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Book SynopsisChildren's Choice Winner at the School Library Association's Information Book Awards 2014 The Anxiety Gremlin loves one thing - to feed on your anxiety! But watch out, as the fuller he gets, the more anxious you get! How can you stop him? Starve him of his favourite food - your anxiety - and he'll shrink and shrivel away. Starving the Anxiety Gremlin is a unique and award-winning resource to help young people understand different types of anxiety and how to manage them, including panic attacks, phobias, social anxiety, generalised anxiety and obsessive compulsive disorder. Based on cognitive behavioural principles that link thoughts, feelings and behaviours, the techniques described help young people to understand why they get anxious and how they can 'starve' their anxiety gremlin in order to manage their anxiety. This engaging workbook uses fun activities and real life stories, and can be used by young people aged 10+ on their own or with a parent or practitioner. It is also an ideal anxiety management resource for those working with young people, including mental health practitioners, social workers, education sector staff and youth workers.Trade ReviewThis workbook is an excellent resource for young people suffering from anxiety... The author, Kate Collins-Donnelly, has an extensive background in therapy and counselling and she demonstrates her comprehensive knowledge in this book... Through a series of questionnaires and exercises, the reader is able to explore and understand their own experiences with the gremlin so as to more efficiently deal with it... I really liked about this book was the use of pictures, games and questionnaires to keep the information fresh and easy to digest. The information has great practical application in real life and I found myself really engaging with the material and filing away the knowledge should a gremlin take up residence in my life! -- mentalhealth.org.nzThe book is enormously practical, using quizzes, crosswords and wordseraches to encourage readers to interact and consolidate their learning, and giving plenty of opportunity to record thought, discoveries and progress. It also uses many examples from the experience of other worried youngsters, which bring added clarity to theory and practice... I'm convinced that this book will offer great help to young sufferers from anxiety, especially when supported in using it. I think it would be a great asset to therapists and parents of anxious youngsters, and it also provides a very useful resource for teachers dealing in any pastoral capacity with anxious youngsters, because it offers an excellent, accessible and straightforward introduction to using CBT techniques with young people. -- BACP Children & Young PeopleCollins-Donnelly provides three CBT workbooks targeting stress, anxiety and anger. A great feature of these books is that they are geared towards teens. Although the book itself states it is for youth aged 10+, the book is most appropriate for older teens. The gremlin character is accessible for youth, without being too cute and babyish for this age group. The extensive use of visuals and repetition of topics and concepts makes this series a good fit for youth on the spectrum. The workbooks encourage writing and drawing, and youth who enjoy and have strength in reading will be able to benefit... Overall, these workbooks serve as a great introduction to cognitive behavioral therapy and can serve as a great adjunct to in-person psychotheraphy. Teens are taught to identify the sources of their stress, anger, and anxiety as well as the thoughts that accompany these feelings. "Starving the gremlin" serves as a great metaphor for changing your thoughts to change your behavior. -- On The Spectrum MagazineStarving the Anxiety Gremlin is a well-written comprehensive workbook that helps readers identify the sources of their anxiety and learn effective ways of coping. The activities are fun, engaging, and practical. This book is a recommended read for any teen wanting to break free from anxiety. -- Raychelle Cassada Lohmann, MS, LPC, professional school counselor and author of The Anger Workbook for Teens and co-author of The Bullying Workbook for TeensThe book helps young people to understand the different types of anxiety, how to manage them and 'starve' the anxiety gremlin. Activities and worksheets are provided throughout the book offering different creative strategies, and the book would also be very beneficial to use as an adjunct to small group discussions. Written in a very clear and accessible manner, it allows the reader to focus on specific sections rather than having to work through the book from cover to cover. The book is aimed primarily for young people to work through independently, or with adult support, but would also be a helpful resource for many professionals working with children and young people who may be experiencing anxiety. -- Youth in MindFun activities, including quizzes, work sheets, questionnaires, crosswords, and word searches.... presented in an attractive format in order to interest and engage children aged 10+..... These books would be useful for professionals who are already working with children, but would like to introduce a more activity based approach or extend the range of materials which they already use. -- Pat Havell, Counsellor and supervisor * ACPNL Magazine *Table of ContentsAcknowledgements. About the Author. Information for Parents and Practitioners. Introduction. 1. What is Anxiety? 2. The Many Faces of the Anxiety Gremlin: What Are Anxiety Disorders? 3. You're Not on Your Own: Anxiety in Other Young People. 4. My Anxiety. 5. The Anxiety Gremlin: How Anxiety Occurs. 6. Effects of Anxiety. 7. Starving the Anxiety Gremlin: An Introduction to Anxiety Management. 8. Starving the Anxiety Gremlin: Managing Your Thoughts. 9. Starving the Anxiety Gremlin: Managing Your Behaviours. 10. Anxiety Do's and Don'ts. 11. Summing Up! Appendices.

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Book SynopsisObservation is an essential skill for all who work as carers and educators of children. It is the key way to assess a child's stage of development, to asses their progress, alert you to their needs, to plan for their teaching and to enjoy each child's unique qualities. Now thoroughly updated to cover new policies, trends and regulations in line with EYFS Statutory Framework (2021), this book offers a focused guide to observational techniques that will enable you to become a skilled practitioner. This new edition includes main development checkpoints in the first six years of life under the headings of the three prime areas and four Specific areas of the EYFS. The second section of this chapter describes theoretical perspectives of children's development and encourages students to research and analyze theories in order to complete a series of challenging activities. Pedagogical features include chapter objectives, key questions, chapter summaries, case studies and a set of activities toTrade Review[Of the 4th Edition] This is a book that should be invaluable for students conducting observations... full of practical and sensible ideas gleaned from the authors' combined knowledge and experience. * Journal for Education and Teaching *[Of the 4th Edition] I would give this book 10 out of 10 for being clearly written, easy to follow and very useful for all working in childcare. * Sarah Palmer, National Childminding Association, UK *A book destined to encourage even the most experienced within the child care sector to look at their practices, how they document, plan and engage with the children in their care. An easy and very informative read. * Mrs Amy J Ozog, Early Childhood Educator, Amy’s Family Day Care, Australia *This new and updated edition provides essential reading to students, trainees and practitioners working with young children. Skilful and effective observation is fundamental to practice and the eminently experienced authors guide readers through the process each step of the way. Use of this book will develop proficiency and deeper understanding. * Sarah Barton, Senior Lecturer and Course Leader EY ITT, University of Portsmouth, United Kingdom *Table of ContentsIntroduction 1. Why do Observations? 2. Observational Techniques 3. A Guide to Presenting and Experimenting with Observational Techniques 4. Extending and Utilizing Your Observations 5. Providing Activities To Assist Planning within the Early Years Environment 6. Outline of development from Birth to 6 Years Bibliography Index

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Book SynopsisRead-i-cide: The systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools. Reading is dying in our schools. Educators are familiar with many of the factors that have contributed to the decline, poverty, second-language issues, and the ever-expanding choices of electronic entertainment. In this provocative book Readicide: How Schools are Killing Reading and What You Can Do About It , author and teacher Kelly Gallagher suggests it is time to recognize a new and significant contributor to the death of reading: our schools. Readicide , Gallagher argues that American schools are actively (though unwittingly) furthering the decline of reading. Specifically, he contends that the standard instructional practices used in most schools are killing reading by:Valuing standardized testing over the development of lifelong readersMandating breadth over depth in instructionRequiring students to read difficult texts without proper instructional support and insisting students focus on academic textsIgnoring the importance of developing recreational readingLosing sight of authentic instruction in the looming shadow of political pressuresReadicide provides teachers, literacy coaches, and administrators with specific steps to reverse the downward spiral in reading-;steps that will help prevent the loss of another generation of readers.Trade Review"Those with a vested interest in the education of American youth--in other words, everyone who has reached the age of reason--should read this book and share it with others." - American School Board Journal "Rather than dwelling on the problem, Gallagher centers on explaining concrete ways schools can improve literature teaching, focusing on comprehension and producing lifelong readers." - Catholic Library World "Readicide is an intriguing look at many possible solutions to the problem of the decline of reading in American schools." - Midwest Book ReviewTable of ContentsIntroduction; chapter 1: The Elephant in the Room; chapter 2: Endangered Minds; chapter 3: Avoiding the Tsunami; chapter 4: Finding the “Sweet Spot” of Instruction; chapter 5: Ending Readicide

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Book SynopsisHelp children to understand and manage their anxiety with this engaging and imaginative workbook.The Anxiety Gremlin is a mischievous creature who loves to gobble up your anxious feelings! The more anxiety you feed him, the bigger and bigger he gets and the more and more anxious you feel! How can you stop this? Starve your Anxiety Gremlin of anxious thoughts, feelings and behaviours, and watch him shrink! Based on cognitive behavioural principles, this workbook uses fun and imaginative activities to teach children how to manage their anxiety by changing how they think and act – getting rid of their Anxiety Gremlins for good! Bursting with stories, puzzles, quizzes, and colouring, drawing and writing games, this is a unique tool for parents or practitioners to use with children aged 5 to 9 years.Trade ReviewIn Starving the Anxiety Gremlin for Children Aged 5-9, Kate Collins-Donnelly offers children, parents and professionals working with children the strategies they need to develop an understanding of anxiety and how to effectively manage it. The fun activities help readers to apply the learning to themselves and to practice proactive thinking to strengthen self-belief. I have delved into this accessible workbook with my own children and used its techniques with children that I work with. It has not only had a positive impact on them but also on me! As with Kate's other books, this is a workbook to go back to again and again to revisit concepts and to remind children that they can choose to see the world differently and that we can too! -- Fiona Rigby, Headteacher, St Catherine’s Catholic Primary School, SheffieldTable of ContentsAcknowledgements. About the Author. 1. Why Read This Book. 2. Let's Meet a Mystery Creature! 3. Let's Learn About Feelings! 4. What is Anxiety? 5. Things We Get Anxious About. 6. Why We Get Anxious. 7. Our Anxious Bodies. 8. Our Anxious Behaviours. 9. What Effects Anxiety Can Have. 10. Starving the Anxiety Gremlin Strategies. 11. Your Anxiety Dos and Don'ts. 12. Completing Your Mission to Starve the Anxiety Gremlin. Appendix: Quiz Answers. Information for Parents and Professionals. References.

