Educational strategies and policy Books

Book SynopsisThera-Build' is a LEGO®-based therapeutic approach for improving children's emotional well-being. Participation in Thera-Build groups can help to boost self-esteem, address common issues such as anxiety and anger, support social development and build positive attachments.This inspiring and user-friendly guide explores the power of play, introduces the basics of brain plasticity and attachment theory, and shows exactly how to set up and run an effective Thera-Build group. A wide range of imaginative games and activities is included.Trade ReviewThis book is accessible, creative, fun, imaginative, informative, sensitive, and so much more! It takes an item that so many children love and find familiar and non-threatening; and provides the reader with a whole range of fantastic and therapeutic ways of using lego and expanding on lego play. It combines using lego in a playful way, but also in a way that supports children to express themselves, to regulate, to trust, and to develop key life and relational skills. A wonderful contribution to the direct-working world. -- Dr Karen Treisman, Clinical Psychologist, trainer, and author of 'A Therapeutic Treasure Box for Working with Developmental Trauma', 'Working with Relational and Developmental Trauma', and 'A Treasure Deck of Sentence-Completion and Feelings Cards'.An easy-to-read, practical book, presenting everything needed to facilitate a valuable therapeutic resource for vulnerable children. A great guide to use for interventions in the primary school. -- Dawn James, Inclusion Lead and SENCo.This is a refreshing book for this moment in education. Through the medium of bricks, Alyson Thomsen explores the developmental and emotional realities of the child with compassion and sensitivity. The structure of the book brings theory and practical ideas together seamlessly. A must-read for reflective and playful educators and parents who want to understand the motivations behind great learning. A gem! -- Sue Egersdorff - Founder and Director of International Early YearsThis book helpfully demonstrates the power of Lego to inspire, engage and energise pupils. Aly has a wealth of experience of working with pupils and this is evident in the advice and suggestions shared. Each chapter helps to build up a picture to enable the reader to successfully implement the Thera-Build process. This book will undoubtedly be of great benefit to schools, parents and mostly importantly our pupils. -- Stephen Dean, Headteacher at Highnam C of E Primary Academy & Lego BuilderThera-Build is a truly wonderful therapeutic approach in supporting children's needs. This book is an easy-to-read guide to help practitioners facilitate activities using the medium of LEGO®, specifically targeting areas of need and providing an overall understanding to enable professionals to help stimulate children's imaginations in a playful way in order to reach their true potential. -- Adriana Sklenar, Pastoral Support Team, Hester’s Way Primary SchoolAlyson provides a perfect route in to playing with purpose. Drawing both on her experience as a practitioner and the growing evidence-base around therapeutic play, Alyson has developed a deceptively simple, safe approach that has the potential to impact children deeply. -- Dr Pooky Knightsmith, Vice Chair of the Children and Young People’s Mental Health CoalitionThis book will definitely have a central place on my bookshelf. As an avid LEGO® builder and child therapist I am forever seeking ways to combine one of my favourite activities with my vocation. Thera-Build successfully supplied me with a primer full of new ideas and techniques. The book is easy to read and clearly set out. The author assists novice and experienced clinicians, teachers and others working with children to understand the challenges children face. It demonstrates how to build a child's resilience, provide them with a safe and respectful environment, and support them. -- Elsa Struwig, social workerI can honestly say this book is my Lego Bible!From not knowing where to start the sessions, this book takes you through how to deliver playful, fun and postive experiences for the children using a therapeutic approach.Aly is a brilliant trainer with so much passion for Lego you can not help but love it too. * Hazel Obee, Learning Support Worker at The Milestone School in Gloucester *Table of Contents1. Thera-Build: Introduction and Fundamentals. 2. Why LEGO®? and The Importance of Play. 3. The Brain Science Behind Thera-Build. 4. Thera-Build, Early Childhood Trauma, and Attachment. 5. Creating a Secure Alliance with Thera-Build. 6. Using LEGO® to Self-Regulate and Self-Soothe. 7. Meeting Developmental Needs and Listening Skills. 8. The Practicalities of Resourcing, Hygiene and Organisation. 9. Thera-Build and Simple CBT. 10. LEGO® Activities. Final Thoughts. Final Checklist. Appendix. Biography/References.

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Book SynopsisUsing creative therapy techniques developed through years of working with young children, this activity book will be an invaluable resource for professionals working with children aged 6-11. Unique drawing exercises develop confidence, encourage self-awareness and help open up conversations where children are struggling to verbalise their thoughts or emotions.In this interactive book, 50 illustrated, entertaining characters help children explore and process their emotions - such as Stomper who loves to dance, or the Balloon Brothers who lift away sad feelings. These tried and tested communication tools are particularly helpful for children with autism or additional needs, or children suffering from anxiety or bullying.Each illustrated character is accompanied by a fully photocopiable story page to guide discussions. With additional information for counsellors, this book will be an invaluable tool for therapists, social workers, SENCOs and educational professionals.Table of ContentsN/A

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Book SynopsisThis is a research-based guide that provides a framework for effective training around autism for teachers. An edited collection of short chapters, the book is full of practical activities and discussion points ideally suited for time-stretched trainee teachers, those leading training courses and busy teachers continuing to learn on the job.Focusing on the myriad ways that autism affects pupils and their education, it covers key training strategies around autism including maths, physical education, sex and relationships, behaviour management and more. Each contains the material for a session to be delivered to trainee teachers or to provide a unit of self-study. Combining research into the needs of trainee teachers, parents, and students with autism, this book offers an effective roadmap for teacher training and a better understanding of how to meet the needs of autistic pupils.Trade ReviewTeacher Education in Autism is a book that utilises the latest research to explain both current theory and good practice in Autism. Each chapter is supplemented with probing questions to help foster critical analysis of complex and sometimes contradictory areas of study. It is engaging, extremely informative and highly accessible. Ten out of ten, for this terrific teacher-training tool. -- K. I. Al-Ghani, University Lecturer in Autism, Autism trainer and international author of books on ASDThis book provides a fascinating insight into Autism for trainee teachers and practising teachers wishing to increase their understanding of autism and develop their inclusive practice. As well as giving detailed descriptions of how autism may affect the individual, scenarios and case studies are included which illustrate the issues raised. Throughout the book thought provoking questions for self-reflection and discussion are suggested making this book an invaluable resource for professionals planning training courses. -- Joy Beaney, Autism Training ConsultancyThis book provides a framework for effective training around autism for teachers. Its author has a PhD in autism, is a lecturer in teacher development and is a parent of a child with autism... Lawrence points out that, although autism education is now a required element in initial teacher education, the time that can be allocated to it is very restricted. In response to this, she has collated material for training sessions both for trainee teachers and for continuing professional development... Case studies and short tasks are included to guide the reader to a deeper understanding of how students with autism experience life in school and how to manage this as an informed professional... This is a very useful, accessible and informative resource that effectively combines research and practice. * SEN Magazine *Table of ContentsAcknowledgements. Introduction. 1. Understanding Autism. 2. The autistic teacher. 3. Autism, Masking, Social Anxiety, and the Classroom. 4. Behaviour Management and Autism. 5. What works in autism training? Feedback from the front. 6. Autism and maths: The strengths, challenges and dangers of making assumptions. 7. the dreaded Physical Education lessons. 8. Involving parents. 9. "I can't eat that, I don't like it...". 10. Relationships and Sex Education in Autism. 11. Autism and gender fluidity. 12. Child neglect or autism? How do you differentiate? 13. 'So, this is what really happened...'. 14. What we wish teachers know about autism.

