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A Guided Reader for Secondary English

A Guided Reader for Secondary English Author David Stevens
ISBN-10 9781136305009
Release 2012-08-21
Pages 160
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The Guided Reader for Secondary English draws on extracts from the published work of some of the most influential education writers to provide insight, guidance and clarity about key issues affecting Secondary English teachers. The book brings together key extracts from classic and contemporary writing and contextualises these in both theoretical and practical terms. The extracts are accompanied by a summary of the key ideas and issues raised, questions to promote discussion and reflective practice, and annotated further reading lists to extend thinking. Taking a thematic approach and including a short introduction to each theme, the chapters cover: Theoretical models of curricular English The nature and structure of the Secondary School English curriculum Historical perspectives Texts and intertextuality The arts context for secondary English Assessment and evaluation Linguistic and cultural contexts Future possibilities and tensions Aimed at trainee and newly qualified teachers including those working towards Masters level qualifications, as well as existing teachers, this accessible, but critically provocative text will be an essential resource for those that wish to deepen their understanding of Secondary English Education.



English Teaching in the Secondary School

English Teaching in the Secondary School Author Mike Fleming
ISBN-10 9781317441281
Release 2015-05-15
Pages 278
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English Teaching in the Secondary School is a comprehensive guide to the theory and practice of teaching English. This updated 4th edition has been revised to take into consideration changes in national policy, drawing on the most recent research and theory to produce engaging, practical ideas for use in the classroom. It challenges mechanistic and formulaic approaches to teaching, instead placing an emphasis on reflection, understanding and informed practice. Guiding students and new teachers through the whole process of English teaching in the secondary school, this edition has been fully updated to include: • a report of the most recent developments in national policy • discussion of multiple literacies and critical literacy • a new chapter on English as an additional language • a new chapter on cross curricular themes • new sections on approaches to the teaching of grammar • reflections on international developments in language teaching and their relevance • a guide to further reading on resources and research Written in an accessible style, with a wealth of advice and ideas, English Teaching in the Secondary School forms essential reading for all those training to become secondary English teachers.



The Guided Reader to Teaching and Learning Music

The Guided Reader to Teaching and Learning Music Author Jonathan Savage
ISBN-10 9781136740367
Release 2013-06-26
Pages 240
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The Guided Reader to Teaching and Learning Music draws on extracts from the published work of some of the most influential education writers to provide insight, guidance and clarity about key issues affecting Music teachers. The book brings together key extracts from classic and contemporary writing and contextualises these in both theoretical and practical terms. The extracts are accompanied by a summary of the key ideas and issues raised, questions to promote discussion and reflective practice, and annotated further reading lists to extend thinking. Taking a thematic approach and including a short introduction to each theme, the chapters cover: Analysing your own work as a music teacher; Concepts of musicality; Notions of musical development and progression; Pedagogies for teaching music musically; Music inside and outside the school; Formal, informal and non-formal approaches to music education; Productive methods of assessment and transition for music education; Creativity and music education; Supporting the gifted and talented in music; Using ICT within music education. Aimed at trainee and newly qualified teachers including those working towards Masters-level qualifications, as well practicing teachers, this accessible, but critically provocative text will be an essential resource for all teachers that wish to deepen their understanding of Music Education.



Secondary English

Secondary English Author Nicholas McGuinn
ISBN-10 9781441143136
Release 2011-02-03
Pages 160
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The complete guide to planning for learning English in the secondary classroom.



