Educational administration and organization Books

Book SynopsisFrom Sara Alston, co-author of The Inclusive Classroom, comes a new book supporting primary teachers to work more effectively with their teaching assistants to promote children's learning.Specifically focused for early career teachers, this book provides valuable support for managing this vital but potentially challenging relationship. Working Effectively With Your Teaching Assistant supports teachers in maintaining classroom relationships, including working with the expert or inexperienced TA. It explains:- different TA roles, including the role of the classroom TA or learning support assistant, the special needs assistant and 1:1 TA- different forms of intervention, including pre- and over-learning and the importance of ensuring that all children access quality first teaching- how to work collaboratively, including ways of sharing planning and feedback, differentiation strategies, promoting independence and how to support each other beyond the classroom.FTrade ReviewAn absolute gem! It’s a book that every teacher should read if they want to get the absolute best from their TA. Full of practical strategies which can be easily implemented. -- Carmel Martin, Deputy Headteacher and SENDCoWhether you are a newly qualified teacher or an educator who has been teaching for many years, this book is for you. This book provides this valuable information for senior leaders and teachers and every school should purchase a copy. -- Aimee Durning MBE. Co-Founder of the UK TA Network Hub & Director of Inclusion & Community at the University of Cambridge Primary SchoolSara uses her wealth of experience to share a solution focused approach to working with TAs. There is great insight into how to positively develop practices that support the efficacy of TAs in schools. -- Kenny Wheeler, SEND, Inclusion and Leadership Consultant - @KennyInclusionA comprehensive and accessible guide to support anyone in gaining the most from their support staff. I enjoyed the many practical strategies and case studies to support and inspire! -- Andy Taylor, Senior Lecturer at University of Worcester @MrTs_NQTsA must for teachers, SENCOs and TAs alike. Whilst clearly EYFS and Primary focused, it works for Secondary schools too. The advice, guidance and examples are practical, realistic and accessible. -- Dr Hélène Cohen - lecturer, SEND consultant, tutor/supervisor for NASENCO/iSENDCO Masters awards. @EdPleaseMissPractical, highly relatable advice for new and experienced teachers with brilliant personal stories and case studies that really brings this book alive. The key takeaways at the end of each chapter are succinct and support teachers with knowing exactly what to do next to consolidate and improve outcomes in their class. Teachers learn to teach; nobody teaches teachers about managing TAs, this book gives a superb step by step guide to support best practice. -- Kiren Bennett, SLE SEND, Assistant Headteacher for Inclusion at Ulverley School, part of Robin Hood MATThis well-informed book is an important must read for anyone teaching alongside an assistant. This relationship can be confusing, so this book unpicks issues through a case study approach and common sense thinking. -- Dr Sue Allingham. Consultant, Author, Trainer @DrSue22Packed with tried-and-tested advice from a life of coordinating SEN, Sara's book is my new “go-to”. Highly recommend. -- Ben Slater, Founder and Lead Consultant, Fiveways Devon, Twitter: @DevonFivewaysSchool librarians work with staff across the whole school and any teaching assistants (TAs) assigned to students will accompany them to library lessons thus the role of the TA in the library is no different to that in the classroom; one of supporting learning, using various interventions, and sharing planning and feedback. Many school librarians will immediately identify with the introductory chapter which presents the challenges of working with TAs including roles being unclear and developed by stealth as well as a lack of job security. The book focuses on support for students with SEND, and highlights the need to establish working relationships and using the strengths of individual TAs. Each following chapter has key points, a list of things that work and things to think about, and there is a comprehensive glossary and index. Although aimed at primary teachers, the wealth of practical advice, strategies for working with TAs, case studies and personal stories make it an extremely useful additional for staff libraries at both primary and secondary levels. -- Barbara Band, Chartered librarianGetting the relationship between teacher and TA right is so important for the success of pupils in the classroom, and I think this book will be a helpful tool to teachers, especially those new to the classroom, in forging strong relationships with the teaching assistants they work alongside. * Hannah Harris, Twinkl *This is a useful book that synthesises a large amount of expertise and information into succinct and easy to understand advice and support for newly qualified staff and as a professional boost for more experienced practitioners. * SEN Magazine *

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Book SynopsisA highly accessible and easily adaptable conceptual framework that helps educational leaders plan, leverage, and sustain change as they create more equitable schools.In Navigating Social Justice, Martin Scanlan introduces a comprehensive social justice schema that melds organizational learning with leading for equity. Scanlan distills wisdom gleaned from the experiences of a variety of educational professionals as well as from his own more than three decades of work in equity-focused partnership with elementary schools.Scanlan’s schema brings together five dimensions—inclusivity, communities of practice, critical formation, social ecosystems, and practical wisdom—that work together holistically to eradicate inequitable practices and policies and promote robust teaching and inclusive learning. For each dimension, the book features real-life vignettes that focus the conversation, exercises that encourage reflection, and suggested opportunities for the application of its central ideas. Each chapter also gives access to online tools, extending its utility. The practical guidance offered in this book not only will enable educational institutions to best meet the needs of families and community members but will also help leaders cultivate the moral and intellectual judgment needed to address social justice issues in schools.This clarifying equity framework will be invaluable to established and aspiring school leaders, building administrators, district leaders, system administrators, and others in both the public and private education sectors as they engage in ongoing social justice work.Trade ReviewCreating more just schools is both aspirational and urgent—requiring a great deal of school leadership. Scanlan draws deeply on his wisdom about justice and inclusivity, his decades of experience both leading and supporting leaders, and his abundant knowledge of schools to build a rich schema for the work of leading for equity and justice. This book strikes a beautiful balance of giving us new ways of thinking about and seeing the work of leadership with concrete ways to dig into building and rebuilding our own expertise." —George Theoharis, professor, Teaching and Leadership Department, Syracuse University."Scanlan keenly discusses the challenges that advocates could face as they navigate the praxis of social justice in educational settings. This book comes to timely fruition as educators encounter resistance to their teaching critical subject matter. It provides opportunities for practical application, discussion, and prompts to extend these all-important conversations." —Mariela A. RodrÍguez, professor, Department of Educational Leadership and Policy Studies, University of Texas at San Antonio"A powerful testament to the importance of discernment, wisdom, judgement, and continuous learning as essential to the complex work of advancing social justice, Scanlan’s Navigating Social Justice helps leaders (re)organize, reuse, and refine their prior experiences, knowledge, and skills to advance social justice in schools." —Decoteau J. Irby, associate professor of educational policy studies, University of Illinois at Chicago and author of Stuck Improving: Racial Equity and School Leadership

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Book SynopsisSocial Network Theory and Educational Change offers a provocative and fascinating exploration of how social networks in schools can impede or facilitate the work of education reform. Drawing on the work of leading scholars, the book comprises a series of studies examining networks among teachers and school leaders, contrasting formal and informal organizational structures, and exploring the mechanisms by which ideas, information, and influence flow from person to person and group to group. The case studies provided in the book reflect a rich variety of approaches and methodologies, showcasing the range and power of this dynamic new mode of analysis. An introductory chapter places social network theory in context and explains the basic tools and concepts, while a concluding chapter points toward new directions in the field. Taken together, they make a powerful statement: that the success or failure of education reform ultimately is not solely the result of technical plans and blueprints, but of the relational ties that support or constrain the pace, depth, and direction of change. This unique volume provides an invaluable introduction to an emerging and increasingly important field of education research.

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Book SynopsisEducation is of relevance to everyone, but it involves specialized terminology which may be unfamiliar or opaque. The second edition of this UK-focused dictionary - with around 1,100 authoritative entries - provides clear and accessible definitions of the terms, organizations, qualifications, statutes, and much more, involved in education today.Table of ContentsPreface ; Notes on the Contributors ; Abbreviations ; The Dictionary ; Appendix 1: Time Line ; Appendix 2: Educational Provision in Some Other English-Speaking Countries ; Appendix 3: International Comparisons of Qualifications

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Book SynopsisRemote working makes us happier, more productive and more profitable, but it can bring its own set of challenges. How do we manage our work-life balance; communicate and collaborate effectively as teams; and ensure our technology is efficient?In Work Remotely, Penguin Business Experts Anastasia Tohmé and Martin Worner explain everything you need to know:- Set your own targets and monitor productivity- Establish boundaries between working hours and free time- Manage effective communication and decision-making at a distanceIncluding case studies from the companies around the world who are innovating and revolutionizing the way we work, Work Remotely shares useful advice and practical tips to ensure you get the most out of working away from the office environment.

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Book SynopsisFrom 'The Gamer Educator', an openminded guide to parenting alongside screens and gaming, offering practical solutions to managing your family's screen time.​ Parents are feeling mounting pressure to minimize screen time, but are struggling to do so in our technologically driven world. In contrast to the fear and pressure parents are facing, Ash Brandin's Power On offers a calm and reassuring message that keeps the wellbeing of the whole family in mind. Power On powerfully reframes our current dialogue around technology, beginning with the morality placed on screen time and leisure, and the systemic factors contributing to it. Brandin replaces fear with empowerment, giving caregivers tools and strategies for safely incorporating tech into their children's lives, guiding children to having a healthy relationship with screens, with easy to implement approaches such as:    ·The ABCs of the Screentime Management Elements – Access, Behavior, Content    ·The Managing Online Safety S.T.A.R. – Settings, Time, Ads/App Store, Restriction    ·The N.I.C.E. Screentime Boundaries – Needs, Input, Consistent, Enforceable    ·And several other sets of steps, tools, and strategies to understand, manage, and effectively utilize tech in parenting. With today's parenting advice being awash with unhelpful negative judgements on screens and little realistic actionable advice, Ash Brandin provides timely, realistic direction that will empower readers to find a balance with screen time that works for the entire family.

