Collaborations between scientists often transcend borders and cultural differences. The fundamental nature of science allows scientists to communicate using knowledge of their field but the institutions that support them are often hindered by financial and cultural barriers. As a result, science suffers. This book evolved from an August 2009 symposium at the 238th annual meeting of the American Chemical Society in Washington, DC. Its focus is on chemistry students and professors interested in developing a global approach to teaching chemistry, by participating in an international exchange program or incorporating culturally inclusive techniques into their classroom. The book has three broad themes; education research with a globalized perspective, experiences of teaching and learning in different countries, and organizations that support a global view of chemical education and chemistry.

This Tutor Assessment Pack for Edexcel GCSE (9-1) Mathematics Foundation is curriculum matched and contains everything needed for a whole academic year of private tutoring. It provides: 38 twenty-minute topic tests - one for every lesson in the Maths Tutor Delivery Pack - to provide short bursts of additional practice of the key concepts covered Six summative tests, called checkpoint challenges, that draw on knowledge and skills in the six subject areas of the new 9-1 GCSE Maths: number; algebra; ratio, proportion and rates of change; geometry and measures; probability and statistics. Full practice papers for exam practice, designed to match the style and demands of the new Edexcel (9-1) Mathematics GCSE.

This Tutor Assessment Pack for Edexcel GCSE (9-1) Mathematics Higher is curriculum matched and contains everything needed for a whole academic year of private tutoring. It provides: 38 twenty-minute topic tests - one for every lesson in the Maths Tutor Delivery Pack - to provide short bursts of additional practice of the key concepts covered Six summative tests, called checkpoint challenges, that draw on knowledge and skills in the six subject areas of the new 9-1 GCSE Maths: number; algebra; ratio, proportion and rates of change; geometry and measures; probability and statistics. Full practice papers for exam practice, designed to match the style and demands of the new Edexcel (9-1) Mathematics GCSE.

If you feel a bit cross at the presumption of some oik daring to suggest everything you know about education might be wrong, please take it with a pinch of salt. What if everything you knew about education was wrong? is just a title. Of course, you probably think a great many things that aren't wrong. The aim of the book is to help you 'murder your darlings'. David Didau will question your most deeply held assumptions about teaching and learning, expose them to the fiery eye of reason and see if they can still walk in a straight line after the experience. It seems reasonable to suggest that only if a theory or approach can withstand the fiercest scrutiny should it be encouraged in classrooms. David makes no apologies for this; why wouldn't you be sceptical of what you're told and what you think you know? As educated professionals, we ought to strive to assemble a more accurate, informed or at least considered understanding of the world around us. Here, David shares with you some tools to help you question your assumptions and assist you in picking through what you believe.He will stew findings from the shiny white laboratories of cognitive psychology, stir in a generous dash of classroom research and serve up a side order of experience and observation. Whether you spit it out or lap it up matters not. If you come out the other end having vigorously and violently disagreed with him, you'll at least have had to think hard about what you believe. The book draws on research from the field of cognitive science to expertly analyse some of the unexamined meta-beliefs in education. In Part 1; 'Why we're wrong', David dismantles what we think we know; examining cognitive traps and biases, assumptions, gut feelings and the problem of evidence. Part 2 delves deeper - 'Through the threshold' - looking at progress, liminality and threshold concepts, the science of learning, and the difference between novices and experts. In Part 3, David asks us the question 'What could we do differently?' and offers some considered insights into spacing and interleaving, the testing effect, the generation effect, reducing feedback and why difficult is desirable. While Part 4 challenges us to consider 'What else might we be getting wrong?'; cogitating formative assessment, lesson observation, grit and growth, differentiation, praise, motivation and creativity.

This book presents papers from the 9th Applied Research Conference in Africa (ARCA), showcasing the latest research on sustainable education and development. The conference is focused on applied research discussion and its dissemination, developing understanding about the role of research and researchers in the development of the continent. ARCA gathers papers which explain how key education is to transforming lives, eradicating poverty and driving sustainable development in Africa. Presenting high quality research about developing economies, construction, education and sustainability, this proceedings will be of interest to academics, postgraduate students, and industry professionals.

