This book specifies the foundation for Adapted Primary Literature (APL), a novel text genre that enables the learning and teaching of science using research articles that were adapted to the knowledge level of high-school students. More than 50 years ago, J.J. Schwab suggested that Primary Scientific Articles "afford the most authentic, unretouched specimens of enquiry that we can obtain" and raised for the first time the idea that such articles can be used for "enquiry into enquiry". This book, the first to be published on this topic, presents the realization of this vision and shows how the reading and writing of scientific articles can be used for inquiry learning and teaching. It provides the origins and theory of APL and examines the concept and its importance. It outlines a detailed description of creating and using APL and provides examples for the use of the enactment of APL in classes, as well as descriptions of possible future prospects for the implementation of APL. Altogether, the book lays the foundations for the use of this authentic text genre for the learning and teaching of science in secondary schools.

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.

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.

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.

Teachers are virtually never taught how learners make decisions about studying, concentration and participation, and are not able to find this in educational literature. The Behavioural Learning Classroom breaks new ground, allowing teachers to harness their students' traits and quirks to produce a more effective and compassionate classroom. Important lessons from behavioural science Optimising lesson design Effective (home)work Marking and feedback Rewards and sanctions The physical environment of the classroom Pupil behaviour Designing behavioural experiments and analysing data Supported by fundamental findings in behavioural science, this book provides practical, accessible, tried and tested techniques to improve the mental wellbeing of pupils and teachers alike. It is an enjoyable and accessible read for any teacher or school leader who wants to enhance their pupils' experience of learning.

Writing centers are places where writers work with each other in an effort to develop ideas, discover a thesis, overcome procrastination, create an outline, or revise a draft. Ultimately, writing centers help students become more effective writers. Visit any college or university in the United States and chances are there is a writing center available to students, staff, and community members. A Guide to Creating Student-Staffed Writing Centers, Grades 6-12 is a how-to and, ultimately, a why-to book for middle school and high school educators as well as for English/language arts teacher candidates and their methods instructors. Writing centers support students and their busy teachers while emphasizing and supporting writing across the curriculum.

To better identify and assist struggling students and avoid unnecessary placement into special education services, the service delivery model response to intervention (RTI) is used with the general education population. Even though RTI has been studied in elementary schools for many years, further research on its use at the secondary academic level is scarce. Advanced Strategies and Models for Integrating RTI in Secondary Schools provides emerging research exploring the advanced theoretical and practical aspects of the use of RTI to assist teachers in providing research-based instructional strategies to students who are failing their academic subjects. Featuring coverage on a broad range of topics such as behavioral response, progress monitoring, and career readiness, this book is ideally designed for educators, researchers, and academic professionals seeking current research on the most effective models in place to promote positive student academic achievement.

Apply high-quality project-based learning strategies to create lessons and units that help students solve a variety of urgent environmental problems. Environmental science (ES) education is essential to providing students with opportunities for hands-on investigations to find solutions to complex environmental problems. But the recent COVID-19 crisis has dramatically curtailed student access to ES-focused experiences, particularly affecting students of color and those from low-income communities. At the same time, changes in pollution and air quality levels, as well as a resurgence of wildlife, have created new avenues for students to connect with the revitalized world through technology and social-emotional learning (SEL) strategies. Project-based learning (PBL), with its emphasis on inquiry and authentic challenges, can be an effective approach to teaching ES. Those new to PBL may not feel they have adequate training. Likewise, teachers who haven't taught ES may question how to incorporate it into their curriculum. This book addresses both situations, providing practical guidance for teachers, along with examples of technology-rich, learner-centered student projects covering a range of timely and cross-curricular topics such as endangered animal populations, maintenance of oceans, rebounding of bee populations and urban air quality. This book: Helps teachers design learning experiences that model authentic problems and processes practiced by scientists and engineers, to prepare students for future careers in science. Provides strategies to develop students' SEL skills and instill in them a renewed empathy for the environment as they get a glimpse of what a better, cleaner and more sustainable world can look like. Introduces facilitation techniques that redefine the teacher's traditional role as one that supports increased student agency, the development of critical thinking skills and an expanded awareness of their place in the global community. Includes a chapter that focuses on applying the principles and strategies shared in the book in an online learning environment. Addresses Next Generation Science Standards (NGSS) topics in environmental science and is aligned to the ISTE Standards for Educators. PBL is one of the best ways for students to explore complex processes and concepts, and this book will help teachers leverage this approach to empower students to take action toward a better future and world.

