Latest edition of the go-to classroom resource since 1992 for reaching and challenging gifted students. This fourth edition of the orange bible brings fresh updates to the definitive guide to meeting the learning needs of gifted students in the mixedabilities classroom seamlessly and effectively with minimal preparation time. Included are practical, classroom-tested strategies and step-by-step instructions for how to use them. The book provides information on: Compacting and differentiating skill work and new content Extending reading and writing instruction Planning curriculum for all students at the same time Supporting self-directed independent study Supporting curriculum standards and increasing curriculum rigor Boosting critical and creative thinking skills Using assessments to help students demonstrate what they already know Using technology for accelerated learning and to benefit twice-exceptional (2e) students Serving gifted kids with special needs Managing cluster groupingDigital content includes a full chapter for parents as well as a PDF presentation for professional development, reproducible forms ready to customize and print for classroom use, and additional extension menus for the primary and upper grades.

The economy is tough -- but understanding economics doesn't have to be. In fact, opening the world of economics can be exciting with Arnold's popular ECONOMICS, 14E. Economic tools, new thinking and theories show you how economic forces impact daily events and form an important part of life 24/7. Current, everyday economic examples and updated discussions and learning features illustrate many unexpected places economics can occur. You learn how supply and demand play out on a freeway, what money is and isn't, how a person pays for good weather and why some countries are rich while others are poor. Three new chapters examine economic research, health economics and forces like creative destruction and crony capitalism. Revised coverage of the Federal Reserve System reviews changes in monetary policy. Digital video lectures and digital features guide you in understanding economic diagrams and building graphs, while online MindTap, Aplia and A+ Test Prep help you assess your understanding.

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.

This is a guide to teaching creative writing to primary school children aged 8-11. The 22 classroom-tested exercises encourage students to explore their emotions, their senses, and the world around them. Activities are designed to get children thinking about and describing what they see, hear, smell, taste and the thoughts which pass through their minds, re-enforcing their basic grammar and widening their vocabulary. The aim is to get children writing for enjoyment. The assignments are a springboard from which ideas are formed and then developed. They are structured to encourage spontaneous thought and to allow the writer to follow ideas; freeing the conscious mind from restraint to simply write. Above all, they are for children to have fun, to help them tap into emotions and imagination - which may well surprise both them and you. Get Children Writing brings together clear objectives, teachers' notes, and examples of techniques, styles, and formats drawn from classic children's literature into one classroom-ready sourcebook. Many of the assignments can be adapted to suit children younger or older than 8-11. We all love a story.

In our world today, scientists and technologists speak one language of reality. Everyone else, whether they be prime ministers, lawyers, or primary school teachers speak an outdated Newtonian language of reality. While Newton saw time and space as rigid and absolute, Einstein showed that time is relative - it depends on height and velocity - and that space can stretch and distort. The modern Einsteinian perspective represents a significant paradigm shift compared with the Newtonian paradigm that underpins most of the school education today. Research has shown that young learners quickly access and accept Einsteinian concepts and the modern language of reality. Students enjoy learning about curved space, photons, gravitational waves, and time dilation; often, they ask for more! A consistent education within the Einsteinian paradigm requires rethinking of science education across the entire school curriculum, and this is now attracting attention around the world. This book brings together a coherent set of chapters written by leading experts in the field of Einsteinian physics education. The book begins by exploring the fundamental concepts of space, time, light, and gravity and how teachers can introduce these topics at an early age. A radical change in the curriculum requires new learning instruments and innovative instructional approaches. Throughout the book, the authors emphasise and discuss evidence-based approaches to Einsteinian concepts, including computer- based tools, geometrical methods, models and analogies, and simplified mathematical treatments. Teaching Einsteinian Physics in Schools is designed as a resource for teacher education students, primary and secondary science teachers, and for anyone interested in a scientifically accurate description of physical reality at a level appropriate for school education.

