Educational strategies and policy: inclusion Books
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
£13.99
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?
£76.50
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
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
£76.00
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
£25.64
Brown Bear Press Social Justice in Physical Education: Critical
Book Synopsis
£52.80
Michigan State University Press Transformative Civic Education in Democratic
Book SynopsisDemocracy is neither inevitable nor guaranteed to last. To survive, democracy needs people adequately prepared to enact it. Such preparation for effective citizenship in a complex and plural world requires an adult civic education, one that goes beyond simple knowledge acquisition. It requires a transformative education to help learners become agents and co-shapers of their worlds. This book offers examples of the roles that civic education has played and can play in different communities. In this collection, scholars from around the world report and reflect on civic adult education, examining approaches, paradigms, and concepts that help us to act in culturally, ethnically, linguistically, and religiously diverse societies.Trade ReviewThis timely, wide-ranging volume reminds us that democracy requires intentional, lifelong learning and practice. It will be a valuable scholarly resource for civic educators and researchers who seek to study, understand, and apply active forms of civic education to support and sustain democratic values and skills. The chapters cover a broad range of theory and applied examples from around the world regarding the why, what, and how of adult civic education." - Jonathan R. Alger, president, James Madison University"This important and timely book takes a comprehensive look at the purpose, role, and impact of civic engagement on the development, attainment, and retention of stable democracies. The variety of contributing authors in this text take incisive examinations of civic engagement in a variety of global contexts and deftly confront the ways in which an understanding of the political, social, and economic environs contribute to our ability to develop new paradigms for civic learning and democratic engagement. The text further elucidates the ways in which an educated citizenry is one of the biggest assets any evolved society can offer to the world in an effort to maintain peace, order, and stability. These various arguments and positions also make it clear to the reader that a postsecondary education is not a “nice-to-have,” but a “must-have” for nations seeking to constructively advance democratic ideals and promulgate a civil society through adult and traditional learners’ exposure to diverse people, cultures, languages, and ideals." - Yolanda Watson Spiva, president, Complete College America, co-author of Daring to Educate: The Legacy of the Early Spelman College Presidents, and contributing author to Recognizing Promise: The Role of Community Colleges in a Post Pandemic World"The book is an impressive testimony of the importance of democratic, civic adult education in times of increasing authoritarianism. The editors present a wide variety of theoretical and practical contributions that will inspire a broad readership of educators and educationalists all over the world." - Danny Widemeersch, professor emeritus of social and cultural pedagogy at KU Leuven (Belgium)
£42.95
Harvard Educational Publishing Group Inclusive Education: Examining Equity on Five
Book SynopsisDespite the impressive growth of inclusive education around the world, questions and considerations about equity have been neglected. This edited volume makes a major contribution to the field of inclusive education by analyzing equity concerns that have emerged from the implementation of inclusive education models in nine nations on five continents.The authors examine how disparate approaches to inclusive education are mediated by the official and implicit goals of public education; by access to intellectual, human, and material resources; and by collective understanding of and educational responses to sociocultural differences. Inclusive Education provides critical reviews of research on this important education reform movement, as well as a refined theoretical understanding of the ways equity is addressed. It also offers lessons for future policy and research that are mindful of equity.Trade Review“The discourse of inclusion in the United States has clung to thin examinations of professional practices and standardized notions of student deficits. This volume offers a thoughtful remedy by exploring the cultural and political dimensions that contribute to the construction of human difference in a variety of local contexts. Appreciated in contextual complexity, inclusion is much more than a question of disability and accommodation. It presses us to question our highest purposes and hopes for schooling.” — Scot Danforth, professor and director, School of Teacher Education, San Diego State University“At a time when most countries are struggling to develop more equitable education systems, this book provides a rich and valuable resource of ideas. Drawing on accounts of developments in diverse countries, the volume is unusual in the way that it conceptualizes inclusive education as being about a broad range of groups that are vulnerable to marginalization, exclusion, and low achievement.” — Mel Ainscow, professor, University of Manchester, United Kingdom“This powerful collection of cross-cultural analyses penetrates the dilemma of implementing inclusion and equity within the contexts of vastly differing cultures and histories. Unique in its range of empirical and theoretical perspectives, Inclusive Education persuades us that, while it is impossible to devise a one-size-fits-all model of inclusion, the hallmark of education in the twenty-first century must be a global commitment to the search for equity.” — Beth Harry, professor and chair, Department of Teaching and Learning, University of Miami.
£28.86
University of Massachusetts Press Dropping In: What Skateboarders Can Teach Us
Book SynopsisThe die-hard local skateboarders of Franklin Skatepark—a group of working-class, Latino and white young men in the rural Midwest—are typically classified by schools and society as “struggling,” “at-risk,” “failing,” and “in crisis.” But at the skatepark, they thrive and succeed, not only by landing tricks but also by finding meaning and purpose in their lives.In Dropping In, Robert Petrone draws from multiple years of ethnographic research to bring readers into this rich environment, exploring how and why these young men engage more with skateboarding and its related cultural communities than with school. For them, it is in these alternative communities and spaces that they meet their intellectual, literate, and learning needs; cultivate meaningful and supportive relationships; and develop a larger understanding of their place in the world. By looking at what these skateboarders can teach us about what is right and working in their lives, Petrone asks educators and others committed to youth development to rethink schooling structures and practices to provide equitable education for all students.Trade Review “Dropping In provides a fascinating look into a small group of participants at a rural public skatepark and their learning as cultural practice. The book is well written, compelling, and a delight to read, with a good balance of clearly articulated theory and analytically driven empirical contributions.”—Jasmine Y. Ma, associate professor of teaching and learning at New York University “Dropping In challenges readers to reconsider the notion of the ‘at-risk’ student and to redefine what counts as learning and literacy. It will appeal to learning and literacy scholars, teacher educators, K–12 teachers, and others who work with adolescents in communities.”—Wendy R. Williams, author of Listen to the Poet: Writing, Performance, and Community in Youth Spoken Word Poetry
£72.25
Information Age Publishing Beyond Marginality: Understanding the
Book SynopsisThe book Beyond Marginality: Understanding the Intersection of Race, Ethnicity, Gender and Difference in Educational Leadership Research promotes new theoretical and conceptual frameworks for the study of race and ethnicity in educational leadership. In this volume, new generations of scholars of color are moving beyond research that has not been necessarily focused or generated by diverse groups. The authors are purposeful in transcending systemic inequities and injustices in the stratified representation of practitioners and researchers by bringing in a new movement with innovative and impactful theoretical and conceptual frameworks in educational leadership.
£47.45
Information Age Publishing Beyond Marginality: Understanding the
Book SynopsisThe book Beyond Marginality: Understanding the Intersection of Race, Ethnicity, Gender and Difference in Educational Leadership Research promotes new theoretical and conceptual frameworks for the study of race and ethnicity in educational leadership. In this volume, new generations of scholars of color are moving beyond research that has not been necessarily focused or generated by diverse groups. The authors are purposeful in transcending systemic inequities and injustices in the stratified representation of practitioners and researchers by bringing in a new movement with innovative and impactful theoretical and conceptual frameworks in educational leadership.
