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A Student Teacher's Guide to Primary School Placement: Learning to Survive and Prosper
by Denis HayesSchool experience is the most significant part of learning to be a teacher. It can also be the most confusing, stressful and challenging. Initially, it can be very daunting to walk into someone else's classroom and try to prepare and teach effective lessons to someone else's class.It helps to have a clear idea of what to expect and to know how other people have coped, and in this book, Denis Hayes looks at what life is like for the student-teacher in the classroom. With plenty of down-to-earth and practical advice, he offers strategies for dealing with challenging situations and positive encouragement to help them succeed. The book covers four main areas: principles - summarises the fundamentals of successful teaching placement - provides detailed advice about preparing for, and prospering in, school placements, including case studies of trainee teachers' experiences practice - looks at practical issues in the classroom, including lesson planning, teaching skills, assessment and evaluation, and managing the classroom environment progress - covers applying for jobs and interview strategies, with newly qualified teachers talking about how they managed in their first few months.This text will be invaluable to anyone training to be a primary teacher and about to embark on his or her teaching experience. It will also be a useful resource for teacher mentors and course leaders of BEd, BA (Ed) and PGCE programmes.
A Student Teacher's Guide to Primary School Placement: Learning to Survive and Prosper
by Denis HayesSchool experience is the most significant part of learning to be a teacher. It can also be the most confusing, stressful and challenging. Initially, it can be very daunting to walk into someone else's classroom and try to prepare and teach effective lessons to someone else's class.It helps to have a clear idea of what to expect and to know how other people have coped, and in this book, Denis Hayes looks at what life is like for the student-teacher in the classroom. With plenty of down-to-earth and practical advice, he offers strategies for dealing with challenging situations and positive encouragement to help them succeed. The book covers four main areas: principles - summarises the fundamentals of successful teaching placement - provides detailed advice about preparing for, and prospering in, school placements, including case studies of trainee teachers' experiences practice - looks at practical issues in the classroom, including lesson planning, teaching skills, assessment and evaluation, and managing the classroom environment progress - covers applying for jobs and interview strategies, with newly qualified teachers talking about how they managed in their first few months.This text will be invaluable to anyone training to be a primary teacher and about to embark on his or her teaching experience. It will also be a useful resource for teacher mentors and course leaders of BEd, BA (Ed) and PGCE programmes.
The Student Teacher's Handbook
by Edwards, Chris Healy, MauraFirst Published in 1994. Provides guidance and support to students on teacher training courses. Structured around an assessment profile, the text shows readers how to plan and manage their learning by identifying the range of skills they need to acquire in order to gained qualified teacher status.
The Student Teacher's Handbook
by Edwards, Chris Healy, MauraFirst Published in 1994. Provides guidance and support to students on teacher training courses. Structured around an assessment profile, the text shows readers how to plan and manage their learning by identifying the range of skills they need to acquire in order to gained qualified teacher status.
The Student Teacher's Handbook
by David C. Schwebel Bernice L. Schwebel Carol R. SchwebelThe Student Teacher's Handbook, Fourth Edition is a practical, user-friendly text that employs scientific research, sound advice, and student journal entries to encourage, sustain, and challenge the readers to function at their best during the crucial days of student teaching. Their needs--both professional and personal--during this stressful period guide the book's content. Student teachers' relationships--with students, cooperating teachers, and supervisors--are seen as being at the core of their teaching assignment. The authors draw on research in education and psychology that has practical application in the classroom and that helps student teachers cope with some of the tough problems connected with classroom management, including maintaining order and motivating students to learn. The book features: *practical, step-by-step assistance in helping student teachers make the most of their experience; *inclusion of the voices of many real student teachers who describe their difficulties and frustration--and how they overcome them; *in-depth discussion of the ways in which student teachers can make best use of cooperating teachers and university supervisors; *advice on making a smooth and successful transition from student teacher to teacher; and *attention to cutting-edge issues, such as multicultural education, effective use of technology, psychologically-appropriate methods of discipline, parent involvement in children's education, relevant education law, and other issues that challenge teachers at all levels. New in the fourth edition: *This popular text has been thoroughly updated and reorganized to eliminate repetition and make for a tighter narrative. *Increased attention has been given to the uses of technology in the classroom and to the pressures of school- or state-wide testing. *This edition includes additional journal entries from student teachers working at the middle and high school level, an expanded critical issues section, a refined description of problem-solving methods, and an updated discussion of multicultural education issues. This is an ideal text for the student teaching seminar at all levels of primary and secondary education, as well as a valuable resource for professors supervising student teachers and cooperating classroom teachers.
