Enough. Private interests, politicians, reformers, and pundits have had their chance, and enough is enough. Teachers have been pushed around and pushed to the edge, and the time for tolerating the failed system of our public education policies is over. It's time to drag the standardized testing commercial complex out of our schools, kicking and screaming if need be, and take back our schools for our kids. The revolution has already begun. We must understand the etiology of the American public school's seeming inability to meaningfully and holistically teach every child if we are to have any hope of changing that school for the better. We must wrestle with the philosophical, sociological, and psychological roots of our misperception and mistreatment of children in order to change the way we understand our students. We must also understand the history of ""reform"" in American education in order to avoid repeating failed experiments. Once we do this, we can dismantle the traditional structures of the American Public School deliberately and thoughtfully, and capitalize upon the intense zeitgeist of the movement against corporatized standardized multiple choice testing, in order to truly revolutionize our schools. Over five sequential sections, ""Insurrection"" addresses educational philosophy, the system of schools, the social issue of misunderstanding children, replacement structures for those that are incompatible with understandings corrected in the first three sections, and a possible manner in which current school employees can lend their efforts to the revolution called for by Sir Ken Robinson in his 2010 TED Talk, which served as the impetus for the work.

Trade schools, universities, and programs for international students have begun to experiment with Content and Language Integrated Learning (CLIL) as a viable pedagogy for instruction, as the pedagogy of CLIL increasingly gains recognition as a practical form of language and content education in Europe and beyond, and its application in instructional settings becomes more diverse. Corresponding with CLIL's growth, this book focuses on foreign language use during peer interactions in a new CLIL setting. It particularly concentrates on how to conduct research when the focus is on learner interactions. The theoretical background, research methods, and research instruments are explained in a brief and understandable manner. This book is intended for those interested in CLIL and peer interactions and includes a framework and ideas for investigating new CLIL contexts in a practical manner allowing undergraduate and graduate students to conduct their own research in these settings.

The purpose of this book is to examine the tensions, gaps, and intersections between the practices of leadership in educational systems, school leadership preparation programs, and the often different worlds of academia and k12 schools. Voices from both academia and k12 schools are used to illustrate the tensions that cluster around capacity, politics, and the everyday practice of inspiring, engaging, and preparing school leaders.

The organizing and management of your classroom at school can be very daunting, and depending upon your comfort level, a little scary! Children often can be a real challenge in teaching if you do not speak their language. We as teachers and parents need not to be afraid in acting a little silly, and even goofy when dealing with children. Research shows that humor promotes learning and when used appropriately, it can strengthen relationships of all shapes and sizes. Administrators, teachers, and parents who are dedicated to the best interests, social development, and academic success of their children can accomplish great things by using a wide variety of creatively humorous approaches, including rhymes, chants, riddles, nonsensical speech, jokes, banter, anecdotes, games, and even self-effacing commentary, to make valuable connections and enhance learning.

This book explores terminology, frameworks, and research being conducted worldwide on virtual manipulatives. It brings together international authors who provide their perspectives on virtual manipulatives in research and teaching. By defining terminology, explaining conceptual and theoretical frameworks, and reporting research, the authors provide a comprehensive foundation on the study and use of virtual manipulatives for mathematics teaching and learning. This foundation provides a common way for researchers to communicate about virtual manipulatives and build on the major works that have been conducted on this topic. By discussing these big ideas, the book advances knowledge for future research on virtual manipulatives as these dynamic tools move from computer platforms to hand-held, touch-screen, and augmented platforms.

Higher education is changing dramatically as a result of global telecommunications. This book surveys and synthesizes the material currently available on this important topic. Much of the volume provides detailed and fascinating information on experiments, organizations, and ideas related to computer networks and higher education. Other sections examine the electronic organization of knowledge, electronic textbooks, and the many ways in which students may use computer connections to enhance their educational experience. At the heart of the study is the notion of a worldwide electronic university in which students, faculty, and research libraries will be connected electronically across continents. The author begins by describing the early signs and origins of the emerging worldwide electronic university, such as the growth of courses made available through computer networks and television. He then considers some of the administrative issues involved and the responses of some corporations and organizations to those issues. The next few chapters describe and assess the value of educational exchange and the technology that makes that exchange possible. Other chapters discuss the linking of research libraries, the facilitation of international research, and emerging instructional issues. The result is an important guide to a topic of growing interest to educators and students alike.

This book is about how people help other people to learn. Human life depends on knowledge being jointly created and shared: we rely on others for developing our understanding and for acquiring practical and intellectual skills. Yet most research on learning and thinking has focused on individuals. In The Guided Construction of Knowledge the author uses examples of talk recorded in classrooms and other places to show how teachers and learners, or learners working together, succeed and fail in the vital process of guiding learning and constructing knowledge. The book makes the ideas of socio-cultural research accessible to a wide audience and directly relevant to the practical concerns of teachers about the quality of education in their classrooms.

