Bøker av Kate Jones

Retrieval practice is a strategy in which bringing information to mind enhances and boosts learning. In this punchy and accessible book, Kate Jones gives educators strategies and tips for using this powerful technique in their classrooms.

After extensive reading, engaging with research and working with schools, Kate Jones has written a guide that explores how retrieval practice can work in a primary school context. The book begins with research then focuses on classroom application, covering curriculum design, task and question design with retrieval practice

Strategies, techniques and ideas come and go in education, but feedback will always be an important aspect of effective teaching, learning and assessment. Feedback should be helpful and actionable, and pupils must embrace it, but the reality is that this doesn't always happen. Pupils receive feedback on a daily basis, from their teachers and peers, so how can we make sure it helps rather than hinders learning? This book aims to answer that key question and provide a wide range of practical examples for the classroom.Feedback: strategies to support teacher workload and improve pupil progress, the latest book by bestselling author Kate Jones, explores a variety of evidence-informed and workload-friendly feedback strategies. Jones examines the ingredients of effective feedback, shows what actionable feedback looks like in practice, explores verbal feedback approaches, advises on peer and self-assessment, and includes a chapter on harnessing technology to support teacher workload. Fascinating case studies reveal how classroom teachers and school leaders across primary and secondary are implementing feedback in their settings.

researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings. In this edition, Kate Jones considers various principles from cognitive science that can be used to enhance teaching and learning, including cognitive load theory, dual coding theory, interleaving, retrieval practice and spaced practice. Kate has sourced contributions from teachers and researchers including Jade Pearce, Sarah Cottingham, Adam Boxer, Jonathan Firth, Paul A. Kirschner, Pedro De Bruyckere and Lekha Sharma. Kate Jones is a teacher and an experienced leader. She is the author of seven books and is senior associate for teaching and learning at Evidence Based Education.

As part of the successful and popular Retrieval Practice collection by Kate Jones, this practical resource guide is the go-to guide for a wide range of retrieval practice tasks that teachers can use in their classrooms. There are over fifty evidence-informed and creative, tried and tested, classroom resources and strategies to support retrieval practice. These include starter tasks, tasks to support literacy and revision as well as a range of recommended online quizzing tools. For each resource, there is an explanation with top tips and visuals for easy implementation. All of the resources provided aim to be low effort, high impact. Low effort for the teacher in terms of workload but high impact on student learning. Regardless of the subject or age range taught there are plenty of takeaways for every teacher - a handy retrieval resource guide for every teacher and every classroom.

The research supporting retrieval practice is overwhelming; it is an effective and essential teaching and learning strategy. Leaders, teachers, students and parents all need to know about this strategy and how it can enhance learning. Retrieval practice is being widely used across schools and the research continues to shape classroom practice. After the success of Retrieval Practice: Research & Resources for every classroom, Kate Jones, an evidence-informed teacher and leader, takes the discussion further, going beyond the background, basics, and benefits of this strategy. This book focuses on the effective implementation of retrieval practice to support both teachers and leaders to ensure retrieval practice becomes firmly embedded in classroom routines. There are contributions from leading academics and a range of subject specialists: reflecting and offering their wisdom and expertise as to how retrieval practice can be utilised to have a positive impact in the classroom and on outcomes. From the latest research to addressing common mistakes and tackling retrieval practice during a global pandemic, Retrieval Practice: Implementing, embedding & reflecting takes a fresh and in-depth look at this tried and tested technique.

Written under the guidance and with the support of Dylan Wiliam, Kate Jones writes about five formative assessment strategies in action in the classroom, with a foreword from Professor John Hattie. Building on the highly successful work of Wiliam and Siobhan Leahy, ideas are shared and misconceptions with formative assessment are addressed with lots of practical advice. Formative assessment in action focuses on five evidence-informed strategies that the teacher can use to support their learners to make progress. Formative assessment can help both the teacher and student understand what needs to be learned and how this can be achieved. During the learning process, formative assessment can identify students' progress as well as highlighting gaps in their knowledge and understanding, therefore giving the teacher useful insight as to what feedback and instruction can be provided to continue to move learners forward. Formative assessment takes place during the learning process. It continually informs the teacher and student as to how learning can move forward as it is happening. This is different to summative assessment, which focuses on the evaluation of student learning at the end of the process. There's a range of case studies from different subjects and key stages to show how formative assessment can be embedded across a curriculum successfully.

