Special educators are facing new challenges at the beginning of the 21st century as public education is being reformed by a vision focusing on measurable student outcomes. The future course of the field will be shaped by the policy and programmatic responses to several issues, including demographic changes in student populations, a lack of certified special education teachers, criticism in the public media for the rising costs of services, and debates about the preferred philosophy of service delivery for students with disabilities. Additional chapters discuss university-school collaboration, charter schools, disability studies, school violence, disproportionality in placement, male African-American teachers, and ethics. This book has been written out of a context of research and program development activities with public schools over the past decade in one of the largest Colleges of Education in a diverse metropolitan area in the country. The issues selected for analysis and the perspective guiding those analyses grew out of this work and out of a national Delphi study of the views of parents and constituent organizations and leading researchers, teacher educators, and policy makers in Special Education.

This book reviews the current state of theoretical accounts of the what and how of science learning in schools. The book starts out by presenting big-picture perspectives on key issues. In these first chapters, it focuses on the range of resources students need to acquire and refine to become successful learners. It examines meaningful learner purposes and processes for doing science, and structural supports to optimize cognitive engagement and success. Subsequent chapters address how particular purposes, resources and experiences can be conceptualized as the basis to understand current practices. They also show how future learning opportunities should be designed, lived and reviewed to promote student engagement/learning. Specific topics include insights from neuro-imaging, actor-network theory, the role of reasoning in claim-making for learning in science, and development of disciplinary literacies, including writing and multi-modal meaning-making. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning. In addition, it proposes new agendas to guide future practices and research in this subject.

In the field of teacher expectations and pupil learning one important psychological truth is that the pupils' achievement in learning is strongly influenced by the teachers' expectations of their level of performance, high or low. Roy Nash discusses critically and fully important research in this area. In the belief that research must be interpreted within an overall theory of social action, the author relates the empirical studies which he examines to an interactionist theory. He emphasizes the importance of making teachers aware of the implications of what they are doing and of the possibility of establishing wider and more educative patterns of interaction. He shows that research into 'attitudes', 'perceptions', or 'expectations' is all essentially concerned with the same problem: how teachers relate to pupils on the basis of a model of what pupils may be. Much of the work he discusses has direct relevance to teachers in their day-to-day work. The research findings will help them to become more aware of their attitudes and how these influence their actions, and should make them more likely to give all their pupils equal opportunities within their classes. Among the topics covered are observational and experimental studies of teacher expectations, the analysis of classroom climate, self-conceptions, pupils' perceptions and expectations, and the significance of classroom-based research into teacher/pupil interaction.

This volume considers how various sociological approaches to the exploration of the conditions of teachers' might be co-ordinated so as to produce a more penetrating and reliable understanding of the main dimensions of teachers' work. Three dimensions are selected for special attention: historical, institutional and interactional contexts in which teachers operate. In different way the papers in this collection explore the contribution such an investigation of these contexts can make to our understanding of wider educational concerns.

This book examines the experience and politics of teachers' work, questions of teacher appraisal, and the struggles of the teachers' action of 1984-86. A major section of the book charts the changing power relations between organized teachers and the State in Britain from 1900 to the late 1980s. The contributors to this volume write from a variety of perspectives, including conflict theory, socio-historical analysis, feminist analysis, diary-based ethnography, and interview-based research. With its sensitivity to this range of perspectives and its bringing together of the experimental aspects of teaching, as well as its class, gender and political relations, this book is an authoritative source for courses in education, sociology, history and social policy.

This study describes research into teachers' role conceptions and uncertainties in different types of school and neighbourhood. The authors examine in particular pupils' and parents' conceptions of the teacher's role, and the conflicts which teachers experience when they are exposed to different expectations and demands in a rapidly changing educational and social scene.

Dealing with all aspects of teacher education in the past 50 years the 13 books in this set, originally published between 1969 and 1996, discuss how the education system in the UK has changed; the impact of restructuring on teachers; teacher expectations around the world and other important topics in the sociology of education and teacher research.

Theorising Teaching in Secondary Classrooms is for all teachers who wish to fully understand and improve upon their own practice. It encourages you to reflect on and conceptualise your teaching, and helps you understand how your practice is connected to the social, cultural, political and institutional contexts in which you teach.

Considering the latest international research literature and extensively illustrated with quotes from real beginning and experiences secondary school teachers talking about their teaching, it explores nine fundamental aspects of teaching that make up the sociocultural jigsaw . Key issues considered include:

• the relationship between teacher and student
• classroom management
• teaching and communication for learning
• formative assessment
• teaching in diverse classrooms
• ethics in the school.

