Educational administration and organization Books

Book SynopsisUniversal Design for Learning (UDL) is the best way to teach all students effectively and break down barriers to learning—but how can busy teachers get started with UDL right now? Find the answers in the second edition of this bestselling, teacher-trusted primer, created by internationally recognized UDL expert Loui Lord Nelson.Thoroughly updated to reflect new research and developments in the field of UDL, this book gives K–12 teachers a reader-friendly UDL introduction and a practical framework for implementation, with guidelines and checkpoints for designing effective, barrier-free lesson plans and learning environments. You’ll learn how to use the three core principles of UDL—Engagement, Representation, and Action & Expression—to present information in multiple ways and ensure access for all learners.Throughout the book, detailed examples, stories, illustrations, teacher reflections, and activities reinforce UDL principles and help you put them into practice in both virtual and in-person settings.Written in first person, like a face-to-face talk with a passionate educator, this research-based book will guide you in designing equitable, inclusive, and culturally responsive learning environments that meet the needs of diverse learners. An essential UDL introduction for both preservice and inservice educators!WHAT’S NEW: Key insights from the latest neuroscience research Useful stories and practical tips from teachers implementing UDL Technology bytes: timely tips and ideas on how to enhance online learning with UDL Expert guidance on current topics, including culturally responsive teaching, urban education, and a focus on the expert learner “Ponder this” prompts throughout the book to help readers consider new ideas and discover additional resources End-of-chapter “check-ins” that help readers apply what they’ve learned ONLINE MATERIALS: Designing instruction with UDL is easier than ever with these online resources, available as printable downloads: CAST UDL Guidelines; an Identifying Your Resources chart; a UDL design cycle graphic; a UDL lesson plan flowchart; and classroom resource mapping charts for elementary, middle, and high school teachers. Table of Contents About the Downloads About the Author Foreword David Rose Preface Acknowledgments I Introducing Universal Design for Learning 1. Introducing Universal Design for Learning 2. The Must-Knows of the UDL Framework II The Principles of Universal Design for Learning 3. Engagement 4. Representation 5. Action and Expression III From Planning to Practice 6. The Learning Environment 7. The Goal and the Lesson References Index

Read more less

Book SynopsisShines a light on the long-ignored phenomenon of side effects of education policies and practices, bringing a fresh and perhaps surprising perspective to evidence-based practices and policies. Identifying the adverse effects of some of the “best” educational interventions, the author investigates causes and offers clear recommendations.Table of Contents Contents Acknowledgments  - vii Introduction  - 1 1. When Risks Outweigh Benefits: The Effectiveness, Effects, and Side Effects of NCLB   - 7 The Diagnosis and Prescription  - 7 The Effects and Effectiveness of NCLB  - 11 Side Effects of NCLB  - 15 Summary  - 21 2. The Missed Lesson from Medical Research for Education: Why Randomized Controlled Trials (RCT) Couldn’t Cure Reading First  - 24 The Case of Reading First  - 24 Side Effects: The Missed Lesson from Medicine  - 32 Moving Beyond RCT: A Summary  - 36 3. Unproductive Successes and Productive Failures: Direct Instruction and Classroom Side Effects  - 38 The Grievance of Direct Instruction  - 40 Effectiveness Versus Effects of Direct Instruction  - 43 Effects and Side Effects of Direct Instruction  - 50 Summary  - 54 4. At What Cost: Side Effects at the System Level in East Asia  - 56 The Surprising Admiration for East Asian Education  - 56 Evidence of Effectiveness  - 57 The Asian Treatment  - 60 Asian Treatment at Work: Effects and Side Effects  - 65 Summary  - 74 5. The Rabbit Hole of Visible Learning:Invisible Side Effects Lurk Ahead  - 75 Many Educational Outcomes  - 78 An Ecological Metaphor  - 79 Outcomes Versus Outcomes: Side Effects of Pursuing Academic Achievement  - 82 Summary  - 88 6. From When Is It Effective to Who Gets Hurt: When Vouchers Don’t Work  - 89 Aptitude–Treatment Interaction  - 90 Lessons from ATI Research  - 92 From Effects to Side Effects  - 94 Who Gets Hurt: The Case of School Vouchers  - 96 Summary  - 103 7. The Futile Quest for Panacea: Wars, Pendulum Swings, and Snake Oil in Education  - 104 Cyclical Warfare and Pendulum Swings in Education  - 105 The Elusive Middle Ground  - 109 The Quest for Panacea  - 110 Neglecting Side Effects  - 114 Raging Wars and New Panacea: A Summary  - 116 8. Study Side Effects Now: A Call to Action  - 118 Why Study Side Effects?  - 119 Why Haven’t We?   - 126 A Call to Action  - 128 Side Effects of Studying Side Effects: Conclusion  - 132 References  - 133 Index  - 156 About the Author  - 168

Read more less

Book SynopsisDeveloped for schools exploring the use of restorative approaches to conflict resolution, this manual explains how to set up and run a restorative peer mediation programme, to provide students with the skills needed to nurture a climate of care and co-operation.Peer mediation can help peers solve conflicts in the classroom and schoolyard, providing both peer mediators and the children they help with opportunities for responsibility, growth and learning, as well as freeing up time for teachers to focus on other priorities. The guide includes all the information you need on how restorative peer mediation works, and includes an easy to implement training programme with sample scripts, handouts and letter templates to train up peer mediators in your school. With adapted materials for delivering training to children aged 10-16, this handbook is accompanied by downloadable and adaptable online materials to tailor training to specific settings.Trade ReviewThis book has that most important of things: resources that will both support the busy staff member, and really engage students. An excellent addition to any school's toolkit on the journey to becoming a restorative community. -- Chris Straker, Restorative Justice CouncilThe authors demonstrate on every page how much young people can learn from restorative peer mediation - including children who may themselves have been involved in difficult conflicts and who can bring special knowledge and skills to help others. -- Helen Cowie, Emeritus Professor, Faculty of Health and Medical Sciences, University of SurreyTable of Contents1. Introduction: Restorative Peer Mediators in your school. 2. Circles: How to train Restorative Peer Mediators. 3. Phase 1 Training Day. 3a. RPM Phase 1 Training Manual. 4. Getting Started After Phase 1 Training. 5. RPM Phase 1 Training Manual. 6. RPM Phase 2 Trainings. 7. Conclusion. 8. Appendices. 9. References. 10. Putting RPM into school policy.

