Education / Educational sciences / Pedagogy Books
Paul Stang We as Architects in the Wheel of Life The
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£18.72
Sarah Tuck Books Sarah Tuck Creative Writing Journey
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£16.00
Michelle Publishing, LLC Safe Drinking Academy How to Enjoy Alcohol
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£12.59
Random House USA Inc Princeton Review GRE Prep 36th Edition
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£19.55
Lulu Press Walking Targets
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£22.46
Elkdream Media Communicating Across the Divides In Our Everyday
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£18.00
Princeton University Press The New Princeton Companion
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£42.50
Princeton University Press Writing on the Job
Book SynopsisTrade Review"Crisp writing and clear examples guide readers through drafting and editing documents, creating résumés, delivering criticism, presenting statistics, constructing slide decks, and even deciding when to use emojis. . . . [C]ompact and readable chapters for all who text, blog, craft memos, and otherwise communicate online." * Library Journal *"Easy to read and served up in bite-sized chunks, this book is an excellent ‘how to’ manual for clear communication."---Terry Freedman, Teach Secondary"By tackling real challenges professionals face, Coven offers practical tips that can improve the performance of any organization." * Princeton Alumni Weekly *
£12.34
Princeton University Press The Human Nature of a University 2435 Princeton Legacy Library
Table of Contents*Frontmatter, pg. i*Foreword, pg. vii*Contents, pg. ix*1. Out of Tensions, Progress, pg. 1*2. Detachment & Involvement, pg. 19*3. Conservation & Innovation, pg. 49*4. Teaching & Research, pg. 77*5. Mind & Spirit, pg. 93
£999.99
Princeton University Press The Political Context of Sociology
a huge range and FREE tracked UK delivery on ALL orders.
£67.50
Taylor & Francis Ltd Educational Reconstruction
Book SynopsisThis book presents a clear overview of the debates that surrounded the making of the 1944 Act, which affected every aspect of education in this country. It gives a detailed account of the tripartite divisions into ''three types of child'' that were sanctioned in the reforms of the 1940s. At the same time, it also emphasises the idea of education as a civic project which underlay the reforms and which was such an important part of their lasting authority. The education policies of the past decade and the current attempts to shape a new education settlement need to be interpreted in a long-term historical framework and in particular, in relation to the aims and problems of the last great cycle of reform in the 1940s. This book makes an important contribution to the development of such a framework and the social history of education policy in this country.Table of ContentsJournal of Educational Administration- "In this richly detailed and fascinating book, McCulloch attempts to weave a tapestry around the notion of educational reconstruction and largely of competing ideas and ideologies from the 1940s to the present day." History of Education- " This is a provocative and stimulating work by a fine historian...it is...a coherent, well-written and sensibly priced volume
£71.51
Taylor & Francis Ltd (Sales) Dealing with Disruptive Students in the Classroom
Book SynopsisDesigned for individual teachers and school teams alike, this text demonstrates how to approach and manage disruptive students and behaviour. At the bookâs core is a series of detailed strategies for dealing with commonly occurring problems. Some of the chapters in the book focus on:* The Nature and Causes of Disruption* Responding to Disruption* Basic Principles* Understanding and Dealing with Gambits* Sharing Good PracticeThe ideas and theories are presented in the context of a research base and come complete with case studies.This text is published in association with the Times Educational Supplement.
£42.80
University Press of America Choreographing Creativity
Book SynopsisChoreographing Creativity: Teaching as Artistic and Technical within the Curriculum of Composition views teaching as a combination of artistic and technical elements, similar to a figure skating or dance routine. Dr. Jennifer Bird presents a fictional story founded in factual teaching methods to illustrate this concept. The fifteen teachers in Cohort for Change join her on this journey to share snapshots of their classroom experiences and advice for educators who wish to reclaim classroom creativity in the current teach to the test culture of education.Table of ContentsChapter 1 Preface Chapter 2 Acknowledgements Chapter 3 Act I: Choreography of a Journey Chapter 4 Act II: Switchback Chapter 5 Act III: Choreographing Narratives Chapter 6 Act IV, Scene 1: Take a Risk Chapter 7 Act IV, Scene 2: Finding My Orbit Chapter 8 Act IV, Scene 3: My Journey Chapter 9 Act IV, Scene 4: Is Teaching Really Your Thing Chapter 10 Act IV, Scene 5: One Teacher's Philosophy Chapter 11 Act IV, Scene 6: If These Walls Could Talk Chapter 12 Act IV, Scene 7: Making the Decision Chapter 13 Act IV, Scene 8: Making a Difference...the Road Less Traveled By Chapter 14 Act IV, Scene 9: Humor in the Classroom Chapter 15 Act IV, Scene 10: The Road Taken and Knowledge Gained Along the Way Chapter 16 Act IV, Scene 11: The Good, The Bad, and The Ugly Chapter 17 Act IV, Scene 12: Enjoy Your Journey Chapter 18 Act IV, Scene 13: A Slithering Adventure Chapter 19 Act IV, Scene 14: Ten Simple Rules Chapter 20 Act IV, Scene 15: Lifelong Learning Chapter 21 Act V: Choreographer for Change Chapter 22 Bibliography Chapter 23 Index Chapter 24 Biographies
£38.00
Corwin What Every Teacher Should Know About Learning
Book Synopsis The teacher's holistic guide fosters understanding of how the brain acquires, processes, and interprets information, leading to reflective learning opportunities for all students. Table of ContentsAbout the Author Introduction Vocabulary Pre-Test 1. Learning With the Mind, Heart, and Body 2. How do We Acquire and Process Information? 3. Working Memory 4. Long-Term Memory Pathways 5. Teaching for Declarative and Procedural Knowledge 6. Building a Model to Facilitate Learning Glossary Vocabulary Post-Test Bibliography Index
£17.09
John Wiley & Sons Inc Mastering the Techniques of Teaching
Book SynopsisNow in Paperback! Masterfully balancing the practitioner''s need for concretesuggestions and the scholar''s quest for intriguing ideas, this bookoffers tips to be tried in class tomorrow and ideas to be mused onfor months. --Maryellen Weimer, professor, Penn State University-BerksCampus I have used the first edition of Joe Lowman''s book for years andfound it most helpful. The new edition is a must for teachers andfaculty developers. --Milt Cox, University Director for Teaching Effectivness Programs,Miami University In this second edition of his classic resource, Joseph Lowmanexpands on his earlier model of effective teaching to place greateremphasis on motivational skill and commitment to teaching. Hepresents a practical new learning model that compares six sourcesof influence on what and how students learn in a college course.All types of teachers and instructors will discover options on howto organize classes and use group work to promote learning.Trade Review"Masterfully balancing the practitioner's need for concretesuggestions and the scholar's quest for intriguing ideas, this bookoffers tips to be tried in class tomorrow and ideas to be mused onfor months." (Maryellen Weimer, professor, Penn StateUniversity-Berks Campus) "I have used the first edition of Joe Lowman's book for years andfound it most helpful. The new edition is a must for teachers andfaculty developers." (Milt Cox, University Director for TeachingEffectivness Programs, Miami University) "Lowman's book has it all. Excellent suggestions for activelearning, a conceptual model for guiding teaching practices, andresearch results that nicely support the ideas for enhancingteaching that he advocates.... The best book I've read in a longtime on college teaching." (Anthony F. Grasha, professor,Department of Psychology, University of Cincinnati) "Lowman has somehow managed to preserve the best of his originaledition while adding important and relevant new material. I amconfident that this edition will be as well received by my studentsas the first edition has been--something that does not happenoften." (James O. Hammons, professor, College of Education,Educational Leadership, Counseling and Foundations, University ofArkansas)
£32.29
Johns Hopkins University Press The American Academic Profession
Book SynopsisA comprehensive analysis of the significant questions facing this crucial profession, The American Academic Profession will be welcomed by students and scholars as well as by administrators and policy makers concerned with the future of the academy.Trade ReviewVery highly recommended. Choice The five sections in The American Academic Profession provide a wide range of insights about changes in the faculty role at research universities. -- Todd Lundberg & Clifton F. Conrad Teachers College RecordTable of ContentsPrefaceIntroduction. The Professoriate's Perilous PathPart I: Structural and Cognitive ChangeChapter 1. Optimizing Research and Teaching: The Bifurcation of Faculty Roles at Research UniversitiesChapter 2. Focus on the Classroom: Movements to Reform College Teaching and Learning, 1980– 2008Chapter 3. Whose Educational Space? Negotiating Professional Jurisdiction in the High-Tech AcademyChapter 4. American Academe and the Knowledge-Politics ProblemPart II: Socialization and DevianceChapter 5. The Socialization of Future Faculty in a Changing Context: Traditions, Challenges, and PossibilitiesChapter 6. Professionalism in Graduate Teaching and MentoringPart III: Experience of the Academic CareerChapter 7. Scholarly Learning and the Academic Profession in a Time of ChangeChapter 8. Anomie in the American Academic ProfessionPart IV: Autonomy and RegulationChapter 9. Academic Freedom, Professional Autonomy, and the StateChapter 10. Codes of Commerce: The Uses of Business Rhetoric in the American Academy, 1960– 2000Chapter 11. The Meaning of Regulation in a Changing Academic ProfessionPart V: Contemporary and Historical ViewsChapter 12. Professional Control in the Complex University: Maintaining the Faculty RoleChapter 13. All That Glittered Was Not Gold: Rethinking American Higher Education's Golden Age, 1945– 1970Contributors Index
£23.75
John Wiley & Sons Getting from Arithmetic to Algebra Balanced Assessments for the Transition 0
a huge range and FREE tracked UK delivery on ALL orders.
