Education / Educational sciences / Pedagogy Books

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Book SynopsisThis guide to quantitative research argues that the conventional distinction between primary and secondary research data is inadequate, since there is enormous need/opportunity for conducting research through using and reinterpreting secondary data.Table of ContentsContents 1. A Changing Climate for Educational Research2. Sampling: the basis of all research3: Collecting secondary data: the idle researcher4. Simple analysis: index wars and other battles5. Surveying the field: questionnaire design6. Simple non-parametric statistics: minding your table manners7. Experimental approaches: a return to the gold standard8. Elementary parametric statistics: what do they signify?9. Progress via regression: introducing correlationsIndex

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Book SynopsisThis work is intended as a guide for those wishing to draw on research techniques in order to inform the planning and undertaking of multi-method evaluation studies of educational initiatives.Table of Contents1 What is Educational Evaluation?: Introduction - definitions and terminology; What is evaluation?; Why undertake evaluation?; Who is evaluation for?; Dimensions of evaluation; What is the relationship between evaluation and research?. 2 Models and approaches in educational evaluation: Approaches and models in educational evaluation; Two overviews; The classical research model; The illuminative evaluation model; Other models of evaluation; Ways of characterising research and evaluation questions; The politics of educational evaluation; Recent trends and developments in educational evaluation. 3 Innovation and models of change: Introduction; The Concerns-Based Adoption Model; John Harland and Kay Kinder - a typology of continuing professional development outcomes. 4 Research strategies and techniques for educational evaluation: Quantitative and qualitative data; Research strategies and techniques; Experiments as a research strategy in educational evaluation; Case studies as a research strategy in educational evaluation; Design experiments as a research strategy in educational evaluation; Research techniques in educational evaluation; The case study for a multimethod approach. 5 Planning and doing an evaluation: Key questions when planning and undertaking an evaluation; What is being evaluated?; What form will the evaluation take?; What practical issues need to be taken into account?; What questions will the evaluation address; What use will be made of the findings?; What types of data will be collected to help answer the evaluation questions?; What techniques will be used to gather data?; Who will gather data?; What ethical considerations need to be addressed?; How will the evaluation be reported?. 6 Evaluation in practice - some examples of studies: Example 1 - A new science course for nonscience specialists; Example 2 - An evaluation of a programme aimed at accelerating cognitive development; Example 3 - A thinking skills programme for primary school students.

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Book SynopsisIn Search of Truth presents a comprehensive story of the evolution of the School of Economic Science, now in its eighth decade. Brian Hodginkson brings his historian's skills and philosophic insight to bear in telling it in fascinating detail.Trade Review'A fascinating account giving the history of the School of Economic Science, founded by Leon Maclaren in the 1930s. The author has been associated with the School since 1963 and was himself a lecturer in philosophy. The twin inspirations of the founder were truth and justice and the original emphasis on economics goes back to the work of Henry George, championed by his father. The author explains how the School and the Study Society under Dr. Roles evolved in parallel through the encounter with Gurdjieff and Ouspensky in the 1950s, then discovering the importance of meditation as a practical application of philosophy in its widest sense. This occurred during the 1960s through Maharishi and Sri Shantananda Saraswati, who also provided the impetus towards the teaching of Advaita. More recently, the School has branched out into other activities including music, education, art and Renaissance studies. Culturally, the most interesting consideration is so many thousands of people felt the need for a deeper form of spiritual practice and contemplation than provided by Christian churches. This is the development of an experienced understanding that goes beyond attendance at church services. Readers who have been involved in the School at some stage will find this book of particular interest. I myself attended some classes when I arrived in London in the mid-70s, and they provided an important orientation for my future development even if I did not remain with the School.' Scientific & Medical Network Magazine 20110115

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Book SynopsisThis is a guidebook to help children who: don't like themselves or feel there is something fundamentally wrong with them have been deeply shamed have received too much criticism or haven't been encouraged enough let people treat them badly because they feel they don't deserve better do not accept praise or appreciation because they feel they don't deserve it feel defeated by life, fundamentally unimportant, unwanted or unlovable bully because they think they are worthless or think they are worthless because they are bullied and feel they don't belong or do not seek friends because they think no-one would want to be their friend. Trade Review"...an easy read." — Afasic news"As with other guidebooks in this series, the material is presented accessibly, and contains a richly textured mixture of guidance in understanding children's feelings." — Care and Health Magazine"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 ContentsThis is a guidebook to help children who: are suffering from the pain of loss or separation from someone or something they love deeply; have had a parent, relative or important friend leave or die; are obsessed with their absent parent; have lost someone they love, but have never really mourned; are trying to manage all their painful feelings of loss by themselves; feel that they have lost the love of someone they love deeply; are suffering from separation anxiety; and are adopted or fostered children who miss their birth parent terribly. Helping Children with Loss Using this engaging story and practical guidebook you can help children suffering from the pain of loss or separation. They may be: grieving for the death of a parent, relative or important friend; obsessed with an absent parent; struggling to mourn a loss; trying to manage all of their painful feelings by themselves; suffering from separation anxiety; and adopted or fostered children who miss their birth parent.

