This vital resource for early years and primary school trainees and practitioners explores a range of social and therapeutic strategies and interventions that will successfully support all children's sense of belonging.
The common practice of ability-grouped reading in UK schools, often termed guided reading, influences children's sense of identity, feelings and progress as readers.
Well established as a teaching resource and course text, this guide to the whats, how-tos, and whys of reading assessment is now in a thoroughly revised fourth edition.
Bridging the gap between instructional design (ID) theory and practice in today's technology-enhanced learning environments, the book extends the current understanding of instructional science with an up-to-date perspective on emerging technologies and their affordances for teaching and learning.
Written by an experienced teacher and teacher educator with widespread experience of teaching mathematics in the UK and internationally, the bestselling Understanding and Teaching Primary Mathematics combines pedagogy and subject knowledge to build confidence and equip you with all the skills and know-how you need to successfully teach mathematics to children of any age.
This unique collection of essays from researchers and teacher educators from around the world presents innovative approaches to education theory, critical policy analyses, de-colonializing reformulations of teacher education and a "e;standard of dissensus"e; for teacher education.
Authentic School Improvement for Authentic Leaders charts a full improvement journey of a school from a 'Requires Improvement' Ofsted rating, through a second, to a resounding 'Good'.
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.
In an era where educational disparity poses a significant challenge, this book explores the transformative power of school-to-school collaboration through the development of the Education Group in China.
Bridging the gap between instructional design (ID) theory and practice in today's technology-enhanced learning environments, the book extends the current understanding of instructional science with an up-to-date perspective on emerging technologies and their affordances for teaching and learning.
Focusing on enhancing spiritual development, this book guides educators in thoughtful pedagogy and practice to encourage and recognise young children's spirituality in everyday educational settings.
Exploring and Expanding Literacy Histories of the United States brings together new scholarship and critical perspectives hitherto missing from dominant narratives to offer a racially, ethnically, and linguistically diverse record of the history of American reading instruction.
A clear and compelling text written by teachers, psychologists, and educationalists, Relational Practice: New Approaches to Mental Health and Wellbeing in Schools proposes a dynamic and relational approach to supporting the mental health needs of children and young people within education.
Applying an asset-based approach, Multimodal Funds of Knowledge in Literacy prepares educators to teach and support diverse students and their families as they negotiate multimodal aspects of literacy learning.
Now in a revised and updated second edition for todays changing K12 landscape, this book gives instructional coaches an innovative framework for building strong relationships and enacting positive change in schools.
