This book focuses on the elusive out-of-field teaching phenomenon and its direct effects on quality education globally. Based on the experiences and concerns of teachers and school leaders, it investigates the phenomenon's impact on everyday teaching and school practices, and offers insights into the challenges that out-of-field teachers face in maintaining their role as the "knowledgeable counterpart" in their teaching and learning environments. In this frame, it also highlights the often-overlooked importance of initial teacher education and its preparation of prospective teachers for employment in complex school contexts, subjects or year levels. The book emphasises the need to develop specific policy strategies to effectively address the global implications of out-of-field teaching, and explores the potential of micro-education policies as targeted support resources for teachers in these challenging positions. Through this new policy lens, which renegotiates the discourse of education policy as a quality education improvement framework, the book offers readers a comprehensive understanding of the urgent need for policy to uphold all stakeholders involved in these unique and complex environments. Accordingly, the book is a valuable resource for academic advisors, decision-makers, policy-makers, and educational and school leaders in developing new approaches to improving school outcomes that promote the retention of teachers for a strong and stable teaching workforce.

Written for courses in Classroom Management (Models Approach). Engaging and succinct, this models-based classroom management text prepares novice educators to manage classrooms under their charge with detailed background on research, theory, and application, ultimately leading them to the creation of their own personal classroom management philosophy based on individual style, goals, and the understanding of how to create a safe and supportive learning environment for every student. This text examines the major models of classroom management to help readers build a foundation in current approaches to this essential aspect of teaching. The authors then build upon this foundation to ultimately prepare readers with the necessary know-how and tools to develop and put into practice their own personal classroom management program. The text also provides a detailed and thorough discussion of diversity in the classroom, includes current content on the new "safe school" movement, and features expanded coverage of bullying and violence prevention. Readers will appreciate the authors' accessible writing and the wealth of examples from PreK, elementary, and secondary settings.

This volume of ""Advances in Teacher Education"" is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives.

The stories of six veteran U.S. teachers who have studied about, taught, and lived in Japan and China show that intensive international experience can profoundly affect a teacher's life and work. Reflections about culture shock, friendships across borders, fundamental transformation and school reform recommendations are integrated with wonderfully creative pedagogies.

Six U.S. teachers who lived and taught in Japan and China tell their stories with introspection and enthusiasm. Their experiences improved their teaching and contributed to their cultural awareness and empathy. How these teachers contribute to classroom practice abroad, how they develop personal friendships with their Chinese and Japanese hosts and colleagues, and how they begin to change their school environments upon returning to the U.S. clearly demonstrates the tremendous effects of their international experience.

Frank portrayals of some of their difficult living conditions and reactions to culture shock caution those who would try this life and teaching adventure without adequate preparation. The book concludes with specific recommendations on preparation for such an experience.

The process of curriculum enhancement through various educational approaches aims to enhance quality assurance in the educational process itself. In Islamic education, traditional educational trends are enhanced by expanding the embodiment process on experiential learning to evaluate the achievement in creating outcomes that balance not only spirituality and morality but also quality of cognitive analytical performances. Global Perspectives on Teaching and Learning Paths in Islamic Education is a comprehensive scholarly book that provides broad coverage on integrating emerging trends and technologies for developing learning paths within Islamic education. Highlighting a wide range of topics such as digital ethics, psychology, and vocational education, this book is ideal for instructors, administrators, principals, curriculum designers, professionals, researchers, academicians, and students.

So, you want to be an academy trust leader? This book will show you how. Sir David Carter started his career as a music teacher in several comprehensive schools before spending thirty years in school leadership before becoming one of the first Regional Schools Commissioners and then National School Commissioner. He knows what it feels like to be responsible for multiple schools and how the best leaders make large-scale collaboration work for their teachers, pupils, parents and the whole community. This book will share the recipe for understanding the purpose of academy trust leadership and give insider knowledge of how to do it well and with all stakeholders at the forefront of your mission.

The chapters in this volume build on a growing body of ethnomethodological conversation analytic research on teaching in order to enhance our empirical understandings of teaching as embodied, contingent and jointly achieved with students in the complex management of various courses of action and larger instructional projects. Together, the chapters document the embodied accomplishment of teaching by identifying specific resources that teachers use to manage instructional projects; demonstrate that teaching entails both alignment and affiliation work; and show the significance of using high-quality audiovisual data to document the sophisticated work of teaching. By providing analytic insight into the highly-specialized work of teaching, the studies make a significant contribution to a practice-based understanding of how the life of the classroom, as lived by its members, is accomplished.

