English Teaching in the Secondary School is a comprehensive guide to the theory and practice of teaching English. This updated 4th edition has been revised to take into consideration changes in national policy, drawing on the most recent research and theory to produce engaging, practical ideas for use in the classroom. It challenges mechanistic and formulaic approaches to teaching, instead placing an emphasis on reflection, understanding and informed practice. Guiding students and new teachers through the whole process of English teaching in the secondary school, this edition has been fully updated to include: * a report of the most recent developments in national policy * discussion of multiple literacies and critical literacy * a new chapter on English as an additional language * a new chapter on cross curricular themes * new sections on approaches to the teaching of grammar * reflections on international developments in language teaching and their relevance * a guide to further reading on resources and research Written in an accessible style, with a wealth of advice and ideas, English Teaching in the Secondary School forms essential reading for all those training to become secondary English teachers.

Completely revised and updated in light of the new SEND 2014 Code of Practice, this new edition supports teachers in making good provision for children and young people with a range of co-ordination difficulties. Offering practical tips and strategies on how to meet the needs of children and young people with dyspraxia and other coordination difficulties in a range of educational settings, this book features timesaving checklists, templates and photocopiable resources to support professional development. The wide-ranging and accessible chapters explore topics including: Identification of different types of motor co-ordination difficulties Implications for classroom practice Understanding core skill development Assessment practices Written by practitioners, for practitioners, it also contains a wealth of tried and tested strategies and provides clear best-practice guidance for developing outstanding provision in inclusive settings. Susan Coulter - Senior Support Teacher for the Education Service for Disability at Hull City Council, UK Lesley Kynman - Senior Support Teacher for the Education Service for Disability at Hull City Council. UK Elizabeth Morling - SEN consultant and series editor Rob Grayson - Team Leader, Integrated Physical and Sensory Services at Hull City Council, UK Jill Wing - Senior Support Teacher, Integrated Physical and Sensory Services at Hull City Council, UK

This volume offers the latest in neuroscientific research about the teenage brain and explores what it means for the socio-emotional and intellectual development of teenagers. The book is designed to help teachers create and utilize more effective learning experiences for their adolescent students. Using ten powerful ideas that will help teachers create more effective brain compatible classrooms, the author draws the ideas from what we presently know about the teenage brain and its development, and integrates them with current ideas and theories on intelligence and learning. Each of the 10 powerful ideas includes: - case studies and numerous examples of teaching strategies and activities designed to show teachers how to translate the theory of the ten ideas into workable classroom practice - descriptions of the changing and differing roles and expectations for both teachers and students in the brain-compatible classroom - extensive explanations of the kind of learning environment we need to establish and how teachers ought to go about establishing this desired learning environment. This is an ideal resource for teachers, teacher educators, and parents of teenagers.

In the United Kingdom, 90% of children change from primary to secondary school at age 11/12 years old. School transition marks an important change in childrena (TM)s academic, social and personal lives. However, for many children school transition is the beginning of a slippery slope towards educational disengagement. Transition can also prompt the development of social and emotional adjustment problems that can continue throughout secondary schooling. Therefore it is critical that teachers manage transitions effectively to protect childrena (TM)s interest in school and wellbeing. Understanding School Transition will help primary and secondary teachers to support their pupils throughout this important rite of passage.

Based on the findings of over forty years of educational research, including case studies of children and interviews with educators, this book summarises what commonly occurs regarding childrena (TM)s academic, social and personal adaptation when they move from primary to secondary education. It reviews current school initiatives and interventions and introduces methods for designing developmentally appropriate transitions. It outlines professional development pathways in transition management and the role of school transitions education for trainee teachers.

The structure of the book allows readers to focus on a chapter of their particular interest or can be read as a whole volume; moving from the individual child to the schoolsa (TM) support programme and the readera (TM)s potential role in this. The final chapter aims to be a concise text summarising school transition to be included as part of course material for trainee teachers.

Given the stability of the timing of school transition in the UK and the continuity of findings regarding school transition gathered across the UK, continental Europe and the US during the past half century, this book should be persistently timely and of interest to both UK practitioners and an international audience.

