Education: relations with parents Books
Jessica Kingsley Publishers A Study Skills Survival Guide for Neurodivergent Learners
Book SynopsisWhen it comes to studying - one size does NOT fit all - especially if you''re neurodivergent. How we approach learning and what works can vary widely depending on if we''re ADHD, AuDHD, Autistic, Dyslexic, Dyspraxic... and maybe some of those profiles overlap. So where do you begin? Neurodivergent study skills expert and tutor Julia Childs has put the power back in your hands to experiment and find out exactly what works for you. With a pick ''n'' mix of strategies and templates, tailored not only on your neurotype but also potential overlaps in profiles with other neurotypes, you''ll be guided to try out the strategies most likely to work for you and your brain based on your skills and how you experience the world. Through the journey of experimenting (and enjoying it) you can get your own perfect ''bag'' of study skills. Covering everything from self-care and burn out (yes that''s actually a study skill) to getting organised, reading, and notetaking and much more, you will obtain personalized study skills for life.
£18.04
Teacher Created Materials, Inc NeurodiversityAffirming Schools
Book SynopsisEmpowers educators to help neurodivergent students thrive!Neurodiversity-Affirming Schools is a guide for K-12 educators to better understand neurodivergence and help neurodivergent students thrive. Inside, you'll find the background information and concrete practices you need to create a school or classroom culture where neurodivergent students feel safe, valued, and understood. You'll also find clear explanations of behaviors common in neurodivergent learners, such as masking, rejection sensitivity, and novelty seeking. Then, discover specific practices that you can use right away. This accessible book is designed to help you take action. By the end of each chapter, you'll understand how the key takeaways apply to your particular situation and how you can meet neurodivergent students' needs in ways appropriate to their unique cognition. Written by two experts on neurodiversity education, this book teaches you how to:Use established practices like strengths-based instruction in neurodiversity-affirming waysPrevent neurodivergent students from checking out and becoming burnt outIdentify the unique ways that neurodivergent children express their needs and difficultiesEmphasize and model emotional regulation skills at the classroom levelCreate more effective, strengths-based IEPs and 504 PlansThis book also provides real-world examples in the form of vignettes of neurodivergent students and the educators that support them. These features contextualize what you've learned to help you feel confident as you implement change. You'll also get access to a study guide to facilitate using this book with professional learning communities. Neurodiversity-Affirming Schools is your practical and comprehensive guide to creating opportunities for neurodivergent learners to succeed.
£31.99
Sage Publications Ltd A Little Guide for Teachers Cultivating Belonging in Schools
a huge range and FREE tracked UK delivery on ALL orders.
£15.58
SAGE Publications Inc Change Agents
Book SynopsisEducators, you are the hope you've been looking for. Have you ever wondered what it would look like for you and your colleagues to really change how things are done in your school? For over twenty-five years, Partners in School Innovation has empowered educators in doing just that, across twenty-two school districts and eight states, dramatically improving underperforming schools in the process. Their secrets? Specialized adult learning tools, a results-oriented cycle of inquiry, professional development systems focused on coaching and collaboration, implementing improvement science, understanding the roles of race, class, culture, and power in schools, and more. This book presents those time-tested, research-based practices through narratives chronicling the efforts of real-life educators. It presents thoughtful checklists and discussion questions to help educators strengthen the skill sets and mindsets needed to implement sustainable Trade Review"We are reminded that making incremental improvements at the margins of a system originally designed to sort children by race, class, and language will only make inequitable sorting more efficient. This book shows us how to disrupt that cycle through the art and science of a school improvement methodology that is people-centered, asset-based, and equity-focused." -- Zaretta Hammond, author of Culturally Responsive Teaching and the Brain"In this important new book, Justin Cohen describes how educators can guide their schools on a path of continuous improvement drawing on core ideas from the learning sciences. Written in a clear, straightforward manner, educators will appreciate how guidance is provided and the ability of the author to anticipate where problems are likely to occur. For those who are tired of pursuing reforms that are little more than fads, this book will be a resource you can turn to when the work is hard and the problems you encounter seem daunting. For those who have not given up on the possibility that creating equitable schools is attainable, this book will be an invaluable resource." -- Pedro Noguera, Dean"This fabulous book comes as an inspiration at a time when our schools are in need of honesty, healing, and hope. By telling the stories of real teachers and leaders struggling to teach and lead across differences, Cohen brilliantly fuses modern reform efforts and local context with the civil rights struggles to unearth the very real and still present truth of our shared history: teachers in the US are part of a proud tradition of liberators, and this book challenges them to own that mantle and face the challenge of making our country better as only teachers can." -- Ellen Moir, Founder"We are in a season where the most essential work for us all is to present the truth about the flaws in our education system and offer solutions to transforming it. This book does exactly that. A solid contribution to the literature and a powerful take on school improvement." -- Christopher Emdin"There is only one way to generate change... together. This volume helps us do just that." -- Gloria Ladson Billings, Professor Emerita"Many people can point to what′s wrong with public education, but few can identify both the problems and concrete solutions to address them. Cohen has done that and more in Change Agents. He presents an incisive indictment on how institutionalized racism has produced pervasive inequality in our public schools. He explores the history of social movements to change public education to help us better understand the obstacles change agents face today. Transforming public education is complicated, but Cohen delivers a clear vision for how to begin. An education activist, non-profit leader, and community organizer, Cohen brings those experiences to bear in this text. Teachers, parents, policymakers–really anyone concerned with the future of public schools–this is the book for you." -- Alexis Hoag, Law Professor and Former Civil Rights Lawyer"Change Agents: Transforming Schools from the Ground Up is written by and for educators about the gritty work of learning to improve. It offers powerful stories about educators making the principles, tools and methods of improvement science come alive in their classrooms and schools, the human challenges that can arise along the way, and also the sense of exhilaration that accompanies this work as educators experience transformation — how through their efforts they are making a real difference in their students’ lives. It is supportive and encouraging while also ′in your face′ about what genuine improvements entail. In making this visible, practical and accessible to educators out in schools, it is a real contribution to the field and should be on every teacher′s ′must read′ list." -- Anthony Bryk, author of Learning to Improve and President Emeritus"Educators are the beating heart of our communities, striving to make a difference in their schools, and in their country. In this book, Justin Cohen has woven together stories, tools, and actionable advice to help teachers and leaders do just that. It is a must-read for any school or district that wants to become an even more vibrant place to teach and learn." -- John B. King, former United States Secretary of Education"This very practical and powerful work by Cohen and Partners in School Innovation demystifies what it means to do equity work in schools that primarily serve Black and Latinx students. The book features in-the-trenches story-telling, deep relationship-building, and an intense focus on how schools can effectively meet the needs of these historically underserved students. This is the work all urban school teachers and leaders must master if our students are going to reach their full potential. Yet, this work is not a idyllic victory narrative that ignores the social context in which schools exist. Cohen rightly reminds us that our shared history of systemic racism is the very context in which teachers teach and leaders lead today, and that education, when done right, can be a tool for advancing freedom, justice and, ultimately, democracy." -- Marvin Lynn, Dean & Professor, Lead EditorTable of ContentsAcknowledgments Introduction by Derek Mitchell Chapter 1: Are You a Change Agent? Chapter 2: Assembling Your Crew Chapter 3: Finding Bright Spots & Building Momentum Chapter 4: Focus, Follow Through, See: The Art & Science of Implementation Chapter 5: Who Said Change Was Gonna Be Easy? Chapter 6: Culture Eats Strategy For Lunch Chapter 7: School Transformation Requires Personal Transformation Chapter 8: Leading With Love Chapter 9: Hi, I’m From the Central Office. And I’m Here to Help. Chapter 10: The Practice of Freedom Chapter 11: Thriving Schools, Thriving Communities Bibliography
£26.59
Bloomsbury Publishing PLC The Ultimate Guide to Adaptive Teaching
Book SynopsisThis revised edition of The Ultimate Guide to Differentiation is the essential guide to adaptive teaching in early years, schools and further education settings by bestselling author Sue Cowley, with 100 practical strategies for every classroom.
