* This book provides a range of perspectives and real stories from educators teaching overseas across multiple international school contexts and positional roles. * Includes essays, vignettes, and personal anecdotes that stem from the lived experiences of international educators in the field. * This book will address the challenges and acclimation issues many new teachers face when taking their first assignment overseas. * This book fills a gap -- international educators have few practical resources from which to learn about the experiences of their peers.

* This book provides a range of perspectives and real stories from educators teaching overseas across multiple international school contexts and positional roles. * Includes essays, vignettes, and personal anecdotes that stem from the lived experiences of international educators in the field. * This book will address the challenges and acclimation issues many new teachers face when taking their first assignment overseas. * This book fills a gap -- international educators have few practical resources from which to learn about the experiences of their peers.

- offers much-needed practical guidance on how to close the writing gap - grounded in the very best available evidence into writing development - engages the reader by interweaving pedagogical features that explore the 'story' of writing - promotes a subject-specific approach, placing the importance of reading with all teachers - written by a leading authority, known to teachers through his blog www.theconfidentteacher.com.

Action Research in the Classroom: Helping Teachers Assess and Improve their Work guides teacher-researchers through the process of using action research in their practice to improve students' learning and teachers' teaching. The book uses actual classroom examples to assist aspiring, new, and veteran teachers and those who support them (administrators, department chairpersons, and mentors) in using a six-step process L.E.A.D.E.R. to successfully accomplish and share research conducted by actual classroom teachers. Each step in the L.E.A.D.E.R. process -- (1) L=Look at the Problem, (2) E=Examine what we know; (3) A=Acquire knowledge of school problem-solving; (4) D=Devise a plan for improvement; (5) E=Execute the plan; and, (6) R=Repeat steps and processes as needed -- can guide teachers, administrators, and even parents - and students - in solving their own problems and improving their learning and teaching.

Winner of the ELATE Richard A. Meade Award 2018 Identifying key areas of teacher education that cross countries and disciplines, this book provides the first extensive research-based insight into how secondary English teachers are prepared at institutions of higher education in the United States of America (US) since the last major study in 1995. In the two decades since then, English teacher education programs have developed in contextually dependent ways that often have been driven by institutional, economic, social and political considerations. The authors provide an overview of their nationwide study of English teacher educators, which was conducted over a four-year period. They analyze the context under which teacher educators currently prepare pre-service English teachers in the US and support teacher educators in other countries to make comparisons to their own unique historical and cultural settings. The authors also offer a comprehensive evaluation of the content, practices and skills being taught to future teachers of English in university-based teacher preparation programs in the US. The book draws on evidence from a nationwide questionnaire, case studies of teacher educators in their respective programs, course syllabi and focus group interviews to focus on areas of instruction that resonate with teacher educators in countries where English is the dominant language of communication. These areas include: - field experiences - standards and assessment - teaching literacy to integrate reading and writing - working with English language learners to address cultural and linguistic diversity - new technologies in English education

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.

Throughout the 90s and early 2000s, service-learning research was intensely focused on the student outcomes. That body of research has effectively brought service-learning from the fringes into the mainstream of institutionalized pedagogies. In the past decade service-learning research has experienced an infusion of exploration in three distinct ways: first, large-scale quantitative methodologies; second, a proliferation of research that has explored how different sub-groups of students experience the pedagogy differently, thusly resulting in variation among outcomes; and third, a focus on the experiences and outcomes associated for communities and community partners engaged in service-learning. In an effort to support these movements, this volume of the Advances in Service-Learning Research series, Service-Learning to Advance Access & Success: Bridging Institutional and Community Capacity, focuses on how service-learning can advance access and success. Not simply access and success of students, but the ways that service-learning can advance access and success for all through bridging institutional and community capacity building. The chapters in this volume serve as a testament to the ways in which service-learning research continue to be advanced by thoughtful scholar-practitioners. The 12 chapters included in this volume are organized into three sections. The first section focuses on how institutional and community partnerships can be leveraged to build community capacity. The second section focuses on how institutions might build their own capacity to effect change for the good of society. The third and final section focuses on six studies exploring the relationship service-learning pedagogy has with access and success for students. Of the six studies, three are situated within the context of teacher-preparation programs.

Educational Psychology and Transformational Classrooms uniquely positions teachers' transformational experiences as central to understanding and implementing educational psychology research. Across three well-developed case studies using narrative inquiry methods, this volume explores moments of significant change, learning, and evolution in teaching and learning. Each case is followed by analyses from educational psychologists focusing on the three central actors in the learning experience-students, teacher, and context-and is then concluded with case authors' responses to the analyses provided. Showcasing the holistic experience of teaching before unpacking it with theory and research, this book centers classroom life and posits educational psychology as an ideal and accessible lens for its examination.

