Much of what we do in classrooms is intuitive, steered by what 'feels right', but all too often intuition proves a poor, sometimes treacherous guide. Although what we know about the workings of the human brain is still pitifully little, the science of psychology can and has revealed certain surprising findings that teachers would do well to heed. Over the past few decades, psychological research has made real strides into understanding how we learn, but it's only in the last few years that education has become aware of these insights. Part of the problem is a tendency amongst teachers to resist being told 'what works' if it conflicts with intuition. Whilst we cannot and should not relinquish our professional judgement in the face of outlandish claims, we should at least be aware of what scientists have discovered about learning, thinking, motivation, behaviour and assessment over the past few decades. This though is far easier said than done. Every year thousands of research papers are published, some of which contradict each other. How can busy teachers know which research is worth investing time in reading and understanding? Here, David Didau and Nick Rose attempt to lay out the evidence and theoretical perspectives on what they believe are the most important and useful psychological principles of which teachers ought to be aware. That is not to say this book contains everything you might ever need to know - there is no way it could - it is merely a primer. We hope that you are inspired to read and explore some of the sources for yourself and see what other principles can find a home in your classroom. Some of what we present may be surprising, some dubious, but some in danger of being dismissed as 'blindingly obvious'. Before embracing or dismissing any of these principles we urge you to interrogate the evidence and think carefully about the advice we offer. While nothing works everywhere and everything might work somewhere, this is a guide to what we consider the best bets from the realm of psychology.

This book presents the most recent theory, research, and practice on service learning as it relates to early childhood education. It describes several service learning programs, many of which were developed to better prepare pre-service teachers for the challenges they face in today's early childhood classrooms, including class size, ever-changing technology, diversity, high-stakes testing, parental involvement (or the lack thereof), and shrinking budgets. The book shares stories of positive outcomes from pre-service teachers who, having participated in service-learning programs, report a shift in their attitudes and beliefs including an increased empathy for others, a heightened sensitivity to student differences, more democratic values, and a greater commitment to teaching. In addition, the book examines the effects of service learning and positive outcomes for children and teacher educators as well. Schools today face an increasing number of language learners, the mainstreaming of special population students, and working with a standards-driven curriculum. All of these present new challenges for teachers as they attempt to meet their students' educational needs. As a result of this new classroom environment, and the educational needs they present, teacher educators must now seek different approaches to prepare prospective teachers to meet these needs because the traditional approaches to teacher preparation, such as coursework independent of fieldwork, are no longer effective in equipping teachers to address these issues. This book examines in detail the new approach of service learning.

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.

This book convincingly argues that effective culturally responsive pedagogies require teachers to firstly undertake a critical deconstruction of Self in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place. The contributing authors are from a range of diaspora, indigenous, and white mainstream communities, and are united in their desire to challenge the hegemony of Eurocentric education and to create new educational spaces that are more socially and environmentally just. In this venture, the ideal education process is seen to be inherently critical and intercultural, where mainstream and marginalized, colonized and colonizer, indigenous and settler communities work together to decolonize selves, teacher-student relationships, pedagogies, the curriculum and the education system itself. This book will be of great interest and relevance to policy-makers and researchers in the field of education; teacher educators; and pre- and in-service teachers.

This book uses research and personal stories from university lecturers to explore pedagogical strategies that illuminate how students' minds can be 'switched on' in order to unlock their extraordinary potential. It presents diverse ways to create inspiring learning environments, in chapters written by internationally respected experts in the broad field of the social sciences. Each author illustrates how - through their unique teaching philosophies and practices - they seek to enhance students' experiences and promote their critical thinking, learning and development. The respective chapters provide conceptual arguments, personal insights and practical examples from a broad range of classrooms, demonstrating various ways in which students' sociological imagination can be brought to life. As such, the book is both practical and theoretical, and is primarily aimed at educators working in both higher and further education institutions who wish to develop their understanding of classroom pedagogy as well as gain practical ideas for teaching and learning in the social sciences.

In this book, the educational theory of metacognitive learning and its instructional implications are used to describe and illustrate how learners can become effective or self-directive learners. First, three levels of general knowledge of the learning process are discussed in this book through an overview of research studies. The book then describes how learners can develop along these levels and learn to effectively plan their learning. This book includes study and educational material centered on the learning and instruction of general knowledge of the learning process.

