Teachers College Press, November 2011
Finnish Lessons is a first-hand account of how Finland built a world-class education system during the past three decades. The author traces the evolution of education policies in Finland and highlights how they differ from those in the USA and other industrialised countries. He describes the way that Finland has focused on professionalising teachers' work, developing instructional leadership in schools, and enhancing trust in teachers and schools, and has avoided some policies based on competition, choice, and external testing of students. Pasi Sahlberg is Director General of CIMO (Centre for International Mobility and Cooperation) at the Finnish Ministry of Education and Culture. Foreword by Andy Hargreaves. Adapted from publisher's description.
Cumulative research within a number of traditions has shown that effective teaching calls for distinctive, identifiable forms of subject-related knowledge and thinking, yet the significance and complexity of such knowledge is not well represented in professional debate and policymaking. This is a particularly pressing issue within mathematics education, given worldwide aspirations to improve quality of teaching and learning in the face of widespread difficulties in recruiting teachers who are conventionally well-qualified in mathematics and confident in the subject. This book, the outcome of two years of collaborative effort, brings together a team of experts in the field of mathematics-teacher knowledge to produce an authoritative, 'state of the art' exposition and critical commentary on this important and topical domain, including reports of original research in the field. It offers constructive and helpful ways of conceptualising mathematics-teacher knowledge in its cultural context, as well as a range of theorised tools to support its improvement. Adapted from publisher's description.
Key Learning AreasMathematics
Subject HeadingsMathematics teaching
Curriculum Press, 2013
Over six chapters, the author unpacks the essential elements of teaching dance based on the requirements of the Australian Curriculum: The Arts. Each chapter explores both the theory and practice of basic dance concepts, articulating what's important, why it's important and how teachers can cover these concepts with students. Topics include setting up a dance program and learning to use the body as the instrument of dance. A 'choreographic toolbox' offers ideas for themes and structures and ways to add interest in group dances. The book concludes with a reference list of Australian dance websites, music suggestions for F–6, and video resources as a starting point for teachers to build their own collections. An ebook version is also available. Adapted from publisher's description.
Key Learning AreasThe Arts
TNTP, July 2012
The Irreplaceables documents 'the real teacher retention crisis' in US schools: not only a failure to retain enough teachers, but a failure to retain the right teachers. Spanning four urban school districts encompassing 90,000 teachers, 2,100 schools and 1.4 million students, the study focuses on the experiences of the 'Irreplaceables': teachers so successful at advancing student learning that they are nearly impossible to replace. It finds that schools rarely make a strong effort to keep these teachers despite their success – and rarely usher unsuccessful teachers out. As a result, the best and worst teachers leave urban schools at strikingly similar rates. The nation's 50 largest districts lose approximately 10,000 Irreplaceables each year. Adapted from publisher's description, linked to the full report online.
Subject HeadingsEducational planning
United States of America (USA)
The book aims to provide practical classroom strategies to apply in a variety of contexts to support complex and diverse student needs. It includes key indicators that children may exhibit if suffering from depression, anxiety, eating disorders and other serious conditions. It also offers practical advice, classroom activities, poster ideas and newsletter items to assist students and inform parents of their children's changing needs. The authors note that early intervention is paramount in preventing unnecessary distress and helping children regain their emotional footing when issues arise. This notion informs their approach as they strive to provide busy teachers with strategies that lighten the workload while enhancing students' social and emotional wellbeing. Adapted from publisher's description.