£24.69
Taylor & Francis Teaching Practices from Americas Best Urban
Book Synopsis Discover the teaching practices that make the biggest difference in student performance! The new edition of this practical, research-based book gives leaders and teachers an even closer look at instructional practices from top award-winning urban schools. With refreshed examples from high-performing teachers and detailed analyses of these practices, the authors demystify the achievement of these schools while offering a practical guide to help educators apply these practices in their contexts. Teaching Practices from America's Best Urban Schools is a valuable tool for any educator in both urban and non urban schools that serve diverse student populations, including English language learners and children from low-income families.Whatâs New: Additional What It Is/What It Isnât boxes help educators distinguish the subtle differences in the implementation of practices that lead to impressive learning results Practice Guides and PraTable of ContentsAbout the Authors Acknowledgments Preface Intended Audience About the Schools Studied, Awarded, and Featured in This Book Contents of the Book How to Use This Book 1 Making Students Feel Valued and Capable Caring Enough to Know and Value Individual Students Caring Enough to Model Courtesy and Respect Caring Enough to Praise and Acknowledge Caring Enough to Demand the Best Caring Enough to Transform Classroom Practices Caring Enough to Create Attractive and Educationally Rich Physical Environments Summary What It Is & What It Isn’t Practice Guide Practical Next Steps References 2 Focusing on Understanding and Mastery Planning for Understanding and Mastery Designing Objective-Driven Lessons Generating Depth of Understanding Maximizing Time on Objective Focusing on All Students Summary What It Is & What It Isn’t Practice Guide Practical Next Steps References 3 Promoting Clarity Promoting Clarity in Learning Outcomes Promoting Clarity in Lesson Organization Promoting Clarity in the Representation of Ideas Summary What It Is & What It Isn’t Practice Guide Practical Next Steps References 4 Ensuring Culturally, Socially, and Personally Responsive Teaching Assuming Student Ability Building Connections Ensuring Culturally Responsive Teaching Ensuring Socially and Personally Responsive Teaching Summary What It Is & What It Isn’t Practice Guide Practical Next Steps References 5 Checking Understanding, Providing Feedback, and Adapting Frequency of Checking for Understanding Well-Distributed Checking for Understanding Checking for Higher Levels of Understanding Providing Feedback Adapting Instruction Summary What It Is & What It Isn’t Practice Guide Practical Next Steps References 6 Building Fluency with Gatekeeper Vocabulary Pre-Identifying Gatekeeper Vocabulary Making New Vocabulary Seem Familiar Building Fluency with and "Ownership" of Critical Vocabulary Sustaining Fluency Summary What It Is & What It Isn’t Practice Guide Practical Next Steps References 7 Promoting Successful Practice Guiding Students toward Independent Learning Guided Students to Learn Difficult Concepts Monitoring Independent Work Building Student Capacity to Self-Monitor Providing Independent Work (Including Homework) Worth Completing Summary What It Is & What It Isn’t Practice Guide Practical Next Steps References 8 Leading Students to Love Learning Teaching Enthusiastically Highlighting Relevance Utilizing Project-Based, Problem-Based, Experiential Learning Integrating the Arts, Technology, and Physical Education throughout Curricula Maximizing Student-to-Student Engagement Providing Students Opportunities to Excel with Challenging Content Summary What It Is & What It Isn’t Practice Guide Practical Next Steps References 9 Developing Best Teaching Practices Throughout a School Pursuing the Right Goal Building a Coherent Educational Improvement System Summary References Conclusion Appendix A: America’s Best Urban Schools Award 2019 Eligibility Criteria Appendix B: About the Schools Awarded and Studied Appendix C: America’s Best Urban Schools Award Winners References
£27.54
Lucis Press Ltd Education in the New Age
£11.13
Seagull Books London Ltd Bergeners
Book SynopsisBergeners is a love letter to a writer's hometown. The book opens in New York City at the swanky Standard Hotel and closes in Berlin at Askanischer Hof, a hotel that has seen better days. But between these two global metropolises we find Bergen, Norway its streets and buildings and the people who walk those streets and live in those buildings. Using James Joyce's Dubliners as a discrete guide, celebrated Norwegian writer Tomas Espedal wanders the streets of his hometown. On the journey, he takes notes, reflects, writes a diary, and draws portraits of the city and its inhabitants. Espedal writes tales and short stories, meets fellow writers, and listens to their anecdotes. In the way that anyone from a small town can relate to, he is drawn away from Bergen but at the same time he can't seem to stay away. Espedal's Bergeners is a book not just about Bergen, but about life in a way no one else could have captured.
£999.99
Taylor & Francis Ltd Monica Plums Horrid Problem
Book SynopsisThis is a story for children with troubled parents. Monica has a horrid problem. It gets everywhere: into her schoolwork, her dreams, and her ability to make friends. People keep telling her to cheer up. She can't. She feels as if she is carrying around some very heavy luggage. Then one day, a helpful teacher sees how miserable Monica is, and tells her about the knights in the world, who are posing as people. In a whispering wood, Monica finds some of these knights.They teach her how to make her problem far less horrid. In particular they show her how to cope when other people's problems weigh you down and make you feel miserable. Most importantly they show her how to do life well. Monica leaves whispering wood feeling empowered and ready to face what she could not face before.Trade Review"Sunderland's whole series is excellent. I find I recommend each one... Good writing, wonderful artwork, a real impetus to use the material." — Adoption Today"A vital resource for all parents and child professionals." — Families Magazine"Margot's books are digestible teaching aids for anyone working with children - a resource that would be beneficial in every school both for qualified and non-qualified staff." — Special ChildrenTable of ContentsMonica Plum had a Horrid Problem
£22.78
Dordt College Press Christian Education Issues of the Day
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£11.00
Vital Wellbeing Ltd The Vital Truth Accessing the Possibilities of
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£13.60
Tes Global Ltd Research Series Volume 1
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£7.49
Saint Philip Street Press Systematic Reviews in Educational Research
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£35.96
LIGHTNING SOURCE UK LTD First Greek Book
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£25.60
Taylor & Francis Ltd Rewilding Childrens Imaginations
Book SynopsisRewilding Children's Imaginations is a practical and creative resource designed to engage children in the natural world through folktales, storytelling, and artmaking.The guide introduces 21 folklore stories from across the world alongside 99 creative activities, spanning nature and the four seasons of the year. Using the lens of folktales and myths of the land, children are encouraged to explore a variety of activities and exercises across different arts media, from visual art making to storytelling, drama, and movement.This resource:Helps teachers and group facilitators to build confidence in offering a range of creative learning experiences, inspired by nature.Provides a collection of easy-to-use, cross-curricular and storytelling activities.Allows children to connect with nature, their imagination, and folktales from around the world.Trade Review"Rewilding Children’s Imaginations does a magical job of combining cross-curricular skills with creative activities inspired by the natural world and multi-cultural folktales. The detailed yet easy-to-follow plans offer a range of playful and stimulating ideas for children to develop their confidence in oracy and storytelling. Learning should always look like this: child-centred and discussion-led with rich and diverse material to ignite the imagination." Marina Lewis-King, Programme Manager, A New Direction"Rewilding Children's Imaginations is a must-read for all practitioners of primary-aged children. This easy-to-follow guide connects the magic of the outside world with the children they teach. Rich with stories from around the globe, it offers an escape from the digital world and 'bottom in seats' educating, into the depths of exploration and creativity that all children deserve. It promotes exciting storytelling, brimming with language, oracy and drama which can be used to support in all established curriculums. Connecting with nature can help the children to see that they are part of something much bigger, freeing children's imaginations." Zoe Bagheri, Assistant Headteacher and Senior Mental Health Lead"One of the greatest tragedies of modern civilization has to be the divide we created in our imagination between nature and humans. This book provides a brilliantly written and researched account of just why that divide is a fantasy. It is an inspirational and practical guide for those who want to show our children the pathway back." Dr Eugene Hughes, Psychotherapist, Co-Founder of Lead Like a River: The Times Top 20 Life Changing ExperiencesTable of ContentsAcknowledgements ForewordIntroduction to Rewilding Children’s Imaginations Chapter 1 - Benefits of creative nature-inspired learning for childrenChapter 2 – How folktales and oral storytelling can support childrenChapter 3 – How artmaking creates a bridge with nature Chapter 4 – Introduction to Folktales, Storytelling and Creative Activities Chapter 5 - Folktales ConclusionLinks to organisationsSources of folktales References and bibliography
£30.48
Taylor & Francis SEND Intervention
Book SynopsisThe second in The Essential SENCO Toolkit series, this resource clarifies and explores the key distinctions between quality first teaching adjustments, resources/support and interventions. It allows practitioners to develop their practice effectively and strategically to capture the true impact of SEND provision, by shifting the focus from the âwho and whenâ to the âwhat and whyâ.Chapters also include original frameworks â the 4 Functions of Learning Support â to help with the deployment of teaching assistants and to provide a shared language of support, as well as resources that support the application of the 7 Cs Learning Portfolio (introduced in the first book in the series, SEND Assessment) and an intervention index to fully understand the purpose and effectiveness of interventions. Key features offered: An introduction to the 4 Functions of Learning Support, providing a measurable language of learning support to help practitionerTable of ContentsIntroduction. 1. Assessment and Intervention. 2. SEND Provision with Purpose. 3. Action with Intent. 4. The 4 functions of Learning Support. 5. Resources for Mediation and Reinforcement. 6. Resources for Assessment and Intervention. 7. The role of Adults. 8. Interventions – to buy or not to buy?. 9. Capturing the impact of SEND Provision. 10. Getting Started – The 7 P’s of SEND Provision.
