This is the latest title in the straightforward, user-friendly series of books for teacher development. Designed for use by a broad range of teachers and trainers in different sectors and situations, it is ideal for self-study, or by teacher trainers with trainee teachers. How To Teach Grammar offers clear, practical information within a theoretical and technical framework.

Curriculum: Organizing knowledge for the classroom addresses the vital question of how one understands and develops curricula. The book discusses pertinent issues such as persistent inequalities in relation to recent curriculum developments in South Africa and the shift towards an educational system in line with a democratic and globally competitive society. Curriculum contains South African Institute of Distance Education (SAIDE) endorsed content that is practical and relevant in its approach. The textbook contains a series of case studies on a fictional school called Goniwe Primary that explore the different approaches to curriculum. Activity and thinking boxes contextualise teaching concepts, encouraging readers to engage critically with curriculum theory. The third edition has been thoroughly edited and revised and features: New sections on assessment and content framing. Reference to the national Curriculum and Assessment Policy Statement (CAPS), including CAPS examples to explore curriculum issues. New readings from academic and policy texts to deepen the reader's grasp of the issues.

For those involved with the education of infants, this book aims to offer enlightening educational truths and guidelines on the history of infant education. The author traces the history of infant education through the ages and compares the development of and provision for the education of infants in various countries.

Three volumes designed to assist workers in the field who are encouraging the development of self-reliant creative communities.

The book has as its basic philosophy the belief that we should all participate in making this world a more just place to live in. This work integrates the approach of Paulo Freire and how to put his method into practice, Manfred Max-Neef's understanding of fundamental human needs, group methods which are essential for participatory education, organizational development, which stresses how to build structures which enable people to become self-reliant, and social analysis to help groups find the root causes of problems.

This title illustrates the spiritual concept of transformation challenging us in the light of the Gospel and other spiritual teaching. It can be used in basic Christian communities and all Faith traditions which share a vision of a just alternative society.

The Higher Education Manager s Handbook has been substantially updated and reflects important changes that have occurred since its first publication in 2004. In this new edition, Peter McCaffery continues to draw on a wealth of US and UK case studies based in innovative practice. The book offers counsel and guidance on all aspects of the manager s role and provides the navigational tools to successfully operate where the legitimacy of "management" has often been questioned.

This bestselling guide builds upon its original strengths and remains an engaging, accessible and highly enjoyable read. Written from the unique perspective of the Higher Education manager, it offers practical advice that can be implemented immediately by managers and university leaders at all levels. It addresses the internal ramifications of cynicism and demoralisation, and develops the four essential prerequisites to becoming an effective Higher Education leader:

• Knowing Your Environment
• Knowing Your University
• Knowing Your Department
• Knowing Yourself

What s new in the second edition

• New chapters: "Leading and Celebrating Diversity" and "Enhancing the Student Experience"
• The key strategic challenges to higher education
• University governance
• Institutional financial health
• Universities as ecologies of learning
• Managing your reputation
• Communicating in a crisis

Higher Education Managers, Team Leaders, Vice Chancellors, Provosts, University Presidents, Department Heads and Student Affairs Administrators will find this book to be an irreplaceable resource.

"Understanding History Teaching is an enjoyable read with a logical and flowing structure. It lives up to its goal of appealing to both academic and professional readers with both academic depth and real insights and opportunities for the professional teacher to draw from. It presents its data and interpretations in a manner which does not avoid the issues revealed within the research but has an uplifting effect on the reader and leaves them feeling optimistic about the quality of History teaching in UK secondary schools." Robert Wyness, Student, De Montfort University, Leicester,UK* Why do we teach and learn about the past? * How is history taught in schools? * What are the influences on the way teachers teach and pupils learn about the past? History is one of the most ideologically disputed of school subjects. Over the past generation, the subject has experienced fundamental changes in content, pedagogy and approach. This book is the first detailed account of the way history is taught in schools to be published for 30 years. Drawing on fieldwork in comprehensive schools, and on research studies worldwide, the authors pose fundamental questions about the way teachers teach and learners learn. They consider its purposes on teaching about the past in a world of accelerating change. The book sets out to explore the realities of classroom history teaching and to offer pointers for the development on the subject in a new century.

Teachers in higher education have had to become more professional in their approach to teaching, matching their professionalism in research. The first edition of this book prepares teachers to do and undergo quality audits and appraisals, and to achieve their personal aims of improving their teaching and their students' learning. The strength of this book is that it provides a sound theoretical basis for designing and using learning technologies in university teaching.
This new edition builds upon the success of the first and contains major updates to the information on learning technologies and includes the implications of using technology for the university context - both campus and electronic - which suggests a new approach to managing learning at institutional level.

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Should disabled students be in regular classrooms all of the time or some of the time? Is the regular school or the special school or both the solution for educating students with a wide range of differences?

