This delightful activity book, based on Molly Potter's bestselling title How Are You Feeling Today?, is filled with lively illustrations and engaging activities about dealing with a whole range of emotions, from excitement and happiness to shyness and jealousy.

We all have feelings; sometimes they feel comfortable and sometimes they feel uncomfortable. Can you sort them out and work out which emotion is which? And can you fill in a dot-to-dot boredom buster and draw a fluffy, smiling, happy monster? Use this book to explore how you are feeling and complete the activities with the colourful stickers!

With useful tips for parents and carers about delivering emotional literacy at the front of the book, this activity and sticker book will help children get to grips with their emotions on a daily basis.

Evidence suggests that school improvement can be achieved if a school has a commitment to its community. By developing a deep and mutual relationship with people and organisations in the local community, your school gains not only information, knowledge and support but a sense of moral purpose. Educational Leadership and the Community has been written in conjunction with the Community Education Development Centre (CEDC) and offers you different approaches to educational leadership, which are focused on community engagement and social regeneration. This practical book offers a reconsideration of the principles and purposes of your school's role in community education and leadership. Using research and case studies from around the world, Educational Leadership and the Community enables your school to move from being 'a school in the community' to 'a school of the community'. It covers:education and schools in the community educational leadership and the community learning in the community school improvement social and economic regeneration.

When a fourth-grade student, Jenny, was asked about reading, she stated: "I love to read, you get real neat ideas. I really like books about animals and biographies. I'm writing my autobiography now. Oh, I also really like Judy Blume books. " Her enthusiasm for reading is evident as she tells you about the Judy Blume book she just read, Are You There God? It's Me, Margaret (1970). Jenny reads almost every night at home. Jenny's classmate through 4 years of elementary school, Anna. responds, when asked about reading: "I hate to read; it's boring. " Anna says she never reads at home. She says she'd rather watch television or play with friends. Anna would even rather clean her room than read. She explains, "I'd rather clean my room because it makes the room look neat. Reading makes my head hurt because it's so boring and no fun. " Jenny and Anna attended a large neighborhood elementary school in Austin, Texas. The school is located in a lower socioeconomic status (SES) area of small houses, duplexes, mld apartments. About 45% of the children at the school are Hispanic, 35% are African-American, and 20% are Anglo. The school consistently ranks mnong the lowest schools in the district on standardized reading achievement tests. Upon entering first grade, neither Jenny nor Anna could read the words that were to appear in their first preprimer reader.

One of the most important factors in pupils' success in school are the relationships developed with teachers and other children. Not only are these relationships important in their own right, but they have considerable bearing on pupil motivation, achievement, and on their perceptions of themselves as learners. Social and Learning Relationships in Primary Schools is based upon, but not confined by, recent research projects focused on a range of relationships that exist within English primary schools. This text provides substantial evidence and rich insights into the development and ongoing influences on these social and learning relationships, relating to both the academic and affective outcomes of pupils. The book is presented in four parts: i) social interaction and the curriculum; ii) classroom relationships and the impact on learning; iii) professional identity and professional development; and iv) individual differences and inclusion. Through these sections, the authors identify important features of primary schooling including, for example, delivery of the core subjects, learning environment, role of student teachers in schools, classroom technology, and the transition between phases of education. They examine a number of social psychological influences on these relationships in terms of career phase, professional identity, adult-child and peer relationships, and self-efficacy and provide powerful evidence of the complexities of primary school life. Drawing together the perspectives of a number of authors, all of whom have served as practising teachers as well as gaining a wealth of experience in the higher education sector, Social and Learning Relationships in Primary Schools offers a detailed and holistic understanding of the influences that shape learning, policy and practice in this context.

* A one-top-shop highlighting the key debates in the field. Sign-posts students to the most important articles in the area - makes undertaking research and writing easier. * Supports the in-depth work all student teachers are required to undertake to achieve masters level credits on PGCE courses. * Succint chapters fully supported by pedagogical features mean you can dip in and out of this book as time allows - ideal for seminar discussion work. * facilitates readers to form their own personal ideas about language education.

Now in a fully revised and fully updated new edition, this comprehensive introduction to the teaching of Physical Education in primary schools is still the only textbook to cover the full sweep of the subject, from policy and curriculum developments to best practice and current debates. Written exclusively by primary Physical Education specialists, with primary school teaching experience, the book highlights the importance of Physical Education in the primary curriculum and the key issues facing primary teachers today, such as inclusion, training needs and the development of creativity. Central to the book are core chapters that examine each functional area common to many primary Physical Education syllabi - including games, dance, gymnastics, athletics and outdoor learning - and give clear, practical guidance on how to teach each topic. This new edition includes three completely new chapters, covering leadership, stakeholder interest in Physical Education delivery, and how to manage transitions. Rooted throughout in sound theory and the latest evidence and research, this book is essential reading for all students, trainee teachers and qualified teachers looking to understand and develop their professional practice in primary Physical Education.

