Educational strategies and policy Books
John Wiley & Sons Teacher Educators as Critical Storytellers Effective Teachers as Windows and Mirrors
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£22.79
John Wiley & Sons Flux Leadership
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£35.96
Teachers' College Press Reckoning With Racism in FamilySchool Partnersh
Book SynopsisDrawing from the experiences of Black parents as they engaged with their children’s schools, this book brings a critical race theory analysis to family-school partnerships. It examines racism and white supremacy at school, Black parents’ resistance, and ways school communities can engage in more authentic partnerships with Black and Brown families.Table of Contents Contents Series Foreword James A. Banks ix Preface xv Acknowledgments xix 1. The Racial Reality of Schools for Black Families 1 "The Most Livable City" . . . For Whites Only 2 The Parent Participants 3 Black Lives Matter: The 2014–15 School Year Context 4 Critical Race Theory 7 A More Liberatory Future With CRT 12 2. Racial Realist Parent Engagement 13 "Damned If You Do, Damned If You Don't, Apparently" 14 Parents' Approaches to Teaching Children About Anti-Black Racism 20 Racial Realist Parent Engagement as a Framework for School Partnerships With Black Families 26 3. Resisting Individualism and Engaging for the Collective 29 In Everyday School Involvement 30 When Choosing Schools and Extracurriculars 33 In the Community 35 In Parent Groups 37 Engaging for Collective Educational Justice 38 4. The Persistence of White Supremacy in Shared School Governance 40 Restrictive, Still-Restrictive, and Expansive Visions of Equality 42 Parent Teacher Organizations 44 African American Empowering Parent Groups 48 The African American Parent Council 52 BOSD's Still-Restrictive Visions of Equality 53 5. Five Years Later: The Ongoing Salience of Racial Realist Parent Engagement 55 The New Sociopolitical Context of 2019 56 Persistence of Racial Realist Parent Engagement Across Time and Space 57 Strategically Stepping Away From Shared School Governance 62 Calling on Educators to Join Black Families in Resisting 63 6. In Conclusion: Mapping More Liberatory Family–School Partnerships 64 Untethering Education Quality From Individual Parents' Engagement 65 Reorienting Toward Collective Educational Justice 67 Expansive Equality in Shared School Governance 69 Conclusion 72 Appendix: Study Methodology 73 Recruiting Participants 74 Participant Demographics 74 Data Collection 75 Data Analysis 77 Humanizing Research 77 Notes 79 References 81 Index 85 About the Author 89
£36.86
Teachers' College Press Facilitating YouthLed Book Clubs as
Book SynopsisOffers research and theories grounded in culturally sustaining pedagogies and healing-centered engagements along with practical strategies for book club facilitators - from developing specific student-centered pedagogical approaches to embodying critical and humanizing dispositions.Table of Contents Contents Acknowledgments xi 1. Transformation and Inclusivity: The Foundation for Student-Centered Book Clubs 1 What Has Been My Journey to Book Clubs? 3 What Are Book Clubs? 5 What Does It Mean to Be Transformative and Inclusive? 7 Why Do We Need Book Clubs? 8 What Are the Benefits of Book Clubs? 9 Who Are Book Clubs For? 10 What Are the Theories That Ground Book Clubs? 12 What's Coming Up? 15 2. Getting Book Clubs Started Within Our School Communities 18 Who Can Start and Facilitate Book Clubs? 19 What Is the Purpose of Your Book Clubs and Who Will Participate? 21 Where and When Do We Meet? 21 Which Books Do We Use and How Do We Get Them? 23 How Can We Be More Intentional About the Books We Read? 28 How Do We Get Students to Join Book Clubs? 30 How Do We Build Community to Prepare Students for Classroom-Based Book Clubs? 30 How Do We Build Literacy Skills to Prepare Students for Classroom-Based Book Clubs? 31 3. Creating Student-Centered, Inclusive Spaces Through Culturally Sustaining and Emotionally Responsive Facilitative Practices 36 What Does It Mean to Be a Culturally Sustaining and Emotionally Responsive Facilitator? 38 What Happens During Our First Book Club Session? 45 4. Maintaining, Sustaining, and Assessing Book Club Conversations 55 What Are the Structures We Can Use to Maintain Book Clubs? 57 What Are the Rituals We Can Use to Sustain Our Book Clubs? 66 What Mini-Lessons Can We Use to Sustain Our Book Clubs? 68 How Can We Nurture Students' Reading Outside of Book Club? 72 What Assessments Can We Use to Maintain and Sustain Student Progress? 74 5. Developing Literacies and Spaces for Emotional and Identity-Based Engagements 81 What Do We Mean By Literacy Development? 82 What Does It Mean to Engage in Emotional and Identity-Based Work? 86 How Can We Address Trauma Within Our Book Clubs? 93 How Do We Simultaneously Address Reading Development Along With Emotional and Identity-Based Work? 94 How Do We Integrate Writing Into Book Clubs? 101 6. Developing Students' Social Awareness, Interpersonal Relationships, and Agency 104 How Can We Use Book Clubs to Develop Students' Social Literacies? 106 How Can Book Clubs Center Social Awareness? 112 How Can Book Clubs Help Students Develop Relationships? 114 How Can We Use Book Clubs to Impact Students' Sense of Agency? 121 7. Engaging With Youth Families and in Digital Spaces 129 How Can Book Clubs Be Inclusive of Our Students' Families? 129 What Do Book Clubs Look Like in Digital Spaces? 133 Epilogue: Centering Joy in Book Club Spaces 138 References 143 Index 156 About the Author 164
£29.66
Taylor & Francis Inc Culturally Specific Pedagogy in the Mathematics
Book SynopsisAdvocating for the use of culturally specific pedagogy to enhance the mathematics instruction of diverse students, this revised second edition offers a wide variety of conceptual and curricular resources for teaching mathematics in a way that combats and confronts the forms of oppression that students face today. Addressing stratification based on race, class, and gender, Leonard offers lesson templates that teachers can use with ethnically and culturally diverse students and makes the link between research and practice. Connecting cutting-edge and emerging technologies to culturally specific pedagogy, the second edition features new chapters on mathematics and social justice, robotics, and spatial visualization. Applying a more expansive focus, the new edition discusses current movements such as Black Lives Matter and incorporates examples of rural and tribal students to paint a broader picture of what culturally rich mathematics classrooms actually look like. The text builds on soTrade Review"Many teachers are aware that they do not adequately address the needs of culturally and linguistically diverse students in their mathematics classrooms but are unaware of how to start correcting this issue. This book provides an excellent entry point for mathematics teachers to consider how culture and pedagogy intersect the concrete research-based examples."--Erika Bullock, University of Wisconsin-Madison, USAThis new edition will certainly be welcomed by those mathematics educators, mathematics teachers, and teachers of mathematics who seek new ways of reaching students in their classrooms. Leonard’s concept of culturally specific pedagogy is based on the foundations of Critical Race Theory and Black Feminist Thought… A main tenet is that all students should know that mathematics is a part their history."--From the Foreword by Martin L. Johnson, University of Maryland, USA"In this updated and expanded edition, Leonard not only strengthens her argument for inextricably linking mathematics and mathematics teaching and learning to culture but also connects culturally specific mathematics to some of the most ‘talked about’ issues of the day. I am confident that this updated and expanded edition will become an invaluable resource for those mathematics educators who possess the will to ensure that every child has access to meaningful culturally specific learning experiences in mathematics classrooms." --David W. Stinson, Georgia State University, USA, and Editor of the Journal of Urban Mathematics Education"This book provides pedagogical and theoretical frameworks that respond to traditional mathematics teaching practices by empowering teachers and learners to see the multiple purposes for learning mathematics, helping learners appreciate why mathematics is important in their lives, and allowing teachers to see that their practices are highly correlated with students’ understanding the relevance of mathematics to their lives. " --Robert Berry, University of Virginia, USATable of ContentsList of Tables List of Figures Foreword Preface Acknowledgments Bibliographical Note 1. Culture, Identity, and Mathematics Achievement 2. Cognition and Cultural Pedagogy 3. Cultural Pedagogy 4. Computational Thinking, Computer Scaffolding, and Game Design 5. Robotics, Spatial Ability, and Computational Thinking 6. Women in Aviation and Space: The Importance of Gender Role Models 7. Learning Mathematics for Empowerment in Linguistically and Culturally Diverse Classrooms 8. Black Lives Matter: A Context for Teaching Mathematics for Social Justice 9. Race and Achievement In Mathematics: A Historical Prespective Appendix A: Computational Thinking Rubric Appendix B: Scratch Dance Party Tutorial Appendix C: Knex Data Collection Sheet Appendix D: Sculptris Bison Tutorial References
£42.99
Taylor & Francis Inc The New Literacy Redefining Reading and Writing in the Schools Routledge Library Editions Literacy
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£141.81
Taylor & Francis Inc Deafness Development and Literacy
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£141.81
Taylor & Francis Inc Early Reading and Writing The Foundations of Literacy Routledge Library Editions Literacy
