Remote learning, online learning, distance learning, and all the teaching practices they encompass fall within another category that teachers have to become familiar with. As an online teacher, it is vital to be able to display updated and fresh practices for students. As many have been thrust into online learning, it is necessary to be able to develop these teaching practices in order for the students to be taught the highest level of knowledge. Numerous teachers have not taught online prior to COVID-19, and especially not in this capacity. This book develops online teaching practices for teachers and students in order to receive the highest benefit from their education. Through teacher collaboration techniques that have been used to develop workshops, teaches would grasp a better understanding o teaching online. Teachers need a resource to utilize to assist them with online learning. This book is compromised of chapters regarding the aspect of teaching remote learning for early childhood and elementary classrooms.

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 K-2, provides content for younger students. Each 8.5" x 11" multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

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.

The Realities of Completing a PhD gives a balanced and evidence-based view of the realities of PhD life. Full of practical tips and including a checklist to complete before sending an application, the book helps prospective PhD students prepare for the realities of taking on a PhD from an informed basis and offers guidance on submitting a well-planned application. This is the first book of its kind to bring together a range of international data that helps to paint a more balanced picture of the PhD process. The book outlines different types of PhD, how to select a topic for a PhD, how to write a robust research proposal and application, and the realities of PhD study in relation to student wellbeing, social commitments and employment prospects. By considering the issues raised in this book, students are less likely to be overwhelmed by the PhD process, and better equipped to complete their award. The book will be invaluable for potential doctoral students as well as those already embarking on a PhD. It will also enable university mentors and supervisors to consider how the application phase is key to managing student expectations, and how they can further promote a healthy and productive PhD experience.

This concise collection critically reflects on mobile assisted language learning research across educational stages, from early childhood through to university settings. // The volume traces the development of MALL practices through researchers' and teachers' efforts to make sense of the impact of mobile technologies on formal and informal second language learning and development. The chapters explore a range of topics around mobile learning design, implementation, and affordances across different educational and geographic contexts, drawing on both qualitative and quantitative perspectives. In so doing, the book creates a broader conversation around the importance of continuity in the successful integration of MALL practices into L2 learning curricula across the educational lifespan. // This book will appeal to students and scholars in applied linguistics and language teaching and learning, especially to those with a specific interest in mobile technologies.

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.

Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.

""While no check-list of attitudes, dispositions, behaviors, or actions can define what thriving teachers look like, the teachers interviewed here give us powerful examples of what it takes to face their profession with courage, their content with enthusiasm, and their students with love." "-Sonia Nieto

One in four public school students in the U.S. now speaks a language other than English at home, and the number of emergent bilingual and immigrant children in our schools continues to grow daily. What does it mean to be a teacher today, when students are more diverse in language, culture, race, and social class than ever before? What does it take to thrive, when the demands of teaching have never been greater? Sonia Nieto found and interviewed 22 teachers of varying backgrounds and school settings who help answer the question of what effective, culturally responsive teaching looks like in the real world. Their stories of success, failure, frustration and hope will resonate with everyone who has struggled to meet the needs of diverse students in our current sociopolitical context.

Nieto explores the common themes that arose throughout the interviews, of teaching with a social justice perspective, the moral dimensions of teaching, advocating for students, and challenging the status quo. She raises a persuasive argument that teaching is an ethical endeavor, that we must honor students' identities and believe in their futures, and that ultimately teaching is an act of love. The stories of Nieto's passionate teachers will inspire and motivate you to find joy in teaching students of diverse backgrounds. Read a sample chapter

Do you want to be an inspiring teacher for everyone you teach, even the trickier cherubs in your class? Or maybe you just want to get through a lesson without a desk flying at you or a blazer being set alight? In this down-to-earth book Adele Bates shares practical approaches, strategies and tips from the classroom on how to help pupils with behavioural needs thrive with their education. Packed full of real-life classroom scenarios, student voice and relevant theory, every chapter offers an Action Box helping you to implement these strategies - next lesson, next week and long term. From relationship building and teaching self-regulation, to fostering inclusivity, paying attention to your own self-care and schoolwide approaches, Adele Bates unpicks some of the most difficult aspects of being a teacher and empowers you to grow as a confident classroom professional.

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.

Concise, simple, yet motivating and inspiring, Haigh's book hones in on the essential 'big' ideas behind the craft of teaching, condensing them into manageable sections which can be put into practice in the classroom from Day One. The book deals with Planning, Behaviour and Class Management, Teaching and Learning, and Assessment in four distinct parts, each of these being presented with a brief explanation and simple steps, rules and advice for putting them into practice.

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.

The Essential Guide to Lesson Planning is intended to help trainee and newly qualified teachers come to grips with the daily lesson planning required from them. This book shows how the time spent planning good lessons can help to ensure that time in the classroom is effective, productive and enjoyable. A key goal of this book is to show that planning lessons and behaviour management are not two separate entities - any good lesson plan will have built-in behaviour management strategies. If students are catered for, are allowed to achieve and have their good work reinforced, then even the most challenging of students can be fun to teach.

This edited collection explores diverse perspectives about today's college students from a variety of higher education stakeholders - including faculty, researchers, policymakers, administrators, parents, and students themselves. All too often, those concerned with higher education make assumptions based on outdated information; the voices in this volume provide a grounded and real understanding of college students and explore how we might better support them in our colleges and universities. Each section includes a series of essays, with a culminating chapter written by scholars who analyze, contextualize, and ground these perspectives in theory. Multiple Perspectives on College Students brings current data and experience to light in a way that helps readers understand the needs and opportunities for supporting all college students for success.