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Book SynopsisThe rates of bullying, truancy due to lack of safety in schools, and subsequent suicidality for LGBT+ youth are exponentially higher than for non-LGBT+ youth. As a result, many American K-12 students are suffering needlessly and many school leaders are unsure of what to do. This book solves that problem. Setting out best practices and professional guidance for creating LGBT+ inclusive learning in schools, this approachable and easy to follow book guides teachers, educators, administrators, and school staff toward appropriate and proven ways to create safer learning environments, update school policies, enhance curricula, and better support LGBT+ youth as they learn.Featuring real-life situations and scenarios, a glossary, and further resources, this book enables professionals in a variety of school roles to integrate foundational concepts into their everyday interactions with students, families, and staff to create an overall school culture that nurtures a welcoming, inclusive, and affirming environment for all. This book can be utilized by independent readers, department teams, and entire school district reading experiences. This book also includes brand new, never before seen postcards from PostSecret as its foreword and its afterword is written by James Lecesne, co-founder of The Trevor Project. Also inside is the very first (and likely only ever) interview by the leaders of "Parents of Transgender Children," the world's largest support group of its kind.**An audiobook version will become available in Spring 2020!Trade ReviewThis book is sure to be the go-to resource for LGBT+ inclusion in schools. Kryss is an extraordinary educator and anyone reading this book is sure to experience Kryss' passion for inclusion. Kryss is one of the greatest allies to the LGBT+ community I've ever met; she is a dear friend and truly one of a kind. I know that readers will learn more from this book than from any other existing resource and I emphatically support this book! -- Jazz Jennings, transgender icon, multi-award winner, and star of TLC’s “I Am Jazz”[This] text should be on every teacher's and school administrator's bookshelf, and required reading in university education and social work programs. -- Claire L. Dent, Professor of Social Work, West Chester University * New Social Worker Magazine *Kryss Shane has created an invaluable resource for any school administrator, curriculum expert, or advocate who wants to make sure that schools are affirming of sexual and gender diversity. For many years, the mental health and education professionals have sounded the alarm bell about the role of schools in LGBTQ+ suicide risk. We know that LGBTQ+ youth experience harassment by peers and teachers, physical and sexual assault because of perceived sexual orientation or gender identity and have thoughts of suicide and make suicide attempts 2x - 7x as often as cisgender heterosexual students. The "safe schools" movement is not enough. We must and highlight the beautiful life that queer kids can have and that is exactly what Kryss Shane has done with her book. She has provided foundational information about LGBTQ+ youth and how schools can integrate affirming content into their curriculum and school environment. Not a moment too soon. -- Dr. Jonathan Singer, President of the American Association of SuicidologyIn my decades long journey as an advocate and policy maker promoting diversity, inclusion, fairness, and equality, Kryss Shane shines among - and often above - the most dedicated, sincere, seasoned, and effective leaders in the field. This publication could not be more timely. If you are an advocate, an educator, a parent, a co-worker, friend or neighbor to an LGBT+ identified youth, Kryss is the most engaging go-to coach and educator on best practices for creating safe and supportive spaces for including LGBT+ youth that are thoughtful, humane, and encouraging to all committed to the idea that all youth have a right to a solid, safe, and healthy and compassionate community. What Kryss provides in these pages is the interactive coaching and guidelines that many educators have been waiting for to help create and advance that kind of environment where all youth can thrive. -- Andrea Shorter, Co-Founder, Bayard Rustin LGBTQ Coalition, Former Director of Community Relations, Out & Equal Workplace AdvocatesAll parents want their children attend a school that is safe and treats them with respect, regardless of their child's race, sex, national origin, religion, gender, or sexual orientation. To create schools that are welcoming to all children - with learning environments designed and equipped to create in students a sense of well-being - we must understand and teach how to be inclusive and tolerant of each other and appreciate our differences and similarities. This is particularly important for LGBTQ students who are too often verbally or physically harassed. An inclusive approach will improve the learning environment, help all children succeed, and make our schools stronger and safer. -- Mary Jo Kilroy, former Member of Congress (CD-OH-15) and member of the Congressional LGBT Equality CaucusCreating LGBT+ inclusive curricula and inclusive school spaces is not only best practice, it is also consistent with a school's legal obligations to provide a safe and welcoming learning environment for all students. In doing this work, I've met many educators and administrators who are eager to create LGBT+ inclusive environments and curricula but are unsure how to do it and whether they have the tools to do it well. This book provides this information to administrators and educators in a thorough and easily accessible manner and is vital to ensuring that all students, including LGBT+ students, have equal educational opportunity. -- Asaf Orr, Esq. Senior Staff Attorney & Transgender Youth Project Director National Center for Lesbian RightsAll humans yearn for and deserve unconditional love. Unconditional requires acceptance as they are, with no exceptions. Adults, particularly adults in authority positions, lead the world and have power over children in nearly every way. When schools are not LGBT+ inclusive, it's telling our children - our future - that they are not worthy of love and acceptance for who they are or of even being here. Being inclusive is not difficult and it literally saves our children's lives. Ms. Shane's vast expertise and experience with the LGBT+ population provides a golden opportunity for schools to learn properly the first time around and avoid detrimental mistakes as they train staff and create inclusive policies. -- Kathryn and Jeremy Mathis, victorious litigants in the landmark 2013 case in which the Colorado Civil Rights Division ruled in favor of their then-6 year old transgender child to use the girls bathroom at her elementary school in Colorado.LGBTQ activism has been a part of our nations for generations and as we continue to gain rights there are movements that work to take away and deny rights for LGBTQ people. The Educator's Guide to LGBT+ Inclusion is vital because having our history taught in schools will help to elevate acceptance and equality. -- Marti Gould Cummings, New York City Council Candidate (Manhattan’s District 7), Luminary Award Winner for Dedication to Homeless LGBTQ Youth and listed on the 2018 Out 100 list for OUT MagazineAs a professional social worker, I've seen how young people can be deeply wounded by the impact of biases and bullying. School educators and staff, bolstered by thoughtful, sensitive policies and training that embraces diversity via The Educator's Guide to LGBT+ Inclusion can create a protective, inclusive and growth-producing environment for LGBT+ youth. Kryss Shane's brings a near lifelong passion as an ally, along with her social worker's ability to bear witness to human struggles and identify solutions to her writing. Her gift lies with her skill at helping others think deeply about these often marginalized groups, and this makes hers an important voice in education. -- Susan Mankita, LCSW, Florida International University Educator, NASW Pioneer, and 2019 NASW-FL PresidentLGBT+ inclusivity and education in schools is extremely important, not only for children, but for their families and home environments as well. Many parents and grandparents grew up in a time with significantly less open discourse about issues of sexuality. Through The Educator's Guide to LGBT+ Inclusion, children can learn and be exposed to issues concerning the LGBT community in a setting that is open, honest/accurate, and sensitive. This book gives hope that children will take this knowledge home with them and 'educate up,' encouraging positive discourse within their own homes, families, and communities. Kryss is a caring and kind open soul, sensitive to the needs of others, with a deep connection to the LGBT+ community. She's personally and professionally been there for members of my circle who have struggled with loss, depression, anxiety, and grief. I recommend her and follow her guidance on all matters of LGBT+ unhesitatingly. -- James Valletti, theatrical Director and Producer including Off-Broadway’s Tales from the Tunnel” and many other Broadway and Off-Broadway worksWe send our children to school for an education, but "education" reaches far beyond the three R's. Social development can often eclipse academic achievement in both positive and negative ways. The Educator's Guide to LGBT+ Inclusion provides these vital components. Children who are allowed express themselves and be themselves, without fear of recriminations, excel in scholastics as well as in life. Kryss Shane has dedicated her life to fostering the equality of LGBTQ people. She made the decision while still a schoolgirl, a child with the press of mind to ask herself, would I be brave enough to befriend the "weird" kid? Would that we all could have that kind of empathy with our fellow humans. -- Fredi Walker-Browne. Actress, Writer, Director. Creator of The Professional Skills for Actors Series™ and founder of Big Spoon Productions, as well as Joanne in the Original Broadway Company of RENTFrom the start in her life, Kryss has demonstrated a deep caring of all people, but especially those at risk, the LGBTQ community. I've long watched Kryss be a woman deeply committed to caring for and defending any LGBTQ person, and she has continued to be a strong vocal activist for this community. Her compassion runs deep, and, through reading The Educator's Guide to LGBT+ Inclusion, every reader will experience her love of all people and working hard to expand the minds of those confused by those individuals who identify as the opposite gender. I'm proud to know her and if you are a LGBTQ individual and need support, you only need to reach out to Kryss for that Extra Special Love and Understanding. -- Melissa Canaday, Television, Film, and Theater Actor, charity fundraiser. Wife and Mother to television, film, and Broadway actors, Aunt to Trevor CanadayThe Educator's Guide to LGBT+ Inclusion is a must read for all education professionals because the purpose of school is to help prepare students to function in world and LGBT+ people are a valuable part of the functioning world. Kryss Shane is a perfect person to discuss LGBT+ issues because she's been in the field, helping, listening and advocating for so many LGBT+ people. Her over 23 years training and multiple degrees are only the tip of the iceberg. It's her actual showing up, face to face advocacy both big and small is what makes her special. No one else should be better trusted on the needs of LGBT+ youth than Kryss! -- Richard E. Waits, Broadway actor and creator of his one-man show, “Mama Rose”I strongly believe having an inclusive school environment is essential to normalizing and breaking down the stigmas surrounding LGBTQ+ issues and The Educator's Guide to LGBT+ Inclusion is the perfect way to make this happen. It is very important for youth to learn in a space where they feel acknowledged. Some people might not have support at home, which can cause terrible mental strain and having support available at school can help relieve those stresses. I think it is equally as important for students who do not identify as LGBT+ to learn about it and build an understanding so they become empathetic members of society. Kryss is the right person to train American educators because her significant experience is second to none and she offers guidance in a way that makes everyone feel comfortable. -- Genevieve Buechner, film and television actress, including The 100, Caprica, UnREAL and SupernaturalIn these times, when some forces work to tear apart the fabric of our society and our relationships, particularly for those identified as an "other," we need informed and effective voices to calm, educate, and unify. Kryss Shane is that voice. With a wonderfully engaging demeanor, and two and a half decades of education, training, and experience in this field, Kryss has not only focused on the ways that education and mental wellness supports the LGBT community and improves lives, she has actually done it. The Educator's Guide to LGBT+ Inclusion will be a huge asset and driving force, for any school that aims to create and support a more inclusive society. -- Michelan Sisti, 30+ years as a Muppets and Jim Henson’s Creature Shop performer, including “Michaelangelo” in the Teenage Mutant Ninja Turtles filmsI know that my students can't thrive in my classroom unless they feel safe, supported and valued. It is my job to create an inclusive classroom community that celebrates diversity. It's important that I use teaching materials students can relate to and see themselves in. My job is to choose words that are inclusive and don't communicate assumptions about gender. -- Julia Handelman, Elementary School Teacher and Founder of Youth Yoga ProjectStudents who attend schools without LGBT+ inclusion forces them to be always mindful of hiding who they are and avoiding being found out. The brain would be distracted by negative thoughts, would undergo the consequences of fight/flight mode which provides further distraction, and cognitive abilities would be inhibited by the fear and anxiety caused by this. In the same breadth, living in fear of others outing or bullying, even if it had not happened, can create this same amount of fear and anxiety in the brain, and have similar consequences to cognitive abilities and the chance to learn and retain information. When students and staff are free from fears of bullying or being outed, they are much better equipped to focus and much more receptive to information and for their brain to use that knowledge to be encoded, processed, consolidated (to long term memory while we sleep), and remembered (able to be retrieved/recalled from said long term memory). This greatly increases the chances of maximizing their potential. -- Dr. Bryant Horowitz, Neuropsychologist and Professor at East Los Angeles CollegeWhen people at school found out I'm LGBT+, I didn't worry about whether my friends would still like me. I worried about whether my teacher would still like me and if being LGBT+ meant I would never get picked to be 'Student of the Week.' When I got picked the next week for the award, I was so happy because it meant my teacher didn't hate me or think I was weird or gross because I'm LGBT+. -- 13 year old student who identifies as LGBT+I would never admit this to my friends, but I DO care what my teachers and my principal think of me. Being transgender is part of who I am, but I am also someone who wants to get all As, who plays volleyball, and a million other things. I want to be able to go to school and have school staff see me as all of those things, not just as 'the transgender student. -- 16 year old student who identifies as transgenderI didn't start getting bullied for being gay until my history teacher started making jokes about it during class. He told me I was 'being too sensitive' when I told him I didn't like it. Soon, it seemed like I couldn't go to any class without a classmate or another teacher making a joke about it. I know they thought they were funny, but it made me hate school. If there wouldn't have been an online school to transfer to, I would have just dropped out. -- 17 year old student who identifies as gayI tell my colleagues that the reason I live 2 hours from our school is because I need to live near my family. I don't tell them that my family is my wife and our kids. I can't risk accidentally bumping into someone from work while out on a date night or taking our kids for ice cream. If the superintendent or principal found out I'm gay, I know they could fire me. I don't know whether they would, but I can't risk it. I love being a teacher and I love my wife, so I drive 2 hours each way every day, so I don't have to choose between the two -- Middle school teacher who identifies as a lesbian, who asked to remain anonymous to protect her employmentTable of ContentsIntroduction. 1. Section I. 2.Section II. 3. Section III. 4. Appendix I. 5. Appendix II. 6. Afterword. 7. Index. 8. Suggested Readings. 9. About the Author.

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Book SynopsisConfidence, emotional intelligence and resilience are vital to children's mental wellbeing, and this book gives early years practitioners all the tools they need to promote these skills in young children.The book explores how three approaches - Growth Mindset, Forest School and Multiple Intelligences - can be key to building these skills. Growth Mindset focuses on talents being strengthened through hard work and determination; Forest School uses the physical natural world to enhance learning and development; and Multiple Intelligences focuses on equally valuing the many different kinds of intelligences there are. Each chapter includes activities and ideas to show how the different approaches can be used in everyday practice. Also included are reflective questions, quick tips and case studies. This book will inspire and empower readers to reflect on themselves, their practice, and how they can support each child as an individual to give them the best start in life.Trade ReviewThere can be no more important time than right now for this book to arrive on the bookshelf. In this highly readable and heartfelt exploration of what children truly need and why, Jamie has written a book that sings from each page with a rallying cry to embrace deeper and more authentic holism in education. -- Greg Bottrill, Early Years Specialist and AuthorTable of ContentsIntroduction1. The Multiple Intelligence Approach to Early Years2. Building Confident & Resilient Children3. Forest School & Outdoor Education4. Emotional Intelligence5. The Reflective Practitioner6. Moving ForwardAppendix: Holistic Outdoor Activity Plans

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Book SynopsisThis essential handbook for all early years practitioners provides a wider awareness of self-regulation in babies and young children. It emphasises the importance of giving children positive attachments and empathy, and provides fun ideas of how to promote coping strategies for them.The book explains what self-regulation is and why it is important, as well as making child and brain development easy to understand. It shows what self-regulation looks like in practice and how early years practitioners can support children to develop it with 30+ activities. The first part of the book offers accessible explanations and theory, and the second half provides reflective points, activities and case studies to support some of the information provided in part one. The strategies, activities and tips can be easily applied in childcare settings and shared with parents.Trade ReviewAn essential tool for parents, teachers and carers, hoping to positively influence a child's journey into a future that holds increasing uncertainty. Sue's easy to follow theories and practical activities allow you to facilitate a haven of learning in which children feel physically and emotionally safe. -- Beverley Petch-Sencier, Head Teacher of the award-winning Kensington International Kindergarten and International Schools Association of Thailand (ISAT)National committee member.Reading this book is similar to listening to Sue's training webinars - packed full of useful information with links to her sources of information so the reader can further explore the subject.I liked the layout of the book - the first half is the theory sections with reflective tasks to help keep the reader on track and think about their own practice. The second half has lots of practical ideas and case studies which helps to put the theory into practice.The book is written in plain English and is aimed at new practitioners, parents/carers and others who want to refresh their knowledge. -- Pat Tomlinson, Early Years Trainer and AssessorTable of ContentsIntroduction; Part 1: Explanations and Theory; Chapter 1 - Self-regulation; Chapter 2 - Brain Development; Chapter 3 - Child Development; Chapter 4 - Behaviour; Chapter 5 - What can get in the way of self-regulation?; Part 2: Practical Ideas; A Sense of Belonging; Busy Bags; Celebrating Diversity; Conflict Resolution; Coping Strategies - Stimulation and Movement; Developing Democracy; Exercise; Exploring Emotions; Healthy Eating; Kindness; Laughter; Listening and Attention; Making Musical Instruments; Peer Massage; Positive Words and Thoughts; Relaxing/calming environments; Sensory diet; Sensory Play; Sensory processing audit; Sensory Processing: Supporting transitions into nursery; Sleep; Supporting anxious or stressed children; Supporting transitions to "big school"; Supporting your own well-being; Transitions; Understanding Feelings and Emotions; Visual Aids; Wake up shake up

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Book SynopsisMind Mechanics is a comprehensive resource to support schools in teaching pupils about mental health. Drawing on a wide range of therapeutic interventions, including CBT, Behavioural Activation and Compassion-Focussed Therapy, it provides activities and lesson plans to empower children with the skills they need to manage their mental health throughout life.The book contains lesson plans, games and activities, assessment tools and information on risk factors and specific issues that might impact children. It also features photocopiable and downloadable worksheets, making the provision of mental health teaching simple. Mind Mechanics can be used flexibly as a full programme as part of the school's Personal, Social, Health and Citizenship curriculum, as a targeted intervention for a group or individual, or as a resource bank of individual activities to use as and when needed.Trade ReviewA cornucopia of flexible, fun, evidence-based activities suitable for small group intervention, or as a whole school approach to emotional literacy and skills building. The clear plans and ready-to-go resources, mean you have everything you need to get started right away. Enjoy! -- Dr. Pooky Knightsmith, Child and Adolescent Mental Health ExpertWhat makes Mind Mechanics so remarkable, is how it supports a non-specialist to deliver an intervention which is underpinned by research and effective practice. It uses a practical, creative approach to support children and young people to develop independent, problem-solving strategies in the face of emotional challenges. -- Donna Lewis, Headteacher, and Kate Jones, SENCoThis book is so well placed to be every DMHL's (Designated mental health leads) support book for interventions. We know we need to be preemptive and proactive however when it comes to actual interventions we also want to make sure they are evidenced based.Often we are unsure about what interventions we should use as we are not mental health clinicians. Mind mechanics by Sarah Rawsthorn can be used to fill this gap in knowledge and offer DMHL's the confidence to use her book as a targeted resource for those children identified as being vulnerable or with mild to moderate levels of mental health problems . The DMHL has the choice to select particular activities to be used in the school's mental health curriculum or as interventions to meet specific needs.What I really like about this book and the interventions they offer is the pre and post-intervention assessment tools at the first and last sessions. This enables the school's DMHL to measure the progress of individual children and use these assessments to target further intervention or it provides the evidence needed when making referrals to specialist mental health services. -- Clare Erasmus, author of The Mental Health and Wellbeing Handbook for Schools

