This book outlines the key findings from the ADVOST project and other international projects that examine how educational practitioners have utilised theoretical notions of voice and agency to enhance the social inclusion and wellbeing of children within their settings.
This timely book provides effective methods and authentic examples of teaching about climate change through digital and multimodal media production in the English Language Arts classroom.
Offers a fresh, research-based approach to the popular flipped learning model, with practical strategies for both experienced practitioners and teachers new to flipped learning.
Reconceptualizing Early Career Teacher Mentoring as Reggio-Inspired presents an innovative approach to early career art teacher mentoring informed by both the philosophy of Reggio Emilia and an ontology of immanence while simultaneously illuminating the experiences of the teacher-participants as co-inquirers within the contemporary milieu of public education in the United States.
This book presents a comparative ethnographic understanding of government and low-fee private schools in India within the context of ever-increasing privatization and commercialization of education and the growing presence of non-state actors.
Weaving together reading pedagogy and social emotional learning (SEL) frameworks, this text presents an integrated, research-based approach to reading instruction grounded in instructional and collaborative strategies that address students' social emotional needs.
Families are resources that are extremely powerful and important for young learners from minoritized backgrounds, yet such families are often overlooked, silenced, or ostracized.
Families are resources that are extremely powerful and important for young learners from minoritized backgrounds, yet such families are often overlooked, silenced, or ostracized.
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.
This edited volume combines reflections, methods, and experiences from a globally diverse group of scholars to investigate the meaning, value, and effectiveness of the pedagogy of the Community of Philosophical Enquiry (CoPE) - derived from or in conversation with Lipman and Sharp's Philosophy for Children (P4C) - in the context of civic education.
To embrace today's culturally and linguistically diverse secondary English Language Arts (ELA) classrooms, this text presents ways in which teachers can use digital tools in the service of antiracist teaching and developing equity-oriented mindsets in teaching and learning.
This volume discusses the emergence of information and communication technology (ICT)-based teaching and learning during the Covid-19 pandemic as a potential alternative to traditional classroom-based learning.
Responding to the rise in challenges to the mental health of young people, this book provides schoolteachers with the essential skills required to recognise emotional distress in their students, and more importantly, empowers them to make a genuine difference.
This edited volume recognises the need to cultivate a critical and acute understanding of AI technologies amongst primary and elementary school children, enabling them to meet the challenge of a human- and ethically oriented management of AI technologies.
Understanding and Supporting Young Writers from Birth to 8 provides practitioners with the knowledge and skills they need to support young children as they learn to write.
This accessible book introduces a new theory of critical disciplinary literacy (CDL) that merges criticality and disciplinary literacy approaches in a cohesive and inclusive framework.
This book theorizes and describes the concept of transformative critical whiteness pedagogies that are rooted in theories and practices of improvisation.
This timely and accessible resource explores the complex relationship between school practice and parental engagement and is a result of rich collaboration between educational professionals, policy makers and innovators in bridging the often-challenging gap between school and home.
While many educational books focus on creative and critical thinking skills, this ground-breaking work is the first to deal specifically with the ability to understand, question and evaluate information presented, broadly speaking, in story form.
Chen proposes a disciplinary literacy (DL) approach to Content and Language Integrated Learning (CLIL) planning and teaching in her book, in answer to concerns expressed by some about the growth of CLIL internationally in recent decades.
This book addresses how language is conceptualised in Australian schoolingto deliver a better understanding of how multilingualism can be incorporatedinto everyday teaching and learning, practice, and policy.
This fully updated fourth edition of the bestselling textbook Science 5-11 provides a comprehensive introduction to current research and professional practice for teaching science in the primary school.
Navigating Speech Sound Disorders in Children is an easy-to-read resource which gives an overview of the whole area of speech sound disorders (SSDs) in children, covering assessment, diagnosis, treatment, and management, underpinned by the latest research in the field.
For the most effective use, this book should be purchased alongside School is Where We All Belong and the accompanying activity book, Conceptual PlayWorlds for Belonging.
Providing the first volume-length exploration of the role that dialogue can play in history education classrooms, this book explores the socio-cultural, psychological, and digital dimensions of dialogic practice to promote research into historical thinking, historical consciousness, and critical thinking in educational settings.
Rich in practical insights and personal reflections from teachers and therapists, this book explains what musical play is, how and why it benefits children, and how it can be integrated into educational, community and clinical environments.
This timely and compelling volume furthers understandings of contemporary art education in international contexts and the position of alternative art colleges in relation to the neoliberal academy and arts economy.
