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This title shows how a group of primary schools transformed their learning and teaching. The authors share the practical strategies the schools used which led to significant improvements in children's motivation, behaviour, engagement in learning and learning outcomes.

Learning. --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Learning process --- Comprehension

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What makes mathematics so confusing to students? To succeed in the study of arithmetic, geometry, or algebra, students must learn what is effectively a second language of mathematical terms and symbols. In Literacy Strategies for Improving Mathematics Instruction, Joan M. Kenney and her coauthors describe common ways in which students misinterpret the language of mathematics, and show teachers what they can do to ensure that their students become fluent in that language.The authors synthesize the research on what it takes to decode mathematical text, explain how teachers can use guided discourse and graphic representation to help students develop mathematical literacy skills, offer guidance on using action research to enhance mathematics instruction, and discuss the importance of student-centered learning and concept-building skills in the classroom. Real-life vignettes of student struggles illuminate the profound effect of literacy problems on student achievement in mathematics. This book will help teachers better understand their students' difficulties with mathematics and take the steps necessary to alleviate them. Abundantly researched and filled with helpful strategies and resources, it is an invaluable resource for mathematics teachers at all levels. Joan M. Kenney has been both a research scientist and a mathematics teacher at the secondary and college levels. Most recently, she served as codirector of the Balanced Assessment Program at the Harvard University Graduate School of Education.

Mathematics --- Teaching. --- Study and teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Lerarenopleiding --- (vak)didactiek wetenschappen.

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This volume is designed to accomplish three primary purposes: illustrate a variety of qualitative methods that researchers have used to study teaching and teacher education; assess the affordances and constraints of these methods and the ways that they focus and shape explorations of teaching; and, illuminate representative questions and findings associated with each method described. The book is organized around three issues that impact research in qualitative paradigms: perspective, methodology, and representation. The first section, 'Perspective: Whom Should I Ask?' explores what can be learned by assessing teaching from different perspectives (teachers, teacher educators, students, parents), emphasizing that the perspective of the respondent influences what we can learn and shapes both our questions and our potential findings. The second section 'Methodology: How Do I Look?' addresses some of the qualitative research strategies that have been used to study teaching, including historical accounts, photos, drawings, and video. The third section, 'Representation: How Do I Show What I Saw?' explores the affordances and constraints of narratives, practical arguments, video ethnography, portfolios, and theater as methods for representing research findings. Qualitative research paradigms typically do not make claims based in the kinds of foundational criteria for generating knowledge that establish bases for generalizability. The book addresses this dilemma by providing findings, insights, and claims from qualitative research that appear to be useful in settings beyond those that generated the data, and thus inform our thinking about teaching and teacher education. In addition, its explorations of the affordances and constraints of qualitative research methods provide insightful and occasionally controversial contributions to our thinking about research on teaching and teacher education.

#PBIB:2005.4 --- Teaching. --- Teaching --- Teachers --- Teacher education --- Teacher training --- Teachers, Training of --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Research. --- Training of. --- Teaching skills & techniques. --- Teacher training. --- Teaching Methods & Materials --- General.

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Sonia Blandford's 'Masterclass' columns proved a hit with readers when they appeared in the Guardian newspaper. Now, for the first time, readers can enjoy a selection of Sonia's column in one book.

Education --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Education. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching

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This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). Part 1 presents the five keynote addresses of the conference, while Parts 2 through 4 present selected papers related to each of three sub-themes: knowledge construction and learning to teach, perspectives on teachers’ personal and professional lives, and teachers’ workplace as context for learning. The chapters in this book provide an array of approaches to understanding the process of teacher learning within the current context of the changing workplace environment. They also provide an important international perspective on the complex issues revolving around the international educational reform movement. Basically, they show how teachers’ workplace (inside and outside schools) are more than ever subject to continuous change and that, subsequently, standards for teaching must be flexible to these changing conditions. This asks for a redefinition of teacher professionalism in which the role of context in teacher learning is emphasized as well as the improvement of the quality of teacher thinking and learning. Related to the ever-changing context of teaching, a dynamic approach to teaching and teacher learning is required, in which identity development is crucial. Researchers have an important role to play in revealing and explaining how teachers can build their professional identity, through self-awareness and reflection, in the ever-changing educational contexts throughout the world.

Education --- Teachers --- Study and teaching. --- Training of. --- In-service training. --- Teacher education --- Teacher training --- Teachers, Training of --- Pedagogy --- Teacher education. Teacher's profession --- Education, general. --- Teaching and Teacher Education. --- Education. --- Teaching. --- Didactics --- Instruction --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching