This practical book is chiefly intended to help English teachers tackle an area of the new English programme that causes anxiety and about which a large proportion are still uncertain: grammar. Grammar has been an uncertain classroom topic for many years; taught often as a duty, without real progression. In this book, the latest knowledge about grammar is treated as a central component of the meaning making process, in both reading and writing. Pupils can become better readers and write with greater confidence and control as a result of using this approach to grammar. Teachers of other subjects may also benefit from knowing how to integrate some grammatical teaching into the textual interactions of their lessons.

Digital Tools for Knowledge Construction in the Secondary Grades was written for teachers who wish to gain a better understanding of how to integrate technology into their classrooms from a student-centered perspective. When done so, students must take more control of, and therefore more responsibility for, their learning. This book is divided into two sections. Part I provides a foundation and rational for student-centered learning, instructional strategies for technology integration, and using this approach to help teachers assess their students in meeting academic standards. Part II includes foundational technology information and appropriate use of digital tools for communication, collaboration, research, publishing, and even games for learning. This text provides methods and examples of technology integration that supports students' achievement of national academic standards by using today's digital tools for communication, collaboration, research and publishing. When students learn how to become knowledgeable global digital citizens they gain the requisite skills for tomorrow's creative thinkers, problem solvers, and decision makers.

All About Autism is an accessible and informative guide for secondary school teachers, designed to increase their knowledge and understanding of autism and enhance their toolkit with practical, adaptable strategies to support autistic learners in their care. The book initially explores key traits and terminology, debunks myths and misconceptions, and shines a light on the strengths and abilities of autistic learners. It then introduces readers to a range of easy-to-implement ideas for practice and concrete solutions to provide further support, all with the child at the heart. All About Autism includes: Practical strategies tailored to the secondary key stages with current research broken down into easily digestible chunks. A focus on adaptive teaching and how to implement key strategies in different subject areas. Guidance on a range of topics, from supporting students with mental health and anxiety, to managing group work, class work, writing difficulties, homework, and exams. Strategies to support an understanding of puberty, relationships and sex education. Approaches to foster autistic pride and to promote positive attitudes to diversity in all its forms. Easy to dip-in-and-out of chapters with signposting to further research, resources, and support. Taking a celebratory approach, the guide focuses on difference rather than deficit and weaves together the voices of autistic learners and parents alongside practical examples of what high-quality and adapted teaching should look like. It will be essential reading for all secondary school educators, SENCOs and parents who are supporting autistic learners, aged 11-16.

Responding to the issues and challenges of teaching and learning about climate change from a science education-based perspective, this book is designed to serve as an aid for educators as they strive to incorporate the topic into their classes. The unique discussion of these issues is drawn from the perspectives of leading and international scholars in the field. The book is structured around three themes: theoretical, philosophical, and conceptual frameworks for climate change education and research; research on teaching and learning about global warming and climate change; and approaches to professional development and classroom practice.

The Effective Teaching of History brings together the varied expertise of three experienced educationalists to provide a practical and invaluable guide for teachers, and teachers-in-training who wish to teach history Key Stages 1-4. It covers a wide range of methods and resources for teaching national curriculum history and examines the role of history in schools and colleges in the 1990s.

This reader explores the nature of interactions between children and their teachers in the classroom. It emphasises the importance of such relationships for children's learning and for educational practice. Part 1 looks at different cultural conceptions of the teacher-learner relationship, and how this relates to schooling, cognitive development and the aquisition of knowledge. Part 2 takes a closer look at the role of language and dialogue in interactions between adults and children in classrooms. Part 3 describes research by developmental psychologists on peer interaction and collaborative learning, and discusses how it has advanced our understanding of how children learn from each other. Part 4 considers the implications of classroom-based collaborative learning initiatives and the potential for creating 'communities of enquiry' which change how we think about knowledge acquisition.

Classroom management is key to a successful teaching career. This book has survival advice for NQTs as well as ideas to develop the skills of more experienced teachers. It should: appeal directly to the reader with engaging examples from real classrooms; help readers to cope with every aspect of school life, including the staff room and teacher/parent meetings; and enable readers to pre-empt general classroom management problems.

Michael Farrell presents an examination of the main issues affecting secondary schools and the implications for secondary education. The resource includes information on accreditation of pupils, careers education and guidance, discipline, leadership and management and transition from primary to secondary school. By using the A-Z format, he tackles the issues in an easy to follow way. Each section ends with a series of points for action, selective suggestions for further reading and addresses of useful contacts. Michael Farrell's book is intended for a wide range of people professionally concerned with education, from Headteachers and governors to BEd and PGCE students. It is a reference book that no secondary school should be without.

