{"title":"Educational strategies and policy: inclusion Books","description":"","products":[{"product_id":"an-inclusive-academy-achieving-diversity-and-excellence-9780262545266","title":"An Inclusive Academy Achieving Diversity and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eHow colleges and universities can live up to their ideals of diversity, and why inclusivity and excellence go hand in hand.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eMost colleges and universities embrace the ideals of diversity and inclusion, but many fall short, especially in the hiring, retention, and advancement of faculty who would more fully represent our diverse world—in particular women and people of color. In this book, Abigail Stewart and Virginia Valian argue that diversity and excellence go hand in hand and provide guidance for achieving both.\u003cbr\u003e \u003cbr\u003eStewart and Valian, themselves senior academics, support their argument with comprehensive data from a range of disciplines. They show why merit is often overlooked; they offer statistics and examples of individual experiences of exclusion, such as being left out of crucial meetings; and they outline institutional practices that keep exclusion invisible, including reliance on proxies for excellence, such as prestige, that disadvantage outstand","brand":"MIT Press Ltd","offers":[{"title":"Default Title","offer_id":48733477667159,"sku":"9780262545266","price":21.85,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780262545266.jpg?v=1720000225"},{"product_id":"safe-enough-spaces-9780300261554","title":"Safe Enough Spaces","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eFrom the president of Wesleyan University, a compassionate and provocative manifesto on the crises confronting higher education\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"A timely book on a fascinating topic. . . . Roth’s historical approach is useful and instructive.\"—Sarah Carr, \u003ci\u003eWashington Post\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e“In \u003ci\u003eSafe Enough Spaces\u003c\/i\u003e, Wesleyan President Michael Roth offers historical, sociological, and economic contexts for the free speech debates on campus. Pragmatism may be foolhardy in our hyperbolic time, but it is exactly what we need right now. Bravo!”—Cathy N. Davidson, author of \u003ci\u003eThe New Education\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e“Michael Roth provides a critical wake-up call, showing us how the reputation of the American higher-education system is at risk if we buy into the shortsightedness of today's political environment and fail to see the strength of what has lasted us centuries. This thoughtful and valuable book is a must-read for anyone that cares about the future of higher education, indeed the future of our democracy.\"—Jeffrey J. Selingo, \u003ci\u003eNew York Times\u003c\/i\u003e bestselling author of \u003ci\u003eThere Is Life After College\u003c\/i\u003e and \u003ci\u003eCollege (Un)Bound\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e“Keywords like free speech, diversity, and safe spaces have become weaponized, littering higher education with political land mines. Thankfully, Michael Roth has cleared a path for us, offering a deeply reasoned argument about how we can return to the good-faith exploration of challenging ideas that are essential to the preservation of our democracy.”—Jonathan Holloway, Northwestern University\u003cbr\u003e\u003cbr\u003e“\u003ci\u003eSafe Enough Spaces\u003c\/i\u003e does not ask us to simply choose sides. Instead, it compels us to think more deeply about safe spaces, political correctness, and the contexts in which contentious intellectual exchange unfolds in American higher education. This is a must-read for anyone trying to make sense of confusing times in academia.”—Alford Young, Jr., University of Michigan\u003cbr\u003e\u003cbr\u003e","brand":"Yale University Press","offers":[{"title":"Default Title","offer_id":48733518135639,"sku":"9780300261554","price":12.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780300261554.jpg?v=1720000399"},{"product_id":"equity-warriors-9781071851371","title":"Equity Warriors","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAdvance equity by learning to crack the system's codes\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eWe must act now\u003cstrong\u003e, \u003c\/strong\u003eusing what we already know, to advance equity and raise the achievement of every student. With three decades of leading equity work across the country, George S. Perry Jr. issues a call to action for educational leaders who are willing to \u003cem\u003efight the fight\u003c\/em\u003e for equity for all students. \u003c\/p\u003e  \u003cp\u003eSchool and district leaders will encounter roadblocks as they enact systemic change, but \u003cstrong\u003e\u003cem\u003eEquity Warriors\u003c\/em\u003e\u003c\/strong\u003e introduces practical, realistic, and strategic approaches for navigating those barriers. \u003cstrong\u003e\u003cem\u003eEquity Warriors\u003c\/em\u003e\u003c\/strong\u003e equips education leaders with the moves they can make today to achieve the vision that every student becomes a high achiever by\u003cbr\u003e  \u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eProviding real school and district examples of systemic equity efforts\u003c\/li\u003e      \u003cli\u003eDemonstrating the parallel work that school and district teams must do to achiev\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eI hope district and school leaders will consider this book as a handbook for educational equity success.  It delves deep into what all leaders need to be thinking about, talking about and doing to make their schools the best they can be for all students.\u003c\/em\u003e\u003c\/p\u003e -- Janet Crews\u003cbr\u003e\u003cp\u003eEquity Warriors\u003cem\u003e will have an enormous impact in schools as it addresses the how and why to authentic outcomes to address equity issues in schools. The case studies and wisdom within are essential reading for everyone.\u003c\/em\u003e\u003c\/p\u003e -- Dr.  Ken Darvall\u003cbr\u003e\u003cp\u003e\u003cem\u003eThis book is incredibly timely and relevant in a world where educators and educational leaders are crying out for change; for help and support to meet the complex learning needs of all our students to ensure every child can by a high achiever; for those who make decisions that affect schooling to make them with ‘every child’ in mind... We are living in world affected by crises after crises, systemic bias and racism, lack of faith in politicians and those in positions of power, and amidst all that, this book inspires educators to act with hope and deliberation, to enact change within the constraints that exist, to work with what we already have to improve outcomes for all of our students.\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eThis book provides practical, realistic and useful guidance for system and school leaders to enact change. You don’t come away thinking, \"Those are great ideas, I just don’t know how to enact them\", as there are enough specific suggestions for exactly ‘what’ each leader can do, to the point of being an equity ‘road map’ for leaders.\u003c\/em\u003e\u003c\/p\u003e -- Rachael Lehr\u003cbr\u003e\u003cem\u003eEquity is an extremely relevant and timely topic that is essential for all school leaders and all schools and communities.  This book provides critically important research and very relevant examples for consideration.  The suggestions in ‘your move’ throughout the book provide  actions for positive and meaningful steps that school leaders can take to move forward\u003c\/em\u003e -- Marianne L. Lescher, Ph.D.\u003cbr\u003e\u003cp\u003e\u003cem\u003eThis book is a timely response to our need to discuss uncomfortable topics in an uncomfortable time. Solutions are presented as well as a well-articulated presentation of the problem. This is worth the read. It may change the trajectory of a child’s life.\u003c\/em\u003e\u003c\/p\u003e -- Dr. Roseanne Lopez\u003cbr\u003e\u003cem\u003eWhat school leaders are not taught well is how to initiate change that will lead to educational improvement for all students. \u003c\/em\u003eEquity Warriors\u003cem\u003e is a doing, leading book, and not a sit back in a sun-lounge reading book. I took away a treasure trove of internationally applicable ideas that I can use in my school today. So, if you want to make a real, moral difference to the lives of the kids that we teach you will find this road map so rewarding.\u003c\/em\u003e -- Dr. Neil MacNeill, PhD, EdD.\u003cbr\u003e\u003cp\u003eEquity Warriors \u003cem\u003eprovides a relevant call to action for every school and district leaders. The authors implore educators to make their move and takes steps towards greater equity in every school. This is a must-read for new and experienced educational leaders!\u003c\/em\u003e\u003c\/p\u003e -- Jacie Maslyk\u003cbr\u003e\u003cp\u003eThis book is a great guide to ensure all district and school site leaders have an equity foundation with researched based protocols to support leaders in becoming equity warriors. \u003c\/p\u003e -- Courtney Miller\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Larry Leverett Introduction Preface: Begin with Students Part I: Build an Equity Agenda: Student Data Chapter 1: District leaders define equity by knowing students and finding allies    Politics: Balance conflicts to build an equity agenda    Diplomacy: Build a critical mass of support for advancing equity    Warfare: Use student data to convince, question, and teach Chapter 2: School leaders center the equity agenda on student experiences    Politics: Engage the school community in shaping and telling the school’s story    Diplomacy: Rally stakeholders to your school’s equity agenda    Warfare: Know your students Part II: Lead with Purpose: Values-Enhanced Leadership Chapter 3: District leaders identify and engage with shared values    Politics: Surface and articulate values    Diplomacy:  Lead change focusing on values    Warfare: Act with purpose, understanding, and resolve Chapter 4: School leaders communicate and live their values, and expect the same from others    Politics: Help others stand with you    Diplomacy: Link values to intended outcomes    Warfare: Act deliberately Part III: Educate Each and Every Student Well: Teaching \u0026amp; Learning    Chapter 5: District leaders focus and maintain attention on teaching and learning    Politics: Bring coherence to systems, structures, resources, stakeholders, and culture    Diplomacy: Build expertise and capacity around teaching and learning    Warfare: Act with a laser-like focus on teaching and learning Chapter 6: School leaders ensure each and every student succeeds    Politics: Bring coherence to provide access to rigorous learning for all students    Diplomacy: Use protocols and processes to build capacity    Warfare: Hold everyone in the school accountable for student learning Epilogue\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738205794647,"sku":"9781071851371","price":23.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071851371.jpg?v=1723811817"},{"product_id":"the-age-of-identity-9781071913130","title":"The Age of Identity","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eThere's more to all of us than what meets the eye\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eA perfect storm is upon us and educators are in the middle of it. Identity issues often incite and divide us, but they are actually our way out of the storm. No one should be oppressed or have to hide who they are, and young people need to be prepared for a future where they can learn to live together and help others belong.\u003c\/p\u003e\u003cp\u003eIn their beautifully written book, Dennis Shirley and Andy Hargreaves brilliantly show how we can and must engage with young people's identities in their fullness and complexity. Rooted in classical and contemporary theories of identity, extensive research, and in sheer common sense, their book takes us from bitterness to belonging and includes:\u003c\/p\u003e\u003cul\u003e    \u003cli\u003eExamples of how schools seek to address identity and belonging\u003c\/li\u003e    \u003cli\u003eStrategies to deal with the raging identity controversies in our schools and societies\u003c\/li\u003e    \u003cli\u003eCharts and graphics to help build inclusive profession\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eShirley and Hargreaves have written the right book at the right time. They bring the voice of reason to the current heated ‘culture wars’ and battles over ‘identity politics.’ If we heed their wise counsel, we can learn to listen to one another and forge a collective identity of respect. -- Diane Ravitch\u003cbr\u003eThis essential book shows how all educators can and should address issues of identity in their schools with candor and civility. Carefully researched, it offers a clear conceptual framework and practical guidelines that can be followed in all schools everywhere. -- Patrick Tutwiler * Massachusetts *\u003cbr\u003eShirley and Hargreaves call for universal inclusive education that promotes dignity, generosity, and self-determined learning. They advocate for education that truly values and understands every individual, noting that what is essential for some children is good for all of them. -- Dame Alison Peacock * London, England *\u003cbr\u003eThis is an excellent book and one that I will purchase for all our central leaders and school principals. It moves from academic theory to a real-life practical guide with stories that humanize our students, school staff, and communities. -- Tom D’Amico * Ottawa, Ontario, Canada *\u003cbr\u003eWe find ourselves in a time where being inclusive and welcoming to all students is a political issue as opposed to a human one. Shirley and Hargreaves engage readers with their collective brilliance and heart to offer clarity in thought and action to ensure that\u003cbr\u003e students thrive, regardless of how they identify. -- Peter DeWitt * Albany, New York *\u003cbr\u003eThis book will help us figure out how to name, interrupt, and educate when students experience anything that does not help them feel safe, included, respected, and cared for. It gives educators practical tools with which to lean into the difference between intent and impact. -- John Malloy * Danville, California *\u003cbr\u003eThis is a work of courage and truth in the midst of a world that can be challenging. The content of the book fills my heart. -- Nicola Ngarewa * Wellington, New Zealand *\u003cbr\u003eIncisive, insightful, and inspirational. Shirley and Hargreaves present a compelling argument for schools and educators to work with students on the issues of identity. Moreover, they present practical and evidence-based guidelines that can be implemented in schools. -- Yong Zhao * Lawrence, Kansas *\u003cbr\u003eEvery child needs to feel that they belong in order to feel safe enough to learn. \u003cem\u003eThe Age of Identity\u003c\/em\u003e is an inspiring antidote to school systems that measure children with standardized tests. This compelling book is an overdue dose of radical common sense. -- Jim Knight\u003cbr\u003eThis brilliant and profound book is at the heart of education across the globe. Shirley and Hargreaves show how learning triumphs over ignorance when students are confident in who they are. They provide teachers with tools to navigate confidently one of the most controversial topics in education today. \u003cem\u003eThe Age of Identity\u003c\/em\u003e is essential reading for all teachers. -- David Edwards * Brussels, Belgium *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface Chapter 1: To Be, or Not to Be Chapter 2: The Developing Self Chapter 3: The Self and Others Chapter 4: Including Identities Chapter 5: Multiple Identities Chapter 6: Intersecting Identites Chapter 7: Learning to Live Together Acknowledgements Endnotes\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738220867927,"sku":"9781071913130","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071913130.jpg?v=1723811832"},{"product_id":"rebellious-read-alouds-9781071844144","title":"Rebellious Read Alouds","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eSpark meaningful conversations about race, identity, and social justice in your classroom using read alouds as an entry point.\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eStudents need to see themselves and their peers in the books they read, and to engage with varying viewpoints. How can educators create a safe and nurturing space that inspires young children to explore diversity and ask curious questions?\u003c\/p\u003e  \u003cp\u003eIn\u003cstrong\u003e\u003cem\u003eRebellious Read Alouds\u003c\/em\u003e\u003c\/strong\u003e,author Vera Ahiyyabeloved by educators worldwide as The Tutu Teacher (@thetututeacher and @diversereads on Instagram)empowers teachers toencourage classroom conversationsaboutimportant and culturally relevant topics using daily read alouds as an entry point. Presenting a broad range of read aloud lessons around current, diverse picture books that can ignite deep conversations and learning about self, others, and the world, this wise and joyful guide prepares educators to tackle hushed topics with young children. It includes:\u003c\/p\u003e  \u003cul\u003e      \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAre you wondering how to have conversations with your youngest learners about essential topics for today’s classrooms? In \u003cem\u003eRebellious Read Alouds, \u003c\/em\u003eVera will support you every step of the way beginning with her accessible three-part framework—start small, be consistent, be constant. In each lesson, she skillfully weaves together literacy and social justice standards, without losing sight of your primary focus—learners. Every rebellious read aloud includes key questions to spark conversation and action. With Vera whispering in your ear, you’ll feel confident in taking steps toward \"activating your young activists.\"\u003c\/p\u003e -- Maria Walther * Author of The Ramped-Up Read Aloud and Shake Up Shared Reading *\u003cbr\u003e\u003cp\u003eI have spent decades promoting the art and function of read aloud experiences and have been a staunch advocate for revisiting books with a different lens to provide students opportunities to unearth nuance, shift perspective, build empathy, and take action. As I was reading Rebellious Read Alouds I found myself nodding and saying, \"amen,\" a lot. If you believe that small children cannot be part of big conversations, this book is for you. If you find \"hushed\" topics uncomfortable, this book is for you. If you are searching for books that can spark interest and action for social justice, this book is for you. If you are searching for a way to bring read aloud, deep conversations, big thinking, and the growth of human potential into your classroom while addressing the \"have tos\" of school, this book is for you. As you read you have Vera there with you, nudging, encouraging, offering scaffolds to help you take the next step. Vera has curated an impressive list of books around 9 themes that are general enough to fit in almost any elementary classroom. She has developed 45 lessons (enough for each week of the school year with a bonus lesson within each theme) that are organized around a simple framework (start small, be consistent, keep constant) that can be generalized to any theme you may choose to pursue. I’ll say it again, this book is for you. \u003c\/p\u003e -- Lester Laminack * Educator, Author, and Consultant *\u003cbr\u003e\u003cp\u003eI will be sharing Vera′s book with all my preservice and early career teachers, who understand the importance of filling their classroom libraries with books that serve as windows, mirrors, and sliding glass doors. Vera empowers us with manageable and engaging ways to use books as the springboard for the essential - though often tricky to start - conversations about race, ability, and so many other areas of identity. She encourages rebellion in the best possible way - to ensure that all children are seen and valued in classrooms.\u003c\/p\u003e -- Molly Ness * Author of Every Minute Matters, and Think Big With Think Alouds, Grades K-5 *\u003cbr\u003e\u003cp\u003eVera Ahiyya has created something amazing for every stage of the rebellious reader′s heart! The power of a great story is that it can be the catalyst to so much change. In Rebellious Read Alouds, Ahiyya beautifully breaks down stories, lessons, and ideas about books that inspire the most important conversations, the conversations about who we are. The framework of Rebellious Read Alouds effortlessly empowers educators and parents to start using literacy to better understand their world and themselves. A must read for all. \u003c\/p\u003e -- Juan E. Gonzalez Jr. * Elementary School Teacher, Speaker, and Social Media Content Creator *\u003cbr\u003e\u003cp\u003eAs I read the manuscript, I kept thinking to myself, this a book teachers need in their hands. So many teachers don’t know how to read and talk about these topics and this is the guide to help them. The breadth of diversity is overflowing, and teachers can follow along with a sample scope and sequence OR pick and choose topics\/books as they see fit. Vera’s passion for the subject rings through and her voice is loud and clear.