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.

Weaving together reading pedagogy and social emotional learning (SEL) frameworks, this text presents an integrated, research-based approach to reading instruction grounded in instructional and collaborative strategies that address students' social emotional needs. The text features real stories from the classroom to invite readers to learn alongside the students, teachers, families, and professionals as they experience journeys of growth. The authentic case studies cover best practices in reading instruction in a way that centers students, promotes the whole child, and supports reading growth. Following a cyclical framework-discovering, nurturing, growing-each chapter address typical student reading needs and explains the role of collaborative relationships in effective instruction. Through the medium of storytelling, readers gain profound insights into key topics, including teaching multilingual students, phonological awareness, reading fluency, and more. Accessible and comprehensive, this book steers away from a prescriptive recipe for instruction but rather leaves readers with an effective framework for incorporating data-based decision-making, collaboration and research-supported literacy practices to foster each students' social and emotional skills in the classroom. With a targeted focus on K-3 classrooms, this text is a key resource for pre-service and in-service educators in literacy education and elementary education, enriching the perspectives of all educators.

Learn all the essentials for making your first year of teaching a success! In this bestselling book, renowned educators Todd Whitaker, Madeline Whitaker Good, and Katherine Whitaker offer step-by-step guidance to thriving in your new role, developing classroom management skills, and overcoming the challenges that many beginning teachers face. In a practical, reader-friendly style, the Whitakers help you learn how to establish procedures and rules, build relationships, maintain high expectations and consistency, and manage your own emotions in the classroom. They also show how to plan effective lessons and how to work with peers, administrators, and parents to foster collaboration. Each chapter offers specific examples and vignettes from different grade levels. This updated edition contains additional guidance on classroom management and dealing with challenging student behavior, two areas that can affect job satisfaction. Importantly, you'll learn how to make tweaks or hit the "reset" button when something isn't going as planned. In addition, there is also a special new feature called "Think About...," which helps you reflect on how you will consider topics such as representation and inclusion as they pertain to your classroom. You can use these reflection questions independently or with a mentor or new-teacher colleague. New teachers are special and needed, and the practical advice in this book will provide valuable support for your professional and personal journey.

This book investigates the education policy in Chinese high schools from both concept and practice perspectives. It offers a specific lens to explore Chinese high school education since the reform and opening up, the teacher policy in Chinese high schools, the curriculum and textbook policy in Chinese high school, the school layout policy of Chinese high school education, the enrollment policy of college entrance examination, and the diversified development of high school education in China. All those dimensions related to exploring the education policy in Chinese high schools offer an understanding of the modernization of high school education in contemporary China since 1949. This book provides multiple perspective to investigate the systematic landscape of high school education, contextually.

This volume focuses on resilience in educational contexts which has emerged as an important field of research, with recent investigation into resilience of school students teachers, and post-secondary students and staff. The book integrates theoretically diverse viewpoints and research advancing relevant theory. It furthermore presents interventions which aim enhancing resilience in the educational context. The interplay between more basic research and actual practice in the classroom, university or workplace enriches relevant theory and research. Each chapter includes an explanation of how resilience is conceptualized in the research and the methods used to examine resilience. The chapters also provide a description of the context in which the research was conducted and how particular aspects of context influence the resilience process. Innovative approaches to exploring resilience are highlighted as well as directions for future research.

The superintendent position is important to the overall quality of a school system. Staff would have difficulty succeeding without the support of an effective and efficient system. It is also potentially rewarding. There is great satisfaction in knowing that something you did had a major impact on the quality of education provided to children. You can change the future, but it comes at a cost. The superintendent position is difficult. In addition to all of the technical skills and knowledge required, doing this job well requires strength of character, mental toughness, and a high level of self-awareness. You must know who you are and what you believe in. Not only that, you must have the fortitude to represent those beliefs in the face of crises and adversity. These are not the topics taught in most graduate school education coursework. Through sharing of "ten truths" the author fills this void. More specifically, readers will learn the realities of being a school superintendent and practical suggestions for navigating the difficulties inherent in the role.

