* Features strategies and tools specific to world language instruction, for K-12 * Tools are timely and relevant, and address current topics such as the Sustainable Development Goals * Guidance applicable to in-person, remote, and hybrid classrooms, with a focus on blending digital learning and digital storytelling in both resource-rich and -poor environments * Includes resources such as sample student projects and teacher materials

This book explores the growth of 'character education' in schools and youth organisations over the last decade. It delves into historical and contemporary debates through a geopolitical lens. With a renewed focus on values and virtues such as grit, gumption, perseverance, resilience, generosity, and neighbourliness, this book charts the re-imagining and re-fashioning of a 'character agenda' in England and examines its multiscalar geographies. It explores how these moral geographies of education for children and young people have developed over time. Drawing on original research and examples from schools, military and uniformed youth organisations, and the state-led National Citizen Service, the book critically examines the wider implications of the 'character agenda' across the UK and beyond. It does so by raising a series of questions about the interconnections between character, citizenship, and values and highlighting how these moral geographies reach far beyond the classroom or campsite. Offering critical insights on the roles of character, citizenship and values in modern education, this book will be of immense value to educationists, teachers and policymakers. It will appeal students and scholars of human geography, sociology, education studies, cultural studies and history.

Written by the Dean of Teacher Education at the National Institute for Education in Singapore Offering practical lessons for emulating Singapore's teacher education reform Explores the use of cutting edge technology such as IoT in educating teachers Examines both the profession of teaching and the preparation of teachers

This edited volume presents cutting-edge research on the professional competence of early childhood mathematics teachers. It considers professional knowledge, motivational-affective dispositions, skills and performance in early childhood mathematics and outlines future fields of research in this area. The book argues that it is essential for early childhood teachers to prepare a high-quality learning environment and that mathematical competence is highly relevant for children's individual development. Bringing together research from mathematics education, educational science and psychology, it integrates international perspectives and considers the contextual factors that affect the development of children's mathematical competence within Early Childhood Education and Care (ECEC) settings. The book uses a model to describe professional teacher competence that considers the dispositions of early childhood teachers, situation-specific skills of early childhood teachers and the performance of early childhood teachers. The book is the first of its kind to give a comprehensive overview and allows for integrative perspectives and interdisciplinary understanding regarding pre- and in-service ECEC teachers' professional competence in the domain of mathematics. It will be essential reading for academics, researchers and students of early childhood education, mathematics education and teacher education. Chapters 5, 6 and 13 of this book are available for free in PDF format as Open Access from the individual product page at www.routledge.com. It has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Research-Informed Teacher Learning explores career-long improvements in knowledge building and the skills required in curriculum reform, transformations in teaching methods, alterations to assessment, and restructurings in school administration and management. This extends to meeting the needs and interests of different and diverse students and groups of students, mentoring student teachers and beginning teachers, and supporting experienced teachers, so they are all responsive to their local school-communities, thereby contributing to democratic schooling and the public good. The book mainly focuses on the professionals working in teaching and teacher education from pre-service training and development through early-mid career and into later stages of career mobility. It pinpoints the ways that practitioners need to be involved in the design and delivery of changing models of teacher education which helps in the development of their own professional activities at all levels of the teaching service. Dedicated to the late Professor Carey Philpott, the book takes his ideas forward, particularly in the current conjuncture when teacher learning is curtailed and constrained by power brokers, politicians and policy makers in various undemocratic ways. This book will be of great interest for academics and researchers in the fields of teacher education, educational policy and politics, and lifelong learning and development.

This book examines the nuanced and situated experiences of self-study researchers. It explores the ways in which ethics are dynamic, idiosyncratic and require an ongoing ethical reflexivity. In addition, the book identifies, documents and collates the collective experiences of self-study researchers and sheds new light on the role and impact of ethics, ethical dilemmas and ensuing decisions for education researchers. The book considers the ethical dilemmas that self-study researchers in teacher education face, their careful ethical considerations while conducting research, and how they form their professional judgment and understanding of what it means to be an ethical self-study researcher. For self-study researchers, there are a number of ethical dilemmas and challenges that cannot be neatly captured by the frameworks and guidelines of an ethics board. For many, this requires researchers to be ever-present and re-engaged with the ethics of their own projects, from the development, through to the dissemination of their work. Readers will gain a deeper understanding of ethics, ethical perspectives and practices in the field of self-study research.