£29.60
Taylor & Francis Doing History
Book SynopsisNow in its sixth edition, Doing History offers a unique perspective on teaching and learning history in the elementary and middle grades. Through case studies of teachers and students in diverse classrooms and from diverse backgrounds, it shows children engaging in authentic historical investigations, often in the context of an integrated social studies curriculum. The book is grounded in the view that children can engage in valid forms of historical inquiryâasking questions, collecting and analyzing evidence, examining the varied perspectives and experiences of people in the past, and creating evidence-based historical accounts and interpretations. Grounded in contemporary sociocultural theory and research, the text features vignettes in each chapter showing communities of teachers and students doing history in environments rich in literature, art, writing, and discussion. The authors explain how these classrooms reflect contemporary principles of teaching and learninTrade ReviewAs a path-breaking, field-defining text, Doing History is a timeless, essential and mindful resource for social studies educators. In this revised edition, Levstik and Barton inspire teachers to confront the diverse realities of a complex and conflicted history by guiding students in the study of history as a multifarious array of choices complicated by social, political, and economic factors deeply rooted in cultural variation, controversy, perplexing dilemmas, and persistent historic issues. Grounded in authentic and research-informed classroom applications, each chapter presents tools to constructively empower students as transformative, agentic beings capable of engaging in historical inquiry which teaches them how to seek justice, learn from diverse people, exercise reasoned deliberation, intelligently participate in community-facing civil action, and live harmoniously in a complex, diverse world. Tina L. Heafner, Professor of Social Studies Education, University of North Carolina-Charlotte, USA, and former President, National Council for the Social StudiesA foundational text for teaching history to elementary and middle school students! Through vivid teaching examples, Levstik and Barton show how young students can grapple with the complexities of history. The authors present theory-informed pedagogical practices for inquiry-based instruction, historical research, deliberation, and arts integration while also providing varied ways to assess students’ historical thinking and disciplinary skills and methods to support English Language Learners. This new edition includes updated classroom examples and the latest scholarship to guide educators in teaching controversy and inclusive histories. All social studies educators need a copy in their professional library! Sara B. Demoiny, Assistant Professor of Elementary Education, Auburn University, USA.Table of Contents1 Past, Present, and Future: The Sociocultural Context for Studying History; 2 It’s Not Just a Mishap: The Theory Behind Historical Inquiry; 3 There Aren’t a lot of "For Sure" Facts: Building Communities of Historical Inquiry; 4 To Find out Things We Didn’t Know about Ourselves: Personal Histories; 5 Tell Me about Yourself: Linking Children to the Past through Family Histories; 6 "I Think Columbus Went to Hell!" Connections and Controversies in World History; 7 Camel Dies, Lose Three Turns: Scaffolding Inquiry into World History; 8 Rats in the Hospital: Creating a History Museum; 9 I have no Experience with This! Historical Inquiry in an Integrated Social Studies Setting; 10 Why Isn’t That in the Textbook? Fiction, Nonfiction, and Historical Thinking; 11 Oh, Good! We Get to Have…A Reasoned Discussion: Putting Conflict in Context; 12 In My Opinion, it Could Happen Again: How Attitudes and Beliefs have Changed over Time; 13 Nosotros La Gente: Honesty and Diversity in U.S. History; 14 The Arts Make Us All Part of Humankind: Cognitive Pluralism in History Teaching and Learning
£63.64
Taylor & Francis Ltd ArtCare Practices for Restoring the Communal
Book SynopsisThis book contributes to a larger global call to radically re-create ourselvesto transform our fear and alienation from art, Nature, and ourselves. With compassion and grace, the co-authors outline how everyone may access the gift of Spontaneous Creation-Making and change dominant narratives of individualism. Discovering interconnectivity through art-care we can dream courageously together into the unknown possibilities of a precarious future.Art-care, as coined by the co-authors, is a matrixial form of communicaring through art and reverence. This theoretically informed and practice-based book bridges the individual with the communal in Creation-centred ways that interweave the many parts with the whole. It provides examples of teachings, practices and spontaneous creations of makers that will benefit those who want to integrate art-care into individual practices or group facilitation. This book benefits socially engaged artists, arts-based reseTrade ReviewHow lovely and inspiring to read this remarkable work of art / artistry, creativity, community and consciousness of connecting and interconnectivity. This work offers an aesthetic / creative, emancipatory caring pathway for human healing during and after a pandemic crisis. This book invites and evokes fresh new insights, where wisdom is discovered and co-created from within and among circles of caring. Jean Watson, PhD, RN, AHN-BC, FAAN, LL (AAN)Founder Watson Caring Science InstituteDistinguished Prof/Dean Emerita University of Colorado Denver, College of NursingThis engaging book both describes and performs a group’s artistic journey during the challenging times of COVID. Experiential, communal, playful, and moving, the book points at possibilities and opportunities for aesthetic explorations and artistry within a special space. Co-inquiry through Spontaneous Creation-Making offers everyone a compelling journey of art-making, aesthetic explorations, along with ideas for facilitation and communal care serving the future.Liora Bresler, Ph.D. Professor Emerita, University of Illinois, College of Education & School of Art and Design, Urbana-ChampaignBickel and Fisher present us with a guidebook for connection and healing through the practice of spontaneous art-making, a practice they themselves have been involved with for many years. This is a hopeful book based on their experiences—art not as escape but as engagement both with ourselves and those around us. Caring, compassion, community: these are the roads the world always needs more of, and this book offers a unique way of starting the journey.Eva Tihanyi, author of The Largeness of Rescue, Flying Underwater: Poems New and Selected, and Truth and Other Fictions.I am very impressed by Barbara Bickel and Michael Fisher’s articulation of the art process, community, and especially their collaborative spirit! They are both so very inspiring! Their book feeds the soul with artistic methods and prompts that reawaken the senses through play and observation.Dr. Katrina Plato, registered art therapist and educatorThis book weaves together theories, practices, images, text-based forms, and 30 years of work to offer insights into creative communal practices that co-authors Bickel and Fisher call Spontaneous Creation-Making (SCM). Through this compelling and timely guidebook we are invited to enter sacred, mysterious and playful borderspaces that lead us to deeper understandings and more nuanced explorations of art-care methods but also, for example, of community, creativity, healing/wholism, (un)learning, and inquiry. This is an important resource for anyone who is interested in engaging with and/or facilitating spontaneous creation-making processes, even in virtual contexts. This book is a gift! Kathy Mantas, PhD. Professor, Schulich School of Education, Nipissing University, Ontario, CanadaTable of ContentsForeword: Bracha L. Ettinger; Preface; PART 1: Communidreaming on Theory; 1: Introduction: Art-as-Process; 2: Care-in-the-Making; 3: Creativity-in-Communion; 4: A Story of Collaboration: Spontaneous Creation-Making; 5: Art-Care and Spiritual Activism in a Time of Crisis; 6: Beyond Method: Matrixial Mediators; 7: Birthing a Matrixial Gift Economy; 8: Matrixial Time Freedom; PART 2: Spontaneous Creating on Practice; 9: Spontaneous Creation-Making: Communal Rituals and Expanding Imaginaries; 10: Spontaneous Creation-Making: Orienting Intentions and Body Grounding; 11: Spontaneous Creation-Making: Responding and Closing the Circle; PART 3: Gestating on Service; 12: Nurturing a Communal Art-Care Practice; 13: An Arts-Based Reenchantment: Following Nature; 14: Afterword: Forging New Intersections by Geraldine Burke; 15: A Turnabout Postscript; Appendix 1: Thirteen Matrixial Aesthetic Practices; Appendix 2: Facilitating Art-Care Online; Appendix 3: A-D-ness Model by R. Michael Fisher; Appendix 4: Excerpt from Opening Doors: A Guidebook to Spontaneous Creation-Making; Appendix 5: Participant-Informed Research Creation Consent Form
£36.99
Taylor & Francis Teaching Childrens Literature
Book SynopsisNow in its third edition, this indispensable text offers a critical perspective on how to integrate childrenâs literature into the curriculum in effective, purposeful ways. Structured around three mantras that build on each otherâEnjoy; Dig deeply; Take actionâthe book is rich with real examples of teachers implementing critical pedagogy and tools to support studentsâ development as enthusiastic readers and thinkers. The materials and practical strategies focus on issues that impact childrenâs lives, building from studentsâ personal experiences and cultural knowledge by using language to question the everyday world, analyze popular culture and media, understand how power relationships are socially constructed, and consider actions that can be taken to promote social justice. Each chapter features classroom vignettes showcasing the use of literature and inviting conversation; three key principles elaborating the main theme of the chapter and connecting theory witTrade Review"If you are searching for a children’s literature text that speaks to issues beyond what is effective literature, this is the text that you should include in your teaching. Leland, Lewison, and Harste have created a text that is practical and relies on sound research to provide a pathway to building connections with literature."--Kevin Cordi, Ohio Northern University, USA"This text celebrates the potential of children’s literature to encourage readers to engage in the reading process, to think critically, to sort through ideas, and to act on them. Theory and practice are grounded in pedagogy that puts the reader at the center of the process, enjoying the adventure with high-quality literature across the curriculum."--Denise H. Stuart, The University of Akron, USA"Teaching Children’s Literature: It’s Critical! is a must read. The authors cleverly combine research, theory, and strategies that support classrooms filled with students who love reading, read critically, and use knowledge to advocate for equity."--Lunetta Williams, University of North Florida, USATable of ContentsPreface Acknowledgements Chapter 1: Introduction: Our Mantra-- Enjoy! Dig Deeply! Take Action! Chapter 2: Why Reading Aloud Is CrucialChapter 3: Teaching Reading with LiteratureChapter 4: Choosing Books: Diversity CountsChapter 5: Language Study: Lingering in TextChapter 6: Supporting Literature Discussions Chapter 7: Books Across the Curriculum: Focused, Author, Illustrator, and Genre StudiesChapter 8: Responding to Literature through the ArtsChapter 9: Challenging the ChallengersChapter 10: Literature Response StrategiesAbout the Authors
