Educational strategies and policy Books

Book SynopsisExisting research on Professional Learning Networks looks at experiences in Europe and North America, with very little attention focused on education systems in the Global South, such as Chile. In 2015 more than 500 School Improvement Networks were created to support state-funded schools across the country with the idea of promoting a culture of collaboration. Although schools are expected to work in networks, they are held to account individually through high-stakes standardized testing and external inspections.This book employs the theoretical framework of collaborative inquiry to guide a mixed method study of fifteen in-depth multi-site case studies and descriptive statistical analysis of a questionnaire answered by 400 networks. The analysis provides evidence of the depth and spread of the knowledge and collaborative practices of these networks. Linking with the literature on Professional Learning Networks, this study highlights how school improvement networks can support the professional capital of principals and curriculum coordinators. The findings of this study are discussed around the issue of network sustainability, stressing the importance of network leadership and conditions of system infrastructure to mobilize network knowledge to schools, increasing the potential impact of school networks to transform schools' practices. By providing a unique inquiry, into an under researched part of the globe in regards to school networks, this book will prove invaluable for academics and practitioners in the areas of mixed method research, educational leadership and comparative education.Table of ContentsIntroductionChapter 1. School Improvement Networks in a Market Oriented Educational Context Chapter 2. Collaborative Inquiry in Challenging Contexts Chapter 3. A National Mixed Method Study of Schools Networks in Chile Chapter 4. School Networks: From Competition to Collaboration Chapter 5. Sustainability of the School Improvement Networks

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Book SynopsisIt is time for a radical shake up of the purposes and practices of our education system. Melissa Benn is one of the most clear sighted and vocal campaigners for improving our schools. She shows here how we need to rethink education for life. As more and more of us live and work longer than ever before, a National Education Service should, like the NHS, be the framework that ensures a life-long entitlement for all, from early years provision to apprenticeships, universities and adult education. Like the NHS, it should be free at the point of delivery. The purpose of learning is not solely to pass exams but to prepare for living in the world; citizens of the future will need to develop their imaginations as well as their intellects, to be at ease with both knowledge and uncertainty.Life Lessons sets out a radical agenda for how we make education for all, and make it relevant to the demands of 21st century. This requires a deep-rooted, long-term vision of the role of learning in our society, one that is ready to take on the challenges of a new century and be part of a wider shift towards greater equality.Trade ReviewInvaluable in providing education activists with the tools to move debates on Labour education policies forward . A very readable book, to be thoroughly recommended. * Morning Star *Life Lessons is an eloquent and much needed blue print for a more equitable education system at a time when radical ideas are in short supply. -- Fiona MillarWhen we see what's going wrong in education, we need people like Melissa Benn to give us signposts for what else is possible. As a lifelong campaigner for a fair and equitable education system, she shows she is the ideal person to map out a progressive agenda for education in the future. With an overloaded curriculum, relentless testing and increased selection, this book is a timely appeal for a rational and democratic education service. -- Michael Rosen, author of Good IdeasCaptures the spirit of the progressive education movement as it exists today, and reflects its current grievances and priorities . will be warmly welcomed by all those who believe our education system is broken and needs radical transformation. * Red Pepper *Benn is not only an outstanding campaigner but she's also a brilliant writer. What I loved about her book is the mixture of radicalism and pragmatism; Benn presents solutions to the many problems facing parents, pupils and teachers today. This book is an essential argument for an equal and fair education system, and a vital contribution to our National Education Service, one of Labour's flagship policy proposals. -- Angela Rayner, Shadow Education Secretry

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Book SynopsisThe COVID-19 pandemic undoubtedly tested the resilience of academics in higher education. Many universities were severely affected by reduced student enrolment, with widespread job losses reported across universities. For many academics, the impact of the pandemic has been worrying, financially crippling and overwhelming. The virus has also exposed academic inequalities and impacted heavily on vulnerable people. The individual and collective heroic spirit of many academics has been nothing short of extraordinary. Overcoming the initial hurdles of COVID-19 takes one kind of energy; the resilience needed to remain engaged despite the continuing changes and uncertainties is quite another challenge. It is one that demands sustained resilience. This timely book provides perspectives across disciplines, career stages and global contexts on how to develop resilience in academia. These personal stories may empower others not only to survive, but to thrive in times of adversity.Trade ReviewAn insightful and comforting selection of stories that explore the challenges overcome and the communities built during a time of global crisis. If you are an academic, this book offers ideas, strategies, and the sense that we are not alone in the difficulties of pandemic and post-pandemic academic life. -- Amber McLeod, Lecturer, Monash UniversityIn 2020-2021 the global pandemic has challenged us all in different ways. This timely volume on Academic Resilience is underpinned by the strengths-based approach with contributions from academics around the globe and highlights that it is possible for individuals to thrive using strengths to cope with whatever life dishes up. The authors present a conceptual framework, the Academic Resilience Model (ARM), that addresses factors that help us do well despite adversity. The model should be highly useful for both researchers and practicing academics -- Erica Frydenberg PhD AM, Melbourne Graduate School of EducationTable of ContentsSetting the Scene Chapter 1. Academic Resilience: An Uncharted Terrain; Caroline Cohrssen; Joanne Blannin; Elizer Jay de Los Reyes, and Marian Mahat Personal Experiences of Resilience Chapter 2. Impostor Syndrome Magnified: Experiences of an Early Career Academic; Matt Harrison Chapter 3. “We’re All in This Together”: International Academic Cooperation as an Indication of Resilience during the COVID-19 Crisis; Bárbara Fernández-Melleda Chapter 4. Academia in the pandemic: The challenges and experiences in the work environment; Tabassum Amina Chapter 5. The Resilience of South African Academic Staff during the COVID-19 Pandemic; Raj Mestry Resilience Within and Beyond the Academy Chapter 6. Collective Resilience among Scholars and Businesses: A Brazilian University in the COVID-19 Crisis; Lisiane Closs, Daniela Brauner, Fernanda Reichert, Raquel Janissek-Muniz, and Sofia Gelain da Cunha Chapter 7. Civic Engagement during COVID-19: Conversation, Contribution and Collaboration as a mode of Resilience; Kathleen Riach Chapter 8. Building Academic Resilience: Lessons for Academics and Institutions; Elizer Jay de Los Reyes, Joanne Blannin, Marian Mahat Looking Forward Chapter 9. Academic Resilience Model: Thriving in Times of Adversity ; Marian Mahat; Joanne Blannin, Caroline Cohrssen, and Elizer Jay de Los Reyes

