During the late 1980s, the report "Administering for Excellence" (the Picot Report), and the Labour Government's definitive policy response, "Tomorrow's Schools," ushered in a new era in New Zealand. In what was seen as a decisive stroke, New Zealand's 110 year old three-tiered education system was swept away to be replaced by a two-component system, consisting of a new Ministry of Education and individual learning institutions. This timely book argues that the New Zealand educational reforms were the product of longstanding unresolved educational issues that came to a head during the profound economic and cultural crisis of the 1970s and early 1980s. As such, they reflected a complex mixture of both right-wing and left-wing ideals, and local and international influences in which no single group emerged victorious. In thus viewing educational reform within the wider context of public policy making, this book aims to make a wider contribution to the global policy debate.

ThiscasestudyreportprovidesageneraldescriptionandanalysisofGhana's efforts at diversifying its secondary school curriculum, and the lessons that might be learnedfrom this experience. The report focuses on the vocationa- sation policy of the 1987 education reforms. Not muchhas been written about the impact of vocationalised secondary education inGhana with the resultthat there is very little documentation on issues pertinent to TVE at that level. D- cussions with Ministry of Education (MOE) of?cialsrevealed that investment inthe technicalinstitute and polytechnic sector is currentlyof more immediate concern than investment in vocational secondary education-an indication of perhaps growing dissatisfaction with the vocationalised secondary education policies of the 1987 reforms. Ministry of?cials feltthat a few senior secondary schoolsneededtobespeciallydesignatedassecondarytechnicalorvocational, with the rest concentrating on providing general education. Furthermore, they argued that thiswould facilitate specialfunding of specially designated TVE secondary schoolsand thus improve theiref?ciency and effectiveness. A f- quentcriticismfromministryof?cialswasthattheseniorsecondarysectorwas still too narrowly focused on university requirements, thus undermining their ability to address the practical goalsof TVE. Some of the information sought by the terms of reference (TOR) of this study was not readily available partly because vocational secondary education had not attracted as much interest as, for example, basic education where s- eral reviews and studies have been conducted. Recent policy literature on TVE in Ghana re?ects concerns with the informal and formal vocational schools sector (Japan International Cooperation Agency/MOE, 2001). Also, docum- tation on implementation stages of vocational policies is dif?cult to ?nd.

The experience and knowledge acquired in teacher education courses should build important fundamentals for the future teaching of mathematics. In particular, experience in mathematical problem solving, and in planning lessons devoted to problem solving, is an essential component of teacher preparation. This book develops a problem solving approach and is intended to be a text used in mathematics education courses (or professional development) for pre-service or in-service middle and secondary school teachers. It can be used both in graduate and undergraduate courses, in accordance with the focus of teacher preparation programs. The content of the book is suited especially for those students who are further along in their mathematics education preparation, as the text is more involved with mathematical ideas and problem solving, and discusses some of the intricate pedagogical considerations that arise in teaching. The text is written not as an introduction to mathematics education (a first course), but rather as a second, or probably, third course. The book deals both with general methodology issues in mathematics education incorporating a problem solving approach (Chapters 1-6) and with more concrete applications within the context of specific topics - algebra, geometry, and discrete mathematics (Chapters 7-13). The book provides opportunities for teachers to engage in authentic mathematical thinking. The mathematical ideas under consideration build on specific middle and secondary school content while simultaneously pushing the teacher to consider more advanced topics, as well as various connections across mathematical domains. The book strives to preserve the spirit of discussion, and at times even argument, typical of collaborative work on a lesson plan. Based on the accumulated experience of work with future and current teachers, the book assumes that students have some background in lesson planning, and extends their thinking further. Specifically, this book aims to provide a discussion of how a lesson plan is constructed, including the ways in which problems are selected or invented, rather than the compilation of prepared lesson plans. This approach reflects the authors' view that the process of searching for an answer is often more important than the formal result.

* Chapters with mini-lessons follow consistent pattern for easy application * Practical resource book for teachers looking to improve students' writing * Uses mentor texts from key genres, including graphic novels, to teach narrative, informational, and poetry writing * Aligned with CCSS * Chapters organized by grade level to teach well-known 6 + 1 Writing Traits

This sequel to Breslin's critically acclaimed Lessons from Lockdown explores how school leaders, teachers, parents and pupils have navigated their way through and from lockdown. This is the story of 'doing' schooling against the topsy-turvy backdrop of a pandemic that has caused us all to reflect not just on the purpose and substance of education but also the world that schools might, in the future, need to prepare children and young people for. Drawing on the voices of more than a hundred pupils, parents and professionals, it captures the range of experiences as teachers and students grappled with new ways of working, policy chaos and the complexity of schooling and teaching in such a landscape. Bubble Schools is a must-read for all concerned about the shape that our public education systems take as we begin to move forward from a system-shock that has revealed both the strengths and the weaknesses of education policy, system design and long-established classroom practice.

