Assessing Science contains 44 photocopiable ideas for use with Key Stage 2 pupils. The worksheets will help you to gather evidence about children's scientific development and to assess what they know, understand and can do. Each sheet is accompanied by a clearly laid out teacher's page containing: - the National Curriculum focus - assessment objective - potential assessment activities and the anticipated outcomes - example of child's response - key vocabulary This book also contains a valuable glossary of scientific terms.

How to Sparkle at Assessing Science is aimed at 5-7 year olds. It contains over 40 photocopiable sheets aimed at helping teachers to assess and gather evidence of children's learning in science. Each sheet focuses on a specific skill or content area and they can be used to support whatever science scheme you use. Brilliant Publications publishes a range of books for 0-15 year olds. Details of our titles can be found on our website www.brilliantpublications.co.uk

How to be Brilliant at Recording in Science contains 40 structured photocopiable writing frames, aimed at helping Key Stage 2 (KS2) pupils to develop a systematic approach to investigating in science. Each sheet focuses on a specific skill and and can be used to support and supplement whatever science scheme you use. The skills include: brainstorming, fair testing, keeping a record, measuring changing, observing and recording results and presenting findings.

Primary education is one of the most important phases of learning but there remains a scarcity of in-depth research on this vital topic. However, as the focus on improving outcomes increases there is a growing interest internationally in research that helps us to understand the best ways to help young children engage with the curriculum in order that they may have the best possible life chances. This text helps to address these issues and consists of seminal articles derived from the forty-year history of the journal Education 3-13, which can claim to be one of the most important and influential publications in its field. The chapters included have been chosen carefully to represent a wide range of key topics in research on primary education and the text is sub-divided into five sections, each of which has been edited by leading academics who specialise in the topic under scrutiny. The sections include: * Learning and teaching, including the psychology and philosophy of primary education; * Key challenges in primary education, including changes to the governance of schools, and educational management and leadership; * The primary curriculum, including Maths, Science, IT and Technology Education; * The primary curriculum, including English, Humanities and the Arts; and, * Primary teachers' work and professionalism. Many of the contributions are written by seminal figures in academic research. The text will be especially relevant to students and researchers engaged the study of primary education as well as to practitioners, advisers and policy makers and will prove an invaluable resource for those wishing to gain an overview of research into primary education. It is recommended especially for those who wish to understand the development of primary education and the many twists and turns in theory, practice and policy that have influenced its development over the period of a generation. Those who read the text will come across the origins of many of the ideas that continue to influence primary teaching today as well as very recent research on where we are now in this important subject area.

Primary education is one of the most important phases of learning but there remains a scarcity of in-depth research on this vital topic. However, as the focus on improving outcomes increases there is a growing interest internationally in research that helps us to understand the best ways to help young children engage with the curriculum in order that they may have the best possible life chances. This text helps to address these issues and consists of seminal articles derived from the forty-year history of the journal Education 3-13, which can claim to be one of the most important and influential publications in its field. The chapters included have been chosen carefully to represent a wide range of key topics in research on primary education and the text is sub-divided into five sections, each of which has been edited by leading academics who specialise in the topic under scrutiny. The sections include: * Learning and teaching, including the psychology and philosophy of primary education; * Key challenges in primary education, including changes to the governance of schools, and educational management and leadership; * The primary curriculum, including Maths, Science, IT and Technology Education; * The primary curriculum, including English, Humanities and the Arts; and, * Primary teachers' work and professionalism. Many of the contributions are written by seminal figures in academic research. The text will be especially relevant to students and researchers engaged the study of primary education as well as to practitioners, advisers and policy makers and will prove an invaluable resource for those wishing to gain an overview of research into primary education. It is recommended especially for those who wish to understand the development of primary education and the many twists and turns in theory, practice and policy that have influenced its development over the period of a generation. Those who read the text will come across the origins of many of the ideas that continue to influence primary teaching today as well as very recent research on where we are now in this important subject area.

The focus of teacher training is shifting away from specialized subject knowledge and towards the development of transferable skills that can be employed in coordinating any area of the primary curriculum. This book examines the management and leadership techniques that trainees and practising teachers need in order to become subject consultants or effective members of a senior management team.

With an emphasis on the practical techniques and strategies of curriculum management, the book also deals with the theoretical, practical and technological issues facing teachers as they create and manage curricula. Drawing on their considerable experience, the authors guide readers through: - establishing a direction- working with resources- leading and motivating colleagues.

