Educational strategies and policy Books

Book SynopsisFor those working with children, effective communication is a crucial part of building relationships and encouraging children's emotional and intellectual development.This practical guide identifies the child and their relationship with the adult as the basis upon which real communication can be made. Topics covered include non-verbal communication, attentive listening, empathy, the part played by questions, working constructively with conflict and criticism, and communicating in groups. It also draws on the innovative ideas found in social pedagogic theory and practice, such as communicating with your head, hands and heart and how to differentiate between the personal, the professional and the private in your interactions. The book contains exercises, topics for personal reflection or group discussion, and suggestions for observations.This will be an excellent source of advice and ideas for all those in the children's workforce including early years professionals, teachers, social workers, counsellors and practitioners working with children in care, including foster carers.Trade ReviewPetries's book, now in its third edition, is intended for people who work with or intend to work with children and young people in settings that range from nurseries to child minding, adventure playgrounds, clubs, play schemes, fostering and residential care. The third edition enlarges on previous editions with ideas from social pedagogy and interpersonal communication... The book aims to introduce ideas and values of social pedagogy that help practitioners become aware of the centrality of relationships and interpersonal communication to their practice, understand that effective interpersonal communication depends on acquiring relevant skills, and learn to communicate with respect and recognition of service users' equal worth... Petrie's deceptively simple approach succeeds in explaining how to deal with some complex practice situations... Petrie succeeds in conveying useful knowledge that could help practitioners to develop their skills. -- European Journal of Social WorkThis book makes social pedagogy accessible, and places "relationships" as the central core of all work with children and young people. It is aimed at individuals and groups and is a good, easy to read introduction to the theories of social pedagogy. It should be accessible to all workers who are either in training, learning how to understand children, and for more experience workers who wish to reflect on their own practice by taking as its central tenet how we understand "ourselves" in relation to those children... This book appears to offer a simple approach to learning about supporting children's pro-social development, relationships and language growth. It is much more than that. It challenges our individual conceptual frameworks of "who we think we are" and "what we think we are doing" when we work with children. There is much tolerant here. -- Young Minds MagazineA range of practitioners working with children and young people can use this book. In supporting students, supervisors and workforce development it offers a wealth of sources for courses and study... It is wonderful that this book does not assume that all problems can be solved but is grounded in the reality that things can be made better. It includes frequent reminders about how to overcome everyday obstacles to communicating with each other... Using this book we will help practitioners to start in the right place, as the development of children starts with communication. -- Children & Young People Now[This] is a clearly written and well-structured introduction to developing interpersonal communication skills in the "people work" of health, social care and education... The book is an excellent resource for workers at all levels in these settings, and could also be used to develop training days for staff. Full of practical tips and examples, observations tasks, opportunities for reflection, and learning exercises, the reader is helped to apply the ideas in a very practical way. -- Chris Taylor, children’s home manager, trainer, and author of A Practical Guide to Caring for Children and Teenagers with Attachment DifficultiesThis is a most accessible and readable book that will reach and engage the very wide range of professionals who work with children, young people and families. Pat Petrie has managed to make a practical handbook lively with excellent and imaginative case studies. It should prove to be very useful stimulating course material, drawing students into the kaleidoscopic world of social pedagogy. The author’s realistic, optimistic and thorough understanding of the subtleties of interpersonal relations and group dynamics gives the reader many insights and confidence in her professional expertise. -- Mary Fawcett, early years consultant and author of Learning Through Child ObservationPeople who are new to working with children and young people, and those interested in understanding and developing social pedagogical practice, will find that Petrie's Communication Skills for Working with Children and Young People provides excellent foundational reading, with related topics to reflect on and suggestions for activities to test out some of the theories and concepts... Petrie's narrative voice speaks well to less experienced practitioners by clearly explaining the concepts and ideas, and examining them in different practice settings and situations. -- Robyn Kemp, Consultant and Director, Kemp Consultancy Ltd. * Special Issue of SIRCC Journal (Scottish Journal of Residential Child Care) *Table of ContentsAcknowledgements. Introduction. 1 Interpersonal communication and social pedagogy. 2. Preverbal communication. 3. Careful listening. 4 Being an encouraging listener. 5. Feedback. 6. Reflecting feelings. 7. Communications about yourself. 8. Questions. 9 Messages about power, messages about equality. 10. Conflict: when you are criticised. 11. Conflict: confronting problems. 12. Communicating in groups and meetings. 13. Confidentiality. 14. Interpersonal communication in children's services – overview. References. Index.

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Book SynopsisIntended for students of mathematics as well as of engineering, physical science, economics, business studies, and computer science, this handbook contains vital information and formulas for algebra, geometry, calculus, numerical methods, and statistics. Comprehensive tables of standard derivatives and integrals, together with the tables of Laplace, Fourier, and Z transforms are included. A spiral binding that allows the handbook to lay flat for easy reference enhances the user-friendly design.

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Book SynopsisHet schaken is bijzonder geschikt voor de totale ontwikkeling van elk kind. Omdat jonge kinderen de figuren op een schaakbord intrigerend vinden, bedacht Christel Minne (kleuterjuf en schaakcoach) een leuk en historisch prentenboek in rijmvorm om kleuters vanaf vier jaar mee te nemen in de wereld van het schaken. De tekeningen in het prentenboek zijn grappig en hebben als doel een visuele ondersteuning te bieden om de schaakregels te memoriseren. De bijhorende toolbox biedt bovendien tal van spelletjes en tips voor kinderen, ouders, grootouders, leerkrachten en therapeuten die het schaken willen (aan)leren. Ken je als volwassene niets van het schaken, dan biedt dit boek gezellige en ontspannen momenten om samen met je (klein) kind of een groep kinderen aan de slag te gaan.

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Book SynopsisWhat’s the scarcest resource in schools? Almost any educator will answer, “Time.” The lack of time for colleagues to work together is one of the biggest barriers to improving teaching and learning. All too often, educators also say that the biggest waste of time ismeetings. People in schools attend dozens, if not hundreds, of meetings a year. How can that time be used wisely?This book, by two editors of Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning,attempts to bring about a fundamental shift in how educators think about the meetings they attend. The authors make the case that these gatherings are potentially the most important venue where adult and organizational learning can take place in schools, and that making more effective use of this time is an important key to increasing student achievement.In Meeting Wise, the authors show why planning meetings is a high-leverage strategy for changing how people work together in the service of school improvement. To this end, they have created a meeting-planning “checklist” to develop a common language for discussing and improving the quality of meetings. In addition, they provide guidelines for readers on “wise facilitating” and “wise participating,” and also include “top tips” and “common dilemmas.”Simple, succinct, and practical, Meeting Wise is designed to be read and applied at every level of the educational enterprise, from district leadership meetings and professional developmentsessions to teacher-team meetings and even teachers’ meetings with parents and students.Table of ContentsCONTENTS Acknowledgments ix Introduction 1 Overview of the Book 3 How to Use This Book 5SECTION I: THINKING DIFFERENTLY1 Why Focus on Meetings? 9 Time as a Resource 9 Meetings as Powerful Learning Spaces 122 The Meeting Wise Checklist 19 Purpose 21 Process 24 Preparation 32 Pacing 343 Using the Checklist 39 Complete Agenda OverhaulGreenville Fifth-Grade Team Meeting 40 Targeting Intentional CollaborationJackson County Central Office Leadership Team 48 Targeting Adult LearningSheldon Academy Faculty Retreat 54 Targeting OutcomesHigh School Parent/Teacher Conference 58 Targeting Problem Solving Over ComplianceStatewide Quarterly Superintendents’ Meeting 61 Targeting ConnectionsNational Anti-Bullying Network Virtual Meeting 64 The Meeting Wise Agenda Template 68SECTION II: WORKING DIFFERENTLY4 Setting Up for Success 73 Foudnational Setup Tasks 73 Recurring Setup Tasks 785 Wise Facilitation 85 Keeping to (and Deviating from) the Agenda 88 Supporting Full Engagement 99 Managing Conflict 108 Maintaining Awareness of the Role You Play 1166 Wise Participation 119 Keeping to (and Deviating from) the Agenda 121 Supporting Full Engagement 124 Managing Conflict 129 Maintaining Awareness of the Role You Play 1337 Becoming Meeting Wise 141 Finding an Entry Point 142 Words to the Wise 148SECTION III: RESOURCES Selected Readings 153 Selected Protocols 155 Protocols in Brief 161 Quick Reference Guide 165 Notes 173 About the Authors 175 Index 177

