* A dedicated teacher-friendly text to teaching grammar in K-2 classrooms with mentor texts, following the same model as Sean Ruday's popular books The Elementary School Grammar Toolkit and The Middle School Grammar Toolkit * Includes many practical resources, charts, tools, and guidance, including infographics, to help explain grammatical concepts * Features instructional practices to guide teachers * Standards- and grade-level aligned

* Explores the main factors that impact upon the lives of your children in the current safeguarding climate and offers a starting point to understand risks, and categories of abuse and neglect. * Takes a child-centred approach, which is the most empowering perspective from which to consider the needs of a child and ensure that they are kept safe and protected by those who work with them. * Reflections, case studies, scenarios, and the voices of multi-agency professionals and parents are woven throughout. * Challenges in the field of child protection are growing for the early years sector, and this book offers encouragement to be both confident and competent within their roles.

* Parent engagement is a hugely powerful tool in maximising children's outcomes in the primary school. * This book will enable you to evaluate your current practice in this crucial area of school life and suggest ways in which you can plan and deliver improvements successfully. * Provides five key drivers for leaders, teachers, support staff, volunteers and governors * Includes recommendations from a wide range of international sources, including John Hattie, Bill Lucas and Janet Goodall * Case studies exemplify some of the most successful techniques and programmes currently in use to encourage and facilitate * Includes easy-to-use tools to support their strategic thinking and school improvement activity.

This book presents the authentic voices of science teachers engaged in practitioner inquiry as one component of a comprehensive professional development program. Practitioner inquiry as a genre of educational research, allows teachers to intentionally study their practices thus generating practical solutions to problems in their teaching and students' learning. The teachers' voices allowed us to enter their science classrooms to observe their posture and practices as reflective practitioners. They encountered issues such as culturally responsive teaching and low literacy proficiency and metacognitive skills among their struggling science learners. Their firsthand accounts provide new insights about practitioner inquiry as a tool to support teachers continuous learning, regardless of the disciplinary content areas. The book therefore provides a blueprint that can inform inservice teacher educators and support school and district administrators as they seek to nurture teachers' professional growth.

This book explores theory and best practices to improve teaching and learning to promote equity in the classroom in specific disciplinary areas including STEM, healthcare, and the humanities. Each chapter includes actionable pedagogical or curricular recommendations such as course assignments and lesson plans. This is the second of four edited volumes focusing on applications of the Scholarship of Teaching and Learning (SoTL) for more equitable learning opportunities.

Based on the teachings of Jesus and a biblical foundation, this book presents a new framework for education and teaching, referred to as the shalom education model, that addresses four essential questions in education (why teach, what to teach, how to teach and who are teachers?). After explaining the theoretical background of shalom, the book investigates a range of contemporary educational issues including gender identity, bullying, disability, linguistic and cultural diversity, and social justice, and presents practical guidelines that can be applied to classroom teaching. The book also emphasizes the role of teachers as missional leaders who help students unlock their full potential.

Sixty-seven years after Brown V. Board of Education, public education is more segregated and entrenched in white supremacy than in the Jim Crow Era of this nation. The authors argue that an equitable education begins when we remove white supremacy from our teacher preparation programs. This book analyzes the multiple ways in which educator preparation programs continue to center whiteness and white supremacy. Innovative and affective practices are offered by the authors to enhance our educator preparation programs to center the lived experiences of students with marginalized identities in order to create a high-quality, equitable, educational experience.

This open access book provides insight into what it takes to actively involve teachers in the curriculum design process. It examines different aspects of teacher involvement in collaborative curriculum design, with specific attention to its implications for sustainable curriculum innovation and teacher learning. Divided into six sections, the book starts out by introducing the notion of collaborative curriculum design and discusses its historical and theoretical foundations. It describes various approaches commonly adopted to actively involve teachers in the (co-)design of curriculum materials. Sections two and three provide examples of what key phases in the curriculum design process - such as needs analysis, design and development, and implementation - look like across various collaborative curriculum design projects. Section four reports on the impact of collaborative curriculum design on student learning, teacher practices, teacher professional growth, and institutional change. Building on the research evidence about the outcomes of collaborative curriculum design, section five focuses on sustainability, scaling-up and curriculum leadership issues, which are key to the continuation and further evolution of curriculum innovations. Future perspectives are addressed in section six with emphasis on the infrastructure of a sustainable curriculum innovation.

