From the best-selling author of How Are You Feeling Today?, this thoughtful picture book teaches children how to find new ways of expressing themselves. 'Why am I losing my temper?' 'Why am I being grumpy?' This important book prompts children to question certain behaviours and why they happen. Addressing common situations in a sympathetic and humorous way, What Makes Me Do The Things I Do? answers key behavioural concerns and encourages children to self-reflect, consider how their actions affect others and manage their emotions. This book is ideal for sharing with young children, or to give to older children to read independently. Written in child-friendly language, this picture book explores 12 typical behaviours that children engage in - such as temper tantrums, telling lies or cheating - and offers 12 constructive behaviours to consider instead, like staying calm, being honest or playing fairly. There are fun, colourful illustrations by Sarah Jennings throughout and helpful notes for parents and carers at the back of the book, with tips for encouraging positive behaviour early on.

Because school history often relies on reading and writing and has its own discipline-specific challenges, it is important to understand the language demands of this content area, the typical writing requirements, and the language expectations of historical discourse. History uses language in specialized ways, so it can be challenging for students to construct responses to historical events. It is only through a focus on these specialized ways of presenting and constructing historical content that students will see how language is used to construe particular contexts. This book provides the results of a qualitative study that investigated the language resources that 8th and 11th grade students drew on to write an exposition and considered the role of writing in school history. The study combined a functional linguistic analysis of student writing with educational considerations in the underresearched content area of history. Data set consisted of writing done by students who were English language learners and other culturally and linguistically diverse students from two school districts in California. The book is an investigation of expository school history writing and teachers' expectations for this type of writing. School history writing refers to the kind of historical writing expected of students at the pre-college levels. The audience for the book includes researchers and students in advanced undergraduate and graduate courses in applied linguistics and education. The book is particularly valuable for those interested in applications of systemicfunctional linguistics in education. The issues covered in the book make it appropriate for those concerned with the expectations and challenges of literacy development in secondary content area classes.

Inventions, Inventors, and You is a comprehensive unit that will not only acquaint students with significant inventions and inventors, but will also give them techniques for being more creative. Inventions, Inventors, and You takes invention out of the history books and brings it to life. This combination of research and creativity training allows students to explore how our lives have been affected by inventions while they build their own creative skills. Inventions, Inventors, and You offers something for every teaching and learning style. The teacher's section gives outlines for directed lessons, warm up ideas and guidelines for learning centers and bulletin boards, as well as pretest and invention reference lists. The student section includes reproducible worksheets that explore inventions, inventors, the inventive process, and 27 project ideas. These activities take your class through the entire inventive process with many opportunities for side trips. Use for a unit on creative thinking or on the history and social impact of inventions or to enhance the study of famous inventors. From a youngster's playful attempts to use objects in new ways, to the adult's efforts to solve everyday problems, we see the inventive mind analyzing at all times. If you're planning an invention convention, put this book on your must-have list! Grades 3-7

A discussion of teaching writing in both computer-supported and traditional classrooms. It addresses areas such as: teaching and learning about writing; classroom dynamics - interaction and classroom design; curriculum design; and the technological complexities of computers and networks.

Rhetorical Ways of Thinking focuses on how the co-construction of learning models the interpretation of a mathematical situation. It is a comprehensive examination of the role of sociocultural-historical theory developed by Vygotsky. This book puts forward the supposition that the major assumptions of sociocultural-historic theory are essential to understanding the theory's application to mathematical pedagogy, which explores issues relevant to learning and teaching mathematics-in-context, thus providing a valuable practical tool for general mathematics education research. The most important goal, then, is to exemplify the merging of the theory with practice and the subsequent applications to mathematics teaching and learning. This monograph contains five chapters, including a primer to Vygotsky's sociocultural historic theory, three comprehensive empirical studies examining: prospective teachers' perception of mathematics teaching and learning and the practice of scaffolded instruction to assist practicing teachers in developing their understanding of pedagogical content knowledge. Finally, the book concludes with a contextualization of the theory, linking it to best practices in the classroom.

