Most pre-service education students are enthusiastic about the progressive, constructivist, and student-centered theory and practice advocated in many teacher education programs and by the National Council of Teachers of English. Yet in actual day-to-day practice, teachers often have trouble thinking of ways in which such student-centered and constructivist practices in literacy instruction can be implemented in classrooms which are increasingly driven by high stakes tests, increased accountability, and mandated and even 'teacher proof' scripted curricula. Teaching Authentic Language Arts in a Test-Driven Era provides a powerful and much-needed counterargument to the assumption that test-driven curricula preclude meaningful instruction and authentic student engagement within a Language Arts curriculum. Providing teachers with the theoretical stances and pedagogicals tools to develop a Language Arts practice which can be personally rewarding as well as beneficial to students,Teaching Authentic Language Arts in a Test-Driven Era empowers teachers to be effective even within the confines of a testing- and accountability-driven curriculum.

Most pre-service education students are enthusiastic about the progressive, constructivist, and student-centered theory and practice advocated in many teacher education programs and by the National Council of Teachers of English. Yet in actual day-to-day practice, teachers often have trouble thinking of ways in which such student-centered and constructivist practices in literacy instruction can be implemented in classrooms which are increasingly driven by high stakes tests, increased accountability, and mandated and even 'teacher proof' scripted curricula. Teaching Authentic Language Arts in a Test-Driven Era provides a powerful and much-needed counterargument to the assumption that test-driven curricula preclude meaningful instruction and authentic student engagement within a Language Arts curriculum. Providing teachers with the theoretical stances and pedagogicals tools to develop a Language Arts practice which can be personally rewarding as well as beneficial to students,Teaching Authentic Language Arts in a Test-Driven Era empowers teachers to be effective even within the confines of a testing- and accountability-driven curriculum.

Since its first publication, Teaching Secondary School Mathematics has established itself as one of the most respected and popular texts for both pre-service and in-service teachers. This new edition has been fully revised and updated to reflect the major changes brought about by the introduction of the Australian Curriculum: Mathematics, as well as discussing significant research findings, the evolution of digital teaching and learning technologies, and the implications of changes in education policies and practices. The mathematical proficiencies that now underpin the Australian curriculum -- understanding, fluency, problem solving and reasoning -- are covered in depth in Part 1, and a new section is devoted to the concept of numeracy. The chapter on digital tools and resources has been significantly expanded to reflect the growing use of these technologies in the classroom, while the importance of assessment is recognised with new material on assessment for learning and as learning, along with a consideration of policy development in this area. Important research findings on common student misconceptions and new and effective approaches for teaching key mathematical skills are covered in detail. As per the first edition readers will find a practical guide to pedagogical approaches and the planning and enactment of lessons together with enhanced chapters on teaching effectively for diversity, managing issues of inequality and developing effective relationships with parents and the community. This book is the essential pedagogical tool for every emerging teacher of secondary school mathematics. 'The text offers an excellent resource for all of those involved in the preparation of secondary mathematics teachers, with links to research literature, exemplars of classroom practices, and instructional activities that encourage readers to actively examine and critique practices within their own educational settings.' Professor Glenda Anthony, Institute of Education, Massey University 'A rich and engaging textbook that covers all of the important aspects of learning to become an effective secondary mathematics teacher. The second edition of this text ... is further enhanced with updated references to the Australian Curriculum, NAPLAN, STEM, current Indigenous, social justice and gender inequity issues, and the place of Australian mathematics curricula on the world stage.' Dr Christine Ormond, Senior Lecturer, Edith Cowan University

