Educational strategies and policy Books
Practical Pre-School Books Effective Leadership and Management in the EYFS
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£999.99
Independently Published The School System Comparison between the United
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£999.99
Bloomsbury Publishing PLC Relationships Results and Reflections
a huge range and FREE tracked UK delivery on ALL orders.
£22.90
UCL Press Assessment and Feedback in Higher Education: A
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£15.00
MIT Press Ltd Blended Learning in Practice A Guide for
Book SynopsisA guide to both theory and practice of blended learning offering rigorous research, case studies, and methods for the assessment of educational effectiveness.Blended learning combines traditional in-person learning with technology-enabled education. Its pedagogical aim is to merge the scale, asynchrony, and flexibility of online learning with the benefits of the traditional classroom—content-rich instruction and the development of learning relationships. This book offers a guide to both theory and practice of blended learning, offering rigorous research, case studies, and methods for the assessment of educational effectiveness. The contributors to this volume adopt a range of approaches to blended learning and different models of implementation and offer guidelines for both researchers and instructors, considering such issues as research design and data collection. In these courses, instructors addressed problems they had noted in traditional classrooms, attempti
£49.40
Open University Press Counselling Skills For Teachers
Book Synopsis* Tina says she is pregnant and considering a termination.* Marcus wonders whether he should tell his friends he is gay.* You worry whether Gulshan has some form of eating disorder.* Stephen's father is very angry with you about the school's treatment of his son.* Jane boasts to you that she and her friends were drunk and smoked cannabis at a party last night.How would counselling skills help a teacher in these situations? Gail King explores the counselling skills which teachers need in their pastoral role, and examines them using examples from teachers' typical experience. Counselling Skills for Teachers is a practical book written for both new entrant and experienced teachers who work with school students aged 11 to 18 in mainstream education. It describes the basic listening and responding skills, and how to conduct a helping interview. It covers issues such as professional boundaries, role conflict, self-disclosure, referring on, self-awareness, and crosTable of ContentsPrefaceCounselling skills in secondary educationListening skillsResponding skillsImplications of using counselling skillsHow students present issuesTeachers' legal liabilities and responsibilitiesUseful organizations and addressesFurther readingReferencesIndex.
£29.44
Open University Press Supporting Inclusion in the Early Years
Book SynopsisThis accessible text provides guidance on the inclusion of young children with special educational needs or disabilities in a variety of early education settings. The author highlights the complexity of early identification and assessment of children described as having special educational needs. Practitioners are encouraged to consider make exclusion visible and consider important questions relating to the language and values underpinning the early years policy and practice. The emphasis is on inclusion as a process aimed at supporting young children and their families in order to enable all children with SEN or disabilities the opportunity to participate in activities available to all children in an inclusive learning environment. The author promotes the development of inclusive early years cultures where inclusion of all children is regarded as a right rather than an option. The text has implications for the teaching and learning of all young children not only those perceived as havTable of ContentsAcknowledgements Introduction Chapter 1Labels, language and inclusion Chapter 2Early identification and assessment Chapter 3A graduated model of assessment and provision Chapter 4The Changing Role of the Special Educational Needs Co-ordinator (SENCO) Chapter 5Developing inclusive policy and practice Chapter 6Parents, children and professionals working together Chapter 7Beyond the Paintpots : Inclusion and Learning Support Assistants Useful Addresses References
£26.59
Open University Press Education in a Post Welfare Society
Book SynopsisReviews of the first edition"This book must become the classic text for students of education, social and welfare policies. Sally Tomlinson, doyenne of policy-orientated education and social research, has written with commendable clarity and comprehensiveness a superb book on British education." â Journal of Social PolicyâœThis book provides a context for understanding education policy which is currently missing from education and social policy courses. It should be compulsory reading." â Len Barton, Institute of Education, University of London"The persistence and reinforcement of class advantage through English education policy is a key theme... this book does a superb job of both highlighting the key social justice concerns and controversies over the last fifty years and providing an overview of education policy developments over the same period." â British Journal of Sociology of EducationHighly commended - S.E.S Book Prize 2002Table of ContentsIntroductionChapter 1: Social Democratic Consensus? Education 1945-79 Chapter 2: Market Forces Gather: Education 1980-87 Chapter 3: Creating Competition: Education 1988-94 Chapter 4: The Consequences of Competition: Education 1994-97 Chapter 5: New Labour and Education: 1997-2000 Chapter 6: Diversity, Selection and Privatisation 2000-2005 Chapter 7: Centralising Life-Long Learning 1997-2005Chapter 8: Education and the Middle classes Chapter 9: Equity issues: Race and Gender Chapter 10: Education and the Economy Conclusion: Education in a Post-Welfare Society
£30.39
Open University Press Teaching Adult Literacy Principles and Practice
Book SynopsisAre you teaching or training to teach literacy to adult learners?Do you want to update and deepen your practice?Yes! Then this is the essential book for you!In this book, the authors offer friendly guidance on how to work with adult learners to develop their literacy skills and practices. They challenge the negative view of adult literacy learners as social 'problems', often described in terms of their deficits. They promote an alternative view of people who have rich resources and skills in many areas of their lives which they can bring to the learning process.The contributing authors have a wealth of experience as practitioners and researchers in the field. They pull together a wide range of current theory and research on adult literacy, offering new perspectives on theory and applications to everyday practice. Key features include: Case studies of real student experiences Samples of learnersâ writing with commentary and analysis Application of linguistiTable of ContentsIntroductionSection One: Adult Literacy and SocietyLiteracy in its Social Context Who are the Learners? Section Two: Language Awareness for Literacy TeachersHow Language Works Language Variety Student Profiles and Sample texts Section Three: Teaching and Learning LiteracyReading Writing Speaking and Listening Assessment and Planning Section Four: Inclusive Learning Dyslexia Literacy Learning for Adults with Global Learning Difficulties Embedded Literacy
£29.44
Open University Press Making Policy in British Higher Education
Book Synopsis"Every Mike Shattock book on higher education is worth keeping and re-reading. Making Policy in British Higher Education 1945-2011 is a great story, very readable and full of wry humour. It is also a profoundly informative work that explains the policy and politics of higher education better than anything else that is available."Professor Simon Marginson, Centre for the Study of Higher Education, University of Melbourne, Australia"As expected, Michael Shattock's mastery of the history of higher education policy-making in the UK is evident in every page - the temptation is to say every paragraph. This is a demanding analysis. It is packed, precise, judicious and immensely informed ... As a narrative about how policy-making occurs in the long run, how to read the relevant archival and other documents closely and how to avoid the easy generalizations arising from ideological partis pris, this study is an instant classic."Sheldon Rothblatt, Professor of History Table of ContentsAcknowledgementsHigher Education and the Policy ProcessDetermining the Structure of Higher EducationThe Financial Drivers of Higher Education PolicyResearch and PolicyThe Politics of AccountabilityMaking Policy at the Institutional LevelHigher Education and Making PolicyNotes on ChaptersBibliography
£40.84
Open University Press Teaching Adult Numeracy Principles and Practice
