Written by bestselling author Ann Gravells, this is the complete go-to guide for anyone wanting to be (or working as) a teacher or trainer in the further education and skills sector, in the UK and beyond. It has all the information you need to work towards a qualification such as the Award, Certificate or Diploma in Education and Training. It is also relevant to anyone taking a Train the Trainer course, or an international teaching qualification. The book takes you through all the information you need to know, opening up the topic for learning in an easily accessible way. Interactive activities are included throughout, along with real examples of teaching and training in practice. The book also includes examples of completed teaching documents. This is a comprehensive text, covering: The role of a teacher/trainer Factors contributing to learning Planning and facilitating learning for groups and individuals Using technology and resources to support learning Assessing learning Quality assurance Evaluation, reflection, and continuing professional development (CPD) Preparing for a micro-teach session and teaching/observed practice
An evidence-based view of teaching presents new methods to improve achievement and includes coverage of school effectiveness and school improvement research.
Results from international achievement test scores, such as PISA, ROSE, TIMSS, indicate national deficits in literacy and numeracy among OECD countries. In addition research findings indicate the inadequacy of inherited transmission models of teaching in generating critical thinking among pupils in lower secondary education. This book presents case studies from six European countries – Austria, Denmark, Czech Republic, Germany, Ireland and Spain – based on capacity building with teachers to develop educational innovation and change in the science and mathematics classroom and school. The teacher educators developed a theoretical framing that was responsive to both culture and context. Educational innovation and change was positioned as a pedagogical and political text, a deliberative discursive inquiry that crossed borders between teachers, teacher educators and others, including policymakers. Findings show that while it is clearly necessary for teachers to form collaborative networks this is not sufficient to generate the level of creative and critical inquiry required for educational innovation and change in the classroom. New roles are required for all education actors to bring teachers, at all stages of their professional lifespan, beyond their classrooms and schools, into sustainable public spaces, incubation spaces, in a deliberative discourse with teacher educators and others, including policymakers. The study has implications for the way the education policy process is currently enacted and the roles played by various actors, including teachers, teacher educators, school administrators and policymakers alike.
If you are considering or working towards QTLS status, this text is for you. Over 20,000 practitioners have achieved QTLS status since 2008. The process was redesigned in 2016 therefore the time is right for a book like this. It will help anyone to understand the Professional Standards, which are used as the basis to gain QTLS status. This new text is a user friendly and clear guide to achieving QTLS status and is linked to the Professional Standards for Teachers and Trainers. Appropriate for anyone who wishes to maintain their practice in accordance with the Professional Standards for Teachers and Trainers Written in an accessible language for anyone aiming to achieve QTLS status, and/or to have parity with QTS Information regarding the minimum core, and observed teaching practice is included The content will help practitioners to have a positive impact upon their job role, their learners, their organisation and their career
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Teachers' questions play a critical role, not just for the thinking they provoke, but in the modelling of questioning skills and the development of curiosity. Research shows that when teachers think more about questioning - deepening their understanding, extending their range of strategies and planning their questions - responses from pupils improve, and engagement and learning increase. This Pocketbook separates out the three elements of questioning: framing them; delivering them; and responding to the answers. It offers both simple tweaks and fundamental shifts to turn instinctive practice into a highly effective teaching and learning tool. Author and 'question master' Gorden Pope finds a happy balance between theory and evidence-based practice, ending with a short checklist for monitoring and improving your own questioning. "This is a really great little book - engaging, practical, useful and forward-looking. I will be recommending it to the teachers at my school." Jan Shapiro, Deputy Headteacher, Prendergast Ladywell Fields College. "The perfect mix of theory and strategy. After only a few pages I found myself reflecting on my own practice and trying out new ideas. It's become my 'go to' book for engaging passive learners." Jenna Barnes, AST. Head of the Globe Faculty, Conisborough College. "A brilliant resource which will help you to reflect and then enrich your teaching." J Matthews, Headteacher, William Martin Junior School.
Behaviour management training of trainee and qualified teachers has been a national priority for some time. This second edition addresses the point that this training and practice should be evidence-based. The importance of adopting a research-based approach is a specific requirement of the guidelines on teacher training and central to this book. The training materials in this book give examples of how to put the research into practice, which in turn makes the text more useful for self-development, trainers in schools and university education departments. Moreover, these materials are supported with case studies showing how they have been used successfully in schools throughout the UK.