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Book SynopsisAn urgent manifesto for re-defining human potential in our turbulent times, from the bestselling author of The Element ''As we face an increasingly febrile future, the answer is not to do better what we''ve done before. We have to do something else . . . We must urgently re-imagine education and schools'' Imagination and creativity are at the root of every uniquely human achievement and those achievements have brought us to this present moment. As we reckon with the extractive practices that have depleted our natural resources and threaten our survival as a species, Sir Ken Robinson argues that we must also find a better way of cultivating human potential in order to navigate our uncertain future. This incisive book distills the thought and expertise that underpinned Sir Ken''s influential work as educator, speaker and adviser; grounded in his unwavering belief in the indispensable value of human potential. Imagine If . . .Trade ReviewA change-maker . . . for forty years he persuasively made the case for more creativity in teaching and the curriculum * Guardian *He makes us rethink what real schooling, learning and creativity means -- Malala YousafzaiThe world's most well-known education luminary * Forbes *

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Book SynopsisIn education, resources and time are scarce, yet the demand for performance is sky high. School leaders invest money and labour into improving their schools, navigating trade offs along the way. But what if one of the biggest improvements we could make to our schools was something we already do? What if enhancing teamwork so that school teams thrive, was actually the secret ingredient to success?The Power of Teams explores evidence from across sectors, including education, to find out what high-performing teams share, and how we can adapt the most effective teamwork strategies to the unique environment of a school. The book outlines a model of teamwork factors that contribute to truly thriving teams, with theory, research, tangible actions for school teams, and a range of expert voices who contribute their experience in case studies.Effective teamwork leads to purpose, belonging, trust, learning, and, ultimately, high performance. When we better understand the nuances of how teams can thrive, we discover the real Power of Teams.

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Book SynopsisEducation and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.Trade ReviewThis is a well-crafted edited volume that provides one of the best introductions to the field of education and international development. The second, fully updated, edition captures the challenges that emerged with Covid-19, Black Lives Matters and ongoing events. Readers will engage with a diversity of literatures while deepening their own knowledge with critical reflexivity. * Michael Crossley, Professor of Comparative and International Education, University of Bristol, UK *The study of comparative education, global studies in education and international development are changing and have always represented shifting and fluid paradigms, as well as intersectionality. Here is a text that is self-consciously engaging with these, sometimes invisible, attributes. The 2nd edition is a text of deployment, contextualizing complexity and intersectionality in analyses that open the discourse, present platforms from which students and practitioners may find their way forward towards building more relevant, socially just scholarship and policy. * Sonia Mehta, Visiting Assistant Professor of Educational Studies, Macalester College, USA *[1st Edition] Honourable Mention at the 2016 Prose Awards * Prose Awards *McCowan and Unterhalter's compendium on the interplay between education and international development is timely, useful and inherently significant ... A compelling choice for student audiences. * Progress in Development Studies (of the first edition) *Tristan McCowan and Elaine Unterhalter have brought together an outstanding group of scholars to examine the inextricable links between education and development. Aimed at students and practitioners, this volume raises timely questions about knowledge production and its translation in the politically-contentious worlds of education policy and development practice. * Frances Vavrus, Professor and Coordinator of Graduate Programs in Comparative and International Development Education at the University of Minnesota, USA (of the first edition) *The book should become a mainstay of courses in comparative and international education, development and globalization studies, social policy, and international organizations. It also represents an informative and accessible text for policy analysts and practitioners in international agencies and NGOs. * Aaron Benavot, Professor of Global Education Policy at the University at Albany SUNY, USA (of the first edition) *A star-studded multi-disciplinary group of authors... this is a book many of us, including academics, professionals, national and international development agencies and undergraduate and postgraduate students working in the field of education and development have been waiting for. * Relebohile Moletsane, Professor and John Langalibalele Dube in Rural Education, University of KwaZulu-Natal, South Africa (of the first edition) *Table of ContentsNotes on Contributors Acknowledgements Introduction Part I: Histories, Ideas and Actors in International Education 1. Histories of the Field of Education and International Development, Elaine Unterhalter (University College London, UK) 2. Theories of Development, Tristan McCowan (University College London, UK) 3. The Education for All Initiative and the Sustainable Development Goals: History and Prospects Karen Mundy and Caroline Manion (University of Toronto, Canada) 4. Decolonial Perspectives on Education and International Development, Lerato Posholi (University of the Witwatersrand, South Africa) and Pablo Del Monte (University of the Free State, South Africa) 5. Power, Participation and Partnerships in Research, Ian Warwick, Elaine Chase and Rosie Vaughan (University College London, UK) Part II: Key Themes 6. Schools, Citizens and the Nation-State, Susan Garnett Russell (Teachers College, Columbia University, USA) and Monisha Bajaj (University of San Francisco, USA) 7. The Education-Economic Growth Nexus, Monazza Aslam (University of Oxford, UK) and Shenila Rawal (University of Bristol, UK) 8. Addressing Intersecting Inequalities in Education, Elaine Unterhalter (University College London, UK) 9. Teachers and Teacher Education Policies, Gita Steiner-Khamsi (Teachers College, Columbia University, USA) 10. Quality Education and Global Learning Metrics, William C. Smith and Aaron Benavot (University at Albany SUNY, USA) 11. De Facto and By-design Privatization of Education in Developing Countries, Joanna Härmä (University of Sussex) 12. (Re)examining the Politics of Education in Crisis and Conflict-affected Contexts, Ritesh Shah (University of Auckland, New Zealand) and Mieke Lopes Cardozo (University of Amsterdam, The Netherlands) 13. Education, Religion and Values, Eva Sajoo (University of British Columbia, Canada) 14. Languages and Identities, Sheila Aikman (University of East Anglia, UK) 15. Livelihoods and Skills, Stephanie Matseleng Allais (University of the Witwatersrand, South Africa) 16. Adult Education: Movements, Policies and Processes, Charlotte Nussey (University College London, UK) 17. Higher Education and Development: Critical Issues and Debates, Rebecca Schendel and Tristan McCowan (University College London, UK) 18. Education, Environmental Crises and Sustainability, Meera Tiwari (University of East London, UK) Conclusion: An Interview with Anita Rampal (University of Delhi, India) References Index

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Book SynopsisThe Miracle of Hanukkah is the perfect picture book to introduce children to the story and traditions of Hanukkah, with text by award-winning author Malachy Doyle and stunning, colourful illustrations from Christopher Corr, the talented team behind Rama and Sita: The Story of Diwali.King Antiochus has destroyed the temple and city because the Jews won''t worship him instead of God. With no oil left, how will Judah Maccabee and the Jewish people keep the temple''s flame alight? Whether you''re looking for a gift for Hanukkah or a simple introduction to the story to share with children, this beautiful picture book is ideal.Trade ReviewThere are plenty of interesting facts here but told in such a way that children will pick them up as part of an interesting story that is as relevant today as it always has been. -- Rudolph Loewenstein * The School Librarian *

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Book SynopsisAsk any teacher and they would say workload is one of the biggest blockers to their professional development. Simply put, most teachers are time-poor and too busy to engage with educational research to improve their classroom instruction. One-pagers are ultra-concise, A4-sized summaries that share important ideas about good teaching. In this practical volume, Jamie Clark presents more than 55 evidence-informed one-pagers that help educators reflect on their practice, build pedagogical knowledge, and prompt professional conversations with colleagues.

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Book SynopsisYour essential coursebook for primary initial teacher training. Linked to the CCF and the ITTECF. This complete handbook supports your accredited primary initial teacher training (ITT) course. *Covers all areas of core content outlined in the ITT Core Content Framework and the Initial Teacher Training and Early Career Framework *Introduces key educational debates and a range of pedagogical perspectives on teaching and learning *Includes reflection activities to empower you to take control of your own learning and deepen your understanding *Supports your understanding of how the academic aspects of your ITT course link with your school-based experience *Provides you with opportunities to apply your knowledge in context *Enhances your understanding of what is required of you during ITT; ensuring you get the most out of your course

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Book SynopsisThis book is an evidence-based, practical guide to enable pre- and in-service teachers, system, school, and middle leaders to maximise studentsâ understanding of classroom teaching and assessment, improving outcomes and expanding opportunities for all students.Developing accessible assessment and pedagogy is especially critical when students have language and/or attentional difficulties; what if there were some simple things schools could do to make learning and assessment easier for all students to understand, from the outset? This book presents robust evidence from world-leading collaborative research in three large secondary schools that proactively designing classroom instruction and assessment for accessibility makes a positive difference for students and teachers. Evidence from eye-tracking technology, classroom observations, questionnaires and interviews with students and teachers, and summative assessment results points to what can change and why these changes are important. Written in the same plain language and humour as its best-selling sister, Inclusive Education for the 21st Century: Theory, Policy and Practice, this new book explains accessibility and why it matters and details processes for designing out barriers in summative assessment and pedagogy. Stories from partner schools about how they spread these gains across the whole school make this an accessibility playbook to drive whole school and system reform.Teachers, heads of department, principals, speech pathologists, and other professionals will find this text a rich source of professional learning for individuals and teams with discussion prompts for leaders and teachers at the end of each chapter.