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Book SynopsisAt a time when pornography is more accessible than ever and many young people are inadvisably turning to pornography to learn about sex and relationships, this book explores what pornography is, the politics behind pornography, how it can affect both sexual and non-sexual relationships and the effects of pornography on mental health. The book also covers the important wider topics of the making and sharing of inappropriate images and over exposure to porn contributing to what is becoming known as 'rape culture'. It includes full lesson plans, activities, photocopiable materials and clear information on how to implement the programme, including outlines for staff CPD sessions and parent workshops.This book will be vital for PSHE teachers, senior leadership teams, pastoral care teams, school counsellors, youth workers, school nurses, and anyone who might be involved in sex education provision for young people.Trade ReviewA fantastic resource which allows a flexible approach when educating young people about pornography. This book delves in to some of the challenges young people are facing when making sense of Relationships and Sex and provides the tools to broach this sensitive topic. The activities set within the book allow educators to begin an important conversation around the unrealistic expectations of relationships, bodies and sex which are often portrayed in the media. -- Rebecca Jennings (RSHE Consultant)Educating Young People About Pornography brings an additional, essential component to RSE curriculum. Young people are increasingly exposed to hypersexualised imagery through contemporary digital media. Understanding this, and supporting young people to navigate the complexities this brings to a healthy understanding of intimate relationships is vital. This resource will be a key part of the youth workers toolkit. -- Abbee McLatchie, Director of Youth Work, National Youth AgencyPacked with creative activities and ideas to enable teachers to have positive, thought provoking conversations with young people. An essential guide for any teacher delivering RSE. -- Rachel Houlden, Director, AC EducationA vital resource to have in any practitioner's toolkit, be that a youth and community worker or a teacher Vanessa once again offers grounded resources that can be adapted to meet any given situation. This book allows for honest, healthy and open discussions with young people to explore the influence of pornography and provides an understanding within the framework of intersectionality.A much needed resource to support national curriculums. -- Deborah Terras, Lecturer, University of Cumbria, Institute of Health'... one in five boys aged between 16 and 20 said they were 'dependent on porn as a stimulant for real sex' (Rogers, V. 2022) Working in the secure estate, an environment where RSE is limited, this resource is key. From setting ground rules, knowing your environment and understanding the law, to providing a glossary, a plethora of session plans and ideas for impact measurement, it is a must for any youth worker out there. -- Esther Honer-Aird, Director of Policy and Procedure, Kinetic Youth LtdOne thing that all youthworkers want to help with workload is a catalogue of great session activity ideas that they can rely on to be easy to implement, high quality and engaging. Pornography is often such an awkward topic and we (facilitators) just want to know we are doing the best job. If you're looking for all of this to help you plan the best RSE education for your young people, then this book answers your prayers. Its only fault is that it has so many great ideas that you just don't have time to cover them all! I've used it in one-to-one sessions as well as with young people who need guidance in a particular area, such as sexism. It's inclusive, comprehensive, and you have the assurance that it has been written by an expert educator in the field. If you're a PSHE teacher or youthworker, this MUST be on your bookshelf -- Charlotte Gordon, Director of KIP Education CICTable of ContentsChapter 1: Defining PornographyChapter 2: The Politics of PornChapter 3: Sex SellsChapter 4: Finding out about sexChapter 5: Porn Vs. Real Life RelationshipsChapter 6: Porn, Body Image and Mental Health Updated Appendices

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Book SynopsisInternationalisation and intercultural competence are key ideas in contemporary education and have been much theorised and practised in higher education but have not received the same attention in school contexts. Linked to these ideas is an increasing focus on global citizenship and the development of students’ critical thinking skills and self-realisation. This book is based on a decade of experience of combining all three concepts in the practice of an upper secondary school in Denmark which is linked to 16 schools in 15 countries. The book includes both a description of the project by the teachers who have taken part and an analysis by researchers who have worked with them to deliver the programme.Trade ReviewThis inspiring text introduces an innovative new approach to integrating global citizenship into schools. It covers both theory and practice, and features case studies for school subjects ranging from ESL and foreign languages to science, geography and history. A valuable addition to the bookshelves of teachers, administrators, scholars and politicians! * Kip Cates, Professor Emeritus, Tottori University, Japan *This important book is essential reading as the first comprehensive account of a whole-school programme of Global Citizenship Education complemented by critical academic commentaries. Teachers at Rysensteen School in Denmark provide lively, practical and inspiring examples of how to promote Sustainable Development Goals, human rights and a political dimension. * Hugh Starkey, Institute of Education, UCL, UK *This volume offers a critical stance on theory and practice of global citizenship education (GCEd) through the lens of teachers and researchers, with examples from the Danish education system. It is an invaluable resource for teachers, school leaders, and graduate students who want to learn about how GCEd can be organised inside and outside classrooms. * Irina Golubeva, University of Maryland, Baltimore County, USA *[This book] provides a well-rounded, practical guide for educators, policymakers, and anyone interested in fostering global citizenship in the next generation. With its compelling arguments and actionable insights, this book inspires readers to take meaningful steps toward becoming responsible and informed global citizens. It is a must-read for anyone passionate about education’s role in shaping a better world. -- Helen Blachford, Bohunt Education Trust and Association for Citizenship Teaching, Teaching Citizenship 2023Table of ContentsContributors Acknowledgements Preface: Introduction Chapter 1. Anders Schultz: Globalisation Crisis Part 1 Chapter 2. Steen Beck: Dannelse - A Danish Concept in Historical and Contemporary Perspectives Chapter 3. Marie Højlund Roesgaard and Michael Byram: Global Citizenship Education in the Wider World Chapter 4. Anders Schultz: Organisation and Internationalising the Curriculum Chapter 5. Louise Tranekjær: Global Citizenship – Teaching and Evaluation in Formal and Informal Contexts of Learning Chapter 6. Louise Tranekjær: Intercultural Understanding, Cultural Encounters and Cultural Competences in Practice Part 2 Chapter 7. Mads Blom: Intercultural Understanding – Between Theory and Instrument – Empathy and Critique Chapter 8. Martin Lønstrup Nielsen: Hong Kong and the Question of Cultural Identity – The English Subject and Global Dannelse Chapter 9. Poul Nyegaard: Global Competences in Science Chapter 10. Laura Bjerregaard Sørensen and Lotte Bolander: Global Dannelse and French Chapter 11. Anders Folden Brink: Global Dannelse in Natural Geography Chapter 12. Mads Blom: Citizenship and Civicism – History as a School Subject and Global Dannelse Chapter 13. Anders Schultz: Where to Next for GCEd in Praxis? Chapter 14. Michael Byram: GCEd – Necessary but not Sufficient Index

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Book SynopsisNationally and internationally, we are being driven to reflect on how to respond to a changing world. Globally, the UN has presented its Sustainable Development Goals that include a commitment to the importance of learning (Goal 4). Considering what this means for the way we think about learning and how we see ourselves as learners, Learning Allowed builds a foundation for strengthening learner ‘connectivity’ whoever and wherever we are. Through an analysis of the existing discourses that have framed our approaches to education, Learning Allowed highlights a system that has lost touch with the individual and a desire to maximise learner potential, with implications for any lifelong motivations and ambitions for learning. In response to the myriad of technological, social, environmental and health changes, Learning Allowed presents a case for investing explicitly in a learner’s sense of value, voice and vision in the context of a lifelong learning journey. Drawing on thinking from Childhood Studies and looking at its broader application in light of research from education studies, Frankel and Whalley focus on learner voice and participation, raising awareness about what learning is and how this is connected with emotional wellbeing, and the processes of learning. Learning Allowed acts as a catalyst to schools, homes and spaces beyond to reconsider notions of learning and the learner and look to re-present them.Table of ContentsForeword; Hugh Greenway Chapter 1. We need to talk about...allowing learning! Chapter 2. An approach - to allowing learning The Connected Learner in Theory Chapter 3. Who is a learner? Chapter 4. What is learning for? Chapter 5. How we can allow learning: Impact of self and ‘other’ on our learning identities The Connected Learning in Practice Introducing the Connected Learner in Practice Chapter 6. Power up your thinking Chapter 7. ‘L’ - nurture a ‘Learn to be’ culture Chapter 8. U Unify your language Chapter 9. Grow meaningful opportunities Chapter 10. INspire lead learners Chapter 11. The Individual as a Connected Learner Chapter 12. Enduring connections - learning allowed

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Book SynopsisGlobally, researchers are being asked to plan for and demonstrate the impact that their research has on culture, society, health, and the economy. Higher education is changing, moving away from rewarding academics primarily for peer-reviewed academic publications and asking academics to report on how their work contributes to society more broadly. For many academics, impact poses a worrisome proposition. Impact has not generally been integrated into PhD training and many universities have been slow to respond to the emerging impact agenda, leaving a knowledge, training, and support gap. The Impactful Academic offers a holistic, all-of-career approach to impact aimed at active researchers and those who support research impact. It ruminates on the question of what an academic with impact looked like in the past, and what it will look like going forward as concepts around impact are solidified by government and granting agencies. The authors come from various backgrounds including engaged scholars who are generating impact, and impact professionals who have been critical to supporting academics across disciplines on their impact journeys. The reader will emerge with more than an impact plan for a single research project or grant, but rather a holistic, career-centric approach to impact.Trade ReviewThe Impactful Academic is a must read for the academic community. It effortlessly demystifies impact, bringing together a range of expert voices whose collective experience covers everything from planning pathways through to demonstrating effects. The book is full of actionable advice from those working within the research sector, reflecting the realities of ‘doing impact’ in a range of settings and within differing national agendas. The Impactful Academic will steer any reader in the right direction as they embark on impact for the first time or are looking to strengthen their existing practice. -- Dr Julie Bayley, Director of Research Impact Development & the Lincoln Impact Literacy Institute, University of Lincoln, UKWritten in an accessible and colloquial style, The Impactful Academic is a how-to guide for academics with the courage to step out their comfort zone and dip their toe into the impact world to demonstrate the benefits of the work they do. Authors lure the reader into a reflective impact state of mind while providing actionable tips on how to immerse themselves in impactful scholarship. For those keen to become more impactful, this book will prepare you for the journey. Essential reading for early career academics and those seeking faculty promotion. -- Melanie Barwick, Senior Scientist, SickKids Research Institute,The Impactful Academic is a comprehensive guide that includes everything an academic needs to achieve impact from their research. It contains invaluable practical advice that is both evidence-based and accessible, drawing on experience from around the world. This is an essential guide to impact for early career and senior researchers alike. -- Mark Reed, CEO, Fast Track ImpactThe Impactful Academic provides practical strategies for success in a contemporary landscape that values societal impact. This book is a valuable resource for those in the early stages of their academic careers, for senior scholars embarking on new projects with community partners, and for university staff and administrators who support impact work. The book’s focus on self-assessment and reflection, including tips and techniques from experts working in various disciplinary contexts, means there is something here for everyone. By covering such topics as community engagement strategies, research translation practices, and ways to track evidence of impact, this book serves as a go-to guide for academics to foster social change and make a difference in the world. -- Prof Lisa M. Given, Director, Social Change Enabling Capability Platform and Professor of Information Sciences at RMIT University in Melbourne, Australia.Table of ContentsPreface; Andrew Hill Chapter 1. Impact primer: The what, why, and how of impact; Wade Kelly Chapter 2. Identifying and leveraging collegial and institutional supports for impact; Rebekah Willson Chapter 3. Strategic digital engagement for impact: Building your academic presence online; Erika Smith and Richard Hayman Chapter 4. Writing impact for grants — Pack your bags. We are going on an impact journey!; Lucy Jowett and Alisha Peart Chapter 5. Towards impact: Best Practices in community and stakeholder engagement; Caroline Osborne Chapter 6. Knowledge Mobilization: Creating a path to impact; Lauren Albrecht and Catherine M. Scott Chapter 7. Demonstrating impact: Considerations for collecting and communicating the evidence of impact; David Phipps, Anneliese Poetz, and Michael Johnny Chapter 8. The long view: Building an impact plan on your terms; Faith Welch Chapter 9. Towards the Impactful Academic: The Impactful Researcher’s Settings for Success; Wade Kelly

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Book SynopsisInspired by narratives on children's rights and social action, Learning Allowed offers a robust framework to create experiential learning opportunities that will equip students in higher and further education to actively get involved in community change projects that partner with children and young people.

