This book discusses current challenges related to teaching geography, mainly at the secondary school and higher education level. Focusing on a range of current topics, different methods, techniques, materials, applications, and approaches to geography education with a regional Central European perspective, the book makes an original contribution to the field. Most of the chapters aims at the practical development of the themes such as geography curriculum (Part I), global education, inquiry-based education, project-based learning, case studies, powerful teaching (Part II), using of information and communication technologies (Part III) in geography teaching. The final part (Part IV) covers some geopolitical, and socio-geographical aspects of the aforementioned Central European former communist countries from the point of view how to teach them with various methods. Therefore, the book can appeal to many geography or science students, researchers and educators studying geography education around the world.

To care and educate our young children we must understand and listen to them. Childhood and (Post) Colonization opens the door to the effects of intellectual, educational, and economic colonization of young children throughout the world. Using a postcolonial lens on current educational practices, the authors lift those practices out of reproducing traditional power structures and push our thinking beyond the adult/child dichotomy into new possibilities for the lives that are created with children. Not just as theoretical discussion of the 'child', the actual lives of children are brought to bear on developing a new framework for thinking about the care and education of young children.

Happiness Factories explores the ideas, concepts and arguments behind an expanded focus in physical education beyond just the physical. It attempts to discuss the value and benefits of identifying other aspects - whether we call these 'holistic strands', 'character traits', 'life skills' or something else - that we can introduce into our curriculum design to identify other areas that our subject potentially touches on and influences. Taking the reflections and thoughts of PE educators, leaders and academics from across the world, Happiness Factories will seek to offer reflections and practical ideas for adapting PE provision to widen the impact for all pupils, regardless of their specific contexts and the book argues that a physically rich, dynamic and context-driven curriculum approach will expand opportunities for success for all, in turn inspiring future generations of PE pupils to strive for greater engagement, understanding and progression in all aspects of PE. Happiness Factories is the story of the author's career in PE, reflecting on the lessons he has learned, with the successes (and failures) along the way. It presents an alternative view of what modern, meaningful PE can look like and encourages all PE teachers, regardless of their unique context, to reflect on their own practice and the emphasis of the provision they give to their pupils.

From acrostics and riddles to kennings and paradiddles, this is a fun anthology of puzzling poems which also encourages children to have a go at writing poetry themselves. Rhymes, Riddles and Paradiddles is an excellent tool for teachers who want to introduce different forms of poems to their pupils and features different types of puzzle poems that are commonly used as models for children's writing in schools. Including puzzle poems ranging from easy to difficult, different poem styles and lots of humour, join Roger Stevens as he helps young readers crack the codes and learn to write their own puzzling poems that will baffle even the greatest mind.

This book is about a unique school. It is a school that, despite the increasing pressure put upon it by changes in the curriculum and the organisation of education, has managed to successfully maintain the creative values that have won it international and governmental recognition.
Written for teachers and headteachers who want to encourage creativity in their schools and classrooms, the book describes:
* the school's culture of holism
* its use and appreciation of its grounds and environment for learning
* its innovative approaches to curriculum organisation
* its appropriation of national initiatives such as the literacy and numeracy hours
* its creative teaching and learning through the eyes of observers, teachers, children and parents
The success of Coombes School shows that it is possible to combine externally imposed prescription with a set of personal beliefs and values - making a real difference to the quality of teaching and learning. This is an inspirational read.

This volume of The Handbook of Research in Middle Level Education is a significant contribution to the literature on middle level schools because it is written specifically with policymakers in mind. Middle level scholars have illuminated the most important issues concerning the education of young adolescents of which policymakers must be knowledgeable. It is only by having informed policymakers that middle level schools can truly thrive and provide the kind of education that every young adolescent deserves. The future of our country depends on it.

"Why do they have to keep on changing things?" It's a characteristic complaint from teachers and leaders in all parts of the UK, but especially in England. Our political system means we are locked into short-term cycles. Politicians come and politicians go. In education departments it means there is a revolving door of ministers, each often eager to implement their own priorities and projects. Civil servants jump, new directions are announced, plans are made ... and then suddenly the minister is promoted, moved to a new department, or dismissed. It's no wonder that lurches in education policy can feel so bewilderingly frequent and uncoordinated. And it's also no wonder that teachers can become demoralised, be left feeling deskilled, and feel cynical about the role of politicians. So how can we change this? This book collects the views of serving school and college leaders, of policy-makers, and of former education secretaries. It asks them what they would do if they were in charge, and it asks those who were once in charge what they would do differently. 'If I Were Education Secretary ...' provides a fascinating glimpse into education policy as it is now - but also a template for how it could become more powerfully coherent in the future, moving a good education system to genuinely world class.

