Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-Study examines the use of self-study in professional learning through justice in education, collaboration, teacher education, and the concept of a Professional Working Theory. Justice in education includes research on pedagogy in inclusive practices, on social justice issues within a doctoral program through the lens of critical race theory, and on indigenous epistemologies and experiences. Collaboration can be seen across several chapters as an integral part of teacher education, and is discussed specifically in chapters addressing research on praxis inquiry within Active Group Practice (a collaborative dynamic) – and on collaboration as a critical aspect of self-study research by teachers addressing efficacy of practice for students with significant disabilities. Included in the discussion on teacher education is research on the beliefs and practices of mid- and later-career literacy/English teacher educators. Professional Working Theory (PWT) addresses the critical aspects of teacher knowledge, experience, and ethics. Specifically, this book includes research on examining the process involved in developing a PWT, on the development of teacher identity of preservice teachers through their engagement in creating PWTs, and on the process of and reflections on developing PWTs with teacher educators and U.A.E. and U.S.A. graduate students within the context of literacy and special education. This book brings to the fore the work of Mary C. Dalmau as a teacher educator whose career embodies the values of inclusion across educational settings, the empowerment of teachers, and the importance of ethics in educational decision making.

***WINNER: Cheryl Frank Memorial Prize, International Association of Critical Realism.*** A Fresh Look at Islam in a Multi-Faith World provides a comprehensively theorised and practical approach to thinking systematically and deeply about Islam and Muslims in a multi-faith world. It makes the case for a contemporary educational philosophy to help young Muslims surmount the challenges of post-modernity and to transcend the hiatuses and obstacles that they face in their interaction and relationships with non-Muslims and visa-versa. It argues that the philosophy of critical realism in its original, dialectical and metaReal moments so fittingly ‘underlabours’ (Bhaskar, 1975) for the contemporary interpretation, clarification and conceptual deepening of Islamic doctrine, practice and education as to suggest a distinctive branch of critical realist philosophy, specifically suited for this purpose. This approach is called Islamic Critical Realism. The book proceeds to explain how this Islamic Critical Realist approach can serve the interpretation of the consensual elements of Islamic doctrine, such as the six elements of Islamic belief and the five ‘pillars’ of Islamic practice, so that these essential features of the Muslim way of life can help Muslim young people to contribute positively to life in multi-faith liberal democracies in a globalising world. Finally, the book shows how this Islamic Critical Realist approach can be brought to bear in humanities classrooms by history, religious education and citizenship teachers to help Muslim young people engage informatively and transformatively with themselves and others in multi-faith contexts.

Even on good days, teaching is a challenging profession. One way to make the job of college instructors easier, however, is to know more about the ways students learn. How Humans Learn aims to do just that by peering behind the curtain and surveying research in fields as diverse as developmental psychology, anthropology, and cognitive neuroscience for insight into the science behind learning. The result is a story that ranges from investigations of the evolutionary record to studies of infants discovering the world for the first time, and from a look into how our brains respond to fear to a reckoning with the importance of gestures and language. Joshua R. Eyler identifies five broad themes running through recent scientific inquiry--curiosity, sociality, emotion, authenticity, and failure--devoting a chapter to each and providing practical takeaways for busy teachers. He also interviews and observes college instructors across the country, placing theoretical insight in dialogue with classroom experience.

Sound democratic decisions rely on a citizenry with at least a partial mastery of the rules and workings of democratic government. American high schools, where students learn the basics of citizenship, thus ought to play a critical role in the success of democracy. Yet studies examining the impact of high school government and civics courses on political knowledge over the past quarter-century have generally shown that these courses have little or no effect. In this important book, Richard G. Niemi and Jane Junn take a fresh look at what America's high school seniors know about government and politics and how they learn it. The authors argue convincingly that secondary school civics courses do indeed enhance students' civic knowledge. This book is based on the most extensive assessment to date of civic knowledge among American youth--the 1988 National Assessment of Education Progress (NAEP) Civics Assessment. The authors develop and test a theoretical model to explain the cognitive process by which students learn about politics and they conclude by suggesting specific changes in the style and emphasis of civics teaching.

In a Fresh Look at Phonics, Wiley Blevins, author of the blockbuster Phonics from A-Z, explains the 7 ingredients of phonics instruction that lead to the greatest student gains, based on two decades of research in classrooms. For each of these seven must-haves, Wiley shares lessons, routines, word lists, tips for ELL and advanced learners, and advice on pitfalls to avoid regarding pacing, decodable texts, transition time, and more. A Fresh Look at Phonics is the evidence-based solution you have been seeking that ensures all students develop a solid foundation for reading.

Transform Your School’s Substitute Teaching Experience Just like everything else, substitute teaching is about to undergo a big change. In Substantial Classrooms: Redesigning the Substitute Teaching Experience, authors Jill Vialet and Amanda von Moos usher in a new era of innovation in substitute teaching. Threaded with concrete and actionable ways to improve the experience of substitute teaching for administrators, students, and the teachers themselves, Substantial Classrooms is a leading voice for innovation and renewal in substitute teaching. Instead of viewing substitute teachers as a placeholder in an educator’s absence, this book encourages readers to view substitute teachers as vital resources that diversify the typical classroom learning experience. While other books look only at making a bad situation bearable, this book re-examines substitute teaching with an eye towards reinventing it as a unique and valuable part of students’ educational experience. Key themes of Substantial Classrooms include: How substitute teaching works today Applying human-centered design to create change in legacy systems like substitute teaching Concrete and inspiring examples of different models for substitute teaching, for example, reimagining it as paid fieldwork for aspiring teachers. In addition to these key themes, every chapter includes stories and techniques from dynamic and innovative educational practitioners. This must-have guide to substitute teaching can improve schools everywhere and revolutionize the way educators, school and district leaders, colleges, and community partners view the experience of substitute teaching as a lever to positively impact schools.