First published in 1974, The English sixth form presents a comprehensive overview of the explicit characteristics and implications of sixth-form courses in an institutional context and in relationship to other organizations. The sixth form is an institution devoted mainly to providing an academic education for students who wish to remain in school beyond leaving age. Sixth forms are not self-contained institutions; they consist of the top class or classes in secondary schools receiving pupils from age of 11 or 12, or less frequently, 13 or 14. The book discusses crucial themes like the curriculum of the sixth form; the attitudes of sixth form teachers to the curriculum; the structure of the aims and objectives; influences and constraints; and the role of the universities. This book is an essential read for scholars and researchers of secondary education, school education, and education in general.

-Offers an interdisciplinary, three-lesson module using project- and problem-based learning to help ninth-grade students investigate different epochs and time periods of the Earth's formation. -Written and developed for ninth grade teachers, the book offers lesson plans guiding students to identify, define and describe the attributes scientists use to delineate Earth's eras, periods, and epochs, in order to determine the appropriate boundary event to define the Anthropocene Epoch, and to develop a publication-ready textbook entry for an Earth science textbook. -Anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning, which can be used in full or in part to meet the needs of districts, schools and teachers charting a course toward an integrated STEM approach.

For the first time in educational publishing, Teaching Truly offers K-16 teachers course-specific guidelines for indigenizing mainstream education. The goal is to facilitate greater educational integrity and relevance in the classroom now, without waiting for more "reforms" to policy, standards or curricula in general. Incorporating reality-based teaching common in traditional Indigenous learning cultures, each chapter first exposes educational hegemony, including that existing within the new "common core standards", and then offers alternative, time-tested perspectives and exercises to counter and/or counter-balance such hegemony. Addressing eight common subject areas, the material can be adapted for different grade levels and can be applied to other mainstream courses.

Ever wonder why there is such a big gap in the number of students who succeed in comparison to those who do not? The duality of educational experiences that permeate our secondary schools leads to one group of students heading into post-secondary education, while others either receive terminal degrees or drop out. This updraft/downdraft phenomena occurs because time, talent, and monies tend to drift into the 'updraft' group's educational arena, leaving the 'downdraft' students and teachers with less time to teach, fewer qualified teachers, and fewer supporters. This book provides a set of tools to assist schools and communities in reallocating their resources more effectively. Using school 'artifacts,' educators can collect the data and information needed to make better decisions and leverage what they have, equitably. The process of collecting, analyzing, and acting on the data described promotes more strategic decision-making about school resources. Samples of data and analyses around master schedules, student schedules, curriculum guides and other 'artifacts' inside the school and district are provided. Recommended for anyone seeking ways to understand the problems inside the public schools and ways to find solutions.

In this comprehensive and extensively researched history, John Roach argues for a reassessment of the relative importance of State regulation and private provision. Although the public schools enjoyed their greatest prestige during this period, in terms of educational reform and progress their importance has been exaggerated. The role of the public school, he suggests, was social rather than academic, and as such their power and influence is to be interpreted principally in relation to the growth of new social elites, the concept of public service and the needs of the empire for a bureaucratic ruling class. Only in the modern progressive movement, launched by Cecil Reddie, and the private provision for young women, was lasting progress made. Even before the 1902 Education Act however the State had spent much time and effort regulating and reforming the old educational endowments, and it is in these initiatives that the foundations for the public provision of secondary educational reform are to be found.

Teaching the Holocaust is an important but often challenging task for those involved in modern Holocaust education. What content should be included and what should be left out? How can film and literature be integrated into the curriculum? What is the best way to respond to students who resist the idea of learning about it? This book, drawing upon the latest research in the field, offers practical help and advice on delivering inclusive and engaging lessons along with guidance on how to navigate through the many controversies and considerations when planning, preparing, and delivering Holocaust education. Whether teaching the subject in History, Religious Education, English or even in a school assembly, there is a wealth of wisdom which will make the task easier for you and make the learning experience more beneficial for the student. Chapters include: The aims of Holocaust education Ethical issues to consider when teaching the Holocaust Using film and documentaries in the classroom Teaching the Holocaust through literature The role of online learning and social media The benefits and practicalities of visiting memorial sites With lesson plans, resources, and schemes of work which can be used across a range of different subjects, this book is essential reading for those that want to deepen their understanding and deliver effective, thought-provoking Holocaust education.

