The Art of Being a Happy Teacher (Hardcover, 1)

Introduction? 1. Be The Moment? 2. Inspire Others? 3. The Importance of Food? 4. Acceptance? 5. Breathe? 6. Managing Challenging Behaviour? 7. Anger? 8. Enjoying The Moment? 9. Structure? 10. Religion, Spirituality or Nature? 11. Swearing? 12. Reading (and Writing)? 13. Death? 14. Taking It Further

The Art of Being a Happy Teacher (Paperback, 1)

Introduction? 1. Be The Moment? 2. Inspire Others? 3. The Importance of Food? 4. Acceptance? 5. Breathe? 6. Managing Challenging Behaviour? 7. Anger? 8. Enjoying The Moment? 9. Structure? 10. Religion, Spirituality or Nature? 11. Swearing? 12. Reading (and Writing)? 13. Death? 14. Taking It Further

Reimagining English Language Arts (Paperback, 1)

Introduction: Inherited Ground…Or, An Introduction? 1. What Is ELA, Really? Beginning to Examine What We’ve Inherited? 2. What Would ELA Feel Like If It Wasn’t Designed for English Majors? ?Examining Inherited Pedagogy and Cultivating Vitality? 3. Whose Stories of Teaching Did You Inherit? Tracing the Narratives Behind Our Teaching Selves? 4. How Does Being the Adult in the Classroom Shape Everything? Recognizing Adultism and the Brilliance We Miss? 5. What Do You Actually Know About the Place You Teach? Examining the Maps We Carry into ELA Communities? 6. Who Decides What Students Deserve to Read? Examining the Hidden Work of Text Selection in ELA? 7. Is Assessment in ELA Ever Really Neutral? Uncovering the Hidden Work of Grades, Rubrics, and Standards? 8. Is Lesson Planning a Template or a Negotiation? Holding Onto Our Thinking in a Field Full of Forms? 9. How Do You Teach with Consciousness When the Stakes Feel Too High? Seeing Through the Fog of Surveillance and Standardization? 10.?What Could ELA Really Become? Consciousness Raising as a Lifelong Practice in ELA

The Youth Training Scheme: A New Curriculum? (Hardcover, 1)

Preface.? 1. Curriculum: The One Thing Needful? 2. The Emergence of a ‘New Curriculum’? 3. The New Training Initiative: Jungle Clearance or More Growth?? 4. Progression? 5. Conclusions.? Bibliography.? Author Index.? Subject Index.

The AI–Educator Playbook (Hardcover, 1)

Part I: Foundations of AI?1. Why AI Matters Now?2. Shifting Pedagogical Landscapes 3. Redefining Academic Integrity 4. Designing AI-Resilient Assessment?Part II: Designing with AI?5. Backward Design with AI 6. Feedback at Scale 7. Accessibility and Inclusion?8. Academic Writing and the Art of Reading?Part III: AI in Practice?9. STEM and Data?10. Languages and the Humanities?11. Professional Programs in Higher Education 12. Student Advising and Academic Success?13. Research in the Age of AI?Part IV: Implementation and Policy?14. Implementation at the Department and Faculty Level?15. Privacy, Security, and Compliance?16. Quality Assurance and Impact?Part V: The Road Ahead?17. Agentic, Multimodal, and Local AI?18. Building a Responsible AI Culture?Epilogue? ? ? ??

The AI–Educator Playbook (Paperback, 1)

Part I: Foundations of AI?1. Why AI Matters Now?2. Shifting Pedagogical Landscapes 3. Redefining Academic Integrity 4. Designing AI-Resilient Assessment?Part II: Designing with AI?5. Backward Design with AI 6. Feedback at Scale 7. Accessibility and Inclusion?8. Academic Writing and the Art of Reading?Part III: AI in Practice?9. STEM and Data?10. Languages and the Humanities?11. Professional Programs in Higher Education 12. Student Advising and Academic Success?13. Research in the Age of AI?Part IV: Implementation and Policy?14. Implementation at the Department and Faculty Level?15. Privacy, Security, and Compliance?16. Quality Assurance and Impact?Part V: The Road Ahead?17. Agentic, Multimodal, and Local AI?18. Building a Responsible AI Culture?Epilogue? ? ? ??