Coaching Outdoors offers a journey of professional development, personal development and enriched wellbeing. Coaching Outdoors supports practitioners to step outside and make the most of what nature can offer the coach, client, organisation and planet. It contains essential practical advice and activities, together with engaging case studies and research - all laid out in an accessible and logical format. Discover how to: Articulate the benefits of coaching outdoors from a place of experience Contract for psychological safety outdoors Find resources in nature Collaborate with nature as a coaching co-facilitator Engage with nature when working remotely with clients Coaching Outdoors is the first handbook specifically on the value of coaching with nature. It is an invitation to leave the fast-paced, technology-focused world and reconnect with what really matters, in an environment where we were born to thrive. LESLEY ROBERTS BEd, MSc is an executive coach and adventurer who has been coaching outdoors since 1999. Her academic research focused on how nature can support coach and client. After 16 years with Mars Inc she founded Brave Conversations, working with global teams and individuals to unlock their potential. In 2019 she founded Coaching Outdoors to bring the benefits of partnering with nature to as many people as possible.

Continuous advances in technologies, individuals, and the workplace have increased the importance of adult learning and professional development for keeping up with the current pace of technologies and information. Advanced Research in Adult Learning and Professional Development: Tools, Trends, and Methodologies explores the understanding, practice, and research within technical education and professional development. By providing a comprehensive view on educational technologies for adult learning, this book is essential for lecturers, practitioners, as well as academics interested in a variety of research in continuing education.

"Schoolyard-Enhanced Learning" shows how the school grounds--regardless of whether your school is in an urban, suburban, or rural setting--can become an enriching extension of the classroom. In this comprehensive handbook, Herb Broda blends theory and practice, providing readers with practical suggestions and teacher-tested activities for using the most powerful audio-visual tool available--the outdoors.

Emphasizing the practical, this innovative book offers teachers step-by-step guidance to help ensure success when they take a class outside. It provides: Background that helps present the case for outdoor learning: educational theory that supports the concept; overview of the terminology; research on the benefits related to student achievement; alignment of outdoor learning with current teaching practices.Ideas for making the schoolyard an effective outdoor classroom: the planning process; enhancing and maintaining the site; developing gardens and attracting wildlife; finding community resources and funding.Advice on working with a class outdoors: garnering administrative and parental support; considerations before going out; making the most of your outdoor time; using GPS as an educational tool; building on the outdoor experience back in the classroom.An array of proven activities that utilize the schoolyard: activities related to specific subject areas; activities that teach process skills; activities that encourage initiative and build community.

At a time when children's natural curiosity about the outdoors is eclipsed by the demands of busy schedules and the ever-present glow of video screens, schools may be the only place where they are encouraged to interact with nature. "Schoolyard-Enhanced Learning" can help teachers unlock the powerful learning experiences that exist just beyond the classroom door.

How does classroom management affect student achievement? What techniques do teachers find most effective? How important are schoolwide policies and practices in setting the tone for individual classroom management? In this follow-up to What Works in Schools, Robert J. Marzano analyzes research from more than 100 studies on classroom management to discover the answers to these questions and more. He then applies these findings to a series of ""Action Steps""-specific strategies that educators can use to: Get the classroom management effort off to a good start. Establish effective rules and procedures. Implement appropriate disciplinary interventions. Foster productive student-teacher relationships. Develop a positive ""mental set"". Help students contribute to a positive learning environment. Activate schoolwide measures for effective classroom management. Marzano and his coauthors Jana S. Marzano and Debra Pickering provide real stories of teachers and students in classroom situations to help illustrate how the action steps can be used successfully in different situations. In each chapter, they also review the strengths and weaknesses of programs with proven track records. With student behavior and effective discipline a growing concern in schools, this comprehensive analysis is a timely guide to the critical role of classroom management in student learning and achievement.

Teacher effectiveness and teacher quality have become the focus of intense international attention and concern. Around the world, governments are modifying existing certification requirements or implementing value-added modeling in order to qualify teachers without planning for the long-term consequences of these actions. The book brings together scholars from multi-disciplinary and international backgrounds to address two critical areas: (1) what existing cross-national measures of teacher effectiveness and teacher quality are most promising, and how can these be aligned to maximize their research potential; and (2) what core constructs of teacher quality or effectiveness are missing, and how can cross-national research help identify these. Identifying both what is used and what is missing in the international and comparative analysis and reform of teacher quality is key to informing evidence-based educational policy formation around teacher quality.