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Book SynopsisThe ebook edition of this title is Open Access and freely available to read online. Over past decades, scholars and practitioners around the world observed an emergence of professionals, research managers and administrators (RMAs) who play an essential role in the advancement of academic research. RMAs have extensive knowledge of the research ecosystem, including funding opportunities, proposals, budgeting and pricing, ethics, open research, project management, finance, negotiation, strategy, systems, and assessment. Until now, limited efforts have been made to investigate RMAs in a cross-regional, comparative manner, or to understand the recent surge of the profession in a larger policy context. Addressing this gap, an international group of experts share diverse perspectives to provide a comprehensive account of RMA as a profession, offer an analytical framework to understand their role in higher education and academic science. Covering countries in Africa, Australasia, East Asia and India, Western Europe, Central and Eastern Europe, the Middle East, North America, and South America, the work provides trans-cultural coverage of the profession. Drawing on theories from related fields, it also provides insights and understanding of RMAs as a social phenomenon. The Emerald Handbook of Research Management and Administration Around the World is the most comprehensive book about practitioners working in research management and administration. The book provides basic knowledge for students and professionals considering a career in this field, and serves as reference material for policymakers as well as academic researchers. By presenting evidence-based observations from around the world and discussing global trends, this text promotes social awareness of RMAs, shares state-of-the-art knowledge on the profession, and offers insights into the future of academic research.Table of ContentsPreface; Celia Whitchurch and Nik Claesen Introduction and Structure of the Book; Simon Kerridge, Susi Poli, and Mariko Yang-Yoshihara PART 1: History and Theory Section 1: History Chapter 1: Introduction to Part 1; Mariko Yang-Yoshihara, and Susi Poli Chapter 1.1. The Contribution of International Donors to African Research Management; John Kirkland Chapter 1.2. History of Research Administration/Management in North America; Kris Monahan, Toni Shaklee, and Deborah Zornes Chapter 1.3. Research Managers and Administrators in Asia: History and Future Expectations; Makiko Takahashi Chapter 1.4. History of Research Management in Australia and New Zealand; Mark B M Hochman, Tania Tambiah, and Campbell J Thomson Chapter 1.5. History of RMA Central and Eastern European Countries; Virág Zsár Chapter 1.6. The development of research and innovation in Europe: a short history; Anna Groeninx van Zoelen Chapter 1.7. The Establishment and History of the International Network of Research Management Societies; Elliott Kulakowski Section 2: Context Chapter 2.1. A novel definition of professional staff; Stefan de Jong Chapter 2.2. The Research Administration as a Profession (RAAAP) Survey; Cristina Oliveira, Melinda Fischer, Simon Kerridge, and Madhuri Dutta Chapter 2.3. Routes into Research Management and Administration; Madhuri Dutta, Cristina Oliveira, Melinda Fischer, and Simon Kerridge Chapter 2.4. Research management as labyrinthine - How and why people become and remain research managers and administrators around the world; Susi Poli, Simon Kerridge, Patrice Ajai-Ajagbe, and Deborah Zornes Chapter 2.5. Where do RMAs Work?; José M. R. C. A. Santos, Carolina Varela, Simon Kerridge, and Melinda Fischer Chapter 2.6. The establishment of a Research Project Management Office at a Medical School in University of São Paulo, FMRP-USP, Brazil; Michele Aparecida Dela Ricci Junqueira and Regina Célia da Rocha Bezerra Chapter 2.7. RMA Education, Training and Professional Development in North America and Europe; Jeff Ritchie, Emma Lythgoe, and John Donovan Chapter 2.8. Pathways towards the creation of RMA associations ; Jan Andersen and Valentina Romano Section 3: Identity Chapter 3.1. From conceptualisation to action - The quest for understanding attitudes of research managers and administrators in the wider world; Susi Poli, Cristina Oliveira, and Virág Zsár Chapter 3.2. Exploring forms of knowledge and professionalism in RMA in a global context; Susi Poli, Fernanda Oliveira, and Alice Trentini Chapter 3.3. Understanding organisational structures in RMA – An overview of structures and cases in a global context; Fernanda Oliveira, Alice Trentini, and Susi Poli Chapter 3.4. Research-related Information Management: reflections from Southern African practitioners; Maryke Hunter-Hüsselmann, Dalene Pieterse, and Changu Batisani Chapter 3.5. Empirical and Empathetic Approaches: Science, Technology and Innovation Coordinators and Area Studies in Southeast Asia; Taro Sonobe and Chisato Saito Chapter 3.6. The influence of RMA associations on identity and policymaking internationally; Virág Zsár Chapter 3.7. Evolution of Professional Identity in Research Management and Administration; Mariko Yang-Yoshihara, Susi Poli, and Simon Kerridge Section 4: Professionalism Chapter 4.1. Professionalisation of Research Management in Southern Africa–a case study; Karin Dyason and Pamisha Pillay Chapter 4.2. Professionalisation of research support in Hungary through the lens of the non-research specific requirements of Horizon Europe; Virág Zsár and Zsuzsanna Mária Balázs Chapter 4.3. Professional staff in support services in education and research – How to connect research with practice; Susi Poli and Daniela Taccone Chapter 4.4. Professional Associations and Professional Development Frameworks; Valentina Romano, Adele Del Bello, and Annalisa Albanesi Chapter 4.5. RASPerS: Prevalence of occupational stress and associated factors in RMA professionals; Jennifer Shambrook Chapter 4.6. A profession in the making: insights from Western Balkan countries; Siniša Marčić and Anđela Pepić Chapter 4.7. Meaningful relationships between long-term career, perspective, and skill for RMAs - Statistical analysis of international data for a new profession; Shin Ito and Makiko Takahashi Chapter 4.8. Diversity and internationalisation: A new core competence for research managers?; Jakob Feldtfos Christensen and Lachlan Smith PART 2 Section 5: Country Specific Chapters Chapter 5.01: Introduction to the RMA by Country Chapters; Simon Kerridge Africa Chapter 5.02. Research Management and Administration in Kenya in a challenging research environment; Patrizia Rampioni and Carol Wangui Hunja Chapter 5.03. The Profession of Research Management and Administration in Nigeria; Abiodun Akindele and Makinde Opeyemi Chapter 5.04. The Profession of Research Management and Administration in South Africa; Les Labuschagne North America Chapter 5.05. The Profession of Research Management and Administration in Canada; Deborah Zornes Chapter 5.06. The Profession of Research Management and Administration in the Caribbean Community; Paul W. Ivey Chapter 5.07. Research Administration in the United States; Toni Shaklee South America Chapter 5.08. Research Management and Administration in Brazil; Juliana Juk and Renata Ben Baisch Chapter 5.09. Maturity in the professionalisation of the research managers and administrators in Colombia; Salim Chalela Naffah and Andrea Navas Calixo Asia Chapter 5.10. Development of RMA in China; Xu Fang and Wenjie Lu Chapter 5.11. The Profession of Research Management and Administration in India; Savita Ayyar Chapter 5.12. The Profession of Research Management and Administration in Japan; Makiko Takahashi and Shin Ito Chapter 5.13. Development of Research Management in Malaysia; Shaliza Ibrahim and Tan Hsiao Wei Chapter 5.14. Research Management and Administration in Pakistan’s Context; Mir Asghar Ali Khan Chapter 5.15. Research Management and Administration (RMA) in Singapore: Development of RMA Capability in Nanyang Technological University (NTU); Alana M. Soehartono and Khiam Aik Khor Chapter 5.16. Research Management and Administration in VietNam; Dao Thanh Truong and Nguyen Thi Quynh Anh Australasia Chapter 5.17. The Emergence of the Research Management Profession in Australia; Campbell J Thomson, Tania Tambiah and Mark B M Hochman Chapter 5.18. The Profession of Research Management and Administration in Aotearoa New Zealand; Heather Thomas Central and Eastern Europe Chapter 5.19. The Profession of Research Management and Administration in the Baltic countries: Estonia, Latvia and Lithuania; Aurelija Povilaike Chapter 5.20. RMA in Belarus: Not Yet a Full-fledged Profession but an Important Part of R&D Activities; Olga Meerovskaya Chapter 5.21. Research Management and Administration in Cyprus; Andri Charalambous and Pierantonios Papazoglou Chapter 5.22. The profession of RMA in the Czechia; Jaroslav Sip Chapter 5.23. RMA - Case study from Poland; Zygmunt Krasinsky and Cyprian Tomasik Chapter 5.24. The Profession of Research Management and Administration in Romania; Toró Tibor, Szenkovics Dezső and Varga Szilvia Chapter 5.25. Evolution of RMA in Slovenia; Primož Petek, Tjaša Baloh and Vanda Baloh Chapter 5.26. Research Management and Administration in the Western Balkans; Siniša Marčić and Anđela Pepić Western Europe Chapter 5.27. Areas of Research Management and Administration in Austria; Bruno Woeran, Elisabeth Denk, and Michael Parik Chapter 5.28. The Profession of Research Management and Administration in Denmark; John Westensee, Annedorte Vad, Olaf Svenningsen, and Jan Andersen Chapter 5.29. The Profession of Research Management and Administration in Finland; Jaana Backman, Soile Haverinen, and Ella Bingham Chapter 5.30. The Profession of Research Management and Administration in France; Eleonora Zuolo, Géraldine Sauty, and Sandra Mereu Chapter 5.31. The Profession of Research Management and Administration in Germany; Paul Winkler, Jens-Peter Krüger, and Katrin Steinack Chapter 5.32. The Profession of Research Management and Administration in Iceland; Gréta Björk Kristjánsdóttir, Úlfar Kristinn Gíslason, and Ásta Sif Erlingsdóttir Chapter 5.33. The Profession of Research Management and Administration in Ireland; John Donovan, Susie Cullinane, Doris Alexander, Peter Scott, and Jean van Sinderen Law Chapter 5.34. The Profession of Research Management and Administration in Italy; Valentina Romano, Annalisa Albanesi, Danilo Aceto Zumbo, Mirella Collini, Adele Del Bello, Daniela Grisi, and Francesca Mura Chapter 5.35. The Profession of Research Management and Administration in the Netherlands; Anna Groeninx van Zoelen and Edwin Kanters Chapter 5.36. The Profession of Research Management and Administration in Norway; Nichole Elgueta Silva and Hege Nedberg Chapter 5.37. The Profession of Research Management and Administration in Portugal; Cláudia Barbosa, Filipa Borrego, Teresa Costa, Ana Ferreira, Madalena Martins, Susana Moreira, José M. R. C. A. Santos, and José Avelino Silva Chapter 5.38. The Development of the RMA Profession in Catalonia (Spain); Cristina Borras and Aïda Díaz Chapter 5.39. The Profession of Research Management and Administration in Sweden; Eva-Lisa Ahnström, Evelina Brännvall, Ylva Hultman and Anders Jonsson Chapter 5.40. The Profession of Research Management and Administration in the UK; Simon Kerridge Middle East Chapter 5.41. Research Management and Administration in Qatar; Fikria El Kaouakibi Chapter 5.42. Research Management and Administration in Saudi Arabia: Transitioning from an oil to a knowledge-based economy; Silke Blohm Chapter 5.43. Research Management and Administration: An Emerging Profession in the UAE; Cira Mathis Summary Chapter 5.44. Reflections on Research Management and Administration in Various Countries around the World; Simon Kerridge, Jan Andersen, Melinda Fischer, Mark B M Hochman, Fernanda Oliveira, Makiko Takahashi, Therina Theron, and Virág Zsár Section 6: Reflections Chapter 6. Emerging Trends and Insights in Research Management and Administration; Mariko Yang-Yoshihara, Simon Kerridge, and Susi Poli

