Education / Educational sciences / Pedagogy Books
Taylor & Francis Talkabout for Adults
Book SynopsisTalkabout for Adults is a practical resource to help therapists or support staff to develop self-awareness and self-esteem in adults. It has been particularly aimed at adults with an intellectual disability (learning disability) or older children with special needs.It has been adapted from Talkabout for Children: Developing Self-awareness and Self-esteem to be suitable for an older audience. This means that some of the activities are almost identical but a number of them have been adapted to be more appropriate. There are also some new activities such as the 'A book about me.' which enables the adults to make up a book over the course of the sessions that will summarise some keys personal facts. This can work well as an addition to a communication passport or equivalent, or can stand alone as an alternative.Talkabout for Adults is a stand-alone resource with approximately a year's worth of activities to develop self-awareness and self-esteem.Table of ContentsTalkabout for Adults is a practical resource to help therapists or support staff to develop self-awareness and self-esteem in adults. It has been particularly aimed at adults with an intellectual disability (learning disability) or older children with special needs. It has been adapted from the Talkabout for Children: developing self-awareness and self-esteem to be suitable for an older audience. This means that some of the activities are almost identical but a number of them have been adapted to be more appropriate. There are also some new activities such as the 'A book about me…' which enables the adults to make up a book over the course of the sessions that will summarise some keys personal facts. This can work well as an addition to a communication passport or equivalent, or can stand alone as an alternative.Talkabout for Adults is a stand-alone resource with approximately a year's worth of activities to develop self-awareness and self-esteem. It has 50 activities to do with adults and it has been successfully piloted at Speaking Space. It includes: A short assessment of self-awareness and self-esteem A year's worth of work on self-awareness and self-esteem including 50 activities and some worksheets Practical suggestions to make your group work successful including 25 group cohesion activities, a plan for intervention, and forms for monitoring and evaluationThis resource continues to use the TALKABOUT hierarchical approach to teaching skills, that is, basic self-awareness skills are taught prior to more complex skills such as social skills and friendship skills. This also means that this resource is designed to be used logically from topic 1 through to topic 8.Most of the activities are more suited to working in a group setting but some of them can be adapted for one-to-one work.
£44.64
Taylor & Francis Integrating Library Use Skills Into the General Education Curriculum
a huge range and FREE tracked UK delivery on ALL orders.
£128.25
Taylor & Francis Social Work in Health Care
a huge range and FREE tracked UK delivery on ALL orders.
£194.75
Taylor & Francis Social Work in Health Care
a huge range and FREE tracked UK delivery on ALL orders.
£137.75
Taylor & Francis Nursing Education in Thanatology
a huge range and FREE tracked UK delivery on ALL orders.
£109.25
Taylor & Francis Restructuring American Education
a huge range and FREE tracked UK delivery on ALL orders.
£42.99
Taylor & Francis Campus Power Struggle
a huge range and FREE tracked UK delivery on ALL orders.
£42.99
Taylor & Francis Impossible Training
a huge range and FREE tracked UK delivery on ALL orders.
£44.64
Taylor & Francis Black Education
a huge range and FREE tracked UK delivery on ALL orders.
£42.99
Taylor & Francis Anxiety Learning and Instruction
Anxiety Learning and Instruction by J. E. Sieber | BookCurl
£34.19
Taylor & Francis Research and Development and School Change
a huge range and FREE tracked UK delivery on ALL orders.
£80.74
Taylor & Francis Advances in Vocational Psychology
a huge range and FREE tracked UK delivery on ALL orders.
£42.99
Taylor & Francis Ltd Handbook of Research on Waldorf Education
Waldorf Education: An all-round, balanced approach to education that is equally concerned with intellectual-cognitive and artistic-creative learning. A practice- and experience-based pedagogy. Non-selective and open to all children and young people; offering a stress-free, secure learning environment across 12 grades; embedded in a community of students, teachers, and parents. An alternative education that has been successfully practiced for over a century. The first Waldorf School was founded in Stuttgart, Germany, in 1919. Today, Waldorf Education is practiced in all countries and cultures around the world: in over 1,000 schools, more than 2,000 kindergartens, and numerous centers for special needs education. This makes Waldorf Education the most prevalent alternative approach to teaching. And yet, despite the success and (now empirically validated) recognition that Waldorf schools enjoy, the theory underlying them remains controversial. Within the academic debate, Waldorf
£94.99
Taylor & Francis Ltd School Leaders Matter
Book SynopsisThis book outlines practical steps that both government and schools can implement to significantly reduce the demands placed upon school leaders. It also provides highly effective tools and strategies to enable school leaders to reflect upon and improve their own wellbeing.Packed full of research-led approaches this book: Examines school leader burnout, what causes it, how to recognise it, and how to prevent it Reflects on why school leaders fail to prioritise their own needs and how this can be addressed Provides a comprehensive framework for schools to support leader thriving and resilience Shares effective, evidence-based coping strategies for leaders. This is a must-read book for all school leaders and those looking to support and improve school leader wellbeing.Table of ContentsForeword by Professor Megan Crawford; Preface; Introduction; Part One: What is Causing School Leader Stress and Burnout?; 1 The Intensification of the School Leader’s Role; 2 The Emotional Demands of the School Leader’s Role; 3 Workload Demands and Other Stressors; 4 Leading Through a Crisis; 5 The Challenges of Leading an International School; 6 More About Burnout; Part Two: Preventing Burnout, Managing Stress, and Improving Wellbeing; 7 What Governments Can Do; 8 What Schools Can Do: A Strategic Approach to Prevent School Leader Burnout; 9 What Schools Can Do: Addressing Workload; 10 What Schools Can Do: Supporting Leaders’ Mental Health and Wellbeing; 11 What Schools Can Do: Building Community; 12 What Leaders Can Do: Managing Stress; 13 What Leaders Can Do: Addressing Self -sabotage Behaviours; 14 What Leaders Can Do: Recovering from Burnout; Conclusion
£24.99
Taylor & Francis Creating Spaces of Wellbeing and Belonging for
Book SynopsisCreating Spaces of Wellbeing and Belonging for Refugee and Asylum-Seeker Students: Skills and Strategies for Classroom Teachers outlines the ways educators can support positive educational and social outcomes for the most vulnerable children in their communities.Each chapter briefly outlines the relevant theory, expanding on this through vignettes from research and analytical reflection, helping the reader identify and apply the differentiated pedagogical understandings in their own classrooms. Providing insights from educators who are doing this work successfully across the globe, the book highlights the challenges and considerations that teachers face in multilingual, multicultural classroom environments where studentsâ common experience is trauma and loss and guides them towards effective practice.This book is intended for use in schools by school leaders and classroom teachers and by educational professionals engaged in supporting schools with students witTrade Review'Poverty, famine, lack of opportunity, climate change, and armed conflict among other factors have created the largest global diaspora that the world has ever seen. Millions of children with refugee and asylum seeking experiences, many who have experienced devasting and traumatic losses, currently attend schools in their new countries. This valuable book includes interviews with primary and secondary teachers in five English speaking countries who have worked successfully in educating these students, and shares the teachers’ reflections and practices that are linked to their success in educating these students. The authors connect the teachers’ stories to the theories and research that supports them. This book is a valuable resource for both teachers and the teacher educators who prepare them to teach.'Ken Zeichner, Boeing Professor of Teacher Education Emeritus, University of Washington, USA.'It is a shocking fact there are upwards of 84 million refugees and asylum seekers across the world. This ambitious, profound and humane book provides powerful evidence on the best ways of educating displaced children and young people. It looks through the lens of science and mathematics education alongside the vital need to focus on students' growth and personal development with a deep understanding about the roles and responsibilities of teachers. Refugees are not a burden but a massive asset to societies. As the book concludes, teaching is the profession that can make a difference in both securing society's inclusion of refugees and asylum seekers and in enabling society to understand that it is enriched by their diverse ways of knowing and understanding.'David Edwards, PhD, General Secretary, Education International.Table of ContentsIntroduction 1. The global refugee crisis and educational implications 2. Trauma and its Impact 3. Learning the Language and Differentiation 4. Communicating Effectively 5. Numeracy 6. Personal Development 7. Exercise and Sport 8. Science and Technology 9. Social Studies and Diverse Perspectives
£26.99
Taylor & Francis Ltd Characteristics and Conditions for Innovative
Book SynopsisCharacteristics and Conditions for Innovative Teachers: International Perspectives is a must-read for all those with an interest in teacher education and in enabling teacher innovation. It provides a blend of education theory, practice and research and will appeal to a wide audience including teachers, teacher educators, student teachers, school leaders, policy makers and other stakeholders.Drawing on a wealth of international perspectives, this key text provides a unique insight into how innovative teachers are understood and supported in their respective contexts. It provides recommendations and insights into the characteristics of innovative teachers and considers how best to support professional development to ensure innovation is both encouraged and meaningful.Considering the impact of conditions, context and agency on innovative teachers, the book explores the concept of innovation. It provides rationales for the focus on innovative teachers, identifies Trade ReviewTeachers make a difference every day. By providing quality and inspiring education, they contribute to the learning and development of children and thus to a sustainable future. This is critical given the challenges our world faces. In order to guarantee a high level of education, continuous improvement and innovation is necessary. This requires knowledge, skills and a reflective, research-oriented attitude from teachers that is focused on the future and therefore on innovation; there is a need for innovative teachers. This raises questions such as: What characterizes an innovative teacher? What is the influence of the (school) environment, (school) leadership and colleagues on the innovativeness of teachers? Can innovativeness of teachers be taught or strengthened, and if so, how? The chapters in this book address these questions, among others.This book is the result of a strong collaboration facilitated by the Association for Teacher Education in Europe (ATEE). Members of the ATEE Research and Development Community (RDC) of Professional Development of Teachers are particularly involved, as editors of this book. Kay Livingston, Carol O’Sullivan and Karl Attard have done a great job by bringing ATEE members together at ATEE conferences and beyond and by encouraging them to collaborate. The aim of the ATEE is enhancing the quality of teacher education in Europe and supporting the professional development of teachers and teacher educators at all levels. The ATEE tries to reach its aim through active dialogue and international exchange of research and practice by increasing the cooperation between individuals and institutions. This book is a good example of how this process works successfully. I am convinced this book, thanks to all editors, authors and others involved, will make an important contribution to the knowledge and dialogue about educational innovation and the role of innovative teachers in this, and thus to the further development of teachers and (teacher) education.Michiel HeijnenPresident of the Association for Teacher Education in EuropeTable of Contents1. Introduction to the Innovative Teachers Research Study 2. Policy context for the development of innovative teachers 3. Characteristics and conditions to support innovative teachers: Agency to transform learning and teaching 4. Being an innovative teacher: Understanding qualities and processes 5. Innovative preschool teachers as educational development leaders: A Swedish case 6. The innovative teacher within learning organisations: A leadership perspective 7. Innovative teachers: How? Under which circumstances? 8. Innovative teachers from the perspective of teacher educators 9. Analysing practice as a gateway towards developing various desirable characteristics of innovative teachers 10. Transformative professional development to develop and support innovative teachers
£35.99
Taylor & Francis Ltd The Decommodification of Early Childhood