\u003c\/p\u003e -- Matt Halpern * Education Consultant, Speaker, and Author *\u003cbr\u003e\u003cp\u003eOne of the most important aspects of professional learning is that the experience not only explains \u003cem\u003ewhy\u003c\/em\u003e it’s important to make an instructional shift, but \u003cem\u003ehow\u003c\/em\u003e. \u003cem\u003eRebellious Read Alouds: Lessons to Invite Conversations About Diversity With Children’s Books\u003c\/em\u003e is one of those precious gifts for teachers that is both inspirational and practical in a way that is empathetic and responsive to and supportive of the needs of teachers and students. Vera Ahiyya provides the \u003cem\u003ewhy\u003c\/em\u003e -- rationale for being rebellious as a teacher and interviews with featured educators – as well as the \u003cem\u003ehow\u003c\/em\u003e, with standards-based read-aloud lessons that show teachers how to make necessary shifts to instructional practices that use a framework of \u003cem\u003ethe small, the consistent, and the constant \u003c\/em\u003eas a scaffold. In these pages, we see what it looks like to partner with parents, administrators, and colleagues along the way, and how to make the journey both enjoyable and transformational for teachers and students as a community of learners. \u003c\/p\u003e -- Afrika Afeni Mills * DEI Director, Educational Consultant, and author of Open Windows, Open Minds: Developing Antiracist Students *\u003cbr\u003e\u003cp\u003eReady to break free from the confines of what may sometimes seem like stale literature not representative of the world around us, but more importantly the world of our children?\u003cem\u003e The Rebellious Read Aloud\u003c\/em\u003e is a must-read for anyone and everyone lucky enough to stare into young eyes full of wonderment and a thirst to learn about their peers around them. Ahiyya Vera provides an invitation to venture into what many naively still view as uncharted territory in children’s literature. \u003cem\u003eThe Rebellious Read Aloud\u003c\/em\u003e boldy –and responsibly!- provides title after title of literature that serve as catalysts for dialogue and are rooted in topics that are beautifully a part of our children’s lives: immigration, divorce, religion, LGBTQ+, and others, all while promoting an environment of celebration and appreciation of the beauty of our differences. As global educators, we have the responsibility to interrupt and dispel stereotypes and ignorant ideologies that often run rampant in the world around us, and instead instill awareness, compassion, and acceptance of others so that our children may engage with their community and beyond to make our planet more peaceful, sustainable and equitable.\u003c\/p\u003e -- Hilda E. Martinez * M.A., NBCT, 2020 San Diego County Teacher of the Year, Early Literacy Resource Teacher *\u003cbr\u003e\u003cp\u003e\u003cem\u003eRebellious Read Alouds\u003c\/em\u003e is a book that is needed right now and it’s presented in a way that is simple, easy to use and yet, has a strong call to action for the urgency of this work in our world today.  Children deserve to have teachers who honor the identity of all children in their classrooms and beyond and the author shows us how this is possible with read aloud books and powerful conversations.. This book is an excellent entry point for brave teachers to do the work. \u003c\/p\u003e -- Katie Keier * Kindergarten Teacher and co-Author of Catching Readers Before They Fall *\u003cbr\u003e\u003cp\u003eThis beautiful and impactful guide  will change the pedagogical approach of educators worldwide.Vera′s overall theme is to create a true safe space for students and all involved  to come face to face with their deepest emotions, fears, and ultimately reflections in the mirror via Read Alouds. By doing this educators, parents, and community members will be challenged to do the same as they learn the importance of taking time to connect with your students, embracing diverse perspectives to inspire change beyond the classroom through creative critical reflection, thanks to this text. \u003c\/p\u003e -- Darius Phelps * GAEYC 2016 Childcare Giver of the Year, Educator, Writer, Poet, \u0026amp; Illustrator *\u003cbr\u003e\u003cp\u003eVera is the QUEEN of books for a reason! This book is for any teacher that wants to center inclusiveness and diversity, but isn′t always sure where to start. She has taken the time to carefully cultivate a list of books that you should be reading and walks you through how to tackle the lessons and topics that some might find controversial or intimidating. \u003c\/p\u003e -- Naomi O’Brien * Founder of Read Like a Rock Star, Content Creator, and Author *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePrologue Part 1: What is a Rebellious Read Aloud Part 2: Rebellious Read Aloud Lessons Introduction to Lesson Format Our NAMES Are Important Our FEATURES Are Important Our TRADITIONS Are Important Our ACTIONS Are Important Our FAMILIES Are Important Our IDENTITIES Are Important Our DISABILITIES Are Important Our FOODS Are Important Our HISTORIES Are Important Part 3: Communicating with Parents, Administrators, and Colleagues Epilogue: Wishes Appendix\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738524791127,"sku":"9781071844144","price":26.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071844144.jpg?v=1720049220"},{"product_id":"justice-matters-9781350268814","title":"Justice Matters","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eSocial justice has become a buzzword to suggest we are serious about racism, sexism, classism, heterosexism, and ableism. But justice remains elusive and contested. It is written in founding documents, street soldiers declare it: ''no justice, no peace!'', but is absent from public interactions. Building on Cornel West's notion of race matters' and the Black Lives Matter movement, \u003ci\u003eJustice Matters \u003c\/i\u003estrips away the rhetoric that keeps us from understanding what justice is, particularly in education, but also in relation to health, race, economy, and environment.Ladson-Billings interrogates the meaning of justice, looking at Western notions of justice from Aristotle to Kant to Rorty, alongside Eastern notions of Justice, from Lao Tzu, to Rumi to Frantz Fanon and W.E.B. Dubois. She shows how the pandemic has exposed deep injustices in society, and how schooling and the curriculum are largely blind to the race, White supremacy, and the racial trauma that plagues marginalized people. S\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eInsightful and timely. Ladson-Billings challenges us to think again about concepts like ‘social justice’ that have become buzz words while robustly interrogating own understandings of what justice means. At last a book that explores the concept of justice from a global perspective, drawing from thinkers from the East and West. For me, this is a basic reader for those involved in educating for justice and against discrimination and should be read by every teacher, university\/college lecturer engaged in teacher preparation and those who shape and design curricular frameworks. -- Rowena Arshad CBE, Professor Emerita, University of Edinburgh, UK\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction  1. Saving the Language of Justice (Or the Meaning of the Word 'Justice')  2. Saving Justice During the Pandemic (Or How to Recognize Fundamental Injustice in Society) 3. Saving Justice in Curriculum (Or What We Teach)  4. Saving Justice in Instruction (Or How We Teach)  5. Saving Justice in Discipline (Or How We Dismantle the Carceral State)  6. Saving Justice In Popular Culture (Or How Hip Hop Can Rescue Justice)  7. Saving Justice In Social Activism (Or How it Has to be More Than a Hashtag)  Conclusion: The Future of a Society that Fails to Save Justice References  Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738612511063,"sku":"9781350268814","price":20.43,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350268814.jpg?v=1720049652"},{"product_id":"pedagogies-of-punishment-9781350275690","title":"Pedagogies of Punishment","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWritten by interdisciplinary authors from the fields of educational policy, early childhood education, history, political philosophy, law, and moral philosophy, this volume addresses the use of disciplinary action across varied educational contexts. Much of the punishment of children occurs in non-criminal contexts, in educational and social settings, and schools are institutions where young people are subject to disciplinary practices and justifications that are quite unlike those found elsewhere. In addition to this, the discipline they receive is often discriminatory, being disproportionately focused on students of colour and other minoritized identities, and unjust in other ways.   This timely text is a comprehensive examination of punishment in schools, prompting discussions on racial equity, social justice in education and the school to prison pipeline. Each chapter offers empirically informed, theoretical investigations into punishment in educational settings, including how puni\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003ePunishment of students is a fact of school life.  Should it be? If so, what forms of punishment are justified and under what conditions?  In this superb, edited book, Thompson and Tillson bring together noted philosophers and teacher educators for a comprehensive and definitive response to those questions. * Larry Nucci, Adjunct Professor, School of Education, University of California, Berkeley USA *\u003cbr\u003eWhat punishment is and when and how it is justified in education are underexplored topics. This book dives deep into theories and practices of punishment in education, illuminating conceptual complexities as well as intended and unintended impacts of punishment on diverse young people. The book is foundational for understanding punishment in education from analytic and practical views. * Liz Jackson, Professor and Head of the Department of International Education, Education University of Hong Kong, Hong Kong *\u003cbr\u003eThere’s a rich literature on the justification of punishment, but its routine use by schools is unquestioned. This rich volume presents a persuasive case for thinking that schools can only fulfil their educational mission if their punishments are justified. Philosophers, educationalists and everyone who cares about children will find it illuminating. * Neil Levy, Professor of Philosophy, Macquarie University, Australia and Senior Research Fellow, Oxford Uehiro Centre for Practical Ethics, United Kingdom *\u003cbr\u003eThis collection of interdisciplinary literature is an insightful contribution to education fields and provides a valuable resource for educators, families, and communities. * CHOICE *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction \u003cb\u003ePart I: Punishing Children: Foundational Analyses\u003c\/b\u003e 1. Should School Children be Punished?, \u003ci\u003eJoan Goodman (University of Pennsylvania, USA)\u003c\/i\u003e 2. Punishment, Pupils, and School Rules, \u003ci\u003eJohn Tillson (Liverpool Hope University, UK) and Winston C. Thompson (Ohio State University, USA)\u003c\/i\u003e 3. Responsibility and the Potential Punishment of Children, \u003ci\u003eLarisa Svirsky (Brandeis University, USA)\u003c\/i\u003e \u003cb\u003ePart II: Punishment in Practice and at the Margins\u003c\/b\u003e 4. Justice for Trans Youth: Imagining Education Without Cisgenderism, \u003ci\u003eJenna Scaramanga (IOE, UCL's Faculty of Education and Society, University College London, UK)\u003c\/i\u003e 5. Racialized Childhoods, Educational Goods, and “No Excuses” Schools: In Defense of Play and Agency, \u003ci\u003eAbigail Beneke (University of Wisconsin-Madison, USA)\u003c\/i\u003e 6. Punishment in Early Childhood: Do Exclusionary Practices Threaten Children’s Moral Rights?, \u003ci\u003eJoy Dangora Erickson (Endicott College, USA)\u003c\/i\u003e 7. A New Look at Shaming in Schools, \u003ci\u003eClio Stearns (Massachusetts College of Liberal Arts, USA) and Peter Stearns (George Mason University, USA)\u003c\/i\u003e \u003cb\u003ePart III: Due Process, Standing, and the Authority to Punish\u003c\/b\u003e 8. Due Process: Fairness in Procedure and Substance in the Public Schools, \u003ci\u003eTodd A. DeMitchell (University of New Hampshire, USA)\u003c\/i\u003e 9. Taking Hypocrisy to School, \u003ci\u003eKartik Upadhyaya (Kings College London, UK) and John Tillson (Liverpool Hope University, UK) \u003c\/i\u003e 10. The Punitive Classroom: Punishment and Punitive Feelings Between Adults and Children, \u003ci\u003eRuth Cigman (IOE, UCL's Faculty of Education and Society, University College London, UK)\u003c\/i\u003e \u003cb\u003ePart IV: Exploring Alternatives to Punishment\u003c\/b\u003e 11. What We Talk About When We Talk About Punishments and Consequences, \u003ci\u003eAvi Mintz (Newlane University, USA)\u003c\/i\u003e 12. Praise and Positive Behavior Management, \u003ci\u003eZoë A.Johnson King (University of Southern California, USA)\u003c\/i\u003e 13. Nudging School Discipline, \u003ci\u003eViktor Ivankovic (Institute of Philosophy, Zagreb, Croatia)\u003c\/i\u003e 14. Making Sense of Student (Mis)behavior: A Critical Pragmatist Alternative to Pedagogies of Punishment, \u003ci\u003eBarbara S. Stengel, Elizabeth A. Self and Rebecca A. Peterson (Vanderbilt University, USA)\u003c\/i\u003e List of Contributors Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738613789015,"sku":"9781350275690","price":21.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350275690.jpg?v=1720049656"},{"product_id":"the-dyscalculia-resource-book-9781473975002","title":"The Dyscalculia Resource Book","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eWritten by a teacher for teachers, the second edition of Ronit Bird's\u003cstrong\u003eThe Dyscalculia Resource Book\u003c\/strong\u003enow comes with 120 games and puzzles and a brand new section on mixed operations puzzles' which require learners to switch mentally between addition, subtraction, multiplication and division.\u003c\/p\u003e  \u003cp\u003eThe new edition will also provide access to an accompanying website featuring demo videos of different games and puzzles and the option to easily download and print all the games and puzzles in the book!\u003c\/p\u003e  \u003cp\u003eIdeal for working with students 7 to 14 years old, this is the perfect companion to The Dyscalculia Toolkit, essential additions to every teachers' resource collection. \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe book will be valued by teachers in both mainstream settings and special schools, and the resources can be used to good effect with all children. The wide age range and the different abilities catered for mean this book offers excellent value.\u003c\/p\u003e -- Sarah Brew\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Overview Tables PART I Addition and Subtraction Games and Puzzles PART II Multiplication Tables and Division Games and Puzzles Part III Mixed Operations Puzzles Part IV Puzzle Solutions Appendix: Digit Cards Glossary","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739584246103,"sku":"9781473975002","price":36.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781473975002.jpg?v=1720052660"},{"product_id":"contextualizing-critical-race-theory-on-inclusive-education-from-a-scholar-practitioner-perspective-does-it-really-matter-9781804555316","title":"Contextualizing Critical Race Theory on Inclusive","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eRace does not only resonate with the dichotomy of blackness and whiteness but also on its impact on non-physical attributes, this includes factors such as indigenous status, social class, religion, language, ethnicity, class, gender, sexuality and immigration. The intersection of these factors are key considerations on inclusive education.\u003c\/p\u003e \u003cp\u003e\u003cem\u003eContextualizing Critical Race Theory on Inclusive Education from A Scholar-Practitioner Perspective\u003c\/em\u003e highlights what race means across social, cultural, political, and historical categories of diverse identities. The scholar-practitioner approach employed here captures the theories, tenets, perspectives, and misconceptions of this based on its particular critical expansion in describing other related social identities that is consistent with the attributes of inclusive education. More importantly, it emphasizes the theoretical and practical use of critical race theory as an analytical tool in addressing the influence of race on inequities in school policy, curriculum, instruction, and educational programs and the impact of these on inclusive education.\u003c\/p\u003e \u003cp\u003eThis volume features scholar–practitioners who research and engage in best practices using critical race theory as a lens to analyse and address the manifestations of race, racism, diversity, and inclusion in schooling.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword; \u003cem\u003eReyes L. Quezada \u003c\/em\u003e\u003cbr\u003e Chapter 1. Introduction: Race, Racism, and Critical Race Theory; \u003cem\u003eJose W. Lalas and Heidi Luv Strikwerda \u003c\/em\u003e\u003cbr\u003e Chapter 2. Critical Race Theory Lens: Revealing the Outcast Phenomenon Experience Through the Voices of African-American Graduate Students; \u003cem\u003eApril M. Clay and Jose W. Lalas \u003c\/em\u003e\u003cbr\u003e Chapter 3. Transformative Equity Education: Using CRT Framework for Meaningful, Liberatory, and Practical Solutions; \u003cem\u003eAyanna Blackmon-Balogun\u003c\/em\u003e \u003cbr\u003e Chapter 4. Contextualizing Latino Critical Theory (LatCrit) in Education: Addressing Challenges to Transform Educators; \u003cem\u003eReyes L. Quezada\u003c\/em\u003e\u003cem\u003e, Mario Echeverria, Zulema Reynoso, and Gabriel Nuñez-Soria \u003c\/em\u003e\u003cbr\u003e Chapter 5. TribalCrit: Infusing A Critical View of History, Culture and Language in Lesson Planning as Tool of Inclusion; \u003cem\u003eLisa Santos Tabarez \u003c\/em\u003e\u003cbr\u003e Chapter 6. Toward an Inclusive Educational Praxis in Teacher Education through an AsianCrit Conceptual Framework; \u003cem\u003eMousumi De \u003c\/em\u003e\u003cbr\u003e Chapter 7. Special Education Services and CRT: Dismantling the Singular Identity and Honoring Intersectionality; \u003cem\u003eRebekka J. Jez \u003c\/em\u003e\u003cbr\u003e Chapter 8. Contextualizing Critical Race Theory Through a DisCrit Lens: A Prismatic Examination of Teaching and Dis\/ability; \u003cem\u003eKimiya Sohrab Maghzi and Marni E. Fisher \u003c\/em\u003e\u003cbr\u003e Chapter 9. Queering Program Evaluation (QueerCrit): Practical Applications of Critical Race and Queer Theories to Support Equity Reforms in Education; \u003cem\u003eJames O. Fabionar \u003c\/em\u003e\u003cbr\u003e Chapter 10. Indigenous Peoples in the Philippines Through the Lens of CRT: An Imperative for Inclusive Organic Education; \u003cem\u003eMichael Arthus G. Muega and Maricris B. Acido \u003c\/em\u003e\u003cbr\u003e Chapter 11. The Culture Wars Redux: Responding to Attacks on Critical Race Theory (CRT); \u003cem\u003eBrian Charest \u003c\/em\u003e\u003cbr\u003e Chapter 12. System Racism, White Supremacy, and the Role of Allies; \u003cem\u003eBill Hedrick \u003c\/em\u003e\u003cbr\u003e Chapter 13. Infusing Critical Race Theory Into a Liberation-Based Social Justice Pedagogy in Counselor Education; \u003cem\u003eConroy Reynolds \u003c\/em\u003e\u003cbr\u003e Chapter 14. Epilogue. CRT Matters: Here, There, and Everywhere; \u003cem\u003eJose W. Lalas and Heidi Luv Strikwerda\u003c\/em\u003e\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741904023895,"sku":"9781804555316","price":90.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781804555316.jpg?v=1720059248"},{"product_id":"neoliberalism-and-inclusive-education-students-with-disabilities-in-the-education-marketplace-9781838671112","title":"Neoliberalism and Inclusive Education: Students","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eCharter schools continue to grow in influence, as does the push for inclusive education for students with disabilities. What is the value and impact of these schools, especially on the marginalized populations they often serve? Relying on the fields of DisCrit, and Sociology of Special and Inclusive Education, this book answers these questions by focusing on the topics of neoliberalism and inclusive education.\u003c\/p\u003e \u003cp\u003eMac focuses on the history of the school choice and privatization movement in the United States with special consideration given to how ideologies such as disaster capitalism and neoliberalism shaped and influenced the movement, as well as how successful (or not) these privatization efforts have been overall as a social justice endeavor for marginalized students. The author also recounts the history of education for students with disabilities, highlighting historical inequities of schooling for students with disabilities in the United States.\u003c\/p\u003e \u003cp\u003eDrawing from an ethnographic case study of an independent, urban charter school, the school’s vision and reality of day-to-day life for students with disabilities at this school are explored. The author investigates the school’s inclusion program in the broader neoliberal landscape of free market competition in the educational marketplace and argues that as a result of inclusive education and neoliberal reforms being virtually incompatible, the pervasive neoliberal environment presents the biggest hurdle to successful inclusive education.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eIn this brilliantly and beautifully researched and written book, Sylvia Mac traces the history of neoliberal reforms in education as running parallel, yet antithetical to the inclusive education movement. Fueled by disaster capitalism and the corporatization, Mac draws on DisCrit and critical disability studies to carefully and thoughtfully lay bare the illusion of school choice for minorized and disabled students. I can’t wait to teach this important and timely book. -- Beth A. Ferri, Ph.D. (Professor, Syracuse University)\u003cbr\u003e\u003cp\u003eIn a time of increasing movement towards privatization of schools without critical examinations of the impact of that privatization (and the subsequent standardization of notions of “success” and “achievement”) on many subgroups of students, our field needs more thoughtful analyses that encourage deep interrogations of the impact of charter schools on our most vulnerable (and often most overlooked) groups of students. Dr. Sylvia Mac has written a beautiful ethnographic case study of a small charter school, exploring neoliberal ideologies as they intersect with notions of inclusivity and equity for disabled and neurodivergent students of color living in low-income situations. Her book provides important analyses of legacies of inequality throughout the histories of the school choice movement in education and the evolving frameworks for education of students with disabilities; leading to a deep analysis of ways in which ideals of equity and inclusion in a small charter school are irreconcilable with the realities of neoliberal ideas of success within a market of “choice.” Dr. Mac provides important recommendations for policy makers, teacher educators and researchers interested in best supporting historically marginalized students to truly more towards more egalitarian and supportive educational settings.