Strongly grounded in research and rich with practical examples for educators, this book demonstrates the importance and benefits of kinaesthetic learning in young children's learning and development. Kinaesthetic or hands-on active learning is extremely important for young children's personal, social and cultural development. Without this kind of learning children may be at risk of poor behaviour, social development and academic learning outcomes. This book shares concrete examples of authentic kinaesthetic learning experiences, across different discipline areas, in a range of early childhood contexts. The chapters outline practical approaches to kinaesthetic learning in the classroom to help educators to engage young children, covering curriculum areas such as the arts, mathematics, literacy, digital technologies and English as a foreign language. These practical examples are supported by a range of research and theories related to the benefits of kinaesthetic learning for young children, as well as authentic classroom data. Written by leading experts in the field, this book shares authentic, appropriate classroom strategies for implementing kinaesthetic learning with young children and will be essential reading for researchers as well as pre- and in-service educators.

For 35 years, Edwin Barlow taught mathematics at his beloved Horace Greeley High School in Upstate New York. For 35 years, thousands of students passed through his classroom. Yet when he died, he remained as much an enigma as the day he arrived, for he deliberately shrouded his life in rumor and mystery.

Instruction tailored to the individual student, learning and teaching outside the limits of time and space-ideas that were once considered science fiction are now educational reality, with the prospect of an intelligent Web 3.0 not far distant. Alongside these innovations exists an emerging set of critical-thinking challenges, as Internet users create content and learners (and teachers) take increased responsibility in their work. Learning and Instruction in the Digital Age nimbly balances the technological and pedagogical aspects of these rapid changes, gathering papers from noted researchers on a wealth of topics relating to cognitive approaches to learning and teaching, mental models, online learning, communications, and innovative educational technologies, among them:

• Cognition and student-centered, Web-based learning,
• The progression of mental models throughout a course of instruction,
• Experiencing education with 3D virtual worlds,
• Expanding educational boundaries through multi-school collaboration,
• Adapting e-learning to different learning styles,
• The student blog as reflective diary.

With its blend of timely ideas and forward thinking, Learning and Instruction in the Digital Age will enrich the work of researchers in educational psychology, educational technology, and cognitive science.

Nothing is as fundamental to the quality of a school system as the quality of its teachers. For this reason many countries are seeking policies that meet the challenge of promoting quality teaching.

The National Board for Professional Teaching Standards (NBPTS) in the USA is the most ambitious and successful attempt by any country to establish a certification system for recognizing and rewarding teachers who reach high professional standards. Established in 1987, the Boards mission has been driven by a simple principle; to place more value on accomplished teaching, we must learn how to evaluate teacher performance in ways that are valid, reliable and fair. By late 2007, over 60,000 teachers had become National Board Certified Teachers.

As other countries place increasing importance on policies designed to attract, develop, and retain effective teachers there is growing interest in the extensive research and development work that has underpinned the Boards certification system and guided its implementation. The main purpose of this book is to bring together, for international as well as non-specialist audiences, papers written by the key researchers involved in the development of National Board assessments between 1987 and 1997.

One of the many reasons why the Boards work is noteworthy is the extent to which, at every stage of development, it has subjected its standards and certification process to critique by leading figures in educational measurement, as the chapters in this volume illustrate. As a result, the NBPTS has made a major contribution to international understanding about how to develop valid standards and reliable methods for assessing teacherperformance that gain both professional and public esteem.
The NBPTS provides an example of a well researched certification scheme for measuring teacher quality that can provide a service to governments and employers seeking a reliable indicator of teacher quality. Standards are the gateway to greater professional self-direction, and a certification system is a means by which the teaching profession can build its own infrastructure for defining high quality teaching standards, promoting development toward those standards and providing recognition to those who meet them.

This book also aims to provide some of the many lessons the Board has learned about how to make a professional certification system for teachers manageable and affordable, which is perhaps an even greater challenge.
* A special volume focussing on The National Board for Professional Teaching Standards (NBPTS)

Optimizing Learning Outcomes provides answers for the most pressing questions that mental health professionals, teachers, and administrators are facing in today's schools. Chapters provide a wide array of evidence-based resources-including links to video segments-that promote understanding, discussion, and successful modeling. Accessible how-to trainings provide readers with multiple sensory-based practices that improve academic success and promote behavioral regulation. Clinicians and educators will come away from this book with a variety of tools for facilitating brain-based, trauma-sensitive learning for all, realizing improved learning outcomes, improving teacher satisfaction, and reducing disciplinary actions and suspensions.

