Education / Educational sciences / Pedagogy Books

Book Synopsis"This informative and compassionate book challenges the negative picture of refugees and asylum-seekers portrayed in the media. Tina Hyder shows that despite the trauma that young children go through, only a small percentage need specialist help. For the majority their healing can be promoted through play, particularly in culturallyappropriate and anti-discriminatory settings. I strongly recommend this book to all practitioners working in today's early years settings."Babette Brown, author of Combatting Discrimination: Persona Dollsin Action and Unlearning Discrimination in the Early YearsThis book is about the experiences of young refugee children and asylum seekers and their families in the UK. It describes how war and conflict can interrupt the development of young children as relationships and communities are destroyed and looks at how play can help to restore these children's lost childhoods. Tina Hyder highlights the importance of early years and preschool Table of ContentsChildren and development: the importance of playBeing a refugee: the loss of playThe impact of war, conflict and violence on young children: the consequences for playWhat works: first principles to promote play Lessons from practice: the role of playWar and violence in the wider world: issues affecting playConclusion: play as a child's right

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Book Synopsis'It also incorporates a wealth of information that most supervisors and examiners only acquire through years of experience... this book deserves to be widely read and, if it is, it should contribute to an improvement in the quality of both research degree examining and the student's performance at the viva.'Professor Diana Woodward, University Director of Research, Napier University, Edinburgh and retiring UKCGE Executive Committee Member'importantly the book deals with perspectives of all three concerned parties, i.e., the candidate, examiner and supervisor. It is . . . a very useful guide to appreciate and prepare for the different stages of the doctoral examination process.'Higher Education QuarterlyWhat is the viva and how can students prepare for it? What should supervisors consider when selecting PhD examiners?How should examiners assess a doctoral thesis and conduct the viva?The doctoral examination process has been shrouded in mysTable of ContentsAcknowledgements Introduction To The Doctoral Examination Process Understanding The Doctoral Viva - What Is It For? Understanding The Doctoral Viva - How Does It Work? Viva Preparation - Long Term Selecting Examiners Who Attends The Viva? Roles And Obligations Examiners - Should You Examine? Examiners - Assessing A Doctoral Thesis Viva Preparation - Short Term Viva Preparation - Final Stage In The Viva - Candidates’ Perspectives The Viva - Tips And Issues For Examiners Post-Viva ReferencesIndex.

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Book Synopsis âœThis excellent book promises much and delivers a whole lot more. It provides a description of the practicalities of combining evidence from a variety of data collection modes in order to enrich our responses to educational research questions. This is achieved with thoroughness and clarity and even some wit. There are outstanding teaching materials hereâ. This is the best book on educational research methods published in this country for decades.â Professor Charles Desforges, University of Exeter "In this timely and important contribution, Stephen Gorard and Chris Taylor help us move beyond the wasteful schism of 'qualitative versus quantitative' research by offering sound basic theorising and extensive practical illustration of the combining of research methods... I see their book as essential reading for anyone concerned for effective educational and social research."Professor Peter Tomlinson, University of LeedsThere is growing interest inTable of ContentsList of contents Preface Chapter One - A third methodological movement: challenging the dominance of single methods Chapter Two – Simple numeric and textual data: querying the divide Chapter Three – Triangulation and combining methods across studies Chapter Four - The 'new' political arithmetic: a policy case study Chapter Five – Understanding life histories by varying the scale Chapter Six - The interplay of scale and type: Complex interventions Chapter Seven - The promise of design studies Chapter Eight - What is the current prevalence of combined methods research?Chapter Nine – Theory as a barrier to the combination of research methods Chapter Ten – Prospects for the 'new' education and social science researcher References Index

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Book Synopsis What does higher education learning and teaching enable students to do and to become? Which human capabilities are valued in higher education, and how do we identify them? How might the human capability approach lead to improved student learning, as well as to accomplished and ethical university teaching? This book sets out to generate new ways of reflecting ethically about the purposes and values of contemporary higher education in relation to agency, learning, public values and democratic life, and the pedagogies which support these. It offers an alternative to human capital theory and emphasises the intrinsic as well as the economic value of higher learning. Based upon the human capability approach, developed by economist Amartya Sen and philosopher Martha Nussbaum, the book shows the importance of justice as a value in higher education. It places freedom, human flourishing, and studentsâ educational development at its centre. Furthermore, it takTable of ContentsAcknowledgements Part I: Context 1. Framing the context of Higher EducationPart II: The capability approach and higher education2. Core ideas from the capability approach3. What are we distributing? Part III: Pedagogies and capabilities 4. Learning and capabilities 5. Widening participation capabilities 6. Capabilities for a Higher Education listPart IV: Change in higher education 7. Pedagogy, capabilities and a criterion of justiceBibliographyIndex

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Book Synopsis- What are professional doctorates?- How do they change professional knowledge and improve practice? - How can universities organise doctoral programmes to facilitate professional learning and development? - What is the most appropriate relationship between professional and academic knowledge?This book examines the relationship between advanced study on higher education courses and professional practice. It explores contributions made by research on practice to professional development. The editors document and explain strategies that universities use:- in recruitment - aims and purposes of the degree- selection of content and focus- assessment procedures- curricular structures- pedagogy- teaching strategies- conditions for learning- support for professionals- relations with interested bodies and stakeholders. The book uses in-depth case studies of three professional doctorates: the doctorate in business administraTable of ContentsAcknowledgements 1 Introduction Part 1: Histories and Contexts 2 The Changing Role of the University 3 The Evolution of Professional Doctorates Part 2: Knowledge Matters 4 Academic and Professional Knowledge 5 The Reflective Student-Practitioner Part 3: Teaching and Learning 6 Marketing, Selection and Assessment 7 Curriculum and Pedagogy Part 4: Trajectories 8 Motivation 9 Identity 10 The Professions: Status and Qualifications 11 Conclusions: Hybrid Forms of KnowledgeReferences Index The Society for Research into Higher Education

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Book Synopsis"Where does hunch end and evidence begin? Too much is written and said about school improvement - about improvements in teaching and learning - with far too little attention to this question. This book provides vivid discussion from distinguished protagonists and antagonists about what gets called 'evidence-based practice'. Reading it, all involved in education - policymakers and practitioners alike - can proceed more confidently."- Professor Tim Brighouse, London Schools CommissionerThe movement to evidence-based practice in education is as important as it is controversial, and this book explores the arguments of leading advocates and critics.The book begins with an explication of evidence-based practice. Some of the ideas of its proponents are discussed, including the Campbell Collaboration, and the application to education of Cochrane-style reviews and meta-analyses. The thinking behind evidence based practice has been the subject of much criticism,Table of ContentsCONTENTSChapter 1. Introduction: evidence and practice. Gary ThomasPart 1. What is evidence-based practice?Chapter 2. Systematic reviews and the Campbell Collaboration. Philip DaviesChapter 3. Developing evidence-informed policy and practice. Judy SebbaChapter 4. Systematic research synthesis. David Gough Part 2. Evidence-based practice in practiceSection a: in educationChapter 5. Between Scylla and Charybdis: the experience of undertaking a systematic review in Education. Richard AndrewsChapter 6. Teachers using evidence: using what we know about teaching and learning to reconceptualise evidence-based practice. Philippa CordingleySection b: in medicine and allied fieldsChapter 7. Practice-Based Evidence. Michael ErautChapter 8. Reflections from medical practice. Balancing evidence-based practice with practice-based evidence. Ed PeileSection c: problems in practiceChapter 9. Educational research, philosophical orthodoxy, and unfulfilled promises: the quandary of traditional research in U.S. special education. Deborah J. GallagherPart 3. QuestionsChapter 10. Some questions about evidence-based practice in education. Martyn HammersleyChapter 11. The relationship between research, policy and practice. Phil Hodkinson, and John K. SmithChapter 12. Evidence-based practice, action research, and the professional development of teachers. John ElliottChapter 13. Using action research to generate knowledge about educational practice. Harry TorranceChapter 14. Conclusion: Evidence-based Policy and Practice. Richard Pring References

