Educational strategies and policy: inclusion Books
Yale University Press Safe Enough Spaces
Book SynopsisFrom the president of Wesleyan University, a compassionate and provocative manifesto on the crises confronting higher educationTrade Review"A timely book on a fascinating topic. . . . Roth’s historical approach is useful and instructive."—Sarah Carr, Washington Post“In Safe Enough Spaces, 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 The New Education“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, New York Times bestselling author of There Is Life After College and College (Un)Bound“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“Safe Enough Spaces 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
£12.99
Continuum Publishing Corporation The Dyscalculia Solution
Book SynopsisThis 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 bTrade ReviewThe 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 *This 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 *The 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 *Table of ContentsPart 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
£31.99
Open University Press Deconstructing Special Education and Constructing
Book SynopsisThis 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. The 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. âœEssential reading for anyone studying or working in either special or inclusive educationâ Few could build the case as well as Thomas and Loxley.âMelanie Nind, ProfessTable of ContentsIntroduction 1 The ‘theory’ behind special education 2 The knowledge-roots of special education 3 Intersections 4 Children’s behaviour at school: it’s strange. But why do we expect anything else? 5 Thinking and research about learning failure, especially in reading 6 Modelling difference and diversity 7 Policy, politics and paradox 8 Against inclusion? 9 Inclusive education in the twenty-first century 10 Conclusion
£31.34
Jessica Kingsley Publishers Building a Trauma-Informed Restorative School:
Book SynopsisCovering 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.The 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.Everything the book discusses has been especially designed to be adapted for different school settings and their particular challenges.Trade ReviewThis 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 RPBrummer 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 PsychologistsAs 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 NetworkJoe 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 & Lions: Trauma Sensitive Resources www.traumasensitive.comBrummer'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 SucceedJoe 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 UnboundJoe 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
£23.75
John Wiley & Sons StrengthsBased Approaches to Educating All Lear
Book SynopsisProvides a cogent but accessible account of the evolution of special education. Offering a compelling vision of where the field should be headed in the next decade, Michael Wehmeyer examines the big ideas that can improve outcomes for learners with disabilities including the importance of creating personalizable education.
£26.59
Sage Publications Ltd The Dyscalculia Resource Book
Book SynopsisWritten by a teacher for teachers, the second edition of Ronit Bird'sThe Dyscalculia Resource Booknow 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. The 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! Ideal 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. Trade ReviewThe 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. -- Sarah BrewTable of ContentsIntroduction 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
£35.14
Teachers' College Press Everybodys Classroom Differentiating for the
Book SynopsisOffers K-12 teachers both the foundations for differentiating their instruction and the means to maximize learning opportunities by getting to know students beyond the labels and stereotypes that often accompany them into the classroom.
£27.54
Harvard Educational Publishing Group The Open System: Redesigning Education and Reigniting Democracy
Book SynopsisA call to action for school and community leaders to reframe educational institutions as open systems that are adaptable and responsive to the needs of students, families, and communities.Landon MascareÑaz and Doannie Tran propose that, even as events of this decade have exposed stress points in existing top-down, closed systems within education and other public institutions, they have also created prime opportunities to rethink and redesign those systems in ways that encourage civic participation and invigorate local democracy.In The Open System, MascareÑaz and Tran argue for a critical revitalization of public education centered in openness, an organization design concept in which an entity receives, considers, and acts on input from the community it serves. As they demonstrate, open education policy improves information flow, increasing equity, bolstering public trust, and making room for co-creation and co-production driven by community partnerships and family engagement.Based on their groundbreaking work with educational coalitions such as the Kentucky Coalition for Advancing Education and the Burlington Education Coalition, MascareÑaz and Tran introduce six key liberatory moves that can bring about open system transformation. They highlight real-life examples of the types of incremental, specific, and discrete projects that leaders can use to create openness in educational systems at the school, district, and state levels, providing a blueprint for changemaking.Trade Review“Despite decades of well-meaning reform efforts, educators remain frustrated that we have not met our promise of better and more equitable outcomes for our students. It is refreshing to read a breakthrough piece that has the potential for dramatic systemic improvement. The book brings hope supported with direction. It is a must-read for education leaders.”—Gene Wilhoit, former executive director, Council of Chief State School Officers, and founder, Center for Innovation in Education“The Open System is a rare combination of concrete, practical strategies on how school systems can much more effectively work together with families and communities to improve policies and outcomes, and ambitious, idealistic arguments for how these strategies can help bolster our democracy.”—Hanseul Kang, assistant dean and Anita and Joshua Bekenstein ’80 B.A. Executive Director, The Broad Center at the Yale School of Management
£31.41
Oxford University Press Inc Disrupting Disruption The Steady Work of
Book SynopsisTrade ReviewWith public schools under siege, this deep-dive, elegantly written account of how three school districts dramatically boosted graduation rates and closed the racial and ethnic opportunity gap couldn't be more timely. * Deborah Meier, MacArthur "genius" award winner and author of In Schools We Trust *I love this book because it makes one thing crystal clear: You don't need to have superheroes to run successful school systems. Hard, steady work, informed by good evidence and collective professional wisdom in our schools, can take you a long way. Disrupting Disruption shows, in rich detail, how three US school districts keep transforming teaching and learning in their schools—the same principles that earlier lifted Finland's schools to the top. * Pasi Sahlberg, author of Finnish Lessons and co-author of Let the Children Play *David Kirp and his colleagues have always been ahead of the curve in identifying and explaining how successful school districts go about their work. With Kirp and company, you get painstaking methodology and crystal clarity of results. I invite the reader to read and enjoy the book, understand that district success is describable, and then realize that the devil is in the disruption. Above all, Disrupting Disruption has layers of meaning and insight read it carefully and enjoy every morsel. * Michael Fullan, Professor Emeritus and Global Consultant, The Ontario Institute for Studies in Education of the University of Toronto *Disrupting Disruption has an important and timely message. It calls into question a reform movement that, fueled by abundant self-confidence and self-righteousness, deliberately set out to rearrange the basic landscape of American education. Where the standard reform mantra offers a checklist of off-the-shelf reform cure-alls, Disrupting Disruption suggests that what matters is less the specific things a district does than the way that it does them. And