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Book SynopsisThis volume provides a unique insight into the ways local governments have maintained financial resilience in the face of the significant challenges posed by the era of austerity. Taking an international perspective, it provides an enlightening and practical analysis of the different capacities and responses that local governments deploy to cope with financial shocks.Moving beyond traditional approaches dealing with financial stress, the financial resilience perspective reveals a wider range of organisational responses and enables consideration of the dynamic role played by internal and external contextual factors. The international case study approach allows for a comparative analysis of financial resilience in the context of different administrative and policy environments. By providing a unifying view of financial resilience, the importance of building resilience into organisational financial management is demonstrated, uncovering the relative effectiveness of different resilience building approaches. This edited volume is a valuable source for practitioners and academics, as well as students of public policy, public management and financial management.Trade ReviewCharting how local governments in 11 countries responded to the recent crises and austerity period, scholars of public finance and administration shed new light on the role of the contextual and policy-related conditions as well as the internal capacities and conditions that may influence responses and, ultimately, performance. Their topics include Austria: building capacities versus resting on laurels, financial resilience in Brazilian municipalities, resilience patterns of French municipalities: a case study, financial resilience of Greek local governments, how Dutch cities have buffered and adapted to the financial crisis, and financial resilience at the root of the crisis in Michigan. -- Annotation ©2017 * (protoview.com) *Table of ContentsIntroduction: Governments and Crises; Iris Saliterer, Martin Jones, and Ileana Steccolini Austria – Building Capacities Versus Resting on Laurels; Sanja Korac A Tale of Two Jurisdictions: A Focus on the Effect of Regulatory Constraints on Municipal Resilience in Australia; Joseph Drew Financial Resilience in Brazilian Municipalities; André C. B. de Aquino and Ricardo Lopes Cardoso English Resilience in the Face of Austerity; Martin Jones Resilience Patterns of French Municipalities: A Case Study; Céline du Boys A Cushioned Impact of the Financial Crisis – Local Government Financial Resilience in Germany; Ulf Papenfuß, Iris Saliterer, and Nora Albrecht Financial Resilience of Greek Local Governments; Sandra Cohen and Nikolaos Hlepas Patterns of Financial Resilience in Italian Municipalities; Carmela Barbera Financial Resilience: How Dutch Cities Have Buffered and Adapted to the Financial Crisis; Tom Overmans Financial Resilience: The Swedish Case; Niklas Wällstedt and Roland Almqvist Financial Resilience at the Root of the Crisis – Michigan, U.S.; Sanja Korac, Iris Saliterer, and Eric Scorsone Conclusion; Ileana Steccolini, Martin Jones and Iris Saliterer

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Book SynopsisBehaviour is the number one concern for most early career teachers so this accessible book provides a range of research informed and road-tested strategies to support the development of positive classroom systems and structures. It offers key psychological insights into the factors that lie behind different behaviours, helping you understand and manage your own behaviours as well as those of the children and young people you teach. Chapters cover understanding individuals, the classroom environment and the wider school context, as well as working with parents and carers. Ultimately the book enables you to successfully work with groups of children and young people so that they can learn effectively and make progress. The Essential Guides for Early Career Teachers series provides accessible, carefully researched, quick reads for early career teachers, covering the key topics you will encounter during your training year and first two years of teaching. They complement and are fully in line with the new Early Career Framework and are intended to assist ongoing professional development by bringing together current information and thinking on each area in one convenient place.Trade ReviewThe book is an excellent resource both for early career teachers and those who support them. As the author says, behaviour is so often the area that new teachers worry about the most and sadly can be a reason why some leave the profession. This book is an excellent combination of really practical, actionable advice and the broader theoretical frameworks and perspectives that underpin why it is likely to work. The focus on helping teachers to understand their own behaviour and triggers and responses to situations is particularly welcome as this so often unlocks the best, most productive way forward in both the short and longer term -- Professor Samantha Twiselton, Sheffield Hallam UniversityIf only this essential guide had been available when I was an Early Career Teacher, it would have prevented me from falling into the many pit-falls I found myself in. Patrick offers a wealth of practical advice and guidance for developing positive behaviour in both primary and secondary schools. His experience of working with colleagues at all ages and stages of their career has been collated in this easy-to-read guidebook bursting with ideas and advice. -- Tracey Smith, University of BuckinghamThis is a gem of a book. It demystifies behaviour management in the classroom through a series of reading, reflection and practical tasks, supplemented with case studies, which walk the reader through the theory and practice of positive behaviour management in a way which is entirely accessible and engaging. An essential read for any early career teacher. We will be ordering copies straight away! -- Rachael Warwick, Executive Headteacher, Ridgeway Education Trust and ASCL President 2020-21When I say that this book's best feature is it brevity, I mean that as a true compliment. Early career teachers are bombarded with recommended reading, and Patrick Garton engagingly cuts to the chase. As one of the lead authors of the 'Teachers' Standards' I applaud the way this text places centre-stage teachers' focus on developing students' positive attitudes to learning. Without those, the teacher is lost. Winningly for the busy reader, Garton includes real stories by teachers and leaders which give a truth to this book about life in contemporary classrooms. I warmly recommend this title - and the wider Essential Guides series - to trainee teachers and those new to the profession. Experienced colleagues might find a few refresher tips too. -- Roy Blatchford CBE, Deputy Chair of the Teachers Standards Review (2011Table of Contents Behaviour matter Understanding how your behaviours influence the behaviour of others Whole class systems, structures and routines Behaviour management as part of the classroom environment Understanding individuals Behaviour management in a wider school context Working with parents and carers to support positive

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Book SynopsisAn introduction to critical pedagogy for all those working within higher education. Critical Pedagogy is an approach that is fundamentally democratic, informal, non-hierarchical, determined by participants, privileges the oppressed and their perspectives and is committed to action. Higher education (HE), conversely, is often un-democratic, formal, hierarchical, determined by tutors and national bodies, re-inscribes existing privileges and is distant from lived experience. The book starts from the premise that critical pedagogies are possible in HE, while recognising the tensions to be ameliorated in trying to enact them. It re-examines the concept and explores its practical application at an institutional level, within the curriculum, within assessment, through learning and teaching and in the spaces in-between. The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.Trade Review"This book is for all those who are still hopeful about the role higher education plays in improving life chances, and in trying to make the World a kinder place in which to live and thrive. Mike Seal and Alan Smith have produced a book of great beauty: they have skilfully made complex ideas concerning critical pedagogy accessible to all, whilst conveying an underlying passion which engages - indeed entices - readers to think critically and carefully about their own practice in a variety of contexts. If you want to make a positive difference in the way higher education should evolve democratically and accountably, you should read it, learn from it, apply it. Each day and – most importantly – collectively. This is a book that everyone should read!" -- Stella Jones-Devitt, * Professor of Critical Pedagogy, SCoLPP (Staffordshire Centre of Learning and Pedagogic Practice) Staffordshire University, UK. *"Through the lens of Enabling Critical Pedagogy, education is envisioned as an informal, shared and negotiated experience in which the roles of student and educator are flexible and interchangeable. Within this space, rich, organic learning can truly take place…From a student perspective, higher education lacks a sense of togetherness, transparency and accountability… This book instills faith in oneself as practitioner and student and offers the possibility of genuinely fulfilling experiences in higher education. Readers are left with the message of, “we don't know if we don't try”. Whether it be creating an inclusive space for honest dialogue within daily practice or becoming actively accountable for academia’s debt to the colonial world - the book offers a sense of hope that pedagogues can create radical change and transformation within higher education." -- Hannah Poklad * Freelance Photographer & Leeds Beckett Youth and Community Work MA Level 7 Student *Table of ContentsIntroduction: the challenge of critical pedagogy in higher education What is critical pedagogy Critical pedagogy in higher education Institutions Critical pedagogy and curriculum Critical pedagogy and assessment Critical pedagogy and learning and teaching Critical pedagogy in the spaces in-between Conclusion: conditions for a future agenda for critical pedagogy in higher education