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

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Book SynopsisThere is a lack of studies and practical resources available for supporting the professional development of middle leaders. Based on research and consultations with influential school middle leaders, Middle Leadership in Schools presents ideas and actions designed specifically to stimulate and enhance educators leading from the middle, as a catalyst to enable them to do what they do with greater influence and impact. Each chapter focuses on a challenge of leading from the middle, drawing from successful practice and case studies whilst providing contemporary research and practical strategies to guide middle leaders to success. Offering a unique combination of academic rigour and practical advice, Middle Leadership in Schools is essential reading for teachers, current and aspiring middle leaders, school leaders, and postgraduate students studying educational leadership.Trade Review“Middle leadership in schools: Ideas and actions for navigating the muddy waters of middle leading” is a unique book in that it brings together practitioners, researchers, consultants, and administrators, to share their stories and ideas about middle leadership in schools. Thus, each chapter is both theoretically robust and pragmatically relevant. This is important because in each case the wisdom that is shared is reliable and relatable, and written in a style that is accessible to all. Middle leaders provide crucial leadership in schools – in and around classrooms where the purposes of education are enacted and fulfilled, so this is an important volume in that it provides needed professional learning for these key leaders. Furthermore, the chapters cover some of the fundamental practices of middle leadership, including the development and maintenance of trust, how to lead change and innovation through action research, and strategic thinking and planning. I commend the chapters in this book to school middle leaders, as important insights that can help you reflect upon, and develop, your own middle leading practices in your own educational site. -- Peter Grootenboer, Professor of Education, Griffith UniversityMiddle Leadership in Schools is a powerful guide that brilliantly illuminates the challenges and opportunities faced by middle leaders. With its diverse perspectives from across Australia, this book is an invaluable companion for anyone navigating the muddy waters of middle leading. I wish I had this treasure during my own middle leadership journey! -- Lauren Sayer, Director Curriculum, Victorian Curriculum Assessment AuthorityThis is a book for aspiring school middle leaders. It sets out the complexities of the role so that you will know what to expect. It is valuable for current middle leaders. It illustrates the volatility of the job you’re doing and help you understand why your job can be so tricky to carry out. Senior leaders will benefit from reading it. It will assist you to unravel the challenges of getting the best from your organisation’s middle layer. The range of expertise on show makes this an easy to read yet thought provoking book. It bridges the gap between the regularly criticised “ivory tower” academic approach and purely anecdotal, bias laden non-generalisable accounts. The structure is clear and ensures the reader thinks about the content. Guiding questions and reflective questions and tasks steer you though varying perspectives. Real-world experiences are supported and underpinned by academic citations. This is important when discussing crucial middle leader issues such as identity, trust and authenticity. It is a book that has sought the opinion and critical appreciation of those doing this vital work in schools and robustly validated it. It works well. It is an important addition to school middle leadership literature. -- - Bill Lowe, Responsible for the design and delivery of Education Leadership in the Education MA at Newman University, Birmingham, UK. Author of Middle Leadership for 21st Century Schools. Crown House.Middle level leadership is the engine room for positive change in a school. I have been privileged to work with Liz in the hard graft of positive school improvement from the middle and to learn from Barbara and Patrick’s work over many years. I strongly recommend their thoughtful, expert and empathetic approach to bringing the best minds in middle leadership together in this essential book on building a thriving school and future for senior leadership. -- - Karen Money, Regional Director, Victorian Department of EducationTable of ContentsLeading Other and Empowering Yourself Chapter 1. Middle Leader Identity; Samuel Alexeeff, Emma Dearing, Dr Kylie Lipscombe, and Dr Sharon Tindall-Ford Chapter 2. Learning About and Leading from the Middle: Stories from Three Women Middle Leaders; Danielle Cioffi, Nichole Tiller, Lucy Warnock, and Barbara Watterston Chapter 3. Middle Leaders can Influence What Really Matters in Their Schools; Jodie Schafer and Patrick Duignan Chapter 4. Developing Middle Leaders in Catholic Schools; Michael Harrison and Louisa Rennie Collaborating and Communicating Chapter 5. Relational Trust as Community Building Practice; Jessica Pound and Christine Edwards-Groves Chapter 6. Leading Out, to Lead In: Developing in the Absence of Strong Leadership; Steven Kolber and Stephanie Salazar Chapter 7. Using Action Research to Drive Teacher Professional Learning; Sarah Gunn and Pamela Macklin Leading Learning and Leading Change for Improvement Chapter 8. Middle Leaders: Strategic Thinkers and Strategic Planners; Elizabeth Benson Chapter 9. Middle Leaders as Innovators in Curriculum Improvement; Wendy McKay and Donna Pendergast Chapter 10. Middle Leaders, Professional Standards and Leadership Growth; Elizabeth Benson, Jenny Lewis, and Danny Pinchas

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Book SynopsisTransformative Leadership and Sustainable Innovation in Education is a valuable resource to a diverse network of policy makers, school and university leaders, educators, practitioners, curriculum designers, innovators, and investors who want to collaborate to identify and implement innovations that transform education and research.

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Book SynopsisLeading for Equity in Uncertain Times outlines a regenerative process for educational leaders developed in response to the disruption and crises caused by the social happenings of the Covid-19 pandemic, the racial justice reckoning after the George Floyd murder, and the political polarization paralyzing the United States. Each of these significant occurrences has left a lasting impact on school leaders, their teachers, students, families, and school communities. Educational leaders and scholars are just beginning to unravel the effects of this social phenomena on themselves personally and professionally, and on those they lead, teach, and support. Inequities that existed before are now magnified and untenable. Using a classic grounded theory research approach, Candelarie explores the implementation of The Regenerative Process, and how educational leaders can use this process to identify needed actions to respond to crisis, disruption, and change within their schools and educational organizations. These actions will regenerate education to a better, higher, more worthy state that is equitable and socially just.Table of ContentsIntroduction Chapter 1. Regenerative Leadership Chapter 2. The Regenerative Process Chapter 3. Grounded Theory Methodology Chapter 4. Recognition Chapter 5. Reconnection Chapter 6. Reconciliation Chapter 7. Reciprocity Chapter 8. Reconstruction and Revolution Closing

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Book SynopsisThis book provides ways to support and counsel young people struggling to adapt and live with the constant possibility of things breaking down, of normal life being overtaken by chaos. Covering many different types of 'everyday chaos' including anxiety, bullying, mental health, trauma, anger and loss, this book is an incredibly useful guide for anyone working with young people at a time when these issues are more prevalent than ever. It was inspired by the author's daughter's accidental death aged 27. Written in a warm and down-to-earth tone, the chapters use a variety of case studies to lead through examples on a range of problems young people are facing.Trade ReviewI read Supporting Young People Through Everyday Chaos, this gift of Nick's final book, in a day. It's that kind of book. As ever, the writing is lucid, the stories gripping, the insights into young people's lives full of deep, thoughtful compassion. I felt lucky to read it, lucky to be with Nick through his words, lucky to continue to have his work to draw from. Everyday Chaos is a compelling, profound text by a fabulous writer. -- Jonathan Wyatt, Professor of Qualitative Inquiry, Counselling, Psychotherapy and Applied Social Sciences, University of EdinburghThrough his writing over many years Nick Luxmoore has been a guide and a mentor for all who work with young people. In this, his last book, he explores the experiences of teenagers when things fall apart. Everyone who reads it will be enriched and inspired. -- Dr John Coleman, OBETable of ContentsForeword - Kathy Peto; Preface - Jane Campbell and Chris Mowles; 1. Introduction; 2. Anxiety and chaos; 3. Bullying and chaos; 4. Mental health and chaos; 5. Loss and chaos; 6. Language and chaos; 7. Schools and chaos; 8. Anger, shame and chaos; 9. Joylessness and chaos; 10. Containment and chaos; 11. Creativity and chaos; 12. Endpiece; 13. References

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Book SynopsisMeet Harry. Harry likes to play football, climb trees, and hang out with friends, but Harry doesn't like reading. That is until his teacher explains that Harry has dyslexia, which makes things like reading and writing particularly hard for him - and with help from his mum, teacher and an educational psychologist, Harry learns specific strategies for reading with dyslexia.This delightful picture book for children aged 5-11 includes tips for reading with dyslexia and lovable, supportive characters who show that it's ok to discuss dyslexia and to seek help when needed.Trade ReviewThank you, on behalf of all the Harrys and Harriettes who struggle in silence with reading. This gentle, empowering book will be their lifeline. -- Antony Lishak, Author and creative writing expertA wonderful book! This is a great way to help children with dyslexia who find reading difficult to understand and be kind to themselves. This book will also be useful (and entertaining) for members of their families to help them understand, and their classmates too. -- Margaret Rooke, Author of Creative, Successful, Dyslexic, and Dyslexia is My Superpower (most of the time)As the head teacher of a school with many pupils on the dyslexic spectrum I was delighted to see this book. Firstly it's an entertaining and interesting read and children will enjoy sharing it with their friends and families. It also provides an accessible platform for positive discussion around the needs of pupils with a dyslexic profile to children, parents and professionals. -- Mylene McGuire, Head Teacher, St. Mary’s RC Primary School, ManchesterThis book is fun, very accessible and engaging and I am sure it will give many dyslexic children more confidence. -- Baroness Hollins, House of Lords, UK

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Book SynopsisRoxy lives in the forest with her three best friends, who she loves to visit and play games with. Roxy is in a wheelchair, so sometimes it is harder for her to go to the same places and play the same games as the other animals. Roxy and her friends realise that by making a few small changes and working together, they can make the forest a better place for everyone. Roxy teaches us that there are bunches of ways to be more inclusive of those who have a disability so that everyone can join in.Part of the Truth & Tails series, which aims to eliminate prejudices and encourage acceptance in young children aged 4-8, the story of Roxy and her friends is accompanied by hand-drawn, watercolour illustrations.

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Book SynopsisThis book is full of creative ideas for use with children who have difficulty in coping with change, stress and normal levels of anxiety. Supported by a comprehensive but accessible theory section, the practical exercises are a simple and fun way of helping children to learn healthy stress management strategies.Deborah Plummer offers over 100 activities and games specifically aimed at helping children to build emotional resilience. With a mixture of short, snappy activities and longer guided visualizations, these exercises are suitable for use with individuals or groups, and many are appropriate for use with children with complex needs or speech and language difficulties. This unique photocopiable activity book will be an invaluable resource for parents, carers, teachers, therapists and anyone looking for creative, enjoyable ways of helping children to cope with change, stress and anxiety. It is primarily designed for use with individuals and groups of children aged 7-11, but the ideas can easily be adapted for both older and younger children and children with learning difficulties.Trade ReviewThis book provides practical activities and strategies for carers of children who are experiencing stress, or who have difficulty coping with changes, or are prone to mild/moderate anxiety... Overall, I found the book easy to read and with some good practical ideas to help children cope with change and stress. -- Adoption TodayThis book is especially helpful for children with age appropriate language levels and an ability to use images and imagination to develop an understanding of their own emotions. Many of the exercises can also be adapted for use with children with complex needs or speech and language difficulties.I found this thoughtful book an excellent and helpful resource. -- Anxiety UKDeborah Plummer provides a refreshingly light, accessible text that addresses a serious issue. Packed with activities aimed at helping children to understand and manage their emotions, the target readership is primarily teachers, social workers, carers and parents. However, the book provides a useful resource for anyone seeking creative ways to help children deal with stress, anxiety and change. The photocopiable activities and suggested discussion points are pitched at children aged seven to 11, but they lend themselves to adaptation for both older and younger children. They are also adaptable if necessary, to meet the specific needs of children with communication and learning difficulties, and those who do not have English as their first language... The book's main strengths are two-fold: accessibility and versatility. It can be used as a resource to "dip into", with each part of the book being sufficiently discrete to facilitate this. Alternatively, it can be used as the basis for a "course" on coping with stress, anxiety and change. Versatility also means that the activities can be used with individual or groups of children. Irrespective of the mode of use, readers are at liberty to choose the most appropriate salient parts of the book to meet their needs. Overall, Plummer claims to have provided a resource with practical activities and strategies to help children cope with change, stress and anxiety. -- Wiley Online LibraryThis book is a most valuable resource for the parent, the primary teacher, the nursery nurse or indeed, for any adult who is concerned with helping children to cope with the difficulties and challenges involved in a child's emotional development... In practice, the handbook inspires an abundance of creative and imaginal experiences and exercises to enable children to develop creativity, self-awareness and to raise self-esteem. The photocopiable resources are attractive and stimulating and designed to promote problem-solving, to develop resilience, and to begin to understand and self-regulate difficult feelings. The approach aims also to develop the child's emotional literacy, allowing the child to name and understand emotions that otherwise might have the capacity to overwhelm them. -- BACP, Counselling Children and Young PeopleThis book is an excellent blend of practical activities to help promote emotional health, and accessible theory to help practitioners to understand why we behave as we do, and what can be done to help children develop positive choices and emotional security... This is a most helpful and well organized for anyone involved in the holistic development of children. It is well written, clear and jargon free, with a good balance of theoretical explanation and practical activities. It has a useful list of story books (although by no means exhaustive) for use in these contexts, an index and an activities index. -- School Librarian JournalThe exercises encourage children to link behaviours with anxiety and stress, and promote the idea of a toolbox of activities to minimise them. The book is intended for seven to 11 year olds but could be expanded to a wider age range. It would be a valuable resource for SLTs who manage emotionally-distressed children with language and social communication disorders, particularly those working in child and adolescent mental health services. -- Bulletin of the Royal College of Speech and Language TherapistsThis book is full of creative ideas for use with children who have difficulty in coping with change, stress and normal levels of anxiety...This unique photocopiable activity book will be an invaluable resource for parents, carers, teachers, therapists and anyone looking for creative, enjoyable ways of helping children to cope with change, stress and anxiety. -- SMIRA (Selective Mutism Information and Research Association)is perfect for schools and teachers working with kids ages 7 and older. It offers a fully photocopiable set of activities, and combines theory with games and activities designed to help kids manage their emotions. A fine pick for any teacher's collection. -- The BookwatchTable of ContentsAcknowledgements. Preface. Part 1. Being There: Interacting Mindfully. 1. Supporting Emotional Well-being. 2. Understanding Why We Do the Things We Do. 3. Encouraging Imaginative Solutions. Part 2. Skills for Life. 4. Self-awareness. 5. Imagework. 6. Feelings. Part 3. Coping with Change. 7. Thinking About Change. 8. Preparing for Change. 9. Making a Change. Part 4. Coping with Stress. 10. What is Stress? 11. Changing How We Feel. Part 5. Coping with Anxiety. 12. Thinking, Feeling, Doing. 13. What We Do with Worries. Part 6. Moving On. 14. Setting Goals and Celebrating. Index. Activities Index.