Read more less

Book SynopsisIn an era of skyrocketing tuition and concern over whether college is “worth it,” this is an indispensable contribution to the dialogue assessing the state of American higher education. A powerful exposé of unmet obligations and misplaced priorities, it explains in detail why so many leave college with so little to show for it.Trade ReviewInstead of being a great equalizer, Paying for the Party argues, the American way of college rewards those who come not just academically but socially prepared, while treating working-class students more cruelly, and often leaving them adrift. -- Ross Douthat * New York Times *A striking new book… Although full of the comedies, rivalries and mini-dramas one might find in a high school movie or romcom, it is also a serious—and seriously depressing—study of American higher education. -- Matthew Reisz * Times Higher Education *Beautifully written, knitting together themes of social class, gender, sexuality, organizations, and education, the book is destined to be a classic…Its authors have cemented their status as experts on higher education. -- Amy J. Binder * Chronicle of Higher Education *Paying for the Party is well written and perversely hard to put down. Readers who did their own share of partying in college may cringe in rueful recognition. -- Mary Taylor Huber * Change *Focusing on the pathways leading to the college experience, the authors reveal an honest, if at times unflattering, look at the reality of the academic experience for women of both high and low socioeconomic status. Packed in with the data derived from the authors’ interviews is an intimate portrait of the study’s participants combined with researcher commentary that clarifies what the data represent: an unsettling picture of universities failing to lessen the disadvantages facing many of their students… This work will provide spectacular insights into gender and schooling and serve as a useful example of how to report ethnographic research. -- Rachel Wadham * Library Journal (starred review) *In typical frat parties, Armstrong and Hamilton see much that is wrong with college education today. Such parties allow daughters of the affluent to flaunt their social advantages while exposing the vulnerabilities of female students from less-privileged backgrounds. Unfortunately, the authors find such parties well established in the ‘party pathway’ through the university. Focusing on female students, the authors find from campus observations and interviews ample evidence that four years on the party pathway will open doors of power for the elite while stranding the wannabes with mountains of student-loan debt and few employment options for paying off that debt… A provocative exposé of socially polarizing trends in higher education—certain to spark debate. -- Bryce Christensen * Booklist *Armstrong and Hamilton report the results of their five‐year study of a group of young women who began in the same freshman dorm but ended up in very different situations. The constraints of social and economic class remained formidable, and moving into the professional class seemed virtually impossible, especially for those women who followed what the authors call ‘the party pathway.’ Women from more privileged backgrounds survived their partying through school due to their more substantial support systems at home. We also see how difficult the college adjustment was for less talented students and for women from modest backgrounds and small towns… The conclusions are sobering, if not depressing. Armstrong and Hamilton assail the university itself for a number of failures, including an ineffectual system of student advising; a plethora of meaningless majors and courses designed to attract full‐paying students, many of whom have no intention of actually pursuing such a career; and its continuing support for the fraternity/sorority system, which the authors contend undermines the very academic mission of the university. Athletics take some major blame, as well. The authors also discovered that some of the women who transferred to regional campuses performed better and were happier. * Kirkus Reviews *Armstrong and Hamilton pepper the book with student interviews, and ultimately suggest substantial changes to university structure for creating an egalitarian, merit-based environment. The extensive research and approachable writing style make this book useful to any audience interested in learning more about social differences within the education system. * Publishers Weekly *With astute observations and insights, Paying for the Party sheds new light on the lived experiences of contemporary students. It is a very important piece of scholarship that will inform the national discourse on the current state of U.S. higher education. -- Richard Arum, author of Academically AdriftBy focusing on the lives of young women who spent freshman year living on a ‘party floor,’ Armstrong and Hamilton help us understand critical issues facing American higher education, including the out-sized role of sororities and fraternities and how the values of affluent students coincide with the interests of universities to empower the ‘party pathway.’ Richly observed and vividly narrated, this is an important ethnography of American campus life. -- Steven Brint, University of California, RiversideIn this bold book, Armstrong and Hamilton capture the strikingly different pathways women undergraduates can take through public universities—‘party,’ ‘professional,’ or ‘mobility’—and show how the dominant campus culture indulges the upper-middle class and limits the prospect of the upwardly mobile. The authors show the complex connections between parental resources, sociability, educational outcome, post-graduation lives, and the importance of the right brand of shoes. This book illuminates the realities of the college experience today, when an adult life without crushing debt is fast becoming the privilege of the few. -- Michèle Lamont, author of How Professors ThinkPaying for the Party is very provocative and should be read by every dean of students on every residential campus. At a time when women are making rapid progress in educational attainment compared to men, Armstrong and Hamilton show how young women’s academics, social lives, and labor-market opportunities get aligned in college—and what happens when they do not. -- Mitchell Stevens, author of Creating a Class

Read more less

Book SynopsisWe've heard plenty from politicians and experts on affirmative action and higher education, about how universities should intervene if at all to ensure a diverse but deserving student population. But what about those for whom these issues matter the most? In this book, Natasha K. Warikoo deeply explores how students themselves think about merit and race at a uniquely pivotal moment: after they have just won the most competitive game of their lives and gained admittance to one of the world's top universities. What Warikoo uncovers talking with both white students and students of color at Harvard, Brown, and Oxford is absolutely illuminating; and some of it is positively shocking. As she shows, many elite white students understand the value of diversity abstractly, but they ignore the real problems that racial inequality causes and that diversity programs are meant to solve. They stand in fear of being labeled a racist, but they are quick to call foul should a diversity program appear at all to hamper their own chances for advancement. The most troubling result of this ambivalence is what she calls the diversity bargain, in which white students reluctantly agree with affirmative action as long as it benefits them by providing a diverse learning environment racial diversity, in this way, is a commodity, a selling point on a brochure. And as Warikoo shows, universities play a big part in creating these situations. The way they talk about race on campus and the kinds of diversity programs they offer have a huge impact on student attitudes, shaping them either toward ambivalence or, in better cases, toward more productive and considerate understandings of racial difference. Ultimately, this book demonstrates just how slippery the notions of race, merit, and privilege can be. In doing so, it asks important questions not just about college admissions but what the elite students who have succeeded at it who will be the world's future leaders will do with the social inequalities of the wider world.

Read more less

Book SynopsisBreak free to make real change for yourself and others Have you ever felt like your progress was being blocked, not just by your own circumstances, but by the presence and actions of others? Freedom to Change releases you from the trap of constantly telling yourself that you''d be more successful at teaching, leading, or contributing to an organization if only others didn''t stand in your way. In his engaging, irreverent style, bestselling author Michael Fullan explores the two kinds of freedom in our daily lives: freedom from obstacles versus freedom to take initiative and act. Gaining freedom from barriers has no value in itself until it is partnered with an equally determined sense of what you truly want. What change would you like to bring about for yourself or those around you? Given that human nature and productivity are fundamentally social, Fullan prescribes four dynamically interrelated actions we can take: Consciously seeking a balance between ourTable of ContentsAbout the Author vii About the Ontario Principals’ Council ix Acknowledgments xi Preface xiii 1 Freedom From or Freedom To 1 2 Simplexity as a Guide for Change 23 3 Autonomy and Cooperation 43 4 Feedback 65 5 Accountability 99 6 Diffusion 129 7 Your Own Best Freedom 153 References 165 Index 171

