Education / Educational sciences / Pedagogy Books
Open University Press Rethinking Learning in Early Childhood Education
Book Synopsis"I think a real strength of the book is the use of the case studies to ground the points made and to offer in-depth insights into practice."Jackie Marsh, University of Sheffield, UKThis exciting book considers the nature of young children's lives and how this can, and should, inform early childhood education in practical ways. It examines: What is it like for young children to learn in the 21st century? How can we link this to new and innovative ways of providing relevant and engaging learning contexts for young children? What it means to be multiliterate in the 21st century The book explores how learning and engagement with ideas can be extended through the use of new technologies, describing how information and communications technologies enable young people to extend the boundaries of their learning and social interactions. These experiences have important implications for formal learning environments and the nature of the curriculum, inclTable of ContentsAcknowledgements About the authorsChapter 1 - New Millennium learnersChapter 2 - Collective inquiry and a partnerships approach to change in educationChapter 3 - Becoming multiliterate in contemporary times Chapter 4 - MultimodalityChapter 5 - Connecting with identities for enhanced learningChapter 6 - Engaging with diversityChapter 7 - Portraits, Pedagogies and PathwaysChapter 8 - Pathways to the futureAppendix1 Multiliteracies pedagogical framework 2 Planning the multiliteracies pathwayReferencesIndex
£26.59
Open University Press Primary Mathematics Teaching for Understanding
Book Synopsis"One feature of this book that sets it apart from others is the care that is taken to clarify the authorsâ interpretation of the phrase 'teaching for understanding'. Each component of this interpretation â connections, representations, reasoning, communication and misconceptions â is then successfully incorporated as a theme in the subsequent chapters that develop important mathematical topics."Ian Thompson, Visiting Professor at Edge Hill University and Northumbria University, UKThis important book aims to support and develop teachers' understanding of the key primary mathematics topics. It takes an innovative approach by defining exactly what is meant by 'understanding' and uses this model to examine and explain various mathematical topics. The authors emphasize the importance of the different representations that can be used for mathematical concepts and inform the reasoning process. By focusing on understanding, the book also draws attention to common misconTable of ContentsIntroductionUsing numbersAddition and substractionMultiplication and divisionFractionsDecimalsRepresenting patterns of numbersUnderstanding shapesMeasurementsData handlingProblem solving
£26.59
Open University Press Pioneering Studies in Cognitive Neuroscience
Book SynopsisThis edited collection presents seven recent studies in contemporary cognitive neuroscience which have come to be viewed as classic experiments. The contributing authors are renowned in their field for producing intelligent and innovative research, and together they cover each of the main sub-disciplines of cognitive neuroscience. As well as the original study, and a description of the methodology and results, each chapter includes a personal commentary by the author of the study in which they share unique insights into the genesis of the idea, the 'how to' of carrying out scientific research and a summary of the most important results. In addition, leading figures discuss the impact of the study, how it advanced research in the area and the influence it has had on their own and others' experimental designs and research activities.By illustrating the scope for creativity that exists in the process of experimental design, the authors encourage you to innovate and design creative aTable of ContentsCognitive Neuroscience: Introduction and historical perspectiveThe Malleable Brain: Neuroplasticity in the motor systemMonkey see, monkey do: Frontal lobe cells that mimic observed actionsCognition beyond perception: Higher processing despite spatial neglectFreeing the mind: Brain communication that bypasses the body'Seeing' emotion in blindsight: Affect without awarenessRoutes to memory: Neuroplasticity in the hippocampal formationCrossed wires in the brain: Multisensory integration in synaesthesia
£32.29
Open University Press Enhancing Learning Teaching Assessment and
Book SynopsisHigher education is a particularly complex site for enhancement initiatives. This book offers those involved in change a coherent conceptual overview of enhancement approaches, of the change context, and of the probable interactions between them. The book sets enhancement within a particular type of change dynamic which focuses on social practices. The aim is to base innovation and change on the probabilities of desired outcomes materializing, rather than on the romanticism of policies that underestimate the sheer difficulty of making a difference. Following a theoretical introduction to these ideas, there are case studies (from the UK, Australia, New Zealand, South Africa and Norway) at the national, institutional, departmental and individual levels, illustrating the argument that enhancement is best achieved when it works with social practices in real institutional and organizational settings.In a final section, the authors link the case examples and theoretical frameworks, invTable of ContentsAcknowledgementThe ContributorsPrefaceChapter 1: Introduction - Continuities, Enhancement and Higher EducationChapter 2: Enhancement TheoriesTheme 1: Influencing the DisciplinesChapter 3: Theme 1 IntroductionChapter 4, Theme 1: Changing the Rules of Engagement: down the Disciplinary RoadChapter 5, Theme 1: Layers of the Onion: a Subject Centre in its Institutional ContextChapter 6, Theme 1: Talking the Talk, Walking the Walk: the Work of an LTSN Subject Centre.Chapter 7, Theme 1: Against the Grain: e-Assessment in the Physical Sciences.Chapter 8, Theme 1: Commentary on the CasesTheme 2: The Scottish Way: a Distinctive Approach to EnhancementChapter 9: Theme 2 IntroductionChapter 10, Theme 2: Up and Down the Implementation Staircase: a Focus on Thematic Approaches to Change.Chapter 11, Theme 2: Carrots but no Sticks: Resource-led Enhancement.Chapter 12, Theme 2: PASS the WordChapter 13, Theme 2: Exchange and Art: Intradisciplinary Learning.Chapter 14, Theme 2: Commentary on the CasesTheme 3: Developing Frameworks for ActionChapter 15: Theme 3 IntroductionChapter 16, Theme 3: Strong Vision, Low Prescription: Compulsory Lecturer Training.Chapter 17, Theme 3: Rehearsing the Realities of Management: Making the Tacit Explicit.Chapter 18, Theme 3: Changing Learning Architectures, Shifting Practices.Chapter 19, Theme 3: Bringing New Learning to Old Cultures.Chapter 20, Theme 3: Commentary on the CasesTheme 4: Challenging Practices in Learning, Teaching, Assessment and CurriculumChapter 21: Theme 4 IntroductionChapter 22, Theme 4: Contesting discourses in higher education curriculum.Chapter 23, Theme 4: Academic Development as Changing Social Practice: The Generic Attributes Project.Chapter 24, Theme 4: Frustrated Aspirations - Discovering the Limits of a Virtual Learning EnvironmentChapter 25, Theme 4: Freedom to Innovate, Freedom to ResistChapter 26, Theme 4: Commentary on the CasesChapter 27: Making Practical Sense of Enhancing Learning, Teaching, Assessment and CurriculumReferences
£35.14
Open University Press Improving Teaching and Learning in Physical
Book Synopsis Do you want to know more about the key aspects of teaching PE? Would you like help in planning effective PE lessons? Would you like to begin to develop your own personal teaching philosophy? Then this is the essential guide for you!This book will support you in your initial teacher training programme and beyond, taking you through the wide range of issues that you need to consider in order to become a successful teacher and develop successful learners.Each chapter looks at important aspects of PE teaching and relates it directly to the PE lesson and how pupils learn. It covers key areas, including: Planning Assessment Lesson organization Managing pupil behaviour Health and safety ICT There is a sample lesson plan at the end of every chapter which shows the reader how to incorporate aspects of the PE National Curriculum into each lesson. Reflection tasks are included throughout Table of ContentsIntroductionChapter 1: Planning teaching activities to increase pupils' learning Harvey Grout and Gareth LongChapter 2: Assessment and reflection within the physical education lessonIan LukeChapter 3: Lesson organization and managing behaviour for learningHarvey Grout and Gareth LongChapter 4: Maintaining a safe teaching and learning environmentGill GolderChapter 5: Inclusion in physical education lessons through differentiated teaching approaches and removing barriers to learningHarvey Grout, Gareth Long and Paul MarshallsayChapter 6: Teaching cross-curriculum aspects withing physical educationHarvey Grout and Gareth LongChapter 7: Information and communications technology in physical educationStuart TaylorChapter 8: Teaching theoretical physical educationHarvey Grout and Gareth LongChapter 9: ConclusionHarvey Grout and Gareth Long
£28.49
Open University Press Safeguarding Babies and Young Children A Guide
Book SynopsisThe book recognises the main principles that underpin effective safeguarding practices and explores the application of a range of key tools that will facilitate a sense of empowerment for practitioners dealing with safeguarding issues. The authors emphasize the importance of preventative interventions as a positive means of impacting on the lives of children and their families. They do this through such processes as the Common Assessment Framework, as well as maintaining the need within the system for responses to be made to urgent concerns that are closely related to safeguarding and child protection processes.With practical case studies throughout, the book helps you: Understand what your responsibilities are Decide what appropriate action should be taken Develop a means of coping with this sensitive area Make sense of current policies and procedures This book is essential reading for all early years studTable of ContentsIntroductionPart 1: Principles for PracticeIssues in safeguarding babies and young children from abuseThe rights of childrenThe baby and young child as the focus for safeguardingActing ethically: developing ethical practices in Safeguarding contexts. The development of community involvementPart 2: Practical Considerations Raising concerns and identifying abuseProviding support for ‘at risk’ babies and young childrenAssessment and referral- passing on concernsTeamwork and safeguardingWorking with the parents /carers of an abused baby or young childWhat might happen after the case has been referred – mapping the potential impact of interventionConclusions: reflections on considerations for developing future practice; detailed requirements of effective intervention.