In this galvanizing book for all educators, Kristin Souers and Pete Hall explore an urgent and growing issue-childhood trauma-and its profound effect on learning and teaching. Grounded in research and the authors' experience working with trauma-affected students and their teachers, Fostering Resilient Learners will help you cultivate a trauma-sensitive learning environment for students across all content areas, grade levels, and educational settings. The authors-a mental health therapist and a veteran principal-provide proven, reliable strategies to help you: Understand what trauma is and how it hinders the learning, motivation, and success of all students in the classroom. Build strong relationships and create a safe space to enable students to learn at high levels. Adopt a strengths-based approach that leads you to recalibrate how you view destructive student behaviors and to perceive what students need to break negative cycles. Head off frustration and burnout with essential self-care techniques that will help you and your students flourish. Each chapter also includes questions and exercises to encourage reflection and extension of the ideas in this book. As an educator, you face the impact of trauma in the classroom every day. Let this book be your guide to seeking solutions rather than dwelling on problems, to building relationships that allow students to grow, thrive, and-most assuredly-learn at high levels.

Classroom management is traditionally a matter of encouraging good behavior and discouraging bad by doling out rewards and punishments. But studies show that when educators empower students to address and correct misbehavior among themselves, positive results are longer lasting and more wide reaching. In Better Than Carrots or Sticks, longtime educators and best-selling authors Dominique Smith, Douglas Fisher, and Nancy Frey provide a practical blueprint for creating a cooperative and respectful classroom climate in which students and teachers work through behavioral issues together. After a comprehensive overview of the roots of the restorative practices movement in schools, the authors explain how to: Establish procedures and expectations for student behavior that encourage the development of positive interpersonal skills. Develop a nonconfrontational rapport with even the most challenging students. Implement conflict resolution strategies that prioritize relationship building and mutual understanding over finger-pointing and retribution. Rewards and punishments may help to maintain order in the short term, but they're at best superficially effective and at worst counterproductive. This book will prepare teachers at all levels to ensure that their classrooms are welcoming, enriching, and constructive environments built on collective respect and focused on student achievement.

A comprehensive, nontechnical, engaging, look at how assessment is used to improve student learning and motivation. Drawing on recent research and new directions in the field, this concise, engaging book shows teachers how to use classroom assessment effectively for improving student learning and motivation. Key strategies and techniques are demonstrated through practical, realistic examples, suggestions, and case studies. The new edition emphasizes formative assessment and includes more in-depth coverage of self-assessment, the impact of standards-based accountability testing, 21st century knowledge, dispositions and skills, technology-enhanced items, and assessment of culturally diverse students. Each chapter provides aids to help readers learn and practice the skills of that chapter, including new Teacher Corners features illustrating actual teachers' thinking about classroom assessment, introductory case studies, chapter concept maps, new figures, suggestions for action research, self-instructional review exercises, and links to digital resources. Also available with MyLab Education Designed to bring learners more directly into the world of K-12 classrooms and to help them see the real and powerful impact of the assessment concepts covered in this book, MyLab (TM) Education provides practice using classroom assessment concepts in teaching situations, helps students and instructors see how well students understand the content, and helps students more deeply process assessment concepts and strategies and also better understand how to use those concepts as a teacher. The online resources in this MyLab include: Video Examples. Throughout the eText, embedded videos provide illustrations of sound assessment practices in action. Self-Check Assessments. Throughout the chapters, students will find self-check quizzes that help assess how well students have mastered chapter learning outcomes. The quizzes consist of self-grading multiple choice items that provide rationales, both for questions answered correctly and for questions answered incorrectly. Application Exercises. These scaffolded exercises, tied to learning outcomes, challenge learners to reflect on assessment and to apply what they have learned to real classroom assessment work. MyLab Education includes the Pearson eText version of the book. Note: This is the standalone ISBN and does not include access to MyLab Education. To order MyLab Education plus the book, use ISBN 0134522087.