Read more less

Book SynopsisWhen universities began in the Middle Ages, Pope Gregory IX described them as wisdom's special workshop. He could not have foreseen how far these institutions would travel and develop. Tracing the eight-hundred-year evolution of the elite research university from its roots in medieval Europe to its remarkable incarnation today, Wisdom's WorkshopTrade ReviewHonorable Mention for the 2017 PROSE Award in Education Theory, Association of American Publishers One of Choice's Outstanding Academic Titles for 2016 "In this time of anti-intellectualism--whether technocratic or populist--we don't need more smug disruptors. We need more hopeful builders. They will remind us of the democratic aspirations of pragmatic liberal education while recalling that the ambitions of our finest universities help fulfill the dreams of our best selves as a people."--Michael Roth, Wall Street Journal "Authoritative, panoramic... A thoroughly researched and vigorous history of an institution that has 'gained new vigor and proliferated progeny not only in the United States but around the globe.'"--Kirkus "At a time in which colleges and universities have come under sustained attack ... it may well be useful to explain to those outside the academy how American institutions became preeminent and why they continue to play an essential role at the center of modernity's infrastructure. In Wisdom's Workshop, Axtell does just that. Drawing on the vast literature on higher education, he provides an informative and engaging ... account of the evolution of the research university, from its origins in England, Italy, and France in the Middle Ages to the emergence of the 'multiversity' in the United States in the last half century."--Glenn Altschuler, Huffington Post "This is an enjoyable and well-informed account of some of the most significant universities in the world."--David Willetts, Times Higher Education "In his new book ... Wisdom's Workshop: The Rise of the Modern University ... [James] Axtell traces the U.S. university system all the way back to its Medieval roots. It turns out universities have changed quite a bit in the last eight centuries, both in form and function, adapting to their times. And some shifts are just as radical as the ones we face today."--Byrd Pinkerton, NPR "No one seeking a newsy update of American higher education can ignore this book... Wisdom's Workshop is readable and worthy."--Edwin Yoder, Weekly Standard "James Axtell, one of the field's most authoritative historians, provides this handsome addition to the growing literature on the U.S. university... This book deserves to be read by specialists and generalists alike."--ChoiceTable of ContentsIllustrations xi Prologue xiii Acknowledgments xix 1 Foundings 1 2 Oxbridge 43 3 The Collegiate Way Abroad 106 4 A Land of Colleges 147 5 The German Impress 221 6 Coming of Age 276 7 Multiversities and Beyond 316 Epilogue 363 Suggested Reading 375 Index 387

Read more less

Book Synopsis

Read more less

Book SynopsisThe fifth edition of the best-selling text, Ethical Leadership and Decision Making in Education, continues to address the increasing interest in ethics and assists educational leaders with complex dilemmas in today's challenging, divided, and diverse societies. Through discussion and analysis, Shapiro and Stefkovich demonstrate the application of four ethical paradigms the ethics of justice, critique, care, and the profession. After illustrating how the Multiple Ethical Paradigms may be applied to authentic dilemmas, the authors present cases written by graduate students, practitioners, and academics representing dilemmas faced by educational leaders in urban, suburban, and rural public and private schools and universities, in the U.S. and abroad. Following each case are questions that call for thoughtful, complex thinking and help readers apply the Multiple Ethical Paradigms to practical situations. New in the Fifth Edition are more than ten new cases tTrade Review"Shapiro and Stefkovich facilitate both understanding and application through a set of compelling case studies that reflect authentic problems of leadership practice. This book not only makes the case for ethical decision making, but it also provides models and opportunities for practice through four essential ethical paradigms. It is, in a word, comprehensive. Few teaching resources in educational leadership come close."Michelle D. Young, Professor and Dean, Loyola Marymount University, Executive Director Emeritus, University Council for Educational Administration"In their fifth edition of this seminal book, the authors skillfully use multiple ethical paradigms to explore complex moral dilemmas involving technology and other real-life concerns facing educators. This book is a must-read for educational leaders and those who prepare them for their ethically challenging roles." Martha M. McCarthy, Presidential Professor, Loyola Marymount University, and Chancellor’s Professor Emeritus, Indiana University "A significant contribution by two of the most respected and thoughtful scholars in the field of educational ethics. Shapiro and Stefkovich provide the most coherent narrative to date on the significance of ethics for school leaders. No one does a better job of taking readers to the street level to teach the type of ethical issues which they will confront on the job." Joseph Murphy, Professor of Educational Leadership, Emeritus, Peabody College, Vanderbilt UniversityTable of ContentsPart I: Practice and Paradigms in the Study of Ethics 1. Multiple Ethical Paradigms and the Preparation of Educational Leaders in a Diverse, Divided and Complex Era 2. Viewing Ethical Dilemmas through Multiple Paradigms Part II: A Multiparadigm Approach to Analyzing Paradoxical Dilemmas 3. Individual Rights Versus Community Standards 4. Traditional Curriculum Versus Hidden Curriculum 5. Personal Codes Versus Professional Codes 6. The Melting Pot Versus the Chinese Hot Pot 7. Religion Versus Culture 8. Equality Versus Equity 9. Accountability Versus Responsibility 10. Privacy Versus Safety 11. Technology Versus Respect Part III: Teaching as Scholarly Work 12. Ethics, Ourselves, and Our Pedagogy

Read more less

Book Synopsis

Read more less

Book SynopsisFor students working below grade level, curricular modifications can provide equal and meaningful opportunities to learn alongside their same-age peers. This book guides educators on how to modify the curriculum for students with intellectual disabilities participating in the general education classroom, providing 40 strategies that demonstrate how to alter the materials or objectives of a lesson. After introducing the reader to the benefits of inclusive education and to the basics of educating students with intellectual disabilities, the book describes how to design appropriate curricular modifications. Each of the following chapters then presents ten strategies for modifying lessons for Kindergarten through high school in four subject areas: math, English, science, and social studies. Vignettes demonstrate how to implement the strategies for modifying the curriculum in the classroom. A section of printable forms supporting the strategies are included.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

Book SynopsisInterdisciplinarity is an inflationary concept in the discourses of higher education and science policy. Yet, some recent structural reforms in European and US universities reflect fundamental changes in the organization of knowledge production and teaching. This publication takes a fresh look at the meaning given to the concept of interdisciplinarity with these reforms. It presents examples of different forms of interdisciplinary research and teaching. These case studies are put in the broader context of reflections on developments in the organization of universities and their implications for knowledge production.

Read more less

Book Synopsis

Read more less

Book SynopsisSupervising Principals for Instructional Leadership specifies the conditions that district leaders can implement to help principal supervisors take a teaching and learning approach to their work. In particular, Meredith I. Honig and Lydia R. Rainey explore how these supervisors can most effectively support principals in becoming instructional leaders and developing the capacity to lead their own learning. The authors argue for a shift in supervisors' focus from a compliance and evaluation orientation to one in which they serve as learning partners for these principals. The professional development the supervisors offer principals must advance from group meetings focused on the delivery of information to intensive coaching differentiated to meet principals' needs. Using extended cases and detailed examples, the authors illustrate how supervisors associated with positive results teach rather than tell. These successful supervisors guide principals' learning with specific teaching moves such as modeling how to think and act like an instructional leader. Based on extensive research of district central offices, Supervising Principals for Instructional Leadership advocates for a transformation to the role of principal supervisors.

