Schools across the United States - as well as much of the world - are experiencing widespread change. Students are more diverse ethnically, academically, and emotionally. More attention is being paid to abuse and neglect, violence and bullying, and the growing inequities that contribute to student dropout. Within this changing landscape, cultural competence is imperative for school-based professionals, both ethically and as mandated by educational reform.

The "Handbook of Culturally Responsive School Mental Health" explores the academic and behavioral challenges of an increasingly diverse school environment, offering workable, cost-effective solutions in an accessible, well-organized format. This timely volume updates the research on cultural competence in school-based interventions, describes innovative approaches to counseling and classroom life, and demonstrates how this knowledge is used in successful programs with children, adolescents, and their families. Populations covered range widely, from African American and Asian American/Pacific Islander families to forced migrants and children who live on military bases.

By addressing issues of training and policy as well as research and practice, contributors present a variety of topics that are salient, engaging, and applicable to contemporary experience, including:

- Adolescent ethnic/racial identity development.
- Culturally responsive school mental health in rural communities.
- Working with LGBT youth in school settings.
- Cultural competence in work with youth gangs.
- Culturally integrated substance abuse prevention and sex education programs.
- Promoting culturally competent school-based assessment.
- School-based behavioral health care in overseas military bases.
- Developmental, legal, and linguistic considerations in work with forced migrant children.
- Cultural considerations in work/family balance.

The "Handbook of Culturally Responsive School Mental Health" is a must-have reference for researchers, scientist-practitioners, educational policymakers, and graduate students in child and school psychology; educational psychology; pediatrics/school nursing; social work; counseling/therapy; teaching and teacher education; and educational administration.

The book presents a selection of the most relevant talks given at the 21st MAVI conference, held at the Politecnico di Milano. The first section is dedicated to classroom practices and beliefs regarding those practices, taking a look at prospective or practicing teachers' views of different practices such as decision-making, the roles of explanations, problem-solving, patterning, and the use of play. Of major interest to MAVI participants is the relationship between teachers' professed beliefs and classroom practice, aspects that provide the focus of the second section. Three papers deal with teacher change, which is notoriously difficult, even when the teachers themselves are interested in changing their practice. In turn, the book's third section centers on the undercurrents of teaching and learning mathematics, which can surface in various situations, causing tensions and inconsistencies. The last section of this book takes a look at emerging themes in affect-related research, with a particular focus on attitudes towards assessment. The book offers a valuable resource for all teachers and researchers working in this area.

This volume addresses both 'evidence of impact' and 'impact of evidence' to reveal the complex dialogue between the enterprise of teacher education and evidence of its effects in the early 21st century, taking a critical position on the very notions of 'evidence' and 'impact' that underpin contemporary policy frameworks. Teacher education programs in Australia and internationally are challenged by contemporary policy frameworks to demonstrate evidence of the impact they have on the capacity of graduating teachers to act with confidence and competence in school and early childhood education classrooms. At the same time, the field of teacher education is increasingly working to build a robust platform of research evidence that speaks to these policy frameworks and to broader issues concerning the role of teaching and teacher education in society.

How teachers may be better educated for a changing global world is a challenge that faces many systems of education worldwide. This book addresses key issues of quality and change in teacher education in the context of the new public management achievement agendas which are permeating teacher education structures, cultures and programmes and the work of teacher educators internationally. Graduate schools of education in the United States and the UK, for example, are making fundamental changes in the structures, courses, programs and faculties that prepare beginning teachers each year. Drawing upon examples from the United States, United Kingdom, China, Hong Kong, Australia and elsewhere, its authors provide a unique critical overview of emerging themes and challenges of raising the quality of teaching and the quality of student learning outcomes. They suggest possible ways forward for teachers, teacher educators, researchers and policy-makers as they seek to raise the quality of teaching and student outcomes whilst sustaining their moral purposes and values of equity, inclusion and social justice. Taken together, the chapters contain informed, critical discussions of "normal education" and "teacher education" of "professional standards", "4+2/+1" post-degree training, "PGDE versus BEd", integration of subject specializations and professional education. Each one provides new visions of the teacher as a professional and to cultivate high quality teachers in the West and the Greater China region. For all those interested in issues of quality, change and forward movement in teacher education in contexts of policy led reform, this is a must read.