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£122.01
Taylor & Francis Inc The Development of Schoolbased Literacy A Social Ecological Perspective Routledge Library Editions Literacy
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£122.01
Taylor & Francis Inc Literacy and Schooling
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£66.99
Taylor & Francis Inc Diversity and Inclusion on Campus
Book SynopsisThis new and updated second edition of Diversity and Inclusion on Campus: Supporting Students of Color in Higher Education provides an exploration of the range of college experiences, from gaining access to higher education to successfully persisting through degree programs. By bridging research, theory, and practice related to the ways that peers, faculty, administrators, staff, and institutions can and do influence racially and ethnically diverse students' experiences, Winkle-Wagner and Locks examine how and why it is imperative to have an understanding of the issues that affect students of color in higher education.This new edition also includes features such as: New case studies and examples throughout that allow readers to take institutional-level and student-level approaches to the chapter topics Updated citations and theory across chapters New topical coverage, including discussion of college affordability, an exTable of ContentsSECTION 1: GETTING IN; CHAPTER 1 – INTRODUCTION: THE ACTION OF DIVERSITY AND INCLUSION IN HIGHER EDUCATION; CHAPTER 2 – THE RACE TO COLLEGE ACCESS: GETTING IN THE STARTING GATE; CHAPTER 3 – DIVERSITY AND COLLEGE ADMISSIONS DECISIONS: ADDING EBONY TO THE IVORY TOWER; SECTION 2: GETTING THROUGH; CHAPTER 4 – THE COLLEGE TRANSITIONS PROCESS: WHEN MANY SHIPS COLLIDE; CHAPTER 5 – THE ROLE OF MINORITY SERVING INSTITUTIONS IN SHAPING DIVERSITY IN HIGHER EDUCATION: INCLUDING THOSE WHO WERE EXCLUDED; CHAPTER 6 – THE CAMPUS CLIMATE: DIVERSITY ON CAMPUS MAKES ALL THE DIFFERENCE; CHAPTER 7 – IDENTITY AND GETTING THROUGH COLLEGE: WHAT DO "I" HAVE TO DO WITH INCLUSION-AND DIVERSITY?; SECTION 3: GETTING OUT; CHAPTER 8 – DIVERSITY-AND-INCLUSION TOWARD PERSISTENCE: CROSSING TO THE OTHER SIDE; CHAPTER 9 – ACCESS TO GRADUATE AND PROFESSIONAL PROGRAMS: CLIMBING UP THE TOWER; EPILOGUE; REFERENCES; INDEX
£42.99
Taylor & Francis Ltd (Sales) An Introduction to Foreign Language Learning and
Book SynopsisAn Introduction to Foreign Language Learning and Teaching provides an engaging, student-friendly guide to the field of foreign language learning and teaching. Aimed at students with no background in the area and taking a task-based approach, this book: introduces the theoretical and practical aspects of both learning and teaching; provides discussion and workshop activities throughout each chapter of the book, along with further reading and reflection tasks; deals with classroom- and task-based teaching, and covers lesson planning and testing, making the book suitable for use on practical training courses; analyses different learning styles and suggests strategies to improve language acquisition; includes examples from foreign language learning in Russian, French, and German, as well as English; is accompanied by a brand new companion website at www.routledge.com/cw/johnson, which contains additional material, exercises, and weblinks. Written by an experienced teacher and author, An Introduction to Foreign Language Learning and Teaching is essential reading for students beginning their study in the area, as well as teachers in training and those already working in the field.Trade Review'This updated and revised book provides a thorough, entertaining and extremely well-written introduction to current ideas and developments in TESOL and applied linguistics. The book is full of stimulating activities and ideas for reading and will be successful in prompting teachers to be both critical and reflective.'Steve Mann, University of Warwick, UK'Keith Johnson has done an excellent job in making the work so accessible and engaging while providing readers with an in-depth theoretical perspective. The book is also full of good questions and useful activities which will help its readers become reflective and efficient language teachers.'Qiuping Gao, Capital University of Economics and Business, China'I used to teach from the first, then the second edition of Johnson’s "Introduction" in my pre- and in-service training courses. And now I’ll use the third one, which has been updated and substantially revised, whilst remaining thorough, wise and, above all, entertaining.'Péter Medgyes, Eötvös Lorand University, HungaryTable of ContentsPart 1 BACKGROUND1 Five learners and five methods2 What is there to learn?3 Some views of language and language learningPart 2 LEARNING4 Learners and their errors5 Input, interaction and output6 Some learning processes7 Individual language learners: some differences8 Good language learners and what they doPART 3 TEACHING9 Language teaching: a brisk walk through recent times10 Contexts11 Plans and programmes12 Ways and means13 Skills14 Tests15 When all has been said: preparing and managing lessons
£32.99
Taylor & Francis Teaching Practices from Americas Best Urban
Book Synopsis Discover the teaching practices that make the biggest difference in student performance! The new edition of this practical, research-based book gives leaders and teachers an even closer look at instructional practices from top award-winning urban schools. With refreshed examples from high-performing teachers and detailed analyses of these practices, the authors demystify the achievement of these schools while offering a practical guide to help educators apply these practices in their contexts. Teaching Practices from America's Best Urban Schools is a valuable tool for any educator in both urban and non urban schools that serve diverse student populations, including English language learners and children from low-income families.Whatâs New: Additional What It Is/What It Isnât boxes help educators distinguish the subtle differences in the implementation of practices that lead to impressive learning results Practice Guides and PraTable of ContentsAbout the Authors Acknowledgments Preface Intended Audience About the Schools Studied, Awarded, and Featured in This Book Contents of the Book How to Use This Book 1 Making Students Feel Valued and Capable Caring Enough to Know and Value Individual Students Caring Enough to Model Courtesy and Respect Caring Enough to Praise and Acknowledge Caring Enough to Demand the Best Caring Enough to Transform Classroom Practices Caring Enough to Create Attractive and Educationally Rich Physical Environments Summary What It Is & What It Isn’t Practice Guide Practical Next Steps References 2 Focusing on Understanding and Mastery Planning for Understanding and Mastery Designing Objective-Driven Lessons Generating Depth of Understanding Maximizing Time on Objective Focusing on All Students Summary What It Is & What It Isn’t Practice Guide Practical Next Steps References 3 Promoting Clarity Promoting Clarity in Learning Outcomes Promoting Clarity in Lesson Organization Promoting Clarity in the Representation of Ideas Summary What It Is & What It Isn’t Practice Guide Practical Next Steps References 4 Ensuring Culturally, Socially, and Personally Responsive Teaching Assuming Student Ability Building Connections Ensuring Culturally Responsive Teaching Ensuring Socially and Personally Responsive Teaching Summary What It Is & What It Isn’t Practice Guide Practical Next Steps References 5 Checking Understanding, Providing Feedback, and Adapting Frequency of Checking for Understanding Well-Distributed Checking for Understanding Checking for Higher Levels of Understanding Providing Feedback Adapting Instruction Summary What It Is & What It Isn’t Practice Guide Practical Next Steps References 6 Building Fluency with Gatekeeper Vocabulary Pre-Identifying Gatekeeper Vocabulary Making New Vocabulary Seem Familiar Building Fluency with and "Ownership" of Critical Vocabulary Sustaining Fluency Summary What It Is & What It Isn’t Practice Guide Practical Next Steps References 7 Promoting Successful Practice Guiding Students toward Independent Learning Guided Students to Learn Difficult Concepts Monitoring Independent Work Building Student Capacity to Self-Monitor Providing Independent Work (Including Homework) Worth Completing Summary What It Is & What It Isn’t Practice Guide Practical Next Steps References 8 Leading Students to Love Learning Teaching Enthusiastically Highlighting Relevance Utilizing Project-Based, Problem-Based, Experiential Learning Integrating the Arts, Technology, and Physical Education throughout Curricula Maximizing Student-to-Student Engagement Providing Students Opportunities to Excel with Challenging Content Summary What It Is & What It Isn’t Practice Guide Practical Next Steps References 9 Developing Best Teaching Practices Throughout a School Pursuing the Right Goal Building a Coherent Educational Improvement System Summary References Conclusion Appendix A: America’s Best Urban Schools Award 2019 Eligibility Criteria Appendix B: About the Schools Awarded and Studied Appendix C: America’s Best Urban Schools Award Winners References
£27.54
Cambridge University Press Thriving Sustainably on Planet Earth
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£26.60
Cambridge University Press Health and Wellbeing in Childhood
Book Synopsis
£52.24
Cambridge University Press Who Am I as a Teacher
Book Synopsis
£17.00
Cambridge University Press The Political Economy of Education