by fessing up to the fact that they have no magic medications to peddle, the authors win the reader over with their forthrightness. * Jeffrey Henig, Professor of Political science & Education at Teachers College, Columbia University, and the author of The End of Exceptionalism in American Education: The Changing Politics of School Reform *At a time when the American Dream is dying and quick-fix education fads are making things worse, Disrupting Disruption gives us what we need. Brilliantly analyzed and fluently written, the book offers powerful, practical lessons from three impressive school districts about what we can do to redeem the promise of public education. * Richard D. Kahlenberg, Senior Fellow, The Century Foundation *The authors have done a great service by showing how to debunk the paradigm of 'demography is destiny.' School systems can help all students succeed when they create stable, supportive learning environments where there is a relentless focus on essential ingredients: talented and supported teachers, a challenging and coherent curriculum, high-quality programs, and partnerships with parents and local organizations that reinforce the shared academic mission. These strategies and examples remind us that education is the cornerstone of our democracy—and how we can keep it that way. * Randi Weingarten, President of the American Federation of Teachers *Table of ContentsForeword by Pedro Noguera Introduction: Disruption Versus Steady Work Chapter 1: Union, OK: A Culture of "Us" Chapter 2: Union City, NJ: Learning America Chapter 3: Roanoke, VA: "The Whole Child" is More than a Cliché Chapter 4: The Covid Stress Test Conclusion: Slow and Steady Wins the Race Appendix: Criteria for Selecting the Three Districts Endnotes Index
£29.78
The University of Chicago Press Redefining Geek
Book SynopsisA 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 identTrade Review"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 *"Redefining Geek 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." -- John Palfrey, president, John D. and Catherine T. MacArthur Foundation"Puckett is a terrific writer with a broad, precise, empathetic, and thoroughly researched account of technology education and where it falls short. In Redefining Geek, 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, Redefining Geek is a smart, engaging look at what needs to change about education in order to bring about technology that benefits us all." -- Joanne McNeil, author of Lurking: How a Person Became a User "Redefining Geek 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), Redefining Geek offers a new way forward for those interested in tackling longstanding inequalities in STEM." -- Jessica McCrory Calarco, author of Negotiating Opportunities"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." -- Susanne Tedrick, author of Women of Color in Tech"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 Redefining Geek, 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." -- S. Craig Watkins, author of the Digital Edge: How Black and Latino Youth Navigate Digital InequalityTable of ContentsIntroduction: 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
£72.20
The University of Chicago Press Redefining Geek Bias and the Five Hidden Habits
Book SynopsisTrade Review"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 *"Redefining Geek 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." -- John Palfrey, president, John D. and Catherine T. MacArthur Foundation"Puckett is a terrific writer with a broad, precise, empathetic, and thoroughly researched account of technology education and where it falls short. In Redefining Geek, 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, Redefining Geek is a smart, engaging look at what needs to change about education in order to bring about technology that benefits us all." -- Joanne McNeil, author of Lurking: How a Person Became a User "Redefining Geek 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), Redefining Geek offers a new way forward for those interested in tackling longstanding inequalities in STEM." -- Jessica McCrory Calarco, author of Negotiating Opportunities"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." -- Susanne Tedrick, author of Women of Color in Tech"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 Redefining Geek, 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." -- S. Craig Watkins, author of the Digital Edge: How Black and Latino Youth Navigate Digital InequalityTable of ContentsIntroduction: 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
£14.25
MIT Press Ltd The Abundant University
Book Synopsis
£32.00
MIT Press Ltd An Inclusive Academy Achieving Diversity and
Book SynopsisHow colleges and universities can live up to their ideals of diversity, and why inclusivity and excellence go hand in hand.Most 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. Stewart 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
£19.55
MP-WIS Uni of Wisconsin Transforming History A Guide to Effective
Book SynopsisTeaching history well is not just a matter of knowing history - it is a set of skills that can be developed and honed through practice. In this theoretically informed but eminently practical volume, Mary Jo Festle examines the recent explosion of research on the teaching and learning of history.Trade ReviewAs director of a teaching and learning center, each year I would give incoming faculty a book on teaching that they would find not only immediately useful, but one to which they could return time and again. Mary Jo Festle's excellent contribution certainly hits that mark." - Steven S. Volk, Oberlin College"Festle's command of the scholarship of teaching and learning in history is impressive, as is her integration of theory and practice. This book should be on the shelves of any well-stocked collection in a university teaching and learning center." - Joel Sipress, University of Wisconsin-Superior
£27.96
Open University Press Inclusive Education Theory and Policy Moving from
Book SynopsisâœThis 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."Professor Sally Tomlinson, Emeritus Professor Goldsmiths at the University of London, UK, Honorary Fellow at the Department of Education, University of Oxford, UKâœThis 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.âDr Stella Scharinger, Primary School Executive Head Teacher, The StouTable of ContentsPART I: THE HERE AND NOW1.The Promised Land: How did we get into this situation?2.Don’t Throw the Baby Out with the Bath Water: What can we learn from core educational thinkers3.Educational Reform, Change and Organisational LearningPART II: A VISION FOR THE FUTURE4.The Role of Politicians, Policy Makers, Employers, Educators, Parents/Carers, Children/Young People and Citizens5.A Remodelled Professional Identity and the Role of the Teacher and Learning6.A New Path: Re-conceptualising an education system7.Next Steps and Conclusion
£28.49
Open University Press Evolving Dialogues in Multiculturalism and
Book SynopsisThis 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.Table of ContentsPrefaceChapter 1: IntroductionPart I. Multicultural Dialogues Chapter 2: The SHARMED project: the promotion of dialogic intercultural learning in the classroom’Chapter 3: Intersecting Dialogues for Justice in EducationChapter 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’Chapter 5: Promoting Multicultural Awareness through Dialogue: The Case of The Dialogue SocietyChapter 6: Impacts of dialogue education work on young people and teachers in JordanChapter 7: Can Interculturalism Complement Multiculturalism? Chapter 8: Refugee Children as Pupils with Culturally Different Backgrounds in Italian Elementary SchoolsChapter 9: Dialogue in multilingual research contextsPart II. Multicultural Pedagogy Chapter 10: Diversity and Inclusive Strategies: School as a cultural mediatorChapter 11: Adolescents of immigrant origin in Italy: well-being, aspirations and uncertaintiesChapter 12: Multiculturalism and its Definition: El Sistema as a Model of Multicultural Education?Chapter 13: Is multicultural education deep enough and wide enough?Chapter 14: An Investigation on Teacher–Student Interpersonal Behavior in Russia and ItalyPart III. Multicultural PolicyChapter 15: Transforming Civic Education to Reduce Failed CitizenshipChapter 16: Decolonising Social Studies Curriculum in Thailand: Whose Knowledge? Whose Power?Chapter 17: “See it, Say it, Sorted”: The ‘Prevent duty’ and its impact on English secondary schools: Evolving Dialogues in an ‘Age of Anger’Chapter 18: Is Citizenship Education Dead in England?Part IV. Multiculturalism, Schools and CurriculumChapter 19: Muslim, Male and Primary School Teacher: The Postmodern ChangeChapter 20: British Pakistani Students’ Experiences of the Secondary School Curriculum