The Student Teacher's Handbook
by David C. Schwebel Bernice L. Schwebel Carol R. SchwebelThe Student Teacher's Handbook, Fourth Edition is a practical, user-friendly text that employs scientific research, sound advice, and student journal entries to encourage, sustain, and challenge the readers to function at their best during the crucial days of student teaching. Their needs--both professional and personal--during this stressful period guide the book's content. Student teachers' relationships--with students, cooperating teachers, and supervisors--are seen as being at the core of their teaching assignment. The authors draw on research in education and psychology that has practical application in the classroom and that helps student teachers cope with some of the tough problems connected with classroom management, including maintaining order and motivating students to learn. The book features: *practical, step-by-step assistance in helping student teachers make the most of their experience; *inclusion of the voices of many real student teachers who describe their difficulties and frustration--and how they overcome them; *in-depth discussion of the ways in which student teachers can make best use of cooperating teachers and university supervisors; *advice on making a smooth and successful transition from student teacher to teacher; and *attention to cutting-edge issues, such as multicultural education, effective use of technology, psychologically-appropriate methods of discipline, parent involvement in children's education, relevant education law, and other issues that challenge teachers at all levels. New in the fourth edition: *This popular text has been thoroughly updated and reorganized to eliminate repetition and make for a tighter narrative. *Increased attention has been given to the uses of technology in the classroom and to the pressures of school- or state-wide testing. *This edition includes additional journal entries from student teachers working at the middle and high school level, an expanded critical issues section, a refined description of problem-solving methods, and an updated discussion of multicultural education issues. This is an ideal text for the student teaching seminar at all levels of primary and secondary education, as well as a valuable resource for professors supervising student teachers and cooperating classroom teachers.
Student Teachers in School Practice: An Analysis of Learning Opportunities (Policy and Practice in the Classroom)
by A. DouglasThis book discusses changes to student teacher education globally and in the UK, exploring how student teachers learn through school teaching practices and ideas for developing and maximizing learning opportunities in school-based student teacher education.
Student Teachers in School Practice: An Analysis of Learning Opportunities (PDF)
by Alaster Scott DouglasThis book discusses changes to student teacher education globally and in the UK, exploring how student teachers learn through school teaching practices and ideas for developing and maximizing learning opportunities in school-based student teacher education.
Student Teaching: A Journey in Narratives
by D. R. Lindbom-Cho M. C. Murray B. C. Morton Kenneth J. Fasching-Varner H. B. Eisworth T. H. MencerThe journey of becoming a teacher is a complicated, emotional, and often intricate endeavor. Much has been written about pre-service teachers but rarely do we understand the journey through their own voices. Join nine pre-service teachers as they share their experiences, challenges, and victories through a series of powerful narratives. Committed to making the process more transparent for those embarking on a similar journey, the chapter authors share honest, personal, and heartfelt viewpoints about what it means to become a teacher. The nine pre-service teachers in this volume all participated in a yearlong student teaching in the renowned Elementary Holmes Master of Arts in Teaching program at Louisiana State University. Putting to practice critical perspectives about what it means to teach in the 21st century, these authors expose their vulnerabilities with a range of literary approaches including metaphor, reflective journaling, and storytelling. The volume is framed by teacher educator insights about the contexts and complexities of teaching. A must read for anyone preparing to student teach, or for those already student teaching, Student Teaching: A Journey in Narratives deals directly with the realities of learning to teach. Sometimes poetic, sometimes painful, these compelling personal narratives of novice teachers provide a poignant view of the struggles, fears, and celebrations developing teachers traverse on the journey to induction into the profession. Teacher educators and teacher candidates alike will find much to explore and discuss in these chapters. No stone of learning to teach is left unturned! – Lisa Delpit, Author of Other People's Children: Cultural Conflict in the Classroom and Multiplication is for White People: Raising Expectations for Other People's Children
Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learners' Ideas (Teaching and Learning in Science Series)
by Keith S. TaberThis readable and informative survey of key ideas about students’ thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics. Focused on secondary students and drawing on perspectives found in the international research literature, the goal is not to offer a comprehensive account of the vast literature, but rather to provide an overview of the current state of the field suitable for those who need an understanding of core thinking about learners’ ideas in science, including science education students in teacher preparation and higher degree programs, and classroom teachers, especially those working with middle school, high school, or college level students. Such understanding can inform and enrich science teaching in ways which are more satisfying for teachers, less confusing and frustrating for learners, and so ultimately can lead to both greater scientific literacy and more positive attitudes to science.
Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learners' Ideas (Teaching and Learning in Science Series)
by Keith S. TaberThis readable and informative survey of key ideas about students’ thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics. Focused on secondary students and drawing on perspectives found in the international research literature, the goal is not to offer a comprehensive account of the vast literature, but rather to provide an overview of the current state of the field suitable for those who need an understanding of core thinking about learners’ ideas in science, including science education students in teacher preparation and higher degree programs, and classroom teachers, especially those working with middle school, high school, or college level students. Such understanding can inform and enrich science teaching in ways which are more satisfying for teachers, less confusing and frustrating for learners, and so ultimately can lead to both greater scientific literacy and more positive attitudes to science.
Student Transitions From Middle to High School
by J. Allen QueenThis book shows administrators and teachers what they can do to make their students' ninth grade experience a successful one. Practical and research-based, this book showcases strategies to help you reduce your dropout rate, enhance student achievement, and provide a safe environment for your ninth grade students.
Student Transitions From Middle to High School
by J. Allen QueenThis book shows administrators and teachers what they can do to make their students' ninth grade experience a successful one. Practical and research-based, this book showcases strategies to help you reduce your dropout rate, enhance student achievement, and provide a safe environment for your ninth grade students.
Student Veteran Data in Higher Education: New Directions for Institutional Research, Number 171 (J-B IR Single Issue Institutional Research)
by Kevin Eagan Lesley McBain Kevin C. JonesWhile the Post-9/11 GI Bill created both a surge in student veteran enrollment at colleges and universities across the U.S. and keen interest by various stakeholders in how the billions of Federal dollars are being spent, higher education researchers have not historically focused on military-affiliated students.This special issue provides education and suggestions for institutional researchers to approach studying student veterans. Presents an overview of the history of student veterans in higher education Discusses how conceptual models of veterans’ college experience can aid institutional researchers Delves into the nuances of the phrase student veterans, commonly used for actual veteran students, active-duty service members, National Guard members, Reservists, and family members using transferred educational benefits Analyzes the differences between these sub-populations on factors known to influence postsecondary access and success Details data sources available to study veterans at proprietary institutions Discusses state-level data issues in veterans education Summarizes key concepts and recommends further research and practice. This is the 171st volume of this Jossey-Bass quarterly report series. Timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management
Student Veteran Data in Higher Education: New Directions for Institutional Research, Number 171 (J-B IR Single Issue Institutional Research)
by Lesley McBain Kevin Eagan Kevin C. JonesWhile the Post-9/11 GI Bill created both a surge in student veteran enrollment at colleges and universities across the U.S. and keen interest by various stakeholders in how the billions of Federal dollars are being spent, higher education researchers have not historically focused on military-affiliated students.This special issue provides education and suggestions for institutional researchers to approach studying student veterans. Presents an overview of the history of student veterans in higher education Discusses how conceptual models of veterans’ college experience can aid institutional researchers Delves into the nuances of the phrase student veterans, commonly used for actual veteran students, active-duty service members, National Guard members, Reservists, and family members using transferred educational benefits Analyzes the differences between these sub-populations on factors known to influence postsecondary access and success Details data sources available to study veterans at proprietary institutions Discusses state-level data issues in veterans education Summarizes key concepts and recommends further research and practice. This is the 171st volume of this Jossey-Bass quarterly report series. Timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management
Student Veterans and Service Members in Higher Education (Key Issues on Diverse College Students)
by Jan Arminio Tomoko Kudo Grabosky Josh LangStudent Veterans and Service Members in Higher Education bridges theory to practice in order to better prepare practitioners in their efforts to increase the success of veteran and military service members in higher education. Bringing together perspectives from a researcher, practitioner, and student veteran, this unique author team provides a comprehensive but manageable text reviewing relevant research literature and presenting accessible strategies for working with students. This book explores the facilitators and barriers of student veteran learning and engagement, how culture informs the current student veteran experience, and best practices for creating and maintaining a campus that allows for the success of these students. The latest to publish in the Key Issues on Diverse College Students series, this volume is a valuable resource for student affairs and higher education professionals to better serve veteran and military service members in higher education.