Book SynopsisThis book offers friendly guidance on how to work with adult learners to develop their numeracy and mathematics skills. It brings together current research and practice on teaching adult numeracy into one handy volume and covers the major issues faced by teachers of adult numeracy such as current policy perspectives and implications for teaching practice. There are reflective tasks throughout, which encourage you to develop and apply your theoretical knowledge to your own experiences.Key features include: Reviews of existing policy and research and implications for practice Reflective tasks with commentary, encouraging you to develop and apply your knowledge Case studies of real student experiences Practical activities and ideas to support the planning, teaching and assessment of adult numeracy Drawing on the substantial experience of the contributors, who have a wealth of experience as practitioners and researchers in the field, this book is an essential resourTable of ContentsIntroductionSection One: Numeracy and societyThe social context of numeracyWhy and where adult numeracy teaching and learning takes placeAdult numeracy learnersSection Two: Understanding NumeracyMathematics and numeracyLanguage and mathematicsTeachers and the process of mathematical thinkingProvoking mathematical thinking: numeracy teachers doing 'realistic' mathsAttitudes, beliefs and teachingSection Three: Teaching and learning numeracyApproaches to teaching adult numeracyPlanning for numeracy learningAssessmentTeaching number, measure and dataSection Four: Contexts for teaching and learning numeracyFamily mathematicsDeveloping numeracy skills in vocational contexts: learning for and in the workplaceSection Five: Numeracy and inclusive learningDyslexia, dyscalculia and numeracyMental health and the emotional aspects of learning mathematicsReferences
£32.29
Open University Press Inclusion in the Early Years
Book SynopsisThis book provides critical insights and practical approaches to help you support babies and young children with special educational needs and disability (SEND) in the early years. The book starts by briefly considering the current political and legislative context before considering what this means for children with SEND in early years settings. Numerous case studies offer real-world examples to challenge and develop your thinking and there are summary key points, thought provoking questions and ideas for developing practice. In addition the book draws on parents' and children's perspectives to assist you in devising an individual and setting action plan for babies and young children with SEND.Key content includes:How the principle of the 'unique child' informs practice for all children Implications of the 2014 Code of Practice for early years provision What 'good practice' looks like Early identification and intervention, and engagement with parents Table of ContentsIntroductionPart One: The historical and political perspective Our shared beginnings: early years and special educational needsThe Warnock Report; a product of its time The legacy of The Warnock Report and beyond.... Part Two: Enabling Environment - what does success look like? EYFS: A principled approachThe prime areas of learning Characteristics of effective learning Part Three: Three Making the Difference The Practitioner's perspectiveThe Parent's perspective The Child's perspective Looking to the future
£24.69
Open University Press Leading Change in the Early Years
Book SynopsisLeading Change in the Early Years focuses on the type of leadership skill needed for leading the reform and change agendas that challenge the early years sector. Early years professionals are expected to implement a range of government initiatives, as well as professionally endorsed changes, aimed at raising the quality of early years provision. The ease and success with which such initiatives are implemented relies on the competent leadership of change, that is, knowledge, understanding and expertise in encouraging, supporting and working with everyone involved with implementing and sustaining change.This resource helps to unpick the principles, processes and practice of effecting change and offers early years professionals a practical guide to the important elements relevant for meeting the political agenda for quality improvement and the professional challenge of effecting responsible change.Key content includes:the link between competent leadership and sucTable of Contents 1. Change in early years provision Understanding change Theoretical perspectives of change Dimensions of change Process and models of change The process of change as a cycle of learning Factors that hinder and help the implementation of change 2. Authentic leadership and change Quality improvement through competent leadership The power of leadership presence Leadership skills for making change happen Leadership roles for addressing change initiatives 3. Leadership: The fuel driving quality improvement Differentiating leadership from management The contribution of leadership to effecting change The impact of complexity on leading change for improvement A model for leading complex change 4. Interpersonal relationships: the foundations for effecting change The role of trust in developing professional relationships Professional interpersonal relationships in early years settings Key interpersonal skills for leading change Issues affecting interpersonal relationships in early years settings Key skills for interpersonal competence in early years settings 5. Interpersonal communication: the key to effecting change Communicating and listening: essential skills for effecting change Emotional intelligence and leading change Roadblocks to effective communication in early years settings Communicating the vision for change 6. From reactive opposition to proactive receptivity to change Moving from shock to adjustment Reducing stress in times of change Common reactions to conflict about change Strategies for channeling opposition into commitment Encouraging proactive receptivity to change 7. Effecting change through collective endeavor Benefits of collective commitment through change champions The power of collaborative teams in the change process 8. Sustaining change through a culture of learning The role of learning in change Early years settings as learning organizations Building a culture of learning and thinking Learning, leadership and change Learning and the development of capacity for change leadership 9. Postscript: Aide memoire for leading change in the early years References Author index Subject Index
£30.39
Open University Press Developing Multiprofessional Teamwork for
Book SynopsisThis popular and bestselling book provides an important practical resource for all professionals engaged with planning, implementing and evaluating multi-professional teamwork and practice in children's services. This new third edition builds on the success of earlier editions, retaining its classic chapters of enduring value while incorporating some fresh new content. Four new chapters - chosen to highlight and consider contemporary new developments in the field - explore safeguarding children; the challenges of information sharing; new integrated approaches to SEN; and multi-agency responses to child sexual exploitation.Combining theoretical perspectives, research evidence from the 'real world' of children's services, and reflections on policy and practice, this new edition retains its popular approach and is fully updated to reflect the numerous changes to policy, practice, and research. The book:â
£27.89
Penguin Putnam Inc Not Just Grades
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£17.95
Stanford University Press Reconstructing the Common Good in Education
Book SynopsisFor two centuries, Americans expected that their public schools would cultivate personal, moral, and social development, however, modern school reformers are intent on using schools to solve economic problems. This text explores the ongoing debates on the commongood in American public education.Trade Review"Every library with serious contemporary affairs or education collections will want this intelligent book."—C. A. Cunningham, University of Chicago". . . . This book does something that is unique in our headlong rush to change, reform, punish, or criticize education. Its thoughtful essays pause and reflect on what public education means in America. . . . [Reconstructing the Common Good in Education] is relevant for both historians and those in education policy. . . .[It] provides useful ideas and material for both."—American Studies InternationalTable of ContentsForeword Patricia Albjerg Graham; Introduction Larry Cuban and Dorothy Shipps; Part I. Ways of Seeing the Common Good in Public Education: The Past Informing the Present: 1. Public schools and the elusive search for the common good William J. Reese; 2. Turning points: reconstruction and the growth of national influence in education Ted Mitchell; 3. 'The is no escape ... from the ogre of indoctrination': George Counts and the civic dilemmas of democratic educators Daniel Perlstein; 4. 'No one here to put us down': hispano education in a Southern Colorado community, 1920-1963 Ruben Donato; 5. Echoes of corporate influence: managing away urban school troubles Dorothy Shipps; Part II. Ways of Seeing the Common Good in Public Education: Social and Political Implications: 6. No exit: public education as an inescapably public good David F. Labaree; 7. Bureaucracy left and right: thinking about the one best system Harvey Kantor and Robert Lowe; 8. Why is it so hard to get 'good' schools? Larry Cuban; Part III. Uncommon Ways of Seeing the Common Good: 9. Civic friendship: an aristotelian perspective Elisabeth Hansot; 10. Devotion and ambiguity in the struggles of a poor mother and her family: New York City, 1918-1919 Michael B. Katz; 11. Reflections on education as transcendence John Mayer; Afterword Dorothy Shipps and Larry Cuban; Notes; References; Index.