Secondary Science Teaching for English Learners

Secondary Science Teaching for English Learners Author Edward G. Lyon
ISBN-10 9781442231276
Release 2016-06-13
Pages 250
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Secondary Science Teaching for English Learners: Developing Supportive and Responsive Learning Context for Sense-making and Language Development provides a resource for multiple audiences, including pre- and in-service secondary science teachers, science teacher educators, instructional coaches, curriculum specialists, and administrators, to learn about a research-based approach to teaching science that responds to the growing population of English learners in the United States. The book offers clear definitions of pedagogical practices supported by classroom examples and a cohesive framework for teaching science in linguistically diverse classrooms. The Secondary Science Teaching with English Language and Literacy Acquisition (or SSTELLA) Framework addresses how learning science is enhanced through meaningful and relevant learning experiences that integrate discipline-specific literacy. In particular, four core science teaching practices are described: (1) contextualized science activity, (2) scientific sense-making through scientific and engineering practices, (3) scientific discourse, and (4) English language and disciplinary literacy development. These four core practices are supported by sound theory and research based on unscripted guidelines and flexible modifications of science lessons. Moreover, the four interrelated practices promote students’ use of core science ideas while reading, writing, talking, and doing science, thus reflecting principles from Next Generation Science Standards, Common Core State Standards for English Language Arts, and English language proficiency standards. Secondary Science Teaching provides readers with a historical and theoretical basis for integrating language, literacy, and science in multilingual science classrooms, and well as explicit models and guided support teachers in enacting effective teaching practices in the classroom, including comparative vignettes to distinguish between different types of classroom practice.



Young Learners Diverse Children

Young Learners  Diverse Children Author Virginia Gonzalez
ISBN-10 9781412968133
Release 2009-10-07
Pages 223
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Nurture young children’s self-esteem and boost learning by integrating family culture with instruction! Emphasizing how connecting instruction with children’s backgrounds increases learners’ confidence and fosters a supportive learning environment, this book helps teachers improve outcomes for diverse and low socioeconomic status (SES) students. Drawing on field-tested methods, the author merges cognition, language, and culture and presents lesson plans, classroom-based alternative assessment tools, and best practices to help readers: Improve literacy through storytelling that reflects students’ lives Collaborate with parents to increase student achievement Correlate curriculum with TESOL standards for young children Integrate academic standards across developmental levels



Understanding Pedagogy

Understanding Pedagogy Author Peter Mortimore
ISBN-10 9781446239605
Release 1999-06-18
Pages 256
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`This presents a useful and thoughtful overview of the ways in which thinking about pedagogy has changed in research and practice' - Dr A Loveless, University of Brighton `I commend it to anyone with a concern for teaching in any of its forms' - School Leadership and Management In this controversial book, Peter Mortimore and a team from London University's Institute of Education explore what is meant by the term pedagogy.They investigate its context and describe some of the recent shifts in thinking about it. Pedagogy affects the way hundreds of thousands of learners of different ages and stages are taught. Yet, until recently, it has been a neglected topic. Instead of having access to systematic evidence about its impact, innovative teachers have been guided only by ideological positions, folk wisdom and fashionable enthusiasms for particular approaches. The contributors to this book, all with professional backgrounds as teachers, have scoured the literature to examine the impact of different pedagogies on nursery, primary and secondary schools as well as on further education colleges, universities and the workplace. The book also considers learners with special educational needs and the implications of using information and communications technology. The authors open up debates on the following key topics: · how best to define pedagogy · what we know about the impact of particular pedagogies on learning what is still not known · whether there are important differences between the pedagogy used for learners of different ages and stages · whether any lessons for the future can be gleaned from current practice. This important book is invaluable reading for interested teachers working with learners of all ages.The issues raised affect the way we think about the teaching of the under fives through to university students and continuing lifelong learners. It is essential reading for policymakers, practitioners and tutors.



Raising Literacy Achievement in High Poverty Schools

Raising Literacy Achievement in High Poverty Schools Author Eithne Kennedy
ISBN-10 9781135041021
Release 2014-01-03
Pages 298
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This book shares lessons gleaned from a two-year intervention in a high-poverty school, which was highly successful in significantly narrowing the literacy achievement gap and in raising children’s motivation and engagement in literacy both inside and outside school. Kennedy argues that there is much that disadvantaged schools can do to close the gap, but this is more likely to occur when a research-based approach to instruction (with a dual emphasis on cognitive skills and motivation and engagement), assessment and professional development is undertaken.