Nurturing Young Thinkers Across the Standards: K-2 provides multiple practical resources to assist teachers in working with standards across subject areas in ways that bring critical thinking into the everyday process of learning content and skills. The authors provide suggestions for engaging and sustaining children's interest and illustrate the use of teaching language that actively nurtures the habits of lifelong learning. The book is rich with opportunities for developing tools for design, implementation, and assessment of vibrant integrated curricula for K-2 students that support the development of cognitive skills and increase confidence in their abilities to think and learn.

This book focuses on essential findings concerning emerging practices of student learning through the teaching and learning benefits of the electronic portfolio (ePortfolio) in a range of disciplines at Australian universities. It explores the latest research on ePortfolios, teaching quality, future research directions for tertiary learning and teaching, institutional agendas in higher education, and the role that the ePortfolios can play in supporting improvements in pedagogic practice and student outcomes. Included in these agendas is research into the development of higher education through the technologising of pedagogy, learner identities in discrete disciplines, and the praxis of individual university teachers. The book covers accounts of academic learning success and challenges across current higher education subject areas. By presenting case study accounts of ePortfolio use, it reveals the importance of defining and documenting how we can meaningfully develop learner portfolios in research, teaching and learning at Australian universities. With an intentional research base, the book draws on work conducted inside and outside Australia and highlights how the ePortfolio can help tertiary staff prepare for the impact of a student-created portfolio on teaching, learning, and subsequent academic scholarship.

Teachers and others caught in false allegation misconduct are facing the decimation of their careers. This book is a survival plan for teachers, school administrators, and others working with young people. It details both proactive and reactive measures that the accused should know in the event of an allegation. This book will help them to know and to protect their rights. No one knows how many careers have been ended by students who intend retribution for reasons as varied as extortion, revenge, misplaced affection, or sheer malice. No data or studies have documented the extent of the problem. A few experts say false allegations never happen; others say it rarely happens. Yet false allegations are all too common. Educators and other professionals who work with young people know that such allegations can be career killers, yet their ruined lives often become silent statistics due to the stigma of shame surrounding the charges. This book looks at relevant law, policies, criminal investigation procedures, and problem behavior, offering an informative and easy-to-use guide that will assist practitioners, administrators, and anyone beginning a career with children and youth.

This bookprovides readers with an overview of recent international research and developments in the teaching and learning of modelling and applications from a variety of theoretical and practical perspectives. There is a strong focus on pedagogical issues for teaching and learning of modelling as well as research into teaching and practice. The teaching of applications of mathematics and mathematical modelling from the early years through primary and secondary school and at tertiary level is rising in prominence in many parts of the world commensurate with an ever-increasing usage of mathematics in business, the environment, industry and everyday life. The authors are all members of the International Community of Teachers of Mathematical Modelling and Applications and important researchers in mathematics education and mathematics. The book will be of interest to teachers, practitioners and researchers in universities, polytechnics, teacher education, curriculum and policy. "

This book explores current thinking about the role of corrective feedback in language learning and teaching. Corrective feedback is a topic that is of relevance to both theories of second language learning and language pedagogy.

Younghee Sheen, an Assistant Professor of Applied Linguistics at the American University in Washington D.C., offers a new perspective by reviewing a wide body of research on both oral and written corrective feedback and its contribution to second language acquisition. She also reports the results of her own study, pointing to the need to examine how individual factors such as anxiety and language aptitude mediate learners' ability to benefit from the oral and written feedback they receive.

This book is an important resource for students and scholars of applied linguistics and second language acquisition. It will also be of interest to language teachers and teacher educators wanting to deepen their understanding of error correction strategies in the classroom.