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Book SynopsisWayfinder: Leading curriculum vision into reality offers a clear framework and method for school leaders to support long lasting curriculum change that is successful and positive for staff and students.Drawing on a decade of experience of leadership in schools and the armed forces, Matthew Lane guides us through the foundational knowledge to be a successful leader of change. Building on this, we walk through a step-by-step model of delivering change, with classroom examples, and based upon the best research in the field. Covering fields as diverse as design testing, overcoming resistance to change, and using coaching to support staff, Wayfinder is your indispensable guide and framework to leading curriculum change. Whether you are a new subject lead or an experienced headteacher, this is your essential guide to leading and delivering curriculum change.Trade ReviewMatthew's synthesis of the key theoreticians in the field of change leadership is impressive ... Rushed change doesn't work: Wayfinder shows us how to give the process justice. -- Mary Myatt, authorW. Edwards Deming, the American industrialist, had a simple rule about change: 'Of all changes I've observed, about 5% were improvements, the rest, at best, were illusions of progress'. In his book Wayfinder, Matthew Lane gives us a practical process for implementing curriculum change which is rooted in theory. Its attention to detail will guide school leaders through the implementation process so that the on-going development of the school curriculum results in genuine improvements which enrich the lives of both teachers and pupils. Read it - it will help you disprove Deming's rule! -- John Tomsett, authorThis is an excellent book, exploring leadership through a unique lens and linking leadership at all levels to effective curriculum change and implementation. Wayfinder is an enjoyable, interesting, and ultimately helpful book for educators, one I can wholeheartedly recommend. -- Kate Jones, Evidence Based EducationAn informed, sensible, yet inspiring guide to navigating change. Matthew's open but authoritative writing style helps distil years of experience and scholarship into a book I wish had been published before I started my own subject leadership. -- John Semmens, chair of Norfolk SACRE

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Book SynopsisA thought-provoking and engaging guide to coaching in an educational setting, demonstrating how to coach young people in the classroom and how to embed a coaching culture in schools.

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Book SynopsisUse the powerful strategies of play and storytelling to help young children develop their “math brains.” This easy-to-use resource includes fun activities, routines, and games inspired by children’s books that challenge children to recognize and think more logically about the math all around them.Trade Review"This great resource not only supports teachers as they cultivate mathematical thinkers in fun, developmentally appropriate ways, it does so by naturally infusing rich conversations and early literacy skills! A must-have addition to any early childhood classroom." —Jessica Mercer Young, Senior Research Scientist, Education Development Center This book is an insightful guide to helping children discover, learn from, and fall in love with the math that is all around them. While clearly grounded in early math learning research, it’s written in a style that makes the topic approachable, immediately useful, and compelling." —Eric Dearing, Professor of Applied Developmental and Educational Psychology, Boston College "Where’s the Math? shows you how to support children’s mathematical thinking and inspires you to look at everyday experiences through a mathematical lens. Using this resource, you can intentionally shape your “math talk” to help children understand the relationship between their play and the big ideas in math." —Cate Heroman, Early Childhood Consultant and Author, Cate Heroman, LLC "This book is much more than a collection of activities—it is an engaging set of explorations teachers can adapt to engage young learners in finding the math that is all around us." —Jie-Qi Chen, Senior Vice President for Academic Affairs and Founder of the Early Math Collaborative, Erikson Institute "At last! This well-written book gives concrete examples of ways to build on children’s natural wonder and curiosity about the world and to support their mathematics learning. Where’s the Math? is a valuable resource for any early childhood educator." —Kristen E. Reed, Senior Project Director, Education Development Center "Each chapter of this must-read resource describes practical classroom activities for increasing children’s mathematical thinking and concept mastery through real-life investigations and problem-solving situations." —Danielle Davis, Pre-K Teacher, Metro Nashville Public Schools "The authors of this important book make a compelling case that mathematics is everywhere in the lives of all young children. It is a valuable resource for early childhood educators who are committed to seeing the math." —Danny Bernard Martin, Professor, Department of Mathematics, Statistics, and Computer Science, University of Illinois at ChicagoTable of Contents Introduction How Are These the Same and Different? What Comes Next? How Many Do We Have, Need, or Want? How Big Is It? Where Is It? Is It Fair?

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Book SynopsisImproving Maths and English in Further Education provides a strategic, practical and easily applied toolkit for teachers and leaders as they work with students to gain core skills. The book highlights the unique challenges that are faced within the sector and the value of embedding college-wide literacy and numeracy for success, providing a range of strategies to resolve challenges. Structured to make sure that there is always an alternative approach, method or suggestion, the book allows the reader to choose the steps that suit their context best. Each chapter looks at the key priorities: âIdentifies a range of potential solutions to a challenge faced in FEâAcknowledges potential implementation pitfalls and remediesâSuggests practical takeaways, key considerations and next steps Teachers and staff within further and Post-16 education will find this an essential resource for supporting studentsTable of ContentsIntroductionChapter 1 – Starting Points and EvaluationChapter 2 – Leadership ModelsChapter 3 – Student Expectations and Classroom ManagementChapter 4 – Student Motivation Chapter 5 – Staff BehavioursChapter 6 – Staff MotivationChapter 7 – Timetabling and AttendanceChapter 8 – Assessment, Feedback and TrackingChapter 9 – Achieving ConsistencyChapter 10 - AccountabilityChapter 11 – Vocational Links, Support and Embedding English and MathsNext Steps

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Book SynopsisThe A-Z of Primary Leadership is a handbook for school leaders organised around the 26 letters of the English alphabet.

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Book SynopsisIn this practical guide, Thomas Fowler-Finn identifies the key ideas explored in each phase of instructional rounds and discusses how facilitators can skilfully guide a network of educators through the rounds process while gradually transferring agency to the network.He shows how to scaffold participant learning and model effective teaching practices, and explores potential facilitator responses to issues that arise at each step. The book includes new and tested protocols to advance the work of all facilitators, whether novice or experienced.Written by a leading instructional rounds consultant who worked closely with the Harvard team that pioneered instructional rounds, Leading Instructional Rounds in Education: A Facilitator’s Guide provides tools, suggestions, and reflections to ensure that facilitators—and the networks they lead—achieve maximum results.

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Book SynopsisTeacher Diversity and Student Success makes a powerful case for diversifying the teaching force as an important policy lever for closing achievement gaps and moving schools closer to equity goals. Written by three leading scholars, the book provides nuanced solutions on how to diversify the teaching force, increase student exposures to same-race teachers, and improve teacher training for a culturally diverse student body. They argue that teacher diversity should be seen as one element of teacher quality, and policies focused on improving teacher quality should take race explicitly into consideration. The authors also address the historic and contemporary factors that have kept people of color out of teaching and highlight emerging research showing the significant, long-lasting impact of same-race teacher exposures, particularly for Black and Latino students. This timely book is a call to action for building teacher diversity to ensure student success.

