This readable and informative survey of key ideas about students thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics.

Focused on secondary students and drawing on perspectives found in the international research literature, the goal is not to offer a comprehensive account of the vast literature, but rather to provide an overview of the current state of the field suitable for those who need an understanding of core thinking about learners ideas in science, including science education students in teacher preparation and higher degree programs, and classroom teachers, especially those working with middle school, high school, or college level students. Such understanding can inform and enrich science teaching in ways which are more satisfying for teachers, less confusing and frustrating for learners, and so ultimately can lead to both greater scientific literacy and more positive attitudes to science. "

Careers in the 21st century are changing, but traditional education methods are not preparing students for these new jobs and demands. In this thought-provoking book, esteemed educator A.J. Juliani describes how we need to modify our classrooms to instill in students the drive for inquiry and innovation that they will need to succeed beyond school doors. Juliani reveals the ways that teachers can use Google s 20% Time, Genius Hour, and Project-Based Learning to make students more creative, inquisitive, engaged in learning, and self-motivated the kind of people we need to move society forward He offers easy ways to implement these ideas while meeting the Common Core and still allowing plenty of time for content instruction.

Special Features:

• Research on the benefits of inquiry-based learning
• Connections to the Common Core State Standards
• Stories and examples from the field
• Exciting ideas for using 20% Time, Genius Hour, and PBL at various grade levels
• Tips for preparing parents and administration for your new instruction
• Ideas for expanding your knowledge and continually learning in this area
• Classroom applications for each chapter, including sample projects and resources
• Bonus content with reproducible materials that you can use in your classroom right now, such as student checklists, questions, lessons, and unit plans

As Juliani emphasizes, if we want our students to change the world, we must change our classrooms to foster inquiry and innovation. "

Why should we use technology to support learning? Where does the responsibility lie to prepare young people to be active and successful cybercitizens? Can we go on confiscating pupils' smartphones indefinitely? Authentic Learning for the Digital Generation is a vital examination of young people's use of personal devices, online creative communities and digital gaming. It calls into question the idea of the 'digital native' and shows clearly that the majority of young users need help and support in order to benefit from the rich learning potential of personal, mobile and online technology use. Written by a leading authority on the role of digital technologies in education, it looks in detail at the practice and implications of learning using personal devices, collaborative online spaces, learning platforms, user generated content and digital games. In particular, approaches to solving problems, building knowledge, manipulating data and creating texts are examined. It offers clear strategies, a vision for what effects on learning we might reasonably expect when children are given access to different types of technology, and explores the challenges of managing these practices in the classroom. Authentic Learning for the Digital Generation offers careful analysis at a time when there is much discussion about young people emerging from school unprepared for the world of work and often struggling to manage their personal relationships as they are exposed to strong content and harsh criticism online. It considers what we know of childhood experience in a digital world and offers ways in which schools and teachers can embrace the opportunity presented by ubiquitous ownership of connected, digital devices to enrich and deepen learning.

Supporting Student Transitions 14-19 offers transition focused approaches to planning, teaching, learning and assessment designed to meet the needs of these unique learners. Drawing upon the latest research and theory, as well as the authors' extensive experience in the field, it examines in detail transitions in teaching and learning in this complex sector. Drawing out and critically analysing the key features of both pedagogy and andragogy, the book presents the best elements of each to provide all tutors and practitioners involved in the teaching of 14-19 learners with clear strategies for supporting this group. Practical advice backed by sound theory will provide readers with a clear understanding of the requirements and needs of learners in the school, college and university. Topics explored include: The role of the teacher in supporting student transitions Understanding transition focused approaches Emotional and social factors involved Recognising difficulties and helping students prepare Supporting Student Transitions 14-19 is a practical guide also offering a unique contribution to the discourse on this important sector of education, increasingly afforded the attention it deserves. It will be an essential resource for trainee teachers, students of PCET, lecturers and teachers wanting to build upon their understanding of this group of learners.