£46.54
Taylor & Francis Ltd The Reading Aloud Resource Book
Book SynopsisThis practical guide is the ideal tool for the busy practitioner or speech and language therapist to provide an effective, meaningful, and contextualised approach to language development using picture books. Drawing from up-to-date, evidence-based research, each chapter shows you how to get the most out of picture books to support language development, with a focus on the range of opportunities that reading aloud can bring. The guide offers a complete package to promote speech, language, and early literacy, and to enrich language comprehension, vocabulary, phonological awareness, and oral language all by using books to provide a context for meaningful language learning. The resource also includes advice on how to develop intervention goals and outcome measures for reading aloud, with practical suggestions covering topics from creating a reading routine and book nooks, to encouraging reluctant readers and reading aloud challenges.Language skills are essential for acadeTable of Contents1. Introduction 2. Benefits of picture books 3. How to use picture books to support language 4. Phonological awareness and strategies 5. How to choose a good book for language development 6. Picture books in education settings 7. Picture books in Speech and Language Therapy clinic 8. Book recommendations
£19.99
Taylor & Francis Behavioral Social and Emotional Assessment of
Book SynopsisGenerally recognized as the standard work in its field, Behavioral, Social, and Emotional Assessment of Children and Adolescents is a comprehensive guide for conducting conceptually sound, culturally responsive, and ecologically oriented assessments of students' social and emotional behavior. Written for graduate students, practitioners, and researchers in the fields of school psychology, child clinical psychology, and special education, it will also be of interest to those in related disciplines.Retaining the fifth edition's structure and content coverage, incorporation of DSM-5 and federal standards, and integrated approach to culturally responsive assessment, this lightly refreshed 2023 version offers readers a select batch of further updates. The book now includes new references to NASP's 2020 Professional Standards and APA's amended Ethical Principles of Psychologists and Code of Conduct as well as modernized research, data, and terminology pertaining to rTrade Review"There is no better text describing evidence-based assessment methods for students’ social and emotional behavior. The author comprehensively describes contemporary diagnostic methods and preventative approaches, including universal social–emotional screening. This text has broad applicability to professional programs in school, clinical, and counseling psychology, as well as psychiatry and social work."—Tanya L. Eckert, Associate Professor, Psychology, Syracuse University, USA"Behavioral, Social, and Emotional Assessment of Children and Adolescents continues to be an indispensable resource for graduate students and practitioners. Rich information is provided regarding the broader categories of assessment as well as specific evidence-based tools. Updates to the book include content related to crucial practices within multi-tiered systems of support, such as universal screening."—Stephen Kilgus, Assistant Professor, School Psychology Program, University of Missouri, USATable of ContentsTable of ContentsList of TablesList of FiguresPreface Acknowledgments Part I Foundations and Methods of AssessmentChapter 1. Foundations of Assessment Theoretical Foundations of Social and Emotional Behavior Social Cognitive Theory: An Integrated Orientation Components of Social Cognitive Theory Triadic Reciprocality: Understanding the Determinants of Behavior Observational Learning: A Multiprocess Analysis The Importance of Context: Ecological Systems Theory Finding Your Own Theoretical Foundation Philosophical Foundations of Assessment Nomothetic and Idiographic: Definitions and Historical Development Nomothetic and Idiographic Approaches in Practice Empirical Approach to Assessment Understanding and Clarifying Assessment Referrals Assessment as a Problem-Solving Process A Model for Assessment as a Problem-Solving Process Phase I: Identification and Clarification Phase II: Data Collection Phase III: Analysis Phase IV: Solution and Evaluation Designing a Multimethod, Multisource, Multisetting Assessment Response to Intervention (RtI): A Public Health Approach to Assessment and Intervention Legal and Ethical Issues in Assessment Basis for Legal Constraints on Assessment Specific Assessment Practices Affected by Ethics and Law Informed Consent Validity of Assessment Procedures Right to Privacy/Confidentiality Some Concluding Comments on Legal and Ethical Issues Criteria for Inclusion of Assessment Methods and Instruments Conclusions Review and Application Questions Chapter 2. Social–emotional Assessment and Cultural Diversity Test and Assessment Bias in Professional Practice Test and Assessment Bias Professional Ethics and Culturally Appropriate Assessment Professional Practice Acculturation and Identity Development Factors That Influence Acculturation Determining Acculturation and Cultural Orientation Development of Racial/Cultural Identity Stage 1: Conformity Stage 2: Dissonance and AppreciatingStage 3: Resistance and Immersion Stage 4: Introspection Stage 5: Integrative Awareness Problems with Categories and Group Emphasis Cultural Diversity in the United States: Description of Major Racial and Ethnic Groups African Americans Asian Americans Hispanic and Latino Americans American Indians and Alaskan Natives Some General Characteristics of the Majority Culture Assessment Methods and Cultural Diversity: Special Considerations Behavioral Observation Behavior Rating Scales Interviewing Learn About the Interviewees’ Culture Learn About the Interviewees’ Language Establish Rapport Identify Stereotypes Promote Clear Communication Identify Family Needs Identify Attitudes toward Health and Illness Recognize the Extent of Acculturation Accept the Interviewees’ Perspectives Sociometric Techniques Self-Report Instruments Projective–expressive Techniques Recommendations for Culturally Responsive Assessment Conclusions Review and Application Questions Chapter 3. Assessment and Classification Why Classify? Differential Diagnosis and Classification Error Current Classification Systems DSM System Assumptions and Structure of DSM Using the DSM System in Assessment Improvements and Changes in DSM Classification under Special Education Law General Assessment Guidelines in the IDEIA IDEIA Definition of Emotionally Disturbed The “Emotionally Disturbed” versus “Socially Maladjusted” IssueState Adaptations of the Federal Definition New Directions Behavioral Dimensions: An Alternative Approach to Classification Behavioral Dimensions and the ASEBA System Example of Behavioral Dimensions Approaches to Specific Classes of Behavior Additional Comments on the Behavioral Dimensions Approach Multiple-Gating Approaches to Assessment and Classification Community- and Clinic-Based Multiple-Gating Procedure SSBD: A School-Based Multiple-Gating Procedure SARS: Classification of Behavioral Problems Using Existing School Records Concluding Comments on Assessment and ClassificationConclusions Review and Application Questions Chapter 4. Direct Behavioral Observation Behavioral Observation: Basic Principles and Concepts Direct Behavioral Observation and Ecological Assessment General Methods of Behavioral Observation Naturalistic Observation Analogue Observation Self-Monitoring Observational Coding Procedures Event Recording Interval Recording Whole-Interval or Partial-Interval Recording? Time-Sample Recording Duration and Latency Recording Duration Recording Latency Recording Examples of Observational Coding Systems School-Based Observation Systems Direct Observation Form Behavior Observation of Students in Schools Behavior Coding System Home-Based Observation Systems Social Interaction Coding System Family Interaction Code Clinic-Based Observation Systems The Coder’s Impression Measure Child’s Game/Parent’s Game Teacher Behavior Code Technology Advances in Behavioral Observation BehaviorSnap BOSS !Observe iObserve Reliability and Validity Issues in Direct Behavioral Observation Defining the Observation Domain Observer Training and Reliability Use of Social Comparison Data Observer Reactivity Situational Specificity Inappropriate Recording Techniques Biased Expectations and Outside Influence Behavioral Observation and Functional Behavior Assessment How Many Observations Are Needed? Direct Behavioral Observation and Decision Making Conclusions Review and Application Questions Scenarios Chapter 5. Behavior Rating Scales Characteristics of Behavior Rating Scales Definitions and Foundations Rating Scales versus Checklists Advantages of Behavior Rating Scales Problems Associated with Using Behavior Rating Scales Measurement and Technical Issues Review of Selected General Purpose Behavior Rating Scales and Systems ASEBA: Child Behavior Checklist and Teacher’s Report Form for Ages 6 to 18 Description Scoring System and Scale Structure Development and Standardization Psychometric Properties Additional Comments Behavior Assessment System for Children, Third Edition Description Scoring System and Scale Structure Development and Standardization Psychometric Properties Additional Comments Conners’ Rating Scales and Conners’ Rating Scales–Revised, The Conners’ 3, and theConners’ Comprehensive Behavior Rating Scales1997 Conners’ Rating Scales-Revised Description of the Conners’ 3 Scoring System and Scale Structure Development and Standardization Psychometric Properties The Conners’ Comprehensive Behavior Rating Scales Additional Comments Best Practices in Using Behavior Rating Scales Behavior Rating Scales and Decision Making Conclusions Review and Application Questions Chapter 6. Interviewing Techniques Role of Interviews in Assessing Children and AdolescentsDevelopmental Issues in Interviewing Preschool-Age and Primary-Age Children Elementary-Age Children Adolescents Factors That May Affect the Quality of the Interview Interpersonal Context Ethnocultural Context Behavioral Context The Truth Context: Dealing with Lying Physical Context Selecting an Appropriate Interview Method Traditional Interviewing Techniques Gathering Relevant Background Information from Parents and Teachers Developing the Interview with Children and Adolescents Areas for Observation Areas for Questioning Behavioral Interviewing Implementing Behavioral Interviews with Parents and Teachers Problem Identification Interview