Art in the Primary School is an introductory textbook, and a second edition to Teaching Primary Art, exploring the underpinning philosophy and pedagogy of teaching and learning art, including how and why digital tools and technologies can be integrated. This book considers practical aspects of teaching art, focusing on key processes of art making that children might experience in primary schools. It is based around the idea that digital tools and technologies can and should be integrated into the learning and teaching of art, exploring: What art is like in the primary school, why it should be taught and what is included in the curriculum How learning is planned, assessed, taught and supported in the classroom Learning about and from artists and how digital technology can be part of the art curriculum Key processes such as drawing, painting, printmaking, collage and textiles, working in three dimensions and making digital art Uniquely incorporating the use of digital devices, tools and technologies into the subject of art, this book will be essential reading for those training to teach and support learning in art in the primary school.

This book blends multiple research studies, historical and current events, reflective teaching examples, and guidance for LGBTQ+ inclusion and queer pedagogy in elementary schools. It is divided into three sections to guide the readers from a broad understanding of the hxstories of LGBTQ+ discriminations, rights, and some communities' resistance to LGBTQ+ children, teachers, and curriculum to a focused invitation into the author's own reflections, teaching, and discussions with children about LGBTQ+ literature and topics. The volume provides hxstories, theoretical and methodological inquiry, resources, and encouragement for teacher-researchers ready to engage LGBTQ+-inclusion and queer literacy pedagogy in their classrooms, schools, and communities.

How effective are patents for stimulating economic activity? This volume provides an overview of existing national patent systems and suggests a revised system.

This edited collection analyses the use of comics in primary and secondary education. The editors and contributors draw together global research to examine how comics can be used for critical inquiry within schools, and how they can be used within specific disciplines. As comics are beginning to be recognised more widely as an important resource for teaching, with a huge breadth of topics and styles, this interdisciplinary book unites a variety of research to analyse how learning is 'done' with and through comics. The book will be of interest to educational practitioners and school teachers, as well as students and scholars of comic studies, education and social sciences more broadly.

Getting the right answers in maths is only half the problem. Understanding why what you're doing works is the part that often stumps students and teachers alike. The essential guide for mathematics teachers and those training to teach, Yes, but why? answers all your questions, and sheds light on the hidden connections between everything in mathematics at school. This second edition includes: * A new 'Test yourself' feature in every chapter * More coverage of the four operations * Enhanced discussion of fractions and proportionality * Downloadable figures for use in the classroom

This is the first in-depth, practice-focused book to explain 'spectrum theory' and its application in physical education and sports coaching. Spectrum theory identifies 11 distinct teaching styles, with decision making as a central characteristic, and allows teachers to select age and developmentally appropriate styles across social, physical, ethical, emotional and cognitive channels. The book brings together leading thinkers in spectrum theory, to demonstrate how it can be applied to improve teaching and learning in PE and coaching. Drawing on real-world research in schools and universities, the book considers the history of spectrum theory, and examines its significance across important areas such as physical education teacher education, sport pedagogy, teacher development, models such as Games Sense and Teaching Games for Understanding, skill acquisition and student learning and perception. Every chapter highlights the practical implications of research in real-world settings and considers how spectrum theory can enhance learning experiences. This book is invaluable reading for all pre-service and in-service school physical education teachers, sports coaches, school pedagogical leaders and college lecturers.

Today, nations throughout the world lack detailed information about the arrangements families make for the care or education of their pre-school aged children. The present volume addresses this problem by presenting information from Phase 1 of the IEA Preprimary Project, which conducted household surveys with representative samples of families with 4-year-olds in the following 11 countries: Belgium, the People's Republic of China, Finland, Germany, Hong Kong, Italy, Nigeria, Portugal, Spain, Thailand, and the United States. Using a jointly-developed 50-minute parent/guardian interview, researchers in each country collected information about what settings families choose for the care/education of their 4-year-old children, why families choose these particular settings, and what problems they encounter with the settings. Families were also asked how many out-of-home settings their child typically attends each week and how long the child spends in these settings. In addition, interviewers gathered data about the family background (e.g. parental education and occupation) and asked parents to describe their child's routine for a typical 24-hour period.

This volume of findings from the IEA Preprimary Project will be useful to early childhood professionals and researchers as well as to policymakers concerned with family and educational issues. One chapter presents information about group settings in various nations, including thier sponsorship, the auxiliary services they offer and the extent of home-setting communication. Since the study is cross-national, it is possible to examine each nation's findings within a broader context and thus perhaps see new options for program planning andoperation.

This research-based book offers practical guidance on how to go about performance management. Based on experience of working with schools and running courses, and using the latest research on business strategies appropriate for education, it: o looks at what performance management means in practice o offers advice on how to go about monitoring o explains how to use data from pupil assessments o suggests ways to judge the effectiveness of teaching through analysing children's work o gives guidance on monitoring planning, assessment and observing lessons o proposes how to 1853467693reas for development, set objectives and draw up action plans o contains useful photocopiable formats o uses case study material to illustrate potential problems and good practice Throughout, the purpose is to help schools and teachers to be more effective.