The first part of this book describes the different kinds of rocks, soil and mountains found on our planet, and explores how they came into being. This section deals with the depths of the earth, and the long ages of time. In contrast, the second part examines the heights of our universe, in the movement of the sun, moon and stars. These bodies give us our sense of day, month and year. Throughout, Kovacs links the phenomena he's describing with human experience, how they affect people in different parts of the world. This is a resource for Steiner-Waldorf teachers for Classes 6 and 7 (age 11-13).

Unique in drawing together research from children's geographies, geographies of education and geography education. Timely and relevant to issues of inequality, social justice and transformative education. Written by experts in the field, with contributions from geography educationalists and researchers from UK and international settings. Foregrounds the voices and experiences of children and young people.

This book is about curriculum change in secondary schools and shows how the quality of education has been affected by increasing intervention from central government. Following the story of one secondary school between 1957 and 2004, Norman Evans looks at: * the school before and after the introduction of the National Curriculum * the changing role of LEAs and governors * the characteristics since 1992 of school inspections responsible for policing the operation of the national tests * predictions of results and examination results * nationally set targets * compliance with detailed prescription of school curricula. This is the back-story of today's educational climate, as seen through the eyes of seven successive head teachers and long-serving assistant staff who worked at the school during this momentous forty-year period. How did the changes affect what they sought to do as professionals? Where have these changes taken us, in terms of what happens in classrooms and what happens in the school as a whole? And what can be learned from the development of the curriculum over this time to inform future practice?

An updated, expanded, edition of the popular textbook for student and practising teachers of religious education. It is a book for and about teaching and learning religious education in schools, which is a lively and open-ended subject, ideal for those wanting to explore how people understand the world, and how they live their lives. A wide range of religious and non-religious ways of life are explored. New to this edition are descriptions of more recent research on teaching and learning religious education from the UK, Europe, America, Asia, Africa and Australia. Also included are personal accounts written by pupils, teachers and researchers, giving voice to those learning and researching religious education in practice. As well as revising and extending every chapter of the first edition, there are brand-new chapters on: - the real lives of teachers and pupils in religious education - religious education around the world - spirituality - thinking about philosophy, truth, and religious education - ethics, rights, values and virtues - creativity and religious education. A key feature of the book is the 33 classroom activities for learners aged 7 to 18, which are also designed for use by student and practising teachers. These activities enable those studying and teaching religious education to be active researchers.

This fully revised second edition of Debates in Science Education explores the major issues that science teachers encounter in teaching their subject, encouraging the reader to make their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Brand new chapters written by a team of international experts provide fresh insight into topics of central importance when teaching science. Written to aid and inspire beginning teachers, current teachers and established subject leaders, these focused chapters are essential to anyone wishing to deepen their understanding of salient issues within school science education, including: STEAM education sustainability and climate change science and sensitive issues equity and diversity science and sex education science and religion science and pedagogy (including science inquiry) transition from primary to secondary school Encouraging critical reflection and aiming to stimulate both novice and experienced teachers, this book is a valuable resource for any student or practicing teacher and particularly those engaged in continuing professional development or Master's level study.

'A must-read for school leaders and teacher trainers ... I wish every school leader would read this book' Dr Min Du, Teacher, researcher and international education consultant The new, fully updated edition of Ross Morrison McGill's bestselling Mark. Plan. Teach., now complete with a visual guide to the key ideas, illustrated by Oliver Caviglioli. Mark. Plan. Teach. 2.0 includes an illustrated visual booklet, a foreword by Professor Andy Hargreaves and exciting new ideas in line with current best practice, recent thinking and developments around marking and feedback. There are three things that every teacher must do: mark work, plan lessons and teach students well. This refreshed guide from Ross, bestselling author of 100 Ideas for Secondary Teachers: Outstanding Lessons, Teacher Toolkit and Just Great Teaching, is packed full of practical ideas that will help teachers refine the key elements of their profession. Mark. Plan. Teach. 2.0 shows how each stage of the teaching process informs the next, building a cyclical framework that underpins everything that teachers do. With teachers' workload still at record levels and teacher recruitment and retention the number one issue in education, ideas that really work and will help teachers not only survive but thrive in the classroom are in demand. Every idea in Mark. Plan. Teach. 2.0 can be implemented by all primary and secondary teachers at any stage of their career and will genuinely improve practice. The ideas have been tried and tested and are supported by evidence that explains why they work, including current educational research and psychological insights from Professor Tim O'Brien, leading psychologist and Honorary Professor at UCL Institute of Education.

