This integrated collection of perspectives on the spaces of teaching and learning uses ‘learning space’ to place educational practice in context. It considers the complex relationships involved in the design, management and use of contemporary learning spaces. It sheds light on some of the problems of connecting the characteristics of spaces to the practices and outcomes of teaching and learning. The contributions show how research into learning spaces can inform broader educational practices and how the practices of teaching, learning and design can inform research. The selection of chapters demonstrates the value of gathering together multiple sources of evidence, viewed through different epistemological lenses in order to push the field forward in a timely fashion. The book provides both a broad review of current practices as well as a deep-dive into particular educational and epistemological challenges that the various approaches adopted entail. Contrasts and commonalities between the different approaches emphasise the importance of developing a broad, robust evidence-base for practice in context. This is the inaugural book in the series Understanding Teaching-Learning Practice.

The classroom environment is an essential component for maximizing learning experiences for young children. "Inspiring Spaces for Young Children "invites teachers to enhance children's educational environment in a beautiful way by emphasizing aesthetic environmental qualities that are often overlooked in early childhood classrooms, such as nature, color, furnishings, textures, displays, lighting, and focal points. Step-by-step instructions and lush photographs take educators through the process of transforming ordinary classrooms into creative, beautiful learning spaces, providing children with an environment where they can learn and grow. With easy-to-implement ideas that incorporate nature, children's artwork, and everyday classroom materials, the photographs and ideas in this book promote creativity, learning, and simple beauty.

Harrison P. Spader sat a little too close. Shook hands a little too long. High-fived a little too hard. And hugged a little too much. Harrison P. Spader was a personal space invader. But that all changes when he learns the Space Saver rhyme: Arms out front, then out real wide. Now place your arms back by your sides. Author Christianne Jones uses humor and relatable situations to teach early learners about self awareness. This entertaining picture book in the Little Boost series will tackle a much-needed topic for teachers, parents, and librarians.

This powerful collection will inspire new and veteran teachers to "make space" for children's interests, for teaching as relational and intellectual work, and for new insights and ideas. The authors introduce the Prospect Center's Descriptive Review of Practice, a collaborative inquiry process that provides an opportunity for teachers to examine their practice and gain new perspectives from other participants. The contributors to this volume respond to each child's modes of thinking as they develop curriculum or find "wiggle room"; in curricula they are given. By demonstrating how it is possible to pursue careful knowledge of craft, this book offers ways of teaching that allow for continuing growth and change.

Space, place and mapping have become key concepts in literary and cultural studies. The transformational effects of postcolonialism, globalization, and the rise of ever more advanced information technologies helped to push space and spatiality into the foreground, as traditional spatial or geographic limits are erased or redrawn. Teaching Space, Place and Literature surveys a broad expanse of literary critical, theoretical, historical territories, as it presents both an introduction to teaching spatial literary studies and an essential guide to scholarly research. Divided into sections on key concepts and issues; teaching strategies; urban spaces; place, race and gender and spatiality, periods and genres, this comprehensive book is the ideal way to approach the teaching of space and place in the humanities classroom.

A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection

A Newbery Honor Book • BookPage Best Books • Chicago Public Library Best Fiction • Goodreads Choice Awards Nominee • Horn Book Fanfare • New York Times Notable Children’s Book • School Library Journal Best Book • Today Show Pick • An ALA Notable Book “A 10 out of 10 . . . Anyone interested in science, sibling relationships, and friendships will enjoy reading We Dream of Space.”—Time for Kids Newbery Medalist and New York Times–bestselling author Erin Entrada Kelly transports readers to 1986 and introduces them to the unforgettable Cash, Fitch, and Bird Nelson Thomas in this pitch-perfect middle grade novel about family, friendship, science, and exploration. This acclaimed Newbery Honor Book is a great choice for readers of Kate DiCamillo, Rita Williams-Garcia, and Rebecca Stead. Cash, Fitch, and Bird Nelson Thomas are three siblings in seventh grade together in Park, Delaware. In 1986, as the country waits expectantly for the launch of the space shuttle Challenger, they each struggle with their own personal anxieties. Cash, who loves basketball but has a newly broken wrist, is in danger of failing seventh grade for the second time. Fitch spends every afternoon playing Major Havoc at the arcade on Main and wrestles with an explosive temper that he doesn’t understand. And Bird, his twelve-year-old twin, dreams of being NASA’s first female shuttle commander, but feels like she’s disappearing. The Nelson Thomas children exist in their own orbits, circling a tense and unpredictable household, with little in common except an enthusiastic science teacher named Ms. Salonga. As the launch of the Challenger approaches, Ms. Salonga gives her students a project—they are separated into spacecraft crews and must create and complete a mission. When the fated day finally arrives, it changes all of their lives and brings them together in unexpected ways. Told in three alternating points of view, We Dream of Space is an unforgettable and thematically rich novel for middle grade readers. We Dream of Space is illustrated throughout by the author.