Kate Jones and Mandy Hose have experienced the highs and lows of parenting - and they wouldn't change a thing. The pair met a decade ago and bonded over their premature twins with additional needs, and their remarkable capacity for love, laughter and swearing like a trooper. As the mothers grew closer, however, they confided that they felt 'on-the-floor lonely' sometimes because nobody was talking about what life was like for families like theirs. It was time to give their community a voice. So began Too Peas in a Podcast, a weekly conversation in which the two friends discuss the surprises, the challenges and the joys of parenting twins with additional needs. It was meant to support other multiple-birth mums and mums of kids with disabilities, but they were shocked to discover therapists, doctors, nurses, teachers, even people without kids were also listening. Now, Kate and Mandy are sharing their story on the page, delving deeper into the issues they care about and offering reassurance for those navigating a child's disability. They write candidly about what it's like to receive the initial diagnosis, how they perceive their children's lives have been impacted by their additional needs, how their own lives have changed, and those of their family and friends. Above all, they convey their immense love for their children and the happiness they have brought into their lives. With their signature empathy, honesty and compassion, the Too Peas invite you into their world to laugh, cry and make a difference.

Education doesn't stand still, so being a good teacher means being in a constant state of evolution. How do we achieve this? Covering the latest developments in professional learning, Kate Jones and Robin Macpherson explore the massive changes that the global pandemic has brought, seeing it as a paradigm shift with manifest opportunities.

Love To Teach: Research and Resources for every classroom is an exciting book that combines the latest educational research with examples of what this can look like in the classroom.

The Abbott Government has announced a National Commission of Audit to review the Commonwealth's finances and to assess the role and scope of government and where areas of overlap and duplication between the federal and state governments can be reduced. It is the fourteenth audit commission appointed in Australia since the NSW Greiner Coalition Government formed the first commission in 1988. Since then audit commissions have become a feature of incoming, mostly non-Labor state, territory and national governments. Audit commissions have heralded major changes in the structure of public services, cuts to government spending, new ways of delivering services and a re-writing of the very boundaries of government. They have been hailed by some as mechanisms for promoting overdue reform and for pushing through needed change. Critics have seen them as being ideologically driven, touting outdated remedies and being used by governments to justify decisions already made about cuts to public services. Yet despite their repeated use for over a quarter of century, and the claims and counter claims about their roles and value, there has been no comparative study of audit commissions in Australian politics and policy. Audit Commissions: Reviewing the Reviewers is the first comprehensive assessment of all fourteen state, territory and federal audit commissions established since 1988. That audit commissions are a particular Australian institution makes this study of value to both Australian and international audiences. The volume outlines the history, reasons for appointment, roles, processes, members, impact and suggests where audit commissions fit in the overall architecture of Australian government. Kate Jones is Research Fellow at ACU's Public Policy Institute, with qualifications in politics, economics and librarianship. After researching and writing about parliaments, parliamentary committees and parliamentarians, Kate has focussed in her recent research on aspects of public and social policy. She has also worked for state and federal governments and in two parliaments. Kate gained her PhD from La Trobe University. Scott Prasser was the inaugural Executive Director of the Public Policy Institute at ACU and previously worked in senior policy and research positions in federal and state governments. He has written extensively on Australian public policy and politics and in 2006 had published Royal Commissions and Public Inquiries in Australia. Scott's PhD was awarded by Griffith University.

Helps conquer the fear of performing in public. This book helps the reader to prepare for performances, understand why musicians perform and why audiences turn up, offer support to friends or pupils who are about to perform, learn how to unwind after a performance, and enjoy performing.