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Making Play Work in Early Years Settings: Tales from the sandpit
by Dawn RigbyMaking a play-based curriculum work in early years settings. Early Years practitioners have been advocating for play to be at the heart of early years for many years. Now is the time to make this a reality. Using in the moment planning, child initiated play and other strategies, this book supports early years practitioners to enable the children in their setting to choose what they do and how they want to learn. Dawn Rigby shares her passion for a play-based curriculum, her own setting′s journey, what worked and the challenges faced along the way. This practical book: shares examples of good practice; gives advice on how to make play the central focus of early years practice; explores why a play-based curriculum matters; includes practical support on developmentally appropriate practice.
Making Play Work in Early Years Settings: Tales from the sandpit
by Dawn RigbyMaking a play-based curriculum work in early years settings. Early Years practitioners have been advocating for play to be at the heart of early years for many years. Now is the time to make this a reality. Using in the moment planning, child initiated play and other strategies, this book supports early years practitioners to enable the children in their setting to choose what they do and how they want to learn. Dawn Rigby shares her passion for a play-based curriculum, her own setting′s journey, what worked and the challenges faced along the way. This practical book: shares examples of good practice; gives advice on how to make play the central focus of early years practice; explores why a play-based curriculum matters; includes practical support on developmentally appropriate practice.
Making Policy in Turbulent Times: Challenges and Prospects for Higher Education (Queen's Policy Studies Series #306)
by Paul Axelrod Roopa Desai Trilokekar Theresa Shanahan Richard WellenHow is policy made in higher education, particularly in the wake of recent economic turbulence? Has policy development converged internationally, and if so, what impact has this had on academic life and institutions? What role does policy-oriented research play in shaping the direction of higher education? Are universities grappling in common ways with issues of access and equity? Making Policy in Turbulent Times provides a historically informed and nuanced response to these and other questions. Distinguished scholars and administrators from across the globe identify economic challenges and pressures facing universities, compare policy developments in numerous jurisdictions, and demonstrate the ways in which networks and lobbyists achieve results. Cogently argued, Making Policy in Turbulent Times contributes significantly to new research, and will be of great interest to scholars and practitioners alike.
Making Policy Public
by Susan L. MoffittThis book challenges the conventional wisdom that government bureaucrats inevitably seek secrecy and demonstrates how and when participatory bureaucracy manages the enduring tension between bureaucratic administration and democratic accountability. Looking closely at federal level public participation in pharmaceutical regulation and educational assessments within the context of the vast system of American federal advisory committees, this book demonstrates that participatory bureaucracy supports bureaucratic administration in ways consistent with democratic accountability when it focuses on complex tasks and engages diverse expertise. In these conditions, public participation can help produce better policy outcomes, such as safer prescription drugs. Instead of bureaucracy's opposite or alternative, public participation can work as its complement.
Making Pre-Med Count: Everything I wish I'd known before applying (successfully!) to med school
by Elisabeth FassasIn Making Pre-Med Count, med student Elisabeth Fassas shares personal stories from her own experiences to help guide you through the pre-med process. You’ll get first-hand guidance and learn how to apply her advice to your own med school journey.Counselors and checklists are helpful, but your pre-med journey cannot be boiled down to a list of activities and a collection of accolades. In Making Pre-Med Count, Fassas teaches you how to translate your accomplishments into a compelling and personalized med school application. Fassas gets into the weeds of the pre-med years to touch on the most fundamental and gnawing questions that interested applicants must face. Using examples from her own journey from freshman year to acceptance, plus tips and tricks from her peers, she guides readers through an endless stream of conflicting advice towards preparing academically, mentally and psychologically for the med school application process.Her advice starts with the idea that anything and everything can get you into medical school if you’re able to get into the heads of the admissions committee. You’ll also get her take on many of the questions raised in student forums. Fassas, who will begin med school in the fall of 2019, helps relieve some of the common pre-med doubts, anxieties, and fears that you’ll feel. Making Pre-Med Count compiles Fassas’ advice in one place -- it’s like having your own personal med school advisor.
