{"title":"Educational systems and structures Books","description":"","products":[{"product_id":"hidden-lessons-growing-up-on-the-frontline-of-teaching-9781529383034","title":"Hidden Lessons: Growing Up on the Frontline of","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e'Beautifully written, Hidden Lessons is both a heart-rending account of the challenges in our education system, and a heart-warming celebration of teachers and students who have triumphed through adversity. The pride Mehreen has for her community and the lives she has touched is palpable.' - DAVID LAMMY\u003cbr\u003e~~~~~~~~~~~~\u003cbr\u003eYou're in at 7am, there until 7pm and marking into the late hours. You've got one student who's a full time carer, another who's pregnant, and a third who's just joined a gang. You haven't got enough textbooks to go around, and one of the parents just called you an 'extremist'. You've just gone through a devastating heartbreak and you have to teach Romeo and Juliet to 30 hormonal 14 year olds.\u003cbr\u003e\u003cbr\u003eWelcome to life as a teacher.\u003cbr\u003e\u003cbr\u003eThis is a world that all of us know, but most of us have completely forgotten. It's a world where you're working 50 hour weeks, but you're still just a part-time teacher because the rest of the time you're a security guard, a nurse, a counsellor, or a friend. It's also a world where you spend all day with some of the most interesting people you know. And even when the lesson plan has been abandoned, you're still learning.\u003cbr\u003e\u003cbr\u003eMehreen started teaching at 21, and by the time she left 10 years later she'd learnt a bit about teenagers and a lot about life. This is her story.\u003cbr\u003e\u003cbr\u003eBaig's book reminds us that teachers are not just at the frontline of education, but they are also at the frontline of social mobility and racial justice. In a narrative that has you in tears at times, and at other times has you punching the air in triumph, Baig reveals the disastrous consequences of this nation not valuing teachers enough. A wake-call. - Sathnam Sanghera\u003cbr\u003e\u003cbr\u003e\u003cb\u003eMehreen writes with energy and enthusiasm about the highs and lows she experienced in her five years of teaching in an inner London high school.  In Hidden Lessons Mehreen's passion and dedication for teaching some of the most underprivileged youth of today is palpable.  - \u003c\/b\u003eJeremy Corbyn\u003cbr\u003e\u003cbr\u003eFull of insight, wit, wisdom and warmth. A fascinating guide to what teaching is really like. - Katy Brand\u003cbr\u003e\u003cbr\u003eThis book is hilarious, frank and so much fun. Makes me feel very guilty about all my teachers though... - Grace Campbell\u003cbr\u003e\u003cbr\u003eDeep, dark, hilarious and full of heart. - Greg Rutherford\u003cbr\u003e\u003cbr\u003eHilarious, heart-warming and utterly compelling, Hidden Lessons lets us in on the joy and heartache that all teachers know. - \u003ci\u003eCarlisle Living\u003c\/i\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eA really lovely book -- Adam Kay\u003cbr\u003eBeautifully written, Hidden Lessons is both a heart-rending account of the challenges in our education system, and a heart-warming celebration of teachers and students who have triumphed through adversity. The pride Mehreen has for her community and the lives she has touched is palpable. -- David Lammy","brand":"Hodder \u0026 Stoughton","offers":[{"title":"Default Title","offer_id":47851522589015,"sku":"9781529383034","price":15.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529383034.jpg?v=1710638236"},{"product_id":"the-accelerated-learning-handbook-a-creative-guide-to-designing-and-delivering-faster-more-effective-training-programs-9780071355476","title":"The Accelerated Learning Handbook A Creative","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAccelerated learning - the use of the full mind and the whole personality to speed and enhance learning - has impressed trainers and learners worldwide with its effectiveness. This title is a guide to this learning approach. It explains an instructional design methodology and presents hundreds of practical techniques and ideas.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart I: The Learning Revolution. Chapter 1: A Brief History of the A.L. Movement. Chapter 2: The Guiding Principles of A.L. Chapter 3: Curing the West's Educational Diseases. Part II: Natural Learning. Chapter 4: The Brain and Learning. Chapter 5: The SAVI Approach to Learning. Part III: The Four Phases of Learning. Chapter 6: A Summary of the Four Phases. Chapter 7: Phase 1: Preparation Techniques. Chapter 8: Phase 2: Presentation Techniques. Chapter 9: Phase 3: Practice Techniques. Chapter 10: Phase 4: Performance Techniques. Part IV: Additional A.L. Tools and Techniques. Chapter 11: Music for Learning. Chapter 12: Themes. Chapter 13: Pictograms. Chapter 14: Question-Raising Techniques. Chapter 15: Learning Games. Chapter 16: Imagery and Learning. Chapter 17: Natural Light. Chapter 18: Aromas. Part V: Computers and Accelerated Learning. Chapter 19: Using Technology Wisely. Chapter 20: Public Education and the Web. Chapter 21: Enhancing Technology-Based Learning. Part VI: Rapid Instructional Design (RID). Chapter 22: Rapid Design Principles. Chapter 23: The 7-Step Rapid Design Process. Part VII: The Learning Revolution and You. Chapter 24: The Soul of an A.L. Practitioner. Growing A.L. in Your Organization. Chapter 25: Growing A.L. in Your Organization. Resources: Literature, Music, Organizations.","brand":"McGraw-Hill Education - Europe","offers":[{"title":"Default Title","offer_id":48732110520663,"sku":"9780071355476","price":32.79,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780071355476.jpg?v=1719995230"},{"product_id":"child-psychology-9780199646593","title":"Child Psychology","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis Very Short Introduction provides an up-to-date, authoritative, and accessible guide to modern child psychology, from birth to early adolescence. Beginning with infancy, Usha Goswami considers the process of attachment and ''bonding'', showing how secure attachments enable the development of self-understanding. Exploring childhood learning, ranging from aspects of language and thinking to cognitive reasoning, Goswami looks at how babies and toddlers develop an understanding of the physical, biological, and social worlds, and develop complex abilities like language and morality. Demonstrating how learning is shaped by the environments surrounding the child; at home, school, with peers, and in wider society, Goswami emphasizes the importance of childhood friendships and siblings for psychological development. Introducing the key theories in child psychology, Goswami explains why children develop as they do and how society can further optimize their development through the adolescent years. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. Babies and what they know ; 2. Learning about the outside world ; 3. Learning language ; 4. Friendships, famillies, pretend play and the imagination ; 5. Going to school ; 6. The learning brain ; 7. Theories and neurobiology of development ; Further reading ; Index","brand":"Oxford University Press","offers":[{"title":"Default Title","offer_id":48732875686231,"sku":"9780199646593","price":9.49,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780199646593.jpg?v=1719998771"},{"product_id":"the-educated-mind-9780226190396","title":"The Educated Mind","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe ills of education are caused, this text argues, because we have inherited three major educational ideas, each of which is incompatible with the other two. The text offers an alternative and proposes that teaching and curriculum should be changed to fit in with how we actually learn.","brand":"The University of Chicago Press","offers":[{"title":"Default Title","offer_id":48732902818135,"sku":"9780226190396","price":26.6,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780226190396.jpg?v=1719998884"},{"product_id":"neuroscience-for-teachers-applying-research-evidence-from-brain-science-9781785831836","title":"Neuroscience for Teachers: Applying research","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eExpertly unpacks, in an easy-to-read and instantly useable way, what every teacher needs to know about the brain and how we really learn – and what that suggests for how they should teach.  Foreword by Baroness Susan Greenfield CBE.  Everyone is curious about the brain – including your learners! Not only can knowing more about the brain be a powerful way to understand what happens when your pupils – and, of course, you – pick up new knowledge and skills, but it can also offer a theoretical basis for established or new classroom practice. And as the field of neuroscience uncovers more of nature’s secrets about the way we learn – and further augments what we already know about effective teaching – this book advocates more efficient pedagogies rooted in a better understanding and application of neuroscience in education.  By surveying a wide range of evidence in specific areas such as metacognition, memory, mood and motivation, the teenage brain and how to cater for individual differences, Neuroscience for Teachers shares relevant, up-to-date information to provide a suitable bridge for teachers to transfer the untapped potential of neuroscientific findings into practical classroom approaches. The key issues, challenges and research are explained in clear language that doesn’t assume a prior level of knowledge on the topic that would otherwise make it inaccessible – therefore enabling more teachers to better comprehend the lessons from neuroscience – while the authors also take care to expose the ways in which `neuromyths’ can arise in education in order to help them avoid these pitfalls.  Laid out in an easy-to-use format, each chapter features: `Research Zones’ highlighting particular pieces of research with a supplementary insight into the area being explored; `Reflection’ sections that give you something to think about, or suggest something you might try out in the classroom; and concluding `Next steps’ that outline how teachers might incorporate the findings into their own practice. The authors have also included a glossary of terms covering the book’s technical vocabulary to aid the development of teachers’ literacy in the field of neuroscience.  Packed with examples and research-informed tips on how to enhance personal effectiveness and improve classroom delivery, Neuroscience for Teachers provides accessible, practical guidance supported by the latest research evidence on the things that will help your learners to learn better.  Suitable for LSAs, NQTs, teachers, middle leaders, local authority advisers and anyone working with learners.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eContents include:  1. Neuroscience in the classroom  principles and practice: getting started  2. Learning and remembering: attention, learning and memory  3. Metacognition: why it pays to teach your pupils how to think about how they think  4. Emotions and learning: classroom climate, stress and motivation  5. The individual in the classroom: what neuroscience can tell us about different abilities and some special educational needs in the classroom  6. The adolescent brain: why teenagers behave like teenagers  7. Surprises from cognitive psychology and neuroscience: why making things more difficult and less enjoyable for students in the short term can enhance long-term learning  8. Concluding remarks: developing your scientific literacy and understanding of controlled research","brand":"Crown House Publishing","offers":[{"title":"Default Title","offer_id":48741385371991,"sku":"9781785831836","price":20.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781785831836.jpg?v=1720057417"},{"product_id":"black-boys-lived-and-everyday-experiences-in-stem-9781789731323","title":"Black Boys’ Lived and Everyday Experiences in","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eReal and meaningful educational ethnography requires researchers to grapple with how they come to know what they know. In \u003cem\u003eBlack Boys' Lived and Everyday Experiences in STEM\u003c\/em\u003e, KiMi Wilson invites us to understand the experiences of four Black boys attempting to learn mathematics and science in K-12 spaces. How do mitigating circumstances and fraught relationships impede on their journey to sharpening their mathematical and scientific skills?\u003c\/p\u003e \u003cp\u003eTaking us on a sociocultural trek of the best and worst elements of public education, Wilson provides access to a bird's eye view of how Black boys experience schooling on a day-to-day basis. Through phenomenological interview, readers are let into the minds of students Carter, Malik, Darius, and Thomas, and given the opportunity to understand how they identify themselves. Showcasing a mixture of revelations, we learn how some of their perceptions come from an authentic place, while others were out of their own control, and decided by individuals blind to their potential. Imagining a world where Black boys are encouraged to work on STEM goals rather than abandon them, this important book is for educators, researchers, teachers, administrators, and superintendents who want to create school cultures that value Black boys, and want to reimagine teaching spaces for them.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eChapter 1. Summoned\u003cbr\u003e Chapter 2. Mitigating Circumstances, Fraught Relationships \u003cbr\u003e Chapter 3. Artistry \u003cbr\u003e Chapter 4. Dirt \u003cbr\u003e Chapter 5. Caged \u003cbr\u003e Interlude: Sanctuary \u003cbr\u003e Chapter 6. I.D. \u003cbr\u003e Chapter 7. Gatekeepers \u003cbr\u003e Chapter 8. Ruah: Breathing (New) Ness\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741685363031,"sku":"9781789731323","price":43.19,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781789731323.jpg?v=1720058424"},{"product_id":"decolonizing-educational-relationships-practical-approaches-for-higher-and-teacher-education-9781800715301","title":"Decolonizing Educational Relationships: Practical","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eDue to the enduring legacy of the colonial, capitalist project, we have arguably entered an era of social, cultural, economic, and environmental collapse. There is a heightened awareness of a range of global issues including racism and xenophobia, economic and cultural protectionism, environmental degradation, and climate change – yet there appears to be a resistance to taking action that challenges the status quo, maintaining a way of life that continues to divide the world in unequal and inequitable ways, including in education.\u003c\/p\u003e \u003cp\u003eThe complicity of westernized education in contributing to these issues has led calls to decolonize educational ideologies, structures, and practices. In response, the authors present a novel way of thinking and a robust foundation for de\/colonizing educational relationships in Higher and Teacher Education, illustrated by examples of applications to practice. A hybrid style of writing weaves their own narratives into the text, drawing on their experiences in a range of educational settings.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis insightful book delves into the critical importance of transforming educational relationships as a means to challenge coloniality within education. Rather than shying away from the intricate complexities and inevitable dissonances that arise in collective change efforts, this book treats them as catalysts for deepened learning and expanded accountability. It refrains from offering simplistic solutions or universal remedies, and instead equips educators with valuable frameworks, tools, and thought-provoking questions to identify and interrupt ongoing colonial dynamics within mainstream educational institutions. By doing so, it offers an important gesture toward how we might learn to live together differently.\u003c\/p\u003e -- Sharon Stein, Ph.D, Professor Department of Educational Studies, University of British Columbia, xʷməθkʷəy̓əm (Musqueam) Territory\u003cbr\u003e\u003cp\u003eRelationships go to the heart of education. As the authors point out, however, our relationships are deeply entangled in coloniality. Drawing on a wealth of evidence and personal lived experience, this book asks the crucial question as to how we as educators can go about de\/colonizing our relationships. It is vital reading for all those interested in decolonizing education in the interests of more socially, economically and epistemically just futures.\u003c\/p\u003e -- Professor Leon Tikly FAcSS, University of Bristol\u003cbr\u003e\u003cp\u003eThis book is not only a courageous text, but one of the premium texts that approach decoloniality from a global perspective, considering the perspectives of once-colonized nations. It is critical that when we discuss decoloniality that we do not erase the discourses and materialities of multiple nations in the world when engaging in pluriversal, democratic knowledge construction, and dissemination. This text does that work while engaging in theory, relationalities, spirituality, and expanded possibilities. This is a must-read book for our generation and will be a foundational text for current and future scholars of anti-oppressive and anti-colonial work.