Educational administration and organization Books

Book SynopsisThis valuable and accessible guide navigates school leaders and those in training through a number of key areas of inclusion, providing context and understanding, helpful definitions, examples of leadership in action, and ten essential principles of inclusive leadership. Inclusion: A Principled Guide for School Leaders discusses what a culture of inclusion should look like: in classes, in schools, and in the education sector more widely. Each chapter acts as a think piece to stimulate debate, to reflect upon the purpose of education, and to ask how far we have come in embracing inclusion. The book also offers suggested actions for principled leaders and illustrative case studies to bring the theory to life, taken from a range of schools and spanning a wide number of topics, including: Inclusive Learning Partnerships with Learners and Families Special Educational Needs Disadvantage and Socio-Economic Poverty Culture, Language and Ethnicity This book explores a variety of issues in inclusion, highlighting the implications for school leaders and offering an approach to develop learning for marginal groups through effective strategic leadership. It will be essential reading for SENCOs, middle and senior leaders, but equally of interest to those who aspire to be inclusive leaders of the future.Trade Review"This book is a must read for all school leaders, regardless of role, precisely because the inclusive approach taken means it is written with the needs of all in mind but also for the collective responsibility approach that is promoted. It effectively bridges theory and practice and brings important research evidence into the discussion in an accessible and actionable way."Professor Samantha Twiselton, Director of Sheffield Institute of Education"Timely, astute and honest this book comes at a time when expectations of inclusion and its proponents have never been greater or more diverse. As leading thinkers of inclusion, Crossley and Hewitt have captured the temperature of inclusion across our education system and beyond. The book provides an overview of the roots, development and practice of inclusion which will inspire teachers, leaders and families of pupils who are most in need of being included."Chris Rossiter, CEO of the Driver Youth Trust"This important new book draws on a rich basis of knowledge and research to deliver actionable guidance for the busy education professional. Bridging the divide between theory and practice, this book provides a much needed framework to support the needs of all children, not by seeking to treat them the same way but by recognising and actively accommodating difference. This is a must read for those who aspire to deliver greater inclusion in schools."Fiona Spellman, CEO of SHINE: Support and Help IN EducationTable of Contents1: Introduction 2: Inclusion and Inclusive Values 3: Inclusive Leaders in Schools 4: Leadership and Management for the Inclusion of all Learners 5: Inclusive Learning and Teaching 6: Inclusive Partnerships: Learners, Parents and Families 7: Inclusion and SEND 8: Inclusion and Socio-Economic Disadvantage 9: Inclusion: Culture, Language and Ethnicity 10: Inclusion and the More Able 11: The Way Forward – Principle-Directed Leadership for Inclusion

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Book SynopsisThis edited volume examines innovative ways of preparing, supervising, and evaluating principals and explores factors that promote effective leadership practices. Chapter authors consider how principals' leadership practices affect teachers' instruction, satisfaction, commitment, retention, and effectiveness, and present evidence that principals can influence key student outcomes as well. Covering topics such as school leaders' use of time, their efforts to reduce implicit bias, how leadership practices are associated with teachers' workplace attitudes, leadership and student achievement, and how school leaders can best be supported under new federal legislation, this volume is a must read for educational leadership and policy faculty, school and district administrators, and researchers committed to promoting effective principal leadership.Trade Review"Principals are pivotal in the success of schools, yet little is known about how to prepare and support them in their complex and consequential role. In Exploring Principal Development and Teacher Outcomes, an impressive array of scholars examine a wellspring of promising initiatives. You’ll find penetrating analysis and practical insights about strategies that work."—Susan Moore Johnson, Jerome T. Murphy Research Professor and Director, Project on the Next Generation of Teachers, Harvard Graduate School of Education"Confronted with unprecedented fiscal and health crises and severe inequities, principals make decisions daily that affect the wellbeing of faculty, staff, and students. Drawing on a rich array of recent research from our country’s top education policy and leadership scholars, this first-rate edited volume examines the consequential work of school leaders and policies to prepare and support them. This nuanced collection of research studies zooms in to examine daily practice and impact on teachers and students, and zooms out to explore innovative ways to prepare, supervise, and evaluate principals and the broader policies shaping these efforts. This is a must-read book for aspiring and current education leaders at all levels."—Julie Marsh, Associate Professor of Education Policy, Rossier School of Education, University of Southern California"Youngs, Kim, Mavrogordato, and colleagues do an exceptional job of unpacking empirical reality and practice-based wisdom revealing that school improvement is grounded in productive school leadership. They show that when we ignore this law we often hurt students, damage teachers, and cripple improvement. On the other hand, they document that when the profession forcefully attends to growing school leaders the well-being of young people across the full spectrum of valued outcomes is significantly enhanced. And they explore in powerful analyses what that development is, looks like on the ground, and can be used to create excellent schools for children and young people."—Joseph Murphy, Frank W. Mayborn Chair of Education and Associate Dean, Peabody College of Education and Human Development, Vanderbilt UniversityTable of Contents1. Introduction Section I: Principal Development and Evaluation 2. Growing Your Own Leadership Pipeline: The Case of an Urban School Leadership Residency 3. Preparing Educational Leaders for Adaptive Leadership 4. Changing Principal Supervision to Develop Principals’ Instructional Leadership Capacity 5. Appraising Principal Evaluation and Development: Current Research and Future Directions Section II: Principal Leadership Practices 6. Examining the Time Principals Dedicate to Interacting with Teachers and Other Educational Stakeholders 7. Equity Endeavors through the Justice for Bias Framework: Principals Addressing Implicit Bias in Schools 8. Using Social Network Analysis to Support Improvement Science Approaches in Education Section III: Principal Leadership Practices and Teacher and Student Outcomes 9. Principal Leadership and Beginning Teachers’ Self-Efficacy and Valuing of Ambitious Instructional Practices 10. Improving Instruction for Students with Disabilities: A Call for Effective Principal Leadership 11. Principal Leadership Activities and Teachers’ Workplace Attitudes 12. How Principal Leadership and Teacher Burnout Are Associated with Early Career Teacher Mobility 13. Principal Leadership Practices, Organizational Improvement, and Student Achievement Section IV: Next Steps for Leadership Practice and Research 14. How States Use ESSA to Support Principal Preparation, Development, and Quality 15. Exploring Principal Development and Teacher Outcomes: Lessons Learned and Guidelines for Practice