The increasing popularity of digitally-mediated communication is prompting us to radically rethink literacy and its role in education; at the same time, national policies have promulgated a view of literacy focused on the skills and classroom routines associated with print, bolstered by regimes of accountability and assessments. As a result, teachers are caught between two competing discourses: one upholding a traditional conception of literacy re-iterated by politicians and policy-makers, and the other encouraging a more radical take on 21st century literacies driven by leading edge thinkers and researchers. There is a pressing need for a book which engages researchers in international dialogue around new literacies, their implications for policy and practice, and how they might articulate across national boundaries. Drawing on cutting edge research from the USA, Canada, UK, Australia and South Africa, this book is a pedagogical and policy-driven call for change. It explores studies of literacy practices in varied contexts through a refreshingly dialogic style, interspersed with commentaries which comment on the significance of the work described for education. The book concludes on the 'conversation' developed to identify key recommendations for policy-makers through a Charter for Literacy Education. .

* Shows how drama lessons can provide a safe and considerate space for thinking about gender. * Includes detailed lesson ideas, resources and activities for exploring gender in drama and theatre for students aged 11-18 * Includes a companion website with links to online performances and masterclasses as well as guidance on promoting LGBTQ+ inclusion in schools

Being taught by a great teacher is one of the great privileges of life. Teach Now! is an exciting new series that opens up the secrets of great teachers and, step-by-step, helps trainees to build the skills and confidence they need to become first-rate classroom practitioners. Written by a highly-skilled practitioner, this practical, classroom-focused guide contains all the support you need to become a great history teacher who inspires and motivates students to critically and creatively explore the past. Combining a grounded, modern rationale for learning and teaching with highly practical training approaches rooted in the realities of the classroom, the book guides you through all the different aspects of history teaching offering clear, straightforward advice on classroom practice, lesson planning and working in schools. Teaching and learning, planning, assessment and behaviour management are all covered in detail, with a host of carefully chosen examples used to demonstrate good practice and show how to facilitate outstanding historical enquiry. There are also chapters on dealing with pressure, excelling in observations, finding the right job and succeeding at interview. Throughout the book, there is a great selection of ready-to-use activities, strategies and techniques which will help put you on the fast track to success in the classroom; and ensure your students are doing the very best learning possible. Covering everything you need to know, this book is your essential guide as you start your exciting and rewarding career as an outstanding history teacher.

By 1982 the ambitious claims made for newly established comprehensive schools were being put to the test. How effectively does the comprehensive meet the needs of all young people? Do urban, working-class students enjoy more success than in the secondary modern schools? Are they more engaged in their learning with higher self-esteem? This volume discusses these questions and examines issues of social mobility and cohesion, curriculum, the balance between academic and vocational education, the place of exams in the educational system and the influence of independent schools. The author asks whether a more decentralised system of self-governing schools improve the education service a timely question which along with the other issues examined is as relevant and challenging today as when the book was originally published in 1982.

Analysing loneliness and solitude in schools and exploring how to deal with them is a vital task. In recent research for the author's Spirit of the School project, a number of pupils, teachers and headteachers described times when they felt lonely and times when they felt the need for healthy solitude. The causes of loneliness are numerous and its consequences have a significant unrecognised impact on education. How do schools deal with people when they are lonely, and how can they overcome loneliness? How can they create opportunities for healthy solitude, a welcome alternative to loneliness? Schools can sometimes try to include people by being intensely social, but end up making them feel even more excluded. A school that teaches solitude well and helps individuals deal with loneliness can be called an 'enstatic' school: a school in which people are comfortable within themselves. The objective of this book - the first comprehensive study of the subject - is to help us all understand loneliness and solitude and thereby to reinvigorate debates on personal, character and values education.

Careers in the 21st century are changing, but traditional education methods are not preparing students for these new jobs and demands. In this thought-provoking book, esteemed educator A.J. Juliani describes how we need to modify our classrooms to instill in students the drive for inquiry and innovation that they will need to succeed beyond school doors. Juliani reveals the ways that teachers can use Google s 20% Time, Genius Hour, and Project-Based Learning to make students more creative, inquisitive, engaged in learning, and self-motivated the kind of people we need to move society forward He offers easy ways to implement these ideas while meeting the Common Core and still allowing plenty of time for content instruction.