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Book SynopsisThis innovative book combines what most books separate: research as practical activity and research as intellectual engagement. It clarifies and makes explicit the methodological issues that underlie the journey from initial research idea to the finished report and beyond. The text moves the researcher logically through the research process and provides insights into methodology through an in-depth discussion of methods. It presents the research process as an engagement with text. This theme moves through the construction of text in the form of data and the deconstruction of text in analysis. Finally the focus moves to the reconstruction of text through the re-presentation of the research in the report. Following through each of these stages in turn, the chapters consider either a practical issue or a group of methods and interrogate the associated methodological concerns. In addition, the book also addresses the rarely explored issues of the researcher as writer and researcher idenTable of ContentsChapter 1 Introduction What sort of book?Writers’ voicesMaking a ReadingThemesStructurePart 1 - Distinguishing Data - Constructing textChapter 2 The Logic of EnquiryFinding a Place to Stand The Nature of the SocialPositivism and Social ValuesReflexivityThe Logic of EnquiryChapter 3 Talking with people - InterviewingIntroductionThe broad schemaInterview texts as ‘ resource’Interviews as social actionPower and process in the interviewKnowledge and PowerQuestions and DesignChapter 4 Knowing with Numbers- Questionnaires IntroductionQuantification as Scientific InquiryThe Questionnaire as Scientific ApparatusConstructing the Respondent / ReaderTheoretical structuringDeconstruction Using QuestionnairesChapter 5 Being There - ObservationIntroductionAction in the FieldFrom Action to DataFrom Data to ReportConclusionPart 2-Dicing with data – Deconstructing textChapter 6 Breaking Down Data – Routes to Interpretation IntroductionFrom Field to TextDicing with DataPerhaps not...?Complex RealismsInterpretivist RepertoiresReflexivity and RepresentationChapter 7 Worrying at Words – Discourse AnalysisIntroductionTranscripts and SummariesCritical?Uncritical?Reference Outside the Text: Circularity of ArgumentThought and Language: More CircularityGeneralizingSpotting FeaturesDiscourse Analysis and Researcher IdentityChapter 8 Pulverizing Policy – Deconstructing DocumentsPolicy and ProcessDeconstructing the TextThe Spiritual, Moral, Social and Cultural CurriculumAnalysing Key DocumentsThe QCA Draft Guidance Part 3 -Data with Destiny - Reconstructing TextChapter 9 Writing Research – Authoring TextWriting and the RealArt and ScienceWriting the RealQualitative EmpiricismEpistemologyLanguage and the Real: Writing and PostmodernismAudienceReadingIntertextualityForm and GenreKnowledgeChapter 10 The Selfish Text – Research and IdentityThe Late Modern SelfNarrating the SelfPostmodern Selves: Agency and DeterminismIdentity and Social TheoryCulture and the Global PerspectiveThe Democratization of Research Chapter 11 Methods and MethodologyWhat is Methodology?Methodology, the Research Process and IdentityMethodology and Legitimacy – Identity and NarrativeA Way Forward for Social Research?P.S.

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Book Synopsis"I recommend this book as an important contribution to the debate on pedagogy in special education. It is largely well written and informative and rich with ideas and opinions."Educational Review What, if anything, is âspecialâ about teaching children with special or exceptional learning needs? This book addresses this question, looking at pupilsâ special learning needs including low attainment, learning difficulties, language difficulties, emotional and behavioural problems and sensory needs.Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of inclusion have argued that âgood teaching is good teaching for allâ and that all children benefit from similar approaches. Both positions fail to scrutinise this issue rigorously and coherently, and it is this aspect which distinguishes this book. Leading researchers in each special needs field dTable of ContentsCONTENTS Chapter 1How specialised is teaching pupils with disabilities and difficulties? - Brahm Norwich and Ann Lewis Chapter 2Deafness - Sue GregoryChapter 3Visual impairment – Graeme Douglas and Mike McLindenChapter 4Deafblindness - Olga Miller and Liz HodgesChapter 5Severe Learning Difficulties - Jill PorterChapter 6Profound and Multiple Learning Difficulties - Jean WareChapter 7Children with Down’s Syndrome - Jennifer Wishart Chapter 8English as an additional language and children with speech, language and communication needs - Deirdre MartinChapter 9 Autistic spectrum disorders - Rita JordanChapter 10AD/HD - Paul CooperChapter 11Dyslexia - Gavin ReadChapter 12Dyspraxia - Madeleine PortwoodChapter 13Social, emotional and behavioural difficulties - Tim O’BrienChapter 14Moderate Learning Difficulties - Felicity Fletcher-Campbell Chapter 15Low attainment - Alan Dyson and Peter HickChapter 16Overview and discussion: overall conclusions - Ann Lewis and Brahm Norwich

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Book SynopsisReviewersâ comments on the first edition:âœJane Johnston communicates a sense of effervescent enthusiasm for teaching and science, and her treatment is comprehensive.âTESâœThe ideas and recommendations, based on considerable classroom experience, make this book a valuable aid to students and reflective early years practitioners.âPrimary Science ReviewâœAt last! A serious attempt to explore the scientific potential of infant and pre-school childrenâ The author explains how scientific skills can be developed at an early stage, stimulating the natural inquisitive streak in children. This bookâwill start you thinking about science in a much more positive light.âChild EducationThis accessible and practical book supports good scientific practice in the early years. It helps practitioners to be creative providers, and shows them how to develop awe and wonder of the world in the children they teach. The book highlights the importance of a motivating learnTable of Contents1 – Early-years science experiences 2 – The importance of exploration 3 – Knowledge and understanding of the world 4 – Developing positive attitudes in science5 - Creative early experiences 6 – Creative teaching and provision

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Book SynopsisâœThis book closes a gap in the PBL literature. It is a thoroughly researched, well documented and engagingly written three part harmony addressing conceptual frames, recurring themes, and broadening horizons. An essential addition to your library.âProfessor Karl A. Smith, University of Minnesotaâœâa comprehensive guide for those new to PBL, and suitable for those new to teaching or for the more experienced looking for a new challenge.âDr Liz Beaty, Director (Learning and Teaching), HEFCEâœThis book vividly articulates the key ideas of PBL and provides new PBL practitioners with key guiding posts for its implementation. It is an excellent contribution to the art of using PBL.âAssociate Professor Oon-Seng Tan, Nanyang Technological University, Singapore What is problem-based learning? How can it be used in teaching? How does problem-based learning affect staff and students? How do we assess and evaluate it?Despite the growth in Table of ContentsAcknowledgements Prologue Part 1Conceptual frames 1.Delineating core concepts of problem-based learning 2.A brief history of problem-based learning 3.Problem-based learning and theories of learning 4.Curricula models 5.Cultural contexts of academe Part 2Recurring themes 6.What is a problem? 7.Learning teams 8.The role of students 9.The role of tutor 10.Staff support and development 11.Assessing problem-based learning Part 3Broadening horizons 12.Embracing culture and diversity 13.Programme evaluation 14.Sustaining problem-based learning curricula Epilogue: Future imperative? Glossary Bibliography Index

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Book Synopsis* The most comprehensive book available on methods in research interviewing!* What is research interviewing?* What techniques are used? Exactly what do you do in each technique?* How is interview data analysed and written up?The robust, real-world approach makes this book appropriate for practitioner researchers and postgraduate students up to PhD level. Covers distance and face-to-face interviewing, from the un-structured and naturalistic to the highly structured, focused and time-efficient. Emphasis is placed on using the most appropriate methods for the research purpose and how to identify which method is practicable. Based on over thirty years of teaching and supervising research and postgraduate students, the author anticipates questions and difficulties at a level of practical detail. Practical and easy to use, this book is essential for anyone doing research interviewing.Table of ContentsPreface AcknowledgementsList of tablesList of figuresPART ONE: PRINCIPLES AND PRACTICE1Research interviewing: key issues2The ethics of interviewing3The importance of question/topic development4Different techniques and the ‘cost’ development factor5The core skills of interviewingPART TWO: FACE-TO-FACE METHODS6Ethnographic methods: the interviewer as participant-observer in real-life contexts7The unstructured interview8The élite interview9Group interviewing10The semi-structured interview11Structured interviewing: the use of recording schedules12The video interview13The interview as a qualitative experimentPART THREE: DISTANCE METHODS14The telephone interview15The e-mail interview16The ‘open’ questionnaire interviewPART FOUR: ANALYSIS AND INTERPRETATION OF CONTENT17Transcribing the interview18Narrative overview versus categorical analysis19Deriving categories (coding) from the data20Quantitative analysis of categorical data21Writing up interview data22Combining interview data with data from other sources ReferencesIndex