In this book, Erik M. Francis explores how one of the most fundamental instructional strategies-questioning-can provide the proper scaffolding to deepen student thinking, understanding, and application of knowledge. You'll learn: Techniques for using questioning to extend and evaluate student learning experiences. Eight different kinds of questions that challenge students to demonstrate higher-order thinking and communicate depth of knowledge. How to rephrase the performance objectives of college and career readiness standards into questions that engage and challenge students. Francis offers myriad examples of good questions across content areas and grade levels, as well as structures to help teachers create and use the different kinds of questions. By using this book to fine-tune your approach to questioning, you can awaken the spirit of inquiry in your classroom and help students deepen their knowledge, understanding, and ability to communicate what they think and know.

Ndangwa Noyoo was Head of the Department of Social Development at UCT from 2018-2020.

This book exposes corruption and malpractices at UCT, which the author witnessed during his tenure as HoD there, before he was ousted by a group of lecturers in his department. The former had been aided and abetted by senior administrators at the faculty level.

It is a personal account that is evidence-based, as the claims the author makes in the book are documented in various reports, communications and eye-witness accounts that span a period of five and a half years.

Updated with new research and insights, the second edition of this foundational guide to the how of differentiation provides the thoughtful strategies teachers need to create and maintain classrooms where each student is recognized and respected and every student thrives. One of the most powerful lessons a teacher must learn is that classroom management is not about control; it's about delivering the support and facilitating the routines that will make the classroom work for each student, and thus, set all students free to be successful learners. In Leading and Managing a Differentiated Classroom, Carol Ann Tomlinson and Marcia B. Imbeau explore the central priorities and mindsets of differentiation and provide practical guidelines for making effective student-centered, academically responsive instruction a reality. Their classroom management approach is based on three critical understandings: 1. When students are engaged, they have no motivation to misbehave. 2. When students understand that their teacher sees them as worthwhile people with significant potential, it opens doors to learning. 3. The classroom can't work for anybody until it works for everybody. Written for K-12 teachers and instructional leaders, this book is packed with strategies for structuring and pacing lessons, organizing learning spaces and materials, starting and stopping class with purpose, setting up and managing routines, and shifting gears if something isn't going well. It also gives teachers the guidance they need to help students, colleagues, and parents understand the goals of differentiated instruction and contribute to its success. Along with examples of recommended practice drawn from real-life classrooms at a variety of grade levels, you will find answers to frequently asked questions and specific advice for balancing content requirements and the needs of learners. You'll gain confidence as a leader for and in your differentiated classroom and be better prepared to teach in a way that's more efficient and rewarding for you and more effective for every student in your care.

Greta Thunberg. Alexandria Ocasio-Cortez. Anita Sarkeesian. Emma Gonzalez. When women are vocal about political and social issues, too-often they are flogged with attacks via social networking sites, comment sections, discussion boards, email, and direct message. Rather than targeting their ideas, the abuse targets their identities, pummeling them with rape threats, attacks on their appearance and presumed sexual behavior, and a cacophony of misogynistic, racist, xenophobic, and homophobic stereotypes and epithets. Like street harassment and sexual harassment in the workplace, digital harassment rejects women's implicit claims to be taken seriously as interlocutors, colleagues, and peers. Sarah Sobieraj shows that this online abuse is more than interpersonal bullying-it is a visceral response to the threat of equality in digital conversations and arenas that men would prefer to control. Thus identity-based attacks are particularly severe for those women who are seen as most out of line, such as those from racial, ethnic, and religious minority groups or who work in domains dominated by men, such as gaming, technology, politics, and sports. Feminists and women who don't conform to traditional gender norms are also frequently targeted. Drawing on interviews with over fifty women who have been on the receiving end of identity-based abuse online, Credible Threat explains why all of us should be concerned about the hostile climate women navigate online. This toxicity comes with economic, professional, and psychological costs for those targeted, but it also exacts societal-level costs that are rarely recognized: it erodes our civil liberties, diminishes our public discourse, thins the knowledge available to inform policy and electoral decision-making, and teaches all women that activism and public service are unappealing, high-risk endeavors to be avoided. Sobieraj traces these underexplored effects, showing that when identity-based attacks succeed in constraining women's use of digital publics, there are democratic consequences that cannot be ignored.

