Task 27: Using Case Study for Problem Resolution Task 28: Using Autobiographical Sketches to Evaluate Beliefs Regarding Teacher Roles Task 29: Writing a Case Study for Problem Resolution Task 30: The Three Pigs, the Wolf, and Effective Teaching Task 31: Chew and Chat Task 32: Using Autobiographical Sketches to Evaluate Beliefs Regarding Classroom Management Styles Reflective Questions Action Assignments Suggestions for Success Journaling Reflective Growth Chapter 7: Creating Mental Models The Process of Using Metaphors for Reflective Thinking The Process of Using Repertory Grids Reflective Activities Task 33: Using Metaphors to Explore Teacher Roles Task 34: Using Repertory Grids to Explore Instructional Practices Task 35: Using Metaphors to Explore Classroom Management Styles Task 36: Using Repertory Grids to Explore Practitioner Traits Task 37: Using Metaphors to Explore Perceptions of School Climate Task 38: Using REpertory Grids to Explore Classroom Climate Reflective Questions Action Assignments Suggestions for Success Journaling Reflective Growth Chapter 8: Promoting Reflective Thinking Through Action Research Reflective Activities Task 39: Preparing for Action Research: Selecting a Question Task 40: Research for Self-Improvement Task 41: Collaborative Action Research Task 42: Textbook Analysis Task 43: Action Research: Ethical, Moral, or Sociopolitical Issues Task 44: Action Research: Parent and Community Involvement Reflective Questions Action Assignments Suggestions for Success Journaling Reflective Growth References Chapter 9: Technology as a Tool for Building Learning Communitites Study Groups Portfolio Development Reflective Activities Task 45: Video as an Observational Tool Task 46: Reflecting on the Value of Internet Resources Task 47: Learning Communities to Promote Reflection Task 48: Linking Electronic Portfolios to Reflective Writing Task 49: Onlne Peer Mentoring Task 50: Technology to Support the Learning Community Reflective Questions Action Assignments Suggestions for Success Journaling Reflective Growth Preface

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Book SynopsisAn excellent tool for aspiring principals as well as those who find it uplifting to be reassured that they are doing the right thing.Gerard Dery, PrincipalNessacus Regional Middle School, Dalton, MAThis book serves as a valuable tool for districts seeking to enhance the skill level of their principals and would be ideal for professional development.Carolyn Banks, Regional Director of Teacher EducationUniversity of La VerneA comprehensive guide to building successful relationships with all school personnel!Inspiring 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.The authors provide real-world scenarios and practical strategies to help define the principal's leadership role and strTrade Review"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." -- Carolyn Banks, Regional Director of Teacher Education"An excellent tool for aspiring principals as well as those who find it uplifting to be reassured that they are doing the right thing." -- Gerard Dery, Principal"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." -- Rosemarie Young, Principal“The book does a wonderful job of taking the research about personnel management and translating it into practice for aspiring and current school leaders.” -- Patricia M. Richardson, Professor of Practice"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." -- Boyd Dressler, ProfessorTable of ContentsList 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

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Book Synopsis When teachers use data effectively, students see results. 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. In this volume, the authors explore the crucial function of data for designing, implementing, and evaluating professional learning. The book's features include: An original think piece by Thomas Guskey on using data in deliberate and thoughtful ways in the context of professional learning Specific implementation strategies that focus on analyzing student, educator, and system data and assessing progress A detailed case study of one district's journey to successful use of data and how it led to measurable improvement in student aTrade Review"Learning Forward’s Standards for Professional Learning define the essential elements of and conditions for professional learning that leads to changed educator practices and improved student results. They are grounded in the understanding that the ultimate purpose of professional learning is increasing student success. 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…Reach the Highest Standard is created to be an essential set of tools to help school and system leaders take those steps toward educator effectiveness." -- Stephanie Hirsh, Executive DirectorTable of ContentsIntroduction 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

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Book SynopsisA hilarious assortment of the weirdest and wackiest tales ever to come out of the classroom – and they’re all true. Featuring the flamboyant swimming teacher who spent his spare time fighting bears, the story of how a fight with his teacher paved the way for Al Capone’s infamous crime empire, and the bizarre tale of the American teacher who sued her own pupils for not paying attention in her lesson, this book is a real education. An ideal end-of-year teacher gift, this fascinating book is also a must-read for anyone who’s ever been to school. So stop talking at the back, pay attention and start reading! Word count: 45,000

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Book SynopsisIf we do not ensure, first and foremost, that our teachers are feeling physically and mentally well, they cannot be their best for their students. Consequently, a school which does not prioritise staff wellbeing is disadvantaging its own students. 'Students first' is a misplaced sentiment: the best thing for students is a happy, healthy, motivated, well-trained, expert staff. By putting staff first you are providing for students the one thing which will help them make good progress in their learning: truly great teaching. Whilst it is easy to say that schools would not exist if it were not for the students, the glib converse is that without truly great school staff, the students would not be taught. What we need – as recruiting subject specialist teachers, school leaders and specialist support staff becomes increasingly difficult – is a revolution in how we treat our school staff. We have to put our staff before our students because it is the only hope we have of securing what our students need most: a world class education. The longer our schools are populated with hypoxic adults, we imperial all our futures. What follows is a blueprint for the school system which puts our school staff before students.

