This book makes an original contribution to researching child-community development so that those with specific interests in early childhood education have new theoretical tools to guide their research practices. The book explicitly theorises the use of digital visual tools from a cultural-historical perspective. It also draws upon a range of post-structuralist concepts for moving research and scholarship forward. Examples of visual technologies from research in different cultural communities are foregrounded.

In particular this book introduces contemporary methodologies for researching child and community development with a focus on visual methodology so the dynamics of development can be captured over time and analysed historically, culturally, socially, ecologically and psychologically through a range of iterative techniques. Visual technology was not freely available in Vygotsky s time for example, and therefore potentially represents an extension of his genetic experimental approach to researching child development.

The book presents a range of methodological arguments about research into child and community development through which new conceptions for research centred on young children have been created. The authors of the chapters also discuss why a more holistic, dynamic and ethical view of research is needed for generating new knowledge about child development in a range of cultural contexts. "

The national movement toward massive expansion of early childhood education and development has evolved into individual state-by-state initiatives. Contributors set forth the evidence that will encourage states to take up this cause, provide advocates with the information they will need to make their case, and guide states and advocates in building a public and political will for change. Great advancements in the sciences of child development and brain development have provided a whole new foundation of thought regarding early childhood programs (preschooling) for 3- and 4-year-olds. The eleven chapters are organized into three sections: I, The Science; II, Early Childhood Intervention Programs; III, Social Action and Public Policy Issues. An inspiring read that is also serious and instructive.psychologists, teachers, and education professors and policymakers.

This edited collection reconceptualizes the place of early childhood education within communities. Contributors present a shift in the lens of the teachers and management within early childhood services to incorporate new ways of working with, alongside, and in collaboration with family, whanau (a Maori term referring to an extended family), and the wider community.

No matter what you teach, there is a 100 Ideas title for you! The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers. Each title includes at least ten additional extra-creative Bonus Ideas that won't fail to inspire and engage all learners. Questioning is key to effective teaching and learning, yet practical questioning strategies that are immediately useable in the classroom can be hard to come by. 100 Ideas for Primary Teachers: Questioning presents practical strategies, games and activities not only to help teachers improve their own questioning in the classroom, but also to allow pupils to develop an understanding of how they too can ask effective questions to develop their learning. Using philosophical approaches including ownership, authenticity, balance and Socratic principles, Peter Worley, co-founder of The Philosophy Foundation, provides guidance and ideas on how questioning can help pupils reach the next step and activate their own thinking. He also encourages teachers to reflect on their practice and the effect of questioning on children's progress. The ideas in this book are applicable to all subjects in a primary teacher's curriculum and are ideal for establishing good questioning strategies and a solid understanding of this core element of teaching.

During the last decade, the library profession has been confronted by a serious problem. More than 15 accredited graduate library schools in the United States have closed, including distinguished programs at the University of Chicago, the University of Southern California, and Columbia University. The closing of these schools raised critical issues about the future of the library profession, the place of library schools in higher education, and the role of libraries in society.

This book explores the causes and consequences of the recent closures of American library schools at a time when various other professional schools have expanded. The authors consider the theory that library schools have closed because of poor marketing and management and the theory that schools have closed because insufficient attention has been paid to the intellectual history and theoretical foundations of librarianship, leaving library school leaders with no guiding principle to assist in reforming the curriculum. The book places library schools in an historical context and discusses opportunities to reform library education.

Information from neuroscience is growing and being properly used, and misused wich makes it imperative that educators receive accurate and practical information. This book provides the accurate and practical information educators (pre-service and in-service) and caregivers serving children birth through age 8 need to know. This volume takes a practical and cautionary stance. It reminds educators to consider the ethical implications of neuroscience when it is applied to education, reviews current findings from neuroscience and reveals the dangers of oversimplification and inappropriate extensions of neuroscience into curricula. It brings together a group of authors with varied expertise writing on an array of inter-related educational topics that will help educators use neuroscience to understand and address the cognitive, emotional, social, and behavioral needs of all young children, including those with exceptionalities. They believe neuroscience can be insightful and useful to educators if applied ethically and with care. The book offers strategies educators and caregivers can use to affect children today and the adults they can become.

