Alison Fox

More than a decade ago, an attempt to develop a cure for grief went horribly wrong. The failed experiment left a scientist, then thousands of others, devoid of both conscience and emotion, and started a series of events so dire that the government assembled a top-secret organization to combat the problem. Sailor Vernon knows none of this. All she cares about is spending every possible second with her dying grandmother, until the morning after the funeral when a knock at the front door brings her face to face with the grown up version of the young boy who once nearly died trying to keep her safe. He takes her to an elaborate command center inside of an apparently abandoned building and tells her a bewildering true story. Then, he gives her a decision to make--join the organization defending the world from the personality-altering drug and those affected by it, or risk being dosed with the dangerous chemical and becoming one of them.

Book One of the Lucky Ones Series

The Beginning

Evidence-based teaching is fast becoming a new orthodoxy. There are many strong voices, including policy voices, advocating its adoption. Understanding the underlying principles allows you to better evaluate the benefits of different approaches to evidence-based teaching and how they relate to your own school context. This book provides a critical overview of different ways of thinking about professional learning as a social process through collaborative and collective activity, including the notion of professional learning communities and how these might be used to support teacher enquiry. It examines the opportunities and challenges this poses to teachers and school leaders, and includes practical advice on how to facilitate, engage with and evaluate collaborative teacher enquiry models.

Professional Learning Communities and Teacher Enquiry

Patrick Carmichael

Sue Swaffield

Mary James

Richard Procter

Robert McCormick

David Pedder

Bethan Marshall

John MacBeath

Paul Black

Mary-Jane Drummond

Dylan Wiliam

Joanna Swann

Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn. This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with ‘formative assessment’ or ‘assessment for learning’ which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. There is a companion book, Learning How to Learn in Classrooms: Tools for schools (also available from Routledge), which provides practical resources for those teachers looking to put into practice the principles covered in this book.

Classrooms, Schools and Networks

Improving Learning How to Learn

Colin Conner

DYLAN WILIAM

Leslie Honour

David Frost

Peter Dudley

Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop new classroom practices informed by sound research. It builds on previous work associated with ‘formative assessment’ or ‘assessment for learning’. However, it adds an important new dimension by taking account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. Among the materials included you will find: an introductory in-service session self-evaluation questionnaires an action planning activity workshops tools for school development a network mapping activity guidance about different ways of using the resources teachers descriptions of ways they have used of adapted them references to further information and advice. In addition, there is a support website and examples of how individual schools have used or adapted these materials to maximize their benefits.

Tools for Schools

Learning How to Learn

Alison Fox

Books

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