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Book SynopsisIt is for everyone who cares about education in an uncertain world and explains how teachers, parents and grandparents can cultivate confidence, curiosity, collaboration, communication, creativity, commitment and craftsmanship in children, at the same time as helping them to do well in public examinations. Educating Ruby: what our children really need to learn shows, unequivocally, that schools can get the right results in the right way, so that the Rubys of tomorrow will emerge from their time at school able to talk with honest pleasure and reflective optimism about their schooling. Featuring the views of schoolchildren, parents, educators and employers and drawing on Guy Claxton and Bill Lucas' years of experience in education, including their work with Building Learning Power and the Expansive Education Network, this powerful new book is sure to provoke thinking and debate. Just as Willy Russell's Educating Rita helped us rethink university, the authors of Educating Ruby invite fresh scrutiny of our schools.Trade ReviewA powerful, heartfelt and expert analyss of what's going wrong in the education of our children and how to put it right. -- Sir Ken Robinson "Author"

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Book SynopsisSolution focused approaches offer proven ways of helping children overcome a whole range of difficulties, from academic problems to mental health issues, by helping them to identify their strengths and achievements.Based on solution focused practice principles, this book illustrates communication skills and playful techniques for working with all children and young people, regardless of any health, learning or development need. It demonstrates how the approach can capture children's views, wishes and worries, and can assist them in identifying their strengths and abilities. The approach encourages positive decision-making, and helps children to overcome challenges, achieve their goals and reach their full potential. The book is packed with case examples, practical strategies, and practice activities. This valuable text will be of great use to a range of practitioners working with children and young people, including social workers, youth workers, counsellors, teachers and nurses.Trade ReviewThis book does what is says on the tin, it offers the reader solution- focused approaches to enable children to overcome challenges to reach their full potential. It is well written and does not over complicate the topic... An excellent reference text for anyone working with children and teenagers. As a mother of two myself, I think this book is useful for parents who may be facing some of the identified challenges. I found it relevant not only in my professional role but as a parent of a teenager. -- NursingTimes.netI have been unable to discover if there have been other books written about this subject but, if so, I doubt there are many better. It is a practical, straightforward guide, rich in ideas and presented in a clear, concise, sensitive, occasionally humorous and very readable format... It will be a useful addition to the library of solution-focused trainee counsellors or those, who like me, practise primarily using other theoretical approaches. It both promotes and demonstrates respect for, and interest in, the child, and is written with an air of common sense, positivity and honesty that is refreshing. -- Counselling Children & Young PeopleI very much recommend this book for practitioners. Even if you only read the first chapter, you will learn or be reminded about different ways of engaging young people. -- RostrumEveryone would benefit from incorporating strengths based practice into their work, and their life, and this book will undoubtedly provide the reader with numerous invaluable insights, as well as an overview of the process. There is also a resources section, which may point people in the direction of further reading/materials. -- IASWThese authors demonstrate here their wide experience with challenging behaviour in children and families. There is also extensive coverage of issues around safeguarding children and work within child protection. The text is clear and engaging throughout, with many minimal yet thought-provoking case vignettes. Exercises for the student and for the children and their families form a large part of the book. Some of the exercises are ideal for encouraging reflective practice and for use as educational elements in supervision settings. I can see this book becoming a regular reference text for workers in children's mental health services, social workers and family support workers, consulted whenever a particular type of referral is received, or when a new worker joins the team. -- Dr Alasdair Macdonald, consultant psychiatrist and family therapist, UKThis book will be invaluable for anyone working with children and their families. Packed full of simple (yet not simplistic) ideas for constructive practice, it brings together the wide experience of the authors to present real examples of how a solution-focused approach can make a difference to the lives of children. This practice wisdom ensures that it connects with practitioners in a direct, meaningful and helpful way, as well as clearly demonstrating how solution-focused principles and techniques are applied. -- Steve Myers, Associate Head of Engagement, School of Social Work, University of Salford, UK and author of Solution-focused ApproachesTable of ContentsAcknowledgements. 1. Useful Conversations. 2. Taking Children Seriously. 3. Setting Achievable Goals. 4. Finding Exceptions to Problems. 5. Discovering Children's Strengths. 6. Scaling Goals, Progress and Safety. 7. Putting it all Together. 8. Resources. References. Index.

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Book SynopsisPart of the Reading Well scheme. 35 books selected by young people and health professionals to provide 13 to 18 year olds with high-quality support, information and advice about common mental health issues and related conditions.Build positive body image with this fun and effective workbook for young people.Watch out - the Body Image Thief is about! He's the sneaky character who keeps stealing your positive body image from your Body Image Vault, leaving only negative thoughts and feelings about your body behind. But don't worry - you can banish him for good and this workbook will show you how!Using a host of activities and real-life stories, this imaginative workbook will look at what body image means, how it develops, the impact it can have and how all this applies to your own body image. Based on cognitive behavioural and mindfulness principles and techniques, it is packed with strategies that will help you change how you think and act in order to build a positive body image, protect your Body Image Vault and banish your Body Image Thief for good!Engaging, informative and easy to read, this unique workbook is suitable for young people aged 10+ to work through on their own or with the help of a parent or practitioner.Trade ReviewThe book is full of case studies and exercises... The book is aimed at boys and girls aged 10-18, though I think it could be used by slightly younger children (perhaps 8+) with support and guidance. It starts off by helping young people to understand what body image is and why it's important before considering negative body image and the impact a negative body image can have... The activities and case studies are all presented in an accessible and friendly style. The book is beautifully presented and I can imagine a young person being very motivated to complete the activities. Whilst it is designed as a self-help guide to be completed sequentially from beginning to end, I think there is plenty of scope for confident parents and practitioners to cherry pick relevant activities or sections where time is short or where there is need for a rapid and specific focus... therapists, school counsellors, pastoral staff and parents may find that it is a useful addition to the recovery toolbox. -- Pooky Knightsmith * In Our Hands blog *Katie uses her expert knowledge to help children develop a positive self- image... This book offers useful self-help activities to banish negative thoughts about your body. As a wellbeing mentor, I have found this book to be extraordinarily helpful; it has been used with some of my clients and I have started to recommend it to parents. An invaluable book, all young people should read. -- Wellbeing Mentor blogTable of ContentsAcknowledgements. About the Author. Introduction. 1. What is Body Image? 2. Your Body Image. 3. You're Not on Your Own. 4. How a Negative Body Image Develops: Introducing the Body Image Vault and the Body Image Thief! 5. How a negative Body Image Develops: Influences. 6. How a Negative Body Image Develops: Thoughts. 7. How a Negative Body Image Develops: Feelings. 8. How a Negative Body Image Develops: Behaviours. 9. Impacts of a Negative Body Image. 10. Banishing Young Body Image Thief: An Introduction. 11. Banishing Young Body Image Thief: Managing Your Thoughts and Beliefs. 12. Banishing Young Body Image Thief: Managing Your Behaviours. 13. Body Image Dos and Don'ts. 14. Summing Up! Appendix: The Body Image Quiz Answers. Information for Parents and Professionals. References.

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Book SynopsisSimple and concise, The Teacher's Introduction to Attachment offers an easy way to understand children with attachment issues and how they can be supported. Author Nicola Marshall combines her expertise as an adoptive parent and schools trainer to describe in plain English what attachment is, how children develop attachment problems and how these problems affect a child's social, emotional and neurological development. She addresses some of the difficulties in identifying attachment issues in children - common among children who are in care or adopted, but which are sometimes mistaken for symptoms of ADHD or Autism Spectrum Disorder. Nicola also describes a range of helpful principles and practical strategies which will help children flourish - from simple tips for the individual on how to improve their communication to the changes a school can make to reduce a child's anxiety about changes and transitions.Ideal for teachers and support staff to pick up and use, this book is an essential addition to any school's staff library.Trade ReviewI found this book to be enormously helpful and also reassuring. It bolstered my toolkit of resources to understand and help the vulnerable children I come across - and it reassured me that I am equipped to help: those children I think are hard to reach are actually within my reach and I can be the person to help them... Compassionate and intelligent [this is] an accessible book for all. -- Phil Thomas, Teacher, Headteacher and Resilience TrainerVery easy to read and understand. I would recommend this book to all foster carers and adoptive parents. -- Janet Mordue, Teenage Advice Centre co-ordinator, foster carerThis would be so useful to us in school. I have been talking to the teacher I work with about a particular boy since reading the book and we both feel that his behaviour can now be explained which will help him and us a great deal. -- Kirsty Stone, English Leader and Key Stage 1 Co-ordinator, Perryfields Primary School, SandwellMore than anyone else, teachers and school staff need to learn about the critical role that attachment plays in the performance, behaviour, and wellbeing of their students. Nicola Marshall's clear and concise explanation of attachment makes it readily accessible to the reader. Her 'guiding principles' will help educational professionals adopt the kind of mindset that one needs when trying to teach students with disrupted attachment. -- Christopher J. McGlinn, Ph.D., Clinical Coordinator, The Elwyn Davidson School, Pennsylvania, USAEasy to understand and written in a very informative way. I think all teachers and adults who work with children should read this. It might open their eyes a bit. -- Emma Collier, Teaching Assistant, Blossomfield Infant School, Shirley, BirminghamThis book is...very useful, informative and thoughtful... The author is an adoptive parent who runs her owntraining company supporting schools in terms of attachment and classroom implications... The book covers very difficult issues with sensitivity and provides those working in schools with sound advice... There is much practical advice and this book would form the useful basis for staff professional development when delivered by appropriately trained leaders. Highly recommended. -- SEN MagazineTable of ContentsAcknowledgement, Foreword, Introduction, Chapter 1 - What is Trauma? Chapter 2 - What Causes Trauma? Chapter 3 - What is Attachment? Chapter 4 - Attachment Theorists, Chapter 5 - Attachment Styles, Chapter 6 - Brain Development, Chapter 7 - Symptoms of Attachment Difficulties, Chapter 8 - Guiding Principle 1, Relationships Over Programmes, Chapter 9 - Guiding Principle 2 - Emotional Age Over Chronological Age, Chapter 10 - Guiding Principle 3 - Structure Over Chaos, Chapter 11 - Guiding Principle 4 - Time In Over Time Out, Chapter 12 - Guiding Principle 5 - Sensory Less Over Sensory More, Chapter 13 - Toxic Shame, Chapter 14 - Identity, Chapter 15 - Empathy, Chapter 16 - Trust, Chapter 17 - Control and Self-Reliance, Chapter 18 - Self-Regulation, Chapter 19 - Cause-and-Effect Thinking, Chapter 20 - Memory and Organisation, Chapter 21 - Changes and Transitions, Chapter 22 - Triggers, Chapter 23 - Prevention is better than cure, Chapter 24 - Communication is Key, Chapter 25 - The Most Important Thing We Learn, Chapter 26 - What's so Wrong with Rewards at School? Chapter 27 - Inner and Outer Resources, Chapter 28 - A Word of Warning, Braveheart Education, Bibliography and Resources, Websites.

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Book SynopsisMeet Chelsea - a young girl who was adopted. Chelsea invites you to learn about adoption from her perspective and introduces us to two friends of hers who were also transracially adopted. Chelsea and her friends help children understand what it means to be adopted, the experiences and challenges that follow the adoption process, and how they can help. Accessible and informative, this illustrated book is an ideal introduction to adoption for children aged 7-11 and is a great tool for encouraging discussions for families, teachers and professionals working with adopted children.Trade ReviewThis useful, accessible book is written from the perspective of a young girl (,...) Chelsea's perspective, it invites the reader to understand adoption from the young person's point of view; what adoption is like, the questions, worries and fears adoptees may have and ways o open up communication about these issues... At the end of the book, there are sections specifically for parents and teachers offering advice about how they can help adopted children, and to inform parents and teachers. -- Youth in MindThe overall tenor of this book is upbeat and I can envisage it being a great help both to adopted children and those with whom they have regular contact - teachers and children - at school. -- Red Reading Hub by Jill BennettI love the honest and clear way this book tells how children come to be adopted. This explanation will be useful for adopted children trying to understand their own story, as well as informing those around them. I can definitely see the benefits of this book being used in schools as well as at home, and I will be recommending it to teachers I know and work with. -- Sarah Hill, adoption blogger and adoptive parentI think many adopted children will appreciate the straight talking on some of the emotional issues they face. -- Sally Bell, adoptive parentCan I tell you about Adoption?' is an illustrated book accessible to children aged seven+ that invites the reader to explore the thoughts and feelings that can surround adoption through the eyes of Chelsea, a young girl who wasadopted... Throughout the book Chelsea acknowledges thoughts and feelings connected to birth parents, foster parents, adopted parents and the adoptee themselves that may never go away. Helpful suggestions of how to ask an adopted child questions are given as well as a valuable insight into ways of empathically understanding how anadopted child may feel... Straight talking on emotional issues and difficult questions runs throughout the book. This makes it a useful tool for opening up discussions for parents, families, teachers and professionals who work with adopted children as well as adopted children themselves. The end of the book provides advice sections for teachers and parents which is followed by a list of helpful reading resources and organisations. -- Play TherapyThe slim publication is likely to prove a useful tool for young adopted children to enable them to raise and discuss issues they may have about their life-story with their adoptive parents and to gain confidence in discussing issues surrounding their adoptive status with their friends. It is also likely to be of value to professionals, including social workers and teachers, working with children who have been adopted, or are about to be adopted.The illustrations included in the book will help engage young readers and help to get the message home about some rather complex issues. -- Dr Darshan Sachdev, Independent Research Consultant * NAPCE Journal: Pastoral Care in Education *Overall, this book is a worthwhile read and it would help to open up discussion within a family who have an adopted child...in summary, this book sets out to help others to understand what it feels like to be adopted and I think it achieves this objective very well. -- Denise O'Neill * Irish Association of Social Workers *Table of Contents1. Introduction. 2. Introducing Chelsea. 3. My Adoption Story. 4. Meet my friends Adilu and Kira. 5. Difficult Questions and Feelings about being Adopted. 6. Good Things about Being Adopted. 7. Notes for Parents. 8. Notes for Teachers.