Special Features:

• Research on the benefits of inquiry-based learning
• Connections to the Common Core State Standards
• Stories and examples from the field
• Exciting ideas for using 20% Time, Genius Hour, and PBL at various grade levels
• Tips for preparing parents and administration for your new instruction
• Ideas for expanding your knowledge and continually learning in this area
• Classroom applications for each chapter, including sample projects and resources
• Bonus content with reproducible materials that you can use in your classroom right now, such as student checklists, questions, lessons, and unit plans

As Juliani emphasizes, if we want our students to change the world, we must change our classrooms to foster inquiry and innovation. "

This book draws on applied linguistics and literary studies to offer concrete means of engaging with vernacular language and literature in secondary and college classrooms. The authors embrace a language-as-resource orientation, countering the popular narrative of vernaculars as problems in schools. The book is divided into two parts, with the first half of the book providing linguistic and pedagogical background, and the second half offering literary case studies for teaching. Part I examines the historical and continued devaluing of vernaculars in schools, incorporating clear, usable explanations of relevant theories. This section also outlines the central myths and paradoxes surrounding vernacular languages and literatures, includes productive ways for teachers to address those myths and paradoxes, and explores challenges and possibilities for vernacular language pedagogy.

In Part II, the authors provide pedagogical case studies using literary texts written in vernacular Englishes from around the world. Each chapter examines a vernacular-related topic, and concludes with discussion questions and writing assignments; an appendix contains the poems and short stories discussed, and other teaching resources. The book provides a model of interdisciplinary inquiry that can be beneficial to scholars and practitioners in composition, literature, and applied linguistics, as well as students of all linguistic backgrounds.

This highly practical resource book is full of realistic and achievable strategies to help teachers to support neurodiverse students in a range of situations that, whilst often seemingly insignificant, can quickly become substantial and disruptive challenges in the mainstream classroom. Written with the busy teacher in mind, chapters are easy to dip in and out of, with jargon-free language and simple explanations which are easy to understand and put into practice. Clear chapters explore a variety of situations and topics to help children engage in their learning and make the classroom a safe and inviting place to be for autistic students. Key features include: Practical and achievable strategies to support autistic students in the mainstream classroom Real-life scenarios to help you find concrete solutions to issues as they arise Memorable mantras and quick quotes to help embed strategies in everyday practice for both students and teachers Photocopiable and downloadable resource sheets Written by an advisory teacher for autism with a wealth of experience, this book will be an invaluable tool for both primary and secondary teachers in mainstream settings, as well as other education professionals.

In retracting from the popular view that India's modern educational policy was shaped almost entirely by Macaulay, this incisive work reveals the complex ideological and institutional rubric of the colonial educational system. It examines its wide-ranging and lasting impact on curriculum, pedagogy, textbooks, teachers' role and status, and indigenous forms of knowledge. Recounting the nationalist response to educational reforms, the book reinforces three major quests: justice as expressed in the demand for equal educational opportunities for the lower castes; self-identity as manifest in the urge to define India's educational needs from within its own cultural repertoire; and the idea of progress based on industrialization. An exceptional contribution to educational theory, including a nuanced discussion of caste, gender and girls' education, this book will be invaluable to teachers, scholars and students of education, modern Indian history and sociology of education, and policy makers.

@text: This volume stems from the 2003 Educational Testing Service Invitational Conference that convened leading scholars and practitioners from education, psychology, economics, statistics and public policy to discuss the important topic of measurement and accountability. The chapters cover all significant aspects of the current accountability scene, with careful but not exclusive attention to the No Child Left Behind act. Written by nationally recognized scholars with a mandate to write in a non-technical style, this volume will appeal to anyone seriously interested in school reform and the educational accountability movement

Teaching Recent Global History explores innovative ways to teach world history, beginning with the early 20th century. The authors unique approach unites historians, social studies teachers, and educational curriculum specialists to offer historically rich, pedagogically innovative, and academically rigorous lessons that help students connect with and deeply understand key events and trends in recent global history.