"This book will help educators understand the multidemensional process of cultural competence, and the vignettes it provides will be useful to anyone who teaches cultural competence."--Nursing Education Perspectives In our multicultural society, nurses and health care providers, educators and administrators, professional association leaders, and researchers must work toward achieving cultural competency. This new edition, along with the digital Cultural Competence Education Resource Toolkit, offers a unique and effective guide to do just that. Newly updated and revised, this book presents ready-to-use materials for planning, implementing, and evaluating cultural competence strategies and programs. Users will learn to identify the needs of diverse constituents, evaluate outcomes, prevent multicultural-related workplace conflict, and much more. Complete with vignettes, case exemplars, illustrations, and assessment tools, this book is required reading for those working in academic settings, health care institutions, employee education, and nursing and health care organizations and associations. Key Features: Offers a wide selection of educational activities and techniques for diverse learners Presents guidelines for helping educators, students, and professionals to maximize strengths, minimize weaknesses, and facilitate success Describes toolkit questionnaires for measuring and evaluating cultural learning and performance Provides guidelines for employee orientation programs to achieve cultural competence in the workplace The Digital Cultural Competence Education Resource Toolkit: The Toolkit consists of three sets of tools and a total of 21 distinct tools. The three sets of tools are: Resources for Academic Settings; Resources for Health Care Institutions; and Resources for Professional Associations. Taken together, the tools provide a comprehensive set of materials for planning, implementing, and evaluating cultural competence education strategies and programs. These tools may be used alone or in conjunction with other tools and will be of use to a broad range of readers at all levels: nurses, educators, administrators, association leaders, managers, researchers, students, and other health care providers. The tools and this book will enable you to achieve optimal cultural competence.
Problem-solving assessment is an essential component of multi-tiered systems of support such as response to intervention (RTI) and positive behavioral interventions and supports (PBIS). This authoritative work provides a complete guide to implementing a wide range of problem-solving assessment methods: functional behavioral assessment, interviews, classroom observations, curriculum-based measurement, rating scales, and cognitive instruments. Prominent experts demonstrate the key role of assessment throughout the process of supporting at-risk students, from identifying academic and behavioral problems to planning and monitoring interventions. Several chapters include reproducible forms that can be downloaded and printed in a convenient 8 1/2" x 11" size. New to This Edition Reflects current education policy and best practices. Seminal chapter on problem solving by Stanley L. Deno has been updated with a revised model. All chapters now discuss assessment in the context of multi-tiered systems of support. Chapter on working with culturally and linguistically diverse learners. Chapter on graphing student data. See also Response to Intervention, Second Edition, by Rachel Brown-Chidsey and Mark W. Steege, which provides step-by-step guidelines and practical tools for implementing RTI schoolwide.
Stronger After Stroke puts the power of recovery in the reader's hands by providing simple-to-follow instructions for reaching the highest possible level of recovery. Basic concepts covered include repetition of task-specific practice, proper scheduling of practice, setting goals and measuring recovery. Sections new to the second edition cover the latest research from neuroscience, treatments for recovering sensation as well as recovery strategies for the young stroke survivor. Also included is a breakdown of the phases of recovery and how these phases can provide structure to efforts towards recovery. Stronger After Stroke promotes: Repetition of task-specific movements Proper scheduling of practice Challenges at each stage of recovery Setting goals and recognizing when they have been achieved The second edition is completely revised throughout incorporating feedback from readers and the latest research data. Peter has written a new chapter on "recovery core concepts" that defines the stages of recovery and explains how these stages can structure efforts toward recovery. There is also a new Question and Answer section culled from the talks Peter regularly gives on the subject.
Grounded in contemporary, evidence-based research, the second edition of Assessment for Teaching provides a comprehensive introduction to assessment and teaching in primary and secondary school settings. Taking a practical approach to assessment and the collaborative use of data in the classroom, this text advances a developmental model of assessment which aims to improve student outcomes through targeted teaching interventions. Thoroughly revised and updated to include the latest research, this edition features expanded content on collaborative teaching, competence assessment, learning and assessment and self-regulated teaching and learning. Each chapter features learning objectives, reflective questions, an extended exercise to link course content with classroom practice, and end-of-chapter rubrics which help readers assess their own understanding and learning. Written by a team of experts from the Assessment Research Centre at the University of Melbourne, Assessment for Teaching is an essential resource for both preservice teachers and inservice teachers.
PREVENTIVE CARDIOLOGY is the premier source of clinically relevant information on the prevention of coronary heart disease. Thoroughly updated by international experts, the book discusses screening, risk factors, prevention in special populations, and primary and secondary prevention in the context of the daily practice of medicine. PREVENTIVE CARDIOLOGY is a "must have" for cardiologists and primary care physicians. Review of the first edition: "Excellent...Structured in a way that invites the reader to use it as a comprehensive reference...The combination of theory and guidelines with a practical approach to the patient at risk for cardiovascular diseases is a strength." The New England Journal of Medicine
This highly practical resource and text presents 70 interventions that have been demonstrated to improve the classroom learning environment, academic achievement, and student behavior and social competence. Each intervention is presented in a brief, standardized format with step-by-step procedures that can easily be implemented by Pre-K-12 teachers and other school-based professionals. The volume includes best-practice guidelines for designing, implementing, and evaluating evidence-based school interventions, as well as strategies for combining multiple interventions to create a comprehensive program at the individual, class, or schoolwide level.
