How Science Works provides student and practising teachers with a comprehensive introduction to one of the most dramatic changes to the secondary science curriculum.
Applying the principles of facilitative teaching to mentorship, this book brings together well-established knowledge about mentoring with the experiences and ideas of mentors in the field to advance and support the professional development of language teachers.
This book uniquely describes the work of two Early Years Professionals, drawing on their narrative accounts as they robustly describe and analyse their work with young children.
Over the last decade there has been a resurgence of interest in what adults learn in their later years (often described as beyond 65) and how this learning is linked to current personal, social and global issues.
The core purpose of this distinctive book is to offer academics working in higher education practical support in achieving formal accreditation of their teaching practice with the Higher Education Academy (HEA).
This primer for prospective and practicing teachers asks students to question the historical present and their relation to it, and in so doing, reflect on their own understandings of what it means to teach, to study, to educate, and to become educated in the present moment in the places we inhabit.
This book explores the connections made in and through arts-based educational research through four themes: socially engaged connections, cultural connections, personal and pedagogical connections, and making connections during the COVID-19 pandemic.
This volume documents on-going research and theorising in the sub-field of mathematics education devoted to the teaching and learning of mathematical modelling and applications.
Practitioners in informal science settingsmuseums, after-school programs, science and technology centers, media enterprises, libraries, aquariums, zoos, and botanical gardensare interested in finding out what learning looks like, how to measure it, and what they can do to ensure that people of all ages, from different backgrounds and cultures, have a positive learning experience.
Engaging in Educational Research-Practice Partnerships guides academic researchers into forming mutually respectful, collaborative, and scalable partnerships with school practitioners.
Drawing together the worlds of classroom practice, school leadership and scientific research, this is an essential how-to guide for initiating and maintaining a school improvement journey based on the science of learning.
While there is wide consensus in higher education that global learning is essential for all students' success, there are few models of how to achieve this goal.
This straightforward guide to the professional standards and requirements for primary teachers illustrates the best ways of developing knowledge and how to acquire the skills needed to achieve QTS.
The Chief Development Officer: Beyond Fundraising is a guide not only to those preparing for or serving in the role of CDO but also to those charged with selecting, appointing, and supporting CDOs.
In this inspiring and thought-provoking follow-up to his 2009 best-seller Motivating Black Males to Achieve in School and in Life, Baruti Kafele makes the case that the achievement gap between white and minority students can be closed only if educators first transform students' negative attitudes toward learning.
Challenging educators to better understand themselves and their students, this text presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning.
This seminal volume juxtaposes and interrogates established definitions of peacebuilding and excellence in diverse education settings, including in conflict, and assesses how they might work together in international educational contexts.
Now in its third edition and reflecting changes in the Primary National Strategy, this best-selling textbook introduces primary teachers to key issues in the teaching of writing.
Teachers' Learning: Stories of Science Education is aimed at science educators who wish for a deeper understanding of how teachers learn to teach science and the role of stories in reporting science education research.
First published in 1968, Culture, Industrialisation and Education explores the cultural values that underlie the content of educational provisions and the way in which industrialisation and the mass communication characteristic of advanced technology have affected what is offered in schools.
The issues addressed in this easy to read book address the most common issues faced by new or veteran principals such as: attributes of successful principals, leading instructional improvement, crafting a school improvement plan, overcoming resistance from naysayers, leading effective teams, creating conditions for the success of teachers, motivating unmotivated staff, increasing the attendance of students, handling disciplinary issues to help students become self-managed, communication strategies to build respect for the school, maximizing the use of time, and handling conflict productively.
Literacy is arguably the most important goal of schooling as, to a large extent, it determines young children's educational and life chances and is fundamental in achieving social justice.
Confidence in Critical Thinking bridges the gap between theory and application for both new and established educators who wish to recognise their own critical-thinking skills, develop them and, in turn, support the development of their learners.
Assessment is a concept familiar across the field of education and is inherent to the work of professors, administrators, teachers, researchers, journalists, and scholars.
Action research is increasingly used as a means for teachers to improve their instruction, yet for many the idea of doing "e;research"e; can be somewhat intimidating.