Effective inclusion in the classroom shouldn't be a burden; it should be the most rewarding aspect of a teacher's role. 'An excellent guide to changing approaches to inclusion and creating a culture where all children can flourish.' SEN Magazine In this innovative guide to supporting the most vulnerable students, experts Daniel Sobel and Sara Alston help primary and secondary teachers understand the barriers to children's learning. Emphasising the importance of meeting needs rather than focusing on diagnosis, they provide proven differentiation methods that maximise learning for the whole class, while reducing stress and saving time for the teacher. Guiding teachers through all the different phases of a single lesson, from starters to plenaries, the unique format of The Inclusive Classroom will help bring inclusion to the forefront of any lesson plan. Each chapter contains simple, effective actions to differentiate and improve learning outcomes for students vulnerable to underachievement, including those traditionally labelled SEN, EAL, pupil premium, looked after and young carers. Also provided are back-up ideas for when things don't go to plan, real-life anecdotes from teachers, and instructions on how to rethink traditional diagnoses and instead prioritise strengths and participation needs.

Readers will find this practical and comprehensive guide to spelling invaluable. Day-to-day advice on how to help those with difficulties is underpinned by information on the development of the English language and its spelling rules with explanations of common language problems. Chapters cover: spelling processes teaching and learning phonics individual cognitive and learning styles assessing and monitoring spelling progress teaching strategies and techniques. This is an essential companion for teachers, SENCos, and dyslexia specialists alike, as well as anyone interested in spelling and language difficulties.

- This is the first book for academic podcasters. With theoretical background as well as detailed practical instructions, this book explores the what, why and how of academic podcasting. - Podcasting is becoming an ever-more popular form of both creating knowledge and disseminating research to reach both academic and non-academic audiences. - Competing titles are solely concerned with podcasting as an object of study or as a how-to guide. This book is unique in that it brings together research into a subfield of podcasting, with arguments about why it is a normatively good thing for academia before synthesising this knowledge by detailing how to do it. This is the only book specifically about academic podcasting.

This volume is the result of a 2016 research symposium sponsored by the Association for Educational Communications and Technology (AECT) focused on the growing theoretical areas of integrating story and narrative into educational design. Narrative, or storytelling, is often used as a means for understanding, conveying, and remembering the events of our lives. Our lives become a series of stories as we use narrative to structure our thinking; stories that teach, train, socialize, and create value. The contributions in this volume examine stories and narrative in instructional design and offer a diverse exploration of instructional design and learning environments. Among the topics discussed: The narrative imperative: creating a story telling culture in the classroom. Narrative qualities of design argumentation. Scenario-based workplace training as storytelling. Designing for adult learners' metacognitive development & narrative identity. Using activity theory in designing science inquiry games . Changing the narrative of school: toward a neurocognitive redefinition of learning. Educational Technology and Narrative is an invaluable resource offering application-ready ideas to students of instructional design, instructional design practitioners, and teachers seeking to utilize theories of story and narrative to the ways that they convey and express ideas of instructional design and educational technology.

Medicine for Consumers provides students with an overview of the world of medicine with special emphasis on topics that are important to patients and consumers. The volume covers the basics of medical information and training, allied health professions, insurance issues, how to improve personal health throughout the lifespan, and more. Through 41 chapters, the book provides both consumers and future physicians with critical information that will help them navigate the world of medicine. The book explores the history of medical education, the basics of inpatient and outpatient care, various medical and surgical specialties, an introduction to the pharmaceutical industry, the importance of sound nutrition and regular exercise to health, and more. Additional chapters address mental health issues, patient satisfaction, medical myths, determining a diagnosis, and physical therapy. The text provides students with the opportunity to analyze, gather, and use newfound information to make the best possible health care choices, both for themselves and for future patients. Medicine for Consumers is an excellent resource for general health courses and foundational courses for medical professionals in training. The text could also serve as a valuable resource for practicing healthcare professionals.

What is the best approach for helping students to understand higher level concepts? How can specific subject knowledge be implemented in lessons? Ready to Teach: Macbeth brings together the deep subject knowledge, resources and classroom strategies needed to teach Shakespeare's tragic play, as well as the pedagogical theory behind why these ideas work, helping teachers to deliver a knowledge-rich curriculum with impact. Each chapter contains lesson-by-lesson essays and commentaries that enhance subject knowledge on key areas of the text alongside fully resourced lessons reflecting current and dynamic best practice. The book also offers an introduction to the key pedagogical concepts which underpin the lessons and why they are proven to help students develop powerful knowledge and key skills. Whether you are new to teaching or looking for different ways into the text, Ready to Teach: Macbeth is the perfect companion to the study of 'the Scottish play'.

