This series is aimed particularly at early years practitioners, trainers and researchers, with the intention of providing discussions of some of the most recent and relevant research findings, in order to foster evidence-based practice in the rapidly expanding field of early childhood education and care. The contributions to the texts come from internationally renowned writers with experience and expertise in practical as well as academic settings, who are able to offer critical analyses of the research findings they present. The series focuses mainly on the years from birth to six and the research themes reviewed range from those with policy level and macro-issues foci to 'intra-child' questions. Overall, the series explores different perspectives, viewing research issues concerning within-child differences in their contexts, and acknowledging the impact of cultural expectations and constructions of childhood in our complex and diverse global society.

Praise for previous editions:- 'A wealth of theory, research, practical advice, case studies and tasks in one volume...Indispensable for both HEI tutors and mentors, and an important book to recommend to all MFL students.' - Language Learning Journal 'Presenting clear, straightforward, factual information on all current issues facing MFL student teachers ... An excellent reference guide during the first years of teaching.' - Mentoring and Tutoring Learning to Teach Foreign Languages in the Secondary School has established itself as the leading textbook for student teachers of foreign languages in the UK and internationally. The practical focus is underpinned by a theoretical perspective and backed up by the latest research, encouraging you to develop a personal approach to foreign language teaching. This new, fourth edition, has been comprehensively updated to take account of recent policy and curriculum changes, and now covers a range of relevant statutory frameworks. Fully revised chapters cover the key knowledge and skills essential for becoming a foreign language teacher: What can we learn from research into language teaching and learning? Teaching methods and learning strategies Creating a meaningful learning environment Transition from Primary to Secondary The role of digital technologies Teaching in the target language Receptive skills and productive skills Teaching and learning grammar Planning and reflecting on classroom practice Pupil differences and differentiation Assessment for and of learning It includes many examples of how to analyse practice to ensure pupil learning is maximised, together with activities and tasks to support you as you analyse your own learning and performance. Learning to Teach Foreign Languages in the Secondary School provides practical help and support for many of the situations and potential challenges you are faced with in school. It is an essential purchase for every aspiring secondary foreign languages school teacher.

Studying for an Early Childhood Degree, based on the practices of The Pen Green Centre for children and families, exemplifies how student-practitioners can foster strong communities of learners and create student-teacher connections that remain long after studies are complete. The Pen Green Early Childhood Centre in Corby, UK, has developed a unique approach to adult education. Highly qualified tutors, with their wide-ranging experiences, have written Studying for an Early Childhood Degree in collaboration with current and former students. It illustrates different ways to complete assignments, providing 20 case-studies of work that achieved an excellent grade from students of different professional, geographical, ethnic, educational and socio-economic backgrounds; it also explores the rationale behind what contributed to these excellent final grades. Each chapter, linked to the key themes of the QAA Early Childhood Studies degree, includes discussions, reflections, commentary and extracts from students' works through Levels 4-7, as well as suggestions for further reading. Studying for an Early Childhood Degree is an essential read for learners as well as educators and practitioners. It will be a key resource for students having varied learning needs, professional heritages, writing styles and interests. Further, it will also support other educators to consider the unique and often competing demands of being an adult in higher education.

A guide for self-reflection and managing your emotions when young children seek attention. Attention seeking is seen as misbehavior in young children, and giving them the attention they need is often times interpreted as reinforcement of bad behavior. Everyone Needs Attention focuses on how we, as adults, manage our emotions when children seek our attention, including a how-to chapter to help the reader reflect about how they sought out attention as children. This book includes conversations with teachers as well as some concrete steps to assist in self-explorations. Tamar Jacobson, PhD, includes her own life story of suffering emotional neglect, as well as anecdotes of her work with teachers, families, and children over the past forty years as a preschool teacher, professor, mother, and early childhood consultant.

Teaching Science and Technology in the Early Years (3-7) celebrates young children's amazing capabilities as scientists, designers and technologists. Research-based yet practical and accessible, it demonstrates how scientific, designing and making activities are natural to young children, and have the potential for contributing to all aspects of their learning. By identifying the scientific and design-related concepts, skills and activities being developed, the book enables the reader to make more focused diagnostic observations of young children and plan for how they can help move them forward in their learning. This second edition has been thoroughly updated and features: Six new chapters providing practical advice and examples for enhancing scientific and technological learning through thematic approaches a new chapter focusing on the outdoor learning environment and how this can support science and technology new case studies of successful early years practice, alongside examples of practical planning for learning, and advice on documenting children's learning stories, guidance on the role of talk, narrative, documentation and planning in relation to early years science and technology Based on the latest research and the first hand experience, this practical and accessible book is essential reading for early years and primary students on undergraduate and Masters level courses.