The comprehensive guide you can trust for evidence-based reading practices It's settled science: developing skilled readers can enhance students' lives. That's why renowned educators Douglas Fisher, Nancy Frey, and Diane Lapp wrote this resource with the urgency of a code blue in an ER-because too many children, for many reasons, struggle with learning to become strong readers. Designed to be a one-stop shop for best practices, Teaching Reading is concise, encyclopedic, and essential. Thirteen interactive modules provide easy to read ideas to support you teaching every child to read very well. You will learn how to: Focus on two critical aspects of reading-word recognition and language comprehension. Select the best activities to support students in grades K-6 to learn letters and sound relationships. Provide developing readers with the most effective oral, written, and reading experiences. Recharge your confidence and craft with uplifting new research findings from neuroscience, cognitive science, and child development. Clear up confusions about phonics progressions, reading fluency, morphology, text selection, grammar, and more. Develop background knowledge, vocabulary, and comprehension instruction. Be up to date on how to help students attain deeper levels of comprehension by applying Theory of Mind and other cutting-edge ideas. Reading is a thrilling but complex process. It involves a heady mix of skills, schema, self-concept, and social dimensions. To give all students the chance to reap its rewards, we need a go-big kind of resource. This is it.

From shy to confident, quiet to enthusiastic, all children have different personalities and sometimes they just need a little help when it comes to making friends. How can we best help children communicate clearly and build strong friendships? Penny Tassoni, leading Early Years education consultant, author and trainer, uses simple words, accompanied by delightful full-colour illustrations by Mel Four, to support children as they make friends. There's lots to talk about in Time to Make Friends which makes this book ideal for sharing. It also includes a page of practical advice and tips for practitioners, parents and carers making it the perfect resource for supporting this essential life skill.

Offering first-hand insights from the early originators of Cooperative Learning (CL), this volume documents the evolution of CL, illustrating its historical and contemporary research, and highlights the personal experiences which have helped inspire and ground this concept. Each of the chapters in Pioneering Perspectives in Cooperative Learning foregrounds a key approach to CL, and documents the experiences, research, and fruitful collaborations which have shaped and driven their development. Contributions from leading scholars include Aronson, Davidson, Kagan, Johnson & Johnson, Schmuck, the Sharans, Slavin and Madden, as well as retrospective pieces on the work of Deutsch and Cohen. These chapters detail the historical development of cooperative learning, cooperation versus competition, and cover major approaches including the jigsaw classroom; complex instruction; the learning together model, and several more. Chapters include qualitative, personal, and retrospective accounts, whereby authors outline the research and theory which underpins each approach while highlighting practical strategies for classroom implementation. This text will primarily be of interest to professors, researchers, scholars, and doctorial students with an interest in the theory of learning, educational research, and educational and social psychology more broadly. Practitioners of CL with an interest in varied forms of small group learning and classroom practice, as well as those interested in the history and sociology of education, will also benefit from the volume.

In Peer Feedback in the Classroom, National Board Certified Teacher Starr Sackstein explores the powerful role peer feedback can play in learning and teaching. Peer feedback gives students control over their learning, increases their engagement and self-awareness as learners, and frees up the teacher to provide targeted support where it's needed. Drawing from the author's successful classroom practices, this compelling book will help you: Gain a deeper understanding of what meaningful feedback looks like and how it can be used as a tool for learning. Establish a respectful, student-led learning environment that supports risk taking and honest sharing. Teach students to be adept peer strategists who can pinpoint areas of needed growth and move forward with specific strategies for improvement. Develop cooperative student expert groups to help sustain effective peer feedback throughout the year. Use technology to enhance collaboration, streamline the learning and revision process, and strengthen students' digital citizenship skills. The book also includes extended reflections that express, in students' and teachers' own words, the approach's powerful effect on their practice. Invite students to be your partners in learning, and enrich your collective classroom experience.

This pioneering volume provides a thorough understanding of children’s spirituality from a holistic development perspective and explores the ways early childhood educators can nurture spirituality in the secular classroom. Making a critical distinction between spirituality and religion, this book draws on conceptual and empirical research, as well as authentic classroom vignettes to explore how theory translates into practice. Inviting readers to examine how their beliefs inform their practices, Children’s Spirituality in Early Childhood Education offers a purposeful window into supporting children’s learning and development with a focus on their souls, making it important reading for teachers, teacher candidates, researchers, and teacher educators in the field of early childhood education.

This collection brings together perspectives from emerging and established scholars, working from empirical data from real-life classroom experiences, to investigate pedagogical issues in the application of EMI across a range of educational contexts in Asia. Drawing on research across different levels of education covering institutions across various contexts across Asia, the book engages in key questions around power, marginalization, attitudes, intercultural communication, and identity construction as they unfold in classrooms in which a plurality of languages and varieties of English collide and are mediated, appropriated, and accommodated. The volume explores the pedagogical challenges, policies, and practices of EMI which emerge in these settings, highlighting real-life problems in EMI program development and the wider pedagogical implications for EMI implementation in varied educational environments. Taken together, the chapters offer opportunities for further research toward challenging traditionally held beliefs and blind implementation of EMI and encouraging critical perspectives from both researchers and policymakers alike. Pedagogies of English-Medium Instruction Programs in Asian Universities will be of interest to scholars and practitioners in English-medium instruction, English language teaching, TESOL, and applied linguistics.