The Guided Reader to Teaching and Learning

The Guided Reader to Teaching and Learning Author Denis Hayes
ISBN-10 9781136907616
Release 2010-10-04
Pages 288
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Featuring extracts from some of the most influential education writers in recent times The Guided Reader to Teaching and Learning is an essential compendium providing insight, guidance and clarity about key issues affecting practitioners at every level. All extracts have been carefully chosen to represent education issues that affect every practising teacher. Each extract is accompanied by an introduction to the passage, key words and phrases and a summary of key points. In addition, there are questions to prompt discussion, suggestions about areas for possible investigation and references to other key readings to extend thinking. Uniquely, the book provides cross-referencing between extracts to facilitate a more complete understanding of how different issues overlap and how competing arguments have to be evaluated. Combining both theoretical and practical dimensions into one handy and engaging volume, The Guided Reader to Teaching and Learning includes extracts, summaries and discussions about the following: the teacher effective teachers and teaching motivating learners teaching approaches teaching younger children managing teaching and learning other adults in the school child development ways that pupils learn learning climate learning styles thinking and learning assessment and learning. The book will be of considerable interest to trainee and newly qualified teachers who are seeking to gain a higher qualification, notably at Masters degree level. More experienced teachers and teaching assistants wishing to upgrade their qualifications will also find the book an invaluable source of information and guidance.



Tep Vol 17 N2

Tep Vol 17 N2 Author Teacher Education and Practice
ISBN-10 9781475819175
Release 2004-12-03
Pages 100
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Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.



Test Driven

Test Driven Author
ISBN-10 0807748951
Release 2008-01-01
Pages 198
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"I don't always know students by face; I know them by data," an elementary curriculum specialist explains ruefully in this broad examination of how No Child Left Behind impacts schools and shapes teaching practice. Capturing the changes teachers are experiencing, especially in the areas of mathematics and reading, the authors compare and contrast three schools with diverse student populations according to school norms and structures, professional roles and responsibilities, curriculum, staff development, and teaching and learning. Including rich observational data and personal accounts from educators, this inside look at school reform analyzes the effects of policies from multiple levels, examining relationships among initiatives at the federal, state, district, and local school levels, focuses on the impact that high-stakes testing policies have on reading and mathematics instruction in 4th and 5th grades, and provides teacher and principal perspectives on factors that influence how practitioners make sense of, mediate, and construct school policy.



Making Poetry Matter

Making Poetry Matter Author Sue Dymoke
ISBN-10 9781441163530
Release 2013-06-06
Pages 240
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Making Poetry Matter draws together contributions from leading scholars in the field to offer a variety of perspectives on poetry pedagogy. A wide range of topics are covered including: - Teacher attitudes to teaching poetry in the urban primary classroom - Digital poetry and multimodality - Resistance to poetry in Post-16 English Throughout, the internationally recognised contributors draw on case studies to ensure that the theory is clearly linked to classroom practice. They consider the teaching and learning challenges that poetry presents for those working with learners aged between 5 and 19 and explore these challenges with reference to reading; writing; speaking and listening and the transformative nature of poetry in different contexts.



Teaching for Inclusion

Teaching for Inclusion Author Srikala Naraian
ISBN-10 9780807775622
Release 2017
Pages 163
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Teaching for Inclusion shows how educators navigate the competing demands of everyday practice with examples from urban, suburban, elementary, and secondary schools. The author offers eight guiding principles that can be used to advance an inclusive pedagogy. These principles permit teachers to both acknowledge and draw from the conditions within which they work, even as they uphold their commitments to equitable schooling for students from historically marginalized groups, particularly students with disabilities. Situated in the everyday realities of classrooms that often include mandated testing requirements and accountability policies, this book addresses multiple dimensions of inclusive practice including curricular decisionmaking, the "grammar" of schooling, the status of family communities, and the demands of professional roles. Book Features: Values teachers as contributors to the field of inclusive education, rather than technicians implementing given concepts. Offers ways of thinking about inclusive practices that educators can adapt to their own school contexts. Captures the real dilemmas faced by classroom teachers as they implement recommended practices. Incorporates a range of perspectives, including educators, students, and families. "Naraian offers a close look at exactly how teachers manage many of the things that make pursuing teaching for inclusion so hard, messy, and contested." —from the foreword by Dianne L. Ferguson, professor and director of program improvement and accreditation at Chapman University “Offers a cohesive understanding on what it takes to advance inclusive practice at the ground level in classrooms and in schools." —Marleen C. Pugach, professor emerita, University of Wisconsin-Milwaukee



