This book explores the practical and psychological factors that regulate teaching and learning in the classroom, and illustrates how hope and creativity may arise out of unforeseen, non-standard, or turbulent conditions. Written at the intersection of curriculum theory and psychoanalysis, this volume offers an original pedagogical stance that seeks to ameliorate the impact of the classroom's regulated and standardized environment. The author's approach to classroom education suggests that teachers investigate students' psychological entanglements to explain and transform difficult classroom experiences into productive, educative ones. By promoting an ethos of ironic engagement in teaching and learning, this book also demonstrates the importance of playfulness, imagination, and a readiness to make mistakes in classroom settings. This book will be of great interest to graduate and postgraduate students, researchers, academics, and policy makers in the fields of curriculum studies, teacher education, educational psychology and classroom management.

This proceedings volume of InCoTEPD 2018 covers many ideas for handling a wide variety of challenging issues in the field of education. The outstanding ideas dealing with these issues result in innovation of the system. There are many innovation strategies resulting from recent research that are discussed in this book. These strategies will become the best starting points to solve current and future problems. This book provides an in-depth coverage of educational innovation developments with an emphasis on educational systems, formal or informal education strategies, learning models, and professional teachers. Indeed, those developments are very important to be explored for obtaining the right way of problem-solving. Providing many ideas from the theoretical foundation into the practice, this book is versatile and well organized for an appropriate audience in the field of education. It is an extremely useful reference for students, teachers, professors, practitioners, and government representatives in many countries.

Unpacks the benefits of using technology in education, answering the question, "How can technology free teachers from time and effort devoted to routine matters to instead assume roles that are potentially more satisfying and supportive of their students' learning?" Renowned educators McDiarmid and Zhao explore a timely and critical issue, discussing how technology can revolutionize education in ways that will better position students for an uncertain future. The latest book in the well-known Routledge Leading Change series edited by Andy Hargreaves and Pak Tee Ng.

What knowledge will make you most effective as a teacher? New teachers are often bombarded with information about the concepts they should understand and the topics they should master. This indispensable book will help you navigate the research on curriculum, cognitive science, student data and more, providing clarity and key takeaways for those looking to grow their teaching expertise. What Do New Teachers Need to Know? explores the fundamentals of teacher expertise and draws upon contemporary research to offer the knowledge that will be most useful, the methods to retain that knowledge, and the ways expert teachers use it to solve problems. Written by an educator with extensive experience and understanding, each chapter answers a key question about teacher knowledge, including: * Does anyone agree on what makes great teaching? * How should I use evidence in my planning? * Why isn't subject knowledge enough? * What should I know about my students? * How do experts make and break habits? * How can teachers think creatively whilst automating good habits? * What do we need to know about the curriculum? * How should Cognitive Load Theory affect our pedagogical decisions? Packed with case studies and interviews with new and training teachers alongside key takeaways for the classroom, this book is essential reading for early career teachers, those undertaking initial teacher training and current teachers looking to develop their expertise.

Foreign Language Learning in the Digital Age addresses the growing significance of diversifying media in contemporary society and expands on current discourses that have formulated media and a multitude of literacies as integral objectives in 21st-century education. The book engages with epistemological and critical foundations of multiliteracies and related pedagogies for foreign language-learning contexts. It includes a discussion of how multimodal and digital media impact meaning-making practices in learning, the inherent potentials and challenges that are foregrounded in the use of multimodal and digital media and the contribution that (foreign) language education can provide in developing multiliteracies. The volume additionally addresses foreign language education across the formal educational spectrum: from primary education to adult and teacher education. This multifaceted volume presents the scope of media and literacies for foreign language education in the digital age and examples of best practice for working with media in formal language learning contexts. This book will be of great interest to academics, researchers, and post-graduate students in the fields of language teaching and learning, digital education, media education, applied linguistics and TESOL.

Give insights into teacher's pay system design for education policy makers in developing countries Offers valuable experience of the merit pay reform in china Provides a theoretical framework of teacher's compensation system to attract and retain high quality teacher

The original Visible Learning research concluded that one of the most important influencers of student achievement is how teachers think about learning and their own role. In Ten Mindframes for Visible Learning, John Hattie and Klaus Zierer define the ten behaviors or mindframes that teachers need to adopt in order to maximize student success. These include: thinking of and evaluating your impact on students' learning; the importance of assessment and feedback for teachers; working collaboratively and the sense of community; the notion that learning needs to be challenging; engaging in dialogue and the correct balance between talking and listening; conveying the success criteria to learners; building positive relationships. These powerful mindframes, which should underpin every action in schools, are founded on the principle that teachers are evaluators, change agents, learning experts, and seekers of feedback who are constantly engaged with dialogue and challenge. This practical guide, which includes questionnaires, scenarios, checklists, and exercises, will show any school exactly how to implement Hattie's mindframes to maximize success.