£18.00
SAGE Publications Inc The Age of Identity
Book SynopsisThere's more to all of us than what meets the eyeA perfect storm is upon us and educators are in the middle of it. Identity issues often incite and divide us, but they are actually our way out of the storm. No one should be oppressed or have to hide who they are, and young people need to be prepared for a future where they can learn to live together and help others belong.In their beautifully written book, Dennis Shirley and Andy Hargreaves brilliantly show how we can and must engage with young people's identities in their fullness and complexity. Rooted in classical and contemporary theories of identity, extensive research, and in sheer common sense, their book takes us from bitterness to belonging and includes: Examples of how schools seek to address identity and belonging Strategies to deal with the raging identity controversies in our schools and societies Charts and graphics to help build inclusive professionTrade ReviewShirley and Hargreaves have written the right book at the right time. They bring the voice of reason to the current heated ‘culture wars’ and battles over ‘identity politics.’ If we heed their wise counsel, we can learn to listen to one another and forge a collective identity of respect. -- Diane RavitchThis essential book shows how all educators can and should address issues of identity in their schools with candor and civility. Carefully researched, it offers a clear conceptual framework and practical guidelines that can be followed in all schools everywhere. -- Patrick Tutwiler * Massachusetts *Shirley and Hargreaves call for universal inclusive education that promotes dignity, generosity, and self-determined learning. They advocate for education that truly values and understands every individual, noting that what is essential for some children is good for all of them. -- Dame Alison Peacock * London, England *This is an excellent book and one that I will purchase for all our central leaders and school principals. It moves from academic theory to a real-life practical guide with stories that humanize our students, school staff, and communities. -- Tom D’Amico * Ottawa, Ontario, Canada *We find ourselves in a time where being inclusive and welcoming to all students is a political issue as opposed to a human one. Shirley and Hargreaves engage readers with their collective brilliance and heart to offer clarity in thought and action to ensure that students thrive, regardless of how they identify. -- Peter DeWitt * Albany, New York *This book will help us figure out how to name, interrupt, and educate when students experience anything that does not help them feel safe, included, respected, and cared for. It gives educators practical tools with which to lean into the difference between intent and impact. -- John Malloy * Danville, California *This is a work of courage and truth in the midst of a world that can be challenging. The content of the book fills my heart. -- Nicola Ngarewa * Wellington, New Zealand *Incisive, insightful, and inspirational. Shirley and Hargreaves present a compelling argument for schools and educators to work with students on the issues of identity. Moreover, they present practical and evidence-based guidelines that can be implemented in schools. -- Yong Zhao * Lawrence, Kansas *Every child needs to feel that they belong in order to feel safe enough to learn. The Age of Identity is an inspiring antidote to school systems that measure children with standardized tests. This compelling book is an overdue dose of radical common sense. -- Jim KnightThis brilliant and profound book is at the heart of education across the globe. Shirley and Hargreaves show how learning triumphs over ignorance when students are confident in who they are. They provide teachers with tools to navigate confidently one of the most controversial topics in education today. The Age of Identity is essential reading for all teachers. -- David Edwards * Brussels, Belgium *Table of ContentsPreface Chapter 1: To Be, or Not to Be Chapter 2: The Developing Self Chapter 3: The Self and Others Chapter 4: Including Identities Chapter 5: Multiple Identities Chapter 6: Intersecting Identites Chapter 7: Learning to Live Together Acknowledgements Endnotes
£30.39
SAGE Publications Inc Belonging in School
Book SynopsisUnlock a treasure trove of learningmake room for belonging in schoolBelonging is an instinctual feeling: you know when you feel itand you really know when you don't. Creating a sense of belonging in the classroom has a significant impact on student learning and well-being; it serves as a gatekeeper for other aspects of learning to take root. But how do we create classrooms and schools where every student knows they belong?This easy-to-use, illustrated playbook has you covered. 11 evidence-based modules feature actions and strategies that teachers can apply to help students feel more included. Interactive features such as essential questions and reflective prompts are designed to engage educators and deepen their understanding of the importance of connection and belonging in a student's educational experience. Readers will find Detailed coverage of the 11 dimensions of belonging Evidence-based ac
£31.99
Bloomsbury Publishing PLC The Ultimate Guide to SelfRegulation in the
Book Synopsis'This outstanding book will help teachers with their understanding on supporting children with their behaviour.' - Laura Henry-Allain MBE, author, early education specialist and creator of Jojo and Gran GranThis practical guide from bestselling education author Sue Cowley breaks down what self-regulation is, how it develops and and how you can support your learners to build and improve it. The Ultimate Guide to Self-Regulation explains what self-regulation is and demonstrates how it relates to challenging learner behaviour, focus and attention, resilience and impulse control. Sue Cowley explains how it shows up in the everyday classroom, including how it relates to post-pandemic behavioural challenges, and offers easy-to-implement solutions to support learners of all ages. The book is broken down into two sections the theory behind self-regulation, and how it develops in the classroom and readers can dip in and out to find strategies as and when they need them. Written in Sue's m
£18.00
SAGE Publications Inc Street Data
Book SynopsisRadically reimagine our ways of being, learning, and doing Education can be transformed if we eradicate our fixation on big data like standardized test scores as the supreme measure of equity and learning. Instead of the focus being on fixing and filling academic gaps, we must envision and rebuild the system from thestudentupwith classrooms, schools and systems built around students' brilliance, cultural wealth, and intellectual potential.Street data reminds us that what is measurable is not the same as what is valuable and that data can be humanizing, liberatory and healing. By breaking down street data fundamentals: what it is, how to gather it, and how it can complement other forms of data to guide a school or district's equity journey,Safir and Dugan offer an actionable framework for school transformation. Written for educators and policymakers, this book Offers fresh ideas and innovative tools to apply immediately Trade Review"Street Data calls upon readers to ′flip the dashboard′ from a focus on big data to a focus on the voices at the margins – those learners and their families who have been most affected by deep-rooted systemic inequities. When we listen closely to these voices with curiosity, courage, and humility, we gain a greater understanding of the meaning and root causes of these inequities, as well as how they can be addressed in ways that transform and heal. Policymakers and educators at every level of the system need this book to forge a path to genuine equity." -- Linda Darling-Hammond"For far too long, education leaders have implemented reform strategies without engaging and centering those most impacted – the students. Shane Safir provides an energizing, anti-racist, actionable framework that centers the voices of the most marginalized students as the experts and co-conspirators that we need to create an education system worthy of their brilliance. Read this, share it, and be a part of ushering in this ′new normal′ of street-level data to unlock racial justice in our schools." -- Taryn Ishida, Youth Organizer and Executive Director"With Street Data, Shane and Jamila have built a conversation more than a framework, wherein students, their communities, teachers, leaders and systems are interconnected parts of a family unit. As a Professor and Psychologist, I found myself drawn to the work’s human and family centered focus. Throughout the work, these are linked to an emphasis on building approaches to the art of teaching grounded in listening, making and holding room for all members of the learning family, and setting goals and evolving approaches that begin with the student as their core. Shane and Jamila are engaging us all in a critically important conversation, where the data we gather and share around learning spaces is shaped and centered on the voices and beings of students. It is family systems centered teaching and learning. It is holistic, and it is necessary." -- Napoleon Wells , Ph.D."Shane Safir and Jamila Dugan have given us a vivid and immensely readable account of what public education could and should be. Rather than quick fixes, the book is rich with real-life examples and immediately actionable equity practices that educators and leaders can use to tackle root causes. The authors have also issued an unspoken but clear challenge to all of us who care about children′s learning and development: ′What if policy decisions were anchored in the lived experiences of students, their families, and their educators?