Inclusive education has been incorporated in government education policy around the world. Key international organisations such as UNESCO and OECD declare their commitment to Education for All and the principles and practice of inclusive education. There is no doubt that despite this respectability inclusive education is hotly contested and generates intense debate amongst teachers, parents, researchers and policy-makers. People continue to argue over the nature and extent of inclusion.

The Irregular School explores the foundations of the current controversies and argues that continuing to think in terms of the regular school or the special school obstructs progress towards inclusive education. The book contends that we need to build a better understanding of exclusion, of the foundations of the division between special and regular education, and of school reform as a precondition for more inclusive schooling in the future. Schooling ought to be an apprenticeship in democracy and inclusion is a prerequisite of a democratic education.

The Irregular School builds on existing research and literature to argue for a comprehensive understanding of exclusion, a more innovative and aggressive conception of inclusive education and a genuine commitment to school reform that steps aside from the troubled and troubling notions of regular schools and special schools. It will be of interest to all those working and researching in the field of inclusive education.

Table of Contents

Foreword by Tony Knight Acknowledgments Chapter 1. Approaching Accents Chapter 2. The Worlds We Live In Chapter 3. Unravelling Collective Indifference Chapter 4. Building A Theory Of Inclusive Education Chapter 5. It’s What Governments Do – Policy Inaction Chapter 6. From Segregation To Integration To Inclusion And Back Chapter 7. Building Authority, Dividing Populations And Getting Away With It (Exposing a system of rationality) Chapter 8. Considering Other Possibilities – The Irregular School

Introduce your students to the latest advancements that Microsoft (R) Office and Access (R) have to offer with MICROSOFT (R) OFFICE 365 & ACCESS (R) 2019: COMPREHENSIVE -- new to the acclaimed Shelly Cashman Series (R). MICROSOFT (R) OFFICE 365 & ACCESS (R) 2019: COMPREHENSIVE continues the series' strong history of innovation with a hallmark learning approach enhanced to address the varied learning styles of today's students. A trademark step-by-step, screen-by-screen approach encourages students to expand their understanding of the software through experimentation, critical thought, and personalization. This new edition and accompanying resources are designed to engage readers and improve retention while also engaging them in real-world scenarios to reinforce critical skills to make them successful in their educational and professional careers. In addition, MindTap and updated SAM (Skills Assessment Manager) online resources are available to guide additional study and ensure successful results.

This second edition addresses the evolving skills development landscape, which has profound implications for training and development in the workplace.

It offers a sound theoretical and practical framework for both experienced professionals and those new to the outcomes-based, occupation-directed and work-based approach to workplace learning design.

South African educationists still face major challenges, of which curriculum changes are at the core. Teachers play an important role as key agents of curriculum change, and can contribute to the successful and dynamic development of curriculum if they are empowered with the appropriate skills and knowledge. Their own disposition towards curriculum can also be an empowering aspect adding value to the process of relevant curriculum development.

Teacher Empowerment Through Curriculum Development: Theory Into Practice encourages the empowerment and involvement of teachers in the curriculum development process.

This book provides teachers with:

• A sound theoretical foundation for Curriculum Studies as a field of study and for the process of curriculum development
• Examples of how this theory may be implemented in practice
• A comprehensive overview of the curriculum functions and roles of the teacher as an empowered curriculum agent

"Art and Creative Development for Young Children, International Edition", is a comprehensive, must-have resource for establishing and implementing a developmentally appropriate art program. Written for pre-service and in-service early childhood professionals in child care, preschool, or kindergarten through third grade settings, the text takes a child-centered approach to art education. This book blends theory and research with practical applications as it discusses important topics and issues related to creative experience, including art and the developing child, special needs and diversity, and children's artistic development. It also discusses planning, developing, implementing, and evaluating art along with strategies for integrating art across the curriculum. The updated Seventh Edition gives greater emphasis to communication with families, and includes such new topics as digital camerawork and the use of recycled materials in art.

The more parents are involved in their children’s schooling the better their children’s academic achievements, the more positive their attitudes to schooling and the lower the drop-out rate. These are the outcomes shown by the latest, worldwide research.

In addition, parents involved in schools are more likely to increase their interaction with their children at home, are more confident about their ability to help their children and rate teachers more positively. With greater parental involvement, teachers feel less isolated and more motivated in their teaching tasks.

Yet, while South African educators and policymakers endorse active parent participation, parents are not always treated as full partners in their children’s schooling.

Organising Parent Involvement in SA Schools is a useful guide to more productive relationships between parents and schools, educators and school governing bodies. It describes a comprehensive and sustainable model for parent involvement which can be adjusted to meet the needs of different school contexts. The authors deal with each type of involvement and point out strategies for their implementation.

