Jam-packed with inspiring lessons and ideas, this book will help you access and enhance your own creativity in the classroom and inspire your students to become motivated language learners. Top authors Blaz and Alsop share practical strategies to channel your creative impulses and transform them into effective lessons that will energize students of all levels. Aligned with ACTFL and CEFR standards, the resources in this book support creativity as a practical process, with step-by-step guidance on goal-setting, implementation, evaluation and feedback. Examples come from many world languages and cover fun and original topics, including tapping into students' own interests through cooking, memes, online videos, sports, arts and crafts, and more. Relevant for all levels of language instruction, this text includes plentiful photocopiable charts, templates, and samples to use in the classroom.

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.

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.

Primary teachers have always been required to master a wealth of knowledge and professional skills and recent debate has led to pressure for ever higher levels of competence. Ted Wragg's book aims to provide a comprehensive guide to the skills needed by today's primary teachers. Separate chapters cover such central demands of the job as explaining new topics, asking stimulating questions and settling down with a new class, and one chapter is devoted to the particular problems of supply teachers. Based on extensive research in classrooms over a number of years, "Primary Teaching Skills" is designed for both student and novice teachers, as well as their more experienced colleagues at any stage of their professional development.

A group of science educators with experience of being involoved in curriculum development, and in conducting extensive research on many aspects of teaching and learning science, have combined their findings in this volume. Each author has conducted research into his or her own area of science education and presents the implications of this research for a specific area of science teaching. The experiences of members of the Monash Children's Science Group; specifically three primary teachers and one biology teacher, have also been included so as to present the voices of teachers for whom writing a personal account of their teaching is often an unappealing task.

This volume presents a comprehensive overview of inclusion and diversity in education across the globe. It examines how more inclusive education systems can be built, and covers areas and topics such as disability studies, sexual minorities, and indigenous communities, marginalized communities among others. The book presents perspectives of experienced and distinguished experts and researchers on inclusive practices related to participation, equity, and access from countries such as India, USA, Australia, UK, Canada, South Africa, Japan, Pakistan, Rome, Hungary, Sweden, and others. It discusses how spoken language, race, gender, and religion contribute to inclusion and marginalization. The volume also explores ideas on how schools and educational systems can respond to diversity-related issues, and the lessons learnt about how to improve capacity for further inclusion. Additionally, it provides a holistic understanding of the classroom practices and interventions adopted to handle problems of students with diverse needs. This incisive and comprehensive volume will be of interest to students, teachers and researchers of education, inclusion and diversity, equity and access, disability studies, educational psychology, social work, sociology, and anthropology. It will also be useful for teacher educators of B.Ed. and B. El. Ed courses, and anyone who is associated with or working in the field of diversity and inclusion.

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.

Teacher education is currently the subject of widespread political debate and radical reform. There is, however, very little recent empirical evidence about what actually happens on teacher training courses and in the first year of teaching. The Leverhulme Primary Project, reported here, looks in detail at the experience of all the student teachers on one post graduate primary teacher training course and of those responsible for them in their university and in school. It tracks them as they work to acquire the appropriate subject and pedagogical knowledge and as their own attitudes and beliefs about teaching develop through the course. A final section follows some of the students through their first year as qualified teachers. The aim throughout the book is to define the basic teaching competences and to show how these relate to the knowledge bases with which novice teachers enter the profession. More people than ever before now have some responsibility, whether in higher education or in schools, for the training of teachers and the insights into how teachers are made contained in this book are designed to help them.

What are the keys to thriving as an educator? This insightful book from bestselling author Danny Steele reveals how the most effective teachers are well-rounded and three-dimensional: (1) grounded in the technical side (classroom management, instruction, and professional growth); (2) dedicated to the relationship work (the purpose of what we do); and (3) committed to the vital role they play in building the school's culture. The book is organized into three sections, one for each dimension, and provides strategies, inspirational stories, and helpful examples from educators who are doing the work. Perfect for new and experienced teachers, this unique book will help you reflect on the art of being a teacher so you can enhance your professional practice.