English teaching and learning Teacher Guide for Year 8 (age 11/12) Works with the Student Book and Teacher Guide from the Inspire English series Full coverage of the KS3 (11-14) National Curriculum in English and the iLowerSecondary Curriculum Designed for International Schools around the world but also suitable for the UK Supports the mastery of specific skills in English through a rigorous curriculum-linked approach

180 Days of Problem Solving is a fun and effective daily practice workbook designed to help students improve critical-thinking and reasoning skills. This easy-to-use kindergarten workbook is great for at-home learning or in the classroom. The engaging standards-based activities cover grade-level skills with easy to follow instructions and an answer key to quickly assess student understanding. Students will focus on one skill each week to learn the problem-solving process: think, plan, solve, and explain. Watch as students build problem solving skills with these quick learning activities.Parents appreciate the teacher-approved activity books that keep their child engaged and learning. Great for homeschooling, to reinforce learning at school, or prevent learning loss over summer.Teachers rely on the daily practice workbooks to save them valuable time. The ready to implement activities are perfect for daily morning review or homework. The activities can also be used for intervention skill building to address learning gaps.

Help students improve their mastery of the English language and acquire the keys for understanding thousands of words by studying Greek and Latin word parts (prefixes, root words, and suffixes). This is one of the most complete, usable presentations of vocabulary development using word parts you will find. A knowledge of word parts gives students a head start on decoding words in reading and testing situations. This is the first book in the two-book series. Each of the well-developed lessons in this text includes: one to three word parts along with meanings and sample words, five vocabulary words that use the prefixes or root words, definitions and sample sentences for each of the five words, a practice exercise that lets students apply knowledge of the words and their meanings, and a one-page review worksheet for one or two lessons that presents more unique opportunities to work with the prefixes and root words and to see how they are combined with suffixes. In addition to the student pages, the teacher's information section includes: an extensive listing of the most common prefixes, root words, and suffixes; their meanings and sample words; additional words for each lesson; and lesson ideas to supplement the word being studied. For older students, use Red Hot Root Words, Book 2. Grades 3-5

Dialogue and Learning in Mathematics Education is concerned with communication in mathematics class-rooms. In a series of empirical studies of project work, we follow students' inquiry cooperation as well as students' obstructions to inquiry cooperation. Both are considered important for a theory of learning mathematics.
Special attention is paid to the notions of dialogue' and critique'. A central idea is that dialogue' supports critical learning of mathematics'. The link between dialogue and critique is developed further by including the notions of intention' and reflection'. Thus a theory of learning mathematics is developed which is resonant with critical mathematics education.

"Rasch Analysis in the Human Sciences" helps individuals, both students and researchers, master the key concepts and resources needed to use Rasch techniques for analyzing data from assessments to measure variables such as abilities, attitudes, and personality traits. Upon completion of the text, readers will be able to confidently evaluate the strengths and weakness of existing instrumentation, compute linear person measures and item measures, interpret Wright Maps, utilize Rasch software, and understand what it means to measure in the Human Sciences.

Each of the 24 chapters presents a key concept using a mix of theory and application of user-friendly Rasch software. Chapters also include a beginning and ending dialogue between two typical researchers learning Rasch, "Formative Assessment Check Points," sample data files, an extensive set of application activities with answers, a one paragraph sample research article text integrating the chapter topic, quick-tips, and suggested readings.