Making Progress in English
by Eve BearneThis manual is designed to help teachers establish a principled framework for developing English at Key Stages 1 and 2. Covering all aspects of English, it will help teachers raise standards of achievement in pupils at all levels of fluency and confidence.The author uses case study material to relate theory to practice, covering issues such as classroom organization and management. She also provides guidance for planning and developing ideas with colleagues and with children, and offers suggestions for teaching strategies with photocopiable sheets and formats and ways to evaluate teaching.Separate sections deal with reading, writing, speaking and listening, and these different threads are drawn together in sections on knowledge about language - including spelling, grammar and punctuation - and study of texts - including media, poetry, drama, response to literature and the use of non-fiction texts. The final section deals with policy and schemes of work. Each chapter also offers information on: * assessment, recording and reporting, linked to scales of progression* frameworks for screening and supporting children who have difficulties with English* gender* working with parents* linguistic and cultural diversityEve Bearne teaches at Homerton College, Cambridge.
Making Progress in Primary Science: A Study Book for Teachers and Student Teachers
by Wynne Harlen Christine Macro Kathleen Reed Mike SchillingThis new and extensively revised edition of Progress in Primary Science is intended for all those involved in training teachers of primary school science, both preservice and on INSET courses. Its flexible modular structure enables course leaders to tailor their course to participants' needs. Each module can be studied individually or as part of an extended programme and contains notes for facilitators, photocopiable workshop materials, activities for practitioners and suggestions for further reading. Throughout the book the focus is on the learning of science as an investigative process through which pupils develop an understanding of ideas. This is supported by modules on different aspects of teaching and learning in science, including: building on children's own ideas how to ask and answer questions managing practical work in the classroom science for very young children effective assessment, self-assessment and feedback cross-curricular links ICT and science science outside the classroom. The companion study book currently available can be used by those participating on these courses. It follows the same modular structure and contains the same information as this book, and makes planning and delivering the course easier and less time consuming for the course leader.
Making Progress in Writing
by Eve BearneChildren's achievements in writing lag behind their achievements in reading, speaking and listening. National tests are beginning to expose this gap and inevitably, it is raising concerns. The issue is not without controversy but regardless of the politics of the situation, national progress in children's writing is both needed and possible.This new book from Eve Bearne makes a valuable contribution towards helping teachers close this gap. Uniquely, it follows the structure of the National Literacy Strategy, whilst examining key areas such as bridging KS2 and KS3 writing, and writing skills beyond the Literacy Hour. Such a structure makes the book incredibly practical and easy to use, providing essential information for both practitioners and academics.
Making PSHE Matter: A Practical Guide to Planning and Teaching Creative PSHE in Primary School
by Siân RowlandOffering ideas for different ways to teach PSHE, this is a go-to resource for the busy teacher looking for creative and engaging techniques. It provides tips, case studies and strategies on planning and pitching sessions as well as weaving PSHE into other aspects of the curriculum. The practical advice includes tips for what works with pupils, ideas for group games, ways to make discussions more engaging and proven techniques for creating inspiring sessions. The book explores a range of complex PSHE topics such as social media, sex and sexuality, mental health and British values. This tried-and-tested guidance will help to give teachers the confidence to create accessible and dynamic skills-based sessions which can make a real difference to pupils.
Making Reading Real
by Sharon M. SnydersThis skills-based Reading text/series addresses a major challenge in the course -- engaging students -- by giving them diverse and relevant readings with integrated coverage of learning styles.
Making Research Relevant: Applied Research Designs for the Mental Health Practitioner
by Kelly L. Wester Carrie A. Wachter MorrisMaking Research Relevant is the ideal core textbook for master’s-level introduction to research methods courses in any mental health field. Accessible and user friendly, it is designed to help trainees and practitioners understand, connect, and apply research to clinical practice and day-to-day work with students and clients.The text covers foundational concepts, such as research ethics, the consumption of research, and how to analyze data, as well as an additional 11 applied, evaluative, and outcome-based research methods that can be applied in practice. Easy to read, conversational chapters are infused with case examples from diverse settings, paired with brief video lectures and a practice-based application section which provide vignettes and practice to guide application and visual components that demonstrate how research methods can benefit mental health practitioners in real-world scenarios.
