This book provides significant information regarding the policies and provisions for early childhood teacher education programs in universities in fourteen different countries. Early childhood education and care (ECEC) is expanding rapidly across the globe with unprecedented numbers of children attending EC centres, requiring the investment in educators to provide good quality ECEC. Yet, there is an inconsistent approach to early childhood teacher preparation and the quality of existing programs is not known. Each country's contributing author/s is/are well known in their field for their in-depth knowledge of early childhood teacher education programs including content, structure, and professional experience that works within the scope of policy and registration agencies. The chapters address the current situation of staffing-shortage or oversupply-of early childhood teachers in their country. The book informs policy regarding content of early childhood teacher preparation programs and provides evidence of current courses across many under-represented countries throughout the world. It makes a significant contribution to understanding the environment for early childhood teacher programs.

New Perspectives on Young Children's Moral Education explores how to approach young children's moral education in a world of uncertainty and change. What is moral education? How do young children learn to act and interact appropriately? How do we enable children to recognise that how they act and interact matters? How can character, virtues and value help young children internalise qualities associated with living 'a good life'? Challenging many current assumptions about ethics and education, Tony Eaude suggests that a moral dimension runs through every aspect of life and that ethics involves learning to act and interact appropriately, based on an 'ethic of care' and enduring qualities and attributes, to equip children to resist strong external pressures. Drawing accessibly on research in neuroscience and psychology, he discusses how young children learn, highlighting the role of emotion, culture, example, habituation and feedback. Small actions can help to develop agency, empathy and thoughtfulness and a sense of moral identity, with an increasing emphasis on self-regulation, a vocabulary of ethics and intrinsic motivation. Eaude explores how character, virtues and values can help young children and adults to recognize and internalize qualities associated with living 'a good life'. He identifies how adults and learning environments can support these processes and shows why an inclusive approach is needed, rather than focusing on these topics only in particular settings, programmes or lessons. Recognising pitfalls and dilemmas, Eaude argues that an approach based on virtue ethics and an apprenticeship model is suitable in school and other settings, both religious and otherwise, internationally.

This is a complete guide to supporting problem solving, reasoning and numeracy in the Early Years Foundation Stage (EYFS), promoting a holistic approach and exploring good practice. "Problem Solving, Reasoning and Numeracy" introduces this area of the Early Years Foundation Stage (EYFS) to trainee and qualified early years professionals. This area of learning and development, problem solving, reasoning and numeracy, is introduced within the context of the development of children aged between 0-5 years in the Early Years Foundation Stage (EYFS). A balanced approach to the Early Learning Goals is encouraged ensuring that key principles of good early years practice are maintained and developed, and the holistic development of the child is promoted. This user-friendly guide will support early years professionals to: reflect on current practice and develop skills; evaluate the implications of research for early years practice and provision; promote interdisciplinary teamwork between those who work with and support young children; meet the diverse needs of children at different developmental stages and ages; and support children as they move within and beyond the EYFS. This series introduces each of the six areas of the Early Years Foundation Stage (EYFS): Personal, Social and Emotional Development; Language, Literacy and Communication; Problem Solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Creative Development; and Physical Development. Each book delivers accessible yet rigorous support for practitioners, whether training or qualified, in developing their professional understanding and practice in each of these Early Learning Goals. Whilst considering each area in turn, the aim throughout the series is to promote the holistic development of the child. Each volume includes: an introduction to the key area; consideration of the development of children in the key area from birth to 3 years; 3 to 5 years; and into 5 to 7 years; consideration of the holistic development of the child and the impact of that development on the key area being discussed; research evidence to support practice; practical examples of good practice; discussions on leadership in the key area; and support in the development of pedagogical skills and reflective professional practice. In line with the aims of the EYFS, this series will help you in meeting the challenges that come with supporting the different needs of children, working in multi-professional partnerships, balancing the different areas of development, and supporting transitions within and beyond the EYFS.

"Not by Schools Alone" takes a compelling look at the realities of modern education: attitude problems hindering change, isolation and bureaucratic rigidity, and proliferating social problems afflicting children and families. Author Sandra Waddock proposes that we all, whether in business, social service, or health care agencies, government or civic leaders, or simply parents, have roles to play and responsibilities to bear for education reform. For schools to change requires shifts of enormous proportions within schools themselves to reengineer the educational goals, content, processes, and systems to assure that all children learn at high levels. This cannot be done in a vacuum, but should and must be done by tapping the strengths of other key stakeholders in society and restructuring so that responsibility can be shared appropriately.