Making and Relational Creativity explores the developing relationships that arise between art teachers and students through creative practices outside of the secondary school arts curriculum. The author offers a powerful account of both her own and student experiences, exposing the complexities and problematic nature of creative practices emerging outside of the curriculum framework. The book specifically explores relationships that develop in informal making spaces and argues for the significance of democratic creativity within art education. Examining the processes of making and the narratives arising within the A/R/Tography Collective, the lived experiences of both students and educator are revealed, providing a unique insight into their lives. The book explores the impact such spaces have on teachers' professional relationships with students together with the impact on student relationships and urges educators to inhabit a more holistic role and tailor their pedagogy to meet the needs of students. In addition, the research also aims to address the implications of informal making spaces for the school curriculum in England. This book will be of great interest for postgraduate students, researchers, and academics in the field of arts education, democratic learning, teacher education, cultural and organisational studies.

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.

This new edition of Unequal By Design: High-Stakes Testing and the Standardization of Inequality critically examines the deep and enduring problems within systems of education in the U.S., in order to illuminate what is really at stake for students, teachers, and communities negatively affected by such testing. Updates to the new edition include new chapters that focus on: the role of schools and standardized testing in reproducing social, cultural, and economic inequalities; the way high-stakes testing is used to advance neoliberal, market-based educational schemes that ultimately concentrate wealth and power among elites; how standardized testing became the dominant tool within our educational systems; the numerous technical and ideological problems with using standardized tests to evaluate students, teachers, and schools; the role that high-stakes testing plays in the maintenance of white supremacy; and how school communities have resisted high-stakes testing and used better assessments of student learning. Parents, teachers, university students, and scholars will find Unequal By Design useful for gaining a broad, critical understanding of the issues surrounding our over-reliance on high-stakes, standardized testing in the U.S. through up-to-date research on testing, historical and contemporary examples of the struggles over such tests, and information about how testing has fostered the privatization of public education in the U.S.

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 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.

Information communication technologies (ICTs) are a disruptive force affecting every aspect of human life. The integration of ICTs with the internet has global reach, including into the field of higher education, and this has caused traditional methods to be too slow and too unresponsive for the needs of many aspiring students. With faster lifestyles, borderless online learning is becoming more prevalent at every level of instruction. The quality of education now hinges less on the mode of instruction or the institutional reputation and more on the commitment of individual administrators and instructors to understand and apply digital learning. Digital Learning reveals the technologies behind successful implementation of online learning and teaching, and introduces the most important concepts and relationships in plain language. Readers are also provided with a glossary of key terms and a selection of resources. Milakovich and Wise have created the essential reference for faculty and administrators interested in developing online courses, students interested in pursuing online degree programs and faculty interested in converting in-class to online courses.

This fully updated third edition of Becoming an Outstanding Primary School Teacher includes new material on blended learning, pedagogical leadership and teaching entrepreneurial skills. It offers comprehensive coverage of all the key topics that engage primary teachers, including planning, meeting curriculum demands, promoting positive behaviour, assessment, engaging with parents, research, and professional development. Throughout, Russell Grigg draws on theory, research, and case studies of classroom practice to discuss what it takes to become an outstanding primary teacher, making this essential reading for raising pupils' standards of achievement through high quality teaching. How do primary teachers who excel in their work approach topics such as planning and assessment? What strategies do they use to inspire pupils when teaching English, Mathematics, Science, and other subjects? How do they keep on top of everything in managing workload and still get the best from pupils? These are the kinds of questions that this revised third edition addresses. It includes: * more than sixty ground-breaking infographics to convey key points in a highly accessible way * discussion of recent curriculum changes in the UK and the implications for high quality teaching * tried-and-tested classroom strategies, points for reflection and further research to bridge theory and practice * key concepts and international views on topics such as creativity, teachers' well-being, and assessment * reflections on the lessons from the recent pandemic such as the need for a robust digital pedagogy * extensive references for further research. Becoming an Outstanding Primary School Teacher has been updated to reflect significant changes in the context within which primary teachers operate both in the educational system and broader society. Providing a complete guide to the notion and practices of outstanding teaching, this a vital reference for trainee teachers, NQTs, and more experienced practitioners who aspire to excellence in their teaching.

Digital Learning in High-Needs Schools examines the challenges and affordances that arise when high-needs school communities integrate educational technologies into their unique settings. Although remote, blended, and networked learning are ubiquitous today, a number of cultural, economic, and political realities-from the digital divide and digital literacy to poverty and language barriers-affect our most vulnerable and under-resourced teachers and students. This book uses critical theory to compassionately scrutinize and unpack the systemic issues that impact high-needs schools' implementation of digital learning tools. Incisive sociocultural analyses across fifteen original chapters explore the intersection of society, technology, people, politics, and education in high-needs school contexts. Informed by real-world cases pertaining to technology infrastructure, formative feedback, Universal Design for Learning, and more, these chapters illuminate how best practices emerge from culturally responsive and context-specific foundations.

This book won the 2014 AESA (American Educational Studies Association) Critics Choice Award. The purpose of this book is restore the centrality of pedagogy in governing the ways literary texts are received, experienced, and interpreted by students in the classroom. Utilizing a method of pedagogical criticism, it provides an account of core approaches to teaching literature that have emerged across history and the conceptual values informing these approaches. More importantly, Reading the World discusses how these values have been shaped by broader global forces and key movements in the discipline of English Literature. To varying degrees, these approaches are aimed at cultivating a hospitable imagination so that students may more fully engage with multiple others in the world. Given the reality of an increasingly interconnected twenty-first century, literature pedagogy plays a vital role in schools by demonstrating how world, global, and cosmopolitan approaches to teaching literature can facilitate the prioritization of the other, challenge us to think about how we can be accountable to multiple others in the world, and push us to continually problematize the boundaries of our openness towards the other.