* Features/Benefits o Provides a hands-on methodological guide and overview for understanding the data/results of longitudinal research in SLA/applied linguistics and for conducting one's own such studies, illustrating these methods with exemplary studies of language learning outcomes over a long term. o Original reportings of unique large-scale research studies offer the best one-stop shop for reading and understanding current quantitative longitudinal studies in language learning. o Appendices with data and pedagogical features make it useful for course use by instructors and students. * Demand/Audience o Meets the need for methodological clarity in collecting, managing/organizing, and analyzing quantitative longitudinal data on language learning by offering students and researchers of applied linguistics, testing, and education a practical guide to conducting this research along with unique exemplar studies. * Competition o The only book to focus on quantitative longitudinal data analysis specifically for an SLA/applied linguistics readership. One older book focuses on qualitative and other methods with a narrower focus, and no other book comes very close to doing what this book does.

Presented are innovative teaching and learning techniques for the teaching of knowledge-based paradigms. The main knowledge-based intelligent paradigms are expert systems, artificial neural networks, fuzzy systems and evolutionary computing. Expert systems are designed to mimic the performance of biological systems. Artificial neural networks can mimic the biological information processing mechanism in a very limited sense. Evolutionary computing algorithms are used for optimization applications, and fuzzy logic provides a basis for representing uncertain and imprecise knowledge.

This book presents a compelling range of international research on the issues of gender balance and gender bias in education. The chapters draw on cutting edge work from the US, Latin America, the UK, Ireland and Africa, presenting readers with new insights into how educators and students often negotiate deeply ingrained prejudices that are expressed in gendered terms. The book reflects research that draws on a range of methodologies, and both historical and contemporary education contexts are examined. Drawing on historical research, the book widens our understanding of gender issues in education, and provides chapters on physical activity for girls in nineteenth century America, and on the 'patriarchal imperative' in mission education in Africa in the nineteenth century. Turning to research on contemporary education settings, the book explores the global phenomenon of the feminisation of teaching. It also illustrates how teachers work in classrooms in which boys' expressions of masculinities explicitly challenge school order, and looks at the performance of both masculinities and femininities in several education contexts. The book also includes absorbing work on the practices and processes that contribute to the gendering of digital technologies, and it demonstrates ways in which parents unwittingly accept the gendered management of internet 'risk' for their daughters. This book was published as a special issue of Gender and Education.

The following forms the proceedings of the NATO-supported Advanced Study Institute held at the University of Salford, located near Manchester, England, during the period 16-28 August, 1992. The need for this Institute was stimulated by the 1 recommendations from the NATO-supported Research Workshop, held in 1990 , which stated that the role of advanced educational technology in the delivery of technology education be explored in considerable detail. The Institute focused on the key elements of: i) the philosophical and educational foundations for the use of advanced educational technologies in the delivery of technology education, ii) advanced educational technology, and iii) the development of integrated implementation plans employing research from both elements. The partiCipants comprised some 60 selected leaders in the field of science and technology education, drawn from the practitioner, doctoral and post-doctoral levels, and included decision-makers in local and national administration and government in the NATO and CEE (Central and Eastern European) countries. The participants were addressed by a number of keynote speakers expert in various fields. The papers presented and the responses on the participants to the issues developed through the poster sessions, are summarised in these procedings. It is hoped that the work encapsulated herein makes for interesting reading, and assists and educates those active in these areas of educational endeavour.

How do you broach family values with seven year olds? Can you help young children understand racism? Can you avoid bringing your own prejudices into the classroom?

Talking effectively about controversial issues with young children is a challenge facing every primary school teacher. Tackling Controversial Issues in the Primary School provides teachers with support and guidance as you engage with the more tricky questions and topics you and your pupils encounter.

Illuminated with case studies and examples of how teachers and children have confronted issues together, this book helps you understand your own perspectives and provides fresh approaches for the primary classroom.

