This book has plenty of hard-earned wisdom to offer aspiring senior leaders. Practical and useful, it also has helpful directions as to avenues for further reading.' - Paul Merrell, Head of School, @pjmerrell This is the ultimate guide for any new or aspiring senior leader in a primary or secondary school. Whether you're looking to move into senior leadership or you've just been appointed to your first post, you'll find expert guidance, tips and advice in this practical pocket handbook. From writing the winning application and acing the interview, to settling into the post and developing a vision for your school, leadership expert Jon Tait reveals what it takes to be the very best senior leader. Giving you space to reflect on your skills and techniques, as well as invaluable tips for leading staff, pupils and parents, Stepping into Senior Leadership will help you to hit the ground running. Perfect for all senior leaders, including assistant heads, deputy heads, SENCOs, curriculum leaders and pastoral leaders, this is the go-to guide for the next phase of your career in education.

Philosophy Camps for Youth joins its companion, Growing Up with Philosophy Camp, and contributes to the growing body of literature on pre-college philosophy. Providing sound advice, descriptive activities, and precise details for starting, organizing, and running a philosophy camp for pre-K-12 students, Philosophy Camps for Youth is an indispensable guide for anyone interested in hosting their own philosophy camp. The description of diverse camp models-from half day to full day, from one week to multiple weeks, from day-camp to residential-allows readers to build and foster a camp that fits their instructional needs and institutional support. The inclusion of specific camp activities and contributions by campers discussing the activities and themes that had the biggest impact on them, those interested in starting a philosophy camp get valuable guidance from those who have run successful philosophy camps.

This book presents the current advances and emerging trends in digital technologies for learning and education through a number of invited chapters on key research areas. It addresses information and communications technology (ICT) in a global context, reporting on emerging trends and issues in four areas - basic education, technical and vocational education, distance and continuing education and higher education -, as these four areas represent the primary contexts in which ICT is used to support learning and instruction. This book provides a brief overview of the potential benefits of ICT used in education and some of the best approaches in which different ICTs have been used in education thus far in a global context. It also presents the expertise and the most current research and practices of recognized international educators and researchers in the field of ICT in education. Third, this volume is both informative and transformative in its coverage of the conceptual and practical impact of technology on current educational practices, making it a valuable resource for policymakers, educators and educational researchers around the globe.

"Entrepreneurship that is something you learn in practice." "Entreprene- ship is learning by doing." This is often heard when you tell others that you teach entrepreneurship, but maybe entrepreneurship is more "doing by learning." Nevertheless, in entrepreneurship practice and theory are int- woven. For this reason the Learning Cycle introduced by Kolb (1984) is an often used teaching approach. According to this Learning Cycle there are four phases ("cycle") that are connected: 1. Concrete experience ("doing," "experiencing") 2. Reflection ("reflecting on the experience") 3. Conceptualization ("learning from the experience") 4. Experimentation ("bring what you learned into practice") In teaching you can enter this cycle at any stage, depending on the students. And that brings us to the different types of students. Based on Hills et al. (1998) a plethora of student groups can be distinguished (of course this list is not exhaustive), e.g: Ph.D. students, who do a doctoral programme in Entrepreneurship; the emphasis is on theory/science. DBA students, who do a doctoral programme that is, in comparison to the Ph.D. more practice oriented. MBA students, who take entrepreneurship as one of the courses in their programme. Most of the time MBA students are mature students, who after some work experience return to the university; the programme is practice oriented.

When it comes to science, many of today's children experience narrow and impoverished learning opportunities, which, as professor Judah Schwartz writes in the preface to this book, lead ultimately to a mere caricature of science. As a curative to this prevalent and unfortunate situation, this well-written and thought-provoking book presents the state of the art in science education for kindergarten and primary schools. It begins with a thorough theoretical discussion on why it is incumbent on the science educator to teach science already at first stages of childhood. It goes on to analyze and synthesize a broad range of educational approaches and themes such as: inquiry-based teaching; learning through authentic problems; scaffolding; situated learning; learning through projects; non-verbal knowledge; and informal learning.

Making Meaning is a synthesis of theory, research, and practice that explicitly presents art as a meaning making process.

This book provokes readers to examine their current understandings of language, literacy and learning through the lens of the various arts-based perspectives offered in this volume; provides a starting point for constructing broader, multimodal views of what it might mean to "make meaning"; and underscores why understanding arts-based learning as a meaning-making process is especially critical to early childhood education in the face of narrowly-focused, test-driven curricular reforms. Each contributor integrates this theory and research with stories of how passionate teachers, teacher-educators, and pre-service teachers, along with administrators, artists, and professionals from a variety of fields have transcended disciplinary boundaries to engage the arts as a meaning-making process for young children and for themselves.