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Book SynopsisBestselling author Peter Fleming uncovers the dark underbelly of the modern university to reveal cracks in the ivory towerTrade Review'Fleming's books are sparklingly sardonic and hilariously angry' -- Guardian'Our foremost critic of management ideology, Peter Fleming, turns his talents to the corporate university and what he rightly calls its authoritarian turn, and he does so with devastating results' -- Stefano Harney, Honorary Professor, Institute of Gender, Sexuality, Race and Social Justice, University of British Columbia'A brilliant exposé of the scourge of neoliberalism and its dark transformation of higher education into an adjunct of sordid market forces. This is a book that should be read by anyone concerned with not only higher education but the fate of critically engaged agents, collective resistance and democracy itself' -- Henry Giroux, McMaster University Chair for Scholarship in the Public Interest & The Paulo Freire Distinguished Scholar in Critical Pedagogy‘An excellent and important book’ -- ‘Journal of Education, Innovation, and Communication’Table of ContentsIntroduction: Infinite Hope … But Not for Us 1. Dark Academia 2. La La Land 3. Welcome to the Edu-Factory 4. The Authoritarian Turn in Universities 5. You’re Not a Spreadsheet With Hair 6. The Demise of Homo Academicus 7. High Impact … 8. The Academic Star-Complex 9. Student Hellscapes 10. How Universities Die Conclusion: Are Some Lost Causes Truly Lost? Notes Index

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Book Synopsis Everything you need to know about how to best raise, educate and guide Generation Alpha (born 2010-24) - the most materially endowed and technologically literate generation ever - to help them live their best life.Renowned social demographer Mark McCrindle shares everything we need to know about Generation Alpha in this accessible, fascinating book for parents and educators on how the most globally connected generation ever (born 2010-2024) will grow up, how we should parent them, what we should teach them and what we need to be aware of to ensure that we get the best out of them.Discussing the impacts of the recent Coronavirus pandemic as an educational, world health and economic crisis with a unique set of problems presented to this first-ever remote-learning generation, Mark will help parents understand how complex the life experiences of today''s children truly are. From looking at digital anxieties around social media t

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Book Synopsis''Comprehensive and groundbreaking.'' Dylan WiliamEquity in Education sets out a new equity-based approach in education to help teachers improve the prospects of under-resourced and working-class pupils.The equity approach recognises that we must address our own cultural biases and barriers within the classroom, while helping to remove extra barriers to learning experienced by children outside schools. Based on thousands of research studies and years of working with expert teachers, the book sets out the principles and practical strategies for trainee teachers, teachers and teacher leaders.Adopting an equity mindset involves four key principles: equity not equality - doing more to overcome the extra barriers some learners experience capacity not deficit thinking - recognising the talents in all pupils deep not shallow relationships - developing authentic individual relationships with pupils multiple not singular taleTrade ReviewIn the post-pandemic world, much has been written about the widening of the educational attainment gap. But nothing describes the current state of affairs quite as powerfully as this book.In shining a light on persistent education inequalities, Lee Elliot Major and Emily Briant not only draw our attention to these stark divides, but crucially, they also show us a way forward. They present practical steps that teachers can take to make their own classrooms more equitable. And they offer school leaders a lens through which to make strategic decisions that could alter the life chances of children in their schools.But they don't stop there. They also recognise that there is only so much any one teacher, or any one school, can do, because some barriers to learning require system-level change. For this, they present us with insights from around the world, and suggest policies we could adopt to make our education system more equitable. * Heather Parker, curriculum design manager, Teach First *I thoroughly enjoyed this read and found it truly inspiring. It is a wide-ranging and thought-provoking overview that examines disadvantage from multiple perspectives and gives practical advice and ideas to politicians, teachers and school leaders. It gave me real hope at the start of a new academic year that as a leader of a trust, we can find a way to make our education system more equitable and to transform life chances for all pupils. * Moira Marder, CEO of the Ted Wragg Trust *A highly informative call for change right across the system - this book is a must read for those in education who seek to make a difference. The link between home and school, community and society, is one that is essential for us to understand if we are to make the changes we seek and secure a more equitable route through learning for all children. Equity in Education leaves us with a clarion call for action. * Susie Weaver, education director and an executive principal at the Cabot Learning Federation *This book has something for everyone, whether you are a teacher, school leader or policymaker. Equity in Education makes a powerful case for the impact that teachers can have with the right mindset.Section 2 gives practical advice about how we can improve equity in the classroom, while section 3 has plenty of food for thought for busy school leaders to take on board and discuss, both within their schools and with other school leaders.The key message is that as teachers we can all get better, however experienced we are. * Richard Driscoll, academic deputy principal and teacher of sociology at Shenzhen College of International Education *A stimulating and practical read, Equity in Education goes beyond the narrow focus on metacognition, pedagogy and curriculum to explore other things that also matter - culture, relationships and an asset-based approach to supporting every child. * Ed Vainker, CEO, Reach Foundation *

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Book SynopsisBringing Up Bébé meets Last Child in the Woods in this “fascinating exploration of the importance of the outdoors to childhood development” (Kirkus Reviews) from a Swedish-American mother who sets out to discover if the nature-centric parenting philosophy of her native Scandinavia holds the key to healthier, happier lives for her American children.Could the Scandinavian philosophy of “There’s no such thing as bad weather, only bad clothes” hold the key to happier, healthier lives for American children? When Swedish-born Linda Åkeson McGurk moved to Indiana, she quickly learned that the nature-centric parenting philosophies of her native Scandinavia were not the norm. In Sweden, children play outdoors year-round, regardless of the weather, and letting babies nap outside in freezing temperatures is common and recommended by physicians. Preschoolers spend their days climbing trees, catcTrade Review“Born and raised in Sweden with an ingrained appreciation for the outdoors, McGurk feels out of step with American culture when she tries to reproduce that childhood for her children in Indiana. Amusing interactions, such as one with a concerned motorist who passes her pushing her daughter in a stroller and walking her dog in midwinter, pepper the story….McGurk’s work will be encouraging to like-minded parents who feel American culture excessively emphasizes risk avoidance.” —Publishers Weekly "The author expertly combines personal memories of her childhood and that of her children with scientific data and research to show the significant disparities in the way children interact with nature in [the U.S. and Sweden]... A fascinating exploration of the importance of the outdoors to childhood development." —Kirkus Reviews "Linda McGurk offers a perfect antidote to the hyper-vigilant, extra-electrified, standardized-tested, house-arrested, 21st-century childhood and the experts who push it. Practical and wise, There’s No Such Thing as Bad Weather proves just that, and much more.” —Richard Louv, bestselling author of LAST CHILD IN THE WOODS and VITAMIN N “There’s nothing I love more than an author who gives parents a reason to feel optimistic, instead of telling us how we’re ruining our kids forever by (fill in the blank with something you used to do without thinking twice). Linda Akeson McGurk is that optimism-granter. Plus, she’s funny. What a great package!” —Lenore Skenazy, author of FREE RANGE KIDS "What an enjoyable romp through all the pleasures, benefits, and joy that free play and nature offer! Swedish-born McGurk guides the reader through all the delights that a varied outdoor life can afford. The book is packed with personal anecdotes and scientific studies, which provide the reader with nuanced insights into the potentials of open-air life in the most beautiful way. Everyone all over the world can gain something from the valuable wisdom found in this book. As a strong supporter of free play and its importance for children's well-being, I highly recommend this book." —Iben Dissing Sandahl, author of PLAY THE DANISH WAY and THE DANISH WAY OF PARENTING "Children need fresh air, ample time to play, and freedom to take risks—something other cultures sometimes seem to understand far better than we do. In There's No Such Thing as Bad Weather, Linda Akeson McGurk takes us inside the fascinating world of Scandinavian parenting with its refreshing and essential perspective on childhood. This is a heartfelt manifesto on the importance of the sort of unhurried, nature-rich childhood that every American child deserves." —Christine Gross-Loh, author of THE PATH "Smart, friendly and Swedish. Packed with sane ideas that will get your children outside, independent, and filled with the joy of living. This book will open your eyes—or maybe tempt you to move to Sweden. Now: Go outside and play!" —Heather Shumaker, author of IT'S OK NOT TO SHARE and IT'S OK TO GO UP THE SLIDE "I could not put this book down! Linda McGurk not only offers a fresh perspective about parenting and outdoor play from a Scandinavian viewpoint, but she is a fabulous storyteller and will hook you on the first page.” —Angela Hanscom, author of BALANCED AND BAREFOOT "If There’s No Such Thing as Bad Weather doesn’t make you want to move to Scandinavia, it will at least make you pledge to bring more Scandinavian habits into your life. With abundant warmth, humor, and important research, Linda Akeson McGurk makes the case for getting your family out into nature, no matter the season, and shares invaluable tips for enjoying the benefits of outdoor play, even in the land of mall-walking, videogames, and relentless academic pressure." —Susan Sachs Lipman, author of FED UP WITH FRENZY "Linda McGurk's compelling book There’s No Such Thing as Bad Weather compares the Swedish and U.S. historical and current cultural differences in beliefs and practices regarding young children's exposure to nature. Linda's upbringing in Sweden meant that she had an enormous amount of outdoor time as a child, much like those of us who grew up in the U.S. prior to 1980. Unfortunately, within the last 30-40 years, childhood in the U.S. no longer automatically includes extended outdoor free play. Like Linda, many in the early childhood education field are worried about the well-documented negative consequences from this lack of outdoor time. Besides the obvious physical benefits of spending time in nature, there are proven mental health benefits as well. Additionally, when children bond with nature at an early age, they develop empathetic stewardship qualities which compel them to seek to protect the environment. It is heartening to know that there are still countries like Sweden which actively advocate and culturally support children's right to extended outdoor time. Hopefully we can begin to incorporate some of Sweden's friluftsliv—a love of open air life—into our cultural identity here in the U.S." —Erin Kenny, Co-founder and director of Cedarsong Nature School, author of FOREST KINDERGARTENS

