From Jake Madden, education's doyen in whole of school improvement, comes a book that showcases the power of teachers engaging in research to improve teaching practice. Teachers Teaching Teachers showcases an evidence based approach to improving the teaching performance of teachers through the Teacher as Researcher premise. This teacher professional learning premise involves every teacher in a school undertaking a personal inquiry project within their classroom. The central message is that when learning opportunities for the teacher are made meaningful and relevant, teaching improvement occurs. Madden and his fellow chapter authors provide an account of how embedded personalized professional learning opportunities, the engagement of school based action research and the ongoing collaboration of expert teachers, is offering schools a new path for supporting and enabling school reform. This book is a must read for those interested in improving education.

In this second edition of Improving Student Learning One Teacher at a Time, Jane E. Pollock and Laura J. Tolone combine updated research and real-world stories to demonstrate how it takes only one teacher to make a difference in student performance. Their approach expands the classic three-part curriculum-instruction-assessment framework by adding one key ingredient: feedback. This "Big Four" approach offers an easy-to-follow process that helps teachers build better curriculum documents with * Curriculum standards that are clear and well-paced, and describe what students will learn. * Instruction based in research, from daily lessons to whole units of study. * Assessment that maximizes feedback and requires critical and creative thinking. * Feedback that tracks and reports individual student progress by standards. Pollock and Tolone demonstrate how consistent, timely feedback from multiple sources can help students monitor their own understanding and help teachers align assignments, quizzes, and tests more explicitly to the standards. The Big Four shifts the focus away from the basics of what makes a good teacher toward what makes good learning happen for every student every day.

Nowadays, the concept of SDGs (Sustainable Development Goals) is starting to replace the concept of MDGs (Millennium Developmental Goals). It is a global goal adopted by all United Nations member states. It emphasizes the idea that the development of every country can only be achieved by balancing other factors such as social, economic, and environmental sustainability. It is already clear how sustainable development works with environmental ethics and management. However, there are still issues regarding the sustainable development and human well-being. Sustainable development should focus on finding a way for society to meet their present needs for the long term without sacrificing the ability of future generations to meet their needs. This international seminar provides research results and literature regarding the topic of sustainable development concept, the dynamics of sustainable development and social change, and environmental sustainability. The international seminar, entitled 1st International Conference on Contemporary Sociology and Educational Transformation, listed speakers from several countries providing an overview on human and environmental resilience. This book contains a selection of papers presented at the conference.

Improving Students' Learning Outcomes is a book for educators and administrators in higher education who have a genuine interest in developing an inspired curriculum centered on student learning. Integrating theoretical perspectives with empirical practice, researchers and practitioners from four continents discuss why and how students' learning outcomes can be improved. The book offers new theoretical approaches to the understanding of students' learning outcomes, as well as normative implications and inspiring examples from people professionally engaged in teaching, learning, and assessment-practices. Editors Claus Nygaard and Clive Holtham are the founders of the international academic association LIHE (Learning in Higher Education). The book came out of an international symposium held on Aegina Island, Greece, arranged by LIHE.

This book helps you make sense of the data your school district collects, including state student achievement results as well as other qualitative and quantitative data. Easy-to-use templates, tools, and examples are available on the accompanying downloadable resources.

This essential guide helps teachers refine their approach to fundamental challenges in the classroom. Based on research from cognitive science and formative assessment, it ensures teachers can offer all students the support and challenge they need – and can do so sustainably. Written by an experienced teacher and teacher educator, the book balances evidence-informed principles and practical suggestions. It contains: A detailed exploration of six core problems that all teachers face in planning lessons, assessing learning and responding to students Effective practical strategies to address each of these problems across a range of subjects Useful examples of each strategy in practice and accounts from teachers already using these approaches Checklists to apply each principle successfully and advice tailored to teachers with specific responsibilities. This innovative book is a valuable resource for new and experienced teachers alike who wish to become more responsive teachers. It offers the evidence, practical strategies and supportive advice needed to make sustainable, worthwhile changes.

The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.

This book addresses issues of access that COVID-19 brought forth in higher education, with a primary focus on Asian countries. In looking to address SDG4 to promote “inclusive and equitable quality education for all”, the volume explores the challenges relating to educational exclusion by considering how specially-abled students have been impacted by the digital divide in the context of the pandemic. It puts a spotlight on the approaches, experiences, and case analyses from various geographies in the region to study transitions in inclusivity. Universities and institutes of higher education have had to reconsider their digital offerings and services all the more since the onset of the pandemic, but have, in many instances, failed to fully account for how Internet access can be limited, unavailable, or unaffordable for many students. As a result, specially-abled learners – students without sufficient technological resources, such as those living in remote areas where there are little or no Internet facilities – have been, however unintentionally, neglected. While universities implemented their own practices, processes and policies to reach, and teach, disadvantaged learners, they had to further adapt these strategies, re-aligning them to meet the unprecedented circumstances, and concomitant needs, of specially-abled learners – and there is still much more to do. This book consolidates regional perspectives on how to work towards goals of inclusivity, and bridge the digital divide, looking into, and beyond, the conditions of the pandemic. Relevant to scholars and policymakers, this book is of interest to those focused on digitisation and the transition to the ‘new normal’ in higher education.

This volume offers comprehensive 'state-of-the-art' overviews of educational policies concerning the teaching of English in a large number of Asian countries. Each contribution is written by a leading expert and gives a clear assessment of current policies and future trends. Starting with a description of the English education policies in the respective countries, the contributors then delve into the 'nuts and bolts' of the English education policies and how they play out in practice in the education system, in schools, in the curriculum, and in teaching. Topics covered include the balance between the acquisition of English and the national language, political, cultural, economic and technical factors that strengthen or weaken the learning of English.

Educators play a significant role in the intellectual and social development of children and young adults. Next-generation teachers can only be as strong as their own educational foundation which serves to cultivate their knowledge of the learning process, uncover best practices in the field of education, and employ leadership abilities that will inspire students of all ages. Teacher Education: Concepts, Methodologies, Tools, and Applications explores the current state of pre-service teacher programs as well as continuing education initiatives for in-service educators. Emphasizing the growing role of technology in teacher skill development and training as well as key teaching methods and pedagogical developments, this multi-volume work compiles research essential to higher education professionals and administrators, educational software developers, and researchers studying pre-service and in-service teacher training.