\u003c\/p\u003e -- Kakali Bhattacharya, Professor, Research Evaluation and Methodologies, School of Human Development and Organizational Studies in Education, University of Florida, USA\u003cbr\u003e\u003cp\u003e\u003cem\u003eDecolonizing Educational Relationships\u003c\/em\u003e is essential reading for everyone working in educational environments. The authors use beautifully crafted prose, imagery, and lyricism to illuminate how we are both affected by and complicit in coloniality. fatima, Fran, and Shauneen then model self-reflexive dialogue to help the reader imagine how their own de\/colonizing journeys might look. They offer practical activities that move beyond supplementing the writing, which enables readers to engage in de\/colonial action while simultaneously doing the cognitive labour to interrogate colonial systems and practices. Although the authors explore the seemingly impenetrable colonial reality within educational systems, their book is characterized by an invitation to hope. They enable the reader to believe in the potential for educational practices that are fundamentally relational, pluriversal, emergent, and just; that is, educational practices that serve everyone well. The book is both a work of art and call to action—every reader will emerge the better for having experienced it.\u003c\/p\u003e -- Robin Alison Mueller, Associate Professor, School of Education and Technology, Royal Roads University, Canada\u003cbr\u003e\u003cp\u003eThe decolonization of knowledge is now a key concern for many social scientists across the world. In this book, the authors eloquently spell out what decolonization of knowledge might look like, and how decolonization might take on specific meanings in terms of methodological, disciplinary, and geopolitical context. It is a welcome addition to the rapidly growing scholarship on decolonization.\u003c\/p\u003e -- Ali Meghji, Associate Professor in Social Inequalities, Department of Sociology, University of Cambridge\u003cbr\u003e\u003cp\u003eThis book is a must read for anyone wanting to better understand and practice de\/colonizing education. Through a new focus on relationships, fatima, Fran and Shauneen offer caring, accessible and critically-honed insights into process, grounded in extensive experience and practical exercises. In showing how to decentre from dominant Euro-centric models through their actionable de\/colonial imaginary, they offer powerful means to contribute to working for a more socially-just world.\u003c\/p\u003e -- Kerry Chappell , MA Oxon, PhD, SFHEA Associate Professor of Education, University of Exeter, MA Creative Arts in Education, Programme Co-ordinator and Dance Lecturer, Leader for Creativity and Emergent Educational-futures Network\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword;\u003cem\u003e Jerome Cranston \u003c\/em\u003e\u003cbr\u003e Section 1. Introduction \u003cbr\u003e Chapter 1. Introduction \u003cbr\u003e Chapter 2. Theoretical foundations \u003cbr\u003e Section 2. Identifying the issues \u003cbr\u003e Chapter 3. Whiteness, decentering whiteness and teacher ontologies \u003cbr\u003e Chapter 4. Race and racism in education \u003cbr\u003e Section 3. Working towards de\/colonizing educational relationships \u003cbr\u003e Chapter 5. Spirituality and relationality \u003cbr\u003e Chapter 6. Invitation and hospitality \u003cbr\u003e Chapter 7. Spaces, places and boundaries \u003cbr\u003e Section 4. An imaginary for de\/colonizing educational relationships \u003cbr\u003e Chapter 8. De\/colonizing research and scholarship \u003cbr\u003e Chapter 9. Bringing it all together\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741760762199,"sku":"9781800715301","price":63.75,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781800715301.jpg?v=1720058720"},{"product_id":"researching-practices-across-and-within-diverse-educational-sites-onto-epistemological-considerations-9781800718722","title":"Researching Practices Across and Within Diverse","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eResearching Practices Across and Within Diverse Educational Sites \u003c\/em\u003eexplores the role of educational research in uncertain, risky times. Researching practices and their consequences transpire unpredictably, depending on how we set about to understand these practices. The authors consider the unknowns in research action, and what promises researchers can keep to their communities as they embark on research action together.\u003c\/p\u003e \u003cp\u003eThe authors examine how researching practices come to be constituted within and across cultural sites through consideration of the onto-epistemological bases of research action, broadly understood as “doing, through knowing and being”. Theoretical arguments and empirical examples of the in-situ development of research practices in Australia, Canada, Finland and Norway are provided, arising from reflection upon and dialogue about researching practices with particular groups. Within each chapter, the authors reflect on how knowledge production is influenced by how they go about their researching practices and who or what they regard as knowledge holders. These examples enable readers to reflect on their researching practices in different educational settings.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword; \u003cem\u003eStephen Kemmis\u003c\/em\u003e\u003cbr\u003e Chapter 1. Onto-Epistemological and Axiological Considerations for Researching Practices; \u003cem\u003eSusan Whatman, Jane Wilkinson, Mervi Kaukko, Gørill Warvik Vedeler, Levon Ellen Blue, and Kristin Elaine Reimer\u003c\/em\u003e\u003cbr\u003e Chapter 2. Challenging Ontological and Epistemological Assumptions of Researching: A Practice Architectures Approach; \u003cem\u003eMervi Kaukko and Jane Wilkinson \u003c\/em\u003e\u003cbr\u003e Chapter 3. A Site Ontological Approach to Researching with Children and Youth of Refugee Background; \u003cem\u003eMervi Kaukko and Jane Wilkinson \u003c\/em\u003e\u003cbr\u003e Chapter 4. Facilitating Dialogues of Discovery; \u003cem\u003eGørill Warvik Vedeler and Kristin Elaine Reimer\u003c\/em\u003e\u003cbr\u003e Chapter 5. Indigenist Research Practices to Support Indigenous Pre-Service Teaching Praxis; \u003cem\u003eSusan Whatman and Juliana McLaughlin\u003c\/em\u003e \u003cbr\u003e Chapter 6. Trust Settlement Agreement Practices in First Nation Communities; \u003cem\u003eLevon Ellen Blue \u003c\/em\u003e\u003cbr\u003e Chapter 7. Indigenous Small Business Owners: Exploring the Practice of Support; \u003cem\u003eLevon Ellen Blue, Doug Hunt, Kerry Bodle, Lorelle Frazer, Mark Brimble, and Scott Weaven \u003c\/em\u003e\u003cbr\u003e Chapter 8. Concluding Thoughts on Methodological Resources and Research Challenges in Diverse Educational Sites; \u003cem\u003eSusan Whatman, Jane Wilkinson, Mervi Kaukko, Gørill Warvik Vedeler, Levon Ellen Blue, and Kristin Elaine Reimer\u003c\/em\u003e\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741761286487,"sku":"9781800718722","price":56.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781800718722.jpg?v=1720058721"},{"product_id":"black-males-in-secondary-and-postsecondary-education-teaching-mentoring-advising-and-counseling-9781804555798","title":"Black Males in Secondary and Postsecondary","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eBlack males face several active and inactive discriminations across society. In education, they encounter stiffer disciplinary actions such as out of school suspension and expulsion than their White peers, are overrepresented in special education programs as well as over diagnosed; are underrepresented in gifted in talented programs; advanced placement and honors courses; and have the lower college graduation rates compared to other racial groups. Although these issues are barriers to Black male success, we know that for every challenge, there is a solution to improving academic, career, and life outcomes for Black males.\u003c\/p\u003e \u003cp\u003e\u003cem\u003eBlack Males in Secondary and Postsecondary Education\u003c\/em\u003e contributes to the existing literature on this population with a focus on teaching, mentoring, advising, and counseling Black boys and men, from preschool to graduate\/professional school and beyond into their careers. The chapter authors address the gap on research from a strengths-based perspective, around implications of the COVID-19 pandemic on Black male educational attainment, the increased anti-black racism around police racial profiling and disciplinary issues in education, and academic and career outcomes of Black males. More importantly, the chapter authors provide recommendations for policy, practice and research.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword; \u003cem\u003eChance W. Lewis \u003c\/em\u003e\u003cbr\u003e Part I. Primary and Secondary Settings \u003cbr\u003e Chapter 1. Getting Graphic: Resisting Anti-Blackness via the Visual Narratives of Black Boys; \u003cem\u003eChristian M. Hines and LaNorris D. Alexander \u003c\/em\u003e\u003cbr\u003e Chapter 2. The Career Academy as a Vehicle to Promote Black Male Student Interest in STEM College and Career Pathways; \u003cem\u003eEdward C. Fletcher Jr., Erik M. Hines, Donna Y. Ford, and James L. Moore III \u003c\/em\u003e\u003cbr\u003e Chapter 3. A Perfect Storm: Educational Factors that Contribute to Miseducation and Underachievement Among Black Students; \u003cem\u003eDonna Y. Ford, James L. Moore III, and Ezekiel Peebles \u003c\/em\u003e\u003cbr\u003e Chapter 4. Exploring Group Counseling Interventions for Black Boys in Middle School: Using the ASE Group Model for Racial and Mathematical Identity Development; \u003cem\u003eSam Steen and Canaan Bethea \u003c\/em\u003e\u003cbr\u003e Chapter 5. Creating Mirrors of Reflection and Doorways of Opportunity: Engaging and Supporting Elementary Black Males in Language Arts; \u003cem\u003eChristopher L. Small \u003c\/em\u003e\u003cbr\u003e Chapter 6. Promoting Positive Academic and Social-Emotional Development for Black Boys: Focus on Strengths-Based Protective Factors; \u003cem\u003eMarcel Jacobs and Scott L. Graves Jr. \u003c\/em\u003e\u003cbr\u003e Chapter 7. An Antiracist Approach to Counseling Gifted Black Boys with Disabilities; \u003cem\u003eRenae D. Mayes, E. Ken Shell, and Stephanie Smith-Durkin \u003c\/em\u003e\u003cbr\u003e Chapter 8. Creating Positive Academic Outcomes for Black Males: A School Counselor’s Role as Advocate and Change Agent in Elementary, Middle, and High School; \u003cem\u003eBobbi-Jo Wathen, Patrick D. Cunningham, Paul Singleton III, Dejanell C. Mittman, Sophia L. Angeles, Jessica Fort, Rickya S.F. Freeman, and Erik M. Hines\u003c\/em\u003e \u003cbr\u003e Chapter 9. Counseling Black Male Student-Athletes in K-16; \u003cem\u003ePaul C. Harris, Janice Byrd, Hyunhee Kim, Miray D. Seward, Araya Baker, Alagammai Meyyappan, Deepika Nantha Kumar, and Tia Nickens \u003c\/em\u003e\u003cbr\u003e Part II. Postsecondary Settings \u003cbr\u003e Chapter 10. The Lived Experiences of Collegiate Black Men; \u003cem\u003eDerrick R. Brooms, Marcus L. Smith, and Darion N. Blalock \u003c\/em\u003e\u003cbr\u003e Chapter 11. The Overlooked Conversation: Black Male Success in Community Colleges; \u003cem\u003eJasmin L. Spain and Nicholas T. Vick \u003c\/em\u003e\u003cbr\u003e Chapter 12. Promoting Black Affirmation in Advising and Coaching for First-Generation Black Male College Students' Success; \u003cem\u003eDeOnte Brown, Rose-May Frazier, David Kenton, and Derrick Pollock \u003c\/em\u003e\u003cbr\u003e Chapter 13. Living, Learning (and Legacy) Community: A New Living and Learning Community Model for Black Males; \u003cem\u003eMonique N. Golden, Paul Singleton, II, Dakota W. Cintron, Michael Reid, Jr., and Erik M. Hines \u003c\/em\u003e\u003cbr\u003e Chapter 14. College Sports Teams: An Incubator for Black Men Student Leadership Identity Development; \u003cem\u003eJesse R. Ford, Brittany N. Brewster, and Jordan Farmer \u003c\/em\u003e\u003cbr\u003e Chapter 15. Advising And Engaging Black Male Veterans For Postsecondary Success; \u003cem\u003eLouis L. Dilbert \u003c\/em\u003e\u003cbr\u003e Chapter 16. Calling All Brothas: Recruiting and Retaining Black Males within Teacher Preparation Programs;\u003cem\u003e Mia R. Hines \u003c\/em\u003e\u003cbr\u003e Chapter 17. How Black Males in Undergraduate Engineering Programs Experience Academic Advising;\u003cem\u003e Brandon Ash, Ivory Berry, Tyron Slack, Le Shorn Benjamin, and Jerrod A. Henderson \u003c\/em\u003e\u003cbr\u003e Chapter 18. Career Development and Black Men; \u003cem\u003eGuy J. Beauduy, Jr., Ryan Wright, David Julius Ford, Jr., Clifford H. Mack, Jr., and Marcus Folkes \u003c\/em\u003e\u003cbr\u003e Chapter 19. Engaging Black College Men’s Leadership Identity, Capacity, \u0026amp; Efficacy through Liberatory Pedagogy; \u003cem\u003eDarius Robinson, Johnnie Allen, Jr., and Cameron C. Beatty \u003c\/em\u003e\u003cbr\u003e Afterword; \u003cem\u003eJames L. Moore, III\u003c\/em\u003e\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741904253271,"sku":"9781804555798","price":75.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781804555798.jpg?v=1720059247"},{"product_id":"annual-review-of-comparative-and-international-education-2022-9781837537396","title":"Annual Review of Comparative and International","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eSince 2013, the \u003cem\u003eAnnual Review of Comparative and International Education\u003c\/em\u003e has covered significant developments in the intersecting fields of comparative education, international education, and comparative and international education.\u003c\/p\u003e \u003cp\u003eReflecting on ten prolific years of publication, both volumes of the 2022 Annual Review together present discussions on education trends and directions, conceptual and methodological developments, research-to-practice, area studies and regional developments, and diversification of the field of education. Featuring authors from around the world, they tell the story of comparative and international education as an academic and professional field and address both the functions and ethics of education across vastly different cultures, communities, organizations, and outcomes. Part A explores comparative education trends and directions, and conceptual and methodological developments.\u003c\/p\u003e \u003cp\u003eThe \u003cem\u003eAnnual Review of Comparative and International Education\u003c\/em\u003e serves as an important reference, a source of knowledge, a record of the skills and how they are implemented, and a figurative mirror helping scholars and professionals alike reflect on their own practice and what it means both to the field and to each other.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e10 Years of Reflection on the Field of Comparative and International Education: What’s Difference Does it Make?; \u003cem\u003eAlexander W. Wiseman \u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003ePart 1. Comparative Education Trends and Directions \u003c\/strong\u003e\u003cbr\u003e Chapter 1. Introduction to Part 1: Comparative Education Trends and Directions; \u003cem\u003eAlexander W. Wiseman \u003c\/em\u003e\u003cbr\u003e Chapter 2. Trends and Directions in the 2020 Annual Review of Comparative and International Education (ARCIE): A Meta-Analysis;\u003cem\u003e Felipe F. Guimarães and Kyria Rebeca Finardi \u003c\/em\u003e\u003cbr\u003e Chapter 3. International Mobility of Academics: Science Mapping the Existing Knowledge Base; \u003cem\u003eMustafa Polat and Kürşat Arslan \u003c\/em\u003e\u003cbr\u003e Chapter 4. Dilemma between Internationalization of Higher Education and Japanese Language Education: Outcomes and Issues of the Plan to Accept 300,000 International Students; \u003cem\u003eYuriko Sato \u003c\/em\u003e\u003cbr\u003e Chapter 5. The Impact of University Education on Regional Development: A Comparative Study of Kenya, Uganda, and Tanzania; \u003cem\u003eLaban P. Ayiro, Samuel Muriithi, and Josephine Munyao \u003c\/em\u003e\u003cbr\u003e Chapter 6. What’s in a Wave? The Content of Neoliberal Education Reforms, 1970-2018;\u003cem\u003e Lisa Overbey \u003c\/em\u003e\u003cbr\u003e Chapter 7. Language and Employability in Higher Education Research: A Scoping Review;\u003cem\u003e Addisalem Tebikew Yallew and Paul Othusitse Dipitso\u003c\/em\u003e\u003cbr\u003e Chapter 8. International Education from Theory to Practice: A Literature Review; \u003cem\u003eHayley H. Brooks \u003c\/em\u003e\u003cbr\u003e Chapter 9. Adaptation, Decolonisation and Integration: Oceania and Global Trends; \u003cem\u003eAlexandra McCormick and Seuula Johannsonfu \u003c\/em\u003e\u003cbr\u003e Chapter 10. Underwhelmed by Research in Comparative and International Education; \u003cem\u003eDavid A. Turner \u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003ePart 2. Conceptual and Methodological Developments \u003c\/strong\u003e\u003cbr\u003e Chapter 11. Introduction to Part 2: Conceptual and Methodological Developments; \u003cem\u003eAlexander W. Wiseman \u003c\/em\u003e\u003cbr\u003e Chapter 12. Fieldwork with Depth: Its Implication and Future Directions of Comparative Education Research in Japan; \u003cem\u003eMiki Sugimura \u003c\/em\u003e\u003cbr\u003e Chapter 13. An Inevitable Phenomenon: A Bibliometric Analysis of Shadow Education Research, 1982-2022; \u003cem\u003eAnas Hajar and Mehmet Karakus\u003c\/em\u003e\u003cbr\u003e Chapter 14. Neo-Statism and Comparative Research in Higher Education: Experiences from Hong Kong; \u003cem\u003eSuyan Pan and Joe Tin-yau Lo\u003c\/em\u003e\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741929648471,"sku":"9781837537396","price":85.5,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781837537396.jpg?v=1720059345"},{"product_id":"how-universities-transform-occupations-and-work-in-the-21st-century-the-academization-of-german-and-american-economies-9781837538492","title":"How Universities Transform Occupations and Work","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAdvanced education is often thought to respond to the demands of the economy. Market forces create new occupations, and then universities respond with degrees and curricula tailored to produce graduates with the required skills. Presented here is ground-breaking comparative research on an underappreciated, yet growing, concurrent alternative process: universities and their expanding research capacity create knowledge and skills, legitimated in new degrees that then become monetized and even required in private and public sectors of economies.