\u003c\/p\u003e -- Betina Hsieh, Ph.D. (Associate Professor of Teacher Education, California State University, Long Beach)\u003cbr\u003e\u003cp\u003eSylvia Mac debuts the intersection of disability, inclusive education and neoliberalism in a critical ethnographic portrayal of a small California charter school. Mac critically questions the concept of inclusion in this setting, showing that neoliberal values and inclusion are mutually exclusive. Inclusion conceals many social issues and neoliberal values, such as independence, profit accumulation and competition, which Mac unfolds as she shares her interviews, observations, and review of school documents. Mac deftly illustrates how free market reform has raised the ante for low income, especially non-native English-speaking children of color to succeed in an increasingly competitive and standardized schooling environment. We feel Santiago’s abandonment by special education staff in the study skills class when he says he’s “lost.” The general teachers are in a similar situation without help. In the end, children who need differentiated instruction instead become deficient, instead of the system that labels them as so. \u003cem\u003eNeoliberalism and Inclusive Education\u003c\/em\u003e provides a poignant account of charter schooling, revealing that neoliberal values are smokescreened with cost benefit analyses, strategic plans and educational outcomes, manufacturing failure for the disabled. \u003c\/p\u003e -- Denise Blum, Ph.D. (Associate Professor, Oklahoma State University)\u003cbr\u003e\u003cp\u003eWith her unfailingly trenchant analysis, Dr. Mac critiques the deployment of capital and power in the service of neoliberalism against vulnerable and under-represented populations. She brings a critical ethnographic lens on a charter school to address how neoliberal ideology and inclusive education discourses spectacularly fail poor students of color with disabilities, addressing key gaps in what we know about how inclusive education is experienced by underrepresented students.\u003c\/p\u003e -- Shabana Mir, Ph.D. (Associate Professor, American Islamic College, Chicago)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eChapter 1. School Choice, Disaster Capitalism, and the Reproduction of Inequality for Historically Marginalized Students \u003cbr\u003e Chapter 2. The Creation of Deficient Students in Need of a “Special” Education \u003cbr\u003e Chapter 3. Needy Populations and Individual Failures \u003cbr\u003e Chapter 4. The Illusion of Choice and the Myth of Competition in the Education Marketplace \u003cbr\u003e Chapter 5. The Incompatibility of Neoliberalism and Inclusive Education \u003cbr\u003e Chapter 6. Closing Thoughts and Recommendations\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741958877527,"sku":"9781838671112","price":47.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781838671112.jpg?v=1720059461"},{"product_id":"global-perspectives-on-recruiting-international-students-challenges-and-opportunities-9781839825194","title":"Global Perspectives on Recruiting International","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAlthough many countries have created effective strategies to recruit more international students due to proven economic and social benefits, recruiting international students as a field of research lacks coherence. Filling this gap, this book provides a holistic and comprehensive overview of this emerging research area. \u003cbr\u003e  Exploring the theoretical and practical aspects of recruiting international students, this edited collection considers the financial, administrative, legislative, socio-cultural and market related barriers to international recruitment. The chapters cover a broad range of topics such as the role of social media in recruiting international students, the impact of internal environment on the recruitment of international students and the internationalization of universities as a strategy for recruiting international students. Offering a wide-ranging snapshot of global policies on international student recruitment across Asia, Europe and North America, as well as a consideration of related issues such as student integration and cultural adjustments, the authors and editors equip readers interested in the theory and practice with a more sophisticated view of the field, empowering them to engage in further research and practical strategies.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1. Key Factors in the selection of an educational Tourism Destination; \u003ci\u003eMelissa Rikiatou Kana Kenfack and Prof. Dr. Ali Öztüren \u003c\/i\u003eChapter 2. Study Hard but Do Tour to See the World: Tourism of Chinese studied in the US; \u003ci\u003eCarol Huang and Connie Chuyun\u003c\/i\u003e\u003ci\u003e Hu  \u003c\/i\u003e  Chapter 3. The role of social media marketing activities on international students' brand preference: A study on English speaking universities of Germany; \u003ci\u003eHasan Evrim Arici and Nagihan Cakmakoglu Arici  \u003c\/i\u003e  Chapter 4. Use of Web Analytics and Social Listening to Attract International Students; \u003ci\u003eDr. Rakhi Tripathi\u003c\/i\u003e   Chapter 5. Promoting the Internationalization of Students in University Strategic Goals: A Case Study; \u003ci\u003eCarla Del Gesso \u003c\/i\u003e  Chapter 6.  Exploring institutional culture and its impact on international student recruitment capabilities; \u003ci\u003eDr. Melissa James \u003c\/i\u003e  Chapter 7. Recruiting Educational Tourists from Countries under International Sanctions: The Case of Iranian Education Market; \u003ci\u003eCahit Ezel \u003c\/i\u003e Chapter 8. Geopolitics and Global Events: International Student Recruitment in a time of Disruption; \u003ci\u003eDr. Joseph M. Stokes \u003c\/i\u003e  Chapter 9. Challenges to admission for Indonesian sponsored applicants to a US graduate program in education; \u003ci\u003eAdrian Rodgers \u003c\/i\u003e  Chapter 10. The Qualitative Study of Factors Influencing to International Students’ Satisfaction: The Case of a Private University in Turkey; \u003ci\u003eAyşe Collins, Zeynep Goknil Sanal and Aygil Takır \u003c\/i\u003e  Chapter 11. Are Chinese Students Satisfied at European Universities: Performance and Challenges?; \u003ci\u003eMarta Melguizo-Garde and Ana Yetano \u003c\/i\u003e  Chapter 12. How to integrate international students into the local society and how that will affect their satisfaction level; \u003ci\u003eJanet M. Howes \u003c\/i\u003e  Chapter 13. Living closely together but in parallel – how stay-home culture, segregated housing, culturally immature businesses, and mobile lifestyle multi-dimensionally challenge the integration of international students in a Danish ‘muscle’ town; \u003ci\u003eAnnette Aagaard Thuesen and Eva Mærsk \u003c\/i\u003e  Chapter 14. The Impact of Cultural Adjustment on International Student Recruitment and First-year Success; \u003ci\u003eClayton Smith \u003c\/i\u003e  Chapter 15. International Chinese students’ cultural experience and cultural support in the UK; \u003ci\u003eYimeng Zhan\u003c\/i\u003e  Chapter 16. The Future of International Student Recruitment; \u003ci\u003eBelal Shneikat\u003c\/i\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48742013043031,"sku":"9781839825194","price":70.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781839825194.jpg?v=1720059678"},{"product_id":"strategies-for-supporting-inclusion-and-diversity-in-the-academy-higher-education-aspiration-and-inequality-9783031041730","title":"Strategies for Supporting Inclusion and Diversity","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book explores tried and tested strategies that support student and faculty engagement and inclusion in the academy. These strategies are anchored by a brief exploration of the history and effect\/s of exclusion and deprivilege in higher education. However, while many publications exploring academic inequality focus on the causes and impacts of structural, psychological and cultural exclusion based on racism, sexism, classism and ableism, they rarely engage in interventions to expose and combat such de\/privilege. Capturing examples of inclusive practices that are as diverse as student and faculty populations, these strategies can be easily translated and employed by organisations, collectives and individuals to recognise and combat social and academic exclusion within higher education environments. \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart I Contextualising Layers of Exclusion in Higher Education.- 1 Don’t Throw Out the Baby with the Bathwater: Statistics Can Create Impetus to Address Educational Inequity.- Part II Supporting Racial Diversity in the Academy.- 2 Promoting Race Equality and Supporting Ethnic Diversity in the Academy: The UK Experience Over Two Decades.- 3 Reflecting on Representation: Exploring Critical Tensions Within Doctoral Training Programmes in the UK.- 4 Killing the Indigene: Interrogating the Support of First Nations’ Diversity in the Modern University.- 5 Refugees in Neoliberal Universities.- 6 A Critical-Relational Approach to Community Development That Increases Well-Being, Learning Outcomes and Retention of International Students.- Part III Engendering Gender Diversity in Higher Education.- 7 Thriving in the Academy: Culturally Responsive Mentoring for Black Women’s Early Career Success.- 8 Women and Leadership: Strategies of Gender Inclusion in Institutions of Higher Education in India.- 9 Mainstreaming Gender into the Quality Assurance of Higher Education Programs.- 10 Success for LGBT College and University Students.- 11 Trans Inclusive Higher Education: Strategies to Support Trans, Non-Binary and Gender Diverse Students and Staff.- Part IV Re’class’ifying Academia.- 12 The Coffee Club: An Initiative to Support Mature and Non-Traditional Higher Education Students in Wales.- 13 Using a Funds of Knowledge Approach to Engage Diverse Cohorts Through Active and Personally Relevant Learning.- 14 The Impact of Stigma, Placement Instability and Individual Motivation on Successful Transitions in and Through University for Care Experienced Young People.- 15 Murdoch’s Aspirations and Pathways for University (MAP4U) Project: Developing and Supporting Low SES Students’ Aspirations for Higher Education Participation Using School-Based University Outreach Programs.- Part V Disabling the Barrier of Dis\/Ability in Higher Education.- 16 Inclusive Higher Education for College Students with Intellectual Disability.- 17 Student Suggestions for Improving Learning at University for Those with Learning Challenges\/Disability.- 18 A Case Study of the Educational Experience of Adult Students with Dyslexia Across Five TAFE Institutes in Queensland.- Part VI Conclusion.- 19 Inclusion in Practice: Operationalising Principles of Inclusion and Diversity","brand":"Springer International Publishing AG","offers":[{"title":"Default Title","offer_id":48743065452887,"sku":"9783031041730","price":123.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9783031041730.jpg?v=1720063958"},{"product_id":"the-dyscalculia-solution-9781441129512","title":"The Dyscalculia Solution","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis new book by authors Jane Emerson and Patricia Babtie follows on from their award winning book, the Dyscalculia Assessment.  Once careful assessment has identified the particular numeracy difficulties your pupils may have, the Dyscalculia Solution provides a practical teaching guide for addressing and solving those difficulties.       The Dyscalculia Solution includes step-by-step instructions on how to teach pupils to use whole numbers by talking and reasoning about them,  and communicating their thinking in a verbal, diagrammatic and written form. The book includes scripts to emphasise the importance of using the correct language to develop numerical thinking, as well as teaching objectives, activities and games which are important for fostering a positive attitude to numeracy. Each new concept builds on previous understanding so that new facts are derived by reasoning from known facts.       The Dyscalculia Solution is ideal for use with primary school children, but can easily b\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThe Dyscalculia Solution represents an invaluable practical guide to acquiring numeracy skills, for children and struggling adults alike. The book contains exercises focusing on the physical realisation of quantity and the operations that can be performed when quantities are expressed in symbolic form. This multi-sensory approach accords with how we now understand the brain to abstract the concept of numeracy from our interactions with the cultural environment. The book will prove essential for parents and teachers alike. * Professor Michael S. C. Thomas, Professor of Cognitive Neuroscience, Birkbeck College University of London, Director, Centre of Educational Neuroscience *\u003cbr\u003eThis is a resource which maths teachers will find unparalleled. It provides clear guidance as to how to help children with maths difficulties. It will help teachers to understand the underlying difficulties pupils may have and give them the knowledge as to how to support their pupils both in class and in one to one lessons. * Sue Dillon, Head of Learning Support, Thomas's Battersea, London *\u003cbr\u003eThe Dyscalculia Solution is an absolutely must have for any teacher looking for solutions with children who experience difficulties with numbers. It is quite simply the most practical and inspiring book; an invaluable piece in a teacher’s toolkit.  Straightforward to read, simple to implement in class and at home. A top quality resource. * Jenny Aviss, Director of schools, Alpha Plus Group Ltd *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart 1: Foundations of numeracy: mental maths\/ 1: Numbers 1 to 10 Counting\/ 2: Numbers 1 to 10 Calculation\/ 3: Numbers to 20: Counting\/ 4: Numbers to 20: Calculation\/ 5: Numbers to 100: Counting\/ 6: Numbers to 100: Calculation\/ 7: Multiplication and division\/ Part 2: Formal Numeracy\/ 8: The place value system\/ 9: Formal written methods\/ 10: Word problems\/ Appendices","brand":"Continuum Publishing Corporation","offers":[{"title":"Default Title","offer_id":48867067658583,"sku":"9781441129512","price":33.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781441129512.jpg?v=1722281512"},{"product_id":"countering-extremism-in-british-schools-9781447344131","title":"Countering Extremism in British Schools","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIn 2014 the `Trojan Horse' affair, an alleged plot to `Islamify' several state schools in Birmingham, caused a previously highly successful school to be vilified. Holmwood and O'Toole challenge the accepted narrative and show how it was used to justify an intrusive counter extremism agenda.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"A compelling alternative analysis of the `Trojan Horse’ affair, shining much-needed light on a serious but neglected vector of educational inequality in the UK.\" Reza Gholami, University of Birmingham\u003cbr\u003e“This highly engaging book charts the pervasive and politically motivated racialization of Muslim communities in Britain today. Detailed in its use of evidence and comprehensive in its analysis, it should be compulsory reading for everybody interested in the working of the state.” Nasar Meer, University of Edinburgh\u003cbr\u003e\"Makes for important reading not only to rectify the injustices committed in the unfolding of the affair, but as part of the continued debate on what values should be promoted in schools, how these values should be interpreted, and their compatibility with religious expression.\" Journal of Education Policy\u003cbr\u003e“An assiduous, impeccably researched account of the events that took place in Birmingham….utterly devastating reading. I cannot recommend it strongly enough.\" Peter Oborne, journalist.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction: A plot to Islamicise schools? Part 1: Context `British values’ and community cohesion Prevent: from hearts and minds to muscular liberalism Community cohesion, schooling and Prevent Religious education, collective worship and publicly funded education Governance, school reform and change management Part 2: The case  Introducing the case Enter Ofsted The Clarke and Kershaw Reports The NCTL hearings and their collapse Conclusion: Lessons from the Trojan Horse affair","brand":"Policy Press","offers":[{"title":"Default Title","offer_id":48867109273943,"sku":"9781447344131","price":13.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781447344131.jpg?v=1722281729"},{"product_id":"the-wellbeing-curriculum-9781472986412","title":"The Wellbeing Curriculum","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eAndrew Cowley, author of \u003ci\u003eThe Wellbeing Toolkit\u003c\/i\u003e and co-founder of  Healthy Toolkit (@HealthyToolkit), presents the ultimate guide to help primary schools develop a practical, principled and values-driven wellbeing curriculum for their pupils.\u003c\/b\u003eSchools are responsible for giving children the tools and emotional resilience to cope with the changes and challenges they will face in the future. Developing a comprehensive wellbeing curriculum for primary-aged children is crucial: when taught how to make good life choices and care for their physical and mental health, children will thrive both at primary school and beyond.\u003ci\u003eThe Wellbeing Curriculum\u003c\/i\u003e covers a range of issues from self-awareness, looking after others and building trust, to exercise, healthy eating, cyberbullying, leadership, diversity and empowerment. It offers practical ideas for embedding a wellbeing curriculum in lessons, assemblies, PSHE and RSE sessions and as part of the school ethos. This is the must-have \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eAs we all emerge from living through a pandemic, it is imperative that children grow up equipped with a range of skills and tools that will enable them to navigate their way through a “new normal” and feel nurtured, supported, guided and empowered. Andrew Cowley’s comprehensive and holistic toolkit offers a rich and powerful wellbeing curriculum, which should sit at the heart of the ethos of every school as they support children and young people. -- Sue Atkins * author of 'The Can Do Kid’s Journal' and parenting expert for the BBC, ITV’s This Morning and Disney Junior UK, @SueAtkins *\u003cbr\u003eA helpful, information-packed guide, full of practical advice and well-explained reasons for how and why to put wellbeing at the centre of your classroom practice. -- Rich Simpson * deputy headteacher and founder of #kindnessripple, @richreadalot *\u003cbr\u003eIt is refreshing to read a book that tackles the significance of pupil wellbeing in such an accessible way. The book’s attention to wellbeing and character is of particular importance if we want to enable young people to flourish. -- Michael Fullard * Research Fellow, Jubilee Centre for Character and Virtues, University of Birmingham, @MikeFullard *\u003cbr\u003e\u003ci\u003eThe Wellbeing Curriculum\u003c\/i\u003e is rich with ideas for the primary classroom that are meaningful, practical and innovative. Andrew’s passion for wellbeing glows like a beacon of hope throughout and it will be a book that I will turn to again and again. -- Georgina Tait * primary teacher, mental health first aider and director of JustTeachUK *\u003cbr\u003e\u003ci\u003eThe Wellbeing Toolkit\u003c\/i\u003e and \u003ci\u003eThe Wellbeing Curriculum\u003c\/i\u003e are absolute game-changers and a must-read for anyone working in education. -- John Magee * author of 'Kindness Matters' and 'The Happy Tank', @KindnessCoach_ *\u003cbr\u003eAndrew has done it again. An absolutely fabulous book that will help any school to design a curriculum to promote and support the wellbeing of all. A must read for any educator. -- Toria Bono * primary teacher and founder of Tiny Voice Talks, @Toriaclaire *\u003cbr\u003eAs the statutory components of PSHE are consolidated, this excellent book provides welcome support for educational leaders, at all levels, to improve well-being and attainment for pupils and staff. -- John Rees * PSHE trainer and coach, @PSHESolutions *\u003cbr\u003eWith its clear structure, examples, and suggestions for activities and assemblies, \u003ci\u003eThe Wellbeing Curriculum\u003c\/i\u003e is a treasure trove for educators wishing to introduce or expand their whole school wellbeing provision. -- Frederika Roberts * School Wellbeing Trainer, Speaker, Author \u0026amp; Lecturer. Founder of Educate to Flourish CIC. @frederika_r \u0026amp; @EduFlourish *\u003cbr\u003eExcellent and much-needed, \u003ci\u003eThe Wellbeing Curriculum\u003c\/i\u003e is a comprehensive resource, jam-packed with ideas and practical activities to enrich children’s lives and support schools with developing a whole school culture of wellbeing. -- Thérèse Hoyle * author of '101 Playground Games', Founder of the Positive Playtimes and How to be a Lunchtime Supervisor Superhero programme, @theresehoyle, www.theresehoyle.com *\u003cbr\u003eAndrew captures everything of real importance in education as we redefine the landscape. Read the book, implement the thinking and strategies in your context and deliver a fabulous wellbeing curriculum for your children! -- Adrian McLean * Director of Inclusion, Personal Development \u0026amp; Safeguarding at the Severn Academies Education Trust, @Character_Guy *\u003cbr\u003e\u003ci\u003eThe Wellbeing Curriculum \u003c\/i\u003eis a brilliant combination of theory and practical ideas for supporting wellbeing in schools. If you really want to create an environment that embeds wellbeing into the whole school community, this book provides so many areas to explore. -- Dr Hazel Harrison * Clinical Psychologist, Founder of ThinkAvellana, @ThinkAvellana *\u003cbr\u003eT\u003ci\u003ehe Wellbeing Curriculum\u003c\/i\u003e is another excellent book from Andrew Cowley! Brilliantly researched, this book is packed full of ideas for how to embed wellbeing across the whole curriculum, with activity suggestions for each key phase in the primary years as well as whole school assemblies. With inspirational interviews, a wealth of practical tools for delivering key objectives of the PSHE and citizenship syllabus and ideas for developing a positive school culture, this book is a must have for PSHE and wellbeing leads as well as senior school leaders. It's a treasure trove! -- Rae Snape * Headteacher, National Leader of Education and author of The Headteacher’s Handbook, @RaeSnape *\u003cbr\u003eExploring the nitty gritty of what wellbeing means and how to manage it from all different angles, Andrew leaves us with practical ways we can implement long term change, not just directly around us but indirectly too in the future. His approach looks at the positives of engaging in wellbeing, taking into account the whole person – something that is often forgotten. Empowering kids to make the correct decisions is central, and Andrew in this book Andrew gives you the skills to find the right ways to do that. -- Hope Virgo * Author and founder of #DumpTheScales, @HopeVirgo *","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48867241853271,"sku":"9781472986412","price":17.