This book discusses novel research on and practices in the field of physics teaching and learning. It gathers selected high-quality studies that were presented at the GIREP-ICPE-EPEC 2017 conference, which was jointly organised by the International Research Group on Physics Teaching (GIREP); European Physical Society - Physics Education Division, and the Physics Education Commission of the International Union of Pure and Applied Physics (IUPAP). The respective chapters address a wide variety of topics and approaches, pursued in various contexts and settings, all of which represent valuable contributions to the field of physics education research. Examples include the design of curricula and strategies to develop student competencies-including knowledge, skills, attitudes and values; workshop approaches to teacher education; and pedagogical strategies used to engage and motivate students. This book shares essential insights into current research on physics education and will be of interest to physics teachers, teacher educators and physics education researchers around the world who are working to combine research and practice in physics teaching and learning.

How can teachers deepen their understanding of their work? How can researchers make sure their work is grounded in and responsive to community needs? In this assemblage of rich examples of partnership research in early years education, Duncan and Conner set out how early childhood teachers and researchers can work in partnerships that benefit them both. Drawing on examples of successful partnerships from Canada, Australia, and New Zealand, they tell the stories of the successes, struggles, insights, and opportunities that come from working in such partnerships. Each chapter describes its own political, social, cultural and educational contexts, identifying the importance of complementary and reciprocal expertise required to solve educational puzzles. Through skillful analysis, this volume demonstrates how collaborative research on early childhood education results in gains for educators, researchers, and children alike.

A volume in Adolescence and Education Series Editors Tim Urdan, Santa Clara University and Frank Pajares Emory University Paulo Freire wrote that "sometimes a simple, almost insignificant gesture on the part of a teacher can have a profound formative effect on the life of a student." Sometimes, of course, this formative effect is not the result of a simple, isolated gesture but rather of a proactive and sustained series of gestures on the part of a teacher. Many of us have been deeply influenced by one or more teachers who have exercised a formative effect in our development as students and individuals. We remember these teachers with fondness, tell their stories to our own children, think of them with affection, respect, gratitude, even reverence. Sometimes, we recognized this influence as it was happening, and we grew close to these remarkable individuals, keeping them in our lives even after we graduated from their classes. Often, however, they themselves were unaware of the influence they exercised over us, for it was not until years passed that we realized their effect. If time and distance did not prevent it, perhaps we found our way back to these educators and shared with them our appreciation and gratitude. In this volume, outstanding scholars in the fields of adolescence and education provide short stories describing their most memorable teacher. Some provide the story on its own; other follow it with a brief analysis drawn from theory and research in education, psychology, and human development to identify key concepts and principles that apply in explaining why the selected teacher was so effective and memorable. Some write about one specific teacher; others write about the qualities that they believe contribute to teaching excellence, including anecdotes from various teachers to support the qualities they identified. Each tells the story with an eye toward being accessible to a wide audience of readers. One need not be an academic, or an expert in education or psychology, to understand and find meaning in these stories. In essence, these are stories and analyses that capture just what it is that makes a particular teacher, as our title describes, unforgettable. This book would be excellent for teacher preparation courses, educational psychology courses, and for anyone who is interested in the art and science of teaching.

This book explores how professionals can engage and inspire parents to support their young children's mathematics learning. Bringing together international experts, researchers and scholars, it proposes a framework for engaging with and supporting parents, including those who are less aware of the crucial development of children's mathematical skills in the early years. Focusing on mathematics learning from birth to 5 years, the book's underlying assumption is that it is possible to offer guidance to professionals working with families with young children concerning how to engage and support families in the area of mathematics learning, including those families who seem alienated from education services. Specifically, the respective chapters present a framework for understanding children's early mathematical development and the important role of families in this regard. They describe effective strategies for engaging families in their children's mathematics learning, including those who are marginalised and experience multiple disadvantages, so that all families can best support their children's mathematical learning and their development of positive attitudes towards learning. In closing, hurdles and opportunities within the systems surrounding family engagement are addressed.