£40.49
Mariner Books Learning America
Book Synopsis“[From] an influential educational leader and activist…an impassioned, penetrating critique and inspiring model for progress.”—Kirkus Reviews, starred reviewIt was a wrong turn that changed everything. When Luma Mufleh—a Muslim, gay, refugee woman from hyper-conservative Jordan—stumbled upon a pick-up game of soccer in Clarkston, Georgia, something compelled her to join. The players, 11- and 12-year-olds from Liberia, Afghanistan, and Sudan, soon welcomed her as coach of their ragtag but fiercely competitive group. Drawn into their lives, Mufleh learned that few of her players, all local public school students, could read a single word. She asks, “Where was the America that took me in? That protected me? How can I get these kids to that America?”Learning America traces the story of how Mufleh grew a group of kids into a soccer team and then into a
£18.89
Taylor & Francis Ltd Adopting a UDL Attitude within Academia
Book SynopsisAdopting a UDL Attitude within Academia bridges the gap between the theory and practice of UDL (Universal Design for Learning). It guides the reader through the origins of the development of UDL as an innovative way of thinking about inclusion and the evolution of this theory into practice, as it explores UDL and its relevance beyond the classroom. Including reader-friendly descriptions and case studies supplemented with international research, this book allows the reader to think and see through a UDL lens, ultimately emphasising their part in the inclusion agenda. From the outset this book shares the attitude necessary to promote UDL and inclusion across higher education and addresses some of the most common questions: Is this a scientific theory or just a new practice, and why is it important? How can I be more inclusive in my current practice? Is it sustainable and how do I ensure I'm implementing it correTrade Review"This is a must read for anyone interested in equality, diversity and inclusion in education and wider society. This is a modern classic – pioneering and refreshing" Professor Michael Shevlin, Professor in Inclusive Education at School of Education, Trinity College Dublin, Ireland "This book shows how to move beyond our individual efforts to create systemic, at-scale methods for making inclusion "everyone’s business" in higher education: in community colleges, trade schools, technical schools, further education, four-year colleges, and universities. I strongly recommend Adopting a UDL Attitude to campus and program leaders and practitioners everywhere."Thomas J. Tobin, PhD, MSLS, PMP, MOT, CPACC, University of Wisconsin-Madison, USA "This important volume raises important questions and highlights a gap in the current literature on Universal Design for Learning […] There is no doubt that this volume, will be of benefit at many levels." Fred Fovet, Assistant Professor at the Thompson Rivers University, Kamloops, British Columbia, Canada "In its support for inclusive practice for all it should be recommended reading for those involved in teaching and learning at all levels in higher education." Professor Noirin Hayes, Visiting Professor at the School of Education, Trinity College Dublin, Ireland and Professor Emeritus, Technological University Dublin (TUD), Ireland "Whilst the title indicates it is a book for academia it’s more so a book to inform practice for all educators in whatever guise level, or place of learning to reference when embedding UDL as core practice across the wider education sector. The authors challenge the reader to pursue a contemporary exploration, application, and adoption of UDL in HE but it becomes very clear that this is also the challenge for the whole of our education system, because “inclusion is everyone business”. This book, promotes and encourages reflexive practice, not only of our practice as educators, researchers, strategists, policy implementers but also triggers reflection on our lived experience, our experience of equity, inclusion, diversity. This book says- Be Brave – Challenge- Bravely Challenge - rewire and reframe our thinking about our learning environments, challenge habits and beliefs, evolve teaching and learning practice." Dr Fiona Maloney, Director, National Tertiary Office, Ireland Table of ContentsPreamble 1. The World before Universal Design (UD) and Universal Design for Learning (UDL) 2. Universal Design 3. Universal Design FOR Learning 4. The CAST Model of UDL 5. Universal Design in Higher Education: The Experience to Date 6. A Campus where UDL Thinking is Everyone’s Business 7. Redesigning our Approaches: "Giving it a Go From the Get-Go" 8. From Theory to Practice . . .and to YOU! 9. Adopting the Right Attitude on the New Universally Designed Campus
£28.49
Taylor & Francis Ltd Social Participation of Students with Special
Book SynopsisThis book provides deep insight into the social situation of students with different kinds of special needs in various European countries. Research findings concerning students' attitudes towards peers with disabilities, and teachers' feedback on students' social behaviour, are also presented.Full inclusion of students with special educational needs in mainstream education requires equity in each student's chances for academic and social-emotional development, and their participation in society. In the context of inclusive education, it is important to take students' social participation into consideration. Are students with special educational needs (SEN) accepted by their peers? Do they interact with their peers during breaks and classes? Do they have friends, or do they feel lonely in their class? This book seeks to answer such questions, seeing social participation as a crucial ingredient, as well as an outcome, of inclusive education. This topic is critical becTable of ContentsIntroduction – Social participation of students with special educational needs 1. Student voices on social exclusion in general primary schools 2. School segregation and social participation: the case of Norwegian children with physical disabilities 3. The quality of experience of students with and without special educational needs in everyday life and when relating to peers 4. Social participation and friendship quality of students with special educational needs in regular Greek primary schools 5. Does social exclusion by classmates lead to behaviour problems and learning difficulties or vice versa? A cross-lagged panel analysis 6. The relationship between class attitudes towards peers with a disability and peer acceptance, friendships and peer interactions of students with a disability in regular secondary schools 7. The impact of social referencing on social acceptance of children with disabilities and migrant background: an experimental study in primary school settings
£37.04
Taylor & Francis Ltd Inclusive Education isnt Dead it Just Smells
Book SynopsisPositing inclusive education as a cornerstone of democracy, social equality and effective education, this unique book offers a timely response to the recent conservative backlash which has dismissed inclusive education as a field of research and practice which has become outdated and unfit for purpose.With profound insight and clarity, Slee delves deep into the architecture of modern-day schooling to show how inclusive education has been misappropriated and subverted, manifesting itself in a culture of ableism, an ethic of competitive individualism and the illusion of special educational needs. A unique book in both form and content, the author draws on music and art theory, on real-life observations and global experience, contemporary education policy and practice to reject calls for a return to segregated schooling, and put forward a compelling counterargument for schooling which models the kind of world we want our children to live in a world of Table of ContentsDedicationAcknowledgementsForewordExpositionInterlude: Pilates.Essay One: A time for Frank speaking.Interlude: Unbelievable!Essay Two: Perspective, illusions and other treacheries.Interlude: It’s a long way down.Essay Three: Diving for dear life.Interlude: The blind man with the lamp.Coda: The man, the fountain and the struggle for existence.
£18.99
WW Norton & Co The Norton Guide to EquityMinded Teaching
Book SynopsisLooking to make your teaching more inclusive? Start here.
