Teaching English in the Primary School provides a comprehensive introduction to the teaching of English in the primary school. It focuses on developments in Germany and includes a European perspective as regards current research and education policies. The book systematically presents relevant research on what we know about how young learners learn foreign languages, it discusses appropriate methods, tasks, materials, texts and procedures and includes chapters on related issues such as assessment, transition, cross curricular teaching and teaching English at the pre-school level. Throughout the book, the authors convincingly illustrate how theory and practice relate to each other. Sicher im Studium - die Reihe mit dem Grundlagenwissen sämtlicher Teildisziplinen des Studienfachs Anglistik / Amerikanistik Fragestellungen und wissenschaftliche Zusammenhänge des Faches Orientierung und kompaktes Wissen Antworten auf die Fragen: "Wie lernen Kinder die englische Sprache?", "Wie wird Wortschatz und Grammatik vermittelt?", Wie muss der Unterricht organisiert werden?" Für die gezielte und schnelle Vorbereitung auf Hochschulprüfungen Übersichtlich und leicht verständlich
Ensuring Safe School Environments: Exploring Issues--Seeking Solutions presents research findings and information about school violence, with a focus on strategies for increasing school safety. Based on a special topical issue of Rural Special Education Quarterly, the original journal articles have been rewritten to address safe schools from the perspective of suburban and urban, as well as rural environments. Topics include the frequency of violence in these different settings; violence as it directly impacts school administrators; strategies for preventing and addressing violence at both the school and individual levels; and ways to work with the community both in and out of schools. Part I focuses on issues. In Part II, solutions that have been used to deal with youth violence are offered for readers to consider, including chapters on effective conflict management practices, behavioral support plans, school-community relations, the development of a caring school community as a way to decrease tendencies toward violence, and a model which demonstrates an in-practice, state-wide program designed to assist in the development of a community-focused school. Each chapter concludes with discussion questions and a case study to enhance understanding of and reflection on the issues surrounding school violence. The text is intended as supplementary material for any course preparing school administrators. Presenting both research and practice, the text can be a guide for practicing school administrators in their search for ways to insure the safety and well being of the students whom they serve, as well as a resource for individuals in other community-based human service agencies who deal with school violence.
As school districts across the United States increasingly question the need for trained librarians, this collection of research-based evidence helps make the case for a state-licensed librarian in every school. • Utilizes evidence-based findings to explain why school libraries—and trained librarians—matter • Illustrates the progression of ideas around current education debates • Shares numerous examples of quantitative and qualitative research design and application • Summarizes the importance of each study and its practical application for working school librarians
This book provides a unique map of the focus and directions of contemporary research on school leadership since 2000 in 24 countries. Each of these directions has its own particular cultural, educational and policy history. Taken together, the various chapters in the volume provide a rich and varied mosaic of what is currently known and what is yet to be discovered about the roles and practices of principals, and their contributions to the improvement of teaching and the learning and achievement of students. The particular foci and methodological emphases of the research reported illustrate the different phases in the development of educational policies and provision in each country. This collection is an important addition to existing international research that has shown beyond any reasonable doubt that the influence of school principals is second only to that of teachers in their capacity to impact students’ progress and achievement and to promote equity and social justice.
