Teaching assistants are an integral part of classroom life, yet pioneering research by the authors has shown schools are not making the most of this valued resource. Evidence shows the more support pupils receive from TAs, the less academic progress they made. Yet the reason for this has little to do with TAs. It is decisions made about them by school leaders and teachers that best explain this provocative finding. The fully updated second edition of this book draws on the experiences of schools that have put this guidance into action via the Maximising the Impact of Teaching Assistants programme. Revised to reflect the latest research evidence and changes within education, including the 2014 SEND Code of Practice, this book will help school leaders and teachers in primary and secondary settings to rethink the role, purpose and contribution of TAs, and add real value to what can be achieved in classrooms. Setting out a field-tested process, structured around a coherent and empirically sound conceptual framework, this book: helps school leaders review, reform and reenergise their TA workforce provides practical strategies to implement in the classroom illustrates key points with new case studies provides photocopiable templates and resources to support decision-making and action. Maximising the Impact of Teaching Assistants provides much-needed and evidence-informed guidance on how to unleash the huge potential of TAs, and is essential reading for all school leaders.

The Let Them Write Series is a classroom-tested, teacher-friendly resource for Language Arts teachers of grades 4 through 8. The program is organized in nine sections, each presenting a buffet of from five to nine 1- or 2-week modules. Each classroom-ready module consists of a series of comprehensive, easy-to-follow lesson plans complete with reproducible handouts and cross-curricular extensions, together creating a proven successful template for the teaching of writing and literary analysis skills. Character Development focuses on the creation of fully-realized, multidimensional protagonists and antagonists. Students practice first-drafting, editing, polishing, and sharing original paragraphs, scenes, and stories featuring the characters they have brought to life. The text can be implemented in the classroom alone or in tandem with the two other titles in the Let Them Write Series - SETTING AND DESCRIPTION and PLOT BUILDING. Also of interest for classroom teachers is the Literacy: Made for All Series *WORDSMITHING: Classroom Ready Materials for Teaching Nonfiction Writing and Analysis Skills in the High School Grades *ENJOYING LITERATURE: Classroom Ready Materials for Teaching Fiction and Poetry Analysis Skills in the High School Grades *STORY CRAFTING: Classroom Ready Materials for Teaching Fiction Writing in the High School Grades

This rich collection of essays offers a broad array of perspectives from prominent international 'philosophy for/with children' (P4wC) scholars and practitioners regarding the interface between P4wC and teacher education and training curricula. The book considers the deep and varied points of contact that exist between the pedagogical and philosophical principles of the philosophical community of inquiry and teacher education and training programs. It is designed to help improve education systems worldwide as they seek to shift their attention towards the student, student inter-relations, and student-other relations and foster independent high-order, critical, creative, and caring thinking within democratic, pluralistic societies. It proposes an innovative, creative way of approaching teacher education and training-a central subject in today's educational world. Offering diverse perspectives on integrating progressive educational philosophy and contemporary pedagogy, Philosophy with Children and Teacher Education is a must-read for all those studying philosophy for/with children and researching in this area.

It is essential that middle- and high-school students develop argument skills. This rich resource provides a clear, step-by-step approach that achieves this goal. The method is rooted in peer dialog and makes use of readily available technology. The authors document impressive gains in students' skills in producing and interpreting both dialogic and written arguments. The method can be used in English or content-area classes, or even be implemented as a stand-alone class or as part of a debate program. This curriculum helps students become critical thinkers prepared for the demands of college, careers, and citizenship. Book Features: Background on why students should develop argument skills and what these skills consist of The nuts and bolts of how to implement the curriculum in your own classroom Alignments to the Common Core State Standards and Next Generation Science Standards Accessible video material showing both teacher's instructions and students' activities Samples of students' written work Assessment tools that you can use or modify to fit your own needs An appendix with additional guides, examples, suggested topics, and classroom-ready reproducibles. New to the second edition is a chapter on how you can incorporate this approach into an existing curriculum if you are unable to implement the full program.The techniques are designed to be flexible and adaptable, and work with students of all ability levels-especially with those who are less motivated and engaged in school. This enhanced edition is also accompanied by free bonus eResources, such as suggested readings on different topics and full lesson plans, which you can download and print from our website, www.routledge.com/9781138911406.