£86.45
Information Age Publishing Responding to Learner Diversity and Learning
Book SynopsisCaribbean Discourse in Inclusive Education Volume II Responding to Learner Diversity and Learner Difficulties shares selected critical reflections and recommendations on the way educational communities respond to student diversity and difficulties learning. These contexts include the Caribbean, the Diaspora, and beyond. Authors explore issues and strategies for realizing and sustaining the agenda of education for all within primarily, but not limited to, the Caribbean. While the authors are aware of the ongoing debate between the terms `education for all’ and `inclusive education’, we use these terms interchangeably. We hold the position that inclusive education is about commitment to removing barriers to optimum learning for all learners regardless of age, ability, ethnicity, gender, geography, race, religion, sexual orientation or other differences. Responding to Learner Diversity and Difficulties extend the discourse to include stakeholders committed to sharing their experiences and strategies for overcoming barriers to inclusive education.This second volume presents research that examines how teachers can respond to students with disabilities and difficulties learning, teach challenging curriculum content in mathematics and literacy, build citizenship through student voice, improve teacher practice via co-teaching and critical reflection, promote inclusive practice through leadership and advocacy. It can be used as a core text or companion reader for students at the undergraduate and graduate levels, lecturers, practitioners, researchers and policy makers.Table of Contents Foreword, Jerome De Lisle. Preface, Dennis A. Conrad and Stacey N. J. Blackman. Part I: Responding To Diversity-Children, Youth, Students With Disabilities And Learning Difficulties. Embracing Diversity in the Early Year’s Setting: Challenges and Opportunities for Teacher Professional Development, Mónica Lourenço and Ana Isabel Andrade. Supporting Student Diversity and Learning Difficulty: A Strengths Based Culturally Responsive Model of Support in Mathematics, Audrey M. Sorrells, Elisheba Kiru and Chelseaia Charran. Meeting the Needs of Students at Risk Especially English Language Learners and Immigrants in an Urban Classroom: A Case Study, Benedict L. Adams. From At-Risk to Take a Risk: Strategies for Supporting Gifted African American Males with Dyslexia, Shawn A. Robinson and Joy Lawson Davis. Leading the Charge: Teacher Perceptions of Working with Students At-Risk of or Identified with Emotional and Behavioral Disorders, Nickisha Borris-Lezama and Dyanis Conrad-Popova. Part II: Responding To Curriculum Challenges. From Academic Performances and Learning in Mathematics to a Transcultural Knowledge: An Example in the Cultural Environment of Martinique, Mélissa Arneton and Line Numa-Bocage. D.A.N.C.E. into Differentiation: Innovative Learning and Language Teaching, Holly W. Arnold. Theory and Practice of Using Culturally Diverse Books to Improve Caribbean K-12 Curricula, Charlene Barners Rowland and Faith-Ann McGarrell. Cooperative Learning as Critical Culturally Sustaining/ Responsive Pedagogy, Harriet J. Bessette and Joy Carter Hicks. Creativity and Dyscalculia: Building on Strengths – Circumventing Deficits, Fredricka Reisman. When the Humming Hurts: The Strength that Lies Beneath, Sheryl D. Scales and Deborah J. Conrad. Part III: Teachers And Students’ Responses To Diversity. Culturally Relevant Teacher Self-Efficacy among Pre-Service and In- Service Teachers in St. Lucia: An exploration, Talia Esnard and Christine Descartes. Learning from our Stories: Narratives in Culturally Sustaining Pedagogy, Kelly Puzio, Sarah N. Newcomer and Kristen L. Pratt. Exploring the Potential Benefits of Co-Teaching for Learner Diversity and Learning Difficulties: Two Voices, Lisa Lamondie-Grenville and Lisa M. Philip. Teaching CCSS Mathematics: Engaging Students with Learning Disabilities in General Education Classrooms, Susan J. Courey and Kiera Chas. Part Iv: Advocacy And Responsiveness. Models to Promote Parent Involvement in Children’s Education within the U.S. Virgin Islands, Carla M. Sewer and Nerisssa LeBlanc Gillum. Barbadian and Vincentian Students’ Understandings of Difference, it’s Tensions and Including All Students, Stacey N. J. Blackman, Ken Williams, Dennis A Conrad, and Theresa Abo-Deeb Gentile. Responding to Barriers to Inclusion: The Voices of Tertiary Level Students with Disabilities in Barbados and Trinidad and Tobago, Stacey N. J. Blackman, Dennis A. Conrad and Lisa M Philip. Transformative Teacher Leadership IS Inclusive Education: A Cross-Cultural Consideration of Teachers’ Work in Jamaica and The United States, Eleanor Blair. About the Contributors.
£49.95
Information Age Publishing Responding to Learner Diversity and Learning
Book SynopsisCaribbean Discourse in Inclusive Education Volume II Responding to Learner Diversity and Learner Difficulties shares selected critical reflections and recommendations on the way educational communities respond to student diversity and difficulties learning. These contexts include the Caribbean, the Diaspora, and beyond. Authors explore issues and strategies for realizing and sustaining the agenda of education for all within primarily, but not limited to, the Caribbean. While the authors are aware of the ongoing debate between the terms `education for all’ and `inclusive education’, we use these terms interchangeably. We hold the position that inclusive education is about commitment to removing barriers to optimum learning for all learners regardless of age, ability, ethnicity, gender, geography, race, religion, sexual orientation or other differences. Responding to Learner Diversity and Difficulties extend the discourse to include stakeholders committed to sharing their experiences and strategies for overcoming barriers to inclusive education.This second volume presents research that examines how teachers can respond to students with disabilities and difficulties learning, teach challenging curriculum content in mathematics and literacy, build citizenship through student voice, improve teacher practice via co-teaching and critical reflection, promote inclusive practice through leadership and advocacy. It can be used as a core text or companion reader for students at the undergraduate and graduate levels, lecturers, practitioners, researchers and policy makers.Table of Contents Foreword, Jerome De Lisle. Preface, Dennis A. Conrad and Stacey N. J. Blackman. Part I: Responding To Diversity-Children, Youth, Students With Disabilities And Learning Difficulties. Embracing Diversity in the Early Year’s Setting: Challenges and Opportunities for Teacher Professional Development, Mónica Lourenço and Ana Isabel Andrade. Supporting Student Diversity and Learning Difficulty: A Strengths Based Culturally Responsive Model of Support in Mathematics, Audrey M. Sorrells, Elisheba Kiru and Chelseaia Charran. Meeting the Needs of Students at Risk Especially English Language Learners and Immigrants in an Urban Classroom: A Case Study, Benedict L. Adams. From At-Risk to Take a Risk: Strategies for Supporting Gifted African American Males with Dyslexia, Shawn A. Robinson and Joy Lawson Davis. Leading the Charge: Teacher Perceptions of Working with Students At-Risk of or Identified with Emotional and Behavioral Disorders, Nickisha Borris-Lezama and Dyanis Conrad-Popova. Part II: Responding To Curriculum Challenges. From Academic Performances and Learning in Mathematics to a Transcultural Knowledge: An Example in the Cultural Environment of Martinique, Mélissa Arneton and Line Numa-Bocage. D.A.N.C.E. into Differentiation: Innovative Learning and Language Teaching, Holly W. Arnold. Theory and Practice of Using Culturally Diverse Books to Improve Caribbean K-12 Curricula, Charlene Barners Rowland and Faith-Ann McGarrell. Cooperative Learning as Critical Culturally Sustaining/ Responsive Pedagogy, Harriet J. Bessette and Joy Carter Hicks. Creativity and Dyscalculia: Building on Strengths – Circumventing Deficits, Fredricka Reisman. When the Humming Hurts: The Strength that Lies Beneath, Sheryl D. Scales and Deborah J. Conrad. Part III: Teachers And Students’ Responses To Diversity. Culturally Relevant Teacher Self-Efficacy among Pre-Service and In- Service Teachers in St. Lucia: An exploration, Talia Esnard and Christine Descartes. Learning from our Stories: Narratives in Culturally Sustaining Pedagogy, Kelly Puzio, Sarah N. Newcomer and Kristen L. Pratt. Exploring the Potential Benefits of Co-Teaching for Learner Diversity and Learning Difficulties: Two Voices, Lisa Lamondie-Grenville and Lisa M. Philip. Teaching CCSS Mathematics: Engaging Students with Learning Disabilities in General Education Classrooms, Susan J. Courey and Kiera Chas. Part Iv: Advocacy And Responsiveness. Models to Promote Parent Involvement in Children’s Education within the U.S. Virgin Islands, Carla M. Sewer and Nerisssa LeBlanc Gillum. Barbadian and Vincentian Students’ Understandings of Difference, it’s Tensions and Including All Students, Stacey N. J. Blackman, Ken Williams, Dennis A Conrad, and Theresa Abo-Deeb Gentile. Responding to Barriers to Inclusion: The Voices of Tertiary Level Students with Disabilities in Barbados and Trinidad and Tobago, Stacey N. J. Blackman, Dennis A. Conrad and Lisa M Philip. Transformative Teacher Leadership IS Inclusive Education: A Cross-Cultural Consideration of Teachers’ Work in Jamaica and The United States, Eleanor Blair. About the Contributors.