Mathematics Teaching On Target is a guidebook for improving mathematics teaching, based on the Teaching for Robust Understanding (TRU) Framework and its five dimensions - The Mathematics, Cognitive Demand, Equitable Access, Agency, Ownership, and Identity, and Formative Assessment. You'll be guided to refine your classroom activities across the five TRU dimensions, and, your students will become more knowledgeable and resourceful thinkers and problem solvers. Each chapter in Mathematics Teaching On Target introduces a set of easy-to-use questions for the hands-on improvement of lesson activities, such as: * Think of an activity you use with your students. Is it as mathematically rich as it might be? * Does it stretch your students in the right ways, inviting "productive struggle"? * Can all students engage with it, in ways that allow them to grow as mathematical thinkers? * What evidence will student work provide, helping you revise the activity so that it works better both in the moment and next time? You'll find examples at the elementary, middle, and secondary levels for each dimension that show how addressing these questions can enhance mathematics instruction. Ideal for your individual classroom, learning community, or district-level and wider professional development efforts, this book will enable you to help more students engage with mathematics in increasingly powerful ways. Beyond individual lessons, this book will also accelerate teacher development by helping you focus and reflect on what really counts in your instruction.

The 'Insider Guides to Success in Academia' offers support and practical advice to doctoral students and early-career researchers. Covering the topics that really matter, but which often get overlooked, this indispensable series provides practical and realistic guidance to address many of the needs and challenges of trying to operate, and remain, in academia. These neat pocket guides fill specific and significant gaps in current literature. Each book offers insider perspectives on the often implicit rules of the game -- the things you need to know but usually aren't told by institutional postgraduate support, researcher development units, or supervisors -- and will address a practical topic that is key to career progression. They are essential reading for doctoral students, early-career researchers, supervisors, mentors, or anyone looking to launch or maintain their career in academia. This engaging, researcher-centred guide offers early career researchers foundational grants literacy that will serve them throughout their careers. It provides an insight into the culture of grantseeking, as well as tactics for grant-writing. Getting Research Funded provides clear strategies on how to stage your research and understand project development, find aligned funding bodies and schemes, build strong research teams and partnerships, get the project right, and effectively plan your grantseeking. Based in Australia and the UK, the authors use their knowledge and extensive engagement with global researcher cohorts to offer a well-honed understanding of the funding landscape, the pressures and priorities affecting ECRs, and the best way to support them in effective grantseeking. This book is ideal reading for anyone looking for a succinct and supportive guide to ensure they have all the tools to get their research funded.

This volume draws on empirical evidence to explore the interplay between language teacher identity (LTI) and professional learning and instruction in the field of TESOL. In doing so, it makes a unique contribution to the field of language teacher education. By reconceptualizing teacher education, teaching, and ongoing teacher learning as a continuous, context-bound process of identity work, Language Teacher Identity in TESOL discusses how teacher identity serves as a framework for classroom practice, professional, and personal growth. Divided into five sections, the text explores key themes including narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices. The 15 chapters offer insight into the experiences of preservice teachers, in-service teachers, and teacher educators in global TESOL contexts including Canada, Japan, Korea, Norway, Sri Lanka, Turkey, the United Kingdom, and the United States. This text will be an ideal resource for researchers, academics, and scholars interested in furthering their knowledge of concepts grounding LTI, as well as teachers and teacher educators seeking to implement identity-oriented approaches in their own pedagogical practices.

This text draws on interviews, assignments, field notes, and observations from a flipped writing methodology course conducted with preservice elementary teachers in the US. In doing so, the text powerfully illustrates the benefits of using flipped methodologies in K-6 instruction to engage students, teachers, and families in authentic writing practices. Engaging Teachers, Students, and Families in K-6 Writing Instruction demonstrates the use of flipped writing methodologies to engage preservice teachers in literacy instruction, increase their confidence as writers, and bolster their understanding and application of pedagogical content knowledge. In turn, this underpins teachers' ability to teach writing as an authentic, purpose-driven, audience-focused process. In particular, chapters explore effective teaching strategies including writing clinics, writing contests, and family literacy sessions which encourage writing development within a community of students, teachers, families, and authors. This text will be an engaging and informative guide for educational researchers, teacher educators, and preservice and inservice teachers looking to develop effective flipped writing pedagogies to support educators, students, and families.