£22.39
Beacon Press One Teacher in Ten in the New Millennium
Book SynopsisTwenty completely new stories of negotiating the triumphs and challenges of being an LGBT educator in the twenty-first century For more than twenty years, the One Teacher in Ten series has served as an invaluable source of strength and inspiration for lesbian, gay, bisexual, and transgender educators. This all-new edition brings together stories from across America—and around the world—resulting in a rich tapestry of varied experiences. From a teacher who feels he must remain closeted in the comparative safety of New York City public schools to teachers who are out in places as far afield as South Africa and China, the teachers and school administrators in One Teacher in Ten in the New Millennium prove that LGBT educators are as diverse and complex as humanity itself. Voices largely absent from the first two editions—including transgender people, people of color, teachers working in rural districts, and educators from outside the Unit
£999.99
University of Alberta Press CONTESTED CLASSROOMS Education Globalization and
Book SynopsisTrade Review".highly informative, covers the main policy developments in an authoritative manner and could provoke much needed debate." David Taras, Alberta Views"a fascinating and disturbing book.. We owe it to ourselves and our kids to read this significant and instructive book and to get more involved." Canadian Principal"This book is an illuminating and thorough critique of Klein's education legacy. Trevor Harrison and Jerrold Kachur's collection of essays is meticulous and non-partisan, and though Classrooms was published in 1999 its critiques are remarkably prescient--useful to anyone wishing to understand the roots of the grievances outlined by 2003's Alberta Learning Commission." Evan Osenton, Assistant Editor, AlbertaViewsTable of ContentsIntroduction: Public Education, Globalisation, and Democracy: Whither Alberta?; Passing Fancies: Educational Changes in Alberta; Constructing the Perpetual Learner: Education, Technology, and the New Economy; The "Alberta Advantage": For Whom?; The Marketing of the University; Orchestrating Delusions: Ideology and Consent in Alberta; Re-Investment Fables: Educational Finances in Alberta; Deep and Brutal: Funding Cuts to Education in Alberta; From Boardroom to Classroom: School Reformers in Alberta; Challenging Restructuring: The Alberta Teachers' Association; Is it just a Matter of Time? Part-Time Teaching Employment in Alberta; Board Games: The New (But Old) Rules; The Principalship at the Crossroads; Conclusion.
£16.14
Cambridge University Press Nurturing Creativity in the Classroom
Book SynopsisAs interest in creativity explodes, it has become more complicated to decide how to best nurture creativity in our schools. There are the controversial Common Core Standards in many states. Meanwhile, the classroom has become increasingly digital; it is easier to access information, communicate ideas, and learn from people across the world. Many countries now include cultivating creativity as a national educational policy recommendation, yet there is still debate over best practices. Indeed, many well-intentioned educators may institute programs that may not reach the desired outcome. The notion that schools ''kill creativity'' has become a widespread social meme. We view such beliefs as both hyperbolic and problematic: they allow us to recognize there is a problem but not solve it. In this book, a wide array of international experts addresses these issues, discussing theories and research that focus on how to nurture creativity in K-12 and college-level classrooms.Trade Review'As a second edition, Nurturing Creativity in the Classroom lays out an appealing update to the possibilities for enhancing creativity in education today by translating research findings into convincing tools for all educators … The book wrestles creativity away from its purely artistic connotation by providing expanded definitions and easily transferable skill sets for educators to embrace … The message relayed is that creativity is no longer shrouded in mystery; instead, it is available to and expected of all.' Nadine M. Kalin and Kate Wurtzel, Teachers College RecordTable of ContentsPreface Ronald A. Beghetto and James C. Kaufman; Part I. Voices from the Field: 1. Changing the subject Larry Rosenstock; 2. Creativity and the invention Jake Mendelssohn; 3. Creativity and shifting roles of an educational leader: a reflection of what creativity used to mean to me what it now means Larry Audet; 4. What I used to think about creativity in schools Tim Patston; Part II. Voices from the Research: 5. Developing creativity across all areas of the curriculum Joseph Renzulli; 6. Accountability, the Common Core, and creativity John Baer and Tracey Garrett; 7. Ever-broadening conceptions of creativity in the classroom Ronald A. Beghetto and James C. Kaufman; 8. Creativity in mathematics teaching: a Chinese perspective (an update) Weihua Niu and Zheng Zhou; 9. Roads not taken, new roads to take Thomas Skiba, Mei Tan, Robert J. Sternberg and Elena L. Grigorenko; 10. The five core attitudes and seven I's of the creative process Jane Piirto; 11. Please teacher, don't kill my kid's creativity: creativity embedded into K-12 teacher preparation and beyond Fredricka K. Reisman; 12. Attitude change as the precursor to creativity enhancement Jonathan A. Plucker and Gayle T. Dow; 13. Nurturing creativity in the engineering classroom David H. Cropley; 14. Intrinsic motivation and creativity in the classroom: have we come full circle? Beth A. Hennessey; 15. Learning for creativity R. Keith Sawyer; 16. Creativity and prosocial values: nurturing cooperation within the classroom Vlad Petre Glăveanu; 17. How social-emotional imagination facilitates deep learning and creativity in the classroom Rebecca Gotlieb, Erik Jahner, Mary Helen Immordino-Yang and Scott Barry Kaufman; 18. Four faces of creativity at school Maciej Karwowski and Dorota M. Jankowska; 19. Teaching for creativity Robert J. Sternberg.
£78.84
Cambridge University Press Understanding Child and Adolescent Behaviour in the Classroom
Book SynopsisUnderstanding Child and Adolescent Behaviour in the Classroom is a vital guide for pre-service and in-service teachers, providing the tools to respond effectively and ethically to child and adolescent behaviour that is of concern. In this innovative book, expert authors offer 'positive rules' that will assist educators in their classroom practice.Table of ContentsIntroduction: positive rules for your life as a teacher; 1. Promoting positive behaviour in the classroom; 2. Theory: scaffolds for understanding the behaviour of children and young people; 3. 'Thinking it through': responding to children who present with SEBD; 4. Wider contexts: the role of assessment, working with allied professionals and policy; 5. Teacher expertise; 6. Research-informed teaching: questioning 'rules for living' in schools; 7. Putting teachers in the picture: teacher behaviour and wellbeing; Conclusion: principles to guide practice in the classroom.
£44.64
Cambridge University Press Effective Teaching and Successful Learning Bridging the Gap between Research and Practice
Book SynopsisThe overall aim of this reader-friendly book is to enable current and prospective teachers as well as other education professionals to improve practice, leading to more successful learning for all students. Drawing on her extensive experience as both a high school teacher and a university professor, Inez De Florio provides an evidence-informed and value-based approach to teaching and learning that takes the personality and the accountability of teaching professionals into account. Students' needs and interests are the primary focus of an evidence-informed teaching model, MET (Model of Effective Teaching), which is described and exemplified in detail. In order to allow for informed decisions and suitable applications of the steps of the MET, the book provides, furthermore, a succinct and comprehensible introduction to the main features and types of educational research, especially newer findings of evidence-based education such as presented in John Hattie's research.Table of ContentsIntroduction; 1. Main features of scientific research on education; 2. Important types of scientific research on education; 3. Main features of evidence-based research on education; 4. Meta-analyses on education; 5. A synthesis of over 800 meta-analyses relating to achievement; 6. Scaffolding effective teaching and successful learning; 7. Planning and starting the lesson; 8. Presenting knowledge and skills - assertive questioning; 9. Guided and independent practice; 10. Cooperative and project-based learning; 11. Feedback - reciprocal and informative; Concluding remarks: standards need more evidence.
£25.64
Cambridge University Press The Business School of the Future
Book SynopsisFacing questions about the status and legitimacy of business schools, many of the world''s leading institutions are now experimenting with new business models. In The Business School of the Future, former president of International Institute for Management Development (IMD), Peter Lorange reveals how the era of virtual technology, and the shift away from conservatism in classical academic institutions, heralds the arrival of a new kind of accessible and scalable business school. Drawing on his expansive and expert experience as a professor, leader and founder of academic institutions across the US and Europe, Lorange discusses the pedagogical and bureaucratic aspects of education and includes five case studies of institutes practicing the cutting-edge approaches discussed in the book (CEIBS, IMD, Singapore Management University, IE Madrid and Hult). This guide to designing the business school of the future, incorporating industry innovations, will appeal to business school deans, educaTrade Review'Peter Lorange has been for many years a very influential and creative actor in the world of business schools. In this book he uses his extensive experience to gives us an exciting view on how business schools can transform themselves and remain relevant to society.' Arnoud De Meyer, Singapore Management University'Business schools have been one of the great success stories of the last fifty years and Peter Lorange has played a central role in this success as a world-leading academic, dean and industrialist. This book is a timely reminder that change happens to all sectors and business schools need to continue to adapt and reinvent themselves to remain relevant and fit for purpose in the next decade.' Eric Cornuel, CEO of EFMDTable of ContentsForeword; 1. Why are business schools generally so static, and why is new knowledge needed?; 2. Evolution of the conventional business school; 3. The faculty and the dean/president; 4. Modern pedagogy and managing resources; 5. Research, marketing, and connecting; 6. Innovations and a change culture; 7. Eight cutting-edge dilemmas and strategic projects; 8. Emerging business models: network organizations for business schools; 9. The future: a new context, and what we might expect; 10. Eight case examples; Appendix A; References.
