Specifically designed for busy teachers who have responsibility for co-ordinating a subject area within their primary school. Each volume in the series conforms to a concise style, while providing a wealth of tips, case studies and photocopiable material that teachers can use immediately. There are special volumes dedicated to dealing with OFSTED, creating whole school policy and the demands of co-ordinating several subjects within a small school. The entire set of 16 volumes is available.

Specifically designed for busy teachers who have responsibility for co-ordinating a subject area within their primary school. Each volume in the series conforms to a concise style, while providing a wealth of tips, case studies and photocopiable material that teachers can use immediately.; There are special volumes dedicated to dealing with OFSTED, creating whole school policy and the demands of co-ordinating several subjects within a small school.; The entire set of 16 volumes is available.

This is more than a description of the imperial spread of public school games: it is a consideration of hegemony and patronage, ideals and idealism, educational values and aspirations, cultural assimilation and adaptation and the dissemination throughout the empire of the hugely influential moralistic ideology of athleticism. The author's purpose is to capture some aspects of this extraordinary and sometimes whimsical story of the spread of a moral imperative; to recall for modern sceptics the period certainties of propagandist, proselytiser and publicist; to observe manliness viewed as a valuable and political expedient ensuring the retention of the most precious jewel in the Imperial Crown.

Provides a focused, organised discussion about the role that research plays in pedagogical practices when teaching children and young people with disabilities in physical education classes. Explores the research-base of pedagogical practices that are advocated by academics and utilised by practitioners when teaching children and young people with six specific disabilities. Scrutinises practices that are commonly used by practitioners and advocated by academics by discussing the research- and practice-base that supports them.

This book is unique. It offers readers opportunities to explore the most common universal themes taught in secondary English Language Arts classrooms using poetry; however, it doesn't simply suggest poems grouped by common themes. Each poetry section presents a poetic conversation among the poets on each of the given eight themes. One of the poets initiates each section with an original poem, and the next poet responds to the first, initial, poem. The other poets join the conversation responding to the first, second, or any of the poems previously included in this section. The poems feature the themes of poetry, places, nature, beauty, and harmony, love, loyalty and betrayal, home and family, loss and grief, and dreams and hopes for the future. The three final chapters aim to explain how to use these poems, and poetry in general, in the classrooms and beyond its walls; to invite novice and experienced poets to create various forms of poetry; and to share views on poetry, its teaching, reading, and writing. The various poetry forms are explored in this volume to create poems that help deliver the author's message. All poems are written exclusively for a diverse readership of the book.

This engaging and complete resource has everything you need to bring drama and theatre techniques into the ESL, EFL, or World Language Classroom. Are your students reluctant to speak out in class? Do they lack confidence in their language skills? The dynamic drama games in this book are the perfect catalyst to transform your students into engaged learners, and help them build confidence and language skills. The interactive theatre games and techniques are specifically designed for use in Second, Foreign, and World Language classrooms to empower students through meaningful, agentive language learning. With over 80 activities and games, and hundreds of extensions that can be catered to every level, this book provides teachers with clear, step-by-step instructions to teaching dramatic activities with L2 learners of all levels and backgrounds. The games and strategies in this book will enliven classrooms with communication that is creative, memorable, inspiring, and fun. Grounded in cutting-edge research, this book explains why teaching language through drama is effective and inspiring for teachers and students alike, directing readers to a wide array of resources and approaches to teaching language through theatre. You'll also find guidance on leading drama games with language learners in a variety of online platforms, lesson planning models, and an example lesson plan for easy implementation in physical or virtual classroom spaces.