Teaching for Historical Literacy combines the elements of historical literacy into a coherent instructional framework for teachers. It identifies the role of historical literacy, analyzes its importance in the evolving educational landscape, and details the action steps necessary for teachers to implement its principles throughout a unit. These steps are drawn from the reflections of real teachers, grounded in educational research, and consistent with the Common Core State Standards. The instructional arc formed by authors Matthew T. Downey and Kelly A. Long takes teachers from start to finish, from managing the prior learning of students to developing their metacognition and creating synthesis at the end of a unit of study. It includes introducing topics by creating a conceptual overview, helping students collect and analyze evidence, and engaging students in multiple kinds of learning, including factual, procedural, conceptual, and metacognitive. This book is a must-have resource for teachers and students of teaching interested in improving their instructional skills, building historical literacy, and being at the forefront of the evolving field of history education.

The "Critical Middle School Reader" is the first collection of essays that presents multiple critical perspectives on adolescence and middle level education, including critical theory and pedagogy, cultural studies of youth, critical psychology, postmodernism and contemporary feminism. This accessible, efficient, one volume compilation will introduce students, pre-service teachers, and teacher educators to a range of perspectives and will guide them through a thoughtful analysis and critique of both classical and critical texts. Designed to challenge and reframe the basic assumptions about youth development and public education, the collection will support current and prospective teachers and school administrators in their efforts to imagine and create libratory possibilities for youth. It will be an indispensable text in middle level education and adolescent development courses.
> key readings on the theory and practice of middle level education provide a thorough, balanced overview of the field
> chapter themes tackle traditional and critical stances promoting opportunities to increase critical consciousness
> section introductions end with a collection of Discussion Questions to make critical perspectives accessible for teacher educators and pre-service teachers
> recommended readings appear at the end of each section to provide students with future reading and further study

"This timely and innovative book encourages us to 'flip the classroom' and empower our students to become content creators. Through creating digital media, they will not only improve their communication skills, but also gain a deeper understanding of core scientific concepts. This book will inspire science academics and science teacher educators to design learning experiences that allow students to take control of their own learning, to generate media that will stimulate them to engage with, learn about, and become effective communicators of science." Professors Susan Jones and Brian F. Yates, Australian Learning and Teaching Council Discipline Scholars for Science "Represents a giant leap forward in our understanding of how digital media can enrich not only the learning of science but also the professional learning of science teachers." Professor Tom Russell, Queen's University, Ontario, Canada "This excellent edited collection brings together authors at the forefront of promoting media creation in science by children and young people. New media of all kinds are the most culturally significant forms in the lives of learners and the work in this book shows how they can move between home and school and provide new contexts for learning as well as an understanding of key concepts." Dr John Potter, London Knowledge Lab, Dept. of Culture, Communication and Media, University College London, UK Student-generated Digital Media in Science Education supports secondary school teachers, lecturers in universities and teacher educators in improving engagement and understanding in science by helping students unleash their enthusiasm for creating media within the science classroom. Written by pioneers who have been developing their ideas in students' media making over the last 10 years, it provides a theoretical background, case studies, and a wide range of assignments and assessment tasks designed to address the vital issue of disengagement amongst science learners. It showcases opportunities for learners to use the tools that they already own to design, make and explain science content with five digital media forms that build upon each other- podcasts, digital stories, slowmation, video and blended media. Each chapter provides advice for implementation and evidence of engagement as learners use digital tools to learn science content, develop communication skills, and create science explanations. A student team's music video animation of the Krebs cycle, a podcast on chemical reactions presented as commentary on a boxing match, a wiki page on an entry in the periodic table of elements, and an animation on vitamin D deficiency among hijab-wearing Muslim women are just some of the imaginative assignments demonstrated. Student-generated Digital Media in Science Education illuminates innovative ways to engage science learners with science content using contemporary digital technologies. It is a must-read text for all educators keen to effectively convey the excitement and wonder of science in the 21st century.

Adolescent Identity and Schooling: Diverse Perspectives examines a range of issues related to student adjustment and achievement through research on student identity. Drawn from leading experts in psychology and sociology, it attends to important contemporary topics in educational and developmental psychology. With special attention to how students assess and relate to their own identities, this book features chapters on pertinent but under-represented identities such as parental identity, immigrant identity, and model minority identity. It blends these new topics with chapters containing the most current perspectives on traditionally covered topics, such as race and social class. In ten chapters, this book provides readers with a comprehensive set of perspectives on the relationship between student identity and success in school, making it ideal for education courses on identity in education, educational psychology, and human development.

