This volume introduces theory-to-practice based critical pedagogy grounded in Paulo Freire's scholarship to language and literacy learning settings. Chapters present authentic experiences of teacher-scholars, feature real-world examples and activities ready for implementation in the classroom and provide nuanced guidance for future teachers. The examples and activities from teacher-scholars place critical pedagogy at the heart of classroom contexts, and cover key topics, including place-based pedagogy, contemplative pedagogy, technology within the classroom, and translingual and multimodal paradigms. Chapters include further readings and discussion questions that challenge assumptions and promote deeper reflection, and can be modified for different teaching contexts. This cutting edge and practical volume is essential reading for students and scholars in TESOL and critical pedagogy.

The second in The Essential SENCO Toolkit series, this resource clarifies and explores the key distinctions between quality first teaching adjustments, resources/support and interventions. It allows practitioners to develop their practice effectively and strategically to capture the true impact of SEND provision, by shifting the focus from the 'who and when' to the 'what and why'. Chapters also include original frameworks - the 4 Functions of Learning Support - to help with the deployment of teaching assistants and to provide a shared language of support, as well as resources that support the application of the 7 Cs Learning Portfolio (introduced in the first book in the series, SEND Assessment) and an intervention index to fully understand the purpose and effectiveness of interventions. Key features offered: An introduction to the 4 Functions of Learning Support, providing a measurable language of learning support to help practitioners to organise and deploy teaching assistants as part of their SEND provision An intervention index to enable individual or MAT-based SENCOs to capture their own evidence base regarding the purpose and impact of interventions Intervention action cards and targeted outcomes for all 49 themes within the 7 Cs Learning Portfolio A photocopiable and downloadable programme of materials that can be used by readers to gain a better understanding of interventions. SEND Intervention will promote confidence and clarity regarding the rationale for SEND provision. This essential resource provides a practical toolkit to support both new and experienced SENCOs and SEN practitioners.

Self Managed Learning and the New Educational Paradigm proposes revolutionary change to the educational system. The overwhelming research evidence is that the sum total of educational and training input accounts typically for only 10-20% of what makes a person an effective human being. Balancing theory, evidence and practice, this ground-breaking book demonstrates that current structures in education are ill-equipped to support a learning-based approach. It establishes the case that learning, as a core human activity, is too important to be left to schools and other educational institutions. The book goes beyond just a critique of current practice in showing how a New Educational Paradigm can work. Self Managed Learning College (for 9-17 year olds) has no classrooms, no lessons, no imposed timetable and no imposed curriculum. This is a place where students can learn whatever they want, in any way they want and whenever they want. And it works - as evidenced by the lives of former students and from academic research. Dr Ian Cunningham, its founder, draws also on his extensive work in using Self Managed Learning in many of the world's largest organisations to show how this new paradigm can be put into practice. The book blends the unequivocal research evidence that we need a New Educational Paradigm with a real live demonstration of what it could look like. It should be essential reading for anyone wanting to see how a new approach to education can be achieved.

Reconceptualizing Early Career Teacher Mentoring as Reggio-Inspired presents an innovative approach to early career art teacher mentoring informed by both the philosophy of Reggio Emilia and an ontology of immanence while simultaneously illuminating the experiences of the teacher-participants as co-inquirers within the contemporary milieu of public education in the United States. Readers are invited to travel with a group of teacher educators and early career PK-12 art teachers across a four-year journey to experience the evolving nature of a collaborative inquiry through mentoring-as-research, the Teacher Inquiry Group (TIG). The authors share significant insights regarding what it means to be an early career art teacher--especially in an educational climate steeped in neoliberal agendas, standardization, and accountability--and make potent suggestions for re-visioning entrenched approaches to mentoring and professional learning that better account for the inherent complexities of teaching in schools. Advocating for more complex understandings regarding teacher subjectivity and the contextual forces at work in schools, the authors provoke an expanded vision of how mentoring can be imagined, practiced, and lived in current educational contexts. The authors employ key orientations grounded in the Reggio Emilia philosophy to reimagine an under-researched and undertheorized area of study in art education---early career teacher mentoring--that has implications for teachers at all levels and across all disciplines. This volume is essential reading for scholars and professionals across the fields of art education, teacher preparation, teacher education, and mentoring. It will appeal to educational researchers, K-12 practitioners, teacher educators, and administrators working with new teachers, as well as those interested in mentoring, Reggio Emilia, professional learning and development, art and aesthetic education, and emergent, process-oriented research methodologies.