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Book SynopsisThis second edition of the Handbook of Urban Education offers a fresh, fluid, and diverse range of perspectives from which the authors describe, analyze, and offer recommendations for urban education in the US. Each of the seven sections includes an introduction, providing an overview and contextualization of the contents. In addition, there are discussion questions at the conclusion of many of the 31 chapters.The seven sections in this edition of the Handbook include: (1) Multidisciplinary Perspectives (e.g., economics, health sciences, sociology, and human development); (2) Policy and Leadership; (3) Teacher Education and Teaching; (4) Curriculum, Language, and Literacy; (5) STEM; (6) Parents, Families, and Communities; and (7) School Closures, Gentrification, and Youth Voice and Innovations. Chapters are written by leaders in the field of urban education, and there are 27 new authors in this edition of the Handbook.The book covers a wide and deeTrade Review"In 2013, I wrote that the first edition of The Handbook of Urban Education was ‘extraordinary, thoughtful. . . comprehensive and multidimensional,’ representing a profound appreciation of experiences in urban centers. H. Richard Milner IV and Kofi Lomotey have taken this second edition even further, with state-of-the-art evidence, reflections, and recommendations drawing on the best scholarship and practice in central city schools. Both wise and accessible, this volume represents the state-of-the-art in knowledge and insight about urban education."--Linda Darling-Hammond, President, the Learning Policy Institute and Professor Emeritus, Stanford University School of Education"In this revised second edition, Richard Milner, Kofi Lomotey, and their many authors situate urban education squarely within the context of a new call for racial justice. In so doing, they insist that equity, justice, and access be at the very center of a liberatory, excellent, and high-quality education for the students of diverse backgrounds who populate our urban public schools. Thoroughly updated, comprehensive, and multidisciplinary in scope, The Handbook of Urban Education should be in the hands of policymakers, administrators, researchers, teachers, and anyone who cares about the future of public education in the United States."--Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst"In the second edition of the□Handbook, we gain deeper insight into the complexity of the multidisciplinary field of urban education. H. Richard Milner IV and Kofi Lomotey’s co-edited volume provides a nuanced understanding of how and why urban spaces bear the brunt of twin pandemics, racism and COVID-19. Equally important, in this post-truth period, our nation’s leading and emerging scholars provide an evidence-base for advancing and re-imagining research, policy, and practice in urban education."□--Travis J. Bristol, Assistant Professor, University of California, Berkeley "In a time of great panic due to the world’s□twin pandemics of racism and COVID 19 Milner and Lomotey boldly offer humanistic and racially just ways to educationally thrive. Bar none, the second edition Handbook of Urban Education includes a who’s who of academia and deeply examines a range of subtopics pertinent to today’s urban education context. From racially just math education and humanistic approaches to K-12 schools to fights for racial justice in teacher unions and urban teacher education programs this book is a□must read in every urban education course."--Cheryl E. Matias, Professor and Director, University of Kentucky"As the nation faces urgent demands for social justice, this volume offers interdisciplinary insights on the complexities of urban education systems beset with deep inequities. The handbook’s historical grounding illuminates how race has been inscribed into the urban, while it documents multiple racial narratives in heterogeneous urban spaces. The volume has an expansive reach, aspiring to untangle conceptual ambiguities, documenting foundational and technical dimensions, probing liberal and neoliberal developments, and composing a polyphonic discourse with careful attention to key stakeholders (parents, families, communities). The volume dares readers to ask, ÒWhat ifÉ?Ó and maps possible opportunities. The 2nd edition of the Handbook of Urban Education is an essential text for readers interested in grasping the multifaceted character of urban education in the 21st century."--Alfredo J. Artiles, Professor, Stanford University"This powerful collection is an invitation□to educators to skillfully take their necessary place in the movement for Black Lives and the ongoing struggle for racial justice. Readers will find themselves both challenged and empowered to imagine, to demand, and to urgently advance□joy and justice in our urban schools."Carla Shalaby, Coordinator of Social Justice Initiatives & Community Internships, University of MichiganTable of ContentsForeword; Introduction; Introduction to Section I Multidisciplinary Perspectives; 1 Race & Research*; 2 The Role of Education in Reducing Racial Inequality: Possibilities for Change; 3 Economics of Urban Education: Race, Resources, and Control in Schools; 4 Health, Nutrition and Physical Activity*; 5 Human Development Perspectives on Public Urban Education; Introduction to Section II Policy & Leadership; 6 The Continuously Evolving Landscape of School Choice in the United States; 7 School Reform and School Choice*; 8 Charter Schools and Urban Education Reform*; 9 Leading While Black: The Paradox and Prospects of Black Education Leadership in Urban Schools; Introduction to Section III Teacher Education & Teaching; 10 Teachers Unions and Urban Education: Resistance Amidst Research Lacunae; 11 Teacher Education in Urban Contexts*; 12 Culturally Responsive Teaching: Ideas, Actions, and Effects ; 13 Ethnic-Matching in Urban Schools*; 14 On the Harm Inflicted by Urban Teacher Education Programs: Learning from the Historical Trauma Experienced by Teachers of Color; Introduction to Section IV Curriculum, Language & Literacy Studies; 15 The Making of Urban Curriculum: A Case on African Americans in the U.S. ; 16 The Critical Literacy of Race: Toward Racial Literacy in Urban Teacher Education; 17 Interrogating Languaging Through Power, Race, and Space in the Schooling of Translingual Student Populations; 18 Urban Literacy Learning*; Introduction to Section V Science, Technology, Engineering and Mathematics; 19 Preserving the "S" in STEM: A Review of Research of Urban Science Education; 20 Urban Mathematics Education as a Political and Personal Project; 21 SUM It Up: A Sociological Approach to Urban Mathematics Education; 22 Afrofuturism: Reimagining STEM for Black Learners in Urban Contexts; Introduction to Section VI Parents, Families & Communities; 23 Community and Family Involvement in Urban Schools*; 24 Parent Involvement for Urban Students and Youth of Color*; 25 Urban Context:Geography, African American Families, and the Possibilities for Family Engagement ; 26 In the Arid Zone: Drying Out Educational Resources for English Language Learners Through Policy and Practice; 27 Lesbian, Gay Bisexual, Transgender, Queer, and Questioning People and Issues in Urban Education*; Introduction to Section VII School Closures, Gentrification, Youth Voice & Innovations; 28 School Closures and Urban Education; 29 Unpacking the Relationship Between Gentrification and Urban Schooling: Laying the Groundwork for Future Research; 30 Urban Schooling and the Transformative Possibilities of Participatory Action Research: The Role of Youth in Struggles for Urban Education Justice; 31 Grow Your Own Teachers for Urban Education*; Afterword

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Book SynopsisFollowing on from the huge success of Boys Donât Try? this essential new book answers nine key questions about how teachers and schools can best tackle boysâ academic underperformance. For decades schools have grappled with the most significant barriers to male academic success: a lack of motivation to succeed, poor attitudes to learning, lower literacy levels and a reluctance to read for pleasure or write at length. In this compelling book, Mark Roberts provides clear answers about how teachers can tackle âThe Boy Questionâ. Each chapter answers a frequently asked question about how best to teach boys, outlining the issue and demonstrating what can be done about it. Informed by a wealth of research and the authorâs personal experience of successfully teaching boys, this book offers an abundance of practical advice for the busy classroom teacher. It will shine a light on what makes boys tick and how we can design effective curriculums to ensure they can best acquire powerful knowledge. With practical advice and examples to help address anti-social attitudes and stem the cycle of boysâ underachievement, this is essential reading for all teachers and school leaders.Trade Review'It’s one thing to identify a problem, quite another to suggest some workable solutions. In The Boy Question Mark Roberts achieves the second with remarkable acuity. He provides compelling insights into why many boys are not achieving what they might, unpicks the research and provides really helpful suggestions for cracking some of the issues. This book is beautifully constructed; colleagues will find the research invaluable, particularly as it is translated into workable suggestions for the classroom. There are some hard hitting messages here, but Mark delivers them with such sensitivity and nuance that the proposals he suggests become utterly compelling.'Mary Myatt, Education Thinker and Writer'Boys Don't Try? proved a smash-hit with teachers because the authors tackled one of the biggest issues for teachers – the 'Boy Question' – with skill and a rich array of evidence. Mark Roberts returns to tackle the topic of boys in education with another terrific account of the struggles and successes of boys. With chapters from motivation to misbehaviour, to role models and writing, Roberts marshals’ key evidence, slims down complex debates, and shares eminently practical approaches for the classroom. If you are seeking ways to ensure boys do better in your school, this is definitely the book for you.'Alex Quigley, Author and National Content Manager at the Education Endowment Foundation'I loved this book. It is a grounded and balanced exploration of how we can work to support and challenge boys to aim high and fulfil their potential. It outlines some of the unhelpful assumptions and preconceptions which may hold us back from having ambitious aspirations for the boys in our classrooms, before going on to answer the question: "What can we do about it?"The book is very well-researched and thoroughly referenced. It is up to date, offering insights into navigating the current pandemic. Its broad scope is reflected in the examples it includes from a range of different subject areas. Mark is eminently reasonable in his expectations with respect to teacher workload, showing how focussing on what is most effective can often correlate to adopting practices which are less labour- and time-intensive than our previous practice.The Boy Question is strongly recommended for all those responsible for teaching, or raising, boys. It makes clear that considering the evidence, avoiding the pitfalls and following some of the suggested strategies will help the girls in our schools to succeed, too.'Jill Berry, Former Head, now Leadership Development Consultant and Education Commentator"Pick up this book, along with your favourite highlighters and a few hours of your time. It will be time well spent, and you will become teacher-rich as a result if you implement just some of what Roberts has shared."- Stephen Lockyer, Schools Week'It’s one thing to identify a problem, quite another to suggest some workable solutions. In The Boy Question Mark Roberts achieves the second with remarkable acuity. He provides compelling insights into why many boys are not achieving what they might, unpicks the research and provides really helpful suggestions for cracking some of the issues. This book is beautifully constructed; colleagues will find the research invaluable, particularly as it is translated into workable suggestions for the classroom. There are some hard hitting messages here, but Mark delivers them with such sensitivity and nuance that the proposals he suggests become utterly compelling.'Mary Myatt, Education Thinker and Writer'Boys Don't Try? proved a smash-hit with teachers because the authors tackled one of the biggest issues for teachers – the 'Boy Question' – with skill and a rich array of evidence. Mark Roberts returns to tackle the topic of boys in education with another terrific account of the struggles and successes of boys. With chapters from motivation to misbehaviour, to role models and writing, Roberts marshals’ key evidence, slims down complex debates, and shares eminently practical approaches for the classroom. If you are seeking ways to ensure boys do better in your school, this is definitely the book for you.'Alex Quigley, Author and National Content Manager at the Education Endowment Foundation'I loved this book. It is a grounded and balanced exploration of how we can work to support and challenge boys to aim high and fulfil their potential. It outlines some of the unhelpful assumptions and preconceptions which may hold us back from having ambitious aspirations for the boys in our classrooms, before going on to answer the question: "What can we do about it?"The book is very well-researched and thoroughly referenced. It is up to date, offering insights into navigating the current pandemic. Its broad scope is reflected in the examples it includes from a range of different subject areas. Mark is eminently reasonable in his expectations with respect to teacher workload, showing how focussing on what is most effective can often correlate to adopting practices which are less labour- and time-intensive than our previous practice.The Boy Question is strongly recommended for all those responsible for teaching, or raising, boys. It makes clear that considering the evidence, avoiding the pitfalls and following some of the suggested strategies will help the girls in our schools to succeed, too.'Jill Berry, Former Head, now Leadership Development Consultant and Education Commentator'This is a fascinating read. It’s very insightful into how teacher behaviour and pedagogy impact the motivation of students, especially boys. Roberts discusses role models, study skills, tips on effective feedback, and developing literacy in boys. At the end of each chapter, he has five steps to success: these are like mini summaries of the chapter and would be great to have on the wall of a classroom... A great book to have on the CPD shelf, you can dip in and out of or just read from cover to cover.'Tanya Henning, The School LibrarianTable of ContentsIntroduction Part A: Motivating boys to work hard 1. How can I motivate boys to succeed in my classroom? 2. How should I react to boys who misbehave in my classroom? 3.Do boys need male teachers as role models? Part B: Instilling high expectations in boys 4. How can I improve the study skills of the boys I teach? 5. How can I give boys effective feedback? 6. What do high levels of challenge for boys look like? Part C: Developing boys’ literacy 7. How can I improve boys’ academic writing? 8. What can I do to get boys reading? 9. How can I improve boys’ creative writing?