This book presents a corpus-based study of spoken learner language produced by university-level ESL students in the classroom. Using contemporary theories as a guide and employing cutting-edge corpus analysis tools and methods, the authors analyse a variety of learner speech to offer many new insights into the nature and characteristics of the spoken language of college ESL learners. Focusing on types of speech that are rarely examined, this original work makes a significant contribution to the study and understanding of ESL spoken language at university level. It will appeal to students and scholars of applied linguistics, corpus linguistics, second language acquisition and discourse analysis.

This book is an argument for reflexivity in the act of teaching, which means to acknowledge that intention guides the act of teaching. Teaching must create attention towards processes of collectivity in the classroom. Today, teaching is both acts of expressing knowledge and acts of securing justice to all students through a mediation of knowledge. Teaching therefore expresses both knowledge with reference to school subjects, and justice according to the distribution of this knowledge. The authors argue for teaching as the driver of education. To pay attention to teaching is to pay attention to that which is inside the system of education. To consider education as a mediation of knowledge between generations, places teaching as an act of performing the content of education, in a class in a school. The complexity of these processes is easily overlooked when education is used as a means in competitive economies. The approach taken in this text is that deliberations about teaching must be based on historicity. The support for this argument builds on a reading of the French philosopher Paul Ricoeur. The book addresses teaching as an integral part of the learning process. In education today, everything seems to be concentrated around learning, as if teaching no longer takes place. Teachers and teacher educators need a language to discuss and understand teaching, both as personal and institutional actions. A Ricoeurian approach to a discussion on teaching as a reflexive and institutional practice, provides a timely approach to important questions related to teaching in our day and age.

Key Features / Selling Points Unique selling point: * The only book to distill the CSEC2017 recommendations down into practical teaching approaches for K-12 classrooms Core audience: * Teachers and educators of cybersecurity, who may or may not have a background in the subject Place in the market: * First book of its kind

• New faculty receive little to no preparation to participate in governance, and when elected or volunteer to serve, find themselves without the knowledge or tools – this book fills that need. • Each chapter includes practical strategies and tools for effective participation in governance, as well as identification of common roadblocks and pitfalls. • Helps readers understand how to participate in equitable, inclusive, transparent, and effective shared governance. • The book draws from research, invited contributions, organizational change work, and feminist theory to equip faculty in the academy with the skills to not only be better at service but to also affect change within their work environments. • Chapters include vignettes from faculty (ranging from different types of institutions, positions, and disciplines) to provide first-hand- accounts & prompts of shared governance experiences. • This is one of the first books to help faculty understand the principles behind shared governance: how to participate effectively, what the responsibilities are that accompany participation, the potential for effecting change within governance, and how to identify when things just don't work, and change is necessary.

School principals must continue to learn and grow in their positions, as societal demands and accountability measures keep changing. Principals have become inundated with increased responsibilities often without the benefit of continued learning opportunities. Too often, district personnel are not equipped to provide the learning needed in order to support school administrators. Learning Opportunities for Principals: Methods for Meeting the Needs of Today's Administrators is a compilation of best practices to support principal learning to include "how to" design and implement learning prospects that will not only help school administrators, but also district personnel. Learning opportunities include communities of practice, mentoring programs, coaching, and the like. Many districts have programs in place, but they do not attain the desired results because of the program design and readiness of staff. Each chapter will explain how to design an effective program and will also outline the district's responsibility in the learning. With effective programs, principals' burnout will be decreased, which minimizes turnover in leadership. All of which will impact student achievement results.

In today's fast-paced world, many individuals unknowingly find themselves on a quest to win the race against time. The current digital age has overhauled how we interact with and conceptualize time, as constant streams of pressing notifications and packed schedules put tremendous stress on the minds of modern humankind. Now more than ever before, to live a joyful and productive life requires intentional design. Purpose and planning form the core of the Maximizer Mindset, designed to empower individuals within a myriad of contexts to work less, achieve more, and spread joy throughout each day of their lives.