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781472986412.jpg?v=1722282382"},{"product_id":"time-to-shake-up-the-primary-curriculum-a-step-by-step-guide-to-creating-a-global-diverse-and-inclusive-school-9781801991193","title":"Time to Shake Up the Primary Curriculum: A","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eDeveloping children’s voices raises awareness and empowerment, particularly in marginalised communities. \u003c\/b\u003e\u003cb\u003eIt is important that children see themselves, their heritage, their cultures and their religions reflected and taught in schools – not as a tokenistic celebration day or week but weaved throughout the curriculum.\u003c\/b\u003e  \u003ci\u003eTime to Shake Up the Primary Curriculum\u003c\/i\u003e is a step-by-step guide on how to transform the curriculum content being taught in primary schools to better incorporate diversity into children’s learning. Headteacher Sarah Wordlaw equips teachers and school leaders with the appropriate subject knowledge to deliver a curriculum that is comprehensive, inclusive and empowering, whilst also providing an opportunity for current and aspiring school leaders to develop their leadership skills.  Covering history, geography, English, maths, science and the arts, this book will: -  aid teachers in becoming more inclusive and aware practitioners -  assist leaders in developing and implementing a whole-school strategic approach to delivering an inclusive curriculum, where everyone feels seen -  drive OFSTED ranking to outstanding.  It enables and empowers teachers and school leaders to remap the National Curriculum to include diverse, global topics to broaden children’s understanding of their own community and wider society.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis book is a detailed and thorough exploration of how to diversify the primary curriculum.  It is practical and allows for teachers to meaningfully make changes. A useful book and timely, too. -- Bennie Kara * Deputy Headteacher and Co-Founder, Diverse Educators *\u003cbr\u003eSarah Wordlaw has pretty much written a perfect curriculum blueprint for every primary school. Any senior or curriculum leader can pick this up and treat it like a thorough and supportive checklist. It’s structured brilliantly - Sarah answers all the questions we have about creating an inclusive and diverse curriculum; from staff training to what you need in classrooms, this book will leave you feeling confident and able to create an inclusive, sustainable curriculum for all primary school students and staff. -- Zahara Chowdhury * Head of Whole School DEI, Wellbeing and PSHE; education blogger and podcaster *\u003cbr\u003eSarah Wordlaw brings a passionate and systematic eye to the task of creating an inclusive primary curriculum. Packed with ideas, it provides a toolbox for school leaders eager to promote positive change. -- John Svatins * Primary school senior leader *\u003cbr\u003eSarah states that 'diversity, inclusion and visibility in the classroom is a constant journey'. I wholeheartedly agree with this and believe that, wherever you are on that journey, you need this book! -- Rosie O'Brien * Year 6 teacher *\u003cbr\u003ePassionately written, well thought out and easy to read, the book offers lots of practical support... The author has been generous in sharing their own experience of inclusive curriculum development including insights, resources, book lists, example letter templates and even suggested curriculum maps. -- Anna Speke, Nasen education officer * Nasen Connect Magazine *\u003cbr\u003eThis is a thought-provoking, practical how-to guide to school and curriculum development. It takes a holistic view of education, focusing on teaching children that there should be 'no outsiders' in our society. Passionately written, well thought out and easy to read, the book offers lots of practical support and is a valuable read for all practitioners. * NASEN Connect magazine *","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48868543988055,"sku":"9781801991193","price":15.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781801991193.jpg?v=1722288548"},{"product_id":"identity-conscious-educator-building-habits-and-skills-for-a-more-inclusive-school-9781952812712","title":"Identity-Conscious Educator: Building Habits and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Solution Tree","offers":[{"title":"Default Title","offer_id":48869207507287,"sku":"9781952812712","price":36.86,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781952812712.jpg?v=1722291625"},{"product_id":"deconstructing-special-education-and-constructing-inclusion-3e-9780335248711","title":"Deconstructing Special Education and Constructing","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis revised edition of a popular text offers students an updated and comprehensive overview across special education. It critically examines the intellectual foundations of special education and considers the consequences of their influence for professional and popular thinking about learning difficulties. The chapters place inclusion within a social and political context to highlight how concepts have been influences by theory and ideology across the years. \u003c\/p\u003e\u003cp\u003eThe book offers guidance to students on specific issues such as reading and behavioural difficulties with theoretically grounded information. With a fresh chapter discussing current research, intersectionality and increased marketisation within education this book reflects the new landscape and legislation of special education. \u003c\/p\u003e\u003cp\u003eâœEssential reading for anyone studying or working in either special or inclusive educationâ Few could build the case as well as Thomas and Loxley.â\u003c\/p\u003e\u003cp\u003e\u003cb\u003eMelanie Nind, Profess\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction \u003cbr\u003e1 The ‘theory’ behind special education \u003cbr\u003e2 The knowledge-roots of special education \u003cbr\u003e3 Intersections \u003cbr\u003e4 Children’s behaviour at school: it’s strange. But why do we expect anything else? \u003cbr\u003e5 Thinking and research about learning failure, especially in reading \u003cbr\u003e6 Modelling difference and diversity \u003cbr\u003e7 Policy, politics and paradox \u003cbr\u003e8 Against inclusion? \u003cbr\u003e9 Inclusive education in the twenty-first century \u003cbr\u003e10 Conclusion\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/b\u003e\u003c\/p\u003e","brand":"Open University Press","offers":[{"title":"Default Title","offer_id":48883999080791,"sku":"9780335248711","price":31.34,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780335248711.jpg?v=1722529970"},{"product_id":"inclusive-education-theory-and-policy-moving-from-special-educational-needs-to-equity-9780335250394","title":"Inclusive Education Theory and Policy Moving from","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003eâœThis book, co-authored by long time practitioners, brilliantly demonstrates that an inequitable, illiberal education system can be changed to become inclusive and equitable. With one part examining the system over the decades since the Warnock report, and a second part presenting policy and practice for a fairer system with an end to a SEND industry, it presents a state-maintained education system desperately in need of radical reform that can be renewed to serve all children and young people.\"\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eProfessor Sally Tomlinson, Emeritus Professor Goldsmiths at the University of London, UK, Honorary Fellow at the Department of Education, University of Oxford, UK\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003eâœThis book is a wake-up call to us all to the âliberationâ of our current systemâ it invit[es] active engagement in change through review and reflectionâ  I would recommend this book to my teachers.â\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eDr Stella Scharinger, Primary School Executive Head Teacher, The Stou\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePART I: THE HERE AND NOW\u003cbr\u003e1.The Promised Land: How did we get into this situation?\u003cbr\u003e2.Don’t Throw the Baby Out with the Bath Water: What can we learn from core educational thinkers\u003cbr\u003e3.Educational Reform, Change and Organisational Learning\u003cbr\u003ePART II: A VISION FOR THE FUTURE\u003cbr\u003e4.The Role of Politicians, Policy Makers, Employers, Educators, Parents\/Carers, Children\/Young People and Citizens\u003cbr\u003e5.A Remodelled Professional Identity and the Role of the Teacher and Learning\u003cbr\u003e6.A New Path: Re-conceptualising an education system\u003cbr\u003e7.Next Steps and Conclusion\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e","brand":"Open University Press","offers":[{"title":"Default Title","offer_id":48884001309015,"sku":"9780335250394","price":28.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780335250394.jpg?v=1722529979"},{"product_id":"evolving-dialogues-in-multiculturalism-and-multicultural-education-9780335250578","title":"Evolving Dialogues in Multiculturalism and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis edited collection continues the call for evolving multicultural dialogues within education and the wider social sciences. Dialogue and education are essential tools that can help tackle some of the biggest cultural problems we are facing, including post-Coronavirus education realities. The contributors of this edited book from across the globe explore the necessity of sustained dialogue within the wider social and political sciences, alongside national and international politics, where more multicultural voices need to be heard in order to make progress. The book builds on existing evidence and literature to advocate in favour of this movement and highlights how important multiculturalism and multicultural education remains. It will be essential reading for students and academics working in the fields of education and sociology, particularly those with an interest in social justice, inclusion and multiculturalism.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface\u003cbr\u003eChapter 1: Introduction\u003cbr\u003ePart I. Multicultural Dialogues \u003cbr\u003eChapter 2: The SHARMED project:  the promotion of dialogic intercultural learning in the classroom’\u003cbr\u003eChapter 3: Intersecting Dialogues for Justice in Education\u003cbr\u003eChapter 4: “The West has shown me one thing: everything it has is from the East” [and vice-versa]: Unthinking and reconstructing interculturality in education with ‘China’\u003cbr\u003eChapter 5: Promoting Multicultural Awareness through Dialogue: The Case of The Dialogue Society\u003cbr\u003eChapter 6: Impacts of dialogue education work on young people and teachers in Jordan\u003cbr\u003eChapter 7: Can Interculturalism Complement Multiculturalism? \u003cbr\u003eChapter 8: Refugee Children as Pupils with Culturally Different Backgrounds in Italian Elementary Schools\u003cbr\u003eChapter 9: Dialogue in multilingual research contexts\u003cbr\u003ePart II. Multicultural Pedagogy \u003cbr\u003eChapter 10: Diversity and Inclusive Strategies: School as a cultural mediator\u003cbr\u003eChapter 11: Adolescents of immigrant origin in Italy: well-being, aspirations and uncertainties\u003cbr\u003eChapter 12: Multiculturalism and its Definition: El Sistema as a Model of Multicultural Education?\u003cbr\u003eChapter 13: Is multicultural education deep enough and wide enough?\u003cbr\u003eChapter 14: An Investigation on Teacher–Student Interpersonal Behavior in Russia and Italy\u003cbr\u003ePart III. Multicultural Policy\u003cbr\u003eChapter 15: Transforming Civic Education to Reduce Failed Citizenship\u003cbr\u003eChapter 16: Decolonising Social Studies Curriculum in Thailand: Whose Knowledge? Whose Power?\u003cbr\u003eChapter 17: “See it, Say it, Sorted”: The ‘Prevent duty’ and its impact on English secondary schools: Evolving Dialogues in an ‘Age of Anger’\u003cbr\u003eChapter 18: Is Citizenship Education Dead in England?\u003cbr\u003ePart IV. Multiculturalism, Schools and Curriculum\u003cbr\u003eChapter 19: Muslim, Male and Primary School Teacher: The Postmodern Change\u003cbr\u003eChapter 20: British Pakistani Students’ Experiences of the Secondary School Curriculum\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e","brand":"Open University Press","offers":[{"title":"Default Title","offer_id":48884001505623,"sku":"9780335250578","price":42.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780335250578.jpg?v=1722529979"},{"product_id":"promoting-inclusive-classroom-dynamics-in-higher-education-a-research-based-pedagogical-guide-for-faculty-9781620368992","title":"Promoting Inclusive Classroom Dynamics in Higher","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis powerful, practical resource helps faculty create an inclusive dynamic in their classrooms, so that all students are set up to succeed. Grounded in research and theory (including educational psychology, scholarship of teaching and learning, intergroup dialogue, and social justice theory), this book provides practical solutions to help faculty create an inclusive learning environment in which all students can thrive. Each chapter focuses on palpable ideas and adaptive strategies to use right away when teaching. The first chapter consider professors’ intersecting personal and social identities and their expectations for themselves and their students. Chapter 2 considers students’ backgrounds, including class, race, disability, and gender, and focuses on what students bring to the classroom, exploring their basic psychological needs of autonomy, competence, and belonging; their approaches to learning; and their self-doubts and uncertainties. Chapter 3 draws on universally-designed learning in combination with educational design rooted in social justice and multiculturalism to describe ways to design spaces in which students flourish academically. Two chapters focus on classroom dynamics. Chapter 4 primarily focuses on preparation for having difficult conversations in the classroom, considering how instructors can create a shared understanding between themselves and their students. Chapter 5 focuses on in-the-moment strategies to both create and manage discomfort about sensitive and controversial topics while supporting students of various social identities (such as gender, race, disability). In the closing chapter, the author integrates all the elements in the preceding chapters, and also presents more general college-wide programs to help faculty develop and improve their teaching.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eFrom the Foreword:\u003c\/p\u003e\u003cp\u003e“Promoting Inclusive Classroom Dynamics in Higher Education provides a pathway for faculty to help students develop agency, achieve higher levels of learning and reflection, and have a sense of belonging.”\u003c\/p\u003e\u003cp\u003eTia Brown McNair, Vice President for Diversity, Equity, and Student Success and Executive Director\u003c\/p\u003e\u003cp\u003eTRHT Campus Centers at the Association of American Colleges and Universities\u003c\/p\u003e\u003cp\u003e“Presenting research, strategies, and lived experiences in engaging and accessible ways, Kathryn C. Oleson invites us to reflect on ourselves as facilitators of learning, to recognize the necessity not just the benefits of more equitable and inclusive classrooms, and to dedicate ourselves to transforming our thinking and our practices. She provides an impressively wide range of conceptual frameworks, concrete approaches, and helpful examples that can guide the necessarily ongoing work of promoting inclusive classroom dynamics.”\u003c\/p\u003e\u003cp\u003eAlison Cook-Sather, Professor of Education and Director, Peace, Conflict and Social Justice concentration and Director, Teaching and Learning Institute, and co-author of Promoting Equity and Justice through Pedagogical Partnership (Stylus, forthcoming)\u003c\/p\u003e\u003cp\u003eBryn Mawr and Haverford Colleges\u003c\/p\u003e\u003cp\u003e“This book offers essential, evidence-based strategies for faculty and students to foster transparent learning and teaching conditions, including the sense of belonging and the collaborative, intentional support for equitable learning that is so essential to students’ persistence and success in college.”\u003c\/p\u003e\u003cp\u003eMary-Ann Winkelmes, executive director of the Center for Teaching and Learning; and co-editor, Transparent Design in Higher Education Teaching and Leadership\u003c\/p\u003e\u003cp\u003eBrandeis University\u003c\/p\u003e\u003cp\u003e“Every new and seasoned faculty member who reads this book will make more intentional decisions in how they bring themselves into their classes and organize small group engagement. Faculty developers will rely on this book as an essential resource for the how and why of inclusive group dynamics in higher education.”\u003c\/p\u003e\u003cp\u003eBecky Wai-Ling Packard, Professor of Psychology and Education; author of Successful STEM Mentoring Initiatives for Underrepresented Students\u003c\/p\u003e\u003cp\u003eMount Holyoke College\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword—Tia Brown McNair Acknowledgments Preface 1. Instructors 2. Students 3. Context and Content 4. Class Dynamics I 5. Class Dynamics II—Robert R. Murphy and Kathryn C. Oleson 6. Conclusion. Bringing It All Together References About the Authors Index \u003c\/p\u003e","brand":"Taylor \u0026 Francis Inc","offers":[{"title":"Default Title","offer_id":48886942761303,"sku":"9781620368992","price":28.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781620368992.jpg?v=1722542281"},{"product_id":"sexual-cultures-in-aotearoa-nz-education-9781877578687","title":"Sexual Cultures in Aotearoa NZ Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAotearoa New Zealand was recently rated by the Lonely Planet travel guide as the second most \"gay friendly\" country in the world, with some of the most advanced human rights legislation. Research suggests, however, that New Zealand''s relatively \"inclusive\" social climate is not always reflected in our educational settings. This book explores how the assumption that heterosexuality is the norm operates in education, and the discriminatory effects of this for teachers, for students, and for parents, in early childhood education, schools, tertiary and alternative settings. How can education settings become more socially just sites of inclusion for sexual and gender diversity? Contributors from a wide range of sectors discuss their research and invite others to join them in resisting the many injustices perpetuated by the unchecked discriminatory discourses that have shaped New Zealand education historically, and which continue to do so today.","brand":"Otago University Press","offers":[{"title":"Default Title","offer_id":48888250696023,"sku":"9781877578687","price":33.31,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781877578687.jpg?v=1722548455"},{"product_id":"essential-skills-for-struggling-learners-a-framework-for-student-support-teams-9781681252551","title":"Essential Skills for Struggling Learners: A","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eTo provide the right supports for struggling students in grades pre-K to 12, your school team needs a thorough understanding of the skills that contribute to learning—and a systematic way to help students with a wide range of learning difficulties. This innovative planning guide is your key to identifying and prioritizing the essential skills that students with and without learning difficulties need to succeed.