Joyful Learning: Tools to Infuse Your 6-12 Classroom with Meaning, Relevance, and Fun is a guide for teachers seeking to energize their practice and deeply engage students. Author Stephanie Farley shows how to create student-centered learning experiences that immerse students in meaning, relevance, and joy. She shows how you can foster student engagement and motivation with a combination of choice, challenge, and play, thereby improving learning outcomes. Practical strategies are included in each chapter, such as how to write rubrics that foster effective feedback, how to incorporate performance and competency-based assessment, and how to have students grade themselves through a process of self-evaluation and reflection. Throughout, she offers tools such as targets and rubrics, checklists to guide planning, and prompts that help you apply the ideas to your own assignments and assessments. With the book's specific, immediately applicable examples, you'll be able to help your students feel connected to the lessons, happy about their progress, and joyfully engaged in the learning process.

In today's world of education, teachers face increasing pressure to design classrooms with high engagement and larger than life atmospheres. But how do you make that work if you or your students are introverts and more reticent to speak up? This unique book has the secrets to creating a Dead Poets Society classroom even if you're not quite a Robin Williams! The book offers insights on effective instruction through the eyes of six dynamic and effective, yet introverted, educators. The teachers share their experiences and strategies for how they brought magic into their instruction and made their classrooms come to life for students. Their inspiring real-life stories demonstrate that there is no one right way to teach-if you don't want to jump on a table in a costume, you can reach and engage students in your own unique way! Appropriate for teachers of all subject areas, the book also offers research-backed ways to recognize and support the students who are not the "talkers" or the first ones to volunteer, and book reflection questions so teachers and administrators can better support introverted educators and students alike.

Reclaiming Radical Ideas in Schools provides support for every primary school in the provision of Spiritual, Moral, Social and Cultural Development (SMSC), the teaching of British values and preparation for life in modern Britain. Providing practical and tried-and-tested strategies, this resource will help primary schools work together to create an inclusive environment that focuses on reducing radicalisation and radical ideas. It will support schools in creating an ethos for young children where their questions about the world are explored and answered without fear or discrimination. Moffat is the author of No Outsiders in Our School: Teaching the Equality Act in Primary Schools which provides teachers with a curriculum that promotes equality for all sections of the community. Using the 'No Outsiders' model as a foundation, this new book complements it by putting emphasis on engaging parent communities in the school ethos. The resource includes 13 lesson plans to deliver with children and their parents in school-based workshops, with homework activities to follow. Each lesson is based around a picture book and includes fun activities alongside discussion of issues on individual differences; including race, gender and sexuality. The resource also provides guidance on how to deliver assemblies that support the 'No Outsiders' ethos and how to approach discussing terrorism with children. This is an invaluable resource for anyone working in a primary school setting, as well as trainee teachers, ITT providers and educational advisors. The aim is to extend the successful 'No Outsiders' ethos beyond the school gates to the community to ensure that we are working together to develop a safe and cohesive British society.

This fully updated third edition brings science subject knowledge and pedagogy together to support, inform and inspire those training to teach primary science. Written in a clear and accessible way, Teaching Primary Science provides comprehensive coverage of a wide range of science themes. With a brand new chapter on STEM education, additional guidance on where to find the best resources, and increased emphasis on assessment, story-telling and problem-solving, this book shows how science can offer children pleasure and intellectual satisfaction and help them to develop sound scientific minds. Key features include: Ideas for practice exemplify how you can help children to acquire and use scientific knowledge to satisfy their curiosity about how the natural world works. Something to think about scenarios help to extend and develop your own understanding of key ideas. Examples of classroom situations, dialogues and stories help you see how theory is applied to practice and support you in reflecting on the best methods for teaching. Global Dimension sections offer starting points for discussion and research into how scientific ideas can be positively applied and used to evaluate the impact of human activity on the natural world. Talk Skills and Science Discussion sections enable you to develop children's scientific knowledge and verbal reasoning skills.

This comprehensive textbook prepares early childhood educators to effectively work with and support young children (ages 0-8) with diverse languages, cultures, and learning needs. With a multipurpose, multilevel format, this dynamic resource focuses on the central role of language development and culture in all aspects of learning. Adaptable chapters cover curriculum, family involvement, co-teaching, classroom environment and more, and feature both brief and deeper study versions of the material, alongside a wealth of case examples and implementation strategies. Accompanied by an online instructor's manual, this ground-breaking text is an ideal resource for students and educators in early childhood and second language education, and all fields that work with young children, and all fields that work with young children.

* Written by top expert on reflective practice Thomas Farrell * Clear and accessible, assumes no prior background on reflective practice and suitable for any preservice language teacher * Each chapter features many practical reflection activities suitable to different contexts and situations

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.

This book explores the importance of social and emotional learning (SEL) in schools to foster supportive environments and good relationships. It presents research from nine different countries with discussion of how teachers, student teachers and policymakers can ensure successful SEL at school. The book stresses the importance of social and emotional learning to allow students to become more autonomous and active in their own learning and presents very innovative ways of learning and teaching the skills. It makes the case for understanding the processes of how SEL can develop and how it can work in different cultural contexts, considering different challenges of implementing SEL within the school context. The chapters draw on theoretical discussions illustrated by practical examples and explore the role of teacher training in SEL and how SEL can be applied within the school curriculum. Discussing an increasingly important topic in the field of education around the world, this book will be of great interest to academics, researchers, educational leaders and university teacher trainers interested in developing social and emotional learning and overall well-being at school.