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Book SynopsisThis title features 48 cards of 2-step and 3-step sequences of everyday activities. At a simpler level than 'Basic Sequences', this pack shows a range of familiar daily activities. Includes 12 two-step sequences showing: cleaning teeth; making jam tarts; tidying the living room; and packing a school bag. A further eight slightly more complex three-step sequences illustrate: doing a jigsaw puzzle; playing a computer game; decorating a cake; and riding a bike. The activities are easy to relate to and show frequently occurring activities within the experience of most users.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of Contents48 Cards 148 x 148mm + booklet, Boxed ISBN 978-0-86388-475-7 Order Code D11-001-5162 GBP29.75 + VAT Two-card Sequences 1.Putting the pens away 2.Cleaning teeth 3.Eating a sandwich 4.Waking up 5.Switching a lamp on 6.Wiping the boy's face 7.Making jam tarts 8.Reading together 9.Tidying the living room 10.Doing the girl's hair 11.Serving tinned fruit 12.Packing a school bag Three-card Sequences 13.Doing a jig-saw puzzle 14.Playing a computer game 15.Decorating a cake 16.Cooking potatoes 17.Giving dolly a drink 18.Emptying a kitchen bin 19.Painting finger nails 20.Riding a bike

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Book SynopsisThese pocket sized sets of flashcards, comparable in size and quality to a good pack of playing cards - are designed to support teaching and therapeutic input in the clinic, school and home. It introduces feelings in a simple and lively way. There are 18 different attitudes, each illustrated on two cards, in one card of the pair: a teddy shows the feeling. In the second it is a child, but teddy also appears in the picture. It includes: happy, frightened, loving, cold, tired, and strong.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of ContentsThese pocket sized sets of flashcards, comparable in size and quality to a good pack of playing cards - are designed to support teaching and therapeutic input in the clinic, school and home. Introducing feelings in a simple and lively way. There are 18 different attitudes, each illustrated on two cards, in one card of the pair : a teddy shows the feeling. In the second it is a child, but teddy also appears in the picture. Includes : happy, frightened, loving, cold, tired, strong.

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Book SynopsisThis title features 96 cards featuring a selection of living creatures from all over the world. Use these cards as a starting point for conversation or ask the user to sort them into their categories. The difficulty can be varied, for example, 'Point at the bird' or 'Which lays eggs?'.The categories are: Wild Land Animals - such as elephants, lion, mouse Domestic Animals - such as cat, dog, horse Insects/Mini Beasts - such as butterfly, housefly, wasp Reptiles & Amphibians - such as alligator, frog, snake Marine Life - such as crab, dolphin, lobster Birds - such as duck, owl, sparrow. This is part of our 'Library' flashcards collection and is a core resource for vocabulary work and can be used to enhance a range of language skills. It is suitable for all ages.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of Contents96 Cards 105 x 148mm + booklet, Boxed ISBN 978-0-86388-510-5 Order Code D11-001-2215 GBP40.99 + VAT 1 WILD LAND ANIMALS 1 Anteater 2 Antelope 3 Badger 4 Bats 5 Brown bear 6 Camels 7 Elephants 8 Fox 9 Giraffes 10 Gorilla 11 Hedgehog 12 Hippopotamuses 13 Kangaroos 14 Koalas 15 Leopard 16 Lion 17 Monkeys 18 Mouse 19 Panda 20 Polar bears 21 Reindeer 22 Rhinoceros 23 Squirrel 24 Tiger 25 Wolf 26 Zebra 2 DOMESTIC ANIMALS 27 Cat 28 Cow 29 Deer 30 Dog 31 Donkey 32 Gerbils 33 Goat 34 Horses 35 Pig 36 Rabbits 37 Sheep 3 INSECTS MINI BEASTS 38 Bees 39 Beetle 40 Butterfly 41 Caterpillars 42 Centipede 43 Cricket 44 Dragonfly 45 Earthworm 46 Housefly 47 Ladybird (Ladybug) 48 Mosquito 49 Moth 50 Snail 51 Spider 52 Wasp 4 REPTILES AMPHIBIANS 53 Alligator 54 Chameleon 55 Crocodile 56 Frog 57 Lizard 58 Salamander 59 Snake 60 Toads 61 Tortoise 62 Turtle 5 MARINE LIFE 63 Angel fish 64 Catfish 65 Crab 66 Dolphin 67 Eel 68 Goldfish 69 Jellyfish 70 Lobster 71 Octopus 72 Sea horse 73 Sea lion 74 Shark 75 Shrimp 76 Starfish 77 Walruses 78 Whale 6 BIRDS 79 Cockerel 80 Duck 81 Eagles 82 Flamingoes 83 Goose 84 Gull 85 Heron 86 Hummingbird 87 Ostrich 88 Owl 89 Parrot 90 Peacock 91 Pelican 92 Penguins 93 Pheasant 94 Puffin 95 Sparrow 96 Swans

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Book SynopsisOutdoor Sounds is a sound and picture matching activity. It offers 40 cards and sounds to enhance language development. Arranged in four groups of ten, this set includes forty commonly heard sounds. New cards and sounds include: mobile phone, car alarm and skateboarding; animals & birds - bee, sheep, ducks, horse; out & about - traffic, mower, waves, car alarm; having fun - fireworks, tennis, swimming; and, transport - car, train, aeroplane, helicopter.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Trade Review"I love these card sets by ColorCards - they are excellent photos using people of all ages... Used with the pictures it is a good activity and enjoyed by all the pupils I tried it with. It promotes listening, attention and auditory processing and can also be used for verbs and general vocabulary." — NAPLIC Newsletter"I have found them extremely useful. The children were motivated by the pictures and enjoyed discriminating the sounds. I would recommend them as a valuable listening resource ... and certainly the CD format is much easier to present than the tape." — Independent Talking PointsTable of Contents40 cards and sounds to enhance language development. Arranged in four groups of ten, this set includes forty commonly heard sounds. New cards and sounds include mobile phone, car alarm and skateboarding. Animals & birds - bee, sheep, ducks, horse Out & about - traffic, mower, waves, car alarm Having fun - fireworks, tennis, swimming Transport - car, train, aeroplane, helicopter.Age: 4+