Explaining and Exploring Mathematics is designed to help you teach key mathematical concepts in a fun and engaging way by developing the confidence that is vital for teachers. This practical guide focuses on improving students' mathematical understanding, rather than just training them for exams. Covering many aspects of the secondary mathematics curriculum for ages 11-18, it explains how to build on students' current knowledge to help them make sense of new concepts and avoid common misconceptions. Focusing on two main principles to improve students' understanding: spotting patterns and extending them to something new, and relating the topic being taught to something that the pupils already understand, this book helps you to explore mathematics with your class and establish a successful teacher-student relationship. Structured into a series of lessons, Explaining and Exploring Mathematics is packed full of practical advice and examples of the best way to answer frequently asked questions such as: Do two minuses really make a plus? Why doesn't 3a + 4b equal 7ab? How do you get the area of a circle? Why do the angles of a triangle add up to 180 Degrees? How can you integrate 1/x and calculate the value of e? This book will be essential reading for all trainee and practising teachers who want to make mathematics relevant and engaging for their students.

Explaining and Exploring Mathematics is designed to help you teach key mathematical concepts in a fun and engaging way by developing the confidence that is vital for teachers. This practical guide focuses on improving students' mathematical understanding, rather than just training them for exams. Covering many aspects of the secondary mathematics curriculum for ages 11-18, it explains how to build on students' current knowledge to help them make sense of new concepts and avoid common misconceptions. Focusing on two main principles to improve students' understanding: spotting patterns and extending them to something new, and relating the topic being taught to something that the pupils already understand, this book helps you to explore mathematics with your class and establish a successful teacher-student relationship. Structured into a series of lessons, Explaining and Exploring Mathematics is packed full of practical advice and examples of the best way to answer frequently asked questions such as: Do two minuses really make a plus? Why doesn't 3a + 4b equal 7ab? How do you get the area of a circle? Why do the angles of a triangle add up to 180 Degrees? How can you integrate 1/x and calculate the value of e? This book will be essential reading for all trainee and practising teachers who want to make mathematics relevant and engaging for their students.

Differentiation is a key part of effective teaching and is currently an INSET priority for many secondary schools. By giving real-life examples, this book makes links between the theory of differentiation and some of the wide range of good practice already happening in schools. It explores the meaning and issues surrounding terms like 'differentiation' and 'equal opportunities' and offers practical strategies for tackling this often difficult area. The text provides helpful case studies written by practising teachers and gives useful examples of tested INSET activities.

This book is addressed to teachers who know that the secondary literature curriculum in our public schools is in shambles. Unless experienced and well-read English teachers can develop coherent and increasingly demanding literature curricula in their schools, average high school students will remain at about the fifth or sixth grade reading level--where they now are to judge from several independent sources. This book seeks to challenge education policy makers, test developers, and educators who discourage the assignment of appropriately difficult works to high school students and make construction of a coherent literature curriculum impossible. It first traces the history of the literature curriculum in our middle schools and high schools and shows how it has been diminished and distorted in the past half-century. It then offers examples of coherent literature curricula and spells out the cognitive principles upon which coherence is based. Finally, it suggests what English teachers in our public schools could do to develop a literature curriculum that gives all their students an adequate basis for participation in an English-speaking civic culture.

Human-Centred Education (HCE) radically rethinks the aims of education, the nature of learning, and the relationship between individuals in schools. This accessible guide presents a HCE approach to schooling and includes a variety of rich pedagogical examples. It provides practical suggestions as to how the approach might be adopted as a whole-school initiative, or else woven into particular aspects of existing school life, including the curriculum, classroom culture and feedback for learning. This handbook also illustrates how holistic educational practices, found in some alternative schools, can be introduced fruitfully into the state educational system with step-by-step guidance on how to integrate HCE into teacher training and school governance. HCE is more than a set of inflexible pedagogical prescriptions or a recipe of lesson plans. It originates from the fundamental values of care, positive relationships and well-being. National education policies tend to ignore deeper educational processes, such as the cultivation of qualities that are central to living meaningfully and well, because they focus on measured, high-stakes academic performance. HCE is an effective antidote to this, and brings to the fore a more human-centred approach without sacrificing academic standards. Current secondary teachers, members of school management and leadership teams, as well as those currently undertaking teacher training will all benefit from reading this important book.

By clearly identifying the barriers that can still exist to the successful integration of ICT in schools this book aims to suggest ways in which these barriers may be overcome. Current and past policy and practice is examined and where barriers are identified, the book: provides suggested strategies for the removal of these barriers recommends how to avoid the obstacles in the first place includes action points and ideas to provide ways forward uses case studies and vignettes to focus on the positive benefits of ICT. Optimistic and forward-looking, the book also explores how ICT, when effectively used, can help children learn and achieve to the best of their abilities. It is relevant for trainee and practising teachers, ICT co-ordinators and school managers in all key stages.