Second Language Writing in Elementary Classrooms focuses on L2 writing in elementary classrooms. It features chapters that highlight research in elementary classrooms focused on the writing development of multilingual children, and research in teacher education to prepare elementary teachers to teach L2 writing and address L2 writers' needs.

Secondary Education for All cannot be considered independently from the life and career of its author, R. H. Tawney. Written in 1922 in time for the general election, it is the Labour party's first major statement on adolescent education. It reflects the historical insights and ardent political convictions of an economic historian turned socialist, and helped to bring the issue of education reform from the periphery of politics to a more central position. Through the introduction of free secondary education for all, Tawney hoped to rid education of class inequality over a generation. This is a classic and influential text which acted as a springboard for educational advance which reflects the growing educational and political debate of 1920s Britain.

Drawing from first-hand discussions and interviews, this essential guide offers an in-depth, realistic overview of bringing up a child with complex and specific needs to enhance current practice and collaborative work with parents. The book supports the development of effective child-centred planning and family-centred approaches, by using the expert voices and lived experiences of parents to inform critical discussion and build the skills of professionals. Chapters provide strategies, guidance, and suggestions to strengthen effective partnership work with parents, children, and young people. Scenarios, key takeaways, and questions for discussion are also woven throughout, offering a greater understanding of the barriers faced by parents of children with SEND and encouraging the reader to consider how they can more effectively co-produce with families. True Partnerships in SEND uses the voice of the parent and their lived experiences as the basis for narrative, research and discussion and includes wider concepts that can inform positive parent-professional interactions globally. It will be essential reading for SENCOs, teachers, and other education professionals working with children with SEND and their families.

This book examines emergent literacy as the foundations for language instruction and seeks to relate the work of those doing research on literacy acquisition and those designing programs to facilitate children's literacy development. It bridges theory and practice, looking at both cognitive processes and settings in which children first experience literacy.

With contributions by leading researchers in the field, the book examines emergent literacy in nonliterate homes; oral language supports; parent-child reading; literacy and working class families; literacy from a developmental perspective; parental involvement; and collaborative efforts of teachers and parents. An essential collection for all research and education in the language arts methods area. Will also appeal to educators involved in reading instruction and parent-education.

When the original Visible Learning published in 2008 it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing 'teaching's Holy Grail'. Now John Hattie returns to this ground-breaking work. The research underlying this book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies and involving more than 400 million students from all around the world. But this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood - and at times misunderstood - and what future directions research should take. Visible Learning: The Sequel reiterates the author's desire to move beyond claiming "what works" to "what works best" by asking crucial questions such as: Why is the current 'grammar of schooling', so embedded in so many classrooms and can we improve it? Why is the learning curve for teachers after the first few years so flat? How can we develop teacher mind-frames to focus more on learning and listening? How can we incorporate research evidence as part of the discussions within schools? Areas covered include: * The evidence base and reactions to Visible Learning * The Visible Learning model * The intentional alignment of learning and teaching strategies * The influence of home, students, teachers, classrooms, schools, learning and curriculum on achievement * The impact of technology Building upon the success of original, this highly anticipated sequel expands Hattie's model of teaching and learning based on evidence of impact and is essential reading for anyone involved in the field of education either as a researcher, teacher, student, school leader, teacher trainer or policy maker.

This second edition of The Teaching Assistant's Guide to Effective Interaction is the definitive guide to teaching assistant-pupil interaction, fully updated with examples from schools that have implemented techniques from the first edition. An invaluable professional development tool for classroom support staff and the teachers who work with them, this new edition answers the need for specific, practical guidance on the role of the teaching assistant. This practical and accessible guide sets out a role for teaching assistants that focuses on developing pupils' independence and ownership of learning, with key learning points now summarised in each chapter. Based on a classroom-tested framework and covering the main contexts in which teaching assistants work, it includes a range of strategies and reflective activities to help improve the support provided to pupils in everyday settings. This book sets out successful strategies for: Responding to additional needs Understanding the principles behind effective classroom talk Carefully scaffolding pupils' learning Delivering intervention programmes The Teaching Assistant's Guide to Effective Interaction is an essential read for all teaching assistants and will also be of interest to school leaders, SENCOs and teachers in both primary and secondary schools who wish to improve their deployment of teaching assistants and their own interactions with pupils. Used in combination with Maximising the Impact of Teaching Assistants in Primary Schools, The Teaching Assistant's Guide to Effective Interaction is a comprehensive and unrivalled resource for supporting school workforce improvement.

