The under-representation of women in leadership positions in educational settings is a widely acknowledged, complex phenomenon that seems to persist, despite the fact that teaching as a profession is dominated by women. Over recent decades, scholars have investigated the factors contributing towards this under-representation, with a particular focus on the personal, organisational and social/cultural levels. This volume has been compiled in honour of Marianne Coleman, Emeritus Reader in Educational Leadership and Management at the Institute of Education, University College London. She is widely regarded as one of the most significant scholars globally in the field of gender and educational leadership, forging the research agenda and mentoring some of the scholars who contribute essays here. Amongst the key questions the book asks are: Why does society continue to accept male leaders as the norm? What barriers do women who seek leadership positions face? What supports do women require in order to encourage them to pursue leadership positions? How do women working in leadership positions conceive of their role as leaders? How might women's educational leadership be best supported at an institutional level?

* Highly topical - the role of worldviews in religious education has emerged as one of the most discussed international issues in the last few years and is very controversial * A provocative and contentious exploration of the Worldview framework to religious education, * Written by the leading names in the field - Philip Barnes is considered to be one of the most prominent names in Religious Education. * Covers key debates in field of religious education and what they mean for the future of the subject.

* Presents accessible and relatable personal life lessons, leadership observations and anecdotes drawing on the authors extensive leadership experiences in a wide range of schools. * Provides simple methods and strategies for improving whole-school systems, the culture of staff and pupil wellbeing and mental health, and standards * Includes key takeaways in each chapter and examples to help readers apply the ideas in their own setting * Includes a Foreword by Paul Garvey, a leading name in education

This practical resource is a compendium of authentic and hands-on literacy activities that will engage, challenge, and delight students. Specifically targeting Grade 4, these lessons and strategies enhance literacy instruction and encourage critical thinking. Aligned with current standards and principles of literacy instruction, the lessons will inspire GenZ and future generations of students by allowing them to explore literacy through public speaking, graphic design, improvisation, smartphones and video, art, music, and more. The original and entertaining activity sheets, graphic organizers, and examples are ready to be used or adapted to a wide variety of stories, novels, and nonfiction. With fully developed lesson plans, the practical resources in this book will motivate students of all backgrounds, including English language learners, gifted and twice exceptional learners, and all students who are comfortable or not yet comfortable in the English classroom. This book is the first in a set of three literacy titles focused on Grades 4, 5, and 6. Each book contains lessons and units to help develop deeper learning and encourage student creativity.

Novel standards framework offers a set of interlocking and mutually reinforcing elements that move from developing questions and planning inquiries to communicating conclusions and taking informed action. Presents a field-tested model based on work done with nearly 90 classroom teachers, university faculty, and state education department personnel. Makes a signature contribution to the field by appealing to both practitioner and academic audiences through the curricular and pedagogical opportunities evident in the Inquiry Design Model.

Remote learning, online learning, distance learning, and all the teaching practices they encompass fall within another category that teachers have to become familiar with. As an online teacher, it is vital to be able to display updated and fresh practices for students. As many have been thrust into online learning, it is necessary to be able to develop these teaching practices in order for the students to be taught the highest level of knowledge. Numerous teachers have not taught online prior to COVID-19, and especially not in this capacity. This book develops online teaching practices for teachers and students in order to receive the highest benefit from their education. Through teacher collaboration techniques that have been used to develop workshops, teaches would grasp a better understanding o teaching online. Teachers need a resource to utilize to assist them with online learning. This book is compromised of chapters regarding the aspect of teaching remote learning for early childhood and elementary classrooms.

Teaching Technology: Intermediate to Senior Phase covers both the conceptual and practical components of the subject of technology, as outlined in the CAPS. This involves the teaching of discipline-specific skills, such as problem solving using the design process, and also broader life skills, such as needs identification. The book explores teaching methods for technology education, covering lesson planning, classroom management, assessment and the use of resources and information and communications technology (ICT). Because science is integrated with technology in the intermediate phase, there is a special section on how teachers should approach this. For the senior phase, the book examines how particular knowledge strands should be dealt with. A unique aspect is the focus on integrating indigenous knowledge and technologies. It is also written with an awareness of the issues of sustainability. The book is appropriate for student teachers in BEd and PGCE programmes as well as in-service teachers and those enrolled in ACE/ADE programmes.