The issue of behaviour has, and always will be, a main dilemma facing schools. Encouraging positive relationships whilst preventing disruption, and motivating students to learn, raises concerns for any teacher. This fully updated second edition of Teaching without Disruption in the Primary School offers a comprehensive and constructive approach to developing effective behaviour management. Packed full of tasks, case studies, and research-based guidance, this extremely practical book reflects high quality behaviour management training and is crucially informed by empirical evidence on exactly what works in classrooms and schools. Containing two brand new chapters - one on the importance of theory in developing effective behaviour management, and the other detailing a toolkit for constructing effective classroom management plans - the book presents a model for developing: effective behaviour management at the individual pupil, classroom and whole school level professional social skills, assertiveness and coping strategies understanding of how teachers’ thinking and behaviour can unwittingly affect pupil behaviour a roadmap for establishing and maintaining authority pupils’ self-control and social competence using a cognitive-behavioural approach an appreciation of the value of adopting a research-based approach to behaviour management. Roland Chaplain has used this programme to successfully teach behaviour management techniques to thousands of PGCE trainees at the University of Cambridge, UK. Underpinned by contemporary educational, psychological and neuroscientific research, this book offers a progressively focused behaviour management model which will appeal to all teachers and teacher trainees, as well as to those who train them.
Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching. Seeing the teacher as a reflective learner, the book emphasises a strengths-based approach in which positivity, resilience, optimism and high performance can help invigorate teaching, enhance learning and allow the teacher to reach their full potential. This approach busts the myth that reflection on problems and deficits is the only way to better performance. The approach of this new edition is an ‘appreciative’ one. At its heart is the exploration and illustration of four reflective questions: What’s working well? What needs changing? What are we learning? Where do we go from here? With examples drawn from UK primary teacher education, the book reveals how appreciative reflective conversations can be initiated and sustained. It also sets out a range of practical processes for amplifying success. This book will be a must have for undergraduate and PGCE students on initial teacher training programmes. It will also interest practising teachers, teacher educators and those on continuing professional development courses.
The “essential” companion to the landmark Users' Guides to the Medical Literature - completely revised and updated! 5 STAR DOODY'S REVIEW! "This second edition is even better than the original. Information is easier to find and the additional resources that will be available at www.JAMAevidence.com will provide readers with a one-stop source for evidence-based medicine."--Doody's Review Service Evidence-based medicine involves the careful interpretation of medical studies and its clinical application. And no resource helps you do it better-and faster-than Users' Guides to the Medical Literature: Essentials of Evidence-Based Clinical Practice. This streamlined reference distills the most clinically-relevant coverage from the parent Users' Guide Manual into one highly-focused, portable resource. Praised for its clear explanations of detailed statistical and mathematical principles, The Essentials concisely covers all the basic concepts of evidence-based medicine--everything you need to deliver optimal patient care. It's a perfect at-a-glance source for busy clinicians and students, helping you distinguish between solid medical evidence and poor medical evidence, tailor evidence-based medicine for each patient, and much more. Now in its second edition, this carry-along quick reference is more clinically relevant--and more essential--than ever! FEATURES Completely revised and updated with all new coverage of the basic issues in evidence-based medicine in patient care Abundant real-world examples drawn from the medical literature are woven throughout, and include important related principles and pitfalls in using clinical research in patient care decisions Edited by over 60 internationally recognized editors and contributors from around the globe Also look for JAMAevidence.com, a new interactive database for the best practice of evidence based medicine.