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Book SynopsisA practical resource that utilises the SEBS philosophy (Teaching Social, Emotional and Behavioural Skills). With a very 'hands-on' approach to managing behaviour all the scenarios in this resource are taken from real-life situations and can be used during staff training or simply as a reference book. The book reflects situations that confront educational professionals on a day-to-day basis: how to manage the student who always wants the last word; setting boundaries; managing anger, including your own; dealing with difficult parents; successful lunchtimes; creating an emotionally literate environment; behaviour plans; building self-esteem; and, coping with difficult colleagues. It is a brilliant resource to have as part of an induction pack or as an essential companion to continuing professional development. It deals with all key stages.Trade Review'Stott gets right to the point by describing 50 behaviour management problems and leaving the reader with a tip for each. It is easily readable and exudes an air of calm from Tip 1 (Behaviour Management During Cover Lessons - Top Tip: Establish Simple Procedures) to Tip 50 (Who Wants the Last Word - Top Tip: Scripted Responses Work - Reaction Inflames). The format allows the reader to jump to the area of interest without trawling through lengthy descriptions and is therefore easy to dip into during a spare 10 minutes.' - Speech and Language Therapy in PracticeTable of Contents Introduction Author's note Acknowledgements Tip 1 Behaviour management during cover lessons Tip 2 Behaviour planning Tip 3 Body language Tip 4 Building positive relationships with 'difficult' students Tip 5 Bullying Tip 6 Chronic misbehaviour Tip 7 Concentration Tip 8 Conflict Tip 9 Consequences Tip 10 Creating an appropriate environment Tip 11 Crowd control Tip 12 Deflect the pressure Tip 13 Empathy Tip 14 Ensuring consistency from staff Tip 15 Establishing a whole school ethos Tip 16 Exclusions Tip 17 Flexibility Tip 18 Gaining attention Tip 19 Home-school contact Tip 20 Learning techniques from colleagues Tip 21 Low-level techniques Tip 22 Lunchtime Tip 23 Making good behavioural choices Tip 24 New school year Tip 25 Non-verbal communication Tip 26 Non-verbal reinforcement Tip 27 Observing student behaviour Tip 28 Off task but not disrupting Tip 29 One-to-one conversations Tip 30 Passive and aggressive adult behaviour Tip 31 Peer pressure Tip 32 Plenary evaluations Tip 33 Proactive and positive Tip 34 Recognising early warning signs Tip 35 Responding to confrontation Tip 36 Rewards Tip 37 Rules Tip 38 Sarcasm or humour? Tip 39 Seeking help Tip 40 Self-calming techniques Tip 41 Sent out Tip 42 Serotonin time Tip 43 Speaking and listening skills Tip 44 Systems and routines Tip 45 Tactical ignoring Tip 46 Teaching assistants Tip 47 Timed reminders Tip 48 Visibility Tip 49 Voice matching Tip 50 Who wants the last word? References

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Book SynopsisDesigned to support children with additional needs into their first year of secondary school in a safe and confident way, this resource provides all that is needed for schools to achieve a successful transition for all their children. The resource will give the students an opportunity to: become familiar with the layout of their new school; feel confident and safe about attending secondary school; become familiar with other students who will be attending their new school; and develop coping strategies to support their transition. Sessions include: Eating lunch, Secondary school lessons, Keeping safe and home-school links. Templates for timetables, games, charts, certificates and other resources are provided on the accompanying downloadable resources.Table of Contents1: Introduction and eating lunch; 2: Finding my way around and meeting staff who can help me; 3: Secondary school lessons; 4: Keeping safe at secondary school; 5: Home–school links; 6: Circle time with Year 7 students

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Book SynopsisSENCO wellbeing matters, and this accessible book is written by experienced SENCOs for SENCOs to offer crucial support and guidance on important aspects of what can be a challenging and complex role. Divided into three parts people, purpose and place it explores essential themes to support SENCO wellbeing, from building a team and finding joy in the job, to managing conflict and balancing time and workload. Through seven engaging characters, inhabitants of the town Inclusion Ville', the book also shines a light on empowerment, agency and being a changemaker, with a focus on how SENCOs can drive whole school change. Each chapter includes mindful moments, allowing the reader to consider reflective questions and calls to action, as well as case studies and activities, to consolidate learning and help SENCOs to develop their own bespoke wellbeing toolkit.SENCOs need to intentionally invest in themselves and their wellbeing in order to be effective SEND leaders. This valuTable of ContentsIntroduction:Poem ‘I am a SENCO’Nice to meet youThe hero of this bookWhy Wellbeing?PeopleChapter 1-Identity Chapter 2-Working With Others Well Chapter 3-Building Teams and CommunityPurposeChapter 4-Joy in the Job Chapter 5-Be a Changemaker Chapter 6-Wielding Influence for Impact PlaceChapter 7-Managing Conflict Without the Baggage Chapter 8-Time and Workload-Finding Harmony Chapter 9-From Oasis to CommunityA final word on Legacy

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Book SynopsisThe Jacob's Ladder Reading Comprehension Program: Targets reading comprehension skills in high-ability learners. Moves students through an inquiry process from basic understanding to critical analyses of texts. Uses a field-tested method developed by the Center for Gifted Education at William & Mary. Enables students in grades K8 to comprehend and analyze any reading passage after completing the activities. Features optional student workbooks for each book and grade level. The second edition of the program features comprehensive teacher''s guides and new readings and ladders for student use. Each complete set includes the teacher''s guide and 5 copies of each companion student workbook.