′ Their call to action is clear and urgent: we must reverse-engineer and radically reimagine our resources, policies, and practices to support the broad conditions in which students can authentically thrive, and most particularly students who are the most marginalized by the current system. The vision of educational justice laid out in the book will not be more widely practiced if we simply rely on individual teachers and principals to push forward alone into the headwinds. It must be supported at systems and state levels, so that it becomes the rule and not the exception." -- Sophie Fanelli, President"Street Data issues an urgent, timely provocation to listen to, honor, and be informed by the experiences, wisdom, fears, and aspirations of children and families who have been forced to the margins by our schools and institutions. Rich with stories that affirm our shared humanity and connectedness, Safir and Dugan offer a humanistic approach and practical guidance for embedding love, equity, curiosity, and courage in our efforts to manifest learning spaces where every young person learns, develops, and thrives. "Safir and Dugan call on us to free ourselves from old constructs about data for improvement that are rooted in Whiteness as normative and, instead, model ways to integrate concepts of wholeness, justice, deep culture, personal mastery, and agency into our school transformation efforts. This book is an important contribution to all of us who are working to create a world that works for all of us." -- LaShawn Routé Chatmon, Executive Director"In this absolutely path-breaking book, Shane Safir uses the concept of ′street data′ as an entry point to a fundamentally different paradigm for schooling. Foregrounding listening, understanding, and loving over counting, measuring, and classifying, Street Data illustrates what it would truly mean to develop a humanizing and liberating approach to school transformation. Startlingly fresh in its prose, clear in its convictions, and moving effortlessly between theory and practice, we can only hope Street Data will mark the beginning of a new and different era for American education. A spectacular book!" -- Jal Mehta, Professor of Education"Old systems are crumbling before our eyes as new ones are being built. Street Data offers key insights about how to transform data and explore indigenous knowledge creation for a new world. Shane Safir and Jamila Dugan give us new ways to analyze, diagnosis, and assess everything from student learning to district improvement to policy. This book is a must read for researchers and practitioners searching for a fresh and deeply authentic model for school transformation." -- Shawn Ginwright"Street Data gives us a vibrant picture of what it means to do school when we authentically center our students. Shane and Jamila provide inspiration and clear examples of how we can humanize our classrooms and create a more just education system. Critically for change agents, we also find practical advice for supporting adults across the system as they begin to shift their approach to a new normal that builds with and for students. There is no doubt that we need a new way forward and Street Data is a trusted map for charting a course for maximum impact." -- Shanna PeeplesTable of ContentsForeword Acknowledgments About the Authors Prologue: Data in a Time of Pandemic PART I: WHY STREET DATA, WHY NOW? Chapter 1: Leading for Equity: Another World Is Possible Guiding Principle: Reimagine our ways of knowing and learning. Core Stance: Holism Chapter 2: No Shortcut: Avoiding Equity Traps and Tropes, by Dr. Jamila Dugan Guiding Principle: See the barriers; imagine what is possible. Core Stance: Awareness PART II: CHOOSE THE MARGINS Chapter 3: Flip the Dashboard: Street Data Drives Equity Guiding Principle: Center voices from the margins. Core Stance: Antiracism Chapter 4: Pound the Pavement: Digging Into the Levels of Data Guiding Principle: Seek root causes over quick fixes. Core Stance: Deep Listening PART III: DEEPEN THE LEARNING Chapter 5: Redefine “Success”: Street Data and the Pedagogy of Voice Guiding Principle: Equity work is first and foremost pedagogical. Core Stance: Agency Chapter 6: Build Coherence: Focus, Holism, and Well-Being Guiding Principle: Less is more; focus is everything. Core Stance: Coherence Chapter 7: Make Learning Public: Valuing Teacher Voices, by Carrie Wilson Guiding Principle: Mobilize a pedagogy of voice for educators. Core Stance: Symmetry PART IV: TRANSFORM THE CULTURE Chapter 8: Embrace Vulnerability: Moving Through Street Data Cycles Guiding Principle: Break the cycle of shame. Core Stance: Vulnerability Chapter 9: Calling Folks In and Up to Equity: Street-Level Conversations Guiding Principle: Every moment is an equity moment. Core Stance: Warm Demander Epilogue: The Journey Toward Liberation Appendices Glossary Bibliography Index
£999.99
Sage Publications Ltd The Diverse Curriculum
Book SynopsisPositioning diversity in the curriculum is a complex task and knowing where to start is one the biggest challenges teachers face.This book is a dynamic guide for educators, blending both theoretical insights and practical strategies. It empowers teachers to create curricula that celebrate the rich tapestry of global cultures and recognize the value of diverse sources of knowledge. Moreover, it delves into inspiring ways to ignite deep curiosity about the world, spanning the past, present, and future.Drawing on her 20 years' experience in UK schools, Kara allows us to reflect on what we choose to teach and why.
£19.99
Bloomsbury Publishing PLC 100 Ideas for Secondary Teachers Supporting
Book SynopsisNo matter what you teach, there is a 100 Ideas title for you! The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers. Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners.-------------Based on extensive research and personal experience, 100 Ideas for Secondary Teachers: Supporting Students with ADHD presents tried and tested strategies to implement in the classroom.Now estimated to affect 5% of all children, knowing how to support children with ADHD is a must for every teacher. This book, written by experienced teacher Jannine Perryman, the founder of ADHD Wise and diagnosed with ADHD herself, is the must-have guide to effective strategies for improving outcomes for teachers and
£14.25
Bloomsbury Publishing PLC 100 Ideas for Primary Teachers Supporting Pupils
Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners.Research has found that any one class might contain two to six children with profound social, emotional and behavioural difficulties. Without effective intervention and response, this can have a profound impact on the progress of these children, as well as the delivery of the curriculum to all pupils. Roy Howarth uses his extensive experience and expertise in this field to present practical solutions for supporting pupils with social, emotional and mental health difficulties, as well as alleviating pressures on whole-class teaching and management.SuitablTrade ReviewRoy Howarth has condensed over 30 years of experience in successfully working with SEMH children into a book that can be read in a night. An essential read for any teacher needing to rethink their approach to working with pupils who sometimes make you question your own ability to teach them anything! This book offers practical ideas to refresh our current practices and enable our most disadvantaged children to succeed. * Martin Cookson, Secondary Phase Leader in an SEMH school *Roy Howarth is a dedicated, innovative and imaginative former headteacher whose whole focus is on positive outcomes at all times for his very troubled and demanding pupils. His ability to win trust and work with them, whilst supporting his staff in their difficult task, has earned him respect across the field. This distillation of his vast experience adds tried and tested techniques to any teacher's toolkit. * Tony Scott, retired Education Officer for pupils with SEBD *A book full of empathy and compassion, acknowledging the high level of challenge both pupils and teachers can face on a daily basis. With practical strategies and advice, this book is a useful tool for both new and experienced teachers. * Ruth Bodley, Deputy Headteacher and SENCO, @ruthiebod *‘This book would be an excellent resource for both new and experienced teachers and members of staff. It would also be useful in staff development sessions.’ * SEN Magazine *
£14.25
Hodder Education Gifted The shift to enrichment challenge and
Book Synopsis''Gifted and talented'' is a zombie. It is dead, but still walking around. There are new labels to stratify students - ''more able'', ''significantly able'', ''high-aptitude learners''. New labels do not equal new thinking. The concept of ''gifted'' is still stubbornly embedded in our educational structures, with its legacy of social immobility, racism and sexism. Students can be ''more able'' when they have more financial resources, more access, more visibility, or more cultural acceptance. There are pervasive narratives that educators should prioritise extension for some students and not others. We can dispel the myth that pitching lessons judiciously to ''middle ability'', and then differentiating up and down, is effective.This book explores how we can provide every student with rigorous challenge. Challenge for all is an inclusive approach to teaching, whereby every student is invited, and given the tools, to reach a place of mastery. This can be through project-based le
£15.00
Emerald Publishing Limited Advancing Latinas in STEM Academic Careers
a huge range and FREE tracked UK delivery on ALL orders.
