No cutting or stapling--just fold and they're ready to use! These adorable reproducible books give emergent readers plenty of practice reading and writing each of the top 100 sight words. Each mini-book teaches one high-frequency word and features an engaging rhyming poem that kids complete, then a word search to reinforce learning. Plus, teaching tips and extension activities!

This book explores the idea that mathematics educators and teachers are also problem solvers and learners, and as such they constantly experience mathematical and pedagogical disturbances. Accordingly, many original tasks and learning activities are results of personal mathematical and pedagogical disturbances of their designers, who then transpose these disturbances into learning opportunities for their students. This learning-transposition process is a cornerstone of mathematics teacher education as a lived, developing enterprise. Mathematical Encounters and Pedagogical Detours unfold the process and illustrate it by various examples. The book engages readers in original tasks, shares the results of task implementation and describes how these results inform the development of new tasks, which often intertwine mathematics and pedagogy. Most importantly, the book includes a dialogue between the authors based on the stories of their own learning, which triggers continuous exploration of learning opportunities for their students.

This book presents the breadth and diversity of empirical and practical work done on statistics education around the world. A wide range of methods are used to respond to the research questions that form it's base. Case studies of single students or teachers aimed at understanding reasoning processes, large-scale experimental studies attempting to generalize trends in the teaching and learning of statistics are both employed. Various epistemological stances are described and utilized. The teaching and learning of statistics is presented in multiple contexts in the book. These include designed settings for young children, students in formal schooling, tertiary level students, vocational schools, and teacher professional development. A diversity is evident also in the choices of what to teach (curriculum), when to teach (learning trajectory), how to teach (pedagogy), how to demonstrate evidence of learning (assessment) and what challenges teachers and students face when they solve statistical problems (reasoning and thinking).

The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting. Jamie Victoria Barnes, creator of The Childcare Guru, uses her wealth of knowledge to present an invaluable resource filled with activities that spark creativity and encourage development and learning in a natural environment, perfect for helping young children enjoy a healthy and balanced lifestyle. The benefits of rich outdoor learning experiences are second to none. Outdoor learning offers holistic development for every child and in a fast-paced world heavily focussed on technology, forest schools provide a stimulating and relaxed environment to learn in, away from time pressures and electric devices. 50 Fantastic Ideas for Forest School presents full-colour photographs and easy-to-follow activities from Forest School TV to natural art self-portraits to get young children outside and reconnecting with the natural world, supporting their emotional and spiritual wellbeing. With over 40 books in the 50 Fantastic Ideas series there's something for everyone - whether you're a practitioner looking for new ideas or you want to try out a popular well-loved activity with a new twist. Each book offers a wide range of fun and creative activities to carry out with children aged 0 - 5 years, with lists of resources, step-by-step instructions and information about the benefits for children.

180 Days of Geography is a fun and effective daily practice workbook designed to help students learn about geography. This easy-to-use first grade 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. Each week students will explore a new topic focusing on map skills, applying information and data, and connecting what they have learned. Watch students build confidence as they learn about location, place, human-environment interaction, movement, and regions with these quick independent 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.

This book provides a common language for and makes connections between transfer research in mathematics education and transfer research in related fields. It generates renewed excitement for and increased visibility of transfer research, by showcasing and aggregating leading-edge research from the transfer research community. This book also helps to establish transfer as a sub-field of research within mathematics education and extends and refines alternate perspectives on the transfer of learning. The book provides an overview of current knowledge in the field as well as informs future transfer research.

Winner of the 2018 Outstanding Book by the Michigan Council Teachers of English Choice magazine as an Outstanding Academic Title for 2018 Winner of the 2017 AERA Division K (Teaching and Teacher Education) Exemplary Research Award This book draws upon a queer literacy framework to map out examples for teaching literacy across pre-K-12 schooling. To date, there are no comprehensive Pre-K-12 texts for literacy teacher educators and theorists to use to show successful models of how practicing classroom teachers affirm differential (a)gender bodied realities across curriculum and schooling practices. This book aims to highlight how these enactments can be made readily conscious to teachers as a reminder that gender normativity has established violent and unstable social and educational climates for the millennial generation of lesbian, gay, bisexual, transgender, intersex, (a)gender/(a)sexual, gender creative, and questioning youth.