Digital video and film technologies are transforming classrooms across the world. Teaching the Screen looks beyond the buttons and knobs to explore ways of teaching video and film effectively in secondary classrooms. More and more young people have access to low-cost filming and editing technologies - mobile phones, computers, portable digital - which is changing the experience of digital storytelling. Approaches to classroom teaching and learning need to change too. The authors offer a new pedagogy of film storytelling that draws on research from effective classroom film learning practice. They contextualise screen learning within different educational settings, discuss how teachers can highlight aesthetics in film appreciation and filmmaking, and explore the impact of different technologies. Teaching the Screen is essential reading for educators who want to create engaging learning and teaching activities with screen technologies in secondary English and other subject areas. 'A well balanced and comprehensive account of the issues in filmmaking likely to be encountered by English teachers. It lifts engagement beyond the usual procedural knowledge level, to one of active critique.' - Sue Brindley, University of Cambridge 'This book has bridged the theoretical and practical without compromising either. It offers a thorough systematic account of theoretical issues and practical techniques in teaching film appreciation and filmmaking.' - Associate Professor George Belliveau, University of British Columbia

This book examines how working-class high school students' identity construction is continually mediated by discourses and cultural practices operating in their classroom, school, family, sports, community, and workplace worlds. Specifically, it addresses how responding to cultural differences portrayed in multicultural literature can serve to challenge adolescents' allegiances to status quo discourses and cultural models, and how teachers not only can rouse students to clarify and change their value stances related to race, class, and gender, but also provide support for and validation of students' self-interrogation. br br Highlighting the influence of sociocultural forces, the book contributes to understanding the role of institutions in shaping adolescents' lives, and identifies needs that must be addressed to improve those institutions. Current theory and research on critical discourse analysis, cultural models theory, and identity construction is meshedwith specific applications of that theory and research to case-study profiles and analysis of classroom discussions. The instructional strategies described enable pre-service and in-service teachers to develop their own literature curriculum and instructional methods.

This book examines how working-class high school students ' identity construction is continually mediated by discourses and cultural practices operating in their classroom, school, family, sports, community, and workplace worlds. Specifically, it addresses how responding to cultural differences portrayed in multicultural literature can serve to challenge adolescents ' allegiances to status quo discourses and cultural models, and how teachers not only can rouse students to clarify and change their value stances related to race, class, and gender, but also provide support for and validation of students ' self-interrogation.
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Highlighting the influence of sociocultural forces, the book contributes to understanding the role of institutions in shaping adolescents ' lives, and identifies needs that must be addressed to improve those institutions. Current theory and research on critical discourse analysis, cultural models theory, and identity construction is meshed with specific applications of that theory and research to case-study profiles and analysis of classroom discussions. The instructional strategies described enable pre-service and in-service teachers to develop their own literature curriculum and instructional methods.

High school journalists share many of the same objectives as professional reporters - finding the story, writing the story, and packaging the story so that it appeals to an audience. Understanding how to best accomplish these objectives is key to the student on the newspaper, yearbook or website staff, but the fundamental art of storytelling and story presentation are not always at the center of high school journalism classes. Student journalists must first understand that storytelling, at its most basic level, is about people, and that understanding the audience is essential in deciding how to present the story. This handbook for high school journalists and teachers offers practical tips for all elements of school journalism. The author covers the essential components that students must understand: information gathering, writing, standard and alternative coverage, and packaging. Students will find valuable information about identifying news, interviewing, research, narrative writing style, editing, visual presentation and layout. The book also covers the legal rights of student journalists, objective vs. opinion writing, staff planning and organization, and Web - based journalism. Each chapter includes study guides for practical applications of the concepts discussed.

Bridget Somekh draws on her experience of researching the introduction of ICT into education to look at ICT development over the last twenty years. The book provides a fascinating, in-depth analysis of the nature of learning, ICT pedagogies and the processes of change for teachers, schools and education systems. It covers the key issues relating to the innovation of ICT that have arisen over this period, including:

• the process of change
• educational vision for ICT
• teacher motivation and engagement
• the phenomenon of a ~fita (TM) to existing practices
• systemic constraints
• policy and evaluation of its implementation
• studentsa (TM) motivation and engagement
• the penetration of ICT into the home
• online learning and the a ~disembodieda (TM) teacher.

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.

Bridget Somekh draws on her experience of researching the introduction of ICT into education to look at ICT development over the last twenty years. The book provides a fascinating, in-depth analysis of the nature of learning, ICT pedagogies and the processes of change for teachers, schools and education systems. It covers the key issues relating to the innovation of ICT that have arisen over this period, including:

• the process of change
• educational vision for ICT
• teacher motivation and engagement
• the phenomenon of a ~fita (TM) to existing practices
• systemic constraints
• policy and evaluation of its implementation
• studentsa (TM) motivation and engagement
• the penetration of ICT into the home
• online learning and the a ~disembodieda (TM) teacher.

