This book explores the importance of social and emotional learning (SEL) in schools to foster supportive environments and good relationships. It presents research from nine different countries with discussion of how teachers, student teachers and policymakers can ensure successful SEL at school. The book stresses the importance of social and emotional learning to allow students to become more autonomous and active in their own learning and presents very innovative ways of learning and teaching the skills. It makes the case for understanding the processes of how SEL can develop and how it can work in different cultural contexts, considering different challenges of implementing SEL within the school context. The chapters draw on theoretical discussions illustrated by practical examples and explore the role of teacher training in SEL and how SEL can be applied within the school curriculum. Discussing an increasingly important topic in the field of education around the world, this book will be of great interest to academics, researchers, educational leaders and university teacher trainers interested in developing social and emotional learning and overall well-being at school.

Timely and accessible, this book critically explores the meaning and practice of teacher advocacy. Drawing from the work of teachers who advocate with and for students who are traditionally marginalized-including students of color, students with exceptionalities, students in poverty, and immigrant students-this volume investigates classroom realities like inequitable distribution of resources, student trauma, and uneven support for teachers' work from administrators. Unlike other texts on teacher activism, this book embeds activism within an existing leadership framework and strategies that teachers enact within the classroom, across the school, and in their communities. Foregrounding data in the five case studies, this book is an invaluable resource for pre-service teachers and scholars in teacher education, social justice education, and educational leadership.

Timely and accessible, this book critically explores the meaning and practice of teacher advocacy. Drawing from the work of teachers who advocate with and for students who are traditionally marginalized-including students of color, students with exceptionalities, students in poverty, and immigrant students-this volume investigates classroom realities like inequitable distribution of resources, student trauma, and uneven support for teachers' work from administrators. Unlike other texts on teacher activism, this book embeds activism within an existing leadership framework and strategies that teachers enact within the classroom, across the school, and in their communities. Foregrounding data in the five case studies, this book is an invaluable resource for pre-service teachers and scholars in teacher education, social justice education, and educational leadership.

Who would be a school principal these days? Alarming school issues appear daily in the media and there are reports of ever-increasing workloads impacting stress levels of principals, resulting in high attrition rates. As the role complexity increases and demands surge, would-be applicants must consider deeply their ambitions, their capacity and their knowledge about what it means to become a school principal. Fortunately, some teachers still consider becoming one, as, more than ever, our schools, our teachers and our students need great leaders. Theory, research-informed guidance and practical advice based on experience is gathered here for aspiring principals by a former school principal, now researcher in educational leadership. Topics of leadership skills development, self-care and wellbeing, the role of a mentor, effective career planning, and practical application advice are interrogated through reflective activities to probe motivations, aspirations and leadership career goals. The book can be used independently, as part of postgraduate study or during conversations with a mentor. Uniquely, this book also provides insights and pertinent advice from other current and former principals, and senior education executives predominantly in the Australian context. These rich personal narratives provide practical advice and, in their own individual ways, portray the realities, including the joys, of the job. What is experienced by principals in Australian schools, however, has significant alignment with what is facing school leaders in countries around the world. The maintenance of leadership pipelines must continue to be a focus worldwide to ensure that students are in schools led by great leaders.

Who would be a school principal these days? Alarming school issues appear daily in the media and there are reports of ever-increasing workloads impacting stress levels of principals, resulting in high attrition rates. As the role complexity increases and demands surge, would-be applicants must consider deeply their ambitions, their capacity and their knowledge about what it means to become a school principal. Fortunately, some teachers still consider becoming one, as, more than ever, our schools, our teachers and our students need great leaders. Theory, research-informed guidance and practical advice based on experience is gathered here for aspiring principals by a former school principal, now researcher in educational leadership. Topics of leadership skills development, self-care and wellbeing, the role of a mentor, effective career planning, and practical application advice are interrogated through reflective activities to probe motivations, aspirations and leadership career goals. The book can be used independently, as part of postgraduate study or during conversations with a mentor. Uniquely, this book also provides insights and pertinent advice from other current and former principals, and senior education executives predominantly in the Australian context. These rich personal narratives provide practical advice and, in their own individual ways, portray the realities, including the joys, of the job. What is experienced by principals in Australian schools, however, has significant alignment with what is facing school leaders in countries around the world. The maintenance of leadership pipelines must continue to be a focus worldwide to ensure that students are in schools led by great leaders.