Problem Analysis Interview Implementing Behavioral Interviews with Children and Adolescents Structured and Semistructured Interview Tools Schedule for Affective Disorders and Schizophrenia, School-Age Children Semistructured Clinical Interview for Children and Adolescents Concluding Comments on Formal Interview Schedules Clinical Interviewing and Suicidal Ideation/Behavior Facts Regarding Suicidal Behavior among Children And Adolescents Recommendations for Clinical Interviewing Thinking about Suicide Suicide Plan Means and Preparations for Suicide Intended Place or Setting Immediate Protective Action Suicidal Safety Planning Interviews and Decision Making Conclusions Review and Application Questions Chapter 7. Sociometric Techniques Sociometrics: Importance, History, and Empirical Base Why Assess Social Status? Historical Development of Sociometric Assessment Validity of Sociometric Assessment Dimensions of Social Status Technical Adequacy of Sociometric Procedures Predictive Validity of Sociometric Assessment Overview of Sociometric Assessment Procedures Peer Nomination Procedures Peer Rating Procedures Sociometric Ranking Procedures Alternative Sociometric Procedures Picture Sociometrics Class Play "Guess Who" Measures Ethical Concerns in Using Sociometric Procedures Sociometric Procedures and Decision Making Conclusions Review and Application Questions Chapter 8. Self-Report Assessment Foundations of Self-Report Assessment Historical Foundations of Personality Testing Psychometric Foundations of Objective Test Construction Three Approaches to Developing Objective Self-Report Tests Rational–Theoretical Approach Factor Analytic Approach Empirical Criterion Keying Approach Response Bias and Error Variance Reviews of Selected General Purpose Self-Report Tests Adolescent Psychopathology Scale Description Technical Characteristics APS Short Form Evaluation Behavior Assessment System for Children, Third Edition: Child and Adolescent Self-Reports Description Technical Characteristics Evaluation Minnesota Multiphasic Personality Inventory–Adolescent Version and Restructured Form Description Technical Characteristics MMPI-A-RF Evaluation Conners 3 Self-Report Description Technical Characteristics Evaluation Conners 3 Comprehensive Behavior Ratings Scale Self-Report Description Technical Characteristics Evaluation Youth Self-Report Description Technical Characteristics Evaluation Self-Report Tests and Decision Making Conclusions Review and Application Questions Chapter 9. Projective–expressive Assessment Techniques Projective Assessment: An Introduction Thematic Approaches Thematic Apperception Test Children’s Apperception Test Roberts Apperception Test for Children Reliability and Validity Concluding Comments on Thematic Approaches Drawing Techniques Draw-A-Person Technique Administration, Scoring, and Interpretation Reliability and Validity Additional Comments Kinetic Family Drawing Technique Administration, Scoring, and Interpretation Reliability and Validity Kinetic School Drawing Additional Comments Bender–Gestalt Test as a Measure of Social–emotional Status Administration, Scoring, and Interpretation Reliability and Validity Additional Comments Concluding Comments on Drawing Techniques Sentence Completion Tasks Administration, Scoring, and Interpretation Reliability and Validity Hart Sentence Completion Test for Children Washington University Sentence Completion Test Concluding Comments on Sentence Completion Tasks Best Practices Conclusions Review and Application Questions Part II Assessment of Specific Problems, Competencies, and PopulationsChapter 10. Assessing Externalizing Problems Externalizing Disorders: An Overview Behavioral Dimensions Approach to Classifying Externalizing Disorders Undersocialized Aggressive Conduct Disorder Socialized Aggressive Conduct Disorder Attention Deficit Hyperactivity Disorder DSM Approach to Classifying Externalizing Disorders Attention Deficit Hyperactivity Disorder Conduct Disorder Oppositional Defiant Disorder Intermittent Explosive Disorder Subdimensions of Externalizing Problems: Classification Studies Prevalence, Development, and Prognosis of Externalizing Disorders Prevalence Comorbidity Etiology and Development Developmental Course and Prognosis Methods of Assessing Externalizing Problems Behavioral Observation Dyadic Parent–child Interaction Coding System Behavior Rating Scales Narrow-Band Rating Scales for Attention Deficit Hyperactivity Disorders ADHD Rating Scale–5 Attention Deficit Disorders Evaluation Scales Conners 3 ADHD Index (Conners 3AI) Behavior Rating Inventory of Executive Function, Second Edition Interviewing Techniques Sociometric Techniques Self-Report Instruments Jesness Inventory–Revised Linking Assessment to Intervention Conclusions Review and Application Questions Chapter 11. Assessing Internalizing Problems Internalizing Problems: An Overview Behavioral Dimensions Classification DSM Classification Prevalence Gender Issues in Prevalence Symptoms of Major Internalizing Disorders: Depression, Anxiety, and Related Problems Depression Depression as a Symptom Depression as a Syndrome Depression as a Disorder Causal Factors Anxiety Causal Factors Related Internalizing Disorders Social Withdrawal Somatic Problems Fears and Phobias Other Problems Implications of Internalizing Disorders Positive and Negative Affectivity: A Model for Understanding Internalizing Problems Internalizing Problems and Self-Concept Methods of Assessing Internalizing Problems Behavioral Observation Functional Assessment and Internalizing Problems Behavior Rating Scales Interviewing Sociometric Techniques Narrow-Band Self-Report Instruments Children’s Depression Inventory and Children’s Depression Inventory-2 Revised Children’s Manifest Anxiety Scale and Revised Children’s Manifest Anxiety Scale, Second Edition Reynolds Child Depression Scale and Reynolds Child Depression Scale, Second Edition Reynolds Adolescent Depression Scale, Second Edition Multidimensional Anxiety Scale for Children 2nd Edition State-Trait Anxiety Inventory for Children Concluding Comments on Internalizing Symptoms Self-Report Measures Self-Report Instruments for Assessing Multidimensional Self-Concept Multidimensional Self-Concept Scale Self-Description Questionnaire I Self-Description Questionnaire II Self-Perception Profile for Children Self-Perception Profile for Adolescents Linking Assessment to Intervention Conclusions Review and Application Questions Chapter 12. Assessing Other Behavioral, Social, and Emotional ProblemsClassification and Taxonomy Behavioral Dimensions Classification DSM Classification Autism Spectrum Disorder Description Autism Spectrum Disorder Asperger’s Disorder Rett’s Disorder Childhood Disintegrative Disorder Assessment Autism Diagnostic Observation Schedule Autism Diagnostic InterviewChildhood Autism Rating Scale, Second Edition Gilliam Autism Rating Scale, Third Edition Assessment of Basic Learning and Language Skills-Revised Schizoid Disorders Description Assessment TIC Disorders Description of Tourette’s Disorder/Tourette Syndrome Assessment Schizophrenia Spectrum and Other Psychotic Disorders Description Assessment Behavioral Observation Behavior Rating Scales Clinical Interviews Sociometric Techniques Self-Report Instruments Eating Disorders Description Anorexia Nervosa Bulimia Nervosa Binge Eating DisorderAssessmentLinking Assessment to Intervention Conclusions Review and Application Questions Chapter 13. Assessing Social Skills and Social-Emotional Strengths Social Competence: A Complex Construct Adaptive Behavior Social Skills Peer Relations Theoretical Model Dimensions of Social Skills Importance of Social (and Emotional) Skills Methods of Assessing Social and Emotional Skills Direct Behavioral Observation The Student Interactions in Specific Settings Tool Peer Social Behavior Code Target/Peer Interaction Code Comments on Direct Observation of Child Social Behavior Behavior Rating Scales Social Skills Improvement System—Parent and Teacher Forms School Social Behavior Scales/Home and Community Social Behavior Scales Social Emotional Assets and Resilience Scale—Teacher and Parent Forms The Devereux Student Strengths Assessment (DESSA)Interviewing TechniquesSociometric Approaches Assessment with Self-Reports Social Skills Improvement System—Student Forms Social Emotional Assets and Resilience Scale—Child and Adolescent Forms Linking Assessment to Intervention Conclusions Reviews and Application Questions Chapter 14. Assessing Social and Emotional Behavior of Young Children Alternative Diagnostic Classification System Methods for Assessing Young Children Direct Behavioral Observation Example: ESP Social Behavior Observations Behavior Rating Scales Ages and Stages Questionnaires: Social–emotional, Second Edition Social Emotional Assessment Measure Devereux Early Childhood Assessments Behavior Assessment System for Children, Third Edition Early Childhood Rating Forms of the ASEBA System Preschool and Kindergarten Behavior Scales, Second Edition Social Skills Improvement System Interviewing Techniques Sociometric Approaches Self-Report Tests Pictorial Scale of Perceived Competence and Acceptance for Young ChildrenBerkeley Puppet Interview Best Practices Conclusions Review and Application Questions Chapter 15. Universal Screening in Schools (With Kayla Gordon) Context for Universal Social-Emotional Screening Social-Emotional Screening School-Wide Screening Measures Systematic Screening for Behavior Disorders, Second Edition Behaviors Targeted Technical Adequacy Feasibility Student Risk Screening Scale—Internalizing and Externalizing (SRSS-IE) Behaviors Targeted Technical Adequacy Feasibility Strengths and Difficulties Questionnaire (SDQ) Behaviors Targeted Technical Adequacy Feasibility Social, Academic, & Emotional Behavior Risk Screener (SAEBRS) Behaviors Targeted Technical Adequacy Feasibility Behavior Intervention Monitoring Assessment System (BIMAS) Behaviors Targeted Technical Adequacy Feasibility Behavioral Assessment System for Children 3rd Edition: Behavioral and Emotional ScreeningSystem (BASC 3: BESS Behaviors Targeted Technical Adequacy Feasibility BASC 3 Flex Monitor Social Skills Improvement System—Performance Screening Guide (SSIS-PSG) Behaviors Targeted Technical Adequacy Feasibility Additional Promising Tool Strengths and Importance of School-Wide Screening Implementation Challenges Associated with School-Wide Screening Conclusions Review Questions References Index
£75.99
Taylor & Francis Ltd All About Autism