What knowledge will make you most effective as a teacher? New teachers are often bombarded with information about the concepts they should understand and the topics they should master. This indispensable book will help you navigate the research on curriculum, cognitive science, student data and more, providing clarity and key takeaways for those looking to grow their teaching expertise. What Do New Teachers Need to Know? explores the fundamentals of teacher expertise and draws upon contemporary research to offer the knowledge that will be most useful, the methods to retain that knowledge, and the ways expert teachers use it to solve problems. Written by an educator with extensive experience and understanding, each chapter answers a key question about teacher knowledge, including: * Does anyone agree on what makes great teaching? * How should I use evidence in my planning? * Why isn't subject knowledge enough? * What should I know about my students? * How do experts make and break habits? * How can teachers think creatively whilst automating good habits? * What do we need to know about the curriculum? * How should Cognitive Load Theory affect our pedagogical decisions? Packed with case studies and interviews with new and training teachers alongside key takeaways for the classroom, this book is essential reading for early career teachers, those undertaking initial teacher training and current teachers looking to develop their expertise.

Educator Wellbeing, written in response to the 2020 Global Pandemic, speaks to the long-ignored expectations that Educators live with and the impact on their wellbeing that going above and beyond to serve their students has. This book is a relatable and practical read for teachers to build tools for life, bringing their wellbeing to the forefront. It provides a toolbox of preventative and responsive strategies to help Educators look after their wellbeing so they can continue with supporting their students. Madhavi Nawana Parker provides a supportive and practical wellbeing framework that can be tailored to meet teachers' unique and personal needs, and supports theory with personal vignettes to bring to life topics such as: Areas for improved wellbeing in the current climate Giving yourself permission to prioritise wellbeing Wellbeing for Educators going forward A timely response to an international event with far-reaching effects, Educator Wellbeing has never been more needed by practitioners, as a contemporary answer and basis for a new tradition of supportive practice.

In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics-why do so many middle-school and secondary-school students find it difficult to learn algebra well? What makes the book important are the unique features which comprise the design-research approach that the authors adopted in seeking a solution to the problem. The first unique feature is that the authors offer an overview of the history of school algebra. Despite the fact that algebra has been an important component of secondary-school mathematics for more than three centuries, there has never been a comprehensive historical analysis of factors influencing the teaching and learning of that component. The authors identify, through historical analysis, six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies, (b) algebra as generalized arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modeling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. They also raise the question whether school algebra represents a unidimensional trait. Kanbir, Clements and Ellerton offer an unusual hybrid theoretical framework for their intervention study (by which seventh-grade students significantly improved their elementary algebra knowledge and skills). Their theoretical frame combined Charles Sanders Peirce's triadic signifier-interpretant-signified theory, which is in the realm of semiotics, with Johann Friedrich Herbart's theory of apperception, and Ken Clements' and Gina Del Campo's theory relating to the need to expand modes of communications in mathematics classrooms so that students engage in receptive and expressive modes. Practicing classroom teachers formed part of the research team. This book appears in Springer's series on the "History of Mathematics Education." Not only does it include an important analysis of the history of school algebra, but it also adopts a theoretical frame which relies more on "theories from the past," than on contemporary theories in the field of mathematics education. The results of the well-designed classroom intervention are sufficiently impressive that the study might havecreated and illuminated a pathway for future researchers to take.

The Toxic Classroom offers a wide-ranging look at education today and explores in detail the pressures children experience as a result of constant change, digital technology and political interference. Beginning with what it is like to be a child in the classroom, the book goes on to provide a detailed analysis of the curriculum, assessment and accountability, school structures, educating for global citizenship and the plethora of social issues schools are now expected to solve. Written from the perspective of a successful headteacher with over 30 years' teaching experience, the book considers what needs to be done to put things right and outlines a more equitable and effective school system. Each chapter outlines the steps schools can implement immediately and the longer-term policy changes that are needed de-toxify the classroom and facilitate a genuine love of learning. Offering a challenging yet compelling argument for putting education back into the hands of teachers, this book will be of great interest both to the general reader and to those working within education such as teachers and professionals who wish to improve the ways in which children learn and develop.

Jam-packed with inspiring lessons and ideas, this book will help you access and enhance your own creativity in the classroom and inspire your students to become motivated language learners. Top authors Blaz and Alsop share practical strategies to channel your creative impulses and transform them into effective lessons that will energize students of all levels. Aligned with ACTFL and CEFR standards, the resources in this book support creativity as a practical process, with step-by-step guidance on goal-setting, implementation, evaluation and feedback. Examples come from many world languages and cover fun and original topics, including tapping into students' own interests through cooking, memes, online videos, sports, arts and crafts, and more. Relevant for all levels of language instruction, this text includes plentiful photocopiable charts, templates, and samples to use in the classroom.