Shakespeare is one of the world's most widely taught and most demanding authors. Fortunately, many of his plays have been adapted for film and television, and these productions are a valuable aid for helping students understand and respond to his works. This reference shows teachers and students how to master the techniques of discussing productions of his plays on film and television. It distinguishes the advantages and limitations of film and television as media for representing Shakespeare's dramas. The book then examines strategies for incorporating film and television productions in the classroom and provides many specific examples of how to write about these adaptations of the plays. The volume describes numerous educational resources, both in print and on cassette. This reference will prove invaluable to teachers and students of Shakespeare at all levels, particularly at a time when Shakespeare films are being produced at an unprecedented pace. Although Shakespeare is one of the world's most widely taught authors, he is also one of the world's most demanding. Because of the popularity and sophistication of his works, numerous film and television adaptations of his plays have been made-some decades ago and others very recently. Shakespeare films are coming out at an unprecedented rate, as audiences continue to respond to the richness of his works. These productions are a valuable means of introducing students to Shakespeare's plays, for the film and television versions reflect different interpretations of his works. Although some productions are generally considered better than others, and all have various faults and virtues, each of them teaches us something about the play and the medium. This reference book is a convenient guide for helping teachers and students master the techniques of discussing productions of the plays on film and television. It makes important distinctions between the two media, particularly about the conceptual and physical space available in each and the choices that space, or lack of it, impose on production. Central to the book is the concept of script, the words from which productions are generated. Because even weak productions are nonetheless interpretations of Shakespeare's scripts, they can be used effectively to explore the complex issues in his plays. The volume includes many suggestions about how to help students write well by comparing in very specific terms small segments from different productions. It lists the resources available in this rapidly growing field, both on cassette and in print, and gives many examples of critical commentary, looking at genre, editing, allusion, setting, and the script in historical context. Productions discussed include the Edzard As You Like It, the Branagh A Midwinter's Tale, the Parker Othello, the Loncraine Richard III, and seventy years of Hamlet. Students and teachers of Shakespeare at all levels will find this book to be an invaluable guide to his plays.

Make teaching reading comprehension simple, enjoyable and impactful with this proven mastery approach. Learn what works and why it works, take ownership of your teaching practice and meet the demands of the Key Stage 2 (KS2) National Curriculum with outstanding results. This book provides many different strategies for teaching reading comprehension in a way that gives all pupils access to a rich variety of texts and boosts able readers' potential. Expert consultant and teacher Kala Williams uses clear explanations of the different mastery methods and why they work, as well as easy-to-follow classroom strategies, such as 'read around the word' and the 'processing chart', that are accessible to all teachers. This book is the perfect guide for any primary teacher looking to solidify their reading comprehension practice and maximise their pupils' abilities.

This volume represents a detailed analysis of the grade placement of mathematics learning goals across all state-level curriculum standards published as of May 2005. The volume documents the varied grade-level mathematics curriculum expectations in the U.S. and highlights a general lack of consensus across states. As states continue to work to improve learning opportunities for all students this report can serve as a useful summary to inform future curriculum decisions. The report is also intended to stimulate discussion at the national level regarding roles and responsibilities of national agencies and professional organizations with regard to curriculum leadership. Serious and collaborative work that results from such discussions can contribute to a more coherent, focused mathematics curriculum for US students

This comprehensive volume provides teachers, researchers and education professionals with cutting edge knowledge developed in the last decades by the educational, behavioural and neurosciences, integrating cognitive, developmental and socioeconomic approaches to deal with the problems children face in learning mathematics. The neurocognitive mechanisms and the cognitive processes underlying acquisition of arithmetic abilities and their significance for education have been the subject of intense research in the last few decades, but the most part of this research has been conducted in non-applied settings and there's still a deep discrepancy between the level of scientific knowledge and its implementation into actual educational settings. Now it's time to bring the results from the laboratory to the classroom. Apart from bringing the theoretical discussions to educational settings, the volume presents a wide range of methods for early detection of children with risks in mathematics learning and strategies to develop effective interventions based on innovative cognitive test instruments. It also provides insights to translate research knowledge into public policies in order to address socioeconomic issues. And it does so from an international perspective, dedicating a whole section to the cultural diversity of mathematics learning difficulties in different parts of the world. All of this makes the International Handbook of Mathematical Learning Difficulties an essential tool for those involved in the daily struggle to prepare the future generations to succeed in the global knowledge society.