£28.49
Open University Press Teaching and Learning Early Number
Book Synopsis"This richly varied text offers generous support for every aspect of the teacher's role, while constantly reminding us that mathematical activity is not a de-contextualised skill that children possess, but part of their identity, their way of being in the world, engaged with the world, energetically - and playfully - trying to make sense of it."Mary Jane Drummond, formerly of the Faculty of Education, University of Cambridge, UKTeaching and Learning Early Number is a bestselling guide for all trainee and practising Early Years teachers and classroom assistants. It provides an accessible guide to a wide range of research evidence about the teaching and learning of early number.Major changes in the primary mathematics curriculum over the last decade - such as the National Numeracy Strategy, the Primary National Strategy, the Early Years Foundation Stage and the Williams Review - have greatly influenced the structure of this new edition. The book includes:Table of ContentsSection 1:Setting the scene for teaching and learning early number1. Still not getting it right from the start? Carol Aubrey and Dondu Durmaz Section 2: The early stages of number acquisition2. Children’s beliefs about counting Penny Munn3.Mathematics through play Kate Tucker4. The family counts Rose Griffiths Section 3: The place of counting in number development5. Development in oral counting, enumeration, and counting for cardinality John Threlfall6. Counting: what it is and why it matters Effie Maclellan7.Compressing the counting process: strength from the flexible interpretation of symbols Eddie GraySection 4: Extending counting to calculating 8. From counting to deriving number facts Ian Thompson9.Uses of counting in multiplication and division Julia AnghileriSection 5: Representation and calculation10.Children's mathematical graphics: young children calculating for meaningElizabeth Carruthers and Maulfry Worthington11.What do young children’s mathematical graphics tell us about the teaching of written calculation?Ian Thompson12.What’s in a picture? Understanding and representation in early mathematicsTony Harries, Patrick Barmby and Jennifer Suggate13.Mathematical learning and the use of information and communications technology in the early years Steve Higgins Section 6:Assessing young children’s progress in number14.Interview-based assessment of early number knowledgeRobert J. Wright15.Addressing errors and misconceptions with young childrenIan ThompsonSection 7:Towards an early years mathematics pedagogy 16.‘How do you teach nursery children mathematics?’ In search of a mathematics pedagogy for the early years Sue Gifford
£26.59
Open University Press Masters Level Study in Education A Guide to
Book Synopsis Are you keen to study at Master's level? Do you need to understand what is expected from your research and written work? Would you like to see real examples of successful Master's level study? If you answered 'yes' to any of these questions, then this is the book for you.Taking a practical approach, this book will guide you through and demystify the process of thinking, researching, writing and achieving at Master's level. It offers an insight into the knowledge, tools and skills that need to be developed for a successful outcome in an educational context.Using detailed - and real - exemplars, the authors cover the conventions that need to be followed and consider the different elements of Master's level work. Each chapter is supported by appropriate reference to, and extracts from, the three most common types of work undertaken - traditional essay, curriculum package, and portfolio.Now that the DCFS plans to make teaching a Master's level profession, it is Table of Contents(i) Foreword(ii) Preface (iii) IntroductionPart I: Study skills at Master's levelChapter 1: Writing at M Level - good practice in essay writing Chapter 2: Reading at M level - learning to use literature Chapter 3: Researching at M level - focus, context and rationale Part II: Research skills at Master's levelChapter 4: Methodology Chapter 5: Methods of evaluation Chapter 6: Developing a critical eye Part III: Written outcomes at Master's levelChapter 7: Drawing conclusions Chapter 8: Presenting work; focusing on a portfolio pieceChapter 9: Creative approaches to assessment Part IV: Case study materialCase Study A : Dissertation : Debbie Williams, A study into the factors which contribute to pupils not achieving in line with national average at key stage three in information and communication technology in one local authority.Case Study B : Curriculum package : Michelle Bentley, music curriculum package teaching strategy - modelling and explaining Renaissance music in year 7Case Study C : Action research report : Laura Eaglen, A study into the effectiveness of a tailored intervention for a child with an autistic spectrum disorder.AppendixSuggested further reading
£26.59
Open University Press A Toolkit for Creative Teaching in PostCompulsory
Book Synopsis Are you looking for ways to encourage learners to think more creatively? Do you need ideas for fun and engaging activities for individuals and groups? Would you like a practical step-by-step guide written by practitioners for practitioners? YES? Then this is the book for you!This is the essential resource for trainees and teachers working in the PCET sector who are looking for new and creative ways of engaging and motivating their learners.The book contains 50 brilliant activities that can be used in a variety of settings and applied to different subject areas. The authors give specific details relating to planning, preparation and implementation for each activity and, in addition, suggest a whole range of further variations for each activity to try out too!Key features include: 50 practical and innovative teaching activities Practical tips to get the most from each activity Variations and subject-specific examples Thinking PTable of ContentsIntroductionSection 1: Practical activitiesText free teachingRadio interviewsWhat do you think you are?DominoesIn the bagUsing models and metaphorsThe learning caféOn the one handLearning laundry lineTerminology bingoA card to rememberMenu cardsLearning partyBoard gamesOdd oppositesGet physicalLearning carouselUsing recipesCensored!I'm in chargeSpeed networkingOrganising an eventRainbow groupsJust a minuteFilm festivalExplain to the aliensE-Treasure huntJigsawsProblem pageUsing puppetsLearning landscapesMemory boxLearning diceLearning laddersRoving reportersIn the frameIn the mood for musicWeb chat : Online discussion groupsChanging roomsCharacter biography cardsWear your learningHeadaches and aspirinsWikis at workPaper chainsCluster cardsMarket placeLearning matsLearning museumsAsk the expertInside outside Section 2: Theoretical frameworkBibliography
£26.59
Open University Press Models of Learning Tools for Teaching
Book SynopsisReview of the previous edition: "This powerful book makes many of its points through the use of case studies and examples. Rarely, if ever, has discussion of so wide a variety of approaches to learning been gathered together in a single volume." British Journal of Educational TechnologyThe new edition of this bestselling text provides a comprehensive and accessible introduction to an array of models of teaching and learning.Written in a clear, engaging and accessible style, the authors offer a wide range of teaching strategies that have been developed, polished and studied over the last thirty years. Rather than being formulas to be followed word-for-word, each model draws teachers into the study of how students learn, promoting reflective action research in the classroom.Some of the models have been proven not only to accelerate learning, but also to allow pupils to engage in alternative modes of inquiry, which have been almost impossible to generate throTable of ContentsPART 1: ORIENTATIONCHAPTER ONE Learning How to Learn: The (Central?) Goal of EducationCHAPTER TWOHempshill Hall SchoolPART 2: LEARNING TO PROCESS INFORMATIONCHAPTER THREELearning to Think InductivelyCHAPTER FOURLearning to Explore ConceptsCHAPTER FIVELearning to Think Metaphorically with SynecticsCHAPTER SIXLearning to Read and Write with the Picture/ Word InductiveModelCHAPTER SEVENLearning to Learn Through Cooperative InquiryCHAPTER EIGHTBuilding Multidimensional Curriculums for Learning Disabled and Literacy-Challenged Secondary School StudentsPART 3: LEARNING TO STUDY ONESELFCHAPTER NINELearning through CounsellingCHAPTER TENLearning to Study ValuesPART 4: SOURCES OF DEVELOPED MODELS OF LEARNING CHAPTER ELEVENAn Inquiry into Learning and TeachingCHAPTER TWELVESources – Families of Models of Learning and TeachingCHAPTER THIRTEENThe conditions of learning: integrating models of learning and teachingPART 5:THE LEADING EDGECHAPTER FOURTEENLearning through SimulationsCHAPTER FIFTEEN Literacy in The Early Years: A Report CODAHow do we learn new models of learning?LITERATUREAPPENDIX
£25.64
Open University Press The Brain at School Educational Neuroscience in
Book Synopsis"At last, a book that meaningfully links the evidence that we have so far gained from cognitive neuroscience with an understanding of learning and education. This book avoids the usual pitfalls of over-stretched interpretations of the research findings and outdated assumptions about teaching and learning. It is a catalyst for bringing together the expertise and experience of professional educators with that of professional scientists in which Geake has expertly balanced accessibility and rigour."Professor Martin Westwell, Director, Flinders Centre for Science Education in the 21st Century, Flinders University, AustraliaWithin education there is a growing interest in neuroscience research and what it can teach us. This book focuses on what neuroscience means for education professionals - in key areas such as learning, memory, intelligence and motivation - and addresses questions such as: How does the brain enable us to learn? Why do some children have lTable of ContentsINTRODUCTIONA case for educational neuroscienceCaveats and disclaimers CHAPTER 1: WHY EDUCATIONAL NEUROSCIENCE? Education neuroscientific research questionsLimits to educational neuroscience CHAPTER 2: NEUROIMAGING TECHNOLOGIES CHAPTER 3: LEARNING AND MEMORYIndividual brainsHebb's model of learning through synaptic plasticityMemory CHAPTER 4: WORKING MEMORY AND INTELLIGENCEWorking memoryAttentionIntelligenceGifted and talented pupilsSex differencesGenetics of intelligenceIQ scores as a measure of social evolution CHAPTER 5: CREATIVITY AND IMAGINATIONFluid analogisingCreative intelligenceImagination CHAPTER 6: SOCIALISING, EMOTION AND MOTIVATIONMirror neurons and socialisingEmotionMotivation and self-esteemAttention Deficit Hyperactivity Disorder CHAPTER 7: LANGUAGE AND LITERACYLanguageStory tellingLiteracyDyslexiaSecond language learning CHAPTER 8: NUMERACY AND MATHEMATICSArithmeticStatisticsFractionsAlgebra and geometryMathematical thinkingMathematical creativity CHAPTER 9: ARTS CURRICULUMMusicVisual arts CHAPTER 10: A FUTURE FOR EDUCATIONAL NEUROSCIENCESchools of the futureAn agenda for educational neuroscienceLast word