How to Coach: First Steps and Beyond is an essential guide for anyone starting out in the coaching profession and for existing coaches seeking to develop their craft. It is a practical introduction to the theory, skills and art of coaching. This extremely practical introduction contains numerous case studies showing theory in action, aiding in understanding of how to apply theory to actual practice in a variety of settings. The book: Uses clear, uncomplicated language throughout Explains key ideas through brief illustrations from the author's practice and quotes from leading writers on coaching Contains a wide selection of ideas, models and exercises to stimulate the reader's learning Encourages students to try things out in conversation, and reflect upon and make sense of their experiences How to Coach is a must-have book for anyone interested in coaching skillfully, ethically and effectively.

This volume shows how grassroots educational innovations and technology can be brought together in a fresh approach to human resource development in public social services. Based on a three-decade-long engagement with innovation in public education, this book provides an illustration of how teacher-driven innovations can be transformed into learning objects for technology-based professional development. It describes how innovations can be identified, screened and validated, and disseminated through two mechanisms-a clearinghouse-based approach and grassroots innovation "fairs." It then demonstrates how these innovations can form the backbone of a "third space," problem-based-learning curriculum, which can be delivered through a technology platform for large-scale professional development. The book offers guidance on practical ways of doing this, and on evaluating the curriculum's impact, with case studies of programmes that covered thousands of teachers. This book will be of interest to teachers, students and professionals in education, teacher education, digital education, information technology, communication and media studies. It will also be useful to educationists, policymakers, teacher educators, educational institutions, online education centres, and practitioners involved in professional development, education and training in developing countries.

Written by a teacher for teachers, Teaching Resilience and Mental Health Across the Curriculum is an integrative approach to pedagogy for educators at the high school and college level to survive, thrive, and sustain in the profession. Blending theory, research, and practice for a comprehensive program for teachers to incorporate well-being tools into the classroom, each of the book's five foundations includes engaging information, strategies, real-world examples, interactive reflection questions, and activities that can be directly applied to teaching and life. Practical guidance in designing real-world curriculum is offered alongside accessible strategies for engagement, investment, and active learning in student-centered classrooms. An essential guide for teachers, it includes techniques for incorporating well-being that are grounded in culturally responsive teaching, trauma-informed instruction, mental health, resilience, and emotional literacy. Teachers will also gain insight on how to make the career sustainable through practices for self-compassion and authentic self-care so they can not only survive, but flourish in and out of school. For all the challenges that students and teachers face, this book defines what it means, and what it takes, to teach in today's classrooms.

This volume offers a critical examination of educational policy in Ontario, Canada, and critiques the success of such policies in ensuring diversity and equity of access in teacher hiring. Providing comprehensive coverage of historical marginalization in the Canadian education system, the book explains the rationale and objectives of policies enacted with the aim of ensuring "bias-free", or "colourblind" hiring. Drawing on qualitative data to illustrate how educators' lived experiences often sit at odds with the inclusivity that such policies claim to achieve, the book presents the "Equity Hiring Toolkit" as a practical framework enabling educational administrators to recognize how unconscious biases and relative positions of power can implicate hiring decisions. This text will benefit researchers, doctoral students, and academics in the fields of teacher education, educational policy, and multicultural education more broadly. Those interested in the school leadership and management, as well as race and ethnic studies will also enjoy this volume.

By drawing on quantitative data and qualitative analyses of five major national education policies implemented in India over the last 15 years, this comprehensive volume explores their impact on teacher quality and perceived effectiveness, explaining how this relates to variations in student performance. Responding to a national agenda to increase the quality of the Indian teacher workforce, Teacher Quality and Education Policy in India critically questions the application of human capital theory to Indian education policy. Chapters provide in-depth and strategically structured analyses of five national policies - including the recently approved National Education Policy (NEP) 2020 - to see how Indian policymakers use teacher quality as a driver and measurement of education and national economic development. Ultimately, the text offers evidence-based policy recommendations to improve teacher quality in India, suggesting that while all five policies have contributed significant frameworks and recommendations for teacher quality reform, they have failed to move beyond a symbolic function. Given its rigorous methodological approach, this book will be a valuable addition to the under-researched question of education policymaking in postcolonial contexts. It will be an indispensable resource not only for scholars working on policymaking in the Indian context, but also for those working at the intersection of education, teacher development, and policymaking in developing countries.

