One of a series of practical references for teachers, this handbook provides general information on the background of the early childhood curriculum in the United States. It also contains current information on publications, standards and special materials for the curriculum, and is designed to be adapted to suit particular schools.

Want to focus more on your wellbeing and professional development this year? This very special year planner for primary teachers is here to help you focus on the things that matter. *Take control of your school year *Make inspiration and reflection a habit *Own your CPD and wellbeing The Primary Teacher's School Year Planner is the must-have organiser for busy teachers. For every month of the school year, it helps you to focus on what you want to achieve offering bitesize professional development prompts, classroom ideas and wellbeing support. Each month features a week by week planner along with lesson planner templates and even a journaling space for your reflections, to do lists and doodles.

The UK National Curriculum states that schools should reaffirm commitment to the virtues of truth, justice, honesty, trust and a sense of duty. This aim, loosely defined as 'character' education, is widely agreed to be critical to healthy development and a fair, just and democratic society. But what exactly is 'character' and how best to educate for it? This vitally important book, written by five internationally prominent figures and government advisers, aims to answer that question. Accessibly written and brimming with inspirational ideas, it looks at questions of research, education, government policy and societal engagement with character, including in the light of COVID-19 and the huge debt owed to the public services frontline. This book is a fascinating and vital read for parents, teachers and anyone concerned with social justice, developing the energy and passion of young people and working towards a better, stronger, fairer society. This could very well be the most important book you read all year!

Behaviour Management and the Role of the Teaching Assistant draws on the latest research as well as teaching assistants' own views to enable readers to reconsider TA deployment and to maximise the benefits TAs have to offer in supporting children's behaviour. It considers the difficulties facing TAs, summarises the key stages in the evolution of their role in the classroom and highlights the significant challenges of TAs' role definition. Using current research findings, this book provides guidance and practical activities to support schools in empowering TAs to work with children whose behaviour challenges. Each chapter considers a range of strategies for working with TAs, as well as the strengths and limitations of these approaches. There are also a range of self-/school-auditing and self-evaluation tasks with key points to consider and practical in-school suggestions at the end of each chapter. This is essential reading for professionals at all levels working in schools wanting to understand how teaching assistants can best be supported to successfully manage behaviour in schools.

Closing the Attainment Gap in Schools explores the experience and history of teachers who have a determined, no-nonsense approach to providing an excellent standard of education to all young people from differing backgrounds. Using professional conversations, voices are given to schools and teachers striving successfully to address this important issue through evidence-based practices. Linked with the Ad Astra Primary Partnership, what these teachers do with their schoolchildren will resonate with all schools in any location. From Superstar Assemblies to encourage their dreams and aspirations; to Munch 'n Mingle sessions to encourage healthy eating; to Marvellous Me software to encourage the use of open-ended questions and parent-child conversations at home; and through to the use of skilled specialists to develop their handwriting skills, this book: explores the rich complexity of teacher learning; contains numerous case studies and examples of success; reflects upon and considers evidence-based pedagogy, practical wisdom, teacher-research, self-improving school systems and social justice; proposes a rich array of approaches and suggests ways forward. Offering first-hand, invaluable and practical advice this wide-ranging book will encourage and enable any teacher to develop their own practical wisdom and a 'can do' approach whilst never shying away from the very real issues within education.

+ Clearly exposes the most frequent calumnies made against science + Shows how dogmatic religion, the financial interests of certain industries, and opportunistic politicians sometime work in cohort to undermine the public’s trust in science + Acknowledges that science’s most mistaken critics are often skilled communicators, and that effectively defending science requires an equally skilled defense + Shows that while the “Science Wars“ of the 1990s have abated, their effects on some of the methodologies in higher education and the larger population continue + Examines three case studies to clearly illustrate how reliable scientific knowledge is secured: • Eratosthenes’ discovery of the circumference of the earth • Louis Pasteur’s development of anthrax and rabies vaccines • The rapid emergence of scientific consensus regarding continental drift