This QRG in the new set of Strategies for Distance Learning Guides explains how to get your students to engage with you, with the content, and with each other during online learning. It is all about bridging "transactional distance"-psychological rather than physical-in the onscreen environment, by using carefully crafted lesson design and teaching strategies. Written by an expert in instructional design, this guide is packed with ideas and tips across grade levels, to help: create community facilitate interactions adjust assessment Replete with examples and suggested tools, this QRG is an indispensable resource for teachers grappling with how to keep students motivated when learning from a distance. Each 8.5" x 11" multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

This book explores a new pedagogical model called The Third Model, which places the encounter between the child and the curriculum at the center of educational theory and practice. The Third Model is implemented in an alternative classroom called Community of Thinking. Teaching and learning in a Community of Thinking is based on three "stations": the fertile question; research; and concluding performance. The essence of a Community of Thinking is the formation of a group of students and teachers who grapple with a troubling question to which they do not know the answer at the outset and sometimes even at the end of their investigation. The Community of Thinking framework is supported by a whole school model the Intel-Lect School. The model, or parts of it, is currently implemented in schools in Israel, England, Australia, and New Zealand.

The book suggests a new pedagogical narrative based on alternative "atomic pictures" of learning, teaching, knowledge, mind and the aim of education, and a systematic pedagogical practice based on this narrative. ""

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This book addresses and demonstrates the importance of critical approaches to autoethnography, particularly the commitment that such approaches make to theorizing the personal and to creating work that embodies a social justice ethos. Arts-based and practice-led approaches to this work allow the explanatory power of critical theory to be linked with creative, aesthetically engaging, and personal examples of the ideas at work. By making use of personal stories, critical autoethnography also allows for commenting on, critiquing, and transforming damaging and unjust cultural beliefs and practices by questioning and problematizing the relationships of power that are bound up in these selves, cultures and practices. The essays in this volume provide readers with work that demonstrates how critical autoethnography offers researchers and scholars across multiple disciplines a method for creatively putting critical theory into action. The book will be vital reading for students, researchers and scholars working in the fields of education, communication studies, sociology and cultural anthropology, and the performing arts.

The TOTIL method of education will help your child learn twice as much from kindergarten through high school. It's easy to understand and even easier to implement. TOT stands for "time on task," and IL stands for "independent learning." By focusing on these two key areas, your child can be home-schooled to become better at math, English, and advanced subjects. He or she will be able to write, research, and think better when it's time to enter college. Dr. Doris Leclerc Ball, a retired teacher and psychologist, spent more than forty years perfecting the TOTIL method. In this guidebook, you'll discover the critical importance of learner-centered education; the obsolete nature of most teachers and how to replace them; the simple curriculum and materials your child needs to succeed; many other insights on how to help your child learn. Your child can master the knowledge and skills necessary to compete at the highest levels for grades, jobs, and more. It begins with a roadmap for "Revolutionizing Education in America."

It is impossible to control another person's motivation. But much of the instructor's job involves stimulating learner motivation, and learning environments should ideally be designed toward this goal. Motivational Design for Learning and Performance introduces readers to the core concepts of motivation and motivational design and applies this knowledge to the design process in a systematic step-by-step format.

The ARCS model-theoretically robust, rooted in best practices, and adaptable to a variety of practical uses-forms the basis of this problem-solving approach. Separate chapters cover each component of the model-attention, relevance, confidence, and satisfaction-and offer strategies for promoting each one in learners. From there, the motivational design process is explained in detail, supplemented by real-world examples and ready-to-use worksheets. The methods are applied to traditional and alternative settings, including gifted classes, elementary grades, self-directed learning, and corporate training. And the book is geared toward the non-specialist reader, making it accessible to those without a psychology or teaching background.

With this guide, the reader learns how to:

• Identify motivation problems and goals
• Decide whether the environment or the learners need changing
• Generate attention, relevance, confidence, and satisfaction in learners
• Integrate motivational design and instructional design
• Select, develop, and evaluate motivational materials
• Plus a wealth of tables, worksheets, measures, and other valuable tools aid in the design process

Comprehensive and enlightening, Motivational Design for Learning and Performance furnishes an eminently practical body of knowledge to researchers and professionals in performance technology and instructional design as well as educational psychologists, teachers and trainers.

From Nancy Boyles, author of Classroom Reading to Engage the Heart and Mind, this Guide helps ease the stress of transition to remote learning OR to a return to classrooms, for teachers and students alike. This guide features 15 award-winning picture books to facilitate conversations about social emotional issues, carefully chosen for age-appropriate themes matched to 5 SEL skills as well as to highlight different aspects of diversity. The suggested units, which include questions to pose about each book and theme, are: Find Your Happy: Staying Positive Making Choices: Choosing Kindness Rise and Shine: Overcoming Challenges to Succeed Voice Lessons: Using Your Voice to Inspire Change Equity: With Social Justice for All This QRG in the new set of Strategies for Distance Learning Guides is an invaluable resource, providing a ready-made curriculum within which to explore children's social emotional needs as they seek to understand how to relate to a world that has changed dramatically. The mini-lessons can be conducted either in a traditional classroom session or online. Its companion Guide, Take Heart 3-6, provides content for older students. Each 8.5" x 11" multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

