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Books on the topic 'Structured teaching programme'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Don, Locke, ed. One step at a time: A structured programme for teaching spoken language in nurseries and primary schools. Network Continuum Education, 2006.

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2

Wayne, Thweatt Joseph, ed. Structured reading. 5th ed. Prentice Hall, 1999.

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3

Tromp, Coyan. Wicked Philosophy. Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462988774.

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Wicked Philosophy. Philosophy of Science and Vision Development for Complex Problems provides an overview of the philosophy of the natural sciences, the social sciences and the humanities, and explores how insights from these three domains can be integrated to help find solutions for the complex, ‘wicked’ problems we are currently facing. The core of a new science-based vision is complexity thinking, offering a meta-position for navigating alternative paradigms and making informed choices of resources for projects involving complex problems. The book also brings design thinking into problem-so

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4

Keogh, Jillian M. Assessment of TEAGASC training programmes supported by the structural funds. University College Dublin, 1997.

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5

Richards, Roy Martin. Microcomputing in COBOL: Structured interactive applications. Science Research Associates, 1987.

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6

Barbara, Taylor. Structures, materials & art activities. Crabtree Pub. Co., 2002.

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7

Campbell, Shirley. Talking about writing.: A sequential programme of sentence structure, grammar, usage and punctuation for grade 9 : with accompanying answer key. Trafford, 1999.

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8

Campbell, Shirley. Talking about writing.: A sequential programme of sentence structure, grammar, usage and punctuation for grade 8 : with accompanying answer key. Trafford, 1999.

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9

Campbell, Shirley. Talking about writing.: A sequential programme of sentence structure, grammar, usage and punctuation for grade 10 : with accompanying answer key. Trafford, 1999.

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10

Campbell, Shirley. Talking about writing.: A sequential programme of sentence structure, grammar, usage and punctuation for grade 12 : with accompanying answer key. Trafford, 1999.

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11

Campbell, Shirley. Talking about writing.: A sequential programme of sentence structure, grammar, usage and punctuation for grade 11 : with accompanying answer key. Trafford, 1999.

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12

Shashkina, Gul'nara, Viktoriya Agaeva, Elena Krasnoperova, Ol'ga Pokrovskaya, Tat'yana Terent'eva, and Tat'yana Uvarova. Diagnosis and correction of phonetic and phonemic underdevelopment in preschoolers. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1679988.

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The teaching manual examines modern ideas about phonetic and phonemic underdevelopment (FFN): clinical typology and psychological and pedagogical characteristics of preschoolers with FFN are given; speech examination, structure and content of correctional work of a speech therapist with children with FFN in accordance with the training and upbringing program are presented; issues of interaction between teachers of a preschool educational organization and the work of a speech therapist with parents are revealed. Meets the requirements of the federal state educational standards of higher e

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13

van Berkel, Klaas, and Ernst Homburg. The Laboratory Revolution and the Creation of the Modern University, 1830-1940. Amsterdam University Press, 2023. http://dx.doi.org/10.5117/9789463720434.

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The modern research university originated in Europe in the second half of the nineteenth century, largely due to the creation and expansion of the teaching and research laboratory. The universities and the sciences underwent a laboratory revolution that fundamentally changed the nature of both. This revolutionary development began in chemistry, where Justus Liebig is credited with systematically employing his students in his ongoing research during the 1830s. Later, this development spread to other fields, including the social sciences and the humanities. The consequences for the universities

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14

Benucci, Antonella, Giulia I. Grosso, and Viola Monaci. Linguistica Educativa e contesti migratori. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-570-4.

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The volume, produced within the framework of the COMMIT project “Fostering the Integration of Resettled Refugees in Croatia, Italy, Portugal and Spain”, concerns the current European situation, and in particular the teaching of L2 in its relations and interdisciplinary exchanges with other scientific fields dealing with migratory phenomena; therefore, starting from the COMMIT experience, it offers a wide perspective, going beyond the borders of the countries involved in the project and identifying good practices that can be replicated in different territorial and social contexts to ensure succ

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15

Campodonica, Carol A. How to build Washington D.C.'s key attractions : Jefferson Memorial, Lincoln Memorial, Washington Monument. Buzzard Press International, 1999.

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16

Sang-in, Chŏn, ред. Hanʼguk hyŏndaesa: Chinsil kwa haesŏk. Nanam Chʻulpʻan, 2005.

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17

Structured Reading. Pearson Education, Limited, 2012.