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Book Synopsis"This book is a valuable contribution to the creation of a more critical and theoretically diverse approach to early childhood policy and practice. Through many vivid examples and a varied cast-list of authors, both academics and practitioners, it shows the potential of this approach for pedagogical work in early childhood institutions and the education of the early childhood workforce."Professor Peter Moss, Institute of Education, University of London, UK. âœIn the era of No Child Left Behind in the U.S., you might think that the landscape of educational research and practice has been transformed into a row of âscientificâ models and unvarying curricular scripts. Nicola Yelland's volume will persuade you that, in contrast, the landscape in early childhood education is varied and full of unconventional angles. The authors examine virtually every significant aspect of curricular practice and postmodernist theory, while challenging readers to be skeptics themselves â Table of ContentsCONTENTSList of ContributorsList of IllustrationsChapter 1Against the Tide: New way in Early Childhood EducationNicola Yelland and Anna KilderryPART I CONTEMPORARY VIEWS OF EARLY CHILDHOOD EDUCATION AND TEACHINGChapter 2 Reconceptualizing the field (of early care and education): If ‘western’ child development is a problem, then what do we do? Gaile S. Cannella Chapter 3 Developmental theory and early childhood education: Necessary but not sufficient Daniel J. WalshChapter 4 How ‘bad’ can it be?: Troubling gender, sexuality and early childhood teaching Mindy Blaise and Yarrow Andrew.Chapter 5 Preschool children’s portrayals of their male teacher: A poststructural analysis Jennifer SumsionChapter 6Who Can Speak? Silence, Voice, and Pedagogy Jonathan Silin PART II RETHINKING EARLY CHILDHOOD PRACTICESChapter 7Freedom to choose: Examining children’s experience in choice timeSharon RyanChapter 8Learning to be a child: Cultural diversity and Early Years ideologyLiz BrookerChapter 9Questioning diversityJeanette Rhedding-JonesChapter 10Secret children’s business: Resisting and redefining access to learning in the early childhood classroomSheralyn CampbellChapter 11‘Civilization and replicas’: Disrupting multicultural pretend play propsRichard JohnsonPART III THE EMERGENCE OF NEW TECHNOLOGIES AND LITERACIESChapter 12Digikids: Young children, popular culture and mediaJackie MarshChapter 13Literarily Lost: the quest for meaningful literacy agendas in early childhood educationLeonie Rowan and Eileen HonanChapter 14Curriculum, pedagogies and practice with ICT in the information ageNicola YellandChapter 15Postmodernism, passion and potential for future childhoodsNicola Yelland and Anna KilderryINDEX

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Book Synopsis"Boysâ achievement has attracted great attention in recent years in many countries. This comprehensive book based on sound research in schools provides practical insights into how the achievement of boysand girls can be raised. It reminds us that it is not all boys or no girlswho underachieve. It demonstrates the respective roles of teaching andlearning, school culture and social factors. No easy answers butexcellent ideas backed by evidence from authoritative, thoroughresearchers with a firm basis in schools."Judy Sebba, Professor of Education, University of Sussex"Teachers will find this book invaluable. It is based on quality researchwhich actually evaluates the impact of the various strategies suggestedfor raising boys' achievement. What is more, in contrast to many of themore 'quick-fix' works in this field, the authorsâ discussion and analysisis measured and nuanced, and supported by an in-depth understandingof the wealth of theory and research around gender aTable of ContentsCHAPTER 1:Boys and girls talking CHAPTER 2:National and international dimensions: context and causes CHAPTER 3:The conundrum of the gender gapCHAPTER 4:What about the girls? CHAPTER 5:Raising boys’ achievements within an inclusive contextCHAPTER 6: The context of the classroom: pedagogies and teaching-learning stylesCHAPTER 7:The context of the individual: target-setting and mentoringCHAPTER 8:Organisational contexts: equal opportunities in the single sex classroomCHAPTER 9:The Socio Cultural KeyCHAPTER 10:Gender and Achievement in Special SchoolsCHAPTER 11:Policy Directions within an inclusive contextReferences

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Book SynopsisTransition planning for young people with special educational needs is a crucial but often overlooked element of social inclusion. While there is now considerable official guidance on how to manage the school leaving process for young people with learning difficulties and/or disabilities, little is known about how to make effective transitions happen in practice. This book supports the transition experiences of young people with a range of special educational needs. The book: Provides insights into the experiences and perspectives of young people, their parents or carers and the professionals who support them during the transition period Explores influences on the decision-making processes and the involvement of young people and their parents or carers Suggests practical ways in which young people and their families and carers can be supported during the transition to adulthood. This is essential reading for Education students, teachers, headteachers, carTable of Contents1. Introduction 2. The Policy Framework 3. How the decisions were made 4. The Young People’s Stories 5. Listening to Parents 6. Professionals, Policies and Procedures 7. How to improve transition planning

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Book Synopsis"For all members of the Leave No Child Inside movement who are engaged with early childhoodâas educators, child care providers, nature center staff, parents, landscape designers, or pediatriciansâthis book is an essential resource."Louise Chawla, Children and Nature Network, USA What do children learn through playing outdoors? What makes an effective and challenging play space? What is a safe environment and can children be too safe? How can adults best support challenging play outdoors? Young children seek adventure and challenge in their play outdoors. They look for places they can explore and spaces they can transform. However, provision for exciting and challenging play outdoors is often restricted because of an over-emphasis on safety, and also because the value of play outdoors is not well understood.This book offers a clear rationale for why outdoor play is essential in young children's lives and learning. It asks fundamental queTable of ContentsAcknowledgements Children's lives Why outdoor play? Outdoor play: the presence of the past Spaces and places for play Gardens or forests? Playing outdoors: risk and challenge What do we mean by free play outdoors? Roles, resources and relationships outdoors Bibliography Index

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Book Synopsis"With freshness, humour and originality, Sue Gifford demonstrates the interactive strategies that are required to teach mathematics to young children. The text is both refreshingly free from conventional wisdom and solidly grounded in recent research on learning and teaching early mathematics.At the same time, it is unfailing in its accuracy in uncovering children's own humour and instinct for subverting 'teacherly' overtures. Given the demonstrated lack of spontaneous mathematics in early childhood setting, this assembled collage of children's own observations, activities and comments is in itself a work of art."Professor Carol Aubrey, Institute of Education, University of Warwick, UK. What are the most important aspects of mathematics for young children to learn? How do children learn mathematics? How can adults best âteachâ mathematics to children so young? The book informs practitioners, students and parents about how threeâ to fivTable of ContentsAcknowledgements Introduction Between the secret garden and the hothouse: recent changes in early years mathematics Section 1 What do we know about how young children learn mathematics? A holistic approach 1 Cognitive processes 2 Emotional processes 3 Social processes 4 Physical processes Summary of Section 1 Section 2 Practical Pedagogy 5 Contexts for learning 6 Interactive teaching strategies7 Teaching systems: planning and assessmentSection 3 The mathematics curriculum8 Number 9 Shape and space 10 Measures 11 Problem solving Conclusion ReferencesIndex

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Book SynopsisThis book shows how school leaders at all levels â from the most senior manager to the classroom teacher â can help to build learning communities through collaborating and negotiating with their colleagues, students and studentsâ parents and carers, as well as with external agencies and local communities, to sustain and develop the enjoyment of successful learning among the members of a school. It looks at how positive cultures can be constructed that support inclusive and exciting teaching, enthusiastic teachers and engaged students, parents and carers.Drawing on research, the book examines topics such as the nature of leadership, especially distributed and teacher leadership; the politics of education management; the construction of inclusive cultures in schools; school improvement; and the construction of collaborative and inclusive work groups. It uses a range of critical perspectives to examine processes of change and the relationships of people in school communities to each otTable of ContentsList of figures, tables and vignettesPrefaceConsidering schools as organisations and communitiesMediating the external policy contexts of schoolsWhere power lies within schoolsSchool leaders as politicians: Governing in whose interests?The heart of the matter: The moral dilemmas of working in educational settingsCreating cultures: Facilitating engagement Leading and constructing the curriculum Developing cultures of learning in subject areas Strategies of success at middle leader levelLeading purposeful change in schools: People, power and cultureList of referencesIndex

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Book SynopsisThis book looks at an issue which is at the heart of every classroom â the role that talk plays in childrenâs learning. Drawing on a substantial research base, the book provides useful suggestions to facilitate successful talk between teachers and children to improve learning and raise standards.Through analysing the talk that goes on in primary school classrooms, the book examines the process of talk and learning in detail and shows how teachersâ questions, instructions and statements can support and extend childrenâs learning. It highlights the central influence of teacher talk on developing childrenâs learning and looks at international perspectives in the field, including the work of Shirley Brice Heath, Douglas Barnes, Gordon Wells, Neil Mercer and Robin Alexander. This innovative book provides ideas, techniques, and practical suggestions for making classroom talk effective. It is key reading for student and qualified teachers who are interested in improving learning by genTable of ContentsPreface Introduction 1: Teacher talk and classroom interaction2: Investigating teacher talk3: Interactive teaching4: Questioning and learning 5: Making connections6: Critical moments in classroom talk7: Changing classroom practiceConclusion Appendix References Bibliography Index

