Now What? Is a reference book and guide offering practical advice to teenagers as they approach the key decisions regarding their futures, whether it be careers, university, apprenticeships or something else. The follow up to the No. 1 bestselling Amazon career guide, 'Is your school lying to you?' offers all new insights into the need for self reliance, adaptability and entrepreneurial spark to navigate and succeed in the new, post pandemic marketplace they'll be entering as adults. An honest, fresh and deliberately unacademic take on the evergreen issue of how best to advise teens on their choices free from bias and parental expectation. Now What? Challenges the myth that school will take care of this and empowers students to embrace their opportunities, achieve their goals and through self reliance, realise their ambitions.

This stimulating and challenging book provides a guide to reflexivity and reflexive practice, explaining its relevance to research in management, organisation studies and the social sciences. Rooted in the latest research, case studies and the author's personal experience, the book builds a new perspective on reflexive practice involving bodily, emotional, rational and relational insights. Paul Hibbert draws on personal experience, using the examples of his doctoral research and an advanced collaborative research project as case studies, to demonstrate how reflexive practice plays out in a range of research contexts. Each chapter includes dialogue points to encourage the reader to form their own opinions in response to the author's point of view. Offering prospects for research that incorporates personal learning, growth and development, How to be a Reflexive Researcher also explores avenues of future research on reflexivity and reflexive practice. The book concludes that reflexive practice is not simply a research skill but is instead integral to the scholarly way of life. Providing a comprehensive treatment of reflexive practice, this book will be a useful guide for scholars and students of business and management and the social sciences more broadly, especially those with an interest in qualitative and interpretive research approaches.

Most educators are skilled at planning instruction and determining what they will do during the course of a lesson. However, to truly engage students in worthwhile, rigorous cognition, a profound shift is necessary: a shift in emphasis from teaching to learning. Put another way, we know that whoever is doing the work is also doing the learning-and in most classrooms, teachers are working much too hard. Authors John V. Antonetti and James R. Garver are the designers of the Look 2 Learning model of classroom walkthroughs. They've visited more than 17,000 classrooms-examining a variety of teaching and learning conditions, talking to students, examining their work, and determining their levels of thinking and engagement. From this vast set of data, they've drawn salient lessons that provide valuable insight into how to smooth the transition from simply planning instruction to designing high-quality student work. The lessons John and Jim have learned from their 17,000 (and counting) classroom visits can't be wrong. They share those lessons in this book, along with stories of successful practice and practical tools ready for immediate classroom application. The authors also provide opportunities for reflection and closure designed to help you consider (or reconsider) your current beliefs and practices. Throughout, you will hear the voices of John and Jim-and the thousands of students they met-as they provide a map for shifting the classroom dynamic from teaching to learning.

What comes to mind when you think about lesson planning? If you're like most teachers, you focus on the material you need to present, what you will do and say, what you will ask students to do, and the assessments you will create and administer. And if you're like most teachers, you also know what it's like to be disappointed when this careful planning doesn't always lead to the deep understanding and mastery you'd intended. There's a better way to approach instructional design says author and teacher-educator Ann R. Reeves, and it's within every teacher's grasp. It begins with a simple mental shift from ""planning for activities"" to ""planning for learning outcomes"" and a critical concentration on learning objectives. Remarkable for its clarity and filled with vivid examples, Where Great Teaching Begins is a step-by-step walk through the crucial, behind-the-scenes intellectual work necessary to make instruction truly effective and help students learn deeply and meaningfully. Here, you'll discover how to: Translate even the most inscrutable standards into strong, learning-focused objectives. Use effective objectives as the basis for excellent assessment. Craft engaging learning activities that incorporate both targeted content and necessary thinking skills. Pull objectives, assessments, and learning activities together into powerful plans for learning. Whether you're a novice instructional designer or a veteran seeking a new, streamlined process, this book is a must-read take on how to plan and achieve the excellent learning all teachers aim for and all students deserve.

Project based learning (PBL) is gaining renewed attention with the current focus on college and career readiness and the performance-based emphases of Common Core State Standards, but only high-quality versions can deliver the beneficial outcomes that schools want for their students. It's not enough to just ""do projects."" Today's projects need to be rigorous, engaging, and in-depth, and they need to have student voice and choice built in. Such projects require careful planning and pedagogical skill. The authors-leaders at the respected Buck Institute for Education-take readers through the step-by-step process of how to create, implement, and assess PBL using a classroom-tested framework. Also included are chapters for school leaders on implementing PBL systemwide and the use of PBL in informal settings. Examples from all grade levels and content areas provide evidence of the powerful effects that PBL can have, including: Increased student motivation and preparation for college, careers, and citizenship. Better results on high-stakes tests. A more satisfying teaching experience. New ways for educators to communicate with parents, communities, and the wider world. By successfully implementing PBL, teachers can not only help students meet standards but also greatly improve their instruction and make school a more meaningful place for learning. Both practical and inspirational, this book is an essential guide to creating classrooms and schools where students-and teachers-excel.

