A teacher presents a lesson, and at the end asks students if they understand the material. The students nod and say they get it. Later, the teacher is dismayed when many of the students fail a test on the material. Why aren't students getting it? And, just as important, why didn't the teacher recognize the problem? In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students' understanding with the help of creative formative assessments. When used regularly, formative assessments enable every teacher to determine what students know and what they still need to learn. Fisher and Frey explore a variety of engaging activities that check for and increase understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, and much more. This new 2nd edition of Checking for Understanding has been updated to reflect the latest thinking in formative assessment and to show how the concepts apply in the context of Fisher and Frey's work on gradual release of responsibility, guided instruction, formative assessment systems, data analysis, and quality instruction.

A compendium of insights into academic career development from a wide range of scholars around the world Offers a breath of alternative air for the hordes of early career academics struggling with neoliberal university life Empowers readers to take stock of their career

The past ten years have witnessed a renewed interest in the apprenticeship system of industrial training. Employers have been shown to carry a large part of the cost of essentially general training with apparent little return to the firm - a problem which has generated a wide range of literature that explores new theoretical models, comparative systems, and recent developments in systems of youth training and the economic theory of contracts. Using contract theory as the common underlying framework, this book brings together recent contributions to this literature, providing a complete and coherent economic analysis of the apprenticeship system. The authors begin with a comparative-historical perspective, and then go on to review a number of recent models of the training decision of firms, before offering a unique insight into the current debate on the future of the apprenticeship system. Well-written and well-researched, this book succeeds in achieving a perfect blend of theory, evidence, and history. It will appeal to scholars in the fields of labour economics and human resource management, as well as those in private and public sectors working on policy development and planning of vocational education and training.

The Building High Performance in Organisations toolkit is ideal if you're a performance manager, practitioner or business leader, and will help you to create innovative performance strategies and effectively manage performance-related problems. With easy to use tools, templates and processes that can be put into practice immediately, you will learn how to foster a high performance culture in your business. Each section of Building High Performance in Organisations provides practical guidance that addresses the importance of the team and the leader in organisational performance, engaging high performers and dealing with performance related problems. All the tools are available online and can be customized in order to meet your organisation's needs. About the Series: The HR Toolkits provide complete sets of customizable, printable resources to facilitate in-house training and development workshops and strategy design. Supplied as both ring binders and electronic files, and consisting of modules which can be used individually or combined for more extended programmes, the toolkits include ready-made practical exercises, handouts, discussion questions and more to upskill employees.

Today's teachers are responsible for a greater variety of learners with a greater diversity of needs than ever before. When you add in the ever-changing dynamics of technology and current events, the complexity of both students' and teachers' lives grows exponentially. Far too few teachers, however, successfully teach the whole class with the individual student in mind. In Leading and Managing a Differentiated Classroom, Carol Ann Tomlinson and Marcia B. Imbeau tackle the issue of how to address student differences thoughtfully and proactively. The first half of the book focuses on what it means for a teacher to effectively lead a differentiated classroom. Readers will learn how to be more confident and effective leaders for and in student-focused and responsive classrooms. The second half of the book focuses on the mechanics of managing a differentiated classroom. A teacher who has the best intentions, a dynamic curriculum, and plans for differentiation cannot-and will not-move forward unless he or she is at ease with translating those ideas into classroom practice. In other words, teachers who are uncomfortable with flexible classroom management will not differentiate instruction, even if they understand it, accept the need for it, and can plan for it. Tomlinson and Imbeau argue that the inherent interdependence of leading and managing a differentiated classroom is at the very heart of 21st-century education. This essential guide to differentiation also includes a helpful teacher's toolkit of activities and teaching strategies that will help any teacher expand his or her capacity to make room for and work tirelessly on behalf of every student.

The Future MBA brings together 100 ideas on how to rethink management education in order to embed sustainability. This book acts as a creative toolkit for individuals working in management education on how to design new and innovative products, services, and experiences for the business school community with a focus on sustainability. What if we took a moment to stand back and look at the bigger picture? What would the business school of the future look like? Rather than a roadmap, the 100 ideas presented in this book are meant to be a source of inspiration in responding to these questions. Some ideas could be put into practice tomorrow, some would require a complete reassessment of the way we view business education, and others are meant to encourage more ideas... and more action, to turn management education into a key player in moving the sustainability agenda forward.