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Book SynopsisThis book reveals the types of homework activity that are most beneficial to pupils' attainment and makes sense of the research on homework and how it can be used most effectively. Suggesting ways in which the impact of homework can be improved, this book offers practical ideas, strategies and activities that teachers can implement, trial and adopt in their own classrooms. The guidance in this book is based on over 5 years research and links current evidence from cognitive psychology on retrieval practice, spacing and interleaving to the setting of homework. The book includes the following: suggestions for effective preparation tasks a discussion on metacognition and how this can help pupils revise and complete schoolwork independently an overview of how we can effectively check homework the importance of feedback how schools can support pupils and parents with homework as weTrade Review"This book addresses which types of homework and their content have the most positive impact on learning, outlining practical ideas, strategies and activities that teachers can implement, trial and adopt in their own classrooms. It also explores how organisations can support learners with homework as well as the importance of having a crystalclear homework policy." - Dr Anne Davis, inTuition (Society for Education and Training) Table of ContentsChapter 1. Why homework matters Chapter 2. What does the research say? Chapter 3. Which types of homework task have the most impact? Chapter 4. Knowledge, memory and retrieval practice Chapter 5. Preparation, flipped learning and independent learning Chapter 6. Checking homework, assessment and feedback Chapter 7. Planning, spaced-distribution and interleaving Chapter 8. Supporting pupils and parents Chapter 9. Writing a homework policy Chapter 10. Final thoughts Appendix 1. Understanding the use of effect sizes and educational coefficients in educational research Appendix 2. An analyse of the research into homework types by The Reach Free School and Teacher Tapp Appendix 3. A brief analysis of parent and pupil surveys Bibliography

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Book SynopsisThe Internationalization of the Academic Library presents a theoretically informed, empirically grounded analysis of the process of academic library internationalization.Drawing on interviews with library personnel from around the world, Lombard analyzes internationalization at the departmental level of an academic library. Demonstrating that college and library personnel have positive intentions when it comes to internationalization, the research presented nevertheless reveals little commitment to an intentional, holistic role in the libraries studied. Drawing on internationalization expertise and models of prominent scholars, the book argues that libraries need to be more deliberate in their internationalization efforts and collaborate with other college personnel and departments outside the library. Lombard asserts that internationalization can facilitate a better understanding of the potential for transformation of a library's mission, vision, and policy.<Table of ContentsAcknowledgements1 Introduction2 Why Internationalize?3 Where Does Internationalization Occur?4 Who Are the Stakeholders?5 How to Accommodate Stakeholders6 ConclusionAppendicesIndex

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Book SynopsisPlacing children at the centre of safeguarding principles and practices is vital for ensuring the best child protection. This essential resource provides early years practitioners with all that they need to be confident and competent as they fulfil their roles and obligations to safeguard and protect children.Exploring the main factors that impact on the lives of young children in the current safeguarding climate, this book is a starting point for understanding the risks and categories of abuse and neglect. Grounded in best practice, it gives practitioners encouragement and advice to help shape and drive practice forward with child-centred motives, practices and perspectives.The book offers: Insights into the current safeguarding climate backed by practical examples An introduction to managing the different safeguarding challenges faced by early years professionals Methods for contextualising these for children in the early years Guidance on supporting vulnerable children, their families and other agencies working alongside them Reflections, case studies and a wide range of example scenarios Voices and insights from across the sector woven throughout for a holistic understanding of safeguarding With accessible chapters drawing on best practice from across the sector at every level, this is a valuable resource for all those working in the early years, whether just starting out or highly experienced in the field.Trade Review'This comprehensive book explains the complex and critical issues of Early Years Safeguarding sensitively and in-depth. Rachel’s knowledge, insights and first-hand experiences are evident throughout the book, especially in the Reflective sections. The breadth of content makes it an ideal resource for both the designated safeguarding lead and anyone else working directly with children and their families. I would highly recommend it as compulsory reading for everyone in the Early Years sector.' – Kathy Brodie, Founder of Early Years TV and the Early Years Summit'This excellent book provides Early Years professionals with everything they need to know about child protection and safeguarding in the early years. As with Rachel’s training delivery, her writing style, makes the content accessible to all, understandable, informative, and easy to translate to practice. At Thrive Childcare we have been in receipt of Rachel’s Child Protection and Safeguarding training for many years now, across both England and Scotland, and I cannot recommend this book enough.' – Ursula Krystek-Walton, Head of Early Years Thrive Childcare and Education'This book will be hugely welcomed by early years leaders and practitioners alike. It is highly relevant and insightful, whilst being really accessible and straightforward, fulfilling a real need in the sector. Its content is validating for those carrying out the really tough job of safeguarding children in early years settings. Rachel has drawn on her extensive personal experience to create a reference book as well as a guidebook for DSLs and practitioners, providing regular reflection points for readers.The book covers critical concepts such as professional curiosity, and wariness of inappropriate optimism to name just a couple. She reminds us about self-care and the importance of taking action and critically that safeguarding knowledge is about keeping children safe, not keeping Ofsted happy!' – Jo Kinloch, Managing Director, Mulberry Bush Nursery Group'I’ve had the privilege to have known Rachel for over 20 years. She has provided training and support to our local childminder networks and to many childminders personally, me included. Rachel has always been such a wonderful advocate for childminders, and this continues to be a strong feature in this brilliant book which highlights the challenges and experiences of many of us working to safeguard and protect children. The book recognises the real issues which are often difficult and hard to work around but Rachel acknowledges this and offers useful and helpful strategies for childminders to engage with and apply in practice. This book will be a real game changer. It simplifies a difficult subject; it reminds us of how vital our roles as childminders are when working with children and families and it challenges us to build upon what we already know and do. I can’t wait to use it for training in my own team.' – Charlotte Cassidy, Childminder, Bury"This book is second to none in terms of its breadth and depth of what remains a deeply complex and ever-evolving subject. Rachel Buckler’s expertise shines through in each of the seven chapters, providing information that is accessible and pertinent – and directly applicable to child care practitioners. She prioritises the empowerment of practitioners through equipping them with the diverse strategies provided throughout the book, as well as through broaching subjects that some might find it difficult to think about – let alone talk about and most importantly - act on when it comes to safeguarding and protecting children." – Dr Mine Conkbayir, Early Years author, trainer and researcherTable of ContentsContentsAcknowledgements ForwardA letter for every early years practitionerChapter one: Safeguarding and child protection in the early yearsChapter two: Recognising and responding to abuse in early childhoodChapter three: The role of the designated safeguarding leadChapter four: Identifying risk factors in the lives of young childrenChapter five: Taking action to safeguard and protect childrenChapter six: Working with others to achieve the right outcomes for children. Working with parents - Multi agency practiceChapter seven: Creating a safe child centred culture in the early yearsFinal thoughts