Read more less

Book SynopsisWhat does 'supporting the school' really mean? What can a staff governor take part in? How can we deal with a misbehaving governor? Do LEA governors have to toe a party line? Should a new head opt to be a governor? Do we have to give the head an annual pay rise? In this collection of articles originally printed in her well-known weekly 'Agenda' advice column in the Times Educational Supplement, Joan Sallis tackles these and many other questions with the humour, humanity and candour for which she is renowned. She defines boundaries, clarifies the representative role of school governors, offers guidance on relations between the head and the governing body, and the principles, procedures and skills that underpin successful team-building, sound decision-making, and honourable behaviour among all those groups which make up the school community. This collection is an essential complement to the best-selling Basics for School governors. It includes a concise summary of new regulations (made under the Education Act 2002) which came out in the summer of 2003, and which could significantly change the way governing bodies work. Not only school governors, head teachers and parents, but anyone who has to manage difficult 'people situations', in any context, will gain valuable insights from the range of experience and wisdom concentrated within these pages.Table of ContentsForeword; Part One: Roles and Boundaries; What does 'supporting the school, really mean?; Can you help us heal this rift?; A 'special interest, governor makes waves; A new governor in trouble; Our school is light years behind; Reacting to the exam results; A market-researcher out of control; How to go wrong on a school visit; Another unofficial meeting; How can we deal with a misbehaving governor?; I can't support this teacher's promotion; Should we be involved in applying for specialist status?; A parent governor oversteps the mark; Getting the level right; Governors get a bad OfSTED report; Can the LEA sack me for this?; Betrayal by a teacher governor; Can I correct misinformation given to governors?; How can we cope with having to agree to things; we don't believe in?; I seem to have strayed into professional territory; Part Two: Problems of Representing Others; Our staff governors aren't allowed to speak; Do LEA governors have to toe a party line?; I've upset everybody; A parent governor's familiar questions; Problems of a church school governor; Role of a community governor; A staff governor and staff grievances; Parent governors in the firing line; A parent governor's place on the agenda; Problems of teacher governors; Can they exclude teacher governors when an; item is confidential?; Must a teacher governor always follow the staff line?; Parent governors get the blame; Some more equal than others; A parent governor's dilemma; Parents want to attend our meetings; Training for support staff governors; Part Three: The Head Teacher and the Governing Body; Building a governing body; A new head wonders whether to become a governor; A head who likes office chores; A head who turns a school around but has no graces; What price leadership?; The worst thing we've ever had to do; A new PTA and an old-fashioned head; Future of permanently excluded pupils; Exclusion - role of an independent panel; Meeting times and a tired head; A disloyal governor; Can our head invite visitors to our meetings?; Teachers talking like teenagers; Please help us out of this quagmire; A man of strong dislikes; Our head speaks disparagingly of us; We can't get governors of the right quality; Are results all that matter?; Should the head patronise us in this way?; Building a relationship with a new head; Do we have to give our head an annual rise?

Read more less

Book SynopsisThe Program Administration Scale is designed to measure and improve the leadership and management practices of centre-based programs. In this third edition, the authors share updated information supporting the reliability and validity of the instrument and make key revisions.Trade ReviewApplause! The authors have done a great job of creating an objective instrument based on concrete criteria."—Gwen Morgan, Senior Fellow for Child Care Policy, Wheelock College"What a wonderful tool for discovering strengths as well as providing the pathway for improvement!"—Kay Albrecht, Senior Partner, Innovations in Early Childhood Education"The PAS is an outstanding coaching tool for our state administrator credential. Our administrators now have a common language and shared focus for program improvement. The PAS helps directors become systems thinkers. This is the missing piece to increasing quality!"—Diana Courson, Associate Director, Arkansas State University Childhood Services"I found the PAS to be very comprehensive and useful in alerting me to documentation and other areas of administration that I needed to change. It is a good precursor tool to NAEYC Accreditation."—Linda Jo Platt, Director, Community Nursery School "Measuring quality on a 7-point scale provides for tiny steps that should encourage people to keep improving. I love this tool."—Bee Jay Ciszek, Principal, Cardinal Bernardin Early Childhood Center