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

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Book SynopsisOffers a compilation of cartoons that capture the joy, terror, excitement, anxiety, fun, and bedlam that teachers experience every day. This book includes more than 100 cartoons and reflects recent changes in the world of education. It is suitable for teachers.Table of ContentsIndex of Artists. Charles Barsotti.Harry Bliss.George Booth.Pat Byrnes.Roz Chast.Tom Cheney.Frank Cotham.Leo Cullum.C. Covert Darbyshire.Whitney Darrow, Jr.Chon Day.Robert J. Day.Dana Fradon.Edward Frascino.Mort Gerberg.Alex Gregory. William Haefeli.J.B. Handelsman.Sydney Hoff.Arnie Levin.Lee Lorenz.Michael Maslin.Warren Miller.Frank Modell.James Mulligan.William O’Brian.Donald Reilly.Carl Rose.Al Ross.Charles Saxon.Bernard Schoenbaum.Danny Shanahan.Michael Shaw.David Sipress.Barbara Smaller.William Steig.Peter Steiner.Mick Stevens.James Stevenson.Barney Tobey.Mike Twohy.P.C. Vey.Robert Weber.Christopher Weyant.Bernie Wiseman.Jack Ziegler.

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Book SynopsisShifting faculty roles in a changing landscape Ernest L. Boyer''s landmark book Scholarship Reconsidered: Priorities of the Professoriate 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. Though 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. This expanded edition offers, in addition to the original text, a critical introTable of ContentsAbout Ernest L. Boyer vii About the Editors ix About the Contributors xi Editors’ Acknowledgments xv A Note to the Reader xvii Foreword: Scholarship Reconsidered’s Influence in Later Carnegie Foundation Work xxiMary Taylor Huber PART ONE: THE IMPACT OF SCHOLARSHIP RECONSIDERED ON TODAY’S ACADEMY 1 The Origins of Scholarship Reconsidered 3Drew Moser and Todd C. Ream Boyer’s Impact on Faculty Development 13Andrea L. Beach The Influence of Scholarship Reconsidered on Institutional Types and Academic Disciplines 19John M. Braxton Scholarship Reconsidered’s Impact on Doctoral and Professional Education 31Ann E. Austin and Melissa McDaniels How Scholarship Reconsidered Disrupted the Promotion and Tenure System 41KerryAnn O’Meara Acknowledgments 49 PART TWO: SCHOLARSHIP RECONSIDERED BY ERNEST L. BOYER 53 Scholarship over Time 55 Enlarging the Perspective 67 The Faculty: A Mosaic of Talent 77 The Creativity Contract 91 The Campuses: Diversity with Dignity 99 A New Generation of Scholars 109 Scholarship and Community 117 Appendix A: National Survey of Faculty (1989) 123 Appendix B: Technical Notes 157 Appendix C: Carnegie Classifications 159 Afterword: Advancing the Conversation around Scholarship Reconsidered 161Cynthia A. Wells Discussion Guide 167 Notes 173 Index 195

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Book SynopsisThis book looks at an issue which is at the heart of every classroom â the role that talk plays in childrenâs learning. 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.Through 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. This 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 genTable of ContentsPreface Introduction 1: Teacher talk and classroom interaction2: Investigating teacher talk3: Interactive teaching4: Questioning and learning 5: Making connections6: Critical moments in classroom talk7: Changing classroom practiceConclusion Appendix References Bibliography Index

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Book SynopsisMany studies of teacher motivation have been conducted in different contexts over time. However, until fairly recently there has not been a reliable measure available to allow comparisons across samples and settings. This has resulted in an abundance of findings which cannot be directly compared or synthesised. The FIT-Choice instrument offers the opportunity to examine motivations across settings. The various studies in this book suggest that people who choose teaching as a career are motivated by a complex interaction of factors embedded within communities and cultural expectations, but seem generally to embrace a desire to undertake meaningful work that makes for a better society. Unlike some careers, where rewards are in the form of salary and status, by and large these factors are not strong drivers for people who want to become teachers. They want to work with children and adolescents, and believe they have the ability to teach.Table of Contents1. Why teach? How teachers' motivations matter around the world Helen M. G. Watt, Paul W. Richardson and Kari Smith; 2. Career motivations of student teachers in the Republic of Ireland: continuity and change during educational reform and 'boom to bust' economic times Manuela Heinz, Elaine Keane and Conor Foley; 3. Why teach? Antecedents and consequences in Spain Gloria Gratacós, Ernesto López-Gómez, Guiomar Nocito and Santiago Sastre; 4. Factors motivating students to become secondary school teachers: evidence from Norway Christian Brandmo and Katrine Nesje; 5. The motivational basis of classroom management practices and beliefs of Swiss vocational teachers Jean-Louis Berger, Céline Girardet, Cynthia Vaudroz and Carmela Aprea; 6. Motivations that affect professional knowledge in Germany and Austria Johannes König and Martin Rothland; 7. Motivations and perceptions about teaching during the first year of teacher education in Estonia Merle Taimalu, Piret Luik and Karin Täht; 8. How personality dimensions and motivation to teach shape the learning achievement goals of Croatian future teachers Iris Marušić, Ivana Jugović and Tea Pavin Ivanec; 9. Exploring the relationships between prospective Turkish teachers' hopes, motivations and professional plans Altay Eren and Amanda Yeşilbursa; 10. Motivations and aspirations of teacher education students in Indonesia Anne Suryani; 11. Teacher motivation and professional commitment in the United States: the role of motivations for teaching, teacher self-efficacy and sense of professional responsibility Fani Lauermann, Stuart A. Karabenick, Robert Carpenter and Colleen Kuusinen; 12. Divided by discipline? Contrasting motivations, perceptions, and background characteristics of beginning Australian English and Mathematics teachers Helen M. G. Watt, Paul W. Richardson and Zoe A. Morris; 13. Why choose teaching and does it matter? Ruth Butler.