The Pocket Diary of a SENCO spans a typical school year and includes hopeful and often humorous diary entries that share the authentic aspirations, joys and frustrations of championing inclusion and working in the role of a SENCO. Grounded in real-life experiences and day-to-day practice, Pippa McLean describes the experiences of a SENCO and the reality of SEND provision in school, drawing out the personal characteristics and values that schools can foster to support inclusive practice and nurture positive relationships between children, parents and colleagues. Diary extracts across the months range from 'Be ready to hit the road', 'Be gentle on yourself', to 'Be a culture builder' and 'Be an advocate'. Each entry is followed by reflective questions and space for the reader to jot down their own thoughts, as well as 'monthly musings' to support their own professional development. Written in a truly conversational style, this essential pocket diary captures the reality of SEND provision in schools and will be relatable to many. It is valuable reading for SENCOs, teachers, support staff and trainees who wish to enrich their learning around inclusive practice and engage reflectively within their busy lives.

New Labour and Secondary Education, 1994-2010 assesses New Labour's policy towards secondary education in Britain. Placing New Labour's policy in the historical and political context of British education policies since 1944, Clyde Chitty shows that, in numerous respects, New Labour education policy was a continuation of the policies pursued by the education ministers of Margaret Thatcher and John Major.

Empowerment is the overarching idea used in this book. The term has a variety of meanings in different sociocultural and political contexts, including "self-strength, control, self-power, self-reliance, own choice, life of dignity in accordance with one's values, capable of fighting for one's rights, independence, own decision making, being free, awakening, and capability" (The World Bank, 2002, p. 10). However, the World Bank report observed that most definitions focus on issues of "gaining power and control over decisions and resources that determine the quality of one's life" (p. 10). This interpretation of empowerment provides a useful starting point for the development of the series of interconnected arguments explored here. Establishment of the basis for understanding, identifying and developing strategies through education necessary for individuals to be able to make choices that inf- ence the quality of their lives is the main aim of this book. There are a number of assumptions and boundaries that frame this analysis. First, the book focuses on "agents"; however, empowerment is often conceptualised in terms of relationships between agency and structure (e. g. , Alsop, Bertelsen, & H- land, 2006). Agency could be defined as "an actor's or group's ability to make purposeful choices - that is, the actor is able to envisage and purposively choose options" (p. 11).

By the mid-twentieth century, the public comprehensive high school was often regarded as the most democratic form of secondary education. Fifty years later it was under challenge. New educational markets emphasized school diversity and parental choice rather than social equity through common schooling. The comprehensives faced many criticisms, including the decline of their educational standards. This book traces the history of this decline, attending to the relationships between government education policies and their diverse regional manifestations.

This book offers a comprehensive overview of the changes in foreign language teachers' cognition and practices during a four-year innovation project at a Chinese secondary school, and explores the factors that influenced the trajectory of those changes. It makes a substantial contribution to research on educational change by offering a longitudinal observation of the facts and voices in EFL settings in China; as such, the book offers a valuable resource for scholars, teacher educators, teachers, and others interested in initiating, managing and evaluating innovations in EFL classrooms.

All independent schools are concerned about their futures and need to adapt to changing markets Fully updated with new chapters on #metoo, the COVID pandemic and gender diversity Contributors lined up include the great and the good in education. Each essay will be accessible, jargon free and relevant. Editors are both very high profile with strong social media followings. Independent sector is radically unrepresented in education publishing and yet there are 1300 of them in the UK alone.