Dissertation as Contemporary Art (Hardcover, 1)

Foreword: by Jorge Lucero,?Prologue: Lived Research, Introduction: The Dissertation as Contemporary Art?Part I: Method and Structure Chapter 1: The Studio as Method Chapter 2: Currere as Engine Chapter 3: Lineage and Permission Part II: Advising, Institutions, and the Work Chapter 4: Adviser and Candidate Chapter 5: The Artworks as Research Sites Chapter 6: Artworks as Interpretive Instruments Chapter 7: Place as Pedagogy Chapter 8: Institutional Legibility and Academic Rigor Part III: Authorship, Survival, and Continuation Chapter 9: Authorship as Accounting (Working With AI) Chapter 10: Working the Institution: A Test Case in Transforming School from Within Epilogue: School Re-Form As Contemporary Art

Handbook of Research on Diversity in Children's and Young Adult Literature (Hardcover, 1)

Introduction ?PART I: The Production and Politics of Diverse Children’s and Young Adult Literature 1. Stories Matter the Most! The Long History of Diversity in Children’s and Young Adult Literature? 2. Framing Resistance Around Representation and Identity in Youth Literature? 3. Revitalizing the Political Economy Critique of Children’s Book Publishing? 4. Why Diverse Awards for Youth Literature Matter? 5. Fiesta of the Living: The Tomas Rivera Book Award Cultivating Community through Immersive Experiences with Chicanx Children’s Literature? 6. Political Organizing Against Diverse Literature and the Counter Politics of Thriving? 7. We Are Kid Lit: A Critical Summer Reading List? 8. “Diversity” in Contemporary Chinese Children’s Literature? 9. Mapping Diversity in Indian Children’s Literature: From Colonial Emergence to Contemporary Challenges? 10. Antiracist Critical Studies on Brazilian Children’s and Young Adult Literature: Expanding Imaginaries? 11. Diversity Beyond Representation: Entanglements in Latin American LIJ Studies? PART II: Beloved Communities: Telling Our Stories ?12. The Brown Bookshelf: Black Literary Legacies and Futures? 13. “We have always been imagining ourselves”: The Rich Legacy of Black American Literature for Youth? 14. Reimagining Belonging: On Race and the Shifting Shelf of British Children’s and Young Adult Literature? 15. The Historical Construction of Diversity and Justice Through the Lens of Race, Gender and Childism in Puerto Rican Picture Books ?16. Antiracist Children’s Literature Scholarship: A Transnational History? 17. An Overview of Ghanaian Children’s Literature? 18. Building a Mosaic: Reading and Using Jewish Children’s Literature? 19. Representations of Muslims in Youth Literature ?20. Religion and Spirituality in Children’s Literature? 21. Diversity and ‘Diversity From’ in Arab Scholarship on Children’s Literature? 22. “Flight from History”: The Conservation...


외국도서 > 교육/자료 > 교육 > 교육일반
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반

Handbook of Research on Diversity in Children's and Young Adult Literature (Paperback, 1)

Introduction ?PART I: The Production and Politics of Diverse Children’s and Young Adult Literature 1. Stories Matter the Most! The Long History of Diversity in Children’s and Young Adult Literature? 2. Framing Resistance Around Representation and Identity in Youth Literature? 3. Revitalizing the Political Economy Critique of Children’s Book Publishing? 4. Why Diverse Awards for Youth Literature Matter? 5. Fiesta of the Living: The Tomas Rivera Book Award Cultivating Community through Immersive Experiences with Chicanx Children’s Literature? 6. Political Organizing Against Diverse Literature and the Counter Politics of Thriving? 7. We Are Kid Lit: A Critical Summer Reading List? 8. “Diversity” in Contemporary Chinese Children’s Literature? 9. Mapping Diversity in Indian Children’s Literature: From Colonial Emergence to Contemporary Challenges? 10. Antiracist Critical Studies on Brazilian Children’s and Young Adult Literature: Expanding Imaginaries? 11. Diversity Beyond Representation: Entanglements in Latin American LIJ Studies? PART II: Beloved Communities: Telling Our Stories ?12. The Brown Bookshelf: Black Literary Legacies and Futures? 13. “We have always been imagining ourselves”: The Rich Legacy of Black American Literature for Youth? 14. Reimagining Belonging: On Race and the Shifting Shelf of British Children’s and Young Adult Literature? 15. The Historical Construction of Diversity and Justice Through the Lens of Race, Gender and Childism in Puerto Rican Picture Books ?16. Antiracist Children’s Literature Scholarship: A Transnational History? 17. An Overview of Ghanaian Children’s Literature? 18. Building a Mosaic: Reading and Using Jewish Children’s Literature? 19. Representations of Muslims in Youth Literature ?20. Religion and Spirituality in Children’s Literature? 21. Diversity and ‘Diversity From’ in Arab Scholarship on Children’s Literature? 22. “Flight from History”: The Conservation...


