Education: relations with parents Books
Springer VS Inklusionsentwicklung in der Kita
Book SynopsisEinführung – Inklusion in der Kita.- Theoretische Perspektiven auf Inklusionsentwicklung.- Methodik: „Das Unsichtbare sichtbar machen.- Ergebnisse und Diskussion.- Fazit.
£67.49
Springer KIFührungskultur und Prozessmanagement
Book SynopsisWenn Organisationen Inklusion mitgestalten.- Macht, Routinen und Ausschlüsse in Organisationen.- Inklusion als Prozess mit Struktur und Beteiligung.- Haltung, Führung, Verantwortung und Kulturwandel.- Nachhaltig verändern durch Struktur und Zusammenarbeit.
£11.77
£142.49
Springer Social and Emotional Development for Diverse
Book SynopsisPART I: Needs and Characteristics of Diverse Learners That Are Noteworthy but Much-overlooked Introduction Chapter.- Chapter 1 The needs of social and emotional development for students with diverse needs.- Chapter 2 Adaptability: A Social and Emotional Competence Critical for Learners to Navigate their Ever-Changing World.- Chapter 3 Being Left Behind is More than the Absence of Parents: Student Engagement in China from a Developmental Systems Approach.- Part II: Psychosocial Agents for Social and Emotional Development.-Chapter 4 Fighting Future Terrorism via Sense of Belonging at School: Teachers supporting poor students, immigrants, and language minorities.- Chapter 5 Teacher Emotion and Emotion Regulation as Antecedents of Teacher Efficacy for Hong Kong In-Service Teachers.- Chapter 6 Student Well-being and Its Influential Factors: Insights from Students, Parents and Teachers.- Part III: Effective Practices, Interventions and Implications for Social and Emotional Development.- Chapter 7 Application of Mindfulness-Based Program in Promoting Social and Emotional Development of Children with Attention Deficit Hyperactivity Disorders.- Chapter 8 Addressing Sexuality in Chinese Students with Autism Spectrum Disorders: Current Sexuality Education Practices and Barriers.- Chapter 9 Effect of a Constructively Aligned Co-Curricular Program on Associate Degree Students' Self-Esteem Development: A Longitudinal Study.- Chapter 10 How university students enhance social and emotional learning through experiential learning activities: A qualitative study.- Chapter 11 A Team-based Approach in Helping In-service Teachers to Understand the Social and Emotional Needs of Students.- Chapter 12 Socio-Emotional Development for Diverse Learners: Insights into meaning-making and eudaimonic emotions.- Chapter 13 Developing young children's social competence: A case study of the practices of a Hong Kong kindergarten.- Part IV: Understanding Social and Emotional Learning: Theoretical Perspectives and Review.- Chapter 14 Promoting Social and Emotional Competencies of Singapore Students: Theoretical Perspectives of Current Practices.- Chapter 15 Teacher Emotion and Students' Social and Emotional Learning: A Systematic Review.- Chapter 16 Towards Better Social and Emotional Learning: The Way Forward.
