Effective evaluation of a pupil's performance and of resources available is a vital part of successful teaching. Originally published in 1983, this non-statistical guide aims to help teachers organise their work so as to improve their assessment of their pupils and also to analyse their own management efforts. A model is developed showing how teachers can progressively structure their work to increase the objectivity of their assessment. The use of published tests and the production of tests by teachers is covered, but the focus throughout is on the part played by assessment in the organisation of learning. The steps recommended are arranged so that the first yield the largest return. But none requires any statistical expertise or a large investment of time. The second part of the book shows how schools can be evaluated by their staff - school organisation, staff development and the curriculum are given special attention in this step-by-step guide to effective and rewarding school assessment.

Originally published in 1993, this book addresses the issue of the place of the expressive arts in primary schools in the years around and beyond the implementation of the National Curriculum. It comprises a set of case studies on the language arts, painting and drawing, dance, drama and music, that suggest ways forward in teaching these arts to children aged between four and eleven.

All you need to know about the theory and practice of teaching primary science. If you are training to be a primary school teacher, a knowledge of the primary science curriculum is not enough, you need to know HOW to teach science in primary schools. This is the essential teaching theory and practice text for primary science. It takes a focused look at the practical aspects of teaching and covers the important skills of classroom management, planning, monitoring and assessment, and relates them specifically to primary science. This new edition now includes a new chapter on creative curriculum approaches.

This text presents a comparative, cross-cultural analysis of the legal status of religion in public education in eighteen different nations while offering recommendations for the future improvement of religious education in public schools. Offering rich, analytical insights from a range of renowned scholars with expertise in law, education, and religion, this volume provides detailed consideration of legal complexities impacting the place of religion and religious education in public education. The volume pays attention to issues of national and international relevance including the separation of the church and state; public funding of religious education; the accommodation of students' devotional needs; and compulsory religious education. The volume thus highlights the increasingly complex interplay of religion, law, and education in diverse educational settings and cultures across developing and developed nations. Providing a valuable contribution to the field of religious secondary education research, this volume will be of interest to researchers, academics, and educators with an interest in religion and law, international and comparative education, and those involved with educational policy at all levels. Those more broadly interested in moral and values education will also benefit from the discussions the book contains.

* Blends the curriculum, assessment, teaching, learning and leadership together in a clear, coherent and comprehensive way, providing a justified template of structured progress for all schools to follow and adapt * Applies the needs of the curriculum, assessment, teachers, students and leaders month-by-month and offers easy-to-use strategies for each * Includes tried and tested strategies to help schools put robust sytems and processes in place alongside guidance on sustaining pace, developing resilience and exam preparation and technique * Considers the latest research evidence and how this translates to classroom practice

Training Teachers in Emotional Intelligence provides pre- and in-service teachers with foundational knowledge and skills regarding their own and their students' emotions. Teachers are increasingly charged with providing social-emotional learning, responding to emotional situations in the classroom, and managing their own stress, all of which have real consequences for their retention and student achievement. Focused on the primary/elementary level, this book is an accessible review of children's emotional development, the role of emotions in learning, teaching, and teachers' professional identity. The book provides strategies for teachers to foster their emotional awareness, use emotions to promote learning and relationships, foster emotional competencies in students, and stay emotionally healthy.

Practical and rich in resources, this book provides a roadmap to monitoring, evaluating, and implementing effective literacy instruction in grades PK-12. Designed for district and school leaders as well as literacy coaches and consultants, this book contains all the strategies, guidance, and tools you'll need to monitor the effectiveness of literacy instruction in your school or system. Top literacy experts Angela Peery and Tracey Shiel share concise, well-researched information about how to identify enriched literacy environments, what constitutes well-designed literacy lessons, and the components of effective literacy programs at each grade level. Chapters cover reading, writing, speaking and listening, as well as collaboration, technology, and more, and offer adaptable strategies for different environments. Tools such as checklists and conversation frames are included to help busy leaders and administrators effectively monitor literacy instruction and provide constructive, thorough feedback to teachers. Each chapter features: Check-Up Tools to review documents and observe instruction Check-In Tools to guide your conversations and feedback given to teachers Reflective Questions for system and school leaders and instructional coaches.