Counterstorytelling Narratives of Latino Teenage Boys presents an ethnographic portrait of the experiences and counterstories of nine Latino teenage boys representing different cultural and socioeconomic backgrounds attending a high school in North Carolina. Using critical race theory (CRT), Latino critical theory (LatCrit), and Chicano/a epistemologies as a theoretical framework, the book unveils how differing layers of oppression shape the lives of these boys of color through the intersections of race, gender, and class. Contrary to majoritarian assumptions, cultural deficit models, and their teachers' low expectations, this research reveals how participants used their cultural capital as a foundation to develop resiliency. The findings in this book suggest that teachers, school administrators, and staff could benefit from a better understanding of Latino/a students' community cultural wealth as a fundamental element for these students' academic success. Counterstorytelling Narratives of Latino Teenage Boys will be an excellent resource for teachers, school administrators, college students, and pre-service teachers. It will be useful in courses in Latino/a studies in the United States, multicultural studies, race and education studies, social justice in education, race and gender studies, and social foundations in education.

This practical resource contains a wealth of valuable advice and tried-and-tested strategies for identifying children and young people with Autistic Spectrum Disorders (ASD). This fully updated text describes the different types of difficulties experienced by pupils with ASD and helps practitioners to understand their diverse needs. This fully updated new edition explores key topics, including: organizing the classroom and support staff home-school liaison and working with siblings transition to adulthood independence skills whole school implications. Now fully updated in line with the SEND 2014 Code of Practice, this invaluable guide provides guidance and practical strategies for teachers and other professionals, helping them to feel more confident, and be more effective in supporting learners in a variety of settings. For professional development, this book also provides materials for in-house training sessions, and features useful checklists, templates and photocopiable/downloadable resources.

AIDS has humbled us. Thus observes editor Mark Blechner in introducing readers to this powerful collection of essays on psychodynamic approaches to AIDS. It is the disease, Blechner tells us, that "has forced us to rethink our relation to sickness and health, mortality, sexuality, drug use, and what we consider valuable in life." In the chapters that follow, experienced clinicians shatter myths about the inapplicability of psychoanalysis to work with AIDS patients. In addition to setting forth general principles involved in working with patients with serious illness, Hope and Mortality explores the wide range of therapeutic issues that have arisen in the wake of AIDS. Among the topics of individual chapters: working with children whose parents have AIDS; working with AIDS patients in an inner-city hospital; disability, dementia, and other realities of late-stage AIDS; treating someone who becomes HIV-positive while in therapy; leading a support group for gay men with AIDS; confronting fears of HIV in the "worried well"; and coming out of the closet as a heterosexual while running a bereavement group for gay men. Most poignant of all are chapters in which therapists examine how they have been transformed by treating people with AIDS. Here contributors candidly discuss how their attitudes toward death have shaped, and in turn been shaped by, their clinical work. They tell of recovering near-death memories, of questioning their reliance on traditional medicine, and of feeling the numbing effects of multiple loss with their patients. The AIDS epidemic has become so widespread that every clinician must learn about the disease and the psychological issues it raises. Hope and Mortality provides an illuminating exploration of these issues and raises profound questions about the overall aims of psychotherapy. It will instruct and challenge all mental health professionals, and provide hope and enlightenment to anyone dealing with a life-threatening condition.

Every day, teachers face the challenge of motivating struggling learners. In this must-have book, Barbara R. Blackburn, author of the bestseller Rigor Is Not a Four-Letter Word, shares how you can finally solve this problem and make your classroom a rigorous place where all students want to succeed. You'll learn practical strategies for... understanding extrinsic and intrinsic motivation; building a trusting relationship with students; using praise and positive feedback effectively; empowering students and helping them own their learning; moving students toward a growth mindset; communicating high expectations for students; engaging all students in your lessons; scaffolding so all students will want to improve; helping students be resilient and not fear failure; and celebrating diverse groups of students. Each chapter is filled with a variety of examples and tools that you can use immediately. Bonus: Many of the tools are also available as free eResources on our website, www.routledge.com/9781138792432, so you can easily download and print them for classroom use.

Focused on the teaching and learning argumentative writing in grades 9-12, this important contribution to literacy education research and classroom practice offers a new perspective, a set of principled practices, and case studies of excellent teaching. The case studies illustrate teaching and learning argumentative writing as the construction of knowledge and new understandings about experiences, ideas, and texts. Six themes key to teaching argumentative writing as a thoughtful, multi-leveled practice for deep learning and expression are presented: teaching and learning argumentative writing as social practice, teachers' epistemological beliefs about argumentative writing, variations in instructional chains, instructional conversations in support of argumentative writing as deep learning and appreciation of multiple perspectives, contextualized analysis of argumentative writing, and the teaching and learning of argumentative writing and the construction of rationalities.