This text demonstrates how collective reflection can function as a central part of effective teacher preparation for work in inclusive bilingual environments. Through analysis of rich qualitative data, Teacher Education for Inclusive Bilingual Contexts shows how group reflection supports pre-service educators to recognize the intersectional circumstances faced by students and understand their identities beyond the possible confines of disability. This, in turn, engenders reconceptualization of standardized expectations and implicates the educator in developing student agency through individualized use of routine, language, and materials. The author offers cultural historical activity theory and disability studies in education as a basis for dialectal interactions to unearth contradictions and misunderstandings surrounding language acquisition and the learning of emergent bilinguals and highlight the ways in which educators can disrupt oppressive practices through expansive learning opportunities. This insightful volume will be of interest to researchers, scholars, and postgraduate students in the fields of inclusive education and disability studies, bilingual and language education, and teacher education.

* Professor (Fiore) and a former university president (Koverola) team up to harness their extensive professional expertise in cross-cultural communication and education, their years of personal experience working through conflicts in higher education together, and their collaborative research to invite readers into their own professional cultures, offer translations, and share their frustrations and confusions about the other. * The authors lay out a roadmap by presenting both faculty and administration as two different societal cultures whose members need to learn about each other and how to work together. * Every chapter is anchored in theory and application - case studies illustrate real experiences for faculty, administrators, and other higher education community members ; discussion questions provide starting points for readers to discuss case study material with members of their own educational group culture and across groups, as readers gain familiarity with content and build "muscle" and confidence to consider new/unfamiliar perspectives. * Every chapter provides activities and/or resources that administrators and faculty members may use in their current settings. The activities have been designed and tested by employees in institutions of higher educators across the country and abroad.

This edited volume provides research-based knowledge on the use, production and assessment of multimodal texts in the teaching and learning of English as an Additional Language (EAL). The book reflects growing interest in research on EAL, with increasing numbers of learners of English worldwide and the growing relevance of EAL to numerous education systems. The volume examines different aspects of English from a multimodal perspective, showcasing empirical research from across five continents and all three levels of education. Applying frameworks based on Multimodal Social Semiotics and Systemic Functional Linguistics, chapters focus on the use and affordances of multimodal texts in pedagogy, literature, culture, text production, assessment and curriculum development connected to EAL. Directing attention to the significance of modes beyond speech and writing in EAL, the volume provides a wide range of perspectives and experiences that can be applied more widely and inspire other practices in the global and diverse field of EAL teaching, learning and assessment. This collection will be of interest to scholars in multimodality, language education, and teacher education.

This book offers a coherent theoretical and multimodal perspective on research, teaching and learning in different non-formal, semi-formal, and formal learning environments. Drawing on examples across a range of different settings, the book provides a conceptual framework for research on learning in different environments. It provides conceptual models around learning design which act as a framework for how to think about contemporary learning, a guideline for how to do research on learning in different sites, and a tool for innovative, collaborative design with other professionals. The book highlights concepts like multimodal knowledge representations; framing and setting; transformation, transduction, and re-design; signs of learning and cultures of recognition in different social contexts. The book supports innovative thinking on how we understand learning, and will appeal to academics, scholars and postgraduate students in the fields of education research and theory, learning sciences, and multimodal and social semiotics. It will also be of interest to school leaders, university provosts and professionals working in education. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Helps to develop knowledge of authentic instructional methods (such as role playing, inquiry, and values clarification) that are applicable to ESS. Provides a comprehensive view of social studies that encourages reader awareness of and appreciation for their emotional and social identities. Provides readers with the context for social studies teaching, offers explanations of current content topics, and presents authentic instructional strategies for classroom use.

Centering on a qualitative study of three female English teachers in Shanghai, China, the book explores female language teachers' perceived discrepancies and agency exercised in their teaching, research and teacher learning practices. By adopting multiple research methods, such as narrative questionnaire, metaphor, timeline, interview and classroom observation, this study reveals that female language teachers' agency is a dynamic entity manifested in the ongoing negotiation of agency belief, agency practice, and agency inclination, as well as the interaction of individual and the environment. Though there are certain limitations concerning representativeness and generalizability, the author provides a thick description of how female language teachers in China are exercising agency to fulfill their career development, which offers insightful suggestions to language education in both China and broader areas globally. The book will appeal to researchers studying teacher education and foreign (English) language teaching, university teachers, especially female foreign language teachers, PhD students and graduate students, as well as career women.