'As the author of a new book, Professionalizing Leadership, in which I take on the leadership industry, specifically the often careless and casual way in which we profess to teach how to lead, it gives me particular pleasure to highly recommend Teaching Leadership by Perruci and Hall. Though it's possible to take issue with some specifics, to anyone with any interest in leadership as pedagogical practice, especially but not exclusively at the undergraduate level, I say this book is not to be missed.' - Barbara Kellerman, Harvard University, US and author of, among others, The End of Leadership, Followership, and Bad Leadership 'This book is a must read for educators and students who want to master the fine art of developing leaders and becoming leaders.' - Prasad Kaipa, Kaipa Group, US 'Teaching Leadership takes the reader from leadership traits to leadership transformation, and models the pedagogy it professes. Those of us who bridge theory and practice on a daily basis will find the historical, theoretical, and philosophical context in which leadership education, training and development are defined an invaluable prism through which we better understand the why, what and how of leadership. While this book comes close to being the canon we incessantly seek, the authors intentionally avoid this. Instead, they present an integrated complexity of information with glorious clarity. The coalescence of scientific knowledge, philosophical grounding, intentionality, reflection, preparation, thoroughness, program design and evaluation on which Teaching Leadership is based, is a benchmark for best practice in teaching and forming leadership.' - Katherine Tyler Scott, Ki ThoughtBridge LLC, US Can we really teach leadership? Yes, we can, and this book provides innovative ways of doing so. It is designed to help educators contribute to their learners? leadership development by expanding and enhancing their knowledge and competencies through a study of theory, practice and experiential learning. We need effective leaders at all levels of society. The more educators do to prepare leaders to make a positive difference, the better off the world will be. Educators can adjust, adopt, and adapt concrete examples provided in this book to fit their own organizations? needs. The authors explore time-tested efforts at linking leadership theory and practice in ways that promote meaningful leadership development for our learners. Starting from ''?why?'' and ''?what?'' about leadership, the book progresses to ''?how?'' to organize teaching leadership. It emphasizes lessons learned as a result of decades of experience in the design, implementation, and evaluation of nationally recognized leadership programs. Each chapter includes reflection questions that allow educators to consider how the content is relevant or can be applied to their own institutional context. Teaching Leadership is written for educators and practitioners in undergraduate and graduate-level leadership programs, in professional schools, in technical institutes, and in government institutions, as well as for those working in for-profit and not-for-profit organizations.

The Reading Teacher'sWord-a-Day

From the bestselling author of The Reading Teacher's Book of Lists comes this hands-on reference containing 180 challenging and engaging lessons--one for each day of the school year. The book is designed to expand the vocabularies of students in grades 6-12 and get them excited about the life-long process of learning new words. It can be used equally well for in-class activities, self-study, tutoring, or homeschooling. The lessons contained in this book are perfect for "sponge activities"--five-minute lessons to start off or end each class period--or for a supplementary vocabulary lesson.??

Employing his often humorous and irreverent descriptions, Edward Fry creates a vivid context for use of each of the words to promote more lasting comprehension for students.?Every page features a vocabulary word chosen from those terms found most frequently on standardized tests. Fry shows how to teach morphemes (the meaning units within words), and to ensure that students have multiple ways to learn, he

Explains the word's root

Points out similarities and subtle differences with like words

Demonstrates how roots help establish a pattern for language

Ends each lesson with a list of questions teachers may use to assess students' understanding of the new word

The Reading Teacher's Word-a-Day will help students speak, write, read, and comprehend with confidence.

Praise for The Reading Teacher's Word-a-Day

"I'm simply verklempt by the subtle but powerful approach to vocabulary improvement in Edward Fry's latest book for reading teachers and their students. Imagine the incredible vocabulary students would develop if they learned one new word aday and extended this habit over the course of a lifetime. Now that's worth getting choked up over!"
--Richard T. Vacca, professor emeritus, Kent State University

"Ed Fry's new book offers a practical guide for teachers to incorporate vocabulary instruction into their curriculum. Bravo!"
--James Hoffman, former president, National Reading Conference, and professor of language and literacy studies, University of Texas at Austin

If our goal is to broaden and deepen students' awareness and understanding of mathematics, we advance the idea that engaging students with what we metaphorically call the personality of math. That is, we think that students who engage with the math's (1) human champions, (2) with its history and philosophy, and (3) with the nature of its problems and inferential challenges, are more likely to have a positive attitude toward math that will encourage greater learning.