This book is an essential resource for trainees and teachers at every level as they confront the rapidly shifting demands of their profession.

Mark Brundrett is a Senior Research Consultant at the Centre for Educational Leadership at the University of Manchester. Previously, he taught in secondary, middle and primary schools and was a headteacher for five years. He has also taught at several higher education institutions and was Professor of Educational Leadership at the University of Hull.

Neil Burton is currently the MA Education Programme leader at De Montford University, Bedford, where he also teaches on undergraduate and postgraduate initial teacher training courses. He has worked in senior positions in primary and secondary schools, advised on primary science and technology in a large Local Educaiton Authority, and taught on MBA and EdD programmes at various universities.

Leadership in education is receiving increasing attention, and this text contributes much to the debate. A useful text that will appeal to a wide audience of senior managers, teachers, programme designers and researchers' - "Learning and Skills Research

"

If one were on a fact-finding mission to gain insight into leadership thought and practice in education, then this book is an excellent resource' - "Education News

"

This book makes an excellent contribution to the current debate on Educational Leadership. It blends theory with practice and provides an important resource for many aspects of leadership development programmes at a variety of levels. The book will appeal to the academic reader, the postgraduate student and those involved in providing leadership courses at a professional level. There is an international perspective on the analysis of leadership theory and practice, integrating examples from a variety of cultural settings and exploring education at all phases from primary to higher' - "Stephen Merrill, Edge Hill College of Higher Education, Journal of In-Service Education

"

Leadership in Education offers an excellent analysis of the current debate: well informed on research and practice, positive but critical. It is particularly strong on what it calls "the railway-bookstall offerings of context-independent leadership.,.". There is a great deal of practical wisdom within these very accessible pages' - "Michael Duffy, Times Educational Supplement

"

This book deals with leadership in all sectors, from primary to higher education. It presents an international perspective on the analysis of leadership theory and practice, with the integration ofexemplars from different cultural settings.

The authors provide a wide range of conceptual perspectives on leadership. Themes include:

- the efficacy of centralized versus distributed concepts of leadership

- the contrast between competency and academic models of leadership development

- the contradistinction between functionalist and democratic models of leadership.

These themes are developed in four sections:

- Conceptualization

- Leadership development

- Teachers as leaders

- Leadership in practice

Contributors include:

Clive Dimmock, Peter Gronn, Marianne Coleman, Peter Ribbins, Ray Bolam, Peter Newton, Kenneth Leithwood, Helen Gunter, Lynn Davis, Clive Harber and Graham Peeke

This book is recommended to all involved in educational management, particularly to students, teachers, researchers, policy makers and educational administrators.

The" Centre for Educational Leadership and Management series," edited by Tony Bush, examines the impact of the many changes in the management of schools and colleges, drawing on empirical evidence. The approach if analytical rather than descriptive and generates conclusions about the most effective ways of managing schools on the basis of research evidence.

Leadership in education is receiving increasing attention, and this text contributes much to the debate. A useful text that will appeal to a wide audience of senior managers, teachers, programme designers and researchers' - "Learning and Skills Research

"

If one were on a fact-finding mission to gain insight into leadership thought and practice in education, then this book is an excellent resource' - "Education News

"

This book makes an excellent contribution to the current debate on Educational Leadership. It blends theory with practice and provides an important resource for many aspects of leadership development programmes at a variety of levels. The book will appeal to the academic reader, the postgraduate student and those involved in providing leadership courses at a professional level. There is an international perspective on the analysis of leadership theory and practice, integrating examples from a variety of cultural settings and exploring education at all phases from primary to higher' - "Stephen Merrill, Edge Hill College of Higher Education, Journal of In-Service Education

"

Leadership in Education offers an excellent analysis of the current debate: well informed on research and practice, positive but critical. It is particularly strong on what it calls "the railway-bookstall offerings of context-independent leadership.,.". There is a great deal of practical wisdom within these very accessible pages' - "Michael Duffy, Times Educational Supplement

"

This book deals with leadership in all sectors, from primary to higher education. It presents an international perspective on the analysis of leadership theory and practice, with the integration ofexemplars from different cultural settings.

The authors provide a wide range of conceptual perspectives on leadership. Themes include:

- the efficacy of centralized versus distributed concepts of leadership

- the contrast between competency and academic models of leadership development

- the contradistinction between functionalist and democratic models of leadership.