Highlighting the best scholarship for each major continent, the text explores the ways that this scholarship can be adapted by teachers in the classroom in order to engage and inspire students. Each of the eight main chapters highlights a particularly important event or theme, which is then complemented by a detailed discussion of a particular methodological approach.

Key features include:

An overarching narrative that helps readers address historical arguments;
Relevant primary documents or artifacts, plus a discussion of a particular historical method well-suited to teaching about them;
Lesson plans suitable for both middle and secondary level classrooms;
Document-based questions and short bibliographies for further research on the topic.

This invaluable book is ideal for any aspiring or current teacher who wants to think critically about how to teach world history and make historical discussions come alive for students.
"

This readable and informative survey of key ideas about students thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics.

Focused on secondary students and drawing on perspectives found in the international research literature, the goal is not to offer a comprehensive account of the vast literature, but rather to provide an overview of the current state of the field suitable for those who need an understanding of core thinking about learners ideas in science, including science education students in teacher preparation and higher degree programs, and classroom teachers, especially those working with middle school, high school, or college level students. Such understanding can inform and enrich science teaching in ways which are more satisfying for teachers, less confusing and frustrating for learners, and so ultimately can lead to both greater scientific literacy and more positive attitudes to science. "

Debates in Modern Languages Education offers a comprehensive introduction and synthesis of the major themes and research evidence in language learning and teaching today, providing an up-to-date, authoritative review of traditional and contemporary issues in language teaching. With chapters by leading experts in the field, thematic sections explore and consider: the importance of a wide range of different knowledge bases and skills for effective teaching how to become expert practitioners approaches to teaching with reference to relevant theories, complex constructs, and empirical research the innovations and ideas that shape and will shape the discipline for the next decade. Each thought-provoking chapter is supported by reference to further reading and additional material to encourage deeper exploration which will help the reader to fully engage in the debates presented. This book is a valuable resource for any student or practising teacher engaged in initial teacher education, continuing professional development and Masters level study.

This book examines what progress the Secondary Modern Schools had made in the mid 1950s, based on first hand observation and conversations with teachers, parents, school governors and education officers. As well as looking at their achievements, the author highlights the challenges that the Secondary Modern Schools had to deal with during the years surveyed.

In most Western developed countries, adult life is increasingly organized on the basis of short-term work contracts and reduced social security funds. In this context it seems that producing efficient job-seekers and employees becomes the main aim of educational programs for the next generation. Through case studies of young people from urban and countryside marginalized populations in Germany, USA and Brazil, this book investigates emerging educational practices and takes a critical stance towards what can be seen as neoliberal educational politics. It investigates how mediating devices such as CVs, school reports, school files, photos and narratives shape the ways in which those marginalized students reflect about their past as well as imagine their future. By building on process philosophy and time theory, post-structuralism, as well as on Vygotsky's psychological theory, the analysis differentiates between two discrete modes of human development: development of concrete skills (potential development) and development of new societal relations (virtual development, which is at the same time individual and collective). The book outlines an innovative relational account of learning and human development which can prove of particular importance for the education of marginalized students in today's globalized world.

The Common Core is requiring literacy across the curriculum, but what does that mean for teachers of subjects like math, science, and social studies who have a lot of content to cover? In this essential book, author Jessica Bennett reassures you that you don't have to abandon all of your great content lessons and start from scratch. Instead, you can reflect on what you're already doing well and make adjustments and enhancements as necessary. Bennett starts with a clear breakdown of the Common Core ELA Social Studies/History and Science and Technical Subjects Standards for Grades 7-12 and what they actually look like. She provides a variety of practical strategies and scaffolds that you can use immediately to enhance your curriculum and meet the standards. You will learn how to... Incorporate a wider variey of texts into your currciulum Teach students to use each text with purpose, whether it is for close reading, support, argumentation, or research Assign meaningful group work and projects without feeling that they have to take up your whole curriculum Help students navigate their textbooks more effectively and read for information Use the Common Core to meet the needs of diverse learners Implement the four As strategy in which students absorb content, analyze information, argue reasons, and apply knowledge Use writing tasks to strengthen student comprehension of content Teach various forms of writing and the importance of text citations And more! Throughout the book, you'll find tools such as unit planning sheets, daily lesson plan sheets, classroom handouts, sentence starters, and more. If you teach a content area, this must-have resource will help you meet the Common Core with ease!