In this cutting-edge book on L2 teacher education, experts Johnson, Verity, and Childs demonstrate how praxis-oriented pedagogy grounded in the principles of Vygotskian Sociocultural Theory (VSCT) can have a meaningful impact on L2 teachers' development. Starting with a clear definition of praxis-oriented pedagogy, the authors lay out a theoretical foundation and document how appropriately designed praxis-oriented L2 teacher education pedagogy supports the development of novice teacher reasoning. Drawing from a longitudinal study of L2 novice teachers, chapters address the teachers' understanding, learning, and cognitive development and how their capabilities grow in creating and implementing engaging language learning environments for their ESL students. At the core of the book lies a unique set of pedagogical concepts: linguistically compact, conceptually rich chunks of language that function as psychological tools for learning and teaching. By covering teachers' changes in understanding, reasoning, and pedagogical activities, the book reveals the role that pedagogical concepts play in praxis-oriented pedagogy. Essential reading for language teacher educators, language teachers, and researchers, this book makes the VSCT principles that inform praxis-oriented pedagogy both clear and accessible.

* Five fun stories to support teachers to introduce early mathematical concepts that children often struggle with. * Stories accompanied by step by step teacher resource guide * Suitable for Key Stage 1 * Each story will present a different aspect of the Key Stage 1 maths curriculum

This text models for teachers how to help children learn and write by establishing comfort with writing, building confidence, and developing competence. Several themes run through the learning-to-write-process presented in this text:
* Writing is communication;
* Writing is a powerful tool for learning;
* How children feel about their writing and themselves as writers affects how they learn to write;
* Teachers are coworkers with students; children from many backgrounds can learn to write together.
The text sythesizes what we know about how children learn, how we write, and what we write into a process of teaching children to write. It is intended to serve as a starting place for developing theories of how to best teach writing.

This book is an introduction to the issues and practicalities of using multimedia in classrooms - both primary and secondary, and across a range of subject areas. The book draws on material from a range of case studies and focuses on areas of concern for teachers and researchers.
Using IT effectively continues to be a problem for many teachers, and there is still a long way to go toward organising this properly. The book takes a thorough look at IT in the school, discussing and examining issues such as:
* IT and the National Curriculum
* foreign language teaching
* differing curricular needs
* opportunities and constraints of groupwork
* talking books and primary reading
* ways in which multimedia supports readers.
The book also looks at some of the more philosophical issues such as the implications of home-computers and the limits of independent learning, and the notion of "edutainment" - the relationship of motivation and enjoyment to learning.
Finally, the book makes comparisons across the curriculum and between primary and secondary sectors and raises questions about the future of IT in schools, arguing that teachers should make a significant contribution to decisions about future development.


eBook available with sample pages: 0203441303

Exploring the ways in which maths skills can be learned through cross-curricular activities based on visual arts and music, this text presents maths as a meaningful and exciting subject which holds no fears for children. The authors recognize that while maths-phobia prevails in our increasingly mathematicized world, attitudes and approaches to teaching the subject need to be reviewed, and issues such as gender stereotyping, which encourage maths-apathy, need to be tackled at an early age. Within this collection of classroom-based stories are detailed examples of intergrative mathematic projects.

Hardbound. Science Education and Curricula in Twenty-Three Countries is the first in a series of three volumes presenting the results of the second IEA Science Study. Comparisons are made between countries in terms of the conditions under which science is taught, the organization of science teaching, the emphasis on different science content areas and on the process of science, the focus of decision-making with respect to the science curriculum, and the penetration of new ideas in science teaching. Consideration is also given to the fair and valid assessment of science education across countries. Reports on the provision of science education in each country studied are included.