Offering a wealth of art-based practices, this volume invites readers to reimagine the joyful possibility and power of language and culture in language and literacy learning. Understanding art as a tool that can be used for decolonizing minds, the contributors explore new methods and strategies for supporting the language and literacy learning skills of multilingual students. Contributors are artists, educators, and researchers who bring together cutting-edge theory and practice to present a broad range of traditional and innovative art forms and media that spotlight the roles of artful resistance and multilingual activism. Featuring questions for reflection and curricular applications, chapters address theoretical issues and pedagogical strategies related to arts and language learning, including narrative inquiry, journaling, social media, oral storytelling, and advocacy projects. The innovative methods and strategies in this book demonstrate how arts-based, decolonizing practices are essential in fostering inclusive educational environments and supporting multilingual students' cultural and linguistic repertoires. Transformative and engaging, this text is a key resource for educators, scholars, and researchers in literacy and language education.

In this comparative study of young people's educational careers in England and Germany, individual factors, social class, school and country characteristics are shown jointly to shape these careers through mutually reinforcing processes. Qualitative Comparative Analysis (QCA) is combined with interview analysis to explore generative mechanisms.

The UK's most popular KS3 Spanish course is packed with content your pupils will enjoy learning. With a strong cultural focus and a wide range of resources for all abilities, iva! opens the window to the Spanish-speaking world. Viva! segunda edicion includes even more GCSE-style tasks for your pupils. The content builds key language skills at KS3, providing a seamless transition to our GCSE (9-1) Viva! courses for Pearson Edexcel and AQA and ensuring pupils are prepared pupils for progression to the new GCSE. Fully differentiated print and digital resources, including parallel differentiated Pupil Books for Year 9. Brand new quiz-style Repaso revision pages, designed for independent or group working, help pupils prepare for end-of-module assessments. Adelante pages pool and revise the language from each module and build skills towards GCSE-style tasks, including authentic and literary texts, role-play, picture based activities and translations. Clear progression and recycling of vocabulary and grammar build students' confidence and ability to manipulate language. A focus on building skills, including through dedicated skills pages, ensures pupils are ready to progress to GCSE. Can be used in parallel with Viva 3 Rojo pupil Book in the classroom. Introduction of key sounds of Spanish using phonics helps pupils to establish good Spanish pronunciation and spelling. Audio files to accompany our Pupil Books are sold separately.

Although STEM (Science, Technology, Engineering, and Mathematics) has been diversely defined by various researchers (e.g. Buck Institute, 2003; Capraro & Slough, 2009; Scott, 2009; Wolf, 2008), during the last decade, STEM education has gained an increasing presence on the national agenda through initiatives from the National Science Foundation (NSF) and the Institute for Educational Sciences (IES). The rate of technological innovation and change has been tremendous over the past ten years, and this rapid increase will only continue. STEM literacy is the power to "identify, apply, and integrate concepts from science, technology, engineering, and mathematics to understand complex problems and to innovate to solve them" (Washington State STEM, 2011, Internet). In order for U.S. students to be on the forefront of this revolution, ALL of our schools need to be part of the STEM vision and guide students in acquiring STEM literacy. Understanding and addressing the challenge of achieving STEM literacy for ALL students begins with an understanding of its element and the connections between them. In order to remain competitive, the Committee on Prospering in the Global Economy has recommended that the US optimize "its knowledge-based resources, particularly in science and technology" (National Academies, 2007, p. 4). Optimizing knowledge-based resources needs to be the goal but is also a challenge for ALL educators (Scheurich & Huggins, 2009). Regardless, there is little disagreement that contemporary society is increasingly dependent on science, technology, engineering, and mathematics and thus comprehensive understandings are essential for those pursuing STEM careers. It is also generally agreed that PK-12 students do not do well in STEM areas, both in terms of national standards and in terms of international comparisons (Kuenzi, Matthews, & Mangan, 2006; Capraro, Capraro, Yetkiner, Corlu, Ozel, Ye, & Kim, 2011). The question then becomes what might PK-12 schools do to improve teachers' and students' STEM knowledge and skills? This book will look at equity and access issues in STEM education from PK-12, university, and administrative and policy lenses.

These cutting-edge international essays challenge dominant narratives of queer youth predicated on oppression and victimization. As school systems address the emergence of Gay-Straight Alliances and calls to provide equal educational access, researchers, educators and youth workers are paying increasing attention to sexuality, gender and schooling. Yet present discourses are limited to liberal understandings of tolerance, safety, and equity that are defined by a separation of "queer" and "normal." This text documents and offers radical interpretations of the creativity of queer youth in challenging existing practices. Interdisciplinary analyses offer multiple vantage points for reconceptualizing adolescent sexual subjectivities and institutional and cultural practices.