* Promotes inclusion in general education environments, while maintaining a secure "home base" in the therapeutic program classroom * Takes a building block by building block approach to describing the components of an effective therapeutic inclusion program, including the program's central classroom, staff roles and qualifications ,staff to student ratios, and the role of administration * Intended for education and counseling professionals looking to design, implement, and maintain an effective therapeutic inclusion program

* One of the first English books about Moral Education in China * Offers a timely review of current policies and practices in Chinese Moral Education * Teachers' ethical roles is also an international concern

* Promotes inclusion in general education environments, while maintaining a secure "home base" in the therapeutic program classroom * Takes a building block by building block approach to describing the components of an effective therapeutic inclusion program, including the program's central classroom, staff roles and qualifications ,staff to student ratios, and the role of administration * Intended for education and counseling professionals looking to design, implement, and maintain an effective therapeutic inclusion program

This book is considered to be one of the pioneering studies in this area. Theoretical research on picture books and empirical research on children reading picture books greatly increased, in many cases as a result of the influence of the previous editions of this book, and continues to be a growing field Includes case studies, new and old, draws readers' attention to all the significant theoretical work in the field, provides structured advice for teachers and for those who wish to carry out their own research of this kind. Considers competing technologies and looks ahead to future developments of the picturebook on the internet, in the classroom, in the museum/gallery and in publishing. Includes a new focus on art museum education Whilst many books about picturebooks, few others explore children's response to picture books

Reconceptualizing Early Career Teacher Mentoring as Reggio-Inspired presents an innovative approach to early career art teacher mentoring informed by both the philosophy of Reggio Emilia and an ontology of immanence while simultaneously illuminating the experiences of the teacher-participants as co-inquirers within the contemporary milieu of public education in the United States. Readers are invited to travel with a group of teacher educators and early career PK-12 art teachers across a four-year journey to experience the evolving nature of a collaborative inquiry through mentoring-as-research, the Teacher Inquiry Group (TIG). The authors share significant insights regarding what it means to be an early career art teacher--especially in an educational climate steeped in neoliberal agendas, standardization, and accountability--and make potent suggestions for re-visioning entrenched approaches to mentoring and professional learning that better account for the inherent complexities of teaching in schools. Advocating for more complex understandings regarding teacher subjectivity and the contextual forces at work in schools, the authors provoke an expanded vision of how mentoring can be imagined, practiced, and lived in current educational contexts. The authors employ key orientations grounded in the Reggio Emilia philosophy to reimagine an under-researched and undertheorized area of study in art education---early career teacher mentoring--that has implications for teachers at all levels and across all disciplines. This volume is essential reading for scholars and professionals across the fields of art education, teacher preparation, teacher education, and mentoring. It will appeal to educational researchers, K-12 practitioners, teacher educators, and administrators working with new teachers, as well as those interested in mentoring, Reggio Emilia, professional learning and development, art and aesthetic education, and emergent, process-oriented research methodologies.

This book aims to present the results of research in the sphere of business language and culture, as well as the experience of pedagogical staff and practitioners concerned with broadly understood business. The highly complex nature of contemporary business environment, approached from both the theoretical and practical standpoint, does not cease to prove that research into business studies cannot be dissociated from the cultural and linguistic context. The chapters included in this book were contributed by academics and practitioners alike, which offers a balanced approach to the topic and ensures high levels of diversity together with an undeniable homogeneity. They were gathered with a view to show various aspects of business language, perceived both as a medium of communication and as a subject of research and teaching. They are concerned with business culture as well, including business ethics and representations of business in popular culture. Owing to its multidisciplinary approach, the book presents a roadmap towards successful functioning in business settings, highlighting such issues as education for business purposes, the study of language used in business contexts, the aspects of cross-cultural communication, as well as ethical behaviour based upon different values in multicultural business environments. Given its multifarious character, the book surely appeals not only to academics, but also to the interested laymen and students who wish to expand their knowledge of business studies and related phenomena.