£28.49
Open University Press Teaching Geography 1118 A Conceptual Approach
Book Synopsis"This is a must read for all 11-18 geography educators. It argues for a new geography curriculum founded on a set of major concepts that are profoundly relevant to 21st century life. For years, books on 11-18 geography education have focussed on classroom techniques, new pedagogic technologies and alternative modes of student assessment. Not this one. 'Teaching Geography 11-18' digs deep. It asks not only what geography is for, but bases its answer on a set of key concepts able to sustain an exciting and relevant curriculum. It also grounds its many arguments in the latest geographical research, thus re-establishing the broken connection between geography teaching in schools and that in higher education".Professor Noel Castree, University of Manchester, UKThis engaging and stimulating book aims to radically re-shape and sharpen debates in geography education by taking an entirely fresh approach to both the subject and its place in secondary education.Key quesTable of ContentsA modern school geographyThe place of geography in schools todayWhat does it mean to be a teacher of geography?A 'capability' perspective on geography in schoolsSpacePlaceScaleInterdependence and developmentCultural understanding and diversity: promoting community cohesion?Environment, sustainability and futuresGeography, media and educationA mind for the future
£29.44
Open University Press Studying Children A CulturalHistorical Approach
Book SynopsisStudying Children is the first book of its kind to offer a theoretical and practical discussion of how to undertake research using cultural-historical theory when researching the everyday lives of children.The authors discuss the complexities of child development, providing a critique of alternative perspectives of research and notions of development. They provide a number of case studies following researchers in early childhood as they move from a developmental approach to a cultural-historical framework for observing and planning for young children. The chapters: Provide a solid framework for understanding the foundations of this approach Address the importance of viewing research as an interactive technique Offer guidance on how to collect and interpret material Show how to make observations of and interviews with children, within a dialectical research approach Present examples of how to write and present findings using this technique The boTable of ContentsChapter 1Developmental Psychology and Childhood Education as Areas of ResearchMariane Hedegaard, Marilyn Fleer, Jytte Bang and Pernille Hviid Chapter 2Basic Conceptions in a Cultural-Historical Theory of Children's DevelopmentMariane HedegaardChapter 3 Methodological considerations for a dialectical-interactive research approach to children's developmentMariane HedegaardChapter 4Differences between Protocol Collecting and InterpretationMariane HedegaardChapter 5The dialectical relations between the child's perspective, the institutional perspective and the researcher's perspective Marilyn FleerChapter 6Dialogue between institutional practices analysed through child, family and teacher perspectives Marilyn Fleer Chapter 7The relations between cultural-historical theory, methodology and digital video methodsMarilyn FleerChapter 8Studying Developmental Novelty in the Activity Setting- An Environmental Affordance PerspectiveJytte BangChapter 9 Developmental Interviews with ChildrenPernille HviidChapter 10The Questionnaire as a Tool for Researching Children's Perspective in Institutional PracticesJytte Bang and Mariane HedegaardChapter 11 The Educational Experiment Mariane HedegaardChapter 12The Role of the Researcher in Studying Children's Everyday Lives Mariane Hedegaard
£28.49
Open University Press Whats Worth Fighting for in Headship
Book SynopsisIn the exciting new edition of this bestselling book, Michael Fullan looks at how much has changed in the world of headship and school improvement in recent decades, and offers key guidelines for being a successful head teacher in the 21st century.Policymakers and school reformers have increasingly pointed to the headteacher as the most important agent for change in our schools. The first edition argued that there was little point waiting for the system to improve, and urged headteachers to take charge and to assume that on any given day the system may not know what it is doing. Since then the situation has become even more complex. The good news is that finally the role of head teacher is being recognized by politicians and policymakers as key, but the bad news is that they are overloaded with initiatives and expectations that serve only to fetter deep action. The irony is that as the head teacher is elevated as critical to success, the headship is sinking - overloaded and pullTable of ContentsChapter 1The Overloaded School Head Chapter 2Leading LegaciesChapter 3Leading KnowledgeablyChapter 4Leading Learning CommunitiesChapter 5Leading SystemsChapter 6Leading WWFF Into Action
£16.14
Open University Press Teaching Adults
Book SynopsisThis bestselling book will help anyone who is engaged in teaching adults. Whether you are working with groups or individuals, in a formal or informal setting, face-to-face or via distance learning channels, it will help you to develop a relationship with your student learners while increasing your understanding of yourself as a teacher. The authors examine different aspects of teaching including: What is meant by adult learning and what are the main characteristics of adult learners? What is the nature of learning and how does theory relate to practice? How do teachers plan learning, set goals and objectives and most importantly how does a teacher know when learning has taken place? Each chapter contains a series of activities to help you relate what you are reading to your own experiences. Key features of the new edition include: New research on unconscious and conscious learning Adult learning in formal and non-formal education programmes Fully uTable of ContentsBefore You StartTeaching adults today: The context A contract to learnPerceptions of adult educationAdult studentsThe nature of LearningFrom learning to teaching Pause for thought Aims, goals and objectives The adult learning group Roles and the teacher Teaching: Contents and methods Pause for more thought Blocks to learningEvaluation Participation ConclusionBibliography
£32.29
Open University Press The Question of Morale Managing Happiness and
Book SynopsisThere is a comforting tale that heads of higher education institutions (HEIs) like to tell each other. "Go around your university or college," they say, "and ask the first ten people who you meet how their morale is. The response will always be 'rock-bottom.' Then ask them what they are working on. The responses will be full of life, of optimism and of enthusiasm for the task in hand." The moral of the story is that the two sets of responses don't compute; that the first is somehow unthinking and ideological, and the second unguarded and sincere.The thesis of this book is that the contradictory answers may well compute more effectively than is acknowledged: that the culture of higher education and the mesh of psychological contracts, or "deals," that make it up make much of the current discourse about happiness and unhappiness in contemporary life look simplistic and banal. In particular, the much-vaunted "science of happiness" may not have much to say to us. There is also aTable of ContentsForeword by Professor Sir Peter ScottList of figures and tablesList of acronyms Introduction: Why Morale?Higher Education and Our Present ConditionUnhappy StudentsUnhappy StaffUnhappy StakeholdersManaging MoraleCodaReferencesList of websitesIndex
£29.44
Open University Press Understanding Dyslexia A Guide for Teachers and
Book Synopsis"In his book Understanding Dyslexia Denis Lawrence leaves no stone unturned. This up-to-date book provides a comprehensive account of all aspects of dyslexia. The author's knowledge, experience and empathy is evident and the book can be recommended for all who want a simple account of the nature and consequences of dyslexia."Professor Maggie Snowling, University of York, UK"[This book is] a very readable introduction and guide covering theories of dyslexia and important areas of practical importance to those living with dyslexia or providing support for them."J.B.Thomas, Loughborough University, UKDyslexia affects at least ten per cent of children and is the most common special educational need that teachers encounter. However, the characteristics of dyslexia can mean that it is often confused with other learning difficulties. Whether you are a teacher or a parent, this easy-to-read book helps you to understand what is meant by 'dyslexia', Table of ContentsAcknowledgements IntroductionThe history of dyslexiaCharacteristics of dyslexiaDefining dyslexiaDyslexia and other specific learning difficultiesTeaching the dyslexic child The causes of dyslexiaAssessing dyslexiaUnderstanding a psychological reportSelf-esteem and the dyslexic childMaintaining self-esteem in parents and teachersSociety's attitudes towards dyslexiaGlossaryAppendicesIndexReferences
£23.74
