Over the last twenty-five years Ernst von Glasersfeld has had a tremendous impact on mathematics and science education through his fundamental insights into the nature of knowledge and knowing.Radical Constructivism in Actionis a new volume of papers honouring his work by building on his model of knowing.
The contributions by leading researchers present constructivism in action, tying the authors' actions regarding practical problems of mathematics and science education, philosophy, and sociology to their philosophical constraints, giving meaning to constructivism operationally. The book begins with a retrospective analogy between radical constructivism's emergence and changes in what is thought of as "certain" scientific knowledge.
It aims to increase understanding of constructivism and Glasersfeld's achievement, and is vibrant evidence of the continued vitality of research in the constructivism tradition.

eBook available with sample pages: 0203487516

The K-12 Educator's Data Guidebook is a comprehensive field guide for school professionals learning to use data. "Non-data people," rejoice! Requiring no prior proficiency in data tools and programming, this book validates the implicit challenges of learning to use data to empower educators and features original real-world examples from in-service educators to illustrate common problem-solving. Each chapter uses stories, humor, and a human approach to set the tone for a safe and fun learning experience. Through this highly practical foundation, everyday educators can better engage school initiatives, professional development, and instructional challenges that require competent data use for improving school systems.

The purpose of this edited book is to enrich the literature related to STEM education at kindergarten, primary and secondary levels in Asia, with particular attention given to the analysis of the educational context in a number of Asian countries, including STEM-related policies, pedagogical practices, and the design and evaluation of STEM programmes. The discussions look into impacts on student learning outcomes and the ways in which STEM education is catering for schools and students' interests and needs. The contributors are experts in STEM education or are leading major research and development projects in STEM in their regions. The book's first section is focused at the macro-level on the conceptualization and formulation of STEM education policies in different regions, contributing to our understanding of the current status of STEM education in Asia. The second section examines some features of STEM learning and teaching at the classroom level and includes studies on student learning in STEM programmes. Pedagogical innovations implemented in different parts of Asia are also reported and discussed. The third section moves to teacher education and teacher professional development. It discusses practices of teacher professional development in the region and reports on current provisions as well as challenges. Together, the contributions from different Asian regions invite researchers and educators to learn from effective STEM practices, and point out areas for further development. Chapters "An Overview of STEM Education in Asia" and "STEM Teacher Professional Development for Primary School Teachers in Hong Kong" are available open access under a CC BY 4.0 license at link.springer.com.

The Little Book of Reflective Practice is bursting with big ideas which will encourage you to be curious, reflective and courageous in your professional learning journey. It introduces the key reflective theories alongside case studies from educators to show how these can be applied to improve practice. The journey from being to thriving is set out in several chapters each providing different themes which will encourage you to capture your reflections, record your learning and development and apply theories of reflection to your professional practice. Full of practical guidance, activities and questions to prompt reflective thinking, the chapters cover: getting started how to write reflectively creating spaces to be reflective using reflective practice to set targets for your learning and professional development Spaces for capturing your reflective thoughts and reflective activities are provided througout, alongside sections where you may wish to stop and engage in deeper thinking. This book will be invaluable reading for early years practitioners, tutors and early years students on level 3 courses and Foundation Degrees.

Presents an innovative lens on teaching and learning that aims to elicit the deepest wisdom inherent in education. Offers an understanding that all learners are the experts of their own lives. Joins together contemplative pedagogy with transformational praxis in a quest for justice.

Written by popular consultant Julie Hasson Contains powerful stories and takeaways for teachers Provides research-based advice on effective teaching

This book examines factors surrounding the partnership between school-based training and mentoring in Physical Education.
Contributors look at all angles of the collaboration between schools and higher education institutions, including:
How mentor training programs are planned and the issues involved
*Trainees' experiences of school-based training and mentoring
*The needs of PE mentors in schools
*A full explanation of mentoring
Drawing on recent findings and the views of physical education teachers in the UK, Australia and the USA, the editor combines a wealth of information on factors which influence mentorship and the effectiveness of school-based partnership schemes.