Success with STEM is an essential resource, packed with advice and ideas to support and enthuse all those involved in the planning and delivery of STEM in the secondary school. It offers guidance on current issues and priority areas to help you make informed judgements about your own practice and argue for further support for your subject in school. It explains current initiatives to enhance STEM teaching and offers a wide range of practical activities to support exciting teaching and learning in and beyond the classroom. Illustrated with examples of successful projects in real schools, this friendly, inspiring book explores: Innovative teaching ideas to make lessons buzz Activities for successful practical work Sourcing additional funding Finding and making the most of the best resources STEM outside the classroom Setting-up and enhancing your own STEM club Getting involved in STEM competitions, fairs and festivals Promoting STEM careers and tackling stereotypes Health, safety and legal issues Examples of international projects An wide-ranging list of project and activity titles Enriched by the authors' extensive experience and work with schools, Success with STEM is a rich compendium for all those who want to develop outstanding lessons and infuse a life-long interest in STEM learning in their students. The advice and guidance will be invaluable for all teachers, subject leaders, trainee teachers and NQTs.

Teaching Recent Global History explores innovative ways to teach world history, beginning with the early 20th century. The authors unique approach unites historians, social studies teachers, and educational curriculum specialists to offer historically rich, pedagogically innovative, and academically rigorous lessons that help students connect with and deeply understand key events and trends in recent global history.

Highlighting the best scholarship for each major continent, the text explores the ways that this scholarship can be adapted by teachers in the classroom in order to engage and inspire students. Each of the eight main chapters highlights a particularly important event or theme, which is then complemented by a detailed discussion of a particular methodological approach.

Key features include:

An overarching narrative that helps readers address historical arguments;
Relevant primary documents or artifacts, plus a discussion of a particular historical method well-suited to teaching about them;
Lesson plans suitable for both middle and secondary level classrooms;
Document-based questions and short bibliographies for further research on the topic.

This invaluable book is ideal for any aspiring or current teacher who wants to think critically about how to teach world history and make historical discussions come alive for students.
"

Media Literacy Education in Action brings together the field's leading scholars and advocates to present a snapshot of the theoretical and conceptual development of media literacy education-what has influenced it, current trends, and ideas about its future. Featuring a mix of perspectives, it explores the divergent ways in which media literacy is connected to educational communities and academic areas in both local and global contexts. The volume is structured around seven themes: * Media Literacy: Past and Present * Digital Media and Learning * Global Perspectives * Public Spaces * Civic Activism * Policy and Digital Citizenship * Future Connections Compelling, well-organized, and authoritative, this one-stop resource for understanding more about media literacy education across disciplines, cultures, and divides offers the fresh outlook that is needed at this point in time. Globally, as more and more states and countries call for media literacy education more explicitly in their curriculum guidelines, educators are being required to teach media literacy in both elementary and secondary education contexts.

This examination of the literary effectiveness of young adult literature from a critical, research-oriented perspective answers two key questions asked by many teachers and scholars in the field: Does young adult literature stand up on its own as literature? Is it worthy of close study? The treatment is both conceptual and pragmatic. Each chapter discusses a topical text set of YA novels in a conceptual framework-how these novels contribute to or deconstruct conventional wisdom about key topics from identity formation to awareness of world issues, while also providing a springboard in secondary and college classrooms for critical discussion of these novels. Uncloaking many of the issues that have been essentially invisible in discussions of YA literature, these essays can then guide the design of curriculum through which adolescent readers hone the necessary skills to unpack the ideologies embedded in YA narratives. The annotated bibliography provides supplementary articles and books germane to all the issues discussed. Closing "End Points" highlight and reinforce cross-cutting themes throughout the book and tie the essays together.

* offers a whole school strategy to improve the mental wellbeing of both staff and students * makes the case for an approach to improve mental health, that also delivers on improved leadership * focuses on mental ill health prevention * provides tools, strategies and techniques to enable school leadership for change