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18

Swick, Bill. Building an Award-Winning Guitar Program. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197609804.001.0001.

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Abstract Building an Award-Winning Guitar Program: A Guide for All Music Educators is a practical guide to assist secondary and post-secondary music educators with the tasks of building an award-winning music program. With the rising interest in, for example, guitar, mariachi, rock band, handbells, bluegrass, and music technology, more and more music educators are being asked to teach innovative music classes. This text is designed to build award-winning music programs from the ground floor by teaching innovative music classes. This guide covers the nuts and bolts of building solid programs th

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19

Chovanes, Jacquelyn, and Emily Sharp. Structured Literacy. Rowman & Littlefield, 2025. https://doi.org/10.5040/9798881847838.

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This book follows the explicit instructional sequence noted by educational researchers as the most effective means of teaching students new skills and content. It begins by offering a rationale for why students should be interested in learning about structured literacy, and how they can use it in their teaching practice. It provides background knowledge needed to contextualize the book’s content. Then, it takes learners step by step through the process of assessing students and creating effective structured literacy instructional routines. Detailed information about how to implement structured

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20

Nell, Dawn D’Arcy. English Language Teaching. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199574797.003.0018.

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The chapter assesses the role of the English Language Teaching Department—its structure, management, profitability, and publications—and its impact on the Press as a whole. The extraordinary growth of Oxford’s ELT programme resulted in part from a global shift towards English-language learning in old markets and a rapid growth of new markets around the world to which OUP had good access through its branches and established international trade. New ELT courses were developed or adapted for use in Africa, Central and East Asia, the Middle East, Latin America, and, most successfully, in Europe. S

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21

Arnold, Robert M., Anthony L. Back, Walter F. Baile, Kelly A. Edwards, and James A. Tulsky. The Oncotalk/Vitaltalk model. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0056.

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Clinicians can, with training, improve their communication skills. In this chapter, we describe an interactive, evidence-based method for teaching clinicians to communicate with seriously ill patients. The programme, Vitaltalk, emphasizes small-group teaching with simulated patients and immediate feedback to allow learners to practice how to give serious news, talk about goals of care, and about what is most important to dying patients. This chapter describes common evidence-based principles used in developing an advanced communication skills programme based on Oncotalk experiences, identifies

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22

L'Abate, Luciano. Beyond Psychotherapy: Programmed Writing and Structured Computer-Assisted Interventions (Developments in Clinical Psychology). Ablex Publishing, 2001.

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23

Weeks, William H., and Paul B. Petersen. Manual of Structured Experiences for Cross-Cultural Learning. Society for Intercultural Education Training, 1986.

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24

America, Carina, Nazeem Edwards, and Maureen Robinson, eds. Teacher Education for Transformative Agency: Critical perspectives on design, content and pedagogy. African Sun Media, 2020. http://dx.doi.org/10.18820/9781928480938.

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Many teacher education programs globally are undergoing significant changes in response to government policy, imperatives driven by global competitiveness, as well as local conditions. This is particularly relevant in the South African context where teacher education seeks to navigate from the ravages of apartheid education towards addressing the developmental needs of the majority of its citizens. This book records and explores efforts by academic staff members within the Faculty of Education at Stellenbosch University, South Africa, responding to the demands of a new program in initial teach

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25

Litvin, Gary, and Maria Litvin. Java Methods: Object-Oriented Programming and Data Structures. Skylight Publishing, 2021.

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26

Bernabei, Gretchen S. Text structures from nursery rhymes: Teaching reading & writing to young children. Corwin, a SAGE Company, 2018.

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27

Cantat, Céline, Ian M. Cook, and Prem Kumar Rajaram, eds. Opening Up the University: Teaching and Learning with Refugees. Berghahn Books, 2022. http://dx.doi.org/10.3167/9781800733114.

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Through a series of empirically and theoretically informed reflections, Opening Up the University offers insights into the process of setting up and running programs that cater to displaced students. Including contributions from educators, administrators, practitioners, and students, this expansive collected volume aims to inspire and question those who are considering creating their own interventions, speaking to policy makers and university administrators on specific points relating to the access and success of refugees in higher education, and suggests concrete avenues for further action wi

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28

Bernabei, Gretchen S. Text Structures from Nursery Rhymes: Teaching Reading and Writing to Young Children. Corwin Press, 2017.

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29

Sobral, Rosely Cândida. A formação para docência em administração no Brasil: Os saberes docentes em uma Universidade de Fronteira. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-168-4.