This book lays out the principles and practices of transformative sustainability education using a relational way of thinking and being. Elizabeth A. Lange advocates for a new approach to environmental and sustainability education, that of rethinking the Western way of knowing and being and engendering a frank discussion about the societal elements that are generating climate, environmental, economic and social issues. Highlighting the importance of Indigenous and lifegiving cultures, the book covers educational theory, transformation stories of adult learners, social and economic critique and visions of changemakers. Each chapter also has a strong pedagogical element, with entry points for learners, embodied practices and examples of taking action at micro/meso/macro levels woven throughout. Overall, this book enacts a relational approach to transformative sustainability education that draws from post humanist theory, process thought, relational ontology, decolonization theory, Indigenous philosophy and a spirituality that builds a sense of sacred toward the living world. Written in an imaginative, storytelling manner, this book will be a great resource for formal and nonformal environmental and sustainability educators.

The only text that takes a decision-making model approach to classroom management. It provides teachers with a very practical system to influence students to choose to behave productively and to strive for academic success. This widely used text presents an array of decision-making options that guide teachers in developing positive, pro-social classroom learning environments through relationship building, effective teaching strategies, and deliberate structuring of the classroom environment. The text also provides sets of principles to intervene when students are not focused in they way should be and to help them choose more productive behaviors. The text also addresses working within the classroom and with families and other school resources to help students who exhibit chronic behavior problems. Thoroughly revised and updated, Principles of Classroom Management: A Professional Decision-Making Model, 7th Edition, includes a much stronger focus on relationship building as a core activity in all phases of teaching(See new Chapter 7 as well as Chapters 3, 4, 5, 10, and 11) increased attention to the principles of motivation and their application in helping students to set high expectations for themselves and to believe they can achieve them(See new Chapter 7 as well as Chapters 3, 4, 5, 10, and 11) greater coverage of the knowledge teachers need to develop about cultural differences (Throughout the text) much more coverage of the challenges posed by new technologies, including cyber-bullying, cyber-cheating, and sexting (See Chapters 2 and 3) a variety of new cases as well as pre and post-chapter reflective activities (New iterative cases are included at the end of Chapters 1, 4, 7, and 11 and new cases are also embedded in Chapters 3, 4, 5, 6, 7, and 10.) From reviews of the book: "The text provides a very comprehensive view of classroom management that builds hierarchically, logically, and strategically. . . . The text provides not only the skills for effective classroom management . . ., but [it] includes a conceptual and theoretical perspective that is comprehensive and coupled with numerous examples and case studies that clarify and strengthen." -Marilyn Howe, Clarion University of Pennsylvania "I really like the way in which the authors engage readers from the beginning in a realistic conversation about the influence and importance of handling behaviour problems at all levels." -Eleanor Wilson, University of Virginia

Cine-scapes explores the relationship between urban space, architecture and the moving image. While an impressive amount of research has been done with regards to the way in which architecture is portrayed in film, this book offers a new perspective.... What happens if we begin to see the city as a place for an embodied visual consumption; a visual apparatus or, perhaps, a system that is based on movement, light and the body, and which we can explore in kinematic, kinetic, and kinaesthetic ways? Using film as a lens through which we look at urban spaces and places, Richard Koeck reveals the filmic and cinematic phenomena and spatial qualities that are present in postmodern landscapes, and which are perhaps otherwise disregarded or merely passively consumed. Drawing on the author's extensive knowledge derived from architectural and film practice, Cine-scapes: offers insight into architecture and urban debates through the eyes of a practitioner working in the fields of film and architectural design emphasizes how filmic/cinematic tendencies take place or find their way into urban practices can be used as a tool for educators, students and practitioners in architecture and urban design to communicate and discuss design issues with regard to contemporary architecture and cities Cine-scapes ignites new ways of seeing, thinking and debating the nature of architecture and urban spaces.

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.

