Teachers are better together Nationally and internationally, educators are excited about Les Foltos' techniques for effective peer coaching. The model for Peer Coaching outlined in his 2011 TED talk has been implemented in 40 countries and counting with powerful results. Now you have it in this concise guide to effective coaching Train teachers to help each other refine their classroom strategies and tailor them to 21st Century needs. Foltos' insights include o How peer coaching that makes a difference involves much more than just one teacher offering another advice. o How a coaching relationship is first built on trust, and then on the willingness to take risks. o Why peer coaching should focus on adapting teaching methods to the technological future of education. For schools to effect the changes the future demands, teachers must learn how to collaborate effectively. With this book, Les Foltos shows the way.

Further and Higher Education in the UK has expanded greatly in recent years, bringing into education large numbers of young people who present teachers with new challenges. At the same time, there is an immense pressure to improve the quality of learning and teaching, and to encourage students to be active participants in the process.
This book is aimed at teachers, aspiring teachers and other professionals in upper secondary schools, further education colleges and universities who wish to increase learner motivation and to create opportunities for greater learner autonomy. It will:
* relate learning theory to practice
* provide practical help for teachers to understand how they tend to interact with students
* suggest how they may build a repertoire of teaching styles that foster sharing of responsibility with learners for more effective learning.

Becoming a Successful Teacher of Maths is a practical guide for newly qualified teachers of secondary mathematics. It develops the essential core knowledge, skills and understanding demanded by the new DfEE requirements for courses of initial teacher training. It is based on research findings relating to the organisation and management of maths classrooms, teaching approaches, assessment and the common misconceptions which often hinder pupils' progress in key areas of the National Curriculum. Theoretical principles are exemplified through case-study material. Suggestions for school-based activities are made. While being a practical 'how to' guide for beginning teachers, it also offers critical insights for more experience teachers reflecting on their practice.

Children can experience feelings they don't understand, causing them to act out. This Redleaf Quick Guide is filled with information on how to respond to an array of 12 common behavioral challenges including aggression, defiance, and separation anxiety, and offers prevention tips and developmental information that may affect young children's behavior.

Children's early experiences of literacy have a major influence on how they continue to learn as they grow older. Children enter early childhood programs and school with a wealth of knowledge and understandings of literacy. It is critical that early childhood professionals and teachers recognise and build on this learning.Literacy Learning in the Early Years offers a practical introduction to literacy issues for early childhood professionals and teachers working with children aged 0-8, in childcare, preschool and school contexts.The authors take a socio-cultural approach to literacy learning, emphasising the importance of understanding the various contexts in which young children are involved in literacy practices. They explore a range of literacy issues that early childhood professionals and teachers are facing in the 21st century. These issues include the role of play in literacy learning, how to use information communication technologies with young children and ways of introducing critical literacy. Literacy is understood broadly and readers are encouraged to explore a range of print and other media with children.With chapters from both Australian and UK authors Literacy Learning in the Early Years is an ideal professional reference and student text. a very useful introductory text to literacy development in early childhood. It is clearly written and accessible to the wide range of professionals working with young children as well as to teachers and parents. It will be a valuable text in training at initial and in-service levels on a wide range of courses.Lesley Abbott, Professor of Early Childhood Education, Manchester Metropolitan Universitythis well written, comprehensive book combines many practical examples of learning to do literacy and suggestions for action, and all the while engages the reader with questions and starting points for reflection.Susan Hill, Associate professor, The Centre for Studies in Literacy, University of South Australia

This volume presents a comprehensive overview of inclusion and diversity in education across the globe. It examines how more inclusive education systems can be built, and covers areas and topics such as disability studies, sexual minorities, and indigenous communities, marginalized communities among others. The book presents perspectives of experienced and distinguished experts and researchers on inclusive practices related to participation, equity, and access from countries such as India, USA, Australia, UK, Canada, South Africa, Japan, Pakistan, Rome, Hungary, Sweden, and others. It discusses how spoken language, race, gender, and religion contribute to inclusion and marginalization. The volume also explores ideas on how schools and educational systems can respond to diversity-related issues, and the lessons learnt about how to improve capacity for further inclusion. Additionally, it provides a holistic understanding of the classroom practices and interventions adopted to handle problems of students with diverse needs. This incisive and comprehensive volume will be of interest to students, teachers and researchers of education, inclusion and diversity, equity and access, disability studies, educational psychology, social work, sociology, and anthropology. It will also be useful for teacher educators of B.Ed. and B. El. Ed courses, and anyone who is associated with or working in the field of diversity and inclusion.

"Wise Women" is a collection of autobiographical essays by important and renowned teachers at mid-life. The essays, which are deeply personal, will focus on how these women negotiate the psychological, physical, and social changes brought on by menopause and how the aging process affects their lives as professionals, feminists, writers, mentors, and instructors in the academy. The book addresses such questions as the following: What challenges are left for the feminists who came of age during the women's movement and now have achieved academic success? How do women teachers experience their aging selves in the classroom? What legacy will mid-life women leave their younger women colleagues? All of these questions, as well as many others, are covered in this insightful and groundbreaking work.

This practical guide for teaching numeracy to children with a developmental disability is based on core concepts from the landmark Mathematics Recovery (R) text Teaching Number (aka 'the green book') that have been adapted for children with developmental disabilities. It sets out key principles of teaching and learning underpinning an evidence-based teaching approach and provides clear guidance on how educators can plan and implement a structured teaching program so that every child can be given a positive experience in learning numeracy and achieve significant outcomes, maximizing their potential. The book is supported by a comprehensive set of online resources for use in the classroom, including 90+ lesson plans carefully tailored to provide sequenced learning experiences for children and school students who may need them most...