£19.99
Princeton University Press Doing the Right Thing
Book SynopsisTrade Review"Winner of the PROSE Award in Education Theory and Practice, Association of American Publishers""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."---G. Thuswaldner, Choice"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, Doing the Right Thing’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."---prahdeep singh kehal, Sociology of Race and Ethnicity
£23.80
Teachers' College Press Teaching Emergent Bilingual Students With DisAb
Book SynopsisGrounded in authentic teaching and learning experiences, this book shows elementary school educators how to create spaces that more respectfully and humanely address the needs of emergent bilinguals with disabilities.Table of ContentsContentsPreface ixList of Abbreviations xvAcknowledgments xvii1. Tensions Surrounding the Education of Bilingual Children With a Disability 1 Cultural Historical Tensions in Teaching and Learning With Bilingual Children 3Issues of Disability Identification Disproportionality and Consequences of Labels 4Lack of Teacher Preparation Programs for Inclusive Education in Bilingual Contexts 6Lack of Inclusive Approaches for Bilingual Education 8Bilingual Education: A Space Inclusive of Children With a Disability 102. Assumptions and Theories in the Varied Ways of Knowing Project 13 Assumptions Grounding the Varied Ways of Knowing Project 15Theoretical Ideas Guiding the Project: A Hybrid Afterschool Program Space 15The Varied Ways of Knowing Project 223. Documenting the Varied Ways of Knowing Project 25 The Role of the Institution of Higher Education 26The Varied Ways of Knowing School Context 26Varied Ways of Knowing Project: Children and Teacher Candidates 27Documenting Learning With Bilingual Children With and Without a Disability 28Exploring the Work of the Children and the Teacher Candidates 29Reflecting on Roles When Working in Bilingual Contexts 30Relevant Questions and Organization of the Chapters 314. The Issue of Ableism in Bilingual and Bicultural Education 35 Metaphors Driving Bilingual Teachers to Enact Ableist Practices 37The Learning Identities of Bilingual Children With a Disability 40Conclusion 515. Teaching Children With Multiple Labels: Manifestations of Assimilation and Turning Points 53 Parallel Processes of Assimilation: Being Bilingual and Having a Disability 53Assimilationist Processes Impacting Children of Immigrant Background 54Assimilationist Processes Impacting Children Labeled With a Disability 55Interrupting Processes of Assimilation 57Children's Experience: Expansive Views Crossing Identities and Cultures 58A Contrasting Experience: Susana's Agency and Learning Identity 68A Turning Point: "(Susana) Is a Very Strong Girl for Sharing That With All of Us" 73Conclusion 766. Humanistic Perspectives in Inclusive Bilingual Education 79 The Significance of Humanistic Perspectives With Bilingual Children With a Disability 79The Capas y Escudos (Capes and Shields) Project 85Playful Spaces as Tools for Humanizing Pedagogies 85Conclusion 967. Exploring Disability With Bilingual Children 98 Identity and Disability 99Bilingual and Bicultural Identity 100Multiple Identities and Bilingual Children With a Disability 101Teaching About Disability and the Disability Rights Movement 103Learning and Disability Identity Through a CHAT and DSE Lens 104Exploring the Disability Civil Rights Movement and the Rights of People With a Disability 106Agency and Collective Learning While Exploring Disability 106Conclusion 1228. Science Learning With Bilingual Children: Learning In-Between Boundaries in a Hybrid Space 126 Science Education and Emergent Bilinguals 127Science Education and Children With a Disability 129Exploring Science With Bilingual Children With and Without a Disability 130The Relevant Contexts for Science and Landforms Unit 131Learning at the Boundary of Knowledges, Disciplines, and Formal/Less Formal Spaces 132Conclusion 1459. Artifact-Mediated Science Content Learning in Inclusive Bilingual Contexts 148 The Importance of Mediators When Teaching Children With a Disability 150The Importance of Mediators When Teaching Bilingual Children 152Mediating Science Content Learning With Bilingual Children With a Disability 153The Earthquakes, Plate Tectonics, and the Ring of Fire Unit 154Artifacts and the Way They Mediate Learning in Inclusive Bilingual Contexts 155Children's Volitional Actions: Re-mediating Using Artifacts and Various Knowledges 156Language as an Artifact: Tensions Addressing Content Learning and Language Learning 166Conclusion 17210. The Varied Ways of Knowing Project: Teaching Bilingual Students With a Disability 175 Ableist Practices in Bilingual Education and Implications 177Historical Assimilationist Practices and Implications for Bilingual Education 179Humanistic Perspectives for Inclusive Bilingual Education 180Learning About Disability With Bilingual Children 185A Hybrid Space for Science Learning In-Between Boundaries 186Conclusion 189Epilogue 191References 193Index 213About the Author 222
£35.10
John Wiley & Sons Connecting Equity Literacy and Language Pathways
Book SynopsisShows literacy professionals how to develop the dispositions and actions associated with advocacy-focused teaching. The authors argue that becoming an advocacy-focused literacy teacher requires making moral commitments to students and developing professional competencies that fuse literacy, language, and equity studies.Table of Contents Contents Foreword Delicia Tiera Greene ix Acknowledgments xi Introduction 1 Our Purpose 1Structure of the Book 3Who We Are 4 1. A Need for Advocacy-Focused Literacy Educators 7 A Reckoning 7The Teacher Education Gap 11Teacher Development: Building Commitments and Competencies 13Connecting Equity, Literacy, and Language in a Landscape of Practice 17Conclusion 20 2. Understanding Ourselves and Others 21 Developing a Critical Awareness of Race 21A Pathway to Understanding 25Stumbling and Getting Back Up Again 27Developing a Critical Awareness of Culture 29Developing a Critical Awareness of Intersectionality 33Conclusion 35 3. Inequities in Schools and Classrooms 36 Pushing Kids Out of School 37Limitations of Literacy Curricula and Assessment 40Literacy Teaching Routines and Structures 44Deficit Descriptions and Approaches 46Conclusion 49 4. Racism in Schools and Society 51 The Invention of Race: A Brief History 51The Impact of Racial Categorizations 53Misinterpreting Critical Race Theory and the Need to Address Racism in School 57Literacy Educator Activism: Noticing, Questioning, Challenging 61Conclusion 63 5. Many Literacies and Languages 65 Rethinking Perspectives About Literacy and Language 65Autonomous and Ideological Conceptions of Literacy Revisited 67A Bit of History: The Heath Study 68Critiquing the "Word Gap" Research 70Englishes, Raciolinguistics, and Code-Meshing 71Multilingualism, Dynamic Bilingualism, and Translanguaging 75Conclusion 77 6. Toward Culturally Centered Teaching 79 Meet Cecilia 80Meet Andrea 84Examining Teachers and Teaching Through Advocacy-Focused Frameworks 88Seeing Teachers Within and Beyond Frameworks 93Conclusion 94 7. Toward Critical Teaching 95 Critical Literacy: Questioning Texts and the World 96Meet Jennifer 99Revisiting Andrea 101Youth and Educator Activism 103Revisiting Cecilia 103Meet Burton 104Connecting With Established Organizations 106Conclusion 108 8. Pathways Toward Advocacy-Focused Teaching 110 Noticing Inequities and Envisioning Change 110Noticing Inequities and Forging Change 113Meet Kristin 114Next Steps 118Your Path Begins With You 118Envision and Forge Change 120Putting It All Together 124 References 127 Index 139 About the Authors 145
£27.54
John Wiley & Sons Developing Historical Thinkers Supporting