Read more less

Book SynopsisChildren love to observe, explore, learn, and create.Elementary Dance Education helps them do all four. And it does so in a unique way, shaping its movement activities around nature themes. In fact, all of the learning experiences are based on different aspects of nature, as the text intertwines children’s innate curiosity and observation skills with the processes of scientific inquiry and artistic creation.Elementary Dance Education helps teachers develop the instructional skills they need to incorporate dance into their curricula, providing over 70 movement activities and exercises for students in grades K-6. The activities, which stimulate children’s minds and bodies through the process of collaborative dance creation, include variations for younger and older students. Ideas are offered for partner or small-group explorations, making the activities more inclusive and appropriate for each age group.Another unique feature of this book is the original music accompanying it. Teachers have access to 90 minutes of dynamic sounds, rhythmic percussion, captivating electro-acoustic compositions, and gentle atmospheric selections, delivered through HKPropel, to accompany the learning experiences. The compositions support students’ movement explorations, conveying a range of images and emotions and inspiring a variety of responses.In addition, Elementary Dance Education offers the following: Discussion questions for each exercise, prompting in-class discussion and student exploration; the questions come with sample answers or ideas to encourage student responses and spur a fruitful discussion 75 photos and several diagrams to illustrate positions and poses and stimulate ideas for the movement exercises Journal prompts, tailored for older and younger children, to give students the opportunity to respond and reflect on the learning experiences Video links (provided in HKPropel) to help illustrate concepts and exercises, offer examples, or encourage students to watch for something specific in an activity The book’s first chapter introduces the basic elements of dance; the remaining seven chapters offer movement exercises in various areas of nature: plants, animals, water, earth, sky, people, and other wonders.This book is a rich and easy-to-implement resource not only for elementary dance educators and physical educators but for classroom teachers as well. The exercises in this book use a template for movement discovery in which students will observe, explore, create, and share. This template “can be applied to all areas of the curriculum,” says author Janice Pomer. “It’s an invaluable tool for student engagement, satisfying children’s capacity to watch, wonder, move, interact, discover, and share.”Elementary Dance Education will promote children’s creativity and curiosity, engage and challenge their minds and bodies, and help them learn to appreciate and support each other as they work together exploring, creating, and sharing their ideas and insights about the natural world through dance.Note: A code for accessing HKPropel is included with all new print books.Table of ContentsChapter 1. Basic Elements of DanceThe first chapter contains five foundation exercises that have a series of pedagogic variations to deepen students’ understanding of the basic elements of dance. Because many of you are working with novice movers, it’s important that you introduce these exercises to your students before moving on to the other exercises in this book. The sixth exercise, Collective Observation, reinforces the importance of discussion and shared observations introduced in the five fundamental exercises. This exercise expands students’ observation skills and strengthens trust between fellow students. The process will support students throughout their artistic journey and can be applied to subjects across the curriculum. 1.1 Exploring Shapes1.2 Exploring Motion1.3 Exploring Time1.4 Exploring Space1.5 Exploring Energy1.6 Collective ObservationChapter 2. PlantsThe second chapter explores a variety of growing things that have, or will have, roots. Differing shapes, textures, and environments played a part in the selection of this grouping. On-the-spot movement dynamics will be the common denominator for much of the choreography. Each plant (or seed) has unique characteristics that can inspire dynamic movement phrases and choreography. 2.1 Trees2.2 Flowers2.3 Vines2.4 Tall Grasses2.5 The Three SistersChapter 3. AnimalsEach animal-inspired exercise begins with a simple 16-beat foundation dance based on actions associated with an animal in a specific animal grouping. The foundation dance is used to explore some of the animals’ behavioral traits. Students are then encouraged to create their own dances inspired by other animals within the specific group. For example, the exercise Horns, Antlers, Hooves, and Herds presents a foundation dance inspired by caribou migration and later invites students to create dances inspired by buffalo and musk ox as well as gazelles and antelope. 3.1 Birds of a Feather3.2 Wildcats3.3 Horns, Antlers, Hooves, and Herds3.4 Reptiles With Scales and Shells3.5 Spiders and Insects3.6 Rodents3.7 Animal Anthology (Kindergarten Through Grade 3)3.8 Endangered Species (Grades 4 Through 6)Chapter 4. WaterWe are all bodies of water. When we are born, our bodies contain 75 percent water, which is almost the same percentage of water that covers the earth. Water is in the ground, in the air, and in the food we eat. The movement exercises in this chapter examine some of the many ways water moves and influences us: its cycles and currents and its life-giving and destructive forces. Each of the exercises in this chapter can be extended into in-depth choreographic pieces for novice and experienced movers. 4.1 Water Words4.2 Waves4.3 Frost and Snow4.4 Rain4.5 Water Cycle4.6 Drought4.7 Water Pollution (Grades 4 Through 6)4.8 Wetland HabitatsChapter 5. EarthThe exercises in this chapter are based on surface textures and shapes, and underground earth forces that can be felt and seen. These movement explorations will draw students’ attention to the ways our planet supports us, the way they travel upon it, and the internal pressures that continue to reshape it. 5.1 Earth Words5.2 Terrains5.3 Rocks and Sand5.4 Tectonic Plates5.5 Volcanoes5.6 Mapping the LandChapter 6. SkyHuman beings have been studying the sky since the dawn of mankind; winds and weather impact our daily lives, and the stars and night skies continue to inspire us to dream of other worlds. In this chapter, students will look to the skies from multiple perspectives: personal observations, scientific knowledge, and traditional folktales or origin stories created to explain eclipses and the distant planets. 6.1 Clouds6.2 Thunder and Lightning6.3 Painting the Sky6.4 Sun and Moon6.5 Eclipses6.6 Gravitational Forces6.7 The PlanetsChapter 7. PeopleHumans are mammals, and like mammals and other living things, humans travel, have families, build communities, and communicate. In this chapter, students will revisit some of the previous exercises and examine how they relate to humans, specifically how the actions of their families, friends, and communities are closely linked to the patterns that govern plants, animals, water, earth, and sky. Unlike previous exercises, in this chapter, there is minimal instruction to guide you. The first two exercises provide direction, but after that you and your class decide how to explore, structure, and create the dances. People and Plants7.1 Revisiting Maple Keys7.2 Revisiting the Three SistersPeople and Animals7.3 Revisiting Teamwork7.4 Revisiting Herd MigrationsPeople and Water7.5 Revisiting Snow7.6 Revisiting the Water Cycle, Drought, and FloodsPeople and Earth7.7 Revisiting Tectonic Plates7.8 Revisiting VolcanoesPeople and Sky7.9 Revisiting the Moon7.10 Revisiting Our PlanetChapter 8. Other WondersThe world is filled with wonders. The final chapter contains a list of fascinating natural wonders to explore. PlantsCacti and the Desert Environment, Carnivorous Plants, Ferns, Mushrooms and FungiAnimalsFlightless Birds; The Platypus, Jellyfish, and Other Unique Animals; Animal Metamorphosis; Animal ArchitectsWaterTsunamis, Subterranean Rivers, Hurricanes and Typhoons, IcebergsEarthThe Carbon Cycle, Earth’s Core, Gemstones, Fossil Sites and Tar PitsSkyComets, Constellations, Supernovas, Our Galaxy

Read more less

Book SynopsisBringing together cutting-edge research from over 50 leading international scholars, this forward-looking Research Handbook offers theoretical and empirical insights into the student experience in higher education. The team of expert contributors shed light on the diverse factors that can influence student participation, learning and engagement in higher education, drawing on multiple disciplinary lenses including history, philosophy, sociology, psychology, human development and educational studies. Examining contemporary research on university curricula and pedagogy, learning outcomes and transitions to careers, and issues of diversity and inclusion, chapters present a wide-ranging overview of the current state of knowledge in the field and offer critical insights into the emerging challenges for student learning across the globe. Bridging theory and practice, the Research Handbook demonstrates the diversity of students entering higher education and the diversity of their experiences. Providing in-depth analysis of student engagement and outcomes in a global context, this erudite Research Handbook will be an authoritative reference for higher education researchers and educators. Its timely and practical insights will support institutional leaders and policymakers to make evidence-based decisions to enhance the student experience.Trade Review‘What does it mean for a student to experience higher education in today’s world? This is the best one-stop-shop for an in-depth exploration of the student experience as it covers the critical topics, is written by esteemed scholars, and thus is the most valuable resource for those seeking to enhance the quality of education and support provided to students.’ -- John Hattie, University of Melbourne, AustraliaTable of ContentsContents: Preface xix PART I UNDERSTANDING THE STUDENT EXPERIENCE 1 What is ‘the student experience’? 2 Chi Baik and Ella R. Kahu 2 The ‘student experience’ in the history of English-speaking universities 13 James Waghorne 3 A theory of student agency in higher education 25 Manja Klemenčič 4 Four elements of higher education as student self-formation 41 Simon Marginson 5 Fostering student engagement: the importance of relationships and belonging face-to-face and online 58 Ella R. Kahu 6 Student wellbeing and students’ experiences in higher education 74 Chi Baik and Wendy Larcombe 7 Measuring and reviewing the student experience 89 Malcolm Tight PART II CURRICULUM, LEARNING AND PEDAGOGY 8 Understanding and enhancing the university student experience of learning: key aspects in a contemporary context 103 Robert A. Ellis and Michael Prosser 9 The importance of knowledge and curriculum in understanding students’ educational experiences of higher education 122 Paul Ashwin 10 Transition pedagogy for 21st-century student success 132 Sally Kift 11 Integrative learning: the lost opportunity in WIL curricula and what we can do about it 149 Calvin Smith 12 Learner-led approaches in higher education 166 Ann-Merete Iversen, Annie Aarup Jensen, Lone Krogh and Anni Stavnskær Pedersen 13 Self-regulated learning and the student experience in online higher education 179 Jaclyn Broadbent and Paula De Barba 14 The transformative potential of student-faculty partnerships 191 Alison Cook-Sather 15 Curricular service-learning by and for students 206 Lori E. Kniffin, Haden M. Botkin, Brandon C. Whitney, Patti H. Clayton, and Robert G. Bringle 16 How intergroup dialogue works: critical-dialogic foundations and extensions 223 Biren (Ratnesh) A. Nagda and Patricia Gurin 17 Generative pedagogy: learning to become response-able 237 Aliki Nicolaides and Chang-kyu Kwon 18 Academic advising and personal tutoring for student success 252 Kathryn Woods PART III LEARNING OUTCOMES AND CAREERS 19 Examining the effects of first-year high-impact practices on student outcomes 268 Matthew Mayhew and Eric McChesney 20 Assessing student learning outcomes of higher education 283 Ou Lydia Liu 21 The impact of diversity experiences on undergraduate student outcomes 296 Nicholas A. Bowman and Kari E. Weaver 22 Researching professional identity development: an arts-informed approach 312 Franziska Trede 23 The PhD: a time to develop career literacy to enhance mobility potential? 325 Lynn McAlpine PART IV DIVERSITY AND INCLUSION 24 A capability approach to undergraduate student experiences of race and belonging in South African higher education 345 Talita Calitz 25 Supporting Indigenous student persistence: empowering student’s cultural integrity while transforming higher education 360 Michelle Pidgeon 26 The international student experience in Australia 377 Sophie Arkoudis and Samantha Marangell 27 International student education in China and its connections with local and global society 392 Wen Wen and Die Hu 28 Modifying an integration framework to enhance refugee student engagement in settlement higher education contexts: the case of Australia 404 Sally Baker and Samah Shda 29 Ubuntu philosophy as a framework for disability-inclusive education in South Africa and Zimbabwe 420 Oliver Mutanga 30 LGBT+ students in higher education 437 Kristen A. Renn 31 Parent, partner, carer, breadwinner and student: the multi-layered identities of mature-age women returning to education 452 Cathy Stone 32 Being a student or becoming a graduate? Contemporary student experiences through the lens of ‘commuters’ 466 Liz Thomas 33 Being working class in higher education: class, place and feeling “at home” 482 Alexandra Coleman 34 Rural student experiences in higher education 494 Ashley Stone PART V CHALLENGING FUTURES 35 The student experience in times of major crises: key lessons from an international scoping review 507 Tracii Ryan, Samantha Marangell, Ben Symon, Karena Waller, Claudia Rivera Munoz, Jiadi Cai, Dina Uzhegova, Sophia Arkoudis and Chi Baik 36 Student experiences of higher education for sustainability and for intellectual independence 524 Kerry Shephard 37 The student in an age of anxiety: the case for agentic entanglement 538 Ronald Barnett Index 551