Bullying is frequently identified as an urgent challenge facing schools today. This title sets out to provide guidelines for school communities on how to: identify bullying in schools; take action to deal with bullying; develop a common approach to deal with bullying; develop positive relationships in the school; promote active learning strategies in the school. Beat bullying is based on the belief that every child and young person has the right to learn in a safe, supportive and respectful environment. The title is divided in two parts? one for teachers and parents, and the other for learners.

Out of the 2015/16 nationwide student protest action has come the long-overdue challenge for academia to assess and reconsider critically the role academics play in maintaining and perpetuating exclusive social structures and discourse in schools and faculties in the higher education landscape in South Africa. Decolonisation and Africanisation of Legal Education in South Africa proposes possible starting points on the subject, and the roles, challenges and questions that legal academia face in the quest to decolonise and Africanise legal education in South Africa. It explores the potential role of the Constitution in decolonising and Africanising legal education. Furthermore, the book discusses important contextual factors in relation to decolonising clinical legal education. Decolonisation and Africanisation form a much more nuanced project in the continuous process of development and reflection to be undertaken by all law academics together with their relevant institutions and students. The book ultimately highlights the importance of decolonising the law itself. This timely and important work lays a foundation that will hopefully inspire many more publications and debates aimed at transforming our legal education.

Music Education for Children with Autism Spectrum Disorder: A Resource for Teachers provides foundational information about autism spectrum disorder and strategies for engaging students with ASD in music-based activities such as singing, listening, moving, and playing instruments. This practical resource supplies invaluable frameworks for teachers who work with early-years students. The book first provides readers with background information about ASD and how students with this condition manage their behaviors in school environments. It then progresses to provide teachers with information about planning music-based instruction for students on the spectrum. In the book's midsection, readers learn how students with ASD perceive, remember, and articulate pitch perception. Following chapters present a series of practical ideas for engaging students with ASD though songs and singing and concentrate on skills in music listening, most notably on activities that motivate students with ASD to interact with others through joint attention. Challenges that individuals with ASD experience in motor processing are examined, including difficulties with gait and coordination, motor planning, object control, and imitation. This is followed by practical teaching suggestions for engaging students with activities in which movement is mediated through sound (e.g., drum beats) and music. Closing chapters introduce non-pitched percussion instruments along with activities in which children engage in multisensory experiences by playing instruments-musical activities described in preceding chapters are combined with stories and drama to create musical narratives. Music Education for Children with Autism Spectrum Disorder is accompanied by a companion website that supplies helpful supplemental materials including audio of songs notated in the book for easy access.

Today's teachers face a daunting challenge: how to ensure a positive school experience for their students, many of whom carry the burden of adverse childhood experiences, such as abuse, poverty, divorce, abandonment, and numerous other serious social issues. Spurred by her personal experience and extensive exploration of brain-based learning, author Marilee Sprenger explains how brain science-what we know about how the brain works-can be applied to social-emotional learning. Specifically, she addresses how to: Build strong, caring relationships with students to give them a sense of belonging. Teach and model empathy, so students feel understood and can better understand others. Awaken students' self-awareness, including the ability to name their own emotions, have accurate self-perceptions, and display self-confidence and self-efficacy. Help students manage their behavior through impulse control, stress management, and other positive skills. Improve students' social awareness and interaction with others. Teach students how to handle relationships, including with people whose backgrounds differ from their own. Guide students in making responsible decisions. Offering clear, easy-to-understand explanations of brain activity and dozens of specific strategies for all grade levels, Social-Emotional Learning and the Brain is an essential guide to creating supportive classroom environments and improving outcomes for all our students.nd dozens of specific strategies for all grade levels, Social-Emotional Learning and the Brain is an essential guide to creating supportive classroom environments and improving outcomes for all our students.