£35.15
Emerald Publishing Limited TraumaInformed Educational Leadership
£42.75
Jessica Kingsley Publishers Becoming a Traumainformed Restorative Educator
Book SynopsisMaybe you have heard the terms ''trauma-informed'' and ''restorative'' - but how do you go about becoming a trauma-informed, restorative educator? This practical book outlines the values, ideas and neuroscience behind trauma-informed restorative practice and its proven effectiveness. It clearly explains key theories relating to shame, trauma and your autonomic nervous system, and explains how to apply this knowledge in practice. Examples and stories of restorative practice feature throughout to inspire and emulate, as do practical protocols, tools and systems to develop your skills as a trauma-informed educator. Critically, it also explains the personal and professional qualities you need to nurture to truly engage in trauma-informed, restorative practice, with reflection points to aid learning and self-development. Read this book and take your first steps to creating a trauma-informed, restorative classroom - even if your school isn''t doing it!
£26.59
Paula Kluth Universal Design Daily
Book Synopsis
£999.99
Hodder Education The AZ of Addressing Disadvantage
Book SynopsisThe A - Z of Addressing Disadvantage - organised around the 26 letters of the English alphabet - is a practical, optimistic handbook for teachers and support staff who are focused on ''closing the gap'' with clarity, sensitivity and impact.
£15.00
SAGE Publications Inc Culturally Responsive Teaching Online and In
Book SynopsisAn equitable, inclusive and practical application of culturally responsive teaching that transcends learning environments Educators in the 21stcentury are teaching diverse learners across a range of learning environments, while attending to critical issues related to equity, inclusion, and social justice. Now there's a resource to help you merge the essential skills of embedding culturally responsive teaching practices into online and in person learning settings. Using the Dynamic Equitable Learning Environments (DELE) framework, you can build the knowledge, awareness, skills, and dispositions topivot instruction to facilitate equitable, inclusive, and anti-racist learning experiences that transcend cultural, social, and linguistic backgroundsno matter where, when, or how your students do their learning. Combining aninteractive workspace with teacher preparation and professional development, this book provides an action planner anTrade ReviewAs needs, demands, interests, and opportunities for online instruction increases, Culturally Responsive Teaching Online and In Person is a book that will assist educators in the complex task of designing essential learning opportunities with student for academic and social success. This book reminds us that culturally responsive teaching practices are potentially transformative in person and online. Indeed, this book helps educators think about the tools, technology and teaching necessary to build more liberating, humanizing and just spaces of education. -- H. Richard Milner IV * Distinguished Professor, Vanderbilt University, coauthor, These Kids are Out of Control *Our students and their communities need educators who are courageous enough to acknowledge the role race plays as a barrier to learning. Our work is not universally designed if we lack the willingness to address race and racism and the need for culturally responsive teaching, regardless as to whether or not we are engaging students virtually or in-person. Budhai & Grant, through this text, are pushing us to do better for our young scholars by calling out the fact that our systems, structures and practices need to be culturally relevant, if they are to authentically include and center around our learners who have been historically marginalized. This is a wonderful resource that guides educators step by step through the process of developing and implementing culturally responsive practices, virtually and in-person. -- Mirko Chardin * Chief Equity and Inclusion Officer at Novak Education and Co-Author of Equity by Design *This workbook is a much-needed resource that attracts, engages, and supports teacher candidates, as cultural beings, in their transformation to becoming culturally aware, responsive, and humble educators. The authors position future educators to identify, acknowledge, and reflect on the critical role of their evolving racial and cultural identities and the implications thereof when practicing in the classroom. The book is a resource that transcends theory into practice and will serve teacher candidates in their journey as equity-minded practitioners to effectively implement culturally responsive, relevant, and sustaining pedagogies. -- Omobolade Delano-Oriara * Dean of the Division of Social Sciences, Professor of Teacher Education, St. Norbert College *This guidebook addresses many questions and needs for educators to operationalize culturally responsive teaching across learning environments, in-person and online. I appreciate that the guidebook unpacks the work of Ladson-Billing, Gay, and Paris by connecting the theory to practice. I recommend this book for educators who actively engage in anti-bias, equitable, inclusive, and just teaching. The reflection questions, checklist, resources, and exercise are tangible actions for educators to engage moving towards actions in their environments. -- Robert Q. Berry, III, Ph.D * Samuel Braley Gray Professor of Mathematics Education, Associate Dean of Diversity, Equity, & Inclusion, University of Virginia, School of Education & Human Development *As teaching and learning environments continue to evolve at breakneck pace, this wonderfully accessible guide is chock full of practical, useful, and actionable advice to help educators successfully navigate their culturally diverse classrooms, schools, and education communities. With self-guided exercises and reflections, educators will be able to address their unconscious biases, make meaningful connections with families and students, and ultimately, effectively incorporate culturally responsive teaching as they build the dynamic and equitable learning environments necessary for all students to thrive. Required reading for every educator! -- Ray Benedici * Managing Editor, Tech & Learning *For over 30 years, scholars and educators have advocated for the importance of centering student’s cultural frames, into the co-learning exchange of all learners, but in pariticuiliar, Black and Brown students, who have been historically marginalized in educational settings. The Distinction of Drs. Budhai and Lewis Grant’s critical important book: Culturally Responsive Teaching Online and In Person, is the argument that Culturally Responsive teaching (CRT) is not just for in-person instruction, but moreover, CRT can also be facilitated within an online modality. Thus, this book is a seminal resource for PK-12 educators who are passionate about reimagining the possibilities of CRT in any learning environment! -- Dr. Ronald W. Whitaker, II * Culturally Responsive Assistant Professor of Education, Assistant Dean for the School of Education, Cabrini University *Budhai and Grant have created a treasure trove of resources for K-12 teachers and teacher educators who are committed to transforming a rapidly-changing world for the better. Finally, we have a book that concretizes how to maximize culturally relevant pedagogy in contemporary, HyFlex learning environments in real time. This text helps the reader translate the philosophical into the practical via inquiry-based, reflective exercises. This book will empower educators, leading them to create equitably-rich opportunities for deep and dynamic learning across modalities. The cornerstone of this text, the "Dynamic Equitable Learning Environments (DELE)" Model, inspires a new way teaching and learning in the 21st century, providing new pathways to transform our schools by challenging and changing ourselves. As we shift our mindset to realize that we can change systems by recognizing the barriers to equity and inclusion, we reimagine an education that realizes justice in our classrooms, anti-racism in society, and healing in our homes. You will read and re-read the gems of culturally responsive teaching and build your capacity to sustain equitable and thriving learning environments for our students to thrive in a world where their lives truly matter. -- Angela N. Campbell, Ph.D * Vice President of Cabrini University *I joyfully offer my endorsement of Culturally Responsive Teaching Online and In Person. At this critical moment in human history, scholars need a resource like this to be equipped with the tools that will empower teaching and learning at its fullness. Dr. Stephanie Smith-Budhai and Dr. Kristine Lewis-Grant prove their scholarship in this work, especially by posing questions that lead to critical thinking. As an educator and a life-long learner, I plan to use this work and invite others to join me. -- Stephen D. Thorne * Stephen D. Thorne Doctoral Fellow, Center for Research and Mentoring of Black Male Students and Teachers, Bowie State University *Table of ContentsForeword by Matthew Kay Introduction: Why Culturally Responsive Teaching Matters in Dynamic Equitable Learning Environments Part One: Focusing on You: Unmasking Bias and Microaggressions Opening Vignette: Mr. Malcolm Williams Ch 1: Acknowledging Unconscious Bias Ch 2: Reducing Implicit and Explicit Bias Ch 3: Eliminating Microaggressions Part Two: Focusing on Your Relationships: Co-Constructing Meaningful Connections with Students and Families Opening Vignette: Ms. Asia Henderson Ch 4: Activating Students’ Assets and Cultural Capital Ch 5: Caring for Students Within their Sociopolitical Context Ch 6: Forging Reciprocal Relationships with Families and Communities Part Three: Focusing on Your Pedagogical Practices: Incorporating Culturally Relevant Teaching Opening Vignette: Mr. Khemar Journey Ch 7. Developing Equity-Mindedness Ch 8: Planning Anti-bias Instruction Ch 9: Preparing Culturally Responsive Authentic Assessments Epilogue: A Call to Action: Leveraging One′s Own Power and Privilege to Dismantle Systematic Barriers for Sustainable and Equitable Learning References