This book illustrates the problems of using eye tracking technology and other bio-measurements in science education research. It examines the application of bio-measurements in researching cognitive processes, motivation for learning science concepts, and solving science problems. Most chapters of this book use the eye-tracking method, which enables following the focus of the students' attention and drawing conclusions about the strategies they used to solve the problem. This book consists of a total of fifteen chapters. Authors from eight countries emphasise the same trends despite their cultural and educational differences. The book begins with general chapters describing cognitive processes and how these processes are measured using eye-tracking methods and other psychophysiology parameters and motivation. Finally, the book concludes the chapters presenting studies in specific scientific fields from chemistry, biology, physics and geology.

'The Art of War' is an ancient Chinese military treatise that is attributed to Sun Tzu, a high ranking military general and strategist. It is composed of thirteen chapters, each of which is devoted to one aspect of warfare. It is accepted as a masterpiece on strategy, mastering conflict and winning battles. The text is frequently cited and referred to by generals and theorists since it was first published, translated, and distributed internationally. This new illustrated edition contains the translated text, and wide ranging photography showcasing how the ideas and philosophies of the Art of War have remained relevant over the course of history.

This book explores heutagogy (self-determined learning) - a new approach to teaching and learning in higher education - and proposes a paradigm shift in teaching, learning, and the educational enterprise and ecosystem. The first part of the book presents the philosophical, psychological and sociological foundations of heutagogy, and describes lessons learned from prior experiences of its implementation. The second part presents a collaborative self-study of five heutagogy courses in higher education. The third discusses how the academic community can enhance the paradigm change, and compares heutagogy to similar academic approaches. The concluding chapter of the book explores the question of "what next"? and suggests some possible elaborations of heutagogy. "At the beginning, it was very difficult for me to appreciate the course's mode of learning. All my life I had learned in a traditional manner. Occasionally I felt that I was being thrown into deep water without a lifeguard. ... But as the course progressed, I succeeded in letting go of my deeply rooted habits and discovered a new learning approach, through which I found in myself a new learner..." (Student's reflection) "...this book suggests a novel approach to learning and education and will become a widely read one." Dr. Lisa Marie Blaschke, Carl von Ossietzky University of Oldenburg

This book highlights innovative approaches to preparing secondary mathematics teachers. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for preparing secondary mathematics teachers, and discusses issues related to their professional and personal growth, such as identity, content knowledge, and pedagogical content knowledge which also includes knowledge of integrating technology into teaching and learning mathematics. Divided into four parts, the book focuses on field experiences, technologies, tools and resources, teacher knowledge, and teacher professional identities. Some of the main threads running through the book are: the importance of university and school partners working together to ensure preservice secondary mathematics teacher' success in developing pedagogical strategies that lead toward students' mathematical engagement and achievement; the critical need for preservice secondary mathematics teachers to develop strong content knowledge and pedagogical content knowledge; and the importance of providing opportunities, during pre-service education, for developing prospective teachers professional identities.

This book reports the results of a three-year research program funded by the National Science Foundation which targeted students and teachers from four Detroit high schools in order for them to learn, experience, and use IT within the context of STEM (IT/STEM), and explore 21st century career and educational pathways. The book discusses the accomplishment of these goals through the creation of a Community of Designers-- an environment in which high school students and teachers, undergraduate/graduate student assistants, and STEM area faculty and industry experts worked together as a cohesive team. The program created four project-based design teams, one for each STEM area. Each team had access to two year-round IT/STEM enrichment experiences to create high-quality learning projects, strategies, and curriculum models. These strategies were applied in after school, weekend, and summer settings through hands-on, inquiry-based activities with a strong emphasis on non-traditional approaches to learning and understanding. The book represents the first comprehensive description and analysis of the research program and suggests a plan for future development and refinement.

As the educational system continues to evolve, it is essential that educators of today devise innovative and strategic approaches to program development and assessment. The Handbook of Research on Program Development and Assessment Methodologies in K-20 Education is an essential reference source for the latest terminology and concepts related to program development. Featuring extensive coverage on a broad range of topics such as cognitive diagnostic assessments, self-directed learning, and digital education, this publication is ideally designed for educators, students, program designers, and librarians seeking current research on inventive strategies and practices to enhance education in the 21st century.

This book brings together an international group of literacy studies scholars who have investigated mobile literacies in a variety of educational settings. Approaching mobility from diverse theoretical perspectives, the book makes a significant contribution to how mobile literacies, and tablets in particular, are being conceptualised in literacy research. The book focuses on tablets, and particularly the iPad, as a prime example of mobile literacies, setting this within the broader context of literacy and mobility. The book provides inspiration and direction for future research in mobile literacies, based upon 16 chapters that investigate the relationship between tablets and literacy in diverse ways. Together they address the complex and multiple forces associated with the distribution of the technologies themselves and the texts they mediate, and consider how apps, adults and children work together as iPads enter the mesh of practices and material arrangements that constitute the institutional setting.