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

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Book SynopsisTable of Contents Part One: Introduction  1 SuperVision for Successful Schools    Part Two: Knowledge   2 The Norm: Why Traditional Schools Are as They Are    3 The Dynamic School    4 Adult and Teacher Development Within the Context of the School    5 Reflections on Educational Beliefs, Teaching, and Supervision    Part Three: Interpersonal Skills   6 Supervisory Behavior Continuum: Know Thyself   7 Directive Control Behaviors   8 Directive Informational Behaviors  9 Collaborative Behaviors   10 Nondirective Behaviors   11 Developmental Supervision Part Four: Technical Skills   12 Observing Skills    13 Assessing and Planning Skills   14 Implementation and Evaluation Skills Part Five: Technical Tasks of Supervision   15 Direct Assistance to Teachers 16 Evaluation of Teaching   17 Group Development   18 Professional Development   19 Curriculum Development   20 Action Research: The School as the Center of Inquiry Part Six: Cultural Tasks of Supervision  21 Facilitating Change  22 Addressing Diversity   23 Building Community

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Book SynopsisCollins International Science Foundation and Foundation Plus provide inspirational, fun and age-appropriate learning for children in early years and kindergarten classes.The materials have been developed in consultation with expert practitioners to be easy to use in the classroom and to support children following a range of early years curricula and who are preparing for their first year of primary education in an international school, including schools following the Cambridge Assessment International Education primary framework.The course introduces young children to concepts they will later study in science in an age-appropriate way through topic-based discovery and activity-based learning, with plenty of opportunities to explore science through games and hands-on exploration. Careful progression ensures children develop the skills they need to be ready for science in their first year of primary and beyond.Each level comprises Activity Books A, B and C one for each term supported b

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Book SynopsisCollins International Science Foundation and Foundation Plus provide inspirational, fun and age-appropriate learning for children in early years and kindergarten classes.The materials have been developed in consultation with expert practitioners to be easy to use in the classroom and to support children following a range of early years curricula and who are preparing for their first year of primary education in an international school, including schools following the Cambridge Assessment International Education primary framework.The course introduces young children to concepts they will later study in science in an age-appropriate way through topic-based discovery and activity-based learning, with plenty of opportunities to explore science through games and hands-on exploration. Careful progression ensures children develop the skills they need to be ready for science in their first year of primary and beyond.Each level comprises Activity Books A, B and C one for each term supported b

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Book SynopsisCollins International Maths Foundation and Foundation Plus provide inspirational, fun and age-appropriate learning for children in early years and kindergarten classes.The materials have been developed in consultation with expert practitioners to be easy to use in the classroom and to support children following a range of early years curricula and who are preparing for their first year of primary education in an international school, including schools following the Cambridge Assessment International Education primary framework.The course introduces young children to maths concepts in an age-appropriate way through topic-based discovery and activity-based learning, with plenty of opportunities to explore maths through games and hands-on exploration. Careful progression ensures children develop the skills they need to be ready for maths in their first year of primary and beyond.Each level comprises Activity Books A, B and C one for each term supported by a carefully selected collection

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Book SynopsisCollins International Science Foundation and Foundation Plus provide inspirational, fun and age-appropriate learning for children in early years and kindergarten classes.The materials have been developed in consultation with expert practitioners to be easy to use in the classroom and to support children following a range of early years curricula and who are preparing for their first year of primary education in an international school, including schools following the Cambridge Assessment International Education primary framework.The course introduces young children to concepts they will later study in science in an age-appropriate way through topic-based discovery and activity-based learning, with plenty of opportunities to explore science through games and hands-on exploration. Careful progression ensures children develop the skills they need to be ready for science in their first year of primary and beyond.Each level comprises Activity Books A, B and C one for each term supported b

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Explore the jobs of the different people who help us every day in this wordless non-fiction book.Pages 14 and 15 contain an I Spy feature, which uses visual support to help children explore the themes and sounds contained within the book.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.

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Book SynopsisAbout our authors Dr. Socorro G. Herrera serves as Professor of Elementary Education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Certified in elementary education, bilingual education, and school counseling, Dr. Herrera's research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies and teacher preparation for diversity in the classroom. She has authored several books, including: Mastering ESL/EFL Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students (2005, 2011, 2016), Accelerating Literacy for Diverse Learners: Classroom Strategies That Integrate Social/Emotional Engagement and Academic Achievement, K to 8 (2013, 2017), Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms (2011), Biography-Driven Culturally Responsive Teaching (2010, 2016) andTable of ContentsBrief Contents Classroom Assessment Amidst Cultural and Linguistic Diversity Authentic Assessment Preinstructional Assessment: Re-Envisioning What Is Possible Assessment of Acculturation Assessment of Language Proficiency Assessment of Content-Area Learning Data-Driven Problem-Solving Processes Special Education Issues in the Assessment of CLD Students