The Handbook of School Violence and School Safety: International Research and Practice has become the premier resource for educational and mental health professionals and policymakers seeking to implement effective prevention and intervention programs that reduce school violence and promote safe and effective schools. It covers the full range of school violence and safety topics from harassment and bullying to promoting safe, secure, and peaceful schools. It also examines existing school safety programs and includes the multi-disciplinary research and theories that guide them. Examinations of current issues and projections of future research and practice are embedded within each chapter. This volume maps the boundaries of this rapidly growing and multidisciplinary field of study. Key features include... Comprehensive Coverage – The chapters are divided into three parts: Foundations; Assessment and Measurement; Prevention and Intervention Programs. Together they provide a comprehensive review of what is known about the types, causes, and effects of school violence and the most effective intervention programs that have been developed to prevent violence and promote safe and thriving school climates. Evidence-based Practice – Avoiding a one-size-fits-all approach to prevention and intervention, the focus throughout is on the application of evidence-based practice to address factors most commonly associated with school violence and safety. Implications for Practice – Each chapter bridges the research-to-practice gap, with a section delineating implications for practice of the foregoing research. Chapter Structure – To ensure continuity and coherence across the book, each chapter begins with a brief abstract and ends with a table showing the implications for practice. International Focus – Acknowledging the fact that school violence and safety is a global concern, this edition has increased its focus on insights learned from cross-national research and practice outside the USA. Expertise – The editors and authors are experienced researchers, teachers, practitioners, and leaders in the school violence field, their expertise includes their breadth and depth of knowledge and experience, bridging research, policy, and practice and representing a variety of international organizations studying school violence around the world.
The second edition of the Handbook of Multicultural School Psychology continues the mission of its predecessor, offering a comprehensive, interdisciplinary view of the field of multicultural school psychology and addressing the needs of children and families from diverse cultural backgrounds. The revised organizational structure includes the following: History and Professional Issues; Consultation and Collaboration; Interventions Focused on Academic and Mental Health Issues; Data-based Decision Making; Systems-based Issues; Training and Research; and Future Perspectives. Nineteen of the volume's twenty-three chapters are completely new to this edition, while the rest have been effectively revised and updated. Comprehensive—In seven sections, this book covers theoretical, research, and practical concerns in a wide range of areas that include multicultural and bilingual issues, second language acquisition, acculturation, parent collaboration, research, and systemic issues. Chapter Structure—Chapter authors follow a uniform structure that includes theoretical and research issues and implications for practice. Recent practice and training guidelines including Blueprint for Training and Practice III (2006), NASP Model for Comprehensive and Integrated School Psychological Services (2010), and APA Multicultural Guidelines (2003) are covered. Interdisciplinary Perspective—Contributing authors are from a wide range of related fields that include school psychology, special education, general education, early childhood education, educational psychology, clinical psychology, counseling, and mental health, thus exposing readers to theory and research from various approaches. Changes—New to this edition is a section focusing on systemic issues such as overrepresentation of culturally and linguistically diverse (CLD) students in special education, prejudice, response to intervention (RTI) for CLD students and English Language Learners (ELL), and end-of-chapter discussion questions. This book is ideal for graduate courses and seminars on multicultural school psychology. It is also a useful reference for researchers and practicing school psychologists and the libraries that serve them.
This handbook offers a comprehensive overview of school mental health (SMH) initiatives in rural areas in the United States. It offers clinical and administrative guidelines for innovative and effective programs addressing critical problems among rural youth and in areas where funding and resources are scarce. Chapters cover program development, implementation, sustainability, and evaluation; consider issues of community and policy support; address barriers to access and delivery; and debunk misconceptions about the region and its cultures. Chapters also discuss rural SMH applications relating to special populations, including students with autism, depression, anxiety, bipolar disorder, conduct disorders, and ADHD. In addition, the book examines the potential of school-based programs as a counter to the stigma and distrust of mental health services common to the region. “/div>Topics featured in the Handbook include: The value of rural SMH from an educator’s standpoint. Preventing suicide among students in rural schools. Substance abuse in rural school settings. Bullying and cyberbully among rural youth. Intergenerational patterns of mental illness in rural settings and their relevance for SMH. The importance of involving communities in culturally competent rural interventions. The Handbook of Rural School Mental Health is a must-have resource for researchers, scientist-practitioners, and graduate students in child and school psychology, educational psychology, social work/counseling, educational policymakers, pediatrics/school nursing, teaching, and teacher education.div
The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments, and provides a barometer of the profession every five years. Results from the 2018 cycle explore and examine the various dimensions of teacher and school leader professionalism across education systems.