Written by popular author and consultant Nicki Newton. Based on the bestselling book Guided Math in Action. Contains easy-to-implement activities for fifth grade guided math groups.

In banking education where the focus of curriculum is producing legitimate knowledge to maintain the sociocultural arrangements, the subjectivity of students and teachers is simply taken for granted. Once credentialized, students can find the source of unease within as public education-centered on conformity and competition-has overlooked their individuality. To contribute to their self-understanding and self-love, self-education starts from reconstructing student and teacher educational experiences. Once students and teachers reflect on their educational experience using autobiographical writing, they can reconstruct their understanding of their self and their education. Using emancipatory and transformative writing to liberate self through autobiographical method of Currere, this book takes a psychoanalytical and hermeneutic journey into student and teacher inner world. Once false self gets shattered following the synthetic phase of the method, students and teachers can reconnect to their true self disguised by non-ego-curriculum. As the source of aesthetic creation and inspiration, true self will connect students and teachers to their deeper layers of self-understanding and self-value using which they can recreate their lifeworlds and reconstruct their social and political spheres. Using hermeneutic dialogue following their rebirth, students and teachers will transfer their transformative and liberating understanding of lifeworld to their circumstances to reconstruct education.

The Chief Development Officer: Beyond Fundraising is a guide not only to those preparing for or serving in the role of CDO but also to those charged with selecting, appointing, and supporting CDOs. It includes ten chapters, each presenting a role beyond frontline fundraising and fundraising program management in which today's top CDOs excel: Relationship Builder in Chief; Shaper of a Culture that Embraces Philanthropic Partnership; Visible Leader in Diversity, Equity, and Inclusion; Strategist and Planner; Trusted Advisor on Board Matters; Thought Partner; Visionary and Confident Sight Raiser; Resilient Optimist; Talent Magnet; and Mentor, Sponsor, and Ally to Future CDOs. Each chapter includes a description of the elements of the role, illustrations of how CDOs excel, and advice on preparing for the role. The book encourages anyone with an interest in the CDO position to take steps to prepare well ahead of stepping into the position. It also encourages mentors, supervisors, and other industry leaders to identify those with potential for success in the CDO role, provide resources such as this book, and create opportunities for them to gain experience and skill that they will need when they step into this complex, challenging, yet extremely important and deeply rewarding role.

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.

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

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.

* Provides models of curricular integration and assessment practices to inform the design of and research on computational tools and practices. * Addresses critical areas of computational thinking such as challenges in implementation and unsubstantiated claims for effectiveness. * Covers a diversity of perspectives including unplugged CT, CT as a vehicle for learning, and CT in and across subjects.

* 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.

* 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.

Providing a series of chapters, written by teacher educators in three continents, this edited volume explores the concepts, challenges, possibilities, and implementations of competency-based instruction for developing English competencies in English as a foreign language (EFL) contexts. Recent trends in education have emphasized the need to develop competencies that connect learning with real-life performances. This need has brought about a massive increase in the number of studies and scholarly works devoted to research into competency-based education. However, for teachers and learners of EFL, it is challenging to develop competencies for using a language that does not seem to connect with their real-life scenarios. The chapters apply the concept of competency-based instruction in different EFL contexts and are structured around three themes: Theory: current thoughts on theories of competency-based education Research: empirical research on competency-based teacher education Practice: integrating competency-based instruction into teacher education This book offers examples of competency-based EFL teacher education through both research and practical applications. In addition to the innovation in competency approaches, the inclusion of language learning in virtual environments offers a valuable resource for scholars, educators, researchers, and all those concerned with current and future education.

Give insights into teacher's pay system design for education policy makers in developing countries Offers valuable experience of the merit pay reform in china Provides a theoretical framework of teacher's compensation system to attract and retain high quality teacher

This book is about two innovative methods for teachers of bilingual students to use in improving their academic achievement. Transacquisition Pedagogy or TAP developed by Tauwehe Sophie Tamati is the method described in the book's first part. It uses principles of flexible bilingualism and a task sequenced approach. The success of TAP in an intervention study in two of New Zealand's Maori schools illustrates how cognitive and linguistic processes can be used to increase student conceptual understanding and to improve their academic biliteracy. Part two is about the Curriculum Design Coherence Model (CDC Model) created by Elizabeth Rata. It shows teachers how to design concepts, content and competencies to connect academic knowledge and thinking processes. The CDC Model has proved its success in the Knowledge-Rich School Project in New Zealand and England. TransAcquistion Pedagogy and the CDC Model are aligned. TAP works by putting the CDC design method into practice. The separate usefulness of TAP and the CDC Model and the added value of their alignment provides an innovative approach to education. Used together or separately they provide invaluable teaching methods for bilingual, immersion and mainstream education.

