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.

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.

Essential reading to support principled assessment decisions in the classroom Assessment has become an increasingly complex area for primary schools in recent years, with schools and academy trusts trying to create their own ways of assessing without levels. Trainee teachers find it hard to understand key principles in assessment when practice in each of their school experiences is so varied. This 'essentials' text supports trainee and beginning teachers to understand the current context and consider essential principles for good practice in primary assessment. The book: - features explanations of key terminology - includes practical examples from classrooms and schools - supports teacher assessment literacy - explores the assessment system as a whole - covers formative and summative assessment, pupil progress, data and moderation.

* 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.

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.

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.

This book explores the reflective potentialities offered by analyses of teachers' professional learning narratives. The book has a specific focus on narratives on professional learning and professional identities emerging from different contexts and gives a deeper understanding of successful teachers' narratives globally. Diverging from universally standardized constructions of idealized teacher identity and professional learning, the book provides analyses of a diversified set of cases with detailed descriptions of each teacher's idiographic and professional context to gain a deeper understanding of situated professional identities. With contributions from a range of international backgrounds, it shows teachers of various age groups, subject areas and curricula contribute their narratives to help readers reflect on different trajectories toward becoming a teacher. These narratives provide insight into and a deeper understanding of the conditions and complex processes that being a "successful" teacher involves within these case studies, providing a useful contribution to the field of teacher education. Professional Learning and Identities in Teaching: International Narratives of Successful Teachers will be of great interest to researchers, academics, and post-graduate students of teacher education and international and comparative education.

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!

Teacher TV: Sixty Years of Teachers on Television examines some of the most influential teacher characters presented on television from the earliest sitcoms to contemporary dramas and comedies. Both topical and chronological, the book follows a general course across decades and focuses on dominant themes and representations, linking some of the most popular shows of the era to larger cultural themes. Some of these include:
- a view of how gender is socially constructed in popular culture and in society
- racial tensions throughout the decades
- educational privileges for elite students
- the mundane and the provocative in teacher depictions on television
- the view of gender and sexual orientation through a new lens
- life in inner-city public schools
- the culture of testing and dropping out
Every pre-service and classroom teacher should read this book. It is also a valuable text for upper-division undergraduate and graduate level courses in media and education as well.

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.

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.

The SENCO Survival Guide, Third Edition is an informative, accessible resource containing practical advice to help SENCOs manage their responsibilities and lead their school effectively towards a common goal. The book sets out a whole school approach to inclusion and supports SENCOs in mainstream or special schools at every key stage. This fully revised new edition features: a focus on high quality teaching, with ideas for classroom practice to include and engage all children and young people an introduction to SEN support and education, health and care plans, based on the Code of Practice graduated response strategies to break the cycle of SEND low achievement and guidance on how to create a SEND-friendly environment advice on the role of the modern SENCO, including assessment, provision mapping, preparing for OFSTED, disability discrimination and equality advice on training, managing and deploying teaching assistants effectively strategies to improve 'pupil voice' and independence ways in which the enhanced role of parents can be harnessed in order to achieve maximum success for learners with SEND conclusions from the author's new 'field research' in mainstream, special and Post-16 settings This resource gives SENCOs the confidence, skills and knowledge to promote maximum achievement for learners with SEND and will help them develop and shape their schools' policies and practices. It will also be of use to other members of staff looking for practical strategies to raise the attainment of pupils with SEN and disabilities.

This book explores the ways in which systems (organizational) consultation may be applied to school roles and functions as part of an overall systems change process. Using an implementation science framework grounded in systems/organizational consultation research, the volume details how school reform or improvement may be facilitated. School-based case studies illustrate the application of implementation science to systems change efforts in schools and districts across the United States. Each case study describes the implementation science steps taken to deliver a school-based innovation at the systems level. The book discusses implementation science theory combined with real-world examples of its use in planning for, implementing, and engaging in ongoing evaluation of a systems change effort. Key areas of coverage include: Implementation science in educational settings. Key stakeholder roles in school-based systems change. Implementing and evaluating systems change in schools. Teacher-student mediation to reduce conflict and ensure effective school discipline and behavior practices. District-level processes and supports for English Language Learners. Mental health screening and social-emotional well-being of students. Systems Consultation and Change in Schools is an essential resource for researchers, professors, and graduate students as well as scientist-practitioners, school-based practitioners, and clinicians across such disciplines as school administration and leadership, school and clinical child psychology, social work, public health, teaching and teacher education, educational policy and practice, and all interrelated fields.