This textbook is a comprehensive resource for teaching multicultural children's literature. Providing foundational information on how and why to integrate diverse children's literature into the classroom, this book presents a necessary historical perspective on cultural groups in the United States and context for how to teach children's literature in a way that reflects and sustains students' rich cultural backgrounds. The historical insights and context on diverse cultural groups at the heart of the book allow readers to deepen their understanding of why teaching about cultural diversity is necessary for effective and inclusive education. Part I offers foundational information on how to teach children's literature in a diverse society, and Part II overviews pedagogy, resources, and guidance for teaching specific culturally and linguistically marginalized groups. Each chapter contains book recommendations, discussion questions, and additional resources for teachers. With authentic strategies and crucial background knowledge embedded in each chapter, this text is essential reading for pre-service and in-service teachers and is ideal for courses in literature instruction, multicultural education, and English methods.

Teacher development has come under close scrutiny through which it has become clear that previous assumptions about linking staff development and effective changes confined to specific innovations were too limited. This collection traces the link between teacher development and education change. Each of the chapters helps the understanding of teacher development and points to directions for reform and the improvement of practice. Together they draw on empirical work in Canada, England and the United States, addressing all issues of educational change.

Focusing on the partnerships and collaborations between teacher educators and students with regards to faculty members' professional development, contributors from around the world provide insight into professional development opportunities in the context of teaching and collaborating with students. Contributions from these distinguished scholars come from a broad range of countries and cultures to ensure that the presented studies reveal rich information about diverse systems of teacher education. The studies presented in the book demonstrate how these faculty student partnerships can significantly assist faculty members to develop professionally and produce benefits and impacts on their professional identity. Providing ideas and tools aimed at teacher educators around the world, this book explores partnerships and cooperation as a tool to lead to development and ultimately promotion. This book is a must-read for all researchers, teacher educators and lecturers looking to expand their knowledge of partnerships with students in higher education.

The second edition of this core text from Learning Matters asks: What is teaching? Does curriculum really matter? Does behaviour need 'managing'? What is a learning environment today? Does my classroom reflect the identities of all of my learners? How can I bring the theme of sustainability to my teaching? Discussing these and many more, it covers the contents of professional studies modules and goes beyond to support trainees on placements and in their learning on the course. Five new chapters are added for this edition discussing themes of sustainability, teacher self care, diversity in the curriculum, sex and relationships education and our new understanding of learning environments. Learning features throughout have been designed to help students develop their understanding, broaden their perspectives, think more critically and apply theory to practice. These include: Case Studies to apply learning to real-life school contexts. Key Readings to encourage wider reading, broaden perspectives and offer practical ideas for the classroom. Key Theory features introduce and summarise big ideas, theories and research. Critical Questions direct reflection, help students engage with what their reading and encourage critical responses. Classroom Links highlight good practice, provide practical ideas and show how to implement these in the classroom. Assignment features offer helpful points to consider and practical advice for writing assignments on chapter topics, which act as great starting points.

'Clever, comprehensive and current... a book I'll be returning to again and again.' Stuart Pryke 'Every English teacher will get huge value from this timely book.' Alex Quigley The ultimate guide to teaching English in a secondary school, this book supports you on your journey from trainee to head of department - and everything in-between. Succeeding as an English Teacher provides practical guidance in an accessible format to help you teach English at Key Stages 3, 4 and 5. It covers key topics, including: - planning a knowledge-rich and diverse curriculum and schemes of learning - delivering engaging and effective lessons - advancing your subject knowledge - supporting students with revision - applying the science of learning in your English classroom. This book is perfect for any newly qualified or experienced teacher looking to develop their practice and progress in their career. Featuring the varied perspectives of 12 English teachers, this unique compilation offers invaluable advice and top tips for making every English lesson count, as well as real-life examples, opportunities for reflection and a foreword by Jill Berry. The Succeeding As... series offers practical, no-nonsense guidance to help you excel in a specific role in a secondary school. Including everything you need to be successful in your teaching career, the books are ideal for those just starting out as well as more experienced practitioners looking to develop their skill sets.