Open University Press Inclusion Developing an Effective Whole School
Book Synopsis"At a time when many schools are struggling to become more inclusive within a contradictory national policy context, this book provides some helpful practical leads. Its central message is that of the importance of developing an inclusive school culture within which every child really does matter." Professor Mel Ainscow, University of Manchester, UK"It is a most useful resource for both practitioner-researchers and for school-based initiatives. Written in an accessible style and designed in a format that makes it ideal for use in continuing professional development, it is just right for the needs of twenty first century headteachers and their schools. I highly recommend it as a stimulating and supportive springboard for fruitful dialogue."Jenny Corbett, Emeritus Reader, Institute of Education, University of London, UKThis book examines and offers solutions to the challenges faced by schools in ensuring that all students are enjoying, participatTable of ContentsInclusion in actionInclusive self-evaluationUsing data effectively to identify underachievement and vulnerable groupsInclusive interventionsProvision mapping: The strategic whole school development toolEffective target setting for all pupilsFinal thoughts
£29.44
Open University Press Educational Leadership and Management Developing
Book SynopsisThis accessible book demonstrates the insights and skills needed by leaders in education in an increasingly diverse society. It integrates theory with practice by presenting a real life scenario in each chapter. Drawing on literature and examples from both the UK and international sources, it takes a stance on equity, and offers a fresh look at what it means to be a leader in education today. Key features: Theory and practice are brought together in a clear and accessible way It promotes an ethical stance based on values of social justice and equity Strong focus on cultural diversity The authors draw on their own extensive research to provide authentic and informed views The authors encourage reflective practice, particularly where leaders are faced with difficult situations where there may not be a 'right' answer. Each case study brings alive the theory and invites the reader to consider how they would apply it to their own practice. The book will be of inTable of ContentsLeading and managing for diversity and social justiceLeading with values (Anne Gold)CommunicationDecision making and the management of conflictMotivation and delegationPerformance managementWorking with and through teamsMeetingsManaging time and stressDeveloping understanding of emotion and leadership (Megan Crawford)Personal and institutional development
£26.59
Open University Press New Kinds of Smart How the Science of Learnable
Book Synopsis"New Kinds of Smart is an intelligent book about intelligence, the many things that go into it, and how educators can help students to get more of the cornucopia."Professor David Perkins, Harvard University, USA"This is an important and welcome book. It cuts through the hype about what the latest findings from cognitive neuroscience can, and more important, cannot tell us, and provides a comprehensive overview of what we know about learning."Professor Dylan Wiliam, Institute of Education, University of London"This immensely readable book explains the developments of learning theory and then applies those developments to classroom practice and takes that next vital step of explaining what that means for a learner."Professor Mick Waters, Chairman of The Curriculum Foundation20th Century schools presumed that students' intelligence was largely fixed. 21st century science says that intelligence is expandable - and in a variety of ways. NTable of ContentsPreludeIntelligence is CompositeIntelligence is ExpandableIntelligence is Practical Intelligence is IntuitiveIntelligence is DistributedIntelligence is SocialIntelligence is StrategicIntelligence is EthicalFinale
£28.49
Open University Press Teaching Adult Literacy Principles and Practice
Book SynopsisAre you teaching or training to teach literacy to adult learners?Do you want to update and deepen your practice?Yes! Then this is the essential book for you!In this book, the authors offer friendly guidance on how to work with adult learners to develop their literacy skills and practices. They challenge the negative view of adult literacy learners as social 'problems', often described in terms of their deficits. They promote an alternative view of people who have rich resources and skills in many areas of their lives which they can bring to the learning process.The contributing authors have a wealth of experience as practitioners and researchers in the field. They pull together a wide range of current theory and research on adult literacy, offering new perspectives on theory and applications to everyday practice. Key features include: Case studies of real student experiences Samples of learnersâ writing with commentary and analysis Application of linguistiTable of ContentsIntroductionSection One: Adult Literacy and SocietyLiteracy in its Social Context Who are the Learners? Section Two: Language Awareness for Literacy TeachersHow Language Works Language Variety Student Profiles and Sample texts Section Three: Teaching and Learning LiteracyReading Writing Speaking and Listening Assessment and Planning Section Four: Inclusive Learning Dyslexia Literacy Learning for Adults with Global Learning Difficulties Embedded Literacy
£29.44
Open University Press How to be an Effective Teacher in Higher
Book SynopsisThis book is a practical resource for lecturers working with groups of all sizes, in a range of teaching environments. Written by a highly experienced teacher and lecturer, Alan Mortiboys, the book is a distillation of the common concerns and issues raised at workshops Alan has run. The book reflects three of the six areas of activity outlined in the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education:Design and planning of learning activities and/or programmes of studyTeaching and/or supporting student learningEvaluation of practice and continuing professional developmentThe book answers 55 of the questions most commonly asked by HE teachers. There are 14 tasks to help the reader apply the answers to their own teaching practice. The answers are also linked to relevant literature for further reading. How to be an Effective Teacher in Higher Education provides key reading for those teaching and undertaking PGCert inTable of ContentsAcknowledgmentsIntroduction Planning and preparationParticipationPerformance Management Materials and equipmentProblemsOutside the lectureDiversityEvaluationExcellence
£27.54
Open University Press Managing Successful Universities
Book Synopsis"There is no truer text to the topic than Managing Successful Universities ... The second edition is a full revision in which globalisation, managing financial disjuncture and the enhancement of research performance all loom larger than before. Like its predecessor this book will be used throughout the English speaking world and beyond."Professor Simon Marginson, Centre for the Study of Higher Education, University of Melbourne "[This] is the manual par excellence for modern university leadership and management. In my role as a business school dean, it is by far the most useful single book I have ever read - and continue to read."Professor Mark Taylor, Dean, Warwick Business School, University of Warwick"When I began my career in university management, there was just one book on managing UK universities. Now there must be twenty or thirty but none is as comprehensive, authoritative, readable, and important as Shattock's Managing Successful UTable of ContentsPrefaceIntroductionWhat are the characteristics of a successful university? Strategic management in universitiesManaging university financeThe academic context: Organization, collegiality and leadershipManaging the core businessGood governanceExtending the boundariesBuilding an image, establishing a reputationAmbitionInhibitions to becoming entrepreneurialTurning round failure, arresting decline, managing retrenchmentManaging universities for successAppendixReferencesIndexThe Society for Research into Higher Education
£35.14
Open University Press Understanding Childrens Mathematical Graphics
Book SynopsisThis book challenges traditional beliefs and practices of teaching 'written' mathematics in early childhood. It gives theoretical underpinnings and offers exciting insights and context to children's early mathematical thinking and in particular into children's mathematical graphics, showing how this supports their understanding of the abstract symbolic language of mathematics. Drawing on a wide range of examples, it illustrates and explains how children explore and communicate their mathematical thinking through their mathematical graphics, and how this begins in play.The book looks at the power of children's own marks, symbols and other graphical representations to convey meanings, exploring how they support complex thinking. The authors explore the relationship between children's play and meaning making. Rather than viewing mathematics as a separate subject or as a set of basic 'skills' to be transmitted, they demonstrate that in supportive learning cultures children develop theiTable of ContentsAcknowledgementsForeword (Janet Moyles)Section 1: ChildrenPlay and mathematicsBeginnings in playDrawing, writing and mapsGraphical signs: contexts and meaningsBabies, toddlers and two-year oldsChildren's mathematical graphicsChildren's mathematical graphics in playChildren's mathematical graphics in small group contextsSolving problems: children's mathematical graphicsSection 2: Pedagogy and practiceChildren's voicesPedagogy that supports mathematical playConclusion: Continuity and high expectationsAppendix
£25.64
Open University Press Developing Teacher Assessment