외국도서 > 교육/자료 > 교육 > 교육일반
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반

Co-Creating Educational Solutions through Researcher-Practitioner Partnerships (Hardcover, 1)

Introduction?Part 1?Theoretical Foundations?1. Equity-Focused Collaboration: Theory and Practice for Sustainable Research-Practice Partnerships 2. Designing Research-Practice Partnerships that Support Teacher Agency 3. The Dynamics of Researcher-Teacher Partnerships 4. Fostering Mutuality in Large-Scale Research?Practice Partnerships: Four Guiding Questions?Part 2?Practical Case Studies?5. Collaborating for Success: Linking Research and Practice to Enhance English-Speaking Skills in EFL Classrooms 6. International Inter-School Collaborative Online Teaching/Learning Initiative?in Taiwan: A Three-Year Voyage of Researchers and Practitioners in Synergy 7. Co-creating Strategy Instruction for English Reading Comprehension in a Japanese High School: Seeing Both the Trees and the Forest 8. What English-medium Instruction Lecturers Need: Promoting Collaboration Between Practitioners and Researchers in EMI Implementation 9. From Bootstrapping to Co-Authoring: Empowering Teachers to Advance Epistemic Thinking through Co-Design?10. Researcher?Practitioner Collaboration for Notetaking Strategy Development in High School Science 11. Researcher?Teacher Collaboration on School Test Feedback for Supporting Students’ Learning Strategies 12. Building on Practitioner Researcher Collaboration to Cognitively Activate All Students in Pre-Algebra Lessons?Part 3?Organizational Approaches?13. Research-Practice Partnerships in Swedish Public Education 14. When Systems Meet People: A National Strategy and Local Implementation 15. A Professional Reflective Network Deepening the Partnership Between Practitioners and Researchers Through an Enhanced Teacher Education System: Reflective Lesson Study at the Core of Networked Professional Learning 16. The UQ Partner Schools Program: Centering Mutually Beneficial Relationships between Educators and Researchers at the Heart of Effective Knowledge Mobilisation 17. Constructing Mutually Beneficial Partne...


외국도서 > 교육/자료 > 교육 > 교육일반
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반

Co-Creating Educational Solutions through Researcher-Practitioner Partnerships (Paperback, 1)

Introduction?Part 1?Theoretical Foundations?1. Equity-Focused Collaboration: Theory and Practice for Sustainable Research-Practice Partnerships 2. Designing Research-Practice Partnerships that Support Teacher Agency 3. The Dynamics of Researcher-Teacher Partnerships 4. Fostering Mutuality in Large-Scale Research?Practice Partnerships: Four Guiding Questions?Part 2?Practical Case Studies?5. Collaborating for Success: Linking Research and Practice to Enhance English-Speaking Skills in EFL Classrooms 6. International Inter-School Collaborative Online Teaching/Learning Initiative?in Taiwan: A Three-Year Voyage of Researchers and Practitioners in Synergy 7. Co-creating Strategy Instruction for English Reading Comprehension in a Japanese High School: Seeing Both the Trees and the Forest 8. What English-medium Instruction Lecturers Need: Promoting Collaboration Between Practitioners and Researchers in EMI Implementation 9. From Bootstrapping to Co-Authoring: Empowering Teachers to Advance Epistemic Thinking through Co-Design?10. Researcher?Practitioner Collaboration for Notetaking Strategy Development in High School Science 11. Researcher?Teacher Collaboration on School Test Feedback for Supporting Students’ Learning Strategies 12. Building on Practitioner Researcher Collaboration to Cognitively Activate All Students in Pre-Algebra Lessons?Part 3?Organizational Approaches?13. Research-Practice Partnerships in Swedish Public Education 14. When Systems Meet People: A National Strategy and Local Implementation 15. A Professional Reflective Network Deepening the Partnership Between Practitioners and Researchers Through an Enhanced Teacher Education System: Reflective Lesson Study at the Core of Networked Professional Learning 16. The UQ Partner Schools Program: Centering Mutually Beneficial Relationships between Educators and Researchers at the Heart of Effective Knowledge Mobilisation 17. Constructing Mutually Beneficial Partne...