Book SynopsisThe Decommodification of Early Childhood Education and Care: Resisting Neoliberalism explores how processes of marketisation and privatisation of ECEC have impacted understandings of children, childcare, parents, and the workforce, providing concrete examples of resistance to commodification from diverse contexts.Through processes of marketisation and privatisation, neoliberal discourses have turned ECEC into a commodity whereby economic principles of competition and choice have replaced the purpose of education. The Decommodification of Early Childhood Education and Care: Resisting Neoliberalism offers new and alternative understandings of policy and practice. Written with co-authors from diverse countries, case studies vividly portray resistance to children as human capital, to the consumentality of parents, and to the alienation of the early childhood workforce. Ending with messages of hope, the authors discuss the demise of neoliberalism and offer new waysTrade Review‘This book’s vignettes of grassroots initiatives… will inspire early childhood education activists and observers alike’ Eva Lloyd, Director of The International Centre for the Study of the Mixed Economy of Childcare and visiting Professor at the University College London‘This book deftly reveals and challenges the encroachment of neoliberalism upon early childhood education.’ Frances Press, Professor of Early Childhood and Education Policy, Manchester Metropolitan UniversityThis book’s vignettes of grassroots initiatives embodying potentially sustainable and scalable alternatives to the commodification, privatisation and marketisation of early childhood education and care will inspire early childhood education activists and observers alike. Set within a thoughtful counter-hegemonic narrative, these examples from across several continents should energize those seeking to effect system change.Eva Lloyd, Professor of Early Childhood at the University of East London and Director of UEL's International Centre for the Study of the Mixed Economy of ChildcareThis book deftly reveals and challenges the encroachment of neoliberalism upon early childhood education. For several decades, in many parts of the world, neoliberalism has infused early childhood education policy. And policy in turn, has (attempted to) permeate how we construct ourselves as educators, academics and researchers, how we position children and families, and the aspirations we seek from early childhood education itself. Nevertheless, this is an optimistic book, reminding us that neoliberalism is not, nor ever has been, an inevitable political condition. There are many points of resistance. Throughout the world, early childhood educators, researchers and providers envisage their work differently, countering the narrative that positions early childhood education as a commodity, parents as consumers, and children as human capital. This book shares vignettes of these acts of resistance, reminding us of our own agency, our capacities to be catalysts for change. Our resistances operate on many levels and are apparent in many different ways: in our conversations, the values we reinforce or question, our interactions and intentions, the way we research. Ultimately, as this book asserts, we must advocate for the right of all children to an early childhood education that recognises them as citizens in the here and now.Frances Press, Professor of Early Childhood and Education Policy, Manchester Metropolitan UniversityTable of ContentsBiographiesIntroduction: From the politically impossible to the politically inevitableChapter 1. On Commodification and DecommodificationChapter 2. Resisting children as human capitalChapter 3. Resisting the Consumentality of ParentsChapter 4. Resisting the alienation of the workforceChapter 5. ConclusionsReferences
£34.99
Taylor & Francis Ltd The Role of the Learner in TaskBased Language
Book SynopsisThis comprehensive, forward-looking text is the first holistic research overview and practical methods guide for researching the role that affective and conative factors play in second language learners' task performance and language acquisition. It provides a long overdue update on the role of the learner in task-based language teaching (TBLT). The book brings together theoretical background and major constructs, established and innovative methodological and technological tools, cutting-edge findings, and illuminating suggestions for future work. A group of expert scholars from around the world synthesize the state of the art, detail how to design and conduct empirical studies, and authoritatively set the agenda for future work in this critical, emerging area of language learning and instructional design. With a variety of helpful features like suggested research, discussion questions, and recommended further readings, this will be an invaluable resource to advanced sTrade Review"In The Role of the Learner in Task-Based Language Teaching the editors Lambert, Aubrey, and Bui draw skillfully on diverse research perspectives to integrate the 'affective turn' in language education with the vibrant area of task-based language teaching. The result is a compelling and timely contribution to an exciting field!"Bonny Norton, The University of British Columbia, Canada"The Role of the Learner in Task-Based Language Teaching is a much-needed addition to the growing body of work on task-based teaching. It draws on the expertise of leading authors in the field to provide a comprehensive and readable account of how affective factors influence the way learners perform tasks both negatively and positively. It will become a must-read for anyone interested in the development of task-based teaching."Rod Ellis, Curtin University, Australia"The Role of the Learner in Task-Based Language Teaching offers a wide variety of perspectives on recent conceptualizations and research on the role of affective factors in second language learning. This pioneering volume provides language teachers and researchers with novel insights into how learners’ engagement with language learning tasks can be enhanced."Judit Kormos, Lancaster University, UKTable of ContentsList of ContributorsForewordJean-Marc DewaeleIntroduction1. The Role of the Learner in Task-Based Language Teaching Craig Lambert, Scott Aubrey and Gavin BuiPart 1: Theory2. Personal Investment in TBLT Craig Lambert 3. Willingness to Communicate in TBLT Scott Aubrey and Tomoko Yashima 4. Emotions in TBLT Haydab Almukhaild and Jim King 5. Engagement in TBLT Phil Hiver and Janice Wu 6. Engagement in Technology-Mediated TBLT George Fredrik Smith and Nicole Ziegler Part 2: Research Methods 7. Discourse Analytic Methods Craig Lambert and Scott Aubrey 8. The Idiodynamic Method Peter D. MacIntyre 9. Non-Verbal Behavioural Methods Tammy Gregersen 10. Psychophysiological Methods Craig Lambert 11. Measuring Affective Working Memory Zhisheng (Edward) Wen, Mark Feng Teng and Lili Han Conclusion 12. Future Research on the Role of the Learner in TBLT Scott Aubrey, Craig Lambert and Gavin BuiAfterwordPeter SkehanIndex
£35.99
Taylor & Francis Ltd Reading Success in the Early Primary Years
Book SynopsisReading Success in the Early Primary Years is a step-by-step guide to structured literacy instruction for teachers working in the early years of primary school. Written by a teacher, for teachers, this book supports teachers to understand the evidence base of reading instruction and how to successfully implement it.Structured in three parts, the book breaks down complex concepts in a concise, accessible manner, guiding teachers on eight key actions to take to get every child on the path to reading proficiency. These include instruction in phonics, phonological and phonemic awareness, integrated reading and spelling opportunities, and the use of decodable texts. Highly practical, Reading Success in the Early Primary Years offers over 20 explicit instructional routines that teachers can implement in their classrooms and guidance on how to get the most out of instructional time. These practical elements are further supported by a summary of relevant research and Trade Review'Seamer’s book on systematic instruction to enable reading success in the early primary years could not be better timed. While the science of reading has been long established, it is only now that Australian educational policy and curriculum are starting to to align with its principles. This book offers practising teachers clear and engaging information about the ‘what’, the ‘how and the ‘why’ of evidence-based reading instruction. It also provides practical guidance on how this can be immediately put into practice in the classroom and how to personalise for each child on the basis if need. Readers of this book will emerge not only better informed and equipped but also ready to implement what they have learnt in the classroom. Armed with this book, teachers can set up all children for success at school by making sure they learn to "crack the code" of the most complex writing system in the world.'Dr Kate de Bruin, Senior Lecturer, School of Curriculum, Teaching and Inclusive Education, Monash University, Australia.Table of ContentsIntroduction Part I: Setting up for Success 1. The Theoretical Underpinnings of the Big Six 2. What to Teach 3. Bang for Your Buck Teaching 4. Differentiation and Supporting Students with Reading Difficulty Part II: The 8 Key Actions 5. 8 Key Actions One, Two, Three, and Four 6. Key Actions Five, Six, Seven, and Eight Part III: Structured Literacy Practices 7. High Impact Teaching 8. Organising the Literacy Block 9. Oral Language and Vocabulary 10. Phonological and Phonemic Awareness 11. Phonics 12. Using Decodable Texts 13. Irregular High Frequency Words 14. Text Level Reading 15. Skills-Based Assessment
£29.99
Taylor & Francis Ltd AntiRacist Practice in the Early Years
Book SynopsisAre all children treated equally in your class? Are you aware if you are displaying unconscious bias? How might this be playing out in your setting? These conversations need to take place if we are ever to shift systemic racism, for the wellbeing of all children in the early years and beyond.This essential guide addresses diversity and inclusion in a meaningful and constructive way. The holistic approach explores a range of pertinent topics for the early years and demonstrates the positive impact educators can make by developing their knowledge of systemic racism, critically reflecting upon their provision, and embedding anti-racist practice within their settings.This book includes: A framework to embed and sustain anti-racist practice in early years education. Case studies to explore constructions of racism in early childhood and the experiences of black children and their families. Reflective questions to encourage readers to consider theirTrade Review"Dr Valerie Daniel is a shining light for our sector. A must read for all early years professionals and those training to enter into the early years sector. The way in which Valerie has written this book, firstly, speaks from the heart and secondly takes you on a journey, one in which you feel engrossed to continue to read, learn and reflect on why anti racism is an important aspect which truly needs embedding into our practices." – Aaron Bradbury, Principal Lecturer - Early Childhood and Childhood, Nottingham Trent University "Dr Valerie Daniel introduces her book on antiracist practice as ‘a journey we can walk together’ and she delivers. Unafraid to challenge the reader, she does so with compassion. Her warmth, wisdom and passion for equity in educational settings shine through the text creating the safe space needed for anti-racist reflection and action to take place. Dr Valerie draws upon personal insight and diverse sources to create something unique and refreshing in educational theory." – Alice Ndiaye, Local Authority Inclusion Adviser "Dr Daniel presents a real depth of understanding in this book. She opens up her thoughts, skills and experiences as an informative guide, highlighting issues of race and anti-racism. Her animation infused and contextualised approach to the complexity of race and racism within the early years features her proficiency to untangle and decipher a convoluted moment in time. The book engages the reader by balancing the uncomfortable with a rich lived experience. The need to effectively become changemakers is a powerful call for all of us to action as reflective practitioners." – Sharon Curtis, CEO, Emosi – Transcultural Therapeutic Care (TTC) Table of ContentsPreface Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Conclusion Index
£118.75
Taylor & Francis Ltd AntiRacist Practice in the Early Years
Book SynopsisAre all children treated equally in your class? Are you aware if you are displaying unconscious bias? How might this be playing out in your setting? These conversations need to take place if we are ever to shift systemic racism, for the wellbeing of all children in the early years and beyond.This essential guide addresses diversity and inclusion in a meaningful and constructive way. The holistic approach explores a range of pertinent topics for the early years and demonstrates the positive impact educators can make by developing their knowledge of systemic racism, critically reflecting upon their provision, and embedding anti-racist practice within their settings.This book includes: A framework to embed and sustain anti-racist practice in early years education. Case studies to explore constructions of racism in early childhood and the experiences of black children and their families. Reflective questions to encourage readers to consider theirTrade Review"Dr Valerie Daniel is a shining light for our sector. A must read for all early years professionals and those training to enter into the early years sector. The way in which Valerie has written this book, firstly, speaks from the heart and secondly takes you on a journey, one in which you feel engrossed to continue to read, learn and reflect on why anti racism is an important aspect which truly needs embedding into our practices." – Aaron Bradbury, Principal Lecturer - Early Childhood and Childhood, Nottingham Trent University "Dr Valerie Daniel introduces her book on antiracist practice as ‘a journey we can walk together’ and she delivers. Unafraid to challenge the reader, she does so with compassion. Her warmth, wisdom and passion for equity in educational settings shine through the text creating the safe space needed for anti-racist reflection and action to take place. Dr Valerie draws upon personal insight and diverse sources to create something unique and refreshing in educational theory." – Alice Ndiaye, Local Authority Inclusion Adviser "Dr Daniel presents a real depth of understanding in this book. She opens up her thoughts, skills and experiences as an informative guide, highlighting issues of race and anti-racism. Her animation infused and contextualised approach to the complexity of race and racism within the early years features her proficiency to untangle and decipher a convoluted moment in time. The book engages the reader by balancing the uncomfortable with a rich lived experience. The need to effectively become changemakers is a powerful call for all of us to action as reflective practitioners." – Sharon Curtis, CEO, Emosi – Transcultural Therapeutic Care (TTC) Table of ContentsPreface Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Conclusion Index