Helping Every Child to Thrive in the Early Years shows how a personalised and relationship-based approach to education and care can help overcome the 'disadvantage gap' in the early years. It examines the challenges that children from disadvantaged backgrounds face and looks at what settings and practitioners can do to enable every child to succeed. Drawing on the latest research and using the insight gained from many years of working in early education the book considers the impact that disadvantage can have on children's development and argues that building strong relationships with children and families is key to closing the gap. Chapters cover: The different kinds and effects of disadvantage The importance of having a clear vision and shared values The culture of early years and how it has shaped practice Developing strong parent partnerships Supporting children with additional needs Smooth transitions Full of practical advice and supporting anecdotes and case studies, this is essential reading for early years practitioners, setting managers and teachers working with children in Reception and KS1.

American Evangelicals and Religious Diversity is a qualitative study of how religion and education intersect at one conservative Christian school. The school is Evangelical and American. The school's curriculum is bible-based and fulfills its state's educational requirements for high school graduation. While the school has an environment that is Evangelical, the students live in a religiously-diverse world. This book documents how three students and their teacher struggle to understand a world that challenges their faith. The context for this understanding is how the teacher presents and the three students come to understand Catholicism, Islam, and the indigenous religions of the Americas. Americans continue to debate whether religious schools are too parochial and do not prepare students to live a diverse society. It is the opinion of the editors that this book should put to rest some of this fear. We read the manuscript with a critical editorial eye but found the story a compelling one which challenged us to review the tenets of our own faith. The author's style of presentation is consistent with good scientific discourse yet impels the reader to a view inside the experience of the subjects of the study. Reading the manuscript was not only an informative experience but a faith affirming one too. We are very pleased to present Kevin Taylor's book, American Evangelicals and Religious Diversity as an important part of our series on research on religion and education.

Contents:
1. Introduction 2. Areas of Provision in the Early Years Settings 3. The Social and Cooperational Play Continuum 4. Using the Social Play Continuum 5. Scaffolding the Growth of Sociability and Cooperation 6. Literacy and Numeracy 7. Emotional Well-being, Making Choices, Time to Learn

This fully updated third edition of Becoming an Outstanding Primary School Teacher includes new material on blended learning, pedagogical leadership and teaching entrepreneurial skills. It offers comprehensive coverage of all the key topics that engage primary teachers, including planning, meeting curriculum demands, promoting positive behaviour, assessment, engaging with parents, research, and professional development. Throughout, Russell Grigg draws on theory, research, and case studies of classroom practice to discuss what it takes to become an outstanding primary teacher, making this essential reading for raising pupils' standards of achievement through high quality teaching. How do primary teachers who excel in their work approach topics such as planning and assessment? What strategies do they use to inspire pupils when teaching English, Mathematics, Science, and other subjects? How do they keep on top of everything in managing workload and still get the best from pupils? These are the kinds of questions that this revised third edition addresses. It includes: * more than sixty ground-breaking infographics to convey key points in a highly accessible way * discussion of recent curriculum changes in the UK and the implications for high quality teaching * tried-and-tested classroom strategies, points for reflection and further research to bridge theory and practice * key concepts and international views on topics such as creativity, teachers' well-being, and assessment * reflections on the lessons from the recent pandemic such as the need for a robust digital pedagogy * extensive references for further research. Becoming an Outstanding Primary School Teacher has been updated to reflect significant changes in the context within which primary teachers operate both in the educational system and broader society. Providing a complete guide to the notion and practices of outstanding teaching, this a vital reference for trainee teachers, NQTs, and more experienced practitioners who aspire to excellence in their teaching.

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.

This handbook allows rapid reference to conditions commonly encountered in school-aged children, and to rare diseases as well. It focuses particularly on the impact of the condition on the child's ability to access the curriculum, and suggests educational approaches that should help. In this way it is hoped that education and medicine can work hand in hand to allow each child to achieve their potential. The book offers: essential information on medical conditions and the way they affect learning; up-to-date descriptions of symptoms, signs and current key concepts; current educational approaches taken to accommodate children with the conditions and problems listed; and advice on diagnosing and responding to acute illness such as meningitis (what to do with a child who might have it, what happens to the rest of the school if it is diagnosed in one child).