This volume gathers recent research findings in the field of foreign language (FL) teaching in Romanian higher education dwelling on both methodology and students' learning outcomes. The book satisfies the need for an up-to-date overview of FL teaching in Romanian universities in the European context as well as from a global international perspective. This book confers visibility to Romanian foreign language scholars' research and it opens new paths for debate and collaboration worldwide. The scholars included in this volume have extensive expertise in the field of foreign language teaching and research in higher education which is supported by their international recognition as specialists in their specific areas. The contributing authors approach their respective chapters relying on both qualitative and quantitative research. Their experience and conclusions will prove helpful for any foreign language professional working in tertiary education.

The work of the Kyoto School represents one of the few streams of philosophy that originate in Japan. Following the cultural renaissance of the Meiji Restoration after Japan's period of closure to the outside world (1600-1868), this distinctly Japanese thought found expression especially in the work of Kitaro Nishida, Keiji Nishitani and Hajime Tanabe. Above all this is a philosophy of experience, of human becoming, and of transformation. In pursuit of these themes it brings an inheritance of Western philosophy that encompasses William James, Hume, Kant and Husserl, as well as the psychology of Wilhelm Wundt, into conjunction with Eastern thought and practice. Yet the legacy and continuing reception of the Kyoto School have not been easy, in part because of the coincidence of its prominence with the rise of Japanese fascism. In light of this, then, the School's ongoing relationship to the thought of Heidegger has an added salience. And yet this remains a rich philosophical line of thought with remarkable salience for educational practice.

The present collection focuses on the Kyoto School in three unique ways. First, it concentrates on the School's distinctive account of human becoming. Second, it examines the way that, in the work of its principal exponents, diverse traditions of thought in philosophy and education are encountered and fused. Third, and with a broader canvas, it considers why the rich implications of the Kyoto School for for philosophy and education have not been more widely appreciated, and it seeks to remedy this.

The first part of the book introduces the historical and philosophical background of the Kyoto School, illustrating its importance especially for aesthetic education, while the second part looks beyond this to explore the convergence of relevant streams of philosophy, East and West, ranging from the Noh play and Buddhist practices to American transcendentalism and post-structuralism.

This volume sheds light on debates about personalised learning in teacher education by exploring the popular emergence of personalising learning in education and hence its significance in teacher education in the 21st century. It examines personalising learning theory and explores the tenets of this theory and its recent trends in international settings. The theory is explored in relation to both general and higher education pedagogy, and in a range of examples within a teacher education context. The examples from practice provide insights into maximising the potential for personalising learning theory to enhance teaching, learning and assessment in teacher education. The book includes case studies involving pre-service teachers working in communities of practice with one another, with schools and with the wider community. Examples of technology for personalising learning are also described. All the case studies demonstrate how the learner is made central to the teaching and assessment approaches adopted and contributes to a lifelong learning continuum. Providing insights into a new pedagogy for teacher education that leads to an enriched student experience, the book presents a model for personalising learning in teacher education that offers support for 21st century teacher educators.

The topic of "dispositions" is central to teacher education and to teacher educators. Because of perhaps precipitous action on the part of accrediting agencies in teacher education, teacher educators need to define, teach, and assess dispositions in their programs. This book examines the sources of the concept dispositions, how it evolved in teacher education, what forms it has taken in selected programs, and what challenges remain in this arena for teacher educators.

* Combines the history of RE with contemporary international perspectives * Internationally relevant - Plural RE model followed by numerous European countries * Engages with the curriculum and offers a section on SEND * Offers planning and assessment tools for teachers

To achieve their full potential, it is essential that children develop skills to become autonomous learners, yet this skill does not come naturally to many learners. This book is a practical teaching and planning guide to the theory, practice and the implementation of evidence-based approaches to develop essential metacognitive and self-study skills. How to Create Autonomous Learners explains how to get students, parents and partners on board and how to implement these ideas across a class, school, or consortium. Areas covered include: * How to get children and young people ready to learn. * Why it is important to teach learning strategies. * Encouraging children to become more active in the process of learning while also nurturing the development of creativity. * How to harness learner motivation as metacognition and motivation are highly linked. Easily applicable in any classroom, this essential resource supports children's development of important metacognitive, self-regulatory and self-study skills, and provides teachers and school leaders with evidence-based approaches for implementing these ideas with the support of parents, students and partners.

