Develop transformational professional development programs that build and sustain your school community In The PD Book, bestselling author Elena Aguilar and co-author Lori Cohen offer seven habits--and a wealth of practical tools--that help you transform professional development. In this book, you'll learn how to inspire adult learners, the importance of having clear purpose, and how to navigate power dynamics in a group. You'll also learn a new way to plan PD that allows you to attend to details and be a responsive facilitator. The dozens of tips and tricks, anecdotes and research, and tools and resources will enable you to create the optimal conditions for learning. You'll also: Craft effective outcomes for your adult students and design an agenda that aligns with adult learning principles Use storytelling as a tool for effective workshops and trainings Plan backwards from evaluations and outcomes to create powerful and lasting educational experiences Ideal for educational leaders and administrators, professional development facilitators, coaches, and positional leaders in both K-12 and higher education, The PD Book is an incisive resource offering concrete strategies for educators at all levels.

Anglophone Literature in Second Language Teacher Education proposes new ways that literature, and more generally culture, can be used to educate future teachers of English as a second language. Arguing that the way literature is used in language teacher education can be transformed, the book foregrounds transnational approaches and shows how these can be applied in literature and cultural instruction to encourage intercultural awareness in future language educators. It draws on theoretical discussions from literary and cultural studies as well as applied linguistics and is an example how these cross-discipline conversations can take place, and thus help make Second-language teacher education (SLTE) programs more responsive to the challenges faced by future English-language teachers. Written in the idiom of literary scholarship, the book uses ideas of intercultural studies that have gained widespread support at research level, yet have not affected literature-cultural curricula in SLTE. As the first interdisciplinary study to suggest how SLTE programs can respond with curricula, this book will be of great interest for academics, scholars and post graduate students in the fields of applied linguistics, L2 and foreign language education, teacher education and post-graduate TESOL. It has universal appeal, addressing teaching faculty in any third-level institution that prepares language teachers and includes literary studies in their curriculum, as well as administrators in such organizations.

By applying philosophical and historical perspectives to drawing instruction, this volume demonstrates how diverse teaching methods contribute to cognitive and holistic development applicable within and beyond the visual arts. Offering a new perspective on the art and science of drawing, this text reveals the often-unrecognized benefits that drawing can have on the human mind, and thus argues for the importance of drawing instruction despite, and even due to contemporary digitalization. Given the predominance of visual information and digital media, visual thinking in and through drawing may be an essential skill for the future. As such, the book counters recent declines in drawing instruction to propose five Paradigms for teaching drawing - as design, as seeing, as experience and experiment, as expression, and as a visual language - with exemplary curricula for pre-K12 art and general education, pre-professional programs across the visual arts, and continuing education. With the aid of instructional examples, this volume dispels the misconception of drawing as a talent reserved for the artistically gifted and posits it as a teachable skill that can be learned by all. This text will be of primary interest to researchers, scholars, and doctoral students with interests in drawing theory and practice, cognition in the arts, positive psychology, creativity theory, as well as the philosophy and history of arts education. Aligning with contemporary trends such as Design Thinking, STEAM, and Graphicacy, the text will also have appeal to visual arts educators at all levels, and other educators involved in arts integration.

* Aligned with CCSS in ELA and math, and NAGC's gifted programming standards * Able to be used in both general and gifted programs, and can be adapted for solo or class-wide use. * Features detailed lesson plans, handouts, and answer keys/rubrics to make it easy for teachers to quickly use this in their classrooms.

This handbook provides a global overview of the design, implementation and assessment of academic development centers within higher education institutions. The current nature of our complex, rapidly changing world makes it imperative that colleges and universities worldwide find ways to educate their students in new and better ways: this is reflected in a change in focus from teaching and testing to maximizing student learning in line with the core mission of ADCs to ensure students achieve the best possible learning outcomes. This handbook builds on this transformation, as well as the foundational ADC structure and programming guidelines established by the Professional and Organizational Development Network, to offer a comprehensive exploration of professional development in the sector. This handbook is global in scale and comprehensive in scope, addressing various key topics such as organizational structure and leadership, funding, and program design. It calls for professors and academics to reflect on and adapt their methods of teaching independent to their research, and provides helpful frameworks and case studies for researchers designing centers or seeking models for additional programs.