£87.40
Information Age Publishing Seeing The HiddEn Minority: Increasing the Talent
Book SynopsisThe participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating. Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students’ in preK-12 and post-secondary landscapes. Section 1-Socialization Social discourse concerning how male and females are supposed to enact their socially sanctioned roles is being played out daily in educational institutions. Individuals who chose STEM education and STEM careers are constantly battling this social discourse. It is necessary for P-20 STEM spaces to examine and integrate understanding of socialization within the larger societal culture for systemic and lasting change to happen. Section 2-Mentoring A nurturing process in which a more skilled or more experienced person, serving as a role model teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter’s academic, professional and/or personal development. Section 3-Identity Research focusing on identity constructs in STEM has become more common, especially as it relates to student retention and attrition. Researchers have been able to use identity as a way to examine how social stigma can cause students to (dis)identify within STEM spaces.Table of Contents Introduction—Seeing The Hidden Minority: Increasing the Pre-K–20 Talent Pool Pipeline SECTION I: SOCIALIZATION Using the Frameworks of Socialization and Acculturation to Understand the Trajectory of Scientists of Color Strategies for Using Critical Systems Theory to Support Socialization of African American Students in STEM SECTION II: MENTORING Mentoring for STEM Advocacy Different Worlds: A Picture of Mentorships at PWIs and HBCUs Doctoral Student Degree Attainment: How Student Realities, Networks, and Perceptions Impact Timely Degree Completion SECTION III: IDENTITY Reshaping the Pipeline: The Role of Identity on Persistence for Black Females in Science Strengthening STEM Identities: Combatting Curriculum, Identity Trauma in African American Students Unearthing Factors That Contribute to Distorted Science, Identities in African American Women Afterword—Recurring Themes, Constructs, Implications for Theory and Practice, and Recommendations, Guide, and Future Research About the Contributors.
£44.96
Information Age Publishing Seeing The HiddEn Minority: Increasing the Talent
Book SynopsisThe participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating. Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students’ in preK-12 and post-secondary landscapes. Section 1-Socialization Social discourse concerning how male and females are supposed to enact their socially sanctioned roles is being played out daily in educational institutions. Individuals who chose STEM education and STEM careers are constantly battling this social discourse. It is necessary for P-20 STEM spaces to examine and integrate understanding of socialization within the larger societal culture for systemic and lasting change to happen. Section 2-Mentoring A nurturing process in which a more skilled or more experienced person, serving as a role model teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter’s academic, professional and/or personal development. Section 3-Identity Research focusing on identity constructs in STEM has become more common, especially as it relates to student retention and attrition. Researchers have been able to use identity as a way to examine how social stigma can cause students to (dis)identify within STEM spaces.Table of Contents Introduction—Seeing The Hidden Minority: Increasing the Pre-K–20 Talent Pool Pipeline SECTION I: SOCIALIZATION Using the Frameworks of Socialization and Acculturation to Understand the Trajectory of Scientists of Color Strategies for Using Critical Systems Theory to Support Socialization of African American Students in STEM SECTION II: MENTORING Mentoring for STEM Advocacy Different Worlds: A Picture of Mentorships at PWIs and HBCUs Doctoral Student Degree Attainment: How Student Realities, Networks, and Perceptions Impact Timely Degree Completion SECTION III: IDENTITY Reshaping the Pipeline: The Role of Identity on Persistence for Black Females in Science Strengthening STEM Identities: Combatting Curriculum, Identity Trauma in African American Students Unearthing Factors That Contribute to Distorted Science, Identities in African American Women Afterword—Recurring Themes, Constructs, Implications for Theory and Practice, and Recommendations, Guide, and Future Research About the Contributors.
£82.80
Information Age Publishing Queer Approaches: Emotion, Expression and
Book SynopsisThis edited collection supports queer educators and students, underscores the reasons society does not see LGBTQ representation in classroom spaces, and offers “queered” pedagogical approaches for teaching students from diverse backgrounds. This collection places value on every educator and student through prioritizing inclusivity, and the chapters carefully articulate what (queer) inclusivity is, why it matters for all educators, students, and administrators, and what can happen when inclusive environments are not created and/or sustained.When prompted to think about marginalized educators and students, most literature and research focuses on federal/state laws and instances of bullying. The chapters in this collection are farther reaching and provide (queered) solutions for these individuals’ needs and challenges. This volumeaddresses the ability of the LGBTQ community to see themselves represented in the curriculum of schools, discussed in the language of society, and valued in all discourse settings. In addition, this volume uses queerness as a lens through which to reimagine classroom spaces and institutions of higher learning.Table of Contents Reorienting Education as Queer: An Introduction to Queer Approaches, Kristin LaFollette and Nicholas Santavicca. Burning Out at the Intersections: Reflections on Teaching Multicultural Competencies as a Queer and Genderqueer Puerto Rican Educator, María R. Scharrón-del Río. Pedagogical Femme Sensibilities: Teaching Gender and Sexuality Studies Through Queer Affect and Embodiment, Mel Michelle Lewis. “I’ve Seen You . . . Even if You Are One”: Affective Literacies for Adolescents and LGBTQA Literatures in Language Arts, R. Joseph Rodríguez. Affective Literacy of Teachers and Students Living With HIV and AIDS: Re-Shaping the Language and Discourse of Teacher Education, Nicholas Santavicca and Maureen P. Hall. Slip It in the Back Door: Queering the Transparency Imperative in Higher Education, Allison L. Rowland and Jennifer Thomas. Classroom Queerness and Post-Traumatic Stress Disorder, Kristin LaFollette. Queering Education: Killing-Joy and Nurturing-Hope in a College Classroom, Susan W. Woolley and Mark Stern. Contributor Biographies.
£44.96
Information Age Publishing Queer Approaches: Emotion, Expression and
Book SynopsisThis edited collection supports queer educators and students, underscores the reasons society does not see LGBTQ representation in classroom spaces, and offers “queered” pedagogical approaches for teaching students from diverse backgrounds. This collection places value on every educator and student through prioritizing inclusivity, and the chapters carefully articulate what (queer) inclusivity is, why it matters for all educators, students, and administrators, and what can happen when inclusive environments are not created and/or sustained.When prompted to think about marginalized educators and students, most literature and research focuses on federal/state laws and instances of bullying. The chapters in this collection are farther reaching and provide (queered) solutions for these individuals’ needs and challenges. This volumeaddresses the ability of the LGBTQ community to see themselves represented in the curriculum of schools, discussed in the language of society, and valued in all discourse settings. In addition, this volume uses queerness as a lens through which to reimagine classroom spaces and institutions of higher learning.Table of Contents Reorienting Education as Queer: An Introduction to Queer Approaches, Kristin LaFollette and Nicholas Santavicca. Burning Out at the Intersections: Reflections on Teaching Multicultural Competencies as a Queer and Genderqueer Puerto Rican Educator, María R. Scharrón-del Río. Pedagogical Femme Sensibilities: Teaching Gender and Sexuality Studies Through Queer Affect and Embodiment, Mel Michelle Lewis. “I’ve Seen You . . . Even if You Are One”: Affective Literacies for Adolescents and LGBTQA Literatures in Language Arts, R. Joseph Rodríguez. Affective Literacy of Teachers and Students Living With HIV and AIDS: Re-Shaping the Language and Discourse of Teacher Education, Nicholas Santavicca and Maureen P. Hall. Slip It in the Back Door: Queering the Transparency Imperative in Higher Education, Allison L. Rowland and Jennifer Thomas. Classroom Queerness and Post-Traumatic Stress Disorder, Kristin LaFollette. Queering Education: Killing-Joy and Nurturing-Hope in a College Classroom, Susan W. Woolley and Mark Stern. Contributor Biographies.