In the decades since it was first introduced, Howard Gardner's multiple intelligences (MI) theory has transformed how people think about learning the world over. Educators using the theory have achieved remarkable success in helping all students, including those who learn in nontraditional ways, to navigate school (and life outside it) with confidence and success. Within the context of classroom instruction, no author besides Gardner has done more to popularize MI theory than Thomas Armstrong, whose best seller Multiple Intelligences in the Classroom has become a bona fide education classic in its own right. This expanded fourth edition provides educators at all levels with everything they need to apply MI theory to curriculum development, lesson planning, assessment, special education, cognitive skills, career development, educational policy, and more. In addition to the many strategies, templates, and examples that have made Armstrong's book so enduringly popular, this edition is updated to examine how emerging neurodiversity research, trends toward greater instructional personalization, and rapidly evolving virtual learning tools have affected the use of MI theory to enhance student achievement. It also includes brand-new lesson plans aligned to nationwide standards and a revised list of resources for further study.

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.

Want to make your instruction more equitable and effective, more interesting, and more fun? It's time to try flexible grouping. Unlike traditional grouping, which typically puts like with like or combines students without regard to the best way to promote their individual growth, flexible grouping is both purposeful and fluid, regularly combining and recombining different students in different ways to pursue a wide range of academic and affective goals. In this comprehensive guide to flexible grouping, author Kristina J. Doubet shares a staged implementation approach that takes students from simple partner set-ups designed to build cooperative skills to complex structures ideal for interest and readiness-informed academic exploration. She covers the key factors to consider when forming groups and highlights how this approach to organizing learning can help you disrupt rigid tracking, deliver targeted instruction, connect to student interests, boost collaboration, and build community.Focused, practical, and written for teachers of all subjects and grade levels, The Flexibly Grouped Classroom provides: Dozens of strategies to expand your instructional repertoire, along with links to additional models and resources; Guidance on setting the tone and expectations for group tasks, ideas for student role distribution, and tips for monitoring progress, noise, and time; A planning template and sample grouping plans for an elementary and secondary classroom; and Specific troubleshooting advice to help you navigate common complications. Choosing to make your classroom a flexibly grouped one means positioning every student to learn better-without feeling superior or inferior, without being overburdened or underchallenged-and to discover for themselves how much farther they can go together than they ever could alone.

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 book addresses challenges that higher education institutions face when bridging the gap between internationalisation as a key university strategy and their delivery of interculturally competent and responsible graduates. Combining international case studies and research outcomes, it provides an in-depth understanding of the role educational developers can play in the internationalisation of higher education and in the provision of an internationalised learning experience for all students. The book situates international education in global and local contexts and contributes to the design and delivery of internationalised curricula in very concrete terms. In doing so, it suggests how academic staff may enhance the quality of their programmes by leveraging the opportunities of international classrooms where students have diverse academic, linguistic, and cultural backgrounds. The content of the book is therefore also foundational for continuing professional development (CPD) programmes that enhance staff competences for designing and teaching inclusive internationalised programmes and include topics such as: An international competence profile for educational developers Intercultural competence as a graduate attribute Internationalised curriculum design and delivery Intercultural group dynamics The role of languages in internationalised higher education classrooms Reflective processes for teaching and learning in the international classroom This book is essential reading and a go-to resource for any academic looking to internationalise their education programmes. It will also be of interest to those directly involved in curriculum development, learning, and teaching as well as those who have more strategic responsibilities within and beyond HEIs, or who are involved in higher education research.

Assessment is one of the most powerful tools in teaching, yet it is rarely measured in effort, time and effectiveness and is often done alone, against the clock and with minimal training. This practical and realistic book is designed to help practitioners who wish to improve their impact in assessing a large and diverse range of students. This second edition has been fully updated to include the views of students and recent developments in remote assessment, plagiarism, grading and feedback tools. The second half of the book considers the main assessment methods, with advice addressing common challenges. It will help newer assessors to: clarify their role and make the best use of time and technology gain confidence with assessment terms and processes give motivating feedback and support student writing tailor their approach and learn from practitioners within their discipline to extend their current range of solutions consider in more depth: essays, reports and projects, practicals and fieldwork, mathematically-based learning and exams. Both newly appointed and more experienced lecturers in further and higher education, postgraduate students, part time staff and graduate teaching assistants will find this an invaluable guide and reference tool.

