* Closes the gap in literation on the role that SEL plays in mitigating and reducing school violence * Activities for elementary and secondary school counselors can be comprehensive counseling programs worldwide to create more peaceful, healthy, and responsive schools * Emphasizes importance of school-based professionals' role in creating school climates that are culturally responsive, student-centered, inclusive, and help to promote success of all students

The failure of continuation schools to educate our most vulnerable adolescent populations is slowly removing them from our educational landscapes. Millions of struggling teens, lacking alternatives, are being set adrift without capacity or hope. Yet their failures frankly, are unnecessary. Research-based study offering school-wide direction and practice is strongly evidenced throughout educational theory and practices, extending opportunities for significant continuation growth. A successful continuation setting, supported by study and introduced through From Risk to Resiliency, offers opportunities for program developers to bring together personal, closely held stakeholder values with program and classroom practices, opportunities only now being realized.

This text offers practical insights for English teachers, especially novice educators, to incorporate into their classroom lessons. Roseboro guides readers through the metacognitive process that we grow to understand in our beginning years as essential parts of curriculum development. Her words encourage meaningful engagement and collaborative learning among students and teachers. Moreover, the content-specific activities demonstrate a belief in and commitment to academic rigor and relevance.

The book explores the state of social studies education within selected East Asian societies and provides some insights into distinctive classroom practices. In an increasingly volatile and unpredictable world, the education of young people who both understand the contexts in which they are growing up and see the need for engaging with them is a top priority. This task falls to social studies education which carries the responsibility for inducting young people into their social world and helping them to see the role they can play within it. This is particularly important in East Asia where strong economic growth, long held cultural values and diverse political systems create an environment that challenges young people on multiple fronts. This book, with its team of regional authors, shows how different societies in the region are dealing with these challenges and what can be expected from future citizens. The book will appeal to policy makers, researchers and teachers interested in the current state of social studies education in East Asian societies.

Drawing on participatory action research conducted with students, parents, families, and school staff in a Southwest community in the United States, this volume contests the interpretation of the achievement gap for students of Mexican descent in the American education system and highlights asset-based approaches that can facilitate students' academic success. By presenting the Asset-Based Bicultural Continuum Model (ABC) and demonstrating the applications in a variety of family, school, and community-based initiatives, this volume demonstrates how community and cultural wealth can be harnessed to increase educational opportunities for Latino students. The ABC model offers new strategies which capitalize on the bicultural and linguistic assets rooted in local communities and offers place-based strategies driven by communities themselves in order to be tailored to students' strengths. The text makes a significant contribution to understanding the social ecology of Latinx students' experiences and offers a new direction for effective and evidence-based academic and health programs across the United States. This book will be a valuable resource for researchers and academics with an interest in the sociology of education, multicultural education, urban education, and bilingual education. It will be of particular interest to those with a focus on Hispanic and Latino studies.

This insightful text examines the impact of Islamic schooling on Muslim youth in French-speaking Canada to consider how these institutions influence the formation of students' cultural, national, ethnic, and religious identities, and their sense of belonging to Quebec and Canada. Through close qualitative analysis of interviews conducted with first- and second-generation students, as well as parents, teachers, and leaders involved in Islamic high schools, this text explores how far institutions succeed in preparing young Muslims to participate in the broader secular society in Quebec and in English-speaking Canada. As well as investigating the historical and contemporary development of Islamic schooling in Canada, and addressing public perceptions of this educational sector, the volume foregrounds the voices of those directly involved in these schools to illustrate first-hand experiences, and the motivations and objectives of those choosing to support or engage in these schools. Overarching themes include citizenship, integration, and the complex interplay of Muslim, Quebecois, and Canadian values. This book will be of great interest to graduate and postgraduate students, researcher scholars and academics in the fields of religion, education, Islamic studies, multicultural education curriculum studies, and faith-based teacher education.

