This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of 'team' to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms.

This book is based on the recognition that students learn best, and learn the most, when they witness their teachers modeling the characteristics they profess to value in their classrooms; in other words, when they see their teachers "practice what they preach". If teachers are going to hold themselves true to this adage, then not only do they have a responsibility to practice what they preach, but they must also be deliberate about what they preach in the first place. Practice What You Preach: Teacher Accountability and Personal Values explores how teachers can "preach" the values that matter most in the classroom and provides practical strategies for how to put those values into "practice". Each chapter focuses on a different value that is worthy of investing time and energy into as an educator, and worthy of being "preached" and "practiced" through integrating them into curriculum outcomes lessons. Teachers who put into practice the values that they preach reap the rewards of respectful and engaged students. Students likewise reap rewards of self-confidence, determination, and a love of learning when those same values are modeled by their teachers.

Perspectives and Reflections for the Superintendent: What Can Be Learned from Experience? focuses on the many challenges and opportunities facing school district superintendents and other school leaders on a regular basis. It cites numerous, actual events which are described and explained regarding best practices. The chapters emphasize the importance of experience and preparation, and provide examples, experiences, scenarios, takeaways, tools, and more with respect to the superintendent and the aspiring superintendent. Additionally, tips on establishing and maintaining a positive relationship with the school board are given-a relationship which is paramount for the superintendent and the school district to be successful. Perhaps one of the more important observations conveyed in the text is the need for the school board, the staff, and everyone interested in the schooling process to work together. Without collaboration among all parties concerned, stagnation will fester, and nothing worthwhile will be accomplished. Other topics presented include conflict resolution, ethics, high-performing teams, lessons learned, and ways to cultivate positive community relations. This book is practical for the seated superintendent and essential for the aspiring superintendent.

Published in 1983. The concept of education has generally been assumed to relate to childhood and it is only with more recent developments in the field of adult learning that it has been recognised that education can take place at any stage in life. One of the main intentions of this book is to examine the concept of education from the perspective of the education of people in a wide variety of professions. It is suggested that education be defined as any planned series of incidents, having a humanistic basis directed towards the participants' learning and understanding. The aims, curricula and methods of appraisal of professional education in the light of this definition are then considered. Although dealing with professional forms of learning for the most part, this book should be of interest to all educators, trainers and administrators responsible for the implementation of educational policies and programmes in higher, further and continuing education.

This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment. Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCO's Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society. This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability.

This book brings together researchers from across the globe to share their work on the micro-analyses of storytelling. By doing so, the book helps to deepen the understanding of, and track storytelling practices cross-culturally and longitudinally in the home, at school, and in higher education. Through the unique focus on education and learning, this book provides a lens with which to identify how children's and adolescents' language development and sense of self in storytelling are supported in various contexts: the home, classroom, playground or in the higher education context. It explores the work, identity and practices of friends, teachers and lecturers in teaching, learning, reflection and supervision. Importantly, in identifying these practices, the book presents opportunities to assist parents and teachers, to inform pedagogy in teacher education, and to support effective doctoral supervision. The focus on storytelling in homes, education, and for learning, and the practical applications of the findings, contribute to the ongoing research in both education and conversation analysis. Chapter 10 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Combining expert knowledge, experience and reflections from senior leaders to distil collective leadership experiences, this book explores the realities of leadership at universities rather than the imagined and often-unrealistic expectations and perceptions of how leaders should act. This key text is an informed insider's guide to leadership transitions that will assist talented individuals in considering whether to apply for, how to prepare for and how to take on the task of leading a university. The collection of leadership experiences provided will help universities to be more successful, students to have great educational experiences and staff at all levels to have more-fulfilling working environments. It will also consider how to avoid the emotional pain and suffering that can arise when leaders find themselves poorly equipped, unprepared, unable or unwilling to provide the sound and competent leadership that universities deserve. Centred on the practice and experience of leadership, this book will be a must-read for all new and existing heads of universities. It will also provide useful insights to those actively involved in the recruitment and development of senior leaders, members of senior leadership teams and those who hold governance roles in universities. Further updates and details about the application of the ideas in the book in practice can be found at www.leadershiptransitionsatthetop.com/.