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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 SynopsisTrade Review"Ainsley Arment has emerged as one of the most prominent voices in a grass-roots community that, long before social distancing, decided to reject mainstream schooling and rather educate within the family…. The Call of the Wild and Free, part memoir and part manifesto, encourages mothers who are considering home-schooling and those who are ready to give up… suggesting that parents are the most intuitive educators of their kids." — The New York Times "If you’re curious about homeschooling or wondering if it’s something you might be able to do, this is a low-pressure, easy read that’s also super inspiring." — Book Riot

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Book SynopsisHas our system of accountability and quick fixes meant we've lost perspective of what can really improve the quality of education? With a multitude of issues at the heart of some of our more toxic schools, including micro-management, over-complicated policy and the intricate measurement of the wrong foci, it appears that teachers are experiencing a disconnect from the very reason they joined teaching in the first place. With little autonomy over what's important, fewer teachers enter the profession than the monumental amount of teachers that are leaving, and those that do, do so with reluctance and regret. With an astute examination of practice in schools, Claire Hill and Kat Howard take a thoughtful and strategic view of how to ensure a sense of connection and cohesion within schools, to ensure that all feel part of the collective curricular journey towards a gold standard. With a consideration of research-informed practice, this book will provide a series of strategies for curriculum designers at every level, keeping the high quality teachers that we very much need in schools, and providing a better palette to students in the process. At a time where teaching is somewhat politicised, monetised and overcomplicated, Symbiosis: Curriculum and the Classroom sets about the task of refining the way in which we run our schools to improve the quality of our everyday lives in schools.

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Book SynopsisA research-based text that explores how an understanding of the intersection of neurodiversity and neuroplasticity can inform teaching strategies for pupils with SEND.

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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 SynopsisThe 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Developing a secure understanding of number in the Early Years is key to ensuring number confidence for future stages of learning. A wide variety of meaningful hands-on experiences are required to develop a child''s deep understanding of number. 50 Fantastic Ideas for Exploring Number presents ideas that are all about doing to not only stimulate the senses, but to also provoke thinking and talking, allow questions to be asked, and ensure that links are made between number concepts and the real world. The ideas require little preparation beforehand, can be used by practitioners wTrade ReviewThe activities are designed to allow children to have lots of fun while playing collaboratively in ways that provoke thinking, talking and sharing ideas. -- Charlotte Goddard * Nursery World *

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Book SynopsisClosing the Attainment Gap in Schools explores the experience and history of teachers who have a determined, no-nonsense approach to providing an excellent standard of education to all young people from differing backgrounds. Using professional conversations, voices are given to schools and teachers striving successfully to address this important issue through evidence-based practices. Linked with the Ad Astra Primary Partnership, what these teachers do with their schoolchildren will resonate with all schools in any location. From Superstar Assemblies to encourage their dreams and aspirations; to Munch ân Mingle sessions to encourage healthy eating; to Marvellous Me software to encourage the use of open-ended questions and parent-child conversations at home; and through to the use of skilled specialists to develop their handwriting skills, this book: explores the rich complexity of teacher learning; contains numerous case studies and examples of success; reflects upon and considers evidence-based pedagogy, practical wisdom, teacher-research, self-improving school systems and social justice; proposes a rich array of approaches and suggests ways forward. Offering first-hand, invaluable and practical advice this wide-ranging book will encourage and enable any teacher to develop their own practical wisdom and a âcan doâ approach whilst never shying away from the very real issues within education.Table of ContentsForewordAlison PeacockChapter 1 Forging Ahead in The East MidlandsChapter 2Caledonia Rising: The Scottish Attainment Challenge Chapter 3East Midlands and BeyondChapter 4Pilgrim’s Progress Through Evidence-Based PracticesChapter 5Audaces Fortuna Juvat: Fortune Favours the BoldChapter 6Op Weg Naar Emmaus: On the Way to Emmaus Chapter 7Deep Diving: Research SchoolingChapter 8A Journey of PraxisChapter 9Strategic Conversations: Backward and ForwardChapter 10Conversation in UnionChapter 11Collaboration for Collective Impact

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Book SynopsisEnduring Issues in Special Education is aimed at any course in the undergraduate or graduate special education curriculum that is wholly or partly devoted to a critical examination of current issues in special education. The book organizes 28 chapters into seven sections using familiar structuring principleswhat, who, where, how, when, why, and whither. Each section begins with an introduction that provides historical, legal, and theoretical background information and organizing commentary for the chapters that follow. The book's objective, in addition to informing readers about the issues, is to develop critical thinking skills in the context of special education. Key features include the following: Dialectic Format Each of the 28 chapters presents compelling reasons for addressing the issue at hand and specific ways to do so. Because each issue is written from different perspectives and focuses on a variety of aspects, readers are encouraged to wTrade Review "Brilliantly conceptualized and written by leading scholars, Enduring Issues in Special Education addresses the most salient and pressing issues in the field with great clarity and sophistication. The book is historically grounded to provide perspective and boldly addresses what the future may hold. It should be one of the most frequently used resources to inform leaders, practitioners, and researchers as well as those preparing to enter special education. In a word, it’s a masterpiece!" Donald Deshler, Williamson Family Distinguished Professor of Special Education and Director, Center for Research on Learning, University of Kansas, USA "This book provides an insightful, timely, and critical account of trends and issues in special education in a rich historical context written by nationally recognized leaders in the field. A must-have resource for aspiring and current professionals in special education." Antonis Katsiyannis, Alumni Distinguished Professor, Clemson University, USA Table of ContentsForeword David Chard Preface Chapter 1: Introduction: Does Special Education Have Issues? Tankersley, Lloyd, & Bateman Section 1: What is Special Education? Chapter 2: What is Special Education? Bateman, Lloyd, Tankersley, & Brown Chapter 3: What Makes Special Education Special? T. Scruggs & M. Mastropieri Chapter 4: What is Special Education Instruction? P. C. Pullen & D. P. Hallahan Chapter 5: What Should We Teach Students with Moderate and Severe Developmental Disabilities? D. Browder Chapter 6: Special Education as "Specially Designed Instruction": Ode to the Architecture of Information and the Message Kame’enui Section 2: Who Should Receive and Provide Special Education? Chapter 7: Who Should Receive and Provide Special Education? Bateman, Lloyd, Tankersley & Driver Chapter 8: Cultural and Linguistic Diversity in Special Education J. Klingner, B. Moore, A. Davidson, A. Boelé, A. Boardman, R. Figueroa , S. Annamma, N. Sager Chapter 9: Who Should Receive Special Education Services and How Should Educators Identify Which Students are to Receive Special Education Services? E. Lembke Chapter 10: Co-teaching: Not All Special Educators Should Dance M. P. Weiss Chapter 11: Who Makes a Difference! Next Generation Special Education Workforce Renewal M. Rock & B. Billingsley Section 3: Where Should Special Education Happen? Chapter 12: Where Should Special Education Take Place? Bateman, Lloyd, Tankersley, & Alves Chapter 13: Where Should Students with Disabilities Receive Their Education? N. Zigmond Chapter 14: Placements for Special Education Students: The Promise and the Peril D. Huefner Chapter 15: Place Values: What Moral Psychology Can Tell Us About the Full Inclusion Debate in Special Education A. Wiley Section 4: How Should Special Education be Practiced? Chapter 16: How is Special Education Practiced? Lloyd, Tankersley, Bateman, & Hirsch Chapter 17: How Should Evidence-based Practices be Determined? B. Cook Chapter 18: The Connection between Assessment and Intervention: How Can Screening Lead to Better Interventions? K. Lane & H. Walker Chapter 19: How Should Learning Environments (Schools and Classrooms) be Structured for Best Learner Outcomes? C. Greenwood Chapter 20: How Should We Evaluate Whether Special Education Works? M. Thurlow Section 5: When Should Special Education Begin and End? Chapter 21: When Should Special Education Start and End? Bateman, Lloyd, Tankersley, & Dillon Chapter 22: Children Should be Identified and Receive Special Education Services in Early Childhood J. Carta Chapter 23: When Does Special Education End? M. Wehmeyer Section 6: Why Do We Have Special Education? Chapter 24: Why Should We Have Special Education? Lloyd, Tankersley, & Bateman Chapter 25: Why We Should Have Special Education J. Kauffman Chapter 26: How Should We Pay for Special Education? T. Parrish Chapter 27: Science Matters in Special Education T. Landrum Section 7: Whither Special Education? Chapter 28: Whither Special Education? Lloyd, Tankersley, Bateman, Balan, & Lloyd Index