In this book, Raymond Duval shows how his theory of registers of semiotic representation can be used as a tool to analyze the cognitive processes through which students develop mathematical thinking. To Duval, the analysis of mathematical knowledge is in its essence the analysis of the cognitive synergy between different kinds of semiotic representation registers, because the mathematical way of thinking and working is based on transformations of semiotic representations into others. Based on this assumption, he proposes the use of semiotics to identify and develop the specific cognitive processes required to the acquisition of mathematical knowledge. In this volume he presents a method to do so, addressing the following questions: * How to situate the registers of representation regarding the other semiotic "theories" * Why use a semio-cognitive analysis of the mathematical activity to teach mathematics * How to distinguish the different types of registers * How to organize learning tasks and activities which take into account the registers of representation * How to make an analysis of the students' production in terms of registers Building upon the contributions he first presented in his classic book Semiosis et pensee humaine, in this volume Duval focuses less on theoretical issues and more on how his theory can be used both as a tool for analysis and a working method to help mathematics teachers apply semiotics to their everyday work. He also dedicates a complete chapter to show how his theory can be applied as a new strategy to teach geometry."Understanding the Mathematical Way of Thinking - The Registers of Semiotic Representations is an essential work for mathematics educators and mathematics teachers who look for an introduction to Raymond Duval's cognitive theory of semiotic registers of representation, making it possible for them to see and teach mathematics with fresh eyes." Professor Tania M. M. Campos, PHD.

This edited volume brings together researchers and educators who present a balanced blend of theoretical and practice-based considerations about different pedagogies in the field of Progressive Education (including Philosophy with Children, Reggio Children, Philosophy with Children Hawaii, Dialogic Education etc.). To change future education for good, inclusive pedagogical theories and practices must prove themselves to be efficacious in the unpredictable, multifaceted dynamics of real classrooms. By focusing on ideological and structural dynamics that can undermine or promote inclusion or providing future directions that can foster emancipatory, democratic, socially-just and evidence-based forms of teaching and professional practice, the chapters in this book explore current and emerging practices, experiences, and problems to equip both researchers and teachers with a wide range of possibilities and tools to face the challenges of future education.

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.

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.

-Offers an evidence-based framework for designing an academically based preservice teacher preparation program that empowers teachers with the depth of professional knowledge and the skills required to become adaptable, responsive K-12 teachers ready to engage with diverse groups of students, and to achieve consistent learning outcomes. -Written by renowned teacher educator Etta R. Hollins, an esteemed leader in teacher education and urban education, who has led or consulted on the redesign of nearly 20 university-based teacher preparation programs. -This book provides concrete examples and tools for designing high quality, academically based preservice teacher preparation programs, guidance for collaboration among teacher education faculty, with faculty across campus, school practitioners and community members, and approaches for guiding and assessing candidates' progress toward competent teaching.

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.

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.

This book provides a practical and theoretical look at how media education can make learning and teaching more meaningful and transformative. This second edition includes more resources, photographs, and updated information as well as two new chapters: one exploring the pedagogical potential for using photography in the classroom and the other documenting a successful university course on critical media literacy for new teachers. The book explores the theoretical underpinnings of critical media literacy and analyzes a case study involving an elementary school that received a federal grant to integrate media literacy and the arts into the curriculum. Combining cultural studies with critical pedagogy, critical media literacy aims to expand the notion of literacy to include different forms of mass communication, information communication technologies, and popular culture, as well as deepen the potential of education to critically analyze relationships between media and audiences, information, and power. This book is a valuable addition to any education course or teacher preparation program that wants to promote twenty-first century literacy skills, social justice, civic participation, media education, or critical uses of technology. Communications classes will also find it useful as it explores and applies key concepts of cultural studies and media education.

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.

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.

Supports primary trainees to develop: *a deep understanding of the nature of all curriculum subjects; *a secure foundation of subject, pedagogical and curricular knowledge in all curriculum subjects. Includes: *key subject knowledge; *examples of sequenced lessons; *classroom ideas; *links to further learning and subject associations; *a chapter exploring the subject knowledge needed to teach sustainability and climate change. Highlights the importance of diversity, equity and inclusion across all chapters and enables new teachers to bring new voices and perspectives to the classroom.

Every day, teachers and other school staff have to deal with children who present challenging behaviour during their learning process at school. This book combines the fundamental principles of attachment theory with teacher-based examples, and practical 'how-to' interventions.