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

Online education has become a prevalent means of program and course delivery, especially within teacher education programs. However, the lack of preparation in online design is concerning, especially in the field of teacher education where the focus is preparing preservice and practicing teachers to implement effective, evidence-based instructional strategies. Effective Practices in Online Teacher Preparation for Literacy Educators is an essential scholarly resource that shares innovative ideas for translating face-to-face reading/literacy specialist preparation into effective online instruction for courses in literacy education. Highlighting various topics such as instructional design, teacher education, and literacy assessment, this book is ideal for instructors, curriculum developers, instructional designers, IT specialists, education professionals, instructors, administrators, academicians, and researchers.

What do you see when you think of "teacher"? Where does what you see come from? This is a book about the images of teachers and teaching which permeate the everyday lives of children and adults, shaping in important but unrecognised ways their notions of whom teachers are and what they do. The authors show how, using a creative interdisciplinary approach, it is possible to analyse drawings of teachers, television programmes, films, cartooons, comics and even Barbie dolls. Illustrated with colour reproductions and excerpts from interviews and journals, this book should appeal to teachers, academics and anyone who is interested in the popular culture of childhood, gender issues, professional identity and teacher education.

What is an effective school and what is an effective teacher? These are vitally important questions for the beginner teacher; questions which are answered in this book through conversational dialogues between a principal, a pre-service teacher and experienced teachers. The book draws on the mass of existing research and professional literature to provide a comprehensive guide on effective schools and teachers. As such, it should be an invaluable tool for undergraduates in training.

* Applies cognitive science and evidence into how student's learn to homework. * Reveals the homework activities that have the greatest impact on students' achievement * Provides activities, strategies and tips for setting effecgtively homework activities. * Includes guidance for classroom teachers and senior leaders including advice on working with parents and setting a homework policy.

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.

With this bestselling book from educational consultant Carla Tantillo Philibert, you'll gain practical strategies for teaching Social Emotional Learning (SEL), mindfulness, and well-being to help improve the human connection between you and your students. You'll find out how to lead students through mindfulness activities, simple yoga poses, and breath-work techniques. Topics include mindful practices, well-being strategies to combat stress and anxiety, giving your students the space to understand their emotions and strengthen peer-to-peer communication, developing the foremost and essential SEL competencies, and engaging in experiential activities to strengthen SEL skills. The new edition reflects the latest CASEL guidelines and includes updated activities, as well as a brand-new directory of terms, and an intentional focus on educators' and students' socio-emotional well-being. Perfect for elementary school educators at any level of experience, the book will help you develop positive youth identity and promote connectedness so students can deal successfully with life's stressors beyond school doors.

With this bestselling book from educational consultant Carla Tantillo Philibert, you'll gain practical strategies for teaching Social Emotional Learning (SEL), mindfulness, and well-being to help improve the human connection between you and your students. You'll find out how to lead students through mindfulness activities, simple yoga poses, and breath-work techniques. Topics include mindful practices, well-being strategies to combat stress and anxiety, giving your students the space to understand their emotions and strengthen peer-to-peer communication, developing the foremost and essential SEL competencies, and engaging in experiential activities to strengthen SEL skills. The new edition reflects the latest CASEL guidelines and includes updated activities, as well as a brand-new directory of terms, and an intentional focus on educators' and students' socio-emotional well-being. Perfect for middle school educators at any level of experience, the book will help you develop positive youth identity and promote connectedness so students can deal successfully with life's stressors beyond school doors.

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.

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.

Artificial Intelligence is at the top of the agenda for education leaders, scientists, technologists and policy makers in educating the next generation across the globe. Beyond applying AI in daily life applications and educational tools, understanding how to learn and teach AI is increasingly important. Despite these emerging technology breakthroughs, AI learning is still new to educators especially to K-16 teachers. There is a lack of evidence-based studies that inform them about AI learning, including design principles for building a set of curriculum content, and pedagogical approaches as well as technological tools. Teaching AI concepts and techniques from programming languages and developmentally appropriate learning tools (e.g., robotics, serious games, software, intelligent agents) across different education levels emerged in recent years. The primary purpose of this book is to respond to the need to conceptualize the emerging term "AI literacy" and investigate how to teach and learn AI in K-16 education settings. This book examines different aspects of learning artefacts, pedagogies, content knowledge and assessment methods of AI literacy education, from theoretical discussions to practical recommendations for curriculum and instructional design. An exhaustive summary of current evidence with examples is illustrated in this book, as well as cutting-edge research that serves as an AI literacy model for different countries' contexts. Part I, "Conceptualizing AI literacy", provides a detailed discussion on the development of the concepts and frameworks on AI literacy education, discusses the differences and similarities between AI in education (AIED) and AI literacy education, and illustrates the reasons why K-16 students need to learn AI. These concepts are brought together in Part II, "K-16 AI literacy education" to further summarize the pedagogies, learning content, learning tools and assessment methods to inform K-16 educators how to design their AI instruction at each education level. After that, part III "AI literacy for instructional designers" explores how instructional designers (i.e., AI developers and teachers) prepare themselves to become ready to design developmentally appropriate tools, platforms, services and curricula to empower students with AI literacy skills.

