This book provides a clear overview of current thinking on the teaching and learning of geography. It is an ideal companion to all students beginning a career in teaching the subject in secondary schools. The chapters are written by experienced teacher educators and bridge both theory and practice. The writers focus on the continuities, whilst setting them in the context of the changing curriculum. The book is divided into four parts. Part One examines the historical context of geography teaching. Part Two looks at issues of course planning, design, syllabuses and programmes of study. Underlying this section is the assumption that geography should not be considered in isolation from other subjects, but rather as part of a whole curriculum. Part Three concentrates on teaching and learning, and includes chapters on the use of maps, field work, IT and first hand experience within a community. The final section covers the issues associated with assessment, across the whole school age range.

* 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

* 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.

Responses to controversial exhibitions in recent years have demonstrated the dissatisfaction felt by many indigenous peoples and ethnic groups at the ways in which the traditional western museum has represented their cultures and excluded them from the process of interpretation and display. Many indigenous peoples, such as Native Americans and Aboriginal Australians, are now demanding that sacred objects and human remains be removed from display and repatriated. Drawing upon material from Britain, Canada, the United States, Australia and New Zealand Making Representations explores the ways in which museums and anthropologists are responding to these pressures by developing new policies and practices, and forging new relationships with communities. It also examines the increasing number of museums and cultural centres being established by indigenous and immigrant communities as they take control of the interpretive process and challenge the traditional role of the museum.

Radical activists do not see the American middle school as an organization to impart academic knowledge, but as an instrument through which they can force social change. Yecke, an experienced teacher and administrator, shows how these activists have implemented their plans and endangered the education of all middle school children--especially those who are gifted. In 1983 A Nation at Risk declared, "If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war." How did American educators respond? In their quest to establish a more egalitarian society, middle school activists and social reformers made it clear that the middle school was not just a new educational organization, but a means promoting social egalitarianism by coercing gifted students to be like everyone else. This was nothing less than a declaration of war against gifted children. Yecke shows that the inadequacies of our systems of research and education pose a greater threat to U.S. national security over the next quarter century than any potential conventional war that we might imagine. The achievement of students in other nations now regularly surpasses that of American students, and it will be impossible to reverse this trend within the confines of the contemporary middle school concept. Yecke asserts that it is time for the American public to reject the radical middle school movement before too much damage is done.

This volume presents chapters by researchers, practitioners, and policymakers who study the impact of classroom portfolios in the assessment of writing achievement by elementary and middle grade students.
The focus throughout the volume is on the tension between classroom assessment and externally mandated testing. It presents the efforts of researchers, practitioners, and policymakers to understand the impact of classroom portfolios for the assessment of writing achievement by elementary and middle grade students. Under the auspices of the Center for the Study of Writing, the editors conducted a national survey of exemplary portfolio projects, arranged for a series of "video visits," and held several working conferences. The result of this work is a broad-ranging tale: the aspirations of teachers and administrators to move the machinery of schooling in the direction of more authentic and engaging tasks, the puzzlement of students when they realize that the assignments are real and that the teacher may not have a "right answer" in mind, and the tensions between ivory-tower ideas and everyday classroom practice.
Divided into four sections, this research volume:
* provides a historical perspective, develops the conceptual framework that serves as a background for many activities described throughout, and discusses numerous practical issues that confront today's researchers and practitioners;
* views the phenomenon of writing portfolios through a variety of broadview lenses such as teacher enthusiasm, student reflection, assessment tension, the portfolio as metaphor, and the locus of control;
* conveys important conceptual issues with a balance toward pragmatics; and
* offers unique insights from the perspective of one individual who serves as scholar, researcher, and teacher.

Two powerful forces are driving American's demands for better schools -- one longstanding force is idealistic and the other is "new" and economic. The current group of young Americans is in danger of being the first full generation to consistently make less money and enjoy fewer worldly rewards than their parents. The intersection of idealistic and pragmatic forces has produced an era of calls for reform in U.S. education that is unparalleled -- calls that have resulted in the creation of the New American Schools Development Corporation (NASDC). The chapters in this book highlight the path traveled by NASDC -- a private, non-profit corporation charged with creating new, "break the mold" school designs for the 21st century -- and describes the first three years' accomplishments of nine NASDC development teams.

Collins International Primary Maths supports best practice in primary maths teaching, whilst encouraging teacher professionalism and autonomy. A wealth of supporting digital assets are provided for every lesson, including slideshows, animations, tools and games to ensure they are rich, lively and engaging. Each Workbook page has three levels of challenge which allow learners to practise and consolidate their newly acquired knowledge, skills and understanding of the mathematics they are learning. Provides support as part of a set of resources for the Cambridge Primary curriculum framework from 2011. This title is endorsed by Cambridge Assessment International Education.

Collins International Primary Maths supports best practice in primary maths teaching, whilst encouraging teacher professionalism and autonomy. A wealth of supporting digital assets are provided for every lesson, including slideshows, animations, tools and games to ensure they are rich, lively and engaging. Each Workbook page has three levels of challenge which allow learners to practise and consolidate their newly acquired knowledge, skills and understanding of the mathematics they are learning. Provides support as part of a set of resources for the Cambridge Primary curriculum framework from 2011. This title is endorsed by Cambridge Assessment International Education.