£18.46
Taylor & Francis Adverse Childhood Experiences Attachment and the
Book SynopsisAdverse Childhood Experiences, Attachment, and the Early Years Learning Environment explores the concept of learning by presenting research and illustrations from practice on three major topics: adverse childhood experiences, attachment, and environment. Each child has a unique reaction to adversity in the early years, and the book discusses the effect upon approach and avoidance motivation for learning, and the rationale of trauma-informed practice. The influence from a secure attachment figure is explored, and links between emotions and involvement are presented.The book highlights the current indoor and outdoor use of natural green spaces as a response to attention-fatigue and promotes comprehension of the issues in a context of attention restoration theory. Intervention for extended families is presented as an approach to supporting development and attainment in each generation, and to achieving a legacy beyond the professional network.This bTable of Contents1. Adverse Childhood Experiences. 2. Attachment. 3. Learning environments. 4. Adverse Childhood Experiences, Attachment, and the Early Years’ Learning Environment
£24.51
Taylor & Francis Ltd The ICNALE Guide
Book SynopsisThis book provides a practical and extensive guide for the International Corpus Network of Asian Learners of English (ICNALE), a unique dataset including more than 15,000 samples of Asian learners' L2 English speeches and essays. It also offers approachable introductions to a variety of corpus studies on the aspects of Asian learners' L2 English.Key topics discussed in the book include: background, aims, and methods of learner corpus research principles, designs, and applications of the ICNALE vocabulary, grammar, and pragmatics in Asian learners' L2 English, and individual differences of Asian learners and assessments of their speeches and essays With many case studies and hands-on guides to utilise ICNALE data to the fullest extent, The ICNALE Guide is a unique resource for students, teachers, and researchers who are interested in a corpus-based analysis of L2 acquisition.Trade Review"I am delighted to see the work on the ICNALE corpus coming to fruition. In this volume the scale and importance of the corpus are made clear both by a careful description of its contents, but also by a good survey of the research context that ICNALE contributes to. The research possibilities opened up by ICNALE are shown in a host of fascinating studies of learner language. These cover topics as diverse as vocabulary, pragmatics and paralinguistic features. Ishikawa has produced a book which all researchers interested in learner language, especially in East Asian contexts, must read."Tony McEnery, Lancaster University"This book by Shin Ishikawa is the culmination of years of work with one of the best learner corpus resources available - the ICNALE. This practical introduction to learner corpus studies of written and spoken L2 registers is a goldmine for teachers and researchers of L2 vocabulary, grammar and pragmatics, while also covering lesser-explored areas of gesture and assessment through Shin's wonderful ICNALE resource. As a regular user of the ICNALE, this guide is essential reading for both experts and newcomers to the field of LCR, and stands to make an amazing contribution to language teaching and learning." Peter Crosthwaite, University of Queensland"This is the first comprehensive introduction to the ICNALE project directed by Shin Ishikawa. The ICNALE is arguably one of the most ambitious and well-designed corpus projects for its international scope, unique design criteria, and rich metadata. This book will provide an overview of the project as well as major findings from the corpus, which will serve as an invaluable resource for anyone interested in researching the use of the English language by Asian learners or users and how their usage or use will be affected by various learner and environmental factors." Yukio Tono, Tokyo University of Foreign StudiesTable of ContentsPart 1: Introduction to the Learner Corpus Research 1. Learner Corpus Research: An Overview 2. ICNALE: Major Features 3. ICNALE: Modules Part 2: Aspects of Asian Learners’ L2 English Use 4. Vocabulary 5. Grammar 6. Pragmatics 7. Individual Differences 8. Assessment 9. Conclusion
£35.14
Taylor & Francis Ltd Count Me In Resources for Making Music
Book SynopsisThis engaging, practical resource sets out twelve original projects for making music inclusively with children and young people of all ages who have special abilities or needs, including those with profound and multiple learning difficulties, those on the autism spectrum, those who have a vision or hearing impairment, and those with social, emotional, and mental health needs. Created by leaders in the music and special needs field working with music industry professionals, Count Me In! includes projects with a wide range of musical styles and genres, and there is an accompanying website with hundreds of freely downloadable audio files. The resource is based on the Sounds of Intent framework, which encourages teachers and others to target activities at their pupilsâ and studentsâ particular levels of musical development. The pieces of music are âdeconstructedâ into separate activities that are individually targeted at sound-makers, pattern-makers, motif-makers anTable of ContentsIntroductionAutumn ElegyWinter LamentSpring SerenadeSummer JigWater BluesRainbow RagUrban RapFarm ReggaeBollywood Party DanceSpy SoundtrackOlympic HarmonyComputer Chip Rock
£24.99
Taylor & Francis Ltd Studying for an Early Childhood Degree
Book SynopsisStudying for an Early Childhood Degree, based on the practices of The Pen Green Centre for children and families, exemplifies how student-practitioners can foster strong communities of learners and create student-teacher connections that remain long after studies are complete.The Pen Green Integrated Centre in Corby, UK, has developed a unique approach to adult education. Highly qualified tutors, with their wide-ranging experiences, have written Studying for an Early Childhood Degree in collaboration with current and former students. It illustrates different ways to complete assignments, providing 20 case-studies of work that achieved an excellent grade from students of different professional, geographical, ethnic, educational and socio-economic backgrounds; it also explores the rationale behind what contributed to these excellent final grades. Each chapter, linked to the key themes of the Quality Assurance Agency (QAA) Early Childhood Studies degree, iTrade Review"The world class work of the team at Pen Green is legendary and the Centre has become a beacon in the development of integrated high quality early childhood and family services, supported by well-qualified and experienced professional practitioners. Pen Green is also home to a democratic community of practitioner researchers, many of whom are studying for advanced level qualifications in their quest to enhance their expertise. The critical importance of knowledge development and transfer in ECEC is vital as the pressures on early childhood in the 21st century become even greater. This stimulating and provocative book of Pen Green students’ practitioner research assignments, which are then subject to critical and reflective dialogue between the students themselves and their tutors, provides a set of inspiring narratives, underpinned by evidence and a clear values set. It creates a reflective and action focused agenda for all those who work with young children and are studying to improve their practice. The chapters collectively bring diverse research and development experiences together and attempts the courageous act of producing an integrated and unifying narrative of deep professional development through academic study. Individually each chapter provides an insight into reflective and dialogic research and practice, but collectively they stand as a model of critical thinking and theory making for practice. I believe anyone who reads this book of professional studies will be inspired and motivated to challenge and extend their thinking and professional practice, adopting the critical and nurturing stance which lies at the heart of Pen Green’s quality services for children and families."Professor Chris Pascal, Director, Centre for Research in Early Childhood"Pen Green degree courses are grounded in constructivism, respecting that, from the beginning of our lives, through experiencing and engaging with others and the world around us, we create representations, make meaning from and assimilate and accommodate new information into our prior apperceptions. The Pen Green team celebrates the wealth of experience and knowledge each adult learner brings to their studies and encourages each to follow their particular interests in their readings, reflections, practice and research. This book attests to the powerful learning journeys of 20 diverse learners on their individual paths in gaining Pen Green degrees.Pen Green courses make explicit our basic psychological needs from birth through old age, and the social environments needed to meet those needs in order to ensure healthy functioning and development throughout our lives. Social inclusion, equality, equity and democratic approaches are intrinsic features of healthy environments. Just as those working in early years seek to promote the wellbeing and development of the young children, families and communities they serve, leaders and managers seek to promote the wellbeing and development of all those providing services. These aspects of best practice are brought to life in the work of the adult learners and tutors who share their work in this book."Karen John, PhD, Developmental Psychologist Adlerian Psychotherapist, Co-author, "Democratising Leadership in the Early Years: A Systemic Approach"Table of Contents1. Principles for working with adult learners 2. Yourself as a Learner and Reflective Practitioner 3. Child Study ‘Children as Learners’ 4. Working with families 5. Practitioner Research ‘Why practitioner research has value 6. Leadership 7. Conclusion about the impact of Pen Green learning in practice
£24.99
Taylor & Francis Organization and Administration in Higher
Book SynopsisSituating strategic planning and budgeting within the organization and administration of higher education institutions, this text provides effective and proven strategies for today's change-oriented leaders. Bringing together distinguished administrators from two-year, four-year, public, and private colleges and universities, this volume provides both practical and effective guidance on the intricacies of the institutional structure, its functional activities, and contingency planning. Organization and Administration in Higher Education orients future administrators to the major areas of an academic institution and will assist higher education administrators in leading their institutions to excellence. New in the third edition is an expanded discussion of diversity, equity, and inclusion as well as updated coverage across various institutional settings including community colleges. Additionally, the authors provide guidance on managing crises and institutional disruptiTrade Review"Whether you’re the CEO or Dean, the Provost, or Department Chair, you must prepare yourself for all possibilities. This edition describes various situations that currently are being experienced by leaders in higher education today… While no one predicted a worldwide pandemic, we had to respond to it quickly. Hopefully, this edition will provide a valuable guide to whatever success administrators in higher education will experience in the decades going forward."From the Foreword by Belle S. Wheelan, President, Southern Association of Colleges and Schools Commission on Colleges"As the higher education industry continues to evolve, we will experience new challenges and opportunities to deliver the best instruction, programs, and services possible. The third edition of this book is timely, as it will be an essential resource to help professionals make their most critical strategic decisions in the years ahead."Amelia Parnell, Vice President, Research and Policy, NASPA—Student Affairs Administrators in Higher Education"Drawing on a range of perspectives, this volume offers useful insights into how higher education institutions – as organizations – work. Chapter authors provide practical guidance for higher education leaders as they strive to achieve strategic priorities, create change, and address key challenges facing U.S. higher education institutions. With discussion prompts at the end of each chapter, the authors encourage readers to consider how they can apply insights in their own institutional context."Laura W. Perna, Vice Provost for Faculty, GSE Centennial Presidential Professor of Education, Executive Director, Alliance for Higher Education and Democracy (AHEAD), University of PennsylvaniaTable of ContentsList of Figures List of Tables Foreword Preface Acknowledgements Part I: HIGHER EDUCATION INSTITUTIONS AND THE PEOPLE IN THEM 1. Understanding the Range of Postsecondary Institutions and Key Quality Indicators Angela E. Henderson and Kristina 'KP' Powers 2. Key Leadership Positions and Performance Expectations Julie Carpenter-Hubin and Lydia Snover 3. The Role of Internal Governance, Committees, and Advisory Groups Kerry Brian Melear 4. Effectively Managing Human Resources in Colleges and Universities Valerie Martin Conley, Kristina 'KP' Powers, and Kent J Smith, Jr. Part II: EFFICIENT AND EFFECTIVE MANAGEMENT OF RESOURCES 5. Institutional Strategic Planning: Aligning Strategy with Mission and Goals Charles Mathies and Christopher Ferland 6. The Nature and Role of Budget Processes Patrick J. Schloss and Kristina 'KP' Powers 7. Aligning Curriculum and Academic Resources Mouwafac Sidaoui 8. Overview of Accreditation Kristina 'KP' Powers and Angela E. Henderson 9. Shaping Philanthropic Efforts That Support Institutional Priorities John D Crawford and Kristina 'KP' Powers Part III: EVENTS AND ISSUES THAT SHAPE HIGHER EDUCATION TODAY 10. Institutionalizing Inclusive Excellence: National University System Leading the Way Thomas Stewart 11. Key Legal Aspects for Higher Education Administrators Elyce C. Morris 12. Crisis Management Cyndy Caravelis, Joseph B Harris, and Thomas C. Johnson Index