It considers how best to work with parents and carers, whole-school policies for tackling issues, and ideas for circle time, setting up international links, school councils and buddying systems. The range of challenging topics covered includes:

• family values
• racism in mono and multi-cultural settings
• democracy and citizenship
• the environment and sustainability
• consumerism, finances and media advertising
• gender, health and identity
• grief and loss.

For all student and practising primary teachers, Tackling Controversial Issues in the Primary School provides much needed support as you help your learners face complicated ideas, find their voice and get involved in the issues that they feel make a difference.

The main feature of an outstanding lesson is that all students make progress. Taking the structure of a lesson as the starting point, this book demonstrates how assessment for learning can be used to enhance and support all aspects of the learning process. Including chapters on embedding assessment during each phase of the lesson, using assessment data to inform planning, questioning techniques and feedback, the book will help you to use assessment effectively to produce outstanding results. Packed full of practical strategies, this book shows you how you can make assessment meaningful in the classroom, directly impacting your students and creating a more autonomous learning environment. It is written specifically with the class teacher in mind and draws on a range of different examples across many subjects to deliver ideas that can be translated with ease to everyday teaching practices. With a strong focus on including assessment practices in the planning process to achieve outstanding results, this book covers: assessment for learning and an overview of the learning cycle practical teaching strategies and effective techniques to use in the classroom marking, feedback and using data to drive learning embedding assessment for learning in your classroom, department and school An effective guide for outstanding teaching and learning, this book offers an innovative approach and is packed full of practical exercises that are easy to apply in the classroom, proving essential reading for newly qualified and experienced teachers alike.

Teachers working in Post Compulsory Education are recognised as being subject to a particularly acute set of pressures and challenges. These can include highly diverse and sometimes challenging student groups, trying to manage a complex curriculum which changes regularly and rapidly, and having to respond to the intense demands of inspection, quality assurance regimes and major government policies. Now in its second edition, the highly regarded In at the Deep End: A Survival Guide for Teachers in Post-Compulsory Education will help you to manage the varied demands of teaching in PCE more effectively by offering friendly, professional advice and a range of teaching and learning activities which will help you become an effective, confident, committed and reflective teacher. With a range of strategies, activities and spaces to reflect, this positive and practical 'survival guide' provides advice on: * Meeting initial challenges, working positively with your students and handling challenging behaviour * Accessing support, working with your local colleagues and a greater community of practice * Using straightforward techniques to help you manage pressure and conflict * Supporting skills for life, key skills and essential skills * Making positive use of Information and Communications Technology to support learning * Teaching your specialist subject * Managing inspections, developing as a leader and becoming a 'Reflective Practitioner'. Lively and engaging, and built from the experience of many teachers across the last 30 years, this book will help all teachers overcome everyday problems and pressures to keep their 'heads above water', and become efficient, skilled professionals in the Post Compulsory Education workforce.

How can you design more inclusive learning experiences and environments? How can you overcome some of the challenges of designing and implementing more inclusive learning? Readers will find the answers to these questions and much more in this dynamic new text. Asserting that good teaching is inclusive teaching, it demonstrates how university modules and courses can be designed so that each student, regardless of their complex diversity, is valued equally. Drawing from the contributions of over 80 experts and colleagues alongside her own extensive experience, Rossi explores how to embed inclusivity at the point of course design and how to set up, run, assess and evaluate inclusive learning environments and experiences. Following a unique 'roots to shoots' journey through an inclusive learning design tree, chapters focus on 5 dimensions: Values Context Content Assessment Evaluation An accessible and practical guide for higher education course design, this book is a must read for higher education educators looking to be more inclusive in the way they design and offer learning experiences. For further reading, please visit inclusivelearningdesign.com where you'll find extended contributor bios, more case studies, key concepts and background, an 'inclusive learning design' checklist and glossary.

This reissue, first published in 1980, is based on the experiences of the International Extension College in developing distance teaching. The volume begins by reviewing the world problems of educational quality and quantity, and then examines the ways in which print, broadcasts and group study have been used to train teachers, to improve classroom education, to teach by correspondence out of school, and to support rural development. It then considers how that experience can be used, perhaps by creating a network of radio colleges, to supplement and extend existing schools and colleges. Finally, the book includes a descriptive and annotated bibliography of over 100 distance teaching projects in 65 third world countries.