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Book SynopsisBoarding School Syndrome is an analysis of the trauma of the 'privileged' child sent to boarding school at a young age. Innovative and challenging, Joy Schaverien offers a psychological analysis of the long-established British and colonial preparatory and public boarding school tradition. Richly illustrated with pictures and the narratives of adult ex-boarders in psychotherapy, the book demonstrates how some forms of enduring distress in adult life may be traced back to the early losses of home and family. Developed from clinical research and informed by attachment and child development theories âBoarding School Syndromeâ is a new term that offers a theoretical framework on which the psychotherapeutic treatment of ex-boarders may build. Divided into four parts, History: In the Name of Privilege; Exile and Healing; Broken Attachments: A Hidden Trauma, and The Boarding School Body, the book includes vivid case studies of ex-boarders in psychotherapy. Their accouTrade Review"Therapists of all persuasions have been eagerly awaiting Joy Schaverien’s book on Boarding School Syndrome. The political, cultural and social significance of individuals that attended such schools is obvious, and the book is a deep contribution to an important public conversation. Yet it is also a compassionate clinical approach to the suffering of such ‘privileged’ people of both sexes. This beautifully written, lucid and clinically revelatory book is relevant to work with all clients and patients who have been ‘looked after’ right across the social spectrum – and maybe even to those who have not. A must read work that is going to spark intense discussion within the field – and outside the clinical world as well." - Andrew Samuels, Professor of Analytical Psychology, University of Essex"In this thoughtful and sensitive analysis, Professor Schaverien skilfully adapts a qualitative clinical research approach to explore the inner world of trauma of the boarding school child, occasioned by too early a rupture of the attachment bond with the mother, and the potentially damaging developmental trajectory brought about by being abandoned into the ‘privileged’ world of boarding school. Schaverien’s exceptional book cogently challenges long held assumptions concerning the value of such an education. She incorporates some of the best of current neurobiological and trauma research to explore the pain and distress of parents as well as child and to offer clinicians valuable insights into the process of healing the minds of adult patients damaged by ‘boarding school syndrome’." - Margaret Wilkinson, Training Analyst, The Society of Analytical Psychology, London. Author of Coming into Mind (Routledge, 2006) and Changing Minds in Therapy (Norton, 2010)."I came across Schaverien’s work several years ago in the British Journal of Psychotherapy, so was pleased she has explored this phenomenon at length. The book is impressively well researched, acknowledging others’ work and suggesting areas for further research. Highly readable… its content is compelling and poignant. I highly recommend it, to substantially raise awareness of this particular kind of trauma and to ensure it is not overlooked." – Roslyn Byfield, Private Practice"In this excellent book a convincing case is given for the harmful effects of being sent to any boarding school, resulting in what Schaverien has identified as 'boarding school syndrome'... A strength of this book is the effective use of examples to illustrate, illuminate and make the generalisations meaningful... [The] most significant are case studies from her own practice... As well as an overriding psychodynamic theoretical framework, Schaverien uses various other theories and, in combination, these raise the level of the book from description to deep analysis... Schaverien leaves it to the reader to draw conclusions about what it means when all these emotionally wounded ex-boarders fill so many powerful posts in UK Society... I would guess that ex-boarders are likely to be over-represented amongst a psychotherapist's clients. For a British psychotherapist, that is another reason to read this book." – Dr. Nicholas Houghton, artist and university art education teacher, Contemporary Psychotherapy"…Schaverien, a Jungian psychoanalyst, did not go to boarding school: it was as a practitioner that she became intrigued, noting how often boarding school featured in the past of surprising numbers of her patients. That makes her book – an academic work, academically priced, though a gripping read – all the more important…Schaverien brings a clear eye and the experience of 25 years of collecting data to an issue that should concern everyone worried about how children fare in professional care – which, of course, is what boarding school is." – Alex Renton, the Observer "Therapists of all persuasions have been eagerly awaiting Joy Schaverien’s book on Boarding School Syndrome. The political, cultural and social significance of individuals that attended such schools is obvious, and the book is a deep contribution to an important public conversation. Yet it is also a compassionate clinical approach to the suffering of such ‘privileged’ people of both sexes. This beautifully written, lucid and clinically revelatory book is relevant to work with all clients and patients who have been ‘looked after’ right across the social spectrum – and maybe even to those who have not. A must read work that is going to spark intense discussion within the field – and outside the clinical world as well." – Andrew Samuels, Professor of Analytical Psychology, University of Essex"In this thoughtful and sensitive analysis, Professor Schaverien skilfully adapts a qualitative clinical research approach to explore the inner world of trauma of the boarding school child, occasioned by too early a rupture of the attachment bond with the mother, and the potentially damaging developmental trajectory brought about by being abandoned into the ‘privileged’ world of boarding school. Schaverien’s exceptional book cogently challenges long held assumptions concerning the value of such an education. She incorporates some of the best of current neurobiological and trauma research to explore the pain and distress of parents as well as child and to offer clinicians valuable insights into the process of healing the minds of adult patients damaged by ‘boarding school syndrome’." – Margaret Wilkinson, Training Analyst, The Society of Analytical Psychology, London. Author of Coming into Mind (Routledge, 2006) and Changing Minds in Therapy (Norton, 2010)."Besides focusing on individuals, Schaverien discusses the wider sociopolitical repercussions of the permeation of our ruling class by the products of boarding school education... Although many of the stories are from men, women's voices are also included, shedding light on their future roles as wives and mothers...This book is impressively well researched, acknowledging others' work and suggesting areas for further research. Highly readable (a quality not always found in psychoanalytic texts), its content is compelling and poignant. I highly recommend it, to substantially raise awareness of this particular kind of trauma and to ensure it is not overlooked." – Roslyn Byfield, private practice, UK, Private Practice"...this brave, honest, and helpful, though disturbing, bookshould be on the shelves of any psychotherapist who wants to understand and helpheal the psychological perils of boarding." – Simon Partridge, Attachment: New Directions in Psychotherapy and Relational Psychoanalysis "There's an aggrieved generation of angry parents whose bible is Boarding School Syndrome, Joy Schaverien's searing account of the damage done by that system..." - Tibbs Jenkins, GraziaTable of ContentsList of Figures. Preface. Acknowledgements. List of abbreviation. Boarding School Syndrome – An Introduction. Part I: History - In the Name of Privilege. Man and Boy: A Brief History of Boarding Schools. All Girls Together: A Brief History of Boarding Schools. Part II: Exile and Healing. Developmental Trauma (Case Study Part 1). Mapping the Psyche: (Case Study Part 2). The Distortion of a Boy (Case Study Part 3). The Return: Trauma and the Developing Brain. (Case Study Part 4). Part III: Broken Attachments: A Hidden Trauma. A Hidden Trauma: Amnesia. Broken Attachments: The Bereaved Child. The Captive Child: Abandonment. Children of Empire. Homesickness: Eating and Sleeping. Part IV: The Boarding School Body.The Armoured Self: Masculinity, Leathers and the Lash. The Hidden Self: Girls and the Tyranny of the Dinner Table. Puberty in Girls’ Schools: Love and Homosexuality. Boys Sexual Activity and Sexual Abuse: Its Lasting Impact. Boarding School Syndrome: Towards a Theory.