Focused on the teaching and learning argumentative writing in grades 9-12, this important contribution to literacy education research and classroom practice offers a new perspective, a set of principled practices, and case studies of excellent teaching. The case studies illustrate teaching and learning argumentative writing as the construction of knowledge and new understandings about experiences, ideas, and texts. Six themes key to teaching argumentative writing as a thoughtful, multi-leveled practice for deep learning and expression are presented: teaching and learning argumentative writing as social practice, teachers' epistemological beliefs about argumentative writing, variations in instructional chains, instructional conversations in support of argumentative writing as deep learning and appreciation of multiple perspectives, contextualized analysis of argumentative writing, and the teaching and learning of argumentative writing and the construction of rationalities.

A Practical Guide to Teaching Science in the Secondary School is designed to support student teachers as they develop their teaching skills and increase their broader knowledge and understanding for teaching science. It offers straightforward advice and inspiration on key topics such as planning, assessment, practical work, the science classroom, and on to the broader aspects of teaching science. This thoroughly updated second edition reflects on new expectations, requirements, and practices in science teaching, with chapters exploring key and contemporary topics such as: The nature of science and scientific argument The various kinds of thinking emphasised in science and how to exercise them How to engage students in learning Assessment for and of learning Diverse needs and how to meet them The use of technology to support teaching and learning Learning at a distance Designed to be used independently or alongside the popular textbook Learning to Teach Science in the Secondary School, this book is packed with revised and updated case studies, examples of pupils' work, and resources and activities in every chapter. It provides everything trainee and early career teachers need to reflect on and develop their teaching practice, helping them to plan lessons across the subject in a variety of teaching situations.

Career Pathways is a system of organizing student learning interests and aptitudes around career fields. The model grew out of the federally funded National School-to-Work Opportunities Act (1994). Briefly, a career pathways high school starts with the career clusters, for students to align themselves with in high school. Depending on the school location and capacity, there are a variety of career clusters that are offered - engineering, health, science, art/design, writing, business, agriculture, etc. - and a curriculum is built around the individual pathway and career field - e.g. nurse - that the student chooses from within their career cluster. This is a student-oriented model of self-determination, in which students choose a curriculum area that matches their aptitudes and abilities. Core curriculum is still taught throughout each silo, so standardized testing is accommodated. Career pathways allow students to connect their learning from year to year, to practice their strengths and skills to prepare for transition to college or work, to work as teams, etc. It does not require a high school to overhaul their system, but instead shows how high schools can integrate the pathways model to work within a school and make it a more connected learning environment.

This book, based on extensive qualitative research carried out among teachers in Australia, New Zealand and the UK, explores a new approach to teaching virtues, values and ethics in the twenty-first century. Drawing on both education studies and philosophy, the author uses inductive methods of analysis and synthesis to construct a renewed theory of education founded on teaching thinking skills. This theory, based on Donald E. Ingber's work on tensegrity, is complemented by practical pedagogical tools which can enhance students' thinking skills and support both personal and professional decision-making in a democratic classroom setting.

What do you know when you know something about history? What is important to know and how do you learn? Adolescents encounter history everywhere: at school, in the family, in media and society. But how do adolescents perceive history and in what ways do aspects of meaning and ethical values affect the encounters with history? This study discusses how Swedish adolescents and teachers encounter, communicate and define knowledge about history, analysing the process from curricula and history textbooks to the world of the pupils.

In the United Kingdom, 90% of children change from primary to secondary school at age 11/12 years old. School transition marks an important change in childrena (TM)s academic, social and personal lives. However, for many children school transition is the beginning of a slippery slope towards educational disengagement. Transition can also prompt the development of social and emotional adjustment problems that can continue throughout secondary schooling. Therefore it is critical that teachers manage transitions effectively to protect childrena (TM)s interest in school and wellbeing. Understanding School Transition will help primary and secondary teachers to support their pupils throughout this important rite of passage.

Based on the findings of over forty years of educational research, including case studies of children and interviews with educators, this book summarises what commonly occurs regarding childrena (TM)s academic, social and personal adaptation when they move from primary to secondary education. It reviews current school initiatives and interventions and introduces methods for designing developmentally appropriate transitions. It outlines professional development pathways in transition management and the role of school transitions education for trainee teachers.

The structure of the book allows readers to focus on a chapter of their particular interest or can be read as a whole volume; moving from the individual child to the schoolsa (TM) support programme and the readera (TM)s potential role in this. The final chapter aims to be a concise text summarising school transition to be included as part of course material for trainee teachers.

Given the stability of the timing of school transition in the UK and the continuity of findings regarding school transition gathered across the UK, continental Europe and the US during the past half century, this book should be persistently timely and of interest to both UK practitioners and an international audience.