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Book SynopsisUnderstanding how chronic stress affects child development with step-by-step guidelines for conducting trauma-informed assessments and interventions Children exposed to early negative and adverse experiences may not think, feel, process emotions, behave, respond to, or relate to others the same way that typically developing children do. If psychologists do not appreciate and understand the effects of trauma in the lives of children, they may be working in ways that are not efficient or effective and may actually be providing a disservice to the children and families they serve. This volume provides an overview of the deleterious effects of adverse childhood experiences (also referred to as complex trauma, toxic stress or developmental trauma) on children''s functioning, adjustment, cognitive, social-emotional, behavioral, academic, and neuropsychological outcomes. Complex trauma can alter brain structure and function and throw children off a normal developmentalTable of ContentsAbout the Authors xi Series Preface xiii Acknowledgements xv Section One History: Trauma, Adversity and the Trauma-Informed Movement One Adverse Childhood Experiences 3Kirby L. Wycoff Two Impact on Children, Teens, Families, and Communities 17Kirby L. Wycoff Three Public Health and the Trauma-Informed Movement 35Kirby L. Wycoff Four Trauma–Informed Schools 59Kirby L. Wycoff Section Two Complex Trauma and the Role of Functional Impairment Five Child Development 79Bettina Franzese Six Complex Trauma and Its Impact on the Brain 93Bettina Franzese Bettina Franzese Seven Domains of Impairment: Functional Impact of Complex Trauma and Stress 127Kirby L. Wycoff Section Three Trauma-Informed Assessment Framework Eight Considerations for Trauma Screening in School and Community Settings 157Kirby L. Wycoff Nine Individual and Familial Assessment Tools 181Kirby L. Wycoff Section Four Trauma-Informed Intervention Framework Ten Competencies and Components of Trauma-Informed Interventions 201Kirby L. Wycoff Eleven Trauma-Informed Interventions and Treatments 219Kirby L. Wycoff Section Five Ethical Considerations in Trauma-Informed Assessment and Intervention Twelve Ethical Considerations 243Kirby L. Wycoff Thirteen Emerging Treatments and Additional Resources 251Kirby L. Wycoff References 253 Index 295

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Book SynopsisA national system of education cannot function without policy. But the path to practice is seldom smooth, especially when ideology overrules evidence or when ministers seek to micromanage what is best left to teachers. And once the media join the fray the mixture becomes downright combustible.Drawing on his long experience as teacher, researcher, government adviser, campaigner and international consultant, and on over 600 published sources, Robin Alexander expertly illustrates and illuminates these processes. This selection from his recent writing, some hitherto unpublished, opens windows onto cases and issues that concern every teacher. Part 1 tackles system-level reform. It revisits the Cambridge Primary Review, an evidence-rich enquiry into the condition and future of primary education in England, which challenged the UK government's policies on curriculum, testing, standards and more besides. Here the reform narratives and strategies of successive govTrade Review"I found it inspirational because, along with the disappointments and frustrations, there is another feature which shines through every page: the author’s passionate concern for the world’s children and their education. It is, above all, the record of a man who has devoted his life, whatever the difficulties, to making a difference." - Derek Gillard, ForumTable of Contents Introduction PART 1 – ABOVE THE PARAPET A tale of two reviews Health of a nation Success, amnesia and collateral damage Triumph of the eristic What works and what matters Evidence, mediation and narrative PART 2 – CURRICULUM CONVOLUTIONS Reform, retrench or recycle? Epistemic imbroglio Entitlement, freedom and minimalism Neither national nor a curriculum Beyond the reach of art True grit Curriculum capacity and leadership PART 3 – SPEAKING BUT NOT LISTENING Promise and politics of talk Evaluating dialogic teaching The unquestioned answer Dialogic pedagogy in a post-truth world PART 4 – EDUCATION FOR ALL Towards a comparative pedagogy World beating or world sustaining? Moral panic and miracle cures In pursuit of quality Bibliography

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Book Synopsis''Showing how critical thinking and local democracy can be a spur to very real educational development within schools that are facing severe challenges, this book provides us with one very valuable contemporary resource of hope.'' Ian Menter, Professor of Teacher Education, University of Oxford, UKTeachers and Academic Partners in Urban Schools identifies and addresses a major problem for practitioners teachers, student teachers and teacher educators working in urban schools burdened by highly restrictive teaching methods and pressures to meet unrealistic benchmarks set by government. In this book, Lori Beckett investigates how to negotiate these tensions and challenges and offers an account of how to elevate practitioners' professional voice on quality teaching along more democratic lines. The book addresses key issues for teachers in urban schools, such as: fractures in teachers' professional communities; impaTrade Review"Showing how critical thinking and local democracy can be a spur to very real educational development within schools that are facing severe challenges, this book provides us with one very valuable contemporary resource of hope." Ian Menter, Professor of Teacher Education, University of Oxford, UK " In 'Teachers and Academic Partners in Urban Schools', Lori Beckett does what many insiders feel unable to do and, in raising her ‘head above the parapet’, acts as a powerful antidote to the current anti-intellectual and unhealthy obsessions with crude accountability measures and short term fixes pervading schooling in England in the twenty-first century [...] Although firmly grounded in a particular English context, this book does have considerable resonance around the world, as countries, especially Anglophone ones, are tempted to policy borrow from England." - Jane McNicholl, Journal of Education for Teaching "The book is a clarion call for a radically different understanding of educational reform. Beckett delivers a forensic anaylsis of the local ramifications of performativity regimes in high poverty schools across 10 years, in the particular context of school-university partnerships in one northern English city." - Susanne Gannon, Discourses: Studies in the Cultural Politics of Education, 2016 Table of ContentsSeries Editor’s Introduction Christopher Day and Ann Lieberman ForewordIan Menter Acknowledgements A ‘choreography of policy conflict’ in urban schools ‘Local’ solutions to ‘failing’ schools Critical democratic work Academic partners & the ‘university project’ Making common cause Teachers’ voice Professional control over schooling Bibliography