외국도서 > 교육/자료 > 교육 > 교육일반
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반

Decolonising and Indigenising Music Education, Volume II (Hardcover, 1)

1 He Whiringa Toi: A weaving of Indigenous and non-Indigenous worldviews, pedagogies, and cultural practices

Meri Haami and Anita Prest

2 A proto-method for teaching and performing Indigenous musics in the vocal conservatory

Te Oti Rakena and Tessa Romano

3 Towards an ethical space of engagement: Challenges and promises for music educators in decolonizing their practice

Jody Stark

4 The Bapa songline: Decolonising language, song and dance through mentoring and school performance in Australia

Thomas Fienberg, Neville Williams Boney, and Evie J. Willie

5 Dreaming an Aboriginal language song for school use: Singing Kabi Kabi

Hope O’Chin, Candace Kruger, and Rachael Dwyer

6 “The more you tell a story, the stronger the story becomes”: Supporting language, culture, healing and wellbeing through songwriting collaborations in early childhood education

Gillian Howell, Patricia Cox, June Nixon, Susan Loughlin, Annika Moses, Amy Menzies

7 The Khoisan: Erasure and identity construction

Alethea De Villiers

8 Seeing blackness but hearing whiteness: Teaching and learning through a culturally responsive music curriculum

Franklin Lewis

9 Young Sami in Swedish Sapmi today and in an historical perspective: Building identity through learning language and Yoik.

Ylva Hofvander Trulsson

10 Cimbveka musical practices and Indigenising music education in Mozambique

Joaquim Borges A. Gove

11 Afterword

Te Oti Rakena, Clare Hall, Candace Kruger, David Johnson, and Hector Vazquez-Cordoba

Appendix: ISME Decolonising and Indigenising Music Education (DIME) Special Interest?Group

Teaching in the Wobble (Paperback, 1)

1.?What does it mean to teach in the Wobble?? 2.?Interpreting the Unspoken: Understanding Organizational Expectations? 3.?When Parents Push Back: Navigating Communication and Conflict? 4.?Finding Your Voice in the Rooms That Shape You? 5.?When Authority Observes You: Interpreting Feedback Under Pressure? 6.?Balancing Mandates and Beliefs: Navigating Curricular Constraints? 7.?Managing Workload and Role Confusion: Setting Boundaries and Asking for Help? 8.?When Colleagues Conflict? 9.?When the System Isn’t Enough? 10.?Bringing the Wobble Framework to Life

Youth Voices and Digital Storytelling (Hardcover, 1)

1. Introduction? 2. Youth-led Digital Storytelling: Theoretical Foundations? 3. Radical Collegiality Revisited: Michael Fielding’s Democratic Re imagining of Education? 4. Affordances of Deep Learning in Promoting Youth Digital Storytelling? 5. Youth Filmmaking as Multimodal Inquiry: Radical Collegiality and Deep Learning in a Post-Pandemic Classroom? 6. Sami?Children’s?Experiences of?Learning, Wellbeing, and?Cultural?Continuity: The?Case of Finland? 7. Reimagining Learning Through Film: A Case Study of a Scottish Primary School Filmmaking Project? 8. Pandemic Schooling, Family Connections, and Cultural Learning: A Comparative Analysis of REAP Data from Canada, the UK, and Finland? 9. Walking in the Path of Ancestors: Intergenerational Learning in Sami Education? 10. "We Are Doing This!": Elementary Students' Perspectives on Student-led Collaborative Filmmaking? 11. The walls we build: a discussion of relational pedagogy, radical collegiality and decolonizing education? 12. Beyond Learning Loss: Youth Agency, Equity, and Digital Storytelling as Educational Transformation

Youth Voices and Digital Storytelling (Paperback, 1)

1. Introduction? 2. Youth-led Digital Storytelling: Theoretical Foundations? 3. Radical Collegiality Revisited: Michael Fielding’s Democratic Re imagining of Education? 4. Affordances of Deep Learning in Promoting Youth Digital Storytelling? 5. Youth Filmmaking as Multimodal Inquiry: Radical Collegiality and Deep Learning in a Post-Pandemic Classroom? 6. Sami?Children’s?Experiences of?Learning, Wellbeing, and?Cultural?Continuity: The?Case of Finland? 7. Reimagining Learning Through Film: A Case Study of a Scottish Primary School Filmmaking Project? 8. Pandemic Schooling, Family Connections, and Cultural Learning: A Comparative Analysis of REAP Data from Canada, the UK, and Finland? 9. Walking in the Path of Ancestors: Intergenerational Learning in Sami Education? 10. "We Are Doing This!": Elementary Students' Perspectives on Student-led Collaborative Filmmaking? 11. The walls we build: a discussion of relational pedagogy, radical collegiality and decolonizing education? 12. Beyond Learning Loss: Youth Agency, Equity, and Digital Storytelling as Educational Transformation