Book SynopsisA practical book that addresses the consistent questions that were posed by secondary social studies teachers during professional learning sessions. In particular, it examines ways to break through the inclination and perception expressed by many teachers that ‘My kids cannot do that.’Trade Review"Filled with excellent examples of model lessons and units, any social studies educator will find this book a valuable addition to their professional library."—CHOICETable of ContentsPrefaceAcknowledgments1. "But My Kids Cannot Do This . . .": Challenging Perceptions About HistoricalInvestigations My Why, Part IMy Why, Part 2Professional LearningThe History Lab 2.0The Only Constant Is Change!Conclusions2:."Yes, Your Students Can Do This": Historical Investigation for All StudentsA Roadmap Teaching UpBuild ScaffoldsIn the Center Ring, Inquiry Versus Coverage and ControlMaking the Inquiry Question Accessible for AllAdapting Historical Sources: Political Cartoons and ImagesModifying a Text SourceScaffolding the ProcessConclusion3. "Is Every Day a Lab?": What Happens Between History Labs? The Twinkies of Lessons"Is Every Day a Lab?"Seriously, No Trench Foot, or Tanks, or Mustard Gas?Woven Into Every Unit"Like a Prairie Fire . . . "What Happens Between History Labs?4. "Is There an Easy Way to Develop Questions . . .?": Sorry, No One Stop ShoppingThe Engagement CliffThe Brain and QuestionsWhy Questions in Social Studies?Organizing the Mental BedroomTypes of QuestionsWe Learned That in October, You Mean I Was Supposed to Remember That?Unit-Wide QuestionsBuilding Lesson-Level QuestionsCoverage Demands Choices"Would You Have Your Student's Debate Slavery?"Open Versus Closed QuestionsThe People in the Past Were StupidThe Tug of War Between Relevance and AccuracyA Little Sex Appeal Goes a Long WayHistorical Categories of InquiryTypese of QuestionsIt Is Iterative and Recursive and Frustrating (but Also Exciting)!Marcus Garvey: The Evolution of a History Lab QuestionHaving Students Develop Their Own QuestionsConclusion5. "Discission Is for Classes Like Foreign Language:" Expanding Discussion in the Classroom to Deepen Student Facility With Historical Thinking Please, Not Another Strike!Not Going to Do ItLet's TalkIt Is Not Just Debates"I Don't Feel Comfortable"Teacher Talk Moves and HistoryBuilding Student Capacity for DiscussionScoring and FeedbackThe Pullman Strike of 1894Source-Based TestimonySetting the StageA Hearing Is Now Called to Order!Discussion and PullmanConclusions6. "My Kids Felt More Seen Today": Teaching Hard Histories Why Hard Histories?Controversial Issues and Hard HistoriesHard Histories and InquiryLGBTQ+ HistoryGetting By With the Help of Some Friends!The InvestigationStructuring the InvestigationIt Wasn't Just Stonewall"No Union Is More Profound Than Marriage"What's the Big Deal?7. Avoiding the Shame of the Scantron Machine: Assessing Historical Thinking Social Studies AssessmentsI Took Tests; Weren't They Assessing My Historical Thinking?Instruction and Assessment DisconnectNo Dates, No Names, Then What Do I Assess?What Tools Are Available for Teachers?Formative Assessment Tools for Historical Thinking"Not Another Essay!": Exploring Alternative Summative AssessmentsConclusionConclusion: "I Don't Always Mention Those Words": The Power of Partnerships Initiating the PartnershipThe Planning MeetingIntervisitations"I Don't Always Mention Those Words"ReferencesIndexAbout the Author
£95.20
Northwestern University Press New Digital Worlds
Book SynopsisTraces the formation of postcolonial studies and digital humanities as fields, identifying how they can intervene in knowledge production in the digital age. Roopika Risam examines the role of colonial violence in the development of digital archives and the possibilities of postcolonial digital archives for resisting this violence.
£27.96
Rutgers University Press Reformed American Dreams Welfare Mothers Higher
Book SynopsisReformed American Dreams 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. Trade Review"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." -- Robert Hauhart * author of Seeking the American Dream *"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 *"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 *"Recommended." * Choice *Selected New Books on Higher Education compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/246666?key=137mX8P5kNfptPQAJSOgWMNQT5_Zvkgu5NT2iXPiz_vwC1tQHEYfJH7qLUkMonygb0NxU1VfZFRIQU1qYk85Q1lTS0xaLUtnQkloUUZuZTUzOUdjdDlzYkhmRQ * Chronicle of Higher Education *"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 & Society *"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 *"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 *Table of ContentsContents Acknowledgments List of Abbreviations and Acronyms Preface 1 Reforming the American Dream 2 Pathways onto Welfare and into College 3 Reformed Grassroots Activism 4 Survival through College 5 My Education Means Everything to Me 6 Hope and Fear during the Great Recession 7 Graduating into the Great Recession 8 An American Dream for All Afterword Appendices Notes Bibliography Index
£25.19
Rutgers University Press Reformed American Dreams Welfare Mothers Higher
Book SynopsisReformed American Dreams 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. Trade Review"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." -- Robert Hauhart * author of Seeking the American Dream *"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 *"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 *"Recommended." * Choice *Selected New Books on Higher Education compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/246666?key=137mX8P5kNfptPQAJSOgWMNQT5_Zvkgu5NT2iXPiz_vwC1tQHEYfJH7qLUkMonygb0NxU1VfZFRIQU1qYk85Q1lTS0xaLUtnQkloUUZuZTUzOUdjdDlzYkhmRQ * Chronicle of Higher Education *"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 & Society *"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 *"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 *Table of ContentsContents Acknowledgments List of Abbreviations and Acronyms Preface 1 Reforming the American Dream 2 Pathways onto Welfare and into College 3 Reformed Grassroots Activism 4 Survival through College 5 My Education Means Everything to Me 6 Hope and Fear during the Great Recession 7 Graduating into the Great Recession 8 An American Dream for All Afterword Appendices Notes Bibliography Index
£72.25
MP-ALA American Library Assoc Embracing Culturally Responsive Practice in
Book SynopsisTrade ReviewKennedy’s book serves as a guide to applying pedagogical principles to school library strategies that promote literacy, increase access, and practice inclusive and equitable practices with a culturally proficient mindset ... [It is] thoughtful and practical."— BooklistTable of ContentsIntroduction Part 1: School Librarian Chapter1: Looking Inward Chapter 2: Mindful Modeling Part 2: School Library Chapter 3: Working with What You Have Chapter 4: Step into the Library Chapter 5: Thriving Partnerships Part 3: Learner Chapter 6: Active Participants Chapter 7: Scenarios Part 4: Evaluation Chapter 8: School Librarian Evaluation Chapter 9: Learner EvaluationConclusion Appendixes Appendix A: Worksheets Worksheet A.1: Social Identity Garden Worksheet Worksheet A.2: Personal Identity Garden Worksheet Worksheet A.3: KWWHL Chart Worksheet Work Cited Index
£43.20
Taylor & Francis In Search of Education Participation and
Book SynopsisIn Search of Education, Participation and Inclusion offers an original, coherent and inspiring approach to the delivery of education for all. Jonathan Rix, backed by extensive research, builds upon his wide-ranging professional and personal experiences to explore three conceptual innovations â models of certainty and uncertainty, the while of participation and communities of provision. Through these innovations, the reader examines the challenges faced by school systems in delivering inclusive and participatory experiences of learning. Topics explored include: theories of education, participation and inclusion the constraints on our education systems as they struggle to deliver certainty in a world of uncertainty how the challenges of our systems collaborate with inequality to produce marginalised experiences of participation the exclusionary nature of our communities of provision how we can understand andTrade ReviewI have found the book that I wish I had written. Written to be read, considered and reread, In Search of Education, Participation and Inclusion: Embrace the Uncertain is the most refreshing and thought-full text in our field that I have read for some time. At the outset it is a thoroughly engaging, provocative and scholarly work that presses the reader to account for their own educational thinking and practices. Rix offers absorbing narratives to lead us into very accessible explanations of the assumptions we hold that direct our thinking about and practices in education. Using the metaphor