This, the first publication to collate a broad international perspective on the pedagogical value of GIS technology in classrooms, offers an unprecedented range of expert views on the subject. Geographic Information Systems (GISs) are now ubiquitous and relatively inexpensive. They have revolutionized the way people explore and understand the world around them. The capability they confer allows us to capture, manage, analyze, and display geographic data in ways that were undreamt of a generation ago. GIS has enabled users to make decisions and solve problems as diverse as designing bus routes, locating new businesses, responding to emergencies, and researching climate change. GIS is also having a major impact in the classroom. Students and teachers around the world are using this significant emerging technology in the secondary school classroom to study social and scientific concepts and processes, to broaden their technical skills, and to engage in problem solving and decision making about local and global issues.
"International Perspectives on Teaching and Learning with GIS in Secondary Schools "brings together authors from 34 countries who profile the current status of GIS in secondary school teaching and learning in their country. Each chapter includes a summary of the country s educational context, a case study illustrating how GIS is used in secondary schooling, and an assessment of the opportunities and challenges in teaching and learning with GIS now and in the future. The book demonstrates that GIS is not only a technological tool to be used in the classroom, but also a catalyst for motivation, encouragement, and cooperation in understanding and solving global problems.

The most up to date and extensive survey of GIS in the secondary education landscape, covering both principles and practice.
Professor David Maguire, Pro-Vice-Chancellor, Birmingham City University, UK

International Perspectives on Teaching and Learning With GIS in Secondary Schools is a highly relevant, critically important, reflective contribution to the literature, providing strong arguments supporting the inclusion for spatial studies for all in secondary school education.
Karl Donert, President, EUROGEO

This is an invaluable and inspirational examination of innovation in geospatial technologies in secondary schools around the world. Each chapter contains practical models for how to integrate powerful tools for spatial analysis into a range of subjects. It will be useful to classroom teachers and administrators seeking pathways to implementation and teacher educators considering how to prepare the next generation to use geospatial technologies.
Sarah Witham Bednarz, Department of Geography, Texas A&M University, College Station, TX, USA"

Neoliberal logics of government shaping childhood today produce market-based frameworks for understanding childhood risks. In this timely work, Nadesan argues that these frameworks encourage affluent parents to pursue individualized technologies of the self to reduce risks posed to their children's future success. In contrast, neoliberal market frameworks regard lower-income children as "risky," and therefore deploy targeted disciplines aimed at reducing economic and biopolitical risks to the nation. "Risks" posed by poor children abroad derive from, and legitimize, a new U.S. security discourse that governs primarily through strategic containment and normalization, yet doesn't hesitate to employ repression. The current global economic crisis points to the limits and paradoxes of the neoliberal logics governing populations, presenting future "risks" for twenty-first century childhood.

Mary Renck Jalongo Interpersonal relationships present an interesting paradox to the young child. Although human bonds are a source of love, security and joy, they are, at the same time, the context in which children feel intense and complicated emotions such as jealousy, shame, resentment, sorrow, and rage. To illustrate, consider a series of incidents in the life of a young child named Melissa. All of these events were so memorable that they became oft-repeated family stories. At age 4, after Melissa was reprimanded by her mother, she packed a small plastic suitcase and announced that she was running away. Her mother kept a watchful eye while the preschooler stood at the end of the driveway for several moments. The child's sister-eight years her senior-decided to go out and gently inquire about her younger sibling's plans, to which Melissa responded ruefully, "I can't run away. I remembered that I'm not allowed to cross the street by myself. " Months later, Melissa enters kindergarten and she arrives home at the end of her school day, obviously upset. When asked about it, she says, "One of the kids told me I was doing my work wrong and it ruined my whole day. " In first grade, Melissa has experience with one of the school child's greatest fears: a mean teacher.

* Provides reader-friendly Biographic Biliteracy Profiles to illustrate the diverse ways that bilingual reading behaviors are enacted within a translanguaging context. * Introduces how Biographic Biliteracy Profiles can act as a type of transformative assessment that can shed light on how bilingual readers make sense of texts in the context of their home and school environments. * Offers in-depth analysis, narratives, and insights through the lens of 5 bilingual readers from Spanish, Greek, Japanese and English backgrounds * Examines the role of bilingual readers' identities in the process of becoming biliterate and translanguaging