\u003c\/p\u003e\u003cp\u003eThis book presents 11 key domains of learning—divided into neurological, developmental, and educational domains—and gives your team a complete, collaborative plan for pinpointing where students need help and adapting your supports to meet those needs. For each of the 11 domains, the authors offer a logical framework that consists of critical skill sets and skills your students need for learning success. Every domain gets a dedicated chapter that helps you: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003e\n\u003cb\u003eUnderstand why the domain is essential to learning\u003c\/b\u003e in both special and general education\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eLearn about the research and resources\u003c\/b\u003e used to develop the framework for that domain\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eTake a deep dive\u003c\/b\u003e and master key terms and definitions\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eDiscover how the skills associated with each domain\u003c\/b\u003e develop in typical learners\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eFind students who are struggling\u003c\/b\u003e by making good observations, and by identifying missing or underdeveloped skills\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eIdentify your students’ strengths\u003c\/b\u003e so you can help them build and expand on their skills\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eClearly communicate\u003c\/b\u003e your observations to all team members\u003c\/li\u003e\n\u003cli\u003e\n\u003cb\u003eBuild better intervention plans and IEPs\u003c\/b\u003e using the specific educational objectives, teaching strategies, and accommodations suggested in each chapter\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003cb\u003ePRACTICAL MATERIALS:\u003c\/b\u003e Each chapter offers an in-depth Case Study example, a Skills Observation Sheet for notetaking during student observations, and a Skills Framework for use as a quick reference on skills when making observations and developing IEPs. Two practical appendices walk school professionals and team leaders through the collaborative process of putting the frameworks in the book into practice.\u003c\/p\u003e\u003cbr\u003e\u003cb\u003eSupport students in 11 domains of learning:\u003c\/b\u003e\u003cul\u003e\n\u003cli\u003eVision Skills \u003c\/li\u003e\n\u003cli\u003eHearing Skills \u003c\/li\u003e\n\u003cli\u003eMotor Skills\u003c\/li\u003e\n\u003cli\u003eFormal Language Skills \u003c\/li\u003e\n\u003cli\u003ePragmatic Language Skills \u003c\/li\u003e\n\u003cli\u003eSocial Skills \u003c\/li\u003e\n\u003cli\u003eExecutive Skills \u003c\/li\u003e\n\u003cli\u003eAffect and Self-Regulation Skills \u003c\/li\u003e\n\u003cli\u003eReading Skills \u003c\/li\u003e\n\u003cli\u003eWriting Skills \u003c\/li\u003e\n\u003cli\u003eMath Skills\u003c\/li\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eA Note on the Chapter Appendices\u003cbr\u003e About the Authors\u003cbr\u003e Acknowledgments\u003cbr\u003e Introduction\u003cbr\u003e\u003cbr\u003e\u003cb\u003eSECTION I NEUROLOGICAL FRAMEWORKS\u003c\/b\u003e\u003cbr\u003e Chapter 1 Vision Skills\u003cbr\u003e Chapter 2 Hearing Skills\u003cbr\u003e Chapter 3 Motor Skills\u003cbr\u003e\u003cbr\u003e\u003cb\u003eSECTION II DEVELOPMENTAL FRAMEWORKS\u003c\/b\u003e\u003cbr\u003e Chapter 4 Formal Language Skills\u003cbr\u003e Chapter 5 Pragmatic Language Skills\u003cbr\u003e Chapter 6 Social Skills\u003cbr\u003e Chapter 7 Executive Skills\u003cbr\u003e Chapter 8 Affect and Self -Regulation Skills\u003cbr\u003e\u003cbr\u003e\u003cb\u003eSECTION III EDUCATIONAL FRAMEWORKS\u003c\/b\u003e\u003cbr\u003e Chapter 9 Reading Skills\u003cbr\u003e Chapter 10 Writing Skills\u003cbr\u003e Chapter 11 Math Skills\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAppendix A\u003c\/b\u003e Implementing the Frameworks: Suggestions for Professionals\u003cbr\u003e\u003cb\u003eAppendix B\u003c\/b\u003e Implementing the Frameworks: Suggestions for Team Leaders\u003cbr\u003e","brand":"Brookes Publishing Co","offers":[{"title":"Default Title","offer_id":49084270575959,"sku":"9781681252551","price":38.21,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781681252551.jpg?v=1725551609"},{"product_id":"coaching-and-consultation-practices-in-early-childhood-9781681254692","title":"Coaching and Consultation Practices in Early","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eCoaching is one of the best ways to enhance the skills of early childhood practitioners and ensure high‐quality learning experiences for young children with and without disabilities. With this authoritative professional learning resource, educators and early interventionists will learn how to use coaching and consultation methods to support inclusion and ensure the best outcomes for all children from birth to five.\u003c\/p\u003e\u003cp\u003eWritten by two experts on early childhood intervention and special education, this book introduces multiple models of professional collaboration and offers in‐depth guidance on how to implement an effective consultation\/coaching model in early childhood settings. From big‐picture considerations to small logistical details, professionals will master the entire process of creating, maintaining, and evaluating a successful coaching relationship. In each chapter, case examples, discussion questions, chapter summaries, and group activities reinforce key points and encourage reflection.\u003c\/p\u003e\u003cp\u003eAn essential professional resource and an ideal textbook for courses on consultation and coaching, this comprehensive guide will help early childhood practitioners work together to improve educational and developmental outcomes for all young children.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eDISCOVER HOW TO:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eEstablish ground rules and objectives for coaching\u003c\/li\u003e\n\u003cli\u003eBuild rapport and strong communication skills within a coaching relationship\u003c\/li\u003e\n\u003cli\u003eSystematically gather information about the child, teacher, and learning environment to inform coaching practices\u003c\/li\u003e\n\u003cli\u003eWork together to set and prioritize intervention goals for children\u003c\/li\u003e\n\u003cli\u003eCreate and implement an action plan that addresses intervention goals\u003c\/li\u003e\n\u003cli\u003eDeliver effective performance feedback\u003c\/li\u003e\n\u003cli\u003eEvaluate the success of both the coaching plan and the partnership\u003c\/li\u003e\n\u003cli\u003eUse current technology to harness the benefits of tele‐intervention, mobile coaching, and remote consultation\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003cb\u003ePRACTICAL MATERIALS:\u003c\/b\u003e Support successful coaching and consultation with more than 25 reproducible downloads, including data collection forms, action plans, a planning matrix, self‐assessments, and coaching session sample logs. Instructors will also find downloadable PowerPoint presentations aligned to each chapter.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cul\u003e\n\u003cli\u003eAbout the Downloads\u003c\/li\u003e\n\u003cli\u003eAbout the Authors\u003c\/li\u003e\n\u003cli\u003ePreface\u003c\/li\u003e\n\u003cli\u003eChapter 1: Introduction to Models of Professional Collaboration\u003c\/li\u003e\n\u003cli\u003e Learning Objectives\u003c\/li\u003e\n\u003cli\u003e New Roles and Responsibilities for Early Childhood Professionals\u003c\/li\u003e\n\u003cli\u003e Models of Professional Collaboration: Promising Practices to Support Professional Learning\u003c\/li\u003e\n\u003cli\u003e Models of Coaching and Consultation in Early Care and Education\u003c\/li\u003e\n\u003cli\u003e Models of Consultation\u003c\/li\u003e\n\u003cli\u003e Overview of Origin and Scope of Consultation in Early Childhood Intervention\u003c\/li\u003e\n\u003cli\u003e Research on the Efficacy of Behavioral Consultation and Coaching\u003c\/li\u003e\n\u003cli\u003e Consultation\/Coaching in Early Childhood: A Professional Collaboration Model\u003c\/li\u003e\n\u003cli\u003e Determining the Goals and Purpose of Consultation\/Coaching\u003c\/li\u003e\n\u003cli\u003e Who Provides Consultation\/Coaching in Early Childhood Settings?\u003c\/li\u003e\n\u003cli\u003e Research on How Consultation or Coaching is Used in Early Education and Intervention\u003c\/li\u003e\n\u003cli\u003e Summary\u003c\/li\u003e\n\u003cli\u003e Discussion Questions\u003c\/li\u003e\n\u003cli\u003e Case Study Activities\u003c\/li\u003e\n\u003cli\u003eChapter 2: Agreements for Coaching Services: Establishing Ground Rules for Coaching\u003c\/li\u003e\n\u003cli\u003e Learning Objectives\u003c\/li\u003e\n\u003cli\u003e Introduction: Establishing the Ground Rules for Coaching\u003c\/li\u003e\n\u003cli\u003e Why Are Requests for Coaching Services Initiated\u003c\/li\u003e\n\u003cli\u003e Establishing Objectives Before Initiating Coaching Services\u003c\/li\u003e\n\u003cli\u003e Creating an Agreement for Coaching Services\u003c\/li\u003e\n\u003cli\u003e Key Elements in an Agreement for Coaching Services\u003c\/li\u003e\n\u003cli\u003e What Details Should Be Addressed in an Agreement for Coaching Services?\u003c\/li\u003e\n\u003cli\u003e Benefits of a Formal Agreement for Coaching Services\u003c\/li\u003e\n\u003cli\u003e Caveats Related to On‐Line and E‐Communications\u003c\/li\u003e\n\u003cli\u003e Summary\u003c\/li\u003e\n\u003cli\u003e Discussion Questions\u003c\/li\u003e\n\u003cli\u003e Case Study Activities\u003c\/li\u003e\n\u003cli\u003eChapter 3: Building Rapport in a Coaching Relationship\u003c\/li\u003e\n\u003cli\u003e Learning Objectives\u003c\/li\u003e\n\u003cli\u003e Introduction: The Nature of a Coaching Partnership\u003c\/li\u003e\n\u003cli\u003e Initiating a Coaching Partnership\u003c\/li\u003e\n\u003cli\u003e The Role of Rapport in Building a Coaching Partnership\u003c\/li\u003e\n\u003cli\u003e Building and Sustaining Rapport: Recommendations for Coaches\u003c\/li\u003e\n\u003cli\u003e Use of Interpersonal Communication Skills in Establishing and Building Rapport\u003c\/li\u003e\n\u003cli\u003e Non‐Verbal Communication Skills Linked to Building Rapport\u003c\/li\u003e\n\u003cli\u003e Verbal Communication Skills Linked to Building Rapport\u003c\/li\u003e\n\u003cli\u003e Use of Different Forms of Questioning in Communicating with a Partner\u003c\/li\u003e\n\u003cli\u003e Common Mistakes in Interpersonal Communication\u003c\/li\u003e\n\u003cli\u003e The Role of Social Power and Influence in Coaching Partnerships\u003c\/li\u003e\n\u003cli\u003e Perspectives and Interests of the Coach and Partner in a Coaching Relationship\u003c\/li\u003e\n\u003cli\u003e Factors that May Contribute to the Success or Failure of a Coaching Partnership\u003c\/li\u003e\n\u003cli\u003e Summary\u003c\/li\u003e\n\u003cli\u003e Discussion Questions\u003c\/li\u003e\n\u003cli\u003e Case Study Activities\u003c\/li\u003e\n\u003cli\u003eChapter 4: Observation and Information Gathering\u003c\/li\u003e\n\u003cli\u003e Learning Objectives\u003c\/li\u003e\n\u003cli\u003e Introduction: Observation and Information Gathering\u003c\/li\u003e\n\u003cli\u003e Getting to Know the Learning Enviornment\u003c\/li\u003e\n\u003cli\u003e Assessing the Teaching Skills of Early Childhood Educators\u003c\/li\u003e\n\u003cli\u003e Assessing the Program's Climate or Culture\u003c\/li\u003e\n\u003cli\u003e Teddy, Alexis, Brittany, and Shelly\u003c\/li\u003e\n\u003cli\u003e Summary\u003c\/li\u003e\n\u003cli\u003e Discussion Questions\u003c\/li\u003e\n\u003cli\u003e Case Study Activities\u003c\/li\u003e\n\u003cli\u003eChapter 5: Implementing the Plan\u003c\/li\u003e\n\u003cli\u003e Learning Objectives\u003c\/li\u003e\n\u003cli\u003e Setting a Goal\u003c\/li\u003e\n\u003cli\u003e Reviewing Assessment Information\u003c\/li\u003e\n\u003cli\u003e Triaging or Prioritizing Targets for Intervention\u003c\/li\u003e\n\u003cli\u003e Reaching Consensus and Moving Forward: Planning for Action\u003c\/li\u003e\n\u003cli\u003e Selecting Strategies to Address the Issue\u003c\/li\u003e\n\u003cli\u003e Choosing Child‐Focused Intervention Strategies\u003c\/li\u003e\n\u003cli\u003e Choosing Evidence‐Based Strategies that Promote Adult Learning\u003c\/li\u003e\n\u003cli\u003e Creating an Action Plan\u003c\/li\u003e\n\u003cli\u003e Supports for Implementation\u003c\/li\u003e\n\u003cli\u003e Curriculum Planning Matrices\u003c\/li\u003e\n\u003cli\u003e Observation and Data Collection\u003c\/li\u003e\n\u003cli\u003e Performance Feedback\u003c\/li\u003e\n\u003cli\u003e Ways to Share Performance Feedback\u003c\/li\u003e\n\u003cli\u003e Challenges to Implemtnation\u003c\/li\u003e\n\u003cli\u003e Summary\u003c\/li\u003e\n\u003cli\u003e Discussion Questions\u003c\/li\u003e\n\u003cli\u003e Case Study Activities\u003c\/li\u003e\n\u003cli\u003eChapter 6: Evaluating the Success of the Coaching Plan and the Partnership\u003c\/li\u003e\n\u003cli\u003e Learning Objectives\u003c\/li\u003e\n\u003cli\u003e Introduction: Evaluation of Coaching Partnerships\u003c\/li\u003e\n\u003cli\u003e The Relationship Between Coaching Context and Evaluation\u003c\/li\u003e\n\u003cli\u003e Use of Common Coaching Tools in Evaluating a Coaching Partnership\u003c\/li\u003e\n\u003cli\u003e Evaluating the Process and Outcome of a Coaching Partnership\u003c\/li\u003e\n\u003cli\u003e Expectations of Stakeholders: Implications for Evaluating a Coaching Partnership\u003c\/li\u003e\n\u003cli\u003e Summary\u003c\/li\u003e\n\u003cli\u003e Discussion Questions\u003c\/li\u003e\n\u003cli\u003e Case Study Activities\u003c\/li\u003e\n\u003cli\u003eChapter 7: Behind the Scenes in the Coaching Model\u003c\/li\u003e\n\u003cli\u003e Learning Objectives\u003c\/li\u003e\n\u003cli\u003e Introduction\u003c\/li\u003e\n\u003cli\u003e The Role of Logistics in Supporting Effective Coaching: An Overview\u003c\/li\u003e\n\u003cli\u003e Key Elements in a Coaching Partnership\u003c\/li\u003e\n\u003cli\u003e Considerations in Assigning Coaching Personnel\u003c\/li\u003e\n\u003cli\u003e The Expertise Model of Caseload Allocation\u003c\/li\u003e\n\u003cli\u003e Cultural Competence in Assigning Caseloads\u003c\/li\u003e\n\u003cli\u003e Enrollment of Children with Special Needs in Selected Programs\u003c\/li\u003e\n\u003cli\u003e Assigning Caseloads: Striking a Balance\u003c\/li\u003e\n\u003cli\u003e Supporting Coaching Services: Creating Office Space at Host Sites\u003c\/li\u003e\n\u003cli\u003e Professional Preperation and Learning for Coaches: Building Capactiy\u003c\/li\u003e\n\u003cli\u003e Key Elements in a Coaching Partnership: Personal and Professional Organization\u003c\/li\u003e\n\u003cli\u003e Challenges in Adopting or Expanding Coaching Services\u003c\/li\u003e\n\u003cli\u003e Summary\u003c\/li\u003e\n\u003cli\u003e Discussion Questions\u003c\/li\u003e\n\u003cli\u003e Case Study Activities\u003c\/li\u003e\n\u003cli\u003eChapter 8: Coaching and Consultation in a Virtual World\u003c\/li\u003e\n\u003cli\u003e Learning Objectives\u003c\/li\u003e\n\u003cli\u003e Introduction\u003c\/li\u003e\n\u003cli\u003e Building Effective Professional Relationships Virtually\u003c\/li\u003e\n\u003cli\u003e Sharing Information Virtually\u003c\/li\u003e\n\u003cli\u003e Creating Virtual Repositories of Resources\u003c\/li\u003e\n\u003cli\u003e Capitalizing on the Benefits of Could‐Based Systems\u003c\/li\u003e\n\u003cli\u003e Silver Linings\u003c\/li\u003e\n\u003cli\u003e Virtual Coaching\u003c\/li\u003e\n\u003cli\u003e Lessons Learned from Early Intervention Tele‐Intervention\u003c\/li\u003e\n\u003cli\u003e Summary\u003c\/li\u003e\n\u003cli\u003e Discussion Questions\u003c\/li\u003e\n\u003cli\u003e Case Study Activities\u003c\/li\u003e\n\u003cli\u003eIndex\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Brookes Publishing Co","offers":[{"title":"Default Title","offer_id":49084270641495,"sku":"9781681254692","price":33.96,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781681254692.jpg?v=1725551607"},{"product_id":"teaching-refugees-and-displaced-students-what-every-educator-should-know-9783031338335","title":"Teaching Refugees and Displaced Students: What","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis textbook serves as a guide for practitioners whose goal is to enhance refugee students’ learning experiences. With millions of children globally in refugee or seeking asylum status, this volume is a must-read for every 21\u003csup\u003est\u003c\/sup\u003e century educator. \u003c\/p\u003e\u003cp\u003eOften, refugee students have missed a substantial amount of schooling as a result of the disruptions in their home countries and transit through refugee camps.  Others have never been to school at any time.  Refugees enter school with the same hopes and aspirations as other students, but they also confront serious challenges.\u003ci\u003e\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003eThis textbook helps educators to restore hope through the following topics:\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003e        empowering refugees \u003cb\u003ein school\u003c\/b\u003e \u003c\/li\u003e\n\u003cli\u003e        liberating structures in \u003cb\u003eresettlement\u003c\/b\u003e camps \u003c\/li\u003e\n\u003cli\u003e        increasing \u003cb\u003eopportunity\u003c\/b\u003e at university \u003c\/li\u003e\n\u003cli\u003e        designing \u003cb\u003ecompassionate\u003c\/b\u003e pedagogies \u003c\/li\u003e\n\u003cli\u003e        leveraging \u003cb\u003etechnology\u003c\/b\u003e \u003c\/li\u003e\n\u003cli\u003e        connecting the \u003cb\u003ecommunity\u003c\/b\u003e \u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eEach chapter includes \u003cb\u003epoints to ponder\u003c\/b\u003e as educators work to apply the principles of restoring hope for refugee students and their families. This textbook also provides \u003cb\u003epractical suggestions and case studies\u003c\/b\u003e that will help educators to put theory into practice. \u003c\/p\u003e\u003cp\u003e \u003c\/p\u003e\u003cp\u003eTeachers and professors who are passionate about honing their skills will find this book a comprehensive resource when displaced students enter their classrooms.  This volume will also be of great interest to teacher-educators, pre-service teachers, educators serving in refugee camps and school administrators.\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction.-Part I: Restoring Hope in School.- Where Hope Flourishes: Teaching Refugee Children in Troubling Times; L. Kajee.- Restoring Hope in Resettlement: An Examination of the Role of Community-Led Educational Programming Initiatives; S. Namver, Y. Yildirim.- Compassionate Pedagogy: A Narrative-based Curriculum for Children Who Are Refugees; J. Sochacki, K. I. Case.- Refugees’ Acclimatization and Learning: Educators' Creative Solutions; S. Oladipo, A. Handley, R. Lackey, J. Hallett.-  Engaging Refugee Students in an Inclusive School Environment That Promotes Learning; Q. L. Robinson.- Leveraging Multiculturalism and Social Support: Helping Syrian Refugees in Lebanon; I. M. Karkouti.- Poetry \"My Father Who...\"; A. M. F. Tamayo.- Part II: Restoring Hope through Access and Acceptance in Higher Education.- How Teachers Can Improve the Experiences of Refugee Students with SEND with Higher Education Goals; D. De Araujo.- Higher Education in Refugee Camps via Collaborative Blended Learning: The Impact and Benefits for Refugees and their Student Tutors; P. O'Keeffe.- Cultivating Campus Belonging for Refugee College Students through Effective Academic and Social Integration; M. Elhess, J. Mahfouz, L. Summers.- The Pathway to Unlocking Refugees’ Learning Potential: Current Challenges and Lifelong Learning Solutions; D. Mizza.- Poetry “Northwood Bound”, A.M.F. Tamayo.- Part III: Restoring Hope in the Community.- Promoting the Well-being of Asylum-seeking Refugee Children Within and Beyond the School Gates: Insights from the United Kingdom; M. Karakas, A. Hajar, H. Aydin.- Multicultural School Events: Possibilities and Pitfalls for Refugee Students and Their Families; T-A. Skrefsrud.- Poetry \"Elegy to a Refugee Girl\", A.M.F. Tamayo.- Part IV: Restoring Hope through Effective Leadership.- Education of Refugee Students: Social Justice Leadership and Ecology of Education; O. Caliskan, H. Buyukgoze.- Leadership for Refugee Education; B. Han, R. Tösten.- School Leadership Makes Hope Possible: Five Things School Administrators Can Do Right Now; T. D. Wolsey, I. M. Karkouti.-\u003ci\u003e \u003c\/i\u003ePoetry \"The Big Blue Sky\"; A.M.F. Tamayo.- Part V\u003ci\u003e: \u003c\/i\u003eRestoring Hope across Generations.- Fostering Hope Through Generations – Overcoming Trauma; T.D. Wolsey.- Conclusion","brand":"Springer International Publishing AG","offers":[{"title":"Default Title","offer_id":49084757868887,"sku":"9783031338335","price":66.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9783031338335.jpg?v=1725553243"},{"product_id":"closing-the-gap-empowerment-and-inclusion-in-asia-and-the-pacific-9789211207880","title":"Closing the gap: empowerment and inclusion in","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe average achievements the Asia-Pacific region has seen in education, employment and income reflect the role economic growth can play in helping people realize their potential. However, these achievements represent only that: an average. With an increasing gap between rich and poor and between those who have and those who do not have access to opportunities, Asia and the Pacific is also a region that is growing apart. This report adopts a rigorous approach to measuring and quantifying progress in the level of inclusion and empowerment of marginalised groups across countries in the region. It focuses on three main areas of direct link to the 2030 Agenda for Sustainable Development and the SDGs, namely education, employment and income (SDG 4, SDG 8 and SDG 10). The purpose of the analysis is to assess to what extent disadvantaged groups have been included and empowered in these three areas. While there are various disadvantaged groups, the report focuses on women, rural residents, persons with disabilities, youth, older persons and migrants, as well as the furthest behind groups, which are shaped by various layers of circumstances. The aim of this report is to use analytical evidence to encourage policymakers to adopt policies that underpin inclusion and empowerment in their countries","brand":"United Nations","offers":[{"title":"Default Title","offer_id":49084889104727,"sku":"9789211207880","price":22.46,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9789211207880.jpg?v=1725553652"},{"product_id":"redefining-geek-bias-and-the-five-hidden-habits-of-techsavvy-teens-9780226732695","title":"Redefining Geek Bias and the Five Hidden Habits","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"Through extensive interviews, fieldwork, and surveys, [Puckett] uncovers what it takes for teenagers to learn new technologies . . . Overall, this is a thoroughly researched book that nonetheless presents a set of easy-to-understand and actionable conclusions. It should have broad appeal both among sociologists interested in inequality as well as among educators, policy makers, and parents.