£44.64
Taylor & Francis Learning Engineering Toolkit
Book SynopsisThe Learning Engineering Toolkit is a practical guide to the rich and varied applications of learning engineering, a rigorous and fast-emerging discipline that synthesizes the learning sciences, instructional design, engineering design, and other methodologies to support learners. As learning engineering becomes an increasingly formalized discipline and practice, new insights and tools are needed to help education, training, design, and data analytics professionals iteratively develop, test, and improve complex systems for engaging and effective learning. Written in a colloquial style and full of collaborative, actionable strategies, this book explores the essential foundations, approaches, and real-world challenges inherent to ensuring participatory, data-driven, learning experiences across populations and contexts.Introduction: What Is Learning Engineering?, Chapter 1: Learning Engineering is a Process, and Chapter 2: Learning Engineering Applies the Learning ScienceTrade Review“I am so impressed with how clearly and methodically this book has laid out the main tenets of the field and provided both practical examples and inspiring stories to bring the principles to life. I think this will be an immensely useful resource.”—Joseph South, PhD, Chief Learning Officer, International Society for Technology in Education, and former director of the Office of Educational Technology at the US Department of Education“Popularized by MOOCs and the move to online learning during the pandemic, learning engineering is an emerging field that will become a standard discipline within universities in the years to come. Where science is the understanding of nature and engineering is the use of science in service of humanity, learning engineering incorporates learning science and cognitive science-based strategies to improve student outcomes. The Toolkit is an essential resource for understanding this field and a playbook for leveraging learning engineering.”—Anant Agarwal, PhD, Chief Open Education Officer at 2U and Founder of edX“Great advancements in learning can come from a multi-disciplinary approach that recognizes the value of different professions and mindsets.”—Angela L. Hernandez, EdD, Lead Skills Architect, Western Governors University“The outstanding authors of this text answered most of my uncertainties about the new learning engineering approach. The chapters in this well-written book clearly describe the questions that need to be addressed when designing learning experiences for all ages and contexts. It then provides tools that can be used to provide answers and generate new questions. Readers who might be concerned about whether “engineering” can be applied to human learning will be impressed with the scope of the chapters and the examples provided.I was especially attracted to the emphasis on supporting diverse learners and on making ethical decisions as well as the tools suggested for scaling small but successful efforts. The approach described in this book is our best hope for drawing together the many professional fields and specializations that attempt to create effective learning experiences in all areas. The authors clearly intend to adopt the best of what we’ve learned from past research in related areas while developing tools that fill the gaps in those areas. I intend to use the book as an introductory text for my undergraduate instructional design and educational psychology students.”—Richard E. Clark, EdD, Emeritus Professor of Educational Psychology and Technology, University of Southern California“This new Toolkit brings together complementary, diverse, and fresh perspectives on learning and development in our rapidly changing world. I can see it forming an invaluable handbook for learning and development professionals, or curious organisational leaders interested in the science and engineering of effective learning at scale.”—Julian Stodd, author and founder of Sea Salt Learning“I have talked with many CEOs of EdTech companies and chief learning officers over the past few years. All of them have asked, “what is learning engineering and how do we do it?” I have wanted to have a handbook I could hand them and their teams to be able to better mature their systems for designing and improving learning. Well, here it is! Full of theory, process, methods, tools, and above all, examples, stories, and extremely practical tips. This book has everything a learning team needs to begin applying learning engineering. And no wonder: It was written by a truly cross-disciplinary, cross-industry, cross-functional, and truly boundary spanning team. This book will sit next to my computer—well worn and marked through—as I guide teams in building impactful learning experiences.”—David Porcaro, VP of Learning and Innovation at General Assembly and former Director of Learning Engineering at the Chan Zuckerberg Initiative“The Learning Engineering Toolkit effectively introduces the foundations of this emerging field and then provides a plethora of tools, strategies, and relevant examples that help the reader clearly see what this might look like in practice. There are many valuable concepts here for learning scientists, data scientists, software engineers, and leaders of organizations who are seeking a systematic approach to actively designing and building interventions to improve learner outcomes. This book presents a compelling case for learning engineering as a distinct field and topic to which any future-thinking education professional should be paying attention.”—Chris Millet, Senior Director of Learning Design for the Penn State World Campus, Pennsylvania State University“The references and storytelling bring new insights, a fresh perspective and wonderful synthesis.”—Jim Flanagan, Chief Operating and Strategy Officer, International Society for Technology in Education“This book is an essential toolkit for learning and development professionals. It’s a comprehensive roadmap for the new way of learning and working.”—Amy A. Titus, EdD, Human Capital Managing Director, Deloitte Consulting“The Learning Engineering Toolkit offers a path to revolutionize how we experience learning at school and work—by codifying the development and delivery of learning as a data-driven, continuous design process. In the true spirit of human-centered design, learning engineering integrates the power of diverse scientific disciplines, mixed-methods data collection, and a bias for action through constant iteration and co-production with learners. Research is design, and design is research. By building evidence into every step of the learning design and delivery process, learning engineering can ensure learners engage fully, learn deeply, and perform optimally.”—Sydney Heimbrock, PhD, Chief Industry Advisor for Government, QualtricsTable of ContentsForeword by Chris DedePreface by Bror SaxbergIntroduction by Jim GoodellPart 1. Foundations: Essential Concepts in Learning EngineeringChapter 1. Learning Engineering is a Process by Aaron Kessler, Scotty D. Craig, Jim Goodell, Dina Kurzweil, and Scott W. GreenwaldChapter 2. Learning Engineering Applies the Learning Sciences by Jim Goodell, Janet Kolodner, and Aaron KesslerChapter 3. Learning Engineering is Human-Centered by Khanh-Phuong Thai, Scotty D. Craig, Jim Goodell, Jodi Lis, Jordan Richard Schoenherr, and Janet KolodnerChapter 4. Learning Engineering is Engineering by Avron Barr, Brandt Dargue, Jim Goodell, and Brandt ReddChapter 5. Learning Engineering Uses Data (Part 1): Instrumentation by Erin Czerwinski, Jim Goodell, Steve Ritter, Robert Sottilare, Khanh-Phuong Thai, and Daniel JacobsChapter 6. Learning Engineering Uses Data (Part 2): Analytics by Michelle Barrett, Erin Czerwinski, Jim Goodell, Daniel Jacobs, Steve Ritter, Robert Sottilare, and Khanh-Phuong ThaiChapter 7. Learning Engineering is Ethical by Jordan Richard SchoenherrPart 2. Tools: Short Practical Chapters with Easy-Reference Checklists, Guides, + TemplatesChapter 8. Tools for Understanding the Challenge by Erin Czerwinski and Jim GoodellChapter 9. Tools from the Learning Sciences by Jim Goodell, Janet Kolodner, and Aaron KesslerChapter 10. Tools for Teaming by Dina Kurzweil and Erin S. BarryChapter 11. Lean-Agile Development Tools by Michelle Barrett and Jim GoodellChapter 12. Human-Centered Design Tools by Sae Schatz, Khanh-Phuong Thai, Scotty D. Craig, Jordan Richard Schoenherr, Jodi Lis, and Janet KolodnerChapter 13. Data Instrumentation Tools by Erin Czerwinski, Jim Goodell, Steve Ritter, Robert Sottilare, and Khanh-Phuong ThaiChapter 14. Software and Technology Standards as Tools by Jim Goodell, Andrew J. Hampton, Richard Tong, and Sae SchatzChapter 15. Tools for Learner Motivation by Laura Casey, Diana Delgado, Jim Goodell, and Prasad RamChapter 16. Implementation Tools by Jodi Lis, Jessie Chuang, and Jordan Richard SchoenherrChapter 17. Ethical Decision-Making Tools by Jordan Richard Schoenherr and Jodi LisChapter 18. Data Analysis Tools by Erin Czerwinski, Tanvi Domadia, Scotty D. Craig, Jim Goodell, and Steve RitterPart 3. Vision and Commentary: A Short Story About Learning Engineering in the FutureChapter 19. The Future World with Learning Engineering: A Story by Sae Schatz and JJ WalcuttAbout the Authors
£34.19
Taylor & Francis Ltd Action Research for the Classroom
Book SynopsisWhat is action research? Why does it matter in education? This practical and accessible book provides answers to these questions, guiding readers through a meaningful and manageable approach to research in practice. Readers will benefit from guidance on easing the stress of research projects in teacher education courses, professional development initiatives and in school self-evaluation. Supported by case studies from teachers' and student teachers' practice, chapters guide readers through key aspects of carrying out a research project, including: planning a research project collecting and using data presenting evidence generating theory writing up and disseminating your research a theoretical rationale to show why the research is conducted in this way Written in an accessible manner by experienced classroom teachers and academic researchers, this is an essential read for those conducting research on theTrade Review'Any teacher who wishes to improve their practice for the ultimate gain of their learners will benefit from following the clear examples presented in this book. The authors draw on years of experience and wisdom gleaned from their own enquiries into practice to provide a step-by-step guide to conducting educational action research. It is a much-needed addition to the field of teacher development.'Prof. Lesley Wood, Director, COMBER, Faculty of Education, North-West University, South Africa.'Action Research for the Classroom, a ‘how to’ book on values-based educational action research in the classroom, is fabulous! The supportive tone, research skills presented in manageable chunks and practical frameworks, checklists and examples of teacher research has a ‘I can do it!’ feel to it. The authors attained their goal of sharing teachers’ authentic voices and inspired me to think deeply about my contributions to a more just and equitable world.'Dr Jacqueline Delong, International Mentor, Canada.'This is an essential guide for educators who wish to engage in practitioner based research in their education settings. Each chapter provides clear guidance on how to embark on and use Action Research in an education context. Rich insights from practicing educators across a range of relevant sectors offer valuable advice from their own research journey. I would encourage educators who are interested in engaging in practice informed research to examine this text.'Dr Bernadette Wrynn, Assistant Professor, Coordinator MEd Programme (Research in Practice), Froebel Department of Primary and Early Childhood Education, Maynooth University, Co. Kildare, Ireland.Table of Contents1. Preparation for a research project: what is action research?; 2. Getting started: asking "Why am I concerned or interested?"; 3. Planning a research project; 4. Collecting and using data; 5. Presenting evidence: values as research standards; 6. Generating theory and its significance; 7. Writing up and disseminating: sharing the story of your learning
£24.51
Taylor & Francis Ltd Creativity and Wellbeing in the Early Years