Theorising Teaching in Secondary Classrooms both challenges and supports you as you explore and endeavour to makes sense of the many facets of professional practice. It is highly valuable reading for all those engaged in initial teacher education, professional development and Masters degrees .

Talking Points: Discussion Activities in the Primary Classroom encourages and supports classroom discussion on a range of topics, enabling children to develop the important life-skill of effective group communication. Children who can explain their own ideas and take account of the points of view and reasons of others are in the process of becoming truly educated. This book offers a straightforward way of teaching children discussion skills within the framework of a creative curriculum.

The book provides an introduction on how to help children learn the skills of group discussion, offering six essential Talk Lessons to use in the classroom, alongside suggestions on how teachers can plan their lessons with a talk focus, set learning outcomes and create their own Talking Points to suit topics they are teaching. The main body of the book contains the Talking Points resources which are an excellent, tried and tested way of stimulating and supporting extended talk about a topic. The Talking Points in this book offer model for teachers to create further Talking Points for their own classes. The Talking Points included here offer discussion in several curriculum areas including: -

• Science
• Literacy
• Philosophy and creativity for children
• History
• Mathematics
• Art and Music

This invaluable book offers engaging, stimulating and thought provoking ideas for children to pit their wits against, promoting skills in discussion, analysis, reasoning and interaction. It is highly beneficial reading for teachers working in Key Stage 2, head teachers and those responsible for staff development, as well as students on teacher training courses and graduate training programmes.

The International Handbook of Teacher and School Development brings together a collection of research and evidence-based authoritative writings which focus on international teacher and school development. Drawing on research from eighteen countries across seven continents, the forty chapters are grouped into ten themes which represent key aspects of teacher and school development: Issues of Professionalism and Performativity What Being an Effective Teacher Really Means Reason and Emotion in Teaching Schools in Different Circumstances Student Voices in a Global Context Professional Learning and Development Innovative Pedagogies School Effectiveness and Improvement Successful Schools, Successful Leader Professional Communities: their practices, problems & possibilities Each theme expertly adds to the existing knowledge base about teacher and school development internationally. They are individually important in shaping and understanding an appreciation of the underlying conditions which influence teachers and schools, both positively and negatively, and the possibilities for their further development. This essential handbook will be of interest to teacher educators, researchers in the field of teacher education and policy makers.

What links Cinderella to Harry Potter? What can The Simpsons teach us about character creation? What is the False Horizon moment? What are the two classic openings and five effective endings of a newspaper story? Aimed at primary and early secondary school teachers, Tricks of the Writer 's Trade uses a simple, straightforward and highly-entertaining method to reveal a myriad of writing approaches, from basic story structure through to advanced scriptwriting, and the techniques used by professional writers and journalists.

Covering fiction and non-fiction writing, chapters include guidance on:

• Story structure
• Creating characters
• Persuasive writing
• Informative writing
• Scriptwriting
• Writing techniques

By following its step-by-step approach and using the resources and materials provided, teachers can engage their pupils, improve their writing skills dramatically and have fun while they re doing it. Writing lessons will never be the same again

Tricks of the Writer 's Trade is an invaluable resource for all Primary Teachers, Key Stage Three English teachers and literacy coordinators as well as PGCE students.

Being kind in education is about much more than being nice. This unique book shows how transformational kindness needs to be an explicit, essential part of classroom and school culture in order to improve student success. Author Hope E. Wilson offers practical steps for creating a culture of transformational kindness through your approach to classroom management, relationships, assessment, and the content areas. She also demonstrates how to build kindness toward colleagues, parents, and families, and what to do in situations where supervisors are not so supportive. Finally, she describes how you can show more kindness toward yourself, including by giving grace. Throughout this book, you'll find vignettes about the educators who have influenced their own communities through transformational kindness. You'll come away feeling inspired and encouraged to imagine a world in which schools are places where kindness and humanity are felt by all.

Outlines process for designing student experiences rather than lesson plans; Provides space for reflection questions and key takeaways; Written in a refreshing conversational tone.