Responding to the linguistic and cultural diversity of the U.S. K-12 student population and an increasing emphasis on STEM, this book offers a model for professional development that engages teachers in transformative action research projects and explicitly links literacy to mathematics and science curriculum through sociocultural principles. Providing detailed and meaningful demonstrations of participatory action research in the classroom, Razfar and Troiano present an effective, systemic approach that helps preservice teachers support students' funds of knowledge. By featuring teacher and researcher narratives, this book centers teacher expertise and offers a more holistic and humanistic understanding of authentic and empathetic teaching. Focusing on integrating instructional knowledge from ESL, bilingual, and STEM education, the range of cases and examples will allow readers to implement action research projects in their own classrooms. Chapters include discussion questions and additional resources for students, researchers, and educators.

This 3rd edition of Learning to Teach Music in the Secondary School has been thoroughly revised to take account of the latest initiatives, research and scholarship in the field of music education, and the most recent changes to the curriculum. By focusing on overarching principles, it aims to develop reflective practitioners who will creatively and critically examine their own and others' ideas about music education, and the ways in which children learn music. Providing an overview of contemporary issues in music teaching and learning from a range of perspectives, the book focuses on teaching music musically, and enables the reader to: place music education in its historical and social context consider the nature of musical knowledge and how teachers can facilitate their students to learn musically critically analyse the frameworks within which music teachers work develop an understanding of composing, performing and responding to music, as well as key issues such as creativity, individual needs and assessment examine aspects of music beyond the classroom and how effective links can be made between curriculum music and music outside of school. Including a range of case studies, tasks and reflections to help student teachers integrate the theory and practice of music education effectively, this new edition will provide invaluable support, guidance and challenges for teachers at all stages of their careers, as well as being a useful resource for teacher educators in a wide range of settings.

Tend Your Garden offers an original and adaptable classroom model, built on a foundation of educational research, for motivating young adolescent writers. The Young Adolescent Motivation Model of Writing (YAMM) places the young adolescent learner, aged 11-14, at its center, surrounded by the components needed to motivate the learner to high levels of academic composition or creative writing. The components of the model are: teaching to the whole child; developing a writing community; presenting motivating, high-interest lessons; integrating process writing across the curriculum; offering choice and critical thinking; building upon each writer's strengths; and using authentic assessment. Each component is revealed within succeeding chapters that blend best practice pedagogy with related theory. Sample lessons that fit the needs and engagement levels of young adolescent writers are provided, representing a wide array of writing genres and content area subjects. The YAMM model and the illustrative lessons build upon a background of motivation theory, authentic inquiry, and multi-modal responses. Literature, drama, music, drawing, and painting are offered both as invitations to writing and as responses to writing, and these are applied within a process-based, workshop format, with teacher modeling of each stage of the writing process. The approach recognizes motivation that is tied to the needs of young adolescent writers and that places responsibility on students in their development as writers and learners, while the teacher assumes a facilitative and supportive role of discovering the strengths, interests, and literacy needs of each student. The holistic, learner-centered process approach represented by the YAMM model nurtures students' motivation for achieving success in writing because it necessitates evolving, facilitative roles for the teacher in a collaborative writing community decidedly focused on the success of all young adolescent writers. A primary purpose for writing the text is to identify and describe the characteristic needs of young adolescents, and what these needs imply for those student writers, to the key adults in their lives-teachers, school officials, and parents-who undoubtedly support these young people's achievements. The author selects and weaves thirty years of classroom teaching experiences into each chapter, highlighting memorable moments with her students and inserting her own reflections and inspirations of learning to write along with her students.

* Provides both an accessible theoretical framework for introducing "figured worlds" into the ELA classroom, drawing on social science and languaging theory * Addresses practice and implementation with a range of activities on important topics, such as family, community, sports, virtual worlds * Covers Youth Participatory Action Research (YPAR) for preservice teachers and their students

* Provides both an accessible theoretical framework for introducing "figured worlds" into the ELA classroom, drawing on social science and languaging theory * Addresses practice and implementation with a range of activities on important topics, such as family, community, sports, virtual worlds * Covers Youth Participatory Action Research (YPAR) for preservice teachers and their students