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Book SynopsisWith increasing numbers of students with invisible disabilities attending college and university, faculty and staff find themselves faced with new challenges. This practical handbook provides lecturers, tutors, disability services, and administrative staff with an overview of the invisible disabilities they may encounter, dispelling common myths and offering practical advice to support the needs of these students.Students with invisible disabilities are often academically talented but struggle with certain aspects of higher education such as keeping track of appointments or maintaining concentration in lecture halls. By providing detailed information on a range of disabilities including autism, AD/HD, dyslexia, OCD, and affective disorders, this book facilitates a better understanding of the unique needs of these students and what their strengths and limitations may be. With ideas for adapting teaching methods, offering suitable accommodations, and improving institutional policy, this is vital reading for all university faculty and staff.Trade ReviewSupporting College and University Students with Invisible Disabilities provides clear and focused explanations of important concepts in the field of disability. This is information that all administrators and faculty should know when working with students with invisible disabilities. The chapters provide necessary legal explanations, address the myths around invisible disability, and provide useful guides and strategies to help administrators and faculty work with students. As an administrator and faculty member, I found this text invaluable. I highly recommend it. -- K. Alex Ilyasova, Director of the Professional and Technical Writing program in the English Department at the University of Colorado at Colorado SpringsThis book is an invaluable guide for understanding and including students with disabilities in post-secondary institutions. The descriptive information about developmental and emotional issues truly enables the reader to identify with someone struggling with a particular issue, while simultaneously learning scientific and practical applications. The author convincingly identifies the social imperative to improve the way we include students with learning and emotional challenges, and offers provocative ideas for institutional changes that feel doable and make sense. -- Sarita Freedman, PhD, Licensed Psychologist and author of Developing College Skills in Students with Autism and Asperger's SyndromeIn this book, Dr. Christy Oslund uses academic research, pedagogical experience, and common sense to help faculty, administrators, and staff in academic settings navigate one of the most prevalent issues in higher education today: understanding and accommodating invisible disabilities. Employing a gentle humor immediately relatable to other educators, Oslund provides practical information on how these invisible disabilities affect students, parents, and colleagues while providing actionable ideas for making campuses better environments for everyone. -- Casey J Rudkin, PhD, Department of Writing, Linguistics and Creative Process, Western Connecticut State UniversityThis book should be required reading for all higher education instructors. In thoughtful yet practical terms, Dr. Oslund illustrates how to recognize and respond to diverse learners, which is an ethical and moral necessity too often neglected during new teacher orientations and the competing demands of ongoing professional life. -- Dr. Moe Folk, Assistant Professor of English, Kutztown University of PennsylvaniaTable of ContentsIntroduction. 1. Dispelling Myths. 2. How Legalities and New Students will Change Post-Secondary Work. 3. Autism Spectrum Disorder including Asperger's Syndrome. 4. Attention Deficit/Hyperactive Disorder. 5. Language Processing Disorders including Dyslexia. 6. Generalized Anxiety Disorder and Obsessive Compulsive Disorder. 7. Affective/Mood Disorders. 8. Universal Design and Lecture Hall Based Classes. 9. Universal Design in the Smaller Classroom. 10. Institutional Policy. References.

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Book SynopsisThis book which has now established itself as a classic study of working class boys describes how Paul Willis followed a group of 'lads' as they passed through the last two years of school and into work. The book explains that for 'the lads' it is their own culture which blocks teaching and prevents the realisation of liberal education aims. This culture exposes some of the contradictions within these formal aims and actually supplies the operational criteria by which a future in wage labour is judged. Paul Willis explores how their own culture can guide working class lads on to the shop floor. This is an uncompromising book which has provoked considerable discussion and controversy in educational circles throughout the world - it has been translated into Finnish, German, French, Swedish, Japanese and Spanish.Trade Review'This book is a remarkable achievement. To attempt to summarise it is to trivialise its riches. It is the best book on male working class youth since Whyte's Street Corner Society (1943). It demands to be read and re-read and we shall feel its resonances for many years.' David H. Hargreaves, New Society '(Paul Willis) begins his valuable study by suggesting "the difficult thing to explain about how middle class kids get middle class jobs is why others let them. The difficult thing to explain about how working class kids get working class jobs is why they let themselves". I don't share Mr Willis's perplexity ... But I do very much respect the attempt to observe what happens to these children in school, to record it as honestly as one can, and to pose the question why?"' Brian Jackson, The Guardian 'Paul Willis has done education a service in producing this book. If, as a result of reading it, those with some power in education were to institute changes based on the evidence he has presented, we should all benefit - and this includes "the lads".' Harry Ree, Times Education SupplementTable of ContentsKey to transcripts; Introduction. Part I Ethnography: Elements of a culture; Class and institutional form of a culture; Labour power, culture, class and institution. Part II Analysis: Penetrations; Limitations; The role of ideology; Notes towards a theory of cultural forms and social reproduction; Monday morning and the millennium. Index.

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Book SynopsisWhat would a genuinely supportive school day look like in real practice, for children who have experienced attachment difficulties and developmental vulnerability? What are the core features of an attachment-friendly school? How can we promote inclusion and positively affect learning outcomes amongst pupils in need, at risk, in care and adopted? Loiuse Bomber, teacher, therapist, trainer and author of the critically acclaimed number one selling book on behavioural difficulties Inside I'm Hurting, draws on her extensive experience in working with these children and young people. The book is full of practical ideas that can easily be integrated into the busy-ness of everyday school life. Complicated methods and procedures are unnecessary - the good news is that genuine relationship will provide children and adolescents who have experienced relational traumas and losses with the core support they need.Trade ReviewTrue school inclusion is like an onion: Louise's book provides layer upon layer of strategies and understanding for those practitioners who hold inclusion in their core - Lauren Wallace, Learning Mentor CoordinatorTable of ContentsA practical resource for teachers, psychologists, parents, Sure Start and nursery staff, governors, eduvcational; policy makers, counsellors, SENCOs and school support staff.

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Book SynopsisThe Team Pupil within a school consists of 4 or 5 members of staff working together on behalf of troubled pupils in their care. This fourth guide in the series covers: 1-Holding boundaries 2-Working in partnership to settle the pupil 3-Resilience 4-Advocacy 5-Holding on to success

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Book SynopsisThis book provides a call to action for post-compulsory teacher education professionals, both in the UK and internationally, to unite around key principles and practices. The professional, educational and funding turbulence experienced by post-compulsory teacher education since 2008 has been significant. Austerity financing and increasing government intervention have provided many new and difficult challenges. At the same time evidence is building that the quality of teaching is the most important contributor to the quality of learning and achievement, and teacher education is demonstrably one of the most important influences on that teaching quality. The mainly workplace-based partnership model of teacher education used in the post-compulsory education (PCE) sector resonates well with a number of key current developments in the UK and broader field of teacher education. PCE teacher educators are particularly well placed to tell their story and share their vision of a better future for teachers through their own experiences, values and principles. Written by a range of post-compulsory teacher educators, the text therefore is an informed and passionate argument for: improving the professional recognition of teacher education and teacher educators; demonstrating how teacher education already connects teaching professionals into an engaged and collaborative professional community; providing strategies to enact this vision through connected, democratic professionalism. This title is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.Trade ReviewThe text offers a wide range of suggestions and ideas for educators engaging in post compulsory education. It touches on the fact that this sector is often a ‘forgotten’ area and more needs to be done to develop colleagues within this area. The text offers a wide range of practical advice, guidance and models of good practice. It is accessible, engaging and allows the busy practitioner an opportunity to develop core skills in a succinct and thoughtful way. It is a compact read filled with helpful support and an insightful chapter on ‘[e]nacting teacher education values, by Dr Vicky Duckworth. The text makes clear links to theory and specific advice on how to address core issues. -- Lizana Oberholzer, NASBTTTable of Contents1) Becoming visible: introducing the ‘invisible educators’ 2) Teacher Educators: the ‘even more’ quality 3) The filling in the educational sandwich: the context of Post Compulsory Education 4) The history and development of Post Compulsory Teacher Education 5) Enacting teacher education values 6) Invisibility or connecting professionals? 7) Going global 8) Growing connections for the future of a connected profession

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Book SynopsisPut the magic back into reading! Engaging, inspirational, and practical the complete course book and teacher's guide for Reflective Reading. This exciting approach improves attainment and motivation by revamping reading comprehension in the primary classroom. Put the magic back into reading through fun, engaging ideas and activities for the teaching of reading. Create life-long readers with good reading habits, who read for pleasure and appreciate text in all its forms. Ensure higher order thinking skills are embedded within teaching and learning using a new, child-friendly taxonomy - the Comprehension Compass. Teachers and children will enjoy completing and creating Task Maps, Long Reads, Short Reads and TexTplorers activities. Inside you will find: Short Read texts and activities, suitable for whole-class teaching and shared reading Long Read activities and Task Map exemplars, for reading groups and differentiation Advice on assessment, planning, managing reading in the classroom and choosing texts Guidance on 'How to Build a Reader' and identifying reading difficulties Child Friendly Reading Booklets to encourage a learning dialogue about reading to support Assessment is for Learning A 'Cultivating a Reading Culture' self-evaluation to encourage collegiate reflection on your school's current reading practice Also includes photocopiable lesson plans, templates, and downloadable resources so you can get started straightaway!

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Book SynopsisEducators in the UK and around the world are uniting behind the need for the profession to have access to more high-quality research and evidence to do their job more effectively. But every year thousands of research papers are published, some of which contradict each other. How can busy teachers know which research is worth investing time in reading and understanding? And how easily is that academic research translated into excellent practice in the classroom In this thorough, enlightening and comprehensive book, Carl Hendrick and Robin Macpherson ask 18 of today's leading educational thinkers to distill the most up-to-date research into effective classroom practice in 10 of the most important areas of teaching.The result is a fascinating manual that will benefit every single teacher in every single school, in all four corners of the globe.Trade ReviewThis book is marvellous. It's all too easy for those of us fascinated by thinking, emotion, and motivation to get caught up in lovely theories about these processes. What Does This Look Like in the Classroom? brings us back to reality to focus on the classroom utility of education research, and offers practical applications for teachers and administrators. --Professor Dan Willingham, University of Virginia I read a great many education books. I love the ones that ask the right questions to make me think and challenge my own views. BINGO! Without doubt this book focuses on the questions that we all need to answer; anyone that can influence practice in their school must read this. Quite simply this book will be a big driver to improving my school and I will never become a victim of the Abilene paradox again. --Vic Goddard, Head of Passmores Academy There are no panaceas or silver bullets for what works in classroom. There is however, sound research that gives us all at least the starting point to consider and develop our own practice. Carl and Robin provide you with access to a lot of this and then point you in the direction of even more. Great read, practical and informative. --George GilchristTable of Contents1. Assessment, marking & feedback: Dylan Wiliam & Daisy Christodoulou 2. Behaviour: Tom Bennett & Jill Berry 3. Classroom talk and questioning: Martin Robinson & Doug Lemov 4. Learning myths: David Didau & Pedro de Bruyckere 5. Motivation: Nick Rose & Lucy Crehan 6. Psychology and memory: Paul Kirschner & Yana Weinstein 7. SEN: Jarlath O'Brien & Maggie Snowling 8. Technology: Jose Picardo & Neelam Parmar 9. Reading and literacy: Alex Quigley & Dianne Murphy

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Book SynopsisA selection of essays from leading educationalists and school leaders with a track record of improving outcomes for children and young people with additional needs, highlighting the significant role that school leaders play in shaping effective practice in SEND. Based on the SEND Review Guide, a national self-evaluation framework part-funded by the DfE and authored by David Bartram and Vijita Patel, downloaded by over 3000 schools, the book is divided into eight sections: Leadership; Teaching and Learning; Working with Pupils and Parents; Identification and Assessment; Monitoring and Tracking; Efficient Use of Resources; Developing Provision; Improving OutcomesEach section includes 3-4 essays. The opening essays offer a broad national perspective on the focus area, authored by a leading educationalist. The following essays, authored by school leaders from a range of educational settings including secondary, primary and special schools, highlight practical examples of how they have improved outcomes for this group of pupils, often in particularly challenging contexts. There will be a strong focus on impact of the approach.