Today, in many contexts the lack of attention to preparing the next generation of teacher educators as well as having a critical mass of faculty who understand the current teacher education research problem lingers. Although the NCATE Blue Ribbon Panel Report (2010), the recent advent of the CAEP standards, and the new AACTE Clinical Practice Commission Report (2017) challenge those responsible for teacher preparation to rethink the design as well as their work within clinical practice, there is much too little discussion about how to prepare the next generation of teacher educators to work differently. Just like Zeichner found almost 20 years ago, teacher education still too often remains "a tangential concern for most and the major concern of only a few" (Ziechner, 1999, p. 11). These concerns raise important questions for those who are currently responsible for pivoting, reinventing, and researching teacher preparation. This book offers insights from teacher education researchers that illustrate the ongoing benefits and persistent challenges of educating and preparing university and school-based teacher educators. This is an important step in understanding the complex roles, practices, and responsibilities associated with high quality teacher education that emphasizes clinical practice.

Educational Neuroscience: The Basics is an engaging introduction to this emerging, interdisciplinary field. It explains how the brain works and its priorities for learning, and shows how educational neuroscience, when combined with existing knowledge of human and social psychology, and with teacher expertise, can improve outcomes for students. Cathy Rogers and Michael S. C. Thomas reveal how neuroscientific evidence is forcing us to question our assumptions about how our brains learn and what this means for education. The chapters in this vital volume step through the brain's priorities: processing senses and moving our bodies, emotional processing, and the difficult job of dealing with other people. It unpacks the tricky tasks of thinking and learning, considering how memory works and the many systems involved in learning. It draws this all together to offer guidance for effective classroom practice, current and future. Chapter features include key issues for special educational needs and neurodiversity, case studies of novel interventions, debunking of common neuromyths, and guidance for teachers on how to evaluate their own practice. This book is a compact, lively introductory text for students of psychology, neuroscience and education and courses where these disciplines interconnect. It will also be essential reading for educational professionals, including teachers, heads, educational advisors and the many industry bodies who govern and train them, as well as anyone interested in the fascinating story of how we learn.

In facing up to the numerous challenges to education in a new era of information technology and globalization, this book of 19 chapters will facilitate the quest for new teacher education for the future. The target audiences are teacher educators, educators, graduate students, researchers, policy makers and those interested in educational reform and teacher education for the new century. The chapters, grouped into three sections - `New Perspectives in Teacher Education and Development', `Reform and Development of Teacher Education', and `Innovation and Reflection on Teacher Education Practice' - are prepared by renowned scholars and researchers from different parts of the world. Cutting across these chapters with international perspectives for an international audience are some very fundamental issues, development trends, reform initiatives, innovative practices, and critical reflection with research and reform implications. They are essential to all efforts to develop a new teacher education in the new millennium.

This book fills the need for a text that integrates Information and Communication Technologies (ICTs) into English for Specific Purposes (ESP). It offers insights on current methodological principles in ESP in both academic and professional contexts, drawing on authentic teaching and learning situations, and analyses best practice guidelines. Part I begins with ESP pedagogical principles and technological practice in order to focus on its two main branches: English for Academic Purposes, which includes linguistic skills and students' needs, and English for Occupational Purposes, specifically looking at Business, Medical and Translators courses. This book is a great resource for ESP researchers, educators and students, because it provides case studies of how ICTs can be used in English for multiple purposes. Authors present their experiences of integrating tools into their instructions, with each chapter contributing unique pedagogical implications.

This book presents the most recent theory, research, and practice on service learning as it relates to early childhood education. It describes several service learning programs, many of which were developed to better prepare pre-service teachers for the challenges they face in today's early childhood classrooms, including class size, ever-changing technology, diversity, high-stakes testing, parental involvement (or the lack thereof), and shrinking budgets. The book shares stories of positive outcomes from pre-service teachers who, having participated in service-learning programs, report a shift in their attitudes and beliefs including an increased empathy for others, a heightened sensitivity to student differences, more democratic values, and a greater commitment to teaching. In addition, the book examines the effects of service learning and positive outcomes for children and teacher educators as well. Schools today face an increasing number of language learners, the mainstreaming of special population students, and working with a standards-driven curriculum. All of these present new challenges for teachers as they attempt to meet their students' educational needs. As a result of this new classroom environment, and the educational needs they present, teacher educators must now seek different approaches to prepare prospective teachers to meet these needs because the traditional approaches to teacher preparation, such as coursework independent of fieldwork, are no longer effective in equipping teachers to address these issues. This book examines in detail the new approach of service learning.