Prepare your high school students for AP, IB, and other standardized tests that demand an understanding of the subtle elements that comprise an author's unique voice. Each of the 100 sharply focused, historically and culturally diverse passages from world literature targets a specific component of voice, presenting the elements in short, manageable exercises that function well as class openers. Includes teacher notes and discussion suggestions.

This Tutor Delivery Pack for Edexcel GCSE (9-1) English Language (Grades 5-9) 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

Teaching and Learning with Technology sets out key principles for digital learning underpinned by research evidence. It explores the ways in which technology can help teachers to achieve their goals and support good pedagogy and offers practical strategies for using technology when planning and delivering effective lessons. Drawing on examples from across the curriculum and highlighting a wide range of key technologies, chapters cover: Live remote teaching Delivering content and instruction Using technology to assess learning Alternative learning platforms Ensuring accessibility and personalising learning E-safety, safeguarding and legal compliance Written by a leading expert in digital education and filled with easy to implement tips, this book is an essential guide for all teachers delivering lessons online.

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.

When peer-on-peer sexual abuse becomes commonplace in schools, society has a problem. The toxic attitudes and behaviour some boys display towards girls and women begin with the way those boys relate to each other, especially in school. This book offers an in-depth analysis of the problems facing boys, and gives teachers the tools to help boys create relational cultures that are mutually respectful. Part One of the book looks at how boys relate to each other and how that affects the way they relate to girls and women. The second section outlines a programme that can be delivered, lesson by lesson, to pupils aged 9 to 18. The programme covers specific lesson topics that can be adapted for different age groups, including: * Anger * Banter * Fear of humiliation * Boy hierarchies * Jostling and consent * Crying and emotional expression * Lifestyle choices Working with Boys is a whole-school, iterative programme of study that uses guided reflection to empower boys to self-regulate their attitudes and behaviour. This book is essential reading for school leaders and teachers who want to promote a school environment in which boys are consistently principled, honourable, noble, trustworthy, upright and dignified.

This textbook is a comprehensive resource for teaching multicultural children's literature. Providing foundational information on how and why to integrate diverse children's literature into the classroom, this book presents a necessary historical perspective on cultural groups in the United States and context for how to teach children's literature in a way that reflects and sustains students' rich cultural backgrounds. The historical insights and context on diverse cultural groups at the heart of the book allow readers to deepen their understanding of why teaching about cultural diversity is necessary for effective and inclusive education. Part I offers foundational information on how to teach children's literature in a diverse society, and Part II overviews pedagogy, resources, and guidance for teaching specific culturally and linguistically marginalized groups. Each chapter contains book recommendations, discussion questions, and additional resources for teachers. With authentic strategies and crucial background knowledge embedded in each chapter, this text is essential reading for pre-service and in-service teachers and is ideal for courses in literature instruction, multicultural education, and English methods.

-Offers an interdisciplinary, three-lesson module using project- and problem-based learning to help students create an action plan to address issues of energy consumption and climate change, exploring the topic at both local and global levels by working with international student partners. -Written and developed for twelfth grade/high school teachers, the book offers lesson plans guiding students to gather and analyze data on energy consumption and climate change in their communities, share those findings with international student partners and publish their results on an international blog, and to design and present an action plan (including a white paper and presentation) that explores the issues locally and internationally. -Anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning, which can be used in full or in part to meet the needs of districts, schools and teachers charting a course toward an integrated STEM approach.

This book is an insightful meta-narrative about schooling which explores the global natural experiment of the COVID-19 pandemic and its potential impact on school culture. The proposed book discusses how the abrupt and somewhat forced digital transformation of schooling on a global scale (caused by the COVID-19 pandemic) did not change the educational status quo. It states that online teaching and learning failed to transform the role of the key school actors, students and teachers as well as the relationship between them, despite megatrends such as digitalisation, automation and the development of artificial intelligence. This focus text discusses why the global experience of distance education did not translate into a significant qualitative change and provides a theoretical framework which enables the reader to interpret and explain the processes that occurred during distance education, as well as understand why extraordinarily little (if nothing) has changed in school culture. It will appeal to scholars and students from the sociology of education and from education studies, particularly those interested in school culture, innovation in education, online teaching and learning, curriculum studies, and education policy.

