This fun and engaging guide invites you to use sound-making as a collaborative, play-based practice in your early childhood classroom-first to transform tricky transition times and ultimately to support your children's executive functioning development and social-emotional learning.
Continuing professional development can be a powerful force in any school improvement programme, leading to better student outcomes and making recruitment and staff retention easier.
Continuing professional development can be a powerful force in any school improvement programme, leading to better student outcomes and making recruitment and staff retention easier.
This insightful volume offers an overview of the fundamentals of lesson student practice in US teacher education as well as examples from math and science teacher educators using lesson study in their local contexts.
This essential book discusses what reading for pleasure is and what it is not, introducing some fundamental ideas about how we learn to read and how this process can impact a child's identity as a reader in classrooms that promote equality, inclusion and diversity.
When pupils move from primary to secondary school and start to study subjects in a more specialist way, they have to learn new and unfamiliar disciplinary languages, in each of the numerous subjects in their timetable.
First published in 1971, Response to Music deals with the role of music in education, the formulation of aims and objectives, and the relationship between values, aims, and teaching methods.
First published in 1971, Response to Music deals with the role of music in education, the formulation of aims and objectives, and the relationship between values, aims, and teaching methods.
This essential book discusses what reading for pleasure is and what it is not, introducing some fundamental ideas about how we learn to read and how this process can impact a child's identity as a reader in classrooms that promote equality, inclusion and diversity.
This fully revised ninth edition continues to offer teachers practical advice on new evidence-based approaches for teaching and managing students with a wide range of abilities, disabilities, and difficulties.
When pupils move from primary to secondary school and start to study subjects in a more specialist way, they have to learn new and unfamiliar disciplinary languages, in each of the numerous subjects in their timetable.
This fully updated third edition of Teaching and Learning with Technologies in the Primary School introduces practising and student teachers to the range of ways in which technology can be used to support and extend teaching and learning opportunities in their classrooms.
Trauma-Informed Practice in Montessori Classrooms provides important historical and contemporary evidence of the potential for Montessori schools to act as "e;healing"e; environments for children and young people.
This fully revised ninth edition continues to offer teachers practical advice on new evidence-based approaches for teaching and managing students with a wide range of abilities, disabilities, and difficulties.
This truly accessible resource shows primary school practitioners how to help every student feel valued and included in school so that they develop confidence, resilience, love of learning, a positive sense of self and healthy relationships.
This insightful volume offers an overview of the fundamentals of lesson student practice in US teacher education as well as examples from math and science teacher educators using lesson study in their local contexts.
This definitive fourth edition synthesizes the research and wisdom of expert teachers on how young children learn mathematics and how effective teachers support their development with learning trajectories.
Frugal Innovation: The Systematic Design of Resource-Intelligent Solutions advocates for a systematic approach to developing impactful, resource-efficient solutions in low-resource and high-resource settings.
In its Fifth Edition, this popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms.
Trauma-Informed Practice in Montessori Classrooms provides important historical and contemporary evidence of the potential for Montessori schools to act as "e;healing"e; environments for children and young people.