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Book SynopsisMany studies of teacher motivation have been conducted in different contexts over time. However, until fairly recently there has not been a reliable measure available to allow comparisons across samples and settings. This has resulted in an abundance of findings which cannot be directly compared or synthesised. The FIT-Choice instrument offers the opportunity to examine motivations across settings. The various studies in this book suggest that people who choose teaching as a career are motivated by a complex interaction of factors embedded within communities and cultural expectations, but seem generally to embrace a desire to undertake meaningful work that makes for a better society. Unlike some careers, where rewards are in the form of salary and status, by and large these factors are not strong drivers for people who want to become teachers. They want to work with children and adolescents, and believe they have the ability to teach.Table of Contents1. Why teach? How teachers' motivations matter around the world Helen M. G. Watt, Paul W. Richardson and Kari Smith; 2. Career motivations of student teachers in the Republic of Ireland: continuity and change during educational reform and 'boom to bust' economic times Manuela Heinz, Elaine Keane and Conor Foley; 3. Why teach? Antecedents and consequences in Spain Gloria Gratacós, Ernesto López-Gómez, Guiomar Nocito and Santiago Sastre; 4. Factors motivating students to become secondary school teachers: evidence from Norway Christian Brandmo and Katrine Nesje; 5. The motivational basis of classroom management practices and beliefs of Swiss vocational teachers Jean-Louis Berger, Céline Girardet, Cynthia Vaudroz and Carmela Aprea; 6. Motivations that affect professional knowledge in Germany and Austria Johannes König and Martin Rothland; 7. Motivations and perceptions about teaching during the first year of teacher education in Estonia Merle Taimalu, Piret Luik and Karin Täht; 8. How personality dimensions and motivation to teach shape the learning achievement goals of Croatian future teachers Iris Marušić, Ivana Jugović and Tea Pavin Ivanec; 9. Exploring the relationships between prospective Turkish teachers' hopes, motivations and professional plans Altay Eren and Amanda Yeşilbursa; 10. Motivations and aspirations of teacher education students in Indonesia Anne Suryani; 11. Teacher motivation and professional commitment in the United States: the role of motivations for teaching, teacher self-efficacy and sense of professional responsibility Fani Lauermann, Stuart A. Karabenick, Robert Carpenter and Colleen Kuusinen; 12. Divided by discipline? Contrasting motivations, perceptions, and background characteristics of beginning Australian English and Mathematics teachers Helen M. G. Watt, Paul W. Richardson and Zoe A. Morris; 13. Why choose teaching and does it matter? Ruth Butler.

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Book SynopsisThe 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.

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Book SynopsisWhether 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.Table of ContentsPreface; 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.

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Book SynopsisTeacher 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. Novice teachers in particular face a steep learning curve and need supportive induction programs to continue to develop their practice so that it aligns with standards-based teaching. Teacher professional development activities commonly focus on learning more content, pedagogy, or both. Teachers learning through professional development (PD) programs often occurs in groups of teachers as they work with both the PD providers and each other as part of a community of practice that supports situated learning. This book provides new research advances in the professional development of teachers. It also discusses interdisciplinary professional development for mental health workers.

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Book SynopsisSchool 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.Table of ContentsRationale; 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.

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Book SynopsisThe 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.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisSuitable reading for further education (FE) lecturers, this guide offers a general introduction to unravelling the maze of assessment in FE. It provides readers with hints and strategies for answering the key questions, including why, what, how and where to assess.Table of ContentsForeword; 1. Why Assess?; 2. What to Assess - Content and Principles?; 3. Assessment for Learning; 4. How to Assess; 5. Where to Assess; 6. Who Assesses?; 7. Recording and Reporting Achievement; 8. Assessment in Society; 9. Frameworks and Futures - Qualification and Assesment Reform; 10. Summary - Assessment in FE; Appendices and Bibliography.

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