£39.89
Cambridge University Press A Loud But Noisy Signal
Book SynopsisThis path-breaking addition to the Comparative Politics of Education series studies the influence of public opinion on the contemporary politics of education reform in Western Europe. The authors analyze new data from a survey of public opinion on education policy across eight countries, and they also provide detailed case studies of reform processes based on interviews with policy-makers and stakeholders. The book''s core finding is that public opinion has the greatest influence in a world of ''loud'' politics, when salience is high and attitudes are coherent. In contrast, when issues are salient but attitudes are conflicting, the signal of public opinion turns ''loud, but noisy'' and party politics have a stronger influence on policy-making. In the case of ''quiet'' politics, when issue salience is low, interest groups are dominant. This book is required reading for anyone seeking to make sense of policy-makers'' selective responsiveness to public demands and concerns.Table of Contents1. Introduction: the role of public opinion in education policy-making; 2. Theoretical framework; Part I. Quantitative Evidence: Attitudes, Public Opinion, and Politics: Introduction to the INVEDUC Survey: research design, data, and methods; 3. Attitudes on education spending in Western Europe; 4. Preferences regarding education governance in Western Europe; Part II. Qualitative Evidence: The Role of Public Opinion in Education Reforms in Western Europe: Introductory remarks and research design; 5. Germany; 6. Sweden; 7. England; 8. Spain; 9. Comparative summary and conclusions.
£89.99
Cambridge University Press The Politics of Institutional Reform
Book SynopsisIn this ground breaking analysis, Terry M. Moe treats Hurricane Katrina as a natural experiment that offers a rare opportunity to learn about the role of power in the politics of institutional reform. When Katrina hit, it physically destroyed New Orleans'' school buildings, but it also destroyed the vested-interest power that had protected the city''s abysmal education system from major reform. With the constraints of power lifted, decision makers who had been incremental problem-solvers turned into revolutionaries, creating the most innovative school system in the entire country. The story of New Orleans'' path from failure to revolution is fascinating, but, more importantly, it reveals the true role of power, whose full effects normally cannot be observed, because power has a ''second face'' that is hidden and unobservable. Making use of Katrina''s analytic leverage, Moe pulls back the curtain to show that this second face has profound consequences that stifle and undermine society''Trade Review'A groundbreaking contribution. By creatively leveraging Katrina's impact on New Orleans education reform as a natural experiment, Moe generates fresh insights into the role of power in sustaining poorly performing institutions and sheds new light on society's potential for problem-solving and real reform. A must-read.' Eric M. Patashnik, Brown University, Rhode Island'Beautifully written, rich in descriptive detail, and propelled by a singular idea, The Politics of Institutional Reform packs a punch. This isn't just a book about education reform. It is a book about all public policy all the time: about how vested-interest power prevents society from fixing its institutions - and how, when that power is swept away, reforms once deemed heretical can become commonplace.' William Howell, University of Chicago'Terry M. Moe uses the case of Hurricane Katrina to generate fundamental insights into the politics of institutional reform. Moe demonstrates how the 'second face of power' ordinarily allows vested interests to stifle major reform, and shows how institutional politics are transformed when their power is disrupted. A must-read for anyone interested in understanding the dynamics of institutional stability and change - and the challenge of fixing failing institutions.' Eric Schickler, University of California, Berkeley'Terry M. Moe uses a theorist's insight to cut through the clutter surrounding New Orleans' school transformation. As he shows, smart pragmatists like Paul Pastorek can do sensible things, but only when the guardians of the status quo lose their blocking power. The result is a novel and revealing analysis of how power shapes the prospects for institutional reform.' Paul Hill, Center for Reinventing Public Education, University of WashingtonTable of ContentsIntroduction; 1. Power, vested interests, and the politics of institutional reform; 2. Before Katrina: the normal politics of reform; 3. After Katrina: reform with the lid off; 4. Protecting the revolution: toward a new normal; 5. Learning from Katrina.
£37.05
Cambridge University Press Empire Civil Society and the Beginnings of Colonial Education in India
Book SynopsisThis book tells a story of radical educational change. In the early nineteenth century, an imperial civil society movement promoted modern elementary 'schools for all'. This movement included British, American and German missionaries, and Indian intellectuals and social reformers. They organised themselves in non-governmental organisations, which aimed to change Indian education. Firstly, they introduced a new culture of schooling, centred on memorisation, examination, and technocratic management. Secondly, they laid the ground for the building of the colonial system of education, which substituted indigenous education. Thirdly, they broadened the social accessibility of schooling. However, for the nineteenth century reformers, education for all did not mean equal education for all: elementary schooling became a means to teach different subalterns 'their place' in colonial society. Finally, the educational movement also furthered the building of a secular 'national education' in EnglanTable of ContentsList of figures; List of tables; List of abbreviations; Acknowledgements; Introduction: empire civil society, and educational transformation in India; 1. A colonial experiment in education, Madras, 1789–1796; 2. Education of the poor, 1805–1813; 3. Missionaries, empire, and the cause of universal education, 1792–1824; 4. Race, class, and gender: the social agenda of education, 1809–1830; 5. Rules and numbers: transforming rural education, 1814–1830; 6. Intellectual conquest: education societies, 'useful knowledge', and the Bengal Renaissance, 1817–1854; 7. Civil society, government, and educational institutional-building, Bombay presidency, 1819–1882; 8. Teaching the marginalized: universal education and the politics of inequality, 1789–1937; Conclusion: the emergence of public elementary schooling in an imperial frame; Bibliography; Index.