£24.69
Taylor & Francis Ltd Supporting Children with Autism in the Primary
Book SynopsisThis invaluable resource offers a wealth of strategies enabling you to support children with autism in the mainstream classroom. Cutting through the jargon and recognising the huge variety of ways in which children's perceptions, feelings and behaviours may be affected by autism, the text is packed with practical advice to help you create a classroom environment which will meet the needs of the individual child.Each chapter in the book addresses some of the most common social, practical and behavioural difficulties that a child with autism may face at school, and details tried and tested approaches for improving their experiences and outcomes in your classroom. Topics discussed include: classroom layout, timetables and rules effective communication supporting learning and setting targets breaks, unstructured times and school trips challenging behaviours <Trade ReviewDawn’s publication is crisp, accessible and practical. It is a useful tool for anyone who wants to improve communication and learning in the classroom.Professor Jean MacLellan O.B.E. - Autism Network Scotland, University of Strathclyde.Table of ContentsAbout the author Notes Introduction Chapter One: Autism - What it can ‘look like’ in Class Chapter Two: The Classroom Environment Chapter Three: Language and Communication Chapter Four: Accessing the Curriculum and Writing Individualised Targets Chapter Five: Breaks and Unstructured Times Chapter Six: Behaviour Management Chapter Seven: Educational Trips Chapter Eight: All Things Sensory Chapter Nine: Some Final Thoughts Chapter Ten: References Index
£35.14
BUP - Policy Press CommunityUniversity Engagement and Praxis Knocking on the Door of the Ivory Tower
a huge range and FREE tracked UK delivery on ALL orders.
£72.00
Bloomsbury Publishing PLC Narrowing the Attainment Gap A handbook for
Book SynopsisThe attainment gap between disadvantaged pupils and their peers is one of the most insidious social injustices in the developed world.It is a significant factor in the growing inequality of our societies and persists across time and nations. For this reason, narrowing the gap is a top priority for governments and policymakers, and an issue that all schools must tackle. Written by a leading expert in the field of inclusion, Narrowing the Attainment Gap is designed to support school leaders in understanding and reducing the attainment gap in the context of their setting. Drawing on research and his own extensive experience in leading a team that has worked with over 1,000 schools, Daniel Sobel examines the real issues behind the attainment gap and the barriers schools face when trying to narrow it. The book provides a unique approach with hands-on, practical guidance to enable every school leader to develop their own bespoke solutions to meet the needs of their commuTrade ReviewA well-researched, thought-provoking and, above all, practical guide to narrowing the attainment gap. Daniel Sobel takes a balanced and reflective perspective on attainment and disadvantage and then distils this into helpful guidance for schools. Thoroughly recommended! * Steve Higgins, Professor of Education, Durham University, @profstig *Daniel Sobel’s approach of how to meet the needs of children who struggle in school, for whatever reason, makes perfect sense. Working with Daniel is one of the few times in my career that I’ve not only had a lightbulb moment but an experience that changed my perceptions of learning forever. Narrowing the Attainment Gap explains this approach in a way that will make you think how you can give children a better chance in life. The results for my school were dramatic. * Sarah Conant MSc, Consultant Headteacher *The book provides a unique approach with hands-on, practical guidance to enable every school leader to develop their own bespoke solutions to meet the needs of their community, and to pass these down through the school. * Parents in Touch *[Sobel] has made a heartfelt contribution to the very real issues that we as a community have in addressing the needs of children and young people most in need of our support and I welcome this addition to the cause. * Anita Kerwin-Nya, Schools Week *
£22.49
Bloomsbury Publishing PLC 100 Ideas for Primary Teachers Supporting Pupils
Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners.100 Ideas for Primary Teachers: Supporting Pupils with Autism is an essential resource filled with tried-and-tested ideas to best support the learning and development of pupils on the autism spectrum, in both mainstream and special schools. The reported incidence of autism has risen dramatically in recent decades and the agenda for ''inclusion'' has necessitated a greater understanding of autism in primary schools. However, already stretched school budgets mean that staff are often unable to access courses for further training in this area.FrancinTrade ReviewRooted in a broad inclusive ethos and 25 years of experience, this book is a well-structured treasure chest of practical reflections and ideas that will inform and support the needs of every teacher seeking to understand specific individual needs. * Chris Chivers, school governor, ITE tutor, blogger and former headteacher, @ChrisChivers2 *Francine brings a wealth of experience, knowledge and practical understanding to the complex world of autism. She ladles warmth, humanity and common sense into every layer of this wonderful book and shares her absolutely belief in the amazing possibilities of children with autism. * Dr Martin Hanbury, Executive Headteacher, Chatsworth Multi-Academy Trust *This book is a fabulous resource to not only increase knowledge and understanding of the individual needs of autistic pupils, and encourage acceptance of difference, but also to use as a practical resource to dip in and out of giving many ideas that are easy to implement and adapt. I love how the book encourages 'outside the box thinking', which is so important when we are catering for the individual needs of autistic children in the classroom. * Lisa Myers, Head of Operations, Training, Consultancy and Conferences, The National Autistic Society *This dip-in book offers ways to enable teachers to better understand autism and how they can create a more supportive learning environment. There are also strategies to help children develop their communication and social skills, and become more confident and independent as individuals. Easy to use, practical and effective. * Parents in Touch *
£14.25
Bloomsbury Publishing PLC 50 Fantastic Ideas to Encourage Diversity and
Book Synopsis_______________ The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting._______________A collection of 50 fun and effective activities to nurture kindness and inclusivity in your Early Years setting.Covering important topics such as gender, race, ethnicity, age and mental health with positivity and openness, this book gives practitioners the confidence to build an inclusive environment for all children. Following the belief that children can be active agents of change, the ideas encourage children to ask questions, challenge prejudice and celebrate diversity through a range of learning experiences including making clay diyas to celebrate DTrade ReviewAnother fantastic resource packed with ideas and resources aimed at Early Years Practitioners. -- Colin Hill * Founder, researcher and editor of UKEdChat *
£12.34
Bloomsbury Publishing PLC Exam Stress
Book SynopsisDiscover small but powerful changes you can make in the classroom and in school to help your students who are anxious about studying and assessment.