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Book SynopsisIndigenous Education and the Metaphysics of Presence: A worlded philosophy explores a notion of education called worldedness' that sits at the core of indigenous philosophy. This is the idea that any one thing is constituted by all others and is, therefore, educational to the extent that it is formational. A suggested opposite of this indigenous philosophy is the metaphysics of presence, which describes the tendency in dominant Western philosophy to privilege presence over absence. This book compares these competing philosophies and argues that, even though the metaphysics of presence and the formational notion of education are at odds with each other, they also constitute each other from an indigenous worlded philosophical viewpoint.Drawing on both Maori and Western philosophies, this book demonstrates how the metaphysics of presence is both related and opposed to the indigenous notion of worldedness. Mika explains that presence seeks to fragment things in thTrade Review'Indigenous Education and the Metaphysics of Presence articulates a fundamental challenge to western thought, namely, the deep implicancy (entanglement), which is the core of Indigenous Metaphysics. By collapsing the distinctions between the self, the idea, and the things of the world, Carl Mika beautifully and powerfully exposes the poverty of the mode of thinking that cannot but hold everything hostage to its deadly yearn for (self-)determination. This book is a mandatory reading for anyone interested in what becomes of thought and existence when contemplated beyond the limits of modern western philosophy.' - Denise Ferreira da Silva, Director, The Social Justice Institute (GRSJ), University of British Columbia, Canada'In centring Maori thought encompassing holism and the metaphysical, Mika clearly demonstrates that Indigenous ways of knowing and being are interconnected and relational, which fundamentally counters the colonial project of homogenization, assimilation, and genocide. In having a dual conversation between philosophy and education, he clearly articulates why the dominant Western perception of an object fundamentally continues to fail Indigenous students due to the inherent contradictions between Indigenous and Western thought, philosophy, and language. And, finally, in centring his Maori voice within Indigenous philosophy, Mika provides a counter-narrative to colonization. This book demonstrates the unique philosophical relationships as a Maori and the relationality and interconnectedness to other Indigenous voices and nations. It is a text that will engage, enlighten, and empower Indigenous thought and transform educational systems.' - Michelle Pidgeon, Associate Professor, Faculty of Education, Simon Fraser University, CanadaTable of Contents1. Introduction2. An Indigenous Philosophy of Worldedness3. Ako: A Maori Example of Worldedness4. An Indigenous Dialogue with Heidegger: The Consequences of Presence5. Presence, the Maori Student and Writer/Critic, and Ako: Novalis and Derrida6. Cause for Optimism?

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Book SynopsisThis book provides an introduction to the theory and practice of mentoring, coaching and supervision in the context of early childhood education and care. Written by a team of scholars from the UK, Ireland, South Africa, Australia and the USA the book includes a range of annotated case studies to exemplify important issues from around the world. The chapters are organized around four key principles: Embedding professional one to one support within the setting Maximising performance and professional development Self and collaborative reflection for leadership Managing and leading changeTopics covered include discussion of the differences and similarities between mentoring, coaching and supervision; management and leadership in early childhood settings; safeguarding and child protection. Alongside the annotated case studies each chapter also includes a summary of key points and questions for further discussion.Trade ReviewThis book provides an invaluable study into the role of mentoring and coaching within an early years context. Part One explores the differences between mentoring and coaching, and the theory behind this. Part Two offers a range of national and international case studies which enable the reader to consider this within a practical context. An excellent addition to the area of early childhood education. * Janet Harvell, Senior Lecturer, University of Worcester, UK *This assemblage of chapters from diverse international contexts provides multiple opening points to consider how theory and research might work together in practice in the arena of coaching and mentoring. Work undertaken in the early years is recognized as deeply complex, deserving of ongoing professional development focused on transformative practice. * Laurie Kocher, PhD Program Coordinator and Instructor Capilano University, Canada *This is a timely publication. For those working with young children, the workplace has become increasingly fraught and complex, with support needed to maintain a professional outlook and joy in their chosen profession. Providing an introduction to coaching and mentoring in the early childhood sector, this collection of case studies invites readers to consider possibilities for their own situations. Speaking from a range of countries and perspectives, chapter authors offer diverse perspectives on this important component of professional development. With a focus on respectful relationships and active listening, a range of issues and approaches are considered. Accessible and interesting, this publication has the potential to both inform and inspire. It should be a valuable addition to any professional library. * Alma Fleet, Associate Professor, Macquarie University, Australia *Table of ContentsIntroduction Part I: Mentoring and Coaching Theory 1. Theory of Mentoring and Coaching in Early Childhood, Michael Gasper 2. The Importance and Value of Mentoring and Coaching in the Early Years, Michael Reed and Rosie Walker 3. Mentoring and Coaching and Their Relationship to Management and Leadership in Early Education, Josephine Bleach 4. Providing Professional Support to Mentors and Coaches in Early Childhood Education, Siobhán Keegan 5. Creating Safe Reflective Spaces for Child Protection Practice, Claire Majella Richards 6. Pedagogic Mediation in the Early Years, Helen Lyndon 7. A Research Based Approach to Mentoring for Success for Early Years Teachers, Jill Harrison and Diana Harris 8. Transforming Pedagogy in Early Childhood Education, Naseema Shaik and Hasina Ebrahim 9. Insights on Mentoring Practices within the Early Childhood Sector in Singapore, Doranna Wong, Manjula Waniganayake and Fay Hadley 10. Individualized yet Standardized Approaches to Coaching in Early Childhood Education, Karrie Snider and Maggie Holley Reflections Introduction to Part II Part II: Appreciative Enquiry – Theory in Practice 11. Appreciative Inquiry Mentoring to Implement the Early Years Bicultural Curriculum, Chris Jenkin, New Zealand 12. Finding Community through an Induction Support Project, Laura K. Doan, Canada 13. Coaching Teams of Early Years Professionals throughout a County in England, Becky Poulter Jewson, England 14. Using Collaborative Coaching Where Teachers are Experts, Karrie Snider and Maggie Holley, United States 15. Coaching When Teacher Commitment, Confidence and Knowledge are Low, Karrie Snider and Maggie Holley, United States 16. Cultural Awareness, Narratives and Identity, Kaat Verhaege and Joke Den Haese, Belgium 17. Three Key Stages in Mentoring and Coaching, Michael Gasper, United Kingdom 18. Using Preservice Teachers as Mentors to In-service Early Years Teachers to Promote Meaningful Child Participation, Naseema Shaik and Hasina Ebrahim, South Africa 19. Critical Reflections on Emerging Themes, Michael Gasper and Rosie Walker Index

