An excellent resource for aspiring and experienced instructional leaders, this popular text reveals a practical model of leadership for teacher leaders, principals, and school teams. It honors the working realities of schools and highlights interpersonal and intrapersonal skills and qualities essential to successful school leadership. Completely updated second edition.

With age-appropriate, inquiry-centered curriculum materials and sound teaching practices, middle school science can capture the interest and energy of adolescent students and expand their understanding of the world around them.
Resources for Teaching Middle School Science, developed by the National Science Resources Center (NSRC), is a valuable tool for identifying and selecting effective science curriculum materials that will engage students in grades 6 through 8. The volume describes more than 400 curriculum titles that are aligned with the National Science Education Standards.

The Medieval Realms is enjoyable to use for reading or answering questions. It covers all the topics for Year 7 study of 1066-1500. The book doesn't just focus on major battles and events, but also on life for ordinary people in the Middle Ages. Each page has a variety of colourful picture sources and written sources, both primary and secondary. Each spread has graded questions, sometimes focusing on extracting information from the sources.

Most teachers will probably agree that listening is very important for students’ academic success. Schultz’s approach, however, is not specifically focused on improving students’ listening abilities, but rather on helping teachers locate listening at the center of their teaching. In Chapter 1, Locating Listening at the Center of Teaching, Schultz explains her rationale for focusing on a pedagogy of listening. “Rather than teaching prospective and experienced teachers how to follow prescriptions for blueprints” says Schultz, “I suggest that teachers learn how to attend to and to respond with deep understanding to the students they teach” (p. 2). Schultz defines listening as “more than just hearing….[it is] how a teacher attends to individuals, the classroom as a group, the broader social context, and, cutting across all of these, to silence and acts of silencing” (p. 8). Schultz presents her conceptual framework in this first chapter, but readers will have to stay the course to fully understand her view of listening. Those who decide to read only the chapters that appear relevant.

Teaching in the Knowledge Society: New Skills and Instruments for Teachers covers a pedagogical survey of the changes induced by information and communication technology (ICT) in today’s society and education. It critically analyzes facts, instruments, solutions, and strategies while suggesting interpretations and hypotheses to develop a new way of thinking about ICT use in education. Teaching in the Knowledge Society: New Skills and Instruments for Teachers presents an historical description of education and ICT use and explains the theoretical reasons for the author’s description and analysis of the experiences. It also drafts future scenarios for teaching-learning phenomena and for education in a society where ICT and knowledge management will play a more relevant role.