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Book SynopsisIdentifies the science all K-12 students should know. This book includes standards that are based on the National Research Council's A Framework for K-12 Science Education.Table of Contents1 Front Matter; 2 NEXT GENERATION SCIENCE STANDARDS: Arranged by Disciplinary Core Ideas; 3 Connections to Standards: Arranged by Disciplinary Core Ideas (DCIs); 4 NEXT GENERATION SCIENCE STANDARDS: Arranged by Topics; 5 Connections to Standards: Arranged by Topics; 6 VOLUME 2: APPENDIXES; 7 APPENDIX A: Conceptual Shifts in the Next Generation Science Standards; 8 APPENDIX B: Responses to the Public Drafts; 9 APPENDIX C: College And Career Readiness; 10 APPENDIX D: "All Standards, All Students": Making the Next Generation Science Standards Accessible to All Students; 11 APPENDIX E: Disciplinary Core Idea Progressions in the Next Generation Science Standards; 12 APPENDIX F: Science and Engineering Practices in the Next Generation Science Standards; 13 APPENDIX G: Crosscutting Concepts in the Next Generation Science Standards; 14 APPENDIX H: Understanding the Scientific Enterprise: The Nature of Science in the Next Generation Science Standards; 15 APPENDIX I: Engineering Design in the Next Generation Science Standards; 16 APPENDIX J: Science, Technology, Society, and the Environment; 17 APPENDIX K: Model Course Mapping in Middle and High School for the Next Generation Science Standards; 18 APPENDIX L: Connections to the Common Core State Standards for Mathematics; 19 APPENDIX M: Connections to the Common Core State Standards for Literacy in Science and Technical Subjects

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Book SynopsisA one-stop shop for successfully achieving the new Diploma in Teaching and related qualifications.

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Book SynopsisEffective inclusion in the classroom shouldn't be a burden; it should be the most rewarding aspect of a teacher's role.''An excellent guide to changing approaches to inclusion and creating a culture where all children can flourish.'' SEN MagazineIn this innovative guide to supporting the most vulnerable students, experts Daniel Sobel and Sara Alston help primary and secondary teachers understand the barriers to children's learning. Emphasising the importance of meeting needs rather than focusing on diagnosis, they provide proven differentiation methods that maximise learning for the whole class, while reducing stress and saving time for the teacher. Guiding teachers through all the different phases of a single lesson, from starters to plenaries, the unique format of The Inclusive Classroom will help bring inclusion to the forefront of any lesson plan. Each chapter contains simple, effective actions to differentiate and improve learning outcomesTrade ReviewThe Inclusive Classroom is essential reading for new and experienced teachers. It is insightful, accessible and packed with practical ideas. This will prove to be a great resource supporting the inclusion of all children. -- Dr Helen Curran * Senior Lecturer in SEN at Bath Spa University, @drhelcurran *The Inclusive Classroom provides the perfect blend of tried and tested pedagogy with a fantastic and easily accessible way to advise all educators on how to be more inclusive. I thoroughly enjoyed the pearls of wisdom shared by two passionate educators who are refreshingly open and honest about the challenges they face with their own learning difficulties. -- Baasit Siddiqui * Director of Siddiqui Education, @SiddiquiEdu *An honest, genuine and authentic read by two authors with personal, first-hand experience of SEN. The book is peppered with tangible ways to look to the needs of all children as individuals. The “Try this… Instead of this” sections are particularly useful for practitioners. I highly recommend it. -- Helen Frostick * Former headteacher and educational consultant *This book is a comprehensive, step-by-step guide for professionals on how to best create a well-balanced and supportive classroom. It's a must-read to improve your planning and delivery of lessons and take a holistic approach to SEN. -- Alice Green * Primary school teacher, @mrsalicegreen *Practical, concrete advice peppered with brilliant anecdotes. This utterly readable book is not just for teachers of children with SEND; it has the power to absolutely change the way every teacher approaches every child. -- Charlie Allison * SEND Lead at the Xavier Catholic Education Trust, consultant and lecturer *The Inclusive Classroom urges us to really know what makes each young person in our care tick in order to support their learning. This is a must-have for everyone who works in schools. -- Jez Piper * CEO of Diocese of Bristol Academies Trust, @DBAT_UK *Each and every pupil is both unique and special. An additional learning need is not necessarily a difficulty. This book provides a timely, personal and welcome reminder of the importance of individual pupils’ needs, instead of an obsession with a diagnosis. -- Allison Yarrow * Deputy Headteacher and Wellbeing and Achievement Lead, @AllisonYarrow *It’s rare these days to come across an educational book that I both wish I’d written and wish I’d read at the beginning of my career. The Inclusive Classroom is exactly such a book. It is packed with practical, relevant and insightful advice that will enable any classroom practitioner to really meet the needs of all their children. What I love most is its simplicity. Complex theory and years of knowledge are distilled into bite-sized tips that everyone, from new teachers to experienced leaders, can apply immediately to support the creation of a calm, secure learning environment for all. This should be essential reading on initial teacher training if we’re serious as a nation about ensuring every child gets the education they deserve whilst giving teachers more precious time. -- Sarah Bailey * Headteacher of Croydon Virtual School and former primary headteacher @sarahba19844848 *This is a practical, honest and supportive guide to illuminate the importance of establishing an inclusive environment where all children can shine, be engaged and love their learning journey. It supports teachers to take structured steps to improve inclusivity for all children in their care. This is a must-read for every teacher and school leader! -- Stephen Lawler-Smith * National Leader of Education and Headteacher *Dispelling myths, generously sharing their own personal experiences of the education system and breaking their helpful advice into easily applicable chunks, Daniel and Sara empower and enable teachers to make a difference to children’s outcomes and life chances. -- Leanne Symonds * Headteacher and National Leader for Education, Ringwood School and the SPELL Alliance *Guiding teachers through the different phases of a lesson, from starters to plenaries, each chapter contains simple, effective actions to improve learning outcomes for students vulnerable to underachievement, including those traditionally labelled SEN, EAL, pupil premium, looked after and young carers. * Teach Secondary *They use short case studies to illustrate points and describe common classroom activities and situations. They then explain how these can be adapted to enable teachers to reflect on common practice and use relatively simple ways to create and sustain successful classroom routines. Back up ideas are also offered for when things don’t go as planned. This is an excellent guide to changing approaches to inclusion and creating a culture where all children can flourish. * SEN Magazine *Sara and Daniel have compiled a great book here offering a practical approach to differentiation ensuring all pupils in the classroom are offered opportunities to thrive. * UKEdChat *The book is packed with practical and often simple suggestions that would make all the difference. The authors are obviously speaking with bags of experience, demonstrating great understanding and a huge amount of perception. I think the tips and ideas suggested in this book would benefit all our teaching practices wherever we are in our careers. -- Rosie Watch * Love Reading 4 Schools *

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Book SynopsisWhen the original Visible Learning was published in 2008, it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing teachingâs Holy Grail. Now John Hattie returns to this ground-breaking work. The research underlying this book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies, and has involved more than 400 million students from all around the world. But this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood â and at times misunderstood â and what future directions research should take.Visible Learning: The Sequel reiterates the authorâs desire to move beyond claiming what works to what works best by asking crucial questions such as: WhTrade Review'Reveals teaching's Holy Grail'The Times Educational Supplement"Reveals teaching's Holy Grail"- The Times Educational Supplement"I have no doubt that this final offering will be seen as prophetic, and will be discussed and debated for years to come... its commitment to scientific integrity, particularly with regard to pedagogical models and implementation, make it a touchstone text for teaching and leadership practice."- Robbie Burns, Schools WeekTable of ContentsDedicationAcknowledgementsChapter 1: The ChallengeChapter 2: Meta-analysis and criticisms of Visible LearningChapter 3: The ModelChapter 4: Implementing the Intentional Alignment VL ModelChapter 5: StudentsChapter 6: The Home and FamilyChapter 7: School and SocietyChapter 8: Classroom effectsChapter 9: The TeacherChapter 10: The CurriculumChapter 11: Teaching with IntentChapter 12: Learning StrategiesChapter 13: Teaching StrategiesChapter 14: Implementations using TechnologiesChapter 15: Whole-school and Out-of-school InfluencesChapter 16: ConclusionsAppendix A Appendix B References

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Book SynopsisLeadership 55 is Haringey Education Partnership''s popular webinar, where special guests discuss key leadership issues in their field. Hosted by John Tomsett, erstwhile headteacher of Huntington Research School, in its first two seasons the webinar attracted a host of educational experts.Tomsett''s curiosity teases out gems of advice from the likes of Professors Becky Allen & Dylan Wiliam, Alex Quigley and Bennie Kara. To conclude the webinars, the host contributes his own nuggets of wisdom formed during 30 years of leading schools.This book captures both the essence of each special guest interview along with Tomsett''s sage reflections. There is indispensable advice on a range of issues, from the complexities of assessment, to coping with the loneliness of leading a school, to diversifying the curriculum.And why call it Leadership 55? Well, the conversations are about leadership and each webinar is exactly 55 minutes long!