Now in its 5th edition, this popular text offers practical, interesting, exciting ways to teach social studies and a multitude of instructional and professional resources for teachers. Theory, curriculum, methods, and assessment are woven into a comprehensive model for setting objectives; planning lessons, units, and courses; choosing classroom strategies; and constructing tests for some of the field's most popular and enduring programs. The reflective and integrative framework emphasizes building imagination, insight, and critical thinking into everyday classrooms; encourages problem-solving attitudes and behavior; and provokes analysis, reflection, and debate. Throughout the text, all aspects of curriculum and instruction are viewed from a tripartite perspective that divides social studies instruction into didactic (factual), reflective (analytical), and affective (judgmental) components. These three components are seen as supporting one another, building the groundwork for taking stands on issues, past and present. At the center is the author's belief that the heart and soul of social studies instruction, perhaps all teaching, lies in stimulating the production of ideas; looking at knowledge from others' viewpoints; and formulating for oneself a set of goals, values, and beliefs that can be explained and justified in open discussion. This new edition is heavily revised and condensed to promote ease of use. "Build Your Own Lesson" additions to each chapter encourage improvisation and inquiry-based teaching and learning across subjects. A Companion Website offers additional activities, lessons, and resources for pre-service and practicing social studies teachers.

Teachers are virtually never taught how learners make decisions about studying, concentration and participation, and are not able to find this in educational literature. The Behavioural Learning Classroom breaks new ground, allowing teachers to harness their students' traits and quirks to produce a more effective and compassionate classroom. Important lessons from behavioural science Optimising lesson design Effective (home)work Marking and feedback Rewards and sanctions The physical environment of the classroom Pupil behaviour Designing behavioural experiments and analysing data Supported by fundamental findings in behavioural science, this book provides practical, accessible, tried and tested techniques to improve the mental wellbeing of pupils and teachers alike. It is an enjoyable and accessible read for any teacher or school leader who wants to enhance their pupils' experience of learning.

* Outlines ten different ways in which drama can both stimulate and provide contexts, audience and purpose for writing. * Provides step by step guidance on how to use drama to facilitate the teaching of writing * Offers a wide range of ideas from simple classroom strategies to more complex units of work * Suitable for all teachers, including those with limited experience in using drama as a learning medium. * Includes definitions of the drama strategies and advice on how to set up and manage the drama process. lesson

Despite the multifaceted complexity of teaching, dominant perspectives conceptualize teacher development in linear, dualistic, transactional, human-centric ways. The authors in this book offer non-linear alternatives by drawing on a continuum of complex perspectives, including CHAT, complexity theory, actor network theory, indigenous studies, rhizomatics, and posthuman/neomaterialisms. The chapters included here illuminate how different ways of thinking can help us better examine how teachers learn (relationally, with human, material, and discursive elements) and offer ways to understand the entangled nature of the relationship between that learning and what emerges in classroom instructional practice. They also present situated illustrations of what those entanglements or assemblages look like in the preservice, induction, and inservice phases, from early childhood to secondary settings, and across multiple continents. Authors provide evidence that research on teacher development should focus on process as much (if not more than) product and show that complexity perspectives can support forward-thinking, assets-based pedagogies. Methodologically, the chapters encourage conceptual creativity and expansion, and support an argument for blurring theory-method and normalising methodological hybridity. Ultimately, this book provides conceptual, theoretical, and methodological tools to understand current educational conditions in late capitalism and imagine otherwise. It was originally published as a special issue of the journal Professional Development in Education.

* Explores the main factors that impact upon the lives of your children in the current safeguarding climate and offers a starting point to understand risks, and categories of abuse and neglect. * Takes a child-centred approach, which is the most empowering perspective from which to consider the needs of a child and ensure that they are kept safe and protected by those who work with them. * Reflections, case studies, scenarios, and the voices of multi-agency professionals and parents are woven throughout. * Challenges in the field of child protection are growing for the early years sector, and this book offers encouragement to be both confident and competent within their roles.

Presenting comprehensive research conducted with learners and educators in a range of settings, this volume showcases self-reflection as a powerful tool to enhance student learning. The text builds on empirical insights to illustrate how language professionals can foster critical self-reflection amongst learners of English as an additional language. This text uses ecologically sensitive practitioner research that addresses issues of both practical and pedagogical significance in the fields of TESOL, language teaching and learning, and teacher education. By synthesizing interdisciplinary research and theory, chapters show how various types of self-reflection-including guided and non-guided; group and individual forms; and written, oral, and technology-mediated reflection-can promote autonomous, self-regulated learning amongst students at various levels. Whilst offering readers a strong grounding in the theoretical and empirical knowledge that supports self-reflection, the volume gives constant attention is given to praxis, with a focus on effective pedagogical strategies and tools needed to implement, encourage, and evaluate critical learner reflection in readers' own teaching or research. This volume will be a critical resource for language-teaching professionals interested in critical learner reflection, including in-service, pre-service, and teacher educators in the field of TESOL. Scholars and researchers in the fields of applied linguistics and language education more broadly will find this volume valuable.