Rethinking Schools and Renewing Energy for Learning presents a comprehensive view on the major challenges educators face in the 21st century, and the ways in which schools can make a difference. It describes key principles that can serve as guidelines for tackling those challenges in an effective and manageable way, looking both at what children should learn, and what they want to learn. Drawing on research, policy-related literature, and a wide range of practice-based examples, the book addresses various topics, such as goals, pedagogy, assessment, equity, policy, and the role of technology in learning. The book suggests that schools can be as rewarding and fulfilling as they have been in the past and gives examples of how this can be accomplished. Rethinking Schools and Renewing Energy for Learning will be of great interest to academics, postgraduate students, teacher educators, and scholars in the field of education, specifically interested in primary education, secondary education, teacher education, and education policy.

Self Managed Learning and the New Educational Paradigm proposes revolutionary change to the educational system. The overwhelming research evidence is that the sum total of educational and training input accounts typically for only 10-20% of what makes a person an effective human being. Balancing theory, evidence and practice, this ground-breaking book demonstrates that current structures in education are ill-equipped to support a learning-based approach. It establishes the case that learning, as a core human activity, is too important to be left to schools and other educational institutions. The book goes beyond just a critique of current practice in showing how a New Educational Paradigm can work. Self Managed Learning College (for 9-17 year olds) has no classrooms, no lessons, no imposed timetable and no imposed curriculum. This is a place where students can learn whatever they want, in any way they want and whenever they want. And it works - as evidenced by the lives of former students and from academic research. Dr Ian Cunningham, its founder, draws also on his extensive work in using Self Managed Learning in many of the world's largest organisations to show how this new paradigm can be put into practice. The book blends the unequivocal research evidence that we need a New Educational Paradigm with a real live demonstration of what it could look like. It should be essential reading for anyone wanting to see how a new approach to education can be achieved.

* Advises counselors in a positive way and aims to change the lives of students with learning disabilities by preparing them for college in an effective, concrete way * The first part is an overview of learning disabilities as they apply to the role of the elementary school counselor * The second part of the book is a step-by-step program for creating counselor-led groups for elementary school students with learning disabilities

* Advises counselors in a positive way and aims to change the lives of students with learning disabilities by preparing them for college in an effective, concrete way * The first part is an overview of learning disabilities as they apply to the role of the elementary school counselor * The second part of the book is a step-by-step program for creating counselor-led groups for elementary school students with learning disabilities

Purposeful Planning for Learning puts the passion and depth back into how teachers plan for learning in the primary classroom. Offering a unique perspective on what constitutes purposeful planning for learning, this book encourages a mindset where planning is integral to, supportive of and informed by learning, including learning that is social, emotional, physical and cognitive. Written by a variety of teacher educators and primary teachers, this book reconceptualises planning by focusing on different themes such as outdoor learning, assessment, questioning and inclusion, that all influence and inform planning. In each chapter, you can find: Voices of teachers and teacher educators The unpicking of practice and key terminology Vignettes that shed light on classroom life (examples from practice) and Opportunities for reflection (points to ponder) This cross-curricular resource provides aspirational, professional and practical insights into current issues that surround planning. It includes student and experienced qualified teacher insights which will serve as inspiration to support the reader in making real changes in their classroom.

Part of the National Curriculum Outdoors series, aimed at improving outside-the-classroom learning for children from Year 1 to Year 6 Teaching outside the classroom improves pupils' engagement with learning as well as their health and wellbeing, but how can teachers link curriculum objectives effectively with enjoyable and motivating outdoor learning in Year 6? The National Curriculum Outdoors: Year 6 presents a series of photocopiable lesson plans that address each primary curriculum subject, whilst enriching pupils with the benefits of learning in the natural environment. Outdoor learning experts Sue Waite, Michelle Roberts and Deborah Lambert provide inspiration for primary teachers to use outdoor contexts as part of their everyday teaching and showcase how headteachers can embed curriculum teaching outside throughout the school, whilst protecting teaching time and maintaining high-quality teaching and performance standards. All of the Year 6 curriculum lessons have been tried and tested successfully in schools and can be adapted and developed for school grounds and local natural environments. What's more, each scheme of work in this all-encompassing handbook includes primary curriculum objectives; intended learning outcomes; warm-up and main activities; plenary guidance; natural connections; ICT and PSHE links; and word banks. Please note that the PDF eBook version of this book cannot be printed or saved in any other format. It is intended for use on interactive whiteboards and projectors only.