\" * Social Forces *\u003cbr\u003e\"\u003ci\u003eRedefining Geek\u003c\/i\u003e will serve as an essential guide for a generation of educators who are grappling with how best to teach and lead in this technological age. Puckett draws on a deep data set to redefine what it means to be competent with technology, bust a pile of myths much in need of busting, and offer clear steps for helping students develop the habits they need to succeed in life, work, and play. This book will guide how we tackle digital inequality and support the learning process of young people of all races, ethnicities, and genders for years to come.\"\u003cbr\u003e   -- John Palfrey, president, John D. and Catherine T. MacArthur Foundation\u003cbr\u003e\"Puckett is a terrific writer with a broad, precise, empathetic, and thoroughly researched account of technology education and where it falls short. In \u003ci\u003eRedefining Geek\u003c\/i\u003e, Puckett carefully dispels myths about natural technological ability and grit that perpetuate existing inequalities. She offers practical and innovative ideas to make STEM more inclusive. Providing fresh analysis with new stories and actionable examples, \u003ci\u003eRedefining Geek\u003c\/i\u003e is a smart, engaging look at what needs to change about education in order to bring about technology that benefits us all.\"\u003cbr\u003e   -- Joanne McNeil, author of Lurking: How a Person Became a User\u003cbr\u003e \u003ci\u003e\"Redefining Geek\u003c\/i\u003e is essential reading for educators. Using evidence from extensive fieldwork with students and teachers in STEM programs across the US, Puckett deftly dismantles popular assumptions about the origins of technological ability. Through poignant quotes and engaging stories, Puckett reveals that neither 'natural' talent nor 'grit' can explain why some students are able to navigate the changing technological landscape and learn new technology tools and platforms. Instead, and building on prior research in the science of teaching and learning, Puckett shows that technological competence is the product of five key habits. These include: 1) being willing to try and fail, 2) knowing how to manage frustration and boredom, 3) using models to think through difficult problems, 4) asking why things work the way they do (design-based thinking), and 5) asking how things can be done more quickly or more easily (efficiency-based thinking). By uncovering the habit-based origins of technological competence, and by revealing how successful programs cultivate these habits in students (including in low-income students, Black, Latinx, and Native American students, and girls of all backgrounds), \u003ci\u003eRedefining Geek\u003c\/i\u003e offers a new way forward for those interested in tackling longstanding inequalities in STEM.\"\u003cbr\u003e   -- Jessica McCrory Calarco, author of Negotiating Opportunities\u003cbr\u003e\"Through her solid research and her experiences with working with diverse student learners, Puckett does an exemplary job in helping readers understand and rethink what it means to be technologically competent. This is especially important considering our world is more reliant on technology due to the COVID-19 pandemic and having tech skills is essential. This knowledge and her guidance—coupled with a thorough examination of how our biases can further exacerbate the digital divide—is beneficial in designing tech educational curriculums and programs that are more inclusive and supportive to the diverse communities that they are serving. A must-read for any professional seeking to improve and advance technology education.\"\u003cbr\u003e   -- Susanne Tedrick, author of Women of Color in Tech\u003cbr\u003e\"Cassidy Puckett understands that the learning disposition--how students feel about learning—as well as their perceptions of their ability to learn--a sense of efficacy—are critical to learning outcomes. In \u003ci\u003eRedefining Geek\u003c\/i\u003e, Puckett introduces a set of learning habits to help students develop a growth mindset in STEM learning. Through sound research and sharp insights, Puckett makes a convincing case that it’s not only important that students learn how to use the technology available to them today but that they develop the habits and mindset that will support their ability to use and design with the technologies of the future.\"\u003cbr\u003e   -- S. Craig Watkins, author of the Digital Edge: How Black and Latino Youth Navigate Digital Inequality\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction: Why Are Some People So Good with Technology?  Chapter 1. Why Does Digital Inequality Persist?  Chapter 2. What Helps People Learn: Three General Technology Learning Habits  Chapter 3. Techie Tricks: The Two Technology-Specific Habits  Chapter 4. Recognizing the Five Habits: The Digital Adaptability Scale  Chapter 5. The Five Habits, Teens' Futures, and Digital Inequality  Chapter 6. Tackling Digital Inequality: Gatekeepers  Conclusion: Envisioning an Equitable Future  Acknowledgments  Appendix: A Reflection on Mixed-Methods Research  Notes  Index","brand":"The University of Chicago Press","offers":[{"title":"Default Title","offer_id":49400100946263,"sku":"9780226732695","price":14.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780226732695.jpg?v=1730469725"},{"product_id":"redefining-geek-9780226732558","title":"Redefining Geek","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA surprising and deeply researched look at how everyone can develop tech fluency by focusing on five easily developed learning habits.   Picture a typical computer geek. Likely white, male, and someone you'd say has a natural instinct for technology. Yet, after six years teaching technology classes to first-generation, low-income middle school students in Oakland, California, Cassidy Puckett has seen firsthand that being good with technology is not something people are born with-it's something they learn. In Redefining Geek, she overturns the stereotypes around the digitally savvy and identifies the habits that can help everyone cultivate their inner geek.   Drawing on observations and interviews with a diverse group of students around the country, Puckett zeroes in on five technology learning habits that enable tech-savvy teens to learn new technologies: a willingness to try and fail, management of frustration and boredom, use of models, and the abilities to use design logic and ident\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"Through extensive interviews, fieldwork, and surveys, [Puckett] uncovers what it takes for teenagers to learn new technologies . . . Overall, this is a thoroughly researched book that nonetheless presents a set of easy-to-understand and actionable conclusions. It should have broad appeal both among sociologists interested in inequality as well as among educators, policy makers, and parents.\" * Social Forces *\u003cbr\u003e\"\u003ci\u003eRedefining Geek\u003c\/i\u003e will serve as an essential guide for a generation of educators who are grappling with how best to teach and lead in this technological age. Puckett draws on a deep data set to redefine what it means to be competent with technology, bust a pile of myths much in need of busting, and offer clear steps for helping students develop the habits they need to succeed in life, work, and play. This book will guide how we tackle digital inequality and support the learning process of young people of all races, ethnicities, and genders for years to come.\"\u003cbr\u003e   -- John Palfrey, president, John D. and Catherine T. MacArthur Foundation\u003cbr\u003e\"Puckett is a terrific writer with a broad, precise, empathetic, and thoroughly researched account of technology education and where it falls short. In \u003ci\u003eRedefining Geek\u003c\/i\u003e, Puckett carefully dispels myths about natural technological ability and grit that perpetuate existing inequalities. She offers practical and innovative ideas to make STEM more inclusive. Providing fresh analysis with new stories and actionable examples, \u003ci\u003eRedefining Geek\u003c\/i\u003e is a smart, engaging look at what needs to change about education in order to bring about technology that benefits us all.\"\u003cbr\u003e   -- Joanne McNeil, author of Lurking: How a Person Became a User\u003cbr\u003e \u003ci\u003e\"Redefining Geek\u003c\/i\u003e is essential reading for educators. Using evidence from extensive fieldwork with students and teachers in STEM programs across the US, Puckett deftly dismantles popular assumptions about the origins of technological ability. Through poignant quotes and engaging stories, Puckett reveals that neither 'natural' talent nor 'grit' can explain why some students are able to navigate the changing technological landscape and learn new technology tools and platforms. Instead, and building on prior research in the science of teaching and learning, Puckett shows that technological competence is the product of five key habits. These include: 1) being willing to try and fail, 2) knowing how to manage frustration and boredom, 3) using models to think through difficult problems, 4) asking why things work the way they do (design-based thinking), and 5) asking how things can be done more quickly or more easily (efficiency-based thinking). By uncovering the habit-based origins of technological competence, and by revealing how successful programs cultivate these habits in students (including in low-income students, Black, Latinx, and Native American students, and girls of all backgrounds), \u003ci\u003eRedefining Geek\u003c\/i\u003e offers a new way forward for those interested in tackling longstanding inequalities in STEM.\"\u003cbr\u003e   -- Jessica McCrory Calarco, author of Negotiating Opportunities\u003cbr\u003e\"Through her solid research and her experiences with working with diverse student learners, Puckett does an exemplary job in helping readers understand and rethink what it means to be technologically competent. This is especially important considering our world is more reliant on technology due to the COVID-19 pandemic and having tech skills is essential. This knowledge and her guidance—coupled with a thorough examination of how our biases can further exacerbate the digital divide—is beneficial in designing tech educational curriculums and programs that are more inclusive and supportive to the diverse communities that they are serving. A must-read for any professional seeking to improve and advance technology education.\"\u003cbr\u003e   -- Susanne Tedrick, author of Women of Color in Tech\u003cbr\u003e\"Cassidy Puckett understands that the learning disposition--how students feel about learning—as well as their perceptions of their ability to learn--a sense of efficacy—are critical to learning outcomes. In \u003ci\u003eRedefining Geek\u003c\/i\u003e, Puckett introduces a set of learning habits to help students develop a growth mindset in STEM learning. Through sound research and sharp insights, Puckett makes a convincing case that it’s not only important that students learn how to use the technology available to them today but that they develop the habits and mindset that will support their ability to use and design with the technologies of the future.\"\u003cbr\u003e   -- S. Craig Watkins, author of the Digital Edge: How Black and Latino Youth Navigate Digital Inequality\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction: Why Are Some People So Good with Technology?  Chapter 1. Why Does Digital Inequality Persist?  Chapter 2. What Helps People Learn: Three General Technology Learning Habits  Chapter 3. Techie Tricks: The Two Technology-Specific Habits  Chapter 4. Recognizing the Five Habits: The Digital Adaptability Scale  Chapter 5. The Five Habits, Teens' Futures, and Digital Inequality  Chapter 6. Tackling Digital Inequality: Gatekeepers  Conclusion: Envisioning an Equitable Future  Acknowledgments  Appendix: A Reflection on Mixed-Methods Research  Notes  Index","brand":"The University of Chicago Press","offers":[{"title":"Default Title","offer_id":49400100880727,"sku":"9780226732558","price":72.2,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780226732558.jpg?v=1730469724"},{"product_id":"the-abundant-university-9780262048552","title":"The Abundant University","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"MIT Press Ltd","offers":[{"title":"Default Title","offer_id":49400690508119,"sku":"9780262048552","price":32.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780262048552.jpg?v=1730471305"},{"product_id":"the-norton-guide-to-equityminded-teaching-9780393893717","title":"The Norton Guide to EquityMinded Teaching","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eLooking to make your teaching more inclusive? Start here.","brand":"WW Norton \u0026 Co","offers":[{"title":"Default Title","offer_id":49402031407447,"sku":"9780393893717","price":19.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"doing-the-right-thing-9780691193076","title":"Doing the Right Thing","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"Winner of the PROSE Award in Education Theory and Practice, Association of American Publishers\"\u003cbr\u003e\"In this important book, Gasman (Rutgers Univ.) takes a closer look at problematic hiring practices at the 62 member institutions of the Association of American Universities (AAU). Written in a conversational style, her book draws on countless interviews she conducted with faculty and administrators at the nation’s leading universities. . . . Though written with AAU institutions in mind, the practical advice Gasman offers should also be applied in all other higher education contexts. Only then will there be a noticeable and much-needed change in faculty hiring across the country and thus a true commitment to inclusive excellence.\"\u003cb\u003e---G. Thuswaldner, \u003ci\u003eChoice\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e\"Although it is a difficult task to speak to and appease such broad audiences, by placing professors’ engagement with DEI efforts as constitutive of their job as professors, \u003ci\u003eDoing the\u003c\/i\u003e \u003ci\u003eRight Thing\u003c\/i\u003e’s use of a wide lens convincingly shows how investments in elite affiliations are part of defending a White professoriate. To this end, Gasman impressively combines quantitative and qualitative data to support her argument and provides a benchmark for future debates on DEI in higher education.\"\u003cb\u003e---prahdeep singh kehal, \u003ci\u003eSociology of Race and Ethnicity\u003c\/i\u003e\u003c\/b\u003e","brand":"Princeton University Press","offers":[{"title":"Default Title","offer_id":49403876671831,"sku":"9780691193076","price":21.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780691193076.jpg?v=1730484773"},{"product_id":"reformed-american-dreams-welfare-mothers-higher-education-and-activism-9780813594347","title":"Reformed American Dreams  Welfare Mothers Higher","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eReformed American Dreams\u003c\/i\u003e explores the experiences of low-income single mothers who pursued higher education while on welfare after the 1996 welfare reforms. This research occurred in an area where grassroots activism by and for mothers on welfare in higher education was directly able to affect the implementation of public policy. \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"Sheila Katz's study of single women with children on CalWORKS in the San Francisco bay area should be read by those who have stereotyped low-income women in need of assistance, who we often gratuitously denigrate. Katz's interviews demonstrate these women are willing to work and—against all odds (and sometimes the bureaucracy)—seek to advance their fortunes and those of their children by seeking higher education. It is an important, empathic, empowering story.\" \u003c\/p\u003e -- Robert Hauhart * author of Seeking the American Dream *\u003cbr\u003e\"The American Dream is betrayed by policies that promotes college for some but not all. In this must-read, Sheila Katz reveals this harsh reality in painstaking detail and, as a scholar-activist, demands that we do something about it.” -- Sara Goldrick-Rab * Founding Director of the Hope Center for College, Community, and Justice *\u003cbr\u003e\"Katz chronicles the inspiring 'survival narratives' and grassroots activism of mothers receiving public assistance as they negotiate the many barriers to achieving the American Dream. They offer powerful lessons for remaking it from a materialist and individualist vision to one that nurtures community-building and well-being for all.\" -- Nancy Naples * Author of Grassroots Warriors: Activist Mothering, Community Work, and the War on Poverty *\u003cbr\u003e\"Recommended.\" * Choice *\u003cbr\u003eSelected New Books on Higher Education compiled by Ki-Jana Deadwyler and Ruth Hammond \u003cbr\u003e https:\/\/www.chronicle.com\/article\/Selected-New-Books-on-Higher\/246666?key=137mX8P5kNfptPQAJSOgWMNQT5_Zvkgu5NT2iXPiz_vwC1tQHEYfJH7qLUkMonygb0NxU1VfZFRIQU1qYk85Q1lTS0xaLUtnQkloUUZuZTUzOUdjdDlzYkhmRQ * Chronicle of Higher Education *\u003cbr\u003e\"Well written and well organized and is an approachable read for undergraduate or graduate students in public policy, sociology, poverty, and\/or women’s studies. Importantly, the policy recommendations she presents in her book are based on the analysis of the experiences and lives of the single mothers themselves. The American Dream can have meaning beyond economic mobility to include living a fulfilling life through education and time spent with family and community.\"  * Gender \u0026amp; Society *\u003cbr\u003e\"Katz has illuminated the significance of higher education and the safety net, both of which require progressive reform least they collapse under the weight of a greater depression. We could do worse than learn from student mothers on welfare.\" * Cercles *\u003cbr\u003e\"This book demonstrates that mothers on welfare in higher education are pursuing the American Dream, and if policymakers truly want to get these mothers off public assistance, they need to facilitate access to higher education, so they can experience upward mobility into family-supporting jobs.\" * Work and Occupations *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eContents\u003cbr\u003e Acknowledgments\u003cbr\u003e List of Abbreviations and Acronyms\u003cbr\u003e Preface\u003cbr\u003e 1          Reforming the American Dream        \u003cbr\u003e 2          Pathways onto Welfare and into College\u003cbr\u003e 3          Reformed Grassroots Activism\u003cbr\u003e 4          Survival through College\u003cbr\u003e 5          My Education Means Everything to Me\u003cbr\u003e 6          Hope and Fear during the Great Recession\u003cbr\u003e 7          Graduating into the Great Recession\u003cbr\u003e 8          An American Dream for All  \u003cbr\u003e Afterword\u003cbr\u003e Appendices\u003cbr\u003e Notes\u003cbr\u003e Bibliography  \u003cbr\u003e Index\u003cbr\u003e  ","brand":"Rutgers University Press","offers":[{"title":"Default Title","offer_id":49405799366999,"sku":"9780813594347","price":25.19,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780813594347.jpg?v=1730493660"},{"product_id":"reformed-american-dreams-welfare-mothers-higher-education-and-activism-9780813594354","title":"Reformed American Dreams Welfare Mothers Higher","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eReformed American Dreams\u003c\/i\u003e explores the experiences of low-income single mothers who pursued higher education while on welfare after the 1996 welfare reforms. This research occurred in an area where grassroots activism by and for mothers on welfare in higher education was directly able to affect the implementation of public policy. \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"Sheila Katz's study of single women with children on CalWORKS in the San Francisco bay area should be read by those who have stereotyped low-income women in need of assistance, who we often gratuitously denigrate. Katz's interviews demonstrate these women are willing to work and—against all odds (and sometimes the bureaucracy)—seek to advance their fortunes and those of their children by seeking higher education. It is an important, empathic, empowering story.\" \u003c\/p\u003e -- Robert Hauhart * author of Seeking the American Dream *\u003cbr\u003e\"The American Dream is betrayed by policies that promotes college for some but not all. In this must-read, Sheila Katz reveals this harsh reality in painstaking detail and, as a scholar-activist, demands that we do something about it.” -- Sara Goldrick-Rab * Founding Director of the Hope Center for College, Community, and Justice *\u003cbr\u003e\"Katz chronicles the inspiring 'survival narratives' and grassroots activism of mothers receiving public assistance as they negotiate the many barriers to achieving the American Dream. They offer powerful lessons for remaking it from a materialist and individualist vision to one that nurtures community-building and well-being for all.\" -- Nancy Naples * Author of Grassroots Warriors: Activist Mothering, Community Work, and the War on Poverty *\u003cbr\u003e\"Recommended.\" * Choice *\u003cbr\u003eSelected New Books on Higher Education compiled by Ki-Jana Deadwyler and Ruth Hammond \u003cbr\u003e https:\/\/www.chronicle.com\/article\/Selected-New-Books-on-Higher\/246666?key=137mX8P5kNfptPQAJSOgWMNQT5_Zvkgu5NT2iXPiz_vwC1tQHEYfJH7qLUkMonygb0NxU1VfZFRIQU1qYk85Q1lTS0xaLUtnQkloUUZuZTUzOUdjdDlzYkhmRQ * Chronicle of Higher Education *\u003cbr\u003e\"Well written and well organized and is an approachable read for undergraduate or graduate students in public policy, sociology, poverty, and\/or women’s studies. Importantly, the policy recommendations she presents in her book are based on the analysis of the experiences and lives of the single mothers themselves. The American Dream can have meaning beyond economic mobility to include living a fulfilling life through education and time spent with family and community.