Book SynopsisAll About Autism is an accessible and informative guide for primary school teachers, designed to increase their knowledge and understanding of autism and enhance their toolkit with practical, adaptable strategies to support autistic children in their care. The book initially explores key traits and terminology, debunks myths and misconceptions, and shines a light on the strengths and abilities of autistic learners. It then introduces readers to a range of easy-to-implement ideas for practice and concrete solutions to provide further support, all with the child at the heart. All About Autism includes: Practical strategies tailored to the primary key stages with current research broken down into easily digestible chunks Guidance on a range of topics, from the importance of play for developing communication and supporting sensory needs to building peer relationships and social awareness for all Strategies to create an autistic-friendly Trade Review"In this book, Lynn really speaks to teachers, recognising the lack of initial training to support the positive teaching of autistic children, but also the crucial part teachers and para-professionals can play in supporting autistic children to thrive. What makes this book a ‘must read’ is its focus on autistic voices, which brings examples to life and the fact that the practical strategies offered for primary schools can be immediately put into practice." – Nicola Crossley, CEO NAS Academies Trust and National SEND representative for ASCL "Lynn recognises that knowing how best to meet autistic students’ needs may often feel daunting, particularly in busy, demanding classrooms. As a specialist teacher, Lynn’s desire to bring out the best in every pupil, matches that of her readers. Here she shares her wealth of knowledge and experience of supporting autistic students, providing highly practical, tried-and-tested, ‘lived-experience’ advice and examples, relevant for teachers, school support staff, as well as consulting professionals, including Educational Psychologists, SLTs and OTs. This resource also offers an easily accessible update on current thinking around autistic experiences, developing a wider understanding of Neurodiversity within education, and further helping to reduce the Double Empathy gap" – Lisa Chapman, Lead Speech and Language Therapist at BeeU: Child & Adolescent Mental Health Services, Midlands Partnership NHS Foundation Trust "This is a book that should be in every staff room. It’s clarity and plethora of practical easy to implement strategies will enhance teachers’ inclusive practice. It is also a bible for understanding Autism in current times." – Sally Glossop, Lead for the Graduated Response Herts county council "Lynn's dedication to making the world a better place for autistic people shines through this book from every page. This, combined with her understanding of what it is like to be a teacher in a busy classroom with a million things on your to-do list already, makes this book a super practical guide. If you want to do better by the autistic children in your classroom then this is the book for you." – Joanna Grace, Sensory Engagement and Inclusion specialist and Founder of The Sensory Projects. "Lynn’s research and work with autistic people has once again informed her excellent books. The work with autistic young people, doing ‘what’s right for me’ is outstanding in achieving best practice for those young people and beyond to their families and classmates. I would recommend both the primary and secondary editions to inform and enable all school staff to fully understand and support the young people in their care." – Dawn Brown, SEND Assistant Head, Hertfordshire "School staff generally receive such little training about autism that becoming an expert in teaching autistic pupils may seem out of reach. This brilliant book provides a solution, with clear explanations of autistic differences and potential barriers to learning, plus multiple strategies to support autistic children in school. What makes it so special, however, are the quotes and diversity of experiences that Lynn shares. These evidence autistic pupils as unique and neurodivergent, not disordered, and encourage practitioners to see the power of their curiosity and care as the route to helping these children thrive." – Ruth Moyse, Director and Associate Consultant, AT-Autism "What do we do when faced with a class of children who don’t learn how we teach? A question posed as you start reading that resonates. With an increasing number of our children being diagnosed with Autism, teachers are seeking more support on how to help. Reading this book will develop your understanding around the real challenges autistic children may be faced with daily. As you read, you will become more aware of how topics such as bullying, sensory differences, communication and engaging with the curriculum can affect even our youngest children. A section on ‘masking’ is useful when discussing concerns raised by parents. The voice of autistic children has been captured and it is their perspective alongside the deeper understanding gained that encourages reflections on current practice and an eagerness to think differently about how some lessons and the school day may be presented to our children." – Julie Osbaldeston, Deputy Headteacher and SENDCo, Freshfield Primary School "As an autistic children's occupational therapist, specialising in neurodivergent affirming practice I spend a great deal of time supporting autistic children, their parents and teachers. I have followed Lynn's work via social media interactions for a number of years and know how valued her input is to the autistic and educational communities. This book feels so appropriate for the time, where Primary SENCOs, Inclusion Leads and pastoral staff need to know quickly and effectively how to support neurodivergent children to build healthy foundations for not only their educational outcomes but mental health and wellbeing." – Holly Sprake-Hill, Neurodivergence Specialist, Sparkle Occupational Therapy "This wise and practical book approaches autistic pupils with kindness and curiosity, clear in the knowledge of what you need to do in early years and primary education. It not only shares the perspective of autistic children using the experiences of autistic people and children Lynn has worked with, but also combines that with the understanding of an advisory teacher who has worked in a range of different phases and settings. If you are looking for specific strategies to use, whilst understanding WHY that approach is more likely to work, this book is a wonderful place to start." - Sarah-Jane Critchley, Author, Speaker, Consultant and Coach, Different Joy Partnership Table of ContentsForeword Acknowledgements Introduction What we know about autism Co-occurring conditions Language is important Part 1 How I do things differently - The voice of autistic children Communication Stimming Social interaction Masking The autistic sensory experience Part 2 Teaching autistic children: practical strategies Getting it right from the start The classroom environment The Classroom layout in the Early Years The Classroom layout in the Lower Primary Years Additional environment adaptations in Upper Primary classrooms Organisation and routines Executive Functions and autism Structure and Predictability Visual communication Visual timetables Other ways of using visuals to support communication Early Years visuals Useful verbal communication Teaching the Curriculum Motivation The Early Years Curriculum The Primary curriculum Writing Assessments, class tests and exams Supporting behaviour that concerns The role of teaching assistants Social support Playtimes Bullying Emotions and anxiety support Meltdowns and shutdowns Transitions Part 3 Further resources and links Bibliography
£19.04
Taylor & Francis Ltd All About Autism
Book SynopsisAll About Autism is an accessible and informative guide for secondary school teachers, designed to increase their knowledge and understanding of autism and enhance their toolkit with practical, adaptable strategies to support autistic learners in their care. The book initially explores key traits and terminology, debunks myths and misconceptions, and shines a light on the strengths and abilities of autistic learners. It then introduces readers to a range of easy-to-implement ideas for practice and concrete solutions to provide further support, all with the child at the heart. All About Autism includes: Practical strategies tailored to the secondary key stages with current research broken down into easily digestible chunks A focus on adaptive teaching and how to implement key strategies in different subject areas Guidance on a range of topics, from supporting students with mental health and anxiety to managing group work, class work, Trade Review"In this book, Lynn really speaks to teachers, recognising the lack of initial training to support the positive teaching of autistic children, but also the crucial part teachers and para-professionals can play in supporting autistic children to thrive. The focus on ‘getting it right from the start’ in Year 7 acknowledges the transitional difficulties many autistic young people experience but offers practical guidance on how to make this successful. What practitioners will particularly value is the contextual positioning alongside government policy which ensures practice is reflective of national priorities. This is, quite simply, a ‘must read’ for all secondary subject teachers." – Nicola Crossley, CEO NAS Academies Trust and National SEND representative for ASCL "This is a book that any Secondary teacher or SENCO will find invaluable as a tool to support good inclusive practice. It relates to subject teachers and shows understanding of the pressures but gives easy to understand and implement solutions." – Sally Glossop, Lead for the Graduated Response Herts county council "I wish this book had been written in my own childhood, it would have saved me many years of misery, dread and at times fear of going to school. It would have stopped the teachers from writing on my reports, "Hilary is a below average pupil and must try harder" and "Hilary is very quiet and needs to contribute more to class discussions". This needs to be mandatory reading for everyone involved in secondary education, so that all autistic young people can have the support they need, so that they can enjoy learning, and to feel positive about their future." – Hilary Forbes, Mathematics tutor and specialist Autism consultant, Reachout ASC "If you are a secondary practitioner looking to better understand and support the needs of autistic learners, then look no further. Driven by the voices and experiences of autistic students, this book is brimming with practical advice for best practice. It also offers invaluable insights into what's needed to create accessible learning environments where autistic learners are not only understood and supported but also valued and celebrated." – Dean Beadle, autistic speaker, trainer and writer "Lynn's dedication to making the world a better place for autistic people shines through this book from every page. This, combined with her understanding of what it is like to be a teacher in a busy classroom with a million things on your to-do list already, makes this book a super practical guide. If you want to do better by the autistic children in your classroom then this is the book for you." – Joanna Grace, Sensory Engagement and Inclusion specialist and Founder of The Sensory Projects. "Lynn’s research and work with autistic people has once again informed her excellent books. The work with autistic young people, doing ‘what’s right for me’ is outstanding in achieving best practice for those young people and beyond to their families and classmates. I would recommend both the primary and secondary editions to inform and enable all