In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.

This text provides a description and analysis of play and its use in helping young children to reach their potential. It is aimed at professionals working with young children with special educational needs and from a range of cultural and linguistic backgrounds.;The authors have sought to make sense of play from theoretical and practical sources to promote an interactive perspective. Included in the book is the authors' model of Play Based Assessment, a framework that can be used to assess and mediate children's learning and development.

In many ways America is in worse shape than before the first Watts riots occurred over 25 years ago. Intolerance is still abundant; greed is very much alive; and hope held by many at the bottom has been dimmed, if not extinguished. For our country to become everything it is capable of becoming and everything our ancestors dreamed, education cannot continue as usual. Ours is a great country, but when even one of its citizens is made to feel less than human or is robbed of their dignity, something is wrong. Hope, Intolerance, and Greed: A Reality Check for Teachers encourages teachers to question the status quo and to reexamine their power to influence the direction our country takes into the 21st century. It also encourages teachers to acknowledge the realities that exist, teach the rejection of violence, and promote an awareness and understanding of people as individuals.

Educators and education policy has increasingly acknowledged the value of creativity and creative approaches to education in particular. This book highlights a range of innovative teaching techniques successfully employed by teachers from a range of disciplines and education levels in order to share knowledge regarding creative education.

Offers information on the techniques of teaching science classes. This book aims to guide the reader though each step of improving teaching skills and provides resource lists on books, periodicals and organizations of value to science teachers.

As part of e-learning, adaptive systems are more specialized and focus on the adaptation of learning content and presentation of this content. An adaptive system focuses on how knowledge is learned and pays attention to the activities, cognitive structures, and context of the learning material. The adaptive term refers to the automatic adaptation of the system to the learner. The needs of the learner are borne by the system itself. The learner did not ask to change the parameters of the system to his own needs; it is rather the needs of the learner that will be supposed by the system. The system adapts according to this necessity. Personalization and Collaboration in Adaptive E-Learning is an essential reference book that aims to describe the specific steps in designing a scenario for a collaborative learning activity in the particular context of personalization in adaptive systems and the key decisions that need to be made by the teacher-learner. By applying theoretical and practical aspects of personalization in adaptive systems and applications within education, this collection features coverage on a broad range of topics that include adaptive teaching, personalized learning, and instructional design. This book is ideally designed for instructional designers, curriculum developers, educational software developers, IT specialists, educational administrators, professionals, professors, researchers, and students seeking current research on comparative studies and the pedagogical issues of personalized and collaborative learning.

This guide focuses on the problems associated with presenting material to learners. Designed to help teachers make the right decision about the presentation of course materials, it includes strategies for both groups and individuals, and advice on introducing change and coping with the unexpected.

Transforming Learning Through Tangible Instruction offers a transformative, student-centered approach to higher education pedagogy that integrates embodied cognition into classroom practice. Evidence across disciplines makes clear that people learn with their bodies as well as their brains, but no previous book has provided evidence-based guidance for adopting and refining its practice in colleges and universities. Collecting findings from cognitive science, educational neuroscience, learning theories, and beyond, this volume's unique approach-radical yet practical, effective yet low-cost-will have profound implications for higher education faculty and administrators engaged in teaching and learning. Seven concise chapters explore how physical objects, hands-on making, active construction, and other elements of body and environment can enhance comprehension, memory, and individual and collaborative learning.

Clearly structured and illustrated with tables, charts and figures to help educators rapidly come to terms with exactly what they need to do when planning a new course (or giving a current course a well needed overhaul), this book is packed with tips to make course planning easy.

Clearly structured and illustrated with tables, charts and figures to help educators rapidly come to terms with how assess which delivery methods are most appropriate for a particular course, this text seeks to make the preparation of material easy. The book explains how to prepare materials that can be utilized either by the teacher or by others without further guidance.

Mixed ability teaching was the subject of a lively debate in the early 1980s within the teaching profession. Some educationalists took the view that mixed ability teaching was a great step forward which should be encouraged at all costs, whilst other strongly disagreed. Others whilst acknowledging that mixed ability teaching is a good idea, were against it, pointing to the many practical difficulties which face a teacher teaching to a mixed ability class. Originally published in 1982, this book provides a comprehensive survey of the issues involved, offering a range of approaches to the issue of whether and how to group children for mixed ability teaching. The aim is to help students and teachers to look more dispassionately at the topic and, in the process, to explore their own reactions and attitudes. The book considers the methods that should be employed in mixed ability teaching, examining the different strategies that need to be adopted for different subjects, and exploring the special position of exceptional children, both slow learners and gifted in a mixed ability class. At all times the book avoids over-technical language and is written at a level that will make it readily accessible to teachers and trainee teachers. It will be particularly effective where debate is still in progress: school staffs who are considering whether to change to mixed ability; students discussing the issues in a seminar; and as a starting point for in-service training. Providing many useful insights that will enable teachers to cope better with mixed ability classes, the book concludes by considering how mixed ability teaching will develop in the future. Today it can be read in its historical context.

The latest edition of the Educational Media and Technology Yearbook, 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. Pivotal research and discussion surrounding educational trends, leadership, organizations and programs have all been updated from volume 37. Chapters 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. This edition also features new content on mediagraphy.

The fundamental idea of the ICMI Study 13 is outlined as follows: Education in any social environment is influenced in many ways by thetraditions of these environments. As a consequence, the results of sucheducation will naturally differ with different traditions in differentenvironments. Indeed, this is necessary since one of the intentions ofeducation is to support the traditional continuity of structure andfunction of a special environment. On the other hand, today we areobserving a growing interdependence between environments likeregions, states, countries, and different cultural areas of the world

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.