* Provides school professionals with all the information they require to make the best-informed decision as to what wellbeing programme should be introduced in their schools * International appeal, as teaching wellbeing has recently become a priority for many departments of education around the world * Draws on the latest research on wellbeing and its application in schools, and includes practical advice and suggestions from teachers and school leaders

This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professional learning in teacher education in England, and the rest of the UK, with particular reference to professional masters level provision. The importance of teachers' and schools' perceptions of improvement, development and learning, and the inherent tensions between individual, school and government priorities is explored. Second, the book considers models of teacher workplace learning to be found in international research and practice to explore what perspective they can bring to understanding policy and practice relating to workplace learning in the UK. Third, it draws on cross-professional analysis to get an intellectual and theoretical purchase on workplace learning by examining how insights from across the professions can provide us with useful perspectives on policy and practice. The analysis draws particularly on insights from medicine and educational psychology. Fourth, the book cross-fertilises research and practice across the field of education by drawing on insights from perspectives such as socio-cultural and activity theory and situated learning/cognition to discover what they can offer in analysing the theoretical and pedagogic underpinnings of teacher workplace learning. In short, the book offers a number of contexts for exploring how best to conceptualise and theorise learning in the workplace in order to generate evidence to inform policy and practice and facilitates the development of a more theoretically informed and robust model of workplace learning and teaching.

The main feature of an outstanding lesson is that all students make progress. Taking the structure of a lesson as the starting point, this book demonstrates how assessment for learning can be used to enhance and support all aspects of the learning process. Including chapters on embedding assessment during each phase of the lesson, using assessment data to inform planning, questioning techniques and feedback, the book will help you to use assessment effectively to produce outstanding results. Packed full of practical strategies, this book shows you how you can make assessment meaningful in the classroom, directly impacting your students and creating a more autonomous learning environment. It is written specifically with the class teacher in mind and draws on a range of different examples across many subjects to deliver ideas that can be translated with ease to everyday teaching practices. With a strong focus on including assessment practices in the planning process to achieve outstanding results, this book covers: assessment for learning and an overview of the learning cycle practical teaching strategies and effective techniques to use in the classroom marking, feedback and using data to drive learning embedding assessment for learning in your classroom, department and school An effective guide for outstanding teaching and learning, this book offers an innovative approach and is packed full of practical exercises that are easy to apply in the classroom, proving essential reading for newly qualified and experienced teachers alike.

Supporting Teaching and Learning brings together theoretical perspectives, practical educational ideas and current academic debates to help students develop their knowledge and understanding of core educational issues. It explores the professional relationships necessary for quality learning and encourages the reader to reflect critically on their values, beliefs and assumptions about learning and teaching. Written by an author team from a range of educational backgrounds, the book focuses on the key issues that teaching teams face as they work together to support children and young people in their learning. Covering a broad range of topics, themes and age ranges, each chapter contains a statement of the author's values and beliefs and concludes with discussion starters, ideas for reflecting on practice and a list of useful resources. Chapters include: * The core subjects in the curriculum; * Information and Communications Technology, * Linguistic and cultural diversity; * Special educational needs; * Out-of-school learning; * Assessment; * Reflective practice and action research. Accessible, discursive and thought provoking, this book is essential reading for students on a range of education courses including Foundation Degrees, Education Studies and those undertaking initial teacher training.

Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching. Seeing the teacher as a reflective learner, the book emphasises a strengths-based approach in which positivity, resilience, optimism and high performance can help invigorate teaching, enhance learning and allow the teacher to reach their full potential. This approach busts the myth that reflection on problems and deficits is the only way to better performance.

The approach of this new edition is an appreciative one. At its heart is the exploration and illustration of four reflective questions:

• What 's working well?
• What needs changing?
• What are we learning?
• Where do we go from here?

With examples drawn from UK primary teacher education, the book reveals how appreciative reflective conversations can be initiated and sustained. It also sets out a range of practical processes for amplifying success. This book will be a must have for undergraduate and PGCE students on initial teacher training programmes. It will also interest practising teachers, teacher educators and those on continuing professional development courses.

Do you want to promote sociability and positive behaviour in your classroom? Is having an 'emotionally intelligent classroom' one of your teaching goals? Are you looking for ways to teach the curriculum more 'creatively'? Developing Emotional Intelligence in the Primary School is an essential text for supporting children's emotional preparation for learning in the long term, fostering the development both of self belief and permanent and crucial resilience. This book allows teachers to review their practice and approach to teaching and to re-assess how they view their pupils. Using practical drama frames that the teacher can develop for themselves, it gives a background and framework to build emotional intelligence in a child and generate a culture of openness to learning in the classroom. Areas covered include: Self-esteem, emotional and social intelligence; Independence and self-reliance; Creating an emotionally intelligent learning environment; Emotional literacy based around core curriculum areas including literacy and history; Conflict resolution and anti-bullying strategies; Building emotonal resilience in vulnerable children; Using and integrating positional drama for Emotional Intelligence. With a number of practical techniques and activities to be implemented in the classroom, this introduction to emotional intelligence will be of great interest to all primary school teachers looking to further understanding of pupils social and emotional development through learning.