Career Recovery: Creating Hopeful Careers in Difficult Times provides readers with powerful strategies they can use to create hope and manage their careers throughout their lifetimes. The book introduces readers to the hope-action theory, an empowering approach that highlights the connection between hope, academic engagement, student retention, job search success, career goal clarity, and cultivating a meaningful career path. In Section I, the text introduces the essentials of hope-action theory. The chapters illuminate the challenges of effective career self-management in a post-pandemic world and the importance of hope in career planning. Section II examines the crucial process of engaging in self-reflection to develop self-clarity. Readers uncover their unique passions, skills, personal styles, and values. Section III highlights the need for support in career and educational planning. It teaches readers how to move from self-exploration to seeking support and fostering future opportunities. The final section focuses on implementing key decisions and transforming possibilities into realities. Career Recovery is an energizing resource that helps readers discover and channel hope to support the development and management of their chosen career paths.

The abrupt shift to online learning brought on by the COVID-19 pandemic revealed the need for the adoption and application of new media, virtual training, and online skill development for the modern workforce. However, organizations are grappling with unanticipated complexities, and many have recognized the gaps between online and in-person competencies and capabilities with unaddressed needs. There is an urgent need to bridge this gap and organically grow engagement and connectedness in the digital online space with new media tools and resources. New Media, Training, and Skill Development for the Modern Workforce exhibits how both business and educational organizations may utilize the new media computer technology to best engage in workforce training. It provides the best practices to aid the transition to successful learning environments for organizational skill development and prepare and support new media educational engagement as the new norm in all its forms and finer nuances. Covering topics such as occupational performance assessment, personal response systems, and situationally-aware human-computer interaction, this premier reference source is an essential tool for workforce development organizations, business executives, managers, communications specialists, students, teachers, government officials, pre-service teachers, researchers, and academicians.

In Learning and Leading with Habits of Mind, noted educators Arthur L. Costa and Bena Kallick present a comprehensive guide to shaping schools around Habits of Mind. The habits are a repertoire of behaviors that help both students and teachers successfully navigate the various challenges and problems they encounter in the classroom and in everyday life. The Habits of Mind include: Persisting. Managing impulsivity. Listening with understanding and empathy. Thinking flexibly. Thinking about thinking (metacognition). Striving for accuracy. Questioning and posing problems. Applying past knowledge to new situations. Thinking and communicating with clarity and precision. Gathering data through all senses. Creating, imagining, innovating. Responding with wonderment and awe. Taking responsible risks. Finding humor. Thinking interdependently. Remaining open to continuous learning. This volume brings together-in a revised and expanded format-concepts from the four books in Costa and Kallick's earlier work Habits of Mind: A Developmental Series. Along with other highly respected scholars and practitioners, the authors explain how the 16 Habits of Mind dovetail with up-to-date concepts of what constitutes intelligence; present instructional strategies for activating the habits and creating a ""thought-full"" classroom environment; offer assessment and reporting strategies that incorporate the habits; and provide real-life examples of how communities, school districts, building administrators, and teachers can integrate the habits into their school culture. Drawing upon their research and work over many years, in many countries, Costa and Kallick present a compelling rationale for using the Habits of Mind as a foundation for leading, teaching, learning, and living well in a complex world.

The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.

How can you create an authentic learning environment-one where students ask questions, do research, and explore subjects that fascinate them-in today's standards-driven atmosphere? Author Larissa Pahomov offers insightful answers based on her experience as a classroom teacher at the Science Leadership Academy, a public high school in Philadelphia that offers a rigorous college-prep curriculum and boasts a 99 percent graduation rate. Pahomov outlines a framework for learning structured around five core values: inquiry, research, collaboration, presentation and reflection. For each value, she presents: A detailed description of how the value can transform classroom practice and how a ""digital connection"" can enhance its application. A step-by-step outline for how to implement the value, with examples from teachers in all subject areas. Solutions to possible challenges and roadblocks that teachers may experience. Suggestions for how to expand the value beyond the classroom to schoolwide practice. Anecdotes from students, offering their perspectives on how they experienced the value in the classroom and after graduation. The framework is a guide, not a prescription, and middle and high school teachers-individually or as a team-can use it to structure whatever content and skills their current school or district requires. The book also includes suggestions for how to integrate technology into inquiry-based education, but the principles and approaches it describes can be applied successfully even in places without abundant technology. Both practical and inspiring, Authentic Learning in the Digital Age is an indispensable handbook for reinvigorating teaching and learning in a new era.