This book provides contemporary knowledge on school effectiveness and proposes strategic interventions for enhancing it. It focuses on improving academic leadership for enhancing the effectiveness of schools and discusses how national education policies are helpful in providing a vision towards improving school effectiveness. It highlights the role of teachers as academic leaders in the implementation of policy recommendations at school and classroom levels. It offers methods and mechanisms for academic leaders to measure the learning of students for school assessment. The author also discusses how academic leadership involves creating a vision and mission based on science and research data for the organisation, inspiring innovation and creative ideas, developing teamwork, and a safe environment for staff to express their views. While providing an understanding of school as an organization, the volume outlines its management functions such as processes and quality of planning, management of curriculum, learner evaluation, institutional networks, and human resource management, among others. The volume is a guidebook for training and capacity building for school-level practitioners and leaders in education management. Embedded with real-life cases and episodes, this volume will be of interest to teachers, students, and practitioners of education, management, and education management. It will also be useful for academicians, educationalists, practitioners, management professionals, educational leaders, and policymakers.

This book takes a theoretical perspective on the study of school algebra, in which both semiotics and history occur. The Methodological design allows for the interpretation of specific phenomena and the inclusion of evidence not addressed in more general treatments. The book gives priority to "meaning in use" over "formal meaning." These approaches and others of similar nature lead to a focus on competence rather than a user 's activity with mathematical language.

There's plenty to do when planning the curriculum in primary schools. If it feels daunting, then one of the most helpful things is to talk to other people about how they have developed the curriculum for their particular subject or key stage. This is what John Tomsett and Mary Myatt have done. After the secondary 'Huh: Curriculum conversations between subject and senior leaders' was published, they were flooded with requests to produce a primary version. They enlisted the help of renowned primary specialists, Rachel Higginson, Lekha Sharma and Emma Turner to have conversations with primary teachers and key stage co-ordinators who are doing great curriculum development work. Each chapter provides insights into the importance of individual subjects and the unique contribution each makes to pupils' cognitive and personal development. The subject chapters discuss the steps colleagues take to ensure that there is a coherent thread across the year groups, as the discrete subjects deliver, collectively, the primary curriculum. These conversations show how the craft of creating a rich, challenging curriculum for every subject is not a quick fix. This is a nuanced piece of work, and there are many ways of approaching it. Each chapter also contains links to subject associations and helpful resources. Primary Huh has been written for subject leaders and key stage co-ordinators; it has also been written for senior leaders, as they prepare to have supportive conversations with their colleagues who are responsible for curriculum development. Primary Huh is offered as a prompt rather than the last word. Informed debate is, as they say, the fuel of curriculum development. And why have John and Mary called it 'Huh'? Well, John discovered that Huh is the Egyptian god of endlessness, creativity, fertility and regeneration, and they thought that was a pretty good metaphor for their work on the curriculum!

An investigation of the developing discourses of English language teachers in teaching and training, showing how teachers are shaped by the discourses they participate in and how they shape these discourses. By analysing professional development through professional discourse the book sheds light on what teachers do and why they do it.

Much of what is known about teaching second language writing today has been based on research in English as a second language, writing in English in English-dominant countries and other contexts, without giving close consideration to the important work of teaching foreign language writing in many languages and contexts around the world. FOREIGN LANGUAGE WRITING INSTRUCTION: PRINCIPLES AND PRACTICES takes a significant step in addressing this imbalance by examining many of the topics that influence foreign language teaching. Fourteen chapters researched and authored by scholars working in nine different countries and regions explore the contexts of foreign language writing pedagogy, the diversity of national and regional approaches, the role of universities, departments, and programs in pedagogy, and the cognitive and classroom dimensions of teaching and learning. This volume provides a cross-section of the current status of foreign language writing instruction, while developing a fuller appreciation for the broadened perspectives that it can bring to second language writing. Both teachers and researchers in foreign language writing will benefit greatly from this collection. - SECOND LANGUAGE WRITINGSeries Editor, Paul Kei Matsuda - CONTRIBUTORS include Rachida Elqobai, Yukiko Abe Hatasa, Icy Lee, Natalie Lefkowitz, Rosa Manch n, Hui-Tzu Min, Marly Nas, Hadara Perpignan, Melinda Reichelt, Marcela Ruiz-Funes, Jean Marie Schultz, Oleg Tarnopolsky, Helga Thorson, Kees van Esch, and Wenyu Wang. - TONY CIMASKO is Visiting Assistant Professor of English at Miami University in Oxford, Ohio. His work has been published in the Journal of Second Language Writing, Computers and Composition, English for Specific Purposes, and the online edition of What Is "College -Level" Writing? Volume 2. - MELINDA REICHELT is Professor of English at the University of Toledo. She has published her work in the Journal of Second Language Writing, World Englishes, Composition Studies, Issues in Writing, the ELT Journal, Modern Language Journal, the International Journal of English Studies, College ESL, Foreign Language Annals, the WAC Journal, English Today, and International Education.