Now in its 5th edition, this popular text offers practical, interesting, exciting ways to teach social studies and a multitude of instructional and professional resources for teachers. Theory, curriculum, methods, and assessment are woven into a comprehensive model for setting objectives; planning lessons, units, and courses; choosing classroom strategies; and constructing tests for some of the field's most popular and enduring programs. The reflective and integrative framework emphasizes building imagination, insight, and critical thinking into everyday classrooms; encourages problem-solving attitudes and behavior; and provokes analysis, reflection, and debate. Throughout the text, all aspects of curriculum and instruction are viewed from a tripartite perspective that divides social studies instruction into didactic (factual), reflective (analytical), and affective (judgmental) components. These three components are seen as supporting one another, building the groundwork for taking stands on issues, past and present. At the center is the author's belief that the heart and soul of social studies instruction, perhaps all teaching, lies in stimulating the production of ideas; looking at knowledge from others' viewpoints; and formulating for oneself a set of goals, values, and beliefs that can be explained and justified in open discussion. This new edition is heavily revised and condensed to promote ease of use. "Build Your Own Lesson" additions to each chapter encourage improvisation and inquiry-based teaching and learning across subjects. A Companion Website offers additional activities, lessons, and resources for pre-service and practicing social studies teachers.

Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field. Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education. Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.

Through the lens of sensory affect, this book offers a new way of thinking about day-to-day teaching and student engagement within learning spaces in design education. The book examines the definitions, concepts, ideas and overlaps of a repertoire of learning spaces prevalent in higher education and addresses the pedagogical gap that exists between broader learning structures and spaces, and the requirements of specialist design education. Recognising that mainstream teaching environments impact upon design studio learning and student engagement, the book positions creative learning spaces at the heart of practice-based learning. It defines the underlying pedagogical philosophy of a creative learning space in design education and reports on how practical strategies incorporating sensory affect may be implemented by educators to foster better student engagement in these spaces within higher education. Bringing much needed attention to specialist design teaching and learning spaces in higher education, this book will be of interest to educators, researchers and post graduate students immersed in design education, pedagogy and learning spaces more broadly.

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.

This volume addresses challenges that the field of English language teacher education has faced in the past several years. The global pandemic has caused extreme stress and has also served as a catalyst for new ways of teaching, learning, and leading. Educators have relied on their creativity and resiliency to identify new and innovative teaching practices and insights that inform the profession going forward. Contributors describe how teacher educators have responded to the specific needs and difficulties of educating teachers and teaching second language learners in challenging circumstances around the world and how these innovations can transform education going forward into the future. Paving the way to a revitalized profession, this book is essential reading for the current and future generations of TESOL scholars, graduate students, and professors.

The second edition of Mark Wolfmeyer's award-winning primer offers future and current math teachers an introduction to the connections that exist between mathematics and a critical orientation to education, one that accounts for race, social class, gender, sexuality, language diversity, and ability. Expanded and updated from the first edition, this book demonstrates how elements of human diversity and intersectionality have real effects in the mathematics classroom, and prepares teachers with a more critical math education that increases accessibility and equity for all students. By refocusing math learning toward the goals of democracy and social and environmental crises, the book also introduces readers to broader contemporary school policy and reform debates and struggles, especially in light of Covid-19 and the ongoing struggle for racial equity. Featuring concrete strategies and examples in both formal and informal educational settings, as well as discussion questions for teachers and students, text boxes with examples of critical education in practice, a glossary, and suggestions for further reading, Mark Wolfmeyer shows how critical mathematics education can be put into practice, relevant for undergraduate and graduate students in education, current teachers, and teacher educators.

This book tells about an exemplary high school Chinese language arts teacher's effort in nurturing life-long readers and writers under the test-driven culture in China's society. It looks closely at his everyday literacy practices, focuses on his ways of creating authentic reading and writing spaces for students beyond test preparation. With the lens of social constructivism, the case study reveals his efforts of creating safe learning environment, modeling his literate life, connecting real life with literacy learning and building a school-wide literate life for students. Furthermore, he also collaborates with other Chinese language arts faculty, reaches out to school administrators and educators to gain any potential teaching resource for students. The findings indicate exemplary teachers are not only equipped with professional knowledge but also inter/intrapersonal knowledge and practical knowledge in their teaching career, which might be enlightening in today's high-stakes testing culture. The book will appeal to scholars of literacy education and teacher education, as well as pre-service & in-service teachers.

Virtual Reality in Curriculum and Pedagogy explores the instructional, ethical, practical, and technical issues related to the integration of immersive virtual reality (VR) in school classrooms. The book's original pedagogical framework is informed by qualitative and quantitative data collected from the first-ever study to embed immersive VR in secondary school science, ICT, and drama classrooms. Students and scholars of technology-enhancing learning, curriculum design, and teacher education alike will find key pedagogical insights into leveraging the unique properties of VR for authentic, metacognitive, and creative learning.