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Mathematics --- Mathématiques --- Study and teaching (Primary) --- Étude et enseignement (primaire)

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Do you want to feel more confident when teaching children with Special Educational Needs and Disabilities (SEND)? Would you like to be a more inclusive teacher? This book provides clear and flexible frameworks for effective inclusive teaching, and explains how to teach and plan for supporting any child's learning, no matter what their needs are. With case studies and activities the book: . explains and contextualizes current beliefs towards SEN . provides models for practice . encourages you to engage in thinking about SEN and inclusion . offers interactive reflection points throughout . links out to research with suggestions for further reading Whether you're training to be a primary school teacher or already in the classroom this book will make you feel confident to be the inclusive teacher you need to be.

Inclusive education --- Children with disabilities --- Special education --- Inclusive education --- Children with disabilities --- Special education --- Education (Primary) --- Study and teaching (Primary) --- Education (Primary) --- Study and teaching (Primary)

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This edited book brings together for the first time an international collection of work focused on  two important aspects of any young child’s life – learning mathematics and starting primary or elementary school. The chapters take a variety of perspectives, and integrate these two components in sometimes explicit and sometimes more subtle ways. The key issues and themes explored in this book are: the mathematical and other strengths that all participants in the transition to school bring to this period of a child’s life; the opportunities provided by transition to school for young children’s mathematics learning; the importance of partnerships among adults, and among adults and children, for effective school transitions and mathematics learning and teaching; the critical impact of expectations on their mathematics learning as children start school; the importance of providing children with meaningful, challenging and relevant mathematical experiences throughout transition to school; the entitlement of children and educators to experience assessment and instructional pedagogies that match the strengths of the learners and the teachers; the importance for the aspirations of children, families, communities, educators and educational organisations to be recognised as legitimate and key determinants of actions, experiences and successes in both transition to school and mathematics learning; and the belief that young children are powerful mathematics learners who can demonstrate this power as they start school. In each chapter, authors reflect on their work in the area of mathematics and transition to school, place that work within the overall context of research in these fields, predict the trajectory of this work in the future, and consider the implications of the work both theoretically and practically.

Education. --- Mathematics Education. --- Childhood Education. --- Learning & Instruction. --- Mathematics. --- Early childhood education. --- Education --- Mathématiques --- Education de la première enfance --- Mathematics -- Study and teaching (Preschool). --- Mathematics -- Study and teaching (Primary). --- Social Sciences --- Education, Special Topics --- Mathematics --- Study and teaching (Preschool) --- Study and teaching (Primary) --- Child development. --- Study and teaching. --- Early Childhood Education. --- Math --- Science --- Mathematics—Study and teaching . --- Learning. --- Instruction. --- Learning process --- Comprehension --- Child study --- Children --- Development, Child --- Developmental biology --- Development

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This book presents a pioneering longitudinal study on English language instruction at the elementary school (ELES) level in the Japanese public school system. It attempts to identify those domains most sensitive to early English instruction by employing a state-of-the-art quantitative research methodology. English education was formally introduced in Japan for fifth and sixth graders in 2011 and is still in its infancy as a program. This study compares two groups (Grade 7 and 8) of students, one with ELES and one without, in order to shed light on their experiences. Comparisons are carried out not only quantitatively, measuring changes in English skills (listening, speaking, reading, and vocabulary / grammar) and the ELES students’ affective aspects, but also qualitatively through in-depth interviews. Thus, this study attempts to capture the ELES students’ experiences from a multi-dimensional perspective. The comprehensive literature review provided offers a valuable resource not only for researchers looking for a quick digest of the literature in this field before undertaking their own research, but also for policy-makers seeking to assess how to best implement ELES.

Education. --- Language Education. --- Language and languages. --- Education --- Langage et langues --- Social Sciences --- Education, Special Topics --- English language --- Study and teaching (Primary) --- Language and education. --- Germanic languages --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Educational linguistics --- Language and languages

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Education for Sustainability is a key priority in today’s schools, as our society seeks to find a balance between environmental, social, cultural, political and economic imperatives that affect our future. As young children will become the next generation of adults, it is vital that they are educated about sustainability issues, so that they can learn to make informed decisions and take positive action for a sustainable world. Teachers are ideally placed to educate for sustainability issues, and indeed have a responsibility to do so. However, they often lack support and experience in this area, and constraints of current curriculum priorities can inhibit Education for Sustainability being taught effectively in many classrooms. Educating for Sustainability in Primary Schools: Teaching for the Future addresses this problem by showing how Education for Sustainability can be developed within and across all areas of the primary curriculum in the Australian and New Zealand contexts. The book provides a range of educational approaches and examples of activities to support teachers in addressing national requirements for teaching the major primary curriculum learning areas, while simultaneously educating for sustainability. This integrative approach to primary education can promote knowledge of, positive attitudes towards and suitable action for sustainability in relevant, meaningful, enjoyable and creative ways. This book is a valuable resource for all primary teachers who wish to make a real difference to educating children for the future.

Education. --- Education --- Social Sciences --- Education - General --- Sustainability --- Study and teaching (Primary) --- Sustainability science --- Education, general. --- Human ecology --- Social ecology --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education, Elementary --- Environmental education. --- Aims and objectives.