This book was written to help people understand and transform education and professional practice. It presents and extends the theory of practice architectures, and offers a contemporary account of what practices are composed of and how practices shape and are shaped by the arrangements with which they are enmeshed in sites of practice. Through its empirically-based case chapters, the book demonstrates how the theory of practice architectures can be used as a theoretical, analytical, and transformational resource to generate insights that have important implications for practice, theory, policy, and research in education and professional practice. These insights relate to how practices are shaped by arrangements (and other practices) present in specific sites of practice, including early childhood education settings, schools, adult education, and workplaces. They also relate to how practices create distinctive intersubjective spaces, so that people encounter one another in particular ways (a) in particular semantic spaces, (b) that are realised in particular locations and durations in physical space-time, and (c) in particular social spaces. By applying such insights, readers can work towards changing practices by transforming the practice architectures that make them possible.

Burnout runs rampant in education, particularly in the field of special education, and has only increased with the rise of virtual and remote learning. This book compiles 50 evidence-based strategies and practices to help special educators enjoy their work for the long haul. You'll discover new ways to work with families, manage your classroom, teach in culturally responsive ways, and prioritize self-care. Each chapter includes an opening vignette, key themes supported by research, and five reproducible tools to put into immediate practice. With strategies and tools to ensure classroom fun and satisfaction, this book reminds special education teachers of the life-changing work they do every day and is essential for teachers of any level.

This book presents research in Geoscience Education focusing on indoor and outdoor environments in which teaching geoscience gains particular relevance, significance and contextualization. The research areas that are presented throughout the thirteen chapters cover a wide variety of subjects ranging from educational resources and fieldwork to science models. Chapters discuss specific geoscience topics such as earthquakes, rocks, fossils and minerals. Other chapters present a more interdisciplinary approach addressing topics that aren't usually examined, such as geomedicine and geoethics, with a specific focus on sustainable development and their alignment with the school curricula. Throughout the book readers can find research-based arguments illustrated with practical examples, which will help them to innovate in their curriculum development area, classroom practices and pre and in-service teachers' education. The book challenges readers to improve Geoscience Education by changing the ways of teaching, by enabling students to exploit their natural curiosity, and by spurring a learning process that should not be confined to the classroom but rather maintained throughout life.

From Laura Alvarez, one of the authors of Supporting Newcomer Students, a guide on how to continue to support multilingual students' language development and rigorous learning in a remote environment. In this QRG in the new set of Strategies for Distance Learning Guides, Alvarez provides questions to guide instructional planning and key teaching moves for English learners, within a framework of 4 principles for distance learning: Facilitate meaningful interactions Build relationships Use technology purposefully Hold an inquiry stance With extensive tips for how to maintain these goals in both synchronous and asynchronous learning activities, this guide will be a go-to resource for teachers of newcomers and English learners. Each 8.5" x 11" multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

In today 's rapidly changing and information-rich world, students are not acquiring adequate knowledge and skills to prepare them for careers in mathematics, science, and technology with the traditional approach to assessment and instruction. New competencies (e.g., information communication and technology skills) are needed to deal successfully with the deluge of data. In order to accomplish this, new "educationally valuable" skills must be acknowledged and assessed. Toward this end, the skills we value and support for a society producing knowledge workers, not simply service workers, must be identified, together with methods for their measurement.
Innovative Assessment for the 21st Century explores the faces of future assessment and ask hard questions, such as: What would an assessment that captures all of the above attributes look like? Should it be standardized? What is the role of the professional teacher?

Providing comparative and international contexts to understand the history of the making of the teacher in Victorian England, this is a compelling account of the development during this time of teacher training, inspections and certification -- reforms which shaped the good teacher as a modern and moral individual.