Technology-Mediated Reflective Practice in Second Language Education (Hardcover, 1)

Introduction

Part 1: Foundations of Digital Reflective Practice

?

Chapter 1. The Potential of AI-Powered Reflective Tools in Teacher Education

Yijen Wang

Glenn Stockwell

?

Chapter 2. Scaffolding Teacher Inquiry Through AI-Mediated Dialogic Reflection

Daniel Xerri

?

Chapter 3. Empowering Pre-service Language Teachers Through Critical and Reflective AI Integration

Senem Yıldız

?

Chapter 4. Digital reflective practice: Design thinking for language teacher professional development

Mohammad Reza Anani Sarab??

Fatemeh Mardian??

?

Part 2: Digital Methods and Tools for Reflective Practice

?

Chapter 5. AI-mediated reflective journaling: A model for second language teacher reflective practice

Sophia Mavridi

?

Chapter 6. Using Chatbots to Support Reflective Practice in Transnational Teaching Practicums: Evidence from Vietnam

Nguyen Bich Dieu

Nguyen Duc Chinh

Nguyen Thi My Hang

?

Chapter 7. EPortfolios to reflect on teaching practice: an exploration of content and perceptions

Elaine Riordan

Fiona Farr

?

Chapter 8. Promoting Reflective Practice through Community of Inquiry Framework: An LMS-Mediated Feedback Model

Muhammet Furkan Alpat

Adem Soruc

Aras Bozkurt

?

Chapter 9. Corpus Linguistics and Reflective Practice for EMI Lecturer Development in Algeria

Angela Farrell

?

Chapter 10. Tapping into reflective practice using WhatsApp in teacher training

Cecilia Nobre

Steve Mann

?

Chapter 11. Instagram as a Reflective Tool: A Meta-Reflection

Jaber Kamali

Thomas S.C. Farrell

?

Part 3: Reflective Practice in Online Contexts

?

Chapter 12. Virtual Professional Learning Commun...


외국도서 > 교육/자료 > 교육 > 교육일반
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반

The Routledge Handbook of Language Education and Social Change (Hardcover, 1)

What does social change mean? Mapping perspectives for language education

?

Part 1: Theoretical foundations of language education and social change

1. Critical pedagogies in language education for social change: Evolution, application, and prospects

2. Critical language pedagogies and social change: Key concepts, current challenges and future directions

3. Plurilingualism and complexity: A synergy for social change in language education

4. Initiating social change: Towards an intersectional critical language pedagogy in the language classroom

5. Is your language classroom political? Do you discuss ‘money’? Embracing disorientation for social change in language and intercultural education

?

Part 2: Language education and social justice movements

6. Silencing the invisibility of immigrant learners: Beyond a single (issue) story for language education and social justice

7. Migrant language education and social justice: A recognition-based approach

8. Linguistic discrimination and English as an additional language or dialect education: Accentism

9. The criticality and the decolonizing space in anti-oppressive language education

10. Feminist pedagogy for social change: Where we are now

?

Part 3: Language, identity, and empowerment

11. Empowering multilingual learners in the digital age: The interplay of language, identity, agency, and technology

12. Translanguaging as praxis: Reimagining identity and agency in language education for minoritized communities

13. Heritage language education and social change: Prioritizing identity and agency for minoritized individuals and communities

14. Language learning among adult refugees: Marginalization, empowerment, and imagined Identities

15. Gatekeeper or gateway:...


외국도서 > 언어학 > 언어교육
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 언어학

Mentoring Adolescent Writers (Paperback, 1)

Introduction? 1. EASE into Writing with Mentor Texts? 2. Before Writing Begins: Determining the Rhetorical Situation? 3. Is This Any Good? Defining Effective Writing? 4. Descriptive Writing: It's More than Adding Adjectives? 5. Writing Conventions: Bending and Breaking the Rules? 6. Beyond Once Upon a Time: Powerful Leads and Satisfying Endings? 7. Scaffolding Structure: How to Organize the Text? 8. I Win! Persuasive and Argument Writing? 9. Blending Genres: Crafting Creative Nonfiction? References