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Book SynopsisWe can''t always be there to protect our kids as they make their way in the world. What we can do is equip them with the tools they need to ensure they have a positive social experience.Based on many years'' experience counselling bullies and targets, Stella O''Malley offers concrete strategies to empower children and teenagers to deal confidently with bullying and dominant characters.She identifies effective ways for families to cope when bullying occurs, including approaching the school authorities, communicating with the bully''s parents and tips to tackle cyberbullying.Stella''s common-sense approach will help your child, tween or teen to develop their emotional intelligence and will provide relief for families navigating the rapidly changing social environment, both online and in school.''Bully-Proof Kids is the handbook for Irish parents to deal with bullying and exclusion.'' DR MARY O''KANE, EARLY YEARS''A vital life raft for parents, teache

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Book SynopsisIn the decades after 1944 the four nations of Britain shared a common educational programme. By 2015, this programme had fragmented: the patterns of schooling and higher education in Wales, Scotland, Northern Ireland and England resembled each other less and less. This new edition of the popular Education in Britain traces and explains this process of divergence, as well as the arguments and conflicts that have accompanied it. With a reach that extends from the primary school to the university, and from culture to politics and economics, Ken Jones explores the achievements and limits of post-war reform and the egalitarian aspirations of the 1960s and 1970s. He registers the impact of the Thatcherite revolution of the 1980s, and of the New Labour governments which were its inheritors. Turning to the twenty-first century, Jones tracks the educational consequences of devolution and austerity. The result is a book which is more attentive than any other to the ever-increasiTrade Review"A fine job has been achieved in expanding the scope of the original book, moving to include not merely developments in the further and higher education sectors - the previous edition mostly centred on secondary schooling - but also those seismic changes fllowing the first term of Tony Blair's landmark administration from 1997- 2001."—John Howelett, University of Keele, History of Education "The second edition of Ken Jones’s book offers an erudite and nuanced analysis of the political economy of education policy in modern Britain. Its balance of insight and detail makes it essential and necessary reading for education policy students and researchers and hopefully for those others who stride boldly and often ill-informed in the 'educational space' - policymakers!"—Stephen Ball, Institute of Education, UCL "Ken Jones' account of the divergence of the education systems of Britain’s four nations is both analytically sophisticated and deeply engaging. Anyone who wants to understand the current state of education in Britain should read this beautifully crafted and highly nuanced history of the struggles and collisions that have taken us to this place. Whilst much of the story is depressing, the book is a pleasure to read."—Sharon Gewirtz, King's College LondonTable of ContentsIntroduction1 Post-War Settlements2 The Golden Age?3 Expansion, Experiment, Conflict4 The Watershed: Conservatism and Educational Change5 New Labour: The Inheritors6 Crisis and OpportunityReferences

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Book Synopsis3 leading Black scholars radically reframe the debates surrounding the academic achievement of African American students in this groundbreaking essay collectionA limited Beacon Classics edition, with a gorgeous spot gloss cover and retro, classic palette The unique social and cultural position Black students occupy?in a society which often devalues and stereotypes African American identity?fundamentally shapes students? experience of school and sets up unique obstacles. In 3 separate but allied essays, Theresa Perry, Claude Steele, and Asa Hilliard provide an understanding of how these forces work, opening the door to practical, powerful methods for promoting high achievement at all levels.Theresa Perry opens with illuminating how the dilemmas Black students face are rooted in the experience of race and ethnicity in America, making the task of achievement distinctive and difficult.Claude Steele follows up with stunningly clear empirical psychological evidence that when Black students believe they are being judged as members of a stereotyped group?rather than as individuals?they do worse on tests.Finally, Asa Hilliard argues against a variety of false theories and misguided views of African American achievement, sharing examples of real schools, programs, and teachers around the country that allow Black students to achieve at high levels.Nearly 20 years since its first publication, Young, Gifted, and Black remains a critical text for educators and social justice advocates alike, showcasing the imperative work that must still be done to change the way we talk and think about Black student achievement.

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Book SynopsisNow more than ever, we need to teach the truth about history. This volume assembles a team of critical social studies Scholars of Color who share their nightmares and dreams for the future. The authors engage critical race theory and its many branches and offshoots to better understand the permanence of racism in the teaching of social studies.Table of Contents Contents Foreword Tyrone C. Howard  ix Introduction Amanda E. Vickery and Noreen Naseem Rodríguez  1 PART I: A Dream Deferred 1.  Beyond the Guise of Racial Neutrality: A CRT Analysis of Critical Moments and the Social Studies Profession  23 Christopher L. Busey2.  What's Left Unsaid: A Critical Race Theory Analysis of NCSS Position Statements  35 Kristen E. Duncan and Natasha Murray-Everett3.  Steady at the Bottom of the Well: Anti-Blackness and Social Studies Historiographies  47 ArCasia D. James-GallawayPart II: Racial Realities in Classroom Spaces 4.  Unsettling Scenes and the Geographies of Racialized, Dis/abled Childhoods  59 Tran N. Templeton and Maggie Harvey5.  Counterstorytelling and Racial Inquiry in Early Childhood Social Studies  69 Anna Falkner6.  The Global Color-Line: Critical Race Theory and Global Citizenship Education in Conversation and in Classrooms  79 Hanadi Shatara and Esther June Kim7.  Being in Difference, Together: Making the Classroom an Academic Home Through Critical Race Theory  89 Tadashi DozonoPart III: Possibilities of Praxis 8.  Another Social Studies Is Possible: Challenging the Violence of Organized Forgetting Through Counternarratives  101 Ramon Vasquez9.  Deconstructing Social Studies Classrooms: Youth Participatory Action Research as a Process of Radical Space-Making, Empowerment, and Imagination  111 Eva García, Amina Smaller, and Ryan Oto10.  Enacting Cultural Citizenship Education for Black Liberation: A Dream for Social Studies Education  120 Denisha Jones11.  Nurturing Seeds and Dreams of Freedom: Ethnic Studies as the Practice of Humanization, Solidarity, and Love  130 Christina Shiao-Mei Villarreal12.  Soñando en/del Sur Latinx: Letting the Youth Disrupt Narratives of Division  140 Jesús A. Tirado and Timothy MonrealPart IV: Dreaming of Social Studies Futures 13.  Indigenous Futurities and the Responsibilities of Social Studies  153 Turtle Island Social Studies Collective14.  Teaching the Fullness of Black Women's Lives in Social Studies Education  164 Tiffany Mitchell Patterson15.  Who's Afraid of Queer/Quare Social Studies?  174 Jon M. Wargo16.  From a Curriculum of Violence to a Curriculum of Humanity: An AsianCrit Critique and Dream of Social Studies  182 Sohyun An17.  On the Other Side of a Dream: Community, Love, Joy, and Freedom—Economics as It Could Be  192 Neil Shanks and Delandrea HallConclusion Amanda E. Vickery and Noreen Naseem Rodríguez  202 Afterword Cinthia Salinas  210 Notes  212 About the Contributors  214 Index  219

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Book SynopsisThis gripping account of university life puts a candid, personal perspective on clashes and crises around the true cost and value of higher education, the governance of public universities, free speech and academic freedom debates, the politicization of the college campus, and the future of the humanities and liberal arts.