"Rasch Analysis in the Human Sciences" will be an essential resource for anyone wishing to begin, or expand, their learning of Rasch measurement techniques, be it in the Health Sciences, Market Research, Education, or Psychology. "

This book examines new trends and developments in research related to the mathematical education of pre-service elementary teachers, and explores the implications of these research advances for theory and practice in teacher education. The book is organized around the following four overarching themes: pre-service teachers' mathematics content and mathematics-specific pedagogical preparation; professional growth through activities and assessment tools used in mathematics teacher preparation programs; pre-service mathematics teachers' knowledge and beliefs; and perspectives on noticing in the preparation of elementary mathematics teachers. Including contributions from researchers working in 11 different countries, the book offers a forum for discussing and debating the state of the art regarding the mathematical preparation of pre-service elementary teachers. By presenting and discussing the findings of research conducted in different countries, the book offers also opportunities to readers to learn about varying teacher education practices around the world, such as: innovative practices in advancing or assessing teachers' knowledge and beliefs, similarities and differences in the formal mathematics education of teachers, types of and routes in teacher education, and factors that can influence similarities or differences.

This book examines the critical roles and effects of mathematics education. The exposition draws from the author's forty-year mathematics career, integrating his research in the psychology of mathematical thinking into an overview of the true definition of math. The intention for the reader is to undergo a "corrective" experience, obtaining a clear message on how mathematical thinking tools can help all people cope with everyday life. For those who have struggled with math in the past, the book also aims to clarify that math learning difficulties are likely a result of improper pedagogy as opposed to any lack of intelligence on the part of the student. This personal treatise will be of interest to a variety of readers, from mathematics teachers and those who train them to those with an interest in education but who may lack a solid math background.

The goal of this book is twofold. On the one hand we want to offer a discussion of some of the more important properties of the nominal projection, on the other hand we want to provide the reader with tools for syntactic analysis which apply to the structure of DP but which are also relevant for other domains of syntax. In order to achieve this dual goal we will discuss phenomena which are related to the nominal projection in relation to other syntactic phenomena (e.g. pro drop will be related to N-ellipsis, the classification of pronouns will be applied to the syntax of possessive pronouns, N-movement will be compared to V-movement, the syntax of the genitive construction will be related to that of predicate inversion etc.). In the various chapters we will show how recent theoretical proposals (distributed morphology, anti-symmetry, checking theory) can cast light on aspects of the syntax of the NP. When necessary, we will provide a brief introduction of these theoretical proposals. We will also indicate problems with these analyses, whether they be inherent to the theories as such (e.g. what is the trigger for movement in antisymmetric approaches) or to the particular instantiations. The book cannot and will not provide the definitive analysis of the syntax of noun phrases. We consider that this would not be possible, given the current flux in generative syntax, with many new theoretical proposals being developed and explored, but the book aims at giving the reader the tools with which to conduct research and to evaluate proposals in the literature. In the discussion of various issues, we will apply the framework that is most adequate to deal with problems at hand. We will therefore not necessarily use the same approach throughout the discussion. Though proposals in the literature will be referred to when relevant, we cannot attempt to provide a critical survey of the literature. We feel that such a survey would be guided too strongly by theoretical choices, which would not be compatible with the pedagogical purposes this book has. The book is comparative in its approach, and data from different languages will be examined, including English, German, Dutch (West-Flemish), Greek, Romance, Semitic, Slavic, Albanian, Hungarian, Gungbe.

No matter what you teach, there is a 100 Ideas title for you! The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers. Each title includes at least ten additional extra-creative Bonus Ideas that won't fail to inspire and engage all learners. _______________ 'An absolute gift to the RE community' - Mary Myatt With an emphasis on all faiths and beliefs, 100 Ideas for Secondary Teachers: Outstanding RE Lessons presents tried-and-tested ideas that can be used in any lesson about religion. Andy Lewis uses his experience as Director of Religious Education to share ideas and advice on how to construct a successful RE lesson, engage students in the subject, provide effective feedback and exam techniques, and bring RE to life in the secondary curriculum. RE can be a very difficult subject to teach as many of the topics that come up can be challenging to discuss with young people, especially with the complexities in legal status, curriculum content and public perceptions. God, ethics, death - just a few topics that could cause controversy in your classroom! Covering a range of different faiths, beliefs and worldviews, this book is suitable for all RE teachers regardless of the syllabus they are teaching. 100 Ideas for Secondary Teachers: Outstanding RE Lessons is the essential resource for helping students to develop an understanding between communities and eradicate religious prejudices and stereotypes, with cross-curricular strategies that reach out to members of local faith communities and use technology to 'visit' sacred sites.