Book SynopsisA textbook providing academically rigorous yet clear explanations of the economics and politics driving today's educational systems and how economists analyze them. This essential text for upper-level undergraduate and graduate students in economics, public policy, and education covers all major topics and is packed with international examples.Trade Review'Destined to be a milestone in economics, politics of education, and political economy studies, this powerful handbook provides a comprehensive overview of economic research on education and a profound insight into the political role that education plays in society.' Patrizio Bianchi, University of Ferrara; chairholder of the UNESCO Chair in Education, Growth and Equality'Martin Carnoy has given us a first-rate overview of the key concepts in the economics of education, with a thorough appreciation of the political and institutional contexts in which education policy decisions are implemented both in the US and around the world. What a service to graduate students and their instructors!' Helen F. Ladd, Susan B. King Professor Emerita of Public Policy and Economics at Duke University's Sanford School of Public Policy'It is nearly impossible to understand education policy without paying attention to its politics. This wonderful book by a world-leading scholar reflects decades of research, teaching, and practice, and masterfully integrates the economics and politics of education. It should be essential reading for students of education.' Karthik Muralidharan, Tata Chancellor's Professor of Economics at the University of California San Diego'A huge undertaking! Martin's new book is great testament to the value of interdisciplinary work in helping us understand nuance. For those interested in better understanding the workings of educational systems around the world, or in trying to improve them, this book can help you succeed at both.' Guilherme Lichand, Stanford Graduate School of EducationTable of ContentsPreface; Part I. Introduction: 1. The political economy of education; 2. The contribution of the economics of education to education policy; 3. The state and education; Part II. Human Capital: 4. Education, labor markets, and earnings; 5. Age-earnings profiles and the returns to human capital; 6. Measuring the returns to investment in education according to the human capital model; Part III. Alternatives to Human Capital: 7. Alternative conceptions of the relation between skill acquisition and productivity; 8. Conditioned choice and discrimination; Part IV. Education, Economic Growth, and Income Distribution: 9. Education and economic growth; 10. Education and income distribution; Part V. Educational Production Functions: 11. Underlying issues in educational production functions; 12. Modeling and estimating educational production functions; 13. Cost-effectiveness and cost-benefit analysis; 14. Issues in early childhood education; 15. Issues in the production of vocational education; Part VI. Teacher Labor Markets: 16. Fundamental elements in the study of teacher labor markets; 17. The supply of and demand for teachers; 18. Teacher salaries; 19. The politics of teacher labor markets; Part VII. School System Accountability: 20. Public sector accountability; 21. Market accountability; Part VIII. Financing Education: 22. Educational spending; 23. Collecting and allocating revenue for education; 24. More spending on education, improved student achievement, and other student outcomes; Part IX. The Political Economy of Higher Education: 25. Higher educational expansion as a global phenomenon; 26. The financing of higher education; 27. Higher education as an industry; 28. Academic labor markets and student college choice strategies; References; Index.
£47.49
Cambridge University Press Education for All
Book SynopsisThis book offers a unique look at historical policymaking to explore how nineteenth-century fiction writers influenced the creation of public-school systems in Denmark and Great Britain. This title is part of the Flip it Open Programme and may also be available Open Access. Check our website Cambridge Core for details.Table of ContentsIntroduction: Education for Some or Education for All? 1. Culture and the Paradox of Education Systems; 2. Culture and Continuity through Institutional Change; 3. Romancing the Nation: Education and State-Building in 1800; 4. Expanding Educational Access in the Age of Social Realism; 5. Education in the Age of Empire: Globalization, Technological Change and the Race for Supremacy; 6. Cultural Echos of the Past in Contemporary Education Reforms.
£72.25
Cambridge University Press Online Teacher Education and Interactive Technologies
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£18.00
Taylor & Francis Biopolitics and Structure in Legal Education
Book SynopsisTaking up the study of legal education in distinctly biopolitical terms, this book provides a critical and political analysis of structure in the law school.Legal education concerns the complex pathways by which an individual becomes a lawyer, making the journey from lay-person to expert, from student to practitioner. To pose the idea of a biopolitics of legal education is not only to recognise the tensions surrounding this journey, but also to recognise that legal education is a key site in which the subject engages, and is engaged by, a particular structureâand here the particular structure of the law school. This book explores that structure by addressing the characteristics of the biopolitical orders engaged in legal education, including: understanding the lawyer as a commodity, unpicking the force relations in legal education, examining the ways codes of conduct in higher education impact academic freedom, as well as putting the distinctly Western structures of legal learning within a wider context.Assembling original, field-defining essays by both leading international scholars and emerging researchers, it constitutes an indispensable resource in legal education research and scholarship that will appeal to legal academics everywhere.
£37.99
Taylor & Francis Biopolitics and Resistance in Legal Education
Book SynopsisTaking up the study of legal education in distinctly biopolitical terms, this book provides a critical and political analysis of resistance in the law school.Legal education concerns the complex pathways by which an individual becomes a lawyer, making the journey from lay-person to expert, from student to practitioner. To pose the idea of a biopolitics of legal education is not only to recognise the tensions surrounding this journey but also to recognise that legal education is a key site in which the subject engages, and is engaged by, a particular structureâand here the particular structure of the law school. This book explores the resistance to that structure, including: different ways in which lawâs pedagogic structures might be incomplete, or are being fought against; the use of less conventional elements of cultural discourse to resist the abstraction of the lawyer in studentsâ subject formation; the centralisation of queer and feminist discourses to disrupt the hierarchies of the legal curriculum; the use of digital technologies; the place of embodiment in legal education settings; and the impacts of posthuman knowledges and contexts on legal learning.Assembling original, field-defining essays by both leading international scholars and emerging researchers, this book constitutes an indispensable resource in legal education research and scholarship that will appeal to legal academics everywhere.
£46.80
Taylor & Francis Ltd Scaffolding for Multilingual Learners in
Book SynopsisThis insightful and timely volume addresses how scaffolding can be used to support multilingual learners to amplify their opportunities for learning. As a dynamic educational process, scaffolding facilitates responsive and adaptive teaching and learning; addresses students' needs; increases student autonomy; and promotes adaptive, high-level learning without simplifying instruction. Section I covers the theoretical grounding and reconceptualizations of scaffolding. Section II offers concrete examples and case studies from varied classroom contexts. Section III provides a window into professional development to discuss the work of pre-service and in-service teachers, and how they develop their understandings and practices of teaching multilingual learners. Contributors address diverse topics, including translanguaging in the classroom, scaffolding as a tool for equitable teaching, virtual learning, as well as learning in dual language and content area classrooms. Table of Contents1. Scaffolding for Multilingual Learners: Concepts and Practices (Luciana C. de Oliveira and Ruslana Westerlund) Section 1: Theories and Approaches to Scaffolding for Multilingual Learners 2. Scaffolding: Implications and Equity for Diverse Learners in Mainstream Classes (Jennifer Hammond)3. Reconceptualizing Scaffolding for English Learners: An Ecological/Sociocultural Perspective (Aída Walqui and Mary Schmida)4. Scaffolding Multilingual Learners’ Equitable Participation in Disciplinary Learning: A Discussion of Concepts and Tools (Jennifer Wilfrid and Daniella Molle)5. Making Science Multilingual: Scaffolding for Equitable Engagement in Science (Rita MacDonald and David T. Crowther)Section 2: Examples and Case Studies of Scaffolding6. Scaffolding in DLBE Secondary Social Studies Classroom: Re-envisioning Equitable Teaching Practices (Katherine Barko-Alva, Stephen Masyada, and Claudia Norez)7. "Oh, I was scaffolding!": Novice Teachers' Use of Scaffolding as Humanizing Practice with Multilingual Students (Megan Madigan Peercy and John K. Chi)8. Sustaining Quality Interactions for English Learners in Virtual Learning Formats (Aida Walqui)9. Multimodality and Translanguaging as Scaffolding: Sense-Making in a Bilingual Kindergarten (Laura Schall-Leckrone)10. Scaffolds in Action: How Exemplary Teachers Use Interactional Scaffolds to Generate and Sustain Emergent Bilinguals’ Engagement with Challenging English Text (Erika Johnson)Section 3: Professional Learning with Teachers11. Scaffolding Learning for Teachers of Multilingual Learners Through Agency, Leadership, and Collaboration (Kara Mitchell Viesca, Cindy H. Linzell, Peiwen Wang, Molly Heeren, Jessica Mitchell-McCollough and Alexa Yunes-Koch)12. Educative Mathematics Curriculum Materials for English Learners: Varying the Intensity of Scaffolding (Haiwen Chu and Leslie Hamburger)13. Scaffolding "Scaffolding" in Pre-service Teacher Education (George C. Bunch & Nora W. Lang)