This volume offers an alternative vision for education and has been written for those who are passionate about teaching and learning, in schools, universities and in the community, and providing people with the values, knowledge and skills needed to face complex social and environmental challenges. Working across boundaries the socio-ecological educator is a visionary who strives to build community connections and strengthen relationships with the natural world. The ideas and real-world case studies presented in this book will bring that vision a step closer to reality. "

This book examines the development of civic education in the United States through the lives of two teachers at Shortridge High School (SHS) in Indianapolis around 1900. After situating civic education at the turn-of-the-century, the book describes the career of Laura Donnan-her influences, teaching, extracurriculars, and civic life-through the lens of her unique epistemology, shaped by negotiating the gendered ideologies of her era. Then, the book re-examines Arthur W. Dunn's career, focusing on his ten years at SHS, and the influence of Donnan on his popular community civics curriculum and subsequently the 1916 report "The Social Studies in Secondary Education." Previous scholars have overlooked Dunn's time at SHS, viewing it simply as a stepping stone for the progressive educator's career. This book argues that Dunn's time at SHS was pivotal to his career due to influential colleagues, primarily Donnan. To conclude, Clark discusses the implications of Donnan's epistemology in shaping civic education in the United States.

This book is open access under a CC-BY license. The volume presents papers on vocational education, project-based learning and science didactic approaches, illustrating with sample cases, and with a special focus on Central Asian states. Thematically embedded in the area of Technical Vocational Education and Training (TVET), the book examines the following main topics: project-based learning (PBL), specific didactics with a linkage to food technologies and laboratory didactics, media and new technologies in TVET, evaluation of competencies including aspects of measurement, examination issues, and labour market and private sector issues in TVET, and research methods with a focus on empirical research and the role of scientific networks. It presents outcomes from TVET programmes at various universities, colleges, and teacher training institutes in Central Asia.

This open access book presents 8 novel approaches to measure and improve diagnostic competences with simulation. The book compares the effects of interventions on these diagnostic competences in both teacher and medical education. It includes analyses showing that important aspects of diagnostic competences and effects of instructional interventions aiming to facilitate them are comparable for teachers and doctors. Through closely analyzing projects from medical education, mathematics education, biology education, and psychology, the reader is presented with multiple options for interventions that may be used in each of the subject areas and the improvements in diagnostic skills that could be expected from each simulation. The book concludes with an outline of promising future research on the use of simulations to facilitate professional competences in higher education in general, and for the advancement of diagnostic competencies in particular. This is an open access book.

This book examines quality teaching in professional education in the fields of engineering and international knowledge structures. The second of a two-volume series, the editors and contributors structure the book around case studies which highlight the elements constituting good practice within professional education. While there is no one specific route to prepare well-qualified professionals, this volume explores the decisions the academics responsible for delivering this education make to ensure quality curricula. Ultimately, the key to effective preparations rests with the value employers place on the focus, emphasis and balance between the academic and practical in relation to their own expectations for skills that graduates must have. The second volume in this collection will appeal to students and scholars of professional pedagogy, and engineering pedagogy more specifically.

A compendium of insights into academic career development from a wide range of scholars around the world Offers a breath of alternative air for the hordes of early career academics struggling with neoliberal university life Empowers readers to take stock of their career

The need to improve the mathematical proficiency of elementary teachers is well recognized, and it has long been of interest to educators and researchers in the U.S. and many other countries. But the specific proficiencies that elementary teachers need and the process of developing and improving them remain only partially conceptualized and not well validated empirically. To improve this situation, national workshops were organized at Texas A&M University to generate focused discussions about this important topic, with participation of mathematicians, mathematics educators and teachers. Developing Mathematical Proficiency for Elementary Instruction is a collection of articles that grew out of those exciting cross-disciplinary exchanges. Developing Mathematical Proficiency for Elementary Instruction is organized to probe the specifics of mathematical proficiency that are important to elementary teachers during two separate but inter-connected professional stages: as pre-service teachers in a preparation program, and as in-service teachers teaching mathematics in elementary classrooms. From this rich and inspiring collection, readers may better understand, and possibly rethink, their own practices and research in empowering elementary teachers mathematically and pedagogically, as educators or researchers.