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Book SynopsisThis practical and accessible guide tackles the challenges that busy childcare educators face with their mental health in what is a wonderful, rewarding, but often exhausting role.Drawing from day-in-the-life experiences and case studies, this book sets out high-quality staff wellbeing practices that can revolutionise the way childcare practitioners approach their job and their own health. Chapters guide the reader through a process of reflection and development, encouraging and empowering them to create a workplace culture that positively contributes to their personal wellbeing.This book: Focuses on the realities of Early Years education, combining the author''s lived experience with examples of real-life practice. Encourages educators to think and feel positively about themselves; to identify the individual skills, strengths and talents they bring to their work. Can be used individually or collaboratively by team members, with guidance on creatinTrade ReviewAs caring professionals, we strive to make children feel confident and good about themselves, we care for them and ensure their well-being is thought about and nurtured. Why is it then that many people working with young children do not afford themselves the same consideration and care, or indeed have even thought about doing this?This much needed book not only informs the reader about mental health and well-being in an easily understandable and accessible way, but also offers the opportunity to reflect on these issues and re-think your own personal perspectives and understanding in order to nurture and protect your own mental health, which is a vital component of effective practice with young children. The book is underpinned by an ethos of inclusion and anti-discriminatory practice which, together with case studies of lived experiences, gives further opportunities for reflection and reframing thinking and practice in order to embed wellbeing into the heart of your Early Years practice and your life in general. Anne Gladstone, AuthorWorking with young children is an incredible experience, a true privilege to spend time in their company, showing them their potential and the joy in the world around them. All too often however, looking after the richness of childhood can come at the price of looking after ourselves. Kate's brilliant book is the perfect guide to do just that - personal, informative and well-researched, each page is a reminder that for us to be at our best with children, we need to nurture the one treasure that children look to us to find: our own "play-full" selves. If you've been looking for the map to put well-being at the heart of your pedagogy and practice then look no further, you hold it in your hands...Greg Bottrill, Educational Thinker and Author I feel honoured that I have been asked to review Kate Moxley’s new book A Guide to Mental Health for Early Years Educators. For far too long we have seen mental health as a taboo subject and those who suffer with their mental health have felt embarrassed and shamed when discussing and sharing their feelings and experiences. Kate sensitively and intellectually navigates mental health and wellbeing and outlines what we can all do both personally and professionally, and how we can support our colleagues. This book is very timely and a must for every educator/teacher to read, reflect and put into practice. Laura Henry-Allain MBE, International award-winning writer, speaker and consultant Thank you, Kate, for shedding light on such a complex struggle that many EY educators (often times silently) face, in such a genuine, honest and compassionate manner. To say I feel seen and heard is an understatement. And I am confident this sentiment will resonate with others too, who hold Early Years in their hearts also.Tanzimah Chowdry, Early Years Educator Kate's passion, enthusiasm, insight, openness, honesty and knowledge shines through on every page. I wish I had read this book earlier in my career. It has got me through a tricky transition into middle leadership during the pandemic and a difficult time in my own personal life. Making me not only a better practitioner but also a more compassionate leader who has remembered how to love my job.Helen Harris, Early Years EducatorAs someone who has struggled with their mental health over a number of years, I can only wish I had access to a resource like this at the beginning of my journey. An insightful book with real stories from real people, proof that no one is alone in their struggles. Everyone in the early years sector could benefit from reading this book!Samantha Gardner, Early Years Educator Table of ContentsAcknowledgementsForeword Part 1 Laying the foundations of our philosophy Introduction 1 Wellbeing at the heart 2 Mental health 3 The early years educator I am today Part 2 A philosophy for wellbeing Introduction 4 A vision of team togetherness 5 Connection and belonging 6 Health and harmony 7 A culture of kindness and accountability 8 A vision for the future: a mentally healthy early years workforce Index

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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

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Book SynopsisFor future student affairs professionals and higher education administrators, the supervised practice experience is where theory learned in the classroom is put into practice. Learning through Supervised Practice in Student Affairs assists students in applying leadership, advising, conflict management, and planning skills to their practice. This important book explores the theories that foster learning and understanding of higher education organizations while exercises, reflection activities, and case studies illuminate the skill areas that students must develop to become successful practitioners. This Revised Edition Includes: Reflection activities to engage students and foster critical thinking Expanded attention to diverse populations and cultural differences Updated legal references and case law related to daily practice Broadened discussion of professional standards and alignment withTrade Review"This second edition is a valuable update for graduate faculty, field supervisors, and professionals-in-training in higher education. The authors address the importance of out-of-class learning and how each stakeholder can support the development of new professionals. Their tools for designing experiences and evaluating both sites and students are particularly useful." --Debora L. Liddell, Chairperson, Educational Policy & Leadership Studies, The University of Iowa "Building on the superb foundation of the first edition, this edition updates and extends professional knowledge and practice in important ways. Inclusion of the 2010 ACPA/NASPA Joint Statement on Professional Competencies is a particular strength, and creates a clear connection to the preparation of professionals in graduate programs and through ongoing professional development in supervised practice. Questions and exercises for readers deepen learning and open conversations in the classroom and on supervised sites. The new edition is an invaluable resource for professional preparation." --Kristen A. Renn, Professor of Higher, Adult, and Lifelong Education, Michigan State University Table of ContentsPreface Chapter 1: Foundations and Philosophy of Supervised Practice Chapter 2: Structure and Design of the Internship Chapter 3: Supervision and Other Relationships that Support Learning Chapter 4: The Evaluation Process Chapter 5: Legal and Ethical Issues Chapter 6: Understanding Organizational Contexts Appendices Index

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Book SynopsisAround the world, what it is to be a university is a matter of much debate. The range of ideas of the university in public circulation is, however, exceedingly narrow and is dominated by the idea of the entrepreneurial university. As a consequence, the debate is hopelessly impoverished. Lurking in the literature, there is a broad and even imaginative array of ideas of the university, but those ideas are seldom heard. We need, consequently, not just more ideas of the university but better ideas. Imagining the University forensically examines this situation, critically interrogating many of the current ideas of the university. Imagining the University argues for imaginative ideas that are critical, sensitive to the deep structures underlying universities and are yet optimistic, in short feasible utopias of the university. The case is pressed for one such idea, that of the ecological university. The book concludes by offering a vision oTrade Review"Ronald Barnett, one of the world’s leading defenders of the university, calls upon us to free our imaginations in order to engage in the contemporary debate about university futures: what could and should it become? In Imagining the University he masterfully examines the form and structure of imagination in order to re-examine the concept of the public university to expand, contemplate and evaluate possibilities, and to assert and theorize the ecological university. This work is bound to become a classic within the genre." Professor Michael Peters, University of Waikato, New Zealand and Emeritus, University of Illinois"Universities, as Ronald Barnett has reminded us in a series of influential books, have always existed in the mind as well as on the ground. This is one explanation of their resilience, their ability to re-invent themselves, and their wide cultural appeal. Progress is enabled by acts of collective imagination. In this latest book, Barnett delicately probes how such acts originate, are evaluated and can succeed." David Watson, Professor of Higher Education and Principal of Green Templeton College, Oxford"The University has always been a place for imagination. This book offers a most timely critical account of the current state of imagining the modern University itself and opens up horizons for the public debate about the ‘good university’. It covers a wide expanse of concepts and ideas for the modern university and develops and applies tools for their assessment. It is academically stimulating and practically relevant, and I am sure it will become a key text about our universities and their future development."Prof Jürgen Enders, Center for Higher education Policy Studies, University of Twente, NL"In these uncertain times for higher education, Ron Barnett’s latest book invites us to ‘imagine’ a variety of possible futures for universities. In doing so, he presents us with his thoughts on the diversity of what is and has been ‘the university’ alongside his thoughts about the diversity of what could be ‘the university’, or in the author’s words, “the possibility of possibilities”. The reader is presented with many ‘imaginations’ from which to choose though the author’s sympathies for the ‘utopian’ form are pretty clear. This book is a good read, an important read, and a read that will change things. I strongly recommend it."John Brennan, Emeritus Professor of Higher Education Research at the Open University and a Visiting Professor at the University of Bath and London Metropolitan University."The function of the future of universities is being discussed now much more than at any point over the past half-century. In imagining the university, Ron Barnett challenges us to move beyond the established models of a university and to dare, intellectually and socially, to think better about what a university can and should be. This book should be compulsory reading for everyone interested in universities."Professor Michael Worton, Vice-Provost, University College London.Table of ContentsIntroduction Part I: Imagining the university 1. Losing, and regaining, the imagination 2. Perchance to dream 3. Valuing the imagination Part II: Structuring the imagination 4. Axes of the imagination 5. Sightings of the imagination Part III: Forms of the imagination 6. The ideological imagination 7. The dystopian imagination 8. The persuasive imagination 9. The utopian imagination Part IV: Being imaginative 10. Criteria of adequacy 11. Imagining the ecological university 12. The imaginative university Coda: A forgetting of air?

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Book SynopsisOver the last 20 years, international attempts to raise educational standards and improve opportunities for all children have accelerated and proliferated. This has generated a state of constant change and an unrelenting flood of initiatives, changes and reforms that need to be âimplementedâ by schools. In response to this, a great deal of attention has been given to evaluating âhow wellâ policies are realised in practice â implemented! Less attention has been paid to understanding how schools actually deal with these multiple, and sometimes contradictory, policy demands; creatively working to interpret policy texts and translate these into practices, in real material conditions and varying resources â how they are enacted! Based on a long-term qualitative study of four âordinaryâ secondary schools, and working on the interface of theory with data, this book explores how schools enact, rather than implement, policy. It focuses on: contexts of âpolicy workâ Table of ContentsForeword or Introduction 1. Beyond implementation –Towards a Theory of Policy Enactment 2. Taking Context Seriously 3. Doing Enactment: People, Culture and Policy Work 4. Policy into Practice 5. Whatever happened to... 6. Policy Enactments – In Theory and Practice

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Book SynopsisFoundations of Educational Leadership provides a fresh and research-based perspective on educational leadership, exploring 10 specific aspects of âglocalizationâ in which educational leaders must be literate in order to establish and sustain relevant and useful educational experiences for students in their schools. In addition to covering traditional concepts such as culture, instructional leadership, professional ethics, and politics, well-known authors Brooks and Normore also introduce several conventionally neglected, cutting edge concepts like spirituality, holistic health, and information leadership. This important book emphasizes how a framework of learning, literacy, leadership, and reflection is critical to the preparation and practice of educational leaders. Foundations of Educational Leadership ensures aspiring and practicing leaders will be prepared to influence processes and outcomes for creating a more just and equitable environment for all students. <Trade Review"Foundations of Educational Leadership covers much more than just the traditional foundations of educational leadership. Instead, it takes leaders on a future-oriented trip through the meanings, shape, and applicability of successful leadership. This book is a must-read for all students of school leadership."—Allan Walker, Joseph Lau Chair Professor of International Educational Leadership, The Education University of Hong KongTable of ContentsContentsPrefaceAcknowledgmentsCHAPTER ONEINTRODUCTION: Educational Leadership: From Classic to Cutting EdgeCHAPTER TWOPOLITICAL LEADERSHIPCHAPTER THREEECONOMIC LEADERSHIPCHAPTER FOURCULTURAL LEADERSHIPCHAPTER FIVEMORAL LEADERSHIPCHAPTER SIXPEDAGOGICAL LEADERSHIPCHAPTER SEVENINFORMATION LEADERSHIPCHAPTER EIGHTORGANIZATIONAL LEADERSHIPCHAPTER NINESPIRITUAL AND RELIGIOUS LEADERSHIPCHAPTER TENTEMPORAL LEADERSHIPCHAPTER ELEVENHEALTH AND HOLISTIC LEADERSHIPCHAPTER TWELVEBRINGING IT ALL TOGETHER: DYNAMIC AND SYNERGISTIC LEADERSHIPINDEX

