Aims to provide SENCOs and classroom teachers with a practical guide to managing and supporting their in-class support. The text should help them to: define the roles and reponsibilities of support staff; develop partnerships and establish effective communication between the class teacher and the support worker; and plan and appraise the work of support staff through the use of the photocopiable proformas and checklists provided.

This book will provide school governors with a blueprint for working effectively and enthusiastically to bring about positive change in their schools, for the benefit of all those concerned.

For large numbers of school students in Japan school has become a battle field. Recent violent events in schools, together with increasing drop-out rates and bullying are undermining stereotypes about the effectiveness of the Japanese education system. This incisive and original book looks at Japanese high school from a student perspective and contextualises this educational turmoil within the broader picture of Japans troubled economic and political life.

eBook available with sample pages: 0203013603

Informed professional debate about primary teacher education is long overdue. This book provides a sense of direction and impetus in this debate by focusing on pressing topical issues of policy and provision. There is focus on the current national scrutiny of initial and inservice teacher training, which is resulting in the development of a National Curriculum for ITE, the proposal of a General Teaching Council and Continuing Professional Development initiatives from the TTA. In addition, the book will be of direct use in the design and implementation of new courses in teacher education, and it takes a proactive stand on the issues in contrast to the dominant culture in teacher education, which is largely reactive to government policy shifts. All the contributions have been specially commissioned for this book, and will analyze trends, identify emerging issues and draw conclusions about likely future developments.

The reorganisation of the education system within Britain has vastly increased the managerial responsibilities of those working in schools, although the staff generally have received little management training. In this book, the various issues related to management are teased out and a selection of ideas and pragmatic solutions informing good practice are examined.

Emotion Coaching (EC) is a universal communication strategy which supports children and young people to self-regulate and manage their stress responses. Originally noticed as an effective way parents communicated with their children around challenging behaviours, Emotion Coaching has been shown to be highly successful in educational settings too. This is why the authors pioneered the research and application of Emotion Coaching into UK (primary and secondary) schools and community settings. The book includes straightforward descriptions and practical tips, with signposting to resources, case studies and vignettes to illustrate its practical application in educational settings. It supports adults to promote empathetic responses to challenging behaviours and situations, helping children and young people to understand their emotions and learn to manage them and their behavior in the longer-term.

This guide focuses on the problems associated with presenting material to learners. Designed to help teachers make the right decision about the presentation of course materials, it includes strategies for both groups and individuals, and advice on introducing change and coping with the unexpected.

Specifically designed for busy teachers who have responsibility for co-ordinating a subject area within their primary school. Each volume in the series conforms to a concise style, while providing a wealth of tips, case studies and photocopiable material that teachers can use immediately. There are special volumes dedicated to dealing with OFSTED, creating whole school policy and the demands of co-ordinating several subjects within a small school. The entire set of 16 volumes is available.

This sixteen book series written and designed for busy primary school teachers takes one step-by-step through every stage of coordinating a subject. The books tackle the two main aspects of the coordinator's role: coordinating and subject leadership. It accomplishes this task by establishing systems and common practice, providing information, offering expertise and direction, guiding the development of the subject, and raising standards.

Each volume in the series conforms to a concise style, while providing a wealth of tips, case studies, and material that teachers can use immediately. Written to meet the needs of subject leaders, this comprehensive set of books will be an essential addition to the staffroom bookshelf.

What the latest science of learning tells us about inspiring, effective, and inclusive teaching at the college level. College instruction is stuck in the past. If a time traveler from a century ago arrived on today's campuses, they would recognize only too well the listlessness of the lecture hall and the awkward silence of the seminar room. Yet we know how to do better. Cathy N. Davidson and Christina Katopodis, two of the world's foremost innovators in higher education, turn to the latest research and methods to show how teachers at every kind of institution can help students become independent, creative, and active learners. The New College Classroom helps instructors in all disciplines create an environment that is truly conducive to learning. Davidson and Katopodis translate cutting-edge research in learning science and pedagogy into ready-to-use strategies to incorporate into any course. These empirically driven, classroom-tested techniques of active learning-from the participatory syllabus and ungrading to grab-and-go activities for every day of the term-have achieved impressive results at community colleges and research universities, on campus, online, and in hybrid settings. Extensive evidence shows that active-learning tools are more effective than conventional methods of instruction. Davidson and Katopodis explain how and why their approach works and provide detailed case studies of educators successfully applying active-learning techniques in their courses every day, ensuring that their students are better prepared for the world after college.

*Provides first coherent theory of leadership as context-dependent *Offers concrete steps for complex problem solving in schools *Helps schools tailor solutions to local constraints and circumstances

* Driven by abolition-teaching principles that can be applied in classrooms, professional development workshops, professional learning communities, and teacher residency programs. * Uses real-world classrooms, planning meetings, teacher resident development, and professional development huddles to underscore the centering points and practical "how-tos" within each chapter. * Grounds each major tool in a what/why/how framework, which intentionally situates the tool [what], defines the significance and meaning of the tool in the classroom as a site of protest and abolition [why], and facilitates implementation of the tool with pragmatic strategies for any teacher [how].