£82.80
Information Age Publishing Truth and Knowledge in Curriculum Making
Book SynopsisTruth and Knowledge in Curriculum Making, addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship.The book arose from a serial interpretation of five published narrative inquiries that pinpointed complexities lived in a teacher knowledge community at T.P. Yaeger Middle School, a campus located in the fourth largest urban center in America. The inquiry initially resulted in a documentary-style presentation at an educational conference using performance narrative inquiry as an arts-based method to recount the research. In Truth and Knowledge in Curriculum Making, the process of researchers turned actors is unraveled by looking at the lived experiences and identifying the embodied knowledge of teachers in different content areas including Physical Education, Music, Teaching English as a Second Language, Mathematics, and Reading. The authors use parallel stories, counter stories, story constellations, musical narrative inquiry, performance narrative inquiry and other narrative means of sense-making as they examine how they may relate to those stories. Ethical research dilemmas, including the how and why behind each author’s choice to burrow into difficult topics such as race, gender and conflict resolution are revealed. By unpacking the hidden curriculum, examining value creation and by revealing isolated relational experiences of participants and researchers, Truth and Knowledge in Curriculum Making instantiates and outlines how truth and knowledge may be formed in educational settings through intertwining narrative inquiry, teacher knowledge and aesthetic ways of knowing.
£44.96
Information Age Publishing Truth and Knowledge in Curriculum Making
Book SynopsisTruth and Knowledge in Curriculum Making, addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship.The book arose from a serial interpretation of five published narrative inquiries that pinpointed complexities lived in a teacher knowledge community at T.P. Yaeger Middle School, a campus located in the fourth largest urban center in America. The inquiry initially resulted in a documentary-style presentation at an educational conference using performance narrative inquiry as an arts-based method to recount the research. In Truth and Knowledge in Curriculum Making, the process of researchers turned actors is unraveled by looking at the lived experiences and identifying the embodied knowledge of teachers in different content areas including Physical Education, Music, Teaching English as a Second Language, Mathematics, and Reading. The authors use parallel stories, counter stories, story constellations, musical narrative inquiry, performance narrative inquiry and other narrative means of sense-making as they examine how they may relate to those stories. Ethical research dilemmas, including the how and why behind each author’s choice to burrow into difficult topics such as race, gender and conflict resolution are revealed. By unpacking the hidden curriculum, examining value creation and by revealing isolated relational experiences of participants and researchers, Truth and Knowledge in Curriculum Making instantiates and outlines how truth and knowledge may be formed in educational settings through intertwining narrative inquiry, teacher knowledge and aesthetic ways of knowing.
£82.80
Information Age Publishing Voices of Social Education: A Pedagogy of Change
Book SynopsisThere is only one place where social education can occur and flourish: through the voices that create a pedagogy of change. And it is these voices where the most exciting and provocative moments can occur for those of us who are passionate about education, teaching, social justice, equity, and love. As such, social education is a journey—an endeavor that makes us savor the experience of the journey more than the destination. And social education is a journey that ins enhanced through educator and student voices because it occurs in the most important spaces of our personal and professional lives. It occurs in the hallways of the schools we teach, in the staff meetings we attend, in the mountain villages we venture to visit, in the places we work, and in the spaces we occupy. Moreover, social education is a unique kind of journey because it is a human experience that seldom occurs alone. It happens with our colleagues and our loved ones. It happens with our students, administrators, and other professionals who are fighting for the same things that we so fervently believe. In the end, social education occurs and flourishes in the trenches because it is the active pursuit of getting our hands dirty in our endless pursuit for a better and more just world.Social education is also a narrative, which takes on a different meaning for each one of us. This is because sooner or later each person that embarks into the journey of social education develops its own personal definition of what social education entails through his or her own personal landscape and knowledge. This personal landscape has been evolving since we were very young with some of the best examples of human courage and tenacity in the fight for social justice.Voices of Social Education: A Pedagogy for Change is a collection of personal stories. In this volume, academics, teachers, students, activists, and artists share their personal stories of triumph, tribulations, and courage in their daily fight for social justice and equality. The term social education is not defined as a set number of guidelines or a specific definition; we give the term an organic fluency to stress that social education is a point of encounter—a common space—where we can share with each other our experiences, values, and culture to form a more genuine and just social experience.
£49.95
Information Age Publishing Voices of Social Education: A Pedagogy of Change
Book SynopsisThere is only one place where social education can occur and flourish: through the voices that create a pedagogy of change. And it is these voices where the most exciting and provocative moments can occur for those of us who are passionate about education, teaching, social justice, equity, and love. As such, social education is a journey—an endeavor that makes us savor the experience of the journey more than the destination. And social education is a journey that ins enhanced through educator and student voices because it occurs in the most important spaces of our personal and professional lives. It occurs in the hallways of the schools we teach, in the staff meetings we attend, in the mountain villages we venture to visit, in the places we work, and in the spaces we occupy. Moreover, social education is a unique kind of journey because it is a human experience that seldom occurs alone. It happens with our colleagues and our loved ones. It happens with our students, administrators, and other professionals who are fighting for the same things that we so fervently believe. In the end, social education occurs and flourishes in the trenches because it is the active pursuit of getting our hands dirty in our endless pursuit for a better and more just world.Social education is also a narrative, which takes on a different meaning for each one of us. This is because sooner or later each person that embarks into the journey of social education develops its own personal definition of what social education entails through his or her own personal landscape and knowledge. This personal landscape has been evolving since we were very young with some of the best examples of human courage and tenacity in the fight for social justice.Voices of Social Education: A Pedagogy for Change is a collection of personal stories. In this volume, academics, teachers, students, activists, and artists share their personal stories of triumph, tribulations, and courage in their daily fight for social justice and equality. The term social education is not defined as a set number of guidelines or a specific definition; we give the term an organic fluency to stress that social education is a point of encounter—a common space—where we can share with each other our experiences, values, and culture to form a more genuine and just social experience.
£87.40
Information Age Publishing Paths to the Future of Higher Education
Book Synopsis
£44.93
Information Age Publishing Paths to the Future of Higher Education
Book Synopsis
£80.54
Information Age Publishing Queer Multicultural Social Justice Education:
Book SynopsisPerformance, I take a pragmatic approach sharing my intimate journey, my stories, and myself with you—the reader—as I actively perform and model the development of queer explorations (i.e., lessons) and curriculum.I begin this journey with three accessible histories of multicultural education, queer perspectives, and autoethnography, respectively. These easy-to-navigate stories provide you with important background knowledge, highlighting the evolution of, commonalities between, and need for each discipline, along with their connection to identity and identity awareness as a form of social justice practice and advancement. Next, I share and perform the nine explorations developed for this project, collectively titled Queer Explorations of Identity Awareness. Modeling for you in practical terms how to queer curriculum and its development, I openly examine my raw performances, discuss my personal and analytical reflections, and embrace my own personal experiences and revelations that occurred throughout this project. Finally, I close with a creative, reflective, and story-like analysis of the process that includes a call to action from you to share your stories as a way of knowing yourself—and others—as a form of social justice education and advancement.This book is intended for all formal and informal educators interested in performing and developing queer multicultural social justice curriculum and practices. Inspired by Ayers (2006), I invite you on this "voyage" with "hope and urgency" (p. 83). It is time we share our stories as a form of curriculum, activism, and coming together.