\"  * Gender \u0026amp; Society *\u003cbr\u003e\"Katz has illuminated the significance of higher education and the safety net, both of which require progressive reform least they collapse under the weight of a greater depression. We could do worse than learn from student mothers on welfare.\" * Cercles *\u003cbr\u003e\"This book demonstrates that mothers on welfare in higher education are pursuing the American Dream, and if policymakers truly want to get these mothers off public assistance, they need to facilitate access to higher education, so they can experience upward mobility into family-supporting jobs.\" * Work and Occupations *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eContents\u003cbr\u003e Acknowledgments\u003cbr\u003e List of Abbreviations and Acronyms\u003cbr\u003e Preface\u003cbr\u003e 1          Reforming the American Dream        \u003cbr\u003e 2          Pathways onto Welfare and into College\u003cbr\u003e 3          Reformed Grassroots Activism\u003cbr\u003e 4          Survival through College\u003cbr\u003e 5          My Education Means Everything to Me\u003cbr\u003e 6          Hope and Fear during the Great Recession\u003cbr\u003e 7          Graduating into the Great Recession\u003cbr\u003e 8          An American Dream for All  \u003cbr\u003e Afterword\u003cbr\u003e Appendices\u003cbr\u003e Notes\u003cbr\u003e Bibliography  \u003cbr\u003e Index\u003cbr\u003e  ","brand":"Rutgers University Press","offers":[{"title":"Default Title","offer_id":49405799465303,"sku":"9780813594354","price":72.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780813594354.jpg?v=1730493659"},{"product_id":"supporting-children-with-autism-in-the-primary-classroom-9781138559509","title":"Supporting Children with Autism in the Primary","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis invaluable resource offers a wealth of strategies enabling you to support children with autism in the mainstream classroom. Cutting through the jargon and recognising the huge variety of ways in which children's perceptions, feelings and behaviours may be affected by autism, the text is packed with practical advice to help you create a classroom environment which will meet the needs of the individual child.\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eEach chapter in the book addresses some of the most common social, practical and behavioural difficulties that a child with autism may face at school, and details tried and tested approaches for improving their experiences and outcomes in your classroom. Topics discussed include:\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eclassroom layout, timetables and rules\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eeffective communication\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003esupporting learning and setting targets\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003ebreaks, unstructured times and school trips\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003echallenging behaviours\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003c\/p\u003e\u0026lt;\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eDawn’s publication is crisp, accessible and practical. It is a useful tool for anyone who wants to improve communication and learning in the classroom.\u003c\/p\u003e\u003cp\u003e\u003cem\u003eProfessor Jean MacLellan O.B.E. - Autism Network Scotland, University of Strathclyde.\u003c\/em\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eAbout the author Notes\u003c\/em\u003e Introduction Chapter One: Autism - What it can ‘look like’ in Class Chapter Two: The Classroom Environment Chapter Three: Language and Communication Chapter Four: Accessing the Curriculum and Writing Individualised Targets Chapter Five: Breaks and Unstructured Times Chapter Six: Behaviour Management Chapter Seven: Educational Trips Chapter Eight: All Things Sensory Chapter Nine: Some Final Thoughts Chapter Ten: References \u003ci\u003eIndex\u003c\/i\u003e\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":49407225004375,"sku":"9781138559509","price":35.14,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138559509.jpg?v=1730498630"},{"product_id":"stem-education-in-underserved-schools-9781421447209","title":"STEM Education in Underserved Schools","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eOffers a model for increasing equity in STEM education at the K12 level in the United States.   In STEM Education in Underserved Schools, editor Julia V. Clark addresses an urgent national problem: the need to provide all students with a quality STEM education. Clark brings together a prestigious group of scholars to uncover the factors that impede equity and access in STEM education teaching and learning and provides research-based strategies to address these inequities. This contributed volume demonstrates that students of color and those from lower socioeconomic communities have less access to qualified science and mathematics teachers, less access to strong STEM curriculum, less access to resources, and fewer classroom opportunities than their peers at other schools. Identifying the challenges and best practices related to producing more equitable and inclusive routes to access STEM education and professions, contributors explain how to positively impact the trajectory of individua\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword\u003cbr\u003e\u003ci\u003eEdmund W. Gordon\u003c\/i\u003e\u003cbr\u003eAcknowledgments\u003cbr\u003eChapter 1. An Overview of STEM Education in the United States\u003cbr\u003e\u003ci\u003eJulia V. Clark\u003c\/i\u003e\u003cbr\u003eChapter 2. The Role of Assessment in Driving Change in STEM Teaching and Learning\u003cbr\u003e\u003ci\u003eJoseph Krajcik, Emily Adah Miller, and Susan Codere\u003c\/i\u003e\u003cbr\u003eChapter 3. The Achievement Gap in Mathematics and Science: Barriers to a Quality STEM Education\u003cbr\u003e\u003ci\u003eJulia V. Clark\u003c\/i\u003e\u003cbr\u003eChapter 4. Transforming Teaching and Learning in the STEM Classroom\u003cbr\u003e\u003ci\u003eEllen B. Meier\u003c\/i\u003e\u003cbr\u003eChapter 5. Science and Engineering Curriculum and Instruction That Promotes Equity and Justice: Hidden Spots, Bright Spots, Hot Spots, and Gathering Spots\u003cbr\u003e\u003ci\u003eHeidi B. Carlone and Elizabeth A. Davis\u003c\/i\u003e\u003cbr\u003eChapter 6. Chronicling Education Challenges in STEM Education\u003cbr\u003e\u003ci\u003eJulia V. Clark\u003c\/i\u003e\u003cbr\u003eChapter 7. Finnish Middle School Curriculum of STEM Subjects Emphasizes PISA and Transversal Competencies\u003cbr\u003e\u003ci\u003eJari M. Lavonen and Do-Yong Park\u003c\/i\u003e\u003cbr\u003eChapter 8. STEM Education in Singapore: Issues of Equity, Access, and Excellence\u003cbr\u003e\u003ci\u003eJason Tan\u003c\/i\u003e\u003cbr\u003eChapter 9. Building Synergies to Ensure Greater Access to Quality STEM Opportunities for All Australian Students\u003cbr\u003e\u003ci\u003eDebra Panizzon\u003c\/i\u003e\u003cbr\u003eChapter 10. STEM Education Reform through International Innovation and Collaboration\u003cbr\u003e\u003ci\u003eJulia V. Clark\u003c\/i\u003e\u003cbr\u003eChapter 11. Equity, Access, and Excellence: Making STEM a World-Class Education for All Students\u003cbr\u003e\u003ci\u003eJulia V. Clark\u003c\/i\u003e\u003cbr\u003eContributors\u003cbr\u003eAbout the Editor\u003cbr\u003eIndex\u003c\/p\u003e","brand":"Johns Hopkins University Press","offers":[{"title":"Default Title","offer_id":49408150176087,"sku":"9781421447209","price":29.7,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781421447209.jpg?v=1730501773"},{"product_id":"the-learningcentered-university-9781421448022","title":"The LearningCentered University","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Johns Hopkins University Press","offers":[{"title":"Default Title","offer_id":49408151159127,"sku":"9781421448022","price":24.75,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781421448022.jpg?v=1730501775"},{"product_id":"retreat-or-resolution-9781447363293","title":"Retreat or Resolution","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePeter Scott examines the development of mass higher education and calls for robust action to secure fair access at all levels and changes in the governance and management at both system and institutional levels to ensure more democratic accountability.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. A ‘General Crisis’? 2. ‘Post-War’ to Post-Millennium 3. The Development of Mass Higher Education 4. Themes and Transformations 5. Higher Education Today 6. A Further Gaze 7. The UK in the 21st Century 8. COVID-19 Emergency and Market Experiment 9. What is to be done?","brand":"Bristol University Press","offers":[{"title":"Default Title","offer_id":49408529891671,"sku":"9781447363293","price":18.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781447363293.jpg?v=1730503222"},{"product_id":"retreat-or-resolution-9781447363286","title":"Retreat or Resolution","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePeter Scott examines the development of mass higher education and calls for robust action to secure fair access at all levels and changes in the governance and management at both system and institutional levels to ensure more democratic accountability.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. A ‘General Crisis’? 2. ‘Post-War’ to Post-Millennium 3. The Development of Mass Higher Education 4. Themes and Transformations 5. Higher Education Today 6. A Further Gaze 7. The UK in the 21st Century 8. COVID-19 Emergency and Market Experiment 9. What is to be done?","brand":"Bristol University Press","offers":[{"title":"Default Title","offer_id":49408529924439,"sku":"9781447363286","price":76.5,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781447363286.jpg?v=1730503223"},{"product_id":"100-ideas-for-primary-teachers-supporting-pupils-with-autism-9781472961570","title":"100 Ideas for Primary Teachers Supporting Pupils","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003cu\u003eNo matter what you teach, there is a \u003ci\u003e100 Ideas\u003c\/i\u003e title for you!\u003c\/u\u003e\u003c\/b\u003e\u003cb\u003eThe \u003ci\u003e100 Ideas \u003c\/i\u003eseries offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.\u003c\/b\u003e\u003ci\u003eEach title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners.\u003c\/i\u003e\u003ci\u003e100 Ideas for Primary Teachers: Supporting Pupils with Autism \u003c\/i\u003eis an essential resource filled with tried-and-tested ideas to best support the learning and development of pupils on the autism spectrum, in both mainstream and special schools. The reported incidence of autism has risen dramatically in recent decades and the agenda for ''inclusion'' has necessitated a greater understanding of autism in primary schools. However, already stretched school budgets mean that staff are often unable to access courses for further training in this area.Francin\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eRooted in a broad inclusive ethos and 25 years of experience, this book is a well-structured treasure chest of practical reflections and ideas that will inform and support the needs of every teacher seeking to understand specific individual needs. * Chris Chivers, school governor, ITE tutor, blogger and former headteacher, @ChrisChivers2 *\u003cbr\u003eFrancine brings a wealth of experience, knowledge and practical understanding to the complex world of autism. She ladles warmth, humanity and common sense into every layer of this wonderful book and shares her absolutely belief in the amazing possibilities of children with autism. * Dr Martin Hanbury, Executive Headteacher, Chatsworth Multi-Academy Trust *\u003cbr\u003eThis book is a fabulous resource to not only increase knowledge and understanding of the individual needs of autistic pupils, and encourage acceptance of difference, but also to use as a practical resource to dip in and out of giving many ideas that are easy to implement and adapt. I love how the book encourages 'outside the box thinking', which is so important when we are catering for the individual needs of autistic children in the classroom. * Lisa Myers, Head of Operations, Training, Consultancy and Conferences, The National Autistic Society *\u003cbr\u003eThis dip-in book offers ways to enable teachers to better understand autism and how they can create a more supportive learning environment. There are also strategies to help children develop their communication and social skills, and become more confident and independent as individuals. Easy to use, practical and effective. * Parents in Touch *","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":49408786465111,"sku":"9781472961570","price":14.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781472961570.jpg?v=1730504202"},{"product_id":"50-fantastic-ideas-to-encourage-diversity-and-inclusion-9781472993892","title":"50 Fantastic Ideas to Encourage Diversity and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e_______________\u003c\/b\u003e \u003cb\u003eThe \u003ci\u003e50 Fantastic Ideas\u003c\/i\u003e series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.\u003c\/b\u003e\u003cb\u003e_______________\u003c\/b\u003e\u003cb\u003eA collection of 50 fun and effective activities to nurture kindness and inclusivity in your Early Years setting.\u003c\/b\u003eCovering important topics such as gender, race, ethnicity, age and mental health with positivity and openness, this book gives practitioners the confidence to build an inclusive environment for all children. 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Thomas, and James Spickard Part I: Changing Universities Negotiating Diversity, a Personal Reflection - Martin Stringer Demystifying the ‘Decolonising’ and ‘Diversity’ Slippage: Reflections from Sociology - Ali Meghji, Seetha Tan, and Laura Wain Doing Diversity Inclusively: ‘East Asians’ in Western Universities - Lin Ma This Island’s Mine: University Teaching as Inclusive Dramaturgy - Danny Braverman Emergent Tensions in Diversity and Inclusion Work in Universities: Reflections on Policy and Practice - Samantha Brennan, Gwen Chapman, Belinda Leach, and Alexandra Rodney Part II: Diversifying Curricula How ‘Diverse’ is Your Reading List? Tools, Tips, and Challenges - Karen Schucan Bird Perceptions, Expectations, and Pluralised Realities: Reflections on Building Staff–Student Partnerships Through a Reading List Review - Dave S.P. Thomas Decolonizing Research Methods: Practices, Challenges, and Opportunities - Sara Ewing Towards an Intersectional Feminist Pedagogy of Gender-Based Violence - Denise Buiten, Ellen Finlay, and Rosemary Hancock Part III: Diversifying Research and Scholarship How Would a World Sociology Think? 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Thomas, and James Spickard","brand":"Bristol University Press","offers":[{"title":"Default Title","offer_id":49409919648087,"sku":"9781529216653","price":25.64,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529216653.jpg?v=1730508434"},{"product_id":"diversity-inclusion-and-decolonization-practical-tools-for-improving-teaching-research-and-scholarship-9781529216646","title":"Diversity, Inclusion, and Decolonization:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDespite progress, the Western higher education system is still largely dominated by scholars from the privileged classes of the Global North. This book presents examples of efforts to diversify points of view, include previously excluded people, and decolonize curricula.  What has worked? What hasn’t? What further visions do we need? How can we bring about a more democratic and just academic life for all? 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Thomas, and James Spickard Part I: Changing Universities Negotiating Diversity, a Personal Reflection - Martin Stringer Demystifying the ‘Decolonising’ and ‘Diversity’ Slippage: Reflections from Sociology - Ali Meghji, Seetha Tan, and Laura Wain Doing Diversity Inclusively: ‘East Asians’ in Western Universities - Lin Ma This Island’s Mine: University Teaching as Inclusive Dramaturgy - Danny Braverman Emergent Tensions in Diversity and Inclusion Work in Universities: Reflections on Policy and Practice - Samantha Brennan, Gwen Chapman, Belinda Leach, and Alexandra Rodney Part II: Diversifying Curricula How ‘Diverse’ is Your Reading List? Tools, Tips, and Challenges - Karen Schucan Bird Perceptions, Expectations, and Pluralised Realities: Reflections on Building Staff–Student Partnerships Through a Reading List Review - Dave S.P. Thomas Decolonizing Research Methods: Practices, Challenges, and Opportunities - Sara Ewing Towards an Intersectional Feminist Pedagogy of Gender-Based Violence - Denise Buiten, Ellen Finlay, and Rosemary Hancock Part III: Diversifying Research and Scholarship How Would a World Sociology Think? Towards Intellectual Inclusion - James Spickard Whom We Cite: A Reflection on the Limits and Potentials of Critical Citation Practices - Januschka Schmidt Scholarship in a Globalized World: The Publishing Ecosystem and Alternatives to the Oligopoly - Paige Mann Part IV: Overcoming Intellectual Colonialism Dealing with the Westernisation of Chinese Higher Education: Evidence from a Social Science Department - Fabio Bolzonar Opportunities and Challenges in Integrating Indigenous Peoples and Cultural Diversity in International Studies - Gretchen Abuso Decolonial Praxis beyond the Classroom: Reflecting on Race and Violence - Federico Settler Epilogue: What We Have Learned - Abby Day, Lois Lee, Dave S.P. Thomas, and James Spickard","brand":"Bristol University Press","offers":[{"title":"Default Title","offer_id":49409919713623,"sku":"9781529216646","price":76.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529216646.jpg?v=1730508433"},{"product_id":"decolonizing-education-for-sustainable-futures-9781529226089","title":"Decolonizing Education for Sustainable Futures","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eBringing together the perspectives of researchers, policy makers, activists, educators and practitioners, this book critically interrogates the Western-centric assumptions underpinning education and development agendas and the colonial legacies of violence they often uphold.  The book considers the crucial connection between the idea of sustainable futures and the demand to decolonize education. Containing an innovative mixture of text, stories and poetry, it explores how decolonized futures can be conceived and enacted, offering theoretical and practical examples, including from practice in educational and cultural organizations. In doing so, the book highlights education’s potential role in facilitating processes of reparative justice that can contribute to decolonized futures.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction – Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson and Leon Tikly Part 1: Connecting Decolonial and Sustainable Futures in Education 1. Decolonizing Education for Sustainable Futures: Some Conceptual Starting Points – Leon Tikly 2. Learning To Become With the World: Education for Future Survival – Common Worlds Research Collective 3. Knowledge Production, Access and Governance: A Song From the South – Catherine A. Odora Hoppers Part 2: Decolonizing Education for Sustainable Futures: From Theory to Practice 4. Reimagining Education: Student Movements and the Possibility of a Critical Pedagogy and Feminist Praxis – Tania Saeed 5. British Council Dialogues on Decolonization – Yvette Hutchinson 6. Decolonizing the University: A Perspective From Bristol – Alvin Birdi 7. Decolonizing the Curriculum in English Secondary Schools: Lessons From Teacher-Led Initiatives in Bristol – Terra Glowach, Tanisha Hicks-Beresford and Rafael Mitchell 8. Little Voices: Embracing Difference in Bristol Schools Through Engaging Learner Voices – Ben Spence Part 3: Education’s ‘Reparative’ Possibilities: Responsibilities and Reckonings for Sustainable Futures 9. Indigenous Education and Activism: Dignity and Repair for Inclusive Futures – Tarcila Rivera Zea 10. Learning With the Past: Racism, Education and Reparative Futures – Arathi Sriprakash, David Nally, Kevin Myers and Pedro Ramos-Pinto  11. Decolonizing Citational and Quotational Practices as a Reparative Politics – Esther Priyadharshini 12. Reparative Pedagogies – Julia Paulson Conclusion – Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson and Leon Tikly Afterword – Robin Shields","brand":"Bristol University Press","offers":[{"title":"Default Title","offer_id":49409930232151,"sku":"9781529226089","price":81.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529226089.jpg?v=1730508459"},{"product_id":"teaching-fairly-in-an-unfair-world-9781551383439","title":"Teaching Fairly in an Unfair World","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis era of “fake” news demands a deeper curriculum that questions inconsistencies of facts and opinions in various texts and images. This timely revision of a ground-breaking book offers opportunities for students to connect with social justice issues through inventive language exploration and the active examination of all forms of media. It encourages teachers to evaluate their core teaching beliefs and recognize the realities of their students’ lives for a richer understanding of our complex world. A glossary of more than fifty strategies, along with reproducible pages for easy classroom use, complement this essential resource.\u003c\/p\u003e","brand":"Pembroke Publishing Ltd","offers":[{"title":"Default Title","offer_id":49410164130135,"sku":"9781551383439","price":30.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781551383439.jpg?v=1730509163"},{"product_id":"building-a-trauma-informed-restorative-school-skills-and-approaches-for-improving-culture-and-behavior-9781787752672","title":"Building a Trauma-Informed Restorative School:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eCovering both theory and practice, this book will teach educators everything they need to know about developing restorative practices in their education settings, in a way that is also trauma-informed.