This volume focuses on the post-observation feedback conference, a common feature of teacher education programs, and highlights the importance of such talk in the development and evaluation of teachers and other professionals. The book adopts a linguistic ethnographic approach, which provides a framework for examining the contextual nature of the talk and how it is embedded within wider social contexts and structures, such as evaluation regimes. Drawing on data from a range of settings, including pre-service teacher education, medical education, and teacher appraisal programs, Copland and Donaghue examine the feedback conference from a range of perspectives, including face, identity and genre, and show how a nuanced understanding of discussions can support teacher trainers, supervisors and observers to provide appropriate and useful feedback. A concluding chapter brings together brief vignettes from researchers active in the field to point to future directions for further study. This book will be of particular interest to students and researchers in discourse analysis, language education, linguistic anthropology, and professional communication, as well as pre- and in-service teachers.

Lesson Study has been shown to be a systematic way of building teachers' knowledge by allowing them to share their knowledge with each other. While much has been written about the benefits of Lesson Study in science and mathematics education, this book analyses its impact on education for children with special needs. It studies the ways in which the Lesson Study process is implemented in different educational contexts in the Netherlands, Singapore, the UK, and Sweden-countries which propagate more inclusive learning environments regardless of varying degrees of student capacities. In addition to making transcultural comparisons regarding concepts, procedures, and instruments in the use of Lesson Study in these four countries, this book will provide practice-based suggestions for teachers to formulate collaborative lesson plans.

The education of young people is context bound. This edited volume explores the contexts that characterise South and South East Asia and their influence on social studies education. There is not a single context across this broad geographical expanse, rather different religions, different political systems and different values exert influences that create distinctive programmes that characterise different countries. Yet there are also commonalities such as the post-colonial nature of most of the countries portrayed in this book, determined efforts at establishing new national communities and multiple value systems that lead to distinctive local priorities. There are also voices of resistance in these chapters, recognising the realities of local contexts but also recognising the need for change. Social studies education in these contexts may well be descended from its origins in North America, but in South and South Asian contexts, it has taken on new purposes, new forms and new values. Education researchers, policymakers and postgraduate students in comparative education will find the volume useful in its exploration and comparison of the social studies curricular and reforms that shaped them.

This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including 'translanguaging', or the use of multiple languages - and especially African languages - for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language. The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student's languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond. Chapter 3 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.

Key Features / Selling Points Unique selling point: * The only book to distill the CSEC2017 recommendations down into practical teaching approaches for K-12 classrooms Core audience: * Teachers and educators of cybersecurity, who may or may not have a background in the subject Place in the market: * First book of its kind

This book is a collected volume that brings together research from authors working in cross-disciplinary academic areas including early childhood, linguistics and education, and draws on the shared interests of the authors, namely understanding children's interactions and the co-production of knowledge in everyday communication. The collection of studies explores children's interactions with teachers, families and peers, showing how knowledge and learning are co-created, constructed and evident in everyday experiences.

This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.

Doug Campbell was about to enter college and he had a serious problem-he was extremely introverted, socially awkward, and terrified of public speaking. Why was this an issue? Because he knew that he would probably need these skills to find any level of personal or professional success. So, he decided to get serious about improving. The results of his journey are staggering. By the end of college, Doug was able to enter into a career that was mostly public speaking-high school teaching. He later became a regular networker and now has a reputation in his city for being a "never met a stranger" type. He has been completely transformed. This book is a record of many of the secrets of public speaking and social success that Doug learned along the way-writing as if he could go back and coach the 18-year-old version of himself who struggled so much. Whether you wish your communication skills were just a little better or if you need to make drastic improvements, this book is for you. Written to be practical and entertaining, The 200 Communication Commandments: Practical Tips for Personal and Professional Situations may be just the help you need to make life-changing changes just like Doug has done.

The issues addressed in this easy to read book address the most common issues faced by new or veteran principals such as: attributes of successful principals, leading instructional improvement, crafting a school improvement plan, overcoming resistance from naysayers, leading effective teams, creating conditions for the success of teachers, motivating unmotivated staff, increasing the attendance of students, handling disciplinary issues to help students become self-managed, communication strategies to build respect for the school, maximizing the use of time, and handling conflict productively. It also contains a chapter entitled, "Friendly Advice" with prudent advice for school leaders in any stage of their career. The proven strategies in each chapter are based upon bedrock principles-unassailable values that will help principals ground their actions in student-centered, achievement-oriented, relationship-filled leadership. In short, Inside the Schoolhouse is a compendium of dozens of practical, proven strategies to enable principals to flourish in their highly important roles.