This book includes studies that represent the state of the art in science education research and convey a sense of the variation in educational traditions around the world. The papers are organized into six main sections: science teaching processes, conceptual understanding, reasoning strategies, early years science education, and affective and social aspects of science teaching and learning. The volume features 18 papers, selected from the most outstanding papers presented during the 10th European Science Education Research Association (ESERA) Conference, held in Nicosia, Cyprus, in September 2013. The theme of the conference was "Science Education Research for Evidence-based Teaching and Coherence in Learning". The studies presented underline aspects of great relevance in contemporary science education: the need to reflect on different approaches to enhance our knowledge of learning processes and the role of context, designed or circumstantial, formal or non-formal, in learning and instruction. These studies are innovative in the issues they explore, the methods they use, or the ways in which emergent knowledge in the field is represented. The book is of interest to science educators and science education researchers with a commitment to evidence informed teaching and learning.

* Introduces case study examples of pedagogical practices in Islamic schools worldwide. * Offers pre- and in-service teachers and islamic teacher educators up-to-date best practice for teaching skills, methods of teaching and training for school development and curriculum reform. * Will help to enhance Muslim teachers' 21st century skills and knowledge.

This book elucidates the formation and development of theories of action in school reforms for Schools as Learning Communities (SLC) during ten years from its inception in 1998 in select Japanese elementary schools, junior high schools, and one secondary school. While growing international interest in Japanese lesson study is in pursuit of a standard lesson study, Suzuki offers a unique perspective into school reforms for SLC and how they resisted the standardization of lesson study out of concerns that it would limit a teacher's autonomous judgment and choice. Through a theory-of-action approach in its examination of the pilot schools for SLC, this book clarifies: * Why did teachers reform lesson study? * What were the difficulties in reforming lesson study? * Why were teachers working on school reform for SLC? * Why did the school reform for SLC evolve from an elementary school to the junior high schools and high schools? This book provides a theoretical foundation for reviewing the past efforts and histories of Japanese lesson study reforms, and will interest academics and practitioners looking for insights into the future of lesson study.

This inviting book is a bridge between two major strands of reading instruction that are often held in opposition: the science of reading and artful approaches to teaching reading. Although the current climate of literacy instruction positions these approaches as diametrically opposed, the authors Young, Paige, and Rasinski describe how teachers can use the science of reading to engage students in artful, engaging, and authentic instruction. The authors reveal how effective teaching is a dynamic process that requires agency and creativity and show how teachers make artful shifts based on the needs of students in specific contexts. Chapters include a range of examples and explanations of how artful teaching is integrated into reading instruction and how it can increase students' motivation and positive attitudes toward reading. The concise and practical chapters cover key topics, including phonemic awareness, reading fluency, vocabulary, assessment, home and family reading, and more. This essential road map for all pre-service and in-service reading teachers restores the importance of teacher agency, supports the critical understanding of reading research, and allows teachers to use their knowledge, experience, and creative approaches in the classroom. This is the definitive guide to teaching reading as both an art and a science.

*Winner, 2022 Outstanding Book Award from the Society of Professors of Education* *Winner, 2021 Book Award from the Globalization and Education SIG, Comparative and International Education Society* Examining Teach For All brings together research focused on Teach For All and its affiliate programmes to explore the organisation's impact on education around the world. Teach For All is an expanding global network of programmes in more than 50 countries that aim to radically transform education systems by recruiting talented graduates to teach for two years in under-resourced schools and developing them into lifelong advocates of reform. The volume offers nuanced insights into the interests and contexts shaping Teach For All and the challenges and possibilities inherent in broader efforts to enact education reform on a global scale. This volume is the first of its kind to present empirical research on the emergence and expansion of Teach For All programmes, which replicate and adapt the Teach For America model around the world. The volume traces the network's expansion from its initial launch in 2007 to its growing international presence, as chapters present new research from national contexts as diverse as Bangladesh, Lebanon, and Spain. Using evidence from a range of perspectives and research methodologies, the chapters collectively highlight the ways in which Teach For All and its affiliate programmes are working to alter educational landscapes worldwide. This book will be of great interest for scholars, educators, post-graduate students, and policymakers in the fields of comparative education, teacher education, education leadership, and education policy. It paves the way for future critical inquiry into this expanding global network as well as further investigations of educational change around the world.

This book is for all types of learners and teachers at any grade level, K-12. The book is excellent for any classroom, including those addressing special education, differentiated instruction, and interactive learning, or where there's active engagement and attention to varied perceptual preferences and learning differences. A classroom that optimizes student achievement through collaborative relationship building is given a good deal of attention with activities focusing on mindfulness and determination through persistence. The book's premise is the classroom, for optimum learning, needs to be a place of comfort. Modeling/living the six international traits of a person of good character (caring, fair, responsible, trustworthy, respectful and good citizenship) is vital, especially in the educational setting. Practical strategies for character building and conversing with others are provided. Living by two ideas: No put downs, only lift ups for oneself and others, and realizing "being enough," is exactly what you are.