What does it mean to teach English creatively to primary school children? Teaching English Creatively encourages and enables teachers to adopt a more creative approach to the teaching of English in the primary school. Fully updated to reflect the changing UK curricula, the third edition of this popular text explores research-informed practice and offers new ideas to imaginatively engage readers, writers, speakers and listeners. Underpinned by up-to-date theory and research and illustrated throughout with more examples of children's work, it examines the core elements of creative practice and how to explore powerful literary, non-fiction, visual and digital texts creatively. Key themes addressed include: * Developing creativity in and through talk and drama * Creatively engaging readers and writers * Teaching grammar and comprehension imaginatively and in context * Profiling meaning and purpose, autonomy, collaboration and play * Planning, reviewing and celebrating literacy learning * Ensuring the creative involvement of the teacher Inspiring, accessible and connected to current challenges and new priorities in education, Teaching English Creatively puts contemporary and cutting-edge practice at the forefront and includes a wealth of innovative ideas to enrich English teaching. Written by an experienced author with extensive experience of initial teacher education and English teaching in the primary school, it is an invaluable resource for any teacher who wishes to embed creative approaches to teaching in their classroom.

This open access book presents a structural model and an associated test instrument designed to provide a detailed analysis of professional competences for teaching mathematical modelling. The conceptualisation is based on the COACTIV model, which describes aspects, areas and facets of professional competences of teachers. The manual provides an overview of the essential teaching skills in application-related contexts and offers the tools needed to capture these aspects. It discusses the objectives and application areas of the instrument, as well as the development of the test. In addition, it describes the implementation and evaluates the quality and results of the structural equation analysis of the model. Teaching mathematical modelling is a cognitively challenging activity for (prospective) teachers. Thus, teacher education requires a detailed analysis of professional competence for teaching mathematical modelling. Measuring this competence requires theoretical models that accurately describe requirements placed upon teachers, as well as appropriate evaluation tools that adequately capture skills and abilities in this field. This book presents an instrument that measures the professional competences in a sample of 349 prospective teachers.

A comprehensive guide to support, challenge and develop understanding of evidence-based teaching. Trainee teachers need to understand what is meant by 'evidence based teaching' and how this influences and shapes teaching in classrooms today. This book explores what we mean by 'evidence' in education and how education researchers trial and evaluate teaching methods. It introduces key contemporary strategies used in schools and links back to the research and literature to help trainees connect theory to practice. Supports new teachers to have the confidence to critically evaluate new teaching strategies and to understand how to discern what works for them in their classroom.

This book critically explores the use of nine recognized methodologies for the mediation of professional learning in the context of teacher education: The story, the visual text, the case, the video, the simulation, the portfolio, lesson study, action research, and Information and Communication Technologies (ICT). Drawing on theories of mediation and professional learning, the book establishes connections between theoretical, empirical and practical-based aspects of each of these methodologies. It consolidates a body of knowledge that offers a holistic portrayal of these methodologies in terms of their purposes (what for), processes (how), and outcomes (what), both distinctively and inclusively. Each chapter offers four perspectives on each methodology (1) theoretical groundings of the genre (2) research-based evidence on methodologies-as-pedagogies for mediating teacher learning (3) mediation tasks for teacher education as reported in studies and (4) a synthesis of recurrent themes identified from selected books and articles, including a comprehensive list of publications organized by decades. The last chapter presents an integrative framework that conceptualizes connections and weak links across the different methodologies of mediation.

This book is a descriptive treatment of the Professional Standards for Education Leaders (PSEL), developed by several professors in Kentucky who teach graduate ed leadership courses, and their colleagues at the Kentucky Department of Education. PSEL has been adopted by the Kentucky Educational Professional Standards Board as the leadership standards that drive instruction and practice. This resource is an excellent guide for any school leader, as it breaks down PSEL, and follows with bulleted examples and scenarios that illustrate 'best practice' in serving a school effectively and creating a culture of school improvement.

This book discusses how to approach critical literacy in English as a Foreign Language (EFL) contexts. It responds to the concerns of educators who get enthusiastic about teaching critical literacy, but become perplexed when they start reading about its theories. This causes some to avoid it altogether and leads others to argue for practicing it without theory. The book argues that both positions should be reconsidered and capitalizes on the notion of praxis, a notion introduced by Freire to explicate the various subtle connections between theory and practice. The book instills the theoretical assumptions of critical literacy with as little jargon as possible, with many practical illustrations. It will be of interest to graduate and undergraduate students, language teachers, program and material developers, researchers, and educational policy makers.