£116.99
Cognella Academic Publishing Reaching All Learners
£63.74
Information Age Publishing Faculty Learning Communities
Book Synopsis
£88.37
Information Age Publishing Learning to Hide
Book Synopsis
£40.15
Information Age Publishing Expanding the Vision of Faculty Learning
Book Synopsis
£57.46
Information Age Publishing Expanding the Vision of Faculty Learning
Book Synopsis
£83.95
Information Age Publishing Promoting Equitable Classroom Practices in Higher
Book Synopsis
£42.38
Emerald Publishing Inc Blurring Boundaries and Binaries
£55.00
Emerald Publishing Inc Blurring Boundaries and Binaries
£85.50
Information Age Publishing Inclusion Diversity Equity Access IDEA in Higher
Book Synopsis
£44.61
Information Age Publishing Inclusion Diversity Equity Access IDEA in Higher
Book Synopsis
£75.95
Harvard Education PR Supporting Latina Students in Engineering and
Book Synopsis
£27.54
Taylor & Francis Ltd Social Participation of Students with Special Educational Needs in Mainstream Education
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£128.25
Taylor & Francis Ltd Research Approaches to Supporting Students on the Autism Spectrum in Inclusive Schools
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£128.25
Taylor & Francis Ltd Adopting a UDL Attitude within Academia
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£118.75
Taylor & Francis Ltd Expanding Possibilities for Inclusive Learning
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£118.75
Taylor & Francis Ltd Expanding Possibilities for Inclusive Learning
Book SynopsisWhile many teachers articulate a strong commitment to the values of equity and excellence underpinning inclusive education, they are often anxious about teaching increasingly diverse classes of children. This book, co-authored by researchers and practitioners, offers a strong foundation in the key principles, theories and debates that underpin current understandings of inclusive education and their implications for the development of inclusive learning for all members of a school's community. Drawing on a wide range of recent research and practice, Expanding Possibilities for Inclusive Learning offers perspectives on inclusion from teachers, school leaders, other practitioners, children and parents. Readers are encouraged to reflect on their own beliefs, knowledge and practices as they plan to expand possibilities for inclusive learning in their own context. Each chapter provides reflective and practical activities to support practitioners to try out ideas in clTable of Contents1. Expanding inclusive learning in primary classrooms and schools 2. Language matters 3. Developing inclusive practices: the role of student-teacher dialogues 4. Taking account of neurodiverse learners in the classroom: supporting inclusive classroom practices 5. Exploring LGBT+ identities and their relationship to inclusive practice in the primary school 6. Developing inclusive school communities through parental engagement in their children’s learning 7. Doing art, (un)colonised bodies: Immersing curricula in our acts of living 8. Inclusive approaches for children at risk of exclusion: supporting mental health needs in primary schools 9. Maximising the work of teaching assistants: Building an inclusive community of research-led practice 10. Leading inclusive practice 11. Promoting inclusion and equity in schools through practitioner-researcher partnerships 12. Afterword - Why inclusion matters beyond primary school: university… a space for all?
£22.99
Taylor & Francis Ltd Adopting a UDL Attitude within Academia
Book SynopsisAdopting a UDL Attitude within Academia bridges the gap between the theory and practice of UDL (Universal Design for Learning). It guides the reader through the origins of the development of UDL as an innovative way of thinking about inclusion and the evolution of this theory into practice, as it explores UDL and its relevance beyond the classroom. Including reader-friendly descriptions and case studies supplemented with international research, this book allows the reader to think and see through a UDL lens, ultimately emphasising their part in the inclusion agenda. From the outset this book shares the attitude necessary to promote UDL and inclusion across higher education and addresses some of the most common questions: Is this a scientific theory or just a new practice, and why is it important? How can I be more inclusive in my current practice? Is it sustainable and how do I ensure I'm implementing it correTrade Review"This is a must read for anyone interested in equality, diversity and inclusion in education and wider society. This is a modern classic – pioneering and refreshing" Professor Michael Shevlin, Professor in Inclusive Education at School of Education, Trinity College Dublin, Ireland "This book shows how to move beyond our individual efforts to create systemic, at-scale methods for making inclusion "everyone’s business" in higher education: in community colleges, trade schools, technical schools, further education, four-year colleges, and universities. I strongly recommend Adopting a UDL Attitude to campus and program leaders and practitioners everywhere."Thomas J. Tobin, PhD, MSLS, PMP, MOT, CPACC, University of Wisconsin-Madison, USA "This important volume raises important questions and highlights a gap in the current literature on Universal Design for Learning […] There is no doubt that this volume, will be of benefit at many levels." Fred Fovet, Assistant Professor at the Thompson Rivers University, Kamloops, British Columbia, Canada "In its support for inclusive practice for all it should be recommended reading for those involved in teaching and learning at all levels in higher education." Professor Noirin Hayes, Visiting Professor at the School of Education, Trinity College Dublin, Ireland and Professor Emeritus, Technological University Dublin (TUD), Ireland "Whilst the title indicates it is a book for academia it’s more so a book to inform practice for all educators in whatever