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.

This text demonstrates how collective reflection can function as a central part of effective teacher preparation for work in inclusive bilingual environments. Through analysis of rich qualitative data, Teacher Education for Inclusive Bilingual Contexts shows how group reflection supports pre-service educators to recognize the intersectional circumstances faced by students and understand their identities beyond the possible confines of disability. This, in turn, engenders reconceptualization of standardized expectations and implicates the educator in developing student agency through individualized use of routine, language, and materials. The author offers cultural historical activity theory and disability studies in education as a basis for dialectal interactions to unearth contradictions and misunderstandings surrounding language acquisition and the learning of emergent bilinguals and highlight the ways in which educators can disrupt oppressive practices through expansive learning opportunities. This insightful volume will be of interest to researchers, scholars, and postgraduate students in the fields of inclusive education and disability studies, bilingual and language education, and teacher education.

* 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.

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.

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.

Administrators often assume new teachers come prepared with the foundational skills required to be effective teachers. Not only is this frequently a false assumption, but some of these skills do also not fully make sense until a teacher has responsibility for a classroom. To assist in the transition process, many teachers will attend orientation and be assigned a mentor. However, they will not receive professional development designed to establish the foundational skills of classroom management, direct instruction, classroom assessment and professionalism. These are the bedrock skills necessary for both short and long-term success as a professional educator. Through concise, research-based explanations and practical application activities, this book is designed to fill this void. Whether it is read alone, in concert with a mentor, or as part of a systematic district induction program, teachers that master the content of this text will become effective with their students.

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 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.

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.

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.

Now in its seventh edition, Creativity in the Classroom helps teachers link creativity research and theory to the everyday activities of classroom teaching. Ideal reading for any course dealing wholly or partially with creativity and teaching, this foundational textbook covers definitions, research, and theory in the first half, and reflects on classroom practices in the second. Thoroughly revised and updated, the seventh edition features new research on neuroscience and creativity in specific disciplines; new sections on social-emotional learning, teaching engineering, and leadership; and an entire new chapter on building creativity at the school or district level.

This is a book about story, the human experience, teaching and learning, creativity and community. Story is so much more than decoding text and writing using academic language. It also includes literature and all forms of the arts; digital forms of story, from social media to documentation of history; and new forms of multilayered, multigenre research. Story is the backbone and the catalyst for personal connections, appropriation of knowledge, and synergy of knowledge for global citizens. Critical qualitative research is the methodology by which to document and analyze what is really going on in the complex, multidirectional interactions. The authors maintain that story in a broad and newly enlightened sense may help us to break out from the narrow concepts of literacy, content knowledge related to measureable standards, and random facts that are unrelated to dispositions for addressing human needs. Literacy as a conceptual synthesis of knowledge, skills, and dispositions has been giving us glimpses of synergistic ways to approach learning and teaching.

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 critiques models of intercultural competence, whilst suggesting examples of specific alternative approaches that will successfully foster intercultural competence in teacher education. Bringing together diverse perspectives from teacher educators and student teachers, this volume discusses the need to move beyond essentialism, culturalism and assumptions about an us versus them perspective and recognises that multiple identities of an individual are negotiated in interaction with others. Intercultural Competence in the Work of Teachers is divided into four sections: critiquing intercultural competence in teacher education; exploring critical intercultural competences in teacher education; reflexivity and intercultural competence in teacher education; and indigeneity and intercultural competence in teacher education, providing a methodological approach through which to explore this critical framework further. This book is ideal for teacher educators or academics of education specialising in global education who are looking to explore alternative perspectives towards intercultural competence and wish to gain an insight into the ways it can be utilised in a more effective and productive manner.