A manual for teaching Young Adult Literature, this textbook presents perspectives and methods on how to organize and teach literature in engaging and inclusive ways that meet specific educational and programmatic goals. Each chapter is written by an expert and offers a rich and nuanced approach to teaching YA Literature through a distinct lens. The effective and creative ways to construct a course explored in this book include multimodal, historical, social justice, place-based approaches, and more. The broad spectrum of topics covered in the text gives pre-service teachers and students a toolbox to select and apply methods of their choosing that support effective reading and writing instruction in their own contexts, motivate students, and foster meaningful conversations in the classroom. Chapters feature consistent sections for theory and practice, course structure, suggestions for activities and assessments, and takeaways for further discussion to facilitate easy implementation in the classroom. This book is an essential text for pre-service teachers of English as well as professors and scholars of Young Adult Literature.

This book discusses current challenges related to teaching geography, mainly at the secondary school and higher education level. Focusing on a range of current topics, different methods, techniques, materials, applications, and approaches to geography education with a regional Central European perspective, the book makes an original contribution to the field. Most of the chapters aims at the practical development of the themes such as geography curriculum (Part I), global education, inquiry-based education, project-based learning, case studies, powerful teaching (Part II), using of information and communication technologies (Part III) in geography teaching. The final part (Part IV) covers some geopolitical, and socio-geographical aspects of the aforementioned Central European former communist countries from the point of view how to teach them with various methods. Therefore, the book can appeal to many geography or science students, researchers and educators studying geography education around the world.

* Highly topical - the role of worldviews in religious education has emerged as one of the most discussed international issues in the last few years and is very controversial * A provocative and contentious exploration of the Worldview framework to religious education, * Written by the leading names in the field - Philip Barnes is considered to be one of the most prominent names in Religious Education. * Covers key debates in field of religious education and what they mean for the future of the subject.

This volume of The Handbook of Research in Middle Level Education is a significant contribution to the literature on middle level schools because it is written specifically with policymakers in mind. Middle level scholars have illuminated the most important issues concerning the education of young adolescents of which policymakers must be knowledgeable. It is only by having informed policymakers that middle level schools can truly thrive and provide the kind of education that every young adolescent deserves. The future of our country depends on it.

This, the first publication to collate a broad international perspective on the pedagogical value of GIS technology in classrooms, offers an unprecedented range of expert views on the subject. Geographic Information Systems (GISs) are now ubiquitous and relatively inexpensive. They have revolutionized the way people explore and understand the world around them. The capability they confer allows us to capture, manage, analyze, and display geographic data in ways that were undreamt of a generation ago. GIS has enabled users to make decisions and solve problems as diverse as designing bus routes, locating new businesses, responding to emergencies, and researching climate change. GIS is also having a major impact in the classroom. Students and teachers around the world are using this significant emerging technology in the secondary school classroom to study social and scientific concepts and processes, to broaden their technical skills, and to engage in problem solving and decision making about local and global issues.
"International Perspectives on Teaching and Learning with GIS in Secondary Schools "brings together authors from 34 countries who profile the current status of GIS in secondary school teaching and learning in their country. Each chapter includes a summary of the country s educational context, a case study illustrating how GIS is used in secondary schooling, and an assessment of the opportunities and challenges in teaching and learning with GIS now and in the future. The book demonstrates that GIS is not only a technological tool to be used in the classroom, but also a catalyst for motivation, encouragement, and cooperation in understanding and solving global problems.

The most up to date and extensive survey of GIS in the secondary education landscape, covering both principles and practice.
Professor David Maguire, Pro-Vice-Chancellor, Birmingham City University, UK

International Perspectives on Teaching and Learning With GIS in Secondary Schools is a highly relevant, critically important, reflective contribution to the literature, providing strong arguments supporting the inclusion for spatial studies for all in secondary school education.
Karl Donert, President, EUROGEO

This is an invaluable and inspirational examination of innovation in geospatial technologies in secondary schools around the world. Each chapter contains practical models for how to integrate powerful tools for spatial analysis into a range of subjects. It will be useful to classroom teachers and administrators seeking pathways to implementation and teacher educators considering how to prepare the next generation to use geospatial technologies.
Sarah Witham Bednarz, Department of Geography, Texas A&M University, College Station, TX, USA"