Diversity in Information Technology Education: Issues and Controversies sheds light on the status of diversity in the field of IT education. It identifies a wide range of problems that educators face on a daily basis, and gives practical, applicable solutions, mainly by showcasing successful and replicable examples. The chapters in ""Diversity in Information Technology Education: Issues and Controversies"" present research and introspection on race, gender, national origin, disability and other diversity categories. The examples, success stories from retention efforts, and strategies in assessment that account for diversity, and all supplement the topics with practical examples. If an instructor is planning on infusing diversity topics into the curriculum, this book contains pertinent information on how to identify problems and face issues.

The best way to teach democracy has been the subject of an ongoing debate for 2,500 years. Unlike most books about teaching democracy, this one spends more time on how to teach democracy than the what and why of teaching democracy. It punctures the irony of teaching democracy by lectures and superior teachers. In its place, this book provides a variety of illustrations for the teaching of democracy in an experiential and egalitarian fashion. The introduction presents a theoretical and analytical framework of democracy and democratic pedagogy. The six chapters cover topics such as structuring a democratic classroom; democratic practices that empower students; problem solving and community service that make the classroom a laboratory for democracy; and university-based programs of democratic alternatives that serve the community. The volume's treatment of community organization, students as collaborators, personal empowerment, the community of need and response, and the democratic organization expresses its preference for direct democratic participation.

In a changing world that demands new skills, a vital concern of public education is the gap in academic performance between low- and high-achieving students. There is no excuse for the achievement gaps that persist among poor and minority students in schools today. All students can succeed at high levels, regardless of race, ethnicity and economic background. Several countries have successfully confronted inequities in achievement, demonstrating that any school can close achievement gaps regardless of the community they serve, and that all students can achieve at high levels when they are provided with the right opportunities. This book is about understanding what factors selected countries have applied to promote progress and what factors contribute to progress in the closing of achievement gaps. It is about creating opportunities for all students.
"Closing the Achievement Gap from an International Perspective: Transforming STEM for Effective Education" is written in response to rising concern for the improvement of quality education - especially in mathematics and science - provided to all students. The contributors take a systematic view of the subject, beginning with a cross-national analysis of teacher qualifications and the achievement gap that spans 50 countries. The content of the book is organized in sections describing education around the globe: North and South America, Europe, Asia, Africa and Australia. Individual chapters offer close-up analysis of efforts to close achievement gaps in the U.S. and Canada, Mexico, England, Turkey, China, South Africa and Australia among many others.The contributors provide information on the achievement gap in mathematics and science, review current research, and present strategies for fostering improvement and raising performance with a focus on school-related variables that adversely affect educational outcomes among poor and minority students. The authors of the various chapters looked at how students' data correlated with classroom practices, teacher instruction and academic programming, as part of their efforts to measure student growth. Qualitative and quantitative data are provided to provide evidence not only of the problem, but also for the solution. The book concludes with a chapter on promoting equality and equity to shrink the achievement gap worldwide."

Descriptive and evaluative annotations of more than 1,000 books and articles in religious education and related fields are featured in this guide. Since religious education draws necessary guidance from other disciplines, pertinent literature is canvassed from theology, philosophy, and history of education; behavioral studies of religion and education; and multidisciplinary treatments. Special care has been taken to include materials that represent the interfaith and international aspects of the field. A bibliographical essay that interprets and evaluates positions and trends is included in each category. A resource for scholars, students, historians, and researchers.

Educational theory is explored as it has influenced and provided insights for religious education. The vast literature in the theory and practice of religious education is dealt with in several categories. The section on theory explores basic issues, important positions, and major figures. The section on administration deals with planning, organization, management, and supervision. Program, curriculum, and method are considered together because they so often overlap in the literature. Since religion is a persistent concern in schools and in institutions of higher education, special sections are devoted to the issues involved and the proposals put forward. A final section covers reference works.