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Book SynopsisEducational Choices, Transitions and Aspirations in Europe analyses educational choices and transitions in eight different European countries/regions and provides an engaging means of considering issues of inequality through international comparisons. The book is underpinned by explorations of theoretical perspectives and methodological approaches, which share the common goal of highlighting and challenging educational inequalities in relation to political imaginings and discursive constructions of notions of aspirations and choice.Beginning with an overview of the theoretical landscape, the book posits ways of understanding transitional experiences through both a social and a political lens. Comprising of chapters that explore these issues within the context of specific countries and at different stages of young peopleâs transitions, the collection examines the features of different European education systems and how they frame transitions and choices, before providTrade Review"This books provides excellent insight into young people's educational choices being neither individual nor structural but relational."Andreas Walther, Goethe-University of Frankfurt.Table of ContentsPart I. Introduction1. Setting the scene for the analysis. Aina Tarabini (Autonomous University of Barcelona) and Nicola Ingram (University of Lancaster)Part II. Theoretical and conceptual perspective2. Working class educational failure: theoretical perspectives, discursive concerns, and methodological approaches. Diane Reay (University of Cambridge). 3. Student aspiration and transition as capabilities for navigating education systems. Trevor Gale and Stephen Parker (Glasgow University).Part III. Primary School Transitions4. Transition from primary to secondary education in a rigidly tracked system: the case of Flanders. Simon Boone, Marie Seghers and Mieke Van Houtte (University of Ghent).5. Working-class boys and educational success in a socially divisive secondary education system: lessons from Belfast (Northern Ireland). Nicola Ingram (University of Lancaster).Part IV. Secondary School Transitions6. Framing youth educational choices at the end of compulsory schooling: the Catalan case. Aina Tarabini, Marta Curran, Alba Castejón, Alejandro Montes (Autonomous University of Barcelona).7. Choosing the right track. Educational decisions and inequalities within the Italian educational system. Marco Romito (University of Milan).8. Social class, institutional habitus and high school choices in Turkey. Çetin Celik (Koç University),Part V. Higher Education Transitions9. National framing and local reframing of students’ transition to higher education in France: limitations and pitfalls. Agnès van Zanten, Alice Olivier, Anne-Claudine Oller, Katrina Ulhy (Science Po, Paris).10. Preparatory course market and access to higher education in Finland: pocketful or pockets-full-of money needed? Sonja Kosunen, Hanna Ahtiainen and Marju Töyrylä (University of Helsinki)11. Higher education students as consumers? Evidence from England. Rachel Brooks and Jessica Abrahams (University of Surrey).Part VI. Conclusions12. Social Inequalities in Educational Choices Transitions and Aspirations in Europe. Nicola Ingram (University of Lancaster) and Aina Tarabini (Autonomous University of Barcelona)