On George Vlachonikolis' 25th birthday, he was holding an SA80 assault rifle. Inside his webbing pouches were 150 rounds of ammunition, two HE grenades, two smoke grenades, a small survival kit, 20 Marlboro Lights, and a medikit that included two sticks of morphine and two tourniquets. Strapped to the left-hand side of his Osprey body armour, within easy reach, was his bayonet. George was in Helmand Province, Afghanistan. On George's 37th birthday, he was wearing a striped cotton twill shirt and well-ironed beige chinos. A thin fabric lanyard carried his ID badge proudly. In front of him was a class of secondary school students, who were settling down and getting ready for their next lesson. George was in a school in the UK. From Camouflage to Classroom is about everything George learned with the Army in Afghanistan and has brought to his classroom teaching today. By reflecting on the most intense and thought-provoking experiences of his life, George aims to explore the role of the classroom teacher from an original perspective: one based on military principles and practice. This book takes a direct, human and very honest look at the challenges faced by classroom teachers today and offers some military-inspired solutions.

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. _______________ As Ofsted says, Literacy is a shared responsibility across the curriculum in secondary schools. But for subject teachers and school leaders outside of the English department, this can seem a daunting task. 100 Ideas for Secondary Teachers: Literacy Across the Curriculum contains all sorts of strategies and ideas for ensuring that pupils are developing competency in reading and writing in every subject, from maths to PE, without putting pressure on teachers' time and resources. The perfect quick reference pocket book, this collection of creative and original ideas from English expert Graham Tyrer has something for everyone, ensuring all teachers and school staff are able to support students in gaining confidence in literacy. By picking and choosing relevant ideas, busy teachers can develop both short- and long-term strategies for cross-curricular teaching that really work, have an impact on whole school learning, and help every pupil reach their potential.

The Computer Supported Collaborative Learning (CSCL) conference has become an internationally-recognized forum for the exchange of research findings related to learning in the context of collaborative activity and the exploration of how such learning might be augmented through technology. This text is the proceedings from CSCL 2005 held in Taipei, Taiwan. This conference marked the 10th anniversary of the first CSCL Conference held at Indiana University in 1995. Subsequent meetings have been held at the University of Toronto, Stanford University, University of Maastricht (Netherlands), University of Colorado at Boulder, and the University of Bergen (Norway).
Just as the first CSCL conference was instrumental in shaping the trajectory of the field in its first decade, the conference in Taipei will play an important role in consolidating an increasingly international and interdisciplinary community and defining the direction of the field for the next 10 years. This volume, and the papers from whichit is comprised, will be an important resource for those active in this area of research and for others interested in fostering learning in settings of collaboration.

In an era of Common Core State Standards and accountability, students need to use the time they spend in school focused on academics and ready to learn. However, middle school has always presented special challenges. This is a time when students can spend a lot of time grappling with physical changes, forging interpersonal relationships, managing increased responsibility, and more--all of which can distract them from the primary purpose of school. The researched-based lessons in this book will help teachers delve into key social and emotional learning topics, such as
Self Esteem
Emotions
Cognition
Peer Relationships
Bullies
Stress
Overall, this book will give teachers not only an understanding of the basic issues and research underlying social and emotional learning but also practical tools for introducing the topic into the curriculum. For use with Grades 5 & Up.