This volume is the first handbook that brings together cutting-edge international research on teacher ethos from a broad array of disciplines. The main focus will be on research that illustrates current conceptualizations of ethos and its importance for acting effectively and responsibly in and out of the classroom. Research will encompass updated empirical and philosophical work that points to the difference in learning when teaching is practised as a moral activity instead of a merely functional one. Authors are among the world's foremost researchers whose work crosses over from moral education into psychology, neuroscience, sociology, philosophy, pedagogy, and curriculum, drawing on these various fields of research. Today, more than ever, we understand that teachers, like other professionals, need more than subject-matter expertise for acting responsibly and doing their best in their daily duties. Doing so requires possessing a guiding system of professional ethics, moral positioning, goals, norms, and values - in other words: a professional ethos. While the handbook concentrates on Western domains in the current era, the work will extend to other cultures and times as well. With this comprehensive range of perspectives, the book will be attractive and useful for researchers on teachers and teaching as well as for teacher educators, curriculum designers, educational officials, and, last-but-not-least, anyone who is interested in what makes a good teacher. This volume is also a tribute to Fritz Oser, a leading scholar in research on ethos, who sadly passed-away during the compilation of this handbook.

The issues addressed in this easy to read book address the most common issues faced by new or veteran principals such as: attributes of successful principals, leading instructional improvement, crafting a school improvement plan, overcoming resistance from naysayers, leading effective teams, creating conditions for the success of teachers, motivating unmotivated staff, increasing the attendance of students, handling disciplinary issues to help students become self-managed, communication strategies to build respect for the school, maximizing the use of time, and handling conflict productively. It also contains a chapter entitled, "Friendly Advice" with prudent advice for school leaders in any stage of their career. The proven strategies in each chapter are based upon bedrock principles-unassailable values that will help principals ground their actions in student-centered, achievement-oriented, relationship-filled leadership. In short, Inside the Schoolhouse is a compendium of dozens of practical, proven strategies to enable principals to flourish in their highly important roles.

Design and technology is a relatively new subject compared to more traditional subjects, and during its brief existence, it has garnered widespread debate in schools. This book aims to explore some of these debates and challenges the reader with new perspectives about the subject by presenting and questioning arguments about the purpose, content and place of design and technology in the school curriculum. It will encourage the reader to critically reflect on their own beliefs and practices to reach informed judgements and perspectives that will affect how they teach and think about design and technology. Exploring the major issues that design and technology teachers encounter in their professional lives as well as introducing new topics they may never have considered before, this comprehensive second edition has been fully updated with 16 chapters focusing on emerging and enduring debates: How do we do race in design and technology? What's so special about design and technology anyway? What is design cognition in design and technology classrooms? What is the potential of feedback in the creative processes of a design and technology classroom? Does food fit in design and technology? What is the role of making in design and technology? With its combination of expert opinion and fresh insight, Debates in Design and Technology Education is the ideal companion for any student or practising teacher engaged in initial training, continuing professional development or master's-level study.

How can schools shoulder some responsibility for depolarizing our fractured American society? In this provocative new book, Kent Lenci describes how educators can tackle the challenge of preparing students to communicate and collaborate across lines of deep disagreement-to face the political and ideological "other"-despite the conventional wisdom that schools should be apolitical. Topics covered include the causes and consequences of political polarization in our society, why schools must address the challenge head-on, bridge-building in the classroom, media literacy and social emotional learning as tools for depolarization, and partnering with parents across the divide. Each chapter offers current research as well as practical strategies and classroom anecdotes. Appropriate for teachers of all grade levels and subject areas, the book will help you reconsider your classroom and school's role in forging a more depolarized future.

* This book is drawn together by the 2019-2020 class of the American Council on Education (ACE) Fellows, who were placed within diverse colleges and universities and connected to their home institutions as well, and had a unique opportunity to witness the extraordinary measures taken across the country and across institutional types during this historic crisis. * Observations on Equity -textboxes in each chapter that focus on responses regarding issues of equity, inclusion and diversity. * Leadership Insights - textboxes that quote leaders across the US who particular insights on the topics presented in the chapters.

Teaching at Scale explores the characteristics and parameters of large-scale online learning by identifying, in its perceived drawbacks, a wealth of educational opportunities in disguise. Scalable learning platforms have exploded in popularity over recent years, with MOOCS (massive open online courses), online degree programs, informal learning communities, and alternative credentials all drawing significant enrollments. But, as many educators are asking, are the challenges to delivering education at scale too great and the compromises too many? This book guides instructors to leverage their complex responsibilities-open-ended assessments at scale, individuated feedback to students, academic integrity in less controlled environments, and more-into significant assets. Informed by real-world institutional experience as well as key research in cognitive science and the learning sciences, each chapter provides practical strategies for educators and administrators seeking to solve problems and fulfill the high-quality, broad-access potential of large-scale instruction for lifelong learners.