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Book SynopsisWritten to accompany the third edition of Todd Whitaker''s bestselling title, What Great Principals Do Differently, this study guide can be used by facilitators and participants in workshops, webinars, book study groups, or other professional development events. The guide features a variety of strategies and activities that will help principals apply the book's concepts to their own situation, so they can get the most out of the book, increase their professional growth, and have a greater impact as school leaders. Each chapter includes:Key ConceptsDiscussion QuestionsJournal PromptsGroup ActivitiesApplication StrategiesWith this study guide, you can gain a deeper understanding of Whitaker''s acclaimed book and learn how to apply his concepts and ideas in daily practices.Table of ContentsChapter 1 Why Look at Great?Chapter 2 It’s People, Not ProgramsChapter 3 Develop an Accurate Sense of SelfChapter 4 Who Is the Variable?Chapter 5 Treat Everyone with Respect, Every Day, All the TimeChapter 6 Be the FilterChapter 7 Teach, Don't TellChapter 8 Hire Great TeachersChapter 9 Recruiting and Retaining TalentChapter 10 Understand the Dynamics of ChangeChapter 11 Standardized TestingChapter 12 Focus on Behavior, Then Focus on BeliefsChapter 13 Loyal to Whom?Chapter 14 Base Every Decision on Your Best TeachersChapter 15 In Every Situation, Ask Who Is Most Comfortable and Who Is Least ComfortableChapter 16 Understand the High AchieversChapter 17 Make It Cool to CareChapter 18 Don’t Need to Repair—Always Do RepairChapter 19 Deal with Negative or Ineffective Staff MembersChapter 20 Set Expectations at the Start of the YearChapter 21 Leadership Is Not An EventChapter 22 Clarify Your Core

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Book SynopsisAgainst the backdrop of research that tells us emotions are playing an increasingly prevalent role in organizations' performance, this text draws on empirical studies to powerfully argue that it is incumbent upon school principals to display emotional leadership within the education system. A Model of Emotional Leadership in Schools sets out the importance of affective wellness in teachers and addresses questions on emotive school management. Bringing together a range of studies, the book elucidates emotion as a managerial tool in the school environment, and considers the interpersonal emotional support of teachers by principals. Ultimately, the text puts forward a new model of emotional leadership in schools to provide practical insights into the ways in which principals can influence, transform, and manage teachers' emotions.This insightful text will be of interest to researchers, academics, and postgraduate students in the fields of school leadership andTable of ContentsIntroduction Part I Mapping the theoretical landscape 1. Overview of affect and emotions in supervisory relations and in principal-teacher relations Part II Emotions as principals' managerial tool 2. Principals’ transformational leadership behaviors and teachers’ emotional wellness at work 3. Transformational school leadership, emotional reframing, and teachers' motivation and commitment Part III Interpersonal emotional support of teachers by principals 4. Principals' emotional support of teachers and teachers' occupational identity 5. Principals’ communication practices and teachers' emotional distress 6. Psychological distance from principals and teachers' help-seeking intentions Part IV Synthesis of findings and future research 7. Toward a new model of emotional leadership in schools Conclusions

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Book SynopsisEmbedded in the evolving comparative regionalism literature, this book offers a systematic analysis of the factors positively and negatively influencing regional institution-building.The ruptures caused by the Eurozone crises, the coronavirus pandemic and by Brexit have renewed the interest in the impact of crises and critical junctures on regionalism here defined as regional institution-building. Drawing from critical juncture research and historical comparative analysis, this volume uses the cases of European and East Asian regional institution-building to systematically analyse institutional transformations during specific historical turning points and critical juncture moments. Wunderlich's research offers an in-depth analysis of the interrelated drivers, spoilers and dissolvers of regional institution-building processes in Europe and East Asia, and addresses key questions including: Under what conditions does regionalism take hold? What is influencing the initial instituTable of ContentsIntroduction Chapter 1 Comparative Regionalism – Mapping the Theoretical Landscape Chapter 2 Post-1945 European Institution-Building Chapter 3 The Emergence of Regional Institutions in East Asia Chapter 4 European Institution-Building and the End of the Cold War Chapter 5 East Asian Regional Institution-Building after the Cold War Chapter 6 Financial Crisis, Critical Junctures and Institution-Building in East Asia and Europe Conclusions: Regional Institution-Building in the Twentieth Century – Evidence from Europe and East Asia