Planned themes with step-by-step guidance and ideas, linked to the national curriculum for KS1 and KS2 philosophy Linked themes to all subjects within the curriculum, including the ones that need a bit more imagination and philosophy teaching experience (e.g. ICT, Science) A teacher-friendly, easy-to-use layout A non-prescriptive teaching philosophy approach so it allows the teacher/facilitator to have space for their own creative input as well. A dip-in, practical resource book

* Chapters are written by top scholars in TESOL, including Luciana de Oliveira, Aida Walqui, David Crowther, and George C. Bunch * Applies a Vygotskian notion of scaffolding to both primary and secondary contexts * Features case studies and examples for practice

Children experience technology in both formal and informal settings as they grow and develop. Despite research indicating the benefits of technology in early childhood education, the gap between parents, teachers, and children continues to grow as our new generation of children enters early childhood classrooms. Child Development and the Use of Technology: Perspectives, Applications and Experiences addresses major issues regarding technology for young children, providing a holistic portrait of technology and early childhood education from the views of practitioners in early childhood education, instructional design technology, special education, and mathematics and science education. Consisting of fifteen chapters developed by multidisciplinary teams, this book includes information, advice, and resources from practitioners, professionals, and university faculty engaged in early childhood education and instructional design technology.

This exciting new book from the bestselling authors of The Science of Learning takes complex ideas around teaching and learning and makes them easy to understand and apply through beautifully illustrated graphics. Each concept is covered over a double-page spread, with a full-page graphic on one page and supportive text on the other. This unique combination of accessible images and clear explanations helps teachers navigate the key principles and understand how to best implement them in the classroom. Distilling key findings and ideas for great evidence-based teaching from a broad range of contemporary studies, the book covers the research findings, ideas and applications from the most important and fundamental areas of teaching and learning including: Retrieval Practice Spacing Interleaving Cognitive Load Theory Rosenshine’s Principles Feedback Resilience Metacognition Written to support, inspire and inform teaching staff and those involved in leadership and CPD, Teaching & Learning Illuminated will transform readers' understanding of teaching and learning research.

This book is packed with bright ideas and practical projects for children aged 4-11 to raise environmental awareness and prompt discussion about climate change. Encouraging children to take charge right from the start, the activities range from creating recycled kites, windsocks, and garden decorations, to upcycling old t-shirts, building minibeast hotels and designing campaigns to eliminate single-use plastics from school. Some can be completed outdoors and some indoors, with each page including photos of the activity in action, plus details of the resources required and steps needed. As well as the main activity, extension ideas are provided, so there is plenty to fill each session. The tried-and-tested activities are themed in three main areas: * Eco-friendly practice * Recycling and upcycling * Connecting with the natural world Whether you run an eco-club, a craft club or you simply want to facilitate activities on a sustainability theme with children in your class, this fantastic book will raise awareness of environmental issues in an engaging way - and many of the activities will save your school or setting money too.

"Schoolyard-Enhanced Learning" shows how the school grounds--regardless of whether your school is in an urban, suburban, or rural setting--can become an enriching extension of the classroom. In this comprehensive handbook, Herb Broda blends theory and practice, providing readers with practical suggestions and teacher-tested activities for using the most powerful audio-visual tool available--the outdoors.

Emphasizing the practical, this innovative book offers teachers step-by-step guidance to help ensure success when they take a class outside. It provides: Background that helps present the case for outdoor learning: educational theory that supports the concept; overview of the terminology; research on the benefits related to student achievement; alignment of outdoor learning with current teaching practices.Ideas for making the schoolyard an effective outdoor classroom: the planning process; enhancing and maintaining the site; developing gardens and attracting wildlife; finding community resources and funding.Advice on working with a class outdoors: garnering administrative and parental support; considerations before going out; making the most of your outdoor time; using GPS as an educational tool; building on the outdoor experience back in the classroom.An array of proven activities that utilize the schoolyard: activities related to specific subject areas; activities that teach process skills; activities that encourage initiative and build community.

At a time when children's natural curiosity about the outdoors is eclipsed by the demands of busy schedules and the ever-present glow of video screens, schools may be the only place where they are encouraged to interact with nature. "Schoolyard-Enhanced Learning" can help teachers unlock the powerful learning experiences that exist just beyond the classroom door.

* According to OECD reading for pleasure is the single most important indicator of a child's future success. 'Reading Teachers' * * Helps the primary profession develop an evidence-informed understanding of reading for pleasure * Draws on range of research evidence including studies on: Reading Teachers, on Student Teachers as Readers, on Dis/engaged Boy Readers and work with over 60 schools * Includes case studies, classroom vignettes and dialogues undertaken in conversation with classroom teachers and school leaders * Essential reading for all primary teachers, headteachers, literacy coordinators, student and trainee teachers.