This book introduces a series of starting points for writing teaching, is cross-curricular and includes practical approaches to: * Building a community of writers in the classroom * Following a writing process approach in the classroom * Encouraging children to write for pleasure and share their own interests * Drawing on spoken language and oracy to develop written communication * Exploring the use of rich and diverse texts * Teaching grammar and punctuation to support writing * Utilising feedback to help children develop their writing voice * Using drama and play as starting points

Parenting can seem overwhelming. Most parents want what is best for their children, but few have the time, energy, or background knowledge to take a deep dive into an ocean of scientific studies every time a decision has to be made. This book translates educational research, from Piaget to the latest neuroscience article, into actionable strategies for parents. The book is a "guerilla guide" in the sense that some recommendations may seem counterintuitive, radical, or contrary to popular practice. However, these strategies for home and school are supported by research and years of practical experience. What's a Parent to Do? is written for parents who want to know what to do, what not to do, and why.

Mapping Motivation for Leadership, co-written with Jane Thomas, is the fourth of a series of seven books that are all linked to the author's Motivational Map toolkit. Each book builds on a different aspect of personal, team and organisational development. This is a practical guide to leadership in the 21st century and builds on the '4+1' model outlined in the author's original book Mapping Motivation: Unlocking the Key to Employee Energy and Engagement. There is an increasing body of evidence, that the single most important aspect of being a leader relates to managing emotions effectively, and this management goes way beyond simply 'understanding' emotional intelligence; it is in fact a practice and one that is intimately connected with personal development and growth, and with energy. Energy, as Mapping Motivation made clear, is synonymous with motivation. The effective leaders of tomorrow will be those who understand their motivators, who regularly measure their motivators, sustain and replenish and maximise their motivators, and who do the same for their employees. Clearly, there is a link here with the book on engagement, for leaders who do so will engage their employees. However, this book not only covers the motivational side of leadership, but also explores in detail the skill sets necessary in the '4+1' model: thinking skills, action skills, team skills and motivational skills plus that indefinable 'something' that is a commitment to personal development, so that we as leaders are not trying to solve today's problems with yesterday's training as our only internal resource.

In this edited book sponsored by the ATE Diversity Committee, we invited teacher educators to provide their stories from the field of education, related to antiracist instruction in teacher education. The stories took the form of narratives and counternarratives. The engaging ideas, activities, and suggestions throughout provide readers with much content to reflect on and apply in their teacher education classrooms and programs. Education advocates and policy makers would also be interested in hearing the perspectives of these educators, as they bring to light much information that is not clear through just the numbers or quantitative statistics. These in-depth rich descriptions provide high quality information that would be beneficial to educators in various settings and subject areas, as this is an antiracist teacher education is an issue that goes across all areas in education.

The field of education has become a much more dangerous and uncertain world to work in. With threats such as financial cutbacks, pandemics, school shootings, and natural disasters looming over the heads of educators, the need to be ready for the ever-changing world of teaching is more vital now than ever before. Teacher Like a Prepper is a self-development book for educators such as teachers, school administrators, and school support staff as well as people who just want to be better prepared for emergencies situations (preppers). Preppers, sometimes referred to as survivalists, are individuals believes a disaster or emergency is likely to occur in the future and makes active preparations for it. They do this through such acts as stockpiling food, equipment, and other supplies as well as receiving additional training and practicing that training to keep their skills sharp. The book is designed to aid educators in being better prepared not only for emergencies, but also for the everyday occurrences that come with teaching children.