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Book SynopsisFIRST PRIZE WINNER of the SOCIETY FOR EDUCATIONAL STUDIES book award 2006 "As a practising youth worker and researcher, I found this book a fascinating and engaging readâIt provides a useful analysis and exploration of the classed and gendered âanti-schoolâ ethic in place presently within many schools, and it will provide a meaningful analysis for academics, policymakers and practitioners and anyone with an interest in gender, education and young people." Fin Cullen, Goldsmiths College, Review in Gender and Education"I would [therefore] urge everyone concerned with what is happening in schools to read this book, with its fascinating data and nuanced arguments."Heather Mendick, London Metropolitan University - Review in British Journal of Educational StudiesThis innovative book looks at how and why girls and boys adopt âladdishâ behaviours in schools. It examines the ways in which students negotiate pressures to be popular and âcoolâ iTable of ContentsAcknowledgementsIntroduction‘Don’t revise, and be a bit bad, that’s more popular’: Social motives for ‘laddishness’ ‘I don’t want them to think I’m thick’: Academic motives for ‘laddishness’ Combining insights to understand ‘laddishness’: Integrating theories about social and academic motives ‘I don’t like failure. I want to get good levels.’ Testing times: Academic pressures and fears in school ‘If you work hard in school you’re a geek’: Exploring the ‘uncool to work’ discourse Fibs and fabrications: Strategies to avoid looking ‘stupid’ or ‘swotty’ Balancing acts: Who can balance the books and a social life, and how? ‘If I knew how to tackle "laddishness" I’d bottle it, sell it, and make a fortune’: Implications for teachers, schools and policy makersConclusionNotesAppendicesReferencesIndex

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Book SynopsisPraise for the first edition:â..a wealth of creative ideas and practical advice for developing the talents of this under-served population. Her humour and candor, compassion and insight will endear her work to readers internationally.âJoan Franklin Smutny, Director, Center for Gifted, National-Louis University, USA ââa comprehensive text that will meet the needs of a wide range of readers from early childhood professionals and teachers to parents.âWilma Vialle, The Australasian Journal of Gifted EducationGifted Young Children is a practical guide to identifying and supporting young children who may be gifted or talented. Louise Porter outlines how to identify and provide educationally for children aged up to 8 years with advanced development. She also explains how teachers and parents can promote the childrenâs emotional and social adjustment, including ways to enhance self-esteem, encourage friendships and support their autonomy. She shows how parents Table of ContentsPart One Understanding giftdness 1.Signs of gifted development in young children2.Actualising giftednessPart Two: Emotional and social issues for gifted children3.An overview of emotional needs4.Self-esteem5.Social Needs6.The need for autonomyPart three: Educational provisions7.A rationale for gifted education8.Assessing developmental advances in young children9.Meeting gifted children’s learning needs10.Children whose gifts are disguised11.Formulating a policy on gifted provision12.Parenting gifted childrenAppendix 1 Checklists of advanced developmentReferences Index

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Book SynopsisReviews of the first editionâœIn addition to expected information about developmental stages and caregiver response, Duffy discusses diversity and accessibility issues that affect childrenâs response to opportunities to express their creativity â an admirably detailed guide to creativity for persons involved in caring for young children.âEducation ReviewâœThe strength of Bernadette Duffyâs book is her ability to share through tables, examples, theory and reflections her deep understanding of childrenâs creative processââMontessori International MagazineLearning through the arts has the potential to stimulate open ended activity that encourages discovery, exploration, experimentation and invention, thus contributing to childrenâs development in all areas of learning and helping to make the curriculum meaningful to them. Bernadette Duffy draws on her extensive experience of promoting young children's creativity and imagination to examine how visual rTable of ContentsIntroductionPart One What are Creativity and Imagination and Why are they Important?Chapter 1.The importance of creativity and imagination Chapter 2.Defining creativity and imaginationChapter 3.The creative process Part Two How do Creativity and Imagination Develop?Chapter 4.Child development, creativity and imagination from birth to six years Chapter 5.Creativity across the curriculum Chapter 6.The contribution of the arts to creativity and imaginationChapter 7.Development in the visual and performing artsPart Three Theory into practiceChapter 8.The role of the adult Chapter 9.The organisation of space, time and social contextsChapter 10.Widening children's experiences Chapter 11.Planning, implementing, observing, recording and assessing ConclusionBibliography Index

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Book Synopsis"Summerhill remains unique and different ... its underlying principles and its founding beliefs have informed and influenced generations of teachers in both sectors. It will continue to do so." - Professor Tim Brighouse, Commissioner for London SchoolsSummerhill is a world-renowned school in England where pupils decide when and what they will learn. The school was established in 1921 by A. S. Neill, who was named by the Times Educational Supplement in 1999 as one of the twelve most influential educators of the 20th Century. Known as 'the oldest children's democracy in the world', Summerhill allows pupils to air their views, propose new school rules and construct future plans for life at the school at the regular school meeting. This unique book contains key extracts from Neillâs classic text Summerhill, a worldwide bestseller since its publication in 1962, and features contributions from A. S. Neill's daughter, Zoe Neill Readhead, who is the current PrincipalTable of ContentsPreface by Mark Vaughan Introduction by Tim Brighouse ‘Summerhill School’ by A. S. Neill Summerhill today by Zoe Readhead-Neill Inspection and justice: HMI and Summerhill School by Ian Stronach Questions & Answers – A. S. Neill Questions & Answers – Zoe Readhead-NeillThe A. S. Neill Summerhill Trust Index

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Book SynopsisThis book explores the social practice of literacy, numeracy and language and its implications for teaching and learning adult basic skills. Leading international experts argue that literacy, numeracy and language are more than just a set of skills or techniques, but are shaped by the social and cultural context within which they are taking place; the meanings they have for users; and the purposes they serve. This shifts the focus from a narrow, functional and externally imposed definition of literacy, numeracy and language learning, to more open and numerous definitions that focus on what people do with their knowledge, understanding and skills in a range of contexts. Adult Literacy, Numeracy and Language shows how the social practice approach to learning and teaching can be used to develop more inclusive views of adult literacy, numeracy and language. Bringing together the views of researchers, policy makers and practitioners, it helps readers to develop an understanding ofTable of ContentsIntroductionSocial Practice of Adult Literacy, Numeracy and language, Mary Hamilton, Yvonne Hillier and Lyn TettSection 1: Literacies as Situated Social Practice, David Barton, Ursula Howard and Lyn Tett Section 2: Literacy, Language & multi-lingualism’ Elsa Auerbach, Celia Roberts and Mahendra Verma Section 3: The Politics of Numbers’, Mike Baynham, Diana Coben and Alison TomlinSection 4: ‘Measuring and assessing adult literacy, numeracy and language’, Harvey Goldstein, Peter Lavender, Jay DerrickSection 5: Crossing boundaries: facilitating interactions’, Yvonne Hillier, Juliet Merrifield and Mary Norton Afterword

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Book SynopsisThis major text for Education Studies students provides a critical account of key issues in education today. The text features: A critical analysis of key issues in Education Studies to encourage studentsâ thinking about education in the broadest terms Themed sections with introductions to link the issues discussed in each chapter Use of specific examples of educational diversity to illustrate how concerns such as ethnicity, gender and class operate in educational institutions An examination of educational issues as they relate to other phases of educational provision, such as home schooling and universities Education Studies: Issues and Critical Perspectives is an essential text for Education Studies students. It is also of value to students on QTS courses and students and professionals in areas such as sociology, childhood studies, community studies and education policy.Table of ContentsContributors Acknowledgements Foreword Section 1: Inside the school Section introduction Early years education: mixed messages and conflicts Evidenced-based education: finding out what works and what hurts The politics of the National Numeracy and Literacy Strategies Shaping pedagogy from psychological ideas When evidence is not enough: freedom to choose versus prescribed choice: the case of Summerhill Section 2: Policy, politics and education Section introduction New Labour’s education policy England: educating for the twenty-first century What do we really know from school improvement and effectiveness research? Away with all teachers: the cultural politics of home learning New students: same old structures Section 3: Education at the margins Section introduction Stephen and Anthony: the continuing implications of the Macpherson report for teacher education Meeting the educational needs of forced migrants Education of looked after children: who cares? Women and state schools: Britain 1870 to present day Lifelong learning, just a slogan? The reality for working-class women Section 4: Global education: global issues Section introduction New Labour, globalisation and social justice: the role of teacher education Pakistan: whither educational reforms? Changing geographies of power in education: the politics of rescaling and its contradictions Education for sustainable development Index