£44.96
Information Age Publishing Queer Multicultural Social Justice Education:
Book SynopsisPerformance, I take a pragmatic approach sharing my intimate journey, my stories, and myself with you—the reader—as I actively perform and model the development of queer explorations (i.e., lessons) and curriculum.I begin this journey with three accessible histories of multicultural education, queer perspectives, and autoethnography, respectively. These easy-to-navigate stories provide you with important background knowledge, highlighting the evolution of, commonalities between, and need for each discipline, along with their connection to identity and identity awareness as a form of social justice practice and advancement. Next, I share and perform the nine explorations developed for this project, collectively titled Queer Explorations of Identity Awareness. Modeling for you in practical terms how to queer curriculum and its development, I openly examine my raw performances, discuss my personal and analytical reflections, and embrace my own personal experiences and revelations that occurred throughout this project. Finally, I close with a creative, reflective, and story-like analysis of the process that includes a call to action from you to share your stories as a way of knowing yourself—and others—as a form of social justice education and advancement.This book is intended for all formal and informal educators interested in performing and developing queer multicultural social justice curriculum and practices. Inspired by Ayers (2006), I invite you on this "voyage" with "hope and urgency" (p. 83). It is time we share our stories as a form of curriculum, activism, and coming together.
£82.80
Information Age Publishing Racism by Another Name: Black Students,
Book SynopsisRacism by Another Name: Black Students, Overrepresentation, and the Carceral State of Special Education is a thought-provoking and timely book that provides a landscape for understanding and challenging educational (in)opportunities for Black students who are identified for special education. This book provides a historical and contemporary analysis through the eyes of Black children and their families on how they navigate and push against inequitable schooling, ways they are reframing discourse about race, dis/ ability, and gender in schools, how educators, administrators, and school counselors contribute to disproportionality in special education, and ways that parents are collectively organizing to dismantle injustices and the carceral state, or criminalization, of special education.Each chapter provides a ground level view of what Black students with dis/abilities experience in the classroom, and examines how the intersection of race, dis/abilty, and gender subject Black students to dehumanizing experiences in school. This book includes qualitative and quantitative approaches to exploring the material realities of Black students who are isolated, whether in separate or general education classrooms. Drawing from Critical Race Theory, DisCrit, Critical Race Feminism, and other race-centered frameworks this book challenges dominant norms of schools that reinforce inequality and racial segregation in special education.At the end of each chapter the authors present practitioner-based notes and resources for readers to expand their knowledge of how Black students, their family, and guardians advocate for themselves and their own children. This book will leave educational advocates for Black children with a clearer understanding of the obstacles and successes that they encounter when striving for a just and equitable education. Furthermore, the book challenges readers to be active agents of change in their own schools and communities.
£47.45
Information Age Publishing Racism by Another Name: Black Students,
Book SynopsisRacism by Another Name: Black Students, Overrepresentation, and the Carceral State of Special Education is a thought-provoking and timely book that provides a landscape for understanding and challenging educational (in)opportunities for Black students who are identified for special education. This book provides a historical and contemporary analysis through the eyes of Black children and their families on how they navigate and push against inequitable schooling, ways they are reframing discourse about race, dis/ ability, and gender in schools, how educators, administrators, and school counselors contribute to disproportionality in special education, and ways that parents are collectively organizing to dismantle injustices and the carceral state, or criminalization, of special education.Each chapter provides a ground level view of what Black students with dis/abilities experience in the classroom, and examines how the intersection of race, dis/abilty, and gender subject Black students to dehumanizing experiences in school. This book includes qualitative and quantitative approaches to exploring the material realities of Black students who are isolated, whether in separate or general education classrooms. Drawing from Critical Race Theory, DisCrit, Critical Race Feminism, and other race-centered frameworks this book challenges dominant norms of schools that reinforce inequality and racial segregation in special education.At the end of each chapter the authors present practitioner-based notes and resources for readers to expand their knowledge of how Black students, their family, and guardians advocate for themselves and their own children. This book will leave educational advocates for Black children with a clearer understanding of the obstacles and successes that they encounter when striving for a just and equitable education. Furthermore, the book challenges readers to be active agents of change in their own schools and communities.
£87.40
Information Age Publishing Opportunity and Performance: Equity for Children
Book SynopsisBecause everyone from policymakers to classroom teachers has a role in achieving greater equity for children from poverty, this book provides a sweeping chronicle of the historical turning points—judicial, legislative, and regulatory—on the road to greater equity, as background to the situation today. It provides succinct policy recommendations for states and districts, as well as practical curricular and instructional strategies for districts, schools, and teachers. This comprehensive approach—from the statehouse to the classroom—for providing children who come to school from impoverished environments with the education in which they thrive, not merely one that is comparable to others, truly enlists everyone in the quest for opportunity and performance. The next step toward equity may be taken by a governor, but it may also be taken by a teacher. One need not wait for the other.
£44.96
Information Age Publishing Opportunity and Performance: Equity for Children
Book SynopsisBecause everyone from policymakers to classroom teachers has a role in achieving greater equity for children from poverty, this book provides a sweeping chronicle of the historical turning points—judicial, legislative, and regulatory—on the road to greater equity, as background to the situation today. It provides succinct policy recommendations for states and districts, as well as practical curricular and instructional strategies for districts, schools, and teachers. This comprehensive approach—from the statehouse to the classroom—for providing children who come to school from impoverished environments with the education in which they thrive, not merely one that is comparable to others, truly enlists everyone in the quest for opportunity and performance. The next step toward equity may be taken by a governor, but it may also be taken by a teacher. One need not wait for the other.
£82.80
Information Age Publishing Fostering Diversity and Inclusion in the Social
Book SynopsisThe United States' social and economic inequities stood in high relief during the COVID-19 pandemic, spotlighting the glaringly disproportionate systemic injustices related to public health and the economic impact on minoritized communities. Realities of structural and institutionalized racism and classism were exposed to greater degrees as we sought to understand and investigate the inequitable impact regarding health and income disparities for African American, Latinx, and Native American communities, as well as racial violence explicitly targeting Asian American communities. Further exacerbating the polarized sociopolitical landscape amidst the pandemic, the murder of George Floyd in May 2020, witnessed by countless people around the world, resulted in anguish and drew heightened attention to the insidious racial injustice and ongoing racial violence that continues to plague the nation. As many advocates took to the streets in an attempt to have their voices heard in the continued struggle for racial equality, the federal government tried to further silence those who have been historically placed on the margins, including the attack of critical race theory, antiracism work in education, and training for diversity and inclusion. Consequently, it is imperative social science educators are equipped with the knowledge, tools, and dispositions to facilitate learning that explores the implications of power, privilege, and oppression and ask important questions to ensure voices that have been muffled, or silenced altogether, are strategically unsilenced, voiced, and valued. Given the perpetuation of inequities, existing educational disparities, and the continued need for reconciliation, this volume explores how the social sciences can be examined and reimagined to combat injustices and support further diversity, equity, and inclusion. Authors explore how educators can (a) understand how knowledge is constructed, shaped, and influences how students see the world, (b) problematize current curricular approaches and reframe instructional practices, (c) employ a critical lens to attend to and proactively address existing challenges and inequities related to race, (d) infuse their teaching with greater attention to diversity and inclusion for all students; and (e) promote increased awareness, advocacy, and educational justice. Through the examination of research, theory, and practitioner-oriented strategies, the authors encourage reflection, inspire calls for action, and explore how to teach about, proactively challenge, and encourage continued examination of society to support progress through increased critical consciousness, cultural competence, and critical multiculturalism.