This book offers aninsight into the research and practices of science teaching and learning in the Singapore classroom, with particular attention paid to how they map on to science as inquiry. It provides a spectrum of Singapore's science educational practices through all levels of its education system, detailing both successes and shortcomings.

The book features a collection of research and discourse by science educators in Singapore, organized around four themes that are essential components of approaching science as inquiry: teachers' ideas and their practices, opportunities and constraintsfrom a systemic level, students' competencies and readiness to learn through inquiry and the need for greater awareness of the role of informal learning avenues in science education. In addition, the discourse within each theme is enriched by commentary from a leading international academic, which helps to consolidate ideas as well as position the issues within a wider theoretical and international context.

Overall, the papers set out important contexts for readers to understand the current state of science education in Singapore. They also highlight strengths andgaps in practices of science as inquiry as well as provide suggestions about how the system can be improved. These research findings are therefore helpful as they provide honest and evidence-based feedback as well as tangible and doable ideas that policy makers, teachers, students and school administrators can adopt, adapt and enhance."

Stories are a valuable vehicle for practitioners in research, education, human services and the arts to enable individual and cultural change. The authors describe and deploy a variety of methods that can be used by teachers, researchers, artists, youth and community workers, and other professionals to analyse stories in ways that can promote learning and wellbeing and enhance professional practice. Offering a concise and user-friendly assemblage of techniques on how to creatively engage with stories, the authors explore and exemplify these techniques through the narratives of Queerly Identifying Tertiary Students. This practical and innovative volume will appeal to readers, researchers and practitioners alike.

This book creates a platform for music educators to share their experience and expertise in creative music teaching and learning with the international community. It presents research studies and practices that are original and representative of music education in the Japanese, Asian and international communities. It also collects substantial literature on music education research in Japan and other Asian societies, enabling English-speaking readers to access excellent research and practical experiences in non-English societies.

Language can be simultaneously both a support and a hindrance to students' learning of mathematics. When students have sufficient fluency in the mathematics register so that they can discuss their ideas, they become chiefs who are able to think mathematically. However, learning the mathematics register of an Indigenous language is not a simple exercise and involves many challenges not only for students, but also for their teachers and the wider community. Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms identifies some of the challenges-political, mathematical, community based, and pedagogical- to the mathematics register, faced by an Indigenous school, in this case a Maori immersion school. It also details the solutions created by the collaboration of teachers, researchers and community members.

Using their tried-and-tested English Method training, the authors unpack the core learning issues, such as differentiation and the development of thinking skills, essential to all initial teacher training programmes. Linking theory and practice, with direct links to key theorists and ideas about learning, each chapter includes: a modelled analysis of a pupil's writing or talk on a particular theme; an exploration of the learning challenges within a specific age range or modality of English; focussed, practical activities centered upon a specific text, including oral, written, visual, multi-modal, print-bound and electronic material; and follow-up activities, including immediate questions for reflection, guided reading and ideas for use in the classroom. This is the complete guide that every trainee English teacher planning for learning in the secondary classroom needs.