This edited volume provides research-based knowledge on the use, production and assessment of multimodal texts in the teaching and learning of English as an Additional Language (EAL). The book reflects growing interest in research on EAL, with increasing numbers of learners of English worldwide and the growing relevance of EAL to numerous education systems. The volume examines different aspects of English from a multimodal perspective, showcasing empirical research from across five continents and all three levels of education. Applying frameworks based on Multimodal Social Semiotics and Systemic Functional Linguistics, chapters focus on the use and affordances of multimodal texts in pedagogy, literature, culture, text production, assessment and curriculum development connected to EAL. Directing attention to the significance of modes beyond speech and writing in EAL, the volume provides a wide range of perspectives and experiences that can be applied more widely and inspire other practices in the global and diverse field of EAL teaching, learning and assessment. This collection will be of interest to scholars in multimodality, language education, and teacher education.

Helps to develop knowledge of authentic instructional methods (such as role playing, inquiry, and values clarification) that are applicable to ESS. Provides a comprehensive view of social studies that encourages reader awareness of and appreciation for their emotional and social identities. Provides readers with the context for social studies teaching, offers explanations of current content topics, and presents authentic instructional strategies for classroom use.

* Written by top expert on reflective practice Thomas Farrell * Clear and accessible, assumes no prior background on reflective practice and suitable for any preservice language teacher * Each chapter features many practical reflection activities suitable to different contexts and situations

Centering on a qualitative study of three female English teachers in Shanghai, China, the book explores female language teachers' perceived discrepancies and agency exercised in their teaching, research and teacher learning practices. By adopting multiple research methods, such as narrative questionnaire, metaphor, timeline, interview and classroom observation, this study reveals that female language teachers' agency is a dynamic entity manifested in the ongoing negotiation of agency belief, agency practice, and agency inclination, as well as the interaction of individual and the environment. Though there are certain limitations concerning representativeness and generalizability, the author provides a thick description of how female language teachers in China are exercising agency to fulfill their career development, which offers insightful suggestions to language education in both China and broader areas globally. The book will appeal to researchers studying teacher education and foreign (English) language teaching, university teachers, especially female foreign language teachers, PhD students and graduate students, as well as career women.

1. A trending topic--colleges everywhere are interested in having their students become more globally aware given the changing nature of both their student body, the varied demographics of K-12 students 2. There is no textbook in this area that can help anchor a course and introduce the students to the roadmap of major challenges and issues. 3. The book is authored by a well recognized global educator from a major university.

Supporting the Workplace Learning of Vocational and Further Education Teachers is written to help people understand the arrangements in a workplace that enable and constrain teacher learning - and then to do something about it. It provides an accessible, research based, and practical guide to making changes in the workplace to enable teacher learning. The book illustrates approaches to supporting workplace learning through the extensive use of vignettes from real teachers and real teaching workplaces. With a focus on mentoring as an important component of teacher learning, it introduces the concept of a trellis of practices together with approaches for developing arrangements in the workplace that support teacher learning. It also examines the spaces between the personal and the professional and how these can become Communicative Learning Spaces where professional learning occurs. The strategies and ideas provided in this book can be implemented at a whole-of-organisation, teaching department, small team, or individual level. An essential resource for Vocational Education and Training (VET) and Further Education (FE) teachers and managers, as well as others who support teacher learning in the workplace, this book is written to help make a difference.