Research and writing on secondary education is often a specialised treatment of isolated themes. This reader draws together the most significant work of recent years across a whole range of themes to give students and new teachers an overview of some of the most important issues and challenges that faced secondary teachers in the 1990s. It looks at the central players - the children and the teachers - at the classrooms in which they work together; at the curriculum, both implicit and overt; and at the wider community and political context of secondary education. Divided into sections to allow easy access to material of interest, the book covers: * learners * teachers * classrooms * curriculum * schools. Throughout, the reader addresses the crucial issues of effectiveness, quality and achievement and how these will influence the work of the secondary teacher in the coming years.

Human-Centred Education (HCE) radically rethinks the aims of education, the nature of learning, and the relationship between individuals in schools. This accessible guide presents a HCE approach to schooling and includes a variety of rich pedagogical examples. It provides practical suggestions as to how the approach might be adopted as a whole-school initiative, or else woven into particular aspects of existing school life, including the curriculum, classroom culture and feedback for learning. This handbook also illustrates how holistic educational practices, found in some alternative schools, can be introduced fruitfully into the state educational system with step-by-step guidance on how to integrate HCE into teacher training and school governance. HCE is more than a set of inflexible pedagogical prescriptions or a recipe of lesson plans. It originates from the fundamental values of care, positive relationships and well-being. National education policies tend to ignore deeper educational processes, such as the cultivation of qualities that are central to living meaningfully and well, because they focus on measured, high-stakes academic performance. HCE is an effective antidote to this, and brings to the fore a more human-centred approach without sacrificing academic standards. Current secondary teachers, members of school management and leadership teams, as well as those currently undertaking teacher training will all benefit from reading this important book.

This book provides an overview of a body of work conducted over the past seven years related to the preparation of secondary mathematics teachers by the Mathematics Teacher Education Partnership (MTE-Partnership), a national consortium of more than 90 universities and 100 school systems. The MTE-Partnership is organized as a Networked Improvement Community (NIC), which combines the disciplined inquiry of improvement science with the power of networking to accelerate improvement by engaging a broad set of participants. The MTE-Partnership is addressing key challenges in secondary mathematics teacher preparation, including: Supporting the development of content knowledge relevant to teaching secondary mathematics; Providing effective clinical experiences to teacher candidates; Recruiting secondary mathematics teacher candidates, ensuring program completion and their subsequent retention in the field as early career teachers; Supporting overall transformation of secondary mathematics teacher preparation in alignment with these challenges; Ensuring a focus on equity and social justice in secondary mathematics teacher recruitment, preparation, and induction. This book outlines existing knowledge related to each of these key challenges, as well as the work of Research Action Clusters (RACs) formed to address the challenges. Each RAC includes participants from multiple institutions who work collaboratively to iteratively develop, test, and refine processes and products that can help programs more effectively prepare secondary mathematics teacher candidates. The book describes promising approaches to improving aspects of secondary mathematics teacher preparation developed by the RACs, including specific products that have been developed, which will inform the work of others involved in secondary mathematics teacher preparation. In addition, reflections on the use of the NIC model provides insights for others considering this research design. Particularreferences to the Standards for Preparing Teachers of Mathematics (Association of Mathematics Teacher Educators, 2017) are included throughout the book.

The professional learning framework this book presents is designed to support teachers' understandings of how language functions in their academic disciplines. This framework-a 4 x 4 metalinguistic toolkit-is informed by systemic functional linguistic theory and international educational research on academic and disciplinary literacies. The book shows and explains how teachers have applied specific 4 x 4 toolkits with students in middle school classrooms across a range of subjects for curriculum literacy instruction, assessment and feedback, resulting in substantial growth for their students in high-stakes national tests of literacy, as well as writing assessments in a number of subjects. In its focus on disciplinary literacies in diverse sociocultural settings, Academic Literacies in the Middle Years responds to contemporary international curricula for English language and literacy and the need for a strong evidence base for professional learning design.

The Multimedia Writing Toolkit demonstrates how, by drawing on students' interest in and familiarity with technology, you can integrate multimedia to maximize the potential of writing instruction. In eight concise chapters, author Sean Ruday identifies and describes simple, common forms of multimedia that upper-elementary and middle school students can use to improve their argument, informational, and narrative writing and critical thinking. You'll learn how to: Incorporate multimedia into argument, informational, and narrative writing through students' use of video topic trailers, online discussion boards, webpages, and more. Evaluate students on effective use of multimedia through easy-to-follow rubrics and explicitly articulated learning goals. Understand more fully the key forms of multimedia through user-friendly overviews and explanations; you don't need to be a "techie" teacher to use these strategies! Overcome possible obstacles to the integration of multimedia in the classroom by learning from the author's concrete, first-hand examples and instructional recommendations. This book is complete with resources designed to provide you with extra support, including reproducible classroom-appropriate charts and forms, links to key web-based content discussed in the book, and a guide for teachers and administrators interested in using the book for group-based professional development. With The Multimedia Writing Toolkit, you'll have a clear game plan for encouraging your students to become more engaged, technologically savvy learners. Bonus: Blank templates of the handouts are available as printable eResources on our website (www.routledge.com/9781138200111).