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Book SynopsisBased on eighteen months of fieldwork in a racially diverse working-class high school, this title sheds light on masculinity both as a field of meaning and as a set of social practices. It offers an approach that analyzes masculinity as not only a gendered process but also a sexual one.Trade Review“This insightful peek into the realities of high school should be read by researchers, administrators, teachers, and parents. . . . Pascoe’s analysis is sophisticated, mapping the intricacies involved in the relationships between sexuality, gender, race, and class. Yet, her work is clean-cut and difficult to argue against.” * Men & Masculinities *“An incisive assessment.” * Seattle Gay News *“Introspective, fascinating, consistently interesting.” * Bay Area Reporter *“Current, typically salient, personally informative, [and] lively in style. . . . The exemplary fieldwork vignettes and case studies are abundant, rich, vivid, and experientially resonant. At the same time, [Pascoe] has thoroughly theorized her narrative, providing a fine conceptual vocabulary, a probing critical framework, and a set of intelligent practical recommendations.” * General Anthropology Bulletin *“Academic, but accessible.” * Bottom Line *"Pascoe is able to witness the quotidian rituals of heterosexual masculinity, its precariousness, its fragility and ultimately, its dangerous lashing out at all that can undermine it." * Social Forces *"Pascoe gives a fly-on-the-wall experience of sexuality in high school." * Journal of Gender Studies *"Pascoe's work challenges research on gender, and specifically masculinity, to address sexuality, race, and other significant factors as aspects of the social construction of masculinities." * Gender & Society *"Not only is the information interesting and relevant to our society, but Pascoe’s book is a great representation of ethnographic protocol." * Lambda Alpha Journal *"Usefully calls for a more sophisticated approach to issues surrounding teenage sexuality, masculinity and power than is generally enabled by uncritical applications of a generic notion of homophobia." * Culture, Health, & Sexuality *"The book nicely illustrates how masculinity comprises thoughts and ideas that are collectively defined and asserted, and how salient such issues are for high school students." * 126 Spaces for Difference: An Interdisciplinary Journal *Table of ContentsPreface to the 2012 Edition Acknowledgments 1. Making Masculinity: Adolescence, Identity, and High School Revenge of the Nerds What Do We Mean by Masculinity? Bringing in Sexuality Rethinking Masculinity, Sexuality, and Bodies Methodology Organization of the Book 2. Becoming Mr. Cougar: Institutionalizing Heterosexuality and Masculinity at River High River High's Gender and Sexuality Curriculum Pedagogy: The Unofficial Gender and Sexuality Curriculum School Rituals: Performing and Policing Gender and Sexuality Gender and Sexuality Regimes 3. Dude, You're a Fag: Adolescent Male Homophobia What Is a Fag? Gendered Meanings Becoming a Fag: Fag Fluidity Embodying the Fag: Ricky's Story Racializing the Fag Where the Fag Disappears: Drama Performances Reframing Homophobia 4. Compulsive Heterosexuality: Masculinity and Dominance A Stud with the Ladies Getting Girls Touching Sex Talk Girls Respond I'm Different from Other Guys Females Are the Puppets 5. Look at My Masculinity! Girls Who Act Like Boys Tomboy Pasts Rebeca and the Basketball Girls The Homecoming Queen: Jessie Chau The Gay/Straight Alliance Girls Embodying Masculinity 6. Conclusion: Thinking about Schooling, Gender, and Sexuality Masculinity at River High Theoretical Implications Practical Steps Appendix: What If a Guy Hits on You? Intersections of Gender, Sexuality, and Age in Fieldwork with Adolescents Notes References Index

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Book Synopsis Updated Edition of Best Seller!Become a more effective instructional leader with research-based information and activities.Trade ReviewYou won′t find a more practical, detailed guide to improving school effectiveness than is contained between the covers of this book! -- Leonard O. Pellicer, Dean School of EducationFew books on school leadership have effectively brought together the best of educational theory and practice for school administrators as Elaine McEwan′s Seven Steps to Instructional Leadership has. -- Michael Pladus, 1999 MetLife/NASSP National Principal of the YearThis is an outstanding book with practical, ready to use suggestions as to how to improve teaching and learning in our schools. As practitioners, the students found the books to be researched-based, easy to absorb, clearly defined traits and descriptors, with stories to bring clarity to the traits, and with meaningful reflection activities to focus on present and future practices. -- Pauli Nikolay, Adjunct ProfessorThe book is an excellent resource for self assessment or a tool for gaining feedback from staff. -- The School Administrator, June 2003There is a good balance between the summary of research and references to the aquired wisdom born out of first-hand experience. -- School Leadership & Management, February 2004Table of ContentsPreface About the Author Acknowledgements Introduction 1. Step One: Establish, Implement, and Achieve Academic Standards 2. Step Two: Be an Instructional Resource for Your Staff 3. Step Three: Create a School Culture and Climate Conducive to Learning 4. Step Four: Communicate the Vision and Mission of Your School 5. Step Five: Set High Expectations for Your Staff and Yourself 6. Step Six: Develop Teacher Leaders 7. Step Seven: Establish and Maintain Positive Relationships With Students, Staff, and Parents Conclusion Resource A: Instructional Leadership Checklist Resource B: Instructional Leadership Checklist Response Form Resource C: Elizabeth McCay′s Assignment References Index

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Book SynopsisIn What Universities Can Be, the high-profile educator Robert J. Sternberg writes thoughtfully about the direction of higher education in this country and its potential to achieve future excellence.Trade Review"What Universities Can Be by Robert J. Sternberg makes a compelling argument that standardized tests, admission standards, and much of college instruction administration and governance are well aligned and completely irrelevant for preparing young people to be creative participants in the workforce, who are appropriately engaged in civil discourse and service to others, and are capable of being the ethical leaders we need for the future. He explains how we could realign all of those elements in appropriate ways, and he provides clear and thoughtful insights into why the world of higher education looks the way it does." -- Ed Ray, President, Oregon State University"In What Universities Can Be, Robert J. Sternberg contributes notably to the higher education field by establishing a model to guide the evolution of the modern university. Sternberg's conversational style is interesting and highly readable." -- Pamela Fry, Associate Provost and Associate Vice President of Undergraduate Education, Oklahoma State University"Robert J. Sternberg draws on his exceptional scholarship and years in the administrative trenches to craft some nuggets of practical wisdom about what colleges and universities need to do to realize their espoused aspirations." -- George D. Kuh, Director, National Institute for Learning Outcomes Assessment, University of Illinois"What if we valued institutions of higher education for fostering good citizens and ethical leaders? Robert J. Sternberg, one of our most thoughtful psychologists, reflects intriguingly on this possibility." -- Howard Earl Gardner, Hobbs Professor of Cognition and Education, Harvard Graduate School of Education, author of Truth, Beauty, and Goodness Reframed: Educating for the Virtues in the Twenty-first CenturyTable of ContentsIntroduction Part I A New Future for Universities 1. Three Traditions of Higher Education in Relation to Democracy 2. The Mission of the ACCEL University 3. The Skills ACCEL Universities Should Develop 4. Diversity Part II Who Gets In and Who Is Able to Go? 5. Admissions 6. Financial Aid and College Costs Part III Student Learning and Life 7. Teaching and Learning 8. Assessing Student Learning 9. Retention and Graduation 10. The Role of Athletics Part IV Structural Issues 11. Assessing Faculty 12. Governance 13. Marketing Higher Education 14. It's Not Only Students Who Need to Learn: A Model of Institutional Change for Assessing Universities as Learning Organizations Part V Putting Theory into Practice 15. Transforming a University into an ACCEL University: What One Can Do Right Now

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Book SynopsisWhat's Missing? Second Edition is designed to promote observation, visual and auditory skills including the development of descriptive language. Comprising 48 fully-updated colour flashcards depicting 24 everyday scenes, each card shows a complete scene and another with five items missing. The scenes are presented with increasing levels of difficulty to allow for selection when working with students of different ages and abilities. Missing items may be categorised as either having no influence on a situation, causing an inconvenience, preventing the functioning of an object, or not being possible in real life both encouraging basic reasoning and the development of problem solving skills.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of Contents48 A5 colour flashcards depicting a range of scenarios with a number of items removed.Instruction booklet providing guidance on administration. Includes instructions in English, Dutch, French, German, Japanese, Portuguese, Spanish and Swedish.