Authenticity and Autonomy in English Language Education (Hardcover, 1)

Introduction? 1. Translanguaging in Korea and Japan? 2. Trans-Speakerism in Japan and Korea? 3. Authentic Learning and Learner Autonomy in Brunei and Vietnam? 4. Project- and Task-based Learning in Vietnam and China? 5. Task-Based Language Teaching in China and Japan? 6. Flipped Learning in Japan and Malaysia? 7. Authentic Materials and Collaborative Tasks in Malaysia and Macao? 8. Authenticity and Autonomy in EFL Classrooms in Macao, and Indonesia? 9. Critical Digital Literacy in Indonesia and Brunei? 10. Authenticity and Autonomy with pre-service EFL Teachers in Thailand and Singapore? 11. Experiential Learning and Dialogic Teaching in Singapore and Thailand? Afterword: Peeling Authenticity and Autonomy

Adaptive Religious Education for All : Teaching Strategies for Inclusive Learning (Hardcover)

List of Contributors

Preface

List of Acronyms and Abbreviations

1. Introduction: Meaningful RE for Every Learner - Inclusion, Adaptation, and Practice

Dr Heather Marshall and Dr Glenn Millington

Part I: Foundations of Inclusive Religious Education

1. Adaptive Teaching in RE: Responsive Strategies for Diverse Learners

Andrew Norcross

1. Adaptive Teaching and Inclusive Practice in Religious Education

Dr Heather Marshall and Majella Dalton-Bartley

1. Inclusion, Reform, and Reality - SEND Policy and Religious Education?Dr Heather Marshall
2. Decolonising RE - Integrating Disability and Social Justice

Alexandra Brown

Part II: Inclusive Pedagogies and Classroom Practice

1. Taskboards as Scaffolds: Supporting SEND Learners to Develop AO2 Evaluation Skills in Religious Studies

Meg Generoso

1. The Power of Storytelling in RE: Supporting Students with Social, Emotional, and Mental Health Needs

Glenn Millington

1. Celebrating Intuitive Learning in Religious Education for Students with SEND

Dr Shereen Shaw

1. Making the Walls More Permeable: Creative Approaches to Religion Education for SEND Children Beyond and Outside the Classroom

Dr Rebekah Ackroyd,?Jen Ager?Tasneem Ahmed,?Dr Sally Elton-Chalcraft,?Lisa MacGregor

Part III: Diverse Learners, Identity, and Belonging

1. Adaptive Teaching for EAL Learners in Religious Education

Dr Heather Marshall

1. Belonging, Neurodiversity, and Emotional Safety in Religious Education

Dr Heather Marshall

Part IV: Wider Perspectives and Future Directions

1. Crossing Humanities Threads: What RE Can Learn from Inclusi...
   
   
   외국도서 > 교육/자료 > 교육 > 중등교육
   외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반
   외국도서 > 교육/자료 > 교육 > 특수교육 > 일반
   
   

Adaptive Religious Education for All : Teaching Strategies for Inclusive Learning (Paperback)

List of Contributors

Preface

List of Acronyms and Abbreviations

1. Introduction: Meaningful RE for Every Learner - Inclusion, Adaptation, and Practice

Dr Heather Marshall and Dr Glenn Millington

Part I: Foundations of Inclusive Religious Education

1. Adaptive Teaching in RE: Responsive Strategies for Diverse Learners

Andrew Norcross

1. Adaptive Teaching and Inclusive Practice in Religious Education

Dr Heather Marshall and Majella Dalton-Bartley

1. Inclusion, Reform, and Reality - SEND Policy and Religious Education?Dr Heather Marshall
2. Decolonising RE - Integrating Disability and Social Justice

Alexandra Brown

Part II: Inclusive Pedagogies and Classroom Practice

1. Taskboards as Scaffolds: Supporting SEND Learners to Develop AO2 Evaluation Skills in Religious Studies

Meg Generoso

1. The Power of Storytelling in RE: Supporting Students with Social, Emotional, and Mental Health Needs

Glenn Millington

1. Celebrating Intuitive Learning in Religious Education for Students with SEND

Dr Shereen Shaw

1. Making the Walls More Permeable: Creative Approaches to Religion Education for SEND Children Beyond and Outside the Classroom