Different communities, speaking different languages, employ different naming systems to describe the events, actions, and interactions of the mathematics classroom. The International Classroom Lexicon Project documented the professional vocabulary available to middle-school mathematics teachers in Australia, Chile, China, the Czech Republic, Finland, France, Germany, Japan, Korea, and the United States. National teams of researchers and experienced teachers used a common set of classroom videos to stimulate recognition of familiar terms describing aspects of the mathematics classroom. This book details the existing professional vocabulary in each international community by which mathematics teachers conceptualise their practice, and explores the characteristics, structures, and distinctive features of each national lexicon. This book has the potential to enrich the professional vocabulary of mathematics teachers around the world by providing access to sophisticated classroom practices named by teachers in different countries. This one volume offers separate, individual lexicons developed from empirical research, the capacity to juxtapose such lexicons, and an unmatched opportunity to highlight the cultural, historical, and linguistic bases of teachers' professional language.

This practical resource for principals and school leaders provides guidance on how to develop schools into places of belonging for all children, especially children of refugee and asylum-seeker backgrounds. It demonstrates the need for school leaders to be informed, reflective individuals and highlights the role that leaders can play in a school culture that provides a safe place and effective educational opportunities for these students. Written in an accessible manner, each chapter includes a summary of theory and vignettes from school leaders that outline approaches, challenges, critical reflections and suggestions for how their experiences can be adapted to other contexts. Principals' voices and experiences from across the globe are included, representing a range of school levels including primary and secondary, large and small enrolments, religious and public, and urban and rural settings. This book is intended for use in schools by school principals and aspiring school leaders, and by educational professionals engaged in supporting schools with students with refugee backgrounds.

This practical resource for principals and school leaders provides guidance on how to develop schools into places of belonging for all children, especially children of refugee and asylum-seeker backgrounds. It demonstrates the need for school leaders to be informed, reflective individuals and highlights the role that leaders can play in a school culture that provides a safe place and effective educational opportunities for these students. Written in an accessible manner, each chapter includes a summary of theory and vignettes from school leaders that outline approaches, challenges, critical reflections and suggestions for how their experiences can be adapted to other contexts. Principals' voices and experiences from across the globe are included, representing a range of school levels including primary and secondary, large and small enrolments, religious and public, and urban and rural settings. This book is intended for use in schools by school principals and aspiring school leaders, and by educational professionals engaged in supporting schools with students with refugee backgrounds.

Teacher-pupil planning means teachers and students working in a partnership to articulate a problem/concern, develop objectives, locate materials/resources, and evaluate progress. The intent of this volume of Middle Level Education and the Self-Enhancing School titled, "School is Life, Not a Preparation for Life"-John Dewey: Democratic Practices in Middle Grades Education, is to take the thoughts about the middle grades school curriculum presented in volume one (Middle Grades Curriculum: Voices and Visions of the Self-Enhancing School) and demonstrate the efforts taking place in teacher education programs and middle grades classrooms today. Volume two is organized into two parts, efforts within teacher education programs and efforts of practitioners in the middle grades classrooms. We asked authors in both contexts to address the following questions: 1. Antecedents: What knowledge, skills and dispositions must be in place in all stakeholders to have teacherpupil planning serve a central role in the middle grades teacher education program or middle grades classroom? 2. Implementation: What does the teacher-pupil planning process look like within your teacher education program or middle grades classroom? 3. Outcomes: What benefits (knowledge, skills, and dispositions) are derived from the implementation of teacher-pupil planning in your teacher education program or your middle grades classroom?

Block Parties examines young children's spatial development through the lens of emergent STEAM thinking. This book explores the physical and psychological tools that children use when they engage in constructive free play, and how these tools contribute to and shape the constructions they produce. Providing readers with the tools and understanding necessary to develop children's spatial sense through the domains of mapping and architecture, this cutting-edge volume lays the groundwork for both cognitive development and early childhood specialists and educators to develop more robust models of STEAM-related curriculum that span the early years through to adolescence.

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.

Children's literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children's literature for pedagogical purposes and to excite children's imaginations and expose them to "worlds" beyond their own experience. Over the past thirty years, teachers have increasingly used children's literature to expose their students to cultural, racial, and religious diversity as well as introducing their students to issues of social justice and social equity. Unfortunately, Jewish children's literature is often absent in the preschool and elementary school classroom. When it is present, it is almost exclusively Holocaust literature. The result is that Jewish people are nearly invisible in the children's literature found in preschool and elementary school classrooms and when it is available, it presents a "picture" to children of Jews as victims. The purpose of our book is to address this problematic situation and provide teachers with guidance in the use of Jewish children's literature in the preschool and elementary school classroom. There is a broad range of authentic, high quality Jewish children's literature that could be used by preschool and elementary school teachers regardless of how many Jewish children they have in their class. It is as important for teachers with no Jewish children in their classroom as it is for teachers with some or many Jewish children in the class to expose all of their students to Jewish children's literature. Our book introduces preschool and elementary teachers to a broad range of high-quality children's literature books and stories and provides them with background information so that they can use Jewish children's literature thoughtfully with their students.