£90.00
Cambridge University Press Engaging Boys in Active Literacy
Book SynopsisToo many boys do not like to read, are choosing not to read, and are suffering academically as a result. All concerned adults need to redouble their efforts to ensure that boys who bring the greatest challenges to our classrooms and schools receive responsive literacy texts and practices to increase their chances for academic, personal, and occupational success. This book is more than a compendium of techniques, it also provides an analysis of the research literature on central issues and related aspects of literacy and learning for boys. The author identifies issues that impinge on boys'' literacy development and explores what the research literature has to say about these issues. The descriptions of how teachers have used engaging texts and practices to help boys overcome low literacy engagement and skill in order to stay on course as readers and writers are highly informative and practical as models of best practice.Trade Review'Debates about boys falling behind in school, mostly due to poor literacy skills, tend to become shrill - a boys versus girls quarrel. That's why William G. Brozo's voice is so valuable. He brings scientific light, not polemic heat, to the discussion and lays out valuable and unique advice for both parents and educators.' Richard Whitmire, author of Why Boys Fail'William G. Brozo has written a wonderfully nuanced book about the complex relationship between school-aged boys and reading. I commend him for his insightful work and recommend this book to school administrators, librarians, teachers, and parents, who have boys in their schools, their families, and their lives.' Peg Tyre, education journalist, author of two books on education and Director of Strategy for The Edwin Gould Foundation'Acknowledging the multiple identities that shape the lives of adolescent boys, this book provides a roadmap and call to arms to advance their literacy development using engaging texts, practices, and programs. William G. Brozo has given the field of literacy another gift.' Alfred W. Tatum, Dean of the College of Education, University of Illinois, Chicago'There are clear goals at the beginning of each chapter, followed by a theoretical framing of the issue under discussion. A 'Boys in the Real World' section of each chapter provides a case study, along with prompts for discussion. Chapters provide rich description of 'promising programs and practices', offering practical insight on research-based teaching methodologies in an engaging narrative voice. Each chapter ends with significant points for educators to bear in mind.' M. B. Hopkins, Choice'Chapters provide rich description of 'promising programs and practices,' offering practical insight on research-based teaching methodologies in an engaging narrative voice. Each chapter ends with significant points for educators to bear in mind.' M. B. Hopkins, Choice'Brozo's book would be of particular interest to teachers, researchers, policy makers and others who are concerned about improving literacy skills in boys, thus preparing them to better engage in our twenty-first-century global society.' Cheryl Jamison, Gender and Education'Engaging Boys in Active Literacy adds research-based knowledge and practice-based strategies to the toolkit for educators and researchers in the search for more effective ways of supporting boys to find meaning in reading - both in the act of reading and in the content of the reading.' So Yeon Shin, Harvard Educational ReviewTable of ContentsIntroduction; 1. Boys' reading and learning: identifying the issues; 2. Boys and literacy: a closer look; 3. Boys' masculinities and identities: evidence and practice; 4. Socio-economics and boys: evidence and practice; 5. Immigrant and new language learner boys: evidence and practice; 6. Literacy engagement and boys: evidence and practice; 7. Boys and new literacies: evidence and practice; 8. Boys and writing: evidence and practice.
£90.25
Cambridge University Press Building and Sustaining a Teaching Career
Book SynopsisProfessional experience in initial teacher education programs can be both a challenging and rewarding experience. As student teachers take their first steps in the classroom, they often encounter stresses that compromise their teaching and learning. Within this context, well-being, resilience and self-efficacy are critical to their success. Building and sustaining a teaching career introduces the coping strategies, informal and formal practices, time management and organisational skills, and positive psychology critical to self-care for professional experience. The text uses case studies, ''fill your bucket'' strategy building solutions, reflection activities and discussion and journaling questions designed to build capacity and develop reader knowledge, while pre-service teacher voices highlight key elements through real-world perspectives and experiences. Drawing upon a combination of teaching experience and education research, Narelle Lemon and Sharon McDonough present thoughtful, practical approaches that equip pre-service teachers with the necessary skills and knowledge for embarking on a successful teaching career.Table of ContentsIntroduction. Building mindful resources as a pre-service teacher. Section 1. Mindfulness and its place in being a teacher: 1. What is mindfulness?; 2. Becoming and being a mindful teacher. Section 2. Developing mindful practices as a teacher: 3. Developing the confidence to teach: Communicating and working with others; 4. Developing your skills as a teacher: Learning in school and in university contexts; 5. Developing as a teacher: Learning from professional experience; 6. Learning to teach: identifying and addressing stressors; 7. Organising and caring for yourself as a teacher; Conclusion. Putting your best foot forward.
£999.99
Cambridge University Press Law and Ethics for Australian Teachers
Book SynopsisGetting to grips with law and policy can be daunting for beginning and established teachers alike. Law and Ethics for Australian Teachers provides an overview of the professional, legal and ethical issues teachers may encounter in the classroom and the broader school environment. This book breaks down the relevant case law, as well as state and territory legislation and policy, in an accessible way to help readers navigate these complex issues. It covers topics including duty of care and mandatory reporting, work health and safety issues, family court orders and parenting plans, suspensions and exclusions, and criminal law issues. Each chapter features case studies, definitions of key terms, detailed scenarios and end-of-chapter questions to help readers understand a wide range of professional issues. Written by a team of authors with both teaching and legal expertise, Law and Ethics for Australian Teachers is an essential resource for pre- and in-service teachers.Table of ContentsIntroduction: Overview of the Australian Legal System; 1. Duty of Care Inside and Outside of the School; 2. Privacy Issues; 3. Anti-Discrimination Within the School Context; 4. Work Health Safety Issues; 5. Orders and Parenting Plans Under Family Law; 6. Child Protection and Mandatory Reporting; 7. Suspensions and Exclusions; 8. Criminal Matters in the School; 9. Cyberbullying and Other Online Problems; 10. General Ethical Responsibilities of Teachers; 11. Professional Regulation and Teacher Registration; 12. Disciplinary Proceedings Against Teachers; 13. Protections Afforded to Teachers.
£47.49
Cambridge University Press Secondary English
Book SynopsisSecondary English: Subject and Method is a comprehensive introduction to the theory and practice of teaching English in secondary schools for pre-service teachers. Written by highly accomplished teachers of subject English, the book's practical approach to language, literacy and literature, fosters the skills of assessment, unit planning and teaching strategies. With detailed consideration of reading, writing, grammar and language conventions, and chapters devoted to a variety of text types, Secondary English scaffolds you on the journey from learner to a teacher of English. To support this journey Secondary English uses a range of engaging features, including: Learning outcomes aligned to the Australian Professional Standards for Teachers; The voice of teacher and student experiences; Pause and think questions; Theory to practice boxes; Lesson plans and classroom activities; End-of-chapter activities help build pre-service teachers' resource files. Secondary English is a useful resourTable of Contents1. The early development of English teaching: sixth to eighteenth centuries; 2. The later development of English teaching: nineteenth and twentieth centuries; 3. Language; 4. Literature; 5. Literacy; 6. Understanding reading; 7. Teaching strategies; 8. Learning activities; 9. Course planning; 10. Unit and lesson planning; 11. Assessment; 12. Writing; 13. Spelling, punctuation and grammar; 14. Oral language; 15. Reading: from comprehension to interpretation; 16. Prose; 17. Poetry; 18. Drama; 19. Visual language and visual texts; 20. Continuing your professional development.
£999.99
Cambridge University Press The Science of Learning and Development in
Book SynopsisAll teachers need to know how children and adolescents learn and develop. Traditionally, this knowledge had been informed by a mix of speculative and scientific theory. However, in the past three decades there has been substantial growth in new scientific knowledge about how we learn. The Science of Learning and Development in Education provides an exciting and comprehensive introduction to this field. This innovative text introduces readers to brain science and the science of complex systems as it applies to human development. Section 1 examines the science of learning and development in the 21st century; Section 2 explores the emotional, cultural, moral and empathetic brain; and Section 3 focuses on learning, wellbeing and the ecology of learning environments. Written in an engaging style by leading experts and generously illustrated with colour photographs and diagrams, The Science of Learning and Development in Education is an essential resource for pre-service teachers.Table of ContentsPart I. The Science of Learning and Development in the Twenty-First Century: 1. Introducing the science of learning and development in education; 2. Hebb's Postulate and the learning brain; 3. The dynamics of learning and development; 4. The active learner: working memory, metacognition and brain research; 5. The dynamics of literacy and numeracy learning and development; Part II. The Emotional, Cultural, Moral and Empathic Brain: 6. The emotional brain, learning and development; 7. The social and cultural brain, learning and development; 8. The dynamic, moral, empathetic brain; Part III. Learning, Wellbeing and the Ecology of Learning Environments: 9. The learner, embodied cognition and the affordance of learning environments; 10. Science of Learning, assessment and feedback; 11. Student wellbeing and the science of learning and development.
