Summarizes and synthesizes the research behind the guiding principles and essential elements that form the heart of Principles to Actions, NCTM's statement on best practices in the teaching and learning of mathematics. Then, linking research to practice, it gives readers a flavour of what a principle or an element might look like in practice, in a classroom.

This text offers guidance to teachers, mathematics coaches, administrators, parents, and policymakers. This book: provides a research-based description of eight essential mathematics teaching practices ; describes the conditions, structures, and policies that must support the teaching practices ; builds on NCTM's Principles and Standards for School Mathematics and supports implementation of the Common Core State Standards for Mathematics to attain much higher levels of mathematics achievement for all students ; identifies obstacles, unproductive and productive beliefs, and key actions that must be understood, acknowledged, and addressed by all stakeholders ; encourages teachers of mathematics to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning.

Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning

Sherrington amplifies and augments the principles and further demonstrates how they can be put into practice in everyday classrooms.

Take a deep dive into the five practices for facilitating productive mathematical discussions Enhance your fluency in the five practices—anticipating, monitoring, selecting, sequencing, and connecting—to bring powerful discussions of mathematical concepts to life in your elementary classroom. This book unpacks the five practices for deeper understanding and empowers you to use each practice effectively. • Video excerpts vividly illustrate the five practices in action in real elementary classrooms • Key questions help you set learning goals, identify high-level tasks, and jumpstart discussion • Prompts guide you to be prepared for and overcome common challenges Includes planning templates, sample lesson plans and completed monitoring tools, and mathematical tasks.

Offering updated references, questions for reflection, the latest case studies, and current advice relating to data protection and storage, this second edition of Enhancing Practice through Classroom Research provides an accessible introduction to understanding and improving teaching and learning through a process of reflection, research, and action. Divided into five parts, this self-study action research approach emphasises the positive aspects of enhancing practice and reflects how this can lead to higher levels of teacher autonomy and agency. With the addition of a chapter dedicated to the links between action research and well-being, this book provides a step-by-step guide to beginning your own research and covers topics such as: Identifying an area of professional concern or interest Exploration of educational values Developing a better understanding of practice Thinking critically about educational practices Finding a research methodology Drawing on the authors’ new experiences of working with second level, third level, and postgraduate educators, as well as their work designing postgraduate programmes in the field of critical reflection and self-study action research, this friendly guide provides a straightforward approach to classroom research. It is the perfect resource for all student and practising teachers looking for support in classroom research, as well as those wanting to pursue effective professional development or further studies in an area of interest.

Since the first edition of this established text was published in 1988, action research has gained ground as a popular method amongst educational researchers, and in particular for practising teachers doing higher-level courses. In this new edition Jean McNiff provides updates on methodological discussions and includes new sections of case study material and information on supporting action research. The book raises issues about how action research is theorised, whether it is seen as a spectator discipline or as a real life practice, and how practitioners position themselves within the debate. It discusses the importance for educators of understanding their own work and showing how their educative influence can lead to the development of good orders in formal and informal learning settings and in the wider community. This second edition comes at a time when, after years of debate over what counts as action research, it is now considered an acceptable and useful part of mainstream research practice.

Offers a practical guide for improving schools dramatically that will enable all students from all backgrounds to achieve at high levels. Includes assessment forms, an index, and a DVD.

As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than “implementing fast and learning slow,” they believe educators should adopt a more rigorous approach to improvement that allows the field to “learn fast to implement well.” Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how “networked improvement communities” can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rates of failure among students in community college remedial math courses and strategies for improving feedback to novice teachers. Learning to Improve offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nation’s schools and colleges.

Math coaches wear many hats. You think on your feet and have to invent, react, and respond—often without time to prepare—in a myriad of professional contexts. What’s your go-to resource for support? Plan, focus, and lead: Your toolkit for inspiring math teachers Meet Everything You Need For Mathematics Coaching: Tools, Plans, and a Process That Works for Any Instructional Leader. This one-stop, comprehensive toolkit for improving mathematics instruction and learning is designed for busy math coaches and teacher leaders who often have to rely on their own competencies. Using the Leading for Mathematical Proficiency Framework, the authors position student outcomes as the focus of all professional work and connect the Eight Mathematical Practices for students with NCTM’s Eight Effective Teaching Practices to help you guide teachers toward growing mathematics proficiency in their classrooms. This hands-on resource details critical coaching and teaching actions, and offers nearly a hundred tools for: Shifting classroom practice in a way that leads to student math proficiency and understanding of mathematical concepts. Honing in on key areas, including content knowledge and worthwhile tasks, student engagement, questioning and discourse, analysis of student work, formative assessment, support for emergent language learners and students with special needs, and more. Navigating a coaching conversation. Planning and facilitating professional learning communities. Finding a focus for professional development or a learning cycle. Making connections between professional learning activities, teaching, and student learning. Using the coaching cycle—plan, gather data, reflect—to build trust and rapport with teachers. With examples from the field, a comprehensive list of resources for effective coaching, and a plethora of tools you can download and share with teachers, this toolkit is your must-have guide to designing a professional learning plan and leading with clarity and purpose.