Transition from primary to secondary school can be the beginning of a slippery slope towards educational disengagement that can continue throughout schooling. It is critical, therefore, that teachers understand how to manage transitions effectively to protect children s wellbeing and interest in school.

Understanding School Transition offers training primary and secondary teachers an introduction to what happens to children s academic, social and personal adaptation when they move between schools. It explores current school initiatives in the UK and internationally and introduces methods and strategies for designing developmentally appropriate transitions.

Beginning by establishing the ethos that school transition should be a positive experience for every child, key issues explored include:

• Judging the level disengagement in school and recognising particularly vulnerable children.
• Understanding children s adaptability - being sensitive versus resilient, adaptable versus fixed, and the influence of personal and environmental characteristics.
• Managing unrealistic expectations and familiarising children with their new school.
• The impact of teachers behaviour, stereotyping and extreme strictness and work pressure on the experience of transition
• Strategies for effectively bridging the divide in teaching styles and curriculum content between primary and secondary schools.
• Involving children as collaborators in designing transitions initiatives
• The role of the dedicated transitions manager and subject specialist teachers.

Illustrated by case studies of experiences in real schools, Understanding School Transition will be essential reading for all training and practising teachers, as well as transition and subject specialists, who want to better understand and influence what happens to children at this crucial stage.

This book offers a comprehensive, accessible introduction to teaching and learning business. Covering a broad range of topics and focusing on both pedagogy and content, it develops the key ideas of teaching and learning in business in a structured and accessible way. The chapters draw on theory and the latest research to demonstrate how key pedagogical issues link to classroom practice. Featuring weblinks to useful resources, summaries of key points and a range of tasks enabling you to put learning into practice in the classroom, the chapters offers guidance on: The use of case studies as a signature pedagogy of business Designing a well-sequenced business education curriculum including lesson planning Formative and summative assessment Teaching, administering and assessing vocational courses How to teach core concepts such as business ethics How to teach literacy and numeracy in business The importance of learning outside the classroom in business Inclusive teaching Written by experts in the field, Learning to Teach Business in the Secondary School offers all trainee business teachers on university and school based routes comprehensive and accessible guidance to support the journey towards becoming an inspirational and engaging business teacher.

Continuing on from the previously published Primary School English-Language Education in Asia: From Policy to Practice (Moon & Spolsky, 2012), this book compiles the proceedings which took place at the 2011 annual conference of AsiaTEFL which took place in Seoul, Korea. It surveys the current status, practices, challenges, and future directions of Secondary English education in 11 diverse countries - in Israel, Japan, Korea, Singapore, Bangladesh, India, Indonesia, Malaysia, Pakistan, Vietnam and China. Given the importance of secondary English education as the central feature for continuing development of target language and culture in English language teaching in Asia, each contributed chapter includes key policies, theories, and practices related to the development and implementation of country-specific curricular and instructional programs in secondary English educational contexts in these countries. Secondary School English Education in Asia: From Policy to Practice critically analyses both sides of the English language debate - from advantages to complications - in its chapters including: Educating for the 21st Century: The Singapore Experience Miles to Go ...: Secondary Level English Language Education in India English Language Education Innovation for the Vietnamese Secondary School: The Project 2020 Exploring the Value of ELT as a Secondary School Subject in China: A Multi-goal Model for English Curriculum Secondary School English Education in Asia will appeal to English Language Teaching (ELT) researchers, teacher educators, trainee teachers and teachers, primarily those teaching in Asia.

Transforming Reading Skills in the Secondary School is a commonsense text designed to help practitioners working in a mainstream context. The book suggests ways to develop the underlying skills necessary for good reading through multiple pathways such as mainstream subject lessons, individual and small group support sessions, whole school initiatives, the use of reading mentors and home-school liaison opportunities. Brimming with ideas and activities, Pat Guy explores a variety of different aspects of reading, including: how reading is taught and why it is such an important skill for the individual how to motivate the reluctant reader the role played by the mainstream & specialist teacher underlying problems pupils may face how to increase parental involvement reasons why a pupil's comprehension might be limited the role of the School Librarian the relevance to reading of vocabulary and general knowledge. Anyone wanting to develop the reading skills of secondary pupils who struggle will find this a resource they return to time and time again.