'Colin Jones hits some nails firmly on the head in this enlightening text. Driven by learning and accepting of the fact that contexts change, often at great pace, his writing is firmly placed in the heads of the people who need these experiences, learners who not only need to recognise future opportunities but to reap the benefits of realizing them in meaningful ways. He has been there, wears the T Shirt of failure with pride and develops thoughtful 'spaces' in which we can reflect and move on. More importantly, Jones' position as meddler in the middle now extends beyond his classrooms and conference presentations, providing us with a text that I thoroughly recommend to you.' - Andy Penaluna, CEO Enterprise Educators UK 'Reading this book will greatly help educators in the field of entrepreneurship. As stated by Colin Jones the title could be How to Allow Students to Learn About Entrepreneurship. It means that the author has adopted a student-centric approach emphasizing learning processes in entrepreneurship. The book and its main ideas have emerged from a personal journey combining entrepreneurial and educational experiences. Above all, this book is a fascinating and reflexive approach on how entrepreneurship education should be thought and delivered.' - Alain Fayolle, EM Lyon Business School, France 'It is with delight that I endorse Dr Jones' application of entrepreneurship education in the context of undergraduates. A theory to practice philosophy is maintained, as well as enhancement of the entrepreneurship-directed approach to learning based on the idea of experiential learning, in which new activity produces a new experience and new thinking through reflection.' - Alex Maritz, Swinburne University of Technology, Australia 'Teaching Entrepreneurship to Undergraduates is a mandatory read for all academics who love teaching, and will stimulate discussions and further enquiry on teaching in higher education for many years. This groundbreaking and practical book provides a unique and superior conceptualization of entrepreneurship education, creating a more student-centric approach to learning, not a lecturer-centric approach to teaching. This book focuses on how entrepreneurial educators, and any university faculty, could become much more effective at teaching by a adopting this new perspective on education, its objectives and its outcomes.' - Morgan Miles, Georgia Southern University, US 'I believe this to be the first book in the world to attempt an in-depth exploration of both the philosophy and practice of entrepreneurship education. As such it embodies a number of unique (and entrepreneurial) characteristics. Its emphasis is not upon teaching but on processes of learning. It is written by an entrepreneur who has experience of failure and builds upon a personal learning journey from entrepreneur to teacher and therefore has many thought-provoking insights. The main focus is upon the needs of student learners in higher education and the importance of their taking ownership of learning. The text seeks to demonstrate what this means in practice, how to build upon what learners already know and what they can bring to the party from very diverse perspectives. Unlike many other books in this field it is not prescriptive. It presents a debate and is designed to encourage the reader to think, reflect and indeed argue.' - From the foreword by Allan Gibb, University of Durham, UK

Originally published in 1986, one of the major developments in behavioural psychotherapy and mental health in the previous decade had been the growing involvement of non-psychologists in behaviour therapy. This was a result of the fact that there were too few psychologists to cope with problem behaviour and that other professionals or carers began to appreciate more clearly their potential as agents of behaviour change. Foremost among these 'mediators' of therapy were parents, nurses (particularly psychiatric nurses) and teachers (especially remedial teachers). Their involvement had greatly increased the efficiency of behaviour therapy at the time and opened up a new era in applied psychology. It also entailed the development of new training formats, evaluation procedures and implementation strategies. The main aim of this book was to provide a summary of the research relevant to these issues, and to offer practical guidelines to those who were interested in training or being trained as behaviour therapists. For this reason there are chapters by researchers who have been involved in training parents, nurses and teachers. These chapters provide a detailed account of training in a form that was rarely available in published form at the time, and even today should be of great assistance to readers.