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Book SynopsisThis book explores the multicultural and non-Western contexts behind the approaches, problems, and issues that arise in research methodologies when used in relation to educational administration and leadership.This volume argues that increasing internationalisation and diversity of the field requires research methods that better reflect the values, cultures, political systems, and conditions of non-Western communities and countries. Discussing the research methods, data collection practices, interpretive approaches, and research ethics that produce more accurate and authentic results, the book looks at a number of theoretical frameworks and epistemological approaches that inform the development of such methodologies. Traditional methods like sharing circles and storytelling are explored, as well as an examination of social space' in designing methodology aimed at spatial justice' and an exploration of methods for Indigenous communities in East Asia. A valuable resourceTable of ContentsIntroduction: exploring culturally sensitive and Indigenous research methods Part I: Foundational theories and approaches 1. Research traditions of local populations: towards an Islamic research paradigm for Muslim communities 2. Exploring the significance of ‘place’ for culturally sensitive research 3. Ethical, epistemic, relational, and emotional concerns in educational administration and leadership research with Indigenous and minority peoples 4. Meaningful discourse in an undergraduate Spanish capstone class: using critical race theory as a research frame and a bridge to graduate school Part II: Researching, teaching, and individual methods 5. An autoethographic journey into teaching qualitative research methods in the UAE: experiential, curricular and pedagogic, and societal dimensions 6. Collaborative autoethnography as a bricolage: an authentic approach to constructing the eastern-western bridge in educational research Part III: Contemporary and international issues and cases 7. Interviewing medical education leaders: methodological considerations for a Saudi Arabian context 8. Culturally sensitive imperatives for educational administration, leadership, and policy research: for the undocumented in the United States 9. Kia tūhonohono i a tātou: Indigenous research methodologies - early childhood research perspectives and policy initiatives underpinning educational administration and leadership in Aotearoa New Zealand 10. Conclusion: decolonising educational administration and leadership research to protect social institutions, culture, and identity

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Book SynopsisWith the ever-changing, complex role of the principalship, school leaders are thirsty for a useful desk reference that aligns with professional standards. This actionable book brings the PSEL standards to life, providing leaders with support, mentorship, and practical advice. This book provides solutions to challenges and answers the hard questions associated with educational leadership alongside a host of tools, strategies, organizers, templates, and rubrics. Including voices from experienced leaders across rural, urban, suburban, tribal, and international settings, this book helps principals at all levels navigate challenges and make decisions that positively impact their students' futures. You will be inspired to strive for a better future for your school community as you continually develop skills leading to a long, successful career in educational leadership. Trade ReviewAs an educator for 42 years, it is so refreshing to finally have a Principal’s Desk Reference that provides the "How To" in implementing these well-defined educational leadership standards. This book is very useful in providing support and enabling principals and educational leaders to continually grow and develop throughout their career. Naomi Matsuzaki, Hawaii's National Distinguished Principal, sponsored by NAESPAs a practitioner, I cannot think of a more timely, relevant, and useful resource for our nation's educational leaders. The authors of this book have over 60 years of experience upon which readers can draw reflection. Even the most seasoned leader will find this book to be useful in describing what effective leaders should know and be able to do to achieve success with each professional standard. The authors have done a tremendous job in paying close attention to what matters most in our work. Kristi Wilson, President of the American Association of School Administrators (2020–2021)This book honestly and thoughtfully delivers specific solutions to many of the challenges and struggles educational leaders face today. The authors successfully recognize the value of gaining real-life support from proven effective school leaders who have experienced many of the same challenges and are eager to share their best practices and lessons learned. Most important is how the authors provide tangible ways to understand and implement the Professional Standards for Educational Leaders in ways that will support a successful career long term.Lisa Strohman, JD, PhD, author of Digital Distress, Growing Up OnlineAs you read Chapter 5 imagine a New Mexico feast. The beans, rice and enchiladas are superbly prepared – they represent curriculum, instruction and assessment so well researched and described. The spices are the success stories immersed in the chapter. Adjacent to your platter are your sopapillas and honey. They are eaten with the meal. The sopapillas and honey represent the constant care for adults and children immersed in Chapter 5. Lee Jenkins, author of How to Create a Perfect School"The Principal’s Desk Reference was written to provide leaders with an overview of the PSEL and how each element of the standards could be applied in practical and relevant ways...Using the breadth of resources and tools, university faculty can integrate the book to help support students’ learning within coursework, field experiences, and as a guide for programmatic assessment and evaluation. Finally, as intended, the authors successfully meet their goal to provide graduate students, emerging leaders, and novice leaders with an essential resource to help develop and refine their leadership skills and practices."Doug Wieczorek (Iowa State University) and Anita Micich (Iowa State University) in Teachers College Record"As an educator for 42 years, it is so refreshing to finally have a Principal’s Desk Reference that provides the 'How To' in implementing these well-defined educational leadership standards. This book is very useful in providing support and enabling principals and educational leaders to continually grow and develop throughout their career."Naomi Matsuzaki, Hawaii's National Distinguished Principal, sponsored by NAESP"As a practitioner, I cannot think of a more timely, relevant, and useful resource for our nation's educational leaders. The authors of this book have over 60 years of experience upon which readers can draw reflection. Even the most seasoned leader will find this book to be useful in describing what effective leaders should know and be able to do to achieve success with each professional standard. The authors have done a tremendous job in paying close attention to what matters most in our work." Kristi Wilson, President of the American Association of School Administrators (2020–2021)"This book honestly and thoughtfully delivers specific solutions to many of the challenges and struggles educational leaders face today. The authors successfully recognize the value of gaining real-life support from proven effective school leaders who have experienced many of the same challenges and are eager to share their best practices and lessons learned. Most important is how the authors provide tangible ways to understand and implement the Professional Standards for Educational Leaders in ways that will support a successful career long term."Lisa Strohman, JD, PhD, author of Digital Distress, Growing Up Online"As you read Chapter 5 imagine a New Mexico feast. The beans, rice and enchiladas are superbly prepared – they represent curriculum, instruction and assessment so well researched and described. The spices are the success stories immersed in the chapter. Adjacent to your platter are your sopapillas and honey. They are eaten with the meal. The sopapillas and honey represent the constant care for adults and children immersed in Chapter 5."Lee Jenkins, author of How to Create a Perfect SchoolTable of Contents1: Introduction to the Professional Standards for Educational Leaders; 2: Standard 1: Mission, Vision, and Core Values; 3: Standard 2: Ethics and Professional Norms; 4: Standard 3: Equity and Cultural Responsiveness; 5: Standard 4: Curriculum, Instruction, and Assessment; 6: Standard 5: Community of Care and Support for Students; 7: Standard 6: Professional Capacity of School Personnel; 8: Standard 7: Professional Community for Teachers and Staff; 9: Standard 8: Meaningful Engagement of Families and Community; 10: Standard 9: Operations and Management; 11: Standard 10: School Improvement; 12: Mentoring as an Integral Part of a Comprehensive Evaluation System; 13: Grow Your Own: A Program for Aspiring Leaders; 14: The Future of PK-12 School Administration; Appendix A: Professional Standards for Educational Leaders (PSEL); Appendix B: PSEL Knowledge and Skill Self-Assessment