This book takes an in-depth look at the development of the private education sector in modern China. Readers will find valuable data and materials never before presented in such an accessible and transparent way, together with analyses of the major changes and challenges in the course of this development. The book is organized both chronologically and by topic: it employs a past-present-future order that unites the general arrangement; at the same time, each specific subject is approached historically, not only to show the origins of the problem, but also to link it with the historical-comparative context, in which the evaluation of alternative policy choices become highly viable. Further, the book provides a pioneering account of current problems, adopting a fresh perspective to address the most important aspects of Chinese private education reform. The elaboration on topics concerning private school assets, property rights, legal personality, school operators' entrepreneurship, benefits and investment returns, school autonomy, and the development of teachers and students, is both empirically rich and highly insightful. The book's content is chiefly derived from years of fieldwork in private schools and from extensive interviews with hundreds of policy makers, school operators, managers, teachers and students. Since these people are self-conscious about themselves as the actors in and witnesses to the development of Chinese private education over the past three decades, the book places great emphasis on neutrality, allowing the private education landscape to unfold in the context of the privatization of the socialist system after 1978. The book offers an essential guide for anyone who wishes to understand the transformation of Chinese education. It is highly recommendable as a detailed introduction to Chinese education, or as a resource for comparative research on private education from an international perspective.

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.

Collins International Primary Maths supports best practice in primary maths teaching, whilst encouraging teacher professionalism and autonomy. A wealth of supporting digital assets are provided for every lesson, including slideshows, animations, tools and games to ensure they are rich, lively and engaging. Lesson plans following a highly effective and proven lesson structure with a 'big idea' at the centre, anchoring mathematics in a real-life international context. Activities, exercises and investigations provide opportunities for learners to apply their knowledge, skills and understanding of the mathematics they are learning. Provides support as part of a set of resources for the Cambridge Primary curriculum framework from 2011. This title is endorsed by Cambridge Assessment International Education.

This text confronts the complacent assumption that "boys will be boys" which has resulted in a widespread blindness about the problem of boys in school. The book is a balance between theories on boys and classroom practice. Each chapter has a thematic introduction, a series of classroom strategies including practical suggestions for classroom use, and an "in the classroom" section which includes a short account of working with boys on some of these themes in an inner-city comprehensive school.

eBook available with sample pages: 0203397428

Science -- and the technology derived from it -- is having a dramatic impact on the quality of our personal lives and the environment around us. Science will have an even greater impact on the lives of our students. The lives of scientifically literate students will be enriched by their understanding, appreciation, and enjoyment of the natural world. To prosper in the near future, all students must become scientifically literate and embrace the notion of life-long learning in science. Without scientific literacy, it will become impossible for students to make informed decisions about the interrelated educational, scientific, and social issues that will confront them in the future.
Intended for science teachers, teacher educators, researchers, and administrators, this volume is concerned with the innovative research that is reforming how science is learned in schools. The chapters provide overviews of current research and illustrate how the findings of this research are being applied in schools. This research-based knowledge is essential for effective science instruction. The contributors are leading authorities in science education and their chapters draw clear connections among research, theory, and classroom practice. They provide excellent examples from science classes in which their research has reformed practice.
This book will help educators develop the scientific literacy of students. It bridges the gap between cutting-edge research and classroom practice to provide educators with the knowledge they need to foster students' scientific literacy.

Fully updated edition with five brand new sessions and bonus features. Fully updated with new developments in the theory and practice of teaching philosophy, this new edition of the bestselling book, The If Machine, presents 30 clear, ready-to-use plans to teach philosophy in the classroom with children aged five to 13. Each tried-and-tested session offers an imaginary situation, followed by a series of questions to encourage children to challenge key philosophical ideas such as values and ethics, gender and identity, and existence and beauty. With a star system indicating the level of difficulty, this practical book by Peter Worley, founder of The Philosophy Foundation, outlines Peter's philosophical enquiry method, which he has developed over 20 years of teaching. This fantastic resource also includes a new hints and tips section, as well as a troubleshooting table with guidance and links to further resources about how to deal with common problems such as unanimity. Accompanied by a companion website featuring an introduction to the philosophy that inspired the ideas, The If Machine is a must-have resource for all classrooms.

As technology continues to develop and prove its importance in modern society, certain professions are acclimating. Aspects such as computer science and computational thinking are becoming essential areas of study. Implementing these subject areas into teaching practices is necessary for younger generations to adapt to the developing world. There is a critical need to examine the pedagogical implications of these technological skills and implement them into the global curriculum. The Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education is a collection of innovative research on the methods and applications of computer science curriculum development within primary and secondary education. While highlighting topics including pedagogical implications, comprehensive techniques, and teacher preparation models, this book is ideally designed for teachers, IT consultants, curriculum developers, instructional designers, educational software developers, higher education faculty, administrators, policymakers, researchers, and graduate students.

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.

