Debates about what constitutes quality in initial teacher education have resulted in a series of quality conundrums that have to be unravelled by teacher educators. Using the lens of scale and adopting a new approach to understanding quality, this book draws upon empirical research into five large-scale, high-quality university-based teacher education providers in Australia, Canada, England, New Zealand and the US. The resulting model of initial teacher education practice shows how ideological concepts and accountability structures around teacher education are in constant tension with operational realities. The book explores how successful large-scale providers have reconciled those tensions and conundrums to ensure their provision is consistently high quality. The accounts also present a robust defence for university-based teacher education. The practice-based accounts of how tensions around quality and scale are being reconciled reveal the competing discourses around teacher professionalism, research and the role of the university in teacher education. The analysis presented promises to change the way we view high-quality teacher education across all providers and international contexts, not just those of large scale. This book will be of great interest to teacher educators, policymakers and educational leaders.

In the debate regarding what constitutes teachers' work, academics and bureaucrats continue to speak for teachers, with teachers' voices rarely heard and not accorded equal recognition. The Role of Research in Teachers' Work addresses this imbalance by privileging teachers' voices as they narrate their experiences of engaging in systematic inquiry. The book embeds the teacher narratives within the scholarly debates about the nature of knowledge and the nature of professional practice. Scanlon examines the knowledge teachers create through their research and how that knowledge is perceived by others within the school community. This book can be read as a companion volume to Scanlon's 2015 Routledge publication My School, or as a standalone exploration of teachers' own narratives of engaging in action research. Together, these two books are unique in contemporary writing on schools, representing one of the only comprehensive longitudinal studies of a low socioeconomic secondary school from the perspective of those who learn and teach therein. This book enables teachers to be part of the scholarly conversation about their work and the place of research in that work. As such, it should be essential reading for academics, teacher educators and postgraduates in the field of education. It should also be of interest to policymakers and teachers.

This edited volume addresses the pressing imperative to understand and attend to the needs of the fast-growing population of minority students who are increasingly considered "superdiverse" in their cultural, linguistic, and racial backgrounds. Superdiverse learners-including native-born learners (Indigenous and immigrant families), foreign-born immigrant students, and refugees-may fill multiple categories of "diversity" at once. This volume helps pre- and in-service teachers and teacher educators to move beyond the demographic backgrounds of superdiverse learners to consider not only their ways of being, motivations, and social processes, but also the ongoing systemic issues of marginalization and inequity that confront these learners. Challenging existing teaching and learning paradigms in the K-12 North American context, this volume provides new methods and examples for supporting superdiverse learners in a range of settings. Organized around different conceptual underpinnings of superdiversity, contributors identify the knowledge gaps and effective practices in engaging superdiverse learners, families and communities. With cutting-edge research on this growing topic, this text will appeal to researchers, scholars, educators, and graduate students in multilingual education, literacy education, teacher education, and international education.

Published in 1998. The Desirable Outcomes for pre-fives and the National Curriculum for Key Stage 1 set out the requirements for learning from nursery through to the end of Key Stage 1 in both science and technology. This book will increase the confidence of the classroom assistants by offering suggestions for improving their subject knowledge in line with these requirements, and advice on how to support the teacher and the child through appropriate learning activities. The handbook will also benefit headteachers and teachers in early years settings who are training volunteers or classroom assistants (perhaps taking STA, BTEC or NNEB courses).

Published in 1994, this book is the result of the collaborative work undertaken at the Liverpool-based Geography INSET Primary Project (GIPP) over three years. It presents a series of chapters for primary teachers seeking to implement the Statutory Orders for Geography in the National Curriculum. Steering a middle course between the sophistications of a theoretical/methodological text and the over-simplifications of a 'tips-for-teachers' approach, the authors highlight the positive opportunities offered by the National Curriculum. At the same time they are critical of many aspects of the Statutory Orders, without losing sight of their objective to help teachers to improve the quality of primary geography teaching. The book is especially useful for INSET work for teachers who have already grappled with National Curriculum Geography and who will be adjusting to the post-Dearing rearrangements.