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Book SynopsisBeing literate in an academic discipline is more than being able to read and comprehend text; you can think, speak, and write as a historian, scientist, mathematician, or artist. Author Doug Buehl strips away the one-size-fits-all approach to content area literacy and presents an instructional model for disciplinary literacy, which honors the discipline and helps students learn within that area. In this revised second edition, Developing Readers in the Academic Disciplines shows how to help students adjust their thinking to comprehend a range of complex texts that fall outside their reading comfort zones. Inside you'll find: Instructional tools that adapt generic literacy practices to discipline-specific variations Strategies for frontloading instruction to activate and build background knowledge New approaches for encouraging inquiry around disciplinary texts In-depth exploration of the role of argumentation in informational text Numerous examples from science, mathematics, history and social studies, English/language arts, and related arts to show you what vibrant learning looks like in various classroom settings Designed to be a natural companion to Buehl's Classroom Strategies for Interactive Learning, Developing Readers in the Academic Disciplines introduces teachers from all disciplines to new kinds of thinking and, ultimately, teaching that helps students achieve new levels of understanding.Table of ContentsChapter 1: Mentoring Students in Disciplinary Literacy; Chapter 2: Teaching Comprehension of Complex Disciplinary Texts; Chapter 3: Teaching to the Match: Bridging Academic Knowledge Gaps; Chapter 4: Frontloading Instruction That Activates and Builds Academic Knowledge; Chapter 5: Building Inquiring Minds Around Disciplinary Texts; Chapter 6: Instructional Practices for Working Complex Disciplinary Texts; Chapter 7: Customizing Literacy Practices

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Book SynopsisThe mere mention of the word `teenager' can strike fear into the heart of the bravest soul, and yet there are some truly heroic individuals who make it a life-long mission to teach them. Alex Trenoweth is one such teacher. She also happens to be an astrologer. Her official subjects are Religious Studies, History and English, but from reading 'Growing Pains' you will quickly find that her true passion is the actual students themselves. Using the cycles of Jupiter and Saturn she untangles the confusing conundrum of why groups of students are so different from each other year on year, and sometimes even within year groups. How is an already over-worked teacher supposed to cope with this ongoing challenge? Alex Trenoweth has the answer.Trade Review'Growing Pains' is not only a classic in astrology but one of the most important astrology books in the last decade." Armand Diaz. "This book is dedicated to the astrology of adolescence. It answers questions for educators and parents how to best support children during school years. 'Growing Pains' addresses issues of learning style, communication and discipline through the lens of the social planets, Jupiter and Saturn. The author asserts throughout the book how valuable understanding astrology can be for supporting a child's growth and development. What drives these children? How do pupils learn when they have specific planet patterns? There is a focus on transits, viewing Jupiter cycles as opportunity for growth with reminders how Saturn then supports discipline and refinement. 'Growing Pains' is neatly structured so the reader knows what to expect." Kathryn Andren, (Organisation for Professional Astrologers) "Parents are likely to focus on the many individual differences among their children, or between their own children and others'. Educators are perhaps more likely to note that this year's class is somehow different from last year's class, and in fact as college professor I have not only noted this but have heard other professors making similar observations. Beyond the curious inconsistency, most teachers don't know what to make of the differences between one class and another. 'Growing Pains' provides an excellent framework for understanding the subtle but real differences between one year's cohort and the next, based primarily on the astrological signs in which Saturn and Jupiter are found. 'Growing Pains' is written to educators, but it is a valuable tool for parents and other interested people as well. Because it focuses on two planets that are not considered personal in nature (after all, they remain in the same sign for a year or more), the book is not a comprehensive guide to personality via astrology. Yet learning strategies and becoming part of one's culture are critical for children, and a greater understanding of these processes could be helpful from preschool through adolescence and into college. Challenging the notion that there is a single best practice in education, 'Growing Pains' adds an extra dimension to debates about how we educate children and what we expect as the outcome of the process. It is also very helpful for getting a sense of the social milieu in which children are living. While the book can be read from start to finish, most people will probably want to dive into a relevant chapter and read about themselves, their children, or their current crop of students. Starting with some background on Saturn and Jupiter provided at the beginning of each of the two main sections of the book, it is easy for someone who has no previous astrological knowledge to read through 'Growing Pains' in any order. The use of astrology as a regular facet of education may be a way off, but there's no reason that interested parents and educators can't begin using it now, and Growing Pains is an excellent start. It is clearly written and easy to use, offering insight into the joyous but turbulent process of growing up." (Armand Diaz - Astrology New Service)

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Book SynopsisTeaching Intercultural Citizenship Across the Curriculum: The Role of Language Education explores how language educators can advocate for and illustrate the importance of language education not only for their students’ education but also for their ability to solve complex problems we urgently need to address. This book introduces readers to theory and practice in planning, teaching, and assessing intercultural communication and citizenship across the curriculum. Teachers, teacher educators, and curriculum designers gain a better understanding of designing (world) language curricula for intercultural citizenship by making connections to the students’ knowledge and experiences from other subjects. This enables students to apply what they learn in language education in their lives in the here and now.The aim of the book is also to help language educators work together with teachers of other subjects (e.g., mathematics, sciences, English language arts) to broaden students’ understandings and strengthen their intercultural citizenship development. Theoretical investigations are illustrated with practical examples and lesson plans from world language education and linked to other subjects through discipline-specific content. Questions for reflection encourage the reader to interact more deeply with the concepts and the suggested examples. Supporting materials are provided which teachers can adapt for implementation in their own program.

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Book SynopsisDid your school encourage a life-long love of reading?Children who identify as readers are three times more likely to have good mental wellbeing. A reading culture that permeates a school can transform it into a space where reading is supported, encouraged, normalised and valued. Creating a Reading Culture in Primary and Secondary Schools will help teachers and librarians to: advocate for the importance of a whole-school reading culture with recent research in this field select from a number of research-supported strategies underpinning a whole-school reading culture to tailor your school’s approach according to resourcing and priorities develop a clear trajectory for building and sustaining stakeholder engagement and resourcing, including securing external funding for related initiatives plan and manage a multi-faceted approach to enable real change within your school Drawing on the author’s internationally-recognised experience in this field, this book will be essential reading for anyone looking to develop reading in schools.Table of ContentsIntroduction1. Why a whole school reading culture? Reading and social and environmental supports Expired expectations and orphaned responsibility Reading beyond testing Benefits of reading engagement for literacy Literacy and cross-curricular learning Real world advantages The question of gender Sliding literacy, reading interest and reading frequency Read anything for literacy? The ongoing importance of paper books The importance of the school library Recovering from COVID-19 related literacy learning loss 2. Research-supported practices to choose from Opportunities for regular silent reading for pleasure Supporting choice Accessible and visible books Investment in school libraries and collection building Investment in qualified school library professionals Teacher modelling Engaging parental support Talking about books Creating and sustaining reading spaces Reading aloud Professional development and laying the foundation Promising emerging possibilities Activities to be subject to measures of effectiveness 3. Stakeholder engagement and resourcing Planning for initial and sustained educator and leader engagement Parents and guardians Grants for school based research initiatives 4. Implementation planning and change management Leading change in schools Assess the opportunity for change and empower others to commit Create and support a reading culture team Formulate and communicate a powerful vision of the change Plan for implementation Writing implementation plans 5. Monitor and strengthen the change process over time Evaluation More about goals Introduction to basic quantitative, qualitative and mixed methods analysis and data Getting quality evaluation data from children Quantitative analysis and data for schools Qualitative analysis and data for schools Mixed methods analysis and data for schools Determining baseline data needs and evaluation planning Boosting quality with academic partnership 6. Reporting Ethical reporting Professional outputs Media outputs Academic outputs Final points ConclusionsWe need more research

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Book SynopsisVocabulary instruction is critical in any classroom, yet how do teachers go beyond weekly word lists and empower their students to make meaning from these words? In Inside Words: Tools for Teaching Academic Vocabulary, Grades 4-12 , author Janet Allen merges research and content-area teaching strategies to help teachers show students how to understand the academic vocabulary found in textbooks and build comprehension of these texts.Each of Allen’s vocabulary tools are designed to help students learn and use academic vocabulary: Building background knowledge Teaching words critical to comprehension Providing support during reading and writing Developing a conceptual framework for themes, topics, and units of study Assessing students’ understandings of words and concepts Inside Words provides a much-needed middle and secondary school resource for teaching vocabulary, not only in the language arts, but in all of the content areas.Table of ContentsIntroduction; Concept Circles; Concept Ladder; Concepts and Vocabulary: Categories and Labels; Contextual Redefinition; Dictoglos; Focused Cloze; Frayer Model; Frequent Contact; “I'm Thinking of a Word . . .”; I Spy: A Word Scavenger Hunt; Lead; List-Group-Label; Possible Questions; Possible Sentences; Previewing Content Vocabulary; Semantic Feature Analysis; Semantic Mapping; Survival of the Fittest; Think-Pair-Share: Collaborate for Understanding; Vocab-O-Gram; Word Sort; Word Walls