Read more less

Book SynopsisLearn how to support and encourage the development of strong, nurturing relationships among your students of all neurotypes and needs with this practical, field-tested guide. Featuring classroom lessons, group activities, and a toolkit for creating social network maps specific to your classroom, this book shows teachers how to easily implement inclusive practices into their daily school routines. The book is anchored within a Research Practice Partnership that demonstrates how teachers can use simple research tools to gather real-time information about student relationships in their classrooms. Teachers can use this data to organize student groupings and plan classroom activities that support relational inclusivity. Moving beyond transactional approaches, like behavioral regulation and rule setting, this book prioritizes relationship building as vital to fostering inclusive classroom communities. It is key reading for in-service educators striving to create the kind of learning

Read more less

Book SynopsisFrom ADHD to schizophrenia and everything in between, what you need to know about how kids' mental health impacts them in school.

Read more less

Book Synopsis

Read more less

Book SynopsisHow to Manage Student Consulting Projects describes the key principles and tools needed by project advisors to manage student consulting projects in an academic setting. The authors highlight different approaches for managing student consulting teams, including an innovative model in which graduate students manage undergraduates. This model of experiential learning suggests that project advisors should include reflection of learning as a key outcome for any student consulting project. The book also emphasizes the importance of evaluating both team and individual performance in a project's overall success, and data are shown on the positive impact that student teams have had on clients. In addition to offering strategies that project advisors can use to improve project performance, the book provides information for program administrators and deans, as well as project managers in non-academic settings, to help in the development and running of project-based learning.Trade Review‘When designed and managed well, students consulting projects can lay and reify some of the strongest knowledge and professional foundations for our students. This book shows us how.’ -- Christina Kyprianou, Academy of Management Learning & Education'I've seen firsthand how effectively managing student consulting projects can provide a valuable experience for students and a high impact service for clients. As a former dean and provost at Babson, I witnessed the authors of this book take the student consulting program to new heights and transform it into one of the most meaningful experiential learning opportunities you will find anywhere. You will want to learn from them and adopt their principles in your own program.' --Dennis Hanno, President, Wheaton College, US>'The Boston Red Sox organization has benefited greatly from the work of the student consulting teams from Babson College for over 6 years. It is clear that the program at Babson provides the students with the ability to work closely with our organization while also making relevant, actionable recommendations. --Jason Lumsden, Director of IT, Boston Red Sox'The Babson student consulting teams were a valuable resource to me when I was Governor of New Hampshire. The teams brought an independent and innovative perspective to a number of state agencies. Prof. Joe Weintraub, George Lee and Arline MacCormack have written an important book that I highly recommend to faculty and institutions in higher education who want to give real-world experiences to students while providing meaningful advice to organizations from all sectors of the economy.' --The Honorable Craig R. Benson, CEO of Soft Draw Investments; former Chairman and CEO at Cabletron Systems Inc.; and former Governor of the State of New HampshireTable of ContentsContents: Introduction How to Manage Student Consulting Projects 1. Experiential Learning at Babson College 2. The Realities of Running Student Consulting Teams and Best Practices 3. Recruiting and Selecting Clients/Projects, Students, Project Advisors and Program Administrators 4. First Steps to Take in Managing Student Project Teams 5. Managing Student Project Teams Throughout the Semester 6. Evaluation, Learning, Virtual Teams and Recommendations Index

Read more less

Book SynopsisHow to help your kid navigate the college admissions process, month by month, girlfriend's-guide style.

Read more less

Book SynopsisThis book seeks to bring together the two disciplines of informal and outdoor education, and challenges readers to think differently about outdoor and adventure education. It develops core ideas and thinking about informal education within outdoor settings, and explores how its principles and practice can enhance outdoor education. A wide range of contributors look in detail at the concept of change in the outdoors, whilst also considering the ways in which this expanding field might exploit opportunities offered to young people and adults to engage in reflective informal education. It encourages outdoor educators to experience their immediate surroundings in new and innovative ways and grasp the challenge of promoting a sustainable lifestyle. Offering a fresh perspective on shifting the outdoor education agenda from that of skills acquisition and narrow learning' to the social and political, as well as aesthetic and philosophical opportunities embodied within the outTrade Review"This text develops core ideas about informal education, and explores how the principles and practices can enhance outdoor and adventure education. In addition, this text provides excellent grounding through evidenced based discussion and applied examples, for those less familiar with how to use outdoor environments and informal learning to discover the political, social, aesthetic, and philosophical opportunities." - Ian A. Neville, Journal of Outdoor and Environmental EducationTable of Contents1 Origins of Outdoor and Adventure Education 2 Theorising Outdoor Education: Purpose and Practice 3 Experiential Education: The Importance of John Dewey 4 Informal Education & the Outdoors 5 The Living Landscape: Being in Place 6 Wilderness and Informal Education: Importance of wild places and spaces 7 Mountains, Climbing and Informal Education 8 Water Environments and Informal Education 9 Development in the Outdoors: An Asset Based Approach 10 ‘Living together’ - Making the most of the residential experience in outdoor and adventure education 11 Fostering Sustainability in Outdoor and Informal Education

Read more less

Book SynopsisCambridge University is famed for the resourcefulness and innovation of its students. However, not all the undergraduates have devoted their talents to academia; instead they spent their time devising ingenious and hilarious pranks to play on the unsuspecting dons. This fascinating volume recalls some of the greatest stunts and practical jokes in the University's history, including: the story of how a group of students fooled the art world with their Post-Impressionist exhibition; the Zanzibar hoax, in which members of the famous Bloomsbury set conned the Mayor of Cambridge (a hoax which sowed the seeds for their later VIP inspection'' of HMS Dreadnought which duped the Royal Navy); and of course the most famous prank of all the Austin Seven on the roof of Senate House. This enthralling work will amaze and entertain in equal measure and may well prove a source of inspiration for current students wishing to enliven their undergraduate days.