Book Synopsis"The authors are well-known in the Assessment field and this work presents their highly original analysis... [It] promotes a professional learning approach that will undoubtedly help educationalists in schools and across the schools sector in their quest to improve learning."Professor Mary James, University of Cambridge, UK.This book explores the processes involved in developing assessment practice. It argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion.The authors, all members of the influential Assessment Reform Group, argue that the target-driven approach of external testing leads to problems, including 'teaching to the test' to the detriment of the wider curriculum, and motivational problems. In this book, they tackle the differences between formative and summative assessment and ask the questionTable of ContentsDeveloping Teacher Assessment: An IntroductionPart I: Lighting the Fuse Assessment to Support LearningWhat is Quality Teacher Assessment? What’s Happening in the UK? Part II: Spreading the Word, Widening the PracticeWhat is Innovative about Teacher Assessment? Moving Beyond the Classroom Professional Learning to Support Teacher Assessment Teachers as Self-Agents of Change Part III: Keeping it GoingMaking a Difference: Evaluating the Impact of Innovations in Assessment Embedding and Sustaining Developments in Teacher Assessment
£24.69
Open University Press Contemporary Perspectives on Early Childhood
Book SynopsisThis book considers and interrogates a range of new and critical issues in contemporary early childhood education. It discusses both fundamental and emerging topics in the field, and presents them in the context of reflective and contemporary frameworks.Bringing together leading experts whose work is at the cutting edge of contemporary early childhood education theory and research across the world, this book considers the care and education of young children from a global perspective and deals with issues and groups of children or families that are often marginalized.The contributing authors challenge traditional views and maintain that new ways of thinking and doing are required in these new times. The chapters in this book highlight some of the most important issues as catalysts for discussion and critique.Central to the discussions is the notion that these are complex issues that warrant debate and that there are often no simple solutions to them. These theorTable of ContentsPart 1 Contemporary perspectives on global and policy issues Extending possibilities and practices in early childhood education Rethinking pedagogical practices in early childhood education: A multidimensional approach to learning and inclusion Between two debts: Child and (inter)national development Shaping the future: How human capital arguments about investment in early childhood are being (mis)used in poor countries Reframing rights: Poverty discourses and children's lives in the United StatesThe displaced early childhood education in the postcolonial era of Hong Kong National 'treasures': The Aotearoa New Zealand child Investigating 'Quality' project: Opening possibilities in early childhood care and education policies and practices in Canada Part 2 Critical views in practiceWhen words are scarce, but success depends on them: Composing in a Navajo kindergarten Childhoods left behind? Official and unofficial basics of child writing 'Improper' children Like a wild thing': Analysing the 'deviant' competence of girls in home-preschool communications At home with the future: Influences on young children's early experiences with digital technologies When robots tell a story about culture... and children tell a story about learning The early years research-policy-practice nexus: Challenges and opportunities.
£24.69
Open University Press Understanding Behaviour 14
Book SynopsisDealing with challenging behaviour is normally the number one concern of trainee teachers and even more so for those who are training to work with pupils age 14+ whether within a secondary school context or post-compulsory college context. The aim of this book is to help the reader approach behavioural problems through meaningful self evaluation and reflection. This will equip the practitioner with the skills required to implement change within problematic relationships and environments and to explore a range of possible reasons as to 'why students behave in the way they do'. It challenges existing paradigms in order to break down barriers; substituting and encouraging professional responsibility for promoting positive relationships rather than the passive acceptance of unwanted behaviours, or a reliance on a culture of 'blame'.The idea is to move away from thinking about difficult or 'bad' students towards thinking about difficult relationships or environments. This process of chanTable of ContentsIntroduction: Behaviour and learning Why should we include all students? An exploration of why students behave in the way they do The adolescent learner Adult students A framework for reflection and solution-focused approaches to problems Glossary Index
£24.69
Open University Press The Trouble with Play
Book SynopsisThis book questions some of the ideas about play that are held dear by many in early childhood education. For many early childhood professionals play is viewed as the essential aspect of children s development and learning and play is often promoted as a universal and almost magical `fix in the early years. Although play does have many benefits for children, there are other sides to play that are not so romantic, natural, or even particularly educational. 'The Trouble with Play' challenges such taken-for-granted understandings of play in early childhood education and shows how play is not always innocent or fun, that it can be unfair and unjust in the interactions children have with each other and with staff in early childhood settings.In addition to encouraging early years professionals to have new ways of seeing and thinking about play, the book also explores new approaches to pedagogy and the role for the teacher, including the use of 'play' as a powerful strategy for teaching aTable of ContentsThe meaning of play in early childhood education: Play as learning? Play as fun: Play as hard work Naturally produced playThe glamour of play: Play as serious business Play rules: Rules for play Fair play: Playing fairPlay and early childhood curriculum documents End play
£23.74
Open University Press Teaching and Learning History 1118 Understanding
Book SynopsisTeaching and Learning History offers a fresh and distinctive view on the teaching of history in schools at a time when the value of learning about the past is often questioned. Drawing together ideas from research, classroom practice and the voices of learners themselves, it sets out an imaginative and wide-ranging rationale for a view of history as an essential component in the learning of all young people. The book is organized around four underlying ideas: The place of history in the contemporary school curriculum The importance of inclusive practices The nature of successful history pedagogy The centrality of professionalism and innovation These four ideas interlock throughout the book as the authors review current practices, consider what history offers to all young people and offer practical guidance on developing outstanding practices for all learners. Beginning with an account of what it means to teach and learn history in schools, the authorsTable of ContentsSection 1: History in schoolsChapter 1: What is school history?Chapter 2: History and the curriculumChapter 3: Teaching and learning in classrooms Section 2: Learning HistoryChapter 4: Learning History: What do pupils want?Chapter 5: What do pupils find difficult in history?Section 3: Building blocks: learners, teachers and the pastChapter 6: Evidence and enquiryChapter 7: The key concepts of history teaching Chapter 8: Communicating and AssessingChapter 9: Long term planningChapter 10: Inclusive practices in history teachingSection 4: How could history matter in schools?Chapter 11: Is there history pedagogy? Chapter 12: Making history matter: relevance, diversity, heritage, morality
£29.44
Open University Press Learning Disability
Book SynopsisWith its spread of chapters covering key issues across the life cycle this text has established itself as the foundational primer for those studying the lived experiences of people with learning disabilities and their families, and outcomes achieved through services and support systems. Recognising learning disability as a lifelong disability, this accessible book is structured around the life cycle. The second edition is refreshed and expanded to include seven new chapters, covering: Aetiology Breaking news (about disability) and early intervention Transition to adulthood The sexual lives of women Employment Personalisation People with hidden identities With contributions from respected figures from a range of disciplines, the book draws heavily upon multidisciplinary perspectives and is based on the latest research and evidence for practice. The text is informed by medical, social and legal mTable of ContentsIntroduction - why the life cycle?Part 1 - The construction of learning disabilityNarratives and people with learning disabilitiesSocial constructions and social models: Disability explained? The roots of biomedical diagnosis Learning disability and the law Models of service delivery Maintaining a commitment to quality Advocacy, campaigning and people with learning difficultiesPart 2 - Childhood and early parentingChildren with learning disabilities talking about their everyday lives Communication with children and young people The importance of aetiology of intellectual disability Breaking the news and early intervention Addressing the physical and sensory needs of children with profound and multiple learning disabilitiesFamily care: Experiences and expectations Part 3 - Adolescence and transitions to adulthoodAdolescents and younger adults: Narrative accounts Transition: A moment of changeSafeguarding adults with learning disabilities against abusePromoting healthy lifestyles: Challenging behaviour (Almost) everything you ever wanted to know about sexuality and learning disability but were always too afraid to ask The sexual lives of women with learning disabilitiesSupporting people with learning disabilities within the criminal justice system Independence, reciprocity and resilience Personalizing learning disability services Part 4 - Adult identities and community inclusionYou have to prove yourself all the time: People with learning disabilities as parents Promoting friendships and developing social networks Enabling and supporting person-centred planning Culture and ethnicity: Developing accessible and appropriate services for health and social care Work, supported employment and leisure Promoting healthy lifestyles: Mental health Retrieving lost identities: Men with severe intellectual disabilities and mental health problems in long-term care Engaging communities of interest Part 5 - Experiences of ageing and end-of-life issuesA late picking: Narratives of older people with learning disabilities Growing old: Adapting to change and realizing a sense of belonging, continuity and purpose End-of-life issues Healthy and successful ageing Research and emancipation: Prospects and problems