By integrating the best of current research and practice in curriculum planning this book presents that comprehensive topic in a manageable form. Examples throughout are representative of different grade levels and subjects areas. It should be understood at the outset that the content offered for curriculum planning is not a rigid prescriptive formula but a careful and purposeful thought process that must be considered to obtain optimal results. In addition to developing knowledge about curriculum and instructional planning (what teachers should know), this book offers an innovative method for translating that knowledge into performance (what teachers are able to do). Knowledge is implemented by the use of coaching rubrics, sets of criteria for developing performance. Though readers will receive a thorough background in the planning process just from the content itself, its potential will be fully realized when readers also use the coaching rubrics.

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.

The home-school connection is important to student literacy achievement. However, it can be time-consuming to develop and implement programming that keeps families engaged and involved. Empowering Families makes it easier to accomplish these goals! Chock-full of step-by-step plans for arranging a variety of parent/caregiver meetings and literacy booster events, the book enables educators to get families involved in their children's learning in ways that are fun and non-intimidating. By hosting these events at your school, you'll be empowering families to... read aloud to their children at home; minimize the summer slide; encourage male involvement in literacy; help their children avoid homework hassles; and much, much more! Bonus: The book includes ready-to-use handouts for your events, such as announcement sheets, follow-up evaluations, and tipsheets that describe ways parents can reinforce literacy at home. These handouts are photocopiable and the tipsheets are also available for easy download from our website at www.routledge.com/9781138803114. Spanish versions of the tipsheets are available on our website as well.

What is working in education in the UK - and what isn't? This book offers a highly readable guide to what the latest research says about improving young people's outcomes in pre-school, primary and secondary education. Never has this issue been more topical as the UK attempts to compete in the global economy against countries with increasingly educated and skilled work-forces. The book discusses whether education policy has really been guided by the evidence, and explores why the failings of Britain's educational system have been so resistant to change, as well as the success stories that have emerged. Making a Difference in Education looks at schooling from early years to age 16 and entry into Further Education, with a special focus on literacy, numeracy and IT. Reviewing a large body of research, and paying particular attention to findings which are strong enough to guide policy, the authors examine teacher performance, school quality and accountability, and the problematically large social gap that still exists in state school education today. Each chapter concludes with a summary of key findings and key policy requirements. As a comprehensive research review, Making a Difference in Education should be essential reading for faculty and students in education and social policy, and of great interest to teachers and indeed to anyone who wants to know about the effectiveness of UK education policy and practice, and where they should be going.

A companion volume to Primary School Teaching and Educational Psychology, this book concerns itself with the day-to-day business of teaching in a secondary school. Throughout the book four themes reoccur: that teachers can best understand the development of children by observing their learning and their relationships within school; that assessment and evaluation are integral to effective teaching; that effective teaching and learning depend on both teacher and child being able to monitor own progress and to find solutions to problems that occur; and finally that there must be explicit recognition of the common-ground between educational psychology and other disciplines such as sociology, philosophy and the history of education.

Technology in the Middle and Secondary Social Studies Classroom introduces pre-service teachers to the research underpinning the effective integration of technology into the social studies curriculum. Building off of established theoretical frameworks, veteran social studies teacher educator Scott Scheuerell shows how the implementation of key technologies in the classroom can help foster higher-level thinking among students. Plentiful, user-friendly examples illustrate how specific educational tools-including games, social media, flipped classrooms, and other emerging technologies-spur critical thinking and foster authentic intellectual work. A rigorous study, Technology in the Middle and Secondary Social Studies Classroom provides a comprehensive, up-to-date research framework for conceptualizing successful, technology-rich social studies classrooms.