This book shows how creative maths can really work. Exploring the ways in which maths skills can be learned through cross-curricular activities based on visual arts and music, the book presents maths as a meaningful and exciting subject which holds no fears for children.
The authors recognise that while maths-phobia prevails in our increasingly mathematicised world, attitudes and approaches to teaching the subject need to be reviewed, and issues such as gender stereotyping, which encourage maths-apathy, need to be tackled at an early stage.
Within this collection of classroom-based stories are detailed examples of integrative mathematic projects; these will give teachers the confidence to try out cross-curricular activities in their classes. The book also provides support with difficult areas such as assessment, planning and development.
Fascinating to read in its own right this book will appeal to the specialist and non-specialist alike.

Constructing a Personal Orientation to Music Teaching: Growth, Inquiry, and Agency, (Second Edition), is a textbook for studies in music education. Expanding upon the first edition, the authors promote inquiry and reflection to facilitate teacher growth, lifelong learning, and a disposition toward educational change. The revised text responds to current calls for social change and teacher education reform by reaffirming and intensifying the need for music teachers to adopt a personal orientation toward their work. A personal orientation encourages teachers to initiate their own growth, engage in inquiry, and exercise agency in school contexts. Strongly grounded in current theories and research in teacher education, Constructing a Personal Orientation to Music Teaching: Growth, Inquiry, and Agency strives to do the following: Engage readers in analyzing their own experiences in order to conceptualize the complexity of teaching Involve them in clarifying their reasons for seeking a career in teaching Support their insights, questions, and reflections about their work Promote a reflective, critical attitude about schools in general as music teachers are urged to think of themselves as change agents in school settings Construct a moral purpose as a compass to guide their current and future endeavors in the profession. Every chapter includes a wealth of pedagogical features, including new methodologies and examples of practice to engage the readers in processes of inquiry and reflection. The second edition is organized in two parts. Part I focuses on positioning music teachers as learners in the profession, significantly expanding concepts explored in the first edition that are central to a personal orientation to professional growth. In the new edition, a reconceptualized Chapter 5 challenges teachers to cultivate their identities as change agents. The second half of the book-focusing on becoming a student of music teaching- features five new chapters. A provocative chapter on curriculum sets the stage for a set of additional chapters that invite deeper considerations of the commonplaces of teacher, learners, subject matter, and context. An epilogue speaks directly to the power of agency, imagination, and hope in teachers' lives.

This book is unique. It offers readers opportunities to explore the most common universal themes taught in secondary English Language Arts classrooms using poetry; however, it doesn't simply suggest poems grouped by common themes. Each poetry section presents a poetic conversation among the poets on each of the given eight themes. One of the poets initiates each section with an original poem, and the next poet responds to the first, initial, poem. The other poets join the conversation responding to the first, second, or any of the poems previously included in this section. The poems feature the themes of poetry, places, nature, beauty, and harmony, love, loyalty and betrayal, home and family, loss and grief, and dreams and hopes for the future. The three final chapters aim to explain how to use these poems, and poetry in general, in the classrooms and beyond its walls; to invite novice and experienced poets to create various forms of poetry; and to share views on poetry, its teaching, reading, and writing. The various poetry forms are explored in this volume to create poems that help deliver the author's message. All poems are written exclusively for a diverse readership of the book.

These personal essays by first and second language researchers and practitioners reflect on issues, events, and people in their lives that helped them carve out their career paths or clarify an important dimension of their missions as educators. Their narratives depict the ways in which professionals from diverse backgrounds and work settings have grappled with issues in language education that concern all of us: the sources and development of beliefs about language and education, the constructing of a professional identity in the face of ethical and ideological dilemmas, and the constraints and inspirations of teaching and learning environments. They have come together as a collective to engage in a courageous new form of academic discourse, one with the potential to change the field. Many of the authors write their stories of having begun their work with voices positioned at the margins. Now, as established professionals, they feel strong enough collectively to risk the telling and, through their telling, to encourage other voices.
This volume is intended to provide graduate students, teachers, and researchers in language education with insights into the struggles that characterize the professional development of language educators. Both readers and contributors should use the stories to view their own professional lives from fresh perspectives -- and be inspired to reflect in new ways on the ideological, ethical, and philosophical underpinnings of their professional personae.