This book explores boy-focused education policy and how different educators struggle to implement or resist it in their schools. Weaver-Hightower examines masculinity politics in Australia and the United States, mapping how these politics create panic over raising and educating boys the "Right" way. Contextualizing this policy with movements for boys' education around the world, this book offers progressive strategies for resisting conservative, regressive, anti-feminist programs for boys.

During the preschool and kindergarten years, children begin spending more time engaging in physical activity and exploring new foods. Help children learn how to take care of their bodies as they build a foundation for healthy, active lives with this "Fitness and Nutrition" curriculum. Children will learn about motor development, fitness and physical activity, rest and relaxation, food choices and eating habits, and avoiding germs when eating.
The curriculum includes
Overviews of the six fitness and nutrition topics
Suggested interest area materials and supports for creating the learning environment
Learning objectives and vocabulary words to introduce and use
Suggestions for evaluating children's understanding of each topic
More than 30 hands-on classroom activities
Family information and take-home activities
This book is part of the Growing, Growing Strong series, a whole-health curriculum for children age three though kindergarten. Together, the books provide a complete set of activities and resources to help you support children's growth and wellness.

Resource allocation decisions made by school boards, principals, and teachers are critical for they determine the adequacy and equity of resources actually made available for specific schools, educational programs and individual students. The most important resources are often concealed by aggregate state or district measures such as dollars per student. For these decisions, the most important resources are elements such as basic and supplemental staffing levels, staff time, funding amounts for textbooks and supplies, selection of new equipment (particularly technology), and support for new or renovated facilities. The authors review current practices at each important decision-making level in school districts, from the school board to the classroom. At each juncture, the findings are interpreted to reveal both the causes of the practices and their implications for improving school effectiveness. This book provides new research in helping to inform and improve resource allocation practices in schools. The general conclusion is that improvement in the resource allocation practices in education requires a shift in focus to results instead of inputs, a strong emphasis on student learning as the primary focus of decisions, and systematic evaluation of results.

This volume on literacy in early childhood education covers topics such as: teachers' roles in promoting literacy-related play; hypermediating literacy activity; creating opportunities for discourse; bridging home and school literacy; and engaging children in the appropriation of literacy.

Young Adult Literature: Exploration, Evaluation, and Appreciation is an exciting new book developed to identify for teachers how to better connect adolescents with good literature. Comprehensive enough to ensure that teachers understand today's adolescents and the literature that will engage them, yet slim enough to ensure readers have the opportunity to read the books themselves, this book will help teachers provide a rich educational experience for adolescents throughout the middle and secondary curriculum while nourishing their love of reading. This book addresses adolescent culture and the types of literature that engage adolescents, including horror, graphic novels, comic books, and many forms of media, more thoroughly and insightfully than any other on the market. Middle and Secondary Inservice Teachers and Reading Specialists.

This book brings together leading scholars of education to analyze different ways of looking at school. Steinberg, Kincheloe, and a group of contributors argue that the goals of education are reduced by a superficial public conversation. Simplistic political views and strategies for reform ignore the complexity of the educational process. The debate over the purpose of schooling is lost. This dynamic produces an impoverished debate about the role of schools in a democratic society, the nature of learning, what constitutes good teaching, diverse ways of evaluating educational excellence, and a myriad of other pedagogical issues. "What You Don't Know About Schools" gives professors, students of education, and teachers new strategies and goals for the future of schooling in the United States.

This authoritative, state-of-the-art reference work provides the first systematic review to date of how sociologists have studied the relationship between race/ethnicity and educational inequality in eighteen different national contexts: Argentina, Australia, Austria, Belgium, Brazil, Canada, China, Cyprus, Finland, France, England, Germany, Ireland, Japan, Russia, South Africa, the Netherlands and the USA.
Using a similar, comprehensive literature review methodology, national experts critically review how sociologists have studied race and ethnic inequalities in education over the last thirty years. The analysis focuses on the main research traditions that developed over time and their relationships with developments in social policy and social thought. This book ultimately integrates the findings of the national reviews and maps out new directions for future research. Additionally, the editors explore how national contexts of race/ethnic relations shape the character and content of educational inequalities.
Global in its perspective and definitive in content, this one-stop volume will be an indispensable reference resource for a wide range of academics, students and researchers in the fields of education, sociology, race and ethnicity studies and social policy.

For Middle and Secondary Mathematics Courses. Teaching Secondary and Middle School Mathematics combines up-to-date technology and research with a vibrant writing style to help teachers grasp curriculum, teaching, and assessment issues as they relate to secondary and middle school mathematics. Designed for pre-service or in-service teachers, the fourth edition presents concise, current, and meaningful descriptions of what it takes to be an effective teacher of mathematics. This extensively revised resource offers a balance of theory and practice, including a wealth of examples and descriptions of student work, classroom situations, and technology usage to assist any teacher in visualizing high-quality mathematics instruction in the middle and secondary classroom.