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Book SynopsisIt's time for the educational slugfest to stop. Traditional' and progressive' education are both caricatures, and bashing cartoon images of each other is unprofitable and unedifying. The search for a new model of education one that is genuinely empowering for all young people is serious and necessary. Some good progress has already been made, but teachers and school leaders are being held back by specious beliefs, false oppositions and the limited thinking of orthodoxy. Drawing on recent experience in England, North America and Australasia, but applicable round the world, The Future of Teaching clears away this logjam of bad science and slack thinking and frees up the stream of much-needed innovation. This timely book aims to banish arguments based on false claims about the brain and poor understanding of cognitive science, reclaim the nuanced middle ground of teaching that develops both rigorous knowledge and character', and lay the foundations for a 21st-century edTrade Review‘So much simplistic nonsense is being touted about "direct instruction" and the "knowledge rich curriculum", it is great to see someone finally talking sense. As a practising cognitive scientist, Guy Claxton in perfectly equipped to take us beyond the familiar slanging-match between traditionalists and progressives. He illuminates, with his trademark wit and style, complex issues such as the function of knowledge, the psychology of creative and critical thinking, the true nature of memory, the culture of the classroom, and the many purposes of education. A timely tour de force.’John Hattie, Laureate Professor, Melbourne Graduate School of Education‘I love this book. Guy cuts through the ongoing tangle of arguments about traditional vs. progressive teaching as smoothly as a knife through butter. With a potent mixture of hard science and compelling stories, he exposes the flaws in both extremes and points the way to a compelling synthesis. This book is a must read for educators everywhere.’Jo Boaler, Stanford University Professor of Education, and author of Limitless Mind‘The experience of the Covid pandemic not only can, but must, lead to a new conversation about how to develop schooling to equip children for the challenges and opportunities of the 21st century. Guy Claxton’s passionate and cogent book is the best possible starting point for that conversation.’Matthew Taylor, Chief Executive, The Royal Society of Arts, Manufactures and Commerce (the RSA)‘Guy Claxton’s terrific new book makes a much-needed contribution to educational debate at a time when ideology and "the complacency of certainty" are threatening to sound the death knell of a vibrant teaching community. Curiosity, disciplined enquiry and an appreciation of evidence fuel our professional learning and inform our ambition to tackle education disadvantage – and this book champions them all. I might not agree with every word Guy writes but I encourage everyone who is curious about the possibilities of teaching, and restless for change, to read it.’Sir Kevan Collins, former Chief Executive of the Education Endowment Foundation‘This is a refreshingly thoughtful overview of education's recent debates and of where teaching is headed, focusing in particular on the place of knowledge and its relation to skills. Its measured and balanced approach stands in contrast to the extraordinarily ideological positions taken by so many commentators in this field. As the book shows, far too many start with instincts (whether conservative or progressive) and then search around for supportive evidence, ignoring any which doesn't fit. As a result our educational debates - and policy - too often embody a spirit opposite to what we should want young people to learn: the ability to think critically, to grasp complexity and cultivate wisdom. Good teaching always combines the transfer of knowledge and cultivation of skills, and the best teachers have a feel for the many subtle ways in which knowledge connects to thought and action. Hopefully this book can help us break free from the crude, and overly binary, thinking that dominates so much commentary on teaching.’Sir Geoff Mulgan, ex-CEO of NESTA and Professor of Collective Intelligence at UCL‘This is the book that was crying out to be written. Systematically, and with refreshing clarity, Guy challenges many of the assumptions that have held sway in education for the last decade. I defy anyone not to be challenged, stimulated, and inspired by the breadth of Guy’s expertise. His is no cheap or superficial assault on current orthodoxy but a fair-minded, forensic pulling apart of partial, lazy or simply wrong-headed thinking that too many have fallen for in the desire for simple truths. Whether it’s his analysis of the different types of knowledge, a more nuanced application of neuroscience, or a wider concept of learning than the filling up of long-term memory, Guy points the way to a more expansive vision of education - one that is more balanced, that learns from the progressives’ mistakes of the past, and moves powerfully beyond the overly narrow traditionalist vision of the present. The phrase that a book is a ‘must read’ is often overused. In this case it is no exaggeration. For me it has provided the intellectual underpinning and deep evidence base for a lot of what we have tried to do at School 21. I know it will resonate with all educationalists looking for a bigger and bolder purpose for education.’Peter Hyman, co-founder of School 21 and Big Education‘In The Future of Teaching, Guy Claxton dissects the harmful misconception that education is binary—either traditional or progressive—and that one must champion either content knowledge or thinking skills. He provides instead a powerful vision of content-rich learning that is challenging and purposeful, and which fosters critical thinking and craftsmanship at the same time as building a foundation of knowledge and understanding.’Ron Berger, Senior Advisor for Teaching and Learning, EL Education and author of An Ethic of Excellence‘What Guy Claxton calls the divisive "Punch and Judy" battle between progressive vs traditional camps in education should have been consigned to the last century – but unfortunately it is still rumbling on. The Future of Teaching provides abundant evidence to challenge simplistic thinking on both sides of the argument, and raise the quality of debate. Highly recommended.’ Fiona Millar, Journalist, Campaigner and Author of The Best for My Child‘This is the book I’ve been longing to read for at least six years. The surgical dismantling of myths and misinformation, the clarity of explanation of complex ideas, the clear examples from real schools, and the humour peppered throughout had me punching the air, laughing, and then thinking hard to process those ah-ha moments. I’ll read it again and again.’Dr Debra Kidd, Author of A Curriculum of Hope‘The urgent need for schools that truly equip young people to flourish in the 21st century is too often hamstrung by a vocal and disproportionately influential lobby in education. This incisive book interrogates relevant evidence and confronts claims that 'direct instruction' has a mandate from cognitive science. It should help to release the suppressed innovation that is bursting to happen in our system.’Douglas Archibald, Executive Director, Whole Education‘What a sensational book - hugely entertaining, informative and readable. A blistering critique of the neo-traditionalist view of teaching and learning: it should come with a box of popcorn, or fireworks or something. Timely, urgent and compelling, The Future of Teaching is a truly epic achievement.’Dr James Mannion, Co-author of Fear is the Mind Killer.‘Guy Claxton is the current go-to guy for deep, positive thinking about education. I urge you to buy this book, drink deeply from it, and be emboldened with your own innovations.’Charlotte Church, Singer, Educator, Activist‘So much simplistic nonsense is being touted about "direct instruction" and the "knowledge rich curriculum", it is great to see someone finally talking sense. As a practising cognitive scientist, Guy Claxton is perfectly equipped to take us beyond the familiar slanging-match between traditionalists and progressives. He illuminates, with his trademark wit and style, complex issues such as the function of knowledge, the psychology of creative and critical thinking, the true nature of memory, the culture of the classroom, and the many purposes of education. A timely tour de force.’John Hattie, Laureate Professor, Melbourne Graduate School of Education‘I love this book. Guy cuts through the ongoing tangle of arguments about traditional vs. progressive teaching as smoothly as a knife through butter. With a potent mixture of hard science and compelling stories, he exposes the flaws in both extremes and points the way to a compelling synthesis. This book is a must read for educators everywhere.’Jo Boaler, Stanford University Professor of Education, and author of Limitless Mind‘The experience of the Covid pandemic not only can, but must, lead to a new conversation about how to develop schooling to equip children for the challenges and opportunities of the 21st century. Guy Claxton’s passionate and cogent book is the best possible starting point for that conversation.’Matthew Taylor, Chief Executive, The Royal Society of Arts, Manufactures and Commerce (the RSA)‘Guy Claxton’s terrific new book makes a much-needed contribution to educational debate at a time when ideology and "the complacency of certainty" are threatening to sound the death knell of a vibrant teaching community. Curiosity, disciplined enquiry and an appreciation of evidence fuel our professional learning and inform our ambition to tackle education disadvantage – and this book champions them all. I might not agree with every word Guy writes but I encourage everyone who is curious about the possibilities of teaching, and restless for change, to read it.’Sir Kevan Collins, UK government Education Recovery Commissioner‘This is a refreshingly thoughtful overview of education's recent debates and of where teaching is headed, focusing in particular on the place of knowledge and its relation to skills. Its measured and balanced approach stands in contrast to the extraordinarily ideological positions taken by so many commentators in this field. As the book shows, far too many start with instincts (whether conservative or progressive) and then search around for supportive evidence, ignoring any which doesn't fit. As a result our educational debates - and policy - too often embody a spirit opposite to what we should want young people to learn: the ability to think critically, to grasp complexity and cultivate wisdom. Good teaching always combines the transfer of knowledge and cultivation of skills, and the best teachers have a feel for the many subtle ways in which knowledge connects to thought and action. Hopefully this book can help us break free from the crude, and overly binary, thinking that dominates so much commentary on teaching.’Sir Geoff Mulgan, ex-CEO of NESTA and Professor of Collective Intelligence at UCL‘This is the book that was crying out to be written. Systematically, and with refreshing clarity, Guy challenges many of the assumptions that have held sway in education for the last decade. I defy anyone not to be challenged, stimulated, and inspired by the breadth of Guy’s expertise. His is no cheap or superficial assault on current orthodoxy but a fair-minded, forensic pulling apart of partial, lazy or simply wrong-headed thinking that too many have fallen for in the desire for simple truths. Whether it’s his analysis of the different types of knowledge, a more nuanced application of neuroscience, or a wider concept of learning than the filling up of long-term memory, Guy points the way to a more expansive vision of education - one that is more balanced, that learns from the progressives’ mistakes of the past, and moves powerfully beyond the overly narrow traditionalist vision of the present. The phrase that a book is a ‘must read’ is often overused. In this case it is no exaggeration. For me it has provided the intellectual underpinning and deep evidence base for a lot of what we have tried to do at School 21. I know it will resonate with all educationalists looking for a bigger and bolder purpose for education.’Peter Hyman, co-founder of School 21 and Big Education‘In The Future of Teaching, Guy Claxton dissects the harmful misconception that education is binary—either traditional or progressive—and that one must champion either content knowledge or thinking skills. He provides instead a powerful vision of content-rich learning that is challenging and purposeful, and which fosters critical thinking and craftsmanship at the same time as building a foundation of knowledge and understanding.’Ron Berger, Senior Advisor for Teaching and Learning, EL Education and author of An Ethic of Excellence‘What Guy Claxton calls the divisive "Punch and Judy" battle between progressive vs traditional camps in education should have been consigned to the last century – but unfortunately it is still rumbling on. The Future of Teaching provides abundant evidence to challenge simplistic thinking on both sides of the argument, and raise the quality of debate. Highly recommended.’ Fiona Millar, Journalist, Campaigner and Author of The Best for My Child‘This is the book I’ve been longing to read for at least six years. The surgical dismantling of myths and misinformation, the clarity of explanation of complex ideas, the clear examples from real schools, and the humour peppered throughout had me punching the air, laughing, and then thinking hard to process those ah-ha moments. I’ll read it again and again.’Dr Debra Kidd, Author of A Curriculum of Hope‘The urgent need for schools that truly equip young people to flourish in the 21st century is too often hamstrung by a vocal and disproportionately influential lobby in education. This incisive book interrogates relevant evidence and confronts claims that 'direct instruction' has a mandate from cognitive science. It should help to release the suppressed innovation that is bursting to happen in our system.’Douglas Archibald, Executive Director, Whole Education‘What a sensational book - hugely entertaining, informative and readable. A blistering critique of the neo-traditionalist view of teaching and learning: it should come with a box of popcorn, or fireworks or something. Timely, urgent and compelling, The Future of Teaching is a truly epic achievement.’Dr James Mannion, Co-author of Fear is the Mind Killer.‘Guy Claxton is the current go-to guy for deep, positive thinking about education. I urge you to buy this book, drink deeply from it, and be emboldened with your own innovations.’Charlotte Church, Singer, Educator, Activist'This is a timely, pertinent, and much needed work, which looks at re-examining the nature and future of education and how to equip pupils of today with the skills and character to face the world of the future. Anyone interested and willing to engage in this debate around the possibilities of teaching and education would find this a highly fruitful and thought-provoking read. It draws on up-to-date research and debunks much of the outdated thinking which supports exclusive knowledge-rich curriculums, effectively demonstrating the importance of one size doesn’t and will never fit all.'Meg Barclay, The School LibrarianTable of ContentsForewordDylan WiliamPrologueChapter 1. Punch and JudyChapter 2. ValuesChapter 3. KnowledgeChapter 4. Thinking Chapter 5. Learning (and learning to learn)Chapter 6. Memory: the architecture of the mindChapter 7. TeachingChapter 8. Reality: getting out moreChapter 9. Research – but what kind?Chapter 10. The future of teachingReading and references

