First published in 1980, Progress and Performance in the Primary Classroom assesses the performance of primary schoolchildren in a range of study skills as well as on the more conventional tests of mathematics, language use and reading.
First published in 1980, Progress and Performance in the Primary Classroom assesses the performance of primary schoolchildren in a range of study skills as well as on the more conventional tests of mathematics, language use and reading.
Written by Kristian Still,Test-Enhanced Learning: A practical guide to improving academic outcomes for all studentsis an informative guidebook that explores the wealth of evidence behind and the benefits of test-enhanced learning, spaced retrieval practice and personalisation.
Winner of the 2015 CCCC Outstanding Book AwardAs our field of composition studies invites students to compose with new media and multimedia, we need to ask about other possibilities for communication, representation, and making knowledgeincluding possibilities that may exceed those of the letter, the text based, the composed.
Reading is interpreting; interpreting is reading, which is why it's more crucial than ever to ensure that our students are able to make meaning as they read.
Through myriad classroom vignettes, experienced educators David Hornsby and Lorraine Wilson show just how phonics is taught and learned in literacy-rich classrooms.
Redesigning Composition for Multilingual Realities argues that students of English as a second language, rather than always being novice English language learners, often provide models for language uses as English continues to spread and change as an international lingua franca.
Flipped learning is an approach to the design and instruction of classes through which, with appropriate guidance, students gain their first exposure to new concepts and material prior to class, thus freeing up time during class for the activities where students typically need the most help, such as applications of the basic material and engaging in deeper discussions and creative work with it.
This second edition of Trauma-Informed Practices for Early Childhood Educators continues to guide childcare providers and early educators working with infants, toddlers, preschoolers and early elementary-aged children to understand trauma as well as its impact on young children's brains, behavior, learning and development.
This second edition of Trauma-Informed Practices for Early Childhood Educators continues to guide childcare providers and early educators working with infants, toddlers, preschoolers and early elementary-aged children to understand trauma as well as its impact on young children's brains, behavior, learning and development.
This book argues that mathematical challenge can be found at any level and at every age and constitutes an essential characteristic of any mathematics classroom aimed at developing the students' mathematical knowledge and skills.
El principal objetivo del libro es presentar las principales variables, atributos y características que debe adoptar una app educativa gamificada para su correcta integración dentro y fuera de las aulas.
Despite the multifaceted complexity of teaching, dominant perspectives conceptualize teacher development in linear, dualistic, transactional, human-centric ways.
This book discusses the contested issue of how different kinds of special educational support in Norway, such as placement in special classes or use of teacher assistants, prepare Special Educational Need (SEN) students for further education and adult life.
With the purpose of exploring the critical possibilities offered by the global crisis of coronavirus pandemic, this volume presents the collected works of scholars, educators and practitioners worldwide, bringing to the readers a broad array of perspectives on how COVID-19 inspires us to rethink, redefine, and make sense of the theoretical and pedagogical approaches that can be applied in various educational contexts.
Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachers advocates the revamp of the madrasah system and a review of the Islamic curriculum across Muslim countries and emphasises training needs for Islamic teachers for modern instructional practice.
Supporting the Workplace Learning of Vocational and Further Education Teachers is written to help people understand the arrangements in a workplace that enable and constrain teacher learning - and then to do something about it.
Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachers advocates the revamp of the madrasah system and a review of the Islamic curriculum across Muslim countries and emphasises training needs for Islamic teachers for modern instructional practice.
Supporting the Workplace Learning of Vocational and Further Education Teachers is written to help people understand the arrangements in a workplace that enable and constrain teacher learning - and then to do something about it.
This book brings together policymaker and practitioner knowledge, experiences, and perspectives on the interaction between the assessment and inclusion agenda to the fore.
This book offers a rich account of how quality improvement agendas, informed by neoliberalism, create contradictory and complex contexts in which teachers produce different types of practices for specific purposes.
With the realization of familial deschooling in Germany, the so-called social movement of the ,Freilerner' transgresses a taboo and is therefore under enormous pressure to justify itself.
Published in 1975, Margaret Mathieson has drawn on her experience both in schools and in the training of English teachers to relate the discussions and writings of the previous two centuries to the debate, probably livelier than ever before, among English practitioners about the role of their subject.
Published in 1975, Margaret Mathieson has drawn on her experience both in schools and in the training of English teachers to relate the discussions and writings of the previous two centuries to the debate, probably livelier than ever before, among English practitioners about the role of their subject.
Written by Peter Mattock,Conceptual Maths: Teaching 'about' (rather than just 'how to do') mathematics in schoolsaims to empower teachers to support students on a comprehensive and coherent journey through school mathematics.
This textbook presents a detailed insight into the structures and processes of preparing students for Model United Nations (MUN) conferences and for attending Model United Nations conferences, subsequently.
This edited collection addresses the need of evaluating innovative or non-traditional academic schemes for understanding their feasibility in extraordinary educational environments.