Language has always been the medium of instruction, but what happens when it becomes a barrier to learning? In this book, Jane Hill and Kirsten Miller take the reenergized strategies from the second edition of Classroom Instruction That Works and apply them to students in the process of acquiring English. New features in this edition include: The Thinking Language Matrix, which aligns Bloom's taxonomy with the stages of language acquisition and allows students at all levels to engage in meaningful learning. The Academic Language Framework, an easy-to-use tool for incorporating language-development objectives into content instruction. Suggestions for helping students develop oral language that leads to improved writing. Tips for Teaching that emphasize key points and facilitate instructional planning. Whether your students are learning English as a second language or are native English speakers who need help with their language development, this practical, research-based book provides the guidance necessary to ensure better results for all.

Through a carefully selected collection of readings, Careers in Counseling and Psychology: A Guide to Choosing the Right Career Path provides students with the information they need to carefully consider and determine their future participation within graduate programs or their careers within the discipline. The second edition has been updated in response to student feedback and inquiries. The information has been restructured with the chapters focusing on careers in counseling and psychology at the graduate level, the role of being supervised and serving as a supervisor, the importance of multicultural competence, and the process of pursuing a doctoral degree. The text provides insight into the earning potential as well as the roles and responsibilities inherent in each career choice. It also helps students determine which graduate programs best suit their career and professional goals. In Unit I, students read about various professions in the field, including addiction counseling, behavioral therapy, career counseling, counseling in college settings, marriage and family counseling, pupil personnel workers, rehabilitation counseling, and more. Unit II examines types of supervision, including the roles of clinical supervisors, peer recovery supervisors, and executive directors of nonprofits. The final unit discusses current trends and future directions in multicultural and social justice counseling and the options available to students who wish to pursue a doctoral degree.

What is most remarkable about the assortment of discipline programs on the market today is the number of fundamental assumptions they seem to share. Some may advocate the use of carrots rather than sticks; some may refer to punishments as "logical consequences". But virtually all take for granted that the teacher must be in control of the classroom, and that what we need are strategies to get students to comply with the adult's expectations. Alfie Kohn challenged these widely accepted premises, and with them the very idea of classroom "management", when the original edition of Beyond Discipline was published in 1996. Since then, his path-breaking book has invited hundreds of thousands of educators to question the assumption that problems in the classroom are always the fault of students who don't do what they're told; instead, it may be necessary to reconsider what it is that they've been told to do - or to learn. Kohn shows how a fundamentally cynical view of children underlies the belief that we must tell them exactly how we expect them to behave and then offer "positive reinforcement" when they obey. Just as memorizing someone else's right answers fails to promote students' intellectual development, so does complying with someone else's expectations for how to act fail to help students develop socially or morally. Kohn contrasts the idea of discipline, in which things are done to students to control their behaviour, with an approach in which we work with students to create caring communities where decisions are made together. Beyond Discipline has earned the status of an education classic, a vital alternative to all the traditional manuals that consist of techniques for imposing control. For this 10th anniversary edition, Kohn adds a new afterword that expands on the book's central themes and responds to questions from readers. Packed with stories from real classrooms around the country, seasoned with humor and grounded in a vision as practical as it is optimistic, Beyond Discipline shows how students are most likely to flourish in schools that have moved toward collaborative problem solving - and beyond discipline.

A practical, step-by-step core research text that balances coverage of qualitative, quantitative and combined methods Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research offers a truly balanced, inclusive, and integrated overview of the processes involved in educational research. This text first examines the general steps in the research process and then details the procedures for conducting specific types of quantitative, qualitative, and mixed methods studies. Direct guidance on reading research is offered throughout the text, and features provide opportunities for practice. Throughout the 6th Edition, examples are now drawn from a broad range of fields, including program evaluation, multicultural research, counseling, school psychology, and learning and cognition. In addition, enhanced coverage incorporates the latest technology-based strategies and online tools, and more information about single-subject research methods.

With new standards emphasizing higher-order thinking skills, students will have to demonstrate their ability to do far more than simply remember facts and procedures. But what's the best way for teachers to ensure that students have such skills? In this highly accessible guide, author Susan M. Brookhart shows how to do just that, by providing specific guidelines for designing targeted questions and tasks that align with standards and assess students' ability to think at higher levels. Aided by dozens of examples across grade levels and subject areas, readers will learn how to: Take a student perspective and view assessment questions and tasks as ""problems to solve."" Design multiple-choice questions that require higher-order thinking. Understand the difference between ""open"" and ""closed"" questions and how to use open questions effectively. Vary and control the features of performance assessment tasks, including cognitive level and difficulty, to target different thinking skills. Manage the assessment of higher-order thinking within the larger context of teaching and learning. Brookhart also provides an ""idea bank"" that teachers can use to jump-start their own thinking as they create assessments. Timely and practical, How to Design Questions and Tasks to Assess Student Thinking is essential reading for 21st century teachers who want their students to excel in the classroom and beyond.