\u003c\/p\u003e \u003cp\u003eWith far reaching implications for understanding the educational transformation of capitalism and social inequality, the future of professionalization in occupations, persistent expansion of advanced education, and profound change in the culture of work in the 21st Century, the chapters explore sociological implications, possible global impacts, and critiques of the process. Detailed German and U.S. case studies of the university’s origins and influence on workplace consequences of six selected occupations and degrees investigate the dimensions of the academization process. Demonstrating universal application, the cases contrast the more open and less-restrictive education and occupational credentialling system in the U.S. with the centralized and government-controlled system in Germany.\u003c\/p\u003e \u003cp\u003eThis is a much-needed new perspective on the worn-out notions of overeducation, credentialism, professionalism, and supposed unresponsiveness of systems of higher education.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eChapter 1. Academization: A New Perspective on Occupations; \u003cem\u003eManfred Stock, Alexander Mitterle, and David P. Baker\u003c\/em\u003e\u003cbr\u003e Chapter 2. The Academic Roots of Digitalization: How the university shaped work processes in companies; \u003cem\u003eAnnemarie Matthies \u003c\/em\u003e\u003cbr\u003e Chapter 3. Educating Entrepreneurs: long path to bloom in German universities; \u003cem\u003eAlexander Mitterle \u003c\/em\u003e\u003cbr\u003e Chapter 4. All Roads Lead to the University: The Academization of Early Childhood Education; \u003cem\u003eMaryellen Schaub, Yuen-Hsien Tseng, and Yuan Chih Fu \u003c\/em\u003e\u003cbr\u003e Chapter 5. Educating from a distance: Early Childhood Pedagogy in Germany – institutional pathways, cognitive values, and current effects in child day care practice; \u003cem\u003eAnnett Maiwald \u003c\/em\u003e\u003cbr\u003e Chapter 6. Creating Educational Therapists in Germany: Achieving recognition of the profession through academization; \u003cem\u003eChristoph Schubert \u003c\/em\u003e\u003cbr\u003e Chapter 7. The Academic Origins of the Architectural Engineer: Design and Building as Practice of Theory; \u003cem\u003eDavid P. Baker \u003c\/em\u003e\u003cbr\u003e Chapter 8. The Expansion of Mathematics as a Discipline and an Occupational Field: Progress in Quantitative Modeling in Different Sectors of Society; \u003cem\u003eMonique Lathan and Manfred Stock\u003c\/em\u003e\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741930303831,"sku":"9781837538492","price":85.0,"currency_code":"GBP","in_stock":true}]},{"product_id":"theory-and-method-in-higher-education-research-9781837975211","title":"Theory and Method in Higher Education Research","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eHigher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies is being applied.\u003c\/p\u003e \u003cp\u003eThis volume of \u003cem\u003eTheory and Method in Higher Education Research\u003c\/em\u003e explores theories such as student development theory, critical race theory applied to international students, critical language theory and linguistic approaches to higher education research. Additionally, methodological contributions include chapters on quasi-experimental methods, arts-based research and reflective dialogues.\u003cem\u003e \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eIncluding contributors from Sweden, Finland, Japan, the US, and the UK, the chapter authors present international perspectives on the application and development of theory and methodology in researching higher education.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eChapter 1. Toward the consolidation of student development theory: Development, issues, and critiques; \u003cem\u003eToru Kawai \u003c\/em\u003e\u003cbr\u003e Chapter 2. Not a citizen but a student: International student critical race theory (IntlCrit) framework; \u003cem\u003eHyeJin Tina Yeosss\u003c\/em\u003e\u003cbr\u003e Chapter 3. Quasi-experimental methods: Principles and application in higher education research; \u003cem\u003eHeeyun Kim and Paula Clasing-Manquian \u003c\/em\u003e\u003cbr\u003e Chapter 4. Research as an experience: A reflective exploration of art-based research and poetry for researching experiences;\u003cem\u003e Felipe Sánchez \u003c\/em\u003e\u003cbr\u003e Chapter 5. Prioritising respondents’ concerns, beliefs and perceptions over those of researchers: Constructivist theory and research methods; \u003cem\u003eMarie-Louise Österlind, Pam Denicolo, and Britt-Marie Apelgren \u003c\/em\u003e\u003cbr\u003e Chapter 6. Internationalization and language protection through the lens of the critical language theory;\u003cem\u003e Anna Björnö\u003c\/em\u003e\u003cbr\u003e Chapter 7. Using reflective dialogues to explore pedagogies in higher education; \u003cem\u003eLauren Clark \u003c\/em\u003e\u003cbr\u003e Chapter 8. From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research; \u003cem\u003eJane Andrews, Richard Fay, Zhuo Min Huang, and Ross White \u003c\/em\u003e\u003cbr\u003e Chapter 9. The development of higher education journals, 2000-2020; \u003cem\u003eMalcolm Tight\u003c\/em\u003e\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741941117271,"sku":"9781837975211","price":80.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781837975211.jpg?v=1720059391"},{"product_id":"annual-review-of-comparative-and-international-education-2022-9781837974856","title":"Annual Review of Comparative and International","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eSince 2013, the \u003cem\u003eAnnual Review of Comparative and International Education\u003c\/em\u003e has covered significant developments in the intersecting fields of comparative education, international education, and comparative and international education.\u003c\/p\u003e \u003cp\u003eReflecting on ten prolific years of publication, both volumes of the 2022 Annual Review together present discussions on education trends and directions, conceptual and methodological developments, research-to-practice, area studies and regional developments, and diversification of the field of education. Featuring authors from around the world, they tell the story of comparative and international education as an academic and professional field and address both the functions and ethics of education across vastly different cultures, communities, organizations, and outcomes. Part B explores research-to-practice, area studies and regional development, and diversification of the field.\u003c\/p\u003e \u003cp\u003eThe \u003cem\u003eAnnual Review of Comparative and International Education\u003c\/em\u003e serves as an important reference, a source of knowledge, a record of the skills and how they are implemented, and a figurative mirror helping scholars and professionals alike reflect on their own practice and what it means both to the field and to each other.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e10 Years of Reflection on the Field of Comparative and International Education: What’s Difference Does it Make?; \u003cem\u003eAlexander W. Wiseman \u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003ePart 1. Research-to-Practice \u003c\/strong\u003e\u003cbr\u003e Chapter 1. Introduction to Part 1: Research-to-Practice; \u003cem\u003eAlexander W. Wiseman \u003c\/em\u003e\u003cbr\u003e Chapter 2. Stakeholder Perspectives on Barriers for Equitable Higher Education Admissions: Cases of Turkey and China; \u003cem\u003eBurcu Erdemir and Qiuxiang Wu \u003c\/em\u003e\u003cbr\u003e Chapter 3. Learning for Sustainability Action Model: Lessons Learnt from Community Living Labs; \u003cem\u003eChanita Rukspollmuang, Jaratdao Reynolds, and Praphan Chansema \u003c\/em\u003e\u003cbr\u003e Chapter 4. A Comparative Inquiry of Teaching Strategies in New Zealand and Canadian High Schools: A Global Quest for Improved Educational Outcomes for Indigenous Students; \u003cem\u003eTheresa A. Papp \u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003ePart 2. Area Studies and Regional Developments \u003c\/strong\u003e\u003cbr\u003e Chapter 5. Introduction to Part 2: Area Studies and Regional Developments; \u003cem\u003eAlexander W. Wiseman \u003c\/em\u003e\u003cbr\u003e Chapter 6. The Conflict between Centralization and Decentralization of Higher Education: The Case of Educational Development in Japan; \u003cem\u003eKeiichiro Yoshinaga \u003c\/em\u003e\u003cbr\u003e Chapter 7. Inclusive Education as a Challenge for German School Systems. An Analysis on the Example of the Federal State of Schleswig-Holstein; \u003cem\u003eRobert Kruschel \u003c\/em\u003e\u003cbr\u003e Chapter 8. Tracking the Research on the Internationalization of Higher Education in Turkey: A Bibliometric Analysis; \u003cem\u003eCahit Erdem and Mustafa Polat\u003c\/em\u003e\u003cbr\u003e Chapter 9. Emerging Geopolitical Barriers to the Realization of International Policies for Collaboration in Higher Education and Research: The (Critical) Case of Scandinavia; \u003cem\u003eAgnete Vabø and Evanthia Kalpazidou Schmidt \u003c\/em\u003e\u003cbr\u003e Chapter 10. Education for Securitization and Neoliberalization: A Cultural Political Economy Analysis of Pakistan’s Single National Curriculum; \u003cem\u003eSyed Amir Shah and Tavis D. Jules \u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003ePart 3. Diversification of the Field \u003c\/strong\u003e\u003cbr\u003e Chapter 11. What Happened to Diversification of the Field in Comparative and International Education?; \u003cem\u003eAlexander W. Wiseman\u003c\/em\u003e\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741941215575,"sku":"9781837974856","price":80.75,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781837974856.jpg?v=1720059392"},{"product_id":"digital-protest-and-activism-in-public-education-reactions-to-neoliberal-restructuring-in-israel-9781838671051","title":"Digital Protest and Activism in Public Education:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDigital protest and activism in reaction to the consequences of neoliberalism in public education have become a global phenomenon in the second decade of the 21st century, emerging in countries such as the US, UK, France, and Israel. Teachers, parents, and other stakeholders in education are increasingly using digital media in their protest and activism efforts, yet these efforts have hardly been investigated to date.This book addresses this gap and employs an empirical exploration of the way in which Internet-based protest activity concerning public education issues is constructed, mobilised, and carried out. In doing so it provides key insights for the study of educational politics in the digital age. It shows how digital media is used by teachers and parents to create a bottom-up politics, spanning a common divide in the study of education politics between the macro (policymaking) and the micro (school) levels. The authors propose a novel taxonomy of uses of social media by digital activists, and argue that Internet-based social mobilisations develop different patterns of use of social media, based on the lived experience of their members and potential supporters. Finally, the book situates the rise of digital activism in education within the neoliberal restructuring of national education systems and the rise of neoliberal discourse of competition, budget discipline, and measurable achievements. The authors highlight three cases of Internet-based mobilisations in Israel, in which teachers and parents successfully affected public education policy.   By providing a case-study driven analysis of digital protest and activism in education, this book will prove an invaluable text for researchers, leaders and practitioners in the field of education policy and comparative education.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1. Out with the Old, in with the New: Three Ages of Israeli Public Education PoliciesChapter 2. From Education to All to Education for Me: Changes in Israeli Public Values and Interests Chapter 3. Rhetoric and Images in Online Agenda Setting: Teachers' Digital Protest against Educational Reform Chapter 4. Two Faces of Digital Activism: Parents' Anti-Neoliberal and Pro-Neoliberal Protests  Chapter 5. Opening the Black Box of Digital Activism in Education in the Neoliberal Age: Lived Experience and Patterns of Use of Social Media ","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741958943063,"sku":"9781838671051","price":43.69,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781838671051.jpg?v=1720059460"},{"product_id":"you-think-im-evil-practical-strategies-for-working-with-rebellious-and-aggressive-adolescents-9781903269169","title":"You Think I'm Evil ...: Practical Strategies for","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAccording to the children's charity Barnados (report 2008), more than half the UK population believe that teenagers behave like monsters, using words like feral, animal and vermin in referring to young people. Even if they don't share this belief, therapists, teachers, youth workers and foster parents still struggle to work effectively with challenging adolescents on a daily basis.  Jargo free and engaging, You think I'm Evil. takes the reader on a fascinating journey into the hidden inner territory of troubled and troubling adolescents. It offers new perspectives to help professionals reframe our ideas about what is driving their behaviour and attitude. In recognising the limitations of everyday language, the book suggests new forms of creative expression, drawn from teenage preferences, allowing both adult and adolescent to safelt explore the young person's inner and outer world together.","brand":"Worth Publishing","offers":[{"title":"Default Title","offer_id":48742431654231,"sku":"9781903269169","price":24.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781903269169.jpg?v=1720061365"},{"product_id":"how-children-learn-from-montessori-to-vygotsky-educational-theories-and-approaches-made-easy-9781904575092","title":"How Children Learn: From Montessori to Vygotsky -","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Step Forward Publishing Ltd","offers":[{"title":"Default Title","offer_id":48742442664279,"sku":"9781904575092","price":18.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781904575092.jpg?v=1720061413"},{"product_id":"how-children-learn-3-contemporary-thinking-and-theorists-9781904575887","title":"How Children Learn: 3: Contemporary Thinking and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Step Forward Publishing Ltd","offers":[{"title":"Default Title","offer_id":48742442762583,"sku":"9781904575887","price":18.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781904575887.jpg?v=1720061413"},{"product_id":"how-children-learn-educational-theories-and-approaches-from-comenius-the-father-of-modern-education-to-giants-such-as-piaget-vygotsky-and-malaguzzi-9781909280731","title":"How Children Learn: Educational Theories and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Practical Pre-School Books","offers":[{"title":"Default Title","offer_id":48742520553815,"sku":"9781909280731","price":19.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781909280731.jpg?v=1720061737"},{"product_id":"concept-and-design-developments-in-school-improvement-research-longitudinal-multilevel-and-mixed-methods-and-their-relevance-for-educational-accountability-9783030693473","title":"Concept and Design Developments in School","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis open access book discusses challenges in school improvement research and different methodological approaches that have the potential to foster school improvement research. Research on school improvement and accountability analysis places high demands on a study’s design and method. The potential of combining the depth of case studies with the breath of quantitative measures and analyses in a mixed-methods design seems very promising. Consequently, the focus of the book lies on innovative methodological approaches.\u003c\/p\u003e\u003cp\u003eThe book chapters address design, measurement, and analysis developments as well as theoretical and conceptual developments. The relevance of the research presented in the chapters for educational accountability is discussed in the book’s discussion chapter.\u003cbr\u003e\u003c\/p\u003eMore specifically, authors present one specific innovative methodological approach and clarify that approach with a concrete example in the context of school improvement, based on empirical data when possible. In this way, this book helps researchers designing complex useful studies.