"Universal Usability" is the concept of designing computer interfaces that are easy for all users to utilize. It is a concept which many decry as elusive, impossible, or impractical, but this book, which addresses usability issues for a number of diverse user groups, proves that there is no problem in interface design that cannot be solved, or at least improved upon. Individuals with cognitive, motor, and perceptual impairments, as well as older, younger, and economically disadvantaged users, face a variety of complex challenges when interacting with computers. However, with user involvement, good design practice, and thorough testing, computer interfaces can be successfully developed for any user population.

This book, featuring key chapters by Human-Computer Interaction luminaries such as Jonathan Lazar, Ron Baecker, Allison Druin, Ben Shneiderman, Brad Myers and Jenny Preece, examines innovative and groundbreaking research and practice, and provides a practical overview of a number of successful projects which have addressed a need for these specific user populations. Chapters in this book address topics including age diversity, economic diversity, language diversity, visual impairment, and spinal cord injuries. Several of these trailblazing projects in the book are amongst the first to examine usability issues for users with Down Syndrome, users with Amnesia, users with Autism Spectrum Disorders, and users with Alzheimer's Disease, and coverage extends to projects where multiple categories of needs are addressed.

These chapters represent real-world projects, being carried out on different continents. The authors of the chapters also represent diversity--interface researchers and software developers in university, industrial, and government settings. In the practical spirit of the book, chapter authors provide guidelines and suggestions for those attempting similar projects, as well as implications for different stakeholders such as policymakers, researchers, and designers. Ideal for students of HCI and User Interface Design, and essential reading for usability practitioners, this fascinating collection of real-world projects demonstrates that computer interfaces can truly be designed to meet the needs of any category of user.

CHILD, FAMILY, SCHOOL, COMMUNITY: SOCIALIZATION AND SUPPORT, now in its Eleventh Edition, offers an excellent introduction to socialization grounded in a powerful conceptual framework--Urie Bronfenbrenner's Bioecological Model of Human Development. Examining how the school, family and community influence children's socialization, this trusted text addresses complex issues in a clear, comprehensive fashion. An enjoyable read, the text packed with meaningful, timely examples and effective learning tools to help you understand and apply key concepts. A sensitive presentation of diversity issues encompasses culture, ethnicity, gender, sexual orientation, socioeconomic status and special needs. Newly updated throughout, the Eleventh Edition features a strong emphasis on NAEYC and NASW standards, as well as a new focus on cooperative learning strategies and real-world applications to expand on what you learn in the classroom.

TEACHERS DISCOVERING COMPUTERS: INTEGRATING TECHNOLOGY IN A CHANGING WORLD, EIGHTH EDITION introduces future educators to technology and digital media in order to help them successfully teach the current generation of digital students.

This valuable resource provides support for teachers who may not be Physical Education teachers by illustrating simple exercises that can be easily done by an inexperienced teacher while ensuring that they are also scientifically based, safe, purposeful and cover all three domains of Physical Education (affective, cognitive and psychomotor). Teaching Physical Education and Sports Coaching also provides a basic introduction to sports coaching. The book covers basic content on anatomy and physiology, training theory and the teaching of skills, psychological aspects of coaching, drugs and nutrition in sport, sport injuries and first aid; as well as inclusive physical education and ethical behaviour in Physical Education and sports coaching. The book focuses on the South African context by being cognizant of cultural, geographical and sport diversity, giving due prominence to community or indigenous games and providing guidance on working in schools that are highly resourced as well as low-resourced schools. Guidance is also provided for engaging with CAPS subtopics, such as fitness, adventure sports, traditional games, traditional sport, and age-related activities as part of early specialisation.

In a clear and easy-to-understand style, BEGINNINGS AND BEYOND: FOUNDATIONS IN EARLY CHILDHOOD EDUCATION, 10th Edition lays out basic questions any student of early childhood education -- including you -- would want answered. It also presents key concepts, the latest research, and practical examples so that questions are thoroughly answered. Coverage of the current Developmentally Appropriate Practices (DAP) is woven throughout the text, as is material on diversity and development, which enables you to understand that issues of age, gender, race/ethnicity, ability, and family are part of every aspect of teaching and learning. Every chapter has a feature focused on how brain-based research is connected to development, and another that highlights intentional teaching. Through its tone, visuals, and pedagogy, the book is accessible to and respectful of readers with a range of abilities and learning styles.

It is easy for newcomers to educational research to be confused by the wide range of terms used in the field and consequently for them to find it challenging to relate such terms to their own research and practice. This comprehensive guide consists of 120 concise but illuminative essays providing: - an explanation and definition of the term - alternative explanations and definitions of the term - the context in which it is used by educational researchers - exemplars as to how the term is used and used be used in practice - references to further literature - cross-references to other terms in the book.