Published for the American Educational Research Association by Routledge This landmark volume presents the work of the American Educational Research Association's Panel on Research and Teacher Education. It represents a systematic effort to apply a common set of scholarly lenses to a range of important topics in teacher education. The Panel's charge was twofold: *to create for the larger educational research community a thorough, rigorous, and even-handed analysis of the empirical research evidence relevant to major policies and practices in pre-service teacher education in the U.S., and *to propose a research agenda related to teacher education that builds on what is already known and that identifies the research directions that are most promising for the future. Members of the Panel were appointed from various sectors of the educational research community and with different areas of expertise, including teacher education, policy, assessment, research design and methods, liberal arts, multicultural education, and school reform. Building on their diverse perspectives, they ably translated their charge into a series of questions that became the framework for this volume. The questions illuminate many of the issues that have been most contested in past and current discourse about teacher education reform. Studying Teacher Education examines research about the current pool of prospective and entering teachers and about local, institutional, state, and federal preservice teacher education policies and practices. The book includes three general chapters and nine research syntheses. *The AERA Panel on Research and Teacher Education: Context and Goals *Researching Teacher Education in Changing Times: Politics and Paradigms *Teacher Characteristics: Research on the Demographic Profile *Teacher Characteristics: Research on the Indicators of Quality *Research on the Effects of Coursework in the Arts and Sciences and in the Foundations of Education *Research on Methods Courses and Field Experiences *Research on Pedagogical Approaches in Teacher Education *Research on Preparing Teachers for Diverse Populations *Research on Preparing Teachers to Work with Students with Disabilities *Research on Accountability Processes in Teacher Education *Research on Teacher Education Programs *A Research Agenda for Teacher Education Each chapter reviews the empirical literature and proposes a research agenda that builds on and extends what is known about a topic. A chart at the end of each chapter provides summary information for each of the empirical studies synthesized and two reference lists--one for all of the studies reviewed in the chapter and one for additional references used. The volume includes an introductory chapter on the Panel's context and goals, and an accessible Executive Summary of the book as a whole. Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education is a timely, indispensable reference for all researchers and professionals in the field.

Being a teacher is far from easy. Being the best teacher you can be is even tougher. There are two really important things that every teacher needs to get right so that they feel fulfilled and challenged in what they do. Firstly, they need to continually develop their craft through effective professional learning. Secondly, they need to map out a career path that has progression as its defining feature. There are very few people who manage to do both things well. Education doesn't stand still, so being a good teacher means being in a constant state of evolution. How do we achieve this? Covering the latest developments in professional learning, Kate Jones and Robin Macpherson explore the massive changes that the global pandemic has brought, seeing it as a paradigm shift with manifest opportunities. The corollary to this is career progression, which is really about making the right professional choices. Are you a one school person for your whole time in teaching? Do you change location or role? Do you harbour leadership ambitions? And crucially, how do you finish your career on a high? Working out what you want to achieve in your teaching life is a core focus of the book, and is addressed through a range of interviews, case studies, and challenge questions. It is not about telling you what to do but prompting you to reflect on what you do. The Teaching Life is for anyone who wants to make the most of their time in education, for their students and for themselves.

Create a thinking classroom that helps students move from the factual to the conceptual Concept-Based Inquiry is a framework for inquiry that promotes deep understanding. The key is using guiding questions to help students inquire into concepts and the relationships between them. Concept-Based Inquiry in Action provides teachers with the tools and resources necessary to organize and focus student learning around concepts and conceptual relationships that support the transfer of understanding. Step by step, the authors lead both new and experienced educators to implement teaching strategies that support the realization of inquiry-based learning for understanding in any K-12 classroom.

Designing Performance Assessment Systems for Urban Teacher Preparation presents an argument for, and invites, critical examination of teacher preparation and assessment practices--in light of both the complexity and demands of urban settings and the theories of learning and learning to teach that guide teacher education practices. This dynamic approach distinguishes the authors' stance on urban teacher assessment as one that can help address social justice issues related to gender, race, socioeconomic class, and other differences, and at the same time promote the professional development of all educators engaged in the process of learning to teach. The contextually bound, sociocultural stance that informs this book promises greater teacher and student achievement. Culminating six years of vital dialogue and focused, local activity among teachers and teacher educators from institutions in the Urban Network to Improve Teacher Education, Designing Performance Assessment Systems for Urban Teacher Preparation presents: *the historical context that was examined for this work, a theoretical framework to undergrad teacher preparation assessment, and design principles to guide the development of assessment systems; *four case studies of participants' struggles and successes in designing and implementing these systems; and *a discussion of the importance of context and current trends in assessment practices in urban teaching. This volume is particularly relevant for university and school-based teacher educators who help prepare teachers to work in urban schools, and for personnel in state departments of education and other agencies who are responsible for certification and beginning teacher support. While the focus is on preparing teachers for urban settings, the theoretical and practical foundations and the case studies have broad implications and provide useful insights for anyone involved in developing and using performance assessment systems--teacher educators, university and school administrators, classroom teachers, and educational researchers.