Bringing together feminist theory, girlhood studies, and curriculum theory, this book contributes an in-depth critical analysis of curriculum in single-gender schooling for girls in postfeminist landscapes of "unlimited choices" and resurgences of proper girlhood. The arguments challenge the mainstream assumptions and promotions about the guarantees of female success via small school supports, tailored curricula, protection, school choice and class advantage. Single-gender schools are not homogenous; they have different histories, student populations, finances and organization. Recognizing this diversity, Girls, Single-sex Schools, and Postfeminist Fantasies draws on rich data collected in two US secondary schools over a two-year period to identify and explore the ambiguities of success in single-sex schools for girls. Rich classroom observations and interviews with teachers and students reveal the resounding message delivered to girls - that they can "have it all" by going to college. By exploring students' imaginings, hopes, and doubts around college, the text illustrates how this catalyzes girls' critiques of their futures and of the schooled storylines of female success. While teachers might trumpet college, career, and limitless horizons, girls seek to understand their social positions and try to make sense of family, passions, and future happiness. This book will be of great interest to graduate and postgraduate students, academics, researchers, libraries in secondary education, girlhood studies, sociology of education, gender and sexuality in education, single-sex schooling, and feminist theory.

Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature. Dialogic Literary Argumentation builds on the idea of arguing to learn to engage teachers and students in using literature to explore what it means to be human situated in the world at a particular time and place. Dialogic Literary Argumentation fosters deep and complex understandings of literature by engaging students in dialogical social practices that foster dialectical spaces, intertextuality, and an unpacking of taken-for-granted assumptions about rationality and personhood. Dialogic Literary Argumentation offers new ways to engage in argumentation aligned with new ways to read literature in the high school classroom. Offering theory and analysis to shape the future use of literature in secondary classrooms, this text will be great interest to researchers, graduate and postgraduate students, academics and libraries in the fields of English and Language Arts Education, Teacher Education, Literacy Studies, Writing and Composition.

This book establishes a new theoretical and practical framework for multimodal disciplinary literacy (MDL) fused with the subject-specific science pedagogies of senior high school biology, chemistry and physics. It builds a compatible alignment of multiple representation and representation construction approaches to science pedagogy with the social semiotic, systemic functional linguistic-based approaches to explicit teaching of disciplinary literacy. The early part of the book explicates the transdisciplinary negotiated theoretical underpinning of the MDL framework, followed by the research-informed repertoire of learning experiences that are then articulated into a comprehensive framework of options for the planning of classroom work. Practical adoption and adaptation of the framework in biology, chemistry and physics classrooms are detailed in separate chapters. The latter chapters indicate the impact of the collaborative research on teachers' professional learning and students' multimodal disciplinary literacy engagement, concluding with proposals for accommodating emerging developments in MDL in an ever-changing digital communication world. The MDL framework is designed to enable teachers to develop all students' disciplinary literacy competencies. This book will be of interest to researchers, teacher educators and postgraduate students in the field of science education. It will also have appeal to those in literacy education and social semiotics. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This volume explores the instructional use of creative writing in secondary and post-secondary contexts to enhance students' language proficiency and expression in English as a second or foreign language (ESL/EFL). Offering a diverse range of perspectives from scholars and practitioners involved in English language teaching (ELT) globally, International Perspectives on Creative Writing in Second Language Education tackles foundational questions around why fiction and creative writing have been traditionally omitted from ESL and EFL curricula. By drawing on empirical research and first-hand experience, contributors showcase a range of creative genres including autobiography, scriptwriting, poetry, and e-Portfolios, and provide new insight into the benefits of second language creative writing for learners' language proficiency, emotional expression, and identity development. The volume makes a unique contribution to the field of second language writing by highlighting the breadth of second language users throughout the world, and foregrounding links between identity, learning, and ESL/EFL writing. This insightful volume will be of particular interest to postgraduate students, researchers, and academics in the fields of ESL/EFL learning, composition studies, and second language acquisition (SLA). Those with a focus on the use of creative writing in classrooms more broadly, will also find the book of interest.

What knowledge will make you most effective as a teacher? New teachers are often bombarded with information about the concepts they should understand and the topics they should master. This indispensable book will help you navigate the research on curriculum, cognitive science, student data and more, providing clarity and key takeaways for those looking to grow their teaching expertise. What Do New Teachers Need to Know? explores the fundamentals of teacher expertise and draws upon contemporary research to offer the knowledge that will be most useful, the methods to retain that knowledge, and the ways expert teachers use it to solve problems. Written by an educator with extensive experience and understanding, each chapter answers a key question about teacher knowledge, including: * Does anyone agree on what makes great teaching? * How should I use evidence in my planning? * Why isn't subject knowledge enough? * What should I know about my students? * How do experts make and break habits? * How can teachers think creatively whilst automating good habits? * What do we need to know about the curriculum? * How should Cognitive Load Theory affect our pedagogical decisions? Packed with case studies and interviews with new and training teachers alongside key takeaways for the classroom, this book is essential reading for early career teachers, those undertaking initial teacher training and current teachers looking to develop their expertise.

