This book looks at the value of integrating the arts and sciences in the school curriculum. It argues that this will help students further their understanding of analytical concepts through the use of creativity. The authors illustrate how schools can work towards presenting common practices, concepts, and content. Coverage features case studies and lessons learned from classrooms across the United States. The notion of STEAM (Science, Technology, Engineering, Arts, and Mathematics) is an emerging discipline unique in its desire to provide a well-rounded approach to education. The chapters of this volume examine STEAM in a variety of settings, from kindergarten to higher education. Readers will learn about the practical considerations involved when introducing the arts and creativity into traditionally left brain processes. This includes best practices for creating and sustaining successful STEAM initiatives in any school, college, or university. For instance, one chapter discusses novel approaches to teach writing with the scientific method in order to help students better present their ideas. The authors also detail how the arts can engage more diverse learners, including students who are not traditionally interested in STEM subjects. They provide three concrete examples of classroom-tested inquiries: designing a prosthetic arm for a child, making a paleontology investigation, and taking a closer look at the arts within roller coaster engineering. This book is an invaluable resource for teachers and teacher trainers, university faculty, researchers, and school administrators. It will also be of interest to science, mathematics, engineering, computer science, information technology, arts and design and technology teachers.

Leaders and aspiring leaders looking to be successful in their company or organization must accept the role that politics plays in the daily happenings of the workplace. Great leadership includes the ability to not only be competent, educated, and well-versed in the tenets of the role, but also be perceived by others as competent in most all aspects of the mission with which he has been charged. At times, using perception appropriately will provide a sense of security that is needed for the leader to navigate political situations accurately and efficiently. This only truly occurs if one uses perceptive tools and techniques to ensure that one is viewed in a positive light even though they may not be the most qualified in a specific area of his role. It is impossible for one individual to be great at all things; however, an individual can be perceived that way. This books is an excellent resource for aspiring leaders looking for promotion in the workplace.

Tapping into the existing resources and staff available within your school, The Revitalized Tutoring Center provides an effective strategy to improve instruction and student performance. This practical guide shares the blueprint, best practices, and resources necessary to create and implement a robust, embedded tutoring center. This dynamic peer tutoring model brings together teachers, peers, and community members in a support network that identifies students in need and facilitates individualized instruction. With a peer tutoring model in place, schools are better positioned to initiate and sustain a variety of initiatives such as PLCs, RTI, formative assessment, community partnerships, and service learning, while creating equitable access and opportunity for all. This book illustrates how instructional leaders can leverage existing resources in a sustainable and cost-effective way to implement a model that ultimately leads to cultural changes, innovation, and significant academic improvement.

This book analyses examples of quality teaching in professional education in the human client fields. The first of two volumes, the editors and contributors use case studies to illustrate the elements deemed good practice within professional education. There are many different routes towards preparing well-qualified professionals through higher education: as diverse as the professions themselves, these routes are largely determined by decisions academics make regarding content, curriculum alignment, integration of research with practice and pedagogical techniques. Including case studies from midwifery, medical, nursing and psychology degree programmes, the authors and editors unravel what good teaching in professional practice looks like in the human client fields, and how it can be achieved. This rigorous and comprehensive collection will be of interest and value to students and scholars of professional pedagogy, as well as practitioners.

This book is a step-by-step guide for instructors on how to teach a psychology research methods course at the undergraduate or graduate level. It provides various approaches for teaching the course including lecture topics, difficult concepts for students, sample labs, test questions, syllabus guides and policies, as well as a detailed description of the requirements for the final experimental paper. This book is also supplemented with anecdotes from the author's years of experience teaching research methods classes. Chapters in this book include information on how to deliver more effective lectures, issues you may encounter with students, examples of weekly labs, tips for teaching research methods online, and much more. This book is targeted towards the undergraduate or graduate professor who has either not yet taught research methods or who wants to improve his or her course. Using step by step directions, any teacher will be able to follow the guidelines found in this book that will help them succeed.How to Teach a Course in Research Methods for Psychology Students is a valuable resource for anyone teaching a quantitative research methods course at the college or university level.

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.

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.

In this succinct yet comprehensive text, authors Lawless Frank and Richards guide readers through the essential basics that every educator needs to know about special education, covering everything from law to application. Streamlined and accessible chapters address legal knowledge - Section 504, IDEA, ESSA, and FERPA - assessment and identification, RTI, categories of disability, IEPs, accommodations, co-teaching, and instructional considerations. Designed to give new educators a focused introduction to critical concepts and terminology, this book also features supplemental online resources including an Instructor's Manual, quizzes, and more.