Making Room for Impact: A De-implementation Guide for Educators
by Arran Hamilton John Hattie Dylan WiliamDial back and make room for impact With teacher and leader workloads and burnout at an all-time high, it’s time for de-implementation: de-prioritizing and deleting the less effective, higher-cost initiatives we implement in schools. De-implementation allows us to focus on practices that have more supporting evidence and a higher probability of positive impact on students, and at the same time gain much-needed work-life balance. In Making Room for Impact, the internationally respected education experts and authors provide a clear four-stage process for winnowing down teaching and learning to high-effect practices. Informed by the latest research in learning, education, healthcare, and psychology, each step and tool is designed to move educators through the hard parts of letting go. Inside, you’ll find: Research that tells us the process of schooling is often over-engineered and that gives us permission to dial back, carefully A step-by-step process for deciding which initiatives are most effective—and how to let go of the ones that are not Useful tools, templates, and charts that educators can immediately use in their de-implementation work—at school, in teaching teams, or at the system level It’s time to get our lives back—without harming student learning. If we can collectively learn to let go and understand how to identify which initiatives are worthwhile, we’ll have more time for what truly matters.
Making Room for Impact: A De-implementation Guide for Educators
by Arran Hamilton John Hattie Dylan WiliamDial back and make room for impact With teacher and leader workloads and burnout at an all-time high, it’s time for de-implementation: de-prioritizing and deleting the less effective, higher-cost initiatives we implement in schools. De-implementation allows us to focus on practices that have more supporting evidence and a higher probability of positive impact on students, and at the same time gain much-needed work-life balance. In Making Room for Impact, the internationally respected education experts and authors provide a clear four-stage process for winnowing down teaching and learning to high-effect practices. Informed by the latest research in learning, education, healthcare, and psychology, each step and tool is designed to move educators through the hard parts of letting go. Inside, you’ll find: Research that tells us the process of schooling is often over-engineered and that gives us permission to dial back, carefully A step-by-step process for deciding which initiatives are most effective—and how to let go of the ones that are not Useful tools, templates, and charts that educators can immediately use in their de-implementation work—at school, in teaching teams, or at the system level It’s time to get our lives back—without harming student learning. If we can collectively learn to let go and understand how to identify which initiatives are worthwhile, we’ll have more time for what truly matters.
Making RTI Work
by Wayne SailorOffers best practices for implementing RTI at the school-wide level-to ensure success for all learnersResponse-to-Intervention is now mandated at schools across the country. While there are a handful of books offering tips on implementation, schools are still struggling to find the best approaches. This book, from a prominent RTI researcher, explains how the most successful schools using RTI manage the process. Sailor offers best practices for implementing RTI not only at the classroom level, but also at the school-wide and district-wide levels, to ensure no student falls through the cracks and schools fulfill the promise of RTI.Offers clear guidance on implementing Response-to-Intervention effectivelyReveals the framework used by the most successful schools using RTIIncludes information on applying RTI for behavioral problems as well as academic challengesContains illustrative examples of how the approach is applied at all levels, from individual student to school-wide and district-wideWritten by a top researcher in the field of Response-to Intervention
Making School a Game Worth Playing: Digital Games in the Classroom
by Dr Ryan L. Schaaf Ms Nicky MohanIntegrate game-based learning for 21st Century skills success! This straightforward, easy-to-follow guide from experts Schaaf and Mohan helps you leverage technology students love best – digital video games. With step-by-step strategies, you’ll easily find, evaluate, and integrate gaming into your existing lesson plans or completely redesign your classroom. Teachers learn to use well-designed game elements to: Promote meaningful student buy-in Create student-centered, collaborative learning spaces Teach and assess 21st Century Fluencies aligned to Common Core State Standards Address multiple intelligences using research-based strategies Includes a detailed implementation outline. Create engaged, adventure-filled learning with this resourceful guide!
Making School a Game Worth Playing: Digital Games in the Classroom
by Dr Ryan L. Schaaf Ms Nicky MohanIntegrate game-based learning for 21st Century skills success! This straightforward, easy-to-follow guide from experts Schaaf and Mohan helps you leverage technology students love best – digital video games. With step-by-step strategies, you’ll easily find, evaluate, and integrate gaming into your existing lesson plans or completely redesign your classroom. Teachers learn to use well-designed game elements to: Promote meaningful student buy-in Create student-centered, collaborative learning spaces Teach and assess 21st Century Fluencies aligned to Common Core State Standards Address multiple intelligences using research-based strategies Includes a detailed implementation outline. Create engaged, adventure-filled learning with this resourceful guide!
Making School Count: Promoting Urban Student Motivation and Success
by Andrea Debruin-Parecki Karen Manheim TeelMaking School Count reports on four years of classroom research in which alternative teaching strategies, designed to motivate under-achieving inner-city, African-American middle school students were used and evaluated. The book offers insights into the discrepancy between students' academic dreams (their high performance aspirations) and the realities of their classroom performance. Issues include: *the authors' convictions that the disproportionate under-achievement of African-American students is the result of inappropriate teaching strategies *the prevalent use of a Eurocentric curriculum *results of the authors' research *a guide for teachers wishing to carry out their own research *a study of the collaboration between a university and a schools in an attempt to bring about change from the ground up.