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Book Synopsis"This innovative and readable book is not something to be cherry-picked for quick hints and tips. It is a work to be read and re-read and savoured for its humanity, sagacity, practicality and reflection upon the all-important relationships between teaching and learning and the teacher and the learner."British Journal of Educational Technology"...a delightful and unusual reflective journey...the whole book is driven by a cycle of questions, examples, strategies and generalizations from the examples. In all, it is the clearest example of practise-what-you-preach that I have seen."John Biggs, Honorary Professor of Psychology, University of Hong Kong âœThis is a unique book, written by a well-known figure in HE who has broad experience and a long track record as an exemplary and caring teacherâThe book is unique because it is written in a very personal manner, with a sharing of the authorâs varied experiences and great enthusiasm for the processes of teachTable of ContentsPreface: Why did I write this book? Introduction What is meant in education by 'reflecting'? What does reflection have to Offer in higher education? On what models can we base reflective learning and teaching? How does analytical reflection affect learning? How does evaluative reflection affect learning?What can we do to encourage students to reflect effectively? How can you adapt ideas from my teaching, for yours? Why and how should we start innovating nowadays? How can such innovations be evaluated? Where should you read about other work in this field? Postscript References Index.

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Book SynopsisTeachers Matter offers the most definitive portrait of teachersâ lives and work to date. At a time when teaching standards are high on the political and social agenda, the quality and commitment of teaching staff is seen as paramount and they are viewed as pivotal to the economic and social well being of society. But: What are the influences that help or hinder teachersâ commitment? Is there an association between commitment and pupil attainment? Why are teachersâ identities important? What are teachersâ needs and concerns in different professional life phases? Does school context count? Based on a DfES funded study of 300 teachers in 100 primary and secondary schools in England, the authors identify different patterns of influence and effect between groups of teachers, which provide powerful evidence of the complexities of teachersâ work, lives, identity and commitment, in relation to their sense of agency, well-being, resilience and pupil attitudes andTable of ContentsList of ContributorsForewordPrefaceAcknowledgementsWhy teachers matter: policy agendas and social trends The VITAE research: a synergistic approachThe schools, their teachers and their pupils: expectations, experiences, perceptions Studying teachers’ work and lives: research contexts Teachers’ professional life phases: a research informed view of career long effectivenessEmotional contexts of teaching: agency, vulnerability and professional identitiesWhat helps and hinders teachers’ capacities to be effectiveTeacher effectiveness, pupil attainmentTeachers who break the mouldReal and resilient: how teachers sustain their effectivenessCommitment and effectiveness: contexts which make a difference to standardsFuture proofing classroom and school effectiveness: why teachers matter mostReferencesList of Figures/TablesList of AbbreviationsIndex

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Book SynopsisAn increased emphasis on an early start in group day care and educational settings for young children means that by the time children enter statutory education, they may already have had several transitional experiences: each will have an impact. This book explores early transitions from a variety of international perspectives. Each chapter is informed by rigorous research and makes recommendations on how education professionals can better understand and support transitions in the early years. Contributors examine issues such as: Parental involvement in the transition to school Children's voices on the transition to primary school The construction of identity in the early years Readers will be able to draw support, guidance and inspiration from the different writers to scaffold their own thinking and development in relation to childrenâs transitions. Ample opportunities are offered for readers to gain confidence and competence in dealing with the range ofTable of Contents1 Informing Transitions - Hilary Fabian 2 Transition competence of the child’s social system - Wilfried Griebel & Renate Neisel 3 Social worlds - The construction of different identities within an early childhood centre: A case study. - Rosina Merry 4 Horizontal transitions. What does it mean for children in the early school years? - Inge Johansson 5 Parent involvement in the transition to school - Christine Clarke 6 Children’s Voices on the Transition from Preschool to Primary School - Jóhanna Einarsdóttir 7 Transitions in children’s thinking - Stig Broström 8 Understanding and supporting children - Kay Margetts 9 Children’s transition to school: Changing expectations - Sue Dockett & Bob Perry 10 Expectations and effects of curriculum change as viewed by children, parents & practitioners - Maggie Stephenson & Margaret Parsons 11 Conclusions: Bridging Research, Policy & Practice - Aline-Wendy Dunlop

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Book SynopsisâœAll who are interested and concerned about educational reform and the improvement of schools will find this book a must read. It stimulates, it challenges, and it informs, such that the reader is most surely enriched by its plenitude.âDr Shirley Hord, Scholar EmeritaâœAt last we have a book of international cases to add to the literature on networks! Policymakers and practitioners alike will find the reasons why networks are fast becoming the reform organizations of choice. The book elevates network understanding to a new level.âAnn Lieberman, Senior Scholar at the Carnegie Foundationfor the Advancement of Teaching What is a professional learning community? What are the key challenges facing these communities and how might they be resolved? Is it time to extend our thinking about professional learning communities? There is great interest internationally in the potential of professional learning communities for enhancing educational Table of ContentsSeries’ editors’ prefaceAcknowledgementsList of contributorsList of figures and tablesProfessional learning communities: Elaborating new approaches Part 1Divergence The involvement of support staff in professional learning communities Extending the learning community: a broader perspective embedded in policyFrom professional learning community to networked learning communityBeyond borders: can international networks deepen professional learning community?Part 2Depth ‘Normalizing’ problems of practice: converting routine conversation into a resource for learning in professional communitiesHow leaders use artifacts to structure professional community in schools Developing collective understanding over time: reflections on building professional community Using assessment tools as frames for dialogue to create and sustain professional learning communitiesTransforming practice from within: the power of the professional learning communityPart 3Dilemmas Building professional learning communities in high schools: challenges and promising practicesBuilding social capital in professional learning communities: importance, challenges and a way forwardSustainable professional learning communitiesPart 4AfterwordProfessional learning communities: a reflection

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Book SynopsisThe mistakes children make in mathematics are usually not just âmistakesâ - they are often intelligent generalizations from previous learning. Following several decades of academic study of such mistakes, the phrase âerrors and misconceptionsâ has recently entered the vocabulary of mathematics teacher education and has become prominent in the curriculum for initial teacher education.The popular view of childrenâs errors and misconceptions is that they should be corrected as soon as possible. The authors contest this, perceiving them as potential windows into childrenâs mathematics. Errors may diagnose significant ways of thinking and stages in learning that highlight important opportunities for new learning.This book uses extensive, original data from the authorsâ own research on childrenâs performance, errors and misconceptions across the mathematics curriculum. It progressively develops concepts for teachers to use in organizing their understanding and knowledge of childrenâsTable of ContentsIntroduction Learning from errors and misconceptionsChildren’s mathematical discussionsDeveloping number Shape, space and measurement From number to algebraData-handling, graphicacy, probability and statisticsPre-service teachers’ mathematics subject matter knowledgeLearning and teaching mathematics: Towards a theory of pedagogyAppendix 1 Common errors and misconceptionsAppendix 2 Discussion prompt sheetsReferences