What do you need to know to teach computing in primary schools? How do you teach it? This book offers practical guidance on how to teach the computing curriculum in primary schools, coupled with the subject knowledge needed to teach it. This Seventh Edition is a guide to teaching the computing content of the new Primary National Curriculum. It includes many more case studies and practical examples to help you see what good practice in teaching computing looks like. It also explores the use of ICT in the primary classroom for teaching all curriculum subjects and for supporting learning in every day teaching. New chapters have been added on physical computing and coding and the importance of web literacy, bringing the text up-to-date. Computing is both a subject and a powerful teaching and learning tool throughout the school curriculum and beyond into many areas of children's learning lives. This book highlights the importance of supporting children to become discerning and creative users of digital technologies as opposed to passive consumers.

This handbook explores the curriculum, instruction and assessment used in middle schools. The essays cover: curriculum integration - history and research; the relationship between middle grades teacher certification and teaching practices; and cohorts in middle level teacher preparation.

This book offers a new perspective into the world of international schools and the lucrative industry that accompanies it. It examines how the notion of the 'global' becomes a successful commodity, an important social imaginary and a valuable identity marker for these communities of privileged migrants and host country nationals. The author invites the reader on an ethnographic journey through an international school community located in Germany - illuminating the central features that define and maintain the sector, including its emphasis on 'globality', engagement with the concept of 'Third Culture Kid', and its wider contentious relationship with the 'local'. While much attention is placed on 'global citizenship', international school communities experience degrees of isolation, limited mobility, over-protection and dependency on the school community- impacting their everyday lives, inside and outside the school. This book is guided by larger questions pertaining to the education and mobilities of 'migrant' youths and young adults, as well as the notion of what it means to be 'global' today.

This 15-volume set has titles originally published between 1929 and 1994 and is an array of scholarship on the early years of children, from birth to age seven. The set focuses on learning and education but also contains titles with perspectives on child development, parenting and various other issues in the area of early years. Individual volumes examine nurseries (both in the home and the school), playgroups, language development, teaching of mathematics and other curriculum subjects. This collection will be a great resource for those interested in the history of early years and education.

This book has gone to great lengths to reveal, through research and practice, the possibilities of addressing and reducing racist practices in our schools. It features an Antiracist Education Teacher Study that assisted in providing baseline figures of teacher perceptions of racism, and demonstrated how teachers can successfully implement antiracist concepts in their classrooms. Findings further indicate that such teacher involvement makes a difference in student acceptance and attitude. As teachers display enthusiasm for teaching their subject areas multiculturally, and having an intolerance for racist behavior, many students have shown greater respect and appreciation for their teachers who are willing to expose life's realities. Educators in the Teacher Study became role models for their students. This role modeling empowered students in positive ways to address issues of racism from the student perspective. Dr. Donaldson also focuses on shattering the denial of teachers who doubt the existence of racism in schools and who question how student learning is adversely affected by racism. She uncovers the difficulty teachers have with coming to grips with the realities of racism. In light of these difficulties, those who endured became empowered to become better teachers.

As one of the few books on the history and philosophy of American elementary school education, Cavanaugh's work examines the pioneering careers of Francis Wayland Parker, John Dewey, Rudolph Steiner, Hughes Mearns, and Laura Zirbes. Finding the basic framework for current fashionable trends in education like the Whole Language and Process Writing Movement, Cavanaugh shows how educators came to these ideas over 100 years ago. After presenting the five biographies, Cavanaugh goes on to explain how children learn to read and write; what kinds of schools foster this learning; the roles of teachers, students, and parents; and the important tools of grading, evaluation, and assessment. In all these areas there are important lessons to learn from the past.

Littleton. Columbine. Sandy Hook. Each school shooting in the United States is followed by a series of questions. Why does this happen? Who are the shooters? How can this be prevented? Along with parents, school officials, media outlets, and scholars, popular culture has also attempted to respond to these questions through a variety of fictional portrayals of rampage violence. Rampage Violence Narratives: What Fictional Accounts of Rampage Violence Say about the Future of America's Youth offers a detailed look at the state of youth identity in American cultural representations of youth violence through an extended analysis of over forty primary sources of fictional narratives of urban and suburban school violence. Representations of suburban and rural school shootings that are modeled after real-life events serve to shape popular understandings of the relationship between education and American identity, the liminal space between childhood and adulthood, and the centrality of white heterosexual masculinity to definitions of social, political, and economic success in the United States.Through a series of 'case studies' that offer in-depth examinations of fictional depictions of school shootings in film and literature, it becomes clear that these stories are representative of a larger social narrative regarding the future of the United States. The continuing struggle to understand youth violence is part of an ongoing conversation about what it means to raise future citizens within a cultural moment that views youth through a lens of anxiety rather than optimism.