This book answers the question on how students and teachers talk about religion when the mandatory and nonconfessional school subject of Religious Education is on the schedule in the "world's most secular country" To do this, it analyses discourses of religion as they occur in the classroom practice. It is based on findings from participant observation of Religious Education lessons in several upper secondary schools in Sweden. The book discusses different aspects of the role and function of nonconfessional integrative Religious Education in an increasingly pluralistic, multireligious, yet also secularized society, at a general level. It looks at the religious landscape, different perspectives on school subjects, various models and the development of Religious Education, and discourses of religion of a secularist, spiritual and nationalistic nature. Religious Education is a school subject that manoeuvres in the midst of a field that on the one hand concerns crucial knowledge in a pluralistic society, and on the other hand deals with highly contested questions in a society characterized by diversity and secularity. In the mandatory, integrative and non-confessional school subject of Religious Education in Sweden, all students are taught together regardless of religious or secular affiliation. The subject deals with major world religions, important non-religious worldviews and ethics, from a non-confessional perspective. Thus, in the classroom, individuals who identify with diverse religious and non-religious worldviews, with a different understanding of what religion could be and what it might mean to be religious, are brought together. The book examines questions raised in this pluralistic context: What discourses of religion become hegemonic in the classroom? How do these discourses affect the possibility of reaching the aim of Religious Education which concerns understanding and respect for different ways of thinking and living in a society characterized by diversity?

We live in a world that is transitioning from focus on early childhood education within individual countries into a global perspective that considers how early childhood education is conducted in many diverse cultures and environments. The challenge on a global basis is how to develop programs in countries and environments that are different from a specifically western perspective. Economic, geographic, and cultural influences infuse early childhood programs around the world.

In 1999, a group of educators representing 36 countries developed guidelines for establishing minimum standards for preschool programs. A purpose for developing the guidelines was to provide guidance for countries that wished to evaluate and improve their own programs. A second purpose was to help developing countries initiating preschools to have relevant information about quality programs. The later development of an assessment tool based on the Global Guidelines served as a vehicle to use the guidelines to assess a single program or multiple programs. The continuing work with these guidelines in many countries throughout the world since 2000 has resulted in the collection of information that reveals the uniqueness of programs in different countries.

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Persistently cheeky, disruptive, even aggressive boys can be found in classrooms everywhere, as can the victims of bullying. These boys' behaviours often pose a problem to themselves as well as to others. As the hotly contested debates about boys' education swirl around them, what can teachers actually do to improve boys' performance in the classroom?Teaching Boys provides a practical framework for teachers to improve boys' education in ways that are appropriate for their school context and also sustainable. Drawing on intensive research in classrooms where innovative teachers are achieving good outcomes with boys, Keddie and Mills show how other teachers can learn from their success. They acknowledge that there are no simple solutions, but show that what teachers do in the classroom really does matter. They emphasise the importance of understanding the impact of dominant and subversive masculinities at all levels of schooling, on both boys and girls.' What is original about this book is that it marries theory and practice in a way that speaks to the everyday realities and concerns of teachers who work with boys in schools'Associate Professor Wayne Martino, The University of Western Ontario 'What is impressive about Teaching Boys is the way in which Keddie and Mills pull together the best research on boys and schooling with the best research on pedagogies.'Professor Bob Lingard, The University of Edinburgh

+ Clearly exposes the most frequent calumnies made against science + Shows how dogmatic religion, the financial interests of certain industries, and opportunistic politicians sometime work in cohort to undermine the public’s trust in science + Acknowledges that science’s most mistaken critics are often skilled communicators, and that effectively defending science requires an equally skilled defense + Shows that while the “Science Wars“ of the 1990s have abated, their effects on some of the methodologies in higher education and the larger population continue + Examines three case studies to clearly illustrate how reliable scientific knowledge is secured: • Eratosthenes’ discovery of the circumference of the earth • Louis Pasteur’s development of anthrax and rabies vaccines • The rapid emergence of scientific consensus regarding continental drift

Tracing the life of Sir Cyril Norwood, one of England's most prominent and influential educators, this book investigates the historical development of secondary education in England and Wales during the early twentieth century.