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Book SynopsisDespite the efforts of teachers and educators, every year secondary schools across the English-speaking world turn out millions of functionally illiterate leavers. The costs in human misery and in wasted productivity are catastrophic. What can schools do to prevent this situation? In this highly accessible book James and Dianne Murphy combine more than 50 years of experience to provide teachers with a thorough, easy to use introduction to the extensive research on reading and its effects on student achievement. Drawing on the work of experts from around the world, the authors explore how we learn to read, how the many myths and misconceptions around reading developed, and why they continue to persist.Building on these foundations chapters go on to examine how the general secondary school classroom can support all levels of reading more effectively, regardless of subject; how school leaders can ensure that their systems, practices and school culture deliver the very best literacy provision for all students; and what it takes to ensure that a racing intervention aimed at adolescent struggling readers is truly effective. The overall message of this books is one of great optimism: the authors demonstrate that the right of every child to learn to read is entirely achievable if schools employ the best research-driven practice.Trade Review'There is a powerful moral mission at the core of 'Thinking Reading': to ensure that no child leaves school unable to read. From the start of this important book, readers know they are in the hands of experts who can bridge the gap between extensive research and what we can do as teachers and leaders in our school contexts. We are left both informed and inspired to move beyond superficial quick fixes to reading. Essential reading for anyone involved in education' --Jamie Thom, English teacher, author 'Slow Teaching' This book combines passion and pragmatism - it makes a compelling case that with the right approach all pupils can be successful in reading and then lays out practical steps that can help ensure teachers achieve that end. It will be a useful and motivating guide for all teachers. --Doug Lemov, author (Teach Like a Champion, Reading Reconsidered, Practice Perfect), MD at Uncommon Schools. I love this book! It is a call to arms to any secondary teacher who wishes to empower their students through effective reading instruction. The authors have combined a vast catalogue of research with clear, practical classroom application, employing empirically supported strategies to offer teachers a 'best bet' in helping students learn to read with proficiency and pleasure. --Claire Hill, head of English James and Dianne Murphy bring together research and teaching experience to address reading difficulties in secondary school. Secondary reading is a much neglected topic and there is rising awareness that appropriate strategies and resources are sorely needed. The book fills this gap and is essential reading for any secondary teacher who is concerned about their pupils' reading abilities but does not feel equipped to support them.' Dr Jessie Ricketts, Senior Lecturer, Department of Psychology, Royal Holloway, University of London

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Book SynopsisresearchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, James Murphy examines the latest evidence surrounding student literacy, editing contributions from a wide range of writers.

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Book Synopsis What do you really know about how children learn? How helpful are different types of assessment and what do the results mean? Is homework necessary and how you can you encourage your child at home? Will ability groups and setting help your child achieve more? How do you choose the right school to suit your child? The government and the media have a lot to say about education, but what is the evidence behind these debates? This book walks you through all the most important issues in education, comparing commonly-held beliefs with simple summaries of the evidence, providing you with clear, jargon-free information. It covers topics including school choice, testing and assessment, homework and revision, primary- and secondary-specific topics, stress and mental health, and special needs. Most importantly it ensures you will be able to ask schools the right questions, interact positively with teachers and effectively support your child throughout their education. "Chris & Stuart have written a parent's guide that is jam packed with practical advice, research and informative summaries that any parent can use to support their child to succeed at school. It's organised so you can easily dip in and out when looking for information and guidance, and gives answers to questions that parents may have about their child's education. I recommend this book to all parents & guardians that want to work alongside their child's school to get the best out of their time there." Dawn Cox, Teacher and BloggerTrade Review"Chris & Stuart have written a parent's guide that is jam packed with practical advice, research and informative summaries that any parent can use to support their child to succeed at school. It's organised so you can easily dip in and out when looking for information and guidance, and gives answers to questions that parents may have about their child's education. I recommend this book to all parents & guardians that want to work alongside their child's school to get the best out of their time there." -- Dawn Cox * Teacher and Blogger *"Perhaps the most common question I was asked by parents, over my time teaching in secondary schools, was how they might help their son or daughter achieve more and get the most out of their time in school. It was a very difficult question to answer! Learning, assessment, behaviour and how to support pupils with motivation are areas where teachers often struggle to keep up with the evidence, what chance is there for a parent to keep up with that emerging body of evidence and the changes occurring in the school system? For me, this is why Chris Atherton and Stuart Kime’s book represents an essential contribution. It provides parents with a jargon-free introduction to the evidence which is starting to inform many areas teaching and school policy. Indeed, teachers would also benefit from reading it too! Each chapter provides a clear and accessible starting point to understanding the evidence, along with some great pointers for how to engage with teachers on the topics. I not only wish parents had asked me questions based on the ‘what to talk about on parents’ evening’ sections in each chapter – I wish I’d also read this book to help me provide a better answer to the question, ‘how can I help my son/daughter in school?’." -- Nick Rose * Learning Design Fellow, Ambition Institute *Table of Contents Understanding the education debate School choice The learning process Assessment and testing Putting it into action at home - revision, homework and effective independent study 2-10 year-olds: primary and early years education 11–18 year-olds: secondary education and colleges Behaviour, stress and mental health Special needs How to use the knowledge in this book

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Book SynopsisThis book enables and supports teachers to deliver the content of the new statutory guidance for relationships education in primary schools, operational from 2020. It is case study rich and provides clear and practical advice for teaching the topics of the new framework, including addressing controversial and critical issues such as parental right to withdraw and how to tackle relationships education in faith schools. There is an emphasis throughout on inclusion and pupil well-being and on the importance of partnerships with parents.Table of ContentsIntroduction and context Families Character Caring relationships Respectful relationships Being safe Health education Sex education in primary schools Relationships education for vulnerable learners Conclusion References Index Appendix with guidance for parents

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Book SynopsisThis book highlights the importance of academic staff having focused conversations about teaching. The emphasis is on using this approach to build individual and team capacity and to bring about institutional change. It emphasises the distributed nature of expertise in teaching which exists at all levels in universities and how conversation can be harnessed to develop and share this. Drawing on research related to dialogue, coaching, communities of practice and building learning organisations, the text identifies simple yet effective ways to engage in learning conversations, develop educational practice, and achieve institutional goals. Critical Practice in Higher Education 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 ReviewPublished during the COVID-19 global pandemic, Conversations to Change Teaching is likely to be remembered by its readers far into the future. Readers will reflect and remember where they were when they first read this important and timely book. At home. At home and in isolation, physically removed and separated from their students and colleagues, missing the very thing this book investigates - conversation. Building on notions of reflective and collaborative practice, the authors have found ways to share their deep knowledge of and passion for the role of conversation in personal, professional and pedagogical practice. What is unique is the way they have surfaced, revealed and framed the contribution of the daily practices of work place conversations in higher education. The reader never loses sight of the students who are the raison d’être for the authors. As one reads the words of Jarvis, Clark and Smith something magical occurs as they describe, analyse and structure the way conversations can help individuals and institutions develop their understandings and practices of teaching. The joy of this book is the way it is written. A book about conversation is rendered in ways that are at once academically sinewy and delightfully accessible. The metaphor used for giving feedback on teaching - the popular television programme The Great British Bake Off - initially appears quirky and charming, but what it does is to nail what works and what doesn’t when talking about teaching with colleagues. Moreover, the power of this cleverly chosen popular reference will surely launch future conversations over a piece of cake about pedagogy. Here again, the authors render the complex business of development of teaching in accessible and memorable ways. Finally, an observation about this book’s written style. I read the book across a bank holiday weekend and found myself reading aloud huge chunks of written words. Somewhat surprised at first, I realised I was hearing and savouring the cadences, rhythms and tones of the writers’ voices and also appreciating the rich and generous content of the chapters. I have already shared this book with my colleagues in the university I lead. I am longing for the day when we can have conversations about this book, hopefully face to face, as we focus on the future of teaching and learning in higher education in an uncertain world. Conversations to Change Teaching will, I am sure, become a much read, well-thumbed, treasured and talked about book in many higher education contexts. -- Dr Keith Robert Thomas, Director General, University of Technology, MauritiusIn Conversations to Change Teaching, Jarvis and Clark provide rich illustrations of the different forms of conversations around teaching that can and are held formally and informally in universities today. Through examples from their own practice and drawing on some pertinent literature we are led through different strategies and approaches that reflect the potential strengths of conversations whilst being mindful of the power relations involved in some conversations, for example, teaching observations and the observee-observer dynamic. The authors bring to the fore the importance of paying close attention to our language and willingness to listen and learn by all involved with the conversations and how to use noticing as a way of structuring how we talk with each other about teaching and learning. Throughout the book, the authors reflect the values of the scholarship of teaching and learning to underpin teaching conversations so practice is enhanced based on evidence-informed approaches. Opportunities for staff to engage with the scholarship of teaching and learning through and as a consequence of their conversations are identified. Each chapter finished with a useful set of critical questions for practice and a short summary with 1 or 2 key articles suggested for the reader to follow up on. This short book would be of value to all staff involved in supporting and developing the teaching practice of peers, leading teaching development programmes and staff keen to maintain their own professional development with regards to their own teaching practice. -- Dr Jane Pritchard, Oxford Brookes UniversityTable of ContentsChapter 1 Why conversations to change teaching? Chapter 2 Conversations around peer review Chapter 3 Developing collegial conversations Chapter 4 Creating and sustaining group conversations Chapter 5 Conversations with students about teaching Chapter 6 Building reflective conversation in assessment of teaching Chapter 7 Leading conversations to change teaching

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Book SynopsisCo-creation of learning and teaching, where students and staff collaborate to design curricula or elements of curricula, is an important pedagogical idea within higher education, key to meaningful learner engagement and building positive student-staff relationships. Drawing on literature from schools’ education, and using a range of examples from universities worldwide, this book highlights the benefits of classroom-level, relational, dialogic pedagogy and co-creation. It includes a focus on the classroom as the site of co-creation, examples of practice and practical guidance, and a unique perspective in bringing together the concept of co-creation with relational pedagogy within higher education learning and teaching. Critical Practice in Higher Education 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.Table of ContentsChapter 1: Introduction Chapter 2: Relationships in learning and teaching Chapter 3: Interactive teaching, learner engagement and co-creation of learning and teaching Chapter 4: The classroom as a site of radical possibility: changing classroom culture through co-creation and relational pedagogy Chapter 5: What does this mean for my teaching practice? Chapter 6: Conclusions

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Book SynopsisThis book provides teacher educators with an understanding of the issues around mathematics anxiety and a framework of teaching strategies to support undergraduates, trainee teachers and established professionals in primary settings in developing confidence in learning and teaching mathematics. The existence of mathematics anxiety in adults is both prevalent and well documented, and there is a real concern that adults who are anxious or lacking in confidence in their own mathematical ability may affect the quality of teaching and learning for those in their care. Research has identified that there are lower levels of mathematical confidence in adults working with children in primary rather than secondary schools, and that where adults are anxious this can be passed on to the pupils with whom they work. This book addresses issues related to the effect that mathematics anxiety has on those teaching and working with primary aged children and supports teacher educators to develop confidence in both trainee teachers and established professionals.Trade ReviewAdults often have a love-hate relationship with mathematics like marmite- but those feelings come from previous success or failure with the subject. Karen tackles those with less than positive concerns about the subject head-on. Karen Wicks has produced a thorough review of the issues around mathematics anxiety for adult learners’ intent on teaching. This carefully structured text will be helpful for anyone teaching mathematics to initial teacher training students.... -- Mary Briggs, Oxford Brookes UniversityThis is an excellent, well-theorised and practical book that is written with precision and clarity by a highly experienced teacher-educator who is well-versed in supporting pre-service, and more experienced, teachers to overcome any feelings of anxiety they may have about mathematics. She draws on her own research, as well as that of significant others in the field, to discuss reasons why many people experience anxiety in this area, and potential effects on pupils’ learning when teachers are anxious. The author sets out a range of practical strategies that can support teacher-educators to enable pre-service, and other, teachers to overcome mathematics-related anxiety and know how to teach their pupils from an assured, well-informed position so that they can inspire self-belief in their own pupils as confident learners of mathematics. -- Janice Wearmouth, Professor of Education, University of BedfordshireTable of ContentsIntroduction 1. Mathematics anxiety: what is it and why it exists 2. Theoretical considerations for addressing mathematics anxiety 3. Introducing a teaching and learning framework 4 The role of the teacher: teacher characteristics 5. The role of the teacher: teaching strategies 6. The role of the learner 7. Conclusion and considerations Index

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Book SynopsisA teacher’s job is to create an environment where our students’ engagement in learning proceeds towards an intended direction. In order for this to occur, we must form a bridge between the teaching of material in the classroom and how the learning of that information is being processed and manipulated by our students. The only way we can do this effectively is through the process of assessment. Recent theoretical history on how to effectively establish and implement assessment strategies into policy has caused much confusion; it is high time to consider how assessment, marking and feedback have changed over the years so that conversations about how best to move forward can begin. In this researchED Guide to Assessment, Sarah Donarski brings together chapters by Dylan Wiliam, Tom Sherrington, Alison Peacock and many others to consider the debates, critique the strategies and find solutions that not only better the progress of pupils but also assist the wellbeing and manageability of workload for staff.

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Book SynopsisThis is a book about educational fads, why they arise, and how we might learn to live with them.Those working in schools are subject to perpetual waves of novelty in the name of school improvement. And yet, in the long term very little actually changes. Big ideas come and go, leaving only faint clues as to their existence. The trouble is that the appealing stories that take hold will never solve the fundamental problems of modern schooling. The school system is too complex, too diverse, and too uncertain to be fixed by any Big Idea. Before too long, the Next Big Thing replaces the Last Big Thing.The Next Big Thing in School Improvement brings together the unique perspectives of a policy analyst, a headteacher, and a classroom teacher, to explain why it is that the school system often resists our attempts to improve it. Drawing on the recent history of English education policy, a variety of disciplinary traditions, and the emerging field of complexity science, the authors present a new take on why the school system behaves in ways that defy our attempts to change it.This is a book about finding a better way to improve our schools. It is not the Next Big Thing, but it does explain why there will inevitably be one, and what to do when it arrives.

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