This pioneering volume provides a thorough understanding of children’s spirituality from a holistic development perspective and explores the ways early childhood educators can nurture spirituality in the secular classroom. Making a critical distinction between spirituality and religion, this book draws on conceptual and empirical research, as well as authentic classroom vignettes to explore how theory translates into practice. Inviting readers to examine how their beliefs inform their practices, Children’s Spirituality in Early Childhood Education offers a purposeful window into supporting children’s learning and development with a focus on their souls, making it important reading for teachers, teacher candidates, researchers, and teacher educators in the field of early childhood education.

This timely book provides effective methods and authentic examples of teaching about climate change through digital and multimodal media production in the English Language Arts classroom. The chapters in this edited volume demonstrate the benefits of addressing climate change in the classroom through innovative media production and cover a range of different types of media, including video/digital storytelling, social media, art, music, and writing, with rich resources for instruction in every chapter. Through the engaging ideas and strategies, the contributors equip educators with the critical tools for supporting students’ media production. In so doing, they offer new perspectives on how students can employ media and production techniques to critique the status quo, call for change, and acquire new literacy skills. As the effects of the climate crisis become increasingly visible to the youth population, this book helps foster and support youth agency and activism. Youth Media Creation on the Climate Change Crisis: Hear Our Voices is a necessary text for students, preservice teachers, and educators in literacy education, media studies, social and environmental studies, and STEM education. The eBook+ version of the text features embedded audio and video components as well as interactive links to reflect the multimodal nature of students’ work, spotlighting how youth media production supports the development of students’ critical literacy skills and shapes their voices and identities.

- Offers a wealth of practical suggestions on how to support 5-11 year old children with speech, language and communication difficulties - Fully updated with new strategies and sections focusing on working with parents, identification, and supporting children post-pandemic. - First edition won the NASEN/TES Teaching and Learning Award in 2005. - Both authors provide training for practitioners working with pupils of all ages with SLCN and manage the ‘Language for Learning’ project based in Worcestershire. - Like the previous two editions, the book will be printed in full colour.

All the subject knowledge you need to teach primary Mathematics. Secure subject knowledge and understanding is the foundation of confident, creative and effective teaching. To help you master this, this comprehensive text includes subject knowledge from each part of the primary Mathematics curriculum and comes with a wide range of resources so you can test your knowledge as you progress through the course. an online Mathematics subject knowledge audit with the ability to share results with lecturers new end of chapter self-assessment questions Interactive tasks a Maths subject knowledge checklist useful weblinks for primary Maths teaching Recommended further reading The 9th edition has been updated in line with new guidance and framework updates, inluding the new EYFS, as well as links to new research.

'The Early Years Curriculum' brings together a range of curriculum models from across the world, providing in-depth discussion on key issues and theories, and enabling readers to consider each approach to children's learning within an international context. It encourages readers to explore different ways of understanding the curriculum, and to develop a critical understanding of the key issues that shape the way a curriculum is designed.

Teaching Reading and Writing: The Developmental Approach is a comprehensive yet accessible guide to the tools and knowledge pre-service and experienced teachers need to teach literacy in a developmentally-responsive and integrated way-while meeting the diverse needs of students in today's classrooms. Using a conversational tone to present a wealth of critical content, the book helps readers connect theory to practice through vignettes and sample lessons from real classrooms; authentic student work samples; ideas for using and integrating print-based and digital texts across the curriculum; and tools for organizing and managing a comprehensive, developmentally-responsive literacy program.

This book sheds light on new research related to welfare state, child care policies, and small children's everyday lives in instuitutions in a variety of countries. In uniting recent social childhood research, welfare perspectives and historical and comparative approaches, the book explores institutionalization as a feature of modern child life.

When it comes to science, many of today's children experience narrow and impoverished learning opportunities, which, as professor Judah Schwartz writes in the preface to this book, lead ultimately to a mere caricature of science. As a curative to this prevalent and unfortunate situation, this well-written and thought-provoking book presents the state of the art in science education for kindergarten and primary schools. It begins with a thorough theoretical discussion on why it is incumbent on the science educator to teach science already at first stages of childhood. It goes on to analyze and synthesize a broad range of educational approaches and themes such as: inquiry-based teaching; learning through authentic problems; scaffolding; situated learning; learning through projects; non-verbal knowledge; and informal learning.

* Offers a viable, low-cost solution to rapid change in a fast-paced world where decision-making is of the essence. * Scenarios are written in a playbook format so the reader can review each step in the change process and enact easily in their own contexts. * The book provides questions, agendas, participant worksheets, and action plans for the reader.