This insightful new book explores perspectives on active learning as creative discovery, conceptualisations of active learning spaces and transitions from theoretical approaches to active learning practice. It draws on the experiences of academics, learning technologists and clinical practitioners, and invites the reader to think about our conceptualisations of active learning and to move beyond mere demonstrations of its effectiveness. With contributions from academics and NHS practitioners, this publication will make a unique contribution to the literature that increasingly points to the value, impact and reach of active learning pedagogy. It importantly addresses the need for active learning, highlighting some of the many theoretical issues that active learning raises through three broad lenses: - The idea of active learning as creative play - The use of theoretical models in designing active learning - The transition from active learning theory to practice Aimed at anyone with an interest in active learning as a pedagogical approach, Active Learning in Higher Education provides a starting point for further discussion and development of pedagogical theory, becoming an essential read for educators, school leaders as well as researchers in the field of education.

The World Leaders in Education: Lessons from the Successes and Drawbacks of Their Methods explores the practices and policies that the highest-ranking nations in education implement to achieve their success. Topics include the education of disadvantaged students; cultural attitudes toward education; teacher preparation; and teacher salaries. Eight countries are examined: China, Japan, Singapore, Canada, New Zealand, South Korea, Finland, and the United States. The United States is discussed for several reasons, including its large number of strong performers on international tests and its notable history in education. The book looks at both the successes and the failings of these nations, and also mentions the possibilities and limitations of implementing the practices of world-class nations in education in areas where students tend to perform poorly on tests like the PISA. This book may be used for undergraduate and graduate courses such as comparative education.

This book addresses the mind-body dichotomy in movement and dance. This book includes a description of the often-forgotten kinesthetic sense, body awareness, somatic practices, body-based way of thinking, mental imagery, nonverbal communication, human empathy, and symbol systems, what occurs in the brain during learning, and why and how movement and dance should be part of school curricula. This exploration arguers that becoming more aware of bodily sensations serves as a basis for knowing, communicating, learning, and teaching through movement and dance. This book will be of great interest to scholars and students interested in teaching methodology and for courses in physical education, dance, and education.

Expert-led, interdisciplinary, and international in scope, this insightful book aims to increase the representation and leadership potential of women working in academia, examining the intersection of multiple inequalities with a specific focus on gender, age, ethnicity, and disability. A carefully crafted response to educational inequalities, the volume posits an invitation for dialogue around what it means to have success in higher education. This book expands the reader's understanding of leadership in academia and the challenges specific to individual career pathways, offering a plethora of practical tried-and-tested strategies that individuals and institutions can adopt to create a more equal and socially just academic climate. Designed to encourage reflection on potential strategies and how they could be implemented, the ten co-authored chapters include first-person narratives, case studies inspired by interviews with academics, and links and recommendations for further reading. The personal accounts of the authors are enriched with those of other academics who have faced challenges in career progression. Each chapter is structured as a conversation between the authors in relation to an inequality issue, with a summary of scholarly literature and studies on the topic, followed by strategies successfully applied in practice. Strategies presented are firmly rooted in the everyday reality of working as a researcher, higher education lecturer, or academic administrator. This book is ideal reading for any minority working in higher education interested in promotion processes, equality and diversity in the workplace, and mentoring. It will also be of interest to providers of academic leadership courses, organisations, and institutions promoting gender equality in higher education, supporting women's careers, and improving the representation, progression, and success of Black, Asian, and Minority Ethnic (BAME) staff and students within higher education.

At The MTPT Project we know that teaching can be a sustainable career choice for parents, and in this essential handbook, we show you how. Supported by case studies celebrating the best that the family friendly schools and happy teachers in our community have to offer, this book is a lifeline for both educators aspiring to combine their passion for teaching with becoming a parent, and the school leader who wants to empower them. However you become a parent, or choose to grow your family and your career, this handbook will provide you with the guidance and cheerleading that you need to fulfil your personal and professional aspirations. The book is divided into nine chapters, guiding readers from the first considerations of family planning, all the way through to the reality that some teachers and leaders may choose to leave classrooms for good. Each chapter includes: the latest research on working families legalities associated with different stages of working parenthood (including discrimination and how to avoid it as an employer and address it as an employee) case studies from our community suggestions for individuals and schools recommended further reading. Each chapter will help you to navigate the journey from planning a family, to stepping in and out of teaching to suit your parenting needs, to creating family friendly working environments, whatever your role in school. With its mixture of research-informed solutions, hints and tips, this text is perfect for colleagues embarking on their parenting journey and school leaders who want to take practical steps to retain and empower valued colleagues.