Read more less

Book SynopsisThe Little Book of Reflective Practice is bursting with big ideas which will encourage you to be curious, reflective and courageous in your professional learning journey. It introduces the key reflective theories alongside case studies from educators to show how these can be applied to improve practice. The journey from being to thriving is set out in several chapters each providing different themes which will encourage you to capture your reflections, record your learning and development and apply theories of reflection to your professional practice. Full of practical guidance, activities and questions to prompt reflective thinking, the chapters cover: getting started how to write reflectively creating spaces to be reflective using reflective practice to set targets for your learning and professional development Spaces for capturing your reflective thoughts anTable of ContentsIntroduction Chapter 1 – Being Me Theme 1a – CourageTheme 1b - Be More Lion Theme 1c – Me in a Box Theme 1d – The Rainbow EducatorChapter 2 – Spreading Your Wings: Reflective Writing Theme 2a - Barriers to ReflectionTheme 2b – Creating Reflective SpacesTheme 2c - The Pocketbook MirrorTheme 2d – What is Reflective Writing?Theme 2e – The Ripples of Reflection Theme 2f – I do not have the time to think!Chapter 3 – Ponder and Pause a While in the Gallery of TheoristsTheme 3a - BrookfieldTheme 3b - Schon Theme 3c – GibbsTheme 3d – Kolb Theme 3e - Boud, Keogh and WalkerTheme 3f - Johari WindowTheme 3g -The Theory Tree Theme 3h- Theory and Practice Chapter 4 – Belonging and Thriving Theme 4a - Reflecting With OthersTheme 4b- The Reflective Buddy Theme 4c - Reflective Conversations: The Seven Steps to Reflective SuccessTheme 4d - Finding Your Ikigai Theme 4e – SWOT Analysis Theme 4f – Feedback and Developmental NeedsAdjectives to Support the Reflective Activities

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

Book SynopsisWhether you are a Head or Deputy Head, a Head of Department or Year 3 Teacher, this book is an invaluable read. It is full of practical ways to help you, when facing one of `those' conversations with a colleague or parent, you know in your heart you need to have, but would rather avoid having, because you don't really know what to say or how to say it.Trade Review"Successful Difficult Conversations in School is an invaluable resource for any school leader who wants to improve the culture of their organisation in order to create truly outstanding teaching and learning. It provides a clear, practical, easy-to-follow guide to tackling tricky conversations in a kind and structured way, ensuring that issues are dealt with in a timely manner rather than being allowed to fester. By following Sonia's tried and tested methods, school leaders at all levels can ensure that they maintain their own integrity, reduce HR distractions and enable staff to focus on the children's learning." Paul Murphy, Head Teacher Lancasterian Primary School

Read more less

Book SynopsisFrom Bursar to School Business Manager offers an insight into how other schools are successfully operating their business and teaching support services.

Read more less

Book SynopsisSam Kelly's story intersects with the major developments in twentieth-century African American history, from the rich culture of the Harlem Renaissance and the integration of the U.S. Army to the civil rights movement and the political turmoil of the 1960s.Trade Review"Kelly's book is important reading for all students of African American, Pacific Northwest, military, civil rights, and educational history and will also appeal to a popular audience." -- Kimberly Jensen * Pacific Northwest Quarterly *"A signature feature of Kelly's approach to educational equity was inclusiveness. He sought not just redress for African Americans but also for Chicanos, Native Americans, Asian Americans, and poorer white students as well. . . A self-described patriot and 'conservative' . . . Kelly viewed educational service as an extension of his patriotic duty to country, epitomized on the battlefield." * Oregon Historical Quarterly *"Kelly's autobiography details the career of a man motivated from an early age to work for the benefit of his race as a whole." * Oregonian *"Follow Sam Kelly through his life and you'll learn about American history and about Seattle's past. Like Zelig or Forrest Gump, Kelly was often there. Unlike those fictional characters, he was real, and he made an impact. You can visit history in 'Dr. Sam." * The Seattle Times *Table of ContentsForeword by Governor Daniel Evans Acknowledgments Introduction by Quintard Taylor Part 1: Childhood 1. A Connecticut Childhood 2. Thirty Minutes from Harlem Part 2: Soldier 3. A Segregated Army 4. In Occupied Japan 5. Integrating the Army 6. Korea 7. A Career Solider Part 3: Educator 8. Community College Instructor 9. Coming to the University of Washington 10. Building the Office of Minority Affairs 11. Final Years at the University of Washington Part 4: Advocate 12. Starting Over 13. The Vancouver Years Epilogue: A Life of Service and Friendship Chronology U.S. Army Awards, Citations, and Commendations, 1945-65 Index

Read more less

Book SynopsisThis book is concerned with action research as a form of teacher professional development. In it, John Elliot traces the historical emergence and current significance of action research in schools. He examines action research as a "cultural innovation" with transformative possibilities for both the professional culture of teachers and teacher educators in academia and explores how action research can be a form of creative resistance to the technical rationality underpinning government policy. He explains the role of action research in the specific contexts of the national curriculum, teacher appraisal and competence-based teacher training.Trade Review"This is a most stimulating book which should be prescribed reading for any serious student of education and those involved in the management of policy and effective schooling." - Educational Research "Elliott...sticks to the enduring issues of teachers needing to research their own classrooms and schools, using a variety of approaches, so that they can base changes on a proper study of purpose and process, after considering the documents, the strategies, the real and apparent precepts on which decisions are being made. It is much more timeless and less transient. Good for him." - T.E.S. "Anybody interested in reading an antidote to presently received wisdom on the 'self evaluating' school, should read John Elliott's book." - Journal of Education for Teaching: International Research and Pedagogy "This book is essential reading for teachers." - Journal of Teacher Development "For the research teacher-student this book is invaluable." - Headlines: Journal of the Secondary Heads AssociationTable of ContentsPart 1 Action research and professional learningteachers as researchers - an historical and biographical contextsupporting professional learning through action research - three case studiesPart 2 Action research - dilemmas and innovationthe theory/practice problemthe fundamental characteristics of action researchthe dilemmas and temptations of the reflective practitionera practical guide to action researchPart 3 Action research in policy contextsaction research and the emergence of teacher appraisal in the UKcompetency based training and the education of the professions - is a happy marriage possible ?the national curriculum and models of curriculum development