Making School Maths Engaging: The Maths Inside Project (SpringerBriefs in Education)
by Anne Prescott Mary Coupland Marco Angelini Sandra SchuckThis book provides an account of a large-scale, national STEM initiative in Australia, the Maths Inside Project, which is designed to increase secondary school students’ engagement and participation in mathematics. The project’s modules include videos illustrating how scientists use mathematics to find solutions to real-world problems, as well as themed activities linked to the school curriculum for mathematics.Outlining the current debates concerning mathematics education in Australia and beyond, the book describes the development and implementation of the modules to guide their use by teachers in year 8-12 Australian mathematics classrooms. It concludes with a discussion of the research, showing how the project increased student engagement. The book discusses the partners involved in the project, including scientists, a national mathematics teachers’ association and the authors’ university. It also offers insights into how to embark on pedagogical improvement through collaboration between individual institutional stakeholders. Providing details of the modules to enable teachers and teacher educators to help their students better understand and utilise the curriculum resources of Maths Inside, the book is a useful resource for educators around the globe wanting to make mathematics engaging, topical and relevant for secondary school students.
Making Schools American: Nationalism and the Origin of Modern Educational Politics
by Cody D. EwertHow school reformers in the Progressive Era—who envisioned the public school as the quintessential American institution—laid the groundwork for contemporary battles over the structure and curriculum of public schools.Around the turn of the twentieth century, a generation of school reformers began touting public education's unique capacity to unite a diverse and diffuse citizenry while curing a broad swath of social and political ills. They claimed that investing in education would equalize social and economic relations, strengthen democracy, and create high-caliber citizens equipped for the twentieth century, all while preserving the nation's sacred traditions. More than anything, they pitched the public school as a quintessentially American institution, a patriotic symbol in its own right—and the key to perfecting the American experiment.In Making Schools American, Cody Dodge Ewert makes clear that nationalism was the leading argument for schooling during the Progressive Era. Bringing together case studies of school reform crusades in New York, Utah, and Texas, he explores what was gained—and lost—as efforts to transform American schools evolved across space and time. Offering fresh insight into the development and politicization of public schooling in America, Ewert also reveals how reformers' utopian visions and lofty promises laid the groundwork for contemporary battles over the mission and methods of American public schools. Despite their divergent political visions and the unique conditions of the states, cities, and individual districts they served, school reformers wielded nationalistic rhetoric that made education a rallying point for Americans across lines of race, class, religion, and region. But ultimately, Making Schools American argues, upholding education as a potential solution to virtually every societal problem has hamstrung broader attempts at social reform while overburdening schools.
Making Schools Better for Disadvantaged Students: The International Implications of Evidence on Effective School Funding
by Stephen Gorard Beng Huat See Nadia SiddiquiAround the world, governments, charities, and other bodies are concerned with improving education, especially for the lowest-attaining and most disadvantaged students. Making Schools Better for Disadvantaged Students presents detailed research into how poverty affects student segregation and underachievement in schools. It contains the first ever large-scale evaluation of how funding can best be used to lower the poverty attainment gap for disadvantaged students. Drawing on a wealth of empirical research from England, India, and Pakistan as well as worldwide reviews of relevant studies, the book presents high-quality evidence on the impact of funding policy initiatives, such as the Pupil Premium funding in England, and the many variations of similar schemes worldwide. It analyses education measures which have been put in place and discusses ways in which these can be used efficiently and fairly to allocate funding to students who are persistently at risk of underachievement. The book is unique in synthesising many forms of evidence from around the world and finding a definition of educational disadvantage that can be used fairly across different contexts. Offering significant implications for ways to improve educational outcomes for disadvantaged students, the book will be essential reading for students of education policy, sociology of education and educational practices, and all researchers, school leaders, and policy-makers working in this area.