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It investigates how teacher training in administration occurs in Brazil and the effects on teaching knowledge mobilized by teachers of a course, in a border context. The question that guides the research is: how is teacher training handled in academic master's programs in Brazil and what are the reflections on teaching knowledge at a border university? Based on the concepts of teacher training and the model of teaching knowledge proposed by Tardif (1991), he analyzes the academic master's programs in administration and offers teacher training courses in his curriculum. Conducts semi-structured

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30

Hammel, Alice M., and Ryan M. Hourigan. Teaching Music to Students with Autism. 2nd ed. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190063177.001.0001.

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Teaching Music to Students with Autism is the first resource to provide a comprehensive study of the education of students with autism within the music classroom. The approach is centered in the inclusion or self-contained music classroom and is designed for music educators, music teacher educators, and all those who have an interest in the education of students with autism. The authors focus on the diagnosis of autism, advocating for students and music programs, and creating and maintaining a team-approach when working with colleagues. A significant portion of the book is focused on understan

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31

Anderson, Leah Seppanen. Teaching Post-Communist Politics. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.313.

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A review of undergraduate course offerings at top-ranked colleges and universities in the United States and analysis of course syllabi from undergraduate programs in political science have revealed certain trends in the teaching post-communist politics. For instance, majority of schools now offer post-communist politics courses, although a student at a national university is more likely than one at a liberal arts institution to have the opportunity to learn about the region. Regardless of the type of school, students will most commonly study post-communism from a comparative, rather than inter

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32

Epper, Rhonda M., and A. W. Bates. Teaching Faculty How to Use Technology. Praeger, 2001. http://dx.doi.org/10.5040/9798216192626.

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Based on a best practice study conducted by State Higher Education Executive Officers (SHEEO) and the American Productivity & Quality Center (APQC), this book covers the critical developments in the use of technology for college teaching in North America and worldwide. Key challenges in developing faculty use of technology are discussed, including such issues as funding, technical and pedagogical training/support, organizational structures,reward systems, workload issues, multi-institutional collaboration, collective bargaining, and intellectual property. Teaching Faculty How to Use Techno

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33

Bernabei, Gretchen S. Text Structures from Poetry, Grades 4-12: Lessons to Help Students Read, Analyze, and Create Poems They Will Remember. Corwin Press, 2020.

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34

Barbara, Taylor. Structures, Materials & Art Activities (Arty Facts). Crabtree Publishing Company, 2002.

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35

Building Structures With Young Children: Trainer's Guide (The Young Scientist Series). Redleaf Press, 2004.

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36

Eisenberg, Michael B., Janet Murray, and Colet Bartow. The Big6 Curriculum. ABC-CLIO, LLC, 2016. http://dx.doi.org/10.5040/9798400618635.

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This practical, hands-on book explains how to ensure that your students are information and communication technology literate–that is, competent with a range of tools, technologies, and techniques for seeking out and applying information. The importance of teaching information and communication technology (ICT) literacy is clear: without it, students will be ill-equipped to find and use information in all its forms as well as produce and present information in all forms. Unfortunately, most ICT literacy educational programs are irregular, incomplete, or arbitrary. Classroom teachers, teacher l

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37

Talking about Writing, Part Two - a sequential programme of sentence structure, grammar, punctuation and usage for Grade 9 with accompanying Answer Key. Trafford Publishing, 1999.

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38

Barbara, Taylor. Structures, Materials and Art Activities (Arty Facts). Crabtree Publishing Company, 2002.

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39

ESAP & theology: Reflections on the economic structural adjustment programme in the light of the Bible and the social teaching of the Catholic Church. Mambo Press, 1992.

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40

Li, Wai-Kee, Hung Kay Lee, Dennis Kee Pui Ng, Yu-San Cheung, Kendrew Kin Wah Mak, and Thomas Chung Wai Mak. Problems in Structural Inorganic Chemistry. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823902.001.0001.

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The First Edition of this book, which appeared in 2013, serves as a problem text for Part I (Fundamentals of Chemical Bonding) and Part II (Symmetry in Chemistry) of the book Advanced Structural Inorganic Chemistry published by Oxford University Press in 2008. A Chinese edition was published by Peking University Press in August in the same year. Since then the authors have received much feedback from users and reviewers, which prompted them to prepare a Second Edition for students ranging from freshmen to senior undergraduates who aspire to attend graduate school after finishing their first de

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41

Lewis, John, Peter DePasquale, and Joe Chase. Java Foundations: Introduction to Program Design and Data Structures. Addison Wesley, 2007.