Published in 1985. Dialogue between teacher and pupil is a crucial factor in the learning experience. This book questions the role of language as a 'natural' vehicle for learning and considers how it may, in fact, hinder communication. In a detailed examination of day-to-day language practices across a range of subjects, including English, History, Maths and Remedial teaching, in a particular comprehensive school, Robert Hull develops a powerful and coherent critique of the closed and limiting nature of the language employed by classroom teachers. By analysing the texts of school knowledge - worksheets, textbooks and teacher's talk - and relating pupils' views and responses to teachers' intentions and attitudes, he indicates how pupils are denied access to that knowledge, and prevented from sharing their own, by those very practices which are intended to facilitate learning - talk which actually gets in the way of learning. Written by a schoolteacher for schoolteachers, this book should help any training or practising teacher in the primary or secondary context concerned with the crucial relationship between language and learning to develop an alternative approach, and so make better sense in the classroom.

This book develops a conception of student flourishing as the overarching aim of education. Taking as its basis the Aristotelian concept of eudaimonia, it provides a theoretical study of the foundations of flourishing that goes well beyond Aristotle's approach. Flourishing as the Aim of Education argues that the 'good life' of the student, to which education should contribute, must involve engagement with self-transcendent ideals and ignite awe-filled enchantment. It allows for social, individual and educational variance within the concept of flourishing, and it engages with a host of socio-political as well as 'spiritual' issues that are often overlooked in literature discussing character education. Each chapter closes with food for thought for practitioners who can directly facilitate student flourishing. An outgrowth of the author's previous monograph Aristotelian Character Education, this book follows new directions in questioning how to educate young people towards a life of overall flourishing. It will be of great interest to researchers, academics and post-graduate students in the fields of character education, moral education and moral philosophy, as well as to educators and policy-makers.

This book examines representations of the teacher on stage - in both theatrical performances and dramatic text - in order to demonstrate how these representations have shaped society's perceptions of educators in and out of the classroom. At the heart of this book is the interaction between theatre and teacher education. By considering how dramatic portrayals reimagine, reinforce and/or undermine our understanding of the teacher's personal and professional roles, this volume bridges the gap between truth in dramatic literature and truth in the classroom. Chapters critically explore the personas embodied by fictional teachers in well-known works such as Educating Rita, School of Rock and The History Boys and illustrate how educators might use dramatic literature and performance to interrogate entrenched ideas about the student-teacher dynamic. By bringing together a diverse set of contributors from the fields of teacher education and theatre, this book takes a critical look at performance, text, society and culture to promote a new understanding of teaching and learning. This unique book will be of great interest to graduate and postgraduate students, academics and researchers in the fields of teacher education, drama and theatre education.

This timely book focusses on the central issues and questions which emerge in relation to the teaching and learning of Islam in confessional and constructivist religious education. Considering the consequences of a lack of diversity in the Islamic Religious Education curriculum, the text also explores the challenges faced by Muslim pupils in connection with secularism and radical Islam. Through rich analysis of research carried out across Muslim and public secondary schools in the UK, this book develops a meaningful pedagogy of Islamic Religious Education. In particular, the volume investigates the benefits of Critical Religious Education and Variation Theory frameworks on student learning in Religious Education classrooms and illustrates how these didactic frameworks can help to ameliorate distinct problems seen across Islamic Religious Education. Chapters identify discrete pedagogical issues that arise in the confessional and constructivist approaches to Islamic Education, such as students' difficulties in relating to concept of Islam, and progressive approaches taken in public schools. In addressing these, the text proposes a new theoretical and pedagogical approach to the teaching of Islam, which draws on the philosophy of Critical Realism, the theories of Critical Religious Education, and Variation Theory. This book will be of great interest to postgraduate students, researcher scholars and academics in the fields of religion and education and Islamic studies. In addition, it will be of interest to social equity professionals and public policy decision makers.

Published in 1995, this book seeks to show how geography teachers can meet the requirements of the National Curriculum at Key Stages 3 and 4 without abandoning principles of good practice. It considers geographical education in the contexts of geography itself, society and education. Deriving principles of good practice from these contexts, the author gives guidance on how to produce case studies (or curriculum units) that both reflect these principles and respond to the requirements of the National Curriculum following the Dearing Revised Order.