Containing a wealth of practical activities and materials that provide excellent opportunities to analyze learning and performance within Design and Technology, this book also includes case studies and examples of existing good practice and a range of tried-and-tested strategies. Specially designed to be written in directly it provides a useful record of progress and is accompanied by a supporting website.

Designed to be used by student teachers, NQTs and beginning teachers, this workbook covers each main specialist area of Design Technology: electronics and communications technology (ECT), food technology, materials technology and textiles technology. Topics covered include:

• design and technology in the school curriculum
• the importance of health and safety
• the use of ICT in the teaching of design and technology
• planning lessons
• managing the classroom
• assessment issues
• the integration of literacy, numeracy, citizenship and sustainability into design and technology
• your own professional development.

This book complements the market-leading textbook Learning to Teach Design and Technology in the Secondary School (also published by Routledge), but can also be used equally successfully on its own.

Science is central to our modern technological society, yet many of the most able pupils who could become the scientists of tomorrow turn away from science as soon as they have a choice in their studies. Science is often seen to be difficult or boring, and fails to engage or challenge those who are most suited to excel in scientific studies.

This book asks what classroom teachers can do to make sure that their science teaching is stimulating and challenging for their students. Topics covered include:

• what do we mean by gifted and able children?
• gifted children that slip through the net
• challenging science through modelling
• asking questions in science
• exploring topical issues
• challenging science through talk
• after-school enrichment.

Set in the wider context of debates about the provision for those labelled 'gifted' and 'exceptionally able', this book explores the meaning of these categories, and considers what they may imply in such approaches as setting, streaming, acceleration and enrichment.

Science is central to our modern technological society, yet many of the most able pupils who could become the scientists of tomorrow turn away from science as soon as they have a choice in their studies. Science is often seen to be difficult or boring, and fails to engage or challenge those who are most suited to excel in scientific studies.

This book asks what classroom teachers can do to make sure that their science teaching is stimulating and challenging for their students. Topics covered include:

• what do we mean by gifted and able children?
• gifted children that slip through the net
• challenging science through modelling
• asking questions in science
• exploring topical issues
• challenging science through talk
• after-school enrichment.

Set in the wider context of debates about the provision for those labelled 'gifted' and 'exceptionally able', this book explores the meaning of these categories, and considers what they may imply in such approaches as setting, streaming, acceleration and enrichment.

The introduction of compulsory citizenship education into the national curriculum has generated a plethora of new interests in the politics of childhood and youth. Citizenship for Teenagers explores teenagers' acts of and engagement with citizenship in their local communities and examines the role of citizenship education in creating future responsible citizens.

The first half of the book provides the context for teenagers' experiences of citizenship, discussing issues around the ideas of childhood and citizenship, as well as the curriculum. The second half goes on to explore teenagers' experiences of citizenship education, practising citizenship and exclusion from citizenship. The book concludes with a call for a new cumulative approach to citizenship which upgrades the status of teenagers, particularly within the classroom.

Susie Weller's important book will throw new light on how teenagers engage with citizenship education and take on civic responsibility. It is an interesting and useful read for all those involved with education and youth policy as well as those studying for a PGCE or researching in citizenship education.

This is a book about teaching mathematics in schools. There are many excellent books about teaching mathematics that are driven by pedagogy, psychology or research. This book is different. It is driven by the mathematics that underpins the school mathematics curriculum, informed by the authors' experiences and opinions. In the field of pedagogy, there are very few fixed "knowns". Mathematics, on the other hand, is a well-founded rock. So, the thoughts and advice provided by Keith Parramore and Joan Stephens are anchored to that rock. Lessons Learned from Maths Lessons is based on observations in secondary schools, and many sections are relevant to primary school mathematics. The authors are a husband-and-wife team of practising mathematicians, with a wealth of experience in supporting trainee teachers. They have learned something new and/or interesting from every mathematics lesson they have observed. One objective of this book is to share some of that learning with the reader. A second objective is to promote an approach to teaching mathematics that empowers pupils and promotes understanding. Trainee teachers often identify specific topic areas that they perceive they need to develop. Parramore and Stephens argue that the greater need is for them to develop depth rather than breadth, to truly explore the mathematical foundations of what they are teaching.