Originally published in 1972, this book concerns the progressive movement, its prominent thinkers and its achievements, at a period of vital change in English primary education. The role of progressive educationists, such as Lane, Neill and Montessori is considered. The author asserts that these pioneers gradually made themselves the intellectual orthodoxy in the years between the wars.

Originally published 1974. Thousands of elementary schools for the children of the poor were founded during the nineteenth century, yet there is scarcely a published history of a single one of them. This volume is precisely such a history and the authors trace its story against the background of local and national change in education and society. On the basis of a unique collection of records the authors have pieced together a picture of the social composition of the school, its curriculum and teaching methods, and its administration and finance. They relate the history of the school to that of London and the church, to that of educational authorities and educational policy.

Originally published in 1967, this book illustrates how, during the nineteenth century, the idea grew up that the provision of universal education was one of the functions of the state.

Originally published in 1972, this book considers the actual development of infant schools and education in Britain against the background of industrialization and social change, making clear how this development was influenced by the ideas of particular theorists from both the Continent and England.

This brand-new title in the hugely successful Clever Kids (R) series contains over 70 memory puzzles to exercise young minds. From matching pairs and spot the difference games to number codes and picture puzzles, this book is filled with memory-themed challenges to keep kids' brains busy. Created by bestselling puzzle book author Gareth Moore, author of the chart-topping Brain Games for Clever Kids.

With approximately 16,000 students beginning primary teacher education in the UK each year, and each of those being expected to teach art and design, this pioneering volume provides a renewed emphasis on ideas, issues and research in art and design education in the primary and early years phases. It gathers together work from internationally recognised authors, providing a critical framework to underpin current and developing practice in primary art and design education in the UK and worldwide.Through in-depth exploration of debates that have taken place worldwide amongst art educators, it provides a critical framework to underpin current and developing practice. Herne's edited collection is a welcome addition to art and design education and will be of interest to all those involved in primary art and design education, whether teachers, trainees, post-graduate students or academics.

An updated, expanded, edition of the popular textbook for student and practising teachers of religious education. It is a book for and about teaching and learning religious education in schools, which is a lively and open-ended subject, ideal for those wanting to explore how people understand the world, and how they live their lives. A wide range of religious and non-religious ways of life are explored. New to this edition are descriptions of more recent research on teaching and learning religious education from the UK, Europe, America, Asia, Africa and Australia. Also included are personal accounts written by pupils, teachers and researchers, giving voice to those learning and researching religious education in practice. As well as revising and extending every chapter of the first edition, there are brand-new chapters on: - the real lives of teachers and pupils in religious education - religious education around the world - spirituality - thinking about philosophy, truth, and religious education - ethics, rights, values and virtues - creativity and religious education. A key feature of the book is the 33 classroom activities for learners aged 7 to 18, which are also designed for use by student and practising teachers. These activities enable those studying and teaching religious education to be active researchers.

City schools, especially those attended by working class and ethnic minority pupils are teh catalysts of many significant issues in educational debate and policy making. They bring into sharp focus questions to do with class, gender and race relations in education; concepts of equality of opportunity and of social justice; and controversies about the wider political economic and social context of mass schooling.

America, Western Europe and Australia have all taken a keen interest in the problems of urban schooling. The contributors to this collectiona of original essays all share a concern about these problems, although they approach them from a wide range of theoretical and ideological positions.

Gerald Grace and his contributors criticis the current limitations of urban education as a field of study and they present a foundation for a more historically located and critically informed inquiry into problems, conflicts and contradictions in urban schooling. Part I presents contributions on theories of the urban. Part II focuses upon the history of urban education both in Britain and the USA. Part III discusses contemporary policy and practice with essays relating to education in inner city London and in New York City.

This book was first published in 1984."

This book was first published in 1980.Contents: 1. The concerns of urban geography 2. The changing structure of society 3. The evolution of urban systems I. Pre-Industrial 4. The evolution of urban systems II. Industrialism 5. Contemporary urbanization, urban patterns and urban problems 6. Inside the city: the Rationale behind residential segregation 7. Housing classes, housing markets and urban residential patterns 8. Non-residential land-use patterns 9. Rearranging the city.

This book was first published in it's current form in 1974.