Originally published in 1986. Deafness is not just a deprivation of sound, but a barrier to normal social interaction and learning. There are likely to be children with some degree of hearing loss in every primary classroom, so it is important that teachers know how to help them. This book gives a clear summary of the main causes of hearing loss (mild or severe), its identification, diagnosis and treatment, followed by an explanation of the impact it can have on a child's social and linguistic development. Considering normal development of literacy, the book then is concerned with the hearing-impaired child's strategies for reading, spelling and writing. It explores how teachers can give the most effective help, what the impact of a teaching programme is likely to be, and how to evaluate what the child has learnt. Specialist teachers of the deaf, advisers and psychologists, as well as class teachers and students of education will find this book very helpful.

• Every teacher will meet learners with dyscalculia or maths learning difficulties in their classroom • Teachers’ understanding of dyscalculia will lead to a more positive outcome for all their learners. • This book gives pragmatic information in an accessible format that can help teachers in supporting pupils with dyscalculia and difficulties in learning maths. • Some suggestions for immediate impact and ideas for more detailed interventions and departmental policies that can also help support these learners. • The strategies will improve learning for many pupils who have not been identified with maths learning difficulties or dyscalculia.

The Toxic Classroom offers a wide-ranging look at education today and explores in detail the pressures children experience as a result of constant change, digital technology and political interference. Beginning with what it is like to be a child in the classroom, the book goes on to provide a detailed analysis of the curriculum, assessment and accountability, school structures, educating for global citizenship and the plethora of social issues schools are now expected to solve. Written from the perspective of a successful headteacher with over 30 years' teaching experience, the book considers what needs to be done to put things right and outlines a more equitable and effective school system. Each chapter outlines the steps schools can implement immediately and the longer-term policy changes that are needed de-toxify the classroom and facilitate a genuine love of learning. Offering a challenging yet compelling argument for putting education back into the hands of teachers, this book will be of great interest both to the general reader and to those working within education such as teachers and professionals who wish to improve the ways in which children learn and develop.

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.

When young children are immersed in joyful and engaging shared reading experiences throughout the day, something wonderful happens. They learn to love books, enjoy reading, and see themselves as readers. Eric Litwin and Gina Pepin give you what you need to transform your classroom into a "reading playground" -a space in which children read along to, sing to, dance to, and celebrate words and texts. A space in which they experience the power of joyful reading. This is an accessible text suitable for practitioners working in Early Years and KS1. The book enthuses about approaches to teaching reading joyfully. With RfP high on the agenda in English schools this makes this short book pertinent to settings looking to embed Reading for pleasure. Rachel Clarke, Independent Reading Consultant

The fourth volume in the Progress in Self Psychology series continues to explore the theoretical yield and clinical implications of the wok of the late Heinz Kohut. Learning from Kohut features sections on "supervision with Kohut" and on the integration of self psychology with classical psychoanalysis. Developmental contributions examine self psychology in relation to constitutional factors in infancy. Clinical presentations focusing on optimum frustration and the therapeutic process and on the self-psychological treatment of a case of "intractable depression" elicit the animated commentary that makes this volume, like its predecessors, as enlivening as it is instructive.