First published in 1994, Making the Most of your Inspection is written from the school's viewpoint in an attempt to dispel hearsay and prejudice regarding school inspections, and to encourage the school staff to approach the event in a positive frame of mind so that the school, pupils and teachers accrue maximum benefit from the experience. Covering planning and preparing for the various stages of the inspection, from notification to responding to the recommendations, the book will be of interest to teachers, governors as well as to students of education.

This book outlines several approaches to reading which challenge former classroom practices. It is through these approaches that all students - from reluctant boys to the most able of either gender - can continue to grow as readers and develop their readiness to seek meaning in texts.

The Multimedia Writing Toolkit demonstrates how, by drawing on students' interest in and familiarity with technology, you can integrate multimedia to maximize the potential of writing instruction. In eight concise chapters, author Sean Ruday identifies and describes simple, common forms of multimedia that upper-elementary and middle school students can use to improve their argument, informational, and narrative writing and critical thinking. You'll learn how to: Incorporate multimedia into argument, informational, and narrative writing through students' use of video topic trailers, online discussion boards, webpages, and more. Evaluate students on effective use of multimedia through easy-to-follow rubrics and explicitly articulated learning goals. Understand more fully the key forms of multimedia through user-friendly overviews and explanations; you don't need to be a "techie" teacher to use these strategies! Overcome possible obstacles to the integration of multimedia in the classroom by learning from the author's concrete, first-hand examples and instructional recommendations. This book is complete with resources designed to provide you with extra support, including reproducible classroom-appropriate charts and forms, links to key web-based content discussed in the book, and a guide for teachers and administrators interested in using the book for group-based professional development. With The Multimedia Writing Toolkit, you'll have a clear game plan for encouraging your students to become more engaged, technologically savvy learners. Bonus: Blank templates of the handouts are available as printable eResources on our website (www.routledge.com/9781138200111).

The professional learning framework this book presents is designed to support teachers' understandings of how language functions in their academic disciplines. This framework-a 4 x 4 metalinguistic toolkit-is informed by systemic functional linguistic theory and international educational research on academic and disciplinary literacies. The book shows and explains how teachers have applied specific 4 x 4 toolkits with students in middle school classrooms across a range of subjects for curriculum literacy instruction, assessment and feedback, resulting in substantial growth for their students in high-stakes national tests of literacy, as well as writing assessments in a number of subjects. In its focus on disciplinary literacies in diverse sociocultural settings, Academic Literacies in the Middle Years responds to contemporary international curricula for English language and literacy and the need for a strong evidence base for professional learning design.

With increasing numbers of learners in secondary schools having English as an additional language, it is crucial for all teachers to understand the learning requirements of these students and plan distinctive teaching approaches to engage and support them. This book provides school leaders, trainee teachers and qualified teachers with the skills and practical knowledge they need to strengthen the learning outcomes of students for whom English is an additional language. Teaching English as an Additional Language in Secondary Schools sets out realistic ways in which EAL learners can be engaged and stretched in their learning, building on their prior literacy, cultural experiences and language learning. It clearly explains the theory and key research into how additional languages are acquired and offers practical classroom teaching and learning strategies to show teachers how they can help EAL learners to access the curriculum and reflect on their learning through assessments. Features include: tasks to help put the ideas into practice case studies illustrating the key challenges faced by EAL learners summaries of key research findings reflections to encourage deeper thinking. Drawing on the daily experiences of teachers and teaching assistants, this book will be essential reading for all trainee and practising teachers that want to ensure students with EAL fulfil their true learning potential.

While current literature stresses the importance of teaching about the 9/11 attacks on the US, many questions remain as to what teachers are actually teaching in their own classrooms. Few studies address how teachers are using of all of this advice and curriculum, what sorts of activities they are undertaking, and how they go about deciding what they will do. Arguing that the events of 9/11 have become a "chosen trauma" for the US, author Cheryl Duckworth investigates how 9/11 is being taught in classrooms (if at all) and what narrative is being passed on to today's students about that day. Using quantitative and qualitative data gathered from US middle and high school teachers, this volume reflects on foreign policy developments and trends since September 11th, 2001 and analyzes what this might suggest for future trends in U.S. foreign policy. The understanding that the "post-9/11 generation" has of what happened and what it means is significant to how Americans will view foreign policy in the coming decades (especially in the Islamic World) and whether it is likely to generate war or foster peace.