Which Book and Why

Which Book and Why Author Sue Bodman
ISBN-10 1782770224
Release 2014-02-27
Pages 174
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We want all children to love reading, and Which Book and Why demonstrates how effective guided reading for children in Foundation Stage and Key Stage 1 can help teachers make this happen. Balancing theory and practice, this book explores how schools and teachers can implement guided reading more confidently and more effectively. Which Book and Why draws together the teaching pedagogy underpinning guided reading. The book demonstrates how to develop word-reading skills, reading for meaning, and reading for information. Building on the success and strong foundations of Book Bands for Guided Reading (Baker, Bickler and Bodman, 2007), Which Book and Why: • supports the effective delivery of guided reading for young children in the early stages of learning to read; • helps teachers to choose the right book at the right time, based on focused assessments; • explains how guided reading fits with current theoretical understanding of how children learn; • demonstrates how guided reading works in practice; • outlines how practice may vary, depending on the choice of text, teaching objectives, and the needs of the child; • provides guidance for school subject leaders and senior managers, and for teachers' self-study.Which Book and Why includes in the accompanying CD-ROM a fully searchable database to support schools and teachers in choosing the most appropriate books at the right level for each group in a class. The database includes a full listing of colour-banded titles, including those from recently published series, allowing teachers to use their existing libraries more effectively while also informing decision-making about new resources. In parallel, teachers can search the database for texts that will complement the teaching progression of mainstream phonic programmes, review programmes that are available, and search for a text to consolidate teaching of particular phonemes.Which Book and Why offers professional development resources in each section; self-study activities for teachers – including student teachers, newly qualified teachers, and staff new to guided reading; resources for literacy subject coordinators; and resources for senior management and leadership teams to support the implementation of high-quality and effective guided reading lessons.



Going Public with Our Teaching

Going Public with Our Teaching Author Thomas Hatch
ISBN-10 0807745898
Release 2005
Pages 316
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Presents a collection of articles, narratives, book chapters, opinion pieces, and excerpts from multimedia works that describe the practice of teaching.



So All Can Learn

So All Can Learn Author John McCarthy
ISBN-10 9781475825725
Release 2017-02-15
Pages 202
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How do we educate so all can learn? What does differentiation look like when done successfully? This practical guide to differentiation answers these questions and more. Based on national and international work, McCarthy shares how educators finally understand how differentiation can work. Bridging pedagogy and practice, each chapter addresses a key understanding for how good teaching practices can include differentiation with examples and concrete methods and strategies. The book is constructed to differentiate for diverse educators: veteran of many years to the pre-service teacher, classroom teacher leader to administrator as instructional leader, and coaches for staff professional development: Presents common language for staff discussing learner needs. Provides structures for designing powerful learning experiences so all can learn. Includes chapter reflection questions and job-embedded tasks to help readers process and practice what they learn. Explore a supporting website with companion resources. All learners deserve growth. All teachers and administrators deserve methods and practices that helps them to meet learner needs in an ever challenging education environment. Take this journey so all can learn.



Foundations of Primary Teaching

Foundations of Primary Teaching Author Denis Hayes
ISBN-10 9781136675157
Release 2013-06-17
Pages 496
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Now in its fifth edition, Foundations of Primary Teaching will be an essential resource for any trainee or practicing primary teacher. Written in a friendly and accessible manner, this book has been updated in line with the new curriculum and provides a comprehensive introduction to all aspects of teaching within the primary school. It blends theory and practice to foster and develop effective pedagogy and, in so doing, to stimulate your thinking, expand your horizons and motivate you to relish one of the most thrilling, frustrating, exhausting, exciting and important jobs in the world. Written specifically for student teachers on BA, BEd and PGCE courses, as well as students taking Education Studies, this text will encourage you to develop a fuller understanding and appreciation of teaching as professional practice through an emphasis on: Reflective thinking and action Relationships and motivation in the classroom A full range of tried and tested teaching and assessment strategies Creativity and transferable teaching skills Personalised learning. Also incorporating new material on changes and innovations that have taken place in education; childhood; the process of, and context for, learning; and issues teachers face, as well as updated further reading lists, this wholly revised fifth edition should be on the bookshelf of all student teachers on initial teacher training courses at the primary level, newly qualified teachers and more experienced teachers wishing to enhance their practice.