Dr Rebekah Ackroyd,?Jen Ager?Tasneem Ahmed,?Dr Sally Elton-Chalcraft,?Lisa MacGregor

Part III: Diverse Learners, Identity, and Belonging

1. Adaptive Teaching for EAL Learners in Religious Education

Dr Heather Marshall

1. Belonging, Neurodiversity, and Emotional Safety in Religious Education

Dr Heather Marshall

Part IV: Wider Perspectives and Future Directions

1. Crossing Humanities Threads: What RE Can Learn from Inclusi...
   
   
   외국도서 > 교육/자료 > 교육 > 중등교육
   외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반
   외국도서 > 교육/자료 > 교육 > 특수교육 > 일반
   
   

Changing Teachers for Challenging Times : Teaching to Repair the World Together (Hardcover, 2 ed)

Changing Teachers for Challenging Times : Teaching to Repair the World Together (Paperback, 2 ed)

Making Meaning in Classrooms through Exploratory Talk : Selected Writings on Language and Learning (Paperback)

List of figures

About the author and editors

Acknowledgements

Note of appreciation

Introduction

Prelude: Shall we play the anthropologist??

Part One: Talking to learn?

Chapter 1 ?Why talk is important

Chapter 2? ‘The role of talk in learning’

Chapter 3? ‘School knowledge and action knowledge’

Chapter 4? ‘Supporting exploratory talk for learning’

Chapter 5? ‘The politics of oracy’

?

Part Two: Classroom connections?

Chapter 6? ‘The language of instruction’

Chapter 7? The limitations of teacher-directed whole-class ‘discussion’

Chapter 8? Small-group talk including a teacher’s intervention: some success?

?

Part Three: Small-group talk: a study in collaboration?

Chapter 9? ‘Making the recordings’

Chapter 10? ‘Collaboration in the groups’

?

Part Four: Literacy?

Chapter 11? ‘Teachers’ attitudes to written work: transmission and interpretation’

Chapter 12? ‘Reading and writing as social action’

Chapter 13? ‘The ground rules of school writing’

?

Part Five: Curriculum

Chapter 14? Two points of view on the content of the curriculum

Chapter 15? The manifest and the hidden curriculum

Chapter 16? The intended and the effective curriculum

Chapter 17? ‘Studying communication or studying language?’

?

Part Six: Teacher agency?

Chapter 18? ‘The teacher’s control of knowledge’

Chapter 19? ‘The significance of teachers’ frames for teaching’

Chapter 20? ‘Teaching styles’

Chapter 21? Active learning
Chapter 22? The PEEL project ? teachers reflecting on their own practice

?

Conclusion

Making Meaning in Classrooms through Exploratory Talk : Selected Writings on Language and Learning (Hardcover)

List of figures

About the author and editors

Acknowledgements

Note of appreciation

Introduction

Prelude: Shall we play the anthropologist??

Part One: Talking to learn?

Chapter 1 ?Why talk is important

Chapter 2? ‘The role of talk in learning’

Chapter 3? ‘School knowledge and action knowledge’

Chapter 4? ‘Supporting exploratory talk for learning’

Chapter 5? ‘The politics of oracy’

?

Part Two: Classroom connections?

Chapter 6? ‘The language of instruction’

Chapter 7? The limitations of teacher-directed whole-class ‘discussion’

Chapter 8? Small-group talk including a teacher’s intervention: some success?

?

Part Three: Small-group talk: a study in collaboration?

Chapter 9? ‘Making the recordings’

Chapter 10? ‘Collaboration in the groups’

?

Part Four: Literacy?

Chapter 11? ‘Teachers’ attitudes to written work: transmission and interpretation’

Chapter 12? ‘Reading and writing as social action’

Chapter 13? ‘The ground rules of school writing’

?

Part Five: Curriculum

Chapter 14? Two points of view on the content of the curriculum

Chapter 15? The manifest and the hidden curriculum

Chapter 16? The intended and the effective curriculum

Chapter 17? ‘Studying communication or studying language?’

?

Part Six: Teacher agency?

Chapter 18? ‘The teacher’s control of knowledge’

Chapter 19? ‘The significance of teachers’ frames for teaching’

Chapter 20? ‘Teaching styles’

Chapter 21? Active learning
Chapter 22? The PEEL project ? teachers reflecting on their own practice

?

Conclusion