This volume explores the value of teacher collaboration in meeting the needs of diverse English language learners (ELLs). A range of research-based chapters demonstrate examples of effective collaboration between English language specialists and content area teachers and offer recommendations for collaborative practice. Foregrounding the ways in which teacher collaboration can better support the needs of ELLs in elementary, middle, and high school classrooms, this volume provides evidence-based insights and suggestions to underpin effective teacher collaboration across the curriculum. Through case study examples, readers can understand common challenges and pitfalls, as well as best practices and how to apply teacher collaboration in real classroom settings. Research studies in subject areas including mathematics, science, and English language arts provide a basis for practical, evidence-based recommendations to engender mutual trust, teacher agency, and the development of shared goals to enhance instruction for ELLs' achievement. This book provides educators with new insights from empirical studies, and is vital reading for researchers, scholars, teachers, and teacher educators who are aware of the importance of collaboration for student success. Those involved in ESL, bilingual, and dual language programs may be particularly interested in this volume.

- Provides information for teachers and school leaders to better understand what is meant by 'curriculum' and what a creative curriculum might look like in each individual school - Includes chapters on curriculum intent, implementation and impact, as well has how to create a broad and balanced curriculum - Offers practical ideas for busy teachers than can be adapted to a variety of themes and subjects - Useful resource for parents, including parent overviews to show how keeping parents involved is an important element to teaching and learning

Consent in the Childhood Classroom challenges typical premises of social and emotional learning, self-regulation, and putative misbehavior by centering the theme of consent in the experiences of young children and their teachers. Early childhood and elementary teachers often face disruptions and acts of dissent from young students, without a helpful conceptual framework for understanding how these expressions may stem from social injustices, developmental nuances, and problematic assumptions about the nature of children's agency. By posing complex yet relatable questions about the presumptions of authority, positivity, and routines in learning environments, and drawing on classroom anecdotes along with interviews with children and teachers, this book offers an accessible approach to cultivating expansive relationships in the classroom, a vision for a richer and more mutual education, and a clearer understanding of what school means from the perspective of the child.

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 book examines minban teacher policies and their implementation in China between 1949 and 2000, when rural areas were in severe shortage of qualified teachers. During this period of time, minban teachers made great contributions to education, doing the same work as state-employed school teachers while receiving much lower salaries due to non-official status. With solid fieldwork on oral history of minban teachers and policy actors and deep examination of a wealth of policy documents in private and governmental archives, the author records the life history of minban teachers, the process of minban teacher policies, and the interaction between policies and individual strategies in M county (pseudonym), located in northern Jiangsu province of China. The book reveals many interesting and sometimes surprising findings about the characteristics of educational policy implementation in China. While China's minban teacher policies have come to an end, rural education continues to be a major concern of policymakers and researchers alike. The book is an important piece of scholarship for the readers interested in rural education in China, and in how state, society, and culture interact to influence teacher policies and management in the Chinese context.

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.

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.

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.

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 book offers a comprehensive overview of how inclusion for students with special educational needs (SEN) has developed and is continuing to evolve in mainstream schools across the Asia-Pacific region. The authors provide an applied analysis of inclusive education in 10 geographical settings, covering legislative, historical, and cultural perspectives. A diverse range of factors that influence inclusive policy-to-practice implementation in these contexts are highlighted, and practical strategies to address some key issues are put forward. The settings in focus are the Maldives, Singapore, the Republic of Korea, Mainland China, Hong Kong, Macao, Japan, Province of British Columbia Canada, New Zealand, and Australia.

* Provides concrete instructions and examples of interdisciplinary unit organization as scaffolding for beginning teachers. * Takes a practical lesson-planning approach, and walks readers through the integration of disciplinary standards from content area standard selection to analyzing student data to inform nuanced disciplinary instruction. * Comes with an assessment guide so that university instructors of content-area literacy courses can easily assign and assess student work so they can spend more time giving individualized feedback. * Features reproducible resources and two sample interdisciplinary units, on infusing literacy with social studies and science, and a on incorporating math, science, and literacy.

* Professor (Fiore) and a former university president (Koverola) team up to harness their extensive professional expertise in cross-cultural communication and education, their years of personal experience working through conflicts in higher education together, and their collaborative research to invite readers into their own professional cultures, offer translations, and share their frustrations and confusions about the other. * The authors lay out a roadmap by presenting both faculty and administration as two different societal cultures whose members need to learn about each other and how to work together. * Every chapter is anchored in theory and application - case studies illustrate real experiences for faculty, administrators, and other higher education community members ; discussion questions provide starting points for readers to discuss case study material with members of their own educational group culture and across groups, as readers gain familiarity with content and build "muscle" and confidence to consider new/unfamiliar perspectives. * Every chapter provides activities and/or resources that administrators and faculty members may use in their current settings. The activities have been designed and tested by employees in institutions of higher educators across the country and abroad.

This book presents recent international research on how teacher educators, institutions and policy makers perceive, act on and experience the dual responsibility that teacher educators are required to develop. Teacher educators are both teachers and researchers, a hybrid position which might be challenging to fulfil. Teacher education has attracted much research over the years. It has also been subject to national and international debates about its goals and core features as well as issues of quality and effectiveness. More recently, attention has been given to the work, identity and professional development of teacher educators. The various chapters in the book address the topic of teacher educators as teachers and researchers in diverse countries and contexts, namely Australia, Belgium, England, Ireland, Israel, Portugal, Norway and the USA. Collectively, the authors examine the work of teacher educators considering their core mission, their professional development opportunities and the demands and needs of their working contexts. The chapters in this book were originally published in a special issue of the European Journal of Teacher Education.