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Book SynopsisIn this book on higher education the contributors make The Black Lives Matter (#BLM) their focus and engage in contemporary theorizing around the issues central to the Movement: Black Deprivation, Black Resistance, and Black Liberation.The #BLM movement has brought national attention to the deadly oppression shaping the everyday lives of Black people. With the recent murders of Breonna Taylor and George Floyd from state-sanctioned violence by police, the public outrage and racial unrest catapulted #BLM further into the mainstream. Institutional leaders (e.g., provosts, department heads, faculty, campus administrators), particularly among white people, soon began realizing that anti-Blackness could no longer be ignored, making #BLM the most significant social movement of our time. The chapters included in this volume cover topics such as white institutional space and the experiences of Black administrators; a Black transnational ethic of Black Lives Matter; depictions oTable of ContentsIntroduction - Black Deprivation, Black Resistance, and Black Liberation: the influence of #BlackLivesMatter (BLM) on higher educationChayla Haynes, Milagros Castillo-Montoya, Meseret F. Hailu and Saran Stewart1. When the levees break: the cost of vicarious trauma, microaggressions and emotional labor for Black administrators and faculty engaging in race work at traditionally White institutionsMyntha Anthym and Franklin Tuitt2. Teaching a transnational ethic of Black Lives Matter: an AfroCubana Americana’s theory of CalleAmalia Dache3. Student resistance movements in higher education: an analysis of the depiction of Black Lives Matter student protests in news mediaMeseret F. Hailu and Molly Sarubbi4. Racially liberatory pedagogy: a Black Lives Matter approach to education Milagros Castillo-Montoya, Joshua Abreu and Abdul Abad5. A message for faculty from the present-day movement for black livesChayla Haynes and Kevin J. Bazner6. Theorizing Black women’s experiences with institutionsanctioned violence: a #BlackLivesMatter imperative toward Black liberation on campusLori D. Patton and Nadrea R. Njoku7. Black Liberation research: qualitative methodological considerationsSaran Stewart and Chayla Haynes