of “embrace” we are invited to explore and analyse our own beliefs and sets of relationships, conceptual and practical, with education and schooling. Drawing on Dewey, amongst many others (I did say this is a meticulously scholarly book), we are presented with education as a means for applying certitude in an increasingly uncertain world. Jonathan Rix lithely exposes obviously ridiculous foundations of the way we have gone about the business of educating and schooling while reassuring the reader that we can, by “embracing the uncertain” do it another way. In doing so, we will untether ourselves from the misadventure of schooling in its present form and create opportunities for children and young people free from the very thin identities we have bestowed upon them that hinder learning. Those around me will certainly be urged to procure and read this thought-changing book. Roger Slee, PhD, Professor in Disability and Inclusion, University of Leeds, Founder and Editor-in-Chief, International Journal of Inclusive Education At a time when educational outcomes are the tail wagging the dog, when research gurus promote off-the-shelf solutions and top-down approaches to solve educational inequities, when curriculum means follow a textbook, and when research fetishize certainty through experimental designs and big data analysis, Jonathan Rix challenges the reader to do the opposite: Embrace uncertainty. In Search of Education, Participation and Inclusion offers a fresh look at educational exclusion and its possible solutions. This book, filled with intimate stories and thoughtful reflections, argues that uncertainty led us to an unimagined path that can be more expansive and inclusive than those we imagine in the first place. Those looking for easy (certain) solutions to complex educational exclusions search elsewhere; those who have the courage to embrace the uncertain and serpentine path towards a more just and inclusive education, look no further. Federico R. Waitoller, PhD, Associate Professor, Department of Special Education at The University of Illinois at Chicago, Associate Editor, Review of Educational Research In Search of Education, Participation and Inclusion provides the reader with an excellent critical overview of current theories and practices concerning inclusive education. It looks at this relevant subject from multiple perspectives. It navigates the complex and often conflictual debate about inclusive education by developing an exciting dialogue with other disciplines that helps review and expand our frame of reference regarding this topic. In addition, it goes straight to the point in addressing some of the most pressing questions that researchers and practitioners usually struggle with when they aim to secure all children more equal and fair opportunities for education. Finally, the author effectively supports reflection on educational research and practices with powerful examples taken from his wide professional and personal experience. Accordingly, while the book helps the reader achieve a thorough understanding of the complex problems inclusive education faces today, it also provides an authoritative guide to those working in this crucial field. Fabio Dovigo, PhD, Professor, Educational Psychology Department, Danish School of Education, Aarhus University, Founding Editor, European Journal of Inclusive Education I found this book absorbing, funny, moving and thought provoking. As educationalists, the book challenges us to stop wanting, needing, planning for and expecting certainty, and it calls on us to resist fixedness in our pursuit of a “better” way. I have learned to question my own dependence on certainty because as Jonathan Rix explains so eloquently, we can keep education open to possibilities if we go where uncertainty leads us. In this book we also learn that uncertainty (rather than certainty) is the substrate for developing more inclusive and participative ways of being through education. The author employs anecdote, theory, philosophy, drawings, diagrams, models and polemic to support and entertain us in our journey toward relinquishing certainty in favour of more fluid ways of being. Most of all, the book reminds us that singular, monolithic, authoritarian and fixed positions on what education is and how it should unfold, are useless. Please read the book. It will inspire you! Deborah Robinson, EdD (SFHEA), Professor of Special Educational Needs and Inclusion, Institute of Education, University of Derby Table of Contents1. What does it take to embrace? Part 1 – Being apart; 2. The embrace of certainty; 3. Where uncertainty leads? 4. Participating with inequality; 5. Seeking fairer participation; 6. Building exculsionary communities; 7. Including ourselves; 8. What does it take to embrace?; Part 2 – Being a-part
£34.19
SAGE Publications Inc Equity Warriors
Book SynopsisAdvance equity by learning to crack the system's codes We must act now, using 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 fight the fight for equity for all students. School and district leaders will encounter roadblocks as they enact systemic change, but Equity Warriors introduces practical, realistic, and strategic approaches for navigating those barriers. Equity Warriors equips education leaders with the moves they can make today to achieve the vision that every student becomes a high achiever by Providing real school and district examples of systemic equity efforts Demonstrating the parallel work that school and district teams must do to achievTrade ReviewI 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. -- Janet CrewsEquity Warriors 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. -- Dr. Ken DarvallThis 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. This 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. -- Rachael LehrEquity 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 -- Marianne L. Lescher, Ph.D.This 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. -- Dr. Roseanne LopezWhat school leaders are not taught well is how to initiate change that will lead to educational improvement for all students. Equity Warriors 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. -- Dr. Neil MacNeill, PhD, EdD.Equity Warriors provides 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! -- Jacie MaslykThis 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. -- Courtney MillerTable of ContentsForeword 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 & 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
£23.24
SAGE Publications Inc The Age of Identity
Book SynopsisThere's more to all of us than what meets the eyeA 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.In 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: Examples of how schools seek to address identity and belonging Strategies to deal with the raging identity controversies in our schools and societies Charts and graphics to help build inclusive professionTrade ReviewShirley 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 RavitchThis 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 *Shirley 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 *This 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 *We 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 students thrive, regardless of how they identify. -- Peter DeWitt * Albany, New York *This 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 *This 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 *Incisive, 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 *Every child needs to feel that they belong in order to feel safe enough to learn. The Age of Identity 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 KnightThis 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. The Age of Identity is essential reading for all teachers. -- David Edwards * Brussels, Belgium *Table of ContentsPreface 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
£30.39
Taylor & Francis What Really Works in Special and Inclusive Education
This fully revised and updated third edition presents teachers with a range of up-to-date evidence-based strategies they can use to tackle the challenges of inclusive education. An essential resource for the busy educator, this book considers the most diverse and up-to-date research in education, psychology, health and technology.