This edited book provides a global view on evolution education. It describes the state of evolution education in different countries that are representative of geographical regions around the globe such as Eastern Europe, Western Europe, North Africa, South Africa, North America, South America,Middle East, Far East, South East Asia, Australia, and New Zealand.Studies in evolution education literature can be divided into three main categories: (a) understanding the interrelationships among cognitive, affective, epistemological, and religious factors that are related to peoples' views about evolution, (b) designing, implementing, evaluating evolution education curriculum that reflects contemporary evolution understanding, and (c) reducing antievolutionary attitudes. This volume systematically summarizes the evolution education literature across these three categories for each country or geographical region. The individual chapters thus include common elements that facilitate a cross-cultural meta-analysis. Written for a primarily academic audience, this book provides a much-needed common background for future evolution education research across the globe.

Chapters in this book recognize the more than forty years of sustained and distinguished lifetime achievement in mathematics education research and development of Jeremy Kilpatrick. Including contributions from a variety of skilled mathematics educators, this text honors Jeremy Kilpatrick, reflecting on his groundbreaking papers, book chapters, and books - many of which are now standard references in the literature - on mathematical problem solving, the history of mathematics education, mathematical ability and proficiency, curriculum change and its history, global perspectives on mathematics education, and mathematics assessment. Many chapters also offer substantial contributions of their own on important themes, including mathematical problem solving, mathematics curriculum, the role of theory in mathematics education, the democratization of mathematics, and international perspectives on the professional field of mathematics education.

The Routledge Encyclopedia of Language Teaching and Learning is an authoritative handbook dealing with all aspects of this increasingly important field of study. It has been produced specifically for language teaching professionals, but can also be used as a reference work for academic studies at postgraduate level. It offers a comprehensive range of articles on contemporary language teaching and its history. Themes covered include: methods and materials assessment and testing contexts and concepts influential figures related disciplines, such as psychology, anthropology and sociolinguistics. It covers the teaching of languages, in particular Japanese, Chinese and Arabic, as well as English, French, German and Spanish. There are thirty-five overview articles dealing with issues such as communicative language teaching, early language learning, teacher education and syllabus and curriculum design. A further 160 entries focus on topics such as bilingualism, language laboratories and study abroad. Numerous shorter items look at language and cultural institutions, professional associations and acronyms. Multiple cross-references enable the user to browse from one entry to another, and there are suggestions for further reading. Written by an international team of specialists, the Routledge Encyclopedia of Language Teaching and Learning is an invaluable resource and reference manual for anyone with a professional or academic interest in the subject.

American science education is in trouble. As the United States continues to lag behind other nations in science achievement, the question is asked: how can we better get our students excited and inspired by science? This is the science teacher's duty. The irony of the education profession is that some of the most important aspects of it are the hardest to measure and replicate. The things that matter most can be the hardest to quantify. Some teachers can know the different learning styles, intelligences, and brain preferences of their students. They can know best practices of how to deliver instruction. They can do all these things and more, but still not convey imagination and passion for science to their students. But some science teachers do inspire. These special teachers seem to possess something the others don't, but what is it? Exceptional science teachers make us feel better about ourselves through their teaching of science, and bring us to a higher quality of life as a result, while some science teachers can be the leading researchers in their fields, yet leave us flat. What is the recipe for this unique, special teacher? And why is it so hard to explain and describe? The objective of this book is to uncover these aspects of teaching that are so hard to measure and quantify. This is achieved through interviewing people who are either current or retired teachers, or who were positively affected by a teacher, and also through case studies of exceptional teachers in order to quantify and explain the exact traits and personality quirks of these exceptional people. The contribution to the field of education this book hopes to achieve is the examination of the question; why do some teachers have that "X" factor, what, exactly is it, and how can we all have it?