* An accessible and reader-friendly book on teaching grammar using digital tools for pre-service and in-service teachers * Includes 10 fun, creative lesson plans on teaching grammar through digital literacy * Michelle Devereaux and Darren Crovitz speak and present on teaching grammar and are stars in the field.

This open access book is a comparative analysis of recent large scale education reforms that broadened curriculum goals to better prepare students for the 21st century. The book examines what governments actually do when they broaden curriculum goals, with attention to the details of implementation. To this end, the book examines system level reforms in six countries at various levels of development. The study includes system level reforms in jurisdictions where students achieve high levels in international assessments of basic literacies, such as Singapore and Ontario, Canada, as well as in nations where students achieve much lower levels, such as Kenya, Mexico, Punjab-Pakistan and Zimbabwe. The chapters examine system-level reforms that focus on strengthening the capacity to teach the basics, as in Ontario and Pakistan, as well as reforms that aim at building the capacity to teach a much broader set of competencies and skills, such as Kenya, Mexico, Singapore and Zimbabwe. The volume includes systems at very different levels of spending per student and reforms at various points in the cycle of policy implementation, some just starting, some struggling to survive a governmental transition, and others that have been in place for an extended period of time. From the comparative study of these reforms, we aim to provide an understanding of how to build the capacity of education systems to teach 21st century skills at scale in diverse settings.

Originally published in 1975, this book was something of a pioneering study. It examines the three main traditions of African educational development - indigenous, Islamic and 'Western' - and the resulting harmonies and conflicts that arise from these traditions. Its contributors are all specialists writing about their own particular area of interest covering many countries of tropical Africa. They include a number of well-known African scholars as well as some comparatively new names in the field of African Studies at the time. A feature of the book is the attention that it gives to the education of women - an aspect of 'nation-building' that had often been rather neglected. This study is an inter-disciplinary work, calling into contribution History, Sociology, Anthropology, Law, Linguistics, and Medicine, as well as Education. It seeks to show how complex the educational situation is in Africa - and how this complexity needs to be appreciated as a background to educational planning. Nobody who has read this volume will be inclined to dismiss educational reform in Africa as 'a relatively simple matter' - a point of view too frequently implied by those who have not studied the subject in depth. 'Off with the old - on with the new' cannot be so easily implemented as critics within and without the continent sometimes seem to think. More constructively, however, this volume provides many useful insights into ways in which social tension may be reduced and harmony promoted in, and through, education. Although it is likely to be of most immediate value to those who are concerned with African education and its administration (especially in teacher-education), the book constitutes a significant contribution to understanding problems of 'development'.

This comprehensive textbook prepares early childhood educators to effectively work with and support young children (ages 0-8) with diverse languages, cultures, and learning needs. With a multipurpose, multilevel format, this dynamic resource focuses on the central role of language development and culture in all aspects of learning. Adaptable chapters cover curriculum, family involvement, co-teaching, classroom environment and more, and feature both brief and deeper study versions of the material, alongside a wealth of case examples and implementation strategies. Accompanied by an online instructor's manual, this ground-breaking text is an ideal resource for students and educators in early childhood and second language education, and all fields that work with young children, and all fields that work with young children.

The worldwide spread, diversification, and globalization of the English language in the course of the twentieth and early twenty-first centuries has significant implications for English Language Teaching and teacher education. We are currently witnessing a paradigm shift towards Teaching English as an International Language (TEIL) that aims to promote multilingualism and awareness of the diversity of Englishes, increase exposure to this diversity, embrace multiculturalism, and foster cross-cultural awareness. Numerous initiatives that embrace TEIL can be observed around the world, but ELT and teacher education in Germany (and other European countries) appear to be largely unaffected by this development, with standard British and American English and the monolingual native speaker (including the corresponding cultural norms) still being very much at the center of attention. The present volume addresses this gap and is the first of its kind to showcase recent initiatives that aim at introducing TEIL into ELT and teacher education in Germany, but which have applicability and impact for other countries with comparable education systems and 'traditional' ELT practices in the Expanding Circle. The chapters in this book provide a balanced mix of conceptual, empirical, and practical studies and offer the perspectives of the many stakeholders involved in various settings of English language education whose voices have not often been heard, i.e., students, university lecturers, trainee teachers, teacher educators, and in-service teachers. It therefore adds significantly to the limited amount of previous work on TEIL in Germany and bridges the gap between theory and practice that will not only be relevant for researchers, educators, and practitioners in English language education in Germany but other educational settings that are still unaffected by the shift towards TEIL.