Making Schools Different: Alternative Approaches to Educating Young People
by Kitty Te RieleWith a foreword by Professor Stephen Ball What can we do with students who don't succeed in the typical classroom, and what are the alternatives to full-time schooling? With contributions from leading academics from Canada, America, the UK, The Netherlands and Australia, this internationally-minded book helps the reader to reflect on the ways young people are taught, and presents possible alternative approaches. Global social and economic changes and technological developments are driving the need for change within education, so that we can better cater for a diversity of young people. This book offers a forward-looking overview of where we are now, and where we might want to go in the future. It includes chapters on: - educational innovations; - learning identities; - learning spaces; - e-learning and remote students; - alternatives in education. This book will open your mind to the changing experience of schooling, and highlights new and different ways to help those whose needs simply don't fit into the usual mould. Suitable for all those on all undergraduate and postgraduate Education courses, and for those on Education Studies and Childhood and Youth courses, this book is an engaging, thought-provoking read. Kitty te Riele is a Senior Lecturer in Education in the Faculty of Arts and Social Sciences, University of Technology, Sydney
Making Schools Work: A View From The Firing Lines
by Cheryl L. FagnanoBeginning with the fundamental and essential question, "How do we improve schools?" prominent education theorists and practitioners examine the imperative of education reform. They confront and analyze the pressing need for effective, systematic ways to improve education in order to ensure competent students and graduates, and they offer numerous innovative ideas and models for reform. The discussions in this book are the fruits of the 1992 Milken Family Foundation National Educator Awards Retreat. Committed to recognizing the contributions of educators, the annual conference advances professional development and celebrates—publicly—professional achievement. Addressed in this volume are such urgent and far-reaching issues as enrichment versus remedial strategies for at-risk students; educators' responses to extra-education demands; creative leadership among practitioners; and the crucial role of educator awards. Practitioners, policymakers, and anyone wanting to stay current with the state of American education will find this useful and valuable reading.
Making Schools Work: A Revolutionary Plan to Get Your Children the Education They Need
by William G. OuchiIntroducing a bold, persuasive new argument into the national debate over education, Dr. William Ouchi describes a revolutionary approach to creating successful public schools. This program has produced significant, lasting improvements in the school districts where it has already been implemented. Drawing on the results of a landmark study of 223 schools in six cities, a project that Ouchi supervised and that was funded in part by the National Science Foundation, Making Schools Work shows that a school's educational performance may be most directly affected by how the school is managed. Ouchi's 2001-2002 study examined innovative school systems in Edmonton (Canada), Seattle, and Houston, and compared them with the three largest traditional school systems: New York, Los Angeles, and Chicago. Researchers discovered that the schools that consistently performed best also had the most decentralized management systems, in which autonomous principals -- not administrators in a central office -- controlled school budgets and personnel hiring policies. They were fully responsible and fully accountable for the performance of their schools. With greater freedom and flexibility to shape their educational programs, hire specialists as needed, and generally determine the direction of their school, the best principals will act as entrepreneurs, says Ouchi. Those who do poorly are placed under the supervision of successful principals, who assume responsibility for the failing schools. An essential component of this management approach is the Weighted Student Formula, a budgetary tool whereby every student is evaluated and assessed a certain dollar value in educational services (a non-English-speaking or autistic student, or one from a low-income family, for example, would receive a higher dollar value than a middle-class student with no special needs). Families have the freedom to choose among public schools, and when schools must compete for students, good schools flourish while those that do poorly literally go out of business. Such accountability has long worked for religious and independent schools, where parents pay a premium for educational performance. Making Schools Work shows how the same approach can be adapted to public schools. The book also provides guidelines for parents on how to evaluate a school and make sure their child is getting the best education possible. Revolutionary yet practical, Making Schools Work shows that positive educational reform is within reach and, indeed, already happening in schools across the country.
Making Scientists
by Gregory Light Marina MicariGregory Light and Marina Micari reject the view that science, technology, engineering, and mathematics are elite disciplines restricted to a small number with innate talent. Rich in concrete advice, Making Scientists offers a new paradigm of how scientific subjects can be taught at the college level to underrepresented groups.
Making Sense: The Child's Construction of the World (Routledge Revivals)
by Jerome BrunerThe growing child comes to understand the world, makes sense of experience and becomes a competent social individual. First published in 1987, Making Sense reflected the way in which developmental psychologists had begun to look at these processes in increasingly naturalistic, social situations. Rather than seeing the child as working in isolation, the authors of this collection take the view that 'making sense' involves social interaction and problem-solving. They particularly emphasize the role of language; its study both reveals the child's grasp of the frames of meaning in a particular culture, and demonstrates the subtleties of concept development and role-taking.