- examines what "visual teacher learning" (VTL) can contribute to raising the effectiveness of teachers' teaching and pupils' learning - uses a mixed-methods approach to research, which makes it possible not only to describe what teachers learn, but also to explain how they learn - spans the range from scientific scholarship to implementation by presenting evidence-based insights and guidelines for practicing VTL within a single, explicit conceptual framework

- examines what "visual teacher learning" (VTL) can contribute to raising the effectiveness of teachers' teaching and pupils' learning - uses a mixed-methods approach to research, which makes it possible not only to describe what teachers learn, but also to explain how they learn - spans the range from scientific scholarship to implementation by presenting evidence-based insights and guidelines for practicing VTL within a single, explicit conceptual framework

The Instructional Design Trainer's Guide provides foundational concepts and actionable strategies for training and mentoring instructional design and educational technology students to be effective across contexts. ID faculty are charged with bridging the gap between research and practice preparing graduate students for the real-world workforce. This book provides trainers and university programs with authentic learning experiences that better articulate the practices of and demands on design and technology professionals in the field. Through this enhanced perspective, learners will be better positioned to confidently embrace constraints, work among changing project expectations, interact with multiple stakeholders, and convey to employers the skills and competencies gleaned from their formal preparation.

Thorough discussion of twice-exceptional students based on research into how gifted students with disabilities learn. Guides teams step-by-step through the process of identifying students' needs, selecting modifications and accommodations, and developing a comprehensive plan to meet the diverse needs of twice-exceptional children.

Helping Kids Achieve Their Best is a practical guide to motivating younger and older learners across the globe. The book explores why some students are easier to motivate than others and why students lose motivation, as well as outlining strategies that teachers can use in the classroom and that parents can use at home. Comprehensively updated, this second edition includes a new chapter on student achievement emotion. Throughout the text, each chapter includes a variety of examples and research-based tools that can be put into action immediately, along with vignettes, question points, action stations, and recommended readings, which help educators apply the suggested approaches in their own contexts. The book is hands on and interactive, inviting readers to recall challenges they have faced in their own teaching or parenting experiences and to apply what they have learned to better understand and cope with these challenges more effectively. This book is an essential resource for pre- and in-service teachers, as well as parents who aspire to motivate their children and help them achieve their best.

The K-12 Educator's Data Guidebook is a comprehensive field guide for school professionals learning to use data. "Non-data people," rejoice! Requiring no prior proficiency in data tools and programming, this book validates the implicit challenges of learning to use data to empower educators and features original real-world examples from in-service educators to illustrate common problem-solving. Each chapter uses stories, humor, and a human approach to set the tone for a safe and fun learning experience. Through this highly practical foundation, everyday educators can better engage school initiatives, professional development, and instructional challenges that require competent data use for improving school systems.

The Little Book of Reflective Practice is bursting with big ideas which will encourage you to be curious, reflective and courageous in your professional learning journey. It introduces the key reflective theories alongside case studies from educators to show how these can be applied to improve practice. The journey from being to thriving is set out in several chapters each providing different themes which will encourage you to capture your reflections, record your learning and development and apply theories of reflection to your professional practice. Full of practical guidance, activities and questions to prompt reflective thinking, the chapters cover: getting started how to write reflectively creating spaces to be reflective using reflective practice to set targets for your learning and professional development Spaces for capturing your reflective thoughts and reflective activities are provided througout, alongside sections where you may wish to stop and engage in deeper thinking. This book will be invaluable reading for early years practitioners, tutors and early years students on level 3 courses and Foundation Degrees.

We are surrounded by thousands of animals, alive and dead. They are an intimate and ever-present part of our human lives. As a society, we privilege veterinarians as experts on these animals: they are our educators and teachers in what they say, what they do, and the decisions that they make. Yet, within the field of education, there is little research on the curriculum, pedagogy, and experiences of veterinary school and students. What do veterinarians learn in veterinary school? How do their experiences during those four years shape their perceptions of animals? How do the structures, curriculum, and pedagogy of veterinary college create and influence these experiences? Learning Animals opens up this conversation through an exploration of the complicated, fascinating and often painful stories of a cohort of veterinary students as they make their four-year journey from matriculation through graduation. The book examines how the experiences of veterinary students shape how humans relate to animals, from public policy and decision-making about the environment and animals slaughtered for food, to the most personal decisions about euthanizing companion animals. The first full-length, critical, qualitative study of the perspectives of our primary teachers about animals, this will be a thought-provoking read for those in the fields of both educational research and veterinary education.

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.

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.

Teacher education programs and colleges of education face a multilayered task of preparing teachers to teach in increasingly divergent environments where children of color encompass a significant number of urban school populations. Yet the teaching force remains predominantly white, middle-income, monolingual, and female. Compounding this complex issue, the racial and the socio-economic makeup of many teacher education faculty mirrors the teacher candidate population. The goal of this handbook is to offer teacher educators a blue print for strengthening and extending traditional literacy field experiences to include service-learning components. As literacy teacher educators, Sulentic Dowell and Meidl demonstrate how teacher education can be transformed to include more authentic, meaningful, and preparatory field experiences. Adding service-learning components expands teacher education to more adequately prepare elementary education candidates to meet children's needs in 21st century, urban elementary classrooms. This handbook considers the need to redefine and reconfigure teacher education in regards to literacy teaching and learning.