Every school has a mission statement based on values and ethical beliefs. Ethics for Teachers and Middle Leaders sets out a way of thinking through the key issues of ethics in teaching and shows how a school's ethical values can be translated by students and staff into action. It is designed to help rehearse certain ethical dilemmas and guide teacher leaders in helping others to think through and develop appropriate behaviours. Chapters consider the role of ethics in all aspects of school life including teacher professionalism, teaching methods, lesson planning and assessment. This book not only examines everyday concerns such as class management and presenting curriculum ethically, but also touches upon emerging issues in e-learning, career building, leadership and school governance. Packed full of real examples from schools and opportunities to reflect, the book will help readers to understand how their behaviour, decisions and advice to others might be guided and to avoid some of the common pitfalls in school. This insightful book will instil confidence in teachers and middle leaders as they face such ethical dilemmas in their daily work.

This book provides practical guidance on how to successfully incorporate music, sound and vibration into your special school, exploring the rich benefits that musical opportunities offer for children with physical, mental health and learning disabilities. Music has been shown to improve mood, lift depression, improve blood flow and even ease pain, whilst musical interventions can encourage communication and enable relaxation. This book explores the physical, cognitive and mental health benefits of music use in special schools, introducing therapies and innovations that can be adapted for use in your own specialist setting. Key features include: * Chapters exploring a range of music therapies and technologies that allow all students to access the benefits of music, sound and vibration, from one-to-one therapeutic music sessions to vibro-acoustic therapy and sing and sign * Case studies and anecdotes showcasing the innovative ways that special schools are using music, and providing concrete examples of how to deliver, record and access music provision * Photocopiable policies, risk assessments and links to useful resources Written by an author with a wealth of experience in special education, this book is essential reading for all those working in specialist settings or with children with SEND.

Block Parties examines young children's spatial development through the lens of emergent STEAM thinking. This book explores the physical and psychological tools that children use when they engage in constructive free play, and how these tools contribute to and shape the constructions they produce. Providing readers with the tools and understanding necessary to develop children's spatial sense through the domains of mapping and architecture, this cutting-edge volume lays the groundwork for both cognitive development and early childhood specialists and educators to develop more robust models of STEAM-related curriculum that span the early years through to adolescence.

This book focuses primarily on elementary to middle school transitions. This book was developed with a two-fold premise: one, that educators and parents understand the role they play in meeting the basic developmental needs of individual students during times of transition; and two, that school leaders understand how critically important it is for organizations to create structured transition processes to better ensure student success before, during and after transitions that supports the growth and development of students. This book includes authentic scenarios that are research-based to help combat the barriers associated with the transitional moves elementary students may experience. The goal is that school organizations and institutions will work collectively to strategically develop district-wide and inter-agency (high school and college) transition plans to help students with these critical periods.

Promote positive child guidance and management strategies Written in a conversational style, yet solidly grounded in child development theory and research, Guidance of Young Children, 10th Edition focuses on positive and developmentally appropriate guidance of young children. Based on the author's belief that adults need to have realistic expectations of children, the book emphasizes understanding young children's development in addition to major guidance theories. Real-world examples and case studies illustrate guidance in action, while analysis and application activities give readers a chance to construct their own basic approach to child guidance. With this foundation in place, teachers are encouraged to think critically and make intentional, informed decisions that positively impact the children in their care. The 10th Edition enhances its focus on positive guiding strategies with new information about the authoritative caregiving style, an emphasis on encouragement over praise, additional information about the high rate of childcare and preschool expulsions, and more school-based examples at the pre-K and K level. Also available with the Enhanced Pearson eText The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with embedded videos, reflection questions, and application exercises. Note: You are purchasing a standalone product; the Enhanced Pearson eText does not come packaged with this content. Students, if interested in purchasing this title with the Enhanced Pearson eText, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and the Enhanced Pearson eText, search for: 013474733X / 9780134747330 Guidance of Young Children, with Enhanced Pearson eText -- Access Card Package Package consists of: 0134748115 / 9780134748115 Guidance of Young Children, Enhanced Pearson eText -- Access Card 0134748158 / 9780134748153 Guidance of Young Children

Discover how to help PreK students develop pre-reading competencies that build capacity for future reading phonological awareness, print concepts, and alphabetics. Research-based and accessible, this essential guidebook helps readers sidestep common errors and create engaging, child-appropriate curriculum that lays a strong foundation for future reading skills. Filled with effective resources, activities, and a simple scope and sequence to guide instruction, this critical toolkit equips educators to set emerging learners up for success.