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Book SynopsisWhy are our educational institutions and practices such a poor fit for so many students?A Prison Called Schooladdresses the complex issues that place many students at a disadvantage as they try to survive yet another hurdle in lifeschool. Although some students are able to navigate and succeed in the current system, other students struggle to survive a system that is unable to meet their needs. For those students, school can feel like a twelve-year prison sentence.Students who cannot fit the outdated, one-size-fits-all model, are further penalized by a system that blames the struggling student rather than holding the institution accountable. For students to thrive in school, the system, not the students, must change in deep and substantial ways.A Prison Called Schoolis a powerful catalyst for creating the empowering, engaging, and effective learning environments that all students need to succeed in school and life.Trade ReviewMetzger builds this study on multiple sources: interviews with high school students (from her doctoral research and earlier); observations of young adults struggling in schools; literature reviews; and personal experiences in education—as a teacher, psychologist, and youth advocate. Her aim is to raise the visibility of high school students by describing their experiences; pose questions about school effectiveness; suggest changes in schooling; and emphasize the need to value, empower, and engage young adults in educational settings. The four chapters in part 1 describe the struggles, challenges, and attributes of high school students; the six chapters in part 2 discuss the elements, features, and requirements for transforming (versus reforming) schools. Metzger chastises schools—specifically, staff and teachers—for creating and maintaining high school environments and curricula that are sterile, disengaging, marginalizing, outdated, oppressive, disconnected, standardized, impersonal, passive, and devaluing. Metzger suggests that though one can find research and literature that provide the bases to transform schools, the educational system continues to exist for itself and for the adults responsible for educating young adults. In fact, schools ought to exist for the students—for supporting, empowering, engaging, respecting, and trusting them and for fostering inquiry and partnerships using strategies leading to ‘succeeders,’ i.e., skilled graduates with dispositions to be active, participatory citizens. Summing Up: Highly recommended. All readers. * CHOICE *Maure Ann Metzger presents a compelling narrative of the many difficulties encountered in schools by disadvantaged students. Especially effective is her analysis of how poverty affects a student’s ability 'to navigate the system' and find success in school. The use of extensive student anecdotal data provides strong support for her characterization of schools as prisons.... [T]he book is a brilliant and valuable presentation of why disadvantaged students feel imprisoned in school. * School Administrator *Despite 100 plus years of continuous "reform", teenagers still experience high school as something akin to "reform school". Especially the least advantaged. Metzger puts it all together with both eloquence and force. She has the anecdotal detail, empathy for all the actors, and ideas and examples for how it could be different. We'll repeat the same-old reform cycle again unless we pay attention to what's really happened in the past and happens daily in the schools we have at present. Thanks Maure Ann Metzger for this sympathetic, hard-hitting and well-documented account. -- Deborah Meier, McArthur Fellowship recipient, Steinhardt School of Education, New York University, author "In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization"A Prison Called School provides a comprehensive roadmap for school transformation for all students including the complex and frequently unmet needs of the most disempowered, disadvantaged and at-risk learners. Dr. Metzger identifies a variety of critical and empirically supported components of effective educational reform that are currently missing in many of the current school reform movements. Specifically, A Prison Called Schools expertly and passionately articulates the vitally important but frequently overlooked need for student empowerment and engagement in creating effective schools for all. Dr. Metzger weaves the powerfully true stories of disempowered and underserved students with her extensive experience in schools and comprehensive research-based paradigm for school transformation that will profoundly impact schools, educators and students. -- Doug Anderson, PhD, LP, consultant, keynote speaker, professional coach and founder of Solutions and Strengths, LLCI am impressed with A Prison Called School as the author identifies the key causes of problems with our schools today. I know of no other book about schooling so readable, grounded in research and practice, and thoroughly documented. It also suggests directions for a better system. An absolute must read for educators and the public. -- Wayne B. Jennings, PhD, director, International Association for Learning AlternativesA Prison Called School is a must read book for anyone interested in wanting to make school a safe non-corporate inclusive space for all students and end the school to prison pipeline. -- Anthony J. Nocella II, Fort Lewis CollegeA Prison Called School is a dynamic and vigorous examination of America’s oppressive school system. Dr. Metzger, based on her extensive experience within the educational system in a variety of roles, her research examining student leadership, as well as her comprehensive examination of current research in the field of school reform, exhibits a courageous and comprehensive strategy in challenging the status quo of our country’s educational system. The strength in the book, however, rests not only with Dr. Metzger’s expertise and writing skill, but with the voices of students; voices that are often either ignored or not solicited in mainstream education. These students’ voices reflect their pain, confusion, and inherent recognition of the need for school change, not the least of which is for their humanity to be respected, and their need for learning, development, and engagement in becoming productive citizens of the world. Dr. Metzger outlines a holistic strategy to ensure that students are the hub and the catalyst to transform schools. -- Susan Strauss, RN, EdD, harassment and bullying consultant, author "Sexual Harassment and Bullying: A Guide to Keeping Kids Safe and Holding Schools Accountable"Table of ContentsAcknowledgements Introduction Part One 1 Life on the Inside 2 From Idealism to Institutionalism 3 The Prisoners 4 Disempowered to Disengaged Part Two 5 New Form, Not Reform 6 Valuing Our Youth, Valuing Our Future 7 The Power of Empowerment 8 Real Learning for Real Life 9 Engaged for Learning 10 Partnerships that Transform Conclusion Notes Bibliography Resources

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Book SynopsisEssential guidance for trainee teachers on how to embed a focus on diversity, equity and inclusion into all areas of teaching.

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Book SynopsisFor the past ten years, Gail Boushey and Allison Behne worked with hundreds of teachers and students nationwide to gain insightsinto the best practices for reading instruction. Using their findings, they developed The CAFE Book, Expanded Second Edition: Engaging All Students in Daily Literacy Assessment and Instruction to share what their research has proven - that reading instruction is not about the setting or the book level, but rather effective reading instruction is based off of what the student needs in that moment.With the release of The CAFE Book in 2009, the CAFE system (Comprehension, Accuracy, Flluency, and expanding Vocabulary) has been implemented in classrooms all over the world. It changed the way educators assess, teach, and track student information and has positively impacted the way students learn, practice, and talk about reading.The CAFE Book, Expanded Second Edition builds on the same research-based, student-centered foundations, but now includes: Seven Steps from Assessment to Instruction to plan data-driven classworkThe Instruction Protocol - a framework to guide your teaching and planning CAFE's Essential Elements resource to guide your understanding of student-focused instructionA revised CAFE menu and a checklist of skills vital for emerging readersReady Reference Guides that include when to teach the strategy, options for differentiating methods, and partner strategiesSignificantresources to help with lesson planning, assessments and goal setting, and parent involvementNew and improved forms for bothonline conferring notebook and a pencil/paper notebookto support more effective conferring with studentsThe CAFE Book, Expanded Second Edition offers a variety of tools to structure your literacy block and create an environment where your students are engaged readers and writers with resources that set them up for success. The CAFE system is all you need to support, guide, and coach your students toward the strategies that will move them forward.Table of ContentsIntroduction; Chapter One: What Is CAFE?; Chapter Two: The CAFE Conferring Notebook: Accountability for Our Teaching and Student Learning; Chapter Three: Assessment: The Foundation of Intentional Instruction; Chapter Four: The Instruction Protocol: Designing Student-Centered Lessons; Chapter Five: Getting Started; Chapter Six: Frequently Asked Questions

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Book SynopsisThis book is a comprehensive overview of what is taught in Steiner-Waldorf schools, and why.As well as describing the content and methods of the Waldorf curriculum, this book provides a clear overview of the ideas behind the approach. It includes:-- a summary of the ideas underpinning this unique form of education-- a survey of child development in relation to the curriculum-- a description of key elements in the Waldorf approach-- sections on evaluation and assessment-- self-management-- Early Years education-- a horizontal curriculum for Classes 1 to 12-- a vertical curriculum for each subjectThis handbook is indispensable for all Steiner-Waldorf schools and teachers.Previously published as The Educational Tasks and Content of the Steiner Waldorf Curriculum.Trade Review'[An] impressively accessible and imposing book... Part 1 can be read as a very useful general introduction to the Steiner Waldorf approach, whilst the remainder of the book is more of a handbook rather than a cover-to-cover read - but it is no less useful or engaging for that. The book will serve as a very useful resource for parents as well as for teachers... It is difficult to imagine a more comprehensive contemporary overview of Steiner Waldorf education than this... This is surely one book that the contemporary Steiner teacher, of whatever age group or level of experience, will find it essential to have on her or his book shelf.'-- Richard House, New View

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Book SynopsisDusting Off Thunderbolts is not just another book about how to be a good leader. Having worked in 50 countries on a quest to find what he calls the heart of leadership, Sir John Jones shares wisdom gleaned from diverse cultures and continents. You will hear from giants of sport, literature, art, film and music, and be guided by poets, philosophers, war heroes and Nobel prize-winners.Sir John will introduce you to external forces that spark the inner spirit of leadership. The ancients called such forces muses and, like old friends, they have sustained Sir John through more than 40 years of leadership. Muses favour those courageous enough to work tirelessly at their craft and travel each day the tough road of hard practice, dedication and quiet heroism. Sadly, some leaders deny their existence, believing that they themselves are the sole source of their success. For these leaders, the gods will dust off their thunderbolts.Teeming with practical ideas, stories anTrade ReviewInspiring, exciting, empowering, original - John Jones will lift your spirits and change your life. He is extraordinary. This is an important book. * Gyles Brandreth, author and broadcaster *To hear John Jones speak has been and remains an inspirational tonic for any leader. The melodies and tunes which spill out of each page will be a constant companion, reminding you not just how to survive but also how to help your people thrive and enjoy their lives. A spellbinding book. * Sir Tim Brighouse, educationalist *

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Book SynopsisThis core, concise guide sets out the Core Content requirements for accredited Initial Teacher Training in England (the Core Content Framework (CCF)). It outlines, for primary trainees, what is expected of them exploring what they need to *Learn that'and *Learn how to'. This second edition includes case studies in all chapters exemplifying good practice and making clear links between theory and practice. Also includes a new chapter on the Early Career Framework, supporting new teachers into their first years in the classroom.