This book critically examines contemporary educational practices with a children's rights lens. Through investigating the factors that contribute to (or hinder) the realisation of children's rights in and through education in different contexts, it discusses how using a rights framework for education furthers the agenda for achieving international educational aims and goals. Using diverse international examples, the book provides a snapshot of the complexity of children's rights and education. It draws on the expertise of international research teams from Australia, England, Finland, Italy, Mexico, Poland, Portugal, Scotland, Spain, Sweden, Switzerland, and the United States, and highlights wide-ranging interpretations of the same mandate across different national contexts. Beginning with a critical overview of the broader context of children's rights in education, the book explores obligations for States and their representatives, tensions and convergences in implementation, and implications for teaching and learning. Using underutilised educational and theoretical concepts, it contributes to broadening understandings of children's rights, education and associated theoretical frameworks. Despite a human rights framework emphasising the indivisibility, interrelatedness and interconnectedness of all rights, the 'right to education' (Article 28) dominates discussions about children's rights and education. As such, equally important rights including the 'aims of education' (Article 29) are often less considered or absent from the conversation. Recognising that children's education rights involve more than just access and provision, this book advocates for a much broader understanding of the nuances underpinning children's education related rights. Chapter 10 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

This book focuses on teaching and learning with mobile technologies, with a particular emphasis on school and teacher education contexts. It explains a robust, highly-acclaimed contemporary mobile pedagogical framework (iPAC) that focuses on three distinct mobile pedagogies: personalisation, authenticity and collaboration. The book shows how mobile pedagogical practice can benefit from use of this framework. It offers numerous cutting-edge research resources and examples that supplement theoretical discussions. It considers directions for future research and practice. Readers will gain insights into the potential of current and emerging learning technologies in school and teacher education.

This book provides a holistic picture of how Chinese turnaround schools have been remarkably improved over the years and to arouse further discussion in this regard. It contributes to the understanding of school improvement from a Chinese cultural perspective, solidifies the knowledge basis of school change theories, and expands the understanding of educational administration and policies in China.

If you need to develop learning activities that create relevant professional learning for teachers, this book is for you. Professional Learning: A Planning Guide is a practical resource with a research-based foundation that produces desired results. If you are responsible for designing, developing, and delivering professional learning to teachers, this book is for you. This planning guide contains examples, explanations, and space for readers to create their own activities. If you would like a set of professional learning templates that produce activities which sustain teachers' learning over time, this book is for you. This planning guide contains ready-to-use templates that help you develop activities for teachers' use before, during, after, and beyond implementation. If you desire to create professional learning that initiates lasting improvements in teachers' practices, this book is for you. Every template aligns with at one or more educational change elements.

School-Based Behavioral Intervention Case Studies translates principles of behavior into best practices for school psychologists, teachers, and other educational professionals, both in training and in practice. Using detailed case studies illustrating evidence-based interventions, each chapter describes all the necessary elements of effective behavior intervention plans including rich descriptions of target behaviors, detailed intervention protocols, data collection and analysis methods, and tips for ensuring social acceptability and treatment integrity. Addressing a wide array of common behavior problems, this unique and invaluable resource offers real-world examples of intervention and assessment strategies.

Dear teacher, you are appreciated! This inspirational book, written by motivational speakers Brad Johnson and Hal Bowman, provides daily encouragement to thank you for all that you do in the classroom and beyond. Johnson and Bowman offer quotes and powerful stories for 100 days of the school year, highlighting topics such as celebrating small successes, bringing out the best in your students, knowing your worth, and being all in. The book is perfect for teachers of all grade levels, and for principals to buy their teachers for schoolwide morale, to keep teachers feeling their best. The uplifting advice will remind you why you've chosen this profession and the impact you have on others!

In a changing world, what is the social purpose of higher education? Combining a critique of contemporary universities, a manifesto for the future and a provocation to stimulate change, The New Power University examines how higher education can flourish in the 21st century. Using the framing of 'new power', Jonathan Grant illustrates how a different purpose for universities is necessary, through the application of a new set of values that puts social responsibility at the core of the academic mission, allowing the university to become an advocate of the policy and political issues that matter to its communities. The New Power University offers both a warning against the complacency of old power and a voice for many who see the opportunity and necessity for radical change in higher education. 'Jonathan Grant examines the trends and urges the shedding of old shibboleths in order to embrace a new future. Insightful and engaging, this book will spur and shape the urgent debates learning communities need to have and resolve to avoid being left behind.' Julia Gillard, Former Australian Prime Minister and Minister for Education; Chair-elect of the Wellcome Trust 'A must-read for anyone interested in the transformative power of higher education.' Ed Byrne, Former President King's College London; co-author of The University Challenge 'The New Power University is essential material for anyone wondering what universities are for and how they can help provide the answers to the most pressing challenges of our times.' Jo Johnson, Chairman of Tes Global; former UK Minister for Universities, Science and Innovation