Unique in drawing together research from children's geographies, geographies of education and geography education. Timely and relevant to issues of inequality, social justice and transformative education. Written by experts in the field, with contributions from geography educationalists and researchers from UK and international settings. Foregrounds the voices and experiences of children and young people.

Written by experts in the field, this book explains the principles of effective vocabulary instruction for the modern language classroom. While many language classrooms rely on practices which can be outdated, idiosyncratic or ill-advised, this book overviews the research and background necessary to successfully integrate vocabulary instruction into the curriculum in a systematic way. Starting with the common gaps in vocabulary instruction, Milton and Hopwood demonstrate how students' development of a large, communicative lexicon, with an understanding of word structure and collocations, is an essential component of language instruction. The book addresses goal setting, curriculum design, word selection, how words are learned, learning in and outside of the classroom and more. It also addresses common myths about teaching vocabulary in the United Kingdom and around the world. This comprehensive text fills an important gap in the literature and is ideal for undergraduate and postgraduate courses in world language/foreign language methods and language methods courses.

"The perfect prescription! It's both an assessment tool and an overall educational strategy for developing healthy attitudes toward learning and life." Klaus Issler, Professor, Biola University, La Mirada, California "Gives teachers a sound method of getting the best from all their students." Leo Zuber, High School Superintendent, Ripon Unified School District, California "A solid, reseach-based approach to moral development. Deserves wide exposure." Frederic R. Wilson, Educational Consultant, Wheaton, Illinois "Well written and extremely comprehensive. A great resource." Robert B. Gonzalez, Teacher, Liberty High School, Brentwood, Califonia This book is tailor-made for teachers who are tired of spending all their time on the "bad apple" in their class. It shows how to challenge and then change student attitudes for the better. The key is the Virtue Assessment Questionnaire, which lets you measure - simply and easily - your students' virtue. Just follow the step-by-step instructions on scoring and interpreting results. The author defines virtue in this context as wanting to do what you have to do - good conduct growing out of good character, an expression of being and doing. Now you can unlock the mysteries of classroom problems and restore virtue to students whose lives are broken. Help students assess negative feelings, change perspectives, figure out what's right, develop a desire for virtue, and become people of good character. Loehrer teaches you how your interactions with students and coworkers can help instill virtue and build character in your students. Be their moral leader, and you give them the foundation they need to move toward becoming people of good character. Loehrer offers you these powerful principles you can practice to teach your students virtue: * Do more than is required * Give generously * Forgive freely, without being asked * Offer encouragement when faced with opposition * Help others in secret, without acknowledgment * Handle discipline problems with justice * Suffer in silence - no complaints * Persist, and be patient Make your personal ethics system a regular part of your daily classroom activities and see a marked improvement in your students' attitudes about learning and about life. Includes scoring forms and guidelines.

In this book, authors Murphy and O'Neill propose a new way forward, moving away from high-stakes, test-based writing assessment and the curriculum it generates and toward an approach to assessment that centers on student learning and success. Reviewing the landscape of writing assessment and existing research-based theories on writing, the authors demonstrate how a test-based approach to accountability and current practices have undermined effective teaching and learning of writing. This book bridges the gap between real-world writing that takes place in schools, college, and careers and the writing that students are asked to do in standardized writing assessments to offer a new ecological approach to writing assessment. Murphy and O'Neill's new way forward turns accountability inside out to help teachers understand the role of formative assessments and assessment as inquiry. It also brings the outside in, by bridging the gap between authentic writing and writing assessment. Through these two strands, readers learn how assessment systems can be restructured to become better aligned with contemporary understandings of writing and with best practices in teaching. With examples of assessments from elementary school through college, chapters include guidance on designing assessments to address multiple kinds of writing, integrate reading with writing, and incorporate digital technology and multimodality. Emphasizing the central role that teachers play in systemic reform, the authors offer sample assessments developed with intensive teacher involvement that support learning and provide information for the evaluation of programs and schools. This book is an essential resource for graduate students, instructors, scholars and policymakers in writing assessment, composition, and English education.