Reflective practice is now seen as a major component of many language teacher education and professional development programs worldwide. One method that has been suggested for language teachers to reflect on their work is by writing regularly about their practice. Reflective Writing for Language Teachers shows language teachers how they can use writing as a way to subject their beliefs and practices to critical reflection and offers them a means of using this type of reflective practice for professional development purposes. When language teachers write about various facets of their work over a period of time, and then read over their entries looking for patterns, that is, seeing their own thoughts, they may uncover aspects of their practice that they had not realized before beginning to write reflectively. Reflective writing develops language teachers' understanding of their practice and also leads to a clarification of the values and assumptions that underlie those practices. Reflective Writing for Language Teachers explores the impact of regular writing as a reflective tool for teachers of English as a second language, other language teachers, and classroom English or language arts teachers. The book begins with a discussion on professional development and then outlines what reflective practice involves. It also addresses such issues as self-reflection, self-discovery through narrative reflective writing, the reflective journal, reflecting on the first and the later years of teaching, reflecting with the aid of teacher development groups, and reflecting for action.

The Theory of Objectification: A Vygotskian Perspective on Knowing and Becoming in Mathematics Teaching and Learning presents a new educational theory in which learning is considered a cultural-historical collective process. The theory moves away from current conceptions of learning that focus on the construction or acquisition of conceptual contents. Its starting point is that schools do not produce only knowledge; they produce subjectivities too. As a result, learning is conceptualised as a process that is about knowing and becoming. Drawing on the work of Vygotsky and Freire, the theory of objectification offers a perspective to transform classrooms into sites of communal life where students make the experience of an ethics of solidarity, responsibility, plurality, and inclusivity. It posits the goal of education in general, and mathematics education in particular, as a political, societal, historical, and cultural endeavour aimed at the dialectical creation of reflexive and ethical subjects who critically position themselves in historically and culturally constituted mathematical discourses and practices, and who ponder new possibilities of action and thinking. The book is of special interest to educators in general and mathematics educators in particular, as well as to graduate and undergraduate students.

Incorporate hands-on lab activities that integrate STEAM concepts with 180 days of daily practice! This invaluable resource provides weekly STEAM activities that improve students critical-thinking skills, and are easy to incorporate into any learning environment. Students will explore STEAM concepts through the inquiry process with hands-on lab activities. Each week introduces a STEAM problem, need, or phenomena that they will address through a guided step-by-step challenge. Aligned to Next Generation Science Standards (NGSS) and state standards, this resource includes digital materials. Provide students with the skills they need to develop problem-solving skills with this essential resource!

Democratic evaluation brings a way of thinking about evaluation's role in society and in particular, its role in strengthening social justice. Yet the reality of applying it, and what happens when it is applied particularly outside the West, is unclear. Set in South Africa, a newly formed democracy in Southern Africa, the book affords an in-depth journey that immerses a reader into the realities of evaluation and its relation to democracy. The book starts with the broader introductory chapters that set the scene for more detailed ones which bring thorough insights into national government, local government, and civil societies' experience of evaluation, democratic evaluation and their understanding of how it contributes to strengthening democracy (or not). A teaching case, the book concludes by providing guiding questions that encourage reflection, discussion and learning that ultimately aims to inform practice and theory.

Despite the key role played by second language acquisition (SLA) courses in linguistics, teacher education and language teaching degrees, participants often struggle to bridge the gap between SLA theories and their many applications in the classroom. In order to overcome the 'transfer' problem from theory to practice, Andrea Nava and Luciana Pedrazzini present SLA principles through the actions and words of teachers and learners. Second Language Acquisition in Action identifies eight important SLA principles and involves readers in an 'experiential' approach which enables them to explore these principles 'in action'. Each chapter is structured around three stages: experience and reflection; conceptualisation; and restructuring and planning. Discussion questions and tasks represent the core of the book. These help readers in the process of 'experiencing' SLA research and provide them with opportunities to try their hands at different areas of language teachers' professional expertise. Aimed at those on applied linguistics MA courses, TESOL/EFL trainees and in-service teachers, Second Language Acquisition in Action features: * Key Questions at the start of each chapter * Data-based tasks to foster reflection and to help bridge the gap between theory and practice * Audiovisual extracts of lessons on an accompanying website * Further Reading suggestions at the end of each chapter

Irrespective of the language (first, second, or foreign) taught, knowledge of linguistics and its application is a must for language teachers. However, most TESOL programs use general linguistics textbooks that deal with the science of linguistics (as theory), disregarding its implications (practice) for teaching English language learners. Applied Linguistics for Teachers of Culturally and Linguistically Diverse Learners is an essential scholarly publication that seeks to contribute to TESOL and language teacher education programs in order to assist educators to apply their knowledge to help linguistically and culturally diverse learners succeed in school and life. Highlighting an array of topics such as bilingualism, morphology, and sociolinguistics, this book is ideal for educators, educational programs, professionals, academicians, professors, linguists, and students.

180 Days of Language is a fun and effective daily practice workbook designed to help students improve their grammar skills. This easy-to-use fourth 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. Students will practice punctuation, capitalization, and spelling with daily activity pages. Watch as students improve their grammar and writing skills 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.

Incorporate hands-on lab activities that integrate STEAM concepts with 180 days of daily practice! This invaluable resource provides weekly STEAM activities that improve students critical-thinking skills, and are easy to incorporate into any learning environment. Students will explore STEAM concepts through the inquiry process with hands-on lab activities. Each week introduces a STEAM problem, need, or phenomena that they will address through a guided step-by-step challenge. Aligned to Next Generation Science Standards (NGSS) and state standards, this resource includes digital materials. Provide students with the skills they need to develop problem-solving skills with this essential resource!

Mastering Primary Physical Education introduces the primary physical education curriculum and helps trainees and teachers learn how to plan and teach inspiring lessons that make physical education irresistible. Topics covered include: * Current developments in physical education * Physical education as an irresistible activity * Physical education as a practical activity * Skills to develop in physical education * Promoting curiosity * Assessing children in physical education * Practical issues This guide includes examples of children's work, case studies, readings to reflect upon and reflective questions that all help to exemplify what is considered to be best and most innovative practice. The book draws on the experience of four leading professionals in primary physical education, Kristy Howells, Alison Carney, Neil Castle and Rich Little, to provide the essential guide to teaching physical education for all trainee primary teachers.

This authoritative literature review discusses a collection of classic and contemporary research articles examining the common ground that all academic economists share: the college classroom. The study analyses readings by leading authors covering all aspects of modern economic education research - from building theoretical models of student learning, to evaluating the long-run impact of economic knowledge on individual behavior. Specific attention is given to the growing literature that evaluates the effectiveness of modern technology and alternative pedagogies on student learning of economics. Written by an expert in the field, this review serves as a comprehensive guide for researchers who are interested in conducting classroom research.

Teaching Social Studies: A Methods Book for Methods Teachers, features tasks designed to take preservice teachers deep into schools in general and into social studies education in particular. Organized around Joseph Schwab's commonplaces of education and recognizing the role of inquiry as a preferred pedagogy in social studies, the book offers a series of short chapters that highlight learners and learning, subject matter, teachers and teaching, and school context. The 42 chapters describe tasks that the authors assign to their methods students as either in?class or as outside?of?class assignments. The components of each chapter are: Summary of the task Description of the exercise (i.e., what students are to do, the necessary resources, the timeframe for completion, grading criteria) Description of how students respond to the activity Description of how the task fits into the overall course List of readings and references Appendix that supplements the task description