This book advances an alternative reading of the social, political and cultural issues surrounding schools and technology and develops a comprehensive overview of the interplay between policy, practice and identity in school workplaces. It explores how digital technologies have become an integral element of the politics and socially negotiated practices of school workplaces as school campuses are now awash with digital hardware and growing amounts of school work is carried out on a 'virtual' basis.

The Arc of Educational Change places American educational history into a realistic, modern historical context that recognizes both the importance of collaboration as well as the role of individuals who traditionally have been excluded from our educational narrative. These include women, African Americans, immigrants and working people. At a time when individualism has come to dominate our world and we often celebrate the accomplishments of the great figures of the past and present, we sometimes forget that cooperation, collaboration, and networking have always been at the heart of progress, change and improvement of our social order, our economy, and our educational system. The Arc of Educational Change provides a balanced perspective of American educational history that recognizes both the important role of individuals as well as a diverse set of collaborators who helped promote equity, inclusion, and justice in our schools.

With widespread testing and standards-driven curriculum and accountability pressure in public schools, teachers are expected to be highly skilled practitioners. There is a pressing need for college faculty to prepare current and future teachers for the demands of modern classrooms and to address the academic readiness skills of their students to succeed in their programs. The Handbook of Research on Literacy and Digital Technology Integration in Teacher Education is an essential academic publication that provides comprehensive research on the influence of standards-driven education on educators and educator preparation as well as the applications of technology for the preparation of teachers. Featuring a wide range of topics such as academic success, professional development, and teacher education, this book is essential for academicians, educators, administrators, educational software developers, IT consultants, researchers, professionals, students, and curriculum designers.

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'.

Unpacks the benefits of using technology in education, answering the question, "How can technology free teachers from time and effort devoted to routine matters to instead assume roles that are potentially more satisfying and supportive of their students' learning?" Renowned educators McDiarmid and Zhao explore a timely and critical issue, discussing how technology can revolutionize education in ways that will better position students for an uncertain future. The latest book in the well-known Routledge Leading Change series edited by Andy Hargreaves and Pak Tee Ng.

The pandemic exposed pervasive societal fractures that have long been destabilizing our educational system. These imbalances and injustices that have compromised teachers, children, families, and communities have been enabled for decades. This watershed moment in our human story requires us to respond to these inhumane conditions with unprecedented commitment and action. At the heart of this book are questions and talking points that will spur us to reimagine schools as healthy, safe, sustainable, vibrant places.

Be inspired to enhance classroom learning with this textbook, by highly respected and experienced author Louise Burnham. -Build your learning support skills with guidance tailored to the extensive new CACHE qualification due to launch in January 2018 -Gain confidence in your role with practical advice and full explanations from best-selling author in STL , Louise Burnham -Translate theory into practice with Tips for Best Practice and Case Studies for challenging topics such as Behaviour Management -Strengthen your understanding of theory and practice, with comprehensive information linked clearly to assessment criteria -Find all the information you need with the colourful, clear design and appropriate language throughout the book -Make the most of your training with the Stretch and Challenge feature -Engage in debate on important STL topics with Classroom Discussion suggestions

This book challenges educational discourse in relation to teaching about Africa at all levels of the education system in the Global North, with a specific case study focusing on the Republic of Ireland. The book provides an interrogation of the proliferation of negative imagery of and messages about African people and African countries and the impact of this on the attitudes and perceptions of children and young people. It explores how predominantly negative stereotyping can be challenged in classrooms through an educational approach grounded in principles of solidarity, interdependence, and social justice. The book focuses on the premise that existing educational narratives about the African continent and African people are rooted in a preponderance of racialised perceptions: an 'impoverished' continent dependent on the 'benevolence' of the North. The cycle of negativity engendered as a result of such portrayals cannot be broken until educators engage with these matters and bring critical and inquiry-based pedagogies into classrooms. Insights into three key pedagogical areas are provided - active unlearning, translating critical thinking into meaningful action, and developing a race consciousness. This book will appeal to academics, researchers, and post-graduate students in the fields of education and teacher education. It will be of interest to those involved in youth work, as well as intercultural and global citizenship youth trainers.

* Original text to present a coherent, cohesive, transdisciplinary framework for instruction that covers K-12 (not simply elementary or secondary) * Presents a clear map to literacy instruction for preservice reading specialists, literacy coaches, and administrators * Accessible and concise, covers key topics such as MTSS, teaching to national and state standards, professional learning communities of practice, RtI

Mathematics Education for Sustainable Economic Growth and Job Creation considers the need for young employees to be capable and confident with transferable knowledge and skills in mathematics and statistics in order to support economic growth in developing countries in an increasingly digital age. This book draws on differing international perspectives in relation to mathematics education for sustainable economic growth and job creation. The contributors include education researchers and those involved in policymaking for both developing countries and beyond. Within each chapter, there is a reflection from the authors on their experiences in educational systems and policy development or research studies, which contribute to sustainable economic growth in different countries. As well as considerations of economies and job creation, the scholarship delves further into developing a critically aware citizenship through mathematics education. Extending current thinking about the role of mathematics education and educating students for future needs, this book will be of great interest for academics, researchers and postgraduate students in the field of mathematics education, STEM education and sustainability education.

Culturally Responsive Choral Music Education visits the classrooms of three ethnically diverse choral teacher-conductors to highlight specific examples of ways that culturally responsive teaching (CRT) can enrich choral music education. Principles of CRT are illustrated in contrasting demographic contexts: a choir serving a sizeable immigrant Hispanic population, a choir with an African American classroom majority, and a choir comprised of students who identify with eighteen distinct ethnicities. Additionally, portraits of nine ethnically diverse students illuminate how CRT shaped their experiences as members of these choral ensembles. Practical recommendations are offered for developing a culturally responsive classroom environment.