The professional development school (PDS) is a unique educational reform initiative that attempts the simultaneous reform of education at the school and the university. By conducting reform at both levels of education, the PDS is a solution to the piecemeal reforms of the past, from Dewey's Progressivism to the Sputnik reforms to New Math to Whole Language, which have targeted educational change in the public schools but most have overlooked the preparation of new teachers.

The PDS addresses the professional development of experienced teachers in the field, the preparation of new teachers, and improvement of the programs of K-12 schools at the same time and at the same place--the school site. In this way, reform goals are agreed upon and implemented by both new and experienced teachers so that reform efforts are seamlessly supported by all parties involved. Nevertheless, most educators engaged in PDS reform agree that PDSs are a high stakes reform effort and are fraught with difficulties. This case study provides an annotated road map of one PDS partnership so that others interested in partnership work are provided general principles to guide their work.

This collection of essays brings to the fore some of the most pressing concerns in the training of translators and interpreters. It does so by acknowledging the primary role of research in both the development and the results of that training. The eleven chapters of the book, authored by a range of established international scholars, touch on the interlocking nature of didactics and research and address advances in cognitive processes, quality assessment and socio-professional issues with regard to their significance for translation and interpreting training. With this volume, the editors aim to illustrate some of the most recent insights into the interplay between scientific progress and the educational stages of prospective translators and interpreters.

The work of school leaders is critical in this era, and there is heightened attention on the roles of the leaders as linked to student achievement and school improvement; school culture and climate; and the variables that impact achievement, improvement, culture and climate. The demands on school leaders have significantly changed. About a decade ago, the Southern Educational Regional Board suggested that school leaders impact as much as twenty percent of the achievement in schools. A few years later, the potential impact of school leaders increased to twenty-five percent. Throughout the chapters, the reoccurring concepts regarding the work of leaders are discussed. The need for leaders to move student learning and to respond to changes in education and challenges are contributing factors to the development of the Professional Standards for Educational Leaders (PSEL). In chapter 1 and in other chapters throughout the book; the links and importance between educational leadership and student learning are made. The standards provide a framework of the knowledge and skills needed for school leaders to be prepared for the challenges.

This book examines the subject of school leadership as a profession. It tackles questions of what it means to be professional and to work within a profession, and how school leadership fits within these definitions. The book analyses five areas which, in the sociology of professions, are considered important for an occupation to qualify as a profession: knowledge base, education and training, ethics, working conditions, and formation of a professional identity. Based on these criteria, the book offers a comprehensive analysis into a sociological definition of the professional status of school leadership. The authors argue that school leadership is an emerging profession characterised by development and efforts across different areas. Contributing to the discussion and theorisation of professionalisation, this book will be valuable reading for scholars, researchers, and students in the field of educational leadership and educational policy.

Evolving out of ethnographic fieldwork, this text examines how ideas of social justice are articulated and communicated by pre-service teachers and graduate teaching assistants in the US. By positing the concept of "help" as a central tenet of social justice within teacher education, this volume offers a unique performative analysis of how the concept is communicatively constituted in teacher education and training. Using a social justice framework, the book examines the ways in which new teachers contend with their identities as educators, and demonstrates how these communicative performances influence pre-service and new teachers' perceptions of their role, as well as their responsibility to engage with social justice and critical approaches in the classroom. This text will benefit researchers, academics, and educators in higher education with an interest in teacher education, critical communication studies, and the sociology of education more broadly. Those specifically interested in teacher training, mentoring, and social justice in the classroom will also benefit from this book.