Offering research on afterschool literacy programs designed around teacher-student collaborative inquiry groups, this book demonstrates how adolescent learning is uniquely successful when grounded in dialogic conversation. By providing a robust theoretical framework for this approach in the middle school, Malavasic showcases how developing a learning community which focuses on mutual respect and attention to students' personal academic literacy histories can become the catalyst for the overall success of teaching and learning in the classroom. Centered on building quality teacher-student relationships and creating a classroom learning community, this book highlights essential topics such as: The impact of talk-based critical thinking The augmentation on students' motivation, engagement, and identity construction Research, theory, and pedagogy Celebrating literacy learning Collaborative Learning Communities in Middle School Literacy Education is the perfect addition for researchers, academics, and postgraduate students in the fields of literacy and those on Teacher Education programs. This volume positions collaborative inquiry learning as an effective way forward for teaching and learning in the middle school and is essential for those wanting to explore this further.

This book explores the impact of sensation, affect, ethics, and place on literacy learning from early childhood through to adult education. Chapters bridge the divide between theory and practice to consider how contemporary teaching and learning can promote posthuman values and perspectives. By offering a posthuman approach to literacy research and pedagogy, Affect, Embodiment, and Place in Critical Literacy re-works the theory-practice divide in literacy education, to emphasize the ways in which learning is an affective and embodied process merging in a particular environment. Written by literacy educators and international literacy researchers, this volume is divided into four sections focussing on: Moving with sensation and affect; becoming worldmakers with ethics and difference; relationships that matter in curriculum and place; before drawing together everything in a concise conclusion. Affect, Embodiment, and Place in Critical Literacy is the perfect resource for researchers, academics, and postgraduate students in the fields of literacy education and philosophy of education, as well as those seeking to explore the benefits of a posthumanism approach when conceptualising theory and practice in literacy education.

Managing Change in Museums and Galleries is the first practical book to provide guidance on how to deal with organisational change in museums, galleries or heritage organisations. Written by two authors who have direct experience of leading change, running change programmes and advising on change in more than 250 museums and galleries, the book identifies the various problems, issues and challenges that any professional in a museum or heritage organisation is likely to encounter and provides advice on how to deal with them. The book's six parts treat change holistically, and help the reader understand what change entails, prepare for it and lead it, ensure that everyone in the museum is involved, understand what can go wrong and evaluate and learn from it. Each chapter is devoted to a specific challenge that is often encountered during change and is extensively cross-referenced to other relevant chapters. Including a list of helpful resources and suggestions of useful publications for further reading, this book is a unique guide to change in museums. Managing Change in Museums and Galleries is an essential resource for all museum practitioners - whether they be the people in museums and galleries who are leading change, or those affected by change as a leader, a member of staff or a volunteer.

Using critical race theory and whiteness studies as theoretical frameworks, this book traces two Latina bilingual education teachers in three different professional phases: as paraprofessionals, teacher candidates, and certified teachers. Grounded in a longitudinal case study, this book sheds light on the effects of institutional racism when Latina/o educational professionals attempt inclusion in white dominant organizations, such as schools. Revealing and analyzing the structural racism present in schools and the obstacles it creates for professionals of color, the author exposes the racist practices that are hidden from view and offer practical solutions to combat them.

Originally published in 1994, Teachers: Constructing a Future is designed for teachers, as well as those interested in the future of schooling and education. The book draws on sociological analysis, philosophical insights and aspects of political economy to examine the changing and developing role of teachers in the context of the current transformation of western capitalism. It considers the historical growth of teaching as a profession and as a political force, and indicates that economic rationalism has been effectively employed to elevate the instrumental role of schooling in society, and consequentially to devalue the professional and political nature of teaching.