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Book SynopsisA thorough revision of the essential guide to using play therapy in schools Fully updated and revised, School-Based Play Therapy, Second Edition presents an A-to-Z guide for using play therapy in preschool and elementary school settings. Coedited by noted experts in the field, Athena Drewes and Charles Schaefer, the Second Edition offers school counselors, psychologists, social workers, and teachers the latest techniques in developing creative approaches to utilize the therapeutic powers of play in schools. The Second Edition includes coverage on how to implement a play therapy program in school settings; play-based prevention programs; individual play therapy approaches as well as group play; and play therapywith special populations, such as selectively mute, homeless, and autistic children. In addition, nine new chapters have been added with new material covering: Cognitive-behavioral play therapy Trauma-focused group workTable of ContentsPreface xi Contributors xiii Part I Play Therapy: Its Therapeutic Power and Research Effects 1 The Therapeutic Powers of Play and Play Therapy 3Charles E. Schaefer and Athena A. Drewes 2 Meeting the Early Mental Health Needs of Children Through School-Based Play Therapy: A Review of Outcome Research 17Sue C. Bratton Part II Implementing Play Therapy In the Schools 3 Guidelines for Incorporating Play Therapy in the Schools 61Kristi Perryman and Judy Doran 4 Challenges and Barriers to Implementing Play Therapy in Schools 87Dee C. Ray Part III Play-Based Assessments 5 Using Play Therapy Assessment in an Elementary and Intermediate School Setting 107Mary May Schmidt 6 Transdisciplinary Play-Based Assessment and Intervention in the Primary Years 123Toni Linder and Brittney Bixby Part IV Play-Based Prevention Programs With Paraprofessionals and Teachers 7 Helping Preschool and Kindergarten Teachers Foster Play in the Classroom 145Karen Stagnitti 8 Primary Project: An Evidenced-Based Approach 163Mary Anne Peabody, Deborah Johnson, and A. Dirk Hightower 9 Child–Teacher Relationship Training: Using the Power of the Child–Teacher Relationship as a School-Based Mental Health Intervention 181Mary O. Morrison and Wendy Pretz Helker 10 Treating Disruptive Classroom Behaviors of Preschoolers through Teacher–Child Interaction Therapy 197David McIntosh Part V Individual and Group Play Therapy Approaches 11 LEGO®-Based Play Therapy for Autistic Spectrum Children 221Daniel B. LeGoff, G. W. Krauss, and Sarah Allen Levin 12 Trauma-Focused Group Play Therapy in the Schools 237Yih-Jiun Shen 13 Group Sandplay in Elementary Schools 257Theresa Kestly 14 Play Therapy for Anger Management in the Schools 283Barbara A. Fischetti 15 Group Play Interventions for Children with Attention Deficit/Hyperactivity Disorder 307Linda A. Reddy Part VI Special Populations and Special Issues 16 Play Therapy for Children of Alcoholics 333Laura Jacobus-Kantor and James G. Emshoff 17 Understanding and Generalizing Communication Patterns in Children with Selective Mutism 359Laurie Zelinger 18 Play, Create, Express, Understand: Bereavement Groups in Schools 379Ruthellen Griffin 19 Redrawing the Front Line: A Play Therapy Service for Meeting the Psychosocial Needs of Children and Families in School 407Geraldine Thomas 20 The Nana’s Model: School-Based Play Therapy with Children Who Are Homeless or Severely Impoverished 435Ana Maria Sutton 21 Better Playtimes: A School-Based Therapeutic Play Intervention for Staff and Children 467Alison Woolf Author Index 485 Subject Index 499

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Book SynopsisA persuasive wake-up call.—PeopleA NEW YORK TIMES BESTSELLER From the award-winning journalist Paul Tough, a provocative and profound examination of childhood success and character—an insightful study that reveals the power to transform young people's lives. Why do some children succeed while others fail? The story we usually tell about childhood and success is the one about intelligence: success comes to those who score highest on tests, from preschool admissions to SATs. In How Children Succeed, Paul Tough argues that success has more to do with character—skills like perseverance, curiosity, optimism, and self-control. In this groundbreaking study, Tough introduces us to key researchers and educators, who, for the first time, are using the tools of science to peel back the mysteries of character. Through their stories—and the stories of the children they are trying to help—Tough reveals how character has the power to transform young people's lives. This provocative and profoundly hopeful book will not only inspire and engage readers—it will also change our understanding of childhood itself.

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Book SynopsisLlama Llama likes to sing. Gilroy laughs at everything.Llama sings out just the same.Gilroy says a not-nice name. Teacher has some things to say:calling names is not OK. Llama Llama is learning lots of new things at school and making many friends. But when Gilroy Goat starts teasing him and some of their classmates, Llama Llama isn't sure what to do. And then he remembers what his teacher told him—walk away and tell someone. It works! But then Llama Llama feels badly. Can he and Gilroy try to be friends again? Taking on a difficult but important part of children's lives, Anna Dewdney gives readers a way to experience and discuss bullying in a safe and comforting way. 