Most contemporary political philosophers take justice-rather than legitimacy-to be the fundamental virtue of political institutions vis-a-vis the challenges of ethical diversity. Justice-driven theorists are primarily concerned with finding mutually acceptable terms to arbitrate the claims of conflicting individuals and groups. Legitimacy-driven theorists, instead, focus on the conditions under which those exercising political authority on an ethically heterogeneous polity are entitled to do so. But what difference would it make to the management of ethical diversity in liberal democratic societies if legitimacy were prior to or independent from justice? This question identifies a widely underexplored issue whose theoretical salience shows how the understanding of what constitutes the primary question of political philosophy has a deep impact on how practical political questions are interpreted and addressed. What difference would it make, for example, whether the difficulties concerning the safeguard of human rights were couched in terms of the justice or of the legitimacy of the documents and treaties sanctioning their implementation. How should the issue of the quality of democracies be addressed whether one assigned priority to the justice or legitimacy of democratic institutions? Addressing these and other topical questions, the book offers a new theoretical angle from which to consider a number of pressing social and political issues. This book was previously published as a special issue of the Critical Review of Social and Political Philosophy.

As digital devices play a more critical role in daily life than ever, more opportunities arise for innovative learning technologies-a trend on full display in the Educational Media and Technology Yearbook for 2012. This latest edition, volume 37, from the Association for Education, Communication, and Technology (AECT) notes the most current trends in the field of learning design and technology, taking into account the implications for both formal and informal learning. The majority of articles train their focus on graduate and professional goals, including an analysis of doctoral programs in educational technology and new collaborative learning platforms. Library science is a featured component of this analysis and Library Science programs are featured prominently in this analysis. Mediagraphy and profiles of leaders in the field are also included.

Why can't I stop my students from being noisy as they leave my classroom? What can I do when a student is texting on their phone in my lesson? How can I stop a student from constantly tapping their pen while I am talking? Sound familiar? Chewing gum, dropping litter, swearing, late homework and disruptive behaviour in class are just a few of the issues that teachers have to face every day in the classroom. How you choose to respond to these incidents, however minor they may first seem, can have a dramatic impact on the overall quality of your lessons. There is no one answer to behaviour and classroom management as different approaches have to be taken depending on the lesson, the groups of students and even the time of day. This highly practical book guides you through the choices that you need to make when confronted with the sorts of issues that you might face in your classroom. Dealing with the nitty gritty reality of behaviour management, it covers the common problems teachers encounter on a day to day basis and provides a series of realistic and practical solutions and their likely outcomes. Placing you at the centre of the decision making process, it allows you to experiment with a range of options in a reflective and engaging manner to see which of your choices may work and why others may not. This scenario based approach not only lets you explore the various options available to you, but also enables you to see the consequence of your actions. Written by an experienced teacher, this fun and interactive book is essential reading for all trainee and qualified teachers who want a fresh approach to behaviour management in their classrooms.

Games and simulations have emerged as new and effective tools for educational learning by providing interactivity and integration with online resources that are typically unavailable with traditional educational resources. Design, Utilization, and Analysis of Simulations and Game-Based Educational Worlds presents developments and evaluations of games and computer-mediated simulations in order to showcase a better understanding of the role of electronic games in multiple studies. This book is useful for researchers, practitioners, and policymakers to gain a deeper comprehension of the relationship between research and practice of electronic gaming and simulations in the educational environment.

First published in 1987, Common Knowledge offers a radical departure from the traditionally individualistic psychologies which have underpinned modern approaches to educational theory and practice. The authors present a study of education as the creation of 'common knowledge' or shared understanding between teacher and pupils. They show the presenting, receiving, sharing, controlling, negotiating, understanding and misunderstanding of knowledge in the classroom to be an intrinsically social communicative process which can be revealed only through close analysis of joint activity and classroom talk. Basing this analysis on a detailed examination of video-recorded school lessons with groups of 8 to 10-year-olds, they show how classroom communications take place against a background of implicit under-standing, some of which is never made explicit to pupils, while there develops during the lessons a context of assumed common knowledge about what has been said, done, or understood. This wide-ranging study makes an important contribution to the current debate about both teaching methods and the structure of education. It is essential reading for educationalists and developmental psychologists and has a clear practical relevance to teachers and teacher trainers.

How often do your primary school pupils have the opportunity to engage in open-ended, sustained pieces of work that offer them choice and control?

Do you find that the curriculum restricts openings to provide your pupils with real challenge?

Is your school grappling with finding effective ways in which to elicit authentic pupil voice?

"

Children as Researchers in Primary Schools "is an innovative and unique resource for practitioners supporting children to become real world researchers in the primary classroom. It will supply you with the skills and ideas you need to implement a children as researchers framework in your school that can be adapted for different ages and abilities. Children in primary schools are accustomed to being set short-term goals and are often unaware of long-term aims or of the connections between the concepts and skills they are learning. In contrast, this book demonstrates that children engaging in the research process have authentic opportunities to apply invaluable personal, learning and thinking skills while managing their own projects, making their voices heard and experiencing increased levels of engagement and self-esteem.