Grounded in democratic culture and values, Education Management and Leadership: A South African Perspective 2e enables individuals in school leadership and management positions to have an in-depth understanding of leading and managing effective schools. The book comprises twelve chapters, each discussing a different aspect of school management and/or leadership, such as managing diversity and multiculturalism in the South African context, so that a comprehensive model of an effective school is created. Consideration is given to African perspectives on management and leadership applied within educational settings. Important concepts such as effectiveness, efficiency and economy are explained and various leadership and management theories are introduced to the reader. Pertinent topics covered include the policy and legal frameworks within which educational leaders and managers operate; the management of relationships between parents, teachers, learners and the broader community; t he need for school development and planning; processes involved in establishing accountability and quality assurance; the systems required for good governance; and financial and physical resource management.

MATH AND SCIENCE FOR YOUNG CHILDREN, Eighth Edition, is an introduction to engaging math and science experiences for early childhood and early elementary education programs, and provides an organized, sequential approach to creating a developmentally appropriate math and science curriculum. The content aligns with key guidelines and standards: The National Association for the Education of Young Children's (NAEYC) Professional Preparation Standards (2010); Developmentally Appropriate Practice (DAP) guidelines; Common Core Mathematics Standards; and Next Generation Science Standards (NGSS). The book also addresses STEM/STEAM and the essential domains of child growth and development during the crucial birth-through-eight age range. A valuable resource for the student/future teacher, working professional, or involved parent, MATH AND SCIENCE FOR YOUNG CHILDREN emphasizes the interrelatedness of math and science and how they can be integrated into all other curriculum areas.

The emerging consensus is that the education system in South Africa is in crisis. Understanding how this happened is crucial to finding a way in which all South Africans, especially the poorest of the poor, can have meaningful access to quality schooling and improving the professional practice of teaching in South Africa.

This book engages critically with the conception of teaching advocated by the proponents of OBE. The various chapters in the book identify its assumptions, evaluate their tenability, and show what implications for other ideas they give rise to. The book is written in honour of Wally Morrow and as a dialogue with his project around the learning and teaching in post-Apartheid South Africa. A substantial part of Wally Morrow’s work – in papers and chapters, working groups and advisory committees – has been devoted to retrieving the primacy of the practice of professional teaching in our thinking about the transformation of schooling and education. Together, the chapters in this volume advance the project of retrieval, hence its title, Retrieving Teaching.

It is in this spirit that the contributors to this volume engage in a critical debate with Morrow’s ideas and arguments. The authors have committed themselves to Morrow’s insistence that critique of knowledge claims, premises, reasoning, evidence and conclusions are the very grounds of critical thinking, rational argument and debate. Each chapter takes up an idea from Morrow’s framework of thinking and explains, extends or criticizes it. Several of the chapters were first presented, in earlier versions, as part of the Symposium on Learning to Teach in South Africa at the Kenton Conference (Kenton at P[h]umula Olwandlein) – an event in which lively critical debate at times stretched the principle of charity to its limits.

While South Africa is the context and focus of this volume, the issues it addresses – curriculum, pedagogy and learning - are perennials in the field of teaching, teacher education and curriculum in many parts of the world.

In his latest title Five Minds for the Future, Howard Gardner writes: "We ... have not figured out how to prepare youngsters so that they can survive and thrive in a world different from one ever known or imagined before". With its groundbreaking approach, The Brave 'New' world of education provides a solution to this challenge, enabling educators to cultivate excellence in learning quality within a social, moral and ethical consciousness. The Brave 'New' world of education: explores the reasons why education needs to change radically and swiftly to face these challenges of the future; identifies what essentially needs to change in education; suggests - based on substantive research - how this required change can be implemented successfully in practice; shows how teachers can be educated to become effective change agents. The accompanying CD Rom contains support material and examples, and forms an essential part of the book.

If you are curious about educational psychology, this title is for you. You can read the chapters in any sequence, or you can start at the beginning, because this title provides myriad keys to the wonderful variety of themes in educational Psychology today. This title focuses on all the positive constructs in educational Psychology and reflects on the wide range of strengths, assets and resources available to the educational psychologist. Each chapter presents an integrated overview, cutting-edge definitions of key concepts, quotations from professionals and students, and reflective questions to guide your practice. This title is particularly relevant to the local environment and presents practical application strategies. Indigenous knowledge is infused with international perspectives, and equal emphasis is placed on the learner and on the social context, on assessment and intervention, and on theory and practice. Keys to educational psychology is extremely accessible to students, but will also be invaluable for teachers, psychologists, researchers, and health professionals.

This book shows how to use computers in educational settings by combining learning theory and instructional strategies to help the reader design software for learning and instruction.

The book has been extensively revised to include new approaches to multimedia instruction as well as updating established methods such as tutorials, drills, simulations, games, and computer-based tests. Constructivist and instructivist approaches are analyzed and presented. The book is not equipment or software specific.