Is your knowledge and understanding of systematic synthetic phonics secure? Do you understand the difference between graphemes and phonemes? Is your phonics teaching both engaging and interactive? Systematic synthetic phonics is central to the teaching of early reading and is a key element in Ofsted inspections. For your pupils, learning about phonics represents an integral part of their journey to becoming successful readers and writers. This book offers you tried and tested ideas for developing an understanding of phonics and the development of effective pedagogy. Designed to be read over a week, it is divided into seven concise chapters detailing clear strategies, examining the strategy in action and summarising the relevant underpinning theory.

This book captures the excitement - and the difficulties - of self-study of teacher education practices, placing it at the forefront of approaches to practitioner inquiry. It offers insight into the relationship between teaching about teaching and learning about teaching that emerged through the author's own self-study project. The book illustrates how tensions can act as a means for both analysing practice and articulating the professional knowledge that comprises a pedagogy of teacher education.

This book offers new empirical insights into the current state of Content and Language Integrated Learning (CLIL) characterisation (through an innovative proposal to link CLIL to English as a Lingua Franca), implementation (via observation protocols and SWOT analyses), and research (by examining the effects of CLIL on the L1, foreign language, key competences, and content subjects taught through English). The book provides a state of the art of the CLIL arena, identifies the chief challenges that need to be addressed and signposts possible ways of overcoming these in order to continue advancing smoothly into the next decade of CLIL development. This book will be of interest to researchers, policy-makers, educational authorities, and practitioners as it will assist them in making informed decisions about how to characterise, implement, and investigate CLIL in the bi- and plurilingual programs that are more frequently introduced in monolingual contexts.

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.

* 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

Designed to apply across grade levels, Design Thinking for Every Classroom is the definitive teacher's guide to learning about and working with design thinking. Addressing the common hurdles and pain points, this guide illustrates how to bring collaborative, equitable, and empathetic practices into your teaching. Learn about the innovative processes and mindsets of design thinking, how it differs from what you already do in your classroom, and steps for integrating design thinking into your own curriculum. Featuring vignettes from design thinking classrooms alongside sample lessons, assessments and starter activities, this practical resource is essential reading as you introduce design thinking into your classroom, program, or community.

Delivering equity for PK-12 learners is an essential aim for educational leadership preparation programs. This book serves as a resource for equity-focused design and redesign thorough innovation, improvement and impact. Based on direct experience while also drawing from innovative exemplars, and unpacking a decade of program improvement practice, this book explores how to foster partnerships and pipelines, recruit and select candidates, map the curriculum, develop powerful learning experiences, create field experiences, design program evaluation, and support faculty learning. Chapters open with a vignette that presents scenarios in which many faculty members find themselves, particularly when programs are in need of improvement. Drawing on years of experience facilitating redesign, the authors offer both processes and resources to assist faculty, including diagnostic tools, sample agendas, templates, guiding questions, and suggested protocols. Whether facing new accreditation requirements, state program approval changes, institutional redesign challenges or as part of a grant funded redesign, this book is a critical resource for educational leadership faculty and program coordinators looking to garner the appropriate resources, ask the right questions, and follow reliable processes in program design and continuous improvement toward equity. Chapter resources and templates available for download online at https://www.routledge.com/9780367673543 on the tab that is entitled "Support Material." Please also join Redesign.Improve.Innovate-an online forum focused on preparation and practice improvement found here: www.RedesignImproveInnovate.org.

Experienced editors bring widespread knowledge of foundations of teacher preparation from global contexts. Volume invites teachers to reflect on their work rather than simply be technicians of their work. Connects teachers' often abstract motivations to the realities of the profession.

* Synthesizes a range of creative and innovative teaching strategies under the theme of risk and uncertainty. * Speaks to our current condition-global disruption, extreme uncertainty, and the need for innovation to create both opportunities and challenges for students and professors. * Focused on practice, this book provides time-tested and evidence-based models, ideas, strategies, and tools to apply in a range of educational contexts. * The book uses specific examples and stories from a variety of educational places and disciplines to inspire, spark creativity, and encourage risk-taking and innovation in the and out of the classroom.

Includes concise portraits of the problems and major culprits and issues facing schools, as well as practical solutions Notable contributors such as Yong Zhao, Christopher Lubienski and Carol Mullen Chapters present an important policy topic and critical analysis from the perspective of experienced educators involved in teacher and administrator preparation

Written by international speaker Brad Johnson and school fitness consultant Melody Jones Includes powerful studies on how physical activity in the classroom improves students' brain functioning and engagement Offers activities and games that teachers can use to incorporate physical exercise into their lessons

Teacher Preparation in Career Pathways: The Future of America's Teacher Pipeline offers a critical and timely discussion of what teacher preparation should look like in the twenty-first century and why. Embry-Jenlink speaks directly of decreasing quality in America's teacher workforce and the dismal recruitment of teachers from historically underrepresented and under served populations. The voices of deans, faculty, school administrators, and directors of non-profit agencies resound with an emerging workforce solution, Teacher Preparation in Career Pathways. The authors showcase five diverse teacher pipeline programs that address the staffing demands in high need schools through "grow your own" approaches as they explore policy issues, resource sharing, accountability, and promoting successful postsecondary student transfer across articulated teacher preparation programs. Teacher Preparation in Career Pathways is the first book of its kind to profile an emerging, innovative approach to teacher preparation in the twenty-first century-teacher preparation that is designed around collaborative and sustainable P-16 partnerships among school districts, colleges, and universities to strategically address persistent issues of building teacher quality, capacity, and diversity.