\u003cbr\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e1. Editorial, Introduction; \u003ci\u003eA. Oude Groote Beverborg, K. Maag Merki, T. Feldhoff, \u0026amp; F. Radisch\u003c\/i\u003e.\u003c\/p\u003e  \u003cp\u003e2. School Improvement Capacity – A Review and a Reconceptualisation from the Perspectives of Educational Effectiveness and Educational Policy; \u003ci\u003eD. Reynolds \u0026amp; A. Neeleman.\u003c\/i\u003e\u003c\/p\u003e  \u003cp\u003e3. Why must everything be so complicated? Demands and challenges on methods for analysing school improvement processes; \u003ci\u003eT. Feldhoff \u0026amp; F. Radisch\u003c\/i\u003e.\u003c\/p\u003e  \u003cp\u003e4. School improvement Capacity – theory and methodological challenges; \u003ci\u003eK. Maag Merki\u003c\/i\u003e.\u003c\/p\u003e  \u003cp\u003e5. Can lacking measurement invariance in school improvement research be interpreted?; M\u003ci\u003e. Sauerwein \u0026amp; D. Theis\u003c\/i\u003e.\u003c\/p\u003e  6. The relationship between professional community practices and other school organizational and educational practices in 23 European countries; \u003ci\u003eC. Lomos\u003c\/i\u003e.\u003cp\u003e\u003c\/p\u003e  \u003cp\u003e7. Reframing the nature of inquiry in educational leadership research; \u003ci\u003eD. Ng F. S\u003c\/i\u003e..\u003c\/p\u003e  \u003cp\u003e8. Recurrence Quantification Analysis (RQA) as a methodological approach to assess school improvement processes; \u003ci\u003eA. Oude Groote Beverborg, M. Wijnants, P.J.C. Sleegers, \u0026amp; T. Feldhoff\u003c\/i\u003e.\u003c\/p\u003e  \u003cp\u003e9. Learning in collaboration: Exploring processes and outcomes through a mixed methods design; \u003ci\u003eG. Devos \u0026amp; B. Vanblaere\u003c\/i\u003e.\u003c\/p\u003e  \u003cp\u003e10. Group-actor-partnership-interdependence-model; K. Schudel.\u003c\/p\u003e  \u003cp\u003e11. The structure of leadership language: Rhetorical methods for studying instructional improvement; \u003ci\u003eR. Lowenhaupt\u003c\/i\u003e.\u003c\/p\u003e  \u003cp\u003e12. Designing and piloting a leadership daily practice log: Using logs to study the practice of leadership\u003ci\u003e; \u003c\/i\u003e\u003ci\u003eJ.P. Spillane \u0026amp; A. Zuberi\u003c\/i\u003e.\u003c\/p\u003e  \u003cp\u003e13. Editorial, Discussion; \u003ci\u003eA. Oude Groote Beverborg, K. Maag Merki, T. Feldhoff, \u0026amp; F. Radisch\u003c\/i\u003e.\u003c\/p\u003e","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743045923159,"sku":"9783030693473","price":34.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"education-to-build-back-better-what-can-we-learn-from-education-reform-for-a-post-pandemic-world-9783030939533","title":"Education to Build Back Better: What Can We Learn","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis open access book examines the implications of the COVID-19 Pandemic for education systems and argues that major education reforms will be necessary, particularly in the Global South, to address the learning loss caused by the pandemic. To inform those reforms, knowledge about the implementation reforms in the Global South is necessary, and such knowledge is seriously lacking as the existing literature on the implementation of educational change focused principally in reforms in countries in the Global North. This book contributes to address this gap by examining five major education reforms in India, Egypt, Taiwan, Vietnam, and Senegal, and by presenting two novel approaches to climate change education using a bottoms up strategy of reform. The chapters examine the implementation process drawing on a theoretical model of educational change by Reimers (published in Educating Students to Improve the World by Springer in 2020).\u003cbr\u003e\u003c\/p\u003e  The book concludes discussing the implementation of such reforms as an evolutionary and learning process, characterized by four dimensions: the goals of the reform, the drivers of the reform, the reform strategy, and the mindsets about educational change which undergird the implementation strategy.\u003cp\u003e\u003c\/p\u003e  \u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eEducation in Crisis. Transforming schools for a post-Covid-19 Renaissance.- Multi-Skill Foundation Course in India: The Head, Heart, and Hands of 21st Century Learning.- Education 2.0: A Vision for Educational Transformation in Egypt.- On the Path Toward Lifelong Learning:  An Early Analysis of Taiwan’s 12-Year Basic Education Reform.- An Emerging Dragon: Vietnamese Education after Resolution 29.- Case des Tout-Petits: Reforming Early Childhood Education in Senegal.- Middle School Climate Change Mitigation and Adaptation Curriculum Peers Lead Peers through Change and Action.- Creating Brighter Futures:  Building Climate Leaders through a Community-Focused Curriculum.- Conclusions.\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743059882327,"sku":"9783030939533","price":31.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9783030939533.jpg?v=1720063934"},{"product_id":"teacher-evaluation-around-the-world-experiences-dilemmas-and-future-challenges-9783031136382","title":"Teacher Evaluation Around the World: Experiences,","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book presents some of the leading technical, professional, and political challenges associated with the development and implementation of teacher evaluation systems, along with characterizing some of these systems in different countries around the world. The book promotes a broader comprehension of the complexities associated with this kind of initiatives, which have gained relevance in the last two decades, especially in the context of policies aimed at improving the quality of education.\u003c\/p\u003e  \u003cp\u003eThe first section of the book includes conceptual chapters that will detail some of the central debates around teacher evaluation, such as a) performance evaluation versus teaching effectiveness; b) tensions between formative and summative uses of evaluation; c) relationship between evaluation and teacher professionalization; and d) political tensions around teacher evaluation.\u003c\/p\u003e  \u003cp\u003eIn the second section, the book addresses specific examples of national or state-wide initiatives in the field of teacher evaluation. For this section, the authors have invited contributions that reflect experiences in North America, Asia, Europe, Oceania, and Latin America. In each chapter, a teacher evaluation system is presented, including their main results and validity evidence, as well as the main challenges associated with its design and implementation.\u003c\/p\u003e  \u003cp\u003eThis wide-ranging presentation of teacher evaluation systems around the world is a valuable reference to understand the diverse challenges for the implementation of teacher evaluation programs. The presence of conceptual chapters with others that illustrate how teacher evaluation has been implemented in different contexts gives the reader a comprehensive view of the complex nature of teacher evaluation, considering their technical and political underpinnings. It is a valuable source for anyone interested in the design, improvement, and implementation of teacher evaluation systems.\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1. Introduction.- Part I. Topics of conceptual chapters.- chapter 2. Tensions between formative and summative uses of evaluation.- Chapter 3. Performance evaluation versus teaching effectiveness.- Chapter 4. Relationship between evaluation and teacher professionalization.-Part II. National and state-wide initiatives of teacher evaluation.- Chapter 5. Political tensions around teacher evaluation.- Chapter 6. Peru.- Chapter 7. Chile.- Chapter 8. Mexico.- Chapter 9. Tenessee, US.- Chapter 10. District of Columbia, US.- Chapter 11. South Korea.- Chapter 12. New Zealand.- Chapter 13. Singapore.- Chapter 14. China.- Chapter 15. Portugal.- Chapter 16. State of Baden-Württemberg and Free State of Bavaria, Germany.- Chapter 17. Conclusion. ","brand":"Springer International Publishing AG","offers":[{"title":"Default Title","offer_id":48743071940951,"sku":"9783031136382","price":104.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9783031136382.jpg?v=1720063987"},{"product_id":"effective-teaching-around-the-world-theoretical-empirical-methodological-and-practical-insights-9783031316807","title":"Effective Teaching Around the World: Theoretical,","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis open access book brings together theoretical, empirical, methodological, and practical insights from various countries on effective teaching. It particularly focuses on discussing issues pertaining to effective teaching behaviour including definitions and conceptualizations, measurement, differences, and importance to student outcomes from international perspectives. The book will draw upon the rich cultures with diverse contexts involving Asia, Australia, Africa, America, and Europe which serve as the background setting to better understand teaching quality from a wide spectrum of educational systems and performances. It shows that effective teaching behaviour can be conceptualized and operationalized uniformly using specific frameworks and measures, but also addresses some limitations that should be tackled.\u003cp\u003eThe book discusses promising ways to measure and compare effective teaching behaviour from classical test theory (CTT) as well as item response theory (IRT) perspectives. It indicates that effective teaching behaviour in diverse countries follows a systematic level of complexity, which provides an avenue for ongoing teacher education and teacher professional development. It discusses the interrelated domains of effective teaching behaviour including contemporary trends of differentiation. The book continues with examining similarities and differences in effective teaching behaviour across countries. It builds on the understanding of cultural traditions across countries as profoundly reflected in the classroom processes.\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword.- Introduction.- Section 1: Conceptualization and measurement of effective teaching.-  Section 2: Effective teaching: insights from specific countries.- Section 3: Effective teaching: comparison across countries.-  Section 4: Effective teaching and its correlates.- Section 5: Effective teaching in complex environments: Differentiation and adaptive teaching.- Epilogue.- Conclusion.\u003cp\u003e\u003c\/p\u003e","brand":"Springer International Publishing AG","offers":[{"title":"Default Title","offer_id":48743080821079,"sku":"9783031316807","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"from-education-policy-to-education-practice-unpacking-the-nexus-9783031369698","title":"From Education Policy to Education Practice:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis open access book addresses the complex interrelations between education policy and education practice developed under new ways of governance. It illuminates the nexuses of the interrelated fields of education policy and education practice including the characteristics of these relationships.\u003c\/p\u003e\u003cp\u003e \u003c\/p\u003e\u003cp\u003eThe book offers a selection of cases with varied approaches to the question of how different actors and stakeholders are situated in contemporary policy and practice nexuses. The cases presented  includes theoretical and conceptual studies; historical studies; ethnographic studies; and studies combining empirical interview data and quantitative data. \u003c\/p\u003e\u003cp\u003e \u003c\/p\u003e\u003cp\u003e \u003c\/p\u003eThe book shows what constitutes the contemporary nexuses in education and discusses the need to re-consider how we in education research approach policy and practice in the interface between structure and agency for the future developments in the education policy-practice nexus.\u003cb\u003e\u003c\/b\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e","brand":"Springer International Publishing AG","offers":[{"title":"Default Title","offer_id":48743083704663,"sku":"9783031369698","price":42.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9783031369698.jpg?v=1720064039"},{"product_id":"from-education-policy-to-education-practice-unpacking-the-nexus-9783031369728","title":"From Education Policy to Education Practice:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis open access book addresses the complex interrelations between education policy and education practice developed under new ways of governance. It illuminates the nexuses of the interrelated fields of education policy and education practice including the characteristics of these relationships.\u003c\/p\u003e\u003cp\u003e \u003c\/p\u003e\u003cp\u003eThe book offers a selection of cases with varied approaches to the question of how different actors and stakeholders are situated in contemporary policy and practice nexuses. The cases presented  includes theoretical and conceptual studies; historical studies; ethnographic studies; and studies combining empirical interview data and quantitative data. \u003c\/p\u003e\u003cp\u003e \u003c\/p\u003e\u003cp\u003e \u003c\/p\u003eThe book shows what constitutes the contemporary nexuses in education and discusses the need to re-consider how we in education research approach policy and practice in the interface between structure and agency for the future developments in the education policy-practice nexus.\u003cb\u003e\u003c\/b\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e","brand":"Springer International Publishing AG","offers":[{"title":"Default Title","offer_id":48743083737431,"sku":"9783031369728","price":33.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9783031369728.jpg?v=1720064038"},{"product_id":"understanding-school-transition-9780415676649","title":"Understanding School Transition","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eSchool transition is a life changing event for children - they are rarely faced with such a powerful set of personal and social changes. These underpin the immediate and longer term wellbeing of children, peer groups, teachers and schools. \u003ci\u003eUnderstanding School Transition\u003c\/i\u003e provides a most comprehensive, international review of this important area, complete with practical advice on what practitioners can do to support children's wellbeing, motivation and achievement. \u003c\/p\u003e\u003cp\u003eOffering an accessible introduction to children's psychology at transition, \u003ci\u003eUnderstanding School Transition\u003c\/i\u003e explores transition as a status passage, what we really mean by wellbeing, and the ways in which children adapt to new environments. Key chapters focus on:\u003c\/p\u003e\u003cp\u003e \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eUnderstanding stress and anxiety\u003c\/li\u003e\n\u003cli\u003eChildren's hopes, fears and myths at transition\u003c\/li\u003e\n\u003cli\u003eParents' and teachers' influence and role\u003c\/li\u003e\n\u003cli\u003eChildren's relationships with peers as they change schools\u003c\/li\u003e\n\u003cli\u003eChild\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Jennifer Symonds book offers something for everyone involved in the transition process; teachers, administrators, parents and hopefully politicians. It reminds us all of the important part that school transition plays in the wellbeing of future adults and, hopefully, will rekindle enthusiasm for and interest in the transfer problem.\"\u003c\/em\u003e \u003cstrong\u003e- Professor Maurice Galton, University of Cambirdge, UK\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\"Understanding School Transition\u003ci\u003e provides a most comprehensive, international review of this important area, complete with practical advice on what practitioners can do to support children’s wellbeing, motivation and achievement. […] Whatever your role in the transition process - teacher, parent, educator - you need to read this book to help students get the very best from their chances. It really gets to the heart of the matter and the in-depth discussion will help all concerned to really understand what goes on during this process.\" \u003cstrong\u003e– \u003c\/strong\u003e\u003c\/i\u003e\u003cstrong\u003eParents in Touch, UK\u003c\/strong\u003e\u003c\/p\u003e\n\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eFoundational Knowledge \u003c\/strong\u003e1. School transition as a status passage 2. Psychological wellbeing \u003cstrong\u003eWhat happens to children? \u003c\/strong\u003e3. Stress and anxiety 4. Hopes, fears and myths 5. Parents 6. Teachers 7. Peers 8. Identity and self-esteem 9. Motivation, engagement and achievement 10. Vulnerable children \u003cstrong\u003eHow to help them\u003cem\u003e \u003c\/em\u003e\u003c\/strong\u003e11. Interventions fro wellbeing 12. Research and evaluation 13. School transition leadership\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48864577421655,"sku":"9780415676649","price":39.