£37.04
Taylor & Francis Ltd Scaffolding for Multilingual Learners in
Book SynopsisThis insightful and timely volume addresses how scaffolding can be used to support multilingual learners to amplify their opportunities for learning. As a dynamic educational process, scaffolding facilitates responsive and adaptive teaching and learning; addresses students' needs; increases student autonomy; and promotes adaptive, high-level learning without simplifying instruction. Section I covers the theoretical grounding and reconceptualizations of scaffolding. Section II offers concrete examples and case studies from varied classroom contexts. Section III provides a window into professional development to discuss the work of pre-service and in-service teachers, and how they develop their understandings and practices of teaching multilingual learners. Contributors address diverse topics, including translanguaging in the classroom, scaffolding as a tool for equitable teaching, virtual learning, as well as learning in dual language and content area classrooms. Table of Contents1. Scaffolding for Multilingual Learners: Concepts and Practices (Luciana C. de Oliveira and Ruslana Westerlund) Section 1: Theories and Approaches to Scaffolding for Multilingual Learners 2. Scaffolding: Implications and Equity for Diverse Learners in Mainstream Classes (Jennifer Hammond)3. Reconceptualizing Scaffolding for English Learners: An Ecological/Sociocultural Perspective (Aída Walqui and Mary Schmida)4. Scaffolding Multilingual Learners’ Equitable Participation in Disciplinary Learning: A Discussion of Concepts and Tools (Jennifer Wilfrid and Daniella Molle)5. Making Science Multilingual: Scaffolding for Equitable Engagement in Science (Rita MacDonald and David T. Crowther)Section 2: Examples and Case Studies of Scaffolding6. Scaffolding in DLBE Secondary Social Studies Classroom: Re-envisioning Equitable Teaching Practices (Katherine Barko-Alva, Stephen Masyada, and Claudia Norez)7. "Oh, I was scaffolding!": Novice Teachers' Use of Scaffolding as Humanizing Practice with Multilingual Students (Megan Madigan Peercy and John K. Chi)8. Sustaining Quality Interactions for English Learners in Virtual Learning Formats (Aida Walqui)9. Multimodality and Translanguaging as Scaffolding: Sense-Making in a Bilingual Kindergarten (Laura Schall-Leckrone)10. Scaffolds in Action: How Exemplary Teachers Use Interactional Scaffolds to Generate and Sustain Emergent Bilinguals’ Engagement with Challenging English Text (Erika Johnson)Section 3: Professional Learning with Teachers11. Scaffolding Learning for Teachers of Multilingual Learners Through Agency, Leadership, and Collaboration (Kara Mitchell Viesca, Cindy H. Linzell, Peiwen Wang, Molly Heeren, Jessica Mitchell-McCollough and Alexa Yunes-Koch)12. Educative Mathematics Curriculum Materials for English Learners: Varying the Intensity of Scaffolding (Haiwen Chu and Leslie Hamburger)13. Scaffolding "Scaffolding" in Pre-service Teacher Education (George C. Bunch & Nora W. Lang)
£128.25
Taylor & Francis Ltd Schools as Queer Transformative Spaces
Book SynopsisThis book explores the narratives and experiences of LGBTQ+ and gender non-conforming students around the world. Much previous research has focused on homophobic/transphobic bullying and the negative consequences of expressing non-heterosexual and non-gender-conforming identities in school environments. To date, less attention has been paid to what may help LGBTQ+ students to experience school more positively, and relatively little has been done to compare research across the global contexts. This book addresses these research gaps by bringing together ongoing research from countries including Brazil, China, South Africa, the UK and many more. Each chapter examines results of empirical research into school experiences of LGBTQ+ students, and the experiences and perspectives of teachers and parents. All contributions are theoretically informed by aspects of queer theory and/or critical feminist theory, with additional insights from psychological, sociological and linTable of ContentsIntroduction: Schools as Queer Transformative Spaces Educators and Curriculum Developers 1. Creating a queer counter-space in high schools in Iceland and South Africa: A drama inspired pedagogical approach 2. Creating queer moments at a Brazilian school by forging innovative sociolinguistic scalar perspectives in classrooms 3. Rebel Becomings: Queer(y)ing school spaces with young people 4. Teaching Gender: Narrative Inquiries into Teachers’ Practical Knowledge for Gender Equality and Social Justice 5. Sexuality Diversity at the Early Childhood Education Level: What can we learn from sexology? Queer youth and school experiences 6. Victimisation Experiences in School and Perceived Teacher support of Same-Sex Attracted High School Students 7. Young women’s experiences of homophobia in UK schools 8. Homophobic Violence against LGBTQ+ Youth in a Chilean School 9. Gender, Culture and Sexuality: Young People’s Conceptualization of ‘Queer’ in South Africa 10. Gay Teenage Boys’ Experiences and Usages of the Media in Spain: Educational Implications Parents 11. Parent Perceptions of GSD-related Content Inclusions in School Education: Voices from Australia Conclusion: Transformative Possibilities
£37.04
Taylor & Francis Ltd How to Engage in Difficult Conversations on
Book SynopsisHow to Engage in Difficult Conversations on Identity, Race, and Politics in Higher Education addresses the polarized political and racialized climate in the United States. This practical resource offers faculty and staff much needed direction related to hosting difficult conversations as they occur in the classroom, residence halls, orientation events, and coffee shops around college and university campuses. Chapters provide insights, case examples, interactive exercises, and how-to tools and tips to hosting these conversations, covering issues such as immigration, White supremacy in academia, women's rights, the Black Lives Matter movement, trans rights, reproductive rights, and cancel culture, among many others. This resource is designed to better prepare instructors, faculty, higher education staff and administrators to enter into these hard conversations with an improved awareness of contentious issues and how to facilitate, and potentially de-escalate, discussions thatTable of ContentsPreface Part 1: Foundational Topics Chapter 1 Setting the Table Chapter 2 Leaning into Difficult Conversations Chapter 3 Where and How to Have the Conversation Part II: Having the Hard Conversation Chapter 4 Covid-19 Pandemic: Masks, Vaccines, Freedom, and Sacrifices Chapter 5 Immigration and Xenophobia Chapter 6 White Supremacy in Academia Chapter 7 Black Lives Matter Chapter 8 Police Reform and the Defund the Police Movement Chapter 9 Women’s Rights Chapter 10 Reproductive Rights and Abortion Chapter 11 LGBTQ+ Sexuality & Gender Chapter 12 Antisemitism Chapter 13 Disability Rights and Access Chapter 14 Cancel Culture Chapter 15 Firearms and the Second Amendment Contributors
£32.99
Taylor & Francis Inc Unjournaling
Book SynopsisSome students are just not comfortable with sharing intimate details about their thoughts, feelings, and lives at least, not with others in a class or group. Unjournaling, Second Edition is brimming with playful writing prompts that are entirely impersonal, easing the way for hesitant writers while still offering creative challenges for those who are more experienced.This edition updates existing prompts while introducing 50 brand new ones. It includes sample responses a helpful tool for anyone who gets stuck with a topic and wants to see how it can be done! Two examples of the 250 writing prompts include: Somebody's sitting behind you on the bus. You hear only one side of an odd cell phone conversation, but it is intriguing and alarms you. What do you hear? Igor could hardly wait to get his new special license plates for his car. He paid extra for these plates: BIM- BB1. Explain the meaning behind this very special license plate. Suited Table of Contents1. Introduction 2. Writing Prompts 3. Sample Responses 4. About the Authors
£18.16
Taylor & Francis Ltd Epistemological Approaches to Digital Learning in
Book SynopsisEpistemological Approaches to Digital Learning in Educational Contexts is dedicated to topical issues in school education and pedagogical science related to the learning process in a technology and media enriched environment. It opens up discussions on the development of the educational science sector and strategies for smart pedagogy to promote synergy between technology and pedagogy to support students in the learning process.The book presents different perspectives on how to evaluate the enhancement of technology use, which can help improve Computational Thinking skills. It also helps in identifying the changes in pupils' algorithmic thinking through programming in Scratch 2.0. The book further explores the way digitally-mediated materiality may support teaching practice and proposes tools that are available for the educational curator in a digital learning environment.This book will be of great interest to academics, researchers, and post-graTable of Contents1. The Concept of Smart Pedagogy for Learning in the Digital World 2. Going Beyond Digital Literacy to Develop Computational Thinking in K12 Education. 3. The Role of Algorithmic Thinking Development in the Learning of Elementary School Pupils aged 10 – 13. 4. Digital Educational Games in Primary Education. Revisiting the Results of the Research Projects of the ETiE Initiative. 5. Digital Learning Materials: Does Content Make the Difference in a Digital World? 6. Unpacking Digital Play in Children’s Play. 7. Materialities in digital education. A Focus on Small Italian Schools. 8. A Proposal of Smart Pedagogy for the School: Educational Curation as an Active Methodology. 9. Future challenges for ensuring technology enhanced learning