This is an important book on the value of art education and the nature of having the affective dimension at the core of the visual art learning environment. The case studies are powerful and varied providing an unapologetic view of the transformative impact such learning environments can have upon students and the epistemic value of engagement in the visual arts. Moreover, the case studies speak to an emotional level of the reader. The author provides a digestible theoretical support for understanding the journey these students have undergone which can empower educators to rethink their existing pedagogy.

The goal of Teaching Language and Literature in Elementary Classrooms: A Resource Book for Professional Development, Second Edition is to help the beginning teacher create a classroom environment that integrates literacy development with learning in all areas of the curriculum. Theoretically based, well organized, and practical, this text identifies the major components of an integrated language program and describes and illustrates skills teachers need to implement this kind of program in their own classrooms. It is uniquely designed as a handbook for beginning educators that serves both as a text and as a professional resource to be carried into the first year of teaching. The narratives in this text, and the accompanying instruction for preparing to teach, are included for every elementary instructional level. A consistent chapter format is used to help readers move from a direct experience of a classroom narrative, to step-by-step descriptions they can follow to implement these activities in their own classrooms. A rich array of interactive pedagogical features is provided. New in the Second Edition: This edition retains the purposes of the first edition, but adds ideas and information gathered over the years from new classroom observations. It also incorporates the results of the author's extensive reviews of educational research, continuous reading in all the genres of children's literature, and correspondence with faculty and students who used the first edition of this text. In response to these varied and helpful experiences, the Second Edition features: *Strategies for dealing with problems of disruption in the classroom; *Expanded discussions related to diversity and special needs; *Increased attention to methods of evaluation and mandated testing programs; *Reorganization of chapter sections to make them more useful to readers; *A new chapter on play and the fine arts; *Integration of electronic teaching technology into all chapters; *Extensive in-text annotations of children's literature, discussions of new titles in children's literature, cultural literatures, book clubs, series books, and the influence of books published internationally; *Updated reports of research and best practice studies; *New classroom observations; and *New appendices, designed to provide information and resources for instructional support.

This resource for leaders of professional learning communities examines the knowledge, skills, and dispositions needed to work effectively with teachers, parents, administrators, students, and their school community members at large. Schools as Professional Learning Communities, Second Edition, a one-stop sourcebook for building a learning community, presents research-based activities and strategies that offer ongoing support for teachers. All activities are appropriate for use with study groups or school leadership teams as they seek to build their learning communities. Leaders will be able to offer teachers meaningful opportunities to meet, discuss, and work together to build and strengthen their understandings about teaching and learning and improve learning experiences for all students. In this new edition, the authors have added: - A Making it Work! activities section within each chapter to help teachers reexamine their educational beliefs and assumptions that guide their behaviour - The School Improvement Framework for Learning Community Schools - a discussion of new strategies for classroom observation - New information on e-portfolios, coaching, the importance of emotional intelligence, and the impact of No Child Left Behind

This book challenges dominant thinking about early career teachers and their work. It offers an in-depth and critical analysis of policies concerning the work of early career teachers and how they are supported during this critical period, when they are highly vulnerable to leaving the profession. Moreover, the book provides examples from actual practice that illustrate how to help early career teachers make a successful transition into the profession. These practices promote early career teachers' development and help the profession as a whole to capitalize on the new knowledge and skills that these teachers bring to their classrooms and their students. The book is divided into two main parts. Part 1 deals with the difficult to define process of retaining early career teachers, and its respective chapters consider this broad issue from an international perspective. They explore how policies and practices have an impact on what happens in schools, and what it means to be a teacher and to teach. In turn, Part 2 focuses on the need to reconsider the policies and practices that create the 'problem' of early career teachers, and offers alternative ways forward. Each chapter addresses a specific aspect of the early career teacher retention issue, contributing to a greater understanding of how we can rethink the work of early career teachers so that they can more successfully transition into the profession.

In this book, the educational theory of metacognitive learning and its instructional implications are used to describe and illustrate how learners can become effective or self-directive learners. First, three levels of general knowledge of the learning process are discussed in this book through an overview of research studies. The book then describes how learners can develop along these levels and learn to effectively plan their learning. This book includes study and educational material centered on the learning and instruction of general knowledge of the learning process.