This second volume of Diverse Pedagogical Approaches to Experiential Learning (Palgrave, 2020) contains a new collection of experiential learning (EL) reflections, case studies, and strategies written by twenty-eight authors across sixteen academic disciplines. Like the first volume, the chapters describe the process of developing, implementing, facilitating, expanding, and assessing EL in courses, programs, and centers both locally and globally. The authors take on new themes in this collection, including discussions on the intersections of experiential learning with race and privilege, cross-cultural competencies, power and gender, professional development and vocational discernment, self-inquiry and reflection, social justice, and more. The authors also address the importance of adapting new pedagogical approaches to EL in response to challenges in higher education presented by the global coronavirus pandemic.

'Adrian Bethune is an inspiration and this book should be required reading for everyone involved in teaching young children.' - Dr Mark Williamson, Director of Action for Happiness, @actionhappiness This award-winning guide for teaching wellbeing and positive mental health in primary schools is packed with practical ideas for every classroom. This timely updated edition recognises the need for more guidance in schools following pupils' rising levels of stress, anxiety and depression due to the pandemic. Evidence has shown that happy people (those who experience more positive emotions) perform better in school, enjoy healthier relationships, are generally more successful and even live longer! Many schools and teachers are looking for accessible ways to address these mental health problems in young people, and this revised edition is the essential tool needed to support healthy emotional development in the primary classroom. The book includes new chapters on: - the importance of nature for health, behaviour and concentration, - digital wellbeing and helping children to navigate life online in a healthy way, - and includes updated statistics and research on mental health and wellbeing of children and teachers. In this must-read book, experienced teacher and advisor on children's wellbeing, Adrian Bethune, takes the latest evidence and research from the science of happiness and positive psychology and brings them to life. Wellbeing in the Primary Classroom is packed full of tried-and-tested activities and techniques, including mindfulness, positive reflection, physical activity and acts of kindness.

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 book discusses examples of discrete mathematics in school curricula, including in the areas of graph theory, recursion and discrete dynamical systems, combinatorics, logic, game theory, and the mathematics of fairness. In addition, it describes current discrete mathematics curriculum initiatives in several countries, and presents ongoing research, especially in the areas of combinatorial reasoning and the affective dimension of learning discrete mathematics. Discrete mathematics is the math of our time.' So declared the immediate past president of the National Council of Teachers of Mathematics, John Dossey, in 1991. Nearly 30 years later that statement is still true, although the news has not yet fully reached school mathematics curricula. Nevertheless, much valuable work has been done, and continues to be done. This volume reports on some of that work. It provides a glimpse of the state of the art in learning and teaching discrete mathematics around the world, and it makes the case once again that discrete mathematics is indeed mathematics for our time, even more so today in our digital age, and it should be included in the core curricula of all countries for all students.

Unequivocally, advocacy for bilingual learners has been at the forefront of educators' work and has also led to critical theoretical advancements and policies. Nevertheless, the bilingual education field has been challenged by "unsystematic curricular innovations and few important pedagogical advances" (Garci a, in Adelman Reyes & Kleyn, 2010, p. viii). As a result, research on curricular and pedagogical innovations in bilingual teacher education and its impact on bilingual curriculum and instruction is still nascent. This edited volume extends our field of studies by highlighting novel 21st century curricular designs and pedagogical practices in the preparation of future bilingual teachers and their relevance for advancing curriculum, instruction, and educational achievement across bilingual school contexts. In particular, the volume provides a much-needed overview of innovative bilingual teacher preparation practices designed and implemented to develop bilingual teacher professionals equipped to effect curricular and pedagogical changes in bilingual settings. As such, two main questions guiding the orchestration of the volume are: (a) What innovative curricular and pedagogical designs characterize the field of bilingual teacher education in 21st century? and (b) How do or could these innovative curricular and pedagogical approaches for educating future bilingual teachers influence teacher practices in bilingual contexts for advancing curriculum, pedagogy and the achievement of bilingual learners? Following the knowledge construction process characterizing how new curricular and pedagogical developments are established in the field of bilingual teacher education, a distinctive feature of the volume pertains to how its twelve chapters are organized along efforts to develop, implement, and/or research innovative bilingual teacher preparation practices from a range of theoretical, analytical, and research traditions.