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"knowledge-and-decisions-9780465037384","title":"Knowledge And Decisions","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWith a new preface by the author, this reissue of Thomas Sowell''s classic study of decision making updates his seminal work in the context of  The Vision of the Annointed , Sowell, one of America''s most celebrated public intellectuals, describes in concrete detail how knowledge is shared and disseminated throughout modern society. He warns that society suffers from an ever-widening gap between firsthand knowledge and decision making,a gap that threatens not only our economic and political efficiency, but our very freedom because actual knowledge gets replaced by assumptions based on an abstract and elitist social vision f what ought to be. Knowledge and Decisions , a winner of the 1980 Law and Economics centre Prize, was heralded as a landmark work and selected for this prize because of its cogent contribution to our understanding of the differences between the market process and the process of government. In announcing the award, the centre acclaimed Sowell, whose contribution to our understanding of the process of regulation alone would make the book important, but in reemphasizing the diversity and efficiency that the market makes possible, [his] work goes deeper and becomes even more significant.","brand":"Basic Books","offers":[{"title":"Default Title","offer_id":48864619397463,"sku":"9780465037384","price":26.6,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780465037384.jpg?v=1722272756"},{"product_id":"powerful-learning-9780470276679","title":"Powerful Learning","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIn \u003ci\u003ePowerful Learning\u003c\/i\u003e, Linda Darling-Hammond and an impressive list of co-authors offer a clear, comprehensive, and engaging exploration of the most effective classroom practices. They review, in practical terms, teaching strategies that generate meaningful K2 student understanding, and occur both within the classroom walls and beyond. The book includes rich stories, as well as online videos of innovative classrooms and schools, that show how students who are taught well are able to think critically, employ flexible problem-solving, andapply learned skills and knowledgeto new situations.  \u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eFOREWORD v\u003c\/p\u003e \u003cp\u003eABOUT THE AUTHORS ix\u003c\/p\u003e \u003cp\u003eINTRODUCTION: TEACHING AND LEARNING FOR UNDERSTANDING 1\u003cbr\u003e\u003ci\u003eLinda Darling-Hammond\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e1 HOW CAN WE TEACH FOR MEANINGFUL LEARNING? 11\u003cbr\u003e\u003ci\u003eBrigid Barron and Linda Darling-Hammond\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2 READING FOR UNDERSTANDING 71\u003cbr\u003e\u003ci\u003eP. David Pearson, Gina N. Cervetti, and Jennifer L. Tilson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3 MATHEMATICS FOR UNDERSTANDING 113\u003cbr\u003e\u003ci\u003eAlan H. Schoenfeld\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4 TEACHING SCIENCE FOR UNDERSTANDING 151\u003cbr\u003e\u003ci\u003eTimothy D. Zimmerman and Elizabeth K. Stage\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5 CONCLUSION: CREATING SCHOOLS THAT DEVELOP UNDERSTANDING 193\u003cbr\u003e\u003ci\u003eLinda Darling-Hammond\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eAPPENDIX 213\u003c\/p\u003e \u003cp\u003eBIBLIOGRAPHY 225\u003c\/p\u003e \u003cp\u003eSUBJECT INDEX 257\u003c\/p\u003e \u003cp\u003eNAME INDEX 267\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48864625951063,"sku":"9780470276679","price":19.54,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780470276679.jpg?v=1722272789"},{"product_id":"make-it-stick-9780674729018","title":"Make It Stick","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDrawing on cognitive psychology and other fields, \u003ci\u003eMake It Stick\u003c\/i\u003e offers techniques for becoming more productive learners, and cautions against study habits and practice routines that turn out to be counterproductive. The book speaks to students, teachers, trainers, athletes, and all those interested in lifelong learning and self-improvement.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eIf you want to read a lively and engaging book on the science of learning, this is a must… \u003ci\u003eMake It Stick\u003c\/i\u003e benefits greatly from its use of stories about people who have achieved mastery of complex knowledge and skills. Over the course of the book, the authors weave together stories from an array of learners—surgeons, pilots, gardeners, and school and university students—to illustrate their arguments about how successful learning takes place… This is a rich and resonant book and a pleasurable read that will leave you pondering the processes through which you, and your students, acquire new knowledge and skills. -- Hazel Christie * Times Higher Education *\u003cbr\u003eMany educators are interested in making use of recent findings about the human brain and how we learn… \u003ci\u003eMake It Stick\u003c\/i\u003e [is] the single best work I have encountered on the subject. Anyone with an interest in teaching or learning will benefit from reading this book, which not only presents thoroughly grounded research but does so in an eminently readable way that is accessible even to students. -- James M. Lang * Chronicle of Higher Education *\u003cbr\u003eFor a deeper dig into the science of learning, make sure to pick up \u003ci\u003eMake It Stick\u003c\/i\u003e. It’s an illuminating read. -- Drake Baer * Business Insider *\u003cbr\u003eA highly engaging and accessible text that neatly provides the reader with both a thorough grounding in the empirical and theoretical work on durable learning, while also offering specific, actionable recommendations for immediate implementation. -- Kathryn E. Frazier * Currents in Teaching and Learning *\u003cbr\u003eAimed primarily at students, parents, and teachers, \u003ci\u003eMake It Stick\u003c\/i\u003e also offers practical advice for learners of all ages, at all stages of life… With its credible challenge to conventional wisdom, \u003ci\u003eMake It Stick\u003c\/i\u003e does point the way forward, with a very real prospect of tangible and enduring benefits. -- Glenn C. Altschuler * Psychology Today *\u003cbr\u003ePresents a compelling case for why we are attracted to the wrong strategies for learning and teaching—and what we can do to remedy our approaches… In clear language, \u003ci\u003eMake It Stick\u003c\/i\u003e explains the science underlying how people learn. But the authors don’t simply recite the research; they show readers how it is applied in real-life learning scenarios, with engaging stories of real people in academic, professional, and sports environments… The learning strategies proposed in this book can be implemented immediately, at no cost, and to great effect… \u003ci\u003eMake It Stick\u003c\/i\u003e will help you become a much more productive learner. -- Stephanie Castellano * TD Magazine *\u003cbr\u003eIf I could, I would assign all professors charged with teaching undergraduates one book: \u003ci\u003eMake It Stick: The Science of Successful Learning\u003c\/i\u003e… It lays out what we know about the science of learning in clear, accessible prose. Every educator—and parent, and student, and professional—ought to have it on their own personal syllabus. -- Annie Murphy Paul * The Brilliant blog *\u003cbr\u003eThis is a quite remarkable book. It describes important research findings with startling implications for how we can improve our own learning, teaching, and coaching. Even more, it shows us how more positive attitudes toward our own abilities—and the willingness to tackle the hard stuff—enables us to achieve our goals. The compelling stories bring the ideas out of the lab and into the real world. -- Robert Bjork, University of California, Los Angeles\u003cbr\u003eLearning is essential and life-long. Yet as these authors argue convincingly, people often use exactly the wrong strategies and don't appreciate the ones that work. We’ve learned a lot in the last decade about applying cognitive science to real-world learning, and this book combines everyday examples with clear explanations of the research. It’s easy to read—and should be easy to learn from, too! -- Daniel L. Schacter, author of \u003ci\u003eThe Seven Sins of Memory\u003c\/i\u003e","brand":"Harvard University Press","offers":[{"title":"Default Title","offer_id":48865492599127,"sku":"9780674729018","price":26.06,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780674729018.jpg?v=1722274225"},{"product_id":"you-cant-say-you-cant-play-9780674965904","title":"You Cant Say You Cant Play","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePaley introduces a new rule—“You can't say you can't play”—to her kindergarten students and solicits the opinions of older children regarding the fairness of such a rule. The struggle that ensues presents a great teacher with her greatest challenge and speaks to some of our most deeply held beliefs.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eVivian Gussin Paley’s book \u003ci\u003eYou Can’t Say You Can’t Play\u003c\/i\u003e is arresting in its title, magical in its appeal, and inspiring in its message… [It] illustrates how the teacher’s art can attack the evil of exclusion at its childhood root. Now, Mrs. Paley, we need your help in weeding out the pernicious practices that afflict the adults of our exclusionary society. -- Derrick Bell * New York Times Book Review *\u003cbr\u003eIn instituting the [‘you can’t say you can’t play’] rule, Paley was challenging the assumption that cruelty in childhood is to be expected and that children should fend for themselves when it happens—notions she believes unfairly relieve adults of their duty to intervene. And she rejects the idea that children could benefit from such experiences. -- Theresa Defino * Washington Post *\u003cbr\u003e[Paley] is an esteemed kindergarten teacher whose previous writing has been about using children’s stories and fantasies as vehicles for learning. Here she interweaves her private reflections, her conversations with children, and a story she spins, to tell what happened when she instituted a radical new order in her classroom. Her new rule prohibited children from excluding someone who wanted to play. The implications of such a non-exclusion rule are profound; most of the children resisted at first, but with discussion began to adjust their behavior and truly experience the benefits of making no one a stranger. Paley makes a powerful statement in this slim book: to teachers, parents, and society at large. * Booknews *\u003cbr\u003eIn this brief, ethereal and tender account of social relations among children, Paley…explores how to keep students from being ignored by their classmates. Woven throughout Paley’s lessons is a parable about loneliness and rejection, which enables readers to share a child’s view of the world. What the kids have to say is enchanting and surprisingly wise. * Publishers Weekly *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eYou Can't Play: The Habit of Rejection   The Inquiry: Is It Fair? Will It Work?   The New Order Begins   It Is Easier to Open the Door","brand":"Harvard University Press","offers":[{"title":"Default Title","offer_id":48865494597975,"sku":"9780674965904","price":18.86,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780674965904.jpg?v=1722274233"},{"product_id":"pimp-your-lesson-9781472905154","title":"Pimp your Lesson","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eGet your assessment and differentiation up to scratchIntegrate snappy starters and pimp your plenariesCreate your own outstanding resources...and don''t forget your literacy and numeracy elements!The bestselling Pimp Your Lesson! reveals the secret to impressing the pants off your observers, whether they are your Head of Department, Headteacher, Mentor or - worst of all OFSTED! No smoke and mirrors required, this book provides practical and easy-to-implement guidance on embedding outstanding practice in your daily teaching, all written in the authors'' witty and accessible style.This brand new edition provides updated advice on all aspects of outstanding teaching. The new ''Pimp your Progress'' feature includes guidance on how to measure pupil progress in every lesson and the popular Poundland Pedagogy activities won''t fail to get your students engaged!Pimp Your Lesson! will ensure your teaching is consistently outstanding so that you are prepared for inspection at a moment''s notice \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003ePimp Your Lesson! offers a sumptuous collection of concepts and encourages the reader to unleash the 'pimp within!' This book challenges dogma and guides the reader through an array of best-practice; encouraging us to 'cherry-pick' from a range of classroom activities to survive the ever-changing world of observation. This is a book for every teacher, fortifying them from head-to-toe in a bulletproof vest, ready to welcome any observer with open arms! For planning; marking; teaching. You should have it by your side... * Ross Morrison McGill, @TeacherToolkit and author of 100 Ideas for Secondary Teachers: Outstanding Lessons *\u003cbr\u003eWow, what a fantastic to book to read no matter what stage your teaching career - this book is beyond helpful! It's crammed full of practical, useful tips that not only make your life easier and your lessons more exciting, but can be used in your classroom the very next day. Packed with down to earth advice, it's like having your own personal helping hand to guide you through some of the toughest, most daunting times in school. With this book in hand, bring on the next observation * Laura Jokic, NQT *\u003cbr\u003ePimp your Lesson is a great read which offers a vast range of exciting strategies that will help any teacher. Isabella and Leah's passion for making learning an engaging process shines throughout this book. Taking their practical advice creates a win, win, win scenario. First, learners will enjoy their learning more. Next, they will develop essential skills and attitudes to help them to perform better in school and finally teachers will perform better in lesson observations. * Andy Griffith, author of Outstanding Teaching: Engaging Learners *\u003cbr\u003eWallace and Kirkman are to education what Gok Wan is to fashion! They talk sense and show teachers how to teach well. Teachers need practical and immediate high impact strategies to motivate learners. With Ofsted’s cry for less teacher talk, narrowing the gap and higher levels of pupil engagement, it is essential that we provide our teachers with the tools to deliver outstanding lessons. This book is packed full of practical and realistic classroom strategies that provide style and substance to lessons. If you are looking to motivate, challenge and engage your pupils this book is for you. Whatever age range or subject you teach, the strategies used in this book will certainly improve your teaching and lead to school improvement….which is why I bought a copy for every teacher in my school. * Coral McIntosh, Head Teacher. Brierley Primary School *\u003cbr\u003eOF THE PREVIOUS EDITION: ‘How nice to see the humanisation of a process  that it is of real  concern to teachers.  It is good to see a book that  takes the teachers'  issues seriously but reminds us that the best teaching and  learning is  motivating, personalised and rewarding to both pupils and the  teachers  themselves rather than mechanistic and unnecessarily formulaic.   This  book reminds us that enjoyable teaching and Ofsted success should be    and usually are synonymous.' -- Tim  Lomas, Principal School Improvement Adviser * CfBT Lincolnshire School  Improvement Service, UK *\u003cbr\u003eOF THE PRVIOUS EDITION: ‘Engagingly written and bursting  with practical, stimulating ideas to  PIMP your lessons. This is a book my PGCE  trainees will lap up - it has  the potential to help prevent panic in the face  of formal lesson  observation! but, more importantly, to enhance and energise  their  everyday classroom practice.' -- Ruth Hewitt, PGCE Coordinator * Bishop  Grosseteste University College, Lincoln, UK *\u003cbr\u003eOF THE PREVIOUS EDITION: ‘A fresh, innovative and exciting take on lesson planning  providing  engaging and educational strategies for effective planning which will   entertain both the teacher and their students. This book is beneficial  for  trainee teachers, newly qualified and the experienced and provides a  positive  influence on the reader, encouraging them to abandon stale  ideas and not to be  afraid of experimenting. I think it is an absolute  triumph to make the prospect  of being observed sound like a fun  challenge and this book really encourages  teachers to make the best of  their lessons and to take the opportunity to show  off what they can  do!' -- Sarah Peacock, NQT * North Kesteven School, Lincoln,  UK *\u003cbr\u003eOF THE PREVIOUS EDITION: ‘A current, relevant and fun-packed  perspective providing an excellent  toolkit for lesson conception and planning -  not only in anticipation  of the dreaded observation process but also in day to  day teaching  life. Wallace and Kirkman provide practical, inventive and  invigorating  approaches for all teaching professionals, old and new. Prepare to  be  inspired, prepare to be ‘pimped'! -- Kirsty Dring, Visual Arts Consultant * CfBT Lincolnshire School Improvement  Service, UK *\u003cbr\u003eOF THE PREVIOUS EDITION: ‘This book gives any teachers  who are wanting to improve their  effectiveness in the classroom some very  practical pointers, tips and  guidelines that enable them to become more  effective in the  teaching\/learning process. Eminently practical and easily  readable,  with a light touch and humour, this book reignites enthusiasm to do a   better job in the classroom.' -- John Gibbon, Education Consultant and  Co-ordinator of professional growth seminars * National Association of  Professional Teaching Organisations of South Africa *\u003cbr\u003eOF THE PREVIOUS EDITION: ‘Panic over!  