£47.45
Information Age Publishing Fostering Diversity and Inclusion in the Social
Book SynopsisThe United States' social and economic inequities stood in high relief during the COVID-19 pandemic, spotlighting the glaringly disproportionate systemic injustices related to public health and the economic impact on minoritized communities. Realities of structural and institutionalized racism and classism were exposed to greater degrees as we sought to understand and investigate the inequitable impact regarding health and income disparities for African American, Latinx, and Native American communities, as well as racial violence explicitly targeting Asian American communities. Further exacerbating the polarized sociopolitical landscape amidst the pandemic, the murder of George Floyd in May 2020, witnessed by countless people around the world, resulted in anguish and drew heightened attention to the insidious racial injustice and ongoing racial violence that continues to plague the nation. As many advocates took to the streets in an attempt to have their voices heard in the continued struggle for racial equality, the federal government tried to further silence those who have been historically placed on the margins, including the attack of critical race theory, antiracism work in education, and training for diversity and inclusion. Consequently, it is imperative social science educators are equipped with the knowledge, tools, and dispositions to facilitate learning that explores the implications of power, privilege, and oppression and ask important questions to ensure voices that have been muffled, or silenced altogether, are strategically unsilenced, voiced, and valued. Given the perpetuation of inequities, existing educational disparities, and the continued need for reconciliation, this volume explores how the social sciences can be examined and reimagined to combat injustices and support further diversity, equity, and inclusion. Authors explore how educators can (a) understand how knowledge is constructed, shaped, and influences how students see the world, (b) problematize current curricular approaches and reframe instructional practices, (c) employ a critical lens to attend to and proactively address existing challenges and inequities related to race, (d) infuse their teaching with greater attention to diversity and inclusion for all students; and (e) promote increased awareness, advocacy, and educational justice. Through the examination of research, theory, and practitioner-oriented strategies, the authors encourage reflection, inspire calls for action, and explore how to teach about, proactively challenge, and encourage continued examination of society to support progress through increased critical consciousness, cultural competence, and critical multiculturalism.
£87.40
Information Age Publishing Reimagining School Discipline for the 21st
Book SynopsisRegularly, schools and their personnel enact school disciplinary practices without considering how to harness the engagement of students, practitioners, and communities to enact transformative changes that reduce if not eliminate punitive school discipline approaches. Reimagining School Discipline for the 21st Century centralizes the assets and strengths of historically marginalized students and the professional knowledge of school personnel as possible avenues to implement solutions to eliminate school discipline disproportionality. Rather than redressing the issues of school discipline disproportionality overall, this book examines the existence of school on student groups who, according to research and national and state reports, are afflicted the most: African American, Latinx, Native American, and LGBTQ+ population. A confluence of these identities can exacerbate such disproportionality, which based on the literature decreases the academic growth of students. However, situated within these disparities are opportunities to better and critically engage students based on their cultural, racial/ethnic, and social emotional learning assets. The significant feature of this book lies in its purpose and audience reach. Each chapter was written based on the scholar's affinity to that student group or practitioner's affiliation to that specific profession. This provides a genuine perspective and knowledge based on first hand experiences concerning school discipline and applicable approaches to remedy such issues. Additionally, all the chapters articulate the pressing issue of school discipline according to their group, and explicates best-practices to best serve the assets of students in K-12 school settings. As this book is situated, the intended audience is for the following stakeholders, policy makers, social workers, school counselors, school administrators, teachers, and community organizers who want to make impactful and socially-just changes in their school(s) immediately.Table of Contents Dedication. Introduction. Humanize First, Discipline Second: Unadultifying African American Students in K–12 Schools The Racialized Experiences of Latinx Youth in Continuation High Schools School Discipline and the LGBTQ+ Youth Colonization Continued: Disproportionate Discipline of American Indian Students in K–12 Schools Disrupting Disproportionate Discipline Through Teacher Identity Discourse The Consciousness Gap: White Teachers at the Crossroads of Gifted Education and Discipline Disproportionality School Social Workers and the Critical Framework for Increasing Equity in School Discipline We Are the Bridge Builders: School Counselors' Role and Work in Connecting Stakeholders and Promoting a Just and Positive School Discipline Climate So Many Consequences, Not Enough Change: Alternative Perspectives on School Discipline From School Administrators Epilogue: Reimagining School Discipline in Unison: The Momentum Forward About the Authors
£44.96
Information Age Publishing Reimagining School Discipline for the 21st
Book SynopsisRegularly, schools and their personnel enact school disciplinary practices without considering how to harness the engagement of students, practitioners, and communities to enact transformative changes that reduce if not eliminate punitive school discipline approaches. Reimagining School Discipline for the 21st Century centralizes the assets and strengths of historically marginalized students and the professional knowledge of school personnel as possible avenues to implement solutions to eliminate school discipline disproportionality. Rather than redressing the issues of school discipline disproportionality overall, this book examines the existence of school on student groups who, according to research and national and state reports, are afflicted the most: African American, Latinx, Native American, and LGBTQ+ population. A confluence of these identities can exacerbate such disproportionality, which based on the literature decreases the academic growth of students. However, situated within these disparities are opportunities to better and critically engage students based on their cultural, racial/ethnic, and social emotional learning assets. The significant feature of this book lies in its purpose and audience reach. Each chapter was written based on the scholar's affinity to that student group or practitioner's affiliation to that specific profession. This provides a genuine perspective and knowledge based on first hand experiences concerning school discipline and applicable approaches to remedy such issues. Additionally, all the chapters articulate the pressing issue of school discipline according to their group, and explicates best-practices to best serve the assets of students in K-12 school settings. As this book is situated, the intended audience is for the following stakeholders, policy makers, social workers, school counselors, school administrators, teachers, and community organizers who want to make impactful and socially-just changes in their school(s) immediately.Table of Contents Dedication. Introduction. Humanize First, Discipline Second: Unadultifying African American Students in K–12 Schools The Racialized Experiences of Latinx Youth in Continuation High Schools School Discipline and the LGBTQ+ Youth Colonization Continued: Disproportionate Discipline of American Indian Students in K–12 Schools Disrupting Disproportionate Discipline Through Teacher Identity Discourse The Consciousness Gap: White Teachers at the Crossroads of Gifted Education and Discipline Disproportionality School Social Workers and the Critical Framework for Increasing Equity in School Discipline We Are the Bridge Builders: School Counselors' Role and Work in Connecting Stakeholders and Promoting a Just and Positive School Discipline Climate So Many Consequences, Not Enough Change: Alternative Perspectives on School Discipline From School Administrators Epilogue: Reimagining School Discipline in Unison: The Momentum Forward About the Authors
£82.80
Information Age Publishing Indigenizing Education: Transformative Research,
Book SynopsisIndigenizing Education: Transformative Research, Theories, and Praxis brings various scholars, educators, and community voices together in ways that reimagines and recenters learning processes that embody Indigenous education rooted in critical Indigenous theories and pedagogies. The contributing scholar-educators speak to the resilience and strength embedded in Indigenous knowledges and highlight the intersection between research, theories, and praxis in Indigenous education. Each of the contributors share ways they engaged in transformative praxis by activating a critical Indigenous consciousness with diverse Indigenous youth, educators, families, and community members. The authors provide pathways to reconceptualize and sustain goals to activate agency, social change, and advocacy with and for Indigenous peoples as they enact sovereignty, selfeducation, and Native nation-building.The chapters are organized across four sections, entitled Indigenizing Curriculum and Pedagogy, Revitalizing and Sustaining Indigenous Languages, Engaging Families and Communities in Indigenous Education, and Indigenizing Teaching and Teacher Education. Across the chapters, you will observe dialogues between the scholar-educators as they enacted various theories, shared stories, indigenized various curriculum and teaching practices, and reflected on the process of engaging in critical dialogues that generates a (re)new(ed) spirit of hope and commitment to intellectual and spiritual sovereignty. The book makes significant contributions to the fields of critical Indigenous studies, critical and culturally sustaining pedagogy, and decolonization.
£87.40
Information Age Publishing Globalization and Education: Teaching, Learning
Book SynopsisGlobalization and Education: Teaching, Learning and Leading in the World Schoolhouse explores the various ways educators' work is influenced by globalization. This book presents topics and contexts traditionally marginalized in mainstream education research discourses and shows how local and global education issues are intersecting and shaping the ways in which ideas and practices are shared around the world. Each chapter presents an educational issue in an understudied international context, such as Saudi Arabia, Guyana, Bangladesh, Malaysia, Indonesia, Brazil, and Nepal. Topics range from how the knowledge industry shapes education in schools to the impact of globalization on school leadership, teaching, and learning. We invite scholars and practitioners to join us in the world schoolhouse, a place where discussion about educational understanding and improvement is not bounded by national borders, school systems or language. This book will both challenge and expand thinking about the complexities of education during a time of globalization and change.