£37.04
Taylor & Francis The Critical Pedagogy Reader
Book SynopsisSince its publication, The Critical Pedagogy Reader has firmly established itself as the leading collection of classic and contemporary essays by the major thinkers in the field of critical pedagogy. While retaining its comprehensive introduction, this thoroughly revised fourth edition includes updated section introductions, expanded bibliographies, and up-to-date classroom questions. The book is arranged topically around such issues as class, racism, gender/sexuality, language and literacy, and classroom issues for ease of usage and navigation. New reading selections cover topics such as youth activism, agency and affect, and practical implementations of critical pedagogy. Carefully attentive to both theory and practice, this new edition remains the definitive source for teaching and learning about critical pedagogy.Table of ContentsCritical Pedagogy: An Introduction Part 1: FOUNDATIONS OF CRITICAL PEDAGOGYIntroduction 1. In Search of a Critical Pedagogy Maxine Greene2. Critical Theory and Educational Practice Henry A. Giroux3. Critical Pedagogy: A Look at the Major Concepts Peter McLaren4. Conscientização: Awakening Critical ConsciousnessAntonia DarderSuggest Readings for Future StudyPart 2: SOCIAL CLASS AND EDUCATIONIntroduction5. Against Schooling: Education and Social Class Stanley Aronowitz6. Social Class and the Hidden Curriculum of Work Jean Anyon7. Social Class and Schooling Lois Weis8. Confronting Class in the Classroom bell hooksSuggested Readings for Future StudyPart 3: RACISM AND IDENTITIESIntroduction9. American Indian Geographies of Identity and Power: At the Crossroads of Indígena and Mestizaje Sandy Marie Anglas Grande10. Inserting the ‘Race’ into Critical Pedagogy: An Analysis of ‘Race-based Epistemologies’Marvin Lynn11. Theories of Racism, Asian American Identities, and a Materialist Critical Pedagogy Kevin D. Lam12. The Process of Conscientization: Xicanas/Xicanos Experiences in Claiming Authentic Voice Margarita Berta-ÁvilaSuggested Readings for Future Study Part 4: GENDER, SEXUALITY AND SCHOOLINGIntroduction 13. Feminist Analyses of Gender and SchoolingKathleen Weiler14. Sexuality Education and Desire: Still Missing After All These YearsMichelle Fine and Sara I. McClelland15. Critical Pedagogy: Disrupting Classroom Hegemony Tre Wentling16. Teaching the Boys: New Research on Masculinity and Gender Strategies for Schools R. W. ConnellSuggested Readings for Future Study Part 5: CRITICAL LITERACIESIntroduction17. Literacy for Stupidification: The Pedagogy of Big LiesDonaldo Macedo18. Critical Literacy: Bringing Theory to PraxisElizabeth Bishop 19. Practicing Critical Literacy in Second Language Reading Arman Abednia 20. Reconstructing Technoliteracy: A Multiple Literacies ApproachRichard Kahn and Douglas KellnerSuggested Readings for Future StudyPart 6: CRITICAL PEDAGOGY AND THE CLASSROOMIntroduction21. The Hidden Curriculum and the Nature of Conflict Michael Apple22. Critical Pedagogy in an Urban High School English Classroom Jeff Duncan-Andrade and Ernest Morrell23. Teaching (with) Disability: Pedagogies of Lived Experience Robert C. Anderson24. Critical Pedagogy in the Time of COVID-19: Lessons Learned Carol Christine Hordatt Gentles Suggested Readings for Future Study Part 7: CRITICAL PEDAGOGY AND TEACHER EDUCATIONIntroduction25. Preparing Ideologically Clear Bilingual Teachers: Honoring Working-Class Non-Standard Language Use in the Bilingual Education ClassroomChristine Alfaro and Lilia Bartolomé26. Seeing Through Lies: Teaching Ideological Literacy as a Corrective Lens Patrick Roz Camangian27. What’s Radical Love Got to Do With It: Navigating Identity, Pedagogy, and Positionality in Pre-Service Education Ty-Ron Douglas and Christine Nganga 28. The Layered Toll of Racism in Teacher Education on Teacher Educators of Color Rita Kohli and Marco PizzaroSuggested Readings for Future StudyPart Eight: EDUCATION, DEMOCRACY, AND SOCIETYIntroduction 29. The Continuing Conflicts Between Capitalism and Democracy: Ramifications for Schooling-EducationRichard A. Brosio30. Beyond Accountability: Toward Schools that Create New People for a New Way of Life Pauline Lipman 31. Creating a Pedagogy in Common: Excerpt from “Toward a New Common School Movement”Noah De Lissovoy, Alex Means, and Kenneth Saltman32. A Radical Doctrine: Abolitionist Education in Hard Times Damaris C. Dunn, Alex Chisholm, Elizabeth Spaulding and Bettina L. LoveSuggested Readings for Future StudyEpilogue: The Future of Critical Pedagogy Peter McLarenIndex
£59.99
Taylor & Francis The New Publicness of Education
Book SynopsisThis book explores democratic possibilities for education after the critique of the impact of neo-liberalism on educational policy and practice. Together, the authors investigate the contours of a ânew publicnessâ of education. This edited volume refers to well-established critiques that expose how neoliberal governance has normalised the privatisation of public life and undermined the public nature of education. Through historical reconstruction, theoretical exploration, and analyses of educational policies and practices, chapters take a novel approach by investigating democratic possibilities within and beyond the current neoliberal hegemony in education. Covering a range of educational settings â from early childhood education through to higher and professional education â chapters spotlight the Irish educational and political context, as well as exploring international implications. Ultimately, this book opens up new avenues for discussion around public education and its future, and will therefore be of great interest to researchers and students in the fields of educational theory, education politics, educational policy and democratic education.
£45.45
Taylor & Francis Ltd Understanding Education Studies
Book SynopsisThis book explores undergraduate education programmes in a new way. Written by those at the forefront of teaching and learning, it encourages students to delve beneath the surface of their degree subject and reveals important insights about the how, why and where next for education studies.With contributions from course leaders, tutors, current students and recent graduates, this book offers insights from nearly 60 authors based in 20 different institutions from five different countries. The chapters offer opportunities for readers to consider their own learning experiences in a wider context, enhance their understanding of the degree course and actively shape the education studies community of the future.Each chapter is written in an accessible way, with questions to consider' throughout and recommended readings' at the end to advance readers' thinking and reflections. Chapters cover topics such as: Education Studies' development as a degree subject Table of Contents1. Introduction Section 1: Positioning Education Studies 2. Education Studies as an Undergraduate University Subject: A Short History 3. An International Insight into Education Studies 4. Exploring the Identity of an Undergraduate Education Programme Section 2: Practices and Pedagogies of Education Studies 5. Knowing Learning Matters 6. Discovering your Philosophy of Education through Digital Storytelling 7. Assessment for Transformation: Adopting a Humanist Approach to Assessment and Feedback on a BA Education Course 8. Student Achievement and Wellbeing: Understanding Motivation through Self-Determination Theory 9. Taking a Global Perspective: The Nature and Value of Comparative and International Education (CIE) in UK Universities 10. Being ‘International’: The Opportunities and Challenges of Studying Education as an International Student 11. Learning about Research Methods: A Case Study 12. Education for Sustainability: Connecting Students to Outdoor Learning via Forest School 13. The Role and Value of Arts-Based Learning for Education Studies Section 3: Challenge and Change in Education Studies 14. Education and Democracy: The Public Sphere Reclaimed for Educational Study 15. The Role of Social Justice Theory in Education Studies 16. Inclusive Curriculum Matters: Co-creating a Decolonised Education Curriculum Through Student Voices 17. Speaking through Silence: Embracing Fear and Shame in Anti-racist Education 18. Understanding Identity and Positionality through Student-Staff Interactions on an Education Studies Undergraduate Programme 19. Men and Masculinities on Undergraduate Education Studies Degrees 20. Rebalancing Power Relations in Teacher-Student Co-creation Section 4: The Personal and Professional in Education Studies 21. Employability and Pedagogies for Employability in Education Studies 22. Career Identity, Employability and Placements in Education Studies 23. Placements as Mediational Transitions: An Opportunity for Negotiated, Identity-shaping Make-belief Experiences 24. More than your Degree Title: Transferable Skills, Employability, and Diverse Opportunities for Education Students
£28.99
Taylor & Francis Ltd 50 HandsOn Advanced Literacy Strategies for Young