Book SynopsisThis accessible and practical guide explores how we can enhance and embed creativity in the early years to support children's wellbeing. The book initially explores the work of Anna Craft, Ken Robinson, and Reggio Emilia to think about creativity with young children, before considering what this means for wellbeing. Five core chapters focus on creative mediums drawing, sculpting and painting; craft; music; dance and drama; and storytelling and poetry and offer a range of practical ideas and activities to use and adapt. This book provides: A wide range of activities accompanied by examples of collaborative arts projects with children. Interviews with artists and practitioners who support children's wellbeing using creative mediums. Recommendations for creative activities using accessible and everyday materials. Case studies showing the positive impact of creativity, from developing children's cultural understanding to soothing and supportinTrade Review"In this absolute gem of a book, Sonia has foregrounded the links between creativity, wellbeing and the education system. She has included tons of resource ideas and links to follow up on, whether you are interested in poetry, drama, art or another area of creativity entirely! But this is more than a simple resource book - the ‘how’ and ‘why’ is also explored, along with real life examples, working with children with SEND and more. The interviews Sonia has included with a diverse range of friends and colleagues adds a fresh dimension to the book, serving both as interesting conversations and inspiration for improvements in pedagogy. The book is woven throughout with Sonia’s own delightful stories, anecdotes, and professional experiences, creating a rich tapestry to draw on for anyone spending time with children, either in a role in school or Early Years setting, or as a parent." – Kathy Brodie, Founder – Early Years TV "This new book is a useful blend of the personal and the practical, richly referenced to encourage further exploration. Using an appropriately broad definition of creativity a wide range of key issues are examined, and strong links are made between creativity and wellbeing for both practitioners and children. As a reader you are engaged by regular focused 'moments of reflection', and direct questions that help to challenge and extend your practice. I recommend this book to all professionals working in early years who are serious about developing creativity in their setting." – Ed Harker, Former nursery teacher and infant school headteacher Table of Contents Introduction Chapter one - Creativity in the early years Chapter two - Wellbeing and creativity Chapter three - Art Chapter four - Craft Chapter five - Music and dance Chapter six - Drama and imaginative play Chapter seven - Word, story telling and poetry Conclusion
£18.46
Taylor & Francis Economic and Social Rights Law
Book SynopsisThis book develops principles of adjudication to facilitate accountability for violations of Economic and Social Rights.Economic and Social Rights engage with areas relating to social justice and their violation tends to impact on the most vulnerable members of society. Taking the UK as a case study, the book draws on international experience and comparative practice, including progressive reform at the devolved subnational level, that demonstrate the potential reach of Economic and Social Rights when the rights are given legal standing in domestic settings according to their status in international law. The work looks at different models of incorporation of rights into domestic law and sets out existing justiciability mechanisms for their enforcement as well as future models open to development. In so doing the book develops principles of adjudication drawn from deliberative democracy theory that help address some of the critiques of social rights adjudication.This boTable of ContentsChapter One: Principles of ESR adjudication Chapter Two: ESR in international law: justiciability and remediesChapter Three: The jurisdictional hierarchy as pillars of the UK constitution: the regional frameworkChapter Four: The Constitutional Resistance to Human Rights: The UK in a comparative contextChapter Five: Models of ESR justiciability: existing mechanisms and future optionsChapter Six: ESR and Devolution
£39.99
Taylor & Francis Ltd Leadership and Management for Education Studies
Book SynopsisThis book introduces theories of educational leadership and management and provides examples of their translation into practice. Many students studying education no longer go directly into teaching, but instead follow a diverse range of careers associated with the education sector more widely: local authorities, think tanks, charities, school trusts, administrative, and managerial roles. This book highlights and explores these diverse pathways. For staff in schools who are currently on a National Professional Qualification (NPQ) this book gives an overview of differing leadership pathways, including senior leadership (NPQSL) and headship (NPQH), whilst also discussing the impact of system reforms (NPQEL).Topics covered include: strategies for leadership across primary, secondary, and higher education settings school leadership and management through the challenges of the pandemic and beyond equality and diversity and inclusive practice non-tTable of Contents Introducing educational leadership and management The intersection of system and distributed leadership Equality and diversity and inclusive practice: significance for organisations and individuals Resilience and vitality as necessary leadership traits Effective school management: Leadership capacity of the school principal Observations of classroom management and school leadership in the COVID-19 era Pedagogical leadership in early childhood education and care: What is it, why do we need it and how do you do it? The role of primary headteachers within school trusts: English landscape divergence in a post-pandemic world Crisis leadership in secondary schools: Its effects on school leaders’ long-term visions of education Leading a large and disparate school in higher education Leadership of international schools Leadership for flourishing schools: From research to practice A practical exploration of non-teaching leadership roles within the further education and skills sector (FES) Charitable education organisations in England: The case of teacher educators
£128.25
Taylor & Francis Ltd Effective Learning and Mental Wellbeing
Book SynopsisResearch shows that by improving the wellbeing of learners, we also improve their learning. Effective Learning and Mental Wellbeing is a crucial resource, filled with ready-to-use and thought-provoking activities that support wellbeing within your school, college, organisation, community group or on your own. Woven throughout are ideas and activities that support learning and wellbeing for many different kinds of learner.Supported by well-researched content, this essential book will enrich and improve both the wellbeing and the learning of all who use it. Areas covered include but are not limited to: How we learn and blocks to learning Mental health and self-efficacy Positive steps to mental wellbeing Wellbeing in the connected learning community The future of wellbeing and learning This book is an essential resource for teachers, therapists, health professionals, parents or carers and those in the community who Table of Contents1. Everybody is a learner; 2. Mental health and self-efficacy; 3. Steps to Mental Wellbeing; 4. Wellbeing in the connected learning community; 5. Wellbeing and learning in a COVID-impacted world; 6. Wellbeing and learning on your own; 7. The future of wellbeing and learning – your impact on the world; 8. Learning to be well
£27.10
Taylor & Francis Shakespeare in the Changing Curriculum
Book SynopsisFirst published in 1991, Shakespeare in the Changing Curriculum provides a context for debates about the place of Shakespeare within the English curriculum in the 1990s, and examines the possibilities in teaching Shakespeare afforded by the application of contemporary critical approaches, such as communication, cultural and gender studies, in the classroom and seminar room. The collection will be of particular to interest to sixth-form students, secondary school teachers, teacher trainers and students and lecturers in further and higher education. Table of ContentsList of plates List of contributors Acknowledgements Introduction 1. Shakespeare in the National Curriculum 2. A school perspective on Shakespeare teaching 3. Recovering Shakespeare: innocence and materialism 4. Does it matter which edition you use? 5. Acting against bardom: some utopian thoughts on workshops 6. Veritable negroes and circumcised dogs: racial disturbances in Shakespeare 7. ‘My affection hath an unknown bottom’: homosexuality and the teaching of As You Like It 8. The power of devils and the hearts of men: notes towards a drama of witchcraft 9. ‘His majesty the baby’: a psychoanalytic approach to King Lear 10. Unlocking the box: Shakespeare on film and video 11. Scratching Shakespeare: video-teaching the Bard Index
£104.50
Taylor & Francis Ltd Learners on the Autism Spectrum
Book SynopsisThis third edition is a foundational text that has been updated and expanded to prepare educators, therapists, and other care providers with vital knowledge and practical skills to support diverse learners on the autism spectrum. Covering an expanse of fundamental topics, this edited volume features new directions in research and practice that are essential to understanding the ever-changing field of autism. Along with new chapters from leading experts (including those who identify as autistic), this revision places greater emphasis on the intersection of neurodevelopmental differences with ethnicity, race, culture, language, gender expression, and socioeconomic experiences. The diverse disciplines and perspectives presented provide a foundation on how these students learn and how best to provide them with effective teaching, therapy, and social supports. This book equips readers with knowledge and skill to competently apply reflective and humanistic practices that prioritize the prTrade Review‘Learners on the Autism Spectrum’ is an exceptional, comprehensive work gifted to us by two of the most respected voices in educating and supporting the development of autistic individuals. For this edited and updated volume, Pamela and Kari have convened experts, researchers and practitioners to share their cutting-edge expertise in a manner that will be of great value to educators, therapists, family members and autistic individuals. In addition to the the practical content, the lived experience of, and respect for autistic individuals and family members shines through in this essential volume.~ Barry M. Prizant, Ph.D., CCC-SLP, Adjunct Professor, Dept. of Communicative Disorders, University of Rhode Island, and author of Uniquely Human: A Different Way of Seeing AutismHow much easier my life would have been if I had read this book during my teacher education classes years ago! This material bridges the gap between theory and practice for those who work with children on the autism spectrum, saving much trial and error. The tips for the classroom are especially helpful.~ Mary Schlieder, special educator, inclusion specialist, and author, With Open Arms –Creating School Communities of Support for Kids with Social ChallengesPamela Wolfberg and Kari Dunn Buron have compiled a critically important volume in supporting learners on the autism spectrum. As each individual's needs are different, they offer us multiple perspectives on how to support learners with contributions from a list of seminal authors in the autism field, including the crucial voices of those on the spectrum and their families. All the chapters share a humanistic framework that respects the perspectives and preferences of learners on the spectrum. From early intervention, school related academic and behavioral supports, social-communication strategies, to transitioning to adulthood, the reader will find what they need to get the latest information on assisting those on the spectrum.~ Jed Baker, PhD, author of Social Skills Training for Children & Adolescents with Autism and Social Communication Differences, No More Meltdowns, Overcoming Anxiety in Children and Teens, The Social Skills Picture Book, Preparing for Life, No More Victims, and School Shadow Guidelines. www.jedbaker.comThis is a very thoughtful update of a must-read text. ‘Learners on the Autism Spectrum’ provides a deep dive into important current topics for students and professionals in the field. This is one of the only texts to include the voices of autistic experts. I have added this treasure to my professional library and strongly recommend this book. ~ Barry G. Grossman, PhD, Ziggurat GroupThis is a treasure trove of tips on how to educate children with autism...This highly approachable book contains chapters by leading experts describing their insights into the nature of autism spectrum disorder, written with teachers in mind. It makes plain that teaching these children is both enormously challenging and hugely rewarding.~ Uta Frith, FmedSci, FBA, FRS, Emeritus Professor of Cognitive Development, University College LondonIt is rare to see such a comprehensive guide to research and theory in autism that at the same time uses exemplars to make it all accessible and addresses the question that parents and educators most want to know – what does it all mean, and how can I use it to make a difference? This book will be a wonderful resource for all those seeking to understand (and value) people with autism.