Fills a critical need in the field of English teacher education by focusing solely on designing and implementing literature-based units of study Practical guidance is underpinned by an examination of the theoretical foundations for teaching ELA, allowing readers to make clear decisions about their content pedagogy Appendices include samples of unit plans along with other useful resources Includes a wealth of examples Supports the National Council of Teachers of English standards for Pre-Service ELA teachers, and provides activities and information aligned with the Education Teacher Preparation Assessment (edTPA)

Fills a critical need in the field of English teacher education by focusing solely on designing and implementing literature-based units of study Practical guidance is underpinned by an examination of the theoretical foundations for teaching ELA, allowing readers to make clear decisions about their content pedagogy Appendices include samples of unit plans along with other useful resources Includes a wealth of examples Supports the National Council of Teachers of English standards for Pre-Service ELA teachers, and provides activities and information aligned with the Education Teacher Preparation Assessment (edTPA)

This book offers new perspectives on game-based coaching (GBC), one of the most important practices for session design and instructional delivery in sport coaching. GBC emphasises the sport coach as educator and the development of 'thinking players', and this book demonstrates what that means in practice. It brings together leading and innovative thinkers and practitioners in coaching pedagogy, and aims to stimulate reflection by the reader on their own coaching practice. Reviewing recent theoretical developments and current research in GBC, the book provides in-depth examples on how research can be applied in practice, including the use of digital video games, immersive scenario-based coaching narratives, and the Game Sense approach as 'play with purpose'. Representing the most up-to-date and engaging introduction to the theory and practice of GBC, this book is invaluable reading for all students of physical education and sport coaching, as well as practising coaches and coach educators.

Originally published as a special issue of the journal Theory into Practice, this text examines innovative practices and research relating to Dual Language Education (DLE) in the US. Offering a variety of perspectives, contributors consider how dual language learning can benefit English-speaking and partner-language students across K-12, and explore how multilingualism can be harnessed for wider academic success. By investigating the ways in which schools and teachers have ensured provision of an effective DLE curriculum, chapters identify pedagogies and learning environments which support dual language learning, and consider how policy, curricula, and teacher education can be designed to promote social justice and diversity through broader access to dual programs. This book will be of interest to graduate and post graduate students, researchers, academics, professionals and policy makers in the field of multicultural education, international & comparative education, bilingualism studies, education policy and pedagogy.

-Offers an interdisciplinary, five-lesson module using project- and problem-based learning to help seventh grade students investigate the health, social, and economic impacts of GMO production and consumption, designed to infuse real-world learning into K-12 classrooms. -Written and developed for seventh grade teachers, the book offers lesson plans guiding students to research different aspects of GMO production and consumption, analyze various sources of research, and share their findings by creating a documentary. -Anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning, which can be used in full or in part to meet the needs of districts, schools and teachers charting a course toward an integrated STEM approach.

The failure of continuation schools to educate our most vulnerable adolescent populations is slowly removing them from our educational landscapes. Millions of struggling teens, lacking alternatives, are being set adrift without capacity or hope. Yet their failures frankly, are unnecessary. Research-based study offering school-wide direction and practice is strongly evidenced throughout educational theory and practices, extending opportunities for significant continuation growth. A successful continuation setting, supported by study and introduced through From Risk to Resiliency, offers opportunities for program developers to bring together personal, closely held stakeholder values with program and classroom practices, opportunities only now being realized.

- offers much-needed practical guidance on how to close the writing gap - grounded in the very best available evidence into writing development - engages the reader by interweaving pedagogical features that explore the 'story' of writing - promotes a subject-specific approach, placing the importance of reading with all teachers - written by a leading authority, known to teachers through his blog www.theconfidentteacher.com.

Winner of the ELATE Richard A. Meade Award 2018 Identifying key areas of teacher education that cross countries and disciplines, this book provides the first extensive research-based insight into how secondary English teachers are prepared at institutions of higher education in the United States of America (US) since the last major study in 1995. In the two decades since then, English teacher education programs have developed in contextually dependent ways that often have been driven by institutional, economic, social and political considerations. The authors provide an overview of their nationwide study of English teacher educators, which was conducted over a four-year period. They analyze the context under which teacher educators currently prepare pre-service English teachers in the US and support teacher educators in other countries to make comparisons to their own unique historical and cultural settings. The authors also offer a comprehensive evaluation of the content, practices and skills being taught to future teachers of English in university-based teacher preparation programs in the US. The book draws on evidence from a nationwide questionnaire, case studies of teacher educators in their respective programs, course syllabi and focus group interviews to focus on areas of instruction that resonate with teacher educators in countries where English is the dominant language of communication. These areas include: - field experiences - standards and assessment - teaching literacy to integrate reading and writing - working with English language learners to address cultural and linguistic diversity - new technologies in English education