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Book SynopsisResearch into early childhood transitions has become a field in its own right. It is increasingly understood that a positive start in any new setting can influence the child's engagement, sense of belonging, well-being, progression in learning, and agency, and may be dependent on the insight of educators and families, and yet there is no research methodology or research methods book dedicated to this growing field of study. Including 37 chapters written by researchers from the UK, New Zealand, the USA, Sweden, Iceland, Australia and Canada this handbook presents an overview of the field exploring its current debates, reflects on its history, and offers suggestions for the future of the field. This book is an essential reference point for anyone studying or undertaking research into transitions in early childhood.

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Book SynopsisJerusha Conner is Professor of Education at Villanova University, USA.Rille Raaper is an Associate Professor and Deputy Director of Research in the School of Education at Durham University, UKCarolina Guzmán-Valenzuela is a Professor of Higher Education at Universidad de Tarapacá, Chile. Launa Gauthier is Assistant Professor at the School of Education at Lahore University of Management Sciences (LUMS), Pakistan.Trade ReviewA very wide ranging text on ‘student voice’ – covering an impressive range of geographical contexts and arenas where such voices can (or should be) heard: in teaching, in governance, and in student activism. A useful resource for postgraduate students and those conducting research into higher education. -- Rachel Brooks, Professor of Sociology and Associate Dean for Research and Innovation, University of Surrey, UKThis handbook is both timely and current. It provides readers with an up to date review of the field of student voice, both theory and critical examples of change work. Significantly, this volume focuses on an important and often overlooked space and activity in the field—the ways in which young people have, can, and continue to shape higher education. Just as important, the editors bring together a chorus of diverse perspectives and regions around the world into this volume to help readers understand the myriad ways to activate and elevate student agency. Higher educational institutions — by paying close attention to the ways it values and responds to the perspectives, experiences, and leadership of students — enact the very values and behaviors that undergird a healthy and responsive democracy. Thus, this handbook is a critical read for student voice researchers and practitioners, and a roadmap for newcomers to the field. -- Marc Brasof, Associate Professor of Education, Arcadia University, USATable of ContentsList of Contributors Acknowledgements Introduction, Jerusha Conner, Rille Raaper, Carolina Guzmán-Valenzuela and Launa Gauthier Part I: Theorizing Student Voice Introduction: Theorizing Student Voice, Carolina Guzmán-Valenzuela (Universidad de Tarapacá, Chile) 1. Student Voice: An Overview and Orientation, Jerusha Conner 2. Theorizing Students’ Voice(s): A Critical Literature Review, Carolina Guzmán-Valenzuela (Universidad de Tarapacá, Chile) 3. Contested and Contextual: Analysing the Foundations of Student Voice(s) in Contemporary Higher Education, Stephen Darwin (Universidad Alberto Hurtado, Chile) 4. Spaces of Student Voice: Multiplicities, Antagonisms and Authenticity, Ronald Barnett (IOE, UCL's Faculty of Education and Society, University College London, UK) 5. Neoliberal Re-construction of University Student Subjectivity: Implications for Student Voice in Egyptian Higher Education, Israa Medhat Esmat (Marburg University, Germany) 6. Pedagogical Praxis to Enthuse Student Voices in Higher Education Research, Patric Wallin, Kristi Larsen Mariussen, Håkon Mogstad and Maud Sønderaal (Norwegian University of Science and Technology, Norway) Part II: Hearing the Voices of Diverse Student Populations Introduction: Hearing the Voices of Diverse Student Populations, Jerusha Conner (Villanova University, USA) 7. Reaching Beyond Compliance: Amplifying the Voices of Disabled Students, Christa S. Bialka (Villanova University, USA) 8. Speaking Out about Gender-based Violence and Harassment in Higher Education, Anna Bull (University of York, UK) 9. Student Voice in College Athletics Spaces, Molly Harry (University of Arkansas, USA) 10. One College’s Effort to Improve the Experiences of Black, Arab, Asian, and Mixed Ethnicity Students by Listening to Their Voices, Rhianne Sterling-Morris (Lincoln Higher Education Research Institution, UK) 11. Engaging First-generation Indigenous Students’ Voices in Chilean Higher Education: The Aspiration of Equity and Inclusion, Andrea Flanagan-Bórquez (Universidad de Valparaíso, Chile), Silvana Del Valle-Bustos (Universidad Academia de Humanismo Cristiano) and Carolina Hidalgo-Standen (Universidad de La Frontera, Chile) 12. Working Towards the Inclusive Campus: A Partnership Project with Students of Colour in a University Reform Initiative, Claire Hamshire, Orlagh McCabe, Shuab Gamote, Paul Norman and Rachel Forsyth (Manchester Metropolitan University, UK) Part III: Amplifying Student Voice through Activism, Community Service and Digital Civic Engagement Introduction: Amplifying Student Voice through Activism, Community Service and Digital Civic Engagement, Jerusha Conner (Villanova University, USA) 13. Framing