Counternarratives from Asian American Art Educators: Identities, Pedagogies, and Practice beyond the Western Paradigm collects and explores the professional and pedagogical narratives of Asian art educators and researchers in North America. Few studies published since the substantial immigration of Asian art educators to the United States in the 1990s have addressed their professional identities in higher education, K-12, and museum contexts. By foregrounding narratives from Asian American arts educators within these settings, this edited volume enacts a critical shift from Western, Eurocentric perspectives to the unique contributions of Asian American practitioners. Enhanced by the application of the AsianCrit framework and theories of intersectionality, positionality, decolonization, and allyship, these original contributor counternarratives focus on professional and pedagogical discourses and practices that support Asian American identity development and practice. A significant contribution to the field of art education, this book highlights the voices and experiences of Asian art educators and serves as an ideal scholarly resource for exploring their identity formation, construction, and development of a historically underrepresented minoritized group in North America.

Outlines process for designing student experiences rather than lesson plans; Provides space for reflection questions and key takeaways; Written in a refreshing conversational tone.

This book brings together a collection of inquiries into the connections between educational leadership, understood as an activity that can be performed by both educators and students, and professional learning, understood as an activity undertaken by educators to improve teaching and learning within educational settings. The book is framed by two reviews of the academic literature, which together provide a broad overview of the published literature as well as a more targeted look at where this work intersects with issues of educational equity. The remaining chapters, which include both conceptual and empirical pieces, explore leadership for professional learning from multiple vantage points, including student leadership, teacher leadership, senior leadership, and shared leadership across roles. Collectively the chapters contribute to challenging the commonly accepted notion that the exercise of leadership is the sole purview of those in positions of status, and honoring the complexity of interactions among students, teachers, and senior leaders that influence teaching and learning outcomes. In so doing they inform both future practice and research. All but one of the chapters in this book were originally published in the journal, Professional Development in Education.

Design and technology is a relatively new subject compared to more traditional subjects, and during its brief existence, it has garnered widespread debate in schools. This book aims to explore some of these debates and challenges the reader with new perspectives about the subject by presenting and questioning arguments about the purpose, content and place of design and technology in the school curriculum. It will encourage the reader to critically reflect on their own beliefs and practices to reach informed judgements and perspectives that will affect how they teach and think about design and technology. Exploring the major issues that design and technology teachers encounter in their professional lives as well as introducing new topics they may never have considered before, this comprehensive second edition has been fully updated with 16 chapters focusing on emerging and enduring debates: How do we do race in design and technology? What's so special about design and technology anyway? What is design cognition in design and technology classrooms? What is the potential of feedback in the creative processes of a design and technology classroom? Does food fit in design and technology? What is the role of making in design and technology? With its combination of expert opinion and fresh insight, Debates in Design and Technology Education is the ideal companion for any student or practising teacher engaged in initial training, continuing professional development or master's-level study.

This volume offers a critical examination of educational policy in Ontario, Canada, and critiques the success of such policies in ensuring diversity and equity of access in teacher hiring. Providing comprehensive coverage of historical marginalization in the Canadian education system, the book explains the rationale and objectives of policies enacted with the aim of ensuring "bias-free", or "colourblind" hiring. Drawing on qualitative data to illustrate how educators' lived experiences often sit at odds with the inclusivity that such policies claim to achieve, the book presents the "Equity Hiring Toolkit" as a practical framework enabling educational administrators to recognize how unconscious biases and relative positions of power can implicate hiring decisions. This text will benefit researchers, doctoral students, and academics in the fields of teacher education, educational policy, and multicultural education more broadly. Those interested in the school leadership and management, as well as race and ethnic studies will also enjoy this volume.