Based on the author s 4-year research study exploring the experiences of young researchers and teachers in primary schools, and on her considerable experience of training young researchers, this book also contains:

• the history and theory behind children as researchers initiatives;
• a model for good practice based on successful real life case studies;
• questions for reflective practice;
• practical examples of research in the classroom;
• photocopiable resources;
• opportunities for self-evaluation.

This comprehensive resource will be appeal to primary teachers, educational practitioners and students on CPD and ITT courses. It will also be of interest to teacher trainers, to academics involved in teaching and research and to all those interested in promoting children s voices.

Using a cross-curricular focus, this book brings together ongoing debates about personalised learning, creativity and ICT in education, and establishes a principled framework for cross-curricular teaching and learning in Science. It identifies a range of key issues and aims to strengthen in-school science practices by introducing ways of teaching rigorous science through, and alongside, other subjects. This highly practical book draws on examples and case studies taken from innovative practices in different schools and subject areas, as well as summarising lessons from key pieces of research evidence. Cross-Curricular Teaching and Learning in the Secondary School.... Science also includes the following: Clear theoretical frameworks for cross-curricular processes of teaching and learning in science, including chapters on Maths, ICT and Technology, English, the Humanities and the Arts An analysis of the use of language, ICT and assessment as key components of a skilful pedagogical practice that affect how teaching is delivered and how pupils learn science in cross-curricular contexts A lively account of theoretical issues blended with engaging stories of current practice Practical tasks and questions for reflective practice This timely textbook is essential reading for all students on Initial Teacher Training courses and PGCE courses as well as practising teachers looking to holistically introduce cross-curricular themes and practices in Science.

This book examines the diverse use of visual representations by teachers in the science classroom. It contains unique pedagogies related to the use of visualization, presents original curriculum materials as well as explores future possibilities.

The book begins by looking at the significance of visual representations in the teaching of science. It then goes on to detail two recent innovations in the field: simulations and slowmation, a process of explicit visualization. It also evaluates the way teachers have used different diagrams to illustrate concepts in biology and chemistry.

Next, the book explores the use of visual representations in culturally diverse classrooms, including the implication of culture for teachers use of representations, the crucial importance of language in the design and use of visualizations and visualizations in popular books about chemistry. It also shows the place of visualizations in the growing use of informal, self-directed science education.

Overall, the book concludes that if the potential of visualizations in science education is to be realized in the future, the subject must be included in both pre-service and in-service teacher education. It explores ways to develop science teachers representational competence and details the impact that this will have on their teaching.

The worldwide trend towards providing science education for all, coupled with the increased availability of color printing, access to personal computers and projection facilities, has lead to a more extensive and diverse use of visual representations in the classroom. This book offers unique insights into the relationship between visual representations and science education, making it an ideal resource for educators as well as researchers in science education, visualization and pedagogy."

Do you believe that continuous improvement in teaching is essential?

Do you wish to enhance your understanding of how children learn?

Are you eager to become a well-informed professional?

From the author of the hugely respected Foundations of Primary Teaching, this advanced textbook explores the essential elements of teaching and learning and the process of becoming a caring and competent teacher. It introduces a wide range of education issues, challenges and requirements with the intention of promoting advanced classroom practice, both for individuals and within teams. The book offers insights, ideas, hints and thought-provoking education topics for individual reflection and team discussion.

With a focus on understanding the teaching and learning processes and the factors that impact upon providing a high quality education for every pupil, this book discusses in detail key learning skills, dilemmas and challenges for primary teachers and themes in continuing professional development. It covers issues in teaching and learning including:

• The nature/nurture debate
• Motivation
• Emotional and moral development
• Raising boys achievement levels
• Gender and teachers
• Accelerated learning
• Reflective practice.

Including action points, hints and challenges, this book will be of interest to trainee teachers, postgraduates, experienced qualified teachers, deputy head teachers and head teachers who wish to be more consistently effective and make a positive impact on the lives of children in their primary classroom.

Anyone who spends time with children knows that praise works. It is a powerful motivator - praising children for good behaviour or good work builds self- esteem and self-confidence. Children love to collect stickers, certificates and rewards so what better way is there to shape behaviour, encourage good work habits and produce confident learners? Teachers and parents alike know that praise is effective we use it every day and we see the positive effect that it has on our children.

However, constructivist practitioners would argue that praise in any form creates hierarchies and competition in the classroom, has little effect on genuine learning and is invasively judgemental rather than supportive. Constructivists would further argue that self-esteem cannot be built by external agency teachers and parents can only create an appropriate environment in which a robust sense of self can grow and develop.