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Book SynopsisCarrying out leadership research in educational establishments can be challenging, but it is also rewarding. This accessible book offers sound practical advice and a clear conceptual framework for this research. Drawing on their extensive expertise, the authors show you how to prepare to carry out research, design research tools, and report and reflect on the results. Students using the book are supported by features such as: key learning objectives in each chapter examples of research tools derived from real leadership project figures explanation of key terms and questions further reading and key web links for each chapter. This text will be of interest to Masters' and Doctoral level students, academics in the field of educational leadership and management and all those who wish to research a wide range of issues connected with the operation of schools and institutions of further and higher education.Trade Review′Brundrett and Rhodes provide an authoritative, academically robust and highly practical and supportive guide for researchers and practitioners that will quickly become a definitive resource.′ -- Professor John Burnham-WestThis is a book for Masters and Doctoral level students, academics in the field of educational leadership and management, and anyone who is interested in researching a wide range of issues connected with the operation of schools and institutions of further and higher education. There are key learning objectives in each chapter with examples of tools derived from real leadership project figures alongside an explanation of key terms and questions with further reading and supportive web links for each chapter. -- Early Years EducatorTable of ContentsPART ONE: PREPARING TO CARRY OUT RESEARCH ON EDUCATIONAL LEADERSHIP Introduction: Key Issues in Research on Educational Leadership Theories of Educational Research Ensuring Reliability, Validity or ′Trustworthiness′ in Research Reviewing Existing Ideas to Develop a Conceptual Framework PART TWO: DESIGNING AND USING RESEARCH TOOLS FOR EDUCATIONAL LEADERSHIP RESEARCH Developing a Sample Questionnaire Research Interviews and Focus Groups Using Observation Documentary Analysis Action Research and Practitioner Inquiry PART THREE: ANALYSING DATA AND REPORTING THE FINDINGS OF RESEARCH IN EDUCATIONAL INSTITUTIONS Analysing Quantitative Data Analysing Qualitative Data The Uses of Leadership Research Conclusions: Writing Reports and Making Sense of Outcomes

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

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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

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Book SynopsisIn today's world, we're often overwhelmed by our digital devices and the volume of available digital information. Get Organized Digitally! outlines a complete digital organizational system for the busy educator and helps you harness the power of technology to save time. This book is your go-to source, presenting the nuts and bolts of exactly how to make technology work for you in both your personal and professional life. Special features of Get Organized Digitally!: Details of how to get started with the best digital organizational tools available today. Principles of digital organization that make all the components of your system work together. Stories that inspire and show how technology can make our lives easier. Time is the most precious resource we have; managing it well leads to greater productivity and less stress. Get Organized Digitally! shows educators how to harness the powTrade Review "If you base your assumption about this book on the title alone, you’ll assume Frank Buck’s book Get Organized Digitally! provides information on calendars, email, notes, and files. You are correct, but Frank goes further than most books on the market. Throughout, he provides customized examples that you’ll connect with immediately. He also focuses on the overall goal of digital organization; the content is applicable to any platform. If you are looking for a guide to start organizing digitally or take your organizational skills to a new level, this book should be your choice."—Barbara R. Blackburn, Ph.D., author of 30 books including 'Rigor is Not a Four-Letter Word'"If you’re leading in education, or teaching, Get Organized Digitally! encompasses time management and organizing principles paired with the current technologies that will take you from disorder to order. Frank Buck has detailed how to handle the most common travails of getting (and staying) productive throughout the school year."—Ray Sidney-Smith, Google Small Business Advisor for Productivity, Evernote Certified Consultant and Evernote Regional Leader (North America) "You didn’t know better, but don’t let that be your excuse anymore. This book will show you how to control your time and take back your life! Dr. Buck, once again you're helping us overcome our time-management struggles. Too many interruptions? Chapter 3. Want to be more organized? Chapters 4 and 5. Email out of control? Chapter 8. You can go on wishing things were different, or you can forgive yourself and read this book. Your time is now."—Jason W. Womack, author of 'Your Best Just Got Better' and 'Get Momentum'"The main lesson in the book is that anyone can write a to-do list, or have a sticky note system on their desk, but ultimately you need everything in one place. With technology at our fingertips, this has never been easier.Each chapter offers a different resource, and then the last chapter not only summarizes key points but also offers a dozen other quick tips and ways to integrate many of the tools so they can work together"—Stephanie Choate, MiddleWebTable of ContentsPart I: The Digital Task List 1. Your Digital Task List: All the Eggs in One Basket 2. The "Seven Essentials": What to Look for and How to Use Each One 3. Trap, Organize, Do: Do One Thing at a Time Part II: Digital Notes and Digital Documents 4. Digital Notes: Information When You Need It 5. Mastering Evernote: Features and Use Cases 6. Digital Documents: Retrieval Shouldn’t Be a Safari Part III: Rounding Out Your Digital Treasure Chest 7. The Digital Calendar: Building and Sharing Your Day 8. Email Mastery: The Hub of Your Communication 9. Digital Automation: Letting Tech Shoulder the Load Part IV: Conclusion and Challenge 10. School is Not a Place

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Book SynopsisThis book explains seven critical steps to improve children''s writing. Though seemingly natural', writing proves devilishly difficult for far too many school pupils and closing this gap can have a lasting impact on their academic and life success.With the goal of giving every teacher the knowledge and skill to teach writing with confidence, it makes sense of the history and science' of writing, synthesising the debates and presenting a wealth of usable evidence about how children develop most efficiently as successful writers.It trains teachers to be an expert in how pupils learn to write, from the big picture of planning, editing and revising your writing, to the vital importance of grammar and spelling with accuracy. Highly practical strategies and easy-to use classroom activities are included to help teachers seize opportunities across the curriculum every school day to teach the critical writing process.Closing the Writing Gap will guide teachers aTrade Review""Our lives can be filled and fulfilled by writing," says Alex Quigley. In this important new book: "That story begins with our birth certificate and ends with our epitaph …". I can’t think of a text which better articulates the importance of writing, and then goes on to articulate how to put ambition into practice. It is a book of wise principles and practical implementation. In it, Quigley establishes himself even further as my go-to source of insights into the all-important subject of whole-school literacy."Geoff Barton, General Secretary, Association of School & College Leaders, and former English Teacher"This book provides an easy-to-read and entertaining synthesis of research on writing, beginning with a compelling overview of how writing developed. It has written text at its heart and offers readers a succinct insight into textual research and its practical application to the writing classroom. The book is a rich source of directions for further reading and examples of strategies for teaching writing which will support teachers to reflect on what happens in their writing classrooms and to make enabling changes."Professor Debra Myhill, Director of the Centre for Research in Writing, University of Exeter, UK "Alex Quigley has written another brilliant book for classroom teachers and school leaders. This book gets right to the heart of closing the writing gap; it is thought provoking for the reflective teacher whilst also offering helpful guidance and advice for every teacher. Alex is an exceptional writer himself, communicating his expertise and experiences with clarity and precision."Kate Jones, History teacher, education consultant, author, and blogger @KateJones_Teach "As this important and necessary book makes clear, many teachers struggle with the teaching of writing. Teachers recognise the huge significance of writing, but they find it difficult to translate their own writing expertise for the benefit of their students. In Closing the Writing Gap Alex Quigley provides evidence-informed, highly practical strategies to bridge this pedagogical chasm. Both erudite and accessible, it covers the vital ingredients of effective writing teaching – from the building blocks of the grammar to art of rhetoric and the pragmatics of the drafting and editing process. Closing the Writing Gap is an essential addition to the bookshelves of all teachers."Mark Roberts, English Teacher, and Author of ‘The Boy Question’"Closing the Writing Gap is the perfect antidote to the problems surrounding writing in the classroom today. Alex Quigley’s razor-sharp focus pinpoints the clear ways teachers can address and improve writing in the classroom. The book’s real strength, for me, is its practical approach to writing, offering strategies and methods that all teachers could, and should, use in the classroom. Alex walks you through the various aspects of writing and provides a brilliant insight how practitioners can support and improve writing in their classroom today. The book to read if you want to improve disciplinary literacy in a school."Chris Curtis, Head of English and author of ‘How to Teach English’ ""Our lives can be filled and fulfilled by writing," says Alex Quigley. In this important new book: "That story begins with our birth certificate and ends with our epitaph …". I can’t think of a text which better articulates the importance of writing, and then goes on to articulate how to put ambition into practice. It is a book of wise principles and practical implementation. In it, Quigley establishes himself even further as my go-to source of insights into the all-important subject of whole-school literacy."Geoff Barton, General Secretary, Association of School & College Leaders, and former English Teacher"This book provides an easy-to-read and entertaining synthesis of research on writing, beginning with a compelling overview of how writing developed. It has written text at its heart and offers readers a succinct insight into textual research and its practical application to the writing classroom. The book is a rich source of directions for further reading and examples of strategies for teaching writing which will support teachers to reflect on what happens in their writing classrooms and to make enabling changes."Professor Debra Myhill, Director of the Centre for Research in Writing, University of Exeter, UK "Alex Quigley has written another brilliant book for classroom teachers and school leaders. This book gets right to the heart of closing the writing gap; it is thought provoking for the reflective teacher whilst also offering helpful guidance and advice for every teacher. Alex is an exceptional writer himself, communicating his expertise and experiences with clarity and precision."Kate Jones, History teacher, education consultant, author, and blogger @KateJones_Teach "As this important and necessary book makes clear, many teachers struggle with the teaching of writing. Teachers recognise the huge significance of writing, but they find it difficult to translate their own writing expertise for the benefit of their students. In Closing the Writing Gap Alex Quigley provides evidence-informed, highly practical strategies to bridge this pedagogical chasm. Both erudite and accessible, it covers the vital ingredients of effective writing teaching – from the building blocks of the grammar to art of rhetoric and the pragmatics of the drafting and editing process. Closing the Writing Gap is an essential addition to the bookshelves of all teachers."Mark Roberts, English Teacher, and Author of ‘The Boy Question’"Closing the Writing Gap is the perfect antidote to the problems surrounding writing in the classroom today. Alex Quigley’s razor-sharp focus pinpoints the clear ways teachers can address and improve writing in the classroom. The book’s real strength, for me, is its practical approach to writing, offering strategies and methods that all teachers could, and should, use in the classroom. Alex walks you through the various aspects of writing and provides a brilliant insight how practitioners can support and improve writing in their classroom today. The book to read if you want to improve disciplinary literacy in a school."Chris Curtis, Head of English and author of ‘How to Teach English’ "Closing the Writing Gap is a clarion call to take the three Rs seriously... I hope the revolution it has started in my classroom is repeated everywhere."Robbie Burns, Schools Week"In Closing the Writing Gap, Alex Quigley weaves the history of writing and writing instruction with evidence-based practices and concrete examples that address key components of school-based writing... As you read this book, you feel as if Quigley is speaking directly to you, posing important questions, providing answers, and giving you explicit examples to support your understanding of each writing component."Lori Czop Assaf, Teachers College RecordTable of ContentsChapter 1. Introduction Chapter 2. The history of writing Chapter 3. The not-so-simple science of writing Chapter 4. Grammar time Chapter 5. Crafting great sentences Chapter 6. Disciplinary writing Chapter 7. Practical strategies Chapter 8. Next steps Appendix Bibliography