This volume details the development and initial evaluation of a supplemental literacy course intended to support at-risk high school students in the US. Developed using design based research (DBR), the course combines argument writing and knowledge building literacy routines to support academic literacy development. Acknowledging the demand for US students to meet academic literacy standards that emphasize explanatory and argumentative writing, the text foregrounds knowledge building as key to effective writing development. Chapters trace the development and implementation of course literacy routines designed using DBR and use whole-class and individual case studies to demonstrate how informational reading, discussion, and argument writing become an activity system to support literacy development. Ultimately, the text has important implications for literacy course design, and the use of knowledge building analysis and DBR in research. The text will benefit researchers, academics, and educators in higher education with an interest in academic literacy education, writing and composition, and secondary education more broadly. Those specifically interested in methodologies relating to classroom teaching and learning as well as argumentation and argument writing will also benefit from this book.

Illuminating the emerging importance of the diversity leader on college campuses, this book offers perspectives and narratives from diversity leaders at institutions of higher education. Becoming a Diversity Leader on Campus unpacks the tension of how diversity leadership is shaped by external factors and pressures that confront colleges and universities, as well as by the unique experiences and identities of the individuals appointed to diversity leadership positions. This book offers a better understanding of how diversity leaders make meaning and sense of their roles, desire, and passion for promoting diversity within their institutions. Chapter authors offer narratives that represent their realities regarding the concept of diversity leadership, how they came to be in their roles, and how diversity leaders do diversity work. This important resource provides practical strategies and guides faculty and higher education professionals in navigating the situational, contextual, and relational constructs within the social and cultural contexts of college and university campuses.

Illuminating the emerging importance of the diversity leader on college campuses, this book offers perspectives and narratives from diversity leaders at institutions of higher education. Becoming a Diversity Leader on Campus unpacks the tension of how diversity leadership is shaped by external factors and pressures that confront colleges and universities, as well as by the unique experiences and identities of the individuals appointed to diversity leadership positions. This book offers a better understanding of how diversity leaders make meaning and sense of their roles, desire, and passion for promoting diversity within their institutions. Chapter authors offer narratives that represent their realities regarding the concept of diversity leadership, how they came to be in their roles, and how diversity leaders do diversity work. This important resource provides practical strategies and guides faculty and higher education professionals in navigating the situational, contextual, and relational constructs within the social and cultural contexts of college and university campuses.

Today, the meaning of literacy, what it means to be literate, has shifted dramatically. Literacy involves more than a set of conventions to be learned, either through print or technological formats. Rather, literacy enables people to negotiate meaning. The past decade has witnessed increased attention on multiple literacies and modalities of learning associated with teacher preparation and practice. Research recognizes both the increasing cultural and linguistic diversity in the new globalized society and the new variety of text forms from multiple communicative technologies. There is also the need for new skills to operate successfully in the changing literate and increasingly diversified social environment. Linguists, anthropologists, educators, and social theorists no longer believe that literacy can be defined as a concrete list of skills that people merely manipulate and use. Rather, they argue that becoming literate is about what people do with literacy-the values people place on various acts and their associated ideologies. In other words, literacy is more than linguistic; it is political and social practice that limits or creates possibilities for who people become as literate beings. Such understandings of literacy have informed and continue to inform our work with teachers who take a sociological or critical perspective toward literacy instruction. Importantly, as research indicates, the disciplines pose specialized and unique literacy demands. Disciplinary literacy refers to the idea that we should teach the specialized ways of reading, understanding, and thinking used in each academic discipline, such as science, mathematics, engineering, history, or literature. Each field has its own ways of using text to create and communicate meaning. Accordingly, as children advance through school, literacy instruction should shift from general literacy strategies to the more specific or specialized ones from each discipline. Teacher preparation programs emphasizing different disciplinary literacies acknowledge that old approaches to literacy are no longer sufficient.