This volume offers a critical examination of educational policy in Ontario, Canada, and critiques the success of such policies in ensuring diversity and equity of access in teacher hiring. Providing comprehensive coverage of historical marginalization in the Canadian education system, the book explains the rationale and objectives of policies enacted with the aim of ensuring "bias-free", or "colourblind" hiring. Drawing on qualitative data to illustrate how educators' lived experiences often sit at odds with the inclusivity that such policies claim to achieve, the book presents the "Equity Hiring Toolkit" as a practical framework enabling educational administrators to recognize how unconscious biases and relative positions of power can implicate hiring decisions. This text will benefit researchers, doctoral students, and academics in the fields of teacher education, educational policy, and multicultural education more broadly. Those interested in the school leadership and management, as well as race and ethnic studies will also enjoy this volume.

Lesson Study has been shown to be a systematic way of building teachers' knowledge by allowing them to share their knowledge with each other. While much has been written about the benefits of Lesson Study in science and mathematics education, this book analyses its impact on education for children with special needs. It studies the ways in which the Lesson Study process is implemented in different educational contexts in the Netherlands, Singapore, the UK, and Sweden-countries which propagate more inclusive learning environments regardless of varying degrees of student capacities. In addition to making transcultural comparisons regarding concepts, procedures, and instruments in the use of Lesson Study in these four countries, this book will provide practice-based suggestions for teachers to formulate collaborative lesson plans.

By drawing on quantitative data and qualitative analyses of five major national education policies implemented in India over the last 15 years, this comprehensive volume explores their impact on teacher quality and perceived effectiveness, explaining how this relates to variations in student performance. Responding to a national agenda to increase the quality of the Indian teacher workforce, Teacher Quality and Education Policy in India critically questions the application of human capital theory to Indian education policy. Chapters provide in-depth and strategically structured analyses of five national policies - including the recently approved National Education Policy (NEP) 2020 - to see how Indian policymakers use teacher quality as a driver and measurement of education and national economic development. Ultimately, the text offers evidence-based policy recommendations to improve teacher quality in India, suggesting that while all five policies have contributed significant frameworks and recommendations for teacher quality reform, they have failed to move beyond a symbolic function. Given its rigorous methodological approach, this book will be a valuable addition to the under-researched question of education policymaking in postcolonial contexts. It will be an indispensable resource not only for scholars working on policymaking in the Indian context, but also for those working at the intersection of education, teacher development, and policymaking in developing countries.

School Psychologists as Advocates for Social Justice explores how school psychologists promote and protect the educational rights of children, using the author's extensive experience as illustration. The roles of school psychologists have expanded from strictly assessment to advising school districts on how to improve school climate, helping schools face tragedy, and counseling students dealing with trauma. Combined with pertinent research, personal narratives describe challenges the author faced while a teacher and later as a school psychology practitioner and illustrate how necessary advocacy is in addressing the academic, behavioral, and emotional needs of students. Careful consideration is given to equity issues of disability, racism, Islamophobia, and bilingualism in schools. Combining informative personal experience with research, emphasizing the importance of children's rights within the school community, and encouraging effective advocacy with legislative leaders, this book is a necessity for both new and seasoned school psychologists.

This critical volume provides accessible examples of how K-12 teachers use systemic functional linguistics (SFL) and action research to support the disciplinary literacy development of diverse learners in the context of high stakes school reform. With chapters from teachers, teacher educators, and researchers, this book paves the way for teachers to act as change agents in their schools to design and implement meaningful curriculum, instruction, and assessment that builds on students' cultural and linguistic knowledge. Addressing case studies and contexts, this book provides the framework, tools, and resources for instructing and supporting multilingual students and ELL. This volume - intended for pre- and in-service teachers - aims to improve educators' professional practice through critical SFL pedagogy, and helps teachers combat racism and anti-immigrant rhetoric by contributing to an equity agenda in their schools.