£35.14
Taylor & Francis Ltd Effective Differentiation
Book SynopsisPacked full of prompts, activities and practical ideas, this accessible and realistic guide provides teachers with a rich portfolio of strategies to ensure inclusion, and promote the learning of Special Educational Needs (SEN) pupils in the mainstream classroom.Unpacking SEN, demystifying jargon, and clarifying policy and good practice, Effective Differentiation encourages its reader to take a proactive approach to developing knowledge and skills in relation to Special Educational Needs Disability (SEND). Chapters address the challenges involved in successfully differentiating teaching to meet the diverse needs of individual children, and translate current research and policy into easy-to-understand concepts, integrating these into a framework for practical application. Taking self-evaluation as a starting point, the reader is invited to think, reflect, understand and finally do!The perfect aid for the busy teacher, each chapter contains checklists and photocopTable of ContentsIntroduction Chapter One: What do I know about Special Educational Needs Disability and inclusive teaching? Chapter Two; What about a baseline? Chapter Three: How do I identify learners with SEND? The Needs Matrix Chapter Four: What are 'core deficits'? Chapter Five: What is multi-sensory teaching? Chapter Six: Who are Dr Gopta and Mr Chuffi? Chapter Seven: How can I work most effectively with Teaching Assistants? Chapter Eight: How do I share good practice? Chapter Nine: How do I implement change? Bibliography Resources
£26.59
Taylor & Francis Ltd Supporting Children with Autism in the Primary
Book SynopsisThis 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.Each 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: classroom layout, timetables and rules effective communication supporting learning and setting targets breaks, unstructured times and school trips challenging behaviours <Trade ReviewDawn’s publication is crisp, accessible and practical. It is a useful tool for anyone who wants to improve communication and learning in the classroom.Professor Jean MacLellan O.B.E. - Autism Network Scotland, University of Strathclyde.Table of ContentsAbout the author Notes 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 Index
£35.14
Math Solutions Publications Reimagining the Culture of Science Technology
Book Synopsis
£37.62
Bloomsbury Publishing PLC Justice Matters
Book SynopsisSocial 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, Justice Matters strips 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. STrade ReviewInsightful 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, UKTable of ContentsIntroduction 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
£16.14
Bloomsbury Publishing PLC Pedagogies of Punishment
Book SynopsisWritten 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 puniTrade ReviewPunishment 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 *What 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 *There’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 *This collection of interdisciplinary literature is an insightful contribution to education fields and provides a valuable resource for educators, families, and communities. * CHOICE *Table of ContentsIntroduction Part I: Punishing Children: Foundational Analyses 1. Should School Children be Punished?, Joan Goodman (University of Pennsylvania, USA) 2. Punishment, Pupils, and School Rules, John Tillson (Liverpool Hope University, UK) and Winston C. Thompson (Ohio State University, USA) 3. Responsibility and the Potential Punishment of Children, Larisa Svirsky (Brandeis University, USA) Part II: Punishment in Practice and at the Margins 4. Justice for Trans Youth: Imagining Education Without Cisgenderism, Jenna Scaramanga (IOE, UCL's Faculty of Education and Society, University College London, UK) 5. Racialized Childhoods, Educational Goods, and “No Excuses” Schools: In Defense of Play and Agency, Abigail Beneke (University of Wisconsin-Madison, USA) 6. Punishment in Early Childhood: Do Exclusionary Practices Threaten Children’s Moral Rights?, Joy Dangora Erickson (Endicott College, USA) 7. A New Look at Shaming in Schools, Clio Stearns (Massachusetts College of Liberal Arts, USA) and Peter Stearns (George Mason University, USA) Part III: Due Process, Standing, and the Authority to Punish 8. Due Process: Fairness in Procedure and Substance in the Public Schools, Todd A. DeMitchell (University of New Hampshire, USA) 9. Taking Hypocrisy to School, Kartik Upadhyaya (Kings College London, UK) and John Tillson (Liverpool Hope University, UK) 10. The Punitive Classroom: Punishment and Punitive Feelings Between Adults and Children, Ruth Cigman (IOE, UCL's Faculty of Education and Society, University College London, UK) Part IV: Exploring Alternatives to Punishment 11. What We Talk About When We Talk About Punishments and Consequences, Avi Mintz (Newlane University, USA) 12. Praise and Positive Behavior Management, Zoë A.Johnson King (University of Southern California, USA) 13. Nudging School Discipline, Viktor Ivankovic (Institute of Philosophy, Zagreb, Croatia) 14. Making Sense of Student (Mis)behavior: A Critical Pragmatist Alternative to Pedagogies of Punishment, Barbara S. Stengel, Elizabeth A. Self and Rebecca A. Peterson (Vanderbilt University, USA) List of Contributors Index
£21.99
Bloomsbury Publishing (UK) Pedagogies of Punishment
Book SynopsisWinston C. Thompson is Associate Professor of Philosophy of Education and Associate Professor of Philosophy (by courtesy) at Ohio State University, USA. He is the Editor of Philosophical Foundations of Education (Bloomsbury, 2022).John Tillson is Senior Lecturer of Philosophy of Education at Liverpool Hope University, UK. He is the author of Children, Religion and the Ethics of Influence (Bloomsbury 2019).Trade ReviewPunishment 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 *What 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 *There’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 *This collection of interdisciplinary literature is an insightful contribution to education fields and provides a valuable resource for educators, families, and communities. * CHOICE *Table of ContentsIntroduction Part I: Punishing Children: Foundational Analyses 1. Should School Children be Punished?, Joan Goodman (University of Pennsylvania, USA) 2. Punishment, Pupils, and School Rules, John Tillson (Liverpool Hope University, UK) and Winston C. Thompson (Ohio State University, USA) 3. Responsibility and the Potential Punishment of Children, Larisa Svirsky (Brandeis University, USA) Part II: Punishment in Practice and at the Margins 4. Justice for Trans Youth: Imagining Education Without Cisgenderism, Jenna Scaramanga (IOE, UCL's Faculty of Education and Society, University College London, UK) 5. Racialized Childhoods, Educational Goods, and “No Excuses” Schools: In Defense of Play and Agency, Abigail Beneke (University of Wisconsin-Madison, USA) 6. Punishment in Early Childhood: Do Exclusionary Practices Threaten Children’s Moral Rights?, Joy Dangora Erickson (Endicott College, USA) 7. A New Look at Shaming in Schools, Clio Stearns (Massachusetts