As part of the successful and popular Retrieval Practice collection by Kate Jones, this practical resource guide is the go-to guide for a wide range of retrieval practice tasks that teachers can use in their classrooms. There are over fifty evidence-informed and creative, tried and tested, classroom resources and strategies to support retrieval practice. These include starter tasks, tasks to support literacy and revision as well as a range of recommended online quizzing tools. For each resource, there is an explanation with top tips and visuals for easy implementation. All of the resources provided aim to be low effort, high impact. Low effort for the teacher in terms of workload but high impact on student learning. Regardless of the subject or age range taught there are plenty of takeaways for every teacher - a handy retrieval resource guide for every teacher and every classroom.

This book presents thirty-one accounts by final-year pre-service teachers, providing guidance and insights for less advanced teacher education students, and illustrating the use of life history and narrative stories as methods for pre-service teachers to explore educational issues in classroom practice. This life-history approach identifies those political, economic, and social forces that have impinged on the individual at different points in their life and contributed to the process of changing their identities. These stories are not written by established specialists in the areas they deal with, but instead by novice teachers at the beginning of their paths towards mastering the intricacies of teaching and learning in school settings. As such the book provides a mentoring framework and a means of helping pre-service teachers share their valuable experiences and insights into aspects such as how to manage practicum requirements. It helps establish a supportive relationship among pre-service teachers, providing them with access to valuable peer experiences. In addition it helps pre-service teachers make sense of their own practicum experiences and reflect on their own beliefs and professional judgement to develop their approaches and solve problems in their own classroom practice.

Shows teachers how and why they should bring play into the classroom to make learning meaningful, relevant, and fun. Research studies show that all students--young and old, rich and poor, urban and rural--benefit immensely from classrooms filled with art, creativity, and laughter. Fun, playfulness, creative thinking, and individual expression reinforce positive experiences, which in turn lead to more engaged students, better classroom environments, and successful learning outcomes. Designed for K-12 educators, The Playful Classroom describes how teachers can develop a playful mindset for giving students meaningful, relevant and fun learning experiences. This unique real-world guide provides you with everything you need to incorporate engaging, hands-on lessons and creative activities, regardless of the level and subject you teach. Building on contemporary and seminal works on learning theory and play pedagogy, the authors explain how to inspire your students by bringing play. into your classroom. This clear, user-friendly guide supplies practical strategies and effective solutions for adding the missing ingredients to your classroom culture. Access to the authors' companion website provides videos, learning experiences, and downloadable teaching and learning resources. Packed with relatable humor, proven methods, and valuable insights, this book enables you to: Provide meaningful experiences that will benefit students both in school and later in life Combine the principles of PLAY with traditional curricula to encourage creative learning Promote trust, collaboration, and growth in students Develop a playful mindset for bringing the arts into every lesson Foster critical thinking in any school community The Playful Classroom: The Power of Play for All Ages is a must-have resource for K-12 educators, higher education professionals, and readers looking for education-based professional development and training resources.

The newly revised and updated fourth edition of Methods and Materials for Teaching the Gifted is an excellent introduction to gifted education and real-world learning. The chapters of this comprehensive textbook are written by respected leaders in the field of gifted education. The authors review the unique needs of gifted learners and give current information on instructional planning and evaluation, strategies for best practices, and ongoing enhancement and support of gifted programs. Chapters include topics such as differentiated curricular design, extending learning through research, writing challenging instructional units, and developing leadership skills and innovative thinkers. Instructional practices such as problem-based learning, technology literacy, independent study, simulation and gaming, and more are addressed. A special focus is given to using the Gifted Education Programming Standards and Common Core State Standards. The fourth edition provides updated information on funding sources and public relations strategies for gifted education programs. It also includes updated lists of books, teaching materials, websites, and other resources for teachers of the gifted.

Within the growing world of social media and computer technology, it is important to facilitate collaborative knowledge building through the utilization of visual literacy, decision-making, abstract thinking, and creativity in the application of scientific teaching. Visual Approaches to Cognitive Education With Technology Integration is a critical scholarly resource that presents discussions on cognitive education pertaining to particular scientific fields, music, digital art, programming, computer graphics, and new media. Highlighting relevant topics such as educational visualization, art and technology integration, online learning, and multimedia technology, this book is geared towards educators, students, and researchers seeking current research on the integration of new visual education methods and technologies.