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Book SynopsisThe story of Black education is about more than desegregation and inclusion in mainstream schooling. Jarvis Givens returns to the classrooms of Jim Crow to highlight the forgotten work of Carter G. Woodson and his followers, who undertook the radical act of educating Black children. Their subversive methods continue to provide a model today.Trade ReviewThrough meticulous research, Givens has reconstructed the radical historical methods, teaching ethic, and writings of Carter G. Woodson; his book is a long-overdue labor of love and analysis…I have nothing but admiration for this outstanding contribution to the history and theory of Black education…A tremendous offering and one that would make Woodson, the ever-rigorous teacher, proud. -- Randal Maurice Jelks * Los Angeles Review of Books *Takes the case of historian and ‘father of black history’ Carter G. Woodson as a prism to uncover a dissenting tradition of American learning, in the history, theory, and practice of black educators…As departments and disciplines today scramble to decolonize their curriculum, Givens illuminates a longstanding counter-canon in predominantly black schools and colleges. -- Victoria Baena * Boston Review *Informative and inspiring…a significant contribution of the history of Black education in the United States…An homage to the achievement of an often-forgotten racial pioneer. -- Glenn C. Altschuler * Florida Courier *Fugitive Pedagogy is a needed, yet somber, reminder that activism is always entangled within and confined by hostile opposition…A must-read for students, parents, and policy makers. -- Vincent Willis * Journal of Southern History *Givens provides a new language for historians of education to understand the hidden pedagogical work of Carter G. Woodson and Black teachers during slavery and in the Jim Crow era…Intellectually stimulating and rigorously researched. -- Jasmine Hawkins and Dionne Danns * Historical Studies in Education *Givens has made an important contribution to our understanding of race and education in American history and has illuminated the important but often overlooked role of Carter G. Woodson as a central figure in both the struggle for civil rights and equity in public education. -- Donald H. Parkerson * North Carolina Historical Review *Fugitive Pedagogy advances the history of black education into new territory. Givens unveils a far more complex portrait of Carter G. Woodson than we have seen, one of a scholar influenced by, and interconnected with, other educators. He rightly situates Woodson as part of a larger network of advocacy and pedagogy, in which the vision and practice for revisioning African American education are collaborative. -- Vanessa Siddle Walker, author of The Lost Education of Horace TateEloquently written, brilliantly argued, and rigorously researched, Fugitive Pedagogy creatively explores the fascinating educational experiences, work, and philosophy of Carter G. Woodson, ‘The Father of Black History,’ as well as the worldviews and contributions of a group of under-acknowledged African American teachers during the era of Jim Crow segregation. Givens’ portrayal of the ‘art of teaching in the Black experience’ is refreshing and trailblazing. This wide-reaching book is a major contribution to the scholarship on the history of the early Black history movement. -- Pero G. Dagbovie, author of Reclaiming the Black Past: The Use and Misuse of African American History in the 21st CenturyFugitive Pedagogy is a brilliant, inspiring, and energizing book that reclaims the narratives of critique and hope that fueled the deep grammar of pedagogical struggle that unfolded in both the experiences and narratives of Black educators in the beginning of the twentieth century and beyond. Written in a discourse that is critical, poetic, and inspiring, Givens not only unearths a hidden history of educational struggle, he also offers educators a resource for rethinking the meaning and purpose of education and pedagogical struggle as tools of enlightenment, struggle, and racial justice. -- Henry A. Giroux, author of Race, Politics, and Pandemic Pedagogy: Education in a Time of CrisisJarvis Givens’s Fugitive Pedagogy is a brilliant, fascinating, and groundbreaking text. Givens restores Carter G. Woodson, one of the most important educators and intellectuals of the twentieth century, to his rightful place alongside figures like W. E. B. Du Bois and Ida B. Wells. Woodson was unrivaled as a key architect of Black Studies and one of the earliest Black public intellectuals. In this transformative work, Givens rigorously examines critical pedagogy as an essential element in the Black intellectual tradition and, indeed, one situated at the very heart of Black Studies from its beginnings. -- Imani Perry, author of May We Forever Stand: A History of the Black National Anthem

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Book SynopsisTrade ReviewAbrams’s book is the best, most insightful and comprehensive analysis of the modern-day efforts to manage schools like businesses. It is beautifully written and documented with careful research. -- Diane Ravitch, author of The Death and Life of the Great American School SystemAbrams describes eloquently the disconnect between the optimism underlying for-profit companies’ efforts to improve urban education and the realities that their schools faced. He also describes the history of KIPP charters, their accomplishments, and the limits of the KIPP model as a strategy for improving the life chances of urban children growing up in low-income families. -- Richard J. Murnane, co-author of Restoring OpportunityLucid, thorough, and balanced, Education and the Commercial Mindset is a riveting analysis of current education policy and how we got here. It will serve as an invaluable resource for policymakers involved in urban school reform. -- David Rogers, author of 110 Livingston StreetAbrams provides a comprehensive and insightful analysis of the private sector’s foray into public education. His analysis of Edison Schools, an educational management organization, demonstrates why private sector practices may easily be applied to purchasing scheduling software or contracting bus service, but why they cannot be easily applied to the management of schools where the purpose and process of education is much more complex and opaque. He also examines charter school organizations, the use of publicly funded vouchers for students to attend private schools in Chile and Sweden, and the application of business practices to schools in Finland. Altogether, Abrams makes a compelling case on the limits of private sector practices in public education. -- Russell W. Rumberger, author of Dropping OutGrounded in meticulous research in Finland and Sweden as well as the United States, Education and the Commercial Mindset is a bracing assessment of contemporary education reform and its consequences. -- Pasi Sahlberg, author of Finnish LessonsGiven the near-complete absence of public information and debate about the stealth effort to privatize public schools, this is the right time for the appearance of [this book]. Samuel E. Abrams, a veteran teacher and administrator, has written an elegant analysis of the workings of market forces in education in his book Education and the Commercial Mindset. -- Diane Ravitch * New York Review of Books *[An] outstanding book. -- Carol Burris * Washington Post *In Education and the Commercial Mindset, Abrams provides a detailed, informative and insightful account of the rise and fall of The Edison Project, as a case study of for-profit schools…Abrams demonstrates that for-profit schools have no incentives to consider long term educational or social goals. Obsessed with achievement metrics that might persuade consumers to purchase their product, they often exclude students with cognitive, emotional or behavioral problems. Or with failing grades…Running schools like businesses won’t solve the problem, Samuel Abrams makes clear. -- Glenn C. Altschuler * Huffington Post *In 1962, Raymond Callahan’s classic text Education and the Cult of Efficiency argued that the goal of efficient operations had become a first order priority in public education. Callahan’s work is now joined by a new definitive account, the brilliant book Education and the Commercial Mindset by Samuel E. Abrams...His arguments are exceptionally balanced, meticulously researched, and rooted in a deep understanding of the historical, cultural, and social antecedents of the widespread use of business practices and norms in education...Abrams has provided a thoughtful, critical, and rigorous explanation of crucially important distinctions that will be invaluable to scholars, policymakers, administrators, and teachers alike. -- Megan Tompkins-Stange * Teachers College Record *Education and the Commercial Mindset provides the most detailed and comprehensive analysis of the school privatization movement to date. Students of American education will learn a great deal from it. -- Leo Casey * Dissent *This is a book that all supporters as well as opponents of school choice and educational privatization should read, because the hypotheses and findings are expressed so convincingly that they may serve as a field trial for testing one's own opinions. -- Tommaso Agasisti * Educational Researcher *Essential to understanding the new challenges facing American politics, with the future of the education system being a central issue…Abrams not only offers a historical overview of the education system crisis under the Reagan administration, but also a reminder of the failure of privatization attempts in the 1990s. * Progressive Post *In recent years, several books have been published that explore the corporate influence on public education. Few are as in depth and as evenhanded as Education and the Commercial Mindset. * American Educator *

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Book Synopsis"With a new afterword by the author"--Cover.Trade Review"Cogently argued."—Megan McArdle, Washington Post"A wake-up call for all Americans."—Ian Lindquist, Weekly Standard"The Case against Education . . . is a case of Caplan being right."—Charles Fain Lehman, Washington Free Beacon"[Caplan] argues devastatingly . . . that college is, for many of those who go there, a boondoggle."—Kyle Smith, National Review