* Addresses a growing interest in understanding the unique epistemological perspectives of historically silenced groups and how those perspectives might both challenge hegemonic norms and expand opportunities for belongingness. * Contributors include the leading foundational and contemporary voices on the positionality and contributions of Black women in U.S. higher education * Emphasizes Black female agency as the authors propose equity-based policies and practices that facilitate inclusion

Student Writing Tutors in Their Own Words collects personal narratives from writing tutors around the world, providing tutors, faculty, and writing center professionals with a diverse and experience-based understanding of the writing support process. Filling a major gap in the research on writing center theory, first-year writing pedagogy, and higher education academic support resources, this book provides narrative evidence of students' own experiences with learning assistance discourse communities. It features a variety of voices that address how academic support resources such as writing centers have served as the nucleus for students' (i.e., both tutors and their clients) sense of community and self, ultimately providing a space for freedom of discourse and expression. It includes narratives from writing tutors supporting students in unconventional spaces such as prisons, tutors offering support in war-torn countries, and students in international centers facing challenges of distance learning, access, and language barriers. The essays in this collection reveal pedagogical takeaways and insights about both student and tutor collaborative experiences in writing center spaces. These essays are a valuable resource for student writing tutors and anyone involved with them, including composition instructors and scholars, writing center professionals, and any faculty or administrators involved with academic support programs.

* New edition includes updates for cultural relevancy (non-white characters and names, less emphasis on gender roles). * Features full color illustrations. * Filled with critical thinking activities that teachers or parents can use with gifted pre-readers.

Trauma is a public health crisis. High rates of trauma exposure among youth and the impact that experiences of trauma can have on students' psychosocial and academic outcomes are well-established. These traumatic events do not live outside of the scope of schools and teaching. As children and teachers develop communities within their classrooms and schools, trauma comes with those who have experienced it, whether invited or not (Bien & Dutro, 2014). This extended time that teachers spend with students inherently provides opportunity to witness students' lived experiences (Caringi et al., 2015; Motta, 2012). These experiences capture many facets of students' lives, including traumatic events; however, many teachers indicate that they feel unprepared to address students who have experienced trauma in meaningful and sustainable ways (Caringi et al, 2015). In response, many schools and districts have adopted trauma-informed practices (Overstreet & Chafouleas, 2016). This text addresses the gap in the literature in embedding trauma-informed practices into pre-service teacher education. This text provides examples of the various ways educator preparation faculty are developing and implementing trauma-informed practices across their programs, instituting broader curricular shifts to incorporate trauma-informed practices, shifting pedagogical practices to include trauma-informed practices and collaborating across disciplines in order to ensure that teacher candidates are thoughtfully prepared to address students' needs and create classroom environments that are equitable, safe and sustainable for students and teachers.

In returning to the classroom, schools are at a crossroads and uniquely positioned to recreate and reinvent themselves. The current issues of equity, social-emotional sensitivity, curriculum reform, civic involvement, public health policy and environmental infrastructure are opportunities to build more responsive schools with students better prepared for the future.

Addressing underlying issues in science education and teacher training, which contribute to continued underrepresentation of racial and ethnic minority students in STEM and STEAM subjects and careers, this timely volume illustrates how a critical postmodern science pedagogy (CPSP) can be used effectively to raise awareness of diversity issues amongst preservice teachers. Using a case study design consisting of class observations, interviews, content analysis, questionnaires, and instructional interventions in preservice teacher training, the volume bridges science and multicultural education and investigates how curricular development and teacher preparation can be used to ensure that science education itself promotes diversity within STEM, and throughout education. Chapters also examine the intersections of science education and science literacy for both students and teachers and, in doing so, promote the importance of positive and accurate representation of diversity within science and research discourse. The book attempts to raise awareness regarding the need for meaningful curricular reform that creates real opportunities to address historical and scientific misinformation, while increasing diversity and inclusion in schools and society. This important text will be of interest to postgraduate students, researchers, scholars, and preservice teachers in the fields of science and mathematics education, STEM, multicultural education, teacher education, urban education, and the sociology of education.

In this book, a group of researchers and educators consider in detail the possibilities and tensions of curriculum-making in early childhood education. The book discusses a wide range of issues related to postfoundational approaches to curriculum, such as the images of children and educators, pedagogical narrations, reflective practice, transitions and routines, the visual arts, social change, and family-educator involvement in the classroom.