This book challenges traditional, embedded thinking about the role of praise. It questions the assumptions we make about developing self-esteem, about the ability of children to form their own independent judgements and the choices that children make regardless, rather than because of, contingent praise.

What happens when children are praised? Read this book, listen to what children really think and challenge your own assumptions.

Features include:

• Case studies and children s work samples;
• Points for reflection which could be used for CPD sessions;
• Appendices containing behaviour policy samples;
• Pupil, teacher and parental perspectives.

This book is aimed at practising and training Primary school teachers. It would also be suitable for NQTs who are starting to shape their own practice, experienced teachers who want to develop and question their own practice and students on BA Hons and PGCE courses.

Create and sustain a learning environment where students thrive and stakeholders are accurately informed of student progress. Clarify the purpose of grades, craft a vision statement aligned with this purpose, and discover research-based strategies to implement effective grading and reporting practices. Identify policies and practices that render grading inaccurate, and understand the role grades play in students' future success and opportunities.

• Why are some teachers and student teachers better at managing pupil behaviour than others?
• What are the factors which make a difference to classroom climate?
• Can any teacher or student teacher become accomplished at managing pupil behaviour?

Managing Pupil Behaviour provides routes through the classroom management maze to help practising and aspiring teachers learn to manage behaviour effectively in their classrooms. Using a unique 10-point scale, it encourages teachers to think about the degree to which they are relaxed and in assured control of their classrooms and can enjoy their teaching.

Drawing on the views of over 140 teachers and 700 pupils, it provides insights into the factors which enable teachers to manage learning effectively in their classrooms, so that pupils can learn and achieve, and teachers can enjoy their work. Key issues explored include the factors that influence the working atmosphere in the classroom, the impact of that atmosphere on teaching and learning, and tensions around inclusive practice and situations where some pupils may be spoiling the learning of others.

This new edition has been fully updated to take account of recent research and inspection findings and includes a new chapter exploring the wide range of sophisticated skills that expert teachers deploy in order to get pupils to want to learn, and to enable teachers to work in classrooms where the climate is perfect for learning.

Managing Pupil Behaviour will help all teachers ensure the right to learn for all the pupils in their care and to think about different ways to approach this vitally important aspect of their working lives.

Creativity for a New Curriculum: 5-11 provides an account of what creativity really means in the context of children s learning in the primary school, and describes in practical terms what teachers can do to foster it. At a time of curriculum development and change, it focuses on the opportunity to build a new curriculum that is inclusive of creativity and is fit for the twenty-first century.

The value of fostering creative thinking and problem solving abilities in education is widely recognised for its capacity to confer an independence and ability to function effectively in life. As such, encouraging children to be creative thinkers and problem solvers should be an integral part of everyday teaching and learning across all subjects.

Building upon the research and practices of a group of educators studying creativity across the curriculum and coordinated by the author, this book provides primary teachers and trainee teachers with easy to understand explanations of what creativity means in the context of the subjects of the curriculum for young children. It introduces ideas for how to nurture and support it, and explores issues associated with fostering it, such as assessment. Chapters cover areas including:

• A brief history of creativity and pedagogy, including common misconceptions
• Strategies for creative learning as well as creative teaching
• Creativity in English
• Creativity in Mathematics
• Creativity in Science and Design and Technology
• Creativity in Art and Music
• Creativity in History and the Humanities
• Creativity in ICT
• International perspectives on creativity

Creativity for a New Curriculum: 5-11 is an ideal source of information for teachers, teacher trainers, students on teaching programmes and anyone interested in developing opportunities for creativity across the primary school curriculum.

Improving Pupils Motivation Together provides a refreshing and much-needed focus on how motivation can be enhanced by teachers and teaching assistants working both individually and collaboratively. Written in an accessible and engaging manner, the book explores various theories of motivation from a range of perspectives, applying academic theory to real life classroom situations. Using a combination of case studies and empirical research, this book demonstrates how teachers and TAs can successfully enhance the motivation of their students through collaborative practice. Improving Pupils Motivation Together starts by introducing theories of learning and motivation and goes on to offer insight in areas including: Collaboration and ways to collaborate; Motivation and giftedness; Assessment for Learning; Learning goals and learning objectives; Common pupil responses; Research in Action. Improving Pupils Motivation Together is an ideal resource for both teachers and teaching assistants working with pupils who are difficult to motivate and who find learning challenging. Further, this book will be highly useful for teachers managing their support staff, and for trainee teachers looking to develop their skills in motivating and engaging pupils.