Creating an Award-Winning School: Outside the Box Thinking for Inside-the- School Success, is the result of collaboration between the authors and practicing and retired administrators. The book is written for new and experienced school administrators, college level instructors, and leaders in the private sector. The authors designed the Principals' Professional Pyramid to serve as the foundation for the book. Creating the Pyramid and adapting the steps from the study of Steven Covey's Principle-Centered Leadership, the authors arranged the tasks of administration into five major steps. The steps are ONESELF, OTHERS, ORGANIZATION, and OPERATIONS and OUTREACH. The authors developed these steps because they felt that a principal should begin with ONESELF before dealing successfully with OTHERS. Once organization is implemented, then the principal can deal with the continued OPERATIONS of all the school. OUTREACH into a professional network is a necessity for the success of a building leader.Embedded in the book are suggestions of Outside the Box Thinking or practical ideas to enhance the day-to-day operations of the building leader. Field techniques, forms, charts, diagrams, and reflections offered by the authors. These have been used to support the topics and enhance the content for the reader.

This edited volume provides theoretical and practical resources relating to the 'STEPWISE' curricular and instructional framework. 'STEPWISE' is the acronym for Science & Technology Education Promoting Wellbeing for Individuals, Societies & Environments. It is a framework for organizing teaching and learning domains in ways that prioritize personal and social actions to address 'critical socioscientific issues' - that is, controversial decisions by powerful individuals/groups about science and technology (and related fields) that may adversely affect individuals, societies and/or environments. The book contains chapters written by and/or with teachers who have used STEPWISE to guide their instructional practices, as well as chapters written by education scholars who have used a range of theoretical lenses to analyze and evaluate STEPWISE - and, in several cases, described ways in which it relates to (or could relate to) their practices and/or ways in which the framework might logically be amended. Overall, this book offers educators, policy makers and others with resources useful for arranging science and technology education in ways that may assist societies in addressing significant potential personal, social and/or environmental problems - such as dramatic climate change, preventable human diseases, species losses, and social injustices - associated with fields of science and technology.

This book focuses on designing and being a designer of immersive education. It introduces readers to the human experiences within immersive learning environments and contributes research evidence on the effectiveness of immersive technologies in K-12 and post-secondary contexts. Through the chapters, illustrative contextual examples and vignettes demonstrate immersive learning in real-world educational practice. Readers will be equipped to design engaging and culturally relevant immersive experiences for learning in a post-COVID world. Immersive Education: Designing for Learning brings researchers, designers, and educators together to offer pedagogical strategies and design guidelines. The originality lies in integrating theoretical and practical knowledge to design meaningful immersive experiences, with attention to sustainability, community, and creativity. Valuable insights are provided to support students and teachers as immersive learning designers and storytellers.

This book examines the benefits of applying the Identity Structure Analysis (ISA) to teacher professional development. At present no government, local authority or school is actively applying Identity Structure Analysis to monitor school improvement: in a profession where turnover is extremely high, ISA is framed as a way for professional development to meet the needs of the specific teacher. Examining idiographic ISA analyses as well as practical advice for implementing professional development programs, the authors scrutinise how ISA can be used in conjunction with mentoring to offset teacher turnover. This practical volume will be of interest and value to scholars and researchers of teacher identity and professional development, as well as researchers and policymakers interested in reducing teacher turnover.

1 Teaching human flourishing: A philosophical grounding.- 2 Teacher education: Evidence-based wellbeing and character framework for learning.- 3 Teachers of wellbeing.- 4 School culture and context for wellbeing education.- 5 A review of theoretical models of wellbeing in education.- 6 Teaching and character education.- 7 Case studies of wellbeing education and whole school improvement.- 8 Evidence-based strategies for wellbeing, professional practice and academic growth.- 9 Wellbeing education and leadership.- 10 Wellbeing education and the 22nd century.

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.

