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This book takes an expert and informative look at the integrated children’s services agenda in practice in today’s primary schools.
Break down the barriers that keep professional learning from sticking! Real professional learning takes place when there is a permanent change in practice. This book outlines what it means to intentionally interrupt the status quo in order to overcome barriers to learning that impede permanent change. The authors explain the psychological processes involved in learning and which biases get in the way of making professional learning stick. Staff developers will find tools and strategies for: * Moving professional learning beyond activities to deepen conceptual change* Enabling new learning by building three key capacities: a learning focus, collaborative inquiry, and instructional leadership* Embedding and sustaining a true learning culture in schools.
Too many workers leave the labour market permanently due to health problems, and yet too many people with a disabling condition are denied the opportunity to work. This report explores possible factors behind this paradox.
An NPR Favorite Book of the Year “Breaks new ground on social and educational questions of great import.” —Washington Post “An essential work, humane and candid, that challenges and expands our understanding of the lives of contemporary college students.” —Paul Tough, author of Helping Children Succeed “Eye-opening...Brings home the pain and reality of on-campus poverty and puts the blame squarely on elite institutions.” —Washington Post “Jack’s investigation redirects attention from the matter of access to the matter of inclusion...His book challenges universities to support the diversity they indulge in advertising.” —New Yorker The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors—and their coffers—to support a more diverse student body. But is it enough just to admit these students? In this bracing exposé, Anthony Jack shows that many students’ struggles continue long after they’ve settled in their dorms. Admission, they quickly learn, is not the same as acceptance. This powerfully argued book documents how university policies and campus culture can exacerbate preexisting inequalities and reveals why some students are harder hit than others.
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 moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative. CONTRIBUTORS: Aaron Blackwelder Susan D. Blum Arthur Chiaravalli Gary Chu Cathy N. Davidson Laura Gibbs Christina Katopodis Joy Kirr Alfie Kohn Christopher Riesbeck Starr Sackstein Marcus Schultz-Bergin Clarissa Sorensen-Unruh Jesse Stommel John Warner
The 2019 edition of the OECD Employment Outlook presents new evidence on changes in job stability, underemployment and the share of well-paid jobs, and discusses the policy implications of these changes with respect to how technology, globalisation, population ageing, and other megatrends are transforming the labour market in OECD countries.
Beat burnout with time-saving best practices for feedback For ELA teachers, the danger of burnout is all too real. Inundated with seemingly insurmountable piles of papers to read, respond to, and grade, many teachers often find themselves struggling to balance differentiated, individualized feedback with the one resource they are already overextended on—time. Matthew Johnson offers classroom-tested solutions that not only alleviate the feedback-burnout cycle, but also lead to significant growth for students. These time-saving strategies built on best practices for feedback help to improve relationships, ignite motivation, and increase student ownership of learning. Flash Feedback also takes teachers to the next level of strategic feedback by sharing: How to craft effective, efficient, and more memorable feedback Strategies for scaffolding students through the meta-cognitive work necessary for real revision A plan for how to create a culture of feedback, including lessons for how to train students in meaningful peer response Downloadable online tools for teacher and student use Moving beyond the theory of working smarter, not harder, Flash Feedback works deeper by developing practices for teacher efficiency that also boost effectiveness by increasing students’ self-efficacy, improving the clarity of our messages, and ultimately creating a classroom centered around meaningful feedback.
The narrative around flexible working needs flipping. After being able to work flexibly for 14 of her 23 years in education across teaching, school leadership and MAT leadership roles, Emma Turner realised that sadly, she's actually in the minority and has just been kinda lucky. Across the education system, although there is a recent groundswell of support for developing more life friendly, innovative and flexi ways of working, there are still a great deal of misconceptions, biases and prejudices about flexible working and flexible workers. Through her 'playlist' of educational floor fillers, Emma explores some of the successful ways in which flexible working can be viewed by both employers and employees for staff at all levels, including senior and school leadership. Designed to open up the flexible working conversation, this book outlines what can work, what has worked and what could work. This new way of viewing the flexi narrative from an experienced flex-pert encourages all to revisit our views on flexible working.