Processes as Student Voice in the Movement to Resist University Expansion and Urban Renewal, Charles H.F. Davis III, Sy Stokes (University of Michigan, USA) 14. When They See and Hear Us: Black Students and the Fight for a Decolonial University in South Africa, Mlamuli Nkosingphile Hlatshwayo (University of KwaZulu-Natal, South Africa) 15. Between Protest and Policy: The Student Voice in Higher Education Reforms of England and Chile, Hector Ríos-Jara (IOE, UCL's Faculty of Education and Society, University College London, UK) 16. Students’ Use of Digital Media to Critique and Change Higher Education Policy and Practice, Isabelle Huning (University of York, UK) 17. Digital Civic Engagement: Case Studies in the Interplay Between Civic Engagement, Student Voice and Digitalization in Higher Education, Sabine Freudhofmayer and Katharina Resch (University of Vienna, Austria) Part IV: Institutionalizing Student Voice through Governance Structures Introduction: Institutionalizing Student Voice through Governance Structures, Rille Raaper (Durham University, UK) 18. Student Agency and Student Impact through Representative Student Associations, Manja Klemencic (Harvard University, USA) 19. Student Participation in Shared Governance at American Research Universities, Ethan W. Ris (University of Nevada, USA), David R. Johnson (Georgia State University, USA) and Sergey Mogilnyy (Georgia State University, USA) 20. Student Unions as Avenues for Inclusion and Participation of International Students: A Case from Finland, Sonja Trifuljesko (University of Helsinki, Finland) and Anna Medvedeva (Tampere University, Finland) 21. The Joint Student-Teacher Commission in Italy: A Managerial Technology or a Catalyst for Change? Marco Romito and Beatrice Colombo (Università degli Studi di Milano-Bicocca, Italy) 22. Enabling Students' Voices in a Developing Country Context: Challenges and Opportunities, Paul Ochieng, Vianney Sebayiga, Christine Njane and Alfred Kitawi (Strathmore University, Kenya) 23. Examining the Role of the Sabbatical Officer Manifesto and Campaigns in Achieving Change in UK Higher Education, Rebecca Turner (University of Plymouth, UK) and Jennie Winter (Plymouth Marjon University, UK) 24. Student Involvement in University Governance in Italy and Chile: A Comparative Document Analysis, Serafina Pastore (University of Bari, Italy) and Paula Ascorra (Pontificia Universidad Catolica de Valparasio, Chile) Part V: Elevating Student Voice through Pedagogical Partnerships Introduction: Elevating Student Voice through Pedagogical Partnerships, Launa Gauthier (Lahore University of Management Sciences (LUMS), Pakistan) 25. Pedagogical Partnership as Professional Development for Students, Alison Cook-Sather, Mary Cott, Khadijah Seay and Kayo Stewart (Bryn Mawr College, USA) 26. With all Due Respect: Students’ Conceptions of Pedagogical Partnership in Higher Education in Pakistan, Launa Gauthier and Fatima Iftikhar (Lahore University of Management Sciences (LUMS), Pakistan) 27. Building a Space for Us: The Role of Graduate Students in Shaping Identity/Affinity-centered Curricula, Tristen Hall, Sydney Feeney, Mecca Abdul-Aziz and Katherine S. Cho (Miami University of Ohio, USA) 28. Listening to Students’ Voices through Pedagogical Partnerships in Higher Education: Insights from China, Amrita Kaur and Yusheng Tang (Wenzhou-Kean University, China) 29. It’s Quite a Responsibility. If It All Goes Haywire Just Because of Something You Said: Student Voice in Curriculum Redesign Across the University, Didi M. E. Griffioen, Linda van Ooijen - van der Linden, Lara Wouters and Femke Bergenhenegouwen (Amsterdam University of Applied Sciences, the Netherlands) 30. Stretching the Boundaries of Pedagogical Partnerships in Higher Education through the Lens of Recognition, Glenys Oberg, Kelly Matthews, Jennifer Lincoln and Nathan T. McGrath (University of Queensland (UQ), Australia) 31. Moving from Student Voice to Agency: Sustainable Pedagogical Partnerships for Higher Education, Kathryn A. Sutherland, Irina Elgort, Ozzman Symes and Claudia van Zijl (Victoria University of Wellington, New Zealand)

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Book SynopsisDavid Stoesz is retired Professor and Program Director at Kean University, USA, and Professor and Program Chair at University of Illinois-Springfield, USA. He is the Founder and CEO of Up$tart: https://www.upstartbenefits.com.Howard Karger is retired Professor and Director in the School of Social Work at Hawai'i Pacific University, USA.

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Book SynopsisMeira Levinson is Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education, USA.Ellis Reid is a PhD Candidate at the Harvard Graduate School of Education, USA.Sara O'Brien is Instructional Designer at the Harvard Graduate School of Education, USA.Tatiana Geron is Graduate Fellow in the Edmond and Lily Safra Center for Ethics at Harvard University, USA.

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Book SynopsisMeira Levinson is Juliana W. and William Foss Thompson Professor of Education and Society in the Harvard Graduate School of Education, Harvard University, USA.Tatiana Geron is Graduate Fellow in the Edmond and Lily Safra Center for Ethics at Harvard University, USA.Sara O'Brien is Instructional Designer in the Harvard Graduate School of Education, Harvard University, USA. Ellis Reid is PhD Candidate in the Harvard Graduate School of Education, Harvard University, USA.