Teaching and education are awash with myths. This book helps you explore some of them and asks: - Where does this myth come from? - How do we know that it isn't true? - Why does it matter that we challenge it? Covering key teaching topics, it poses common myths and explores what the research actually says. Using research as a basis to explore what it true and what is false, it gives you a more informed understanding and encourages important discussions about teaching and learning.

This book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching Project which documented public-sector teachers’ experiences and learning from professional development in three countries, the volume presents a sociomaterial perspective on teacher sensemaking. This teacher-centered perspective disputes the "conventional calculus" in which teachers learn content that they apply in their classrooms. Part I outlines conventional issues in how teacher learning and professional development have been conceptualized and studied; Part II introduces a new group of concepts that rethink these assumptions; and Part III offers important insights to inform professional development across disciplines, cultures, and contexts. Written by a leading international teacher educator in an accessible style that incorporates visual representations and project data, the book will appeal to practitioners, scholars, and researchers who design and research how teachers learn in professional development.

Written by leading experts in the field of TESOL, this book explores the literature on various topic areas and demonstrates how teachers can increase their levels of professionalism by acquiring some general and field-specific strategies. Being a teaching professional is not simply about having the right teaching qualifications and good academic standing, it involves a commitment to being innovative and transformative in the classroom and helping both students and colleagues achieve their goals. A dictionary definition of professionalism reads as follows: professionalism is the conduct, aims, or qualities that characterize or mark a profession or a professional person; and it defines a profession as a calling requiring specialized knowledge and often long and intensive academic preparation (Merriam-Webster, 2013). However, according to Bowman (2013), professionalism is less a matter of what professionals actually do and more a matter of who they are as human beings. Both of these views imply that professionalism encompasses a number of different attributes, and, together, these attributes identify and define a professional. The book is primarily intended for teachers at all levels and in all contexts who are interested in improving their professionalism and developing strategies that can take them to higher levels in the field of TESOL/ELT.

This open access book is intended to assist teachers, teacher trainers, curriculum designers, editors and authors of textbooks in developing strategies to teach the multiplication of natural numbers based on the experience of the Lesson Study in Japan. This approach to mathematics education dates back to the 1870s and reconciles the emphasis on problem solving with the treatment of the curricular contents. It has gained international recognition since the 1990s and thanks to it mathematics education in Japan has been recognized as one of the most efficient and innovative in the world. This growing international awareness has led to an effort to apply the principles of Lesson Study to other parts of the world and this book shows how experienced authors from Brazil, Chile, Mexico, Spain and Portugal have worked to adapt some of these methods and techniques to the Portuguese and Spanish speaking countries of Ibero-America. Drawing on the impact of Lesson Study on government curriculum decisions and teacher behavior in Japanese classrooms; offering examples of lessons, lesson plans and suggestions for teaching; and presenting examples of the good reception of the principles of Lesson Study in Ibero-America, Teaching Multiplication with Lesson Study - Japanese and Ibero-American Theories for Mathematics Education shows how an efficient and cutting-edge experience in mathematics education can travel the world and help teachers in many different countries.

Teaching and Learning with Technology sets out key principles for digital learning underpinned by research evidence. It explores the ways in which technology can help teachers to achieve their goals and support good pedagogy and offers practical strategies for using technology when planning and delivering effective lessons. Drawing on examples from across the curriculum and highlighting a wide range of key technologies, chapters cover: Live remote teaching Delivering content and instruction Using technology to assess learning Alternative learning platforms Ensuring accessibility and personalising learning E-safety, safeguarding and legal compliance Written by a leading expert in digital education and filled with easy to implement tips, this book is an essential guide for all teachers delivering lessons online.

* Outlines ten different ways in which drama can both stimulate and provide contexts, audience and purpose for writing. * Provides step by step guidance on how to use drama to facilitate the teaching of writing * Offers a wide range of ideas from simple classroom strategies to more complex units of work * Suitable for all teachers, including those with limited experience in using drama as a learning medium. * Includes definitions of the drama strategies and advice on how to set up and manage the drama process. lesson