* Helps teachers/leaders incorporate social justice themes and lessons into their curriculum; aligns well with CCSS * Written practically and accessibly to make it easy for readers to engage with * Features ready to use rubrics and assignment sheets as well as access to digital resources.

Drawing from an arts-based research and humanizing methodologies, Dywanna Smith documents transformative and liberatory spaces in ELA middle level classrooms, where students address and counteract discrimination, colorism, sizism, and body shaming. Grounded in an original qualitative study of adolescent Black girls, this book examines how such "truth spaces" serve as a medium for adolescents to self-examine their intersectional identities and give voice to their resilience in the face of marginalization. Incorporating original narratives, including the author's self-actualizing verse novel and the voices of Black female students, Smith shines a light on new culturally sustaining pedagogies and offers much-needed implications for practice. Smith expertly weaves together poetry, research, and empathy; the result is a pioneering text that urges readers to understand the impact of anti-Black violence and the important role literacy sanctuaries can play in supporting Black girls' resilience and development. The novel in verse at the heart of the volume is not only a provocative and necessary call for transformative change, but also a window into a courageous lived experience. This book is essential reading for pre-service teachers, scholars, and students in literacy education, inclusive education, and teacher education.

This inviting book is a bridge between two major strands of reading instruction that are often held in opposition: the science of reading and artful approaches to teaching reading. Although the current climate of literacy instruction positions these approaches as diametrically opposed, the authors Young, Paige, and Rasinski describe how teachers can use the science of reading to engage students in artful, engaging, and authentic instruction. The authors reveal how effective teaching is a dynamic process that requires agency and creativity and show how teachers make artful shifts based on the needs of students in specific contexts. Chapters include a range of examples and explanations of how artful teaching is integrated into reading instruction and how it can increase students' motivation and positive attitudes toward reading. The concise and practical chapters cover key topics, including phonemic awareness, reading fluency, vocabulary, assessment, home and family reading, and more. This essential road map for all pre-service and in-service reading teachers restores the importance of teacher agency, supports the critical understanding of reading research, and allows teachers to use their knowledge, experience, and creative approaches in the classroom. This is the definitive guide to teaching reading as both an art and a science.

- examines what "visual teacher learning" (VTL) can contribute to raising the effectiveness of teachers' teaching and pupils' learning - uses a mixed-methods approach to research, which makes it possible not only to describe what teachers learn, but also to explain how they learn - spans the range from scientific scholarship to implementation by presenting evidence-based insights and guidelines for practicing VTL within a single, explicit conceptual framework

- examines what "visual teacher learning" (VTL) can contribute to raising the effectiveness of teachers' teaching and pupils' learning - uses a mixed-methods approach to research, which makes it possible not only to describe what teachers learn, but also to explain how they learn - spans the range from scientific scholarship to implementation by presenting evidence-based insights and guidelines for practicing VTL within a single, explicit conceptual framework

Helping Kids Achieve Their Best is a practical guide to motivating younger and older learners across the globe. The book explores why some students are easier to motivate than others and why students lose motivation, as well as outlining strategies that teachers can use in the classroom and that parents can use at home. Comprehensively updated, this second edition includes a new chapter on student achievement emotion. Throughout the text, each chapter includes a variety of examples and research-based tools that can be put into action immediately, along with vignettes, question points, action stations, and recommended readings, which help educators apply the suggested approaches in their own contexts. The book is hands on and interactive, inviting readers to recall challenges they have faced in their own teaching or parenting experiences and to apply what they have learned to better understand and cope with these challenges more effectively. This book is an essential resource for pre- and in-service teachers, as well as parents who aspire to motivate their children and help them achieve their best.