school staff to fully understand and support the young people in their care." – Dawn Brown, SEND Assistant Head, Hertfordshire "This is an excellent and timely book, that will be well received by new teachers, support staff, and more experienced professionals. Written in an easy-to-read format, and addressing many of the key areas of challenge autistic learners encounter in secondary schools every day, the book draws on the vast experiences of the author alongside those of autistic young people. The book is packed full of first-hand advice and lived experience, covering a vast range of topics with practical advice and solutions. I am certain that if you are a new professional or experienced colleague, this book will help improve the outcomes of the autistic young people you teach." – Gareth Morewood, Educational Advisor and former secondary SENCo "Lynn McCann gets it. I have always been struck by her insight into autistic experiences of school, and her ability to translate them into classroom strategies that teachers can easily pick up. Her commitment to listening to autistic people, and learning from us, shine through in her work and in the many quotes used for illumination. This book makes a clear, compelling and concise case for how to make schools truly inclusive for autistic learners." – Fergus Murray, Science Teacher and Chair, Autistic Mutual Aid Society Edinburgh (AMASE) "A much needed book that shares with secondary school teachers WHY autistic teens find a lot of school more difficult than their non-autistic peers in their own words. It is wise, kind, and deeply practical in its approach. It has quick wins for teaching autistic children and what things to avoid. The book includes vital areas that must be dealt with differently for autistic pupils such as sex and relationship education. Lynn shares a range of helpful strategies from supporting children settle in Year 7’s, and classroom management, to how to help them to do their best in exams." – Sarah-Jane Critchley, Author, Speaker, Consultant and Coach, Different Joy Partnership Table of ContentsForward Acknowledgements Introduction What we know about autism Co-occurring conditions Language is important Part 1 How I do things differently - The voice of autistic children Communication Stimming Social interaction Masking and ‘spoon theory’ The autistic sensory experience Part 2 Teaching autistic children: practical strategies Getting it right from the start Year 7s (11-12 years old) Rules, expectations and discipline Working with parents Quick wins for teaching autistic children Communicate with your school SENCO Using teaching assistants well More about learning Executive Functions and autism Teaching vocabulary Explaining concepts and links Marking and feedback Group work Homework Revision, tests and exams Behaviour and mental health Setting the scene What is fair to allow Honesty and arguments Meltdowns and shutdowns Managing spoons or energy levels Teaching responsibility Puberty and Identity Relationships and Sex Education lessons Misinterpretation, or literal interpretation Sensory Changes Personal Hygiene and appearance Peer Pressure Autistic Identity Gender and sexuality Risk taking and problem solving Bullying and online activity Transitions Starting secondary school Daily transitions Post 16 transitions Part 3 Further resources and links Bibliography Index
£19.04
Taylor & Francis Autism Identity and Me A Practical Workbook and
Book Synopsis
£41.03
Taylor & Francis Ltd Dialogic Feedback for High Impact Learning
Book SynopsisIn recent years, the transmission paradigm of learning and teaching is making way for new approaches fuelled in part by the technology and AI revolutions. Learning is seen now more often in the light of connectivism, collaboration and creative problem solving. Dialogic Feedback for High Impact Learning explores this fascinating trend championing learning as a dialogic process between learners and coaches where learning is connecting networks and resources and leads to creative problem solving. It addresses the need for feedback as a dialogue in training for tomorrow, what it entails and how you can best deal with it.The book explores the power of feedback in a high-impact learning setting, where all parties strive for a learning and feedback culture rather than a consumption and testing culture. The authors discuss the feedback process, feedback seeking behaviour and the quality of the feedback message, sharing tips for software and apps to support this process and howTable of ContentsIntroduction Part 1. What do you need to know about feedback? 1. Feedback, how did we use to do it? 2. Feedback is the core of learning 3. Feedback as the core of learning: central themes 4. Feedback seeking behaviour 5. Types of feedback 6. The impact of feedback Part 2. Impactful feedback is dialogue 7. Where did the idea of feedback as dialogue come from? 8. Feedback as dialogue, what does it mean? 9. Characteristics of a feedback dialogue that stimulates learning 10. Team feedback dialogue 11. Power and relationships 12. The feedback dialogue in practice 13. Barriers to impactful feedback dialogue 14. Feedback dialogue as the core of effective PCP coaching Part 3. Practical examples and tools 15. The MoL: MSc Learning and Development in Organisations 16. The MET learning hubs 17. Gilde Training Programmes on Well-being 18. Avans HR Academy 19. Fontys IT open Part 4. Some Further Tips & Answering some frequently asked questions 20. Feedback dialogues: Where do I get the time? 21. How do people experience feedback dialogues in practice? 22. Professionalization of teachers with respect to feedback 23. Software to support feedback dialogues 24. Simple feedback tools Finally References
£29.60
Taylor & Francis Ltd Understanding Education Studies
Book SynopsisThis book explores undergraduate education programmes in a new way. Written by those at the forefront of teaching and learning, it encourages students to delve beneath the surface of their degree subject and reveals important insights about the how, why and where next for education studies.With contributions from course leaders, tutors, current students and recent graduates, this book offers insights from nearly 60 authors based in 20 different institutions from five different countries. The chapters offer opportunities for readers to consider their own learning experiences in a wider context, enhance their understanding of the degree course and actively shape the education studies community of the future.Each chapter is written in an accessible way, with questions to consider' throughout and recommended readings' at the end to advance readers' thinking and reflections. Chapters cover topics such as: Education Studies' development as a degree subject Table of Contents1. Introduction Section 1: Positioning Education Studies 2. Education Studies as an Undergraduate University Subject: A Short History 3. An International Insight into Education Studies 4. Exploring the Identity of an Undergraduate Education Programme Section 2: Practices and Pedagogies of Education Studies 5. Knowing Learning Matters 6. Discovering your Philosophy of Education through Digital Storytelling 7. Assessment for Transformation: Adopting a Humanist Approach to Assessment and Feedback on a BA Education Course 8. Student Achievement and Wellbeing: Understanding Motivation through Self-Determination Theory 9. Taking a Global Perspective: The Nature and Value of Comparative and International Education (CIE) in UK Universities 10. Being ‘International’: The Opportunities and Challenges of Studying Education as an International Student 11. Learning about Research Methods: A Case Study 12. Education for Sustainability: Connecting Students to Outdoor Learning via Forest School 13. The Role and Value of Arts-Based Learning for Education Studies Section 3: Challenge and Change in Education Studies 14. Education and Democracy: The Public Sphere Reclaimed for Educational Study 15. The Role of Social Justice Theory in Education Studies 16. Inclusive Curriculum Matters: Co-creating a Decolonised Education Curriculum Through Student Voices 17. Speaking through Silence: Embracing Fear and Shame in Anti-racist Education 18. Understanding Identity and Positionality through Student-Staff Interactions on an Education Studies Undergraduate Programme 19. Men and Masculinities on Undergraduate Education Studies Degrees 20. Rebalancing Power Relations in Teacher-Student Co-creation Section 4: The Personal and Professional in Education Studies 21. Employability and Pedagogies for Employability in Education Studies 22. Career Identity, Employability and Placements in Education Studies 23. Placements as Mediational Transitions: An Opportunity for Negotiated, Identity-shaping Make-belief Experiences 24. More than your Degree Title: Transferable Skills, Employability, and Diverse Opportunities for Education Students
£28.99
Taylor & Francis Ltd Ethics and Context in Second Language Testing
Book SynopsisThis innovative, timely text introduces the theory and research of critical approaches to language assessment, foregrounding ethical and socially contextualized concerns in language testing and language test validation in today's globalized world. The editors bring together diverse perspectives, qualitative and quantitative methodologies, and empirical work on this subject that speak to concerns about social justice and equity in language education, from languages and contexts around the world offering an overview of key concepts and theoretical issues and field-advancing suggestions for research projects. This book offers a fresh perspective on language testing that will be an invaluable resource for advanced students and researchers of applied linguistics, sociolinguistics, language policy, education, and related fields as well as language program administrators.Table of ContentsList of contributorsPART I THE ETHICAL CONTEXTUALIZATION OF VALIDITYChapter 1: Contexts, constructs, and ethicsM. Rafael Salaberry and Albert WeidemanChapter 2: Validity and validation: an alternative perspectiveAlbert Weideman and Bart DeygersPART II AGENCY AND EMPOWERMENT PROMPTED BY TEST ADEQUACY Chapter 3: The racializing power of language assessmentsCasey RichardsonChapter 4: "It’s not their English": narratives contesting the validity of a high-stakes testGordon Blaine West and Bala ThiruchelvamChapter 5: The ethical potential of L2 portfolio assessment: a critical perspective reviewMitsuko SuzukiPART III SOCIOINTERACTIONAL PERSPECTIVES ON ASSESSMENTChapter 6: Portfolio assessment: facilitating language learning in the wildElisa Räsänen and Piibi-Kai KivikChapter 7: The role of an inscribed object in a German classroom-based paired speaking assessment: does the topic card elicit the targeted speaking and interactional competencies?Katharina Kley Chapter 8: L1–L2 speaker interaction: affordances for assessing repair practicesKatharina Kley, Silvia Kunitz and Meng Yeh Chapter 9: Yardsticks for the future of language assessment: disclosing the meaning of measurementAlbert WeidemanIndex
£35.14
Routledge Globalisation and Teacher Education in the Brics Countries
a huge range and FREE tracked UK delivery on ALL orders.