NHS support workers, such as nursing Healthcare Assistants, Maternity Support Workers, and Therapy Assistants, often provide the majority of face-to-face care to patients, clients and their families. This accessible guide explores the issues underpinning their recruitment, training, management, development and progression. NHS support workers comprise four out of ten of the clinical workforce, yet despite their importance they have long faced barriers that mean they are not able to fully realise their potential. This is the first book to take a comprehensive look at this workforce, its history, the policy that shapes its recruitment, management and deployment, and explains clearly how their capacity and capability can be safely and effectively enhanced. Structured around the employment cycle, this text covers the introduction of Technical Levels, career changes, apprenticeships, recruitment and selection, informal learning, learning cultures, widening participation, supervision and functional skills. Providing practical, evidence-based guidance and including illustrative case studies, it suggests a range of interventions to overcome the long-standing barriers to the effective development and deployment of healthcare support workers. Drawing on the latest research, and practice, including the author's own experience, this book is an important resource for all those educating, managing or recruiting unregistered healthcare practitioners. It will also provide invaluable guidance to healthcare support workers interested in progressing their careers.

Written in response to the pressures on universities to produce highly skilled and work-ready graduates and intended to map across a three-year business course, this book covers essential skills, from study, presentation and leadership to practical advice on securing that all-important job after university. A number of hands-on learning aids feature throughout, including: Skills self-assessment tables, 'For You to Do', Integration and Application, Interview questions. This second edition has been thoroughly updated, and is complemented by a companion website featuring a range of tools and resources for lecturers and students, including an Instructor's Manual and PowerPoint slides, answers and guidance on skills assessment tasks, templates and examples to download as well as additional online chapters on topics such as testing, assessment and alternative options for graduates. Suitable for all students taking a business degree.

--Explores current trends and future possibilities of undergraduate career education, aiming to support future practitioners in career services, career counseling, and student services in higher education. --Explores crucial topics within career education, including the importance of experiential learning, paradigm shifts in career education - including changes brought on by the Covid-19 pandemic - and career programming for students, all with a focus on equity, inclusion, and innovation through diversity. --Editors draw from decades of experience in career education and experiential learning, and contributors feature diverse and leading thinkers in education, business, science, and the humanities.

- Draws on tried and tested best practice from the PESTA in Singapore and global contexts. - Chapters encourage readers to reflect on how they could embed the new knowledge they are acquiring. - For physical education teachers moving beyond initial teacher education to help them continue their professional journey.

In an age of intense economic competition and continual change, the ability to learn is a key factor in survival and prosperity. This book examines the changing interaction of the world economy, Britain 's prospects for prosperity, the connections between different kinds of work and the learning that support them. Focusing on specific areas where changed attitudes and ways of working are long overdue, the authors show the need for a better balance between formal provision in schools, colleges and within employment, and less tangible informal learning at home and in the workplace. These, in turn, open up issues of the curriculum (especially in the formative later years in schools and colleges), guidance for education and work and the qualifications structure.

This toolkit is designed for preparing health and social care practitioners for their role in facilitating learning in their workplace. It enables readers to recognise learning opportunities, communicate their professional knowledge, provide students with appropriate support, judge performance, co-ordinate student contact with others in the workplace and develop awareness of the needs of students from diverse backgrounds. With plenty of activities and questions, the reader can assess their knowledge base and apply the concepts in the toolkit to their work setting. This new edition is fully updated and now includes: international contexualisation; more coverage on meeting the diverse needs of students; and a new section on meeting professional standards, which discusses the NMC standards as well as those of other disciplines. A new companion website makes valuable supplementary material available - including further activities and articles on managing the placement learning experience, developing new supervisors, and making the most of reflection among others. Practical and easy-to-read, this is an important resource for all those practitioners who support students in the workplace.

In the current economic climate, it is more important than ever that young people engage with the world of work and gain the knowledge, skills and experience they will need to prepare them for their future careers. This book provides an overarching framework for understanding all the separate parts of the work-related learning curriculum and constructs a research-based pedagogy with practical steps for students, teachers and practitioners.