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Book SynopsisThink Beyond the Facts! Knowing the facts is not enough. If we want students to develop intellectually, creatively problem-solve, and grapple with complexity, the key is in conceptual understanding. A Concept-Based curriculum recaptures students’ innate curiosity about the world and provides the thrilling feeling of engaging one’s mind. This updated edition introduces the newest thought leadership in Concept-Based Curriculum and Instruction. Educators will learn how to Meet the demands of rigorous academic standards Use the Structure of Knowledge and Process when designing disciplinary units Engage students in inquiry through inductive teaching Identify conceptual lenses and craft quality generalizations Explore deeper levels of learning and become a Master Concept-Based Teacher. "This book is smart, wise, and energizing. It honors the disciplines we teach by reminding us of their inherent meaning. It honors teachers with the belief that they grow as human beings through understanding the power of what they teach. It honors students by expecting them to become thinkers capable of reasoned stewardship of the world they live in and will inherit." Carol Ann Tomlinson, William Clay Parrish, Jr. Professor University of Virginia, Curry School of Education "As factual and procedural knowledge are a click away, education needs to foster contextualization and higher order thinking through a focus on transferable conceptual understandings. This essential book translates the needed sophistication of concept-based learning into actionable classroom practices." Charles Fadel, Author of "Four-Dimensional Education" and "21st Century Skills" Founder, Center for Curriculum Redesign Visiting Scholar, Harvard Graduate School of EducationTrade Review"This book is smart, and wise, and energizing. It honors the disciplines we teach by reminding us of their inherent meaning, rather than allowing us to accept them as collections of data. It honors teachers with the belief that they grow as human beings through understanding the power of what they teach and crafting approaches for sharing that power with young learners. It honors students by expecting them to become thinkers capable of reasoned stewardship of the world they live in and will inherit. It maps out a path for achieving the twin goals of content understanding and developing thinking—both too long absent in too many schools." -- Carol Ann Tomlinson, Ed.D., William Clay Parrish, Jr. Professor"This revised edition is essential for all educators! If you want to help students deal with the overwhelming rate of complexity and information overload they face, look no further. This practical guide will help you design units for deep learning that lasts." -- Julie Stern, Independent Trainer and Curriculum Designer"This new, updated edition of Erickson’s Concept-Based Curriculum and Instruction for the Thinking Classroom provides deep insights on how to create a thinking classroom by developing intellect and preparing our students for the 21st Century. This is a research-based, practical guide to designing curriculum and instruction that focuses on conceptual understandings through utilizing an inquiry-based approach. This book is bursting with examples and systematic strategies to engage and motivate our students. A must read for all 21st century educators!" -- Jennifer T. H. Wathall, Consultant and Author of Concept-Based Mathematics"The authors are justly intent on advancing the intellect of our students and ensuring schools are places that shape lifelong learners. The Concept-Based approach challenges teachers to think deeply about what and how they are teaching so that students deepen their understanding and retain and apply what they’ve learned. One of the greatest challenges any teacher faces is the transfer of agency from the teacher to the student. Concept-Based Curriculum and Instruction does just that. If we are serious about promoting engaged, motivated, productive, creative citizens, our teacher preparation institutions must provide in-depth guidance in this powerful design process. It is imperative that pre-service teachers understand "how knowledge and processes are structured and the relationship of these structures to teaching, learning, and intellectual development." I know of no better resource to guide pre-service teachers in the development of thinking students than this text and others by these authors." -- Karen L. List, Project Director, PK – 3rd Grade Leadership Program, Executive Coach, LEAD CT"Teachers must be able to engage and motivate learners before they can teach them. However, engagement and motivation only come when learning is relevant and intrinsically interesting. For learning to be relevant and intrinsically interesting, teachers must start by crafting deeper conceptual understandings of personal or transferable significance. Given the pressures of a coverage curriculum, developing students’ critical, creative and conceptual minds is one of the biggest challenges our teachers face today. This brilliant piece of work by Lynn, Lois, and Rachel is what teachers need to address the challenge. The authors have beautifully presented a broad range of theoretically grounded and highly practical strategies to improve student engagement, thinking, and motivation through the principles of Concept-Based Curriculum and Instruction. " -- Ashish Trivedi, MYP School Services Manager, Asia Pacific"What should students know in an age of search engines? As factual and procedural knowledge are a click away, education needs to foster contextualization and higher order thinking through a focus on transferable conceptual understandings. This should be the Holy Grail of a modern education, which needs to crisply redefine what type of content matter is most needed so as to reserve time and space for deeper learning to occur. This essential book translates the needed sophistication of concept-based learning into actionable classroom practices, which every teacher will be enchanted to have." -- Charles Fadel, Author of “Four-Dimensional Education” and “21st Century Skills""A must read for all teacher credentialing programs. A valuable teacher’s guide on creating deep, passionate concept-based units of inquiry. This book artfully engages the reader’s thinking and takes them through a journey merging best practices in teaching and learning with brain based pedagogy. Once again, the authors explicitly demonstrate why Concept-Based teaching and learning is essential for all 21st century learners." -- Guadalupe Arellano, Student Advocate and Instructional Coordinator"The 2nd edition of Concept-Based Curriculum and Instruction effectively brings together Erickson′s Structure of Knowledge and Lanning′s Structure of Process to present a coherent vision for Concept-Based teaching and learning across the disciplines. The enhanced focus on inquiry reiterates the importance of giving children the opportunity to form their own conceptual understandings inductively. I recommend this book to anyone interested in getting to the heart of Concept-Based Curriculum and Instruction!" -- Carla Marschall, Vice Principal and Concept-Based Curriculum and Instruction Consultant"This book provides support for educators implementing a concept-based curriculum. The practical planning steps and concrete examples for a range of grade levels provide an invaluable guide for those who aspire to make learning powerful. The book does not shy away from the reality of what a challenging journey the transition to a concept-based curriculum will be; rather it embraces the challenge as part of the joy of learning." -- Caroline Joslin-Callahan, Primary School Principal"Concept-Based Curriculum and Instruction for the Thinking Classroom starts with a brief introduction on how our brains work and why it is important to look at each unit of study with a conceptual focus. The authors discuss the difference between inductive and deductive instruction and also show us how structured versus guided inquiry differ. There are lesson templates, examples of lessons, checklists, and even most frequently asked questions to guide us in continuing our challenging but rewarding journey into concept-based teaching." -- MiddleWebTable of ContentsIntroduction 1. The Thinking Classroom 2. The Structures of Knowledge and Process 3. Designing Concept-Based Instructional Units 4. Inquiry in Designing Concept-based Lessons 5. The Developing Concept-based Teacher and Self Assessments Resources A. Concept-Based Curriculum Glossary of Terms B. Sample Verbs for Level 2 and 3 Generalizations C. Concept-Based Graphic Organizers D. Unit Design Steps E. Checklist for Evaluating Concept-based Units F. Mathematics Generalizations for Secondary Grade Levels G. 3D American History Unit Web References

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Book SynopsisHelp children to understand and manage their anger with this fun and imaginative workbook.The Anger Gremlin is a naughty creature and his favourite food is your anger! The more anger you feed him, the bigger and bigger he gets and the angrier and angrier you feel! How can you stop this? Starve the Anger Gremlin of angry thoughts, feelings and behaviours, and watch him disappear! Based on cognitive behavioural principles, this workbook uses fun and engaging activities to teach children how to manage their anger by changing how they think and act – getting rid of their Anger Gremlins for good! Packed full of stories, puzzles, quizzes, and colouring, drawing and writing games, this is an excellent resource for parents or practitioners to use with children aged 5 to 9 years.Trade ReviewStarving the Anger Gremlin for Children Aged 5-9 is a high quality programme with innovative, fun and age-appropriate materials to support young children to manage their emotions successfully. It is flexible enough to be used with groups and whole classes as well as in one-to-one sessions with children with varying levels of anger issues, including those with complex needs. I envisage schools, parents and children benefiting greatly from using this structured approach to cognitive behavioural therapy and I look forward to its use in our school. An excellent resource for every primary school! -- Andrew Truby, Headteacher at St Thomas of Canterbury School, Sheffield, UKTable of ContentsAcknowledgements. About the Author. 1.Why Read This Book? 2. Let's Meet a Mystery Creature! 3. Let's Learn About Feelings! 4. What is Anger? 5. Things We Get Angry About. 6. Why We Get Angry. 7. Our Angry Bodies. 8. Our Angry Behaviours. 9. What Effects Anger Can Have. 10. Starving the Anger Gremlin Strategies. 11. Your Anger Dos and Don'ts. 12. Completing Your Mission to Starve the Anger Gremlin. Appendix: Quiz Answers. Information for Parents and Professionals. References.