guise level, or place of learning to reference when embedding UDL as core practice across the wider education sector. The authors challenge the reader to pursue a contemporary exploration, application, and adoption of UDL in HE but it becomes very clear that this is also the challenge for the whole of our education system, because “inclusion is everyone business”. This book, promotes and encourages reflexive practice, not only of our practice as educators, researchers, strategists, policy implementers but also triggers reflection on our lived experience, our experience of equity, inclusion, diversity. This book says- Be Brave – Challenge- Bravely Challenge - rewire and reframe our thinking about our learning environments, challenge habits and beliefs, evolve teaching and learning practice." Dr Fiona Maloney, Director, National Tertiary Office, Ireland Table of ContentsPreamble 1. The World before Universal Design (UD) and Universal Design for Learning (UDL) 2. Universal Design 3. Universal Design FOR Learning 4. The CAST Model of UDL 5. Universal Design in Higher Education: The Experience to Date 6. A Campus where UDL Thinking is Everyone’s Business 7. Redesigning our Approaches: "Giving it a Go From the Get-Go" 8. From Theory to Practice . . .and to YOU! 9. Adopting the Right Attitude on the New Universally Designed Campus
£29.99
Taylor & Francis Ltd Social Participation of Students with Special
Book SynopsisThis book provides deep insight into the social situation of students with different kinds of special needs in various European countries. Research findings concerning students' attitudes towards peers with disabilities, and teachers' feedback on students' social behaviour, are also presented.Full inclusion of students with special educational needs in mainstream education requires equity in each student's chances for academic and social-emotional development, and their participation in society. In the context of inclusive education, it is important to take students' social participation into consideration. Are students with special educational needs (SEN) accepted by their peers? Do they interact with their peers during breaks and classes? Do they have friends, or do they feel lonely in their class? This book seeks to answer such questions, seeing social participation as a crucial ingredient, as well as an outcome, of inclusive education. This topic is critical becTable of ContentsIntroduction – Social participation of students with special educational needs 1. Student voices on social exclusion in general primary schools 2. School segregation and social participation: the case of Norwegian children with physical disabilities 3. The quality of experience of students with and without special educational needs in everyday life and when relating to peers 4. Social participation and friendship quality of students with special educational needs in regular Greek primary schools 5. Does social exclusion by classmates lead to behaviour problems and learning difficulties or vice versa? A cross-lagged panel analysis 6. The relationship between class attitudes towards peers with a disability and peer acceptance, friendships and peer interactions of students with a disability in regular secondary schools 7. The impact of social referencing on social acceptance of children with disabilities and migrant background: an experimental study in primary school settings
£37.04
Taylor & Francis Ltd Contesting the Global Development of Sustainable and Inclusive Education Education Reform and the Challenges of Neoliberal Globalization Critical Global Citizenship Education
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£128.25
Taylor & Francis Ltd A Handbook for Inclusion Managers Steering your School towards Inclusion nasen spotlight
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£114.00
Taylor & Francis Ltd Routledge Library Editions Education MiniSet M Special Education and Inclusion
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£1,009.93
Taylor & Francis Ltd Diverse Perspectives on Inclusive School Communities
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£137.75
Taylor & Francis Ltd Diverse Perspectives on Inclusive School Communities
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£42.99
Taylor & Francis Ltd Reconsidering Inclusion
Book SynopsisInformed by research undertaken on the reality of developing inclusive practices in schools, and years of practitioner experience in the field of education, Reconsidering Inclusion shows how staff's social and emotional relationships can sustain and build inclusive practices. Providing engaging discussion of key findings and themes central to the practitioner, encouraging them to critically engage in developing inclusive practices in their schools, readers will find reflective questions about their practice and examples of key competing perspectives to enhance deeper understanding. Ekins presents authentic accounts and discussions of the reality of developing inclusive practices, as experienced and explained by teachers faced with the responsibility of enacting those practices. The book concludes with a discussion on achievable implications for practice both at a personal and professional level.Reconsidering Inclusion is suitable for all those interested inTable of Contents1. Introduction- exposing the critical issues and critical questions 2. Researching inclusive practices 3. What is inclusion? 4. The impact of policy directions and cultural interpretations on the concept of inclusion 5. Inclusive School Cultures 6. Leadership and teamwork 7. Relationships and professional identity 8. The emotional experience of developing inclusive practices 9. Lessons learnt, moving on.
£39.99
Cambridge University Press Diversity Equity Inclusion and Intercultural Citizenship in Higher Education
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£47.49
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.
£31.28
Free Spirit Publishing GenderInclusive Schools
Book Synopsis
£29.99