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Book SynopsisTrade Review"One of The Wall Street Journal's Best of the February Bookshelf""An engaging apologia for liberal education. . . . [Marks] blends humor with argument as he makes his case for a renewed vision of higher learning."---John J. Miller, Wall Street Journal"Marks’s vision of a newly energized liberal education is appealing, and Let’s Be Reasonable is an important and timely book. Blending anecdote and theory in a superb accessible style, Marks comes across as the professor we all wish we had: the one who gets students excited about Plato or Rousseau, who challenges them to think more deeply and often gets them to meet that challenge."---Andrew Pessin, Commentary"Instead of attempting to rule our opponents out of line, we might try reasoning with them. Thankfully [Let’s Be Reasonable] explains and models how to do it"---Damon Linker, The Week"A thoughtful . . . contribution to debates about the value of higher education." * Kirkus Reviews *"Jonathan Marks’s Let’s Be Reasonable: A Conservative Case for Liberal Education shows what higher education can be at its best. . . . Marks shows why academic freedom is worth fighting for – he documents what a liberal education can do."---Kenneth S. Stern, The Times of Israel"An important and timely book that should interest anyone, left, right, or center, concerned about higher education in general and the campus anti-Israel movement in particular. Let’s Be Reasonable is indeed a calming voice of reason amidst the frenetic shouting occurring both on and about campuses. Blending anecdote and theory in a superb and accessible style . . . Marks comes across as the professor we all wish we had."---Andrew Pessin, Times of Israel"Let’s Be Reasonable: A Conservative Case for Liberal Education is, indeed, a reasonable book. . . . Everyone needs to be exposed to his ideas on higher education’s ultimate purpose."---Jay Schalin, The James G. Martin Center for Academic Renewal"Marks’s dual status as both a man of the right and a longtime academic positions him well to argue that universities must commit themselves more fully to the task of shaping reasonable people and that, despite their present flaws, all is not lost. Marks can speak both to university insiders and to their outside (often right-leaning) critics."---Thomas Koenig, The Bulwark"In straddling both sides of the debate, Marks has his work cut out for him. It’s a tribute to his wit, good sense, and, indeed, reasonableness that he largely succeeds. . . . Marks’ hopeful argument is a timely rebuttal to the kind of scorched-earth conservatism now ascendant on the intellectual right."---Richard Aldous, American Purpose"Let’s Be Reasonable offers an incisive analysis of the terrain of the contemporary American university, one that anyone interested in understanding higher education should read."---Jenna Silber Storey, Society"Marked by good humor, engaging anecdotes, and reassuring evidence that all is not lost in higher education."---Matthew Stewart, University Bookman"Recommended." * Choice *

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Book SynopsisDiscover simple ways to create rich, imaginative play experiences for your child using things you already have on hand. What makes childhood feel magical? One simple word: PLAY! Play is crucial for children—it is fun, allows them to work through complex ideas and emotions, leads to a sense of mastery, and is also a key way kids learn. Regrettably, the technology and busyness of our modern lives leave little room for this fundamental and important part of childhood. Pretend Play Workshop for Kids offers a remedy with hours of dramatic play scenarios paired with simple crafts and fun activities—a rich resource for easy, ready-to-go alternatives to screentime. Along the way, you will learn the benefits of these experiences, including the social and emotional learning taking place, the fine and gross motor practice, the language development, the mathematical thinking, and the scientTable of ContentsIntroduction How to Use This Book What Is Pretend Play and Why Is It Important? Supplies1 Detective Office Tools for Play Setting the Scene Make Your Own Pretend Briefcase and Badge Fingerprinting Activity Take a Scavenger Hunt Create Invisible Ink Messages2 Post Office Tools for Play Setting the Scene Create a Mail Carrier and Mailbox Letter-Sorting Activity Fine Motor Stamps and Stickers Make Your Own Postcard Packing Peanut Creations3 Spaceship Tools for Play Setting the Scene Make Your Own Command Center Create a Foil-Stamped Moon Decorate Moon Rocks Have Fun with Galaxy Oobleck4 Coffee Shop Tools for Play Setting the Scene Make Pretend Coffee Shop Treats Design Your Own Coffee Bags Pom-Pom Coffee Play Sensory Jar Smell Experience5 Art Museum Tools for Play Setting the Scene Curate a Collection and Create Your Own Frames Sculpt an Artifact Craft Create Monochromatic Artwork6 Laundry Time Tools for Play Setting the Scene Make a Pretend Iron Soapsuds Sensory Bin Laundry Color Sort Practice Laundry Folding Clothespin Matching Activity 7 Ice Cream Shop Tools for Play Setting the Scene Make Your Own Ice Cream Make an Ice Cream Shop Hat Ice Cream Sorting Activity8 Doctor’s Office Tools For Play Setting the Scene Make Your Own Doctor’s Coat and Badge X-Ray Craft Pom-Pom Prescription Sorting Activity Fine Motor Bandage Activity Make a Pretend Cast Weight and Measuring Activity9 Hair Salon Tools For Play Setting the Scene Pretend Hair Dryer and Razor Craft Have Fun with Yarn Haircuts Build a Hair Tie Tower Shaving Cream Play PRETEND PLAY10 Car Wash Tools for Play Setting the Scene Make a Pretend Car with a Cardboard Box Build a Pay Station Make a Car Wash Hose Sponge Squeezing Transfer Activity Toy Car Wash Sensory Bin11 Train Station Tools for Play Setting the Scene Build a Train Map Route Make Your Own Luggage Tags Practice Punching Tickets Make Train Whistles Gross Motor Train Track Activity12 Toy Store Tools for Play Setting the Scene Receipt Writing Activity Make a Shopping Basket Set Up a Gift-Wrapping Station Opening and Closing Time ActivityAcknowledgments About the Authors Index

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Book SynopsisLeading figures in the digital humanities explore the field’s rapid revolutionTrade Review"Is there such a thing as ‘digital’ humanities? From statistical crunches of texts to new forms of online collaboration and peer review, it’s clear something is happening. This book is an excellent primer on the arguments over just how much is changing—and how much more ought to—in the way scholars study the humanities." —Clive Thompson, columnist for Wired and contributing writer for the New York Times Magazine "I look forward to the day when anxieties about the disruptive nature of ‘digital humanities’ fade into memory and the innovative methods, theories, and approaches championed by those who have contributed to this valuable volume are respected across academia for their rigor and utility. This book will go a long way toward clarifying the debates within and about digital humanities." —Siva Vaidhyanathan, author of The Googlization of Everything—and Why We Should Worry"Though Debates in the Digital Humanities is well over 500 pages in length, there is no fat in it; all essays contain important information and concepts relating to DH. Taken together, the book as a whole and every essay in it is a must-read for anyone who claims to be a digital humanist whether she or he works in theory, pedagogy, and/or practice." —Leonardo ReviewsTable of ContentsContentsIntroduction: The Digital Humanities MomentMatthew K. GoldPart I. Defining the Digital Humanities1. What Is Digital Humanities and What’s It Doing in English Departments?Matthew Kirschenbaum2. The Humanities, Done DigitallyKathleen Fitzpatrick3. This Is Why We Fight: Defining the Values of the Digital HumanitiesLisa Spiro4. Beyond the Big TentPatrik SvenssonBlog PostsThe Digital Humanities SituationRafael AlvaradoWhere’s the Beef? Does Digital Humanities Have to Answer Questions?Tom ScheinfeldtWhy Digital Humanities Is “Nice”Tom ScheinfeldtAn Interview with Brett BobleyMichael Gavin and Kathleen Marie SmithDay of DH: Defining the Digital HumanitiesPart II. Theorizing the Digital Humanities5. Developing Things: Notes toward an Epistemology of Building in the Digital HumanitiesStephen Ramsay and Geoffrey Rockwell6. Humanistic Theory and Digital ScholarshipJohanna Drucker7. This Digital Humanities which Is Not OneJamie “Skye” Bianco8. A Telescope for the Mind?Willard McCartyBlog PostsSunset for Ideology, Sunrise for Methodology?Tom ScheinfeldtHas Critical Theory Run Out of Time for Data-Driven Scholarship?Gary HallThere Are No Digital HumanitiesGary HallPart III. Critiquing the Digital Humanities9. Why Are the Digital Humanities So White?, or, Thinking the Histories of Race and ComputationTara McPherson10. Hacktivism and the Humanities: Programming Protest in the Era of the Digital UniversityElizabeth Losh11. Unseen and Unremarked On: Don DeLillo and the Failure of the Digital HumanitiesMark L. Sample12. Disability, Universal Design, and the Digital HumanitiesGeorge H. Williams13. The Digital Humanities and Its UsersCharlie EdwardsBlog PostsDigital Humanities Triumphant?William PannapackerWhat Do Girls Dig?Bethany NowviskieThe Turtlenecked HairshirtIan BogostEternal September of the Digital HumanitiesBethany NowviskiePart IV. Practicing the Digital Humanities14. Canons, Close Reading, and the Evolution of MethodMatthew Wilkens15. Electronic Errata: Digital Publishing, Open Review, and the Futures of CorrectionPaul Fyfe16. The Function of Digital Humanities Centers at the Present TimeNeil Fraistat17. Time, Labor, and “Alternate Careers” in Digital Humanities Knowledge WorkJulia Flanders18. Can Information Be Unfettered?: Race and the New Digital Humanities CanonAmy E. EarhartBlog PostsThe Social Contract of Scholarly PublishingDaniel J. CohenIntroducing Digital Humanities NowDaniel J. CohenText: A Massively Addressable ObjectMichael WitmoreThe Ancestral TextMichael WitmorePart V. Teaching the Digital Humanities19. Digital Humanities and the “Ugly-Stepchildren” of American Higher EducationLuke Waltzer20. Graduate Education and the Ethics of the Digital HumanitiesAlexander Reid21. Should Liberal Arts Campuses Do Digital Humanities?: Process and Products in the Small College WorldBryan Alexander and Rebecca Frost Davis22. Where’s the Pedagogy?: The Role of Teaching and Learning in the Digital HumanitiesStephen BrierBlog PostsVisualizing Millions of WordsMills KellyWhat’s Wrong with Writing EssaysMark L. SampleLooking for Whitman: A Grand, Aggregated ExperimentMatthew K. Gold and Jim