Responding to the linguistic and cultural diversity of the U.S. K-12 student population and an increasing emphasis on STEM, this book offers a model for professional development that engages teachers in transformative action research projects and explicitly links literacy to mathematics and science curriculum through sociocultural principles. Providing detailed and meaningful demonstrations of participatory action research in the classroom, Razfar and Troiano present an effective, systemic approach that helps preservice teachers support students' funds of knowledge. By featuring teacher and researcher narratives, this book centers teacher expertise and offers a more holistic and humanistic understanding of authentic and empathetic teaching. Focusing on integrating instructional knowledge from ESL, bilingual, and STEM education, the range of cases and examples will allow readers to implement action research projects in their own classrooms. Chapters include discussion questions and additional resources for students, researchers, and educators.

This book is a collection of full papers based on the peer-reviewed submissions accepted for the ERIDOB 2020 conference (which was cancelled due to COVID-19). ERIDOB brings together researchers in Biology Education from around the world to share and discuss their research work and results. It is the only major international conference on biology education research, and all the papers therefore are written by international researchers from across Europe (and beyond), which present the findings from a range of contemporary biology education research projects. They are all entirely new papers describing new research in the field. The papers are peer-reviewed by experienced international researchers selected by the ERIDOB Academic Committee. The papers reflect the ERIDOB conference strands by covering topics on: Socioscientific issues, Nature of Science and scientific thinking Teaching and learning in biology Perceptions of biology and biology education Textbook analysis Outdoor and environmental education By providing a collection of new research findings from many countries, this book is a great resource for researchers and practitioners such as school, college and university biology teachers' around the world. It is useful for training biology teachers and therefore valuable to teacher training institutions.

The emergence of national education in France is often viewed as a struggle between spiritual and secular authorities, church and state. When one looks at the role of literature in education, however, a different picture appears. By assuming control over the teaching of French language and literature, the state claimed spiritual guardianship over the nation. The issue was therefore not so much of conflict between spiritual and secular forces, as the attempt by one institution to appropriate the spiritual authority of another. Situated at the intersection of history and literary criticism, this book casts new light on literary pedagogy, canon formation, and the relationship between culture and the modern French state.

Written by reading research expert Keith Topping, who has had many roles in assessment, including serving on the International Reading Association task force. Appropriate for a variety of educators who make decisions on reading programs, including teachers, instructional/literacy coaches, librarians, curriculum supervisors, and more. Contains practical strategies that districts can use to improve implementation of online tools, which are growing in importance due to COVID-19.

Designed to assist educators of young children in building awareness of their roles as members of a global community in an increasingly divided world, this essential guide is an illuminating resource which answers the question: "Is it possible to teach global citizenship in the first five years of life?" Global Citizenship Education for Young Children takes a close look at the practice of two preschools with vastly different histories, curricula and demographics and introduces readers to the range of possibilities that exist within early childhood global citizenship education. Snapshots of practice, strategies to employ and opportunities for self-reflection provide readers with concrete guidance for how to build learning environments that encourage global citizenship in the first years of life.

This book provides an overview of recent trends and developments in the field of English language education. It showcases research endeavors from a heterogenous group of scholars from different parts of the world and brings together perspectives from both experienced and emerging scholars. This book provides a platform for established as well as emerging practitioners and scholars in the field of English Language Teaching to share their research. It synthesizes local expertise and culture with innovative ideas from other contexts and brings theory and practice together in one volume.

English Medium Instruction in Multilingual and Multicultural Universities analyses the issues related to EMI at both a local and international level and provides a broad perspective on this topic. Drawing on field studies from a Northern European context and based primarily on research carried out at the University of Copenhagen, this book: introduces a topical global issue that is central to the higher education research agenda; identifies the issues and challenges involved in EMI in relation to central linguistic, pedagogical, sociolinguistic and socio-cultural concepts; captures university lecturers' experiences in the midst of curricular change and presents reflections on ways to navigate professionally in English to meet the demands of the multilingual and multicultural classroom. English Medium Instruction in Multilingual and Multicultural Universities is key reading for researchers, pre- and in-service teachers, university management, educational planners, and advanced students with an interest in EMI and the multilingual, multicultural university setting.

-Showcases practical ways PreK-12 teachers can implement sustainable projects and practices in their classrooms and schools, from beginner projects (recycling, composting, gardens) to school-wide initiatives (energy audits, building community partnerships). -Includes real-world case studies from the US and elsewhere, including action photos and detailed walkthroughs of green schools in action. -Focuses on low- or no-budget projects for teachers, as well as those that foster the development of critical thinking skills, promote project-based learning, and consider the environment as a learning tool. -Includes additional resources for teachers and schools to further embed sustainability in their programs and curriculum.