You've got an  interview?  This book will help you  showcase your teaching skills to great  effect.  Knowing that you are  well prepared, you'll be full of confidence  to get that job.' , -- Theo Griff * TES Forum  Expert *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1.  Unleashing the PIMP Within...\\ 2. PIMP Your...Preparation \\ 3. PIMP  Your...Lesson Planning \\ 4. PIMP Your...Assessment for Learning \\ 5. PIMP  Your...Spiritual, Moral and Cultural Element \\ 6. PIMP Your...Differentiation \\ 7. PIMP Your...Core skills: Literacy and Numeracy \\ 8. PIMP Your...Information and  Communication Technology \\ 9. PIMP Your...Resources \\ 10. PIMP  Your...Starters \\ 11. PIMP Your... Plenaries \\ 12. Go Forth and  PIMPify... \\ Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48867225370967,"sku":"9781472905154","price":15.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781472905154.jpg?v=1722282298"},{"product_id":"revealing-the-hidden-social-code-social-stories-tm-for-people-with-autistic-spectrum-disorders-9781843102229","title":"Revealing the Hidden Social Code: Social Stories","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe Social Stories(TM) approach is widely acknowledged as a key technique for teaching social and life skills to children with autistic spectrum disorders. This text, endorsed by the originator of Social Stories(TM), Carol Gray, offers clear and comprehensive guidance for professionals, parents and carers on how to write successful and targeted Social Stories(TM) that will help develop the autistic spectrum child's understanding of social interaction.\u003cbr\u003e\u003cbr\u003eThe book outlines the kinds of social challenges that people with ASD may experience and highlights the importance of learning social skills in meaningful contexts. An extended review of the guidelines for writing Social Stories(TM) will help writers to structure and develop their stories. The authors explain the key elements and highlight the potential difficulties that a writer may encounter, while providing encouragement and guidance through the various stages of what is often a challenging process. They include examples from their own professional experience, and suggest ways in which the Social Stories(TM) approach may enhance other strategies. Helpful advice on presentation and implementation is provided.\u003cbr\u003e\u003cbr\u003eRevealing the Hidden Social Code is essential reading for any professional, parent, carer or teacher wanting to employ Social Stories(TM) to develop social understanding in people with ASDs.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eRevealing the Hidden Social Code is a book about the social stories approach for people with autism spectrum disorders (ASDs), which was originated by Carol Gray. The book describes how social stories may be used, in conjunction with other approaches, to help individuals with ASD to identify the underlying message that underpin social interaction. Excellent case examples are given, throughout the book, to illustrate the development of social stories. It also covers presenting, implementing and monitoring the individual's response and the different types of social stories, which can be used. The book is encouraging to the reader throughout and there is a helpful chapter on what to do when social stories do not work. The appendix contains useful checklists for each stage of preparing the stories, including drafting the social stories, monitoring individual's progress and a checklist for problem solving. -- Occupational Therapy Journal\u003cbr\u003eThis is a text which aims to identify why social stories work as a strategy to support the social learning of individuals with autistic spectrum disorders (ASD). In its Forward, the original creator of social stories, Carol Gray, strongly endorses this publication. -- British Journal of Special Education\u003cbr\u003eAs a practical guide for those who want to learn more about the use of social stories and how to write them, this book could be a valuable resource. With practical suggestions and examples Howley and Arnold explore the strategy's potential for a range of ages, needs and abilities as well as for use in the other learning contexts. -- British Journal of Special Education\u003cbr\u003eThe writing style is just right - very clear and detailed without being long-winded or laborious. It is a very practical guide and the kind of book that a professional would want to keep within easy reach whenever a social story is needed. Everything you ever need to know about writing a social story seems to have been addressed here and the examples of social stories are very enlightening too. What I really liked about the examples was that a lot of thought and understanding had gone into choosing very different individuals.The writers have obviously had plenty of hands-on experience which enables them to write about the differing needs of individuals with ASDs. This is an excellent and practical guide for anyone attempting to write or simply understand the concept of social stories, how they work and their essential place in the social education of individuals with ASDs. -- Good Autism Practice\u003cbr\u003eThis work provides clear and succinct instructions for writing one's own Social Stories, including helpful examples that convey increasingly complicated messages and yet are still effective for children with ASD. -- Library Journal\u003cbr\u003eThis is a clearly presented, comprehensive and interesting book for professionals and parents or carers of people with Autistic Spectrum Disorder. It explains the key elements of Social StoriesTM, which are increasingly being used to develop social skills and social understanding. I highly recommend this book to teachers, speech and language therapists and parents or carers who wish to structure and deliver Social StoriesTM to help people with ASD address everyday social challenges. -- NAPLIC Newsletter\u003cbr\u003eHowley (Univ. Coll. Northampton, U.K.) and Arnold (Northamptonshire Soc. for Autism, U.K.) have written an excellent supplement to Gray's The New Social Story Book and My Social Stories Book (with Abbie Leigh White and Sean McAndrew); parents, caregivers, and professionals will find clear and succinct instructions for writing their own Social Stories, including helpful examples that convey increasingly complicated messages and yet are still effective for children with ASD. Strongly recommended for all public and academic libraries with autism or education collections. -- Library Journal\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. Introduction and Rationale for Social Stories. 2. Preparing to Write: Gathering Information. 3. Sentences and Structure: Descriptive, Perspective and Directive Sentences. 4. Advanced Social Stories: Additional Sentence Types: Control, Affirmative, Cooperative and Partial Sentences. 5. Presenting, Implementing and Monitoring. 6. Introductory Social Stories and Complementary Strategies. 7. Problem Solving and What to Do when Social Stories Do Not Work! Final Thoughts. Appendices.","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":48868665065815,"sku":"9781843102229","price":22.22,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781843102229.jpg?v=1722289132"},{"product_id":"my-social-stories-book-9781853029509","title":"My Social Stories Book","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eOver the last decade, Carol Gray's Social Stories approach has become established as a highly effective way of teaching social and life skills to children on the autism spectrum. Taking the form of short narratives, the Stories in My Social Stories Book take children step by step through basic activities such as brushing your teeth, taking a bath and getting used to new clothes. It also helps children to understand different experiences such as going to school, shopping and visiting the doctor. These stories are written for preschoolers aged from two to six, and the book is a useful primer for all young children - but most especially those on the autism spectrum.\u003cbr\u003e\u003cbr\u003eMy Social Stories Book contains over 150 Stories, and is illustrated throughout with line drawings by Sean McAndrew, which form a visual counterpart to the text. A helpful introduction explains to parents and carers how to get the most out of the book.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eWhile intended mainly for autistic children, the clear, patient explanations of basic skills and situations could well be of use to any young child... The jolly black and white line drawings help bring reassurance to life skills and to situations children find themselves. In. \"A Note to Parents and Professionals\" gives the background for the stories and advice as to how they should be used. -- Healthy Books\u003cbr\u003eMy Social Stories Book is a practical guide to the use of social stories with young children. Social stories are well established as a great way to teach children with autism new skills using pictures and step-by-step explanations. The book is filled with examples of social stories covering almost every situation you could think of aimed at 2-6 Year olds, includes many day to day situations that children with autism often find confusing or frustrating. This book is value for money for those families or workers wishing to try social stories and needing ideas to get started. Families could dip into it to prepare children for new experiences and\/or to help teach new skills. -- Communication\u003cbr\u003eMy Social Stories Book offers a rich bank of material for adults who wish to support young children with ASD make sense of their environment and function more effectively in it, and may hopefully become a tool in rigorous empirical research into the effectiveness of social stories. -- Debate\u003cbr\u003eOver the last ten years, Carol Gray's wonderful concept of the Social Story has stood the test of time... Each family with a child who has autism needs to make room on the book self for this one -- Book Reviews\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgements. A Note to Parents and Professionals. 1. Taking Care of Me. What do I do when I need to use the toilet? Where are the toilets? How do I help others find the toilet in my home? Where are other toilets? Time to wash my hands. Why do I wash my hands? When do people wash their hands? How do children learn to wash their hands? Time to brush my teeth. When do people brush their teeth? How do children learn to brush their teeth? Time to take medicine. Why is medicine special? Why do adults give me medicine? When do adults give me medicine? What is liquid medicine? What is a medicine spoon? How do adults give me medicine? Time to blow my nose. What does “blowing my nose” mean? What does “wiping my nose” mean? What do I use to blow or wipe my nose? How do I use a tissue? Why do children need new clothes? Why do I have new clothes? Where do I find new clothes? How does it feel to wear new clothes? When do I wear new clothes? Choosing clothes to ear outside. What do people where when it gets cold outside? What do people wear when it gets warn outside? What is a coat? What is a mitten? Why do people wear boots? Time for a nap. Why do I take naps? When is naptime? What do adults do when I am taking a nap? How to children learn to take naps? Time for a haircut. When do I get my hair cut? What is a hairstylist? Where does a hairstylist work? How can I help the hairstylist? What steps do I follow to get my haircut? Time to clip my fingernails. Who clips my fingernails? Is having my fingernails clipped safe? Time to clip my toenails. Who clips my toenails? Is having my toenails clipped safe? Time for a bath. When do I take a bath? Why do I leave my clothes outside the bathtub? How do I get into the bathtub? How do adults help me take a bath? Time to wash my hair. What is shampoo? When does my hair get washed? How do children learn to wash their hair? What does it mean when people say, “Time to go to bed”? When is bedtime? Where do I sleep? When do people go to bed? What is a dream? How do I go to bed? 2. Home. What are unexpected noises? What is a telephone? What is a doorbell? How do doors make noises? Why do dogs bark? What happens when people drop things? What is a vacuum cleaner? Why do cars have horns? What is thunder? Who knows about time? Who knows what time it is? What is a watch? What does “hurry up” mean? What does it mean to be on time? What does it mean to “be late”? Who is coming to play? When will we play? What can i say when my friend arrives? What will we do today?","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":48868799086935,"sku":"9781853029509","price":17.02,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781853029509.jpg?v=1722289767"},{"product_id":"school-refusal-9781854333568","title":"School Refusal","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eCovering the various stages of intervention it provides a practical insight into this multifaceted situation.\u003c\/b\u003e\u003c\/p\u003e \u003cul\u003e\n\u003cli\u003eDistinguishes between school refusal and other forms of school attendance problems\u003c\/li\u003e\n\u003cli\u003eAssists practitioners with the development of an intervention plan for school refusal\u003c\/li\u003e\n\u003cli\u003eProvides resources which are useful in assessment and management of school refusal\u003c\/li\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"Some of these [books in the PACTS series 2] are quite outstanding guides for practitioners, full of practical steps to take and worldly wisdom as well as good theretical grounding ... The approach taken to school refusal is also very sound ... Overall I would recommend that this series is present for anybody working with adolescents, as they provide a very useful guide for trainees to get stuck in with treatment.\" \u003ci\u003eStephen Scott, Institute of Psychiatry, London, Child and Adolescent Mental Health, Volume 9, No. 2, 2004, pp 92-96\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003ePart I: Assessment 5\u003c\/p\u003e \u003cp\u003ePart II: General Considerations for Intervention 15\u003c\/p\u003e \u003cp\u003ePart III: Intervention with the Young Person 18\u003c\/p\u003e \u003cp\u003ePart IV: Intervention with the Parents 32\u003c\/p\u003e \u003cp\u003ePart V: Intervention at the School Level 47\u003c\/p\u003e \u003cp\u003ePart VI: Concluding Remarks 51\u003cbr\u003e\u003cbr\u003eAppendices 54\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":48868802691415,"sku":"9781854333568","price":19.9,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781854333568.jpg?v=1722289785"},{"product_id":"what-every-teacher-needs-to-know-about-psychology-9781909717855","title":"What Every Teacher Needs to Know about Psychology","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eMuch of what we do in classrooms is intuitive, steered by what 'feels right', but all too often intuition proves a poor, sometimes treacherous guide. Although what we know about the workings of the human brain is still pitifully little, the science of psychology can and has revealed certain surprising findings that teachers would do well to heed. Over the past few decades, psychological research has made real strides into understanding how we learn, but it's only in the last few years that education has become aware of these insights. Part of the problem is a tendency amongst teachers to resist being told 'what works' if it conflicts with intuition. Whilst we cannot and should not relinquish our professional judgement in the face of outlandish claims, we should at least be aware of what scientists have discovered about learning, thinking, motivation, behaviour and assessment over the past few decades. This though is far easier said than done. 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? Here, David Didau and Nick Rose attempt to lay out the evidence and theoretical perspectives on what they believe are the most important and useful psychological principles of which teachers ought to be aware. That is not to say this book contains everything you might ever need to know - there is no way it could - it is merely a primer. We hope that you are inspired to read and explore some of the sources for yourself and see what other principles can find a home in your classroom. Some of what we present may be surprising, some dubious, but some in danger of being dismissed as 'blindingly obvious'. Before embracing or dismissing any of these principles we urge you to interrogate the evidence and think carefully about the advice we offer. While nothing works everywhere and everything might work somewhere, this is a guide to what we consider the best bets from the realm of psychology.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"This is a must-read book for every beginning teacher. And even the most experienced teachers will also find many new and useful things here. I certainly did.\" Dylan Wiliam, Emeritus Professor of Educational Assessment, University College London \"In an era when policy makers deem that teachers needn't be qualified, this book explores the complex psychological processes that underpin all teaching and learning.