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Book SynopsisThis volume demonstrates how multilingual schooling can enhance democracy through a connection with the policies and practices of critical education.With its in-depth analysis of real schools that focus on the dual emphases of multiculturalism and integration, this book offers a comparative look at educational and political controversies over race, citizenship, and societal power relations. The authors describe the ambitious goals and critical multicultural and bilingual education strategies used at these schools, and, in doing so, they highlight how the challenges involved relate to larger theoretical issues that are inherent to a critically multicultural and bilingual education.This book examines what a truly critical multicultural and bilingual education means and what it requires of those who are intimately connected with these processes. As such, it will be important reading for those studying, teaching, or researching in Sociology of Education, Multicultural EducTable of ContentsChapter 1: Introduction Chapter 2: Education for Democracy Chapter 3: A History of Segregation and Inequalities in Milwaukee Chapter 4: La Escuela Azul Chapter 5: Ongoing Challenges for a Bilingual, Multicultural, Antiracist School Chapter 6: Israel/Palestine: Segregation, Marginalization, and Control of Arab/Palestinians in Israel Chapter 7: Palestinian-Jewish Education Chapter 8: Critical Consciousness-Raising in a Palestinian-Jewish School Chapter 9: Continuing Struggles, Shared Efforts, and Contradictions Chapter 10: Conclusion Appendix

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Book SynopsisUnderstanding and Supporting Young Writers from Birth to 8 provides practitioners with the knowledge and skills they need to support young children as they learn to write. This fully updated second edition offers new guidance on all aspects of writing, from building children's vocabulary and creating multimodal texts to providing support for children who find writing particularly challenging. All chapters have been revised and updated with increased emphasis on engaging with families and catering for children from diverse communities. A new chapter focuses on the Draw, Talk, Write, Share (DTWS) pedagogical approach to teaching writing.The book discusses the role of oral language in early mark-making and writing in detail and explores the key relationships between drawing and talking, drawing and writing, and drawing, talking, and writing.  Each chapter also features practical strategies and samples of writing and/or drawing to illustrate key points, as well

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Book SynopsisDesigned to help navigate the complex and ethical challenges of working with policy, this must-read book will help researchers effect changes with meaningful and widespread impact. Readers will learn how to negotiate complex power dynamics, use informing and influencing strategies and play critical roles in policy networks to give voice to those who are rarely heard in the corridors of power.This guide is based on two decades of Professor Reedâs peer-reviewed work on the impact of research and his experience using his environmental research to influence policy around the world. It covers the tried and tested practical skills needed to co-produce policy options, based on rigorous evidence and the perspectives of those whose lives will ultimately be affected by policy. Importantly, it provides the tools required to communicate research effectively to policy audiences and collect evidence of policy impacts.Applicable to all disciplines and career stages, The Researcher

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Book SynopsisDesigned to promote the social and educational inclusion of disadvantaged groups and nontraditional learners, this book provides all the information needed to train networks of student ambassadors to improve student diversity and inclusion in higher education.Recognising that student ambassadors can play a significant role in addressing inequalities by supporting younger students in developing social and cultural capital, the book uses evidence-based information and best practices for training student ambassadors to enable them to promote social inclusion and educational progression. Packed full of activities covering the topics of STEM, the Arts, the Social Sciences, Humanities, and Health, each activity is presented in line with the United Nations Sustainable Development Goals and can be used in the training of student ambassadors themselves, or in schools with students aged 11-14 to empower them to become active, engaged, and involved in their local communities. By partici

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisA playbook for designing schools where no student is marginalised

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Book SynopsisThis book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com.Digital personalization is an emerging interdisciplinary research field, with application to a variety of areas including design, education and publication industry. This book focuses on children's education and literacy resources, which have undergone important changes with the personalization revolution' in the early 21st century. The author develops original insights from educational research and her own studies concerned with digital and non-digital personalization, to discuss in a clear and critical way the thinking, research issues and practical implications of this new field. She scrutinises the character of technology-based personalized education to substantiate the claim that the current models of personalized education tend to be technology- and business-driven, with little pedagogical understanding of the social value of personalizatioTrade ReviewDr Kucirkova addresses important questions in relation to the significant tensions in current education, between promoting creativity and critical thinking, or promoting basic skills for everyday living and employment. She brings together her own research and experiences, together with the use of significant theoretical perspectives to suggest that personalised pluralism can be a solution. The way this innovative idea is developed is crucial reading for students, researchers and anyone interested in education and child development. * David Messer, Emeritus Professor of Education, The Open University, UK *Table of Contents1. Understanding Digital Personalization 2. The Origin and Rise of Personalized Education 3. Technology-Enabled and Technology-Driven Personalized Education in the 21st Century 4. Overview of Personalized Books: Self-Made and Commercially Produced Personalized Books 5. Theoretical Frameworks Relevant for Digital Personalization in Early Education 6. The Five As of Personalization 7. Extant Research with Personalized Books 8. Personalization and Creativity 9. Personalization and Identity 10. Touchscreens and Personalized Education 11. Personalized Education: Pedagogical Possibilities 12. Personalized Pluralization References Index