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Book SynopsisHelps parents and teachers understand children's learning processes, and provides practical ways to nurture them in the first seven years, using teachers' own etheric bodies.Trade Review'I have been pleased to discover that this new book (...) reflects on work with under seven year olds in a way which I found fresh and illuminating...This book offers coherent sections of short chapters that are ideal for study and include "research questions" to make it easy for a group of an individual to use...I recommend this book to kindergarten teachers first of all, as they will instantly appreciate the illumination thrown on our work by this approach. Kindergarten trainees and parents will also find it very interesting and will find plenty to work on here. I would like to see it used on training courses and a source of study material for practicing teachers. It also has value for anyone seeking a deeper understanding of Rudolf Steiner's four-fold picture of the human being by shining a fresh light on the normally unconscious world of etheric forces.'-- Jill Tina Taplin, New View

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Book SynopsisThe Teaching WalkThrus series of books have sold more than 250,000 copies worldwide. Now, WalkThru creators Tom Sherrington and Oliver Caviglioli have curated a selection of essential five-step teaching techniques aimed at US schools and educators.The five-step instructional coaching guides are explained by Sherrington''s concise direction and Caviglioli''s signature iconography and cover all the key areas of teaching: behaviour and relationships; curriculum planning; explaining and modelling; questioning and feedback; practice and retrieval; and Mode B teaching.The featured WalkThrus have been selected from the original trilogy of books and adapted especially for the US.The WalkThrus books are supported by an online PD toolkit, which is now used by 3,000 organisations in 40 countries.

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Book SynopsisThe mental well-being of children and adults is shockingly poor. Marc Brackett, author of Permission to Feel, knows why. And he knows what we can do. We have a crisis on our hands, and its victims are our children.Marc Brackett is a professor in Yale University's Child Study Center and founding director of the Yale Center for Emotional Intelligence. In his 25 years as an emotion scientist, he has developed a remarkably effective plan to improve the lives of children and adults a blueprint for understanding our emotions and using them wisely so that they help, rather than hinder, our success and well-being. The core of his approach is a legacy from his childhood, from an astute uncle who gave him permission to feel. He was the first adult who managed to see Marc, listen to him, and recognize the suffering, bullying, and abuse he'd endured. And that was the beginning of Marc's awareness that what he was going through was temporary. He wasn't alone

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Book SynopsisThe mental well-being of children and adults is shockingly poor. Marc Brackett, author of Permission to Feel, knows why. And he knows what we can do. We have a crisis on our hands, and its victims are our children.Marc Brackett is a professor in Yale University's Child Study Center and founding director of the Yale Center for Emotional Intelligence. In his 25 years as an emotion scientist, he has developed a remarkably effective plan to improve the lives of children and adults a blueprint for understanding our emotions and using them wisely so that they help, rather than hinder, our success and well-being. The core of his approach is a legacy from his childhood, from an astute uncle who gave him permission to feel. He was the first adult who managed to see Marc, listen to him, and recognize the suffering, bullying, and abuse he'd endured. And that was the beginning of Marc's awareness that what he was going through was temporary. He wasn't alone, he

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

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Book SynopsisInstead of private gain or corporate profits, what if we set public values as the goal of leadership?Leadership means many things and takes many forms. But most studies of the topic give little attention to why people lead or to where they are leading us. In Public Values Leadership, Barry Bozeman and Michael M. Crow explore leadership that serves public valuesthat is to say, values that are focused on the collective good and fundamental rights rather than profit, organizational benefit, or personal gain. While nearly everyone agrees on core public values, there is less agreement on how to obtain them, especially during this era of increased social and political fragmentation. How does public values leadership differ from other types of organizational leadership, and what distinctive skills does it require? Drawing on their extensive experience as higher education leaders, Bozeman and Crow wrestle with the question of how to best attain universally agreed-upon public values like freedoTable of ContentsPrefaceIntroductionChapter 1. Public Values Theory: A Short, Practical HistoryChapter 2. Three Premises of Public Values–Based ManagementChapter 3. Public Values Management Propositions IChapter 4. Public Values Management Propositions IIChapter 5. Mutable LeadershipChapter 6. Case Studies in Public Values Leadership Chapter 7. Public Values Case: St. Mary's Food Bank and the Durability of the Public Values LeadershipChapter 8. The Starbucks-ASU Alliance Chapter 9. Public Values Management and Leadership: A ConversationAfterword. COVID-19 and Public Values LeadershipNotesReferencesIndex

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Book SynopsisThe disturbing truth: school suspension does more than impede Black students'' academic achievementit also impacts their parents'' employment and can violate state and federal laws.Finalist of the C. Wright Mills Award by the Society for the Study of Social ProblemsDecades of urban disinvestment and poverty have made educational attainment for Black youth more vital than at any time in recent history. Yet in their pursuit of quality education, many Black families are burdened by challenging barriers to success, most notably the frequency and severity of school punishment. Such punishment is meant to be a disciplinary tool that makes schools safer, but it actually does the oppositeand is particularly harmful for Black students and their families.Focusing on schools in inner-city and suburban Detroit, Charles Bell draws on 160 in-depth interviews with Black high school students, their parents, and their teachers to illuminate the negative outcomes that are Table of ContentsPrefaceAcknowledgments Introduction. The Battleground of LifeChapter 1. The Burden of PunishmentChapter 2. The Code of ViolenceChapter 3. Educator-Targeted ViolenceChapter 4. The Failure of School Safety MeasuresChapter 5. Failed Reforms and Black Educational FlightConclusion. Rethinking School Punishment and SafetyAppendixes A. MethodologyB. Interview GuideC. K–12 School Punishment Transparency Bill Proposal (Michigan House of Representatives, November 2020)NotesReferencesIndex

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners._______________ Dyscalculia experts Patricia Babtie and Sue Dillon present 100 ideas to help students with numeracy difficulties grasp the core skills required in the secondary curriculum, not just in maths but in other subjects including science, design and technology, computing and geography.Around 25 per cent of secondary school students have severe numeracy difficulties. These students are often anxious and fearful about using maths arising from a repeated failure to learn. This impacts their overall attainment. Patricia and Sue show how numeracy difTrade ReviewBrimming with ideas, games and activities, this book is perfect for developing and reinforcing students' understanding of numeracy. Pick a page and off you go! * Rebecca Wilson, secondary maths teacher, @rebecca3001 *