Book Synopsis50 Hands-On Advanced Literacy Strategies for Young Learners, PreKGrade 2 is your go-to resource for lessons, strategies, and activities to foster the key skills and thinking strategies needed to excel in literacy.The hands-on, minds-on literacy explorations in this book are designed to feel a lot like play, but are rooted in the foundational literacy practices that all young learners need. Packed with engaging and helpful reproducibles, each activity is thoughtfully laid out with skill(s), materials, introduction, hands-on task, and reflection sections to maximize student learning. Instructions on how to scaffold experiences for a wider range of ages and developmental readiness levels make this resource imminently flexible.Ideal for learners in grades PreK2, this book is for teachers, curriculum coaches, parents, librarians, and community educators looking to work on target literacy skills.Table of ContentsHands-On Literacy for Young Learners: Introduction, Part One: Hands-On Word Recognition, Part Two: Hands-On Language Comprehension, Part Three: Hands-On Writing
£121.50
Taylor & Francis Organizational Theory for Equity and Diversity
Book SynopsisOrganizational Theory for Equity and Diversity covers the full range of organizational theories as applied to educational leadership practice and research, exploring not only traditional perspectives but also critically oriented epistemologies including Critical Race Theory; LatCrit, Asian, Tribal Crit, and Black Crit; Disability Studies theories; feminist theories; Queer Theory, and theories of intersectionality. Each chapter features teaching suggestions, discussion questions, and questions to help aspiring leaders critically analyze their leadership strengths and limitations in order to understand, apply, and integrate theories into practice. This new revised 2nd Edition includes updated coverage of the latest epistemological literature, expanded applications to practice, and a revision of the popular Identity Development Inventory. This valuable text provides aspiring school leaders and administrators with the theory and tools for creating equitable and diverse schools th
£37.99
Taylor & Francis Ltd From Ghosts to Graduates
Book SynopsisFrom Ghosts to Graduates is a timely book that recognizes that three years of interrupted learning has created an impending dropout timebomb of students who are traditionally at risk, as well as those who became disengaged during pandemic learning. Many students are ghosts in the system they have become disconnected and disenchanted with schooling. Instead of only addressing strategies to treat the symptoms of dropping out, this important resource addresses the causes of the disengagement that led to those symptoms. Author Emily Freeland shows how to identify existing and potential ghosts, how to reconnect students to the learning process and communicate that we see them and believe in them, how to overcome barriers to progress, and how to restore hope. Each chapter offers current research and practical strategies, as well as Do Now and Reflection sections to help you apply the ideas as you read.With the deliberate practices in this book, you'll be able to chTrade Review “In this vitally important book, Dr. Freeland offers practical solutions for educators, leaders, and policymakers to address the dropout crisis. This is not a momentary crisis, but one that will last for decades, as the legacy of dropouts includes poverty, unemployment, and excessive involvement in the criminal justice and medical care systems. Thanks to Freeland’s insightful advice, we can both address the current dropout crisis and engage in systematic prevention of future dropouts. If we follow the guidance in this book, we can bring our dropout ghosts back into the light of an educational environment that offers hope for their future.” - Douglas Reeves, Author, Fearless Schools "Are you ready to get serious and address the drop-out issue in your school or district? Are you interested in identifying students who feel unseen and unvalued? Look no further. Emily Freeland has combined research with practical application and created a roadmap for educators to connect with their most at-risk students to take them from going through the motions to walking across the graduation stage. Whether you are a district leader looking to make changes at the systems level or an educator looking to make an impact at the individual level, you will find exactly what you are looking for in this book." - Allyson Apsey, educational leader, author and national speaker Table of ContentsMeet the Author Introduction Part 1: Ghost Hunting – How do we find our ghosts? 1. Ghost Origins - Why do students become ghosts? 2. Ghost Indicators - How do we recognize when it is happening? 3. Ghosting Beyond the Numbers - What strategies can we utilize and what steps can we take to connect with our ghosts? Part 2: Ghost Whispering – How do we see and connect with our ghosts? 4. Whispering in the Classroom - I see you! 5. Fostering Engagement and Motivation –Your learning is important to me! 6. Communicating High Academic Expectations – I believe in you! Part 3: Closing the Gateway – How can we shut down the pathway to ghosting? 7. Call in Reinforcements - How can teacher teams face down the ghosting challenge together? 8. Instilling Hope - How can we instill hope in our ghosts and help them create a vision of their future? 9. Blocking the Pathways - How can we eliminate the school- and district-level policies that keep the gateways propped open?
£25.64
Taylor & Francis Ltd Inclusion and Special Needs Education for
Book SynopsisInclusion for immigrant students with special educational needs (SEN) is a neglected area of research. This edited volume addresses this problem, providing up-to-date insights into the provided support and special needs education (SNE) for immigrant students in different contexts of the Nordic countries.This important book explores the diversity of student experiences, addressing both compulsory schools and vocational education, and examines how different Nordic countries conceptualise and approach support and SNE for immigrant students. Readers will get an opportunity to read various studies that address gaps in the realisation of inclusion and special need education. This book initiates a dialogue on generating new knowledge, approaches, and methods to expand the flexibility necessary to implement a fully inclusive education. The book offers research that includes strong theoretical and practical frameworks, interviews, interventions, assessments, case studies as well as ofTrade Review'If you are looking for a book that provides insights into the challenges faced by immigrant students with special education needs in the Nordic countries, and the strategies employed by the educational systems to address these challenges, then go no further. "Inclusion and Special Education Needs Education for Immigrant Students in the Nordic Countries" edited by Hanssen, Harju-Luukkainen and Sundqvist is the book that you cannot miss. The authors in this book draw on their extensive expert research and real-world examples to demonstrate the importance of inclusive and equitable education practices for immigrant students. The book offers both policy examples and practical advice on how schools and educators can support students, including suggestions for effective teacher training, collaboration with parents and communities.' Professor Sivanes Phillipson Ph.D., Chair and Professor of Education, School of Social Sciences, Media, Film and Education, Swinburne University of Technology 'This timely volume provides current, research-informed portraits of inclusive education for immigrant children and students across different grade levels, instructional settings and areas of challenge. Each chapter resonates with the voices of multilingual students and puts forth school-based practices and system level policies that provide a road map towards removing barriers and optimizing the educational experiences for and the wellbeing of these students. Researchers, policy-makers and practitioners will welcome this very informative guide.' Cristina Sánchez-López, Paridad Education Consulting and DePaul University, ChicagoTable of Contents1. Introduction to Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries; 2. Towards inclusive language education for immigrant students in Norwegian schools: a translanguaging-driven perspective; 3. Inclusion of Newly Arrived Migrant Students in Norwegian Schools: An Investigation of Different Introductory Models for Language Learning and Inclusion; 4. Assessing developmental language disorder in bilingual immigrant children: The case of morphological knowledge and executive functions; 5. “Then we had to analyse a picture” - blind immigrant student in upper secondary school; 6. Transformative leadership for inclusion and special needs education for immigrant students; 7. At the intersection of ethnicity and special educational needs. Findings from a longitudinal study in Finland ; 8. “First, you must speak good Finnish.” Adult immigrants’ descriptions of the actants supporting and hindering their inclusion in education and work in Finland; 9. Inclusion and special needs support for immigrant students in Finland; 10. Embodiment, creativity, and cultural sensitivity: including children’ productions and perspectives in the evaluation of their educational needs; 11. A scoping review on inclusion of immigrant children and families in Nordic Early Childhood Education; 12. The professional role of special needs educators in Sweden related to special support and development of learning environments for immigrant students; 13. Deaf, diverse and denied: Insights and challenges in responding to the educational and linguistic human rights of deaf immigrant students; 14. School(s) for all?: Inclusion, special education and multilingualism at the intersection of disability and migration in Sweden; 15. Teachers’ perspectives on additional support for immigrant students in Icelandic schools; 16. Inclusion and special needs education for immigrant students in the Nordic countries – What are the lessons?