\" Alex Quigley, Director of Teaching and Learning at Huntington School and author of The Confident Teacher \"A book of rapacious research, relentless drive and keen intellect. It works as an entry point into the history of cognitive psychology, presenting findings from an array of inter-related areas with such clarity that the previously forbidding is easily understandable to even the most distracted of ingenues. The key thing with this work though is that the evidence is not just presented and left to grow cold, but is sifted and judged so that easily implemented recommendations are made as to how a teacher might use such research.\" Phil Beadle, author, Rules for Mavericks \"This book fills this yawning gap in our collective understanding of the way our students think and behave. Didau and Rose enable teachers to beat a path between the intellectual rigours of their subject and the patchy prior knowledge of their students. I look forward to seeing a copy of this book in every staffroom I visit.\" Stephen Adcock, Deputy Director Academies, United Learning and co-author of Headstrong: 11 Lessons of School Leadership \"Every teacher, at any stage of their career, should read this book. It makes you think and challenges some of the assumptions, so that we approach the latest fad with a healthy scepticism and a determination to self-evaluate our own impact.\" Jackie Beere, author, trainer and school improvement consultant \"In these days of such monstrosities as 'brain based learning' and the pursuit of 'the answer' when it comes to 'how to teach', this book offers salvation. What Every Teacher Needs To Know About Psychology should be the first stop and, more importantly, the last stop on every teacher's itinerary into this field. Disarmingly well written, and accessible even when it deals with some difficult concepts this book can serve as the teacher textbook for this area.\" Martin Robinson, teacher, consultant and author of Trivium 21st Century \"...manages to strike the importance balance between the world of cognitive psychology and practical application in the classroom. If you are interested in how students think and learn and want to use that knowledge at the chalk face, this is the book for you.\" Liam Collins, Headteacher of Uplands Community College and vice-chair of the Headteachers' Roundtable \"I predict that a great many students will benefit from their teachers having read this terrific book. A very helpful and accessible guide to understanding the complexities of learning.\" Phil Stock, Assistant Head, Greenshaw High School \"The perfect blend of research and thought-provoking questions for schools to grapple with. The beauty of the approach is that it opens up a range of issues and presents the research and then lets schools debate and move forwards.\" Oliver Knight, Headteacher at Greenwich Free School and author of Creating Outstanding Classrooms","brand":"John Catt Educational Ltd","offers":[{"title":"Default Title","offer_id":48868941168983,"sku":"9781909717855","price":19.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781909717855.jpg?v=1722290463"},{"product_id":"who-gets-in-and-why-a-year-inside-college-admissions-9781982116293","title":"Who Gets In and Why: A Year Inside College","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eFrom award-winning higher education journalist and \u003ci\u003eNew York Times\u003c\/i\u003e bestselling author Jeffrey Selingo comes a revealing look from inside the admissions office—one that identifies surprising strategies that will aid in the college search. \u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eGetting into a top-ranked college has never seemed more impossible, with acceptance rates at some elite universities dipping into the single digits. In \u003ci\u003eWho Gets In and Why\u003c\/i\u003e, journalist and higher education expert Jeffrey Selingo dispels entrenched notions of how to compete and win at the admissions game, and reveals that teenagers and parents have much to gain by broadening their notion of what qualifies as a “good college.” Hint: it’s not all about the sticker on the car window.\u003cbr\u003e \u003cbr\u003eSelingo, who was embedded in three different admissions offices—a selective private university, a leading liberal arts college, and a flagship public campus—closely observed gatekeepers as they made their often agonizing and sometimes life-changing decisions. He also followed select students and their parents, and he traveled around the country meeting with high school counselors, marketers, behind-the-scenes consultants, and college rankers.\u003cbr\u003e \u003cbr\u003eWhile many have long believed that admissions is merit-based, rewarding the best students, \u003ci\u003eWho Gets In and Why \u003c\/i\u003epresents a more complicated truth, showing that “who gets in” is frequently more about the college’s agenda than the applicant. In a world where thousands of equally qualified students vie for a fixed number of spots at elite institutions, admissions officers often make split-second decisions based on a variety of factors—like diversity, money, and, ultimately, whether a student will enroll if accepted.\u003cbr\u003e \u003cbr\u003eOne of the most insightful books ever about “getting in” and what higher education has become, \u003ci\u003eWho Gets In and Why \u003c\/i\u003enot only provides an unusually intimate look at how admissions decisions get made, but guides prospective students on how to honestly assess their strengths and match with the schools that will best serve their interests.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eA \u003ci\u003eNew York Times Book Review\u003c\/i\u003e Editors' Choice and a \u003ci\u003eNew York Times \u003c\/i\u003eNotable Book\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003e “A rare inside look… It’s amazing.”\u003cbr\u003e \u003cb\u003e—CBS This Morning\u003c\/b\u003e\u003cbr\u003e“[A] widely anticipated new book…Selingo was given extraordinary access to the selection process and the selectors at Emory University, Davidson College and the University of Washington. He uses it in his book to present one of the most nuanced, coolheaded examinations of the admission process that I’ve read. He explodes certain myths — for example, that SAT and ACT scores are absolutely pivotal — and confirms other suspicions, such as the ridiculous advantage conferred on middling students who play arcane sports.”\u003cbr\u003e \u003cb\u003e—Frank Bruni, \u003ci\u003eNew York Times\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e“In this meticulously researched and evenhanded book, the author provides a unique mix of in-depth reporting, insight, and advice that may save readers needless frustration and thousands of dollars. One of the best books on college admissions in recent memory.”\u003cbr\u003e \u003cb\u003e—\u003ci\u003eKirkus Reviews\u003c\/i\u003e (starred)\u003c\/b\u003e\u003cbr\u003e“This absorbing book delves into the sometimes enigmatic world of college admissions…an invaluable tool for college-bound students and their families, guidance counselors, and college admissions personnel.”\u003cbr\u003e —\u003cb\u003e\u003ci\u003eLibrary Journal\u003c\/i\u003e\u003c\/b\u003e\u003cb\u003e (starred review) \u003c\/b\u003e\u003cbr\u003e“An illuminating and multisided view of admissions work…eye-opening and insightful.”\u003cbr\u003e \u003cb\u003e\u003ci\u003e—Booklist\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e“Comprehensive and ultimately reassuring…Anxious parents and students will be buoyed by this richly detailed and lucidly written guide.”\u003cbr\u003e \u003cb\u003e—\u003ci\u003ePublishers Weekly\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e“The college admissions process can seem like a locked vault, but Jeff Selingo has found the key. He unleashes the full force of his reporting and storytelling skills to demystify—and humanize—the journey from high school applicant to college freshman.  Whether you’re a student, parent, or educator, this book is an illuminating and essential read.”\u003cbr\u003e \u003cb\u003e—Daniel H. Pink, \u003ci\u003eNew York Times\u003c\/i\u003e bestselling author of \u003ci\u003eWhen\u003c\/i\u003e, \u003ci\u003eDrive\u003c\/i\u003e, and \u003ci\u003eA Whole New Mind\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e“A fascinating, useful, and important book—fascinating because of its wealth of vividly reported detail on how the college-admission system works (for instance, why little Amherst College admits more athletes than mighty University of Alabama), useful because of its clear-eyed view of how students and families can calmly get through the winnowing process, and important because higher education has become so central to American opportunity and mobility.”\u003cbr\u003e \u003cb\u003e—James Fallows, National Correspondent for \u003ci\u003eThe Atlantic\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e“For nearly twenty years, Jeff Selingo has been one of America's most trusted voices on higher education. This is his finest work. He pulls back the curtain on all the code words, awkward secrets, and noble hopes associated with college admissions today. Each chapter can help college-bound families turn confusion into clarity.”\u003cbr\u003e \u003cb\u003e—George Anders, Pulitzer Prize-winning author of \u003ci\u003eYou Can Do Anything \u003c\/i\u003eand \u003ci\u003eThe Rare Find\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e“In his fascinating and timely book \u003ci\u003eWho Gets in and Why \u003c\/i\u003eJeff Selingo breaks the seal on college admissions to reveal what really goes on, who gets a special look and why, what the colleges have at stake, and how a student can put their best foot forward. Frank and reassuring, Selingo presents a thoughtful critique of an outmoded system along with sound advice for students and parents who have little choice but to play by these rules.”\u003cbr\u003e \u003cb\u003e—Julie Lythcott-Haims, author of \u003ci\u003eHow to Raise an Adult\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e“Jeff Selingo has done it again. Amid increasingly loud calls for transparency in college admissions, and a growing suspicion among the public that the process is unfair, Selingo has managed to lift the veil from the ‘inner sanctum,’ showing how admission officers deal with the challenges presented by talented and diverse applicants. From the committee rooms that Selingo has penetrated come stories of compassion for students balanced by institutional priorities and mandates. \u003ci\u003eWho Gets In and Why\u003c\/i\u003e offers a great insider’s view, making a complex process much easier to understand.”\u003cbr\u003e \u003cb\u003e—Robert Massa, former Dean of Enrollment, Johns Hopkins University\u003c\/b\u003e\u003cbr\u003e“A valuable outsider-as-insider’s eye view of the college admission process, spotlighting what applicants will never see.  Pushing past the fairy tale of how a student's application is reviewed, Selingo finds more.  For the dedicated professionals who do this tireless work, the students and parents trying to understand it, and anyone in between, there are great lessons to be learned here.”\u003cbr\u003e \u003cb\u003e—Emmi Harward, Executive Director of the Association of College Counselors in Independent Schools\u003c\/b\u003e\u003cbr\u003e“In \u003ci\u003eWho Gets in and Why\u003c\/i\u003e, Jeff Selingo addresses the tyranny of selective admissions and its inordinate social and emotional impact on the more than 90% of students who enroll in non-selective schools. He depicts the agony and the ecstasy of the selective admissions process, questions why we’re all hostage to it, and offers insightful ways to avoid getting caught in the madness. Bravo!”\u003cbr\u003e \u003cb\u003e—Deborah Quazzo, Managing Partner of GSV Advisors\u003c\/b\u003e\u003cbr\u003e“An important book that shines a clarifying light into the mystifying corners of the college admissions process. Jeff Selingo gives students and their families much-needed perspective on how things \u003ci\u003ereally \u003c\/i\u003ework behind the scenes.”  \u003cbr\u003e \u003cb\u003e—Jill Madenberg, author of \u003ci\u003eLove the Journey to College\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e“Very accessible and quite accurate…Selingo’s backstage view of the process at Emory is particularly strong. He adeptly pinpoints how an institution's priorities, goals, and needs cause equally deserving applicants to frequently meet with different outcomes. This book will be a great resource for parents.”\u003cbr\u003e \u003cb\u003e—Rick Hazelton, Director of College Advising, The Hotchkiss School\u003c\/b\u003e","brand":"Simon \u0026 Schuster","offers":[{"title":"Default Title","offer_id":48869298045271,"sku":"9781982116293","price":24.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781982116293.jpg?v=1722292051"},{"product_id":"action-research-for-educational-change-9780335096893","title":"Action Research for Educational Change","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book is concerned with action research as a form of teacher professional development. In it, John Elliot traces the historical emergence and current significance of action research in schools. He examines action research as a \"cultural innovation\" with transformative possibilities for both the professional culture of teachers and teacher educators in academia and explores how action research can be a form of creative resistance to the technical rationality underpinning government policy. He explains the role of action research in the specific contexts of the national curriculum, teacher appraisal and competence-based teacher training.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"This is a most stimulating book which should be prescribed reading for any serious student of education and those involved in the management of policy and effective schooling.\" - Educational Research \"Elliott...sticks to the enduring issues of teachers needing to research their own classrooms and schools, using a variety of approaches, so that they can base changes on a proper study of purpose and process, after considering the documents, the strategies, the real and apparent precepts on which decisions are being made. It is much more timeless and less transient. Good for him.\" - T.E.S. \"Anybody interested in reading an antidote to presently received wisdom on the 'self evaluating' school, should read John Elliott's book.\" - Journal of Education for Teaching: International Research and Pedagogy \"This book is essential reading for teachers.\" - Journal of Teacher Development \"For the research teacher-student this book is invaluable.\" - Headlines: Journal of the Secondary Heads Association\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePart 1 Action research and professional learning\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eteachers as researchers - an historical and biographical context\u003cbr\u003esupporting professional learning through action research - three case studies\u003cbr\u003e\u003c\/p\u003e\u003cp\u003ePart 2 Action research - dilemmas and innovation\u003cbr\u003e\u003c\/p\u003e\u003cp\u003ethe theory\/practice problem\u003cbr\u003ethe fundamental characteristics of action research\u003cbr\u003ethe dilemmas and temptations of the reflective practitioner\u003cbr\u003ea practical guide to action research\u003cbr\u003e\u003c\/p\u003e\u003cp\u003ePart 3 Action research in policy contexts\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eaction research and the emergence of teacher appraisal in the UK\u003cbr\u003ecompetency based training and the education of the professions - is a happy marriage possible ?\u003cbr\u003ethe national curriculum and models of curriculum development\u003cbr\u003e  \u003c\/p\u003e","brand":"Open University Press","offers":[{"title":"Default Title","offer_id":48883980894551,"sku":"9780335096893","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780335096893.jpg?v=1722529888"},{"product_id":"read-it-to-me-now-9780335197613","title":"READ IT TO ME NOW","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e* What do young children from different cultural backgrounds learn about reading and writing before they come to school?\u003cbr\u003e\u003cbr\u003e* How can schools work with parents to incorporate children's pre-school literacy learning into policies for the development of literacy?\u003cbr\u003e\u003cbr\u003e* What strategies can early years' teachers use to support young children's understanding of the reading process?\u003cbr\u003e\u003cbr\u003eRead It To Me Now! charts the emergent literacy learning of five four-year old children from different cultural backgrounds in their crucial move from home to school, and demonstrates how children's early understanding of reading and writing is learnt socially and culturally within their family and community.  Drawing the children's stories together, Hilary Minns discusses the role of the school in recognizing and developing children's literacy learning, including that of emergent bilingual learners, and in developing genuine home-school links with families.  This edition of Read It To Me Now! makes\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"The central message of the book is that it is only by gaining knowledge of children's pre-school experiences with books and print and an idea of how a child 'views the task of learning to read' that schools will then be able to provide the most appropriate support tochildren and parents.