£42.74
Taylor & Francis Ltd Social Studies for Secondary Schools
Book SynopsisNow in its fifth edition, this popular text for secondary social studies methods courses integrates discussions of educational goals and the nature of history and social studies with ideas for organizing social studies curricula, units, lessons, projects, and activities. Advocating an inquiry and activity-based view of social studies teaching that respects the points of view of students and teachers, it offers systematic support and open, honest advice for new teachers.Based in practice and experience, lesson ideas and materials in the book and online are designed to help new teachers address Common Core learning standards, to work in inclusive settings, and to promote literacy and the use of technology in social studies classrooms. Chapters include highlighted Learning Activities, Teaching Activities, and Classroom Activities designed to provoke discussion and illustrate different approaches to teaching social studies and conclude with recommendations for further reading. Fe
£52.20
CRC Press Construction Mathematics
Book SynopsisConstruction Mathematics is an introductory level mathematics text, written specifically for students of construction and related disciplines.The third edition of this popular textbook is fully updated to match new curricula, including the new T Levels and expanded to include 3 new chapters on Differentiation, Integration, Maximum and minimum. End of chapter exercises cover a range of theoretical as well as practical problems commonly found in construction practice, and detailed assignments based on practical tasks give students the opportunity to apply all the knowledge they have gained. Key benefits of the new edition include: Students learn by tackling exercises based on real-life construction maths. Examples include calculating costs of labour and materials, and setting out of building components using geometry and trigonometry Suitable for beginners and easy to follow throughout and a handy revision guide for more advanced students Students will learn the essential basic theory along with the practical necessities. Construction Mathematics addresses all the mathematical requirements of Level 2 construction NVQs and the BTEC Level 1/Level 2 Tech Award in Construction and the Built Environment and the T Level Design, Surveying and Planning. It is also the ideal primer for any reader who wishes to refresh their mathematics knowledge whilst studying a construction related HNC or BSc.
£35.00
Blurb, Inc. Christian Leaders
Book Synopsis
£33.09
Austin Macauley Publishers The Expert Clinician
Book Synopsis
£19.54
Hodder Education The researchED Guide to Professional Development
Book SynopsisresearchED 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.While there are many routes to growing great schools, investing in the quality of the teachers is one of the best bets to improve both pupils'' educational outcomes and their experience of school. And, crucially, teacher quality is not fixed - all teachers can always improve. Professional development is not solely about the teaching techniques we use in the classroom, but encompasses the way we learn to think about the curriculum, how we manage behaviour, and even how we behave as leaders.In this book, Jo Facer brings together contributions from expert writers including Elisabeth Bowling, Nimish Lad, Reuben Moore and
£14.00
Austin Macauley Publishers Soulful Brands Why the Future of Business Is Human
a huge range and FREE tracked UK delivery on ALL orders.
£9.49
SAGE Publications Inc Research and Evaluation in Education and
Book SynopsisIdentify, evaluate, and practice good research using Research and Evaluation in Education and Psychology: Integrating Diversity With Quantitative, Qualitative, and Mixed Methods by renowned scholar Donna M. Mertens. This introductory research methods text incorporates the viewpoints of various research paradigms into its descriptions of qualitative, quantitative, and mixed methods as well as program evaluation. The work covers five major paradigms: post-positivist, constructivist, transformative, pragmatic, and Indigenous. Special emphasis on conducting research with culturally complex communities, based on the perspectives of feminists, ethnic/racial minorities, and people with disabilities is a hallmark of this text. In each chapter, the author carefully explains each step of the research process, from the literature review to analysis and reporting. Additionally, each chapter includes a published sample study and abstract to illustrate the concepts discussTrade Review"Mertens′s Research and Evaluation text is a well-rounded textbook that students enjoy reading because the ideas are presented in such a way that they connect to each student′s area of study. If you want your students to read the chapter, this is the research methods book for your class." -- Karen H. Larwin"A methods text grounded in research that describes in detail the history behind different methodologies and their historical underpinnings. It has a wide range of study samples to help students make sense of the content." -- Erin M. Ramirez"Good survey text for research methods" -- Sawyer Hunley"A very good and resourceful book for training scientist-practitioners in the mental health profession." -- Allen Appiah-Boateng"This is a solid master′s level introductory textbook that addresses the material that helping professionals need to be able to work in the field and to be able to evaluate and consume current research." -- Brenda Gerhardt"This book provides many good examples/research studies that can be used in classroom discussions." -- Chia-Lin Tsai"The author does an excellent job utilizing various features (e.g., charts, tables, checklists, ′extending your thinking,′ textbox, critical questions, research and evaluation examples) that facilitate reader learning, engagement, critical reflection on gained knowledge and various aspects of the research process, commitment to quality and ethics in research, and willingness to make connections and extend one′s thinking. It is well-written and organized, concise, and straightforward." -- Elena Yu. PolushTable of ContentsChapter 1 • A Brief History of Research: Paradigms, Ethical Practice, and Contested Territory Chapter 2 • Evaluation Chapter 3 • Focusing the Research: Literature Review and Community Engagement Chapter 4 • Experimental and Quasi-Experimental Research Chapter 5 • Causal Comparative and Correlational Approaches Chapter 6 • Survey Methods Chapter 7 • Single-Case Research Chapter 8 • Qualitative Research and Action Research Chapter 9 • History, Narrative Inquiry, and Autoethnography Chapter 10 • Mixed Methods Research Chapter 11 • Sampling Chapter 12 • Data Collection Chapter 13 • Data Analysis, Interpretation, and Use
£999.99
SAGE Publications Inc Confronting the Crisis of Engagement
Book SynopsisStop apathy in its tracks with the 5 C's of engagement Disengagement, disenchantment, distressthe three D's of many post-pandemic schools. If we are to find our way back from this brink, every student, teacher, and leader must relearn how to lean in. It's time to focus, know one another, and stop chasing so many initiatives. It's time to shake things up so learners want to participate. From faculty meetings to student conferences, casual greetings to grading, you can learn to use practices that most powerfully reflect the Five C's of Engagement: Connections feeling known, valued, and tethered to others Conditions being able to learn in a stable environment in which expectations are high Challenge engaging in an endeavor knowing your high jumps in terms of intellectual and creative risks will be supported Control the prTable of ContentsIntroduction: The Engagement Imperative Chapter 1 - Connections: Relationships Are Essential for Engagement Chapter 2 - Conditions - High Expectations, Attendance, and Participation Are Necessary for Engagement Chapter 3 - Challenge: Dealing with Struggle and Failure Chapter 4 - Control: Increase Students’ Ownership of Their Own Engagement and Learning Chapter 5 - Collaboration: Consolidating Understanding with Others Chapter 6 - Leading for Engagement References
£999.99