College of Liberal Arts, USA) and Peter Stearns (George Mason University, USA) Part III: Due Process, Standing, and the Authority to Punish 8. Due Process: Fairness in Procedure and Substance in the Public Schools, Todd A. DeMitchell (University of New Hampshire, USA) 9. Taking Hypocrisy to School, Kartik Upadhyaya (Kings College London, UK) and John Tillson (Liverpool Hope University, UK) 10. The Punitive Classroom: Punishment and Punitive Feelings Between Adults and Children, Ruth Cigman (IOE, UCL's Faculty of Education and Society, University College London, UK) Part IV: Exploring Alternatives to Punishment 11. What We Talk About When We Talk About Punishments and Consequences, Avi Mintz (Newlane University, USA) 12. Praise and Positive Behavior Management, Zoë A.Johnson King (University of Southern California, USA) 13. Nudging School Discipline, Viktor Ivankovic (Institute of Philosophy, Zagreb, Croatia) 14. Making Sense of Student (Mis)behavior: A Critical Pragmatist Alternative to Pedagogies of Punishment, Barbara S. Stengel, Elizabeth A. Self and Rebecca A. Peterson (Vanderbilt University, USA) List of Contributors Index
£61.75
Johns Hopkins University Press STEM Education in Underserved Schools
Book SynopsisOffers 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 individuaTable of ContentsForewordEdmund W. GordonAcknowledgmentsChapter 1. An Overview of STEM Education in the United StatesJulia V. ClarkChapter 2. The Role of Assessment in Driving Change in STEM Teaching and LearningJoseph Krajcik, Emily Adah Miller, and Susan CodereChapter 3. The Achievement Gap in Mathematics and Science: Barriers to a Quality STEM EducationJulia V. ClarkChapter 4. Transforming Teaching and Learning in the STEM ClassroomEllen B. MeierChapter 5. Science and Engineering Curriculum and Instruction That Promotes Equity and Justice: Hidden Spots, Bright Spots, Hot Spots, and Gathering SpotsHeidi B. Carlone and Elizabeth A. DavisChapter 6. Chronicling Education Challenges in STEM EducationJulia V. ClarkChapter 7. Finnish Middle School Curriculum of STEM Subjects Emphasizes PISA and Transversal CompetenciesJari M. Lavonen and Do-Yong ParkChapter 8. STEM Education in Singapore: Issues of Equity, Access, and ExcellenceJason TanChapter 9. Building Synergies to Ensure Greater Access to Quality STEM Opportunities for All Australian StudentsDebra PanizzonChapter 10. STEM Education Reform through International Innovation and CollaborationJulia V. ClarkChapter 11. Equity, Access, and Excellence: Making STEM a World-Class Education for All StudentsJulia V. ClarkContributorsAbout the EditorIndex
£29.70
Johns Hopkins University Press The LearningCentered University
Book Synopsis
£24.75
Policy Press Countering Extremism in British Schools
Book SynopsisIn 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.Trade Review"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“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"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“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.Table of ContentsIntroduction: 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
£13.29
Bristol University Press Retreat or Resolution
Book SynopsisPeter 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.Table of Contents1. 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?
£72.25
Bristol University Press Retreat or Resolution
Book SynopsisPeter 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.Table of Contents1. 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?
£18.99
Bloomsbury Publishing PLC 100 Ideas for Primary Teachers Supporting Pupils
Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series 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.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners.100 Ideas for Primary Teachers: Supporting Pupils with Autism is 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.FrancinTrade ReviewRooted 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 *Francine 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 *This 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 *This 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 *
£13.50
Bloomsbury Publishing PLC The Wellbeing Curriculum
Book SynopsisAndrew Cowley, author of The Wellbeing Toolkit 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.Schools 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.The Wellbeing Curriculum 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 Trade ReviewAs 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 *A 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 *It 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 *The Wellbeing Curriculum 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 *The Wellbeing Toolkit and The Wellbeing Curriculum are absolute game-changers and a must-read for anyone working in education. -- John Magee * author of 'Kindness Matters' and 'The Happy Tank', @KindnessCoach_ *Andrew 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 *As 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 *With its clear structure, examples, and suggestions for activities and assemblies, The Wellbeing Curriculum is a treasure trove for educators wishing to introduce or expand their whole school wellbeing provision. -- Frederika Roberts * School Wellbeing Trainer, Speaker, Author & Lecturer. Founder of Educate to Flourish CIC. @frederika_r & @EduFlourish *Excellent and much-needed, The Wellbeing Curriculum 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 *Andrew 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 & Safeguarding at the Severn Academies Education Trust, @Character_Guy *The Wellbeing Curriculum is 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 *The Wellbeing Curriculum 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 *Exploring 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 *
£17.99
Bloomsbury Publishing PLC 50 Fantastic Ideas to Encourage Diversity and
Book Synopsis_______________ The 50 Fantastic Ideas 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._______________A collection of 50 fun and effective activities to nurture kindness and inclusivity in your Early Years setting.Covering 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. Following the belief that children can be active agents of change, the ideas encourage children to ask questions, challenge prejudice and celebrate diversity through a range of learning experiences including making clay diyas to celebrate DTrade ReviewAnother fantastic resource packed with ideas and resources aimed at Early Years Practitioners. -- Colin Hill * Founder, researcher and editor of UKEdChat *
£11.69
Bristol University Press Diversity, Inclusion, and Decolonization:
Book SynopsisDespite 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? Written by scholars from different disciplines, countries, and backgrounds, this book offers an internationally relevant, practical guide to ‘doing diversity’ in the social sciences and humanities and decolonising higher education as a whole.Table of ContentsIntroduction: Why Diversity, Inclusion, and Decolonization Matter - Abby Day, Lois Lee, Dave S.P. 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
£72.00