Student Veterans and Service Members in Higher Education (Key Issues on Diverse College Students)
by Jan Arminio Tomoko Kudo Grabosky Josh LangStudent Veterans and Service Members in Higher Education bridges theory to practice in order to better prepare practitioners in their efforts to increase the success of veteran and military service members in higher education. Bringing together perspectives from a researcher, practitioner, and student veteran, this unique author team provides a comprehensive but manageable text reviewing relevant research literature and presenting accessible strategies for working with students. This book explores the facilitators and barriers of student veteran learning and engagement, how culture informs the current student veteran experience, and best practices for creating and maintaining a campus that allows for the success of these students. The latest to publish in the Key Issues on Diverse College Students series, this volume is a valuable resource for student affairs and higher education professionals to better serve veteran and military service members in higher education.
Student Voice: A Companion to Democracy and Its Discontents
by Karyn Cooper Sardar M. AnwaruddinStudent Voice: A Companion to Democracy and Its Discontents serves two primary purposes. First, as the title of the volume suggests, it serves as a companion text to Democracy and Its Discontents: Critical Literacy across Global Contexts (Sense Publishers, 2015). Second, the volume features critical dialogues between emerging and established scholars in the field of critical literacy education, broadly defined. It brings together a collection of essays that speak to the possibilities of taking a critical approach to language and literacy education. The contributing authors draw on their life stories and professional experiences to make a strong case for taking a critical approach to education. They demonstrate that the act of teaching always involves a grappling with the entanglement of social, cultural and political forces. In this sense, education is always a normative and ethical enterprise. The authors featured in this book will encourage readers to re-imagine critical education and its emancipatory potential in an age of neo-conservative and corporate assaults on education. This volume, written in a lucid and accessible manner, will appeal to a broad readership interested in education. It will be an informative and engaging text in graduate and undergraduate courses on language and literacy education, teacher education, education policy studies, and curriculum studies. In-service teachers, teacher-educators, and school administrators will also find it to be a valuable resource. Karyn Cooper is an Associate Professor and Sardar M. Anwaruddin is a PhD candidate in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education (OISE) of the University of Toronto.
Student Voice and School Governance: Distributing Leadership to Youth and Adults (Routledge Research in Educational Leadership)
by Marc BrasofWhile student voice has been well-defined in research, how to sustain youth-adult leadership work is less understood. Students are rarely invited to lead school reform efforts, and when they are, their voice is silenced by the structural arrangements and socio-cultural conditions found in schools. This volume investigates problems with the neoliberal school reform movement, and how youth-adult partnerships have resulted in more effective reforms within schools and community organizations nationally and internationally. Stemming from an eight-year ethnographic study at a civic-themed public high school, the volume highlights the process of creating a school governance structure which produces active and informed citizens. Made up of executive, legislative and judicial branches, the program gives students the power to make, implement and review school policies and practices—a model that has found to effectively distribute leadership and trigger organizational learning, and is thus at the forefront of civic education.
Student Voice and School Governance: Distributing Leadership to Youth and Adults (Routledge Research in Educational Leadership)
by Marc BrasofWhile student voice has been well-defined in research, how to sustain youth-adult leadership work is less understood. Students are rarely invited to lead school reform efforts, and when they are, their voice is silenced by the structural arrangements and socio-cultural conditions found in schools. This volume investigates problems with the neoliberal school reform movement, and how youth-adult partnerships have resulted in more effective reforms within schools and community organizations nationally and internationally. Stemming from an eight-year ethnographic study at a civic-themed public high school, the volume highlights the process of creating a school governance structure which produces active and informed citizens. Made up of executive, legislative and judicial branches, the program gives students the power to make, implement and review school policies and practices—a model that has found to effectively distribute leadership and trigger organizational learning, and is thus at the forefront of civic education.
Student Voice and Teacher Professional Development: Knowledge Exchange and Transformational Learning
by David MorrisThis book explores the role of students’ involvement in teacher professional development. Building upon a research study whereby pupils instruct their teachers in the use of Information and Communication Technology (ICT), the author argues that using student voice in this way can result in transformational learning for all those involved. The author presents the processes and experiences of pupils taking on the role of educators as well as the experiences of the teachers receiving such professional development from their students. In doing so, he promotes the innovative use of a student voice initiative to support teaching and learning, with the overarching purpose of improving and transforming teacher-pupil relationships. This book will be of interest and value to students and scholars of pupil voice, teacher professional development and transformational learning.