~ Professor Rita Jordan, Autism Centre for Education & Research, Universityof Birmingham, United KingdomThis is an important textbook in the current autism renaissance...Today, parents and professionals have a wide variety of books to inform and guide their efforts. This book, however, isn’t about autism’s “yesterday” or even its “today.” ‘Learners on the Autism Spectrum’ is about autism’s tomorrow. It merges current thinking with insight to equip each reader with the tools needed to effectively educate learners on the spectrum in the future...Its purpose and quality distinguish it from many other books in the field... It is evident that the editors and authors ... have responded to people on the spectrum with care, creativity, and a respectful and unassuming curiosity. In between the lines of text, and directly reflected in the case examples that open each chapter and the lists of ideas that close them, is a demonstration of how to think about autism...The result is a volume that contains a rare social competence with the potential to connect all learners on or alongside the autism spectrum – university students, professionals, parents, and learners diagnosed with ASD and their peers... (Excerpted from foreword of previous edition).~ Carol Gray, Director of The Gray Center for Social Learning and Understanding, Grand Rapids, Michigan, USThe latest edition of “Learners on the Autism Spectrum” goes beyond providing essential knowledge and practical skills that professionals seek to meet the needs of individuals with neurodevelopmental differences by also taking into consideration personal intersectional needs based on sociocultural identities (e.g., ethnicity, race, language, gender expression, socioeconomic). This foundational text is an excellent choice for use in an institute of higher education course on autism.~ L. Lynn Stansberry Brusnahan, Professor, University of St. ThomasTable of ContentsList of Contributors Acknowledgements Introduction I. Foundations of Understanding and Support 1. Re-presenting Autism and Evidence-Based Practice: Tenets of Competent, Humanistic and Meaningful Support 2. Autism Spectrum: An Overview 3. Brain–Behavior Connections in Autism 4. Sensory Processing: Identifying Patterns and Designing Support Strategies 5. Getting a Good Start: Effective Practices in Early Intervention 6. Creating Inclusive Environments for Autistic Learners: Universal Design for Learning 7. Structured Teaching and Environmental Supports 8. Teaching a Different Way of Behaving: Positive Behavior Supports 9. Personal Perspectives and Autistic Authority 10. Finding Our Way: Experiences of an African American Parent and her Autistic Son II. Guiding Learning, Development and Socialization 11. Social Communication and Language Development in Autistic Leaners 12. An In-Depth Discussion of Emotion Regulation and Autism 13. Using Interactive Multi-Media Technology to Teach about Emotions 14. Harnessing the Power of Special Interest Areas at Home and School 15. Play, Friendships and Autism: Co-creating a Culture of Inclusion with Peers 16. Social Cognition as a Lens for Understanding, Supporting and Teaching Autistic Learners 17. Transitioning to Adulthood for Secondary Students on the Autism Spectrum 18. Growing up with Autism: Perspectives of a Parent and Son 19. Educational Experiences Across the Lifespan: A Personal Perspective
£52.99
Taylor & Francis Ltd Arriving Well Activity Book
Book SynopsisMoving from country to country is no small feat. This activity book is designed for use with children aged 6-12 to help those on the move to navigate the process of global transition smoothly. Based on the latest relocation and transition research, wellbeing boosting strategies are shared for transition and beyond. Children are introduced to mindful activities and are encouraged to use their creativity by annotating and illustrating the pages as they move through the book, allowing them to be an active participant in their move. Arriving Well Activity Book helps the child settle in their new place, to reflect on the move and understand that change is a part of life. Full of valuable strategies to boost wellbeing as they move forward, the text highlights top tips for settling in. The book normalises mixed feelings, helping the child to understand the process of transition and reflect on their sense of control. This book can be used effectively alongside:Trade Review"The Moving On series gives all who work with children a powerful, practical tool to help them 'leave well so they can enter well.' As each book focuses on a particular stage of the moving process, children can find words and create images to express the often-paradoxical feelings any move can make. I highly recommend it!" Ruth E Van Reken, co-author of Third Culture Kids: Growing Up Among Worlds. Table of ContentsTop tip 1: Be Brave Top Tip 2: Be Approachable Top Tip 3: Keep Curious Top Tip 4: Be Yourself Top Tip 5: Be Kind Top Tip 6: Be Grateful Top Tip 7: Focus on your Strengths Top Tip 8: Remember Your Old Place Top Tip 9: Make your Bedroom a Haven Top Tip 10: Ask for Help
£16.72
Taylor & Francis Ltd Moving On Facilitators Guide
Book SynopsisMoving On Facilitator's Guide is designed to accompany the Leaving Well and Arriving Well activity books. Based on the latest relocation and transition research, the guide builds the confidence of adults in delivery of the activity books to share wellbeing boosting strategies for transition and beyond, both for the child and the supporting adult.This practical guide offers guidance notes and prompts to help bring out the best experience for the child. It will help the adult feel confident in responding to any questions, including key points to consider and examples of what you could say'. It goes on to explain the theory behind the activities from the workbooks and includes examples and quotes from other ex-pat children woven through the text.The guide can be used effectively with:Leaving Well Activity Book which helps children to reflect on how they feel about the move, to remember other moves and understand that change is a partTrade Review"The Moving On series gives all who work with children a powerful, practical tool to help them 'leave well so they can enter well'. As each book focuses on a particular stage of the moving process, children can find words and create images to express the often-paradoxical feelings any move can make. I highly recommend it!" Ruth E. Van Reken, co-author of Third Culture Kids: Growing Up Among WorldsTable of ContentsHow to use this bookNotes from the AuthorLeaving Well Activity BookArriving Well Activity BookBibliographyIndex
£24.51
Taylor & Francis Ltd Gender Expression and Inclusivity in Early
Book SynopsisThis important and engaging guide details best practices for supporting the exploration and expression of gender in early years contexts. It explains how to use self-reflection, community collaboration, and action plans to create supportive environments and equitable opportunities for queer children and teachers in early years classrooms and schools. Featuring real-life examples from current classroom practice, the book includes diverse voices of children and adults alike, providing new ways for readers to connect to historically undervalued ideas of inclusion and expansiveness around emerging identities and personal power. Providing clear, practical recommendations in an accessible and engaging way, Gender Expression and Inclusivity in Early Childhood is an essential read for any teacher or school leader who wants to create kinder, more supportive, gender diverse environments for all children and educators.Table of ContentsPreface Our Agreements The Attack on Drag Queens: Children, Storytime, and Us 1. Foundations of Gender 2. Gender and Gender Roles: How Did They Come to Be? 3. How Adults View Gender 4. How Children View Gender 5. How Children Explore Gender 6. When Children are Gender-Expansive 7. Supporting Families 8. What About Teachers? 9. Supporting Folx in Less Accepting Areas 10. Reflections, Resources, and Going Forward Epilogue/Acknowledgments
£27.10
Taylor & Francis Ltd Reaching and Teaching Neurodivergent Learners in
Book SynopsisProviding salient stories and practical strategies, this book empowers educators to embrace the unique talents of neurodivergent learners in science, technology, engineering, and mathematics (STEM). An exploration of the exciting opportunities neurodiversity presents to build an innovative workforce is grounded in a large body of research from psychology, neuroscience, and education.Author Jodi Asbell-Clarke presents individual examples of neurodivergent journeys in STEM to establish evidence-based connections between neurodiversity and the types of innovative problem-solving skills needed in today's workforce. The featured stories come directly from the author's many years in inclusive classrooms with STEM teachers along with interviews from many neurodivergent professionals in STEM. Teachers will learn how to embrace the unique brilliance and potential of the neurodivergent learners in their classroom, working against historic marginalization and deficit-based perspectives Trade Review"Imagine a world where the unique STEM-related talents of neurodivergent individuals are cultivated to grow a dynamic, innovative workforce. In her groundbreaking work, Jodi Asbell-Clarke presents an empowering roadmap for educators to embrace and nurture these talents, instead of perpetuating shame and pity".—Professor Sara Seager, Massachusetts Institute of Technology. "Neurodivergent Learners in STEM" is an empowering guide for educators to create inclusive learning environments, expertly navigating the intersection of STEM education and neurodiversity and providing practical strategies to unlock the potential of neurodivergent learners."—Matthew Farber, author of Gaming SEL: Games as Transformational to Social and Emotional Learning "Reaching and Teaching Neurodivergent Learners in STEM is an important book for all educators. It encourages us to look at all students as having huge potential. Don’t leave behind students who think differently. They may be the leaders of their generation."—Nadine Bonda, PhD, former SuperintendentTable of Contents1. Introduction 2. Neurodiversity—The Words We Use 3. Neurodiversity—The Competitive Advantage 4. Learning in the Brain 5. Learning in the Classroom 6. The Role of Emotion in Learning 7. Extraordinary Learners 8. Neurodiversity and Collaboration 9. Inclusive STEM Teaching 10. Strategies for Inclusion—Project-Based Learning 11. Strategies for Inclusion—Game-based Learning 12. Strategies for Inclusion—Computational Thinking 13. Neurodiversity in STEM—The Actions We Take
£26.99
Taylor & Francis Ltd English Phonetics Phonology and Spelling for the
Book SynopsisThis resource supports TESOL preservice and in-service teachers and curriculum designers in teaching pronunciation more effectively. Laurie Bauer examines the patterns of pronunciation found in English, comments on common errors made by learners, provides advice on what must be taught and what can be allowed to pass, and offers commentary on which parts of the curriculum are necessary for beginners and which are of value only to advanced students. Part I introduces the phonetic background; Part II covers phonetics in more detail (consonants, vowels, prosody, phonotactics and syllables); Part III covers phonology (sound changes influenced by adjacent sounds, morphophonemics, stress rules and free variation); and Part IV covers spelling (English spelling, spelling consonants and vowels, and spelling particularly difficult words). The helpful content can be tailored to one's teaching needs and will support an educator's efforts to teach pronunciation seriously, whether it is a matter of pTable of ContentsList of Figures and TablesPrefacePart I. Introductory material1 Introduction2 The phonetic backgroundPart II. Mostly phonetics3 Consonants4 Vowels5 Prosody6 Phonotactics and syllables7 Extra advice for teachersPart III. Phonology8 Sound changes influenced by adjacent sounds9 Morphophonemics10 Stress rules11 Free variationPart IV. Spelling12 English spelling13 Spelling consonants14 Spelling vowels15 Names and other difficult wordsReading and ReferencesIndex
£38.99
Taylor & Francis Second Language Acquisition
Book SynopsisNow in its sixth edition, this bestselling textbook remains the cornerstone for the study of second language acquisition, providing a comprehensive yet accessible introduction to SLA.This substantially revised and updated edition has been edited into ten chapters, with a focus on the most frequently taught core themes and increased accessibility. A new introductory chapter provides a concise overview of the history of the field. Omitted chapters are available online where supplementation is desired. The text continues to provide a rich range of pedagogical tools that encourage students to reflect upon the experiences of second language learners. As with previous editions, discussion questions and problems are peppered throughout each chapter to help students apply their knowledge, and a glossary defines and reinforces must-know terminology. Additional questions and problems appear on the online companion website.This seminal text is ideal core reading for SLA courses i
£137.75
Taylor & Francis Adult Education as Theory Practice and Research
Book SynopsisThe authors argue that the aim of research should be to improve practice through a process of critical reflection. Focusing clearly on the everyday concerns and problems of practitioners, they emphasize the importance of practical knowledge. Their definition of âpracticeâ is wide, and includes the generation of theory and the doing of research as well as front-line teaching. They show how notions of âadult learningâ and âthe adult learnerâ have been constituted mainly through theory and research in psychology and sociology, and examine action research as a mode of understanding. They conclude by looking at the curriculum implications for the teaching of adult education as reflective practice.Table of Contents1 Exploring the Triangle 2 Critique of Traditional Methods of Research 3 The Problem of ‘Foundation’ Disciplines 4 Reconceptualizing Theory and Practice 5 The Practice of Adult Education Research in Context 6 The Logic and Problems of Action Research 7 The Self in Research and Reflective Practice 8 Learning and Research: Curriculum Implications Bibliography Index.