£18.00
HarperCollins Publishers Collins International Primary Maths
Book SynopsisCollins International Primary Maths supports best practice in primary maths teaching, whilst encouraging teacher professionalism and autonomy.Each Progress Book page offers photocopiable assessment questions which allow learners to apply what they have learned and demonstrate mastery and understanding of mathematical concepts. Questions throughout the course develop learners' Thinking and Working Mathematically skills and each unit offers an opportunity for personal reflection on progress.
£50.00
SAGE Publications Inc Be an Ally not a Bystander
Book SynopsisWhat is an Ally? What is Allyship?Why should we teach it in primary schools?Allyship is many things.It is empathy, community, action, positivity, inclusion, anti-racism, aspiration and more. Allyship is learning about diversity and difference and making a conscious choice to support those who are marginalised.This learning has always mattered in primary schools.In this book, educator Frances Akinde outlines what allyship is and why it matters more than ever in primary schools today. Through practical guidance and support, Frances empowers teachers to take positive action right now. Her practical support includes lesson ideas, learning activities and key resources.Through allyship. children can learn to be agents of positive change in their schools and communities. This book enables teachers to bring this learning to the classroom.
£21.84
SAGE Publications Inc Consequential Leadership
a huge range and FREE tracked UK delivery on ALL orders.
£32.29
Bloomsbury Publishing PLC Governance of Educational Trajectories in Europe
Book SynopsisDrawing on findings from a large EU-funded research project that took place over three years, this book analyses educational trajectories of young people in eight European countries: Finland, France, Germany, Italy, the Netherlands, Poland, Slovenia and the United Kingdom. Contributors explore interactions between structural and institutional contexts of educational trajectories, the individual meaning attached to education and the strategies adopted by young people to cope with its demands. The book also analyses the decision-making processes of individual students, placing them firmly within the social contexts of their families, local schools, national education systems and welfare states, as well as transnational policy contexts. In considering educational disadvantage, the book is based on primary, cross-national research with systematic analysis of the different themes addressed. As every chaptersis co-authored by two or three researchers, each based in a different country, theTrade ReviewI welcome this ambitious book which represents a genuinely original approach to comparative analysis. I was particularly impressed with its attempt to grasp the complexity of what is happening to young people in eight European countries with strikingly different histories. The finding which stood out for me is the enormous pressure that an increasingly instrumental approach to policy puts on young people, especially those from disadvantaged backgrounds. The book’s attempt to relate changes in governance to the educational decision-making of young people is well captured in the three case studies and their analysis. Life histories have much to offer in fleshing out abstract policy ideas such as lifelong learning. * Michael Young, Emeritus Professor of Education, Institute of Education, University College London, UK *This is a thoughtful and thought-provoking collection of papers that sets out to trouble common-sense assumptions underpinning much of the master discourse around competitivity, lifelong learning, and the learning society. It does so in ways that are theoretically informed, with a firm grounding in empirical data from eight European countries. By giving importance to the specificity of the local, while carefully reflecting on the way this interacts in complex and multifarious ways with the transnational, this volume generates an impressive range of insights that help us better understand how the trajectories of young people from disadvantaged backgrounds are the result of complex interactions between societal structures and individual subjective action. Such engagement with both lifecourse and governance perspectives help bring back the political, contesting the insidious processes of responsibilisation that the hegemonic discourses around ‘employability’ promote. With its rigorous approach to generating rich data and nuanced interpretation of the challenges young people face in navigating life, this is an example of collaborative European research at its very best. * Ronald G. Sultana, Director, Euro-Mediterranean Centre for Educational Research, University of Malta, Malta *Table of ContentsList of figures List of Tables Notes on Contributors Introduction: The Reshaping of Educational Trajectories in European Knowledge Societies, Morena Cuconato (University of Bologna, Italy), Roger Dale (University of Bristol, UK), Marcelo do Parreira do Amaral (University of Münster, Germany) and Andreas Walther (University of Frankfurt, Germany) 1. Comparative Perspective on the Governance of Education in the Life Course, Andreas Walther (University of Frankfurt, Germany), Marcelo Parreira do Amaral (University of Münster, Germany), Morena Cuconato (University of Bologna, Italy) and Roger Dale (University of Bristol, UK) 2. The Diversity of Education and Welfare Systems in Europe, Jenni Tikkanen (University of Turku, Finland), Andy Biggart (Queens University Belfast, UK) and Alex Pohl (IRIS e.V., Germany) Part I: Governance of Education 3. Scales, Discourses and Institutions in the Governance of Educational Trajectories in Europe, Roger Dale (University of Bristol, UK), Yuri Kazepov (University of Urbino, Italy), Risto Rinne (University of Turku, Finland) and Susan Robertson (University of Bristol, England) 4. Translation of Policy Instruments and Negotiation of Actors in Local School Spaces, Karin Amos (University of Tübingen, Germany), Patricia Loncle (High school of public health, Rennes, France), Alessandro Martelli (University of Bologna, Italy), Eduardo Barberis (University of Urbino, Italy), Valérie Becquet (University of Cergy-Pontoise, France) and Ulrich Theobald (University of Tübingen, Germany) Part II: Access to Education 5. Understanding the Interactive Emergence of Educational Inequalities through Access and Accessibility of Education, Barbara Stauber (University of Tübingen, Germany), Marcelo Parreira do Amaral (University of Münster, Germany) and Isabelle Danic (University of Rennes, France) 6. Producing Accessibility through Discretionary Practices of Educational Professionals, Eduardo Barberis (University of Urbino, Italy), Izabela Buchowicz (Warsaw School of Economics, Poland) and Nicola De Luigi (University of Bologna, Italy) Part III: Coping with Educational Demands 7. Educational and Vocational Guidance as Support Mechanisms in Schools, Joanna Felczak (Warsaw School of Economics, Poland) and Ilse Julkunnen (University of Helsinki, Finland) 8. Cooperation and Problems of Recognition between Schools and Parents in Supporting Young Peoples’ Educational Trajectories, Hulya Kosar Altinyelken (University of Amsterdam, The Netherlands), Silvia Demozzi (University of Bologna, Italy), Felicitas Boron (University of Tübingen, Germany) and Federica Taddia (University of Bologna, Italy) Part IV: Relevance of Education 9. Comparing the Views of Students, Parents, and Teachers on the Emerging Notions of Relevance of Education, Joanne McDowell (University of Hertfordshire, UK), Andreja Živoder (University of Ljubljana, Slovenia) and Alessandro Tolomelli ( University of Bologna, Italy) 10. The Relevance of Informal Learning and Out-of-school Contexts for Formal Educational Transitions, Veronica Salovaara (University of Helsinki, Finland) and John Litau (University of Frankfurt, Germany) Part V: Educational Transitions in the Life Course 11. Students' Decision-Making Strategies at Transitions in Education, Morena Cuconato (University of Bologna, Italy), Karolina Majdzinska (Warsaw School of Economics, Poland), Andreas Walther (University of Frankfurt, Germany) and Annegret Warth (University of Frankfurt, Germany) 12. Teachers and Parents as Actors in the Students’ Educational Transitions, Mirjana Ule (University of Ljubljana, Slovenia), Andreja Zivoder (University of Ljubljana, Slovenia), Harry Lunabba (University of Helsinki, Finland) and Manuela du Bois-Reymond (University of Amsterdam, The Netherlands) Conclusion: Comparative Multilevel Analysis of Educational Trajectories, Andreas Walther (University of Frankfurt, Germany) and Marcelo Parreira do Amaral (University of Münster, Germany) Notes References Index
£33.24
Rowman & Littlefield Civility Compassion and Courage in Schools Today