Disability Studies in Education (DSE) provides a useful and compelling framework for re-envisioning the possibility of education for all students. However, the philosophies of Disability Studies (DS) can be seen as contradictory to many mainstream values and practices in K-12 education. In an ever-shifting educational landscape, where students with disabilities continue to face marginalization and oppression, teachers and teacher educators are seeking ways to address these educational inequities. They desire realistic and specific ways to work toward social justice, from within the confines of current education systems. Enacting Change from Within aims to provide a framework through which to analyze and address policy and practice in education, offering practical yet visionary ways to frame social justice work in schools that consider the day-to-day responsibilities of teachers. This book is intended to encourage an important dialogue on how to do the work of education from a DS perspective while complying with the often incongruous and deeply entrenched policy and practice requirements in our schools. This book is ideal for current and future teachers seeking to create more just, equitable and inclusive schools.

This book is a friendly and complete introduction to one of the most comprehensive contemporary theories of mathematics teaching and learning. By focusing on mathematical work performed by students and teachers during mathematics session, the theory of Mathematical Workings Spaces (MWS) has opened up new perspectives and avenues on mathematics education and mathematical thinking. In particular, it enables the identification of students' knowledge production processes and helps teachers to shape them. The first part of the book explores the heart of the theory and aims to further describe and understand epistemological and cognitive aspects of mathematical work. The second part develops the different MWS dedicated to observing how this work depends on the expectations of educational systems, how it is formed and taught, and how individuals appropriate it. In the last part, some applications and perspectives are discussed regarding topics of major importance today in mathematics education which relate to technological and digital tools, teacher training and modeling activities. In line with the spirit of the theory, the book was written to reflect the conceptual unity at the heart of the theory of MWS and, at the same time, to show the freedom and diversity of approaches given space therein. Written for researchers and professionals in mathematics education, it offers plenty of concrete examples from different educational systems around the world to illustrate the theoretical concepts and show the applicability of the theory to practice and research.

With hindsight, we tend to exaggerate what we had known with foresight. This phenomenon can be observed in a memory design in which previous judgements have to be recalled after outcome information has been made available, or in a hypothetical design in which participants receive outcome information but are asked to ignore it when subsequently judging what they would have said without this information. Since the introduction of this so-called hindsight bias or knew-it-all-along effect to the psychological literature in the mid-1970s, there has been immense research on this topic. theoretical developments and empirical results. After a brief introductory overview of the state of the art, the issue commences with two process models (SARA; Pohl, Eisenhauer and Hardt; and RAFT; Hertwig, Fanselow and Hoffrage), which are formalized enough to allow for computer simulations. the phenomenon of anchoring, and Schwarz and Stahlberg propose that due to meta-cognitive processes, the outcome information is deliberately chosen as such an anchor. of retrieval of an answer is used as a cue to infer its correctness and to determine one's confidence in its correctness. Similarly, Pezzo proposes a model that predicts hindsight bias from feelings that arise when trying to make sense of the outcome information in light of prior expectations. impact of self-relevance of the outcome information. Blank, Fischer, and Erdfelder report a successful replication of the hindsight bias in two political elections, and Musch explains some of the variance in hindsight bias using personality factors.

Inclusive teacher preparation varies greatly in format and practice, yet programs grapple with the same underlying challenges: which practices work and where do they work. As children with disabilities are increasingly being included in schools, it is essential that guidance is put into place on how best to adapt inclusive practices into the classroom and create new practices based on the cultural context. Global Perspectives on Inclusive Teacher Education summarizes existing research on inclusive practices globally while presenting emerging research and opportunities for cementing change in inclusive teacher education locally, including examples of how inclusive practices are integrated in and adapted to diverse cultural contexts. Covering topics that include critical pedagogy, religious schooling, and teacher education, this publication is designed for curriculum developers, instructional designers, administrators, higher education faculty, educators, policymakers, and students.

This book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors. Since the 1990s, there has been a renewed interest on teacher beliefs in the domain of language teacher cognition. However, most studies in this area aim at investigating the relationship between particular aspects of teacher beliefs and classroom practices, largely ignoring the complexity of teacher beliefs. This study explores the issue from an alternative perspective by conceptualizing teacher beliefs as a complex, dynamic and multi-faceted system. By adopting five rounds of interview and four classroom observations, the year-long study reveals seven key features of the belief system shared among six participants. It calls for the holistic, complex and insider view to examine teacher beliefs in relation to the sociocultural and historical contexts where the teachers work and live.