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Book SynopsisThis timely book advances a new vision for educational justice centered on the leadership activities, organizing efforts, and counternarratives of youth, parents, families, and communities of color and other groups who are seeking to transform local schools and communities across the United States. Bringing together scholars, activists, and leaders, this contributed volume presents cases and first-person narratives for readers to analyze in order to interrogate inequities facing communities and schools. By creating spaces for youth, family, and community leadership within schools and opening decision-making to include their input, leaders can support transformative, justice-oriented school change. This book is a critical teaching tool asking educators and administrators to reflect, learn, and re-imagine their practice and collaborate with other leaders in their communities.Table of Contents1. Introduction Part 1: Situating Youth, Family, and Community Leadership 2. Racism, Colonialism, and Neoliberalism in Education 3. Models of Youth-Family-Community-School Connections Part 2: Cases of Youth Leadership and Organizing 4. The Story of Lent Leopard Leaders: An Elementary Youth Leader Narrative 5. Growing with BSS: A Manual for Emmanuel 6. Leading for Change: Engaging Elementary Youth Voice in An In-School Makerspace 7. Youth Lighting the Path to Emancipatory Education 8. The Power of Alliances: A Case for Integrating Intersectionality into Social Justice Leadership Part 3: Cases of Parent and Family Leadership and Organizing 9. Becoming an Accidental Advocate for Transgender Students: A Parent Leadership Narrative 10. "Siempre Hay un Apoyo": Creating Humanizing Spaces amid an Anti-Immigrant Climate through Muxerista Organizing 11. Indigenous Youth and Families: From Schooling Contexts to Spaces of Stewardship and Resistance 12. Schools, Black Mothers, Black Children and the Tenets of Disillusionment Part 4: Cases of Community Organizing and Leadership 13. Small Town, Big Talk: A Community Leadership Narrative 14. "Hijacking a Public Process:" The School District and Community Activists in the Battle for Trustee Area Representation 15. A Critical Piece of the Puzzle: Leveraging Community-Based Leadership to Address Educational Inequities 16. Conclusion

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Book SynopsisWhat is artificial intelligence? Can I realistically use it in my school? Whatâs best done by human intelligence vs. artificial intelligence, and how do I bring these strengths together? What would it look like for me, and my school, to be AI Ready?AI for School Teachers will help teachers and headteachers understand enough about AI to build a strategy for how it can be used in their school. Examining the needs of schools to ensure they are ready to leverage the power of AI and drawing examples from early years to high school students, this book outlines the educational implications and benefits that AI brings to school education in practical ways. It develops an understanding of what AI is and isn't and how we define and measure what we value and provides a framework which supports a step-by-step approach to developing an AI mindset, focusing on ways to improve educational opportunities for students with evidence-informed interventions.Trade Review"This book is designed to engage members of the teaching profession directly and in an accessible way. It is starting with teachers not technology. It then places the importance of AI to teachers in their practice and follows by guiding them through how to make AI work for them. I am excited by the potential of this book to empower the teaching profession. Too many feel hard pressed by accountability systems and the pressures of the pandemic. New AI technology offers the possibility of relieving the pressure and liberating teachers to re-connect with their vocation and realise the potential of their pupils." -- Lord Jim Knight, Chair of E-ACT multi academy trust and CAST "Importantly, Rose and Karine assure us we don’t need to be experts or data scientists to be substantively engaged with AI. And with this book, they have provided teachers an all-access pass to one of the most important public conversations of our era. Jump right in, enjoy the ride and then take everyone on it with you!" --Tabitha Goldstaub, Co-Founder of Cognition X, Chair of the UK Government's AI Council, from the Foreword"The COVID-19 pandemic has further highlighted the importance of digital systems and data in education, but while there are many questions, credible answers are still few and far between. This book will help educationalists understand what AI is, what questions and dilemmas it raises, and how to respond." --Timo Hannay, Founder, SchoolDash LimitedTable of ContentsForeword. Introduction: Understanding the ingredients. 1 What is AI and why might AI be useful in education? 2 Educational challenges and AI. 3 Data, data everywhere. 4 Looking at data differently. 5 Applying AI to understand data. 6 Learning from AI. 7 Ethical questions and what is next? Index.

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Book SynopsisA powerful school culture can unite staff in a common vision, shape positive behaviours and attitudes, and create the conditions for the staff body to work as one. As the recruitment and retention crisis deepens, staff culture is more important than ever. This book explores how schools can develop a culture where individuals take pride in their work and actively seek and embrace development and challenge, seeing the big picture of the school and cherishing their role in it.Drawing on key ideas from systems theory, psychology, anthropology, business and philosophy, this book explores the key ideas we need in order to understand culture and the concrete steps we can take in order to intentionally develop our staff culture in a positive direction. Each chapter features powerful input to strengthen our understanding alongside probing reflections to guide our own development.Written by a leading practitioner and designed to support reflections and planning for concrete actiTrade Review"Ruth skilfully embraces the complexity of school culture, steadfastly refusing to impose an artificial simplicity. By unpicking the components of culture, she provides school leaders with a way to think more meaningfully about the culture within their schools and how they might influence it." Matt Burnage, Assistant Principal, Ark Soane Academy"At a time when the teaching profession is facing great uncertainties in recruitment and retention, this book comes as an incredibly powerful guide to developing an effective culture in schools. Filled with valuable insights from the author’s own experience in leadership and heavily informed by evidence, School Staff Culture is a must-read for leaders committed to securing an ethos in schools where everyone can flourish."Andrew Percival, Deputy Headteacher, Stanley Road School, Oldham "Schools, as with other institutions, seem to exist in two tracks. The first track is physically what happens day to day - the lessons that have been taught, the homeworks that have been set, the conversations in the playground and the like. These items are observable and easily understood. We can watch our colleagues doing them, give feedback and learn how to do them better ourselves. The second track is harder to spot: it's a track that underpins all of these activities and interactions, it determines why, beyond its observable features, the same activity might work in one scenario but not in another. This track is often called "culture", and its quality can dictate a school's path to success or ruin. Despite culture's importance, observing, defining and improving it is an extremely tricky task. As with her earlier works on curriculum, in this book Ashbee continues to demystify and deconstruct weighty and challenging ideas, this time focusing on the elusive "culture." School Staff Culture is insightful, rigorous and fascinating, but perhaps more importantly it's useful, and a must-read for any teacher or leader interested in improving their school's culture." Adam BoxerTable of ContentsIntroduction Part 1: What you need to know 1. The way it feels to work here and the way we do things here 2. How culture arises and how we can influence it 3. Why developing good staff culture is hard Part 2: So what should we do? 4. Knowledge-building 5. The nature of work 6. Shared understanding 7. Interactions 8. Example timeline

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Book SynopsisMoney and Schools explains and demonstrates the relationship between money and equality of educational opportunity in a way that is clear, precise, and engaging. Grounded in research and best practices, this book provides a broad overview of school finance, budgeting, and resource allocation, an understanding of the underlying economic, social, legal, and political principles that drive how schools are funded, as well as a detailed examination of day-to-day funding operations. Rich pedagogical features include chapter drivers, point/counterpoint discussions, case studies, portfolio exercises, and web and recommended resources. This accessible and engaging book offers strong connections to real-world experiences and detailed information on preKâ12 funding history, concepts, and current operations for both aspiring and experienced education leaders in school budgeting, finance, and resource management courses.New to this edition: Coverage of new concepts anTable of ContentsPart I: Overview of Broad Concepts, 1. Schools, Values, and Money, 2. Funding Schools: A Policy Perspective, 3. Basic Funding Structures, Part II: Operationalizing School Money, 4. School Funds: Accountability, Performance and Professionalism, 5. Budget Planning, 6. Budgeting for Human Resources, 7. Budgeting for Instruction, 8. Budgeting for Student Activities, 9. Budgeting for School Infrastructure, 10. Budgeting for Transportation and Food Services, 11. Budgeting for Legal Liability and Risk Management, Part III: A View of the Future, 12. Trends and the Future of School Funding

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Book SynopsisTo get the full Being With Our Feelings experience, this book can be purchased alongside the guidebook. All books can be purchased together as a set, Being With Our Feelings: Guidebook and Four Storybooks Set, 978-0-367-77231-4.This captivating, storybook helps young people identify and explore feelings of anxiety, fear and uncertainty. As the narrator anxiously pours out a plethora of What if?' thoughts ranging from realistic to fantastical, these seemingly never-ending worries eventually build into what some readers may recognise as a panic attack. They discover that beneath the head full of worries lies the feeling of fear, and rather than resolving all the anxious questions, they can acknowledge and be with the fear itself.Sensitively written and highly relatable to anyone who has experienced anxious thinking, What if All the Trees Blow Away?: has a gender neutral central character Trade Review‘Immensely appealing…’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘Vivid illustrations and wonderful poetry’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘I love these books! The stories and illustrations are just beautiful.’ Penny Whelan, SENCO, Luton. ‘Beautifully illustrated.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘The Red String…will resonate with any young person who has felt a build up of emotion.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘Written with a strong youth voice element running through.’ Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East. ‘Unique and very honest.’ Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East. ‘Love the gender neutral characters…Fabulous!’ Gaynor Price, SEMH Advisory Teacher, City of Birmingham School. Table of ContentsWhat if All the Trees Blow Away?: Exploring Anxiety, Fear and Uncertainty