Read more less

Book SynopsisDuring the past decade there has been a series of radical changes to the educational system of England and Wales. This book argues that any serious study of these changes has to engage with complex questions about the role of education in a modern liberal democracy. Were these educational changes informed by the needs and aspirations of a democratic society? To what extent will they promote democratic values and ideals? These questions can only be adequately addressed by making explicit the political ideas and the underlying philosophical principles that have together shaped the English educational system. To this end, the book provides a selective history of English education which exposes the connections between decisive periods of educational change and the intellectual and political climate in which it occurred. It also connects the educational policies of the 1980s and 90s to the political ideas of the New Right in order to show how they are part of a broader political strTrade Review"There have been a few fine books already on this topic...but damned few, and none with the calm detestation of this one with its long, careful historiography, the noble reclamation of the vocabulary of T H Green and R H Tawney, the steadiness once more to use such terms as equality, dignity, and the good society." - T.E.S. "Whatever the route, the debate Carr & Hartnett wishto promote can be welcomed." - British Educational Research JournalTable of ContentsPreface and acknowledgementsIntroduction the politics of educational ideasEducation, politics and societyDemocratic theory and democratic education'Gentling the Masses': the nineteenth century origins of the English education tradition'Secondary Education for All': the struggle for democratic education in twentieth century EnglandThe battle of ideas and the rise of the New Right coalition in EnglandThe New Right offensive and the demise of democratic education in EnglandConclusiondemocratic education in the twenty first century References and BibliographyIndex.

Read more less

Book SynopsisThis book offers new insights into the case study as a tool of educational research and suggests how it can be a prime research strategy for developing educational theory which illuminates policy and enhances practice. Several different kinds of educational case studies are identified, namely: theory-seeking, theory-testing, story-telling, picture-drawing, and evaluative case study and there are substantial examples of each of these. The book develops the author's recent advocacy of fuzzy generalization.Readers are taken through the various stages in conducting case study research, including a helpful account of data collection and data analysis methods. Each stage is underpinned by the concepts of trustworthiness and respect for persons. Structured, narrative and descriptive approaches to writing case study reports are also discussed and the value of conducting an audit is considered.This will be a valuable text for students undertaking Masters and Doctorates iTable of ContentsWhy the educational case study should be reconstructedAn example of a theory-seeking case study leading to fuzzy propositionsWhat is case study?Locating the educational case study on the map of research in educationHow some case study research can be disseminated through fuzzy generalization and professional discourseEducational case study as a prime strategy for developing educational theory which illuminates educational policy and enhances educational practiceMethods of enquiry and the conduct of case study researchAppendicesReferencesIndex.

Read more less

Book Synopsis* Tina says she is pregnant and considering a termination.* Marcus wonders whether he should tell his friends he is gay.* You worry whether Gulshan has some form of eating disorder.* Stephen's father is very angry with you about the school's treatment of his son.* Jane boasts to you that she and her friends were drunk and smoked cannabis at a party last night.How would counselling skills help a teacher in these situations? Gail King explores the counselling skills which teachers need in their pastoral role, and examines them using examples from teachers' typical experience. Counselling Skills for Teachers is a practical book written for both new entrant and experienced teachers who work with school students aged 11 to 18 in mainstream education. It describes the basic listening and responding skills, and how to conduct a helping interview. It covers issues such as professional boundaries, role conflict, self-disclosure, referring on, self-awareness, and crosTable of ContentsPrefaceCounselling skills in secondary educationListening skillsResponding skillsImplications of using counselling skillsHow students present issuesTeachers' legal liabilities and responsibilitiesUseful organizations and addressesFurther readingReferencesIndex.

Read more less

Book Synopsis"This book is a welcome addition to the "What's Worth Fighting For?" series by two highly respected authors. It contains practical advice to help prepare the teaching profession for a future which is already here and in which the context for teaching and learning will shed the 19th century factory model on which our schools are based. Headteachers and their teacher colleagues will want to be at the forefront of preparing consciously for the future rather than finding themselves as passive recipients of change and this book provides a guide for that journey."- Rowie Shaw, NAHTIn this book, Andy Hargreaves and Michael Fullan argue that in a world of growing complexity and rapid change, it is vital to forge strong, open and interactive relationships with communities beyond schools in order to bring about significant improvements in teaching and learning within schools. Now, more than ever, it is necessary to rediscover the passion and moral purpose that makes teaching and lTrade Review"This book is a welcome addition to the "What's WorthFighting For?" series by two highly respected authors. It contains practical advice to help prepare the teaching profession for a future which is already here and in which the context for teaching and learning will shed the 19th century factory model on which our schools are based. Teachers will want to be at the forefront of preparing consciously for the future rather than finding themselves as passive recipients of change and this book provides a guide for that journey." - Rowie Shaw, NAHTTable of ContentsPrefaceAcknowledgementsWhat's out theredefining the problemGoing deeperpurpose, passion and hopeGoing widerreframing relationships beyond the schoolGetting out thereguidelines for actionReferences.

Read more less

Book Synopsis"This research should make us extremely sceptical that the constant search for 'higher standards' and for ever-increasing achievement scores can do much more than put in place seemingly neutral devices for restratification." - Michael W Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, MadisonRecent educational reforms have raised standards of achievement but have also resulted in growing inequalities based on 'race' and social class. School-by-school 'league tables' play a central role in the reforms. These have created an A-to-C economy where schools and teachers are judged on the proportion of students attaining five or more grades at levels A-to-C. To satisfy these demands schools are embracing new and ever more selective attempts to identify 'ability'. Their assumptions and practices embody a new IQism: a simple , narrow and regressive ideology of intelligence that labels working class and minority students Table of ContentsEducation and equityReforming educationpolicy and practiceAbility and economy'intelligence' and the A-to-C economySelection 11 to 14fast groups, 'left over' mixed ability and the optionsSelection 14 to 16 setting, tiering, hidden ceilings and floorsEducational triage and the D-to-C conversionsuitable cases for treatment?Pupil perspectivesConclusionsrationing educationNotesReferencesIndex.

Read more less

Book Synopsis* What form of leadership promotes school improvement?* How do schools build leadership capacity?* How do schools sustain improvement in changing times?This book offers a new perspective on the relationship between leadership and school improvement. It emphasises the importance of maximising the leadership capabilities of all those within the organization and offers guidance about the way in which this is achieved. Whilst drawing upon the latest research evidence concerning schools improvement, it is intended to be a practical guide to building leadership capacity and is written primarily for those working in schools. Through case study illustrations Alma Harris and Linda Lambert demonstrate how leadership capacity can be built in schools in very different contexts. Practical material is provided to assist schools in generating the internal capacity for change and development. The central message of this book is one of investing in leadership at all levels withiTable of ContentsPrefaceForeword by David Jackson (NCSL)IntroductionWhat is leadership capacity?Capacity building connects with leadershipBuilding leadership capacity: The role of the headHow to build leadership capacity: Manor Primary SchoolHow to build leadership capacity: Rookwood Comprehensive SchoolHow to build leadership capacity: Highfields SchoolBuilding leadership capacity for sustained school improvementBuilding leadership capacity for school improvement: The role of the LEABuilding leadership capacity for school improvement: The role of professional developmentQuestions and a few answers AppendicesBibliographyIndex.

Read more less

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

Read more less