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Book SynopsisâœAt last a book that not only describes what collective biography is but also explains how to use it â The book describes how to set up collective biography workshops in which participants examine how discursive structures and power relations have both enabled and limited the conditions of possibility for their lived experience. Focusing on a more complicated reflexivity than is usually described in social science research, collective biography, inspired by Frigga Haug and refined by Davies, will no doubt be used increasingly by researchers interested in the production of subjects in a postmodern world.âElizabeth Adams St. Pierre, University of Georgia, USAThis book introduces the reader to collective biography, an innovative research methodology for use in education and the social sciences. The methodology of collective biography overcomes the theory/practice divide, by putting theory to use in everyday life, and using everyday life to understand and to extend tTable of ContentsPROLOGUE Bronwyn Davies and Susanne Gannon 1 THE PRACTICES OF COLLECTIVE BIOGRAPHY Bronwyn Davies and Susanne Gannon 2 BECOMING SCHOOLGIRLS: THE AMBIVALENT PROJECT OF SUBJECTIFICATION Bronwyn Davies, Suzi Dormer, Susanne Gannon, Cath Laws, Hillevi Lenz-Taguchi, Helen McCann and Sharn Rocco 3 READING FICTION AND THE FORMATION OF FEMININE CHARACTER Bronwyn Davies, Susanne Gannon, Helen McCann, Phoenix de Carteret, Danielle Stewart and Barb Watson 4 EMBODIED WOMEN AT WORK IN NEOLIBERAL TIMES AND PLACES Bronwyn Davies, Jenny Browne, Susanne Gannon, Eileen Honan and Margaret Somerville 5 “TRULY WILD THINGS”: INTERRUPTIONS TO THE DISCIPLINARY REGIMES OF NEOLIBERALISM IN (FEMALE) ACADEMIC WORK Bronwyn Davies, Jenny Browne, Susanne Gannon, Eileen Honan and Margaret Somerville 6 THE AMBIVALENT PRACTICES OF REFLEXIVITY Bronwyn Davies, Jenny Browne, Susanne Gannon, Eileen Honan, Cath Laws, Babette Müller-Rockstroh and Eva Bendix Petersen 7 A CONVERSATION ABOUT THE STRUGGLES OF COLLABORATIVE WRITING Bronwyn Davies, Susanne Gannon in consultation with the collective 8 AN ARCHAEOLOGY OF POWER AND KNOWLEDGE Bronwyn Davies, Anne Britt Flemmen, Susanne Gannon, Cath Laws and Barb Watson 9 CONSTITUTING ‘THE FEMINIST SUBJECT’ IN POSTSTRUCTURALIST DISCOURSE Bronwyn Davies, Jenny Browne, Susanne Gannon, Lekkie Hopkins, Helen McCann and Monne Wihlborg 10 COLLECTIVE BIOGRAPHY AS ETHICALLY REFLEXIVE PRACTICE Bronwyn Davies

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Book SynopsisPraise for the previous edition:âœThis is a passionate and practical bookâTeaching in Higher EducationâœThis book offers valuable insights into a process for becoming a reflective learner and for developing students into reflective learners as well.âStudies in Higher EducationThis significantly revised edition includes the most current thinking on reflective learning as well as stories from academics and students that bring to life the practical impact of reflection in action. Based on sound theoretical concepts, the authors offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology. They also offer facilitation rather than traditional teaching methods as a productive and useful skill that helps teachers and encourages students to interact and develop reflexive skills that can be used beyond their student years. Based on rigorous theories, Facilitating ReflectivTable of ContentsAcknowledgements to second editionAcknowledgements to first editionPart I Learning and reflectionOur themesLearning philosophies and principlesWhat is learning? – A review of learning theoriesRequirements for reflectionReflection and reflective practicePart II Facilitating learning and reflective practice Academic practice and learning Methods of reflection for tutorsMethods and assessment of reflective learning Becoming a facilitator: Enabling reflective learning Facilitation in practice: Basic skillsFacilitation in practice: Further skillsPart III ExemplarsAction learning (learning sets)Academic supervisionMentoringConclusion

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Book SynopsisUnderstanding child development is crucial for all early years practitioners and a sound knowledge of children and their development underpins effective practice.The book presents a detailed and in-depth picture of early years development, particularly of developmental processes and interactions. Rather than focusing on a particular topic, it offers a broad overview from a range of sources including: Developmental, evolutionary and cognitive psychology Biology Sensory information Attachment theory Neuroscience Research linking brain function and emotionsAs well as providing a great insight into the aspects of child development and offering the benefits of a multi-disciplinary approach, the book emphasizes appropriate pedagogical approaches and the implications for adults who work with young children.Child Development from Birth to Eight is essential reading for all early years students and practitioners.Table of ContentsForeword Acknowledgements Introduction Laying the foundations: brain works 'A world of one's own': the body and the senses Origins Emotional and social and well being Learning and development Playing and imagining The role of the adult: to understand the 'heart of the intended communication' The final phase, conclusions and reflections on development

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Book Synopsis'Every school a great school' is not just a slogan, but an aspiration for the next stage of education reform, in which each student has the opportunity to reach their full potential. The book argues that, for 'every school a great school' to become a reality, requires a move from individual school improvement efforts and short term objectives to a sustainable system-wide response that seeks to re-establish a balance between national prescription and schools leading reform. Achieving this goal requires strategies that not only continue to raise standards, but also build capacity within the system. David Hopkins identifies four key educational 'drivers' that, if pursued, have the potential to deliver 'every school a great school': Personalized learning Professionalized teaching Networking and innovation Intelligent accountability The author believes that it is the responsibility of system leaders to mould the four drivers to fit individual school contexts. Table of Contents Introduction Part 1 The Context of System Reform Every school a great school From large-scale change to system-wide reform Part 2 The Four Drivers of System Reform Personalized learning Professionalized teaching Intelligent accountability Networking and innovation Part 3 Realizing the System Leadership Dividend The power of system leadership Moving system leadership to scaleBibliographyIndex

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Book Synopsis"As an overview, Developing Effective Assessment in Higher Education makes a very useful contribution to assessment literature, providing a publication that is relevant and accessible to practitioners whilst giving rigorous exploration of issues associated with student assessment. It should find a readership on that basis and will be welcomed as a considered and insightful contribution to the literature on student assessment." Higher Education Review What are the main issues when considering the design and management of effective assessment strategies for academic programmes? How should lecturers design and use assessment in university so that it helps students to learn, as well as judging their achievement? How can students be prepared for assessment, including peer, self and group assessment? This book provides comprehensive practical guidance on managing and improving assessment within higher education. It tackles all stages in the asTable of ContentsContributorsAcknowledgementsPART 1: INTRODUCTION AND CONTEXT 1.Introduction2.The Evidence base for assessment practice in higher education3.The conflicting purposes of assessmentValidityPART 2: DEALING WITH ASSESSMENT4.Teaching a module: maximising the potential of assessment5.Preparing students for assessment6.Marking7.Providing effective feedback for learning8.Moderation: towards greater consistency in markingSetting the context9.Managing assessment in different roles10. Supporting widening participation through assessmentPART 3: DEVELOPING ASSESSMENT11. Planning a programme assessment strategy12.Planning the assessment for a module13. Diversifying assessment methods14. Computer aided assessment15. Professional development and assessmentReferencesGlossaryIndex

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Book Synopsis"The text is wide-ranging and discusses different approaches and examples of good practice in supporting transition, from around the world. ... Supporting Transitions in the Early Years gives early years practitioners a real insight into the theory that should underpin high quality everyday practice for everyone engaging with young children."Early Years UpdateSupporting Transitions in the Early Years explores the whole range of early childhood transitions, rather than simply looking at starting school or pre-school. It helps parents, practitioners, policy-makers and Early Years students at every level, to understand and support the successive transitions made by young children from birth to five. Starting from a discussion of the rapid pace of change in current societies, and children's need to acquire flexibility and resilience in adapting to change, it offers examples of transitions such as:Babies and toddlers moving into under-3s careTable of ContentsIntroductionChapter 1. Understanding early transitions: more than starting schoolChapter 2. First steps: transitions from birth to threeChapter 3. Bridging cultures: home, pre-school and schoolChapter 4. Continuities: stepping up through the system Chapter 5. Children's perspectives: transitions around the world Chapter 6. Making the grade: the role of assessment in transitions Chapter 7. Transitions for life

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Book Synopsis"The bookâs strength lies in the ability of the contributors to draw conclusions in relation to the reading debate and constructively justify moving away from the reliance on a single phonics approach based on evidence from empirical research. ...The book offers a timely warning against reading becoming synonymous withsynthetic phonics instruction, of children becoming mere âfunctional decoders of printâ (p. 53). The argument turns to the very real need for children to develop andunderstand the âjoy, relevance and use for readingâ (p. 79); indeed in the current climate of synthetic phonics instruction children are in danger of losing the ability orthe will to look at a book for pleasure."Early YearsDebates about the teaching of reading and particularly which phonics method teachers should use have been simmering for many years. This groundbreaking book offers critical perspectives on the teaching of reading and phonics, openly challenging contemporary policy in boTable of ContentsContributorsAcknowledgements IntroductionWhat is early childhood for? Parents’ voices: A conversation with parents of pre school childrenUnderstanding educational discourse: Attending to multiple voicesThe limits of science in the phonics debateTeachers voices To codify pedagogy or enrich learning? A Wengerian perspective on early literacy policy in EnglandSocial class and the struggle to learn to read: Using Bernstein to understand the politics of the teaching of readingLearning to read across languages: The role of phonics and synthetic phonics Inquiry into meaning: A conversation Revisiting reading for pleasure: Delight, desire and diversity