Book SynopsisOver the past two decades, and perhaps even before the No Child Left Behind Act, policy makers and others have managed to drain civility, compassion, and courage from everyday classroom instruction. We have grown to become an educational system that is almost solely focused on academics at the expense of teaching to the whole child. Civility, Compassion, and Courage in Schools Today argues that civility, compassion and courage are absolutely essential to foster good citizenshipto encourage and motivate students to actionto take on the perspectives of others, and to see how they can become productive members in an ever changing global community. Using the authors' Model of Influence, a four level hierarchy, they suggest that students can be taught to be more civil, compassionate, and courageous, even when facing adversity, and can move from developing a consciousness about these attributes into embracing influence and taking bold action. This book provides numerous examples as well as lTrade ReviewIn a world where standards and expectations are at an all-time high, Barnes and Kohler-Evans argue that educators are responsible for teaching beyond the books. Their new book is one that convicts the soul and reminds me why I ventured into the calling of teaching in the first place: to be the difference in order to make a difference. -- Lynzie Brewer, first grade teacherCivility, Compassion, and Courage in School Today: Strategies for Implementing in K-12 Classrooms empowers teachers to direct their classroom instruction towards the hope of more equitable world. With explicit scenarios and ample resources provided, teachers can embed these practices into meaningful interactions with students to benefit both emotional and academic learning needs. -- Mary Ellen Oslick, assistant professor, Stetson University, and Winner, Virginia Hamilton Essay Award, 2014In light of the incivility that transpires in many of our urban cities, this resource for educators is right on time. It is a research based tool built on a theoretical framework that meets the practical need of educators in their quest to support both the academic and social emotional needs of their students. This pragmatic book offers real world opportunities for educators to model as well as explicate and afford students the skills to demonstrate civility, compassion and courage in a world and, particular, a generation that is in dire need of these most important attributes. This book will definitely help us, as educators, not to 'negate the humanity' of our students while providing them with the necessary practice that will assist them in "leaving the world a better place. -- Michelle Edwards, doctoral candidate, University of Pennsylvania, former urban elementary school principal and teacherTable of ContentsPreface Chapter 1: Creating a Climate Chapter 2: A Theoretical Framework: The Model of Influence Chapter 3: Current Research and Classroom Applications Chapter 4: Bringing Civility to Life Chapter 5: Bringing Compassion to Life Chapter 6: Bringing Courage to Life Chapter 7: Lesson Plans in Civility Chapter 8: Lesson Plans in Compassion Chapter 9: Lesson Plans in Courage Chapter 10: Advice for School Leaders Appendix A: Lesson Plan Template Appendix B: Resources for Developing a PowerPoint, Prezi, or Blog
£28.50
Emerald Publishing Limited Applying a Functional Approach to Language Development in Teaching the Content Areas to Multilingual Learners in K12 Classrooms
£38.00
Penguin Publishing Group Brave New Words
Book Synopsis
£19.65
£20.89
Cambridge University Press Learning to Teach in a New Era
a huge range and FREE tracked UK delivery on ALL orders.
£76.00
Brush Education Inc The Educational Assistants Guide to Supporting
Book SynopsisThe tools every EA needs to help each child reach their full potential. The Educational Assistant's Guide to Supporting Inclusion in a Diverse Society is an accessible, practical guide to acquiring the key skills and knowledge you need to be an effective, professional enhancement to the classroom.
£26.96
Vajra Books Girls School Education in Nepal
Book SynopsisThis study aims to âdeepen a collective understanding of critical issues that plague girlsâ education in Nepalâ. It is meticulously researched, well-presented and thought provoking.
£999.99
Mark Liddle The Amazing Curvy Kid
a huge range and FREE tracked UK delivery on ALL orders.
£10.65
Amazon Digital Services LLC - Kdp Handy Learning
a huge range and FREE tracked UK delivery on ALL orders.
£26.90
£51.42
Cast, Inc. UDL in the Cloud How to Design and Deliver Online Education Using Universal Design for Learning
£21.38
£43.69
Lulu Press Goodbye Dei
£18.00
Bloomsbury Academic Early Childhood Education in Social and Political Transitions
Book SynopsisSarah Klaus is Adjunct Assistant Professor at Georgetown University's Center for Child and Human Development, USA, and an independent Advisor and Consultant to foundations, international agencies and NGOs. Jan Peeters is a Senior Researcher and Consultant, based in Belgium, working with Innovations in the Early Years and Fair Start Stories, the European Commission and UNICEF, including in Eastern European countries. Tatjana Vonta, now retired, was Senior Researcher and Head of the Step by Step Centre at the Educational Research Institute, an Associate Professor at the University of Primorska, Slovenia.
£999.99
Bloomsbury Publishing (UK) Language Culture and Identity in the Early Years
Book SynopsisTözün Issa is Senior Lecturer at London Metropolitan University, UK, where he is Director of the Centre for Multilingualism in Education.Alison Hatt was, until recently, Senior Lecturer at London Metropolitan University, UK.Trade ReviewThis book offers much-needed support to practitioners working with children from different language backgrounds in early years settings. The authors make theories on multilingual learning accessible to the reader, linking the ideas clearly with practice. The book contains many excellent suggestions for working with families to create a classroom environment that develops children's home languages as well as English and fosters educational success. * Charmian Kenner, Senior Lecturer in Education, Goldsmiths, University of London, UK *This volume speaks urgently and eloquently to educators and policy-makers about the potential of schools to enrich children and communities in contexts around the world where population mobility and linguistic diversity have become the norm. Tözün Issa and Alison Hatt highlight the gap between the pathologising assumptions about language and diversity that are woven, often invisibly, into official policies and what we know about the crucial importance of embedding instruction and curriculum into the fabric of children's lives. Issa and Hatt also show, however, how teachers can resist overly prescriptive and intellectually narrow instructional mandates. Their vivid accounts of teachers, students, and families co-constructing knowledge, insight and linguistic awareness illustrate the process of teachers re-claiming their identity as educators rather than simply transmitters of centrally dictated curriculum. * Jim Cummins, Professor of Education, University of Toronto, Canada *This practitioner-focused book adeptly and succinctly surveys and synthesizes policy, history and the literature widely accepted by Education Studies as a discipline to make compelling recommendations to augment practice in the early years. The reality of multiculturalism in the early years is brought into sharp focus with research-informed arguments in favor of fostering diverse cultural identities and languages for development . As a book on policy and practice, it will serve students well. -- Sam Bamkin, De Montfort University, UKTable of ContentsIntroduction 1. The Early Years Foundation Stage: Historical Context and Recent Developments 2. Minority Education: Developments in Britain 3. Setting the Context: Historical Perspectives on Personal, Social and Emotional Development and Early Years Foundation Stage 4. Personal, Social and Emotional Development: Exploring Language, Culture and Identity 5. Multilingualism: Key Issues and Debates 6. First and Subsequent Language Acquisition: Key Issues and Debates 7. Home Languages and Supporting the Development of Purposeful Talk in Early Years Setting 8. Supporting Children's Language Development: The Role of Parents, Carers and Other Adults 9. The Development of Communication and Oracy 10. Making the Transition to Reception Classes in Primary Schools 11. Conclusions and Recommendations References Index
£37.99
Rowman & Littlefield The Classroom Teachers Guide to Special Education
Book Synopsis
£999.99
Rowman & Littlefield Quality Instruction and Intervention for
Book SynopsisA companion volume to Quality Instruction and Intervention Strategies for Secondary Educations, this book provides current and useful inclusive methods to teacher educators working with students, in-service teachers, curriculum specialists, and school administrators interested in quality instruction and intervention. This text is written for teacher educators charged with providing methods instruction for general and special educators. The book offers a summary of quality general education instruction followed by the most up to date empirically validated and evidence-based instruction and interventions for students with and at-risk for disabilities. Two dedicated chapters, authored by leading content and strategy experts in the field, will be devoted to each area. The first chapter will focus on quality instruction with academic subject matter specialists as lead authors with interventionists supporting. The second chapter will focus on effective intervention with the interventionists taking the lead author roles and academic subject matter specialists supporting. Between the two chapters will be a dialogue between the teams of authors bridging general and special education methods and philosophies. This unique method will bridge the gap between quality instruction and effective intervention, an often-overlooked component of teacher education. The last chapter of the text will include a comprehensive list of credible low or no cost resources to support implementation of instructional practices and interventions and continued professional development. After reading the book, educators will be able to describe the components of effective instruction and intervention in each of the content areas, access empirically validated materials, and locate resources for continued learning.