Work-Related Teaching and Learning deepens our understanding of work-related learning and provides an overview of the programmes and recent initiatives designed to make learning more relevant and better connected to work. Drawing on contemporary research and innovative practice, it offers guidance to support teachers and practitioners in the delivery of the work-related learning curriculum.

Covering all aspects of word-related learning from enterprise education and economic well-being to careers education, work experience and the diplomas, features include:

• An overarching conceptualisation of work-related learning
• An exploration of the benefits of work-related learning
• An examination of the key issues and challenges faced
• A detailed look at how teaching and learning activities have been used in various contexts and with what effects
• An assessment of the strengths and weaknesses of different curriculum models
• Case studies and examples of good practice
• Discussion questions for reflective practice

This book is essential reading for current teachers and practitioners involved in work-related learning, as well as students and trainee teachers who wish to improve or develop their practice in the light of recent initiatives.

* This book functions as a response to the overwhelming need that counselors and students confront in the fast changing global world economy * It takes a comprehensive, developmental approach, focusing on 9th-12th grade students, rather than solely on those in 11th and 12th grade. * Important steps covered in this curriculum include: o Making the transition to ninth grade successful o Using technology in the advising process, such as online resources for college and career research, assessing interests, and structuring advising sessions o Preparing for standardized testing and using it to motivate students about the college application process o Assisting students in researching careers and colleges, making the most of college visits, applying for college, and writing the application essay

For the free movement of labour across the European Union, establishing transparency and comparability of qualifications across member states is vital.

This book examines how qualifications, knowledge, skills and competences are understood in different national contexts and trans-nationally and reveals a complex picture of differences and similarities both within and between countries. Against the background of EU policy initiatives, and in particular the European Qualifications Framework, an important focus is on the prospects and difficulties of establishing cross-national recognition of qualifications.

Drawing on case studies of particular sectors and occupations in England, France, Germany and the Netherlands, this insightful book, written by leading academics in the field, will be a vital resource for students and researchers involved with vocational education and training, continuing professional development, human resource management and European Union policy.

In today's complex and ever-changing world it has become obvious that even highly developed knowledge and skills are no longer sufficient to meet new challenges, situations and problems facing individuals, organisations and nations. This raises an enormous and potentially confusing issue for educators and trainers: how is it possible to generate and assess abilities to deal with challenges and problems unknown ? or not even in existence ? at the time when the learning takes place?

The book builds on the experiences and insights of its expert contributors, all of whom have worked with, studied and analysed competences and how they are developed. Their collected work presents

• Comprehensive explanation and analysis of the concept and nature of competence.
• Specific contexts of competence development, e.g. in the public sector or small business.
• Competence development as a national strategy for building an up-to-date education and training system.

With chapters from around the world, including the UK, USA, Canada, Australia, Scandinavia, this book illustrates in an engaging and convincing manner the importance and innovative nature of the concept of competences, resulting in a varied, differentiated and empathetic guide to the topic. It will appeal to educators, both in academic and management circles, as well as students and administrators of education.

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training of new recruits to other professions.

There is a changing culture within the health service to become a learning environment', and mentoring is becoming a more popular and expected activity. However, the approach to mentoring in the past has often been neglected and individuals have become mentors without adequate training and information for the role. This toolkit describes where mentoring has come from and how it works as a positive and developmental experience for all staff. It covers the whole process from the perspectives of health organisation, the mentor and those being mentored. It offers practical tools and approaches to enable health professionals, managers and other staff in any part of the NHS to work towards the competencies expected of a mentor in line with standards in the Agenda for Change Knowledge and Skills Framework. Healthcare organisations will also gain valuable advice on how to set up mentoring schemes, running programmes for mentors and mentees and evaluating progress in the mentoring relationships.

--Explores current trends and future possibilities of undergraduate career education, aiming to support future practitioners in career services, career counseling, and student services in higher education. --Explores crucial topics within career education, including the importance of experiential learning, paradigm shifts in career education - including changes brought on by the Covid-19 pandemic - and career programming for students, all with a focus on equity, inclusion, and innovation through diversity. --Editors draw from decades of experience in career education and experiential learning, and contributors feature diverse and leading thinkers in education, business, science, and the humanities.