Including and Supporting Learners of English as an Additional Language identifies issues arising in teaching children from a range of linguistic backgrounds, and provides practical, research-grounded suggestions for good practice.Issues are discussed in the context of social inclusion and the Every Child Matters agenda and some differences in policy between England and Wales are identified. Strategies for working with children for whom English is an Additional Language (EAL) are explored and attention is paid to the period of transition between Key Stage 2 (KS2) and Key Stage 3 (KS3). Case studies, points for discussion or reflection and research summaries are incorporated in this accessible text. Clear links to the Qualified Teacher Status (QTS) standards for both England and Wales are provided, and a bank of suggested resources and support material is included.Essential reading for all trainee teachers working with EAL students and a useful resource for practitioners looking to refresh their skills.

The fourth book in the ancient Greek Mysteries series is a mix of Sherlock Holmes and ancient Greece from bestselling author Saviour Pirotta, with stunning illustrations from up-and-coming illustrator Freya Hartas. This exciting adventure will have readers gripped from start to finish. Scribe Nico and his perceptive friend Thrax are back in Athens and Nico is looking forward to the spooky festival of Anthesteria and the lavish feasting at Master Lykos's house. But when the boys suspect a plot to assassinate the general of Athens, they must put the fun aside and infiltrate the Society of Centaurs. Will they discover the true identity of the society's leader, and will they stop the assassination? This dramatic and mysterious tale is packed with wonderful characters and insight into the daily life of the ancient Greeks, a required topic in the Key Stage 2 History curriculum. Perfect for fans of the Roman Mysteries, or anyone interest in ancient Greece.

This Tutor's Guild AQA GCSE (9-1) Delivery Pack for English Language (Grades 3-5) is curriculum matched and contains everything needed for a whole academic year of private tutoring: 38 complete lessons, complete with plans, activities and homework Detailed explanation on the use of the pack Information for parents Specification guidance Advice on preparing for the exam Needs analysis for the parents and the students Mapping guide to the Revise GCSE Series Progress and End-of-Lesson Report templates Differentiation and extension ideas Customisable certificates in the digital version of the pack

Restorative Practice Meets Social Justice: Un-silencing the Voices of "At-Promise" Student Populations is a collection of pragmatic urban school experiences that focus on restorative approaches situated in the context of social justice. By adopting this approach, researchers and practitioners can connect and extend long-established lines of conceptual and empirical inquiry aimed at improving school practices and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of restorative practices in educational leadership and will help strengthen already vibrant lines of inquiry on social justice. The authors posit that a broader conceptualization of social and restorative justice adds to extant discourse about students who not only experience various types of daily oppression in US schools but also regularly live on the fringes of society. Chapters are written by a combination of researchers and practicing school leaders who believe in the power of healing and restoring relationships within school communities as opposed to traditional punitive structures. The dynamic approaches discussed throughout the book urge school leaders, teachers, school community members, and those who prepare administrators to look within and build bridges between themselves and the communities in which they serve.

• Every teacher will meet learners with dyscalculia or maths learning difficulties in their classroom • Teachers’ understanding of dyscalculia will lead to a more positive outcome for all their learners. • This book gives pragmatic information in an accessible format that can help teachers in supporting pupils with dyscalculia and difficulties in learning maths. • Some suggestions for immediate impact and ideas for more detailed interventions and departmental policies that can also help support these learners. • The strategies will improve learning for many pupils who have not been identified with maths learning difficulties or dyscalculia.

This volume presents a set of studies that explore significant questions about mathematics teaching and learning, and illustrate new methodologies for the analysis of new questions about mathematics education. The data from the "Second International Mathematical Study" (SIMS) is the starting point for all of the material in this work. SIMS was one of the largest and most comprehensive data-collection effort on mathematics teaching and learning ever undertaken. Because of its scale, comparative cross-cultural perspective, conceptualization and design, its data offer an indispensable beginning point for the exploration of many of the fundamental questions that circle around mathematics teaching and learning, not only internationally, but in the United States as well.