The Toxic Classroom offers a wide-ranging look at education today and explores in detail the pressures children experience as a result of constant change, digital technology and political interference. Beginning with what it is like to be a child in the classroom, the book goes on to provide a detailed analysis of the curriculum, assessment and accountability, school structures, educating for global citizenship and the plethora of social issues schools are now expected to solve. Written from the perspective of a successful headteacher with over 30 years' teaching experience, the book considers what needs to be done to put things right and outlines a more equitable and effective school system. Each chapter outlines the steps schools can implement immediately and the longer-term policy changes that are needed de-toxify the classroom and facilitate a genuine love of learning. Offering a challenging yet compelling argument for putting education back into the hands of teachers, this book will be of great interest both to the general reader and to those working within education such as teachers and professionals who wish to improve the ways in which children learn and develop.

Moving beyond Western philosophical and political frameworks, this text engages with and centers Arab-Islamic ontologies, pupil voice, and gender to explore citizen identity formation and belonging among domestic students and Syrian refugees in Jordan. Focusing on the role of double-shift schools, educational policy and provision, the volume interrogates how citizenship and youth identity is rooted, upheld, and altered over time. With an eye to complex historical, local, and national contexts of migration and (in)security in the Middle East, the book strives for a reconceptualization of citizen identity and education to better reflect the development of socio-civic identities amidst poverty, forced migration, and unrest. Based on direct access to 10 public schools in Jordan and using qualitative data, it applies an innovative combination of different methods to ascertain student voice to theorize education for citizenship based on real and challenging experience of Syrian refugee as well as domestic Jordanian students. Moving beyond the traditional Western philosophies that largely frame citizenship discourses, it applies process philosophy to a field dominated by political considerations, whilst also paying attention to social contexts. As such, it goes beyond the context of Jordan to inform regional and international discourses, policies and initiatives surrounding refugees and education in emergencies. The book will appeal to scholars, professionals, and students in the fields of comparative and international education, citizenship youth studies, social studies, and social foundations of education, as well as those working in the formal and non-formal educational development sector.

This edited volume offers new analytical and methodological approaches to the study of education in the post-pandemic educational context, through case studies from countries in South Asia such as Bhutan, India, Nepal, Pakistan and Sri Lanka. Crossing disciplinary and national boundaries to advance collaborative knowledge production in South Asian education, the book explores how different colonial legacies, religious orientations, and positions in the global economy are played out in regional education systems. In doing so, this volume focuses on the educational challenges faced by the region to better understand South Asian society and the existing societal inequalities in the wake of COVID-19. The book highlights how the pandemic invites a re-thinking of current ways of approaching educational research in hybrid forms, and also opens up new areas of research ranging from pedagogical innovations to the well-being of teachers and students. Offering interdisciplinary perspectives on education in this unique context, this timely book will be highly relevant to students, researchers, and academics in the fields of international and comparative education, South Asian studies, teacher education, and education policy and politics.

A critical overview of the current debate and topical thinking on international comparative investigations in mathematics education. The contributors are all major figures in international comparisons in mathematics. The book highlights strengths and weaknesses in various systems worldwide, allowing teachers, researchers and academics to compare and contrast different approaches. A significant contribution to the international debate on standards in mathematics.

* Fully photocopiable, the book contains a wealth of activities that help victims of bullying reflect and talk about their experiences and feelings. * The Blob illustrations encourage sensitive discussion and reflective thinking about emotive topics that help overcome the limitations of language or confidence. * Bullying is experienced by many people and in many contexts. The diverse and inclusive nature of the Blob figures gives them a universality that ensures they can be used in any situation and with any person.

Designing Intersectional Online Education provides expansive yet accessible examples and discussion about the intentional creation of online teaching and learning experiences that critically center identity, social systems, and other important ideas in design and pedagogy. Instructors are increasingly tasked with designing their own online courses, curricula, and activities but lack information to support their attention to the ever-shifting, overlapping contexts and constructs that inform students' positions within knowledge and schooling. This book infuses today's technology-enhanced education environments with practices derived from critical race theory, culturally responsive pedagogy, disability studies, feminist/womanist studies, queer theory, and other essential foundations for humanized and socially just education. Faculty, scholars, technologists, and other experts across higher education, K-12, and teacher training offer fresh, robust insights into how actively engaging with intersectionality can inspire designs for online teaching and learning that are inclusive, intergenerational, anti-oppressive, and emancipatory.