£47.49
Taylor & Francis Learning Disorders
Book SynopsisWhat are learning disorders? How can schools endeavour to address these disorders in today's inclusive classrooms? This book answers these important questions in practical terms and discusses in detail the instructional needs of students with dyslexia, dysgraphia, dyscalculia, dyspraxia and other significant disorders that affect learning. Peter Westwood draws on international research literature to provide supporting evidence of best practices. The book is unique in linking the teaching methods recommended for overcoming learning problems directly to each of the three tiers of support in the Response-to-Intervention Model. It presents examples of effective whole-class teaching, intensive small group instruction and individual tutoring, as well as addressing key topics such as: educational progress of students with learning disorders; principles for teaching dyslexic students; difficulties with wriTrade Review"I think there is a real need for this book in helping schools to develop high-quality staged intervention." - Pippa Whittaker, secondary school Curriculum Leader for Inclusion, Bristol. "Peter Westwood has carefully focused on learning disorders, a topic that requires clarity, and one that, to date, has not been adequately described in relation to classroom teaching and learning and evidence-based strategies and approaches. The RtI links add further rigour and relevance." - Dr Anne Bellert, Lecturer, School of Education, Southern Cross University. "Response to Intervention is the hook. If I wanted a text to unpack this approach and begin to map it to certain learning profiles – then I would choose this title." - Lorraine Graham, Professor of Learning Intervention, Melbourne Graduate School of Education. "This book is unique in that it illuminates the specific type of deficit a child might have and prescribes tools and pedagogy that might support the next steps." - Tammy Rasmussen, RTIi Implementation Facilitator, Oregon. "I think there is a real need for this book in helping schools to develop high-quality staged intervention." - Pippa Whittaker, secondary school Curriculum Leader for Inclusion, Bristol. "Peter Westwood has carefully focused on learning disorders, a topic that requires clarity, and one that, to date, has not been adequately described in relation to classroom teaching and learning and evidence-based strategies and approaches. The RtI links add further rigour and relevance." - Dr Anne Bellert, Lecturer, School of Education, Southern Cross University. "Response to Intervention is the hook. If I wanted a text to unpack this approach and begin to map it to certain learning profiles – then I would choose this title." - Lorraine Graham, Professor of Learning Intervention, Melbourne Graduate School of Education. "This book is unique in that it illuminates the specific type of deficit a child might have and prescribes tools and pedagogy that might support the next steps." - Tammy Rasmussen, RTIi Implementation Facilitator, Oregon. "The book is unique in linking the teaching methods recommended for overcoming learning problems directly to each of the three tiers of support in the Response-to-Intervention Model, offering examples of effective whole-class teaching, intensive small group instruction and individual tutoring. Highlights of the book include: educational progress of students with learning disorders; principles for teaching dyslexic students; difficulties with writing and spelling; developing students’ numeracy skills; specific intervention strategies; and nonverbal learning disabilities. Practising and student teachers will find the book invaluable in widening their knowledge and understanding of learning disorders, and SENCOs will find it useful to cascade down to classroom teachers. There are plenty of resources listed for those who want to explore the subject in greater depth." - Sarah Brew, Parents in Touch Review "This handy reference book is balanced, up-to-date, and a very useful reference to assist schools and teachers to decide how to organise intervention and where to start with program selection. Even more importantly, it is a reminder that meeting the needs of students with learning difficulties is not only an educational imperative, it is actually very achievable. Use it as a guide to make a start, or to do even better."— Wendy Moore, LDA Bulletin Table of ContentsIntroduction A note on the Response to Intervention Model 1. Learning disabilities and disorders 2. Dyslexia 3. Specific methods and interventions for reading 4. Learning disorders affecting writing and spelling 5. Learning disorders affecting mathematics 6. Developmental coordination disorder and other non-verbal learning difficulties References
£31.99
Taylor & Francis Routledge International Handbook of Childrens
Book SynopsisSince the adoption of the UN Convention on the Rights of the Child (1989) childrenâs rights have assumed a central position in a wide variety of disciplines and policies. This handbook offers an engaging overview of the contemporary research landscape for those people in the theory and practice of childrenâs rights. The volume offers a multidisciplinary approach to childrenâs rights, as well as key thematic issues in childrenâs rights at the intersection of global and local concerns. The main approaches and topics within the volume are:â Law, social work, and the sociology of childhood and anthropologyâ Geography, childhood studies, gender studies and citizenship studiesâ Participation, education and healthâ Juvenile justice and alternative careâ Violence against children and female genital mutilationâ Child labour, working children and child povertyâ Migration, indigenous children and resource exploitationThe specially Table of Contents1. Introduction: A critical approach to children’s rights, Didier Reynaert, Ellen Desmet, Sara Lembrechts and Wouter Vandenhole Part 1. Disciplinary perspectives 2. Children’s rights from a legal perspective: Children’s rights law, Wouter Vandenhole 3. The Convention on the Rights of the Child: Reflections from a historical, social policy and educational perspective, Eugeen Verhellen 4. Children’s rights and childhood studies: From living apart together to a happy marriage, Bruno Vanobbergen 5. Children’s rights and the sociology of childhood, Berry Mayall 6. Children’s rights from a social work perspective: Towards a lifeworld orientation, Didier Reynaert and Rudi Roose 7. Children’s rights from an anthropological perspective: Critiques, resistances and powers, Geraldine André 8. Children’s rights from a critical geographic perspective, Stuart Aitken 9. Children’s rights and gender studies: Gender, intersectionality and the ethics of care, Katrien De Graeve 10. Children’s rights and citizenship studies: Re-theorising child citizenship through transdisciplinarity from the local to the global, Richard Mitchell Part 2. Selected themes at the intersection of the global and the local 11. Children and young people’s participation, Kay Tisdall 12. Education and children’s rights, Ann Quennerstedt 13. Health and children’s rights, Ursulla Kilkelly 14. Juvenile justice from a children’s rights perspective, Ton Liefaard 15. The human rights of children in the context of formal alternative care, Nigel Cantwell 16. Violence against children, Gertrud Lenzer 17. Female genital mutilation in Europe from a children’s rights perspective, Els Leye and Annemarie Middelburg 18. Child labour, working children and children’s rights, Karl Hanson, Diana Volonakis and Mohammed Al-Rozzi 19. The human rights of children in the context of international migration, Pablo Ceriani Cernadas 20. Child poverty in the context of global social development, Francine Mestrum 21. Indigenous children’s rights: Opportunities in appropriation and transformation, Natasha Blanchet-Cohen 22. Natural resource exploitation and children’s rights, Ellen Desmet and José Aylwin 23. Conclusions: Towards a field of critical children’s rights studies, Ellen Desmet, Sara Lembrechts, Didier Reynaert and Wouter Vandenhole.
£43.99
Taylor & Francis John Wesley and the Education of Children
Book SynopsisScholars have historically associated John Wesleyâs educational endeavours with the boarding school he established at Kingswood, near Bristol, in 1746. However, his educational endeavours extended well beyond that single institution, even to non-Methodist educational programmes. This book sets out Wesleyâs thinking and practice concerning child-rearing and education, particularly in relation to gender and class, in its broader eighteenth-century social and cultural context.Drawing on writings from Churchmen, Dissenters, economists, philosophers and reformers as well as educationalists, this study demonstrates that the political, religious and ideological backdrop to Wesleyâs work was neither static nor consistent. It also highlights Wesleyâs eighteenth-century fellow Evangelicals including Lady Huntingdon, John Fletcher, Hannah More and Robert Raikes to demonstrate whether Wesleyâs thinking and practice around schooling was in any way unique. This study sheds light on Trade Review"Linda A. Ryan’s thoroughly researched book provides a valuable contribution to the history of children’s education. Exploring John Wesley’s beliefs about schooling, Ryan considers how Wesley developed a philosophy which simultaneously rejected and wove together ‘Enlightenment’ ideals about nurturing the individual with eighteenth-century English concerns centred on the moulding of children’s religious characters. Ryan’s book successfully illustrates that anxieties surrounding the appropriate ways to educate children are not new, although the challenges may change." —Anna French, University of Liverpool, Journal of Ecclesiastical HistoryTable of ContentsIntroduction; 1 Child-rearing and Education in Eighteenth-century England; 2 Influences that helped shape John Wesley’s Educational Thinking; 3 The Implementation of John Wesley’s Thinking on Education; 4 Educating Pauper Children: 1723-1780; 5 Kingswood Boarding School: 1746-1780; 6 Growing Tension between Education and Evangelism: 1760-1791; 7 Educating Pauper Children after 1780; Conclusion
£128.25
Taylor & Francis Speaking Frames How to Teach Talk for Writing
Book SynopsisNow revised and expanded Speaking Frames: How to Teaching Talk for Writing: Ages 10-14 brings together material from Sue Palmerâs popular Speaking Frames books with additional material covering the primary/secondary transition. Providing an innovative and effective answer to the problem of teaching speaking and listening, this book offers a range of speaking frames for children to orally âfill inâ, developing their language patterns and creativity, 'and boosting their confidence in the use of literate language patterns. Fully updated, this book offers: material for individual paired and group presentations and talk for writing links to cross-curricular âSkeletons' transition material and guidance on âbridging the gapâ between primary and secondary schools support notes for teachers and assessment guidance advice on flexible progression and working to a childâs ability suggestions for developing individual pupils' spokTable of ContentsIntroducing Speaking Frames Paired Presentations Individual Presentations Group Presentations Signpost Smorgasbord Appendix: Learning, language and literacy across the curriculum
£128.25
Taylor & Francis Ltd The Routledge Handbook of Spanish Language