\u003cbr\u003e\u003cbr\u003eThe first part of the book addresses the theory and philosophy of restorative approaches, and of trauma-informed and trauma-sensitive schools. The second part outlines the five restorative skills (mindfulness, honest expression, empathy, the art of asking questions and the art of requests), what they look like in practice (including using circles, respect agreements and restorative dialogue), and how to implement them. Every strategy is clearly explained and adapted to be appropriate for children and adults who have experienced trauma.\u003cbr\u003e\u003cbr\u003eEverything the book discusses has been especially designed to be adapted for different school settings and their particular challenges.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis book scaffolds what is close to my heart - how to support schools to truly embed the restorative practices, processes and language with the values that underpin the philosophy. Understanding Restorative Practice through this trauma-informed lens promotes empathy, compassion and authentic accountability, one that honours community. I am grateful for all the gems this book offers. Its explicit integration of mindfulness and NVC supports practitioners to truly model this way of being and avoid 'co-opting' RP to promote conformity, misunderstanding it as 'do as I say but I'll ask you nicely'! Instead, the insights and practical supports that Joe shares light the way towards connection and growth - cultivating relational learning communities which is what our schools, and perhaps our lovely world, need now more than ever! -- Michelle Stowe, Director of Connect RP\u003cbr\u003eBrummer provides a uniquely rich, thought-provoking, and accessible resource for any educator. He brings a personal and authentic vulnerability, along with a wealth of knowledge and experience to school practices that remain more critical than ever before. I found myself making more personal notes while reading than almost any other book I've read in years. -- Eric Rossen, PhD, NCSP, Director, Professional Development and Standards, National Association of School Psychologists\u003cbr\u003eAs an elementary school principal, I confidently say this book is a MUST READ for all educators. The combination of practical and applicable practices grounded in research is what is needed to move forward in becoming a restorative and trauma-informed school! -- Mathew Portell, Principal of Fall Hamilton Elementary School and Founder of the Trauma-informed Educators Network\u003cbr\u003eJoe Brummer has long been established as an expert in Restorative practices and a highly engaging and entertaining presenter.  Now he has taken his deep knowledge of the topic of restorative practices and trauma informed education and combined it with his engaging and relational personality.  This book is a MUST HAVE for anyone serving children in an education institution.  His case study approach and shared stories make this an informational and inspirational read.  The \"Six Sources of Influence\" provide a road map that a school in any geographic area with any demographic of students can follow with great success and outcome.  Thank you, Joe, for your courage, your vulnerability, and your deep knowledge of students. -- Melissa Sadin, EdD., MEd., MAT, Ducks \u0026amp; Lions: Trauma Sensitive Resources www.traumasensitive.com\u003cbr\u003eBrummer's book, based on his own healing journey and years as a restorative practitioner, brings a truly cross-disciplinary perspective to restorative practice in schools. Brummer refuses to focus on \"fixing broken kids\" and instead helps teachers develop a trauma-informed relational pedagogy while answering this question: \"Why should we do this?\" His integrated approach gives educators a large toolbox from which to draw numerous practices that build positive relationships and create emotionally safe classrooms. If this book doesn't change educators' mindsets about how to best support struggling students, I don't know what will. -- Martha A. Brown, Author, Creating Restorative Schools: Setting Schools Up to Succeed\u003cbr\u003eJoe Brummer's book is coming out at the perfect time. The world is beginning to understand what is needed to help our students and schools heal. It is an easy to ready guide- explaining the why and then giving the reader the skills to do the what. -- Dennis Littky, co-founder and co-director of The Met School, co-founder of Big Picture Learning and founder and President of College Unbound\u003cbr\u003eJoe Brummer has written a personal yet dynamic manual for Trauma Informed Restorative Practices. Brummer has utilized both experience, culture, research and science to ensure a holistic perspective on Restorative Practices for schools. This book goes beyond a process for restorative justice and teaches you how to create safe spaces for every learner. Any educator looking for a comprehensive system to meet the unique needs of their school should begin with this book. -- Shatanna DeRosie, Assistant Principal, Windsor High School","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":49412467720535,"sku":"9781787752672","price":25.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781787752672.jpg?v=1730516866"},{"product_id":"creating-trauma-informed-strengths-based-classrooms-teacher-strategies-for-nurturing-students-healing-growth-and-learning-9781787753747","title":"Creating Trauma-Informed, Strengths-Based","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eWith accessible strategies grounded in trauma-informed education and positive psychology, this book equips teachers to support all students, particularly the most vulnerable. It will help them to build their resilience, increase their motivation and engagement, and fulfil their full learning potential within the classroom. \u003cbr\u003eTrauma-informed, strengths-based classrooms are built upon three core aims: to support children to build their self-regulatory capacities, to build a sense of relatedness and belonging at school, and to integrate wellbeing principles that nurture growth and identify strengths. Taking conventional approaches to trauma one step further, teachers may create a classroom environment which helps students to meet their own needs in a healthy way and progress academically.  \u003cbr\u003eBased on the successful Berry Street education strategies pioneered by the authors, this book also includes comprehensive case studies, learning points and opportunities for self-reflection, fully supporting teachers to implement these strategies within the classroom.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis book is full of rich examples, tips, ideas, and gems of knowledge around trauma; to support schools to offer children a much more containing, calm, regulating, and supportive school experience. This books looks at some of the reasons why children might behave in certain ways, as behaviour is communication, and is curious about \"what happened to you?\" and \"what is strong with you?\" instead of \"what is wrong with you?\". There an array of tangible take home messages and skills which can be apply in the day-to-day school experience. It will be a valuable and enriching resource in the education world. -- Dr Karen Treisman, Clinical Psychologist, Trainer, Organisational Consultant, and Author of 11 books including the bestselling \"Therapeutic treasure box for working with developmental trauma\".\u003cbr\u003e\u003ci\u003eThis book provides an exciting and unique framework for supporting learners in schools who have been impacted by complex trauma.  Tom and Jacolyn draw from neuroscience and positive psychology to explain the impact of trauma on developing bodies and brains and provide easy-to-implement classroom strategies to address this harm.  Above all, their work is respectful of trauma-impacted young people and those wonderful people in schools working hard to educate them.  An important resource for all educators!\u003c\/i\u003e -- Dr. Judith Howard, Associate Professor, Queensland University of Technology.\u003cbr\u003eThis rigorous, yet practical, book helps teachers connect with students who may be struggling. More than that, it helps instil academic inspiration into our vulnerable students. What I love about this book is that the strategies will be effective for all students, not just those who are trauma-affected. The timing of the release is uncanny given the vast numbers of teachers across the globe who will be supporting students through the trauma, distress and social-emotional side effects of the Covid-19 global pandemic. It's a \"must have\" for all teachers! -- Professor Lea Waters AM, PhD. University of Melbourne. Director of the school-based Visible Wellbeing program and author of best-selling book for parents and teachers ‘The Strength Switch.’\u003cbr\u003e\u003cb\u003eThis book is a much-needed and essential addition to the expanding field of wellbeing education. Tom Brunzell and Jacolyn Norrish draw on the most advanced research and the practical wisdom of Berry Street. The result is a book that focuses on how teachers can establish trauma-informed, strengths-based classrooms. It is full examples, providing teachers with greater insight into how teachers can support students who may be struggling in and outside the classroom. Thoughtfully written case studies and vignettes connect theory into practice. This book combines comprehensive, evidence-informed strategies for teachers and school leaders alike.\u003c\/b\u003e -- Associate Professor Mathew White, President - Education Division, International Positive Education Association, School of Education, The University of Adelaide\u003cbr\u003e\u003cb\u003eFor children and young people who have experienced trauma, school and education can be both a safe place and their best opportunity to change their trajectory towards a better future. In this highly practical and deeply informed book, Tom Brunzell and Jacolyn Norrish help teachers transform the learning environment to become trauma-informed, integrating strengths-based approaches and positive psychology, thereby providing an environment where children and young people can safely process their traumatic reactions, develop their wellbeing and build their character strengths. Better life outcomes will be the result.\u003c\/b\u003e -- Alex Linley, PhD, CEO Cappfinity \u0026amp; Visiting Professor in Psychology, Bucks New University, UK Author, Average to A+: Realising Strengths in Yourself and Others Author, The Strengths Profile Book: Finding What You Can Do + Love to Do and Why It Matters","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":49412468670807,"sku":"9781787753747","price":22.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781787753747.jpg?v=1730516870"},{"product_id":"more-fun-games-and-activities-for-children-with-dyslexia-how-to-learn-smarter-with-a-dyslexic-brain-9781787754478","title":"More Fun Games and Activities for Children with","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eDyslexic teacher Alais Winton is back with all-new games and activities to make learning simple and fun.\u003cbr\u003e\u003cbr\u003eThis inventive and practical workbook is packed with tried-and-tested games and activities to help children aged 7-13 who have dyslexia. It is ideally suited to home-schooling, independent learning, or classroom or small group setting, and includes activities such as \u003ci\u003eThe Multiply Matrix Game, Drop the Ball\u003c\/i\u003e and \u003ci\u003eNumber Tag\u003c\/i\u003e.\u003cbr\u003e\u003cbr\u003eThe book is packed with cartoons, and there's a quiz at the start to help you discover whether you learn best from pictures, movement, socially or through music. You can use this book to find the strategies and activities you enjoy the most, and that support you to learn most effectively. If you have ideas about how you would like to add to the games or invent your own, go for it!\u003cbr\u003e\u003cbr\u003eWith even more engaging activities and updated advice for parents and carers, this is another essential tool for making learning simple and enjoyable.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eCongratulations Alais Winton on yet another super activity book! Lively, entertaining and informative.  Full of useful advice for all those with Dyslexia, and parents too. Another treasure trove - easy to read and an invaluable source of support and encouragement for all with dyslexia.\u003c\/p\u003e -- Dr. Gavin Reid, Independent Psychologist and co-author of Practical Activities and Ideas for Parents of Dyslexic Kids and Teens (JKP)\u003cbr\u003eI enjoyed shouting 'I'm a Star' when I won the game. You are doing spellings and reading but it's more fun because you can play with other people and win! This game is also helpful because you can make your own cards with things you want to practise. -- Leila, age 10\u003cbr\u003e\u003cp\u003eAlais Winton continues with her mission to make learning fun, even for those who struggle, in a book full of ideas to motivate and encourage children everywhere.\u003c\/p\u003e -- Margaret Rooke, author of Dyslexia is My Superpower (Most of the Time)\u003cbr\u003eThis is another super book from Alais Winton. It does indeed contain lots more fun activities and games that parents at home could quite easily use to support a dyslexic learner. Really fun games, with clear instructions and templates provided, to support reading skills including familiarity with some common phonic patterns, spelling skills including some common spelling rules, punctuation skills, and basic numeracy skills. All games tap into areas of potential strength in a dyslexic learner's profile (visual, sound, movement) to make learning more memorable and personalised. And Alais shares some more general and encouraging top tips and advice for parents supporting learners at home. * Samantha Pendrill-Smith, Helen Arkell Dyslexia Charity *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e1. Hello Again\u003cbr\u003e2. What's your style?\u003cbr\u003e3. Let's Work Together -Team Thinker\u003cbr\u003e4. I like to Move it\u003cbr\u003e5. I like to See it\u003cbr\u003e6. I like to Hear it\u003cbr\u003e7. Ninja story\u003cbr\u003e8. Does it add up?\u003cbr\u003e9. For Parents and Guardians\u003cbr\u003e10. My 'Yoda' Bit -Wise Words.\u003c\/p\u003e","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":49412469457239,"sku":"9781787754478","price":17.02,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781787754478.jpg?v=1730516872"},{"product_id":"a-real-world-guide-to-restorative-justice-in-schools-practical-philosophy-useful-tools-and-true-stories-9781787755710","title":"A Real-World Guide to Restorative Justice in","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book is designed to help you navigate the challenges and joys of building and maintaining a healthy restorative ecosystem in your school, while providing concrete tools and real-world stories to guide you through the process.\u003cbr\u003e\u003cbr\u003eTraditional methods of discipline are commonly found to be ineffective, and this book shows how restorative justice can benefit schools in a huge variety of ways, such as decreasing the need for suspensions, increasing academic outcomes, and improving the health of your whole school community.\u003cbr\u003e\u003cbr\u003eWritten by the founder and the education director of the National Center for Restorative Justice, each and every chapter is packed with expertise on everything from carrying out the stages of a restorative circle to understanding the importance of conflict. The authors pull no punches in showing that this work is not always easy, but their passion for restorative justice shines out of every page, demonstrating just how valuable this approach can be in bringing the absolute best out of your students and school.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eBradford and LeSal have written a solid text that transcends the usual approaches to this work. This book is rich in the \"why\" balanced with the skills and practices to match. The insights in this book can really jolt our thinking from seeing restorative justice as some gimmick or educational fad to a solid way to transform school culture. The authors' use of narratives and real world stories keep this work trauma-informed, culturally responsive, and deeply personal. This is definitely a text to return to over and over again. -- Joe Brummer, Consultant, Trainer, and author of 'Building a Trauma-Informed Restorative School'\u003cbr\u003eI have long been an appreciator of the National Center for Restorative Justice, so it should come as no surprise that I'm also a fan of this important resource from Nicholas and David. The act of restorative practice is, by design, one of inclusion, and - to its immense credit - this book walks the walk, in ways that everyone can understand, by helping schools adopt new mindsets and restorative justice practices in their own communities. -- Carlos Moreno, Executive Director, Big Picture Learning","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":49412470636887,"sku":"9781787755710","price":17.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781787755710.jpg?v=1730516877"},{"product_id":"reading-inclusion-divergently-articulations-from-around-the-world-9781800713710","title":"Reading Inclusion Divergently: Articulations from","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis volume offers a critical orientation to inclusive education by centering the learnings that emerge from regional struggles in the world to actualize global ideals and commitments. Grounded in assumptions that challenge medicalized notions of disability and difference, the inquiries within this book register a range of theoretical frameworks. Such frames compel us to both interrogate the foundational premises within global discourses of inclusion and to inquire into the complexities wrought by entrenched systems of schooling. Collectively, they articulate the inseparability of inclusive education from historical processes that include conditions in post-colonial\/post-war contexts as well as “developed” regions. The book therefore acknowledges and values the fluidity of inclusive processes that cannot be neatly pre-defined. This conscious awareness of the contingent nature of inclusive practice suggests new modes of coming to know inclusion for the authors in this book. Their chapters explore methodological practices that can re-direct inquiries to hold such complexity while retaining commitments to inclusion.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword; \u003cem\u003eJustin J. W. Powell \u003c\/em\u003e\u003cbr\u003e Chapter 1. Theories, Contexts, Practices : Traveling Alongside the Possibilities of “Inclusion”; \u003cem\u003eSrikala Naraian and Bettina Amrhein \u003c\/em\u003e\u003cbr\u003e Part 1. Understanding Inclusion Via Struggles Around the World \u003cbr\u003e Chapter 2. A World Exposed: The Plaintive Plea for Inclusion; \u003cem\u003eRoger Slee\u003c\/em\u003e \u003cbr\u003e Chapter 3. Historical and International-Comparative Perspectives on Special Needs Assessment Procedures – Current Findings and Potentials for Future Research; \u003cem\u003eTill Neuhaus and Michaela Vogt \u003c\/em\u003e\u003cbr\u003e Chapter 4. Genealogical Critique of Institutionalising “Inclusive Education” in Indonesia; \u003cem\u003eJohannes Tschapka and Tri Nawangsari \u003c\/em\u003e\u003cbr\u003e Chapter 5. Disability Studies, Disability Arts and Students’ Perspectives: New Critical Tools for Inclusive Education; \u003cem\u003eJulie Allan\u003c\/em\u003e \u003cbr\u003e Part II. Critical Interrogation of Inclusive Practices in Local Contexts \u003cbr\u003e Chapter 6. Incessant Agitations: Inclusive Education and the Politics of Disposability; \u003cem\u003eTamara Handy \u003c\/em\u003e\u003cbr\u003e Chapter 7. Inclusion and Exclusion in Local governance: A Post-Development and Spatial Perspective on a Field Study from Benin; \u003cem\u003eEva Bulgrin \u003c\/em\u003e\u003cbr\u003e Chapter 8. The Struggle for the Power of Interpretation of Inclusive Education in Germany-Multi-Level Theoretical Considerations; \u003cem\u003eBettina Amrhein\u003c\/em\u003e\u003cbr\u003e Chapter 9. Stifled or Loosened Course of Inclusive Education in Rwanda: Interrogating Policy and Practice in Africa; \u003cem\u003eEvariste Karangwa \u003c\/em\u003e\u003cbr\u003e Part III. Methodological \/ Epistemological Commitments in Analyzing Inclusive Education Processes and Practice \u003cbr\u003e Chapter 10. Establishing and Maintaining Participatory Elements in Transnational and Cultural Research Collaboration on Inclusive Education; \u003cem\u003eMichelle Proyer \u003c\/em\u003e\u003cbr\u003e Chapter 11. The Notion of Contexts in International Research on Inclusive Teaching Practices: Perspectives Derived from Reconstructive Research Approaches; \u003cem\u003eSimon Reisenbauer and Eva Kleinlein \u003c\/em\u003e\u003cbr\u003e Chapter 12. Reconstructive Approaches in Inclusive Education: Methodological Challenges of Normativity and Reification in International Inclusion Research; \u003cem\u003eBenjamin Badstieber, Julia Gasterstädt, and Andreas Köpfer \u003c\/em\u003e\u003cbr\u003e Chapter 13. Stimulating Methodological Innovations in Researching Inclusion: Posthumanism and Disability; \u003cem\u003eSrikala Naraian \u003c\/em\u003e\u003cbr\u003e Part IV. Conclusion \u003cbr\u003e Chapter 14. Staying Mindful, Moving with (Un)certainty; \u003cem\u003eBettina Amrhein and Srikala Naraian\u003c\/em\u003e\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":49412800708951,"sku":"9781800713710","price":78.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781800713710.jpg?v=1730518156"},{"product_id":"toward-a-kinder-more-compassionate-society-working-together-toward-change-9781936849581","title":"Toward a Kinder, More Compassionate Society:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eA unique and urgently needed anthology of lectures aimed at improving awareness of diversity, empathy and inclusion in Waldorf early childhood programs. 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