It's time for the educational slugfest to stop. 'Traditional' and 'progressive' education are both caricatures, and bashing cartoon images of each other is unprofitable and unedifying. The search for a new model of education - one that is genuinely empowering for all young people - is serious and necessary. Some good progress has already been made, but teachers and school leaders are being held back by specious beliefs, false oppositions and the limited thinking of orthodoxy. Drawing on recent experience in England, North America and Australasia, but applicable round the world, The Future of Teaching clears away this logjam of bad science and slack thinking and frees up the stream of much-needed innovation. This timely book aims to banish arguments based on false claims about the brain and poor understanding of cognitive science, reclaim the nuanced middle ground of teaching that develops both rigorous knowledge and 'character', and lay the foundations for a 21st-century education worthy of the name.

This book and supplementary information (see link) contains experiments and resources which support the teaching of chemistry in schools. These range from new approaches to basic science (such as rates and rhubarb) to modern developments such as combinatorial chemistry and nanochemistry.

This book is a godsend , a moving portrait for anyone wanting to go beyond the simplified labels and metrics and really understand an urban high school, and its highly individual, resilient, eager and brilliant students and educators." ,Dave Eggers, co-founder, 826 National and ScholarMatchDarrell is a reflective, brilliant young man, who never thought of himself as a good student. He always struggled with his reading and writing skills. Darrell's father, a single parent, couldn't afford private tutors. By the end of middle school, Darrell's grades and his confidence were at an all time low. Then everything changed.When education journalist Kristina Rizga first met Darrell at Mission High School, he was taking AP calculus class, writing a ten-page research paper, and had received several college acceptance letters. And Darrell was not an exception. More than 80 percent of Mission High seniors go to college every year, even though the school teaches large numbers of English learners and students from poor families.So, why has the federal government been threatening to close Mission High,and schools like it across the country?The United States has been on a century long road toward increased standardization in our public schools, which resulted in a system that reduces the quality of education to primarily one metric: standardized test scores. According to this number, Mission High is a low-performing" school even though its college enrollment, graduation, attendance rates and student surveys are some of the best in the country.The qualities that matter the most in learning,skills like critical thinking, intellectual engagement, resilience, empathy, self-management, and cultural flexibility,can't be measured by multiple-choice questions designed by distant testing companies, Rizga argues, but they can be detected by skilled teachers in effective, personalized and humane classrooms that work for all students, not just the most motivated ones.Based on four years of reporting with unprecedented access, the unforgettable, intimate stories in these pages throw open the doors to America's most talked about,and arguably least understood,public school classrooms where the largely invisible voices of our smart, resilient students and their committed educators can offer a clear and hopeful blueprint for what it takes to help all students succeed.

This is the first book to offer a critical examination of the delivery of before and after-school physical activity programs, from global perspectives. It introduces key theory and best practice in before and after-school physical activity research and programming, and is an essential resource for educators involved in the design and implementation of after-school programs. With contributions from leading international researchers and practitioners in the field of health and physical education, the book provides an overview of research methods in before and after-school physical activity. It offers insight on theoretical frameworks and the implementation of programs as they relate to policy in schools, as well as an overview of social and emotional learning in after-school programs. The book also explores inclusive before and after-school physical activity programming for underserved communities, covering key topics from Positive Youth Development and urban programming to developing adult leaders and working with LGBTQI populations and children with disabilities. This book is important reading for researchers in health and physical education, and policy-makers, teachers, youth workers and coaches working with children in physical education, health education, physical activity or sport.