£35.99
Taylor & Francis Analysing Education Policy
Book SynopsisAnalysing Education Policy: Theory and Method provides a comprehensive overview of key approaches in critical education policy research. With chapters from internationally recognised and established scholars in the field, this book provides an authoritative account of how different questions may be approached and answered.Part 1 features chapters focused on text-based approaches to analysis, including critical discourse analysis, thinking with Foucault, Indigenist Policy Analysis, media analysis, the analysis of promotional texts in education, and the analysis of online networks. Part 2 features chapters focused on network ethnography, actor-network theory, materiality in policy, Institutional Ethnography, decolonising approaches to curriculum policy, working with children and young people, and working with education policy elites. These chapters are supported by an introduction to each section, as well as an overall introduction and conclusion chapter from the editoTrade Review“How we theorise and analyse policy is an under-worked and under-written aspect of critical policy studies. This book fills a gap in an accessible and articulate manner and draws on the scholarship of an impressive and diverse set of policy scholars. Working with text and agency to explore how policy is understood and investigated, and posing searching questions about how policy is analysed and researched, this collection will be invaluable to educationalists, researchers and policy-makers, in sharpening current and future studies in the field.”Meg Maguire, Professor, King’s College London, UK“As factors influencing the development and enactment of policy in education become increasingly varied and complex, new approaches to policy research are clearly needed. Drawing on recent developments in social and political theory, this book presents a collection of critical essays that constitutes a most accessible and helpful introduction to the shifting field of educational policy studies.”Fazal Rizvi, Emeritus Professor, The University of Melbourne, and the University of Illinois at Urbana-Champaign, USA“...a must-read primer to critical education policy analysis. This rich collection by renowned international experts spans a wide array of theoretical and methodological insights into text-based sources and the roles and experiences of human and non-human actors. Infused with concrete examples and sensitivity towards the variety of analytical approaches in the field, it is a true gift to all of us pursuing responsible, relevant, and robust research on education policy in national and global contexts.”Nelli Piattoeva, Associate Professor, Tampere University, Finland“The field of education policy research is a morass of epistemological turns and normative wrangling, making it a difficult space to navigate for students and researchers not familiar with its rich albeit complicated relationship to different intellectual histories and political projects. To aid readers through this muddy terrain and offer essential clarity and comprehension on the various theories and methods available, from network ethnography to visual discourse, problem representation and Foucauldian analytics, Stacey and Mockler bring together a stellar group of researchers to showcase some of the most innovative approaches to education policy research.”Andrew Wilkins, Professor, Goldsmiths, University of London, UKTable of Contents1. Introduction: Analysing education policy: An introduction Part 1 2. Document and text analysis in critical education policy studies 3. Critical Discourse Analysis: Language, ideology and power 4. Thinking with Foucault to understand education policy 5. Indigenist Policy Analysis: The Uluru Statement from the Heart as a roadmap towards recognising Indigenous sovereignty in Indigenous education 6. Media analysis: From the wide angle to the zoom lens 7. Sites of promotion: Analysing websites, prospectuses and experiential marketing 8. Online networks and education policy sociology Part 2 9. Participant analysis in critical education policy studies 10. Network ethnography in education: A literature review of network ethnography as a methodology and how it has been applied in critical policy studies 11. Actor-Network Theory: A material-semiotic approach to policy analysis 12. The vital materiality of policy 13. Institutional Ethnography: Discovering how education policy organises the everyday work of people 14. Decolonising curriculum policy research through community centredness 15. Beyond surveys and focus groups: Including the views of children and young people in education policy analysis 16. Researching policy elites in education 17. Conclusion: Analysing education policy: Now and into the future
£35.99
Taylor & Francis Ltd Medieval Muslim Philosophers and Intercultural
Book SynopsisThis book examines the works of Medieval Muslim philosophers interested in intercultural encounters and how receptive Islam is to foreign thought, to serve as a dialogical model, grounded in intercultural communications, for Islamic and Arabic education. The philosophers studied in this project were instructors, tutors, or teachers, such as Al-Kindi, Al-Farabi, Al-Ghazali, and Averroes, whose philosophical contributions directly or indirectly advanced intercultural learning. The book describes and provides examples of how each of these philosophers engaged with intercultural encounters, and asks how their philosophies can contribute to infusing intercultural ethics and practices into curriculum theorizing. First, it explores selected works of medieval Muslim philosophers from an intercultural perspective to formulate a dialogical paradigm that informs and enriches Muslim education. Second, it frames intercultural education as a catalyst to guide Muslim communities' interactioTable of Contents1. The Intercultural, Educational, and Interdisciplinary Borderlines 2. Intercultural Encounters, Discord, and Discovery: Medieval Times Amid Evil Times? 3. The Dialogical Paradigm 4. Al-Kindi on Education: Curriculum Theorizing and the Intercultural Minhaj 5. Intercultural Fārābism: Towards a Tripartite Model of Dialogical Education 6. Rihla as the Sojourner’s Deliverer from Error: Al-Ghazali’s Interdisciplinary and Intercultural Journey of Epistemic Crisis 7. The Averroesian Deliberative Pedagogy of Intercultural Education 8. Conclusion
£31.49
Taylor & Francis Ltd Lets Stop Teaching and Start Designing Learning
Book SynopsisHow can you shift from a focus on content to the creation of active learning experiences? In this practical resource, author Jason Kennedy provides a blueprint to help you stop teaching and start designing learning, so you can improve students' critical thinking, decision making, problem solving, and collaboration with others, preparing them for their futures beyond school doors. The framework for learning design covers components of planning (learning targets), of instruction (the opening, learning task, skills, tools, and success criteria), and of the work session (choices, pathways, feedback, and assessment). Appropriate for teachers of any subject area, the book also offers wide variety of tools to help you implement the ideas in your own setting.Table of ContentsAbout the Author Support Material Introduction and Overview 1. Why We Need to Stop Teaching 2. What Does Stopping Teaching Require? 3. Start Designing with the End 4. The Opening 5. The Work Session 6. The Instruction 7. The Closing 8. Tips, Tools, and Templates
£26.96
Taylor & Francis Ltd Teaching with a StrengthBased Approach
Book SynopsisHelping students improve doesn''t have to mean remediating their deficits. In this important book, Steven Baron shows the benefits of a strength-based approach that instead emphasizes students'' assets and capabilities, making them feel more connected to teachers and peers and more engaged in learning.You'll learn practical, research-backed ways to help students of all grade levels identify and celebrate their strengths, develop self-confidence and a growth mindset, build intrinsic motivation, overcome a fear of making mistakes, manage their feelings, focus on gratitude, and more. You'll also discover ways to create a more strength-based Individual Education Plan (IEP), increase your own resilience as a teacher, and build a strength-based culture throughout your school and district. The appendix provides a variety of exercises you can use to help students focus on their strengths, foster kindness, and understand the impact of bullying. Students spend approximatelyTrade Review"Baron’s warmth and affection for at-risk students resonates on every page. Readers continually view students through Steve’s positive, strength-based lens, and by the time we finish – we’re sold. Should be required reading for all educators." -- Charles Appelstein, MSW, author of No Such Thing as a Bad Kid"This book is packed with wisdom embedded in compassion. Steven Baron is an avid scholar of the strengths-based approach in learning. He has 30 years+ of experience as a school psychologist. Every teacher, school psychologist, and administrator needs this book." -- David A. Crenshaw, Ph.D., ABPP, Board Certified Clinical Psychologist"Combining fascinating research drawn from positive psychology with practical guidelines for application, this book is a must-have for teachers, school administrators, or anyone working in a school setting. Steven Baron has given us all a gift with this great book." -- Jonah Paquette, author of Happily Even After and AwestruckTable of ContentsAbout The Author Proverb Foreword Acknowledgments Introduction 1. What Unique Problems Do Teachers Face? 2. What Is the Impact of Teacher-Student Relationships on School Life? 3. What Is The Strength-Based Model? 4. How To Apply The Strength-Based Model In The Classroom 5. Additional Strength-Based Interventions For The Classroom 6. How To Become A Strength-Based Teacher 7. Implications For The Future: Where Do We Go From Here? A Final Thought Appendix 1: Class Bullying Exercise Appendix 2: First Day Exercise Appendix 3: How To Be A Good Friend Exercise Appendix 4: A Strength-Based Questionnaire Appendix 5: Show And Tell Of Strengths Appendix 6: Strength-Based Letter Writing Appendix 7: Kindness Activity Appendix 8: The Talk Show
£26.96
Taylor & Francis Ltd The Paradoxes of Interculturality
Book SynopsisOffering a unique reading experience, this book examines the epistemologies of interculturality and explores potential routes to review and revisit the notion anew.Grounded in different sociocultural, economic and political perspectives around the world, interculturality in education and research bears a paradoxical attribute of ''contradictions'' and ''inconsistencies'', making it a polysemous and flexible notion that has no definitive diagnosis and requires constant unthinking and rethinking. The author provides a toolbox of ''out-of-box ideas'' in the form of fragmental yet standalone writings and follow-up questions concerning stereotypes about the very notion of interculturality and conceptual and methodological flaws in the way it is used. Readers are encouraged to critically reflect about interculturality as it stands today in global research and education. In identifying the paradoxes of interculturality and proposing alternative directions, the book stimulates a diver
£18.99
Taylor & Francis Ltd The New Digital Education Policy Landscape
Book SynopsisThis book provides a scholarly investigation of the new era we have entered in which platforms can replace or profoundly modify educational systems, and questions role of educational policy in this new stage of platform-based digital technology.
£37.04
Taylor & Francis Ltd All English Accents Matter
Book SynopsisOrelus'' valuable study draws on the scholarly work of sociocultural and postcolonial theorists, as well as testimonies collected from study participants, to explore accentism, the systemic form of discrimination against speakers whose accents deviate from a socially constructed norm. Orelus examines the manner in which accents are acquired and the effects of such acquisition on the learning and educational experiences of linguistically and culturally diverse students. He goes on to demonstrate the ways and the degree to which factors such as race, class, and country of origin are connected with nonstandard accent-based discrimination. Finally, this book proposes alternative ways to challenge and counter the accentism that minority groups, including linguistically and culturally diverse groups, have faced in schools and in society at large.It will be of interest to all of those concerned with linguistic/accent-based prejudice and the experience of those who face it.