Based on the popular presentation of the same name, Lead Like the Legends uses the inspiring words of musical legends to help teachers and administrators learn the principles of effective leadership. The book is organized around 14 musical greats, including Ray Charles, Duke Ellington, Marian Anderson, Carlos Santana, The Beatles, Bob Dylan, and Louis Armstrong. As you examine the words of wisdom from these artists, you'll learn the keys to strong leadership, such as... being sincere; accepting no limits; leading with imagination; leading by participating; being daring and high energy; using teamwork; and being yourself. Each chapter includes motivational stories and examples from school leaders across the country, as well as reflection activities, self-assessments, and planning tools to help you implement the ideas. Whether you're a teacher looking to enhance your skills or an administrator in charge of managing a school or district, you'll come away from the book with fresh ideas and inspiration to help you on your journey.

This book explores emerging practices in distance education that have been facilitated by the development of educational technology. The volume examines core themes in distance education including online education at scale, embodiment in online environments, connectivity in online education and the personalisation of learning experiences within online education. The first section of the book examines online teaching tools, and explores how they are being used to enhance and promote student learning. The second looks at some of the broader challenges encountered by online teachers and those responsible for designing online learning material. While this volume will be of significant interest to distance learning universities and colleges, it will also be a valuable resource to traditional Higher Education Institutions, who are increasingly searching for innovative ways to reach and teach their students. This edited collection will be of value to scholars of online education as well as practitioners and policy makers looking to enrich their notions of online pedagogy.

This book provides a wide spectrum of research on young children's humor and illuminates the depth and complexity of humor development in children from birth through age 8 and beyond. It highlights the work of pioneers in young children's humor research including Paul McGhee, Doris Bergen, and Vasu Reddy. Presenting a variety of new perspectives, the book examines such issues as play, humor, laughing and pleasure within the context of learning and development. It looks at humor, wordplay and cartoons that can be used as educational tools in the classroom. Finally, it provides explorations of humor within a cultural and spiritual context. The book presents diverse and creative methods to study humor and provides practical implications for adults working with children. The book offers a powerful springboard for moving research and practice toward a deeper understanding of young children's humor as an integral and meaningful component of early development and learning.

Teaching is not a job, it's a passion. Caring and compassionate educators will stop at nothing to be sure their students have everything they need to flourish. As teaching demands increase, the attention teachers give to their own needs is often sacrificed. The pressures of teaching are forcing educators to choose between what they love to do and their own well-being. The levels of stress are so high that teacher shortages are considered a crisis in the United States. Authors Connie Hamilton and Dorothy VanderJagt share an alternative. They believe it's possible to be a highly effective teacher and focus on yourself. Strained and Drained: Tools for Overworked Teachers describes five areas of wellness and offers realistic and practical ways that teachers can create habits to support each one. You'll find effective ways to take care of YOU, both in and out of the classroom. Wellness is not an isolated activity, it's a way of life and requires a mindset that values and prioritizes it. The strategies you gain from this book will support your physical, emotional, social, cognitive, and spiritual health and will put you at your best so you can enjoy what the authors still believe is the most important and rewarding profession on earth.

This volume documents on-going research and theorising in the sub-field of mathematics education devoted to the teaching and learning of mathematical modelling and applications. Mathematical modelling provides a way of conceiving and resolving problems in people's everyday lives as well as sophisticated new problems for society at large. Mathematical modelling and real world applications are considered as having potential for cultivating sense making in classroom settings. This book focuses on the educational perspective, researching the complexities encountered in effective teaching and learning of real world modelling and applications for sense making is only beginning. All authors of this volume are members of the International Community of Teachers of Mathematical Modelling (ICTMA), the peak research body into researching the teaching and learning of mathematical modelling at all levels of education from the early years to tertiary education as well as in the workplace.

This book examines continuing professional development (CPD) of teachers in Finland. As one of the best-performing countries in terms of education, the Finnish education system is often revered and held up as an example to follow. However, the authors argue that CPD actually constitutes the Achilles' heel of this 'miraculous' system, demonstrating that in fact it is a victim of contradictory discourses and actions among decision-makers, teacher educators and practitioners. Including extensive interviews from CPD providers, teachers and other educational actors, the authors critically discuss the 'wonders' of Finnish education, in the process debunking various myths created both inside and outside Finland. The authors also call for a new approach to comparative and international education. Based on over 20 years of experience in Finnish education, this pioneering book will be of interest and value to students and scholars of Finnish education, continuing professional development and international education branding more generally.