By drawing on quantitative data and qualitative analyses of five major national education policies implemented in India over the last 15 years, this comprehensive volume explores their impact on teacher quality and perceived effectiveness, explaining how this relates to variations in student performance. Responding to a national agenda to increase the quality of the Indian teacher workforce, Teacher Quality and Education Policy in India critically questions the application of human capital theory to Indian education policy. Chapters provide in-depth and strategically structured analyses of five national policies - including the recently approved National Education Policy (NEP) 2020 - to see how Indian policymakers use teacher quality as a driver and measurement of education and national economic development. Ultimately, the text offers evidence-based policy recommendations to improve teacher quality in India, suggesting that while all five policies have contributed significant frameworks and recommendations for teacher quality reform, they have failed to move beyond a symbolic function. Given its rigorous methodological approach, this book will be a valuable addition to the under-researched question of education policymaking in postcolonial contexts. It will be an indispensable resource not only for scholars working on policymaking in the Indian context, but also for those working at the intersection of education, teacher development, and policymaking in developing countries.

This book explores the rich history and depth of the educational field of social studies in the United States and examines its capacity to moderate modern-day anti-democratic forces through a commitment to civic education. Drawing out key significant historical moments within the development of social studies education, it provides a compelling historical narrative of the ideas that shaped the unique curricular field of social studies education. This book resynthesizes each historical stage to show how it resonates with contemporary life and effectively helps readers bridge the gap between theory and practice. Focusing on the key ideas of the field, and the primary individuals who championed those ideas, the author provides a clear, concise, and sharply pointed encounter with social studies education that illuminates the connection from research to practice. Researchers of social studies education will find this book to be a worthy contribution to the ever-important struggle to better understand the type of civic education necessary for the perpetuation of democratic life in the United States. It will also appeal to educational researchers and teacher educators with interests in the history of education, teacher education, civic education, moral education and democracy.

This book encourages mindfulness as a tool for personal growth and for intentional action for the purpose of social change. Learning exercises focus on: examining privilege, oppression, and difference; intersectional identity mapping; historical racism against marginalized groups; social dominance theory; sociological mindfulness; cultural humility; appreciative inquiry; and more. Culturally Competent Engagement: A Mindful Approach embraces a fresh approach to cultivating self, other, and systems awareness for a linguistically rich and culturally diverse world. The confluence of people and cultures requires habits of mind, dispositions, skills, and values that promote diversity affirmation while simultaneously honoring one's own cultural integrity and limitations. The benefits of being culturally competent are numerous and include healthy, holistic relationships and connection with people across differences. This book provides conceptual context for tried and true learning exercises that promote deeper self-understanding, ways to connect with people who are culturally different, and an understanding of the systems (socio-cultural, economic, political, and environmental) that circumscribe our lives. Written for organizational leaders, university instructors, students, and practitioners, this book includes typical approaches to enhancing culturally competent engagement, yet has several special features that differentiate it from approaches in other books and articles on the topic. Typical approaches to developing cultural competence focus on acquisition of communicative skills, behaviors, and dispositions needed to effectively navigate cross-cultural relationships and function effectively in multicultural environments. We include and build on these approaches by adding a layer of critical and complex systems understanding as a necessary foundation for effective cross-cultural engagement. The Self-Other-Systems approach challenges readers via concrete learning exercises that nudge one along the life-long path of culturally competent engagement. Perhaps the most unique feature of this book is the explicit and implicit mindful approach. A total of eleven learning exercises are offered, foregrounded by theory and completed with reflection questions or activities. All learning exercises encourage mindfulness, or awareness of oneself in the present moment, awareness of others, and awareness of broader contexts and forces at work in multicultural contexts. In specific, three learning exercises are meditations that can be read or listened to via free download from the book's website.

This go-to resource guides educators on how to incorporate equitable practices in a PBIS framework. The authors cover core concepts including school-wide positive behavioral interventions and supports (SWPBIS) and multi-tiered system of supports (MTSS), define equity, and present methods for enhancing implementation practices through an equity mindset. Chapters also include an analysis of team structures and the evaluation of baseline data sources, walking readers through how to incorporate effective practices to support an integrated MTSS framework and produce sustainable outcomes. This book is ideal for educators, behavioral specialists, and administrators who wish to promote a positive school climate and purposeful educational relationships.

Learn how to tap into and illuminate the creative potential in all learners with this inspiring and practical book. This book teaches educators to unlock the creativity in all learners while celebrating inquiry at its highest levels. Each chapter explores how to create learning spaces that invite deep inquiry, initiate thoughtful conversations, invite wonder and curiosity in learning each day, and maintain high levels of engagement. The approachable framework is built around the three-phase project model and is broken down into a user-friendly planning tool, explaining how to approach project-based teaching and learning in any early childhood classroom. Coupled with noteworthy true stories, sample units, and example pictures, early childhood educators will come away with tools and plans to enhance teaching and learning practices in their classroom through a project-based approach.