Children are using the internet and mobile devices at increasingly younger ages, and it's becoming more and more important to address e-safety in primary schools. This practical book provides guidance on how to teach and promote e-safety and tackle cyberbullying with real-life examples from schools of what works and what schools need to do. The…

Writing and the teaching of writing is changing at a rapid pace. How can educators understand writing assessment "as" and "with" technology in the 21st-century classroom? Michael Neal contends that new technologies are neither the problem nor the solution. Instead, educators need to tap into digital resources only inasmuch as they promote writing…

Like the other books in the A-Z series, this book provides practical tools and activities that can be used immediately to improve your practice. This guide offers specific strategies that will help you become a more effective principal. There are 26 chapters in this book, one for each letter of the alphabet. Contents include: (1) Achievement is…

Describes relevant, real-world marketing education activities: (1) mock job application/procurement in which students prepare job descriptions, review applicant credentials, and follow hiring guidelines; and (2) proposals for new products and reports on their feasibility. (SK)

This volume reports on innovative, useful evaluation work conducted within U.S. college foreign language programs. An introductory chapter scopes out the territory, reporting key findings from research into the concerns, impetuses, and uses for evaluation that FL educators identify. Seven chapters then highlight examples of evaluations conducted…

The classroom practices discussed in "Effective Second Language Writing" reflect various trends and methodologies; however, the underlying theme in this volume of the Classroom Practice Series is the need for clear and meaningful communication between ESL writers and their readers. While approaches differ, two core beliefs are constant: ESL…

One trend for social studies education in the 1980s is closing the gap between sociohistorical research and teaching. A sample social history lesson for secondary students on the "Nineteenth Century Concept of the 'Criminal"' is included. (AM)

Discusses classroom use of the videodisc--a disc for recording sounds and images for use in television sets. Examines capability of several systems, advantages of videodisc technology, and the future of videodisc marketing. (KC)

Describes six distinct periods of development in China's recent history in terms of their differences in international developments, agriculture, industry, and education and culture. (JDH)

Presents material available for use that ties in reading and television and asks questions about the future of TV in reading instruction. (MKM)

Compares the work of nineteenth-century Scottish philosopher George Jardine with the work of modern theorists, particularly Mina Shaughnessy. Shows how they all created similar plans for meeting the needs of students without the basic skills needed for traditional modes of instruction. (HB)

Argues that the science curriculum of the future should attempt to link a working knowledge of science to the common aspects of everyday life. Shows how such an objective relates to the belief systems of individual students, which often vary from that of instructors. (HB)

Discusses the concept of "emergent literacy," contrasting this term with the concept of reading readiness. Proposes that a program of kindergarten instruction related to literacy should provide opportunities for children to interact successfully with print. (MM)

The author predicts trends in science education in the 1990s and gives suggestions to science educators. The four suggestions deal with the following: (1) organization, (2) guided discovery and multimodality instructional approaches, (3) time spent on science instruction, and (4) integration. (18 references) (PR)

Contends that some of the most alarming examples of classroom censorship of reading materials are undertaken by English teachers themselves. Gives evidence from a recent survey of high school English teachers in seven states. Documents the fears of losing jobs or of public censure because of controversial reading materials. (HB)