The whole-class mastery approach that works for every child. Underpinned by the most effective teaching practices, and created by a team of mastery experts led by Series Editor Tony Staneff, Power Maths is designed to make the whole-class mastery teaching approach work for you, your children and your school. The Power Maths Teacher Guides provide expert support for your day-to-day teaching, and offer opportunities for reflection and continual professional development. * Provides guidance on using the Textbooks and Practice Books, explaining how they support a mastery approach. * Support with key strategies such as modelling a growth mindset, assessing mastery, speedy same-day intervention, C-P-A approaches and using key mathematical structures and representations. * Focused unit-level support for each mathematical concept within the Power Maths progression, including important structures and representations, key language, common misconceptions and intervention strategies. * Specific advice and commentary for each pupil book page - including insight into why tasks and exercises have been selected, and how to strengthen and deepen learning. * Templates for teacher reflection, lesson study, and tracking pupil progress.

This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents:
* theoretical perspectives for studying, analyzing, and understanding teacher change;
* descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and
* descriptions of professional development programs that resulted in teacher change.
One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change.

Featuring a team of over thirty STEM education professionals from across the United States, the updated and revised edition of this landmark book provides an integrated STEM curriculum encompassing the entire K-12 spectrum, with complete grade-level learning based on a spiraled approach to building conceptual understanding. Taking into account the last five years of evolution in STEM education, the second edition includes an increased focus on computer science, computational thinking, mathematics, and the arts, as well as cultural relevance and addressing the needs of diverse learners and underrepresented students. Divided into three main parts - Conceptualizing STEM, STEM Curriculum Maps, and Building Capacity for STEM - each section is designed to build common understandings of integrated STEM, provide rich curriculum maps for implementing integrated STEM at the classroom level, and offer supports to enable systemic transformation to an integrated STEM approach. Written for teachers, policymakers, and administrators, this second edition is fully updated to account for the needs of K-12 learners in the innovation age. STEM Road Map 2.0 enables educators to implement integrated STEM learning into their classroom without the need for extensive resources, empowering educators and supporting students.

The author is a leading expert on teaching history with games and on historical games studies It offers very practical and specific suggestions and insights It includes a number of templates for worskheets, analytical questions and rubrics Updated and added talking points for the value of historical video games in education for colleagues, administrators, parents, and students A new cutting-edge exploration of the features of historical games including the author's Historical Problem Space framework for historical game analysis. Extensive discussion of how to use the Historical Problem Space framework to study games and guide students in game analysis. A new cutting-edge investigation of the main genres of historical games and how those genres address history and academic history content Revised and expanded updated lesson and unit structures, for introducing students to historical games through video clips, whole class play, and individual gameplay Revised and expanded activities and assessments using current games as examples A fully updated appendix with a current list of most available history games and the academic standards they address

People's relationship to nature is the greatest issue facing the world at the turn of the millennium, and all over the world young people have shown enormous enthusiasm for environmental action. Many countries are radically reassessing both the role of citizens in managing their environment and the rights and responsibilities of children to be involved in shaping their own and their communities' futures. This book, by one of the world's leading authorities on environmental education, is written in the conviction that children can play a valuable and lasting role in sustainable development, if their participation is taken seriously and planned with thought for their developing capabilities and unique strengths. Through direct participation, children can develop a genuine appreciation of democracy and a sense of their own competence and responsibility. The planning, design, monitoring and management of the physical environment is an ideal domain for their participation, in part because their commitment to it is so strong. The book is for planners, educationalists and environmentalists, introducing the theory and the practice of children's participation, and its importance for developing democracy and sustainable communities. It emphasises genuine participation, where children are themselves involved in defining problems and acting as reflective, critical participants in issues affecting their communities. The 'environment' is interpreted broadly to include, for example, the planning of housing areas and the management of playgrounds. Detailed case studies are provided from urban and rural, poor and middle class communities from both the North and South. For teachers, group facilitators and community leaders, it presents organising principles, successful models, practical techniques and resources for involving young people in environmental projects.