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42

Fuchsel, Catherine. Group Format and Group Work. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190672829.003.0005.

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This chapter specifically describes how to facilitate groups, teaching and instructional methods, roles and responsibilities for facilitators, and cultural awareness in the Sí, Yo Puedo program. The chapter describes the importance of understanding the cultural dynamics among group members, diversity in groups, and the dual role and self-disclosure elements in facilitating groups. An examination of group process and empowerment is discussed. Finally, a step-by-step guide on how to set up and structure the groups is reviewed. Specific attention is paid to how to conduct intakes, managing a cris

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43

McCance, Dawne. The Reproduction of Life Death. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823283910.001.0001.

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During the 1975–76 academic year, Jacques Derrida delivered a seminar, La vie la mort, at the Paris ENS. Based on archival translations of this as-yet untapped seminar, McCance’s The Reproduction of Life Death offers an unprecedented study of Derrida’s engagement with molecular biology and genetics, particularly François Jacob’s interpretation of DNA reproduction in his 1970 book La Logique du vivant (The Logic of the Living). Structured on an itinerary of “three rings,” each departing from and coming back to Nietzsche, Derrida’s seminar ties Jacob’s logocentric account of reproduction to the

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44

Bernabei, Gretchen S. Text Structures From Fairy Tales: Truisms That Help Students Write About Abstract Concepts . . . and Live Happily Ever After, Grades 4-12. Corwin, 2019.

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45

Stockard, Jean, Timothy W. Wood, Cristy Coughlin, and Caitlin Rasplica Khoury. All Students Can Succeed. Lexington Books, 2020. https://doi.org/10.5040/9781666984552.

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Based on more than ten years of research, All Students Can Succeed presents a comprehensive review of research related to Direct Instruction (DI), a highly structured method of teaching based on the assumption that all students can learn if given appropriate instruction. The authors identify over 500 research reports published over the last 50 years and encompassing almost 4,000 effect sizes, no doubt the largest meta-analysis of any single method of instruction ever published. Extensive statistical analyses show that estimates of DI’s effectiveness are consistent over time, with different res

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46

A prática pedagógica no processo de alfabetização e letramento no ensino regular e multisseriado. Editora Acadêmica Periodicojs, 2021. http://dx.doi.org/10.51249/hp03.2021.22.

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This study addresses the issue of literacy and literacy in the early years of elementary school, considering the classes with regular and multi-grade education, starting from an analysis of pedagogical practices developed in the classroom, with relevant aspects such as: initial education and continuing of teachers, relating to the practices carried out in the school environment and at work with literacy and literacy. The objective was to analyze which factors influence the development of pedagogical practices from the perspective of literacy and literacy in the early years of elementary school

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47

Jancura, Daniel, and Erik Sedlák. Bioenergetika. Univerzita Pavla Jozefa Šafárika, Vydavateľstvo ŠafárikPress, 2021. http://dx.doi.org/10.33542/be2021-0022-6.

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Prekladaný vysokoškolský učebný text „Bioenergetika“ by mal slúžiť ako úvod do problematiky štúdia v oblasti bioenergetiky. Táto vedná oblast je v súčasnosti vysoko aktuálna, pretože výsledky získané bioenergetickým výskumom v uplynulých rokoch zreteľne ukazujú, že bioenergetické procesy prebiehajúce v živých systémoch neslúžia “len” na transformáciu energie, ale ovplyvňujú aj priebeh procesov ako sú apoptóza, starnutie, vznik a rozvoj mnohých ochorení (predovšetkým neurodegeneratívnych). Tieto skutočnosti jednoznačne naznačujú potrebu existencie kvalitných učebných textov, ktoré by prijateľný

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48

Shakespeare, William. Hamlet: Structure of Argument. St. Martin's Press, 2000.

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49

Making history: The Liberty Bell. Rosen Classroom Books and Materials, 2006.

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50

Good, Annalee G. Teachers at the Table. The Rowman & Littlefield Publishing Group, Inc., 2018. https://doi.org/10.5040/9781978730540.

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Teachers at the Table is based on the simple premise that policy matters in education and teachers matter to policy. Policy reflects and shapes society’s beliefs about schools, teachers, children, learning, and society, as well as the power structures embedded in our communities and decision-making processes. If policy is a public response to perceived social problems, it matters who is at the table when the problems are defined, the agendas set, and the policy itself designed. Although teachers may be central to the implementation of education policy, they are marginal to the design of it, es

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