£66.49
SAGE Publications Inc IEPs for ELs: And Other Diverse Learners
Book SynopsisDevelop and monitor high-quality IEPs for diverse learners High-quality IEPs are fundamental for guiding the educational process of and developing goals for students who require special education services. English learners (ELs) and other students with learning, emotional, or behavioral disabilities present unique challenges to educators responsible for referring, assessing, and placing them. IEPs for ELs provides educators with numerous research-based strategies and examples of how to write effective IEPs for these K-12 learners. John J. Hoover and James Patton, leading professionals in the areas of special education and linguistic diversity, share their research and how they have supported ELs who have, or are suspected of having, learning and intellectual disabilities. Readers will find: Practical guidance for developing and monitoring culturally and linguistically responsive IEPs Checklists, guides, and other reproducibles that support IEP development Case studies and vignettes highlighting examples of appropriate IEPs for diverse learners Filled with expert practical advice that covers the IEP process and walks the reader through the procedure for creating high-quality IEPs that take individual differences into account, this guide is essential for special educators and bilingual/EL specialists. "A major strength for this book is its unique tie to English learners, while providing a dual focus on IEP writing. This is a great tool to use when training new special education teachers and IEP facilitators. There are direct connections to writing legally defensible plans with a user-friendly focus on IEP writing. I see this book as a tool to support teachers and students in ensuring that language and cultural considerations are included when developing and updating individual plans." —Renee Bernhardt, Supervisor, Special Education Cherokee County School District, GATrade ReviewA major strength for this book is its unique tie to English Learners, while providing a dual focus on IEP writing. The material can be used with any student who has learning difficulties, and the book addresses multiple scenarios that are relatable to the real world of teaching. This is a great tool to use when training new special education teachers and IEP facilitators. There are direct connections to writing legally defensible plans with a user-friendly focus on IEP writing. I see this book as a tool to support teachers and students in ensuring that language and cultural considerations are included when developing and updating individual plans. -- Renee Bernhardt, Supervisor, Special EducationTable of ContentsAcknowledgments About the Authors About the Contributors Introduction: Blueprint of IEPs for ELs and Other Diverse Learners Underlying Assumptions of the IEP Development Stage Topical Areas and Terminology Chapter 1: Understanding a Culturally and Linguistically Diverse Multi-Tiered System of Supports Practitioner’s Perspective Overview of MTSS MTSS and Cultural and Linguistic Diversity Culturally and Linguistically Responsive Teaching Qualities What Makes an IEP Culturally and Linguistically Responsive? Educational Framework for Diverse Learners With Disabilities IEP Development Principles for English Language and Other Diverse Learners Conclusion Chapter 2: Essential Components of IEPs for English Language and Other Diverse Learners Practitioner’s Perspective Required Components of IEPs per IDEA Other Mandated IEP Considerations per IDEA IEP Team: Essential Members for Diversity Conclusion Chapter 3: Role and Function of Academic Language in IEPs Practitioner’s Perspective Academic Language Historical Perspective Academic Language Processes Inclusion of Academic Language Proficiency in IEP Development Conclusion Websites Chapter 4: Culturally and Linguistically Responsive Present Levels of Academic Achievement and Functional Performance: Determining Accurate Levels and Developing Meaningful Statements Practitioner’s Perspective What Are PLAAFP and Why Are They Important? Creating Meaningful PLAAFP Statements Using the CRISEN Principles Examples of Meaningful and Instructionally Relevant PLAAFP Statements Developing Responsive and Defensible PLAAFP Conclusion Chapter 5: IEPs and the Development of Measurable Annual Goals Using SMART Principles Practitioner’s Perspective Introductory Considerations What Is a SMART Goal? Examples of SMART Goals Developing SMART Goals Making SMART Goals Culturally and Linguistically Responsive Conclusion Chapter 6: Delivering Appropriate IEP Services Practitioner’s Perspective English Language Development and IEP Implementation Addressing Language and Content During Instruction for English Learners Implementing the IEP Conclusion Chapter 7: Special Considerations and Diversity Practitioner’s Perspective Supplemental Aids/Services for Diverse Learners Accommodations and Modifications Assistive Technology and Services Functional Behavioral Assessment and Behavioral Intervention Plans High Stakes Assessment, Diversity, and IEPs Conclusion BIP-3: Functional Behavioral Assessment (Sample) BIP-3: Behavioral Intervention Plan (Sample) Chapter 8: IEP Progress Monitoring and Diverse Needs Practitioner’s Perspective Progress Monitoring Defined and Overview Culturally Responsive Monitoring Competencies Progress-Monitoring Practices Progress-Monitoring Interpretation for Diverse Learners: Special Considerations Conclusion Chapter 9: Culturally and Linguistically Responsive Transition Planning and Services Practitioner’s Perspective Successful Adult Functioning Basic Concepts Associated With Transition Planning and Services Transition Planning for Culturally and Linguistically Diverse Students Conclusion Chapter 10: Guidelines for Successful IEP Meetings for Diverse Learners Practitioner’s Perspective Importance of Funds of Knowledge in Education Pre-Meeting Suggestions During–IEP Meeting Suggestions Post-Meeting Suggestions Conclusion Chapter 11: Putting the IEP Pieces Together Summary of IEP Skill Sets for English Language and Other Diverse Learners The Integrated IEP for Diverse Learners Conclusion Appendix Commercially Available Instruments for Determining Present Levels of Performance Elementary Individualized Education Program (Sample) Secondary Individualized Education Program (Sample) References Index
£27.89
Nova Science Publishers Inc Design & Construction of an Integral Model for
Book SynopsisThis book presents the organisational maturity of research management at a university in the city of Bogotá, Colombia, through some of the components of the CPMMV5, CMMI and PMBOKv5 models of the Project Management Institute (PMI). With the participation of management, administrators (managers of processes), teachers and students of the university utilise the maturity box organised via the evaluation instruments (questionnaires) applied to these estates with their respective knowledge base across the DOFA matrix. In addition, some of the university''s own practices were created to support the good practices already presented in the PMBOK guide. The results obtained are a part of the progress concerning the first stage of the GEINVE v2.0 project, which is aimed at achieving the design and construction of a comprehensive model for investigative management at the Colombian university. In this first stage, the theme is presented in four chapters from the authors research focus on the epistemology of the project, its methodology, results and final discussions. In the last chapter, the authors make some recommendations for an improvement plan directed towards the university and focused on the mission units to the strategic units of the university. In the end, the conclusions and bibliographical references are presented, which support some positions of authors and studies taken as a basis for the development of the project.
£83.29
Nova Science Publishers Inc From Dreamers to Doers: The Art & Science of
Book SynopsisThis educational project management book aims at providing project management knowledge and skills for the purpose of education. Project management requires science and art to coexist; science refers to the systematic and precise project management process. Science is combined with the artistic skill to deal with unpredictability and human behaviour. An educational project manager creates the plan, as no battle is ever won without one. However, in the current era of global crisis, shared visions and countries policies relate to educating future citizens in managing confusion and complexity, even sudden change, in everyday life. Unpredictability is dealt with through creativity and flexibility. At the moment, a major gap in educational authorship exists in regard to educational project management; there is no book on the subject. In addition, many educational approaches become more and more obsolete; they are replaced by new ones due to rapid world changes and ubiquitous technology. Thus, new modes of thinking and learning are prerequisites to encompass such global perspectives and technological advances. This book discusses innovative ideas and solutions for designing, developing, evaluating and sustaining educational projects. It is within humanitys natural competence to learn, adapt and evolve when reaching the abilities barriers and entering a new developmental spiral on a lifelong learning journey. Technology provides the medium to think, create and act in a more mindful and effective way for sustaining future life and wellbeing. Hence, this book offers an additional perspective and focus on existing knowledge for the next generations learning spaces design and development, so that the learners can initially reach their levels of abilities, and furthermore, unlock their hidden potential. Such implication requires an interdisciplinary background to create the underpinned matrix for the next generation educational project management (EPM). EPM is anchored in solid theoretical pillars combined with the best practices, including the human immersive experience when using new technologies. This book is an everyday tool for educational practitioners towards excellence in teaching and learning without interfering with natural learning, removing barriers and creating unlimited possibilities for the evolution of the individual, group and community. As the tools aid in the externalisation of our abilities, learning to adapt and be free to express is now considered situational and theme-based learning, utilising all shades from the real to the virtual matrix. EPM provides additional educational solutions to trigger new and undiscovered human abilities to visualise, harness, realise and advance educational communities common purposes. This book is part of the global solution in an era experiencing a world crisis, moving beyond known states and barriers by designing and developing progressive and cutting edge immersive educational experiences and projects for an inclusive world for all.