This fully revised second edition of Debates in Science Education explores the major issues that science teachers encounter in teaching their subject, encouraging the reader to make their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Brand new chapters written by a team of international experts provide fresh insight into topics of central importance when teaching science. Written to aid and inspire beginning teachers, current teachers and established subject leaders, these focused chapters are essential to anyone wishing to deepen their understanding of salient issues within school science education, including: STEAM education sustainability and climate change science and sensitive issues equity and diversity science and sex education science and religion science and pedagogy (including science inquiry) transition from primary to secondary school Encouraging critical reflection and aiming to stimulate both novice and experienced teachers, this book is a valuable resource for any student or practicing teacher and particularly those engaged in continuing professional development or Master's level study.

This book makes a significant contribution to a hitherto much neglected area. The book brings together a wide range of papers on a scale rarely seen with a geographic spread that enhances our understanding of the complex journey undertaken by those who aspire to become teachers of teachers. The authors, from more than ten countries, use a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators. The book offers fundamental and thoughtful critiques of current policy, practice and examples of established structures specifically supporting the professional development of teacher educators that may well have a wider applicability. Many of the authors are active and leading persons in the international fields of teacher education and of professional development. The book considers: novice teacher educators, issues of transition; identity development including research identity; the facilitation and mentoring of teacher educators; self-study research including collaborative writing, use of stories; professional development within the context of curriculum and structural reform. Becoming a teacher is recognised as a transformative search by individuals for their teaching identities. Becoming a teacher educator often involves a more complex and longer journey but, according to the many travel stories told here, one that can be a deeply satisfying experience. This book was published as a special issue of Professional Development in Education.

Good teacher education, informed by relevant research, is judged by policy makers and practitioners alike to be central to increasing the quality of schooling in many countries of the world. Yet, in the UK, research on teacher education is often acknowledged to be less well developed than other areas of educational research and to be over-determined by education policy. It has also been accused of a lack of rigour and of being atheoretical. A further challenge in developing good research in teacher education is that new teacher educators commonly face the challenge of moving into academic work without relevant research skills and the ready capacity to produce high quality research outputs. For these reasons, then, strengthening research in and on teacher education is high on educational agendas in the UK.

This book examines the exact nature of these challenges in teacher education and the initiatives arising to address them in different settings across the four nations of the UK. The central theme of all the chapters is how to build ?research capacity? so that teacher education can contribute more strongly to the improvement of schooling, as well as becoming a high quality, research-informed enterprise in its own right. The insights will be valuable to teacher educators around the world.

This book was published as a special issue of the Journal of Education and Teaching.

* Aimed at anyone involved or thinking about being involved in teaching and learning mathematics at school * Packed full of practical and fun lesson ideas and activities. * Explores the broader goals and issues of mathematics education challenging some of the stereotypical misunderstandings. * Each chapter focuses on My lesson and how it works, What happens and why it matters, and How could it be different? * Lessons and activities are informally differentiated for age under three main headings - older primary, younger secondary and more advanced.

What is a veteran teacher, and how do veteran teachers contribute to schools and education? This international volume contributes to our understanding of veteran teachers with new conceptual studies and empirical research from different countries around the world. It is explores what we mean by a ?veteran teacher?; the factors that encourage teachers to remain in the profession; the characteristics of a successful veteran teacher; and the values with which veteran teachers associate themselves.

Rather than supporting stereotypes about teachers at different stages in their professional lives, this book both scrutinises prevalent stereotypes and explores the great variety of veteranship in teaching, in different cultures and different subject matter domains. Teacher retention is an increasingly difficult issue and there are severe problems of high staff turnover and attrition in many countries - so recognition of the qualities of more experienced teachers is timely, as well as valuing the potential contributions of veteran teachers in schools. The book also addresses broader issues about teachers? lives and identities, the vulnerability of different groups of teachers to the effects of change and reform, and the various forms of teacher knowledge and teacher development.

This book was previously published as a Special Issue of Teachers and Teaching.