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.

* Examines the factors that can influence a school's culture and sets out how schools can create an environment where adults want to teach and students want to learn. * Considers hot topics such as teacher workload, discipline, marking and CPD and shows how these can influence a school's culture and success. * Includes real case studies to show how schools have developed a strong culture and the impact on performance.

- disadvantaged white boys are the lowest achieving of any main ethnic group in our school system, with girls also struggling - even the best schools have struggled to close the attainment gap for this group - there is increasing evidence from research about what works, clearly summarised here in an accessible way - the school case studies bring research to life, showing what can be achieved with creativity, commitment and persistence

* unique formatting per study, with a graphic page highlighting the research findings, and an adjacent page with accompanying research and implications * themed and chronological arrangement of studies will allow readers to access particular studies with ease * covers areas which are of great interest to parents, such as memory and revision, the impact of sleep and mobile devices on learning, parental attitudes and expectations and children's behaviour. * will enable parents to increase their understanding of crucial psychological research so that they can help their children improve how they think, feel and behave in school.

This text provides a description and analysis of play and its use in helping young children to reach their potential. It is aimed at professionals working with young children with special educational needs and from a range of cultural and linguistic backgrounds.;The authors have sought to make sense of play from theoretical and practical sources to promote an interactive perspective. Included in the book is the authors' model of Play Based Assessment, a framework that can be used to assess and mediate children's learning and development.

This volume presents an entirely new analysis of the economics of futures markets, that will be of interest to both specialists in the area and the generalist economist seeking a new perspective.
Through a combination of theoretical investigation and empirical application, three important themes are explored: the gains from futures trading and the efforts of emerging markets to reap these benefits; rationality and rival hypotheses of trader behaviour, such as noise trading; and the effect of regulatory tools on price formation.

Business management within schools is no longer about making the books balance, it has gone beyond that for many bursars whose role is to give financial information to guide strategic decisions. From Bursar to School Business Manager is the first text of its kind, it offers an insight into how other schools are successfully operating their business and teaching support services. It describes: the need to manage resources which indirectly support teaching and learning the tasks, roles, relationships and careers of school business management and managers he practice of school business managers the future role and development of school business managers. This invaluable book will be welcomed by all school bursars, senior managers, head teachers, governors, LEA advisers and officers, and students on education leadership and management programmes. From Bursar to School Business Manager expands our understanding of the current and expanding roles and responsibilities of people who oversee school level resources in support of teaching and learning. This text will change school leaders' visions of resource management for the future." Richard A. King, Professor of Educational Leadership and Policy, University of Northern Colorado, USA.

This book is designed to improve the education of elementary school children with low school-readiness skills (low SES children) by preventing their misidentification as learning disabled. It is built on the premise that the time and money spent on special education services will be better used if educators focus on the needs of children with low school readiness skills before their deficits become so great that neither intervention nor remediation will work, and before the childrenAEs self perceptions are so badly damaged that they quit trying to succeed and accept failure.Poverty Is NOT a Learning Disability challenges educators and parents to consider how low expectationsua odeficit perceptionoeucan affect a child's achievement and stresses optimism as a central tenet of elementary schoolsAE day-to-day teaching/learning programs and school-community relationships. The authors emphasize that an attitude of optimism is strongly connected to hope for the future and crucial to providing children with a positive vision of what they can accomplish. This resource also covers how to build trusting relationships throughout the school community, among teachers, administrators, the school staff, and parents.aChildren inevitably endeavor to fit the words, actions, and deeds of those around them into narratives of their own. The authors conveyahow vitally important it is foramembers of the education community to work togetherato ensure that youngstersareceive a view of the future that inspires hope and validates the potential of each child.

The second edition of Mark Wolfmeyer's award-winning primer offers future and current math teachers an introduction to the connections that exist between mathematics and a critical orientation to education, one that accounts for race, social class, gender, sexuality, language diversity, and ability. Expanded and updated from the first edition, this book demonstrates how elements of human diversity and intersectionality have real effects in the mathematics classroom, and prepares teachers with a more critical math education that increases accessibility and equity for all students. By refocusing math learning toward the goals of democracy and social and environmental crises, the book also introduces readers to broader contemporary school policy and reform debates and struggles, especially in light of Covid-19 and the ongoing struggle for racial equity. Featuring concrete strategies and examples in both formal and informal educational settings, as well as discussion questions for teachers and students, text boxes with examples of critical education in practice, a glossary, and suggestions for further reading, Mark Wolfmeyer shows how critical mathematics education can be put into practice, relevant for undergraduate and graduate students in education, current teachers, and teacher educators.

* 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