Conventional apprenticeships and older methods of professional training are not providing enough skilled workers - governments, companies and colleges are now using open and distance learning to fill these gaps. Published in association with the Commonwealth of Learning, this unique review provides detailed analysis of worldwide experiences of vocational training and distance education. It looks at recent policy and practice at different levels - from transnational programmes and national policies to institutional and programme models. Offering guidance on how distance education and new technologies are being used to support vocational education and training, this book will help senior institutional managers and policy makers to understand and appreciate: * the role distance education can play in increasing skills levels in young people and the existing workforce * the challenges in using educational technologies, and distance education to deliver vocational education and training * how to devise effective policies to meet these challenges.

What is a sustainable career? And how can individuals and organizations develop pathways that lead to them? With current levels of global unemployment and the need for life-long learning and employability enhancement, these questions assume a pressing significance. Offering twenty-eight chapters from leading scholars, the Handbook of Research on Sustainable Careers makes an important contribution to our understanding of sustainable careers and lays the foundation for the direction of future research. With the aim of advancing existing knowledge surrounding the meaning, antecedents and outcomes of sustainable careers, this book discusses the topic from several different angles combining both theoretical and empirical as well as practical insights. Topics include crafting sustainable careers in organizations, merits and challenges of career adaptability, psychological mobility during unemployment and the role of employee adaptability. Students and academics of varied disciplines looking for multidimensional perspectives on sustainable careers will find this to be a worthwhile read. HR professionals, career counsellors and public policy makers will find use in the practical guidance offered in this book. Contributors: T. Aalbers, M.B. Arthur, P.M. Bal, Y. Baruch, C. Bernhard-Oettel, T. Bipp, N. Bozionelos, J.P. Briscoe, M.B.W. Buyken, A. De Coen, N. De Cuyper, S. De Hauw, A.H. De Lange, P. De Prins, A. De Vos, H. De Witte, N. Dries, N. Egold, C. Fleisher, A. Forrier, F. Fraccaroli, A. Froidevaux, J.H. Greenhaus, D.E Guest, D.T. Hall, A. Hirschi, I.M. Jawahar, C. Kelliher, S.N. Khapova, U. Kinnunen, U.-C. Klehe, D. Kooij, M. Latzke, B.S. Lawrence, A. Makikangas, S. Mauno, W. Mayrhofer, A. Milissen, K. Naswall, K. Pernkopf, P.Peters, J. Rantanen, J. Richardson, R. Rodrigues, C. Rohr, R. Schalk, M.M. Schipper, T.M. Schneidhofer, J. Segers, L. Sels, J.H. Semeijn, T.H. Stone, D.M. Truxillo, M. Valcour, L. Van Beirendonck, K. Van Dam, A. Van den Broeck, B. Van der Heijden, R. Van Dick, M. van Engen, J. van Ruysseveldt, S. Vansteenkiste, A.E.M. Van Vianen, T. Van Vuuren, M. Verbruggen, C.J. Vinkenburg, S. Zaniboni, J. Zikic

What skill-development strategies should developing countries adopt to compete successfully in the international markets of the 21st century? This innovative new book provides a blend of theory and case studies which shed new light on this important question. It approaches the question from two angles. It considers, first, how skill development affects a country's international competitiveness and, secondly, what a government should do to develop a country's skills. It concludes that development of skills is necessary for a country to make the transition from primary exports to manufactures and from labour-intensive to skill-intensive manufacturing. For this purpose, it is argued an education system that recognizes the return to improvements in quality, and a training system that internalizes externalities and prevents market failure are needed. Issues explored include: the arguments for an activist skill-development policy (with particular emphasis on education of girls and women); the transition from cheap labour to skill-based competitiveness; human resources and structural adjustment; and different approaches to training for countries and enterprises at different levels of technological development. Skill Development for International Competitiveness will be of interest to academics, students and researchers in the fields of development studies, development economics, the economics of education and training and labour economics. Policymakers and planners responsible for policies on human resource development and employment and overall development strategy will also find this a vital source of information.