£36.09
Open University Press Thinking about Play Developing a Reflective
Book Synopsis"Thinking about Play... cleverly brings together research-based chapters from experienced Early Years practitioners and academics who provide knowledge the field desperately needs to ensure young children can engage in play - laying their own meaningful foundations for their later education."Tricia David, Emeritus Professor of Education, Canterbury Christ Church University, UK"This book provides an excellect collection of chapters which encourages early years practitioners to really get to grips with their own perceptions about, understanding of and beliefs in relation to play in early education settings. In so doing, they will also be well-supported in getting to grips with decisions to change and develop their playful practices for the benefit and pleasure both of children and of themselves. Janet Moyles has brought together a good number of well-respected writers in the field in a highly accessible and informative book. Professor Pat Broadhead, LeeTable of ContentsIntroduction PART 1: Theoretical aspects of play and reflection Practitioner reflection on play and playful pedagogies Thinking through the challenge of a play-based curriculum. Increasing playfulness via co-constructionThe nature of practitioners' reflection on their reflections about play Play and a constructivist approach to literacy learning. Comparing settings in Norway and EnglandPART 2: Reflecting on children's playful learning Reflecting on child-initiated play Play as an emotional process Listening to and learning from children's perspectives Reflecting on children 'playing for real' and 'really playing' in the early years PART 3: Reflecting on playful learning environments The pedagogy of play(ful) learning environments Thinking it through. Rough and tumble play'This is a different calculator – with computer games on'. Reflecting on children's symbolic play in the digital ageA place for play. Creating complex learning environmentsPART 4: Reflecting on playful contexts Thinking through transition, pedagogy and play from early childhood education to primary Thinking through the uses of observation and documentation Afterword
£26.59
Open University Press Contemporary Issues in Lifelong Learning
Book SynopsisThis book provides an up-to-date and critical analysis of contemporary issues and debates in the lifelong learning sector (LLS)The themes are presented in an accessible format, and are underpinned by recent research as well as policy analysis. The authors examine significant issues in the LLS today including inclusive practice, the employability agenda, the curriculum in the LLS and research-led teaching. There are practical strategies and reflective tasks that encourage readers to become critical, questioning practitioners. Other helpful features include: Learning outcomes at the beginning of each chapter Links to QTLS standards Case studies End of chapter summaries Further reading and useful websites It is essential reading for trainees on QTLS programmes and is also important reading for education students and qualified staff undertaking CPD.Table of ContentsIntroduction The changing face of the lifelong learning sector Widening participation and inclusive practice Policy and practice in the lifelong learning sector Embedding literacy, numeracy and information andcommunication technology The employability agenda Exploring the curriculum in the lifelong learning sector Research-led teaching in the lifelong learning sector Working in the lifelong learning sector Further reading
£25.64
Open University Press Science beyond the Classroom Boundaries for 37
Book SynopsisThis innovative book aims to support schools in shifting teaching and learning in primary science by changing teacher perceptions of where science should be taught. The authors have not taken a traditional approach to the use of school grounds but a much bolder step in terms of a whole school approach to the science curriculum being taught outside. Key features of the book include: Practical examples from teachers in schools across England Approaches that combine science and the development of personal capabilities for teachers who want to develop a whole school approach relating to key skills in science Innovative approaches to activities in science using the school grounds Suggestions to help science leaders to develop their staff to be confident in using the school grounds across the science curriculum Development of pupil independence in choosing when and why to take their learning outside the classroom boundaries With a shift from indoors to outdoors, comeTable of ContentsIntroductionBeyond the Classroom BoundariesIdentifying the potential for science 'Beyond the Classroom Boundaries'Beyond the Classroom Boundaries and Personal Capabilities Managing children working beyond the classroom boundaries Health, Safety and Risk Beyond the Classroom BoundariesProgression and a Review of Your Own ProgressResourcing Science Beyond the Classroom BoundariesDarwin's Thinking Path Beyond the Classroom BoundariesScience Role Play Sheds Beyond the Classroom BoundariesStory Sacks in Science Beyond the Classroom BoundariesThe Future
£25.64
Open University Press Influencing Early Childhood Education Key Figures
Book SynopsisThinking about early childhood education will offer an academic and critical approach to the wealth of theories that underpin elements of current practice in early childhood care and education. It will focus on analyzing the rise and interconnectedness of theories of learning and development. It will range from key nineteenth century movements to progressive ideas of the twentieth century, encompassing psychoanalytic theories, deconstructing theories and constructivism and behaviourism.Table of ContentsIntroductionPart 1 Thinking about early childhood in the nineteenth centuryRobert Owen (1771-1858)Friedrich Froebel (1782-1852)Part 2 Progressive ideas of the twentieth centuryMargaret McMillan (1860-1931)Rudolf Steiner (1861-1925)Maria Montessori (1870-1952)Susan Isaacs (1885-1948)Part 3 Psychoanalytic theories and their impactSigmund Freud (1856-1939) and psychoanalytic theoriesChild-focused psychodynamic theories John Bowlby (1907-1990) and theories of attachmentEmotions and learning Part 4Constructivism and behaviourismBurrhus Skinner (1904-1990), behaviourist theories and approachesJean Piaget(1896-1980) and constructivism Lev Vygotsky (1896-1934) and social constructivismPart 5Challenging theories and practiceDe(constructing) schoolingDeconstructing early childhoodDeconstructing developmentPart 6Weighing up the evidence?Final thoughtsReferences
£27.89
Open University Press Researching Higher Education
Book Synopsis"The first edition of Researching Higher Education has been a very helpful resource for those trying to make sense of the field of higher education. Malcolm Tight has accomplished a tour de force by updating and expanding that edition. This volume includes up-to-date analyses of recent higher education publications and thoughtful reflections on methodology and theory in higher education research. Requisite reading for novices to the field, but also for the experienced researchers trying to keep abreast of the developments in the field."Professor Jeroen Huisman, Director International Centre for Higher Education Management, School of Management, University of Bath, UK"The most comprehensive overview of research on higher education available, Researching Higher Education provides a multidisciplinary perspective of the field. This book will be valuable for students thinking about research as well as anyone wanting a perspective on research directions on higherTable of ContentsPart 1: Recently published research on higher educationIntroductionJournalsBooksPart 2: Issues and approaches in researching higher educationResearching teaching and learningResearching course designResearching the student experienceResearching qualityResearching system policyResearching institutional managementResearching academic workResearching knowledge and researchPart 3: The process of researching higher educationMethod and methodology in researching higher educationTheory in higher education researchResearching higher education at different levelsThe process of researching References
£35.14
Open University Press Making Policy in British Higher Education
Book Synopsis"Every Mike Shattock book on higher education is worth keeping and re-reading. Making Policy in British Higher Education 1945-2011 is a great story, very readable and full of wry humour. It is also a profoundly informative work that explains the policy and politics of higher education better than anything else that is available."Professor Simon Marginson, Centre for the Study of Higher Education, University of Melbourne, Australia"As expected, Michael Shattock's mastery of the history of higher education policy-making in the UK is evident in every page - the temptation is to say every paragraph. This is a demanding analysis. It is packed, precise, judicious and immensely informed ... As a narrative about how policy-making occurs in the long run, how to read the relevant archival and other documents closely and how to avoid the easy generalizations arising from ideological partis pris, this study is an instant classic."Sheldon Rothblatt, Professor of History Table of ContentsAcknowledgementsHigher Education and the Policy ProcessDetermining the Structure of Higher EducationThe Financial Drivers of Higher Education PolicyResearch and PolicyThe Politics of AccountabilityMaking Policy at the Institutional LevelHigher Education and Making PolicyNotes on ChaptersBibliography