£47.45
Information Age Publishing Globalization and Education: Teaching, Learning
Book SynopsisGlobalization and Education: Teaching, Learning and Leading in the World Schoolhouse explores the various ways educators' work is influenced by globalization. This book presents topics and contexts traditionally marginalized in mainstream education research discourses and shows how local and global education issues are intersecting and shaping the ways in which ideas and practices are shared around the world. Each chapter presents an educational issue in an understudied international context, such as Saudi Arabia, Guyana, Bangladesh, Malaysia, Indonesia, Brazil, and Nepal. Topics range from how the knowledge industry shapes education in schools to the impact of globalization on school leadership, teaching, and learning. We invite scholars and practitioners to join us in the world schoolhouse, a place where discussion about educational understanding and improvement is not bounded by national borders, school systems or language. This book will both challenge and expand thinking about the complexities of education during a time of globalization and change.
£87.40
Information Age Publishing Purposeful Teaching and Learning in Diverse
Book SynopsisTeachers have faced serious public critique regarding their effectiveness and professionalism in classrooms. At every level, their work is often measured solely against student achievement outcomes, often on standardized tests (Darling-Hammond & Youngs, 2002; Ravitch, 2010). Unfortunately, students who are coming from culturally, economically, and linguistically diverse backgrounds are often occupying the bottom rungs regarding academic achievement (Ladson-Billings, 1995; Milner,2010; Hucks, 2014). What are the obstacles and challenges teachers and students face in their respective school settings and how do they grapple with and overcome them? Finally, what do these teachers and students know that motivates and informs their work? The scholars in this volume will take up these questions and share the findings of their research in the field of leadership, teacher education, and achievement.These concerns are not limited to the geographic boundaries of the United States of America. Engaging purposeful teaching is an imperative that concerns students, teachers, teacher educators, educational leaders, and education policy makers around the globe. There are many educators worldwide who are committed to delivering this type of teaching and promoting learning that is engaged and active. The four sections of the book capture the work of educators in teaching in diverse global settings such as the Australia, United Kingdom, Jamaica, Turkey, and across America. As diverse populations of students enter American classrooms, it is important for their teachers to have relatable examples of purposeful teaching that are culturally responsive and culturally relevant.
£63.90
Information Age Publishing Purposeful Teaching and Learning in Diverse
Book SynopsisTeachers have faced serious public critique regarding their effectiveness and professionalism in classrooms. At every level, their work is often measured solely against student achievement outcomes, often on standardized tests (Darling-Hammond & Youngs, 2002; Ravitch, 2010). Unfortunately, students who are coming from culturally, economically, and linguistically diverse backgrounds are often occupying the bottom rungs regarding academic achievement (Ladson-Billings, 1995; Milner,2010; Hucks, 2014). What are the obstacles and challenges teachers and students face in their respective school settings and how do they grapple with and overcome them? Finally, what do these teachers and students know that motivates and informs their work? The scholars in this volume will take up these questions and share the findings of their research in the field of leadership, teacher education, and achievement.These concerns are not limited to the geographic boundaries of the United States of America. Engaging purposeful teaching is an imperative that concerns students, teachers, teacher educators, educational leaders, and education policy makers around the globe. There are many educators worldwide who are committed to delivering this type of teaching and promoting learning that is engaged and active. The four sections of the book capture the work of educators in teaching in diverse global settings such as the Australia, United Kingdom, Jamaica, Turkey, and across America. As diverse populations of students enter American classrooms, it is important for their teachers to have relatable examples of purposeful teaching that are culturally responsive and culturally relevant.
£97.85
Information Age Publishing The Conflicts of 2020: Reflections from a
Book SynopsisThe year 2020 presented conflicts in higher education, including a global pandemic, racial protests, cries for Black Lives Matter following the deaths of Black women and men by police, education moved online to virtual classrooms, and the U.S. economy struggling as millions of Americans were furloughed or worked remotely and ordered everything curbside; all of this compounded by an election year. This book is a compilation of perspectives shared from students enrolled in a graduate course on diversity and social justice in higher education who found community in sharing their personal and professional experiences associated with identity and allyship development, socialization, activism, institutionalized racism, academic traditions, advising, to implications for change in higher education policies, processes, and practice.
£42.46
Information Age Publishing The Conflicts of 2020: Reflections from a
Book SynopsisThe year 2020 presented conflicts in higher education, including a global pandemic, racial protests, cries for Black Lives Matter following the deaths of Black women and men by police, education moved online to virtual classrooms, and the U.S. economy struggling as millions of Americans were furloughed or worked remotely and ordered everything curbside; all of this compounded by an election year. This book is a compilation of perspectives shared from students enrolled in a graduate course on diversity and social justice in higher education who found community in sharing their personal and professional experiences associated with identity and allyship development, socialization, activism, institutionalized racism, academic traditions, advising, to implications for change in higher education policies, processes, and practice.
£78.20
Information Age Publishing Educational Justice: Challenges For Ideas,
Book SynopsisThis book presents a novel perspective on education as a social right. Literature on this topic has focused on inclusion as the universal concept whereby access to education is examined. As a moral principle, this concept opens new challenges in different ways if we take a deeper view into diverse contexts. What education? For what? For whom? Are we thinking about education because it will bring social justice in the future, or are we thinking of education as a just practice in the present?This book brings fresh theoretical and empirical perspectives on those questions, moving beyond a pure inclusion paradigm to a broader and context-oriented notion of educational justice.The chapters engage with theories of educational justice to present these challenges at the institutional level of educational policy, at the practical level of schooling practices, and in the production of ideas around childhood and education, for instance, notions of normalcy at schools.Although the featured works are related to the Chilean educational system, they opens questions about education in general. They embrace rural and urban contexts, different educational levels (from preschool to university), and university and vocational education.This book will be rewarding reading for educational scholars, those interested in theories of social and educational justice, and anyone interested in contemporary perspectives on education, childhood and youth, inclusion, and justice.Table of ContentsForeword, Martín Hopenhayn. Introduction, Camila Moyano Dávila. PART I: NORMALCY AND DIFFERENCE. Temporalities of Educational Justice, Camila Moyano Dávila. Normality, Diversity, Justice, and Democracy: A Proposal Based on Inclusive Education, Alfredo Gaete, Laura Luna, and Manuela Alamos. Considering the Justice of Recognition Regarding Sexual Diversity in the School, María Teresa Rojas and Pablo Astudillo. Equalize or Differentiate? What Is Fair When We Talk About Disability and Education? Catalina Santa-Cruz and Ricardo Rosas. PART II: INSTITUTIONS AND EDUCATIONAL POLICIES. Assemblages of Normalcy and Difference: Diagnosis and Justice, Claudia Matus, Natalia Hirmas, and Erika González. Internationalization and Epistemic Injustice: Circulation of the Real Fiction After Becas Chile, Daniel Leyton and Francisco Salinas. Educational Justice in the Context of the Technical-Vocational System: Redistribution, Recognition, and Participation of Secondary and Higher Level Technicians, Claudia Patricia Ovalle Ramíre. Dual Education and Educational Equity in HTVET, Roberto Flores, Andrea Parra, Gabriel Sepúlveda, and Nicole Vallejos. Justice at Risk: Seeking for a Perspective of Justice in Assessment. Tamara Rozas, Alejandra Falabella, and María Teresa Flórez. Increasing Coverage of Nurseries in Chile 2006–2019: Expanding the Capabilities of Children and Mothers, Amanda Telias, Felipe Godoy, Alejandra Abufhele, and Marigen Narea. PART III: EDUCATIONAL PRACTICES. School, Territory, and Social Justice: The Problem of Rural Schools in Chile, Carmen Gloria Núñez amd Mónica Peña. Educational Equity and Justice in Pedagogical Practices: The Debate Between Theory and Evidence in Chile, Ernesto Treviño, Denisse Gelber, Rosario Escribano, Lorena Ortega, and Alonso González. Socially Just Pedagogies and the Problem of Difference: Mental Health Diagnoses and Normality in the Light of Educational Justice, Sebastián Rojas Navarro. Fear of Conflict: Literary Education, Affective Practices, and the Avoidance of Justice, Valentina Errázuriz and Macarena GarcíaGonzález. Redistributive Justice, Recognition, and Representation in Socially and Culturally Diverse Educational Contexts, Carolang Escobar-Soler and Alejandra Caqueo-Urízar. Epilogue: The Problem of "Normalization" in Educational Justice, Hernán Cuervo. About the Editor.