This Handbook explores the multidisciplinary field of childhood studies through a uniquely global lens. It focuses on enquiries and investigations into the everyday lives of young children in the age range of birth to 8 years of age, giving space to their voices and involving interrogations about the various aspect of their lives. This Handbook engages with the interdisciplinary field of childhood studies, education, cultural studies, ethnography, and philosophy, with contributions from scholars from across the globe who have focused their work on the complexities of childhoods in contemporary times. By considering a range of epistemologies, ontologies and perspectives to present the contemporary & systematic research on the topic from a wide range of academics and authors in the field, this Handbook provides a significant contribution to the international dialogue of Global Childhoods. Part 1: Global Childhoods Part 2: Researching Global Childhoods Part 3: Contemporary Childhoods Part 4: Pedagogies and Practice Part 5: Creating Communities for Global Children

Your teacher training may have provided sound theory and a collection of instructional techniques, but it's often the practical details that can make day-to-day survival difficult in your first days, weeks, and years of teaching. For new teachers or those just new to the middle-school environment, here is an invaluable resource from the author of "Meet Me in the Middle" that will help you walk in the door prepared to teach. Oriented toward the unique experience of teaching grades 5 through 9, "Day One and Beyond" delivers proven best practices along with often-humorous observations that provide a window into the middle school environment.

Based on his many years of research and experience in the middle school classroom, Rick offers frontline advice on:

• practical survival matters, such as what to do the first day and week, setting up the grade book and other record keeping, and what to do if you only have one computer in the classroom;
• classroom management, including discipline, getting students' attention, and roving classrooms;
• social issues, like the unique nature of middle-level students, relating to students, and positive relations with parents;
• professional concerns, from collegiality with teammates to professional resources all middle-level teachers should have.

Content and instruction are important, but so are the practical matters that enable sound teaching practice. "Day One and Beyond" shows middle-level teachers how to manage the physical and emotional aspects of their unique environment so they can do what they've been trained to do: successfully teach young adolescents.

Discover new, practical methods for teaching literacy skills in your early childhood classroom. Has teaching early literacy skills become a stumbling block to getting your preschool students kindergarten ready? Break out of the tired "letter of the week" routine and learn how to transform your lessons with fun and effective techniques. Teach Smarter: Literacy Strategies for Early Childhood Teachers will equip teachers to infuse every aspect of their teaching with exciting hands-on literacy teaching methods that engage students and help them build authentic connections with books, so that 100% of their students will have a strong literacy foundation and will be fully prepared for success in kindergarten and beyond. Respected author Vanessa Levin, veteran early childhood educator and author of the "Pre-K Pages" blog, breaks down the research and translates it into realistic, actionable steps you can take to improve your teaching. Features specific examples of teaching techniques and activities that engage students in hands-on, experiential learning during circle time, centers, and small groups. Offers a simple, four-step system for teaching literacy skills, based on the foundational principles of early literacy teaching Demonstrates how to build your confidence in your ability to get 100% of your students ready for kindergarten, long before the end of the school year Understand the problems with traditional literacy teaching and identify gaps in your current teaching practice with this valuable resource.

The Teacher Journal is the must-have resource for early career teachers looking to thrive in their first role. This one-of-a-kind hybrid journal is packed full of opportunities for professional development, practical information and relatable anecdotes from a teacher who knows. Its easily digestible content makes it perfect to use around a busy work schedule and includes 'think pieces' that explore current research and how to put it into practice with links to the Early Career Framework and Teaching Standards. By providing useful questions and prompts, this book helps early career teachers to self-reflect, prioritise their wellbeing and increase job satisfaction while avoiding burnout. It also offers space to track and record appraisal targets and evidence for professional reviews and formal assessment. The content is divided to reflect each school term, encouraging professional and personal growth throughout the entire academic year. The Teacher Journal is the ultimate 'What I wish I'd had' toolkit to help ECTs create the strong foundations needed to succeed in their careers while maintaining self-care.

Winner of the 2016 AESA Critics' Choice Book Award Molly Makris uses an interdisciplinary approach to urban education policy to examine the formal education and physical environment of young people from low-income backgrounds and demonstrate how gentrification shapes these circumstances.

-Offers a structured, practical guide to reflection in teacher education and development, helping educators learn from their teaching, learning, and classroom experiences in a systematic and inspiring way. -Demonstrates how reflection enhances awareness of professional growth and identity, and can help overcome inner obstacles to further social justice and help empower diverse student populations. -Features examples based on everyday challenges faced by practitioners, and numerous exercises, all backed by the latest research, offering a useful for students, teachers, teacher educators, and others involved in communities of professional learning. -Offers a range of supporting material including downloadable tools, structures, and tutorial videos at www.korthagen.nl.