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Book SynopsisMany teachers, support staff and school leaders are tired, stressed and overstretched. And even though this frequently makes the headlines, it isn't a new problem. In this book, Mark Solomons and Fran Abrams argue staff wellbeing should be rooted in the culture and climate of our schools. They provide a roadmap to recovery for struggling schools which should lead to improvements in staff morale, workload management and mental wellbeing.With a range of real-life examples, this book focuses on how school leaders can build workplace wellbeing in even the most challenging environments. It includes clear links to research evidence and summaries of the key steps necessary to deal with common issues such as: Identifying and mapping issues in your school Leading for wellbeing Creating and maintaining a happy workforce Developing a culture of everyday wellbeing Overseeing change Written in an entertaining yet informative manneTrade Review'This is a powerful, thoughtful book that goes beyond treating symptoms, towards looking at the root causes of poor wellbeing. We are shown that leaders who build teams that are trusted offer teachers high levels of agency, enabling workload to be viewed as meaningful and purposeful. Strategies are offered that are aimed at supporting leaders to develop a culture of collective endeavour. This is a compelling resource for leaders everywhere - highly recommended for practical audit resources alongside case studies that offer evidence about what truly makes a difference.'Dame Alison Peacock, Chief Executive of the Chartered College of Teaching'The book thoughtfully examines how leaders can create an engaging and vibrant school climate and culture, building an environment where teachers and all staff thrive. The research is clear, where staff report a positive climate, this underpins a virtuous cycle, impacting student learning, relationships and a sense of belonging. While much of the policy and frameworks referenced are from the UK, the practical strategies and steps are equally applicable in the US. This is a timely and must have resource for district leaders, principals, and those aspiring to these roles.'Dr Clayton M. Wilcox, Vice President and Ambassador for Community Relations, the Compass Group, CEO and founder of Thoughts2Lead, and former superintendent.Table of Contents1. Introduction; Section 1. Mapping the Issues; 2. Knowing your numbers; 3. Having a clear plan; 4. Where to take action; Section 2. Leading for Wellbeing; 5. Being the change; 6. Becoming a competent leader; Section 3. Getting and Keeping a Happy Workforce; 7. Teacher retention and recruitment; 8. Making staff feel valued; 9. Managing workload; 10. Looking after your support staff; 11. Don’t forget the senior leadership team; Section 4. School Culture; 12. Culture, Cake and Yoga; 13. Wellbeing and your students; Section 5. Overseeing Change; 14. The role of governors and trustees; 15. Bringing the outside in; Section 6. Rethinking Education for Wellbeing; 16. Rewriting the book; 17. Getting physical; 18. The policy picture; 19. The digested read

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Book SynopsisThe Early Childhood Quality Rating Scale â Emergent Curriculum (ECQRS-EC) is designed to measure the quality of support for literacy, mathematics, and science in pre-school settings.Although different curricular frameworks are used around the world, there is increasing agreement that emerging academic skills should be supported by a playful pedagogy. The ECQRS-EC substantially updates the ECERS-E which was the first observational scale to focus directly on the development of emergent academic skills. This evidence-based tool also includes a subscale dedicated to diversity and inclusion to help educators support gender and cultural differences in children 3-6 years old who are developing at different rates.This revised quality rating scale recognises the important role of the adult in providing children with high-quality interactions and can be used for research, teacher self-evaluation, and programme improvement, audit and regulation.

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Book SynopsisDrawing together the worlds of classroom practice, school leadership and scientific research, this is an essential how-to guide for initiating and maintaining a school improvement journey based on the science of learning.What we now know about learning and teaching is vast; yet often, wading through the thousands of articles and books on this subject can leave even the most seasoned educator overwhelmed. This guide instead offers a distillation of key understandingsfor teaching, literacy, mathematics, curriculum and implementationto launch your school improvement work.Harnessing the Science of Learning also features contributions from thought leaders across the fields of learning sciences and educational practice: Pamela Snow, Tanya Serry, Zach Groshell, Reid Smith, Toni Hatten-Roberts, Simon Breakspear, Katie Roberts-Hull, David Morkunas, Steven Capp, Shane Pearson and Eamon Charles.This book illustrates practical ways to harness this knowledge, using a

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Book SynopsisHomework has a key role to play in strengthening memory, building attainment and helping students to develop transferable, life-long study skills. If done right, regular, good-quality homework has the potential to bridge achievement gaps and help all students become successful, confident learners.Rooted in robust cognitive science principles, this book provides a clear guide for how a successful homework culture can be built in a school and within the classroom. With a focus on making homework an integral part of teaching and learning, it includes practical strategies on how to get students, staff and parents to value the homework that is set, ensuring it is built into sustainable practice, so all parties can reap its many benefits. Chapters cover: Cognitive science principles and homework The features of effective homework Parental role and involvement Supporting all students Rewards and sanctions Motivation and attain

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Book SynopsisOnly two roles are statutorily required in maintained schools, the Headteacher and the SENCO, and of these, only the SENCO is required to be a qualified teacher, demonstrating just how vital SENCOs are. But being the SENCO can be a lonely role as there is typically only one per school, so it is not always easy to know how SENCOs in other schools are undertaking the role, and there is plenty of what SENCOs do that does not get seen.This book shares the wisdom and experience of individual SENCOs with the entire SENCO community. It provides practical insights on inclusion and specialist provision, and reveals the professional inner secrets of SENCOs, from the things SENCOs wish they had known at the outset of their career to the best and worst decisions they have made. The chapters explore alternatives to school exclusion, examine ways of using data to improve inclusion and share the inspirational stories of individual learners with SEND.The Secret Life of SENCOs w

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Book SynopsisBeing included in a meaningful and intentional sense is often the key that can unlock access to education, learning and the maximising of potential for many children and young people. However, an increasing number of pupils have a variety of strengths that are only shown when they are intentionally included, and their needs are well met.This book emphasises the key message that the adaptions we make to our daily practice are crucial for some but helpful for all. It provides the tools to unlock whole-school inclusion and ensure each child is given the opportunity to fulfil their potential. Chapters: Provide practical, impactful ideas that are easy and cost-effective to action, designed to help primary schools make active inclusion a reality. Explore the development of a dynamic, evolving whole school inclusive ethos and environment that is responsive to SEN needs. Consider how we create inclusive classrooms through environmental design and adaptive h

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Book SynopsisCoping when a friend moves away is hard. TheStaying Well Facilitator's Guidecontains guidance notes, prompts, and bonus material that helps the facilitator bring out the best experience for the child using theStaying Well Activity Book. This practical guide can be used to support one child or a group of children by parents, class teachers, learning support teachers, and counsellors.Support material is included to help the lead-adult feel confident in their delivery and in responding to questions related to the discussion.Every page in the Staying Well Activity Book has a corresponding page in the Staying Well Facilitator's Guide for the user to refer to when delivering the material, each of which features: A page rationale which touches on the theory behind the activity A visual of the corresponding page Materials needed How to set the scene How to complete the activity Facilitator's top tips<

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Book SynopsisWhat does modern Britain look like and how do we prepare our children for life in an ever-changing world? We want children to be able to live and work anywhere and with anyone without fear and without judgement.Schools need a strong, confident framework where young people are taught to explore and value their own identities and the identities of others. No Outsiders is a whole school ethos teaching children that everyone is different, and everyone belongs: there are no outsiders at our school because everyone is welcome. Using this book and a common language threaded throughout the school, we can work to challenge prejudice in wider society. The book includes: 43 lesson plans and assembly ideas. A framework to deliver an inclusive curriculum built around picture books written for children aged 4-11, many of which will already be in school libraries. The stories of Head Teachers, speaking of their journeys, challenges, and successes. Innovative ways to keep parents informed and involved. Steeped in current practice and easy to implement in your school, No Outsiders: We Belong Here expands the No Outsiders collection with a wealth of new lesson plans and will be an essential resource for primary school teachers, school leaders, and teacher-training providers.

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Book SynopsisWhat do great leaders need to do to run great schools? This exciting new book from Jo Facer takes the theory, ideas, and vision that so many leaders share and translates it into the small steps that busy school leaders can take that together lead to big positive changes.Exploring the three cornerstones of a great education â behaviour, curriculum, and teaching â as well as the oft-neglected operations, the book outlines the theory and what best practice looks like in each area and then reveals the leadership actions that enable schools to get there. Each chapter also features real case studies from school leaders who explain how they have implemented the ideas and the impact they have had in their settings.Full of practical, sustainable ideas to implement in the short and long term, this is essential reading for all leaders in primary and secondary schools.

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Book SynopsisOpening the CAGE invites you to embark on a transformative journey within the world of education, unveiling a powerful framework to nurture the wellbeing of staff which will not only retain valuable educators, but create positive learning environments, ensure academic success, and address student needs.The CAGE framework, representing Communication, Appreciation, Growth and Development, and Empathy and Support, offers a fresh, holistic perspective on addressing the often-overlooked needs of teachers, encapsulating the key components of wellbeing. Through compelling real-world examples, research-based insights, and practical strategies the book explores the profound impact of teacher wellbeing on the quality of education, before drawing inspiration from best practices in different sectors â from sport to business â to provide a roadmap for creating a more positive and productive educational environment.Whether you are a member of staff in a school seeking to reignite your passion for teaching, a school leader aiming to enhance staff morale, or a policymaker dedicated to improving educational outcomes, this book empowers you with the tools to prioritise and foster teacher wellbeing.

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Book SynopsisThis book examines a range of ethical complexities associated with precarious work across educational sectors internationally. Our aim is to examine the experiences of the increasing reliance on casual and temporary employment in education settings for all educators. This volume brings together academic chapters, focused on the affective, ethical and practical challenges faced by all educators working in highly casualised contexts, while working to provide quality education for all students. These chapters are complemented by reflections from a variety of educators and educational leaders, who have navigated ethical dilemmas related to precarious employment across sectors from early childhood to higher education.When viewed together, the chapters and reflections highlight the impacts of neoliberal market-driven policies on the education sector and work to present a series of possible âpathways forwardâ for education workers navigating this precarious terrain.

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Book SynopsisThis book is a call to action for educators who seek to move beyond superficial learning and engage students in deeper, more meaningful thinking. At a time when education is dominated by standardisation and a crowded curriculum, this book champions a different path, prioritising student agency, curiosity, and thinking.Grounded in the influential Cultures of Thinking approach developed by Dr. Ron Ritchhart from Project Zero at the Harvard Graduate School of Education, this book showcases real-life case studies from Australian classrooms where these principles have been successfully applied. It explores how teachers can develop students' thinking dispositions, make thinking visible, and shape classroom cultures that foster engagement and intellectual growth. Editors Cameron Paterson and Simon Brooks, who have worked extensively with the Cultures of Thinking approach, bring together voices from across Australia, offering a rich tapestry of insights, strategies, and experiences. Through practical examples and compelling analysis, Cultivating Cultures of Thinking in Australian Schools provides educators with a concrete blueprint for transformative teaching.This book is an essential read for teachers, school leaders, and education professionals who want to create vibrant learning environments that prepare students for the complexities of the modern world. It is a powerful resource for those seeking to move beyond traditional assessment-driven teaching and cultivate a culture where thinking and learning flourish.

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