First published in 1968, Culture, Industrialisation and Education explores the cultural values that underlie the content of educational provisions and the way in which industrialisation and the mass communication characteristic of advanced technology have affected what is offered in schools. The book puts forward the argument that the traditional curriculum, with its emphasis on cognitive and intellectual processes, is in many cases irrelevant to the needs of children whose futures are in occupations that do not centre on academic pursuits. It highlights the distinct lack of provision for these children at a time when a fuller and longer secondary education is being attempted for the whole population. Culture, Industrialisation and Education will appeal to those with an interest in the history and sociology of education.

Researchers in education are interested in the study of learners, teachers, professional support staff, parents and other participants in schools and other educational institutions. To be effective, research needs to be carried out in a systematic way and should contribute to what is known. If you are interested in education research and want to learn how to become an effective researcher, then this step-by-step guide is for you. For many students the first research project is the most daunting but this book will help ensure its success. Beginning Research is a practical toolkit of resources that will enable students to plan, conduct and follow up research effectively. It contains information on the range of methods available to researchers and introduces some of the key concepts associated with education research and the theoretical background against which it currently takes place. Designed for anyone working in an education setting, by reading through each chapter and completing the associated tasks you will be able to work through each stage of the research process. This book is essential reading for students on all education courses who are engaging in research for the first time. It is particularly suitable for foundation degree students, as it acknowledges the constraints placed upon researchers who are also working and offers practical advice for managing the demands of employment, study and carrying out research.

Interior Provocations: History, Theory, and Practice of Autonomous Interiors addresses the broad cultural, historical, and theoretical implications of interiors beyond their conventionally defined architectural boundaries. With provocative contributions from leading and emerging historians, theorists, and design practitioners, the book is rooted in new scholarship that expands traditional relationships between architecture and interiors and that reflects the latest theoretical developments in the fields of interior design history and practice. This collection contains diverse case studies from the late eighteenth century to the twenty-first century including Alexander Pope's Memorial Garden, Design Indaba, and Robin Evans. It is an essential read for researchers, practitioners, and students of interior design at all levels.

This book highlights the unique and co-generative intersections of the arts and literacy that promote critical and socially engaged teaching and learning. Based on a year-long ethnography with two literacy teachers and their students in an arts-based public high school, this volume makes an argument for arts-based education as the cultivation of a critical aesthetic practice in the literacy classroom. Through rich example and analysis, it shows how, over time, this practice alters the in-school learning space in significant ways by making it more constructivist, more critical, and fundamentally more relational.

Based on empirical research in India, this book presents a post-colonial feminist analysis of subjectivities available to Muslim girls and the ways in which they are inhabited and negotiated. Examining government education policies together with the narratives of teachers and parents, the author explores the manner in which gender, class, ethnicity and religion intersect both to confer certain subjectivities and to challenge or reinforce the conferred subjectivities. A study of the imposition of subjectivities that label Muslim girls as economically subordinate and culturally different, Contemporary Muslim Girlhoods in India analyses Muslim girls' reconstructions of self through a combination of reflexivity, resilience and agency, and conformity. Drawing on the thought of Pierre Bourdieu and Nancy Fraser, this volume offers an original contribution to the study of gendered minorities, institutions and relationships in post-colonial contexts, and an alternative to identitarian politics or cultural explanations of Muslim women's educational deprivation in India. As such, it will appeal to scholars of sociology and gender studies with interests in education, class, religion and identity.

Getting a post in senior management in a school can often be very competitive and it helps to know as much about what the job entails. This is a lively, practical account that explores the vital human aspects of any assistant or deputy headteachers role, which often means playing piggy-in-the-middle to a variety of school stakeholders, including the headteachers, other senior managers, the teaching staff, parents and local authority, governors and pupils. The book also covers how to apply for a senior management job and successfully get through the stringent written selection criteria and complex interview process.
There are colorful accounts of the stresses and strains of day-to-day life. The author gives practical tips on how to organize yourself well when the pressure to perform multiple tasks simultaneously is high, such as how to lead and manage major strategic changes, do a good presentation to staff on a training day, and give a rogue pupil an effective telling-off.
This is a highly informative text for any aspiring subject leader or middle manager in the primary or secondary sector. It will also be of interest to existing senior managers who want to reflect on the way they are doing their job already.