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Book SynopsisSince its publication in 1968 Paulo Freire's Pedagogy of the Oppressed has maintained its relevance well into the 21st century. This book showcases the multitude of ways in which Freire's most celebrated work is being reinvented by contemporary, educators, activists, teachers, and researchers. The chapters cover topics such as: spirituality, teacher identity and education, critical race theory, post-truth, academic tenure, prison education, LGBTQ educators, critical pedagogy, posthumanism and indigenous education. There are also chapters which explore Freire''s work in relation to W.E.B Du Bois, Myles Horton, Martin Luther King, Jr., and Simone de Beauvoir. Written by leading first and second-generation Freirean scholars, the book includes a foreword by Ira Shor and an afterword by Antonia Darder.Trade ReviewI would recommend this book as a must-have for teacher educators to reflect and explore alternative models of teacher education as well as teachers and educational researchers committed to critical theory and literacies as it provides an excellent overview of the world through a Freirean lens and within different settings. * Educational Review *At a time of growing authoritarian movements across the globe, the work of Paulo Freire stands out as a prescient beacon of struggle and hope. Reinventing Pedagogy of the Oppressed: Contemporary Critical Perspectives builds on that political ideal and memory of resistance and in doing so brilliantly reinvents and extends Freire work by engaging it from a variety of disciplines, studies, and emancipatory concerns. In this book, theory and practice emerge in a fresh and original appropriation of Paulo’s work at a time when education as the foundation for critical thought and practice is in crisis. This is a brilliant and important addition to a Freire’s work that should be read by everyone who believes that education is central to politics and those modes of resistance that make a radical democracy possible. * Henry Giroux, Professor for Scholarship in the Public Interest and Paulo Freire Distinguished Scholar in Critical Pedagogy, McMaster University, Canada *Reinventing Pedagogy of the Oppressed: Contemporary Critical Perspectives is written in an accessible manner and is empirically rich. * International Review of Education *Table of ContentsForeword: On the Road to Social Justice: Reinventing Paulo Freire Ira Shor (City University of New York, USA) Introduction: James D. Kirylo (University of South Carolina, USA) Part I: The Criticality of Teacher Preparation 1. Preparing Foundational Phase Educators: Reading the Word and World through Transect Walks Deidre Geduld, Ivor Baatjes, and Heloise Sathorar (Nelson Mandela University, South Africa) 2. W.E.B. DuBois and Paulo Freire: Toward a ‘Pedagogy of the Veil’ to Counter Racism in Early Childhood Education Meir Muller (University of South Carolina, USA) and Nathaniel Bryan (Miami University Ohio, USA) 3. The Community as a Teacher Educator: Preparing Critically Conscious Teacher Candidates in Detroit Kaitlin Popielarz (Wayne State University, USA) Part II: Pedagogy and Practice 4. Making Meaning in the Carceral Space: Freirean Dialogue and Existential Becoming in the Jail or Prison Classroom Gregory Bruno (Kingsborough Community College, City University of New York, USA) 5. Critical Race Counterstories and Freire’s Critical Pedagogy: Navigating Race in an Interdisciplinary Literature and Religious Studies Course Soumitree Gupta (Carroll College, USA) and Gerardo Rodríguez-Galarza (St. Norbert College, USA) 6. Toward a Software of the Oppressed: A Freirean Approach to Surveillance Capitalism Erin Rose Glass (UC San Diego, USA) 7. Freirean Cultural Circles in a Contemporary Social Studies Class Shelley Martin-Young (Oklahoma State University, USA) 8.The Liberatory Potential for Teacher Mindfulness Amy E. Laboe (University of Virginia, USA) 9. Who’s in Charge?: Teacher Authority and Navigating the Dialogical-Based Classroom A.J. Tierney (Oklahoma State University, USA) Part III: The Intersection of Paulo Freire and Myles Horton, Martin Luther King, jr., and Simone De Beauvoir 10. “To Speak a Book”: Lessons from Myles Horton and Paulo Freire’s We Make the Road Walking Jon Hale and Alexandra Bethlenfalvy (University of South Carolina, USA) 11. The Beloved Community and Utopia: Hope in the Face of Struggle as Envisioned by Martin Luther King, Jr. and Paulo Freire Drick Boyd (Eastern University, USA) 12. Less Certain But No Less Committed: Paulo Freire and Simone de Beauvoir on Ethics and Education Peter Roberts (University of Canterbury, New Zealand) Part IV: Policy, The Environment, and Liberation Theology 13. Ley de Reforma Educativa de Puerto Rico: A Freirean Perspective Patricia M Virella (Sarah Lawrence College, USA) and Jennie Weiner (University of Connecticut, USA) 14. Overcoming (In)Difference: Emancipatory Pedagogy and Indigenous Worldviews toward Respectful Relationships with the More-Than-Human World Jennifer Markides (University of Calgary, Canada) 15. We Write on the Earth as the Earth Writes on Us: Paulo Freire the (Post)Humanist Tricia M. Kress (Molloy College, USA) and Robert Lake (Georgia Southern University, USA) 16.The Postdigital Challenge of Paulo Freire’s Prophetic Church Peter McLaren (Chapman University, USA) and Petar Jandric (Zagreb University of Applied Sciences, Croatia) Part V: Reflections, Experiences, And Considerations 17. Pursuing Critical Consciousness on the Tenure Track: Toward a Humanizing Praxis within the Neoliberal University Rolf Straubhaar, Sara Torres, Sascha Betts (Texas State University, USA) 18. Living in the Contradictions: LGBTQ Educators and Critical Pedagogy Dena Lagomarsino (Tulane/New York University, USA) 19. An Eye-Witness Account of Freire’s Return Back to Brazil after the Exile: Personal Reflections on Fighting Oppression Nelio Bizzo (University of São Paulo, Brazil) 20. Dare to Hope: The Art of Untying the Tongue and Awakening the Resilient Spirit Débora B. Agra Junker (Garrett-Evangelical Theological Seminary, USA) Afterword: Paulo Freire Fifty Years Later Antonia Darder (Loyola Marymount University, USA) References Index

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Book SynopsisThis timely book examines what a meaningful school accountability system could look like in England. The book starts with a deep dive into our current inspection model, discussing some of the current pressures within the system, and comparing our inspection approach to that of other countries and sectors. It moves on to show how Ofsted and school inspections are perceived and portrayed - using first-hand accounts, academic papers, government publications, and media reports - and pulls together some of the current thinking on how the model could be improved. The author ends with her own proposals for a more meaningful and humane school accountability system. She suggests we rethink what we do, and how we do it, with a call for wide-ranging consultation leading to evidence-informed reform of the school inspection process.

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Book SynopsisThe A-Z of Great Classrooms is a celebration of that magical double act of teaching and learning, organised around the 26 letters of the English alphabet.Over the past twenty years as a reviewer and inspector of schools and colleges in the UK and across the world, Roy Blatchford CBE has visited over 15,000 lessons in more than 1,000 settings. In this book he seeks to distil what happens in classrooms where learners are engaged and excited by what the skilled and knowledgeable teacher presents, weaving in examples, analysis and personal reflections.Roy Blatchford notes in the introduction: ''Across continents I have enjoyed being in the presence of children, young people and adults being taught by teachers who love their work and whose passion for subject shines through their every gesture and every word. The best lessons - you just don''t want them to end!''And there''s nothing quite like the professional privilege of being in such classrooms, laborato

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Book SynopsisPresents the key experiences of a diverse group of teachers and students in their journeys of becoming social justice educator/scholars.This innovative book is a collection of autoethnographies by a diverse group of contributors who describe and theorize about the critical moments in their development as social justice educator/scholars in the face of colonizing forces. Using a rhizomatic approach, the editors'' meta-analysis identifies patterns of similarity and differences and theorizes about the exercise of agency in resistance and identity formation. In our increasingly diverse society, Becoming Critical is a wonderful resource for teacher education and sociology of education as it presents an alternative methodological approach for qualitative inquiry. The book contributes to students'' understanding of the development of critical theories-especially as they pertain to identities. The contributors make use of the work of critical scholars such as Collins, hooks, Weber, Foucault, and others relevant to the lives of students and educators today.

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Book Synopsis

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Book SynopsisPat Thomson takes on England's muddled education system and exposes fraudulent and unethical practices, including the skewing of the curriculum and manipulation of results. She argues for an urgent review of current practices, leading to a revitalised education system that has the public good at its heart.Trade Review"A well-researched, closely argued and scholarly book, combining theory with vivid contemporary examples, this is a good read that deals with a topic that is extremely timely and relevant." Peter Moss, UCL Institute of Education, University College LondonTable of ContentsA Book About Corruption and Schools A Scandalous Schooling Muddle Reforming Public Infrastructure Costly Measures Market Mentalities and Malpractices The Effects of Effectiveness Secrecy, Lies and Gaming Rebuilding Organisational Infrastructure A Public Good Agenda for Change

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