£40.84
Open University Press Creating Learning without Limits
Book SynopsisThis book tells the story of how one primary school community worked to build a learning environment that is inclusive, humane and enabling for everybody, a place free from the damaging effects of fixed ability thinking and practices. Drawing on compelling accounts of everyday life in the school, it describes how, in just a few years, the school (once in special measures) grew into a thriving community, with distinctive views of learning, curriculum and pedagogy, monitoring and accountability that found expression in every aspect of school life.The work of the school community was guided by the findings of a previous project, 'Learning without Limits' (Hart, Dixon, Drummond and McIntyre 2004), an empirical study of the classroom practice of individual teachers who had rejected the concept of fixed ability. 'Creating Learning without Limits' explores what becomes possible when the same ideas and principles are used creatively to guide and inspire whole school improvement. ThisTable of ContentsAn Alternative Improvement Agenda Laying FoundationsExtending Freedom to LearnRe-thinking Learning RelationshipsPutting Learning First: Creating a School-Wide Culture of LearningThe Power of Collective Action
£29.44
Open University Press New Literacies Everyday Practices and Social
Book SynopsisâœLike a compass guiding you to whatâs important and why in this rapidly evolving field, this new edition is utterly stimulating but also thoughtful and measured.âDaniel Cassany, Literacy Researcher and Teacher, Universitat Pompeu Fabra, Barcelona, Spain "Essential reading for those interested in new and emerging literacy practices, New Literacies maps the contours of on- and off-line participation and how it is transforming learning and communication. This book provides the necessary theoretical background and illustration of practice for a radical re-appraisal of how we think about literacy and literacy education."Guy Merchant, Professor of Literacy in Education,Faculty of Development and Society, Sheffield Hallam UniversityThe new edition of this popular book takes a fresh look at what it means to think of literacies as social practices. The book explores what is distinctively 'new' within a range of currently popular everyday ways of generTable of ContentsForewordPreface to the third editionAcknowledgements Part 1: New Literacies: Concepts and Theory From ‘reading’ to ‘new’ literacies Literacies: practice, Discourse, and encoded texts ‘New’ literacies: technologies and values Part 2: New Literacies: Some Everyday Practices New literacies and social practices of digital remixing Blogs and wikis: participatory and collaborative literacy practicesEveryday practices of online social networkingPart 3 New Literacies and Social LearningSocial learning, ‘push’ and ‘pull’, and building platforms for collaborative learningSocial learning and new literacies in formal educationBibliography Name Index Subject Index
£29.44
Open University Press The Role of the Adult in Early Years Settings
Book SynopsisâœThis book offers a unique and critical approach to the theme of adults working in early years settings through a focus on seven key dimensions encompassed in the term 'the plural practitioner'. The discussion is strongly underpinned by a consideration of the two important principles of child centredness and social justice. The authors also draw on multiple perspectives, including the role of neuroscience and socio cultural perspectives, to consider who these early years professional are and the complexity of what they bring to their work.âLinda Miller, Professor Emeritus, Early Years, The Open University, UKThis essential book focuses on the adult role within early years education and care. The book introduces the concept of the 'plural practitioner', which acknowledges that the role of the adult in early years settings is complex and entails many different responsibilities. The book argues that the âplural practitionerâ can create quality early years provisiTable of ContentsIntroductionThe Critical ReflectorThe CarerThe CommunicatorThe FacilitatorThe ObserverThe AssessorThe CreatorConclusion
£28.49
Open University Press Developing Reflective Practice in the Early Years
Book Synopsis Reflective practice is a vital aspect of working with young children and enables a deeper understanding of their learning and development. There is a long tradition among early childhood practitioners of closely observing children's learning, so as to nurture and stimulate their development. They are also increasingly expected to reflect on their own practice in a variety of ways, in order to enhance their professional development and improve their practice.This book supports early years' practitioners in articulating and understanding their own practice in greater depth, exploring ways in which they can be encouraged to engage in reflecting on their practice.The authors introduce ideas around creativity, inclusion, children's well being, partnership with parents and multidisciplinary team working, which will enable you to develop and explore the role of the early years' practitioner in further detail. This second edition is refreshed and expanded to include:Table of ContentsPart one: What does being a reflective early years practitioner involve?Introduction to part oneWhat does it mean to reflect on our practice?Developing reflective practiceExploring leadership: Roles and responsibilities of the early years professionalPart two: How does reflective practice inform work with children?Introduction to part twoChildren's social and emotional developmentWhat's your attitude? Inclusion and early years settings Creativity and early years settingsListening to young children: Multiple voices, meanings and understandingsPart three: Leading-edge practice: A community of reflective professionalsIntroduction to part threeMulti-agency working: Rhetoric or reality?Reflective family-centred practices: Parents' perspectives and early interventionProfessional development and reflective practiceReflection and developing a community of practicePostscript: Democratic reflective practice in the early years
£28.49
Open University Press Successful School Leadership Linking with
Book SynopsisThis book is based on the largest and most extensive empirical study of contemporary leadership in primary and secondary schools in England. The results demonstrate that heads of successful schools improve the quality of student learning and achievement through who they are â their values, virtues, dispositions and competencies â as well as their timely use of change and improvement strategies.Successful School Leadership provides a comprehensive analysis of the values and qualities of head teachers. It assesses the strategies they use and how they adapt these to their particular school context in order to ensure positive increases in the learning, well being and achievement of their students. The authors: Identify a basic set of leadership practices resulting from their findings Analyse and describe the leadership values, qualities and behaviours related to different phases in schoolsâ improvement journeys Provide illustrative case studies of primary and secondTable of ContentsForewordPart One - Contexts for SuccessLeaders and Contexts: What Previous Research Tells Us About the RelationshipWhat All Successful Leaders Do In Most Contexts Part Two - Leadership Actions and Pupil OutcomesModels of Leadership and Pupil OutcomesSimilarities and Differences Between Primary and Secondary Leaders: A Badly Neglected Distinction in Leadership Research and TrainingCharacteristics and Practices of Leaders in Schools which Improved from Different Starting Points Part Three - Who Heads Are and What They Do To Build and Sustain SuccessCore Values and Practices: Leadership, Learning and Improvement Phases of School ImprovementLayered Leadership Strategies: How Leaders Achieve and Sustain Successful School ImprovementPart Four - Future Progress and ProspectsOrganisational Democracy, Trust and The Progressive Distribution ofLeadershipSuccessful Leadership: Contexts, Claims and Qualities
£28.49
Open University Press Making Sense of Theory and Practice in Early
Book SynopsisThis accessible book demystifies the links between theory and practice for those studying in the field of early childhood. The book encourages those new to research to develop their investigations as straightforward narrative accounts of the phenomenon that they are investigating.Throughout the book the authors demonstrate the influence of theoretical perspectives on their own practice and research. They articulate how this adds depth to their studies by linking into wider and more enduring themes.The book is divided into two parts; part one looks at 'Community, interaction and identity' and addresses several different aspects of social constructivist theory. Each author explores, less familiar, but increasingly influential ideas emanating from Vygotskian theory.Part two explores 'Structure, power and knowledge' which includes a wider range of theoretical perspectives, that tell a more 'critical' story about how the way society is structured, influences power, Table of ContentsForewordIntroductionPart One: Community, interaction and identityVygotsky - From public to private: Learning from personal speechBruner: the power of story and identityHoward Gardner's Multiple Intelligences: every child a learnerUsing activity theory to examine the factors shaping the learning partnerships in a parent and child 'stay and play' sessionDeveloping Communities of Practice: placing professional individual identity in group interactions Developing learning dispositions for lifePart Two: Structure, power and knowledgeThe Sociology of Childhood: children's agency and participation in telling their own storiesApplying Bourdieu's concepts of social and cultural capital and habitus to early years researchFreire Revisited: Critical Literacy - whose story is it anyway?Foucault: Implications for multiagency working in the changing landscape of children's servicesFeminism, the ethic of care and professional roles within care settings