This book provides an overview of science education policies, research and practices in mainland China, with specific examples of the most recent developments in these areas. It presents an insiders' report on the status of Chinese science education written primarily by native speakers with first-hand experiences inside the country. In addition, the book features multiple sectional commentaries by experts in the field that further connect these stories to the existing science education literature outside of China. This book informs the international community about the current status of Chinese science education reforms. It helps readers understand one of the largest science education systems in the world, which includes, according to the Programme for International Student Assessment, the best-performing economy in the world in science, math and reading: Shanghai, China. Readers gain insight into how science education in the rest of China compares to that in Shanghai; the ways Chinese science educators, teachers and students achieve what has been accomplished; what Chinese students and teachers actually do inside their classrooms; what educational policies have been helpful in promoting student learning; what lessons can be shared within the international science education community; and much more. This book appeals to science education researchers, comparative education researchers, science educators, graduate students, state science education leaders and officers in the international communities. It also helps Chinese students and faculty of science education discover effective ways to share their science education stories with the rest of the world.

Put the magic back into reading! Engaging, inspirational, and practical the complete course book and teacher's guide for Reflective Reading. This exciting approach improves attainment and motivation by revamping reading comprehension in the primary classroom. Put the magic back into reading through fun, engaging ideas and activities for the teaching of reading. Create life-long readers with good reading habits, who read for pleasure and appreciate text in all its forms. Ensure higher order thinking skills are embedded within teaching and learning using a new, child-friendly taxonomy - the Comprehension Compass. Teachers and children will enjoy completing and creating Task Maps, Long Reads, Short Reads and TexTplorers activities. Inside you will find: Short Read texts and activities, suitable for whole-class teaching and shared reading Long Read activities and Task Map exemplars, for reading groups and differentiation Advice on assessment, planning, managing reading in the classroom and choosing texts Guidance on 'How to Build a Reader' and identifying reading difficulties Child Friendly Reading Booklets to encourage a learning dialogue about reading to support Assessment is for Learning A 'Cultivating a Reading Culture' self-evaluation to encourage collegiate reflection on your school's current reading practice Also includes photocopiable lesson plans, templates, and downloadable resources so you can get started straightaway!

Fluency expert Tim Rasinski teams up with Melissa Cheesman Smith, a veteran teacher, to help teachers effectively weave fluency work into their daily reading instruction. The book is packed with engaging text and tools, an assessment scale, and high quality ready-to-use lessons including text phrasing and tonality, echo reading, word ladders, and more! Given the importance of fluency- and its pivotal relationship to comprehension and word recognition - the potential is high for improving students' overall reading achievement, and their performance in other content areas. "I am a longstanding fan of The Megabook of Fluency. For schools looking to teach fluency rather than purely assess it, this is the must-have text." Rachel Clarke, Independent Reading Consultant

This book focuses on issues related to mathematics teaching and learning resources, including mathematics textbooks, teacher guides, student learning and assessment materials, and online resources. The book highlights various theoretical and methodological approaches used to study teaching and learning resources, and addresses the areas of resources, teachers, and students at an international level. As for the resources, the book examines the role textbooks and other curricular or learning resources play in mathematics teaching, learning, and assessment. It asks questions such as: Could we consider different types of textbooks and roles they play in teaching and learning? How does the digitalization of information and communication affect these roles? What are defining features of e-textbooks, and how could we characterize the differences between the traditional textbooks and e-textbooks? As for the teachers, the book discusses the relationships between teachers' individual and collective resources, and the way in which we could model such relationships. Specific questions addressed are: What is the role of teachers in developing textbooks and other teaching and learning materials? What are the relationships between resource designers and users? What are the consequences of these changing roles and relationships for the teaching of mathematics, and for teacher knowledge and professional development? As for the students, the book explores how students, as well as their teachers, interact through resources. It raises and addresses questions such as: What are the effects of modern ICT (particularly internet) on students' use and the design of resources? How do changing patterns of use and design affect student behaviour, learning, and relationships to the subject of mathematics?

This book draws together the perceptions and experiences from a range of international professionals with specific reference to food education. It presents a variety of teaching, learning and curriculum design approaches relating to food across primary, secondary and vocational school education, undergraduate initial teacher education programs, and in-service professional development support contexts. Contributions from authors of a variety of background and countries offer insight into some of the diverse issues in food education internationally, lessons to be learned from successes and failures, including action points for the future. The book will be both scholarly and useful to teachers in primary and secondary schools.