Countering the increased standardization of English language arts instruction requires recognizing and fostering students' unique identity construction across different social and cultural contexts. Drawing on current sociocultural theories of identity construction, this book posits that students construct multiple identities through use of five identity practices: adopting alternative perspectives, exploring connections across people and texts, negotiating identities across social worlds, developing agency through critical analysis, and reflecting on long-term identity trajectories. Identity-Focused ELA Teaching features classroom activities teachers can use to put these practices into action in ways that re-center implementing the Common Core State Standards; case-study profiles of students and classrooms from urban, suburban, and rural schools adopting these practices; and descriptions of how teachers both support students with this instructional approach and share their own identity-construction experiences with their students. It demonstrates how, as students acquire identity-focused practices through engagements with literature, writing, drama, and digital texts, they gain awareness of the ways exposure to different narratives, beliefs, and perspectives serves to mediate their own and others' identities, leading to different ways of being and becoming over time.

Taking a close look at the forces that affect English education in schools-at the ways literature, cognitive science, the privileging of the STEM disciplines, and current educational policies are connected-this timely book counters with a strong argument for the importance of continuing to teach literature in middle and secondary classrooms. The case is made through critical examination of the ongoing "culture wars" between the humanities and the sciences, recent research in cognitive literary studies demonstrating the power of narrative reading, and an analysis of educational trends that have marginalized literature teaching in the U.S., including standards-based and scripted curricula. The book is distinctive in presenting both a synthesis of arguments for literary study in the middle and high school and sample lesson plans from practicing teachers exemplifying how literature can positively influence adolescents' intellectual, emotional, and social selves.

The Essential Guide to Classroom Practice has been written with two questions in mind. These are the questions that are most important to all practitioners who seek to improve the quality of learning in their classrooms - what strategies work? and, how do we implement them? Covering all the areas that are key to effective teaching and learning, this text consists of over 200 practical strategies that secondary teachers can adopt and apply within their classroom. These strategies range from simple tools to improve the quality of questioning, to principles that can shape the whole approach to learning. Key topics covered include: The five-part lesson plan Developing thinking skills How to engage learners Encouraging collaborative learning Challenging and supporting Feedback and assessment A key feature of this book is the handy collection of 'Top 10s' that appear in each chapter, such as 10 ways to use data in the classroom and 10 ways to streamline your marking. The book clearly explains the benefit of each approach described and offers additional guidance on using websites and digital tools effectively in the classroom. Packed full of ideas, the book offers a one stop shop for busy teachers.

Social Studies Today will help educators-teachers, curriculum specialists, and researchers-think deeply about contemporary social studies education. More than simply learning about key topics, this collection invites readers to think through some of the most relevant, dynamic, and challenging questions animating social studies education today. With 12 new chapters highlighting recent developments in the field, the second edition features the work of major scholars such as James Banks, Diana Hess, Joel Westheimer, Meira Levinson, Sam Wineburg, Beth Rubin, Keith Barton, Margaret Crocco, and more. Each chapter tackles a specific question on issues such as the difficulties of teaching historical thinking in the classroom, responding to high-stakes testing, teaching patriotism, judging the credibility of Internet sources, and teaching with film and geospatial technologies. Accessible, compelling, and practical, these chapters-full of rich examples and illustrations-showcase some of the most original thinking in the field, and offer pre- and in-service teachers alike a panoramic window on social studies curricula and instruction and new ways to improve them. Walter C. Parker is Professor and Chair of Social Studies Education and (by courtesy) Professor of Political Science at the University of Washington, Seattle.

How can your local area become a source of inspiration for curriculum development? How can it enhance the teaching and learning at your school? Developing a Local Curriculum explores how your local area and its resources can be used as a stimulus and inspiration for curriculum development. It examines the ways in which the geography, history, culture and people within your local area can enrich the learning experiences offered to students to make them more relevant and meaningful. Drawing on a wide range of examples from schools already taking this approach, the book shows show how the rich histories and cultures of individual subjects can be developed through an understanding of the local area. It also reveals how engaging with the 'local' in education can help restore young people's sense of identity and community. Features include: * practical guidance on engaging with the local community in innovative ways * suggestions for local cultural activities such as architecture, digital arts, theatre and film * ways to develop effective partnerships with local businesses and charities * detailed case studies showing how schools put the ideas described into practice This exciting new book aims to inspire you to develop a curriculum that is meaningful for pupils and gives them a strong sense of connection with their local area and understanding of its past, future and present.