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Book SynopsisThis book is comprehensive in its coverage of the essential principles of education law. It presents students with a valuable collection of relevant legislation, cases, materials and commentary. The work examines the law relating to schools as well as aspects of further and higher education. In addition Education Law considers a range of issues including an introduction to the growth and scope of education law, and the impact of the Human Rights Act 1998 on this areaof law.Table of Contents1. Introduction ; 2. Organisation of education (nursery, primary, secondary, further and higher) ; 3. School admissions ; 4. School discipline and exclusions ; 5. Special education needs ; 6. The school curriculum ; 7. The quality of educational provision ; 8. Complaints procedures ; Index

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Book SynopsisIn a complex and multi-layered world, the conventional idea of great leadership being the result of the efforts of a single individual is rapidly becoming redundant. This book takes up the challenge of finding an alternative method of leadership in educational contexts, and looks at how this can help achieve sustained improvement in schools.The authors acknowledge that there are no simple solutions to school improvement. They argue that the effective leaders of the future will be those who are able to share responsibility, build positive relationships and offer stakeholders - teachers, parents and students - an opportunity to work together to improve their schools.The book is based around four key areas of concern: the changing context of leadership, leadership and school improvement, building leadership capacity, and future direction and implications. In each section, the authors discuss current theories and issues, and put forward alternative ideas and perspectives.This iTrade Review'...this book is timely. As well as an overview of theoretical perspectives, it offers a convincing analysis of leadership capacity; drawing usefully on actual examples, it demonstrates how that capacity can be strengthened and develope. It is challenging, stimulating and refreshingly free of jargon. An excellent introduction to the national college courses, and an optimistic pointer to real improvement. Not a book for the bin.' - Michael Duffy, Times Educational Supplement'For the student of education and the researcher there are succinct and useful summaries of some of the fundamental debates about school leadership.' - David Wood, Oxford Brookes University (escalate website)Table of ContentsIntroduction, Alma Harris; Part 1 The changing context of leadership; Chapter 1 The changing context of leadership, Alma Harris; Chapter 2 The changing learning needs of heads, Christopher Day; Part 2 Contemporary views of leadership; Chapter 3 Instructional leadership and school improvement, David Hopkins; Chapter 4 Teacher leadership and school improvement, Alma Harris; Chapter 5 Building the capacity for leading and learning, David Hopkins, David Jackson; Part 3 Building leadership capacity; Chapter 6 Building capacity versus growing schools, Mark Hadfield; Chapter 7 Capacity-building, school improvement and school leaders, Mark Hadfield; Chapter 8 Building the leadership capacity for school improvement, Christopher Chapman; Part 4 Future directions and implications for leadership and school improvement; Chapter 9 Successful leadership in the twenty-first century, Christopher Day; Chapter 10 Professional learning communities and performance training sects, Andy Hargreaves;

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Book SynopsisThis book aims to demystify the principles and practice of school improvement by demonstrating how successful classroom and school improvement occurs. It outlines the conditions, strategies and approaches that promote sustainable improvement and provides an overview of the main theoretical perspectives in this area. This accessible text will be useful for practitioners working within schools and with schools, offering clear guidance for those keen to raise standards and improve achievement.The What''s In It For Schools? series aims to make educational policy issues relevant to practitioners. Each book in the series focuses on a major educational issue. The author sets the issue in context, looks at how it impacts on the daily lives of schools and teachers, and raises key questions. The books are grounded in sound theory, recent research evidence and best practice, and will make an excellent addition to any staffroom bookshelf.Trade Review'Offers valuable guidance for school leaders, policy makers and legislators about how to achieve school improvement that is effective and enduring.' - Teachers College Record'As the title suggests, the primary focus of this work is the committed teacher - it is aimed at those who work in schools. If all the books in the series are as good as this one, it will play an important role in making the wider research literature, national and international, available to a professional community whose time is precious.' - Danny Murphy, Improving Schools'Distils recent school improvement research to make a powerful case for what works.' - Times Educational Supplement'As the title suggests, the primary focus of this work is the committed teacher - it is aimed at those who work in schools. If all the books in the series are as good as this one, it will play an important role in making the wider research literature, national and international, available to a professional community whose time is precious.' - Danny Murphy, Improving Schools'Distils recent school improvement research to make a powerful case for what works.' - Times Educational SupplementTable of ContentsIntroduction; Chapter 1 School Improvement in Context; Chapter 2 Improving Schools What Works?; Chapter 3 Changing and Improving Schools; Chapter 4 Building the Capacity for School Improvement; Chapter 5 Leading School Improvement; Chapter 6 Improving Classrooms; Chapter 7 Improving Teaching; Chapter 8 School Improvement: What's in it for Schools?;