Transition from primary to secondary school can be the beginning of a slippery slope towards educational disengagement that can continue throughout schooling. It is critical, therefore, that teachers understand how to manage transitions effectively to protect children s wellbeing and interest in school.

Understanding School Transition offers training primary and secondary teachers an introduction to what happens to children s academic, social and personal adaptation when they move between schools. It explores current school initiatives in the UK and internationally and introduces methods and strategies for designing developmentally appropriate transitions.

Beginning by establishing the ethos that school transition should be a positive experience for every child, key issues explored include:

• Judging the level disengagement in school and recognising particularly vulnerable children.
• Understanding children s adaptability - being sensitive versus resilient, adaptable versus fixed, and the influence of personal and environmental characteristics.
• Managing unrealistic expectations and familiarising children with their new school.
• The impact of teachers behaviour, stereotyping and extreme strictness and work pressure on the experience of transition
• Strategies for effectively bridging the divide in teaching styles and curriculum content between primary and secondary schools.
• Involving children as collaborators in designing transitions initiatives
• The role of the dedicated transitions manager and subject specialist teachers.

Illustrated by case studies of experiences in real schools, Understanding School Transition will be essential reading for all training and practising teachers, as well as transition and subject specialists, who want to better understand and influence what happens to children at this crucial stage.

Teaching the Holocaust is an important but often challenging task for those involved in modern Holocaust education. What content should be included and what should be left out? How can film and literature be integrated into the curriculum? What is the best way to respond to students who resist the idea of learning about it? This book, drawing upon the latest research in the field, offers practical help and advice on delivering inclusive and engaging lessons along with guidance on how to navigate through the many controversies and considerations when planning, preparing, and delivering Holocaust education. Whether teaching the subject in History, Religious Education, English or even in a school assembly, there is a wealth of wisdom which will make the task easier for you and make the learning experience more beneficial for the student. Chapters include: The aims of Holocaust education Ethical issues to consider when teaching the Holocaust Using film and documentaries in the classroom Teaching the Holocaust through literature The role of online learning and social media The benefits and practicalities of visiting memorial sites With lesson plans, resources, and schemes of work which can be used across a range of different subjects, this book is essential reading for those that want to deepen their understanding and deliver effective, thought-provoking Holocaust education.

Teaching the Holocaust is an important but often challenging task for those involved in modern Holocaust education. What content should be included and what should be left out? How can film and literature be integrated into the curriculum? What is the best way to respond to students who resist the idea of learning about it? This book, drawing upon the latest research in the field, offers practical help and advice on delivering inclusive and engaging lessons along with guidance on how to navigate through the many controversies and considerations when planning, preparing, and delivering Holocaust education. Whether teaching the subject in History, Religious Education, English or even in a school assembly, there is a wealth of wisdom which will make the task easier for you and make the learning experience more beneficial for the student. Chapters include: The aims of Holocaust education Ethical issues to consider when teaching the Holocaust Using film and documentaries in the classroom Teaching the Holocaust through literature The role of online learning and social media The benefits and practicalities of visiting memorial sites With lesson plans, resources, and schemes of work which can be used across a range of different subjects, this book is essential reading for those that want to deepen their understanding and deliver effective, thought-provoking Holocaust education.

Widespread obesity, poor nutrition, sleep-deprivation, and highly digital and sedentary lifestyles are just a few of the many challenges facing young people. Although public schools in the United States have the potential for meeting these challenges on a mass scale, they are slow to respond. The emphasis on discrete subject areas and standardized test performance offers little in the way of authentic learning and may in reality impede health. Healthy Teens, Healthy Schools: How Media Literacy Education can Renew Education in the United States reframes health education as a complex terrain that resides within a larger ecosystem of historical, social, political, and global economic forces. It calls for a media literate pedagogy that empowers students to be critical consumers, creative producers, and responsible citizens. This book illustrates holistic health education through school-community initiatives and innovative partnerships that are successful in magnifying all curriculum subjects and their associated teaching practices. Vanessa Domine offers teachers, teacher educators, school administrators, community organizers, public health professionals, and policy makers with a transmedia and transdisciplinary educational approach to adolescent health to demonstrate how our collective focus on cultivating healthy teens will ultimately yield healthy schools.

High School to College Transition Research Studies offers two uniquely designed sections that provide a mixture of quantitative and qualitative research findings surrounding a diverse group of college students. This ground-breaking book by Terence Hicks and Chance W. Lewis provides the reader with valuable findings on topics such as student/faculty interactions, academic/social integration, and college preparation.