A personal account of academic life

In what might be considered a postmodern version of The Paper Chase, Louise Harmon and Deborah W. Post explore what law school looks and feels like today for two women academics. In the tradition of Patricia Williams's The Alchemy of Race and Rights, these two women take the reader on an intimate intellectual journey, exploring the meanings of difference, to them and to the academy.

The two women--one black, the other white; one more oriented toward metaphor, the other toward narrative--grapple with what it means to teach law, as a woman, as a minority, as an activist, in an environment that remains overwhelmingly white, male, and traditionalist. Partially as a response to the controversies raging around The Bell Curve, Harmon and Post devote the core of their conversation to the relationship between intelligence, cognitive theory, and professional education.

They critique the very nature and purpose of legal pedagogy, exploring the legacy of Christopher Columbus Langdell, the founder of the modern law school, who could not have imagined the diverse student bodies that constitute today's campuses. How do people learn? What does it mean to teach critical thinking in institutions where hierarchy is entrenched? What happens when a professor with a couch and conversation teaching style confronts 100+ students in an amphitheater? Why do students with the most interested and animated faces in class often fail miserably on exams?

In a book devoid of posturing and intellectual bravado, Harmon and Post provide a refreshing, revealing portrait of women in academia and the conflicts, anxieties, skepticism, and realities any thinking educator must confront.

Readings for Learning to Teach in the Secondary School brings together key articles to develop and support student teachers' understanding of the theory, research and evidence base that underpins effective practice.

Designed for all students engaging with M Level study, each reading is contextualised and includes questions to encourage reflection and help you engage with material critically. Annotated further reading for every section supports your own research and writing.

Readings are structured to make links with the practical guidance in the accompanying core textbook, Learning to Teach in the Secondary School. Topics covered include:

• motivation
• troublesome classroom behaviour
• ability grouping
• inclusive education
• personalised learning
• testing
• achievement and underachievement.

Edited by the team that brings us Learning to Teach in the Secondary School, this Reader is an indispensible 'one-stop' resource that will support all students studying, researching and writing at M level on PGCE courses, as well as those on all other secondary education courses and masters degrees.

What goes on in a classroom? can mean "Are teachers imparting knowledge that will raise test scores?" or it can mean much more. In this series of essays, Block addresses the nature of the classroom as a place for encounter and engagements: with curriculum materials and books, between teachers and students, and with the self.

Small-scale Research in Primary Schools provides guidance and inspiration for students and practitioners undertaking practical investigations and workplace enquiry in the primary school. The 30 chapters are carefully selected to illustrate a range of approaches to educational enquiry, and are particularly relevant to the range of practitioners who may carry out school-based research as part of a course of study: teachers, trainee- and newly-qualified teachers, teaching assistants, learning mentors and staff who support children with individual needs. Research topics addressed in chapters include children's learning in the core curriculum subjects as well as themes central to teaching and learning. Important concepts and terminology are highlighted throughout. More specifically, areas of research explored include: Play Special Educational Needs Working with parents and families English as an Additional Language Creativity Language development Learning environments Small-scale Research in Primary Schools provides a straightforward, highly accessible introduction to enquiry approaches and research methodologies, and the questions and challenges adults in schools encounter about children's learning. It shows how small-scale research in primary education can impact on professional thinking and learning. It aims to provide constructive support for students and practitioners in extending their knowledge and understanding through workplace enquiry.

Writers in every field play with words each time they sit down at their desks. In his newest book, Ralph Fletcher demonstrates how playful craft can energize student writing and breathe new energy into the writing workshop. Children have a natural affinity for language play; Pyrotechnics on the Page demonstrates how writing teachers can tap into it. This book provides a wealth of resources for teachers: Information on the roots and developmental importance of language play; A how-to on using the writer's notebook as a playground for students to explore and experiment with verbal pyrotechnics; An in-depth look at the kind of language play commonly used by writers, including chapters on Puns and Double Meanings, Idioms and Expressions, Inventing Words, and Harnessing the Supple Power of Sentences (these chapters end with a Bringing It to the Writing Workshop" section that includes explicit classroom connections) Twenty-four brand new craft lessons to bring pyrotechnics into the classroom An extensive bibliography of relevant mentor texts that make it easy to model language play for students. Pyrotechnics on the Page is vintage Fletcher: personal, anecdotal, and practical. It represents the latest chapter in Ralph's efforts to widen the circle in the writing classroom, make it a more engaging place for student writers and, in the process, lift the quality of their writing.

