Ideal for literacy methods and elementary instruction courses, this book brings together three strands of educational practice-Culturally Sustaining Pedagogy (CSP), Disability Sustaining Pedagogy (DSP), and balanced literacy-to present a cohesive, comprehensive framework for literacy instruction that meets the needs of all learners.
This book provides essential support and advice on using literature in the A level modern languages classroom, addressing key concerns such as ways to approach this task and how to maximise the benefit to students.
This book analyses the role played by schools themselves in the high rates of educational exclusion and dropping out that affects many European education systems.
'This is an important book for all concerned with the teaching and learning of English, exploring new and hugely significant areas in a scholarly, thought-provoking and eminently practical way.
Elaborating Multiliteracies through Multimodal Texts: Changing Classroom Practices and Developing Teacher Pedagogies is the complementary volume to Foundations of Multiliteracies: Reading, Writing and Talking in the 21st Century which provides a comprehensive introduction to multiliteracies, classroom talk, planning, pedagogy and practice.
This companion interrogates the relationship between theatre and youth from a global perspective, taking in performances and theatre made by, for, and about young people.
This edited volume presents an inter- and multidisciplinary approach towards language teacher education, confronting the issues that have continued to pervade the field for the last two decades.
This practical workbook supports teachers seeking to sensitively understand and respond to the opinions and perceptions of critical stakeholders in student learning and development; pupil voice, parent voice, and professional voice are introduced and explored.
The characteristics of effective learning - playing and exploring, active learning and creating and thinking critically - underpin young children's learning and development and are central to the revised Early Years Foundation Stage.
When young children are engaged in imaginative play, they are not just having fun; they are developing skills and concepts that are foundational to their learning.
Developing children's writing abilities boosts their confidence, creates enjoyment and relevance in the task and cultivates a range of decision-making and problem-solving skills that can then be applied across the curriculum.
Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s.
In The Ultimate Guide to Mark Making in the Early Years, internationally renowned teacher trainer Sue Cowley takes practitioners on a journey: the journey young children embark upon when they learn their first words and make their first marks.
The fully revised new edition of Supporting Children with Medical Conditions provides teachers and practitioners with a reference to medical conditions most commonly found amongst school-aged children, including asthma, cerebral palsy, cystic fibrosis, eczema, epilepsy, head injuries, heart conditions, hydrocephalus and spina bifida.
The two-volume Oxford Handbook of Music Performance provides a resource that musicians, scholars and educators will use as the most important and authoritative overview of work within the areas of music psychology and performance science.
Ideal for methods and foundational courses in world languages education, this book presents a theoretically informed instructional framework for instruction and assessment of world languages.
This is a user-friendly book that speaks to the realities, challenges, and needs of daily life with rambunctious, enthusiastic, unpredictable toddlers in group settings, thus increasing the quality of toddler care.
Introducing creativity to the classroom is a concern for teachers, governments and future employers around the world, and there has been a drive to make experiences at school more exciting, relevant, challenging and dynamic for all young people, ensuring they leave education able to contribute to the global creative economy.
This engaging, practical resource sets out twelve original projects for making music inclusively with children and young people of all ages who have special abilities or needs, including those with profound and multiple learning difficulties, those on the autism spectrum, those who have a vision or hearing impairment, and those with social, emotional, and mental health needs.
Pedagogical Cases in Physical Education and Youth Sport is a completely new kind of resource for students and practitioners working in physical education or youth sport.
How a staff team works together and how effective and cohesive they are impacts significantly on the children that they care for as well as having implications for the general early years practice and the success of the business of the setting.
Getting Boys Up and Running in the Early Years addresses the fact that boys do less well than girls in all areas of learning in the Early Years and continue to lag behind girls in assessments throughout their school careers.
Originally published as a special issue of the Journal of Education for Students Placed at Risk, this expanded text provides new insights into the successful, sustained implementation of Full-Service Community Schools (FSCSs) in the United States.
Evidence suggests that the first 10 or so years of life create the foundation for subsequent participation in recreational and health-related physical activity.
Identifying the essential feature of education for international understanding advocated by the United Nations Educational, Scientific and Cultural Organization (UNESCO), the book explores how Chinese schools have implemented education for international understanding since the 1980s.
The first and only comprehensive review of current early childhood development theory, practices, policies, and the science behind them This unique and important bookprovides a comprehensive overview of the current theory, practices, and policies in early childhood development withinthe contexts of family, school, and community, and society at large.
As teachers grapple with the challenge of a new, bigger and more challenging school curriculum, at every key stage and phase, success can feel beyond our reach.