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Book Synopsis"Bishop and Denley in Learning Science Teaching have focused as much on good pedagogy as on the peculiarities of science teaching. It is for this reason that their book will be of value not only to trainees in education, but also to a range of professionals working in schools, Higher Education and, in particular, to those responsible for planning and delivering CPD. It is far more than a test for trainee teachers."Science Teacher Education"Any science teacher looking for ways to improve their teaching will find this book helpful...there is perceptive discussion of almost everything that can happen in a science classroom, and related work outside it."Physics Education What do you need to know to be a successful science teacher? How do you develop or acquire that knowledge? If you are just embarking on your learning journey as a science teacher, or are involved in supporting beginning and early career teachers on their wayTable of ContentsPrefaceProfessional knowledge of the science teacherTransforming knowledgePhysicsBiologyChemistryNature of scienceThe student voiceProfessional learningProfessional knowledge in contextReferencesAppendicesAcknowledgements

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Book SynopsisEarly childhood practitioners are often reluctant to see themselves as leaders and managers. However, all those who work with young children and their families, whatever their level of experience and competence, have to undertake both of these roles on a daily basis. This book encourages practitioners to recognise their active involvement in leadership and management in relation to their work as team leader or team member, and in their work with parents and other professionals, to ensure appropriate and effective provision for young children. The authors identify a number of key principles involved in effective early years leadership and management, which focus on the idea that: Leadership is about influencing others to improve and enhance childrenâs care, learning and development Leadership is only effective if it develops the leadership of others by supporting a team or group in meeting their declared aims or vision Leadership is ultimately distributed, shared Table of ContentsAcknowledgements1. Introduction: leadership, principles and practice2. Leadership, management and reflective practice3. Leader of leaders: building a team culture4. The roles and responsibilities of leaders5. Leadership, policy development and welfare requirements6. Perspectives on leading and assessing the curriculum7. The role of the leader in supporting learning and development8. Leadership in a multi-agency context 9. Leadership and parental involvement10. An inspector calls: leadership, evaluation and inspection11. Leadership: where next? AppendicesReferencesIndex

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Book Synopsis"The editors take readers through a breathtaking landscape of perspectives on the foundations of playwork. ... This book invites you to reflect (see Palmer, p51). But above all, it is one that inspires action."Children and Society"Foundations of Playwork is a must read for anyone with an interest in playwork or children's services. It shows the breadth, depth and value of our work with and on behalf of children."Mike Greenaway, Director of Play Wales Play impacts on all aspects of human behaviour and development, including the social, physical, cognitive, creative, emotional and spiritual worlds. The profession of playwork endeavours to provide enriched play environments with a view to enabling children achieve their full potential.This book provides a holistic overview of contemporary play and playwork. Straightforward and accessible, it covers topics such as playwork identity; play environments; the role of the playworker; values Table of ContentsPart 1: Playwork theory and playwork practice in the UK1 The fundamentals of playwork2. Where children play: the place of staffed provision3. Playwork a profession: distinct or extinct4. The state of play in England5. Playwork in Scotland6. Play in Wales7. Play provision in Northern Ireland8. Playwork education, training and qualifications: looking to the future9. Playwork and the theory of loose parts10. Work based learning and reflective practicePart 2: The play environment11. Play and the play stage12. If you go down to the woods today: why nature and adventure matter to children and young people13. Playwork and the environment14. The concept of risk in play and playwork15. Quality in play: underpinning thoughtsPart 3: The playing child and the practising playworker16. Playing: the space between17. Modelling playwork: BRAWGS continuum, dialogue and collaborative reflection18. The edge of recalcitrance: playwork in the zone of complexity19. Two weeks of adventure play: moving furniture20. After school childcare in adventure playgrounds21. Play in hospitals22. Playwork in prisons23. Thinking about creating a play environmentPart 4. Playwork Values, Ethics & Professional Practice24. The playwork principles25. The playwork principles: a critique26. Some reflections on the history of playwork in the adventure playground tradition27. 'The place we are meant to be': play, playwork and the natural rhythms of communitiesPart 5. Special Feature28. Beyond ambiguityPart 6. Play Links, Relating and Communicating29. Mother and baby: the first playground30. Playing and relating: the contribution of Winnicott31. Exploring rhythm in playwork32. Community based projects Part 7. Working with Professional Diversity33. Common core number 7: the missing link?34. Guerilla playwork35. Playwork in the early years: working in a parallel profession36. Play, learning and education: common core of skills and knowledge for the children's workforce37. At sixes and sevens: the transition of play to secondary schools38. Play and youth work: a qualitative case study of integrated practice39. The children’s workforce: the early years and playwork40. Summer camp in Romania: playwork with volunteersPart 8. Contributing to the Management and Development of Play Settings41. Playing the policy game: promoting effective play strategies with government, and why should we bother?42. Managing children's play provision43. Voluntary community play provision: a case study44. Somerford Grove Community Project and Adventure Playground45. Tell me an old old story: ICT and the play settingPart 9. Legislation and Rights46. The history of child protection, present procedures and practices47. Health & safety: a playwork perspective48. Children's rights and play49. Being an anti-racist50. ... and inclusion51. Gender and play: the development of gendered identities and their expression in play52. The enigma of the missing female perspective in playwork theoryPart 10. Research and Methods53. Researching with children54. Story telling as a tool for promoting playwork55. An exploratory study into practice and attitude towards child-led play56. Children without play: a research projectAppendicesA1. Brief annotated bibliographyA2. The playwork principlesPlay Wales

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Book Synopsis How can we understand the educational disengagement of urban, working-class young people? What role do schools and education policies play in these young peopleâs difficult relationships with education? How might schools help to support and engage urban youth? This book critically engages with contemporary notions of 'at risk' youth. It explores the complexity of urban young people's relationships with education and schooling and discusses strategies for addressing these issues. Drawing on a two year study of urban 14-16 year olds, educational professionals and parents, the book focuses in depth on the views and experiences of ethnically diverse young Londoners who had been identified by their schools as 'at risk of dropping out of education' and as 'unlikely to progress into post-16 education'. It provides an informative and accessible overview of the key issues, debates and theoretical frameworks. It is important reading for school leaders, teachers and learTable of ContentsSocial exclusion, risk and urban schools'The Street', 'the estate' and 'my trainers': social class and urban educationEntangled identities: 'race', ethnicity and schooling'Responsible boys' and 'glamorous girls'? Gender and schoolingAspirations and 'the future'Respect, reciprocity and relevance: the three Rs for urban schoolsChoice or coercion? Policies to promote educational engagementConclusions

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Book Synopsis How do adults really learn? How do I handle the first class or session? How can I get my material across in a way that will interest and excite people? Completely revised and updated throughout, the new edition of this friendly and practical book is the guide on how to teach adults. Written in an accessible style, it unravels the myths of teaching adults, while explaining why it is both a rewarding and a complex task.Using case studies and examples from a wide range of sources including higher education, adult education and management development, Adults Learning answers questions such as: How do I deal with a group of mixed ability? How can I can I manage the conflicts that may arise in a group? Which teaching methods work best and which are least effective? The author includes new chapters on problem-based learning and action learning, updated and extensive new material on handling groups, and a revised chapter on coaching, providiTable of ContentsIntroductionChapter 1.Adult learners: what you need to knowChapter 2.The first sessionChapter 3.Giving feedbackChapter 4.Understanding your groupChapter 5.FacilitatingChapter 6.Action learningChapter 7.Problem-based learningChapter 8.CoachingChapter 9.Role-play and simulationChapter 10.Delivering information: lecturing, demonstrating and blended learningChapter 11.Design for learningChapter 12.Evaluating

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Book SynopsisThis book explores the principles behind successful mentoring-coaching in education. As well as highlighting the many benefits of mentoring-coaching, it addresses highly practical issues such as: Can anyone learn to be a mentor-coach? What behaviour counts as mentoring-coaching? How do I know what to do, in what order and how? What are the potential benefits? What pitfalls might there be and how might these be avoided? What is the support structure for the process? The book features a model which helps to create successful mentoring-coaching activity in education and sets out a clear path along which to proceed. It describes appropriate behaviours and includes examples of questions that might be used. The authors examine specific techniques and raise the kinds of questions that practitioners themselves need to consider at each stage of the simple and easy-to-memorise model. Arranged in two parts, the first part of the book encourages you tTable of ContentsAcknowledgementsPART ONE – Mentoring-coaching – about this BookThe Term “Mentoring-coaching” and the ModelGetting startedStage One – Context Stage Two – Issues Stage Three – ResponsibilityStage Four – Future Stage Five – DecidingStage Six – ActionEvidencePART TWO – Digging DeeperHow clever does a mentor-coach need to be?DialogueEmpathyImages in the MindChains of MeaningChallenge versus CollusionCreating a Mentoring-coaching CultureFinding, Making and Taking the RoleChild, Parent or Adult?Building Capacity on SuccessMentoring-coaching as LearningMentoring-coaching as Leading-managingThe crucial Hyphen