Content and Language Integrated Learning (CLIL) is an established approach to support multilingualism in Europe by teaching various school subjects in an additional language. The practices used, however, vary considerably. Our book considers this diversity by looking at CLIL scenarios, defined as learning environments supporting content learning, language learning and skill development in task-based learning settings, with a strong focus on interaction in different curricular contexts (primary and secondary school and CLIL teacher education at university) and at various levels of proficiency (primary, secondary, tertiary). CLIL by Interaction is understood here both as negotiation of meaning and form as well as discourse to empower CLIL learners to participate in social interaction.

Teachers commonly talk about loving their students, yet no effort has been made to explore the powerful educational potential inherent in these loving feelings. Teaching with Love breaks new ground by paying careful, scholarly attention to the nature, the scope, the dimensions, and the variety of teacherly love. In a highly readable narrative that builds on the feminist notion of an ethic of care and draws from the fields of psychology and women's studies, this book examines and analyzes the experiences of two primary grade teachers as they set about trying to create and enact a vision of early childhood education centered around loving relationships.

This twenty-third ICMI Study addresses for the first time mathematics teaching and learning in the primary school (and pre-school) setting, while also taking international perspectives, socio-cultural diversity and institutional constraints into account. One of the main challenges of designing the first ICMI primary school study of this kind is the complex nature of mathematics at the early level. Accordingly, a focus area that is central to the discussion was chosen, together with a number of related questions. The broad area of Whole Number Arithmetic (WNA), including operations and relations and arithmetic word problems, forms the core content of all primary mathematics curricula. The study of this core content area is often regarded as foundational for later mathematics learning. However, the principles and main goals of instruction on the foundational concepts and skills in WNA are far from universally agreed upon, and practice varies substantially from country to country. As such, this study presents a meta-level analysis and synthesis of what is currently known about WNA, providing a useful base from which to gauge gaps and shortcomings, as well as an opportunity to learn from the practices of different countries and contexts.

This proceedings volume of InCoTEPD 2018 covers many ideas for handling a wide variety of challenging issues in the field of education. The outstanding ideas dealing with these issues result in innovation of the system. There are many innovation strategies resulting from recent research that are discussed in this book. These strategies will become the best starting points to solve current and future problems. This book provides an in-depth coverage of educational innovation developments with an emphasis on educational systems, formal or informal education strategies, learning models, and professional teachers. Indeed, those developments are very important to be explored for obtaining the right way of problem-solving. Providing many ideas from the theoretical foundation into the practice, this book is versatile and well organized for an appropriate audience in the field of education. It is an extremely useful reference for students, teachers, professors, practitioners, and government representatives in many countries.

This book offers unique interdisciplinary insights into developing connections between reflective practice and employability particularly through the lenses of the education and social work professions. It recognises the various meanings that can be applied to the notion of reflection and examines the challenges of using reflective practice in the workplace. The chapters explore the tensions that arise from preparing professionals to be agents of change and concerned with social justice and equity. Further, the book provides much needed perspective on how diverse positions can be identified and leveraged and shared meanings negotiated in the creation of meaningful professional learning resources for early career teachers and social workers and across the career continuum. Bringing together contributions from internationally renowned scholars, Reflective Practice in Education and Social Work is essential reading for early career and experienced professionals in education and social work, academics and practitioners seeking further professional development in reflective practice.