£29.44
Open University Press Developing Reflective Practice A Guide for
Book SynopsisThis student friendly practical guide helps you get to grips with reflective practice in teaching, through bite-sized sections that are informative and quickly digestible. The book clearly explains some of the best-known theories on reflective practice and then shows how reflection on and in practice can have a positive impact on classroom performance. The very real problems faced by beginning teachers are brought to life through the use of rich case studies as well as extracts drawn from the reflective journals of those starting their teaching career. The illustrative case studies consider how reflective practice can inform your teaching practice, including: Preparing for teaching Fitting into your school Designing lessons Managing behaviour Planning for creativity Assessing effectively Developing essential teaching techniques Working effectively with your mentor Extending your professional practice at Masterâs level An additional feature of the bTable of ContentsForwordPrefaceWhat can reflective practice mean to you?How do you become a reflective professional?Who Do You Think You Are... and Who Do You Think You Will Be as a Teacher? How Consciously Reflective Are You?How does your teacher identity fit in with the culture of teaching and the organization?Who are your partners in reflection? Identifying and mapping your complementary support systems. How Can I Use Reflection to Develop Creativity in my Classroom?Are you a Fatalist or an Idealist? How can detailed reflection improve your practice? Frameworks to make small changes with big impact.How can you make the best use of feedback on your teaching?How can you overcome constraints to enhance reflective practice?How can e-reflection help develop your practice?"Reflection, reflection, reflection, I'm thinking all the time, why do I need a theory or model of reflection?"Taking the longer term view: How can reflective practice sustain continuing professional development?Appendices
£29.44
Open University Press Teaching Creative Writing in the Primary School
Book SynopsisOver the last 15 years the Primary National Strategy and the standards-driven curriculum in teacher education have demonstrably improved the primary education of children in the UK. Yet there has been a growing awareness that creativity has been neglected. To address this, a range of initiatives have been launched to offer support for creativity in the primary curriculum. This book will provide teachers with a set of teaching strategies to provide children with a tool-kit of creative skills. This book suggests that a child, who might dislike a lesson on the correct use of grammar, will become excited by a lesson that involves using his or her own talents and experiences to create a story. Throughout the process of composing the story the child will attend to aspects of grammar in order to share their work with others. Results from the classroom research conducted using the exercises in this book suggest that the book has the power to enable teachers to engage pupils in writing lTable of ContentsPART ONE: An Introduction to Creative Writing1: Models of teaching 2: The Classroom3: The CurriculumPART TWO: Developing Creative WritingIntroduction to Part Two4: Character is StoryBuilding AtmosphereSharing a RoomFeedbackGetting Ready for a DateThe Character in the Environment5: Story BuildingThe Object and the ObstaclePersuasion: Unexpected ArrivalThe Awkward SituationMaking a Bad Situation Worse6: Planting and PayoffLove StoryThe MistakeThe Caper7: Twists and TurnsRevoltRevengeEscape8: The Satisfying EndingCharacter ProfilesSupernaturalThreat to World ViewsJourney with DestinationThe EscapePART THREE: Conclusion9: ‘I write, therefore I am’: towards a theory of writing pedagogyReferences
£23.74
Open University Press Becoming a Reflective English Teacher
Book SynopsisBecoming a Reflective English Teacher builds firm bridges between theory and practice, exploring how these can be brought together to create powerful contexts for teaching and learning across the broad spectrum of elements of the English secondary curriculum. By combining both theoretical and practical dimensions, the book enables you to reflect meaningfully on the processes and impact of your teaching. In a structured and practical way this book introduces you to the paradigmatic and theoretical issues underpinning English teaching. Through its focus on the significant aspects of the role of the English teacher, the book enables you to consider not just the practice of English, but also a range of historical, social policy and theoretical perspectives relating to the development and formulation of English as a subject. Overall the book provides a detailed understanding of the major foundations of English as an academic discipline, as well as what this means for your teachingTable of ContentsSection One: Being a Reflective English TeacherIntroduction Subject knowledge Reflective practice for professional developmentPlanning the Curriculum Section Two: Working with the CurriculumDrama in English Media in English English and student diversityKnowledge about language and multiliteraciesTeaching Writing Teaching Reading Oracy and Dialogic teaching English post-16 Assessment Writing at M level
£26.59
Open University Press Contemporary Issues in Special Educational Needs
Book SynopsisThis thought-provoking and accessible book provides an overview of key issues in the education of children with Special Educational Needs and Disabilities. Written by highly experienced practitioners and educationalists, the book explores a range of approaches for working with this diverse group of learners and invites you to consider your possible responses. The book begins with an historical overview of Special Educational Needs and Disabilities and a critical guide to current policy. The contributors then expertly explore and summarise many of the fascinating topics which arise in practice and scholarly research in this area, including: Ethical and practical implications of labelling children and young people with forms of special educational needs or disability The role of special schools, particularly in light of enduring debates about inclusion/exclusion What increased student participation, student voice and other facets of a democratic claTable of ContentsSection OneHistorical and socio-political agendas around defining and including children with special educational needsLabelling Learners with ‘SEND’: the good, the bad and the uglyInclusive education for children with special educational needs: current uncertainties and future directionsSpecial educational needs and the ‘world out there’Section TwoThe therapeutic classroom: challenging the ‘mad, bad or sad’ hypothesisSelf-esteem in the classroomThe democratic classroomRelationships in and around the classroomThe ideal school?
£25.64
Open University Press Parents and Professionals in Early Childhood
Book SynopsisParents and Professionals in Early Childhood Settings addresses the complex and sometimes controversial issues that emerge from the care and education of young children. Staff and parents in early childhood settings can find ample advice about how to promote good communication, but much of that advice has no grounding in their daily lives. Instead, it prescribes an established set menu of communication tools, such as newsletters, notebooks and message boards that rarely respond to what staff and families say about relationships between them.Drawing on the authors' research with hundreds of parents, staff and students, the book explores relationships between staff and families through a series of 'issue stories'. Each story features the voices and perspectives of 'real' staff and families and captures their various understandings, desires and feelings about a complex, difficult and/or controversial issue.The authors support each 'issue story' with snippets from relevTable of ContentsWe/they are always available... but in snatches of timeUnderstanding the professionalRevealing ignoranceJoining in - the benefits and costsWe speak English hereWe respect 'their' cultureDisclosing personal details - who needs to know?Welcoming parents... but not really in this spaceWays to communicate... but don’t ruffle their feathersI just want some feedback!She'll love the sausage sizzle!I'm learning how to teach my child to readThey're just not involvedBoys who like to be differentLesbian mums - what's the fuss?Are we genuine partners and how do we know?That's jargon to me!
£29.44
Open University Press Reflective Practice for Teaching in Lifelong
Book Synopsis âœThe authors set out to produce a book that would âœdemystify reflective practiceâ and they have succeeded!!! The book is rich in practical wisdom, concisely expressed, and will enable both experienced teachers and new entrants to use reflective practice to improve and develop teaching and learning in a complex and diverse lifelong learning sector."Dr David Holloway, University of Portsmouth, UK. âœThis book speaks with academic authority and the experience and understanding of practitioners. The authors draw teachers into their world of everyday reflective practice that is much more than a requirement from trainee teachers, but rather is at the heart of all teachersâ practice. The authors highlight its value for improving teaching and learning and coping with ongoing change, whilst recognising honestly the difficulties in making time to reflect deeply and critically and the questions raised about the worth of reflective practice in an increasingly reguTable of ContentsIntroductionWhy Reflect on Practice? A Basic Model of Reflective PracticeLevels and models of Reflective PracticeCollaborative Reflective PracticeGuided Reflective PracticeExtending Reflective Practice: Action ResearchReflective Practice and Continual Professional DevelopmentProblems and Limitations in Engaging in Reflective PracticeSome Theoretical Perspectives
£24.69