£19.99
Taylor & Francis Ltd Leading Continuous Improvement in Schools
Book SynopsisThis volume provides a set of principles and systematic methods for improvement to help district and school leaders achieve the continuous improvement goals embedded in the Professional Standard for Educational Leadership (PSEL) and the National Educational Leadership Program (NELP) standards. Bringing the PSEL Standard 10 to life, this book tackles the why, how, and what of continuous improvement through an equity lens. In the first section, Leading Continuous Improvement in Schools provides an overall introduction to and rationale for continuous improvement, situating current approaches to continuous improvement, situating current approaches to continuous improvement in education within broader historical and sectoral contexts. The second section highlights how the tenets of improvement science such as making iterative, incremental, evidence-based advancements; utilizing practical measurements; and acknowledging variability position school and system leaders to adaTable of ContentsForeword By series editors Michelle D. Young and Rose M. YlimakiPrefaceAcknowledgementsList of Action InventoriesSection I: Why Continuous Improvement?Chapter 1: Ava’s Story of Equity-Oriented ImprovementChapter 2: What Is (and Isn’t) Continuous Improvement in Education?Chapter 3: Enacting Leadership through Continuous ImprovementChapter 4: Equity-Oriented Continuous ImprovementSection II: How Do We Enact Continuous Improvement?Chapter 5: Problem Identification and Framing (with Brandi Hinnant-Crawford)Chapter 6: Data for Improvement and Disciplined InquiryChapter 7: Spread and Scale: The Promise (and Perils) of Networks and Systems ChangeSection III: What is Leading Continuous Improvement?Chapter 8: Building a Toolbox for Leading Continuous ImprovementChapter 9: Building Organizational Capacity for Continuous ImprovementChapter 10: Policy Considerations for Continuous Improvement (with David Osworth)Chapter 11: ConclusionAppendicesIndex
£38.99
Taylor & Francis Ltd Visible Learning The Sequel
Book SynopsisWhen the original Visible Learning was published in 2008, it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing teaching's Holy Grail. Now John Hattie returns to this ground-breaking work. The research underlying this book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies, and has involved more than 400 million students from all around the world. But this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood and at times misunderstood and what future directions research should take.Visible Learning: The Sequel reiterates the author's desire to move beyond claiming what works to what works best by asking crucial questions sucTrade Review'Reveals teaching's Holy Grail'The Times Educational Supplement"Reveals teaching's Holy Grail"- The Times Educational Supplement"I have no doubt that this final offering will be seen as prophetic, and will be discussed and debated for years to come... its commitment to scientific integrity, particularly with regard to pedagogical models and implementation, make it a touchstone text for teaching and leadership practice."- Robbie Burns, Schools WeekTable of ContentsDedicationAcknowledgementsChapter 1: The ChallengeChapter 2: Meta-analysis and criticisms of Visible LearningChapter 3: The ModelChapter 4: Implementing the Intentional Alignment VL ModelChapter 5: StudentsChapter 6: The Home and FamilyChapter 7: School and SocietyChapter 8: Classroom effectsChapter 9: The TeacherChapter 10: The CurriculumChapter 11: Teaching with IntentChapter 12: Learning StrategiesChapter 13: Teaching StrategiesChapter 14: Implementations using TechnologiesChapter 15: Whole-school and Out-of-school InfluencesChapter 16: ConclusionsAppendix A Appendix B References
£118.75
Taylor & Francis Ltd Intelligence Sapience and Learning
Book SynopsisExamining the idea of intelligence in its diverse sociological and philosophical formations,Intelligence,Sapience and Learningexplores the multiple and often complex meanings associated with the concept of intelligence, and its relationships with learning, curriculum and sapience. Scott and Leaton Gray explain a series of key conceptscentralto understanding the meta-concepts and practices of intelligence, learning and curriculum. These concepts include epistemology, free will and volition, hermeneutics, pragmatism, strong normative evaluations and pedagogy, amongst others. Focusing on six praxes that form a genealogy of the concept of intelligence, Scott and Leaton Gray argue for a re-framing of the concept and practice of intelligence, with profound consequences for how modern societies should be organised and how people should live their lives. This book is a follow-up toWomen Curriculum Theorists: Power, Knowledge and Subjectivity, and takes a fresh look at t
£128.25
Routledge Ecological Principles for Sustainable Education
Book Synopsis
£999.99
Taylor & Francis Ltd Close Reading in Elementary School
Book SynopsisMany literacy experts believe close reading has the power to create strong, independent readers, but what does that really mean, and how does it work in the classroom? This book is your must-have guide to getting started! It provides step-by-step strategies and scaffolds for teaching close reading and improving students' comprehension of complex texts. You will learn how to teach close reading based on text type, how to accelerate learning through increasingly challenging texts in both print and digital media, how to use close reading as a springboard for close talks and close writes, and how to support your students to move forward confidently with a repertoire of tools to employ as they navigate complex text in their daily lives.Special Features: A clear explanation of what text complexity really means and how it varies by student An easy-to-use framework for creating a close reading lesson that builds student reading stamina Scaffolds to help stu
£26.99
Taylor & Francis Ltd Grouplised Schools in China
Book SynopsisThis book presents how the neoliberal trends, as reflected in the grouplised school structure, affect teachers' professional learning and daily practice, and discusses how teacher agency is enabled and constrained at both individual and collective levels.
£37.04
Taylor & Francis Ltd Building Dynamic Teamwork in Schools
Book SynopsisHow can school leaders foster more effective teamwork and collaboration among teachers to improve instruction and culture? Brad Johnson and Robert Hinchliffe use the analogy of geese V formations to show what effective teamwork really looks like for success. They discuss roles and responsibilities--each goose has a role to play in the flock, from leader to follower; the importance of recognizing individual strengths and assigning roles accordingly; and the impact of each team member fulfilling their responsibilities. They also discuss the skills that the teams need in order to work together: working together to achieve a common goal; fostering a sense of unity and shared purpose; adaptability and flexibility; encouragement and support; trust and reliance; and leadership and followership. Each chapter is filled with strategies and examples for leaders in any setting and ends with a Sharpen Your Winning Edge section offering tips you can use immediately.Trade Review"Building Dynamic Teamwork in Schools strategically illustrates some of the best leadership lessons through the majestic flight of geese. Brad Johnson and Robert Hinchliffe invite leaders to witness the grace and beauty of geese while learning from their strengths. Throughout the book, readers can almost hear their melodious honking, and picture the synergy of their teamwork.Johnson and Hinchliffe provide practical strategies to help leaders enhance team chemistry and synergy, similar to the interactions of the geese. They offer practical tips and activities to unleash the potential of a team, and to elevate a group of coworkers to become a team of interconnected colleagues.I was inspired by Johnson and Hinchliffe’s explanation of the safe and supportive V formation and the merit of shared leadership and team building. Johnson and Hinchliffe eloquently outline this and many more lessons from nature."–Carrie Hruby, Ed.D., Superintendent and Author of Comfy Shoes and Keychains: Tips for Women in Leadership"Johnson and Hinchliffe captured the essence of synergy within transformational teams. They use the “V formation” as an exemplar for collective efficacy through the essential elements of communication, trust, collaboration, clear vision, and purpose. The 12 Principles outlined in this book are certain to create high-perforforming teams that produce high-performing students within high-performing schools."–Rachel Alex, Ed.D., Leadership Consultant and Coach"I found that Building Dynamic Teamwork in Schools is even more dynamic than its title presents! As a leader of the turnaround process for nearly a decade in the 5th largest school district within the United States of America I can, and frequently do, testify on the critical importance of a positive climate and culture with the entire team. When we do things with people, it sticks. When we do things to people, it doesn't. You can't optimize achievement if you do not build structures for positive relationships and school governance. It does not mean everyone will get their way, but it does mean that everyone has a seat at the table for their voice to be heard. Brad and Robert do a fantastic job laying out the "how" from the setting of norms to the outcomes, while simultaneously ensuring an entertainment value in his choice of stories and words. I highly recommend reading this publication and sharing it with members of your staff too." –Dr. Jeffrey Geihs, Executive Director of the Nevada Association of School Administrators and Chief Executive Officer of the Silver State Education FoundationTable of ContentsPrinciple 1 Harnessing the Power of Teamwork: Lessons from the Geese Principle 2: The Power of the V Formation Principle 3: Effective Communication: The Key to Collaboration and Success Principle 4: Maximizing Team Success By Harnessing Individual Strengths Principle 5: Navigating the Storm: How Educators Adapt to Learning Challenges Principle 6: The Power of Collaboration: Fostering Team Unity Principle 7: Investing in Team: The Power of Support and Motivation Principle 8: The Power of Transparent Communication: Fostering Trust within School Communities Principle 9: Uniting Through Inclusion: Strengthening with Diversity Principle 10: Elevating Leaders: Fostering Growth and Empowerment Among Teachers Principle 11: Small Teams, Big Impact: Maximizing Collaboration Principle 12: Proactive Approach to Conflict Resolution in School Teams References
£27.10