Increasingly, educators are recognizing that for children to thrive intellectually they need socially and emotionally healthy classrooms. Conveniently, this is exactly what parents have always wanted for their children - classrooms that offer and grow positive relationships and behavior, emotional self-regulation, and a sense of well-being. Using the guiding principles from Peter Johnston's best-selling professional resources, Choice Words and Opening Minds, Peter and six colleagues began a journey to create just such classrooms - environments in which children meaningfully engage with each other through reading, writing, making, and discussing books.In Engaging Literate Minds, you'll discover how these teachers struggled and succeeded in building such classrooms. Inside you'll find the following: Practical ways to develop a caring learning community and children's socio-emotional competence Powerful teaching practices from real classrooms Engaging ways to encourage inquiry and student agency Suggestions on how to use formative assessment in everyday teaching practices Helpful research behind the classroom practices and children's development Ways to help students inspire and support each other Building a just, caring, literate society has never been more important than it is today. By embracing the ideas and teaching strategies in Engaging Literate Minds, you can help children to become socially, emotionally, and intellectually healthy. Not only do these classroom practices develop the skills to achieve district benchmarks and beyond, they help develop children's humanity.

This book provides the basics of student self-assessment and implementation challenges, and it offers practical solutions and examples for navigating the use of student self-assessment in various subject disciplines in primary schools, secondary schools and higher education. It provides an informed approach for educators to understand the complexities and subtleties involved in implementing self-assessment, and how this might include and impact on teachers and students. Involving students in assessment is not a new idea nor is student self-assessment a new assessment tool in schools. Despite the advantages and the necessity for including it in our pedagogic processes explicitly, the use of student self-assessment has been far from commonplace and consistent in classrooms, schools and universities. This book makes clear the choices of what, how and why student self-assessment is important and usable in the classroom. This book is designed for educators at different levels, and educational researchers. It will provide food for thought for pre- and in-service teachers and school leaders who are interested in nurturing independent and self-directed learners by involving students in the assessment process and maximising student learning through the use of student self-assessment.

It is generally believed that doing science means accumulating empirical data with no or little reference to the interpretation of the data based on the scientist's th- retical framework or presuppositions. Holton (1969a) has deplored the widely accepted myth (experimenticism) according to which progress in science is presented as the inexorable result of the pursuit of logically sound conclusions from un- biguous experimental data. Surprisingly, some of the leading scientists themselves (Millikan is a good example) have contributed to perpetuate the myth with respect to modern science being essentially empirical, that is carefully tested experim- tal facts (free of a priori conceptions), leading to inductive generalizations. Based on the existing knowledge in a field of research a scientist formulates the guiding assumptions (Laudan et al. , 1988), presuppositions (Holton, 1978, 1998) and "hard core" (Lakatos, 1970) of the research program that constitutes the imperative of presuppositions, which is not abandoned in the face of anomalous data. Laudan and his group consider the following paraphrase of Kant by Lakatos as an important guideline: philosophy of science without history of science is empty. Starting in the 1960s, this "historical school" has attempted to redraw and replace the positivist or logical empiricist image of science that dominated for the first half of the twentieth century. Among other aspects, one that looms large in these studies is that of "guiding assumptions" and has considerable implications for the main thesis of this monograph (Chapter 2).

Technology plays a vital role in bridging the digital divide and enhancing student learning both in and outside of the classroom. This is possible thanks to the successful use of educational online technologies and other new teaching resources being integrated into learning environments. Advanced Online Education and Training Technologies is an essential reference source that explores student and teacher learning through various online platforms. Featuring research on topics such as professional development in the twenty-first century and cultural differences in online learning environments, this book is ideally designed for educators, students, academicians, and other education professionals seeking coverage on enhanced student learning through technology-based learning tools.

No matter what you teach, there is a 100 Ideas title for you! The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers. Each title includes at least ten additional extra-creative Bonus Ideas that won't fail to inspire and engage all learners. _______________ An essential collection of 100 practical, tried-and-tested ideas for teaching computing in secondary schools. This is the perfect resource for computing teachers at all levels, whether specialist or non-specialist, newly qualified or experienced. From rubber duck debugging to teaching algorithm design through magic tricks and even setting up an escape room to raise awareness about cyber security, this is the ultimate toolkit for any teacher looking to diversify their lesson plans or revamp their teaching of computing. The activities are research-informed and ready to use in Key Stages 3 and 4 classrooms of all abilities, requiring minimum preparation and resources. 100 Ideas for Secondary Teachers: Outstanding Computing Lessons will ignite students' passion for coding, programming and computational thinking. Additional online resources for the book can be found at www.bloomsbury.com/100-ideas-secondary-computing