This handbook discusses early childhood special education (ECSE), with particular focus on evidence-based practices. Coverage spans core intervention areas in ECSE, such as literacy, motor skills, and social development as well as diverse contexts for services, including speech-language pathology, physical therapy, and pediatrics. Contributors offer strategies for planning, implementing, modifying, and adapting interventions to help young learners extend their benefits into the higher grades. Concluding chapters emphasize the importance of research in driving evidence-based practices (EBP). Topics featured in the Handbook include: Family-centered practices in early childhood intervention. The application of Response to Intervention (RtI) in young children with identified disabilities. Motor skills acquisition for young children with disabilities. Implementing evidence-based practices in ECSE classrooms. * Cultural, ethnic, and linguistic implications for ECSE. The Handbook of Early Childhood Special Education is a must-have resource for researchers, professors, upper-level undergraduate and graduate students, clinicians, and practitioners across such disciplines as child and school psychology, early childhood education, clinical social work, speech and physical therapy, developmental psychology, behavior therapy, and public health.

This book examines the complexities of these negotiations in a particularly complicated and volatile context (Palestine) and a particularly ""hot"" development field (early childhood development). The international community's efforts to support early childhood programming in the developing world fall more broadly within the empowerment camp than other development sectors, and, through their greater-than-average integration of civil society institutions, local communities, and governments, may serve as a source of important lessons about ""fishing expeditions"" in development more generally. This case, in particular, speaks to the conflux of interests, priorities, and dreams that shape local initiatives for early childhood development, and examines the ways in which the supposed students of fishing may, sometimes, teach their instructors a thing or two.

Based on the teachings of Jesus and a biblical foundation, this book presents a new framework for education and teaching, referred to as the shalom education model, that addresses four essential questions in education (why teach, what to teach, how to teach and who are teachers?). After explaining the theoretical background of shalom, the book investigates a range of contemporary educational issues including gender identity, bullying, disability, linguistic and cultural diversity, and social justice, and presents practical guidelines that can be applied to classroom teaching. The book also emphasizes the role of teachers as missional leaders who help students unlock their full potential.

This book introduces a comprehensive RTP Model that reframes research to practice knowledge and inclusive education philosophy to promote the sustained use of research to promote and enhance meaningful education for all students.

Most children learn to read, irrespective of the method of instruction. Yet up to a fifth of children struggle with reading in their first few years at school. Unfortunately, those who struggle in the early years will continue to struggle throughout their school career. Yola Center offers a systematic, research-based guide to teaching reading in the first three years of school. Her aim is to ensure that teachers can work with at-risk or reluctant readers in the regular classroom as effectively as with children for whom reading seems to come naturally. Taking an analytic approach to reading, Beginning Reading shows how children can be moved through the key stages of early reading acquisition. Each chapter includes an overview of relevant research, practical classroom strategies and guidelines for lesson planning. Center adopts a balanced view of reading instruction, stressing the importance of phonological processes at the beginning of literacy instruction, as well as semantic and syntactic ones. This supports at risk children in regular classrooms, who are provided with the maximum opportunity to develop the accurate and fluent word recognition skills that are needed in order to extract meaning from print.

This open access book outlines key terms of China's school leadership in Chinese political and legal, financial, administrative, and cultural contexts. It reveals and interprets the real meaning of these practical terms based on existing laws, government documents, school policy texts as well as the latest empirical findings from school leaders and teachers' surveys and interviews in China. Providing a holistic picture of China's school leadership through the unique meanings of these terms, the book offers researchers and graduate students insights into school leadership practice and its context in China. Thus, it would likely intensify readers' knowledge base to analyse and interpret the phenomenon and research data regarding China's school leadership.

The public provision of early childhood education has developed at different rates across individual countries over the past two centuries. This book provides the historical background to explain how these national differences occurred, with particular reference to welfare and educational systems, to highlight how particular influences grew.