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Book SynopsisIn Through a Different Lens, Ger Graus, a global authority on education, especially experience-based learning, and human potential, gives us a unique and invaluable perspective on education, children, and schooling. His personal and professional reflections and thoughts remind us that we all need stories and personal narratives to help us understand and navigate todayâs world, and that education can be a powerful force for change â âœWhatever the question, education is always the answerâ.Through his own experiences, Ger Graus shows us that we must use education as a tool for bringing about this positive change. He implores the reader to feel empowered to share their own stories and experiences, with an understanding that âœeverybody is an educator.â In this professional autobiography he includes: The importance of early childhood, childrenâs contexts and social mobility The multi-dimensionality of childhood: one size never fits all The val

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Book SynopsisThis accessible guide for autistic children and teens is full of advice for coping successfully with bullying. It helps the reader understand what bullying is and debunks myths such as 'bullying makes you stronger'. It also lays out self-empowering strategies and practical tips on how to deal with situations where they are being bullied.Trade ReviewI loved Emily's book. Sharp, clever, funny and not patronising or sentimental at all. As an autistic teen who has been bullied, I gained greater understanding of the mindset and actions of those who bully. I also gained greater understanding of myself, and some great coping mechanisms too. This is a super child-friendly book and would recommend to everyone who need safe strategies, reassurance and support. -- Dara McAnulty 16-year-old autistic author and naturalist.Table of ContentsChapter 1: AM I NORMAL?Chapter 2: WHAT IS 'BULLYING'? (Facts and Fake News)Chapter 3: HOW DO YOU DESCRIBE YOURSELF? (And does it matter?)Chapter 4: HOW TO CALM DOWN SO YOU CAN THINK CLEARLY...Chapter 5: WHY ARE OTHER PEOPLE SO AWFUL?Chapter 6: DEPRESSION... AND WORSEChapter 7: THREE MORE USEFUL ANTI-BULLYING STRATEGIESChapter 8: LAST FOUR STRATEGIES!

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Book SynopsisIn Why We Teach Science (and Why We Should), former high school teacher and historian of science education John L. Rudolph examines the reasons we've long given for teaching science and assesses how they hold up to what we know about what students really learn.Trade ReviewScience education isn't just for producing future scientists. It's for producing science literate citizens. The benefits of science literacy, long accepted in US education, are now being questioned and even attacked. In Why We Teach Science, Rudolph examines how well science education has served this purpose and finds it lacking. He argues for a new approach to teaching science, one that meets the needs of a science literate society. * Gale M. Sinatra, University of Southern California. Co-Author of Science Denial: Why It Happens And What to Do About It *In Why We Teach Science and Why We Should, John Rudolph provocatively interrogates the discrepancy between the professed aims of American science education and the way in which it is actually conducted, ending with a compelling plea to reorient science education to serve science and society effectively. * Glenn Branch, deputy director, National Center for Science Education *This book is an essential read for anybody with any interest in what goes on in science education in our schools. Drawing from a lifetime of scholarship, he shows how we got to where we are today, and then, how that is failing the overwhelming majority of our children. He offers a new innovative vision of how to do justice to science and to young people. * Jonathan Osborne, Graduate School of Education, Stanford University *Science has been seen as both the cause and the solution to every American dilemma for the past sixty years. In Why We Teach Science, John L. Rudolph pushes beyond the clichés of those debates to offer a unique, clear-eyed prescription for the kind of science education we really need. * Adam Laats, author of Fundamentalist U and Creationism USA *In Why We Teach Science, John Rudolph reflects on Americans' distressing lack of understanding of how science creates reliable knowledge, so starkly revealed by the pandemic. Building on the wisdom of visionaries like Carl Sagan and James Rutherford, he argues convincingly for a new type of science education that focuses on having students learn "where science sits as a knowledge-producing institution in society and the value scientific expertise offers". Beautifully written, Rudolph correctly challenges our long-standing focus on teaching science facts. Badly needed are thousands of college professors to lead the way by addressing this urgent call. * Bruce Alberts, Chancellor's Leadership Chair in Biochemistry and Biophysics for Science and Education, University of California, San Francisco *What goals should science education aim for? And are today's schools achieving those goals? Why We Teach Science provides a lucid and comprehensive framework for thinking about these questions, outlining a practical philosophy for science education while also persuasively arguing that some goals are more worth achieving than others. * Andrew Shtulman, Professor of Psychology, Occidental College, author of scienceblind *A timely book by one of the country's best and most interesting thinkers about the history and current practice of science. * Ethan Hutt, University of North Carolina *There is a great deal to admire in this book and the desired audience is not restricted to academics or educators. There is potential for this work to stir conversation and perhaps shape policy. Rudolph gives voice to countless grumbling conversations science education professors have. * John Settlage, University of Connecticut *The topic is timely; the pandemic and climate change have increased attention to science education, and Rudolph writes thoughtfully. * Andy Zucker, Concord Consortium (retired) *In a thoroughly researched yet accessible style, Rudolph provides an overview of the evolution of the why and how of formal science education from the late 1800s to the present. * Choice *Why we Teach Science (and Why we Should)should be read by every science educator and teacher. The more we come to realize that change is needed, the more likely it is for this change to happen. John Rudolph is to be commended for writing a book that is a call for change. * Kostas Kampourakis, Progress in Science Education *Table of ContentsIntroduction What We Say 1: The Reasons We Teach Science What We Do 2: The Science Education We Have 3: Should We Be Training More Scientists? The Numbers Say No 4: The Failure of Scientific Literacy 5: How Well Does the Science Education We Have Actually Work? 6: Science Education for Better Thinking and the Limits of

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Book SynopsisHelp students use their voices to build an equitable and just society

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

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Book SynopsisFried and Sosland bring their combined experiences together to present a blueprint to reduce the pain, rage and revenge cycle of bullying. Their strategies have been captured from hands-on interaction with educators, parents and students. Their premise comes from the apocryphal village that is being ravaged by dysentery. Do you treat each person for their intestinal disorders or do you put in a sewer system? Do you work with each individual student or do you change a culture that hosts cruelty. Can you do both? The core of the book is the Student Empowerment Session that has been crafted and refined over fifteen years. This carefully organized, powerful system of questions has effected dramatic changes in children's insights about their behavior. The book also explores topics which include cyberbullying, children with disabilities, 'mean girls,' teachers who are bullies, parents who refuse to accept that their children are bullies, and academic vs. social emotional learning concerns to help readers change the culture and banish bully behavior.Trade ReviewAn invaluable book for parents who want to be advocates and protectors of their children. Straightforward and well-researched, Banishing Bullying Behavior brings to light the real issues kids face today and provides specific advice to parents. This should be required reading for anyone who is connected to kids. Kudos to Fried and Sosland for being spot-on. -- Joanne Stern, author of Parenting Is a Contact SportFried and Sosland have produced a valuable guide for educators and others working to rid our schools of bullying. Based on their extensive experience, the authors describe those practices that will create positive change and suggest practical strategies to make school a safe and comfortable place for learning. -- Marjorie P. Kaplan, superintendent, Shawnee Mission School District, 1992-2008A must for educators who believe in the potential of kids, this book sends a powerful message regarding the importance of creating a culture of respect for self and all others. Unique in it's specific suggestions, Fried and Sosland's book will inspire school staff and community members to join together in an effort to end the cycle of pain and revenge and to create a "BullySafe" environment. -- Mary Fischer, school counselor, Ida S. Baker High School, Lee County, FloridaWe must all accept our role as change agents if we are to banish bullying behavior in our schools and across society. In their book, SuEllen Fried and Blanche Sosland challenge our thinking while sharing new learning and strategies for addressing the bullying disorder. The book is essential reading for all who work with students. After I finished the last chapter, I felt inspired and empowered to further support and intervene with those who use bullying behaviors, their targets, and the witnesses who can make a difference. -- Robert ?B.R.? Rhoads, principal, Tillman Elementary School, Kirkwood, MissouriAs a middle school philosophy college instructor, I find that Banishing Bullying Behavior is a must-read for ALL future teachers. From the explanation of bullying, to the lessons on how we in the classroom can help and intercede, this book gives the responses any parent, child, or teacher would want. Bullying behavior is sadly a challenging problem in today’s schools, and with Fried’s and Sosland’s frank and encouraging material, the end could be in sight. -- Philip H. Hackett, adjunct professor, Xavier University, Cincinnati, OhioSuEllen Fried and her colleague Blanche Sosland have brought heart and head to bear in this book. They offer a thoughtful analysis, communicate compassion for targets and perpetrators alike, and explore programmatic efforts to make schools more positive places for children and youth. -- James Garbarino, director, Center for the Human Rights of Children, Loyola University Chicago (from the foreword)

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