Teacher Evaluation: Guide to Professional Practice is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. The book draws heavily on research and development conducted by the Federally funded national Center for Research on Educational Accountability and Teacher Evaluation (CREATE). The reader will come to grasp the essence of sound teacher evaluation and will be able to apply its principles, facts, ideas, processes, and procedures. Finally, the book invites and assists school professionals and other readers to examine the latest developments in teacher evaluation.

"The reader comes away with strategies for implementation and the confidence to create win-win classrooms and support students in self-management." -Jo Ann Freiberg, Educational Consultant When it comes to student behavior challenges in the classroom, conventional practices and punitive discipline codes often fail to motivate students to change their attitudes or behavior. Recognized for defining a nontraditional approach that really works, Jane Bluestein offers educators ways to prevent discipline problems, build student accountability, and end frustrating power struggles with kids of all ages. This authoritative, research-based guidebook discusses the impact of stress, brain functioning, learning styles, and social and emotional issues on student behavior. You'll find examples, guidelines, charts, and anecdotes, along with practical, powerful, and effective ideas to help you: o Avoid falling into the "rules and punishment" trap o Establish win-win authority relationships while defusing conflict and opposition o Build a positive, caring, and emotionally safe learning climate o Encourage student cooperation, motivation, self-management, and on-task behavior o Engage even the most defiant, defeated, or resistant learner by using powerful alternative strategies. The Win-Win Classroom will change the way you interact with students and help you build a positive social culture within your school and classroom.

In We Can Do This! writing expert and Stella Writes author Janiel Wagstaff pairs examples of student writing with writing lessons. Student writing samples are extremely powerful tools for boosting the growth of young writers and the student samples provided in this book serve as mentor texts and the basis for each lesson. The samples are mentors that are "doable" for students: they highlight skills, strategies, craft moves, and traits within the reach of their intended audience. As teachers and students study the examples, they will think, "I can do that!" Additionally, samples that reflect the most common errors or trouble spots are included, enabling teachers to explicitly teach to these points.

This book combines information communication technology (ICT) with the creative interdisciplinary teaching approach known as STEM (science, technology, engineering and mathematics). It introduces STEM and Creative Education and shows (through examples and creative activities) the importance and impact that ICT has for STEM and modern education. The book describes the audio visual classroom, the use of the Internet, Social Networking and STEM and provides STEM lessons for both the real and virtual worlds. Instructors will find this unique textbook to be very useful with students, of various ages, in creative education and engineering classes. This special book offers something for everyone. It serves as a guide for teachers in charge of science fairs and creative classes, especially those which require STEM education. It also includes activities to help develop creative thinking and problem-solving skills and prepares students who plan to become teachers and mentors of the future. Readers in general can simultaneously enjoy and learn about ICT's impact on STEM and modern education. In addition, e-learning designers and administrators who want to introduce e-learning systems into their organizations can refer to this book as a reference and a resource. The book complements most e-learning and ICT education books which generally focus too much on technical issues.

This book provides an overview of the design and development of learning games using examples from those created by the authors over last decade. It provides lessons learned about processes, successful approaches, and pitfalls that befall developers of learning games and educational transmedia experiences. The book includes stories from the authors' lives that give context to why and how they built these products to help the reader understand whether or not building a learning game is right for them and what challenges they might face. It also gives a framework for thinking ethically about design and research when it comes to designing complex digital systems like educational games.

This volume brings together research on how gameplay data in serious games may be turned into valuable analytics or actionable intelligence for performance measurement, assessment, and improvement. Chapter authors use empirical research methodologies, including existing, experimental, and emerging conceptual frameworks, from various fields, such as: computer science software engineering educational data mining statistics information visualization. Serious games is an emerging field where the games are created using sound learning theories and instructional design principles to maximize learning and training success. But how would stakeholders know what play-learners have done in the game environment, and if the actions performance brings about learning? Could they be playing the game for fun, really learning with evidence of performance improvement, or simply gaming the system, i.e., finding loopholes to fake that they are making progress? This volume endeavors to answer these questions.