Describes how to create an identity affirming classroom that centers students' humanity Offers mirror activities to help teachers reflect Provides collective activities to help teachers work on the book's ideas with their colleagues

In this book S.G. Grant reports his study of how four Michigan elementary school teachers manage a range of reforms (such as new tests, textbooks, and curriculum frameworks) in three different school subjects (reading, writing, and mathematics). Two significant findings emerge from his comparison of these responses: teachers' responses vary across classrooms (even when they teach in the same school building) and also across the reforms (a teacher might embrace reforms in one subject area, but ignore proposed changes in another).
This study of teachers' responses to reading, writing, and mathematics reform and the prospects for systemic reform is part of a growing trend to look at the intersection of curriculum policy and teachers' classroom practice. It is unique in the way the author looks at teachers' responses to multiple subject matter reforms; uses those responses as part of an analysis of the recent move toward systemic reform; and employs empirical findings as a means of examining the current movement toward systemic reform.
"Reforming Reading, Writing, and Mathematics" is important reading for researchers, practitioners, and graduate students of educational policy, teaching and learning in reading, writing, and mathematics, and elementary education, and for policy analysts in universities, foundations, and government.

"International Perspectives on Intercultural Education" offers a comprehensive analysis of intercultural education activity as it is practiced in the countries of Australia, New Zealand, Malaysia, the Netherlands, Romania, Spain, England, South Africa, Ghana, Nigeria, the United States, Canada, and Mexico. Chapters by key scholars and practitioners from these nations inform the reader of current educational practice related to diversity. Each author, responding to a common series of guiding questions, presents:
*a brief description of the national educational system in her or his country;
*descriptive data on demographics in these countries, including data on various subgroups and subcultures and their experiences with the mainstream educational system;
* a discussion of the perceived obstacles to addressing intercultural issues in schools and solutions to overcoming these obstacles; and
*a comprehensive analysis of intercultural information on how teacher preparation institutions address intercultural education at the present time.
An overall concern of each chapter author is how intercultural approaches can be employed to solve the difficulties faced by both individuals and schools while maintaining the cultural integrity of the child.

This comprehensive educational history of public schools in Hawai'i shows and analyzes how dominant cultural and educational policy have affected the education experiences of Native Hawaiians. Drawing on institutional theory as a scholarly lens, the authors focus on four historical cases representing over 150 years of contact with the West. They carefully link historical events, significant people, educational policy, and law to cultural and social consequences for Native Hawaiian children and youth.
The authors argue that since the early 1800s, educational policy in Hawai'i emphasizing efficiency has resulted in institutional structures that have degenerated Hawaiian culture, self-image, and sovereignty. Native Hawaiians have often been denied equal access to quality schools and resulting increased economic and social status. These policies were often overtly, or covertly, racist and reflected wider cultural views prevalent across the United States regarding the assimilation of groups into the American mainstream culture.
The case of education in Hawai'i is used to initiate a broader discussion of similar historical trends in assimilating children of different backgrounds into the American system of education. The scholarly analysis presented in this book draws out historical, political, cultural, and organizational implications that can be employed to understand other Native and non-Native contexts. Given the increasing cultural diversity of the United States and the perceived failure of the American educational system in light of these changes, this book provides an exceptionally appropriate starting point to begin a discussion about past, present, and future schooling for our nation's children. Because it is written and comes from a Native perspective, the value of the "insider" view is illuminated. This underlying reminder of the Native eye is woven throughout the book in "Ha'awina No'ono'o"--the sharing of thoughts from the Native Hawaiian author.
With its primary focus on the education of native groups, this book is an extraordinary and useful work for scholars, thoughtful practitioners, policymakers, and those interested in Hawai'i, Hawaiian education, and educational policy and theory.

Discover the educational power of puzzle-based learning. Understand the principles of effective game design, the power of well-crafted narratives and how different game mechanics can support varied learning objectives. Applying escape room concepts to the classroom, this book offers practical advice on how to create immersive, collaborative learning experiences for your students without the need for expensive resources and tools. Packed with examples, including a full sample puzzle game for you to use with your students, this book is a primer for classroom teachers on designing robust learning activities using problem-solving principles.

Specifically designed for busy teachers who have responsibility for co-ordinating a subject area within their primary school. Each volume in the series conforms to a concise style, while providing a wealth of tips, case studies and photocopiable material that teachers can use immediately.; There are special volumes dedicated to dealing with OFSTED, creating whole school policy and the demands of co-ordinating several subjects within a small school.; The entire set of 16 volumes is available.

* Uniquely focuses on the microskills of therapy as well as understanding the contexts and situations in which these skills are used. * This new edition is updated to include major updates in the field, such as focusing on diversity and social justice, the importance of telehealth in a post covid-19 world, and the effectiveness of evidence-based and empirically-based practices in standard psychotherapy practice. * Includes a new chapter on the ethical relationship in psychotherapy. * Interweaves a new framework, the Issue Cycle, throughout the book to help readers center their skills, helping the reader build, from start to finish, a foundational template for engaging clients regardless of therapeutic model. * This new edition includes multiple engagement tools throughout, such as case scenarios, reflective questions, application exercises, growth activities, and chapter summaries. * Includes an online resource of videos to allow readers to see skills in action as well as an instructor's manual that includes sample syllabus, lecture leads, essay questions, a test bank, and expanded references.