Combining research-based theory with fresh, practical guidance for the classroom, The Essential Guide to Secondary Mathematics is a stimulating new resource for all student and practising teachers looking for new ideas and inspiration. With an emphasis on exciting your mathematical and pedagogical passions, it focuses on the dynamics of the classroom and the process of designing and using rich mathematical tasks. Written by a highly experienced mathematics teacher who understands the realities of the secondary classroom, this book combines insights from the latest research into mathematical learning with useful strategies and ideas for engaging teaching. The text is punctuated by frequent tasks, some mathematical and others more reflective, which are designed to encourage independent thinking. Key topics covered include: Preparing yourself: thinking about mathematics and pedagogy, taking care of your health and dealing with stress Different styles of learning and teaching mathematics Ideas for lessons: what does it take to turn an idea into a lesson? Tasks, timings and resources Equality and dealing positively with difference Mathematical starters, fillers and finishers: achieving variety The mathematical classroom community: seating layouts, displays and practical considerations Assessment: effective strategies for responding to learners' mathematics and writing reports. The Essential Guide to Secondary Mathematics will be a valuable resource both for beginning teachers interested in developing their understanding, and for experienced teachers looking to re-evaluate their practice. Aiming to develop all aspects of your mathematics teaching, this book will help you to devise, adapt and implement ideas for successful and enjoyable teaching and learning.

Mathematics Teaching On Target is a guidebook for improving mathematics teaching, based on the Teaching for Robust Understanding (TRU) Framework and its five dimensions - The Mathematics, Cognitive Demand, Equitable Access, Agency, Ownership, and Identity, and Formative Assessment. You'll be guided to refine your classroom activities across the five TRU dimensions, and, your students will become more knowledgeable and resourceful thinkers and problem solvers. Each chapter in Mathematics Teaching On Target introduces a set of easy-to-use questions for the hands-on improvement of lesson activities, such as: * Think of an activity you use with your students. Is it as mathematically rich as it might be? * Does it stretch your students in the right ways, inviting "productive struggle"? * Can all students engage with it, in ways that allow them to grow as mathematical thinkers? * What evidence will student work provide, helping you revise the activity so that it works better both in the moment and next time? You'll find examples at the elementary, middle, and secondary levels for each dimension that show how addressing these questions can enhance mathematics instruction. Ideal for your individual classroom, learning community, or district-level and wider professional development efforts, this book will enable you to help more students engage with mathematics in increasingly powerful ways. Beyond individual lessons, this book will also accelerate teacher development by helping you focus and reflect on what really counts in your instruction.

* This book offers theoretical, methodological, curricula and pedagogical illustrations of teaching racial and linguistic diversity in the classroom drawn from cutting-edge research * A good fit for preservice English teachers, this book provides a comprehensive set of tools for counteracting racism and deficit perspectives in the classroom * A timely book at in a climate of heightened racial tension and violence, this book furthers the literature on critical race scholarship by presenting a new framework, Critical Race English Education, to identify and combat dehumanizing pedagogy and racism.

Now in its second edition, Trevor Wright s hugely popular How to be a Brilliant English Teacher is packed with practical advice drawn from his extensive and successful experience as an English teacher, examiner and teacher trainer. This accessible and readable guide offers sound theoretical principles with exciting practical suggestions for the classroom.

Fully updated to include a new expanded section on differentiation and inclusion, as well as covering new material on behaviour management and teaching poetry for enjoyment and personal response, this book tackles other tricky areas such as:

• Starting with Shakespeare
• Effective planning and assessment
• Learning to love objectives
• Working small texts and big texts
• Drama.

Trainee teachers will find support and inspiration in this book and practising English teachers can use it as an empowering self-help guide for improving their skills. Trevor Wright addresses many of the anxieties that English teachers face, offering focused and realistic solutions.