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Book SynopsisThe Bloomsbury Handbook of Values and Ethical Change in Transformative Leadership in Higher Education explores the theoretical and conceptual frameworks which can broaden and deepen an educational leader's knowledge and skill set related to values and ethical change in times of crises and change. With contributions from five continents, the handbook brings together multi-contextual perspectives to the understanding and application of the theoretical and conceptual models in the field. A broad range of leadership skills and approaches are explored, including collaborative, democratic, learning-centered, transactional, charismatic, transformative, transformational, Stieglerian nootechnologies, agency theory, and network leadership. Countries covered include Australia, Brazil, Canada, Cyprus, India, Italy, Portugal, South Africa, and the UK.The book forms part of the The Bloomsbury Handbooks of Crises and Transformative Leadership in Higher Education collec

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Book SynopsisThis book explores the beliefs and practices of Hinduism as a lived religion and engages with Hindu beliefs and practices, including the concepts that form the central beliefs of Hinduism, and the expression of these beliefs in worship and daily life. The book uses the authentic voices of practicing Hindus to highlight differences in the ways Hinduism is understood and lived in different circumstances. The diversity of Hindu expression is one of the complex elements of Hinduism, and it is also one of its strengths. This book makes this diversity the centre of its exploration. Each chapter enables the reader to consider the concepts and how they can be taught in the classroom. The author also provides suggestions for activities that could be utilised within the classroom to help others to understand the richness and vibrancy of Hinduism.

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Book SynopsisA guide to more than 1,500 independent preparatory and junior schools in the UK providing education for 2 to 13-year-olds. It provides families with basic information about all prep and junior schools, with profiles of leading schools, and includes useful editorial and a handy guide to educational organisations and associations. John Catt''s Preparatory Schools 2023 is the one-stop resource for all families considering independent preparatory education.

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Book Synopsis''Through their reflective and practical styles, and a subtle touch of humour, McGrath and Coles show us in this text that leadership can be fun to study.'' Pontso Moorosi, University of WarwickYour Education Leadership Handbook should be essential reading for anyone managing or aspiring to lead in education, whether in the primary, secondary or post-compulsory sector. Written in the form of a fictional case study, the book charts the progress of a teacher and their academic tutor, introducing key concepts, theories and debates in educational leadership, whilst applying them to real work-based situations. The innovative, narrative style will help readers understand the links between dry theory and actual practice, making it the most accessible, engaging and useful book of its kind. Whether you are a student, middle manager or leader in education, this handbook will provide you with the skills and knowledge necessary to:Discuss a wide ranTable of ContentsTutorial 1 Managerialism and controlTutorial 2 Organisational cultureTutorial 3 Management, leadership and powerTutorial 4 Trait and emotional intelligence theoryTutorial 5 Style, contingency and situational theory Tutorial 6 Leader member exchange (LMX) and transactional theory (TLX)Tutorial 7 Charismatic (CL) and transformational leadership (TL)Tutorial 8 Management gurus and the birth of distributed leadershipTutorial 9 Leading change and motivating followersTutorial 10 Ethics and Leadership

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Book SynopsisSince the 1960s, the rapid evolution of technology has created a new cultural geographya virtual geography. The Difference Engine: Computing, Knowledge and the Transformation of Learning offers a conscious critique of this change and its effects on contemporary culture and education. This engaging text assumes that we are at a critical momentone where we are moving from a modern into a post-modern culture and examines the seven key components of this change: 1. Hypertext/Hypermedia2. Augmented Intelligence3. Networked Information and Communication Systems4. Collective Intelligence5. Hyperreality6. the Panoptic Sort7. Mobile computing. Deriving its name from Charles Babbage's experimental calculating machine, also known as the first modern computer, The Difference Engine delineates these seven components, like those of the cogs and gears in Babbage's engine. As the real power of the engine lies not in its parts, but in its combined reaction, Provenzo's new book provides a unique perspTrade ReviewThis book's premise is that advances in computer technology have brought about a second wave of social change that was first introduced at the dawn of the computing age in the 1960s. This thesis is heavily influenced by cited educational theorists, most notably C. A. Bowers, who believe that computing technologies are socially constructed phenomena, and not just computational tools. To advance his position, Provenzo (education, Univ. of Miami) reframes this argument by closely examining several aspects of information technology: "hypertext/hypermedia," "augmented intelligence," "networked information and communication systems," "collective intelligence," "hyperreality," "the panoptic sort," and "mobile computing." The author places each of these phenomena in historical context--sometimes going back hundreds of years--and conflates this history with discussions of future trends, offering the reader a deep, thoughtful narrative on the social and cultural implications of computing technology. Part educational and social theory and part history, this well-written work should be included in collections focusing on educational theory, computers in society, and information science. An extensive bibliography and useful index accompany the text. Summing Up: Recommended. * CHOICE *The Difference Engine is an imaginative and captivating tour de force on the ways in which digital tools are transforming knowledge production and literacy. It is filled with illuminating discussion of both the perils and possibilities. The book is a major contribution to the study of literacy in the modern world. -- James Gee, University of ArizonaTable of ContentsPreface Acknowledgments Chapter 1: Introduction Chapter 2: Reinventing the Text Chapter 3: The Dream of Encyclopedic Knowledge Chapter 4: The World Wide Web at a Hypermedia System Chapter 5: Cyberspace, Hyperreality, and the Culture of Simulation Chapter 6: Computing and the Panoptic Sort Chapter 7: Mobile Computing Chapter 8: The Reinvention of Text Chapter 9: Cyberscholarship and the Reinvention of the University Chapter 10: Ideal Speech and the Difference Engine Bibliography

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