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Book SynopsisThis bestselling textbook provides an introduction to the fundamentals of teaching and learning in early years and primary education. If you are training to work in schools or other educational settings, the book offers a wide range of practical and straightforward guidance, covering essential topics such as safeguarding; attachments and relationships; assessment; the indoor and outdoor environment; new technologies; behaviour management; and well-being.Thoroughly updated throughout and retaining its lively and engaging style, this new fifth edition extends your knowledge and understanding of working and playing effectively with young children. Enlivened by thought-provoking cameos and reflective questions, the book gives you the confidence to reflect upon, challenge and enhance your own pedagogies.  Key features include:â Real life cameos drawn from schools and settingsâ Questions to promote thinking included in each chapterâ Suggested fuTable of ContentsContentsList of FiguresList of PhotographsList of TablesNotes on the editors and contributorsIntroductionJane Payler, Jan Georgeson and Janet MoylesPART 1: The context of education from birth to 111. Policy context and current issuesKaren Mcinnes and Pat Black2. Attachments and relationshipsKaren Morris3. Learning about the teacher’s role in safeguarding Pia ParryPART 2: Planning for Learning – pedagogy and place4. Planning for Learning – children and teachersJanet Moyles5. Assessment for Learning Jo Basford and Ruth Dann6. Organising the environment indoors and out Jane Waters7. Classroom behaviour management Theodora Papatheodorou8. Moving in, up and out: successful transitions Aline Wendy DunlopPART 3: Ways of Learning9. Developing young children as self-regulating learners David Whitebread and Penny Coltman10. From astronaut to problem solving: tracing children’s symbolic meanings Maulfry Worthington11. Encouraging enquiry: exploring the world around us Helen Clarke and Karen Phethean12. New technologies, new ways of learning Rachael Levy and Nathalia Kucirkova13. The relationship between physical development and learning i the early years and primary classrooms Carrie Weston and Elizabeth Marsden14. The power of storyLiz Chamberlain and Jacqueline HarrettPART 4: Influences on Children’s Learning15. Social class and culture: building bridges Jane Payler and Jan Georgeson16. Empowering learners from 3-11 through language diversity and bilingualismJean Conteh17. Inclusion, well-being and safeguarding of children Anita SoniPART 5: Working in partnership18. Accessing children’s voices and experiences Victoria Cooper and Mary Kellett19. Reaching out: fostering partnership with parents Mary Scanlan20. Planning Educational Visits Bev Keen21. Education of children with long-term health issues Alison Closs and Ann Burnett22. Exploring leadership in the classroom Carrie Cable23. Beginning to work with other agencies Gary WalkerEndpieceJane Payler, Jan Georgeson and Janet Moyles

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Book SynopsisThe fourth edition of this informative, accessible and intellectually engaging teacher training book provides a definitive guide for trainee and newly qualified secondary school teachers and their mentors.The book has been fully updated to reflect the many changes in policy and practice, including developments in the national curriculum, PSHEE and SEN provision. The latest edition covers topics such as how pupils learn, assessment, planning classroom communication and developing positive approaches to pupil behaviour.The wide range of specialist contributors, each bringing extensive first-hand experience of teaching, covers the core professional skills and concepts that new secondary school teachers need to acquire, irrespective of their subject specialism or training route, while the following key features of the book are:â Examples and illustrations from real classroom practice.â Details of current research.â Activities, case studies and sTable of ContentsPart 1: Becoming a teacher | Learning to be a teacher; The professional framework and professional values and practice; Key issues, opportunities and challenges for new teachersPart 2: Core professional competences | Understanding how pupils learn: Theories of learning and intelligence; Planning for learning; Using differentiation to support learning; Working with parents and support staff; Communications in the classroom; Using assessment for formative purposes; Using assessment data to support pupil achievement; Positive approaches to pupil behaviour; Using digital tools to support learningPart 3: Secondary schools and the curriculum | What should we teach? Understanding the secondary curriculum; Spiritual, moral and cultural development; Raising attainment; Literacy across the curriculum; Numeracy and mathematics across the curriculum; Personal, social, health and economic education; 14–19 curriculum reformPart 4: Making school work for all: Every Child Matters, Safeguarding and the Inclusion Agenda | Does every child matter? Education, social care and the emerging safeguarding agenda; Special educational needs and inclusive schooling; Schooling, ethnicity and English as an additional language; Schooling and gender; Supporting disadvantaged children to raise their attainment; Pastoral care and the role of the tutor; Government policy

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Book SynopsisGroup learning plays a central role in contemporary education and training. Studying collaboratively has been shown to directly enhance student learning, as well as being valued as a 'key skill'.This handbook covers the essential elements of groupwork in adult and post-compulsory education, in an accessible and practical format. It discusses the principles underpinning groupwork, looking at origins and developments in the field, and delves into the technical aspects of group development and the dynamics involved in working groups, drawing on key theoretical perspectives and embedding them in adult education. The chapters promote participative learning through dialogue, discussion and creative activities. With over twenty years real experience of groupwork, the author provides: A set of flexible resources that you can adapt and develop for your own learning environments A series of activities and exercises which can be linked into the stages of group development Table of ContentsChapter 1 Roadmap of Adult Learning in GroupsChapter 2 Wider contexts of Groupwork.Chapter 3Wider Contexts of Learning as AdultsChapter 4Critical Adult Learning in GroupsChapter 5Characteristics of Learning GroupsChapter 6Development in Learning GroupsChapter 7Facilitation Qualities Chapter 8Designing learning programmes for adults learning in groups Chapter 9Activities and ExercisesBibliographyGlossaryIndex

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Book Synopsis Are you worried about doing your classroom-based research project? Do you feel daunted at the prospect of carrying out a literature review? Does the thought of collecting and analyzing data make you panic? If you answer 'yes' to any of these questions, then this is the book for you!Written in an informal style, this is the essential, practical and accessible step-by-step guide for all teacher-training students, who in addition to facing the enormous challenge of training to become a teacher, also have to conduct their own classroom-based research. It contains three sections that mirror the process of doing classroom research. From getting started and choosing appropriate research strategies, to making your findings public, the book covers the whole range of issues to help you succeed with what can seem like a daunting task.Each of the chapters offers gentle guidance and support at every stage of the research process. Topics covered include: The pTable of ContentsPart 1: IntroductionChapter 1: What's in it for me?Chapter 2: Moving from reflective practitioner to practitioner researcherPart 2: Getting startedChapter 3: Survival skillsChapter 4: Information skills for classroom researchChapter 5: Ethical issuesChapter 6: Reliability and validity Part 3: Research StrategiesChapter 7: Doing research in the classroomChapter 8: Intervention, innovation and creativity in the classroom: Using findings to improve practiceChapter 9: Collaborative researchChapter 10: Analysis of data Part 4: Writing it up and making it publicChapter 11: Presenting research in writingChapter 12: Presenting research in a range of forums Chapter 13: Next steps

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Book SynopsisThis book examines how quality and good practice in early childhood education and care (ECEC) is interpreted and implemented in a variety of settings and circumstances. Drawing on her experience of research and policy making in a wide variety of countries, the author considers the variety of rationales that inform services for early childhood education and care. Services are organized, financed and delivered in many different ways across the world. The policies that have been adopted by governments, and the resources which are made available for implementing them, have shaped practice.On the one hand there are complex ideas about what children should be learning and how they should be learning. These ideas about curriculum and the training of teachers and carers may differ radically between countries. On the other hand policies have been prompted by the need to reconcile family and work obligations and to provide childcare to support working mothers, irrespective of educational Table of ContentsPrefaceA brief introductionSticky Policies and Path DependenciesRationales and OxymoronsThe International Consensus on ECECChildcare marketsCurriculum and trainingWorking SpacesWorking PracticesIn the (class) roomExporting qualityThe Measurement of QualityThe Quality Chain

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