£999.99
Rowman & Littlefield Quality Instruction and Intervention for
Book SynopsisA companion volume to Quality Instruction and Intervention Strategies for Secondary Educations, this book provides current and useful inclusive methods to teacher educators working with students, in-service teachers, curriculum specialists, and school administrators interested in quality instruction and intervention. This text is written for teacher educators charged with providing methods instruction for general and special educators. The book offers a summary of quality general education instruction followed by the most up to date empirically validated and evidence-based instruction and interventions for students with and at-risk for disabilities. Two dedicated chapters, authored by leading content and strategy experts in the field, will be devoted to each area. The first chapter will focus on quality instruction with academic subject matter specialists as lead authors with interventionists supporting. The second chapter will focus on effective intervention with the interventionists taking the lead author roles and academic subject matter specialists supporting. Between the two chapters will be a dialogue between the teams of authors bridging general and special education methods and philosophies. This unique method will bridge the gap between quality instruction and effective intervention, an often-overlooked component of teacher education. The last chapter of the text will include a comprehensive list of credible low or no cost resources to support implementation of instructional practices and interventions and continued professional development. After reading the book, educators will be able to describe the components of effective instruction and intervention in each of the content areas, access empirically validated materials, and locate resources for continued learning.
£999.99
Bloomsbury Academic Borderless Education
Book SynopsisChristina Wright Fields, PhD (Poughkeepsie, New York) is an Associate Professor of Education at Marist University. Dr. Fields' research focuses on culturally responsive pedagogy, urban education, equitable administrative practices, and global education. Prior to joining Marist College, Dr. Fields oversaw a pre-college global infusion project at Indiana University Bloomington with Dr. Amy Horowitz. Dr. Fields received the 2022 Longview Foundation Global Teacher Education Fellowship, 2019 Marist College Strategic Plan GrantThink Global, Act Local: Developing Social Justice Minded Youth, and 2017 NASPA Program Excellence Award in International, Multicultural, Cultural, Gender, LGBTQ, Spirituality and Disability. Dr. Fields served as 20222024 co-chair for American Association of Colleges of Teacher Educators (AACTE) Global Diversity Programmatic Advisory Committee and was a member of AACTE's Global Teacher Education Professional Learning Community. Currently, she serves as a Collaborative Online International Learning (COIL) coordinator at Marist University and the co-chair for the American College Personnel Association (ACPA) Commission for Academic Affairs. Dr. Fields has presented at American Education Research Association (AERA), International Conference on Urban Education (ICUE), International Visual Sociology Association (IVSA), Critical Race Studies in Education Association (CRSEA), and American Association of Colleges of Teacher Educators (AACTE). She has published in Administration Theory & Praxis, Black Educology, Public Integrity, Journal of African American Women and Girls in Education, and Journal of Education Human Resources. Novea McIntosh, Ed.D. is an Associate Professor in the School of Education and Health Sciences at the University of Dayton. Dr. McIntosh coordinates the Adolescent to Young Adult program (Secondary education licensure) and co-directs the Urban Teacher Academy. Dr. McIntosh is an Afro Caribbean scholar practitioner whose research focuses on culturally responsive pedagogy, intercultural competence, decolonization and global education. As a global scholar, she collaborates with the University of Dayton Human Rights Center and NGOs such as Determined to Develop leading international interdisciplinary practicum to Malawi Africa, and study abroad in Florence Italy. Dr. McIntosh received the 2024 Longview Foundation Global Teacher Education Fellowship and 2025 Collaborative Online International Learning (COIL) University of Dayton fellowship. Dr. McIntosh served as 20242025 co-chair for American Association of Colleges of Teacher Educators (AACTE) Global Diversity committee and was a member of AACTE's Global Teacher Education Professional Learning Community. She currently serves as the President for the North American Community: Uniting for Equity (NAC:UE) and secretary for AACTE Internationalization of Teacher Education Topical Action Group (TAG). Dr. McIntosh coaches and provides professional development to in-service and pre-service teachers. She presented at American Association of Colleges of Teacher Educators (AACTE), American Educational Research Association (AERA), and the American Educational Studies Association (AESA). Dr. McIntosh's scholarly work has been published in national and international journals. Recent publications include: Teacher Preparation Partnerships to Foster Learning for All Students. Middle School Journal 55(1); Disrupting and transgressing the canon: Including BIPOC voices in BIPOC Alliances: Building Communities and Curricula for the Curriculum & Pedagogy; and Developing Culturally Responsive Antiracist Activists in Reconceptualizing Social Justice in Teacher Education: Moving to Anti-racist Pedagogy. Additionally, she has published in Michigan Journal of Community Service Learning, Understanding and Dismantling Privilege, Journal of Catholic Education, Journal of Interdisciplinary Education and International Journal of Educational Reform. Rochonda Nenonene, Ph.D. is an associate professor in the department of teacher education at the University of Dayton. She serves as the First Year Experience Coordinator and the Founding Co-Program Director of the Urban Teacher Academy. Areas of research interests include: urban teacher preparation, culturally responsive/sustaining pedagogy, social-emotional learning and dispositions of teacher candidates. Dr. Nenonene conducts professional development for school districts on culturally responsive teaching, student engagement, classroom management, social-emotional learning and issues relevant to equity and social justice. Dr. Nenonene is a 2022-2023Institute for Teachers of Color Fellow (ITOC) and 2019 University of Dayton Global Education Fellow. She currently serves as the President for theGlobal Community: Uniting for Equity (GCUE) and Co-chairs the membership committee for American Association of Colleges of Teacher Educators (AACTE). Dr. Nenonene has presented at American Association of Colleges of Teacher Educators (AACTE), American Educational Research Association (AERA) and the American Educational Studies Association (AESA). Recent publications include: Social Emotional Learning. In Reiser, R., Carr-Chellman, A., Dempsey, J. (Eds.), Trends and Issues in Instructional Design and Technology, 5th Edition (Chapter 12), Routledge; Disrupting and transgressing the canon: Including BIPOC voices in BIPOC Alliances: Building Communities and Curricula for the Curriculum & Pedagogy; and Developing Culturally Responsive Antiracist Activists in Reconceptualizing Social Justice in Teacher Education: Moving to Anti-racist Pedagogy. Additionally, she has published in Teacher Education Quarterly, Understanding and Dismantling Privilege, Journal of Catholic Education, and Multicultural Learning and Teaching.
£80.64