'When we claim to have been injured by language, what kind of claim do we make?' - Judith Butler, Excitable Speech Excitable Speech is widely hailed as a tour de force and one of Judith Butler's most important books. Examining in turn debates about hate speech, pornography and gayness within the US military, Butler argues that words can wound and linguistic violence is its own kind of violence. Yet she also argues that speech is 'excitable' and fluid, because its effects often are beyond the control of the speaker, shaped by fantasy, context and power structures. In a novel and courageous move, she urges caution concerning the use of legislation to restrict and censor speech, especially in cases where injurious language is taken up by aesthetic practices to diminish and oppose the injury, such as in rap and popular music. Although speech can insult and demean, it is also a form of recognition and may be used to talk back; injurious speech can reinforce power structures, but it can also repeat power in ways that separate language from its injurious power. Skillfully showing how language's oppositional power resides in its insubordinate and dynamic nature and its capacity to appropriate and defuse words that usually wound, Butler also seeks to account for why some clearly hateful speech is taken to be iconic of free speech, while other forms are more easily submitted to censorship. In light of current debates between advocates of freedom of speech and 'no platform' and cancel culture, the message of Excitable Speech remains more relevant now than ever. This Routledge Classics edition includes a new Preface by the author, where she considers speech and language in the context contemporary forms of political polarization.

The book investigates interest groups and various learning circles, Reading Circles (RCs) learning opportunity in particular, as a mode of in-class and beyond class autonomous learning in the context of English Language Teaching (ELT) at tertiary level in Oman, and in similar contexts in the Middle East and North Africa (MENA) region. This investigation presents learners' positive perceptions of learner autonomy and their readiness to adopt related practices. Building on findings from these RCs, the book introduces collaborative learner autonomy (CLA) as a novel concept of learner autonomy for use in educational contexts in the MENA region. As a concept of gradual development of learner autonomy, the CLA represents a new dynamic learner autonomy development process consisting of individual, competitive, collaborative, and autonomous stages. The CLA advocated in the book emphasizes the constructive role of teachers and educational institutions can play with other stakeholders in developing autonomy in their learners. The book also suggests that it is a shared responsibility that students, teachers, educational establishments, families, society and the educational systems should assume in a spirit of partnership.

Leadership Through Mentoring: The Key to Improving the Principals Confidence and Skill lays out the case for the development of robust mentorship programs to support new school leaders. With principal turnover at an all-time high, it is urgent that schools and districts find ways to help newly appointed leaders grow into effective supervisors, managers, and strategic thinkers who can also find personal and professional satisfaction in their careers. Using examples from several established and successful state programs, Leadership Through Mentoring shows how new school leaders' effectiveness, vision, and engagement can be grown through intentionally designed and executed programs that offer supportive guidance and wise counsel from experienced leaders. Thoughtfully created and appropriately resourced, such programs can pave the way to longer and more successful principal tenures, which research shows lead directly to significant improvements in schools' cultures, educational efficacy, and teacher and student performance. This is a book for leaders and governing bodies in all kinds of schools.

This volume examines the present status and future trends of textbook studies. Cutting-edge essays by leading experts and emerging scholars explore the field's theories, methodologies, and topics with the goal of generating debate and providing new perspectives. The Georg Eckert Institute's unique transdisciplinary focus on international textbook research has shaped this handbook, which explores the history of the discipline, the production processes and contexts that influence textbooks, the concepts they incorporate, how this medium itself is received and future trends. The book maps and discusses approaches based in cultural studies as well as in the social and educational sciences in addition to contemporary methodologies used in the field. The book aims to become the central interdisciplinary reference for textbook researchers, students, and educational practitioners.

Dear teacher, you are appreciated! This inspirational book, written by motivational speakers Brad Johnson and Hal Bowman, provides daily encouragement to thank you for all that you do in the classroom and beyond. Johnson and Bowman offer quotes and powerful stories for 100 days of the school year, highlighting topics such as celebrating small successes, bringing out the best in your students, knowing your worth, and being all in. The book is perfect for teachers of all grade levels, and for principals to buy their teachers for schoolwide morale, to keep teachers feeling their best. The uplifting advice will remind you why you've chosen this profession and the impact you have on others!

This book is a go-to guide for school leadership. Content includes organization structure, transformative leadership, effective communication, decision-making models, strategic planning, and leadership through change (just to name a few). If an administrator can master the knowledge and skills encompassed in this book, and do it with heart, they will be poised for leadership success. Chapter case studies provide adult leaders an opportunity to explore their new knowledge in real-life based scenarios with guided diagnostic questions for further contemplation.