'Provides readers with a compelling rationale for the process, offers experience-tested tools, and suggests ways to address commonly-occurring challenges. This book will assist teachers, and those who support them, in understanding and implementing all phases of lesson study, from initial planning through sharing with others what was learned' - Dennis Sparks, Executive Director, National Staff Development Council 'A powerful teacher professional development process that focuses collaborative teams directly on the classroom, and the perfect tool for teachers, professional developers, and team leaders. Gives you everything you need to use lesson study to support teachers in thinking deeply about practice' - Roberta Jaffe, Science Education Coordinator, New Teacher Center, University of California, Santa Cruz Use this team-centered approach to directly enhance teaching and learning in your school! First introduced in Japan, lesson study has gained enthusiastic advocates in U.S. educational circles as a powerful, collaborative approach that brings teachers together as researchers into the science and craft of teaching and learning in their classrooms. Teachers work as teams to develop a lesson plan, teach and observe the lesson to collect data on student learning, and use their observations to refine their lesson. Participants build their sense of professional authority while discovering effective practices that result in improved learning outcomes for their students. This "how-to" guide provides teachers, administrators, and team leaders with practical strategies, models, and tools. The book leads a beginning team through the phases of the lesson study cycle and provides an experienced team with new perspectives. Using examples from U.S. classrooms, this handbook: * Encourages educators to generate and share knowledge * Inspires a teacher-researcher stance * Illustrates both the process and substance of lesson study * Encourages collaboration * Provides guidelines for avoiding common pitfalls Leading Lesson Study is an excellent resource for both experienced and novice lesson study teams, administrators who want to start a lesson study program, and lesson study team facilitators such as instructional coaches and professional development providers.

This is an essential book for all those concerned with the field of assessment. It addresses relevant and timely conceptual and practical issues from a research perspective and, based on research results, clearly provides solutions to practical applications at the cutting edge of the emerging area of new modes of assessment. In a clear and rigorous manner, the authors explore new methods and study the various quality aspects of innovative approaches.

Parents of Smart Kids know they can have complex social, emotional, and intellectual needs. This resource condenses the wisdom and experience of teachers and school leaders who have experienced thousands of students with the same needs into 25 key tips for parents seeking to help their Smart Kids thrive. Featuring 25 illustrated strategies for navigating situations unique to Smart Kids, with confident, informed support given every step of the way, this book covers topics such as: What to do when a Smart Kid thinks they are smarter than everyone else, How to motivate a Smart Kid who is bored of school, How are the Smart Kid perfectionist and procrastinator related? It's not all bad, How to navigate alternatives to regular school classes and other acceleration opportunities, Where to find valuable mentors in your community, When and how to act when the Smart Kid is too cool for school, What are the benefits and costs of homeschooling Smart Kids, Parents have great power in schools. Know when and how to use it. What to do when the Smart Kid finally has a class that is not easy, And much more! Parents are not alone on this complex journey. Take each tip and apply it. Watch Smart Kid's thrive with an informed and confident parent. Full of relevant tried-and-true suggestions that are immediately implementable solutions to the common challenges of parenting Smart Kids, this invaluable resource is a must have for parents seeking to confidently navigate the exciting and challenging journey of their Smart Kids' teen years.

This volume is designed to accomplish three primary purposes: (1) illustrate a variety of qualitative methods that researchers have used to study teaching and teacher education; (2) assess the affordances and constraints of these methods and the ways that they focus and shape explorations of teaching; and (3) illuminate representative questions and findings associated with each method described.

The book is organized around three issues that impact research in qualitative paradigms: perspective, methodology, and representation. The first section, "Perspective: Whom Should I Ask?," explores what can be learned by assessing teaching from different perspectives (teachers, teacher educators, students, parents), emphasizing that the perspective of the respondent influences what we can learn and shapes both our questions and our potential findings. The second section "Methodology: How Do I Look?," addresses some of the qualitative research strategies that have been used to study teaching, including historical accounts, photos, drawings, and video. The third section, "Representation: How Do I Show What I Saw?," explores the affordances and constraints of narratives, practical arguments, video ethnography, portfolios, and theater as methods for representing research findings.

Qualitative research paradigms typically do not make claims based in the kinds of foundational criteria for generating knowledge that establish bases for generalizability. The book addresses this dilemma by providing findings, insights, and claims from qualitative research that appear to be useful in settings beyond those that generated the data, and thus inform our thinking about teaching and teachereducation. In addition, its explorations of the affordances and constraints of qualitative research methods provide insightful and occasionally controversial contributions to our thinking about research on teaching and teacher education.