Die erste achtsamkeitsbasierte Gruppentherapie für Bipolare Störung Dieses Manual für die Achtsamkeitsbasierte Kognitive Verhaltenstherapie (MBCT) bei Bipolaren Störungen wurde speziell auf Patienten ausgerichtet, die unter Stimmungsschwankungen und chronischen depressiven oder wiederkehrenden manischen Symptomen leiden. Es bietet alle Informationen, die Therapeuten und Gruppenleiter brauchen, um das empirisch belegte, ambulante Programm durchzuführen. Das Autorenteam von der renommierten Harvard Medical School stellt die wichtigsten klinischen Aspekte der Bipolaren Störung vor und zeigt Konzept und Entwicklung seiner innovativen und erfolgreichen Gruppentherapie auf. Der Ablauf der zwölf Gruppensitzungen wird in Schritt-für-Schritt-Anleitungen beschrieben. Neben Achtsamkeitstechniken wie Yoga-Übungen, Body Scan und Sitzmeditation wird konkret vermittelt, wie die Gruppenteilnehmer lernen, den Symptomen gegenzusteuern, Selbstmitgefühl zu entwickeln und achtsame Problemlösungen anzuwenden. 29 begleitende Patientenhandouts sind im Buch enthalten und stehen zusätzlich online als Kopiervorlagen zur Verfügung. Ebenfalls online finden Sie geleitete Achtsamkeitsübungen als mp3 in englischer Sprache. KEYWORDS: Achtsamkeit, Achtsamkeitsbasierte Kognitive Therapie, Achtsamkeitsübungen, Audiomaterial, Bipolare Störung, Depression, Emotionsregulation, Gruppentherapie, Gruppensitzungen, Hypomanie, Kognitive Verhaltenstherapie, „Liebende Güte“-Meditation, Manie, manisch-depressiv, MBCT, Meditation, Selbstmitgefühl, Sitzmeditation, Stimmungsschwankungen, Therapeutenmanual, Verhaltenstherapie
An engaging case-based approach to learning the diagnostic process in internal medicine "All clinicians caring for patients, from medical students to residents and attending physicians, are the intended audience. The book is well written for all levels, and the authors are well-respected educators and experts in the field. 3 Stars."--Doody's Review Service Symptom to Diagnosis teaches you an evidence-based, step-by-step process for evaluating, diagnosing, and treating patients based on their clinical complaints. By applying this process you will be able to recognize specific diseases and prescribe the most effective therapy. Each chapter is built around a common patient complaint that illustrates essential concepts and provides insight into the process by which the differential diagnosis is identified. Coverage for each disease includes: Textbook Presentation: offers a concise statement of the common or classic presentation of the particular disease Disease Highlights: covers the most pertinent epidemiologic and pathophysiologic information for the disease Evidence-Based Diagnosis: reviews the accuracy of the history, physical exam, laboratory and radiologic tests for the disease. In this unique section, the author points out the findings that help you “rule in” or “rule out” the various diseases. Treatment: details the basics of therapy for the disease discussed Filled with algorithms, summary tables, and questions that direct evaluation, Symptom to Diagnosis is a true must read before your first clinical encounter.
The second edition of the Handbook of Adult Clinical Psychology: An Evidence Based Practice Approach like its predecessor provides clinical psychologists in training with a comprehensive practice handbook to help build the skills necessary to complete a clinical placement in the field of adult mental health. While practical in orientation, the book is based solidly on empirical evidence.Building on the success of the previous edition this handbook has been extensively revised in a number of ways. Throughout the book, the text, references, and website addresses and have been updated to reflect important developments since the publication the first edition. Recent research findings on the epidemiology, aetiology, course, outcome, assessment and treatment of all psychological problems considered in this volume have been incorporated into the text. Account has been taken of changes in the diagnosis and classification of psychological problems reflected in the DSM-5. Chapters on ADHD in adults, emotion focused therapy, radically open dialectical behaviour therapy, and schema therapy have been added. The book is divided into 6 sections: Section 1 covers conceptual frameworks for practice (lifespan development; classification and epidemiology; CBT, psychodynamic, emotion focused, systemic and bio-medical models; and general assessment procedures) Section 2 deals with mood problems (depression, bipolar disorder, suicide risk, and anger management) Section 3 focuses on anxiety problems (social phobia, generalized anxiety disorder, panic disorder, obsessive compulsive disorder, post-traumatic stress disorder and depersonalization disorder) Section 4 deals with psychological problems linked to physical health (health anxiety, somatization, chronic pain, adjustment to cancer, and eating disorders) Section 5 focuses on other significant psychological problems that come to the attention of clinical psychologist in adult mental health services (ADHD in adults, alcohol and other drug problems, psychosis, and psychological problems in older adults) Section 6 contains chapters on therapeutic approaches to psychological distress related to complex childhood trauma (dialectical behaviour therapy for borderline personality disorder, racially open dialectical behaviour for over-controlled presentations, and schema therapy). Each of the chapters on clinical problems explains how to assess and treat the condition in an evidence-based way with reference to case material. Interventions from cognitive-behavioural, psychodynamic, interpersonal/systemic and biomedical approaches are described, where there is evidence that they are effective for the problem in question. Skill building exercises and further reading for psychologists and patients are included at the end of each chapter. This book is one of a set of three volumes which cover the lion’s share of the curriculum for clinical psychologists in training in the UK and Ireland. The other two volumes are the Handbook of Child and Adolescent Clinical Psychology, Third Edition (by Alan Carr) and the Handbook of Intellectual Disability and Clinical Psychology Practice, Second Edition edited by Alan Carr, Christine Linehan, Gary O’Reilly, Patricia Noonan Walsh, & John McEvoy).

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