This innovative resource sets out simple, everyday activities that use music and sound to enrich the lives of young children with profound and multiple learning disabilities. Each colourful card presents ideas that parents and others can do with the child in their care, at home and when out and about. Activities are based on the Sounds of Intent framework of musical development - www.soundsofintent.org - and structured to promote an evolving sense of self, engagement with others, and an awareness of the wider world. A QR code on each card connects to specially created audio and visual materials that can be found on the Soundabout website - www.soundaboutfamily.org.uk. Features that make this an essential resource include: 48 cards that set out over 200 activities involving sound and music in an accessible way, with no special skills or knowledge needed Access to audio files, the pioneering 'Soundabout Music Tracks', that make music truly accessible to people with the most profound disabilities Created by Soundabout, a UK-wide charity whose mission is to empower people with profound and multiple learning difficulties through music, Little Soundabout is a unique resource that will enhance the lives of all learning-disabled young children aged 0-5 in the UK and beyond. Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.

This is the second of a two-volume publication which provides an international perspective on how children learn to read. Research studies and classroom experiences from around the world are reported, highlighting implications for the design implementation and evaluation of classroom reading programmes. Contributions are included from the UK, USA, Canada, Australia, Jamaica and Israel with evidence drawn from over 18 countries. Despite the contexted differences, there are many common concerns and controversies. From these, three areas are identified: the first is developing an improved understanding of the nature of children's early reading development; the second is the consideration of the ways in which children's reading can be encouraged. This volume addresses the issues of curriculum and assessment in the context of accountability.

The Godmother of Silicon Valley, legendary teacher, and mother of a Super Family shares her tried-and-tested methods for raising happy, healthy, successful children using Trust, Respect, Independence, Collaboration, and Kindness: TRICK.

Esther Wojcicki--"Woj" to her many friends and admirers--is famous for three things: teaching a high school class that has changed the lives of thousands of kids, inspiring Silicon Valley legends like Steve Jobs, and raising three daughters who have each become famously successful. What do these three accomplishments have in common? They're the result of TRICK, Woj's secret to raising successful people: Trust, Respect, Independence, Collaboration, and Kindness. Simple lessons, but the results are radical.

Wojcicki's methods are the opposite of helicopter parenting. As we face an epidemic of parental anxiety, Woj is here to say: relax. Talk to infants as if they are adults. Allow teenagers to pick projects that relate to the real world and their own passions, and let them figure out how to complete them. Above all, let your child lead. How to Raise Successful People offers essential lessons for raising, educating, and managing people to their highest potential. Change your parenting, change the world.

The learning of mathematics can go beyond the acquisition of facts and rules; it is a subject which is constantly being developed, from community to community, and from one generation to the next. This text presents a philosophical yet classroom approach to mathematics teaching, and examines how mathematics is taught across the curriculum and age range in primary schools. The book explores the role of play, story, drama, pattern, sound, and children's drawings and games. It discusses how these themes can be used by the teacher, and the various interactions with pupils. The use of the teacher's own mathematics in order to facilitate children's understanding of mathematics is covered and the resultant volume contains many ideas for the teaching of maths.

How do young children bridge the gap between "writing" a story with pictures and writing with words? How children learn to use written words to tell a story is a topic important to both cognitive development and early literacy instruction. Using the theoretical framework developed by Vygotsky, the behavior of a group of prekindergarten children as they author two consecutive pieces of writing is analyzed. The children tell their stories at first with spoken words and pictures. As they discuss their work-in-progress in public conferences, they discover how to build on and combine existing skills to produce a new skill -- telling stories with written words.
Current descriptive and theoretical perspectives on beginning writing are presented in this volume, with a particular focus on Vygotsky's concept of the "zone of proximal development," a period of sensitivity in which learning advances. The proposed mechanism of change is "verbal mediation" -- talk among peers and teachers as they discuss work-in-progress -- which moves the children through the zone of proximal development.
An open, whole-language approach to literacy instruction makes the classroom in this book an ideal arena in which to observe verbal mediation in operation. Children are free to question, criticize and argue; and in the process they collectively advance their developing ability to use written language.
The work is unique in that the rich and comprehensive data record is reproduced in its entirety. More than 400 illustrations of the children's products -- two "books" apiece, pictured before and after the children's revisions -- are included, along with transcripts of the conferences about each of the pages, permitting direct observation of the effects of verbal mediation. This dynamic study documents change during a period of time when specific learning is occurring, and provides strong support for the value and power of Vygotsky's theoretical framework.

This account of teacher research is a study of four first grade classrooms, and the interaction between the teachers and their students. The accounts give examples of "good teaching" and show, through case studies, how the students can better learn and teachers better teach. The author demonstrates examples of good teaching by means of dialogues between teachers and students, and she sees the "ethnography of empowerment" as bringing university staff closer to the empowering practice, in the same way that teacher-research work has brought teachers closer to empowering university practice.

The first part of this book charts and analyzes the working days of 326 primary school teachers. It shows how they spent their working lives, the nature of the curriculum they taught, and analyzes their work into five main categories: Teaching, Preparation, Administration, Professional Development and Other Activities. The second part comments on the findings by relating them to issues of school management and curriculum manageability and looks at how the idea of conscientiousness' among primary school teachers may have led to their exploitation.