Teaching & Learning

The what, why, and how of Universal Design for Learning in higher education post-2020.

A research-based text that explores how an understanding of the intersection of neurodiversity and neuroplasticity can inform teaching strategies for pupils with SEND.

This book provides a framework for teachers to develop, through their planning, a cognitive pedagogy of writing that develops writing quality and achievement.

Covers the full range of topics and teaching strategies to support all practitioners in an international school context.

The only book you need to understand the who, what, why and how of coaching in schools, with relevance for all teachers whatever their age phase or setting.

An accessible guide for those wanting to help and support children and young people with, or at risk of developing mental health problems.

A guide to help police tutors and trainers support and develop their students in the most effective way possible. 

Comprehensive guidance and workable, evidence-informed strategies to support the mental well-being of all those teaching in schools and colleges.

39 reflections to turn task completion into time for you

Following on from LIFT and RISK, David Gumbrell uses his unique approach to help you juggle your workload and tackle your to do list with greater effectiveness. An increase in productivity means you can create more time for you leading to improved well-being and a happier and relaxed teaching experience.

A practical guide to a range of key contemporary issues in primary schools, with summaries of legislation and policy, and workable strategies to embed them in the classroom.

39 reflections to improve your decision making in the classroom and beyond.

This book follows on from David Gumbrell’s text LIFT!, arguing that when you are feeling more resilient you have the courage and confidence to take more risks. You can also calculate that risk more rationally, thereby making it less risky and more likely to result in success. 

A clear, concise and critical account of the theory and practice of teacher educator expertise as both relational and second order, that is how to work with someone else so they are able to learn the how and why of teaching.