This publication features Hiatt-Michael's research and practice during thirty-four years as Professor of Education at the Graduate School of Education and Psychology, Pepperdine University. The chapters represent a range of her major thoughts on teaching, curriculum and family-community involvement by the author. Her work has broadened the scope and understanding of the commonalities of teaching and curriculum across disciplines and professional work. In addition, she has expanded the concept of the site-based school to include and engage the families and community as well as the students and professional staff. Lastly, she connects research and practice of schooling across continents, noting stages of development in educational practices. The Foreward presents personal insights to the author's professional growth. A chronological reading of the chapters will reveal the development of a faculty member from early researcher to award-winning author of theory-to-practice material in a given field of study.

The real world is full of challenges and the sheer weight of problems facing us can stifle the genius of our collective human creativity at exactly the time when we desperately need imaginative and innovative solutions. Responding to this, Practicing Futures: A Civic Imagination Action Handbook harnesses our connections to popular culture and taps the boundless potential of human imagination to break free of assumptions that might otherwise trap us in repetitive cycles of alienation. Utopias and dystopias have long been used to pose questions, provoke discussions, and inspire next steps and are helpful because they encourage long view perspectives. Building on the work of the Civic Imagination Project at the University of Southern California, the Handbook is a practical guide for community leaders, educators, creative professionals, and change-makers who want to encourage creative, participatory, and playful approaches to thinking about the future. This book shares examples and models from the authors' work in diverse communities. It also provides a step-by-step guide to their workshops with the objective of making their approach accessible to all interested practitioners. The tools are adaptable to a variety of local contexts and can serve multiple purposes from community and network building to idea generation and media campaign design by harnessing the expansive capacity for imagination within all of us.

ABA Visualized is a parent training guidebook that uses step-by-step visuals to teach essential ABA strategies. Parents will learn how to build skills and reduce problem behaviors. In addition to the more than 60 visual strategies, templates & tools are included to accommodate the use of the techniques, making this book a comprehensive ABA resource for parents and BCBAs.

On a daily basis, we see the positive influence Applied Behavior Analysis (ABA) has on the lives of children, their parents as well as for the teacher. That is why ABA Visualized is created with the mission to make ABA accessible for everyone.

By using visuals, our ABA resources help parents, teachers, and caregivers to bridge the gap between behavioral expertise and everyday applications.

ABA Visualized's resources teach essential ABA strategies which help to build developmental skills and reduce problem behaviors. Our visual guidebook, workbook, and TeleHelp e-book together create a comprehensive parent training package.

'A fantastic addition to every bookshelf' - Kathy Brodie, Host and founder of Early Years TV, @kathybrodie The Muddy Puddle Teacher gives you everything you need to create an engaging, active and inclusive outdoor curriculum for your Early Years setting. Based on the well-loved Muddy Puddle Teacher Approach and following the Three Muddy M's - mother nature, mental health and getting more kids moving - this handbook is jam-packed with simple outdoor activities for every season. There are step-by-step instructions and full-colour photographs to demonstrate the activities. Whether you're a forest school enthusiast or just getting started in taking your teaching outside, there are plenty of inspiring ideas to benefit children and save you hours of preparation time. Using natural and upcycled materials, the activities in this book span key EYFS topics as well as PSHE themes, from muddy maths and literacy to muddy meditation and yoga. From making rhyming word strings with leaves to creating witches' kitchens and small world eco-villages, every activity is ideal for delivering a fun and effective session while inspiring a love of nature and raising environmental awareness. Perfectly adaptable to all outdoor spaces, this book will transform your Early Years practice in an affordable, sustainable way.