The Routledge Handbook of Youth Sport is a comprehensive survey of the latest research into young people's involvement in sport. Drawing on a wide diversity of disciplines, including sociology, psychology, policy studies, coaching, physical education and physiology, the book examines the importance of sport during a key transitional period of our lives, from the later teenage years into the early twenties, and therefore helps us develop a better understanding of the social construction of young people's lives. The book covers youth sport in all its forms, from competitive game-contests and conventional sport to recreational activities, exercise and lifestyle sport, and at all levels, from elite competition to leisure time activities and school physical education. It explores youth sport across the world, in developing and developed countries, and touches on some of the most significant themes and issues in contemporary sport studies, including physical activity and health, lifelong participation, talent identification and development, and safeguarding and abuse. No other book brings together in one place such a breadth and depth of material on youth sport or the engagement of young people in physical activity. The Routledge Handbook of Youth Sport is therefore important reading for all advanced students, researchers, practitioners and policy-makers with an interest in youth sport, youth culture, sport studies or physical education.

The 'outdoors' is a physical and ideological space in which people engage with their environment, but it is also an important vehicle for learning and for leisure. The Routledge Handbook of Outdoor Studies is the first book to attempt to define and survey the multi-disciplinary set of approaches that constitute the broad field of outdoor studies, including outdoor recreation, outdoor education, adventure education, environmental studies, physical culture studies and leisure studies. It reflects upon the often haphazard development of outdoor studies as a discipline, critically assesses current knowledge in outdoor studies, and identifies further opportunities for future research in this area. With a broader sweep than any other book yet published on the topic, this handbook traces the philosophical and conceptual contours of the discipline, as well as exploring key contemporary topics and debates, and identifying important issues in education and professional practice. It examines the cultural, social and political contexts in which people experience the outdoors, including perspectives on outdoor studies from a wide range of countries, providing the perfect foundation for any student, researcher, educator or outdoors practitioner looking to deepen their professional knowledge of the outdoors and our engagement with the world around us.

* An original, accessible book on the unique challenges and benefits of teaching creative writing to nonnative English writers * Equal emphasis on teaching in ESL and EFL environments, to appeal to English immersion and EMI contexts in Asia and Europe * This book provides practical advice and assignments to help preservice teachers and instructors develop their classes, and offers guidance on evaluation and provides exercises tailored to the needs of L2 writers * This book breaks from tradition ideas of creative writing in the sense of genre and instead focuses on concrete writing skills

Strategies and case studies, developed, trialled and reviewed by practicing school leaders Written by current school leaders for experienced, new and aspiring school leaders Offers practical leadership strategies to develop school practices and positively impact on student learning School-led research used to measure the impact of new strategies

* Provides a focus on Middle School education specifically rather than "adolescents" * Each chapter includes a call to action section, designed to aid in the implementation of theory into practice * Provides a helpful frame for identity work in practice for equity and equality, and covers important topics, such as teaching trans- and non-binary students, critical digital literacy, teaching diverse texts, multilingual students.

Who would be a school principal these days? Alarming school issues appear daily in the media and there are reports of ever-increasing workloads impacting stress levels of principals, resulting in high attrition rates. As the role complexity increases and demands surge, would-be applicants must consider deeply their ambitions, their capacity and their knowledge about what it means to become a school principal. Fortunately, some teachers still consider becoming one, as, more than ever, our schools, our teachers and our students need great leaders. Theory, research-informed guidance and practical advice based on experience is gathered here for aspiring principals by a former school principal, now researcher in educational leadership. Topics of leadership skills development, self-care and wellbeing, the role of a mentor, effective career planning, and practical application advice are interrogated through reflective activities to probe motivations, aspirations and leadership career goals. The book can be used independently, as part of postgraduate study or during conversations with a mentor. Uniquely, this book also provides insights and pertinent advice from other current and former principals, and senior education executives predominantly in the Australian context. These rich personal narratives provide practical advice and, in their own individual ways, portray the realities, including the joys, of the job. What is experienced by principals in Australian schools, however, has significant alignment with what is facing school leaders in countries around the world. The maintenance of leadership pipelines must continue to be a focus worldwide to ensure that students are in schools led by great leaders.

* Presents a wide range of pedagogies and strategies that center students' linguistic repertoires as strengths * Contributions from top scholars including Shawna Shapiro, Bee Chamcharatsri, Christina Ortmeier-Hooper, Todd Ruecker and more * Offers an asset-based orientation for teaching writing in a way that supports students' individual identities and diverse linguistic backgrounds

This richly updated third edition of Math Instruction for Students with Learning Difficulties presents a research-based approach to mathematics instruction designed to build confidence and competence in preservice and inservice PreK- 12 teachers. Referencing benchmarks of both the National Council of Teachers of Mathematics and Common Core State Standards for Mathematics, this essential text addresses teacher and student attitudes towards mathematics as well as language issues, specific mathematics disabilities, prior experiences, and cognitive and metacognitive factors. Chapters on assessment and instruction precede strands that focus on critical concepts. Replete with suggestions for class activities and field extensions, the new edition features current research across topics and an innovative thread throughout chapters and strands: multi-tiered systems of support as they apply to mathematics instruction.