Moments that Matter in the Learning and Development of Children: Reflections from Educators explores the significant moments that unfold for young people in their schooling from the perspectives of teachers and school staff. Educators often reflect on "moments" as being a critical piece of their work with children. They can help make things better for students and produce a difference in lives. They are meaningful for young people, as well as consequential for teachers and school staff as they reflect on the outcomes of their efforts. Yet, as they are difficult to define and capture, these moments often are not studied for the value they offer. This book promotes awareness of these moments, as well as their connected meanings and possibilities. Recognizing the significance of moments extends an opportunity to situate schooling in broader contexts and to understand learners as whole embodied beings, engaged in social interactions, making sense of their surrounding world, and generating transformations in it. When educators reflect deeply about the possibilities connected to the moments they share with children, they recognize the multitude of opportunities that support their learning and development. They become "awake"to some of moments' promises.

Comprehensive and evidence-based, this book presents the best practices for designing and sustaining study abroad programs to maximize the outcomes and benefits of education abroad for all students. Distilling the history, research, and variations of study abroad programs, Goertler and Schenker provide a clear-eyed analysis of the lessons learned and the common obstacles associated with education abroad. Organized in three parts - the state of education abroad in the US; research on education abroad outcomes; and best practices - Goertler and Schenker demonstrate the benefits of long-term study abroad for the development of advanced language skills and intercultural competence, and the need for diversity in participation. Chapters offer theory-based, practice-proven recommendations to invigorate, innovate, and implement successful study abroad programs that are sustainable and ethically engage with the local community. The authors discuss design features to maximize language proficiency and intercultural competence. Grounded in up-to-date research and theory, the book responds to the challenges associated with long-term education abroad programs and provides recommendations on (re)invigorating long-term programs and diversifying participation in education abroad. From Study Abroad to Education Abroad is vital reading for academics, researchers, and students in the fields of language education and education policy, as well as practitioners, such as language program coordinators and education abroad administrators.

Comprehensive and evidence-based, this book presents the best practices for designing and sustaining study abroad programs to maximize the outcomes and benefits of education abroad for all students. Distilling the history, research, and variations of study abroad programs, Goertler and Schenker provide a clear-eyed analysis of the lessons learned and the common obstacles associated with education abroad. Organized in three parts - the state of education abroad in the US; research on education abroad outcomes; and best practices - Goertler and Schenker demonstrate the benefits of long-term study abroad for the development of advanced language skills and intercultural competence, and the need for diversity in participation. Chapters offer theory-based, practice-proven recommendations to invigorate, innovate, and implement successful study abroad programs that are sustainable and ethically engage with the local community. The authors discuss design features to maximize language proficiency and intercultural competence. Grounded in up-to-date research and theory, the book responds to the challenges associated with long-term education abroad programs and provides recommendations on (re)invigorating long-term programs and diversifying participation in education abroad. From Study Abroad to Education Abroad is vital reading for academics, researchers, and students in the fields of language education and education policy, as well as practitioners, such as language program coordinators and education abroad administrators.

This engaging and complete resource has everything you need to bring drama and theatre techniques into the ESL, EFL, or World Language Classroom. Are your students reluctant to speak out in class? Do they lack confidence in their language skills? The dynamic drama games in this book are the perfect catalyst to transform your students into engaged learners, and help them build confidence and language skills. The interactive theatre games and techniques are specifically designed for use in Second, Foreign, and World Language classrooms to empower students through meaningful, agentive language learning. With over 80 activities and games, and hundreds of extensions that can be catered to every level, this book provides teachers with clear, step-by-step instructions to teaching dramatic activities with L2 learners of all levels and backgrounds. The games and strategies in this book will enliven classrooms with communication that is creative, memorable, inspiring, and fun. Grounded in cutting-edge research, this book explains why teaching language through drama is effective and inspiring for teachers and students alike, directing readers to a wide array of resources and approaches to teaching language through theatre. You'll also find guidance on leading drama games with language learners in a variety of online platforms, lesson planning models, and an example lesson plan for easy implementation in physical or virtual classroom spaces.