This valuable resource provides an overview of recent research and strategies in developing and applying modelling to promote practice-based research in STEM education. In doing so, it bridges barriers across academic disciplines by suggesting activities that promote integration of qualitative science concepts with the tools of mathematics and engineering. The volume's three parts offer a comprehensive review, by 1) Presenting a conceptual background of how scientific inquiry can be induced in mathematics classes considering recommendations of prior research, 2) Collecting case studies that were designed using scientific inquiry process designed for math classes, and 3) Exploring future possibilities and directions for the research included within. Among the topics discussed: * STEM education: A platform for multidisciplinary learning. * Teaching and learning representations in STEM. * Formulating conceptual framework for multidisciplinary STEM modeling. * Exploring function continuity in context. * Exploring function transformations using a dynamic system. Scientific Inquiry in Mathematics - Theory and Practice delivers hands-on and concrete strategies for effective STEM teaching in practice to educators within the fields of mathematics, science, and technology. It will be of interest to practicing and future mathematics teachers at all levels, as well as teacher educators, mathematics education researchers, and undergraduate and graduate mathematics students interested in research based methods for integrating inquiry-based learning into STEM classrooms.

When the original Visible Learning published in 2008 it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing 'teaching's Holy Grail'. Now John Hattie returns to this ground-breaking work. The research underlying this book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies and involving more than 400 million students from all around the world. But this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood - and at times misunderstood - and what future directions research should take. Visible Learning: The Sequel reiterates the author's desire to move beyond claiming "what works" to "what works best" by asking crucial questions such as: Why is the current 'grammar of schooling', so embedded in so many classrooms and can we improve it? Why is the learning curve for teachers after the first few years so flat? How can we develop teacher mind-frames to focus more on learning and listening? How can we incorporate research evidence as part of the discussions within schools? Areas covered include: * The evidence base and reactions to Visible Learning * The Visible Learning model * The intentional alignment of learning and teaching strategies * The influence of home, students, teachers, classrooms, schools, learning and curriculum on achievement * The impact of technology Building upon the success of original, this highly anticipated sequel expands Hattie's model of teaching and learning based on evidence of impact and is essential reading for anyone involved in the field of education either as a researcher, teacher, student, school leader, teacher trainer or policy maker.

This book offers a detailed analysis and assessment of the state of education round the world. The argument is made that education and curriculum practices are deficient for two reasons. The first is the adoption by governments, policy-makers and practitioners of a set of knowledge practices that can be broadly characterised as empiricist and technicist, and which has come to dominate how curricula are constructed and certainly how education systems and their work can be described. The second is the adoption of a model of curriculum that is both backward-looking and, in its own terms, confused and muddled. This book then sets out an alternative model, which is more cogent and better focused on human wellbeing.

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.

?This book gives you advice on behaviour management that is easily accessible and equally easy to apply. After all, how many of us, snowed under with reports to write and lessons to plan, have time to wade through endless theory? This book provides plenty of information on the basic of behaviour management, lots of tips for controlling your classes, and ideas for managing the physical aspects of the classroom environment. The ideas and advice given are based on common sense observations and strategies that have worked for me. I hope you find this book a useful reference source for your everyday teaching, one that you can turn to for ideas when you need them or to find alternative strategies for dealing with the management of your own class or classes? Sue Cowley.

This new collection highlights the experiences of an international group of educators as they explore the art of teaching, the philosophy of learning, and the tensions of working across socially constructed borders.