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Book SynopsisSupporting Teaching and Learning in Schools is an accessible, user-friendly handbook designed to provide practical guidance and ideas to support Higher Level Teaching Assistants (HLTAs). It covers the knowledge and skills needed by HLTAs to work effectively with pupils, teachers, parents and other professionals concerned with the well-being of children.The book relates directly to the standards for HLTAs but also provides a deeper grounding in pedagogy and the role of the teacher and the HLTA in creating productive learning environments. The text is illuminated with examples of existing good practice, and a range of tried-and-tested strategies to help HLTAs develop in all aspects of their work. It provides essential background knowledge, together with a range of activities designed to support learning, examining: the roles of the HLTA and teacher respectively, and interactively classroom management and interactions with pupils pupil Trade Review'Aimed at higher level teaching assistants (HLTAs), this invaluable handbook reviews the knowledge and skills required to work effectively with pupils, colleagues and parents.'- Learning Teaching Update November 2009 Table of Contents1. Intro 2. Your Role as a Higher Level Teaching Assistant 2. Collaborative Working 3. Developing Communication Skills: nonverbal 4. Developing Communication Skills: verbal 5. Pupil Diversity 6. Pupil Behaviour and Strategies 7. How Pupils Learn 8. Learning Theories and Strategies 9. Monitoring and Assessing Pupils 10. Developing your Subject-Specific Knowledge 11. Developing Resources and Using ICT 12. Observing in Classrooms 13. Your Professional Development

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Book SynopsisA Teaching Assistant's Guide to Completing NVQ Level 3 is a must-have for all teaching assistants embarking on this course, and invaluable reading for tutors and assessors.This textbook addresses both the performance and knowledge requirements of the course. A key element of your NVQ Teaching Assistant course is to show evidence that you can apply your knowledge to everyday classroom activities, and students often find this is their biggest challenge. This book provides a range of tried-and-tested materials and practical advice on how to gather evidence that covers key performance indicators, to ensure that you complete your course successfully. This essential guide: gives detailed guidance on how to collect evidence from a variety of sources to match performance indicators provides photocopiable templates for teacher/teaching assistant discussions on roles and responsibilities, appraisals and self-appraisals gives examples of IEPs and Behaviour Plans provides the necessary underpinning knowledge in a clear and reader-friendly manner provides summaries of relevant legislation and national documents. Following the new and updated occupational standards (2007) for Supporting Teaching and Learning in Schools, this textbook offers truly invaluable advice for NVQ level 3 students. Including extracts of imaginary evidence the book follows the experiences of imaginary candidates, showing how they successfully put forward their portfolios of evidence to complete the course.Highly practical, rooted in everyday classroom practice and very closely tied to NVQ course requirements, this accessible book is an essential comprehensive guide for all students, as well as tutors, assessors and teachers supporting candidates for this course.Table of ContentsList of figures Acknowledgements Glossary Introduction of NVQ Course 1. Help to Keep Children Safe 2. Support Pupils’ Learning Activities 3. Promote Positive Behaviour 4. Develop and Promote Positive Relationships 5. Support the Development and Effectiveness of Work Teams 6. Reflect on and Develop Practice 7. Common Themes 8. Use Information and Communication Technology to Support Pupils’ Learning 9. Support Literacy Development 10. Support Numeracy Development 11. Contribute to Assessment for Learning 12. Support Bilingual/Multilingual Pupils 13. Support Pupils with Cognition and Learning Needs 14. Legislation Relating to SEN and Inclusion 15. National Documents and Strategies Relating to SEN and Inclusion Appendix References Index

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Book SynopsisFirst published in 2012. Why does understanding really matter? Why do some learners fail to understand? At a time when league tables can be everything, examination grades matter. Perhaps more than many would admit, the cost is a lack of understanding. The new edition of Teaching for Understanding provides practical advice about how to support understanding in both children and adults. It is for all teachers and lecturers, experienced or otherwise, who want learners to do more than simply memorize and regurgitate information. It describes what understanding means in the different subjects and offers a framework for supporting understanding. Revised and updated to reflect evolving ideas about education and the latest challenges facing teachers and learners, this new edition includes a section on the role of e-learning, as well as additional classroom contexts and extra strategies for supporting understanding. Topics explored include: what is understanding and why is it so valuable? how Trade Review'Douglas Newton has put together a book that both student and practising teachers alike will find readable and useful. The book will also appeal to trainers in a wide variety of settings.' - Educational DevelopmentsTable of ContentsPreface 1. Quality counts 2. Understanding: a worthwhile goal 3. The nature of understanding 4. Making connections 5. Mental engagement 6. Something to think with 7. Using surrogate teachers 8. Failing to understand 9. The total learning environment 10. Knowing what counts 11. Motivated to understand 12. The self-regulation of learning 13. Evaluating understanding 14. Changing minds Glossary