As social studies standards shift to place a higher emphasis on critical thinking, inquiry, interaction, and expression, many teachers are scrambling to figure out how to appropriately shift their instruction accordingly. This book provides examples and ideas for working with elementary and middle school students to build social studies skills and knowledge in order to become independent learners and thinkers. Teaching these skills helps to support students in ways which are important to them, and to society at large. Real Classrooms, Real Teachers: The C3 Inquiry in Practice is aimed at in-service and pre-service teachers, grades 3-8. This text includes six sections: an introduction, one section for each of the four dimensions of the C3 Framework for Social Studies State Standards (National Council for the Social Studies, 2013), and a conclusion. Each chapter begins with a vignette based on a real-life social studies lesson authored by a practicing teacher or researcher. This is followed by a sample lesson plan associated with the vignette and suggestions for appropriate texts and supporting materials, as well as suggestions for modifications.

Is creative teaching still possible in English schools? Can teachers maintain and promote their own interests and beliefs as well as deliver a prescribed National Curriculum? Originally published in 1995, this book explores creative teachers' attempts to pursue their brand of teaching despite the changes. Peter Woods has discovered a range of strategies and adaptations to this end among such teachers, including resisting change which runs counter to their own values; appropriating the National Curriculum within their own ethos; enhancing their role through the use of others; and enriching their work through the National Curriculum to provide quality learning experiences. If all else fails, such teachers remove themselves from the system and take their creativity elsewhere. A strong theme of self-determination runs through these experiences. While acknowledging hard realities, the book is ultimately optimistic, and a tribute to the dedication and inspiration of primary teachers. The book makes an important contribution to educational theory, showing a range of responses to intensification as well as providing many detailed examples of collaborative research methods.

Creative teaching is an art form - aesthetic, intuitive and expressive. The proliferation of new educational policies in the early 1990s and the related increase in tensions and dilemmas facing schools, combined with the growing demand for a wider range of skills and knowledge among children meant that there was an even greater need for creative teaching than before the National Curriculum. Originally published in 1996, this book addresses this need by: exploring the features of creative teaching with a focus on the day to day practice of primary teachers; showing how teachers used emotion, created atmosphere and stimulated imagination to enhance their teaching; examining the ways in which teachers managed the National Curriculum and developed a new professional discourse in response to government pressures at the time. This book is a sequel to Creative Teachers in Primary Schools and builds upon this work providing new insights into the art of teaching.

Published in 1975, Margaret Mathieson has drawn on her experience both in schools and in the training of English teachers to relate the discussions and writings of the previous two centuries to the debate, probably livelier than ever before, among English practitioners about the role of their subject. Of all subjects 'English' can be the most stimulating and also the most problematic. In order to assess the continual discussion and controversy about English, its nature, purpose and place in the curriculum, an understanding of its development as a subject and its entry into the teaching timetable is invaluable. For over a hundred and fifty years educators have been making different claims for English as a subject in school and higher education. This book contains a careful, clear examination of the conflicting views of these 'preachers of culture' on the four main activities within English - literature, creativity, discrimination and classroom discussion. These preachers were, in Matthew Arnold's words, to have 'a hard time of it' as English struggled to establish itself; at every stage of the subject's growth urgent demands have been made for teachers with exceptional qualities to undertake the heavy responsibilities of English in the classroom, and it can be seen from this study that an over-abundance of advice often contributed to the dilemmas and tensions among the teachers themselves and between English and other subjects. The final section of the book is concerned less with making recommendations than with drawing conclusions from the evidence of the past. It shows that generations of writers on English teaching, from Culture and Anarchy to Stepney Words, provide vital insights into the state of the subject today.

Offering research on afterschool literacy programs designed around teacher-student collaborative inquiry groups, this book demonstrates how adolescent learning is uniquely successful when grounded in dialogic conversation. By providing a robust theoretical framework for this approach in the middle school, Malavasic showcases how developing a learning community which focuses on mutual respect and attention to students' personal academic literacy histories can become the catalyst for the overall success of teaching and learning in the classroom. Centered on building quality teacher-student relationships and creating a classroom learning community, this book highlights essential topics such as: The impact of talk-based critical thinking The augmentation on students' motivation, engagement, and identity construction Research, theory, and pedagogy Celebrating literacy learning Collaborative Learning Communities in Middle School Literacy Education is the perfect addition for researchers, academics, and postgraduate students in the fields of literacy and those on Teacher Education programs. This volume positions collaborative inquiry learning as an effective way forward for teaching and learning in the middle school and is essential for those wanting to explore this further.