The worldwide spread, diversification, and globalization of the English language in the course of the twentieth and early twenty-first centuries has significant implications for English Language Teaching and teacher education. We are currently witnessing a paradigm shift towards Teaching English as an International Language (TEIL) that aims to promote multilingualism and awareness of the diversity of Englishes, increase exposure to this diversity, embrace multiculturalism, and foster cross-cultural awareness. Numerous initiatives that embrace TEIL can be observed around the world, but ELT and teacher education in Germany (and other European countries) appear to be largely unaffected by this development, with standard British and American English and the monolingual native speaker (including the corresponding cultural norms) still being very much at the center of attention. The present volume addresses this gap and is the first of its kind to showcase recent initiatives that aim at introducing TEIL into ELT and teacher education in Germany, but which have applicability and impact for other countries with comparable education systems and 'traditional' ELT practices in the Expanding Circle. The chapters in this book provide a balanced mix of conceptual, empirical, and practical studies and offer the perspectives of the many stakeholders involved in various settings of English language education whose voices have not often been heard, i.e., students, university lecturers, trainee teachers, teacher educators, and in-service teachers. It therefore adds significantly to the limited amount of previous work on TEIL in Germany and bridges the gap between theory and practice that will not only be relevant for researchers, educators, and practitioners in English language education in Germany but other educational settings that are still unaffected by the shift towards TEIL.

* Provides reader-friendly Biographic Biliteracy Profiles to illustrate the diverse ways that bilingual reading behaviors are enacted within a translanguaging context. * Introduces how Biographic Biliteracy Profiles can act as a type of transformative assessment that can shed light on how bilingual readers make sense of texts in the context of their home and school environments. * Offers in-depth analysis, narratives, and insights through the lens of 5 bilingual readers from Spanish, Greek, Japanese and English backgrounds * Examines the role of bilingual readers' identities in the process of becoming biliterate and translanguaging

Interdisciplinary in nature--combines history, education, political science, economics, and climatology. Presents climate history, human history, and climate science in a readable format that avoids highly technical jargon. Integrates research insights and findings into a coherent narrative accessible to students.

Provides practical charts and tools to help you implement the ideas. Written specifically for team leaders, department leaders, and other roles for teachers outside the classroom. Contains advice on finding jobs and coaching other educators.

Provides practical charts and tools to help you implement the ideas. Written specifically for team leaders, department leaders, and other roles for teachers outside the classroom. Contains advice on finding jobs and coaching other educators.

Written by educational specialists and including over fifty interdisciplinary entries, this essential compendium offers accessible, detailed definitions of the core concepts typically explored on undergraduate Education Studies courses. Its interactive design clarifies topics at an introductory, intermediate and advanced level, supporting students across the three years of their undergraduate study. The history and evolution of each concept is outlined with concepts practically grouped around four interrelated key educational categories - the personal, philosophy, practice and power. Key academic debates and points of contest are explored, reference to real-life educational examples are offered, and reflective questions and further reading scaffold critical engagement. Education Studies: The Key Concepts is a bookshelf must-have, moving readers towards a coherent stance based on theory and research. It is an easy-to-use resource for anyone looking to better understand education. It is also useful for those researching education at postgraduate level to broaden their educational knowledge base outside their specific foci.

This book examines the state of the Open and Distance Learning (ODL)-based secondary education in India. ODL-based education has been a key resource for children in India who can neither cope with nor avail of regular schooling opportunities due to economic, health and disability, or other constraints. The volume uses large-scale empirical data collected from various Indian states and a sensitive theoretical framework to study the equity, efficiency, and effectiveness of the National Institute of Open Schooling (NIOS) and the State Open School (SOS). Highlighting the roadblocks and barriers in terms of its reach, inclusion, and delivery, particularly to the marginalised, this book explores whether ODL has a potential of being a sustainable and effective option at the secondary and senior secondary level in India. Thus, it seeks to generate policy discourse around delivery mechanisms and effectiveness of ODL in developing countries. First of its kind, this comprehensive volume will be useful for scholars and researchers of education, education policy, public policy, and political studies.

* Ideal for courses on immigration, migration, and bilingual education, this text presents the experiences of transborder studies within a theoretically and culturally rich framework. * This multimodal book integrates text and black and white photography to bring the voices of students and their experiences to life. * This book includes culturally relevant pedagogies and analysis to better serve transborder students by understanding their needs and experiences