Routledge Library Editions: Development will re-issue works which address economic, political and social aspects of development. Published over more than four decades these books trace the emergence of development as one of the most important contemporary issues and one of the key areas of study for modern social science. The books cover the most important themes within development and include studies of Latin America, Africa and Asia. Authors include Sir Alexander Cairncross, W. Arthur Lewis, Lord Peter Bauer and Cristobal Kay. An extensive collection of previously hard to access or out of print books, this set presents an unrivalled opportunity to build up a wealth of material in the field of development studies, with a particular focus upon economic and political concerns. The volumes in the collection offer both a global overview of the history of development in the twentieth century, and a huge variety of case studies on the development of individual nations.

Winner of AM&P EXCEL Bronze Award Your Students, My Students, Our Students explores the hard truths of current special education practice and outlines five essential disruptions to the status quo. Authors Lee Ann Jung, Nancy Frey, Douglas Fisher, and Julie Kroener show you how to: Establish a school culture that champions equity and inclusion. Rethink the long-standing structure of least restrictive environment and the resulting service delivery. Leverage the strengths of all educators to provide appropriate support and challenge. Collaborate on the delivery of instruction and intervention. Honor the aspirations of each student and plan accordingly. To realize authentic and equitable inclusion, we must relentlessly and collectively pursue change. This book-written not for ""special educators"" or ""general educators"" but for all educators-addresses the challenges, maps out the solutions, and provides tools and inspiration for the work ahead. Real-life examples of empowerment and success illustrate just what's possible when educators commit to the belief that every student belongs to all of us and all students deserve learning experiences that will equip them to live full and rewarding lives.

This Tutor's Guild AQA GCSE (9-1) Assessment Pack for English Language (Grades 5-9) is curriculum matched and contains everything needed for a whole academic year of private tutoring: 38 twenty-minute topic tests - one for every lesson in the English Language Tutor Delivery Pack - to provide short bursts of additional practice of the key concepts covered Three summative tests - checkpoint challenges - that draw on knowledge and skills across each of the three key areas of the course: reading, writing and spelling, punctuation and grammar Full practice papers for exam practice, designed to match the style and demands of the new AQA (9-1) English Language GCSE.

This publication will provide directors and coordinators of programs for gifted and talented students with a specific step-by-step plan for developing an identification procedure in a school or school district. While the sections of this publication are laid out sequentially according to the steps, identification is an ongoing process. The goal of identification is to ensure that every gifted and talented student who needs a program that is different from the general education curriculum receives one that is matched to his or her specific characteristics. Perfect for anyone seeking a concise introduction to the identification of gifted students, this book is designed to offer administrators, teachers, and parents an overview of the critical issues in building effective identification procedures. This book overviews definitions and characteristics of gifted students, qualitative and quantitative assessment, using multiple assessments, identification procedures, and decision making about placement.

You're an Assistant Principal. Whatever your status-the sole AP in your school, one of two or more APs in your school, a career AP, an AP aspiring to the principalship-yours is one of the most misunderstood and underutilized positions in education. Positioned between teachers and the principal, you are an instructional leader. However, you are not the leader of the school. Therefore, you must carefully navigate your way to ensure that you thrive in your role without ""stepping on the toes"" of your principal. In The Assistant Principal 50, award-winning, four-time principal Baruti Kafele presents reflective questions that encompass the breadth and depth of the assistant principalship-from finding your leadership ""lane"" to thriving and being an asset to your principal. Kafele infuses the book (which also includes guidance and insights for principals and aspiring assistant principals) from beginning to end with personal anecdotes and accounts of both failures and successes from his years as an assistant principal. He arms you with tools and insights that will drive you to view the assistant principalship as critical to the climate and culture of your school as well as to student achievement. You, assistant principal, play a critical role in your school's success. The questions that Kafele asks you to consider will aid you as you hone your leadership skills toward becoming an effective leader in your school.