These themes are developed in four sections:

- Conceptualization

- Leadership development

- Teachers as leaders

- Leadership in practice

Contributors include:

Clive Dimmock, Peter Gronn, Marianne Coleman, Peter Ribbins, Ray Bolam, Peter Newton, Kenneth Leithwood, Helen Gunter, Lynn Davis, Clive Harber and Graham Peeke

This book is recommended to all involved in educational management, particularly to students, teachers, researchers, policy makers and educational administrators.

The" Centre for Educational Leadership and Management series," edited by Tony Bush, examines the impact of the many changes in the management of schools and colleges, drawing on empirical evidence. The approach if analytical rather than descriptive and generates conclusions about the most effective ways of managing schools on the basis of research evidence.

"Gwen Doty has written a practical, usable, and timely book on a subject that can have tremendous impact on student achievement. Well worth the reading!"
Donna Walker Tileston
Author, Ten Best Teaching Practices

Fostering Emotional Intelligence then goes a step further, helping educators integrate emotional intelligence components into the day-to-day curriculum. K-8 instructors of all subjects will find activities, projects, and lesson plan ideas to meet their needs.

If you are a trainee teacher or experienced practitioner new to research, or are simply wondering how to get started on your education research project, this practical book will be your guide. The authors offer simple steps to ensure that you ask the key questions in the most effective way possible. The book guides you through the entire research process: from clarifying the context and conceptual background, to presenting and analysing the evidence gathered.

Supported by examples, checklists and diagrams, this fully revised and updated edition includes a wealth of information on: Research design Evidence gathering techniques Practitioner research Ethics Data analysis techniques.

This book will be valuable to anyone begining a research or a professional or a professional or school development project, whatever stage they are at within the teaching community, from training for QTS, higher degree, or in need of evidence-backed decisions for the strategic development of their school.

"Gwen Doty has written a practical, usable, and timely book on a subject that can have tremendous impact on student achievement. Well worth the reading!"
Donna Walker Tileston
Author, Ten Best Teaching Practices

Fostering Emotional Intelligence then goes a step further, helping educators integrate emotional intelligence components into the day-to-day curriculum. K-8 instructors of all subjects will find activities, projects, and lesson plan ideas to meet their needs.

The focus of teacher training is shifting away from specialized subject knowledge and towards the development of transferable skills that can be employed in coordinating any area of the primary curriculum. This book examines the management and leadership techniques that trainees and practising teachers need in order to become subject consultants or effective members of a senior management team.

With an emphasis on the practical techniques and strategies of curriculum management, the book also deals with the theoretical, practical and technological issues facing teachers as they create and manage curricula. Drawing on their considerable experience, the authors guide readers through: - establishing a direction- working with resources- leading and motivating colleagues.

This book is an essential resource for trainees and teachers at every level as they confront the rapidly shifting demands of their profession.

Mark Brundrett is a Senior Research Consultant at the Centre for Educational Leadership at the University of Manchester. Previously, he taught in secondary, middle and primary schools and was a headteacher for five years. He has also taught at several higher education institutions and was Professor of Educational Leadership at the University of Hull.

Neil Burton is currently the MA Education Programme leader at De Montford University, Bedford, where he also teaches on undergraduate and postgraduate initial teacher training courses. He has worked in senior positions in primary and secondary schools, advised on primary science and technology in a large Local Educaiton Authority, and taught on MBA and EdD programmes at various universities.

If you are a trainee teacher or experienced practitioner new to research, or are simply wondering how to get started on your education research project, this practical book will be your guide. The authors offer simple steps to ensure that you ask the key questions in the most effective way possible. The book guides you through the entire research process: from clarifying the context and conceptual background, to presenting and analysing the evidence gathered.

Supported by examples, checklists and diagrams, this fully revised and updated edition includes a wealth of information on: Research design Evidence gathering techniques Practitioner research Ethics Data analysis techniques.

This book will be valuable to anyone begining a research or a professional or a professional or school development project, whatever stage they are at within the teaching community, from training for QTS, higher degree, or in need of evidence-backed decisions for the strategic development of their school.

`The text is challenging and stimulating and structured to provide the reader with an accessible synopsis of the range of current trends and solutions in the area of educational financial management being applied in the UK and the global context' - Improving Schools

`The text is challenging and stimulating and structured to provide the reader with an accessible synopsis of the range of current trends and solutions in the area of educational financial management being applied in the UK and the global context' - Improving Schools