* Chapters are written by top scholars in TESOL, including Luciana de Oliveira, Aida Walqui, David Crowther, and George C. Bunch * Applies a Vygotskian notion of scaffolding to both primary and secondary contexts * Features case studies and examples for practice

The Teacher Journal is the must-have resource for early career teachers looking to thrive in their first role. This one-of-a-kind hybrid journal is packed full of opportunities for professional development, practical information and relatable anecdotes from a teacher who knows. Its easily digestible content makes it perfect to use around a busy work schedule and includes 'think pieces' that explore current research and how to put it into practice with links to the Early Career Framework and Teaching Standards. By providing useful questions and prompts, this book helps early career teachers to self-reflect, prioritise their wellbeing and increase job satisfaction while avoiding burnout. It also offers space to track and record appraisal targets and evidence for professional reviews and formal assessment. The content is divided to reflect each school term, encouraging professional and personal growth throughout the entire academic year. The Teacher Journal is the ultimate 'What I wish I'd had' toolkit to help ECTs create the strong foundations needed to succeed in their careers while maintaining self-care.

Your teacher training may have provided sound theory and a collection of instructional techniques, but it's often the practical details that can make day-to-day survival difficult in your first days, weeks, and years of teaching. For new teachers or those just new to the middle-school environment, here is an invaluable resource from the author of "Meet Me in the Middle" that will help you walk in the door prepared to teach. Oriented toward the unique experience of teaching grades 5 through 9, "Day One and Beyond" delivers proven best practices along with often-humorous observations that provide a window into the middle school environment.

Based on his many years of research and experience in the middle school classroom, Rick offers frontline advice on:

• practical survival matters, such as what to do the first day and week, setting up the grade book and other record keeping, and what to do if you only have one computer in the classroom;
• classroom management, including discipline, getting students' attention, and roving classrooms;
• social issues, like the unique nature of middle-level students, relating to students, and positive relations with parents;
• professional concerns, from collegiality with teammates to professional resources all middle-level teachers should have.

Content and instruction are important, but so are the practical matters that enable sound teaching practice. "Day One and Beyond" shows middle-level teachers how to manage the physical and emotional aspects of their unique environment so they can do what they've been trained to do: successfully teach young adolescents.

Educational Partnerships and the State is a compelling collection of essays by an international group of scholars that provides a critical exploration of the role of partnerships in contemporary educational reform. Their focus is on the expanding role that collaboration between the public and private sector has come to play in the governing of schools, children, and families in response to an array of worldwide economic and social changes. The contributors to this volume highlight the new relationship between civil society and the state through partnerships and what that linkage has come to mean for an array of educational issues including academic achievement, school governance, school parent-relationships, teacher education, the construction of family and community involvement, and the discourses of reform as practices that order participation and action.

As the National Numeracy Strategy (NNS) extends into secondary schools this book for trainee and practicing mathematics teachers provides practical guidance on developing effective strategies for the teaching of numeracy at KS3 and 4 based on the DfEE requirements.
The teaching and learning approaches suggested in the NNS are analyzed and explained using case-study examples from secondary schools. Many of these ideas were developed by teacher inquiry groups in the Raising Standards in Numeracy project.
The book includes examples of pupils' work; lesson plans and pupil activities; ideas for using ICT to enhance mathematics; teacher guidance on both teaching and assessment; and ideas for developing numeracy across the curriculum.
This book offers an introduction to the subject of numeracy accompanied by lesson ideas and practical guidance. It will prove a valuable resource for all trainee and new mathematics teachers.

This popular book has been comprehensively updated to meet the requirements of the revised CCEA specification for GCSE Physical Education. It addresses Component 1: 'Factors underpinning Health and Performance' and Component 2: 'Developing Performance'. Diagrams updated and modernised in this new edition. Full colour with illustrations and diagrams throughout, and includes tasks and chapter summaries.

Teachers and support teachers in secondary schools can use this book to maximize the impact and effectiveness of their work together. The author looks at a broad range of special needs and offers support strategies that work in a mainstream classroom. Informed by the latest research and updated in the light of the new revised Code of Practice, this new edition explains students' difficulties and contains advice on good classroom practice. It will help the reader to support any student with special educational needs.

Teachers, Teaching Assistants and SENCOs will find this book particularly helpful. For specialist study, there is a list of further reading at the end of each chapter. SEN governors in schools will also find this a useful overview of the breadth of special needs for which their school could be expected to cater.