£47.45
Brookes Publishing Co Your Career in Special Education: Planning for
Book SynopsisThis book intends to be both a quick-start guide and a practical resource that would relate the essential skills and knowledge (setting up their classroom, behavior management tips, etc.) that a new special educator needs as they progress throughout the novice years.
£26.96
Brookes Publishing Co The Project Approach for all Learners: A Hands-On
Book SynopsisA proven and popular teaching method, the Project Approach engages the natural curiosity of children through in-depth investigations of topics that capture their interest. Now there’s a guidebook that helps you use this child-centered approach to reach and teach all learners in your early childhood classroom—regardless of background or ability. Developed by a team of experts that includes Project Approach leader Lilian G. Katz, this book is your go-to guide to implementing project-based learning in inclusive early childhood classrooms. You’ll discover how to support diverse groups of students as they study real world topics that fascinate them, play detective with peers to find answers to questions, and show what they’ve learned in interesting and creative ways. You’ll also get practical, start-to-finish guidance on how to apply the Project Approach, including a complete package of training materials, examples of successful projects from real inclusive classrooms, and a Project Approach Implementation Checklist that helps you use the approach effectively. LEARN HOW TO:• Use the Project Approach in combination with universal design for learning (UDL) strategies• Choose a compelling project topic that encourages hands-on learning in inclusive settings• Teach children effective strategies for investigating the topic and conducting research• Build on children’s natural motivation by actively engaging and listening to them• Make the most of each child’s individual strengths and expertise during project work • Support children in representing their learning through displays and presentations• Offer accommodations and supports that meet diverse learning needs
£33.96
Brookes Publishing Co Picture Inclusion!: Snapshots of Successful
Book SynopsisPicture one guidebook that gives you the fundamentals of inclusion, proven practices for teaching everyone, and dozens of student profiles and sample lesson plans. That’s what you’ll get in Picture Inclusion!, your theory-to-practice guide to teaching every learner in a diverse inclusive classroom. You’ll begin with a reader-friendly introduction to the why and how of inclusion in Grades K–5, including the foundations of inclusive education and guidelines on key concepts: universal design for learning, response to intervention, alternate assessment, and more. Then you’ll go inside three model classrooms for an in-depth look at how to support students with a wide range of learning needs. For each model classroom, you’ll find •Snapshots of 20 diverse students and their teacher. Each snapshot introduces you to a student, clarifies their support needs and goals, shows you their IEP or 504 plan (if they have one), and shares a support schedule and concrete strategies for helping the student reach their goals.•Eight sample lesson plans for teaching core academic areas and specials. Each plan gives you learning objectives, preparation steps, sample scripts, and step-by-step teaching guidelines. •Dozens of adaptable inclusive practices to support individual students and groups. (Also available in the appendix as an Inclusive Practices Bank!)Brimming with the practical tools and wisdom you need to create lessons that support every learner, this hands-on, how-to resource will help you move inclusion from a lofty ideal to an everyday reality.
£36.51
Brookes Publishing Co Building Blocks for Teaching Preschoolers with
Book SynopsisThe third edition of Building Blocks provides readers with a framework for successful and meaningful inclusion of preschoolers with special needs. Like the first two editions, the third edition offers teachers effective, research-based instructional practices to promote learning in inclusive classrooms. The authors have updated existing content and added new content to reflect current thinking in the field.Table of Contents About the Authors Foreword Mary Louise Hemmeter Acknowledgments Section I Using the Building Blocks Framework Chapter 1 Introduction Chapter 2 Evidence-Based Practice and the Building Blocks Framework Chapter 3 Keys to Collaboration Chapter 4 Getting Started Section II Teaching Strategies Chapter 5 Curriculum Modifications Curriculum Modifications by Type Curriculum Modifications by Activity and Routine Chapter 6 Embedded Learning Opportunities Chapter 7 Child-Focused Instructional Strategies Section III Important Topics Related to the Building Blocks Framework Chapter 8 Becoming More Independent Chapter 9 Acquiring and Using Knowledge: Literacy and STEAM Chapter 10 Friendships and Social Relationships Chapter 11 Developmentally Appropriate Classroom Behavior Chapter 12 Concluding Thoughts References Appendix A Blank Forms Quality Classroom Assessment Form Classroom Action Worksheet Child Assessment Worksheet Planning Worksheet: Section I Planning Worksheet: Section II Child Activity Matrix Classroom Activity Matrix Evaluation Worksheet ELO-at-a-Glance Instruction-at-a-Glance Checklist for Important Elements for Supporting Early Literacy Appendix B Additional Resources Index
£42.46
Brookes Publishing Co Pause & Reflect: Your Guide to a Deeper
Book SynopsisWhether you're a new or experienced early intervention professional, taking time to reflect on your daily work is critical to your success. This one‐of‐a‐kind workbook is designed to help you reflect on what you do, why you do it, and how you can continue to grow your skills to ensure the best outcomes for the families you serve.Dana Childress, a seasoned practitioner and trainer, gives you a systematic, organized, and efficient way to pause and reflect on your practices, so you can be confident that you're translating the best, most current knowledge into real‐world action every day. Engaging, interactive exercises will help every professional—at any level of experience—examine and enhance their work with young children and families. You'll get reflection prompts, realistic examples, self‐assessments, knowledge checks, action plan templates, and reflective journal pages to fill out as you:Review the mission, key principles, and recommended practices of early intervention.Work through a detailed guide to conducting effective, balanced EI visits that facilitate learning for both children and caregivers.Learn how to gather the most meaningful information from families to individualize intervention and develop service plans.Discover ways to manage your workload and avoid burnout through time management strategies, stress management, and ongoing professional development.This book is an essential resource for group professional development sessions, independent study, and pre-service courses.INCLUDES STUDY GUIDE! A free 6‐month book study guide—available for download online—will help you facilitate training sessions aligned with Dunst's evidence‐informed professional development.Trade Review“The right resource at the right time for early intervention providers. Pause and Reflect offers a unique combination of readable, practical content to engage professionals in a thoughtful examination of their practice and provides strategies for developing a plan for professional growth. This guide includes a variety of interactive activities, anecdotes, checklists, examples, and resources for both individual and group study, making it a wonderful addition to the libraries of both EI and professional development providers.”- Juliann Woods, Florida State University"This book is a must read for new and practicing Early Interventionist and a resource for faculty and others supporting professional learning. I will definitely use and share this resource with others in the field."- Linda Labas, M.Ed., Early Childhood Coordinator, Center for Community Inclusion and Disability Studies, University of MaineTable of Contents About the Downloads About the Author Preface Acknowledgements Dedication Chapter 1 Early Intervention as a Practice Reflective Journal Action PlanChapter 2 Fundamentals of Early Intervention Practice Reflective Journal Action PlanChapter 3 Balanced Intervention: Supporting the Caregiver and the Child Reflective Journal Action PlanChapter 4 Gathering Meaningful Information from Families Reflective Journal Action PlanChapter 5 Strategies for Implementing a Balanced Intervention Visit Reflective Journal Action PlanChapter 6 Taking Care of Yourself References Index
£29.71