Book SynopsisThe Routledge Handbook of Spanish Language Teaching: metodologías, contextos y recursos para la enseñanza del español L2 provides a comprehensive, state-of-the-art account of the main methodologies, contexts and resources in Spanish Language Teaching (SLT), a field that has experienced significant growth world-wide in recent decades and has consolidated as an autonomous discipline within Applied Linguistics. Written entirely in Spanish, the volume is the first handbook on Spanish Language Teaching to connect theories on language teaching with methodological and practical aspects from an international perspective. It brings together the most recent research and offers a broad, multifaceted view of the discipline. Features include: Forty-four chapters offering an interdisciplinary overview of SLT written by over sixty renowned experts from around the world; Five broad sections that combine theoretical and practical components: Methodology; LTrade ReviewThe Routledge Handbook of Spanish Language Teaching: metodología, contextos y recursos para la enseñanza del Español L2 es el claro ejemplo de que los procesos de heterogeneidad y homogeneidad asociados a la globalización han irrumpido de lleno en el campo de la lingüística aplicada a la enseñanza de la lengua española. Por un lado, se trata de un trabajo en el que destacados especialistas ubicados en diversos contextos geográficos y de enseñanza exponen los últimos avances en los temas de mayor actualidad en la disciplina. Por otro lado, la homogeneidad se pone de manifiesto en la estructura de los capítulos (introducción y palabras clave bilingües, estado de la cuestión, consideraciones metodológicas, pautas, bibliografía citada y bibliografía recomendada). La calidad y el rigor teóricos se anticipan desde la introducción (por ejemplo, en el interés por precisar las principales nomenclaturas de la investigación y la enseñanza del español). El prurito por la aplicación práctica se plasma en cada capítulo, en la sección de pautas, donde en ocasiones se incluyen además muestras de lengua para ilustrar aspectos pedagógicos concretos. La conjunción de estos y otros muchos aciertos dan como resultado un todo armónico que nos pone a vibrar en una misma sintonía de empoderamiento y confianza en nuestra profesión y en el futuro de nuestra lengua. Martha Jurado, CEPE – Universidad Nacional Autónoma de México (UNAM) This volume covers an extensive range of critical and current topics in teaching Spanish from both veteran and newer voices. Pressing issues of concern to both researchers and practitioners are represented, as well as useful reflections on how to bridge the two. The five principal sections of the book—cutting-edge methodologies, the development of language skills, features of various linguistic structures, a range of sociocultural topics, and a collection of high quality resources—offer readers a state of the art interdisciplinary exploration of current knowledge and best practices. I was especially pleased to see chapters on bilingual/multilingualism, heritage speakers, community service, and immersion programs, all of which are moving students in exciting directions linked to important social justice goals. The inclusion of scholars from across Latin America, the U.S., and Europe ensures representation of a multiplicity of contexts in which Spanish is taught. The editors are to be commended not only for assembling this breadth of high-quality scholarship, but also for doing so in Spanish, which allows the field to "walk the walk" of promoting the use of Spanish in various domains, making this volume an outstanding contribution to the field. Kim Potowski, University of Illinois at Chicago Una de las muchas virtudes de este volumen es hacer fácil lo difícil y, por lo tanto, conjugar lo erudito y lo cercano. Se trata de la primera obra de referencia sobre el español como LE/L2 con una verdadera vocación de conectar la investigación lingüística y la innovación didáctica. Su visión especializada y actual se vale de la investigación teórica para guiar al lector hasta las prácticas docentes de una forma clara y concisa. Su versatilidad resulta de gran utilidad, tanto para aquellos que se inician en el mundo de la enseñanza del español, como para los investigadores que desean estudiar, profundizar o consultar aspectos concretos. El hecho de que integre perspectivas de especialistas en distintos contextos educativos de todo el mundo constituye un verdadero acierto, ya que sus expertas miradas nos exponen los contenidos de cada uno de los capítulos hábilmente divididos en secciones para proporcionarnos una visión histórica, panorámica y global de la enseñanza del español como LE/L2. Este volumen está llamado a convertirse en una obra de referencia obligatoria sobre la materia a la que cualquier profesor e investigador deberá tener acceso. Richard Bueno Hudson, Instituto Cervantes The Routledge Handbook of Spanish Language Teaching underscores the importance of (re)defining and updating our teaching methods and resources. It is an ambitious tome with 44 chapters on teaching methods, curriculum development, applied linguistics, linguistics, and teaching resources for state-of-the-art Spanish instruction. As the first comprehensive account of Spanish Language Teaching at a global level, the handbook provides an up-to-date resource for instructors-in-training and experienced professionals that seek a go-to book on Spanish teaching. Entirely written in Spanish and with direct application into the classroom, the book includes essays by next-gen and established luminaries who share perspectives and approaches to learning and professional development on topics such as sociolinguistics, service learning, Spanish for the professions, virtual learning, pedagogical translation, and gamification, among others. The collection delivers indispensable inspiration and research-based approaches to teacher training and advancement for scholars and practitioners alike in an epoch of global expansion of Spanish Language Teaching. Sheri Spaine Long, American Association of Teachers of Spanish and Portuguese Los procesos que intervienen en el aprendizaje y en la enseñanza de una segunda lengua han representado dos auténticas cajas negras (¿qué mecanismos intervienen?, ¿cómo enseñar de forma eficiente?). Gracias a las aportaciones de la investigación, sabemos que en la actuación lingüística participan multitud de destrezas (hablar, comprender, escribir, leer), de dimensiones (formal o codificada, pragmática, psicolingüística, conversacional…), de situaciones sociales y culturales... Existen progresos evidentes en la dimensión didáctica: planteamientos, organización, praxis docente, multiplicación de recursos, evaluación… Esta obra constituye un excelente, completo y moderno volumen sobre aprendizaje y enseñanza de español L2. Está escrito por especialistas prestigiosos en cada materia y ofrece respuestas contrastadas que iluminan sombras y resuelven dificultades que se puedan presentar a docentes e investigadores. Salvador Gutiérrez Ordóñez, Real Academia Española and Universidad de León Table of ContentsParte 1: Perspectivas metodológicas y curriculares 1. Métodos y enfoques para la enseñanza 2. Autonomía y motivación 3. Estilos y estrategias de aprendizaje 4. Diseño, revisión y evaluación curricular 5. Planificación de unidades didácticas 6. Análisis y diseño de materiales didácticos 7. Análisis y corrección de errores 8. Evaluación 9. Adquisición y enseñanza de segundas lenguas 10. Dimensiones críticas en la enseñanza del español Parte 2: Destrezas lingüísticas y comunicativas 11. Comprensión lectora 12. Expresión escrita 13. Comprensión auditiva 14. Expresión oral 15. Gramática pedagógica 16. Vocabulario 17. Cultura e interculturalidad Parte 3: Aspectos lingüísticos y gramaticales 18. Lingüística cognitiva 19. Fonología y fonética 20. Morfología 21. Sintaxis 22. Semántica 23. Pragmática 24. Sociolingüística 25. Dialectología 26. Lexicografía Parte 4: Contextos sociales y culturales 27. Bilingüismo y multilingüismo 28. Lenguas en contacto 29. Hablantes de herencia 30. Inmigración y enseñanza a adultos 31. Aprendizaje-servicio y aprendizaje comunitario 32. Aprendizaje por contenidos e inmersión lingüística 33. Programas de estudios en el extranjero 34. Español para las profesiones Parte 5: Herramientas didácticas y recursos profesionales 35. Contextos virtuales para el aprendizaje 36. Tecnologías educativas 37. Medios audiovisuales 38. Gamificación 39. Corpus y bases de datos 40. Traducción pedagógica 41. Literatura 42. Investigación en acción 43. Profesores no nativos 44. Desarrollo profesional
£204.25
Taylor & Francis Ltd Policy Entrepreneurship in Education
Book SynopsisPolicy Entrepreneurship in Education aims to build the confidence and skills of education academics in securing higher impact for their work. It offers guidance and identifies methods of capturing and measuring impact, as well as practical advice in helping academics engage policy makers and influence society with their research. Written specifically for the field of education, the book utilises domestic and international examples to illustrate those policy entrepreneurship activities which advance impact and appeal to international audiences, who are increasingly concerned with how higher education studies in education can make a difference on the ground. Combining theory and practice, the book employs a practical approach to doing policy entrepreneurship. It is a unique offering that will appeal to all who have an academic or practical interest in policy change and how to affect this. Trade Review‘This excellent book is not about entrepreneurship in the narrow sense it has been accorded in critiques of the neoliberal university. James Arthur adopts an inclusive definition of policy entrepreneurship and provides us with a wide-ranging exploration of the possibilities and problems of developing a close relationship between research and policy in education. Unlike so much fashionable rhetoric about the advent of ‘evidence-based policy’, his book recognises just how complex and complicated that relationship actually is and helps us to understand why that is the case. Yet it also offers some helpful guidance to academics who seek to be more entrepreneurial and includes some useful case studies of more and less successful attempts to link research and policy in the field of education. The book ends with a fascinating account of the author’s own attempts to negotiate that terrain.’ - Professor Geoff Whitty, Director Emeritus, UCL Institute of Education ‘I thoroughly recommend this excellent book, which not only clarifies the nature of policy entrepreneurship but offers practical lessons to others who would seek to emulate the impact created by Professor Arthur and the Jubilee Centre.’ - Lord James O’Shaughnessy, Former Director of Policy, 10 Downing Street. Table of ContentsAcknowledgements Preface Introduction 1. The Influence and Impact of Academics 2. Policy Entrepreneurship 3. What do Policy Entrepreneurs Do? 4. Case Studies of Entrepreneurship in Education 5. Bridging Research and Policy: The Case Study of the Jubilee Centre for Character and Virtues Conclusion References
£128.25
Taylor & Francis Ltd The Routledge Reviewers Guide to Mixed Methods
Book SynopsisThe Routledge Reviewer's Guide to Mixed Methods Analysis is a groundbreaking edited book the first devoted solely to mixed methods research analyses, or mixed analyses. Each of the 30 seminal chapters, authored by internationally renowned scholars, provides a simple and practical introduction to a method of mixed analysis.Each chapter demonstrates how to conduct the analysis in easy-to-understand language. Many of the chapters present new topics that have never been written before, and all chapters offer cutting-edge approaches to analysis. The book contains the following four sections: Part I Quantitative Approaches to Qualitative Data (e.g., factor analysis of text, multidimensional scaling of qualitative data); Part II Qualitative Approaches to Quantitative Data (e.g., qualitizing data, mixed methodological discourse analysis); Part III Inherently Mixed Analysis Approaches (e.g., qualitative comparative analysis, mixed methods social network analysis, sociTable of Contents1. Mapping the Emerging Landscape of Mixed Analysis; Part I: Quantitative Approaches to Qualitative Data 2. Exploratory Factor Analysis of Text 3. Correspondence Analysis of Qualitative Data 4. Multidimensional Scaling of Qualitative Data 5. Cluster Analysis for Mixed Methods Research 6. Chi-Square Automatic Interaction Detection Analysis of Qualitative Data 7. Multiple Linear Regression Analysis with Qualitative Data that Have Been Quantitized 8. Structural Equation Modeling with Qualitative Data that Have Been Quantitized 9. Hierarchical Linear Modeling with Qualitative Data that Have Been Quantitized 10. Bayesian Analyses with Qualitative Data 11. Item Response Theory Integrating Qualitative Data 12. Diachronic Analysis of Qualitative Data; Part II: Qualitative Approaches to Quantitative Data 13. Qualitizing Data 14. Coding Techniques for Quantitative and Mixed Data 15. Mixed Methodological Discourse Analysis; Part III: "Inherently" Mixed Analysis Approaches 16. Ethnographic Decision Models with Qualitative Data: A thoroughly Mixed Method 17. Qualitative Comparative Analysis (QCA): An Integrative Approach Suited for Diverse Mixed Methods and Multimethod Research Strategies 18. Q Methodology as Mixed Analysis 19. Social Network Analysis as Mixed Analysis 20. Social Media Analytics as Mixed Analysis 21. Geographic Information Systems as Mixed Analysis 22. Nonverbal Communication Analysis as Mixed Analysis 23. Development of a Joint Display as a Mixed Analysis 24. The Case Comparison Table: A Joint Display for Constructing and Sorting Simple Tables as Mixed Analysis; Part IV: Use of Software for Mixed Analysis 25. Mixing Beyond Mixed Methods: QDA Miner, SimStat and WordStat 26. Using MAXQDA for Mixed Methods Research 27. Introduction to Dedoose for Mixed Analysis 28. Introduction to ATLAS.ti for Mixed Analysis 29. Using NVivo for Mixed Methods Research 30. Introduction to SPSS for Mixed Analysis
£58.89