* This practical resource guides students step-by-step through the writing of a personal narrative * Provides young writers with an opportunity to link their personal lives and school experiences via writing * Will transform a writing classroom into one of enthusiasm and engagement in which children find their own voice and style * Provides a detailed guide to the writing process, demonstrates different techniques, and provides useful tips and suggestions on how to revise a text and transform it into a vivid, powerful, descriptive personal narrative. * A great vehicle for welcoming and celebrating different cultures, experiences and stories into the writing curriculum. * An ideal resource to dramatically improve children's writing for all KS2 primary and KS3 secondary English teachers, literacy coordinators and parents

The work of school leaders is critical in this era, and there is heightened attention on the roles of the leaders as linked to student achievement and school improvement; school culture and climate; and the variables that impact achievement, improvement, culture and climate. The demands on school leaders have significantly changed. About a decade ago, the Southern Educational Regional Board suggested that school leaders impact as much as twenty percent of the achievement in schools. A few years later, the potential impact of school leaders increased to twenty-five percent. Throughout the chapters, the reoccurring concepts regarding the work of leaders are discussed. The need for leaders to move student learning and to respond to changes in education and challenges are contributing factors to the development of the Professional Standards for Educational Leaders (PSEL). In chapter 1 and in other chapters throughout the book; the links and importance between educational leadership and student learning are made. The standards provide a framework of the knowledge and skills needed for school leaders to be prepared for the challenges.

- Despite the greatly increased interest in drama integration in the foreign-language classroom over the past two decades in Great Britain and the USA, there is no text on the English-speaking market that offers such a comprehensive resource for teachers of German - this book is thus aimed both at language instructors who have no or little experience in play direction or drama pedagogy, as well as those who have experience but still appreciate fresh ideas and approaches, particularly considering the exciting current trends in contemporary theatre -

This book offers insights into the lived experiences (e.g., teaching, research, and practicum supervision) of TESOL teacher educators in diverse institutional and socio-cultural contexts. Informed by a situated, ecological perspective, it draws on a variety of research approaches (e.g., qualitative, action research, and self-study), and sheds light on how language teacher educators engage in daily practice and social interactions. This edited collection examines how TESOL educators cope with potential contextual obstacles (e.g., the theory-practice divide), and how they seek their continuing professional development in complex, shifting higher education settings. The book offers critical and thoughtful reflections of current practice and policies in language education and higher education, and provides practical implications on the preparation and development of frontline language teachers.

Through expert analysis, this text proves that John Dewey's views on efficiency in education are as relevant as ever. By exploring Deweyan theories of teaching and learning, the volume illustrates how they can aid educators in navigating the theoretical and practical implications of accountability, standardization, and assessment. The Contemporary Relevance of John Dewey's Theories on Teaching and Learning deconstructs issues regarding accountability mechanisms, uniform assessment systems, and standardization processes through a Deweyan lens. Connecting the zeitgeist of the era from which Dewey's ideas emerged and current global political, social, and economic contexts, the book emphasizes the importance of resilient systems in reconciliating the tension between standardized assessments and individual student development. Contributors provide insights from a range of settings across Pre-K, primary, secondary, and higher education and address topics including teacher agency, voice, leadership, and democracy. The volume will be of interest to scholars, researchers, and academics with an interest in philosophy of education, education policy and the impact of neoliberal agendas, as well as teaching and learning more broadly.

The behaviour of students is a common concern and challenge for those working in schools. In addition there is continued government emphasis on behaviour as an important educational issue. This new and fully revised edition of Understanding and Supporting Behaviour through Emotional Intelligence is suitable for all trainees and teachers. It takes a fresh approach to the issues around behaviour with an emphasis on building learners' resilience and developing emotional intelligence. In particular, the new edition: has been updated with the latest legislation, including Ofsted and SEND guidelines includes new research on the brain and social competence development addresses the continuing decline in social and emotional intelligence of learners emphasises strategies to build resilience includes a new section on the stages of adolescence considers a whole school approach to the issues provides new or revised case studies throughout is relevant for both primary and secondary teachers

Through a range of unconventional genres, representations of data, and dialogic, reflective narratives alongside more traditional academic genres, this book engages with contexts of decoloniality and border thinking in the Global South. It addresses processes of knowledge production and participation in the highly divided and unequal schooling and higher education system in South Africa, and highlights the consequences of the monolingual myth in post-colonial education, demonstrating opportunities for learning provided by translanguaging. It explores both embodied, multimodal and multilingual instances of knowledge-making in teaching and teacher education that take place outside but alongside formal classroom, lecture and seminar modes, and the positionality and learning experiences of teacher educators in science, literacy and language across the curriculum. The book is not only transdisciplinary but also captures the learning that takes place beyond the borders of disciplines and formal classroom spaces.