£148.79
Nova Science Publishers Inc Exploratory Factor Analysis: Applications in
Book Synopsis
£999.99
Nova Science Publishers Inc University Students: Promotion of Holistic
Book Synopsis
£195.19
Nova Science Publishers Inc Gender Violence: Prevalence, Implications and
Book SynopsisThis timely book begins a conversation about a field of practice which has been marred by victims of all kinds, races, and cultures. The author aims is to allow a platform for a country-to-country dialogue. A conversation that centers not only on where people are physically located, but what violence means when coupled with gender differences. This book examines different types of violence and its effect on different cultures from a global perspective, but also shares the prevalence and implications these acts have for humanity as a whole.
£148.79
Nova Science Publishers Inc Knowledge or Praxis?: An Attributional
Book SynopsisGlobalization and changing demographics in the United States have resulted in a need for higher education to prepare teachers for an increasingly diverse society. To this end, teacher preparation programs in colleges and universities have included a curriculum with required multicultural education courses. Although the important role of causal attribution theory has been well-documented in a wide range of disciplines, its role in multicultural teacher education remains a mystery. In this book, the author first reviews two overarching theoretical frameworks, namely, causal attribution theory and aspects of multicultural education. Second, in an attempt to bridge the gap between causal attribution and multicultural teacher education, the author conducted a study exploring the relationship between causal attribution of cultural awareness and cultural competence among preservice teachers. Participants included 793 preservice teachers from two large public universities who reported their causal attributions of cultural awareness and their cultural competence. Canonical correlation analysis results showed two significant relationships between causal attribution and cultural competence. Personal control over the causes of cultural awareness was found to be positively related to praxis, i.e., behavioral outcome; whereas attributions to internal and stable causes were positively associated with knowledge as major components of cultural competence. The findings indicate the importance of addressing causal attribution and moving beyond negative emotions in improving preservice teachers cultural competence in multicultural education. Third, the author discussed the theoretical and pedagogical implications of the study results. Limitations of the study and future directions are also discussed.
£92.79
Nova Science Publishers Inc Disparities in K- 12 Education
Book SynopsisAll students expect to have equal access to a good education but this is not always the case. Research has shown that students who experience discipline that removes them from the classroom are more likely to repeat a grade, drop out of school, and become involved in the juvenile justice system. Black students, boys, and students with disabilities were disproportionately disciplined (e.g., suspensions and expulsions) in K-12 public schools. These disparities were widespread and persisted regardless of the type of disciplinary action, level of school poverty, or type of public school attended. Poverty can have a profound effect on academic outcomes and college readiness and students from low-income families are less likely to go to college. The low rates of degree attainment for low-income students raises questions about whether the students who wish to pursue higher education have access to courses that support their readiness for college. While most public high schools, regardless of poverty level, offered courses like algebra and biology, disparities in access were associated with school poverty level for more advanced courses like calculus, physics, and those that may allow students to earn college credit, like Advanced Placement (AP) courses.
£113.59
Nova Science Publishers Inc Issues in Education
Book SynopsisThe opening chapter of Issues in Education is a primer on existing STEM education policy issues and programs. Chapter 2 focuses on early observations on changes some states are making to their K-12 accountability systems in reaction to the Every Student Succeeds Act of 2015 (ESSA). The benefits and risks of AI in classrooms, including the impact of AI on issues such as student data privacy, teacher preparation, and technology development and procurement are reviewed in chapter 3. Chapter 4 examines (1) what is known about suspensions and expulsions in D.C. charter schools, and (2) to what extent PCSB oversees charter schools use of suspensions and expulsions. The extent to which (1) school districts are testing for, finding, and remediating lead in drinking water is discussed in chapter 5. Chapter 6 provides a detailed discussion of each of the four Title I-A formulas used to determine grants under The Elementary and Secondary Education Act (ESEA).
£138.39
Nova Science Publishers Inc Bullying in Schools: Prevention, Gender
Book SynopsisThe opening chapter of Bullying in Schools: Prevention, Gender Differences and Perspectives presents an investigation which may help to further cross-national bullying studies by providing clear recommendations that will help researchers to take account of culturally appropriate comparisons. Chapter two explores literature on contexts within which bullying has been documented, interrogates whether bullying is influenced by any gender dynamics, and crucially reflects on the reaction of key stakeholders within the education system, towards eliminating it. Following this, a study is presented with the objectives to identify and analyse the prevalence of poly-victims, as well as determine how the levels of moral disengagement and the various defence mechanisms that victims use to explain abusive behaviour might function as predictors of poly-bullying. Theory and evidence of how parenting influences children's involvement in bullying at school, and considers whether child gender influences this relationship are reviewed. Additionally, the relationship between bullying and suicide with special attention to specific types of bullying and gender differences are examined. The study presented in the penultimate chapter examines the theoretical justification and experimental verification various methods to ensure effective prevention and psycho-pedagogical correction of bullying in school. The final chapter outlines an exploratory study of the extent of gender based bullying occurring in an inclusive elementary school, Sekolahku-MySchool, in Yogyakarta, Indonesia. In this qualitative study, two major issues facing education in Indonesia today, discrimination and bullying towards women, are addressed.Table of ContentsFor more information, please visit our website at:https://novapublishers.com/shop/bullyinginschoolspreventiongenderdifferencesandperspectives/
£113.59
Nova Science Publishers Inc School Violence: Risk Factors, Prevention and
Book SynopsisThis book attempts to uncover school violence in different contexts by presenting studies of expert practitioners, which highlight concepts, risk factors, prevention mechanisms and challenges faced by concerned individuals in the hope of developing solutions to the occurrence of violence involving school children. Studies included in this book are those of international and national scope, stakeholder involvement, and even the role of new technologies in light of school violence.
£113.59
Nova Science Publishers Inc Workplace Bullying in African Tertiary
Book SynopsisViolence is a fundamental and contemporary preoccupation of researchers, decision-makers and the general public, but particularly so within the context of restructuring of African tertiary education. Through all-inclusive multi-faceted themes; definition, sources, forms, impacts, coping, and management of workplace bullying, Workplace Bullying in African Tertiary Institutions highlights the fact that the latter is no longer a 'myth of the western world' as much as it is now a 'present reality' within the context of African tertiary institutions. Workplace Bullying in African Tertiary Institutions reveals the link between workplace bullying and on-going university restructuring programmes, in which the latter are portrayed as being executed through a pro-bullying neoliberalist ethos. The latter is deemed propitious for workplace bullying for the following reasons: 'comply or perish' rhetoric, intolerance of dissent and negative criticism of government, individualism and competitiveness, compromised collegiality and stifled debate, ever-intensifying workload, short-term contracts, job insecurity, funding pressures, power imbalances and weakened union power. Workplace Bullying in African Tertiary Institutions highlights issues of university restructuring, which are considered propitious for exacerbating workplace bullying, while proposing strategies, models, and policies, for understanding and mitigating the ravages of workplace bullying on staff wellness. Workplace Bullying in African Tertiary Institutions represents a major contribution to research and literature in industrial and organizational psychology, and will be vital for students, researchers, and professionals in human resource management, national and international decision-makers, and bodies that strive for the amelioration of personnel wellness especially within the African and world contexts of on-going and inevitable university reforms.