This book explores the practical and psychological factors that regulate teaching and learning in the classroom, and illustrates how hope and creativity may arise out of unforeseen, non-standard, or turbulent conditions. Written at the intersection of curriculum theory and psychoanalysis, this volume offers an original pedagogical stance that seeks to ameliorate the impact of the classroom's regulated and standardized environment. The author's approach to classroom education suggests that teachers investigate students' psychological entanglements to explain and transform difficult classroom experiences into productive, educative ones. By promoting an ethos of ironic engagement in teaching and learning, this book also demonstrates the importance of playfulness, imagination, and a readiness to make mistakes in classroom settings. This book will be of great interest to graduate and postgraduate students, researchers, academics, and policy makers in the fields of curriculum studies, teacher education, educational psychology and classroom management.

Integrating Technology in English Language Arts Teacher Education investigates the technology practices teacher candidates in the US are being introduced to, how they are using these practices in classrooms, and how technology can be effectively integrated into English teacher education programs. By drawing upon findings from extensive longitudinal studies into teacher education programs in the US, this timely volume addresses critical themes relating to the integration of technology in education, including: * Teaching with technology * Technology for collaboration * Technology for individualized learning and assessment By analyzing the experiences of teacher educators and candidates, and offering detailed analysis of the content, practices, and skills being taught to pre-service English teachers, Pasternak examines the entities that drive or inhibit the adoption of technology into the secondary English language arts (ELA) curriculum. This volume will resonate with an international audience of post-graduate scholars and researchers interested in the fields of teacher education, English language arts, and the relationship between technology and classroom practice.

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.

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.

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.

This book offers a coherent theoretical and multimodal perspective on research, teaching and learning in different non-formal, semi-formal, and formal learning environments. Drawing on examples across a range of different settings, the book provides a conceptual framework for research on learning in different environments. It provides conceptual models around learning design which act as a framework for how to think about contemporary learning, a guideline for how to do research on learning in different sites, and a tool for innovative, collaborative design with other professionals. The book highlights concepts like multimodal knowledge representations; framing and setting; transformation, transduction, and re-design; signs of learning and cultures of recognition in different social contexts. The book supports innovative thinking on how we understand learning, and will appeal to academics, scholars and postgraduate students in the fields of education research and theory, learning sciences, and multimodal and social semiotics. It will also be of interest to school leaders, university provosts and professionals working in education. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This timely book tackles underlying issues that see disproportionate numbers of African American males with dyslexia undiagnosed, untreated, and falling behind their peers in terms of literacy achievement. Considering factors including dialectic linguistic difference, limited phonological awareness, and the intersectionality of gender, language, and race, the studies included in this volume illustrate how classroom practices at preschool and elementary levels are failing to support students at risk of reading and writing difficulties. Promoting Academic Readiness for African American Males with Dyslexia shows that it is possible to provide every girl and boy, and particularly African American boys with effective support and appropriate interventions enabling them to read at a level that is conducive to ongoing academic performance and success. This, argue the authors of this volume, is vital to the social, emotional, moral, and intellectual development of our society. This edited volume was originally published as a special issue of Reading & Writing Quarterly: Overcoming Learning Difficulties. It will be of great interest to graduate and postgraduate students, researchers, and academics in the field of African-American Education, Educational Equity, Race studies, Multiple learning difficulties and Literacy development.

International Education Inquiries is a book series dedicated to realizing the global vision of Education 2030. This vision involves "ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all." The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places and perspectives shaping Education 2030 outcomes. Education 2030 topics of interest include, but are not limited to, Improving access to quality early childhood development, care, and pre-primary education; Ensuring equal access for all women and men to affordable and quality education; Increasing the number of youth and adults who have skills relevant for sustainable living and livelihoods; Ensuring equal access for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations; Achieving levels of literacy and numeracy required to engage in communities and employment; Acquiring the knowledge and skills needed to promote sustainable development, including: Human right Gender equality, Promotion of a culture of peace and non-violence, Global citizenship education, The appreciation of cultural diversity and of culture's contributions to sustainable development, Providing safe, non-violent, inclusive and effective learning environments for all; Recruiting, preparing, supporting, and retaining quality teachers.