Mentoring Student Teachers and Interns: Strategies for Engaging, Relating, Supporting, and Challenging Future Educators is an interactive how-to guide for teacher preparation professionals who are charged with the supervision and mentoring of student teachers and interns. Written for both seasoned teacher educators and those new to teacher education, the book provides research-based, best practices for clinical supervision.

* This practical book includes a wealth of photocopiable worksheets and resources for teachers of English pronunciation * Each chapter includes worksheets that are applicable to all levels of English language learners, and many worksheets have different versions or modifiable elements that take into account grammar and vocabulary * Each worksheet includes an explanation for the teacher on the pronunciation point to be practiced and is grounded in research * Chapters are organized around types of pronunciation for easy use by classroom teachers, and correct answers and guidance on how to use the worksheets are included

* This practical book includes a wealth of photocopiable worksheets and resources for teachers of English pronunciation * Each chapter includes worksheets that are applicable to all levels of English language learners, and many worksheets have different versions or modifiable elements that take into account grammar and vocabulary * Each worksheet includes an explanation for the teacher on the pronunciation point to be practiced and is grounded in research * Chapters are organized around types of pronunciation for easy use by classroom teachers, and correct answers and guidance on how to use the worksheets are included

* 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.

The book represents a crop of wide-ranging research conducted by renown scholars in sub-Sahara Africa revolving around mathematics teaching and professional development programs for mathematics teachers. The research-based proposals and actual how-to-conduct professional development initiatives that enhance effective mathematics instruction are rooted in teacher input and informed by learners' errors and misconceptions. The book provides a comprehensive snapshot on mathematics teaching, learning and effective professional development programmes for mathematics teachers in sub-Sahara Africa. It is the only research output that advances and disseminates issues of mathematics education and research in the region with input from South Africa, Kenya, Rwanda, Uganda, Malawi, Namibia, Lesotho, Ethiopia and Zimbabwe.

This book portrays the experiences of self-described "outsider" or "other" teachers-teachers whose identities set them apart from their students based upon combinations of race, class, gender identity, sexual orientation, nationality, ability status, religion, or other identity characteristics. The teachers profiled bring experiences of social isolation and difference into the classroom and demonstrate perspectives and habits of mind that inform a nuanced approach to interaction with students.

This book focuses on university teachers' experience of teaching and learning. Following on from the 1999 volume Understanding Learning and Teaching, which focused on student experiences of teaching and learning, this book provides guidance on how teachers' experiences can be understood in ways which can support the continued enhancement of student learning experiences and learning outcomes. Drawing on the outcomes of a 30-year research project, this comprehensive volume discusses the qualitative variation in approaches to university teaching, the factors associated with that variation, and how different ways of teaching are related to differences in student experiences of teaching and learning. The authors extend the discussions of teaching into new areas, including emotions in teaching, leadership of teaching, growth as a university teacher and the contentious field of relations between teaching and research. "This important book offers an accessible, research-informed guide to understanding student learning and university teaching. Written by two world-leading experts in the field, it provides rich insights and practical responses to the challenges faced by those who care deeply about teaching and learning in higher education." -Professor Paul Ashwin, Lancaster University, UK "Enhancing discipline-specific evidence-based development of the quality of teaching and learning in higher education has been my strategy during my whole career. Therefore and with great pleasure I read the book by Trigwell and Prosser which distills their teaching and learning research into a guide for those seeking to better understand their teaching environment. Building on their discovery of relations between the ways of teaching and the ways of learning, they expand on what is known about variation in teaching and how it links to course design, to research and to academic development. This book will be a valuable resource for many academics." -Professor Sari Lindblom, University of Helsinki, Finland "In an international higher education context going through much change and uncertainty, Trigwell and Prosser have produced a scholarly, timely, evidence-based, view of teaching and learning suitable for universities world-wide. The experience, quality and satisfaction of university leaders, researchers, teachers and students will benefit enormously from the ideas in this addition to their first book." -Professor Robert A. Ellis, Griffith University, Australia