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Book SynopsisSuccessful Study is an essential guide for students embarking upon an education related Foundation Degree without previous study experience. The world of study at university can be a daunting and bewildering place for new students unfamiliar with the academic processes such as writing essays and presenting portfolios. This book offers clear and straight-forward explanations of how to prepare for study, how to work at higher education level and how to tackle assignments. Covering all aspects of educational study, and based on the experiences of real education professionals, this new edition has been fully updated to include: Clear links to work-based practices throughout Advice for students with disability Guidance on using e-resources Tips for managing your learning and increasing motivation How to think critically Reflective praTable of Contents1. Starting Stude: Getting organised - starting with you! 2. Reading for Stude 3. Note Taking 4. Writing Academically 5. Planning and Writing Essay-Type Assignments: Why write essays and assignments? 6. Further Writing: Reports and Case Studies 7. Portfolios and other Assignments 8. Challenges: Examinations and searching for resources 9. Reflection, Reassurance and Relaxation! Reflecting upon learning an practice.

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Book SynopsisWhile the hard work of Asian migrants has been praised, their achievements have ignited fierce debates. What is missing in these debates is an understanding of what drives Asian migrant parents' approaches to education. This book explores how aspirations for their children's future reinforce anxieties about being newcomers in an unequal society.

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Book Synopsis

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Book Synopsis

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

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

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Book SynopsisStudents’ imaginations are often considered as something that might be engaged after the hard work of learning has been done. Countering such beliefs, Egan and Judson show that the imagination - one of the great workhorses of learning - can be used to make all learning and all teaching more effective.

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Book Synopsis

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

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

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Book SynopsisIf we teach in the way that human brains learn, both students and their teachers will thrive! This book aligns evidence from the learning sciences on how and what students need to learn with classroom practice (pre-K-12).Table of ContentsContentsForeword  xiiiAcknowledgments  xvii1.  Why Now?  1 Looking Ahead  52.  The Science of Success  7 At a Glance  7Introduction  7The How of Learning  11What Children Learn: A Breadth-of-Skills Approach Through the 6 Cs  24Where the How Meets the What of Learning  313.  Case Study 1: The 6 Cs Go to an Independent School in Pennsylvania  34 At a Glance  34Introduction  34A Theme-Based Approach as One Embodiment of the 6 Cs System  38Themes, the 6 Cs, and the Principles of Playful Learning  484.  Case Study 2: Designing for Equity in a Michigan School District  49 At a Glance  49Introduction  50Using Human-Centered Design After Exploring the Underlying Barriers  52Results: The System Shifts Toward Success for All  67Next Steps to Intensify Learning  68Slow Down to Speed Up  695.  Case Study 3: Statewide Scale-Up of Playful Learning in New Hampshire Kindergarten Classrooms  71 At a Glance  71Introduction  71Motivation for Change  73Evidence-Based Approach for Change  74Impacts and Outcomes  80Guided Play in COVID-19 Classrooms  83Further Investment in Guided Play and Coaching  83Conclusion  85Chapter 5 Supplemental Resources  866.  Bringing It Home: Adapting the Model for Your School  97 Step 1: Get Buy-In  101Step 2: Educate  101Step 3: Co-Design  102Step 4: Try It Out  103Step 5: Broaden Your Scope  103Step 6: Assess How It Is Going  104Step 7: Home and School  105Step 8: Have a School- or Grade-Wide Conclusion  1057.  Authentic Assessment to Support the Science of Learning  106 At a Glance  106Introduction  106Motivation: Why Engage in Assessment?  107Measurement of the Knowledge and Skills That Matter  108Developmentally Appropriate Assessment  109Summative and Formative Assessment  110There Is More Than One Type of Authentic Assessment  115Clantete: Using Authentic Assessment to Support the 6 Cs  122Radnor Middle School: Authentic Assessment to Support Student Learning  123Conclusion  1248.  Jumping Over School Walls: The 6 Cs and Learning Principles Are Everywhere  125 At a Glance  125Introduction  125Enter Playful Learning Landscapes: Informal Learning at Its Best  126Media: The Learning Principles and the 6 Cs Work Here, Too  129Conclusion  1349.  Re-Imagining Education at Your School  135 Introduction  136The 6 Cs Prepare Students for Success  136How Can We Help Children Remember What They Learn So That It Is Sticky?  138How Do We Teach in a Way That Supports Transfer?  139How Do We Move From the "Memorize and Spit-It-Out-on-the-Test" Model to One in Which Students Are More Engaged in Their Learning?  139Appendix A: Visual Chapter Synopses  145Appendix B: Recommendations for Further Study  159References  163Index  179About the Authors  185

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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