This book offers a creative and practical guide for K-6 teachers on how to effectively integrate creative movement and the performing arts into the curriculum to increase student engagement, deepen learning, improve retention, and get kids moving during the school day. Chapters offer concrete ideas for integrating creative movement and theater into subjects such as math, science, literacy, and social studies. Drawing on two decades of experience, Dr. Becker outlines key skills, offers rich examples, and provides adaptable and flexible classroom tested lesson plans that align with Common Core Standards, the NGSS, C3 Social Studies Standards, and the National Core Arts Standards. Activities are grounded in arts integration, which is steadily gaining interest in school reform as an effective teaching strategy that increases student outcomes academically and socially; particularly effective for students who have traditionally been marginalized. This book will benefit practicing educators who want to invigorate their practice, pre-service teachers who want to expand their toolkit, as well as school leaders looking to employ policies that support movement and arts during the school day. Jump in and get your kids Moving Through the School Day and see how active and engaging learning can be!

How can educators find joy in the midst of seemingly overwhelming challenges? Researcher Julie Schmidt Hasson interviewed hundreds of people about their most impactful teachers and shares her findings in this unique and powerful book. She lays out a three-step process that leads to greater peace, and greater impact on students. This three-step framework involves pausing, pondering, and persisting. First, teachers pause before reacting to an unexpected challenge, so they can intentionally choose a response. Next, they suspend assumptions and approach the challenge from a place of curiosity. Finally, they persist in this dance of patient inquiry and thoughtful responses in a way that leads to better outcomes for students. The stories integrated throughout the book provide evidence of the many ways teachers make a difference in students’ lives. It is a challenging time to be a teacher, and this book provides the inspiration and information teachers need to stay longer, grow stronger, and continue making an impact.

This volume brings together a diverse group of scholars to address a topic that has not received the attention it deserves: the continuing professional development of faculty members who educate prospective teachers. It argues the case that more and better professional development for teacher educators is essential. This book takes a broad-based view of professional development for teacher educators and focuses on endeavors that can be integrated as fully as possible into ongoing responsibilities. Also discussed is how teachers might nourish their collective commitment as a faculty to an ethos and a culture that can also maximize their growth as scholars and their ability to serve a variety of clients better than at present. In addition, it addresses the particular challenges confronting clinical faculty members, their responsibilities, and the relationship between faculty members in schools and colleges of education and those in elementary and secondary schools who assume these evolving clinical roles in many instances.

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.

Extensive Reading is an innovative resource bridging theory and practice for those seeking to learn about extensive reading (ER) for L2 students' language development, including ways to motivate students to read extensively and to assess learning. Grounded in contemporary theory and the latest research both on ER and motivation, experts Sue Leather and Jez Uden offer a rich array of original activities to help teachers in the classroom and beyond with this effective but difficult-to-implement pedagogical tool. Advanced students, researchers, teacher trainers, and pre- and in-service teachers - and ultimately their students themselves - will benefit from this book.

Helping students improve doesn't have to mean remediating their deficits. In this important book, Steven Baron shows the benefits of a strength-based approach that instead emphasizes students' assets and capabilities, making them feel more connected to teachers and peers and more engaged in learning. You'll learn practical, research-backed ways to help students of all grade levels identify and celebrate their strengths, develop self-confidence and a growth mindset, build intrinsic motivation, overcome a fear of making mistakes, manage their feelings, focus on gratitude, and more. You'll also discover ways to create a more strength-based Individual Education Plan (IEP), increase your own resilience as a teacher, and build a strength-based culture throughout your school and district. The appendix provides a variety of exercises you can use to help students focus on their strengths, foster kindness, and understand the impact of bullying. Students spend approximately 1300 hours during the year with teachers; this resource will help you make this time as affirming as possible so students are ready to learn and grow.