Student Voice, Behaviour, and Resistance in the Classroom Environment: Lessons from Disruptive and Disaffected School Children (Routledge New and Critical Studies in Education)
by Thomas RalphThis novel volume investigates the motivations behind disruptive pupil behaviour and offers practical guidance through discussion of a novel theoretical framework that explores how students perceive schooling, uncovering what their behaviour can tell us about how to adjust the school environment. Drawing on cutting-edge research and internationally relevant themes, chapters argue that non-compliant behaviour by students is not mindlessly reactive but is purposeful – a means to make themselves heard. The book explores a dynamic understanding of the processes of placemaking and offers insights on how students create 'student-friendly' places by re-appropriating spaces within schools and why they might behave in certain ways. Arguing that the wider implications of a failure in educational policy is detrimental to student retainment and success, the book will ultimately have ramifications across disciplines and classroom contexts in improving student engagement. This book will be of interest to researchers, practitioners and policy makers working in the fields of the sociology of education, teaching and teacher education, educational change and reform more broadly. Those looking into behaviour management, youth studies, and education policy will also find this book of interest.
Student Voice, Behaviour, and Resistance in the Classroom Environment: Lessons from Disruptive and Disaffected School Children (Routledge New and Critical Studies in Education)
by Thomas RalphThis novel volume investigates the motivations behind disruptive pupil behaviour and offers practical guidance through discussion of a novel theoretical framework that explores how students perceive schooling, uncovering what their behaviour can tell us about how to adjust the school environment. Drawing on cutting-edge research and internationally relevant themes, chapters argue that non-compliant behaviour by students is not mindlessly reactive but is purposeful – a means to make themselves heard. The book explores a dynamic understanding of the processes of placemaking and offers insights on how students create 'student-friendly' places by re-appropriating spaces within schools and why they might behave in certain ways. Arguing that the wider implications of a failure in educational policy is detrimental to student retainment and success, the book will ultimately have ramifications across disciplines and classroom contexts in improving student engagement. This book will be of interest to researchers, practitioners and policy makers working in the fields of the sociology of education, teaching and teacher education, educational change and reform more broadly. Those looking into behaviour management, youth studies, and education policy will also find this book of interest.
Student Voice Handbook: Bridging the Academic/Practitioner Divide (0)
by Gerry Czerniawski Warren KiddWhile the Student Voice agenda gathers momentum in all sectors of education in the United Kingdom so too does the degree to which 'Student Voice' comes under the critical gaze of national and international commentators who narrate its influence on policy as each successive government in the UK shapes the agenda as they see fit. The Student Voice movement continues to grow and influence discussion across all levels of education. Equally, international responses to Student Voice extend the debate and movement further. To acknowledge international and UK perspectives, the authors have developed an edited collection speaking to both the practitioner and the academic alike. The text offers diverse perspectives with contributions from internationally acclaimed researchers, academics, classroom practitioners and learners across a variety of ages and educational sectors both at local and international levels. This topical text locates Student Voice within wider current debates around empowered citizenry and the 'big society'. The contributions draw upon the relationships between Student Voice and action research, citizenship, democratic education and students-as-researchers as well as locating these debates within international perspectives. It is through the combination of these perspectives that, as the title of the book suggests, the Student Voice movement can hope to 'bridge the academic/practitioner divide'.
Student Voice in Mathematics Classrooms around the World (Learner’s Perspective Study)
by Berinderjeet Kaur Glenda Anthony Minoru Ohtani David ClarkeThe Learner's Perspective Study ascribes to the premise that the investigation of social practice within the mathematics classrooms must attend to the learners’ practice with at least the same priority as that accorded to the teachers’ practice. In focusing on student voice within this partnership, as enacted in many different guises across different cultures and socio-political learning environments, we hope that we will be better informed to understand the relationship between pedagogy and learning mathematics, and between pedagogy and the empowerment of diverse learners. Research findings from the Learner's Perspective Study reported in this book and its companion volumes affirm just how culturally-situated are the practices of classrooms around the world and the extent to which students are collaborators with the teacher, complicit in the development and enactment of patterns of participation that reflect individual, societal and cultural priorities and associated value systems. In this book, we attend closely to this collaboration with our focus on the voice of the student. Collectively, the authors consider how the deliberate inclusion of student voice can be used to enhance our understandings of mathematics classrooms, of mathematics learning, and of mathematics outcomes for students in classrooms around the world. The Learner’s Perspective Study aims to juxtapose the observable practices of the classroom and the meanings attributed to those practices by classroom participants. The LPS research design documents sequences of at least ten lessons, using three video cameras, supplemented by the reconstructive accounts of classroom participants obtained in post-lesson video-stimulated interviews, and by test and questionnaire data, and copies of student written material. In each participating country, data generation focuses on the classrooms of three teachers, identified by the local mathematics education community as competent, and situated in demographically different school communities within the one major city. The large body of complex data supports both the characterization of practice in the classrooms of competent teachers and the development of theory.