£113.59
Nova Science Publishers Inc Encyclopedia of Bullying (7 Volume Set)
Book Synopsis
£966.39
Nova Science Publishers Inc Re-Conceptualizing the Paradox in (Education)
Book SynopsisA review of current (education) policy and practice endorses the view of an apparent paradox in policy implementation. Although tremendous investments (in terms of energy, time and financial resources) are made in enacting policies, there is ample evidence to suggest that policy actors are impervious to policy information. Change agents and implementers of policy are often seen as pursuing different agendas when it comes to the task policy implementation. As aptly asserted by Sabatier and Jenkins-Smith (1993, cited by Shulock, 1999, p. 228), âpolicymakers and implementers' core beliefs are unaffected by policy information, major policy change results rather from external factors such as inflation and elections'. This book re-conceptualizes this policy phenomenon for rumination. The book essentially unravels perspectives on the policy implementation paradox, and through that exemplifies the âbest' suited approach for demystifying the policy/practice gap to bring understanding to the messiness and contested nature of (education) policy processes. To help draw conceptual leverage on the phenomenon described as the âpolicy implementation paradox', this eight chapter book performs two major functions. First, Chapters 1 to 4 set the context for the book. Chapter 1 defines (education) policy, and in the process, the traditional problem-solving definition of policy is juxtaposed with the process model, and through that a third conception (i.e. the theoretical eclecticism approach) is gauged to help provide both practical and theoretical bases for understanding how policy and practice exist in dynamic and iterative relationships. Chapters 2 and 3 give insights into how education policy-making is made and implemented respectively to unravel some of the influences on policy processes. Chapter 4 explicates (from within relevant literature) the policy paradox to assist readers to understand perspectives that are advanced in latter chapters to unravel and/or explain the existence or occurrence of this policy phenomenon. Second, Chapters 5 to 7 draw on literature from disparate sources to unravel perspectives on the policy implementation paradox, whilst Chapter 8 presents the key messages that are tangential to achieving the objectives of the book. Overall, the Chapter 8 performs three functions, namely it: summarizes perspectives presented in the scholarly literature to demystify and unravel the policy implementation paradox illustrates the reasons for the choice of the post-modernist perspective as the most appropriate and/or best suited perspective for unravelling this policy phenomenon; and outlines the relevance (and/or justifications) of the post-modernist conception of policy as both âtext' and âdiscourse' as a framework for understanding the policy implementation paradox and the dynamism of policy processes at large. The contribution of this book is seen particularly in its ability to leverage the post-modernist conception of policy as both âtext' and âdiscourse' to stress the importance of recognizing the role of implementation in actually changing policy. Brought directly into the context of the policy implementation paradox, the book (drawing on the post-modernist conception of policy) clearly propels the dynamism of policy processes, and uses this to explain the reasons why policy implementation outcomes most often differ from policy-makers' intentions. First, the book makes the point aptly and forcefully that because policy processes are dynamic, there is usually conflicts among those who make policy as well as those who put policy provisions into practice, about what the important issues or problems for policy are and what the desired policy goals ought to be. Second, it puts down the issue of disconnect between policy intentions in theory and policy implementation outcomes in practice invariably to the active processes involved in interpreting policy. Policy statements, in the view of the book and in the post-modernist tradition, are almost always subject to multiple interpretations and re-interpretations depending upon the standpoint of the people doing the interpretive 'work'. Third, the policy/practice gap is explained as existing and/or occurring because the practice of policy on the ground is extremely complex, both that which is being 'described' by policy and those that are 'intended' to put policy into effect or practice. The point, according to the post-modernist thinking on which this book draws, is that simple policy descriptions of practice do not capture the multiplicity and complexity of the practice of policy on the ground, as such, the implementation of policy in practice almost always means outcomes differ from policy-makers' intentions. Against the backdrop of these three reasons alluded to, the book attributes the underlying causes of the policy implementation paradox to two interrelated factors. One, it is argued that the paradox in policy implementation occurs mainly because of what post-modernist thinkers call policy refraction. That is to say, because policies in practice tend to evolve through the interactions of a multiplicity of actors, they become distorted and less coherent as they are interpreted and put into practice by the 'ground-level' actors and implementers. Two, it is contended that the emergence of post-modern theory (with its contemporary understanding of the nature of reality and how to 'go on' in life) has undermined the 'modernist' philosophy to such an extent that older ideas of fixed structures conditioning behaviour and imposing regularity and predictability on social life have become considerably weakened, if not demolished completely. Essentially, the book argues that the post-modern theoretical movement has had tremendous effect of stressing the unpredictability of human behaviour in policy implementation processes, and by extension, the unpredictability of policy outcomes as against policy intentions.Table of ContentsDedication; About the Author; Acknowledgements; Preface; List of Acronyms; Defining (education) policy; Understanding education policy-making; Understanding the concept and nature of (education) policy implementation; Illuminating the policy implementation paradox: Using examples from education; The change management perspective on the policy implementation paradox; The democratic/participatory perspective on the policy implementation paradox; The post-modernist perspective on the policy implementation paradox; Relevance of the post-modernist perspective to understanding policy processes; Notes; Glossary; References; Index.
£113.59
Temple University Press,U.S. Objectifying Measures: The Dominance of
Book SynopsisExamining the political economy of high-stakes educational testingTrade Review"The novelty of Objectifying Measures is the clarity with which an analysis of statistical discourse is mapped out to show its complex relationship to inequality. Johnson offers a reader-friendly ethnography that demands attention... Her analysis of assumptions and biases which frame and inform standardized testing as a method of defining and measuring failure/progress is timely and important. Highly recommended!"—Katya Gibel Mevorach, Associate Professor, Anthropology Department & American Studies Concentration at Grinnell CollegeTable of ContentsAcknowledgments 1. Introduction 2. Contextualizing Education within the Racial Politics of Texas 3. Statistical Objectification, Governmentality, and Race in High- Stakes Testing 4. Commodification, Privatization, and Political Economy of Statistical Discourse 5. Statistical Objectification, Truth, and Hegemony 6. Between Women and the State of Texas: Representation and the Politics of Experience 7. Conclusion Chronology: Timeline of Testing in Texas, 1970– 2003 Notes Bibliography Index
£57.75
Nova Science Publishers Inc International Policy Studies Curriculum
Book SynopsisThe basic elements of this book involve integrating five policy problems, four developing regions, and four fields of knowledge. The five policy problems are economic, technology, social, political, and legal. The four developing regions are Africa, Asia, East Europe, and Latin America. The four fields of knowledge are natural science, social science, humanities, and law. Part of this book was published as International Policy Studies: A Win-Win Curriculum.
£53.59
Nova Science Publishers Inc Bullying in Schools
Book SynopsisThere is new concern about school violence, and police have assumed greater responsibility for helping school officials ensure students'' safety. As pressure increases to place officers in schools, police agencies must decide how best to contribute to student safety. Will police presence on campuses most enhance safety? If police cannot or should not be on every campus, can they make other contributions to student safety? What are good approaches and practices? Perhaps more than any other school safety problem, bullying affects students'' sense of security. The most effective ways to prevent or lessen bullying require school administrators'' commitment and intensive effort; police interested in increasing school safety can use their influence to encourage schools to address the problem. This book provides police with information about bullying in schools, its extent and its causes, and enables police to steer schools away from common remedies that have proved ineffective elsewhere, and to develop ones that will work. Bullying is widespread and perhaps the most underreported safety problem on American school campuses.
£999.99
Nova Science Publishers Inc New Perspectives in the Examination of School
Book Synopsis
£49.59