STEM education has become a major focus for education reform, instructional implementation, and funding initiatives across K-12 learning environments. However, there are a lack of resources that combine research and teacher experience surrounding STEM implementation in order to better understand the current landscape of STEM education in the urban K-12 environment. K-12 STEM Education in Urban Learning Environments provides emerging research on the challenges and barriers of STEM education in urban environments and how to move forward in overcoming these challenges and barriers to provide equitable education for all K-12 students. Featuring coverage on a broad range of topics such as teacher preparation, programming, gender and racial barriers, and more, this publication is ideally designed for teachers, faculty, administrators, policymakers, researchers, and scholars.

Instill grammar fundamentals using lessons that stick! In this book, authors Amy Benjamin and Joan Berger share procedures for teaching grammar effectively and dynamically, in ways that appeal to students and teachers alike. Ideal for teachers just beginning their work in grammar instruction, this book includes day-by-day units and reproducibles to help them embed grammar lessons into writing instruction. Using visuals, wordplay, problem solving, and pattern-finding activities, teachers can forgo methods that fail to engage students in grammar. Through a series of activities designed to delve deeper into grammar learning, the authors share strategies that have proven successful during their extensive years of teaching and literacy consulting. Topics include: Using time wisely: Assess for cumulative understanding and development of writing style The "Verb Map": A visual metaphor of the verb system Teaching parts of speech for effective expression, not just memorization And more!

The definitive guide to raising boys' achievement in secondary schools by leading expert Gary Wilson. What better way to raise boys' achievement than to hear the issues from the students themselves? Let's Hear It from the Boys encourages readers to take matters into their own hands and listen to the boys in their school. Gary Wilson offers tips to help start a conversation with boys, and guides secondary teachers in placing the needs of boys firmly on the whole-school agenda. It's a well-known fact that girls outperform boys across every stage of the UK education system. Of the boys who underachieve, white working-class boys are consistently in last place. In this unique practical guide to raising boys' achievement in secondary settings, Gary lets the students do the talking through real-life testimonies. Tackling various aspects of learning in the secondary classroom, from exams, essay-writing and academic setting to punishments and rewards, this book offers a fresh perspective on boys' experiences of education, helping teachers to understand the various reasons why boys may underachieve and how teachers can tackle this. Complete with expert advice and practical strategies, it will spark new ideas in teachers and school leaders to support boys in their settings and create the best learning environment for all students.

Creative Approaches to Physical Education provides guidance on how to develop innovative new approaches to the delivery of each area of the National Curriculum for PE at Key Stages 2 and 3. The ideas have all been successfully developed in schools where every child has been encouraged to find success and to express themselves in new ways that surprise and delight teachers. Pupils feel ownership of their learning and pride in their achievements, fostering interest, creativity and motivation. Ideal for non-specialist and specialist PE teachers and trainee teachers alike, this book: explores the PE curriculum in a much wider sense than traditional approaches allow covers the key areas of physical education such as games, dance and gymnastics inspires us to look afresh at how we can exploit the learning potential of the outdoors shows how children use skills to express themselves creatively gives innovative suggestions for the use of ICT in PE teaching to encourage independent, personalised leaning examines how physical education can be linked with other subjects in a creative way. Childhood obesity is a growing concern and there are worries that young people have few purposeful leisure interests. This book offers teachers and all those who work with young people alternative approaches and activities that allow young people to express their creative side through physical activity and discover active healthy interests that will last a lifetime.

This book clarifies the specific skills that students are expected to learn in practical settings and provides an up-to-date review of how to develop these skills. It provides concrete, evidence-informed teaching strategies to ensure that students are really learning from their experiences in the lab, field or work placement and developing the practical, job-ready skills that universities are increasingly asked to deliver. By focusing on teaching interactions around questioning, providing feedback on student work, explaining and demonstrating, and the management of relationships with a class, the book allows teachers to rapidly understand and apply these techniques with their own classes.

This book provides an autobiographical and research-based exploration of the perceptions of Black middle and upper class preservice teachers about teaching and learning in high poverty urban schools. While there is an extensive body of knowledge on White preservice teachers, limited studies examine Black middle and upper class preservice teachers who may also lack experience with students in high poverty urban schools. Through this narrative, the author explores her own professional journey and a research study of former students who experienced the same boundary crossing. Their voices add to the body of current knowledge of how race and class affect the perceptions of preservice teachers.