How to Sparkle at Writing Stories and Poems contains over 40 photocopiable sheets for use with beginning writers. The activities will stimulate pupils' imagination and creative thinking and give them opportunities to organise and present their ideas in different ways. The sheets provide a variety of stimuli and innovative ideas which the teacher can build upon and extend. Brilliant Publications publishes a range of books for 0-15 year olds. Details of our titles can be found on our website www.brilliantpublications.co.uk

Mental arithmetic is now an important part of the school curriculum in both primary and secondary schools. How to be Brilliant at Mental Arithmetic contains over 40 photocopiable activities to help children develop the skills needed to do fast and accurate mathematical calculations. The sheets introduce a variety of techniques and strategies and provide opportunities for children to practise, reinforce and assimilate their new skills. Brilliant Publications publishes a range of books for 0-15 year olds. Details of our titles can be found on our website www.brilliantpublications.co.uk

How to Sparkle at Grammar and Punctuation contains 40 photocopiable worksheets for 5 to 7 year olds (Key Stage 1) which introduce, reinforce and consolidate concepts of punctuation, parts of speech, sequencing and sentence construction. The book provides a flexible but structured approach to teaching children how to acquire good syntax and punctuation. The concept of 'sentence' is quite difficult for children to acquire because it is so abstract. It is not enough for most children to reiterate that sentences begin with a capital letter, have a verb and end with a full stop. That does not explain what a sentence is, only how to mark one. Many of the tasks in this book are designed to help with such concept building.

Accessible and engaging, this methods textbook provides a roadmap for improving reading instruction. Leland, Lewison, and Harste explain why certain ineffective or debunked literacy techniques prevail in the classroom, identify the problematic assumptions that underly these popular myths, and offer better alternatives for literacy teaching. Grounded in a mantra that promotes critical thinking and agency-Enjoy! Dig Deeply! Take Action!-this book presents a clear framework, methods, and easy applications for designing and implementing effective literacy instruction. Numerous teaching strategies, classroom examples, teacher vignettes, and recommendations for using children's and adolescent literature found in this book make it an ideal text for preservice teachers in elementary and middle school reading, and English language arts methods courses as well as a practical resource for professional in-service workshops and teachers. Key features include: Instructional engagements for supporting students as they read picture books, chapter books, and news articles, and interact with social media and participate in the arts and everyday life; Voices from the field that challenge mythical thinking and offer realworld examples of what effective reading and language arts instruction looks like in practice; Owl statements that alert readers to key ideas for use when planning reading and language arts instruction.

Accessible and engaging, this methods textbook provides a roadmap for improving reading instruction. Leland, Lewison, and Harste explain why certain ineffective or debunked literacy techniques prevail in the classroom, identify the problematic assumptions that underly these popular myths, and offer better alternatives for literacy teaching. Grounded in a mantra that promotes critical thinking and agency-Enjoy! Dig Deeply! Take Action!-this book presents a clear framework, methods, and easy applications for designing and implementing effective literacy instruction. Numerous teaching strategies, classroom examples, teacher vignettes, and recommendations for using children's and adolescent literature found in this book make it an ideal text for preservice teachers in elementary and middle school reading, and English language arts methods courses as well as a practical resource for professional in-service workshops and teachers. Key features include: Instructional engagements for supporting students as they read picture books, chapter books, and news articles, and interact with social media and participate in the arts and everyday life; Voices from the field that challenge mythical thinking and offer realworld examples of what effective reading and language arts instruction looks like in practice; Owl statements that alert readers to key ideas for use when planning reading and language arts instruction.

The 'BrainCanDo' Handbook of Teaching and Learning provides teachers and school leaders with a concise summary of how some of the latest research in educational neuroscience and psychology can improve learning outcomes. It aims to create a mechanism through which our growing understanding of the brain can be applied in the world of education. Subjects covered include memory, social development, mindsets and character. Written by practising teachers working in collaboration with researchers, the chapters provide a toolkit of practical ideas which incorporate evidence from psychology and neuroscience into teaching practice with the aim of improving educational outcomes for all. By increasing both teachers' and pupils' understanding of the developing brain, 'BrainCanDo' aims to improve cognitive performance and attainment, foster a love of learning and enable a healthy and productive approach to personal development. This book will appeal to educators, primarily those working in secondary schools, but also those within higher and primary school education. It will also be of interest to students of education, professionals looking to enhance their teaching and researchers working in the fields of education, psychology and neuroscience.