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Book SynopsisIn every UK classroom, an estimated three children suffer from a diagnosable mental health problem. Proactive Pastoral Care is a vital guide to enable secondary teachers to empower their students to make healthy life choices and look after their wellbeing, both in school and beyond. With practical, research-based activities and resources for tutor time, assemblies, Relationships and Sex Education and PSHE lessons, this book puts student wellbeing at the heart of the agenda. It also includes a foreword by Dr Pooky Knightsmith, an internationally renowned mental health educator, speaker and author.Pastoral care expert Maria O'Neill explores several aspects of student wellbeing, from community building and parental engagement to e-safety and caring for mental health. Maria introduces refreshing, proactive techniques that can be put into practice straightaway to create a supportive learning environment. Backed up by academic research, Maria''s easy-to-follow techniques mean any teacTrade ReviewSteeped in research and yet utterly practical, this has to be the essential text for any staff wanting to know about wellbeing in schools. -- Daniel Sobel * CEO, Inclusion Expert *A wonderful book written by a highly experienced pastoral leader. Everyone interested in pastoral care in schools should read it. -- Professor Barnaby Lenon * Dean of Education, University of Buckingham, @barnabylenon *In writing this work, Maria has combined her pastoral passion with a deep empathy for children’s needs. Teamed with a forensic analysis of her subject matter, Maria has authored a 'must-read' text for anyone who cares about making pastoral care a priority. -- Andrew Cowley * Deputy headteacher and author of 'The Wellbeing Toolkit', @andrew_cowley23 *Proactive Pastoral Care resets the dial in the post-COVID world for what it means to educate and nurture young people in schools. Let this book be your practical guide in rediscovering how to build a culture of love and support which seeks to build capacity in our young people. -- Mike Buchanan * Founder of PositivelyLeading, Chair of the European Positive Education Network, @PosiLeading *Maria explores in a compelling way the importance of being proactive in our pastoral care structures, systems and practices. This fully researched and well-informed book should be invaluable to individuals and organisations committed to ensuring that our schools are supportive, caring communities in which pupils and staff thrive. -- Jill Berry * leadership development consultant and former headteacher, @jillberry102 *Maria has so much knowledge around mental health and pastoral support and has a real heart to make sure people get the care they deserve. Proactive Pastoral Care does not disappoint; filled with practical advice it is a book for anyone who is looking into the way they do pastoral care. Whether you are just starting out in pastoral support or have been doing these roles for years, this book will offer you something new and transform the way you deliver it. -- Hope Virgo * author and founder of #DumpTheScales, @HopeVirgo *This book will inspire and motivate everybody working with young people to develop a proactive approach to pastoral care that supports learners in achieving their full potential. -- Phil Jones * National Chair of The National Association for Pastoral Care in Education (NAPCE), @PJEducation *Maria has written a book which is very easy to read. As a governor, it has helped me formulate questions I can ask my school leaders about pastoral care in my schools. -- Naureen Khalid * Trustee and governor, @5Naureen *I don’t think anyone disagrees that pupils who feel happy and safe are more likely to be successful learners but putting this into action is not always straightforward and often support becomes reactive rather than proactive. In this book, Maria has managed to bring together a wide range of research and suggests approaches that are both practical and evidence based. Recommended to anyone with an interested in improving pastoral care in their school – which should be everyone! -- Andrew Wright * Headmaster, Bablake School *A concise guide, this book explores several aspects of pastoral care including what is wellbeing, wellbeing theories, character education, parental engagement, curriculum delivery, e-safety, and measuring impact. With wellbeing now a compulsory aspect of both the primary and secondary curriculum, this book can be used to evaluate a school’s policies and procedures as well as providing strategies, practical research-based activities and resources suitable for tutor time, assemblies and PHSE lessons. With questions to prompt reflection and further action, this is useful addition to the staff library. -- Barbara Band * barbaraband.com *Proactive Pastoral Care by @Maria0Neill is the must go to text for pastoral leaders, written from the point of view of authenticity, empathy and values determined leadership. -- Andrew Cowley, author of The Wellbeing Curriculum

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Book SynopsisSan Francisco is the endgame of gentrification, where racialized displacement means that the Black population of the city hovers at just over 3 percent. The Robeson Justice Academy opened to serve the few remaining low-income neighborhoods of the city, with the mission of offering liberatory, social justice--themed education to youth of color. While it features a progressive curriculum including Frantz Fanon and Audre Lorde, the majority Latinx school also has the district''s highest suspension rates for Black students. In Progressive Dystopia Savannah Shange explores the potential for reconciling the school''s marginalization of Black students with its sincere pursuit of multiracial uplift and solidarity. Drawing on ethnographic fieldwork and six years of experience teaching at the school, Shange outlines how the school fails its students and the community because it operates within a space predicated on antiblackness. Seeing San Francisco as a social laboratory for how Black cTrade Review"By locating the everyday mechanisms of the neoliberal state in a progressive school in San Francisco, Savannah Shange brings the lived experiences of social actors often only talked about as 'Black and Brown bodies' into discussions of the afterlife of slavery. And in so doing, she reveals the fissures in Afropessimism and critical anthropology. Progressive Dystopia is scholarship at its finest and an essential contribution." -- Aimee Meredith Cox, author of * Shapeshifters: Black Girls and the Choreography of Citizenship *“Who's afraid of dystopia? Not Savannah Shange, whose provocative and audacious book exposes ‘progressive’ multiracial social justice initiatives for what they are: a golden noose. ‘Winning,’ she argues, does not disrupt state logics of captivity, containment, accumulation, and antiblackness. And fighting for utopias yet to be without attending to the dystopian present that is for the folks trapped in this ongoing settler-colonial catastrophe will not make us free. Instead, Shange applies an abolitionist frame to reveal how Black and Brown kids who defy their saviors, disrupt liberal teleologies, and map new territory make the road toward freedom by walking, talking, dancing, fighting, and thinking. Unsettling, persuasive, and beautiful, Progressive Dystopia is one of those rare books that will make you rethink everything.” -- Robin D. G. Kelley, author of * Freedom Dreams: The Black Radical Imagination *“At the center of Savannah Shange's powerful analysis in progressive dystopia: abolition, anthropology, and race in the new San Francisco are the multiple and seemingly conflicting forces brought to bear on the Black girls and boys who attend the Robeson Justice Academy in the contested space that makes up Frisco. Shange theorizes a set of ‘common sense’ ‘progressive’ logics that reproduce the carceral—what she names progressive dystopia and carceral progressivism—and then the willful defiance that characterizes the refusals and political demands of the Black girl students, in particular, who refuse to bear and internalize what Hartman names as ‘burdened individualism.’ This is a profoundly important book.” -- Christina Sharpe, author of * In the Wake: On Blackness and Being *"Progressive Dystopia is a discerning and devoted read for scholars interested in progressive politics, studies of statecraft, and abolitionist approaches to combating anti-Blackness. Shange’s work is a powerful project with serious ramifications for scholars across many fields of study." -- Julio Alicea * Antipode *"[Progressive Dystopia] is radically different from other school ethnographies. ... Shange operates in a different discursive universe. ... [It] is one of the most ambitious ethnographies I have read: it creates new territory for what to do with and through ethnography. It is a decolonizing act." -- Annegret Staiger * Anthropological Quarterly *“In her pathbreaking first book, Savannah Shange calls for an abolitionist anthropology that begins at the end of the world, with what Black folks teach us about how to survive the apocalypse…. This text will benefit a variety of readers. Undergraduates can learn from thorough readings of the Black anthropological canon and germinal Black studies scholarship. Graduate students will benefit from the model of abolitionist anthropology as ethic and methodology and ethnographic research that is at once agile, grounded, and accountable. It will also be of use to educators, activists, and anyone working within, against, and beyond the state in the service of Black lives.” -- Amelia Simone Herbert * Transforming Anthropology *"Progressive Dystopia casts an honest light on the realities of progressive educational initiatives based around social and racial justice. This book is a must-read for anyone who cares about the complexities and limitations of anti-racist efforts in the age of neoliberalism, and especially anyone with an interest in anti-racist or social-justice education.… This book would also be valuable to anyone interested in qualitative research, and particularly as an example of participant observation in an educational setting." -- Amy Ernestes * Ethnic and Racial Studies *Table of ContentsAcknowledgments ix 1. #OurLivesMatter: Mapping an Abolitionist Anthropology 1 2. "A Long History of Seeing": Historicizing the Progressive Dystopia 22 3. "Why Can't We Learn African?": Academic Pathways, Coalition Pedagogy, and the Demands of Abolition 44 4. The Kids in the Hall: Space and Governance in Frisco's Plantation Futures 66 5. Ordinary Departures: Flesh, Bodies, and Border Management at Robeson 92 6. Black Skin, Brown Masks: Carceral Progressivism and the Co-optation of Xicanx Nationalism 123 7. My Afterlife Got Afterlives 151 Appendix 161 Notes 169 References 183 Index 201

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