\" -English 4-11\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction\u003cbr\u003e\u003cp\u003ePart one: Five children\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eGurdeep\u003cbr\u003eGemma\u003cbr\u003eAnthony\u003cbr\u003eGeeta\u003cbr\u003eReid\u003cbr\u003e\u003c\/p\u003e\u003cp\u003ePart two: Further considerations\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eLearning to read\u003cbr\u003eThe role of story in young children's lives\u003cbr\u003ea child's sense of story\u003cbr\u003eReading partnerships\u003cbr\u003ePathways to reading\u003cbr\u003eBibliography\u003cbr\u003eIndex.\u003cbr\u003e  \u003c\/p\u003e","brand":"Open University Press","offers":[{"title":"Default Title","offer_id":48883981222231,"sku":"9780335197613","price":28.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780335197613.jpg?v=1722529890"},{"product_id":"learning-without-limits-9780335212590","title":"Learning without Limits","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003e\"The style and language used by the authors make the book readable and therefore a book that practising teachers can actively use as a guide to improve their practice ...it is amply demonstrated that teaching can and should be an activity whose primary focus is to enhance students' learning capacity and not limit it.\"\u003c\/i\u003e\u003c\/b\u003e Journal of Inservice Education\u003cp\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eWhy do some teachers insist on teaching without recourse to judgements about ability?\u003c\/li\u003e\n\u003cli\u003eWhat are the key principles on which they draw as they organize and provide for learning?\u003c\/li\u003e\n\u003cli\u003eWhat is the significance of their alternative approach for classrooms in the 21st century?\u003c\/li\u003e\n\u003c\/ul\u003eThis book explores ways of teaching that are free from determinist beliefs about ability. In a detailed critique of the practices of ability labelling and ability-focussed teaching, \u003ci\u003eLearning without Limits \u003c\/i\u003eexamines the damage these practices can do to young people, teachers and the curriculum. Drawing on a research project a\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Clyde Chitty  \u003cp\u003eAcknowledgements \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003ePart one: Beyond ability-based teaching and learning\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eChapter 1: Ability, educability and the current improvement agenda\u003cbr\u003eChapter 2: What's wrong with ability labelling?\u003cbr\u003eChapter 3: The Learning Without Limits project: methods and approaches.\u003cbr\u003e\u003c\/p\u003e\u003cp\u003ePart two: Accounts of the teachers' practices\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eIntroduction\u003cbr\u003eChapter 4: Anne's approach: 'They all have their different ways to go'.\u003cbr\u003eChapter 5: Claire's approach: 'a thinking classroom'.\u003cbr\u003eChapter 6: Alison's approach: 'an open invitation.'\u003cbr\u003eChapter 7: Narinder's approach: 'the promise of tomorrow.'\u003cbr\u003eChapter 8: Patrick's approach: 'only connect.'\u003cbr\u003eChapter 9: Nicky's approach: 'Step back and look at the children.'\u003cbr\u003eChapter 10: Yahi's approach: 'raising the level of trust.'\u003cbr\u003eChapter 11: Julie's approach: 'access, security, success.'\u003cbr\u003eChapter 12: Non's approach: 'the bridge between values and practice.'\u003cbr\u003e\u003c\/p\u003e\u003cp\u003ePart three: the core idea of transformability.\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eChapter 13: Transforming the capacity to learn.\u003cbr\u003eChapter 14: Purposes and principles in practice.\u003cbr\u003eChapter 15: Young people's perspectives on learning without limits.\u003cbr\u003eChapter 16: Framing learning without limits teaching: contexts and retrospectives.\u003cbr\u003eChapter 17: Towards an alternative improvement agenda. \u003cbr\u003eBibliography.  \u003c\/p\u003e","brand":"Open University Press","offers":[{"title":"Default Title","offer_id":48883985383767,"sku":"9780335212590","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780335212590.jpg?v=1722529909"},{"product_id":"the-turtle-hypodermic-of-sickenpods-9780773521056","title":"The Turtle Hypodermic of Sickenpods","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDavid Solway's The Turtle Hypodermic of Sickenpods is an eye-opening polemic against technology in the classroom and pedagogical theory as furthered by current administrative policy. He dissects the way computers have affected the learning process and students' ability to understand material presented to them in books.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"David Solway is a genius. He has things to say of the utmost significance. The Turtle Hypodermic of Sickenpods is a highly important and timely work that tackles the subject of computers and their impact on the learning process. These are wise, bold words whose sentiments desperately need to be heard and disseminated\" W.J. Keith, emeritus, professor of English, University College, University of Toronto","brand":"McGill-Queen's University Press","offers":[{"title":"Default Title","offer_id":48884596244823,"sku":"9780773521056","price":77.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780773521056.jpg?v=1722532681"},{"product_id":"changing-role-of-visual-representations-as-a-tool-for-research-learning-9781613243954","title":"Changing Role of Visual Representations as a Tool","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48886837772631,"sku":"9781613243954","price":49.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781613243954.jpg?v=1722541806"},{"product_id":"overcoming-anxiety-in-foreign-language-classrooms-9781613247754","title":"Overcoming Anxiety in Foreign Language Classrooms","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48886844752215,"sku":"9781613247754","price":76.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781613247754.jpg?v=1722541839"},{"product_id":"releasing-the-angel-saluting-all-who-strive-to-teach-9781920691967","title":"Releasing the Angel: Saluting all Who Strive to","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Australian Theological Forum","offers":[{"title":"Default Title","offer_id":48888682643799,"sku":"9781920691967","price":26.07,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781920691967.jpg?v=1722550608"},{"product_id":"encyclopaedia-of-educational-psychology-9788126104772","title":"Encyclopaedia of Educational Psychology","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Anmol Publications Pvt Ltd","offers":[{"title":"Default Title","offer_id":48889511313751,"sku":"9788126104772","price":75.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9788126104772.jpg?v=1722554677"},{"product_id":"educational-and-sports-psychology-9788178795188","title":"Educational and Sports Psychology","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Sports Publication","offers":[{"title":"Default Title","offer_id":48889669550423,"sku":"9788178795188","price":20.24,"currency_code":"GBP","in_stock":true}]},{"product_id":"school-leadership-in-the-context-of-standards-based-reform-international-perspectives-9789400740945","title":"School Leadership in the Context of","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e“Although standards-based reform emerged in the United States and the United Kingdom, the idea has spread across the world, as an approach to systemic reform.  It might appear that there is a world-wide “tsunami” of standards-based reform that will standardize and homogenize the educational system across the globe. This volume makes it very clear, however, that there is no one approach to standards-based reform and countries change – there is a danger in paying attention to its evolution and impact in only one context.  That’s what makes this volume so valuable.  Louis Volante has drawn together descriptions from a wide range of countries, all involved in large-scale reform and using standards and assessments as part of their process.  What becomes very obvious is that the language may be the same but the words reflect different contexts and can represent very different ideals, values, and processes. I’m sure you will find this book as interesting and challenging as I have – a gem that pushes your thinking and does not allow readers to remain neutral.” (Lorna Earl)\u003c\/p\u003e\u003cp\u003e \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003ePART I: INTRODUCTION: \u003c\/b\u003e1. Educational Reform, Standards, and School Leadership; \u003ci\u003eLouis Volante\u003c\/i\u003e.- \u003cb\u003ePART II: INTERNATIONAL PERSPECTIVES: \u003c\/b\u003e2.\u003cb\u003e \u003c\/b\u003e\u003cb\u003eResponsibility in a High-Accountability System: Leading Schools in England; \u003c\/b\u003e\u003ci\u003eDaniel Muijs\u003c\/i\u003e.- 3. Instructional Leadership in the Era of No Child Left Behind: Perspectives from the United States; \u003ci\u003eAnthony H. Normore and Jeffrey S. Brooks\u003c\/i\u003e.- 4. Educational Leadership in the Context of Low-Stakes Accountability: The Canadian Perspective; \u003ci\u003eDon Klinger and Hana Saab\u003c\/i\u003e.- 5. Pathways of Educational Leadership: Monitoring and Developing Skill Levels Among Educational Leaders in Australia; \u003ci\u003ePatrick Griffin and Esther Care\u003c\/i\u003e.- 6. The Shape and Shaping of School Leadership in Aotearoa New Zealand; \u003ci\u003eLester Flockton\u003c\/i\u003e.- 7. Policy and Practice in Swedish Education, Assessment, and School Leadership; \u003ci\u003eChristina Wikstr\u003c\/i\u003e\u003ci\u003eö\u003c\/i\u003e\u003ci\u003em\u003c\/i\u003e.- 8: Standardization, Deregulation, and School Administration Reform in Japan; \u003ci\u003eJun Hirata\u003c\/i\u003e.- 9. School Leadership, Accountability, and Assessment Reform in Hong Kong; \u003ci\u003eHuen Yu and Wai Ming Yu\u003c\/i\u003e.- 10. Leadership in Qatar’s Educational Reform; \u003ci\u003eSonia Ben Jaafar\u003c\/i\u003e.- \u003cb\u003ePART III: CONCLUSION: \u003c\/b\u003e11. Thoughts on School Leadership Policy, Practice, and Future Inquiry; \u003ci\u003eLouis Volante and Lorna Earl\u003c\/i\u003e. Index. \u003c\/p\u003e","brand":"Springer","offers":[{"title":"Default Title","offer_id":48890083443031,"sku":"9789400740945","price":89.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9789400740945.jpg?v=1722557342"},{"product_id":"creativity-a-handbook-for-teachers-9789812569585","title":"Creativity: A Handbook For Teachers","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eCreativity: A Handbook for Teachers covers topics related to creativity research, development, theories and practices. It serves as a reference for academics, teacher educators, teachers, and scientists to stimulate further “dialogue” on ways to enhance creativity.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eDevelopment: Creativity: Historical Overview; Creativity Research: Pitfalls and Directions; Biological Basis of Creativity; Theories: Creativity as a Habit: Investment Theory of Creativity; Computational Creativity; Creativity and Self-Organization; Creativity and Emotional Intelligence; Education: Identification of Talents; Nurturing Creativity: Possibility Thinking in Primary Schools; Creativity and Psycho-Education; Creativity in Special Education; Creativity and Rehabilitation; Practice and Pedagogy: Creative Techniques; Creativity Programs; Creativity and Information Technology; Modelling, Furthering and Assessing Creativity; Teaching of Creativity.","brand":"World Scientific Publishing Co Pte Ltd","offers":[{"title":"Default Title","offer_id":48890205405527,"sku":"9789812569585","price":177.65,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9789812569585.jpg?v=1722557949"},{"product_id":"boys-and-girls-learn-differently-a-guide-for-teachers-and-parents-revised-anniversary-10e-9780470608258","title":"Boys and Girls Learn Differently A Guide for","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA thoroughly revised edition of the classic resource forunderstanding gender differences in the classroom  In this profoundly significant book, author Michael Gurian hasrevised and updated his groundbreaking book that clearlydemonstrated how the distinction in hard-wiring and socializedgender differences affects how boys and girls learn.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAcknowledgments xv\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eWho We Are and What We Do 2\u003c\/p\u003e \u003cp\u003eHow to Use This New Edition 5\u003c\/p\u003e \u003cp\u003eSuccess Stories Since the Missouri Pilot 6\u003c\/p\u003e \u003cp\u003eInnovating with Single-Sex Options 8\u003c\/p\u003e \u003cp\u003eMoving Forward at the Nexus of Science and Practice 9\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Part One How Boys and Girls Learn Differently 11\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow the Brain Learns: Inherent Differences Between Boys and Girls 13\u003c\/p\u003e \u003cp\u003eThe Wide Spectrum of Gender in the Brain 15\u003c\/p\u003e \u003cp\u003eHow the Brain Works 17\u003c\/p\u003e \u003cp\u003eHow Boys’ and Girls’ Minds Are Different 19\u003c\/p\u003e \u003cp\u003eDevelopmental and Structural Differences 25\u003c\/p\u003e \u003cp\u003eChemical Differences 27\u003c\/p\u003e \u003cp\u003eHormonal Differences 27\u003c\/p\u003e \u003cp\u003eFunctional Differences 29\u003c\/p\u003e \u003cp\u003eDifferences in Processing Emotion 31\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Why the Brains Are Different 37\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Brief History of Brain Difference 38\u003c\/p\u003e \u003cp\u003eThe Role of Hormones in the Womb and at Puberty 40\u003c\/p\u003e \u003cp\u003eHow Brain-based Differences Affect Boys and Girls 43\u003c\/p\u003e \u003cp\u003eAreas of Learning-Style Difference 44\u003c\/p\u003e \u003cp\u003eDeductive and Inductive Reasoning 44\u003c\/p\u003e \u003cp\u003eAbstract and Concrete Reasoning 45\u003c\/p\u003e \u003cp\u003eUse of Language 45\u003c\/p\u003e \u003cp\u003eLogic and Evidence 46\u003c\/p\u003e \u003cp\u003eThe Likelihood of Boredom 46\u003c\/p\u003e \u003cp\u003eUse of Space 47\u003c\/p\u003e \u003cp\u003eMovement 47\u003c\/p\u003e \u003cp\u003eSensitivity and Group Dynamics 47\u003c\/p\u003e \u003cp\u003eUse of Symbolism 49\u003c\/p\u003e \u003cp\u003eUse of Learning Teams 49\u003c\/p\u003e \u003cp\u003eLearning Differences and the Intelligences 50\u003c\/p\u003e \u003cp\u003eTime and Sequence 50\u003c\/p\u003e \u003cp\u003eSpace and Place 51\u003c\/p\u003e \u003cp\u003eApplying the Intelligences to Brain-Based Gender Difference 52\u003c\/p\u003e \u003cp\u003eThe State of Boys and Girls in Our Schools 54\u003c\/p\u003e \u003cp\u003eAdvantages for Boys, Challenges for Girls 54\u003c\/p\u003e \u003cp\u003eAdvantages for Girls, Challenges for Boys 56\u003c\/p\u003e \u003cp\u003eApplying Brain-Based Research to Gender Advantage 57\u003c\/p\u003e \u003cp\u003eStudies Based on Political Assumptions 64\u003c\/p\u003e \u003cp\u003eThe Political Search for Workplace Privation 66\u003c\/p\u003e \u003cp\u003eCreating the Ultimate Classroom 67\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two Creating the Ultimate Classroom for Both Boys and Girls 71\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAuthors’ Note 72\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 The Ultimate Preschool and Kindergarten Classroom 75\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Foundation of Early Learning: Bonding and Attachment 76\u003c\/p\u003e \u003cp\u003eHandling Children’s Emotional Stress 78\u003c\/p\u003e \u003cp\u003eBonding and Attachment Solutions 80\u003c\/p\u003e \u003cp\u003eDay Care, Preschool, and Kindergarten Community Building 86\u003c\/p\u003e \u003cp\u003eThe Case for Preschool 86\u003c\/p\u003e \u003cp\u003eParents as Teachers 87\u003c\/p\u003e \u003cp\u003eThe Parent Education Coordinator 88\u003c\/p\u003e \u003cp\u003eNutrition and Learning 89\u003c\/p\u003e \u003cp\u003eCarbohydrates, Proteins, and the School Day 89\u003c\/p\u003e \u003cp\u003eFatty Acids 91\u003c\/p\u003e \u003cp\u003eDealing with Aggressive Behavior 92\u003c\/p\u003e \u003cp\u003eAggression Nurturance 95\u003c\/p\u003e \u003cp\u003eIncreasing Empathy Nurturance and Verbalization 96\u003c\/p\u003e \u003cp\u003eDiscipline Techniques 99\u003c\/p\u003e \u003cp\u003eThe Outdoor Classroom 101\u003c\/p\u003e \u003cp\u003eDirecting Boys and Girls to Academic Excellence 103\u003c\/p\u003e \u003cp\u003eTeaching Math and Spatials 105\u003c\/p\u003e \u003cp\u003eLanguage Development 113\u003c\/p\u003e \u003cp\u003eSpecial Education 117\u003c\/p\u003e \u003cp\u003eCreating a Tribe: Bonding and School-Home Alliances 118\u003c\/p\u003e \u003cp\u003eUse of Psychotropic Medications 119\u003c\/p\u003e \u003cp\u003eThe Ultimate Preschool and Kindergarten Classroom for Both Boys and Girls 123\u003c\/p\u003e \u003cp\u003eFor the Boys 123\u003c\/p\u003e \u003cp\u003eFor the Girls 124\u003c\/p\u003e \u003cp\u003eTips for Parents 125\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 The Ultimate Elementary School Classroom 127\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStructural Innovations 129\u003c\/p\u003e \u003cp\u003eUse of School Time 130\u003c\/p\u003e \u003cp\u003eClass Size, Number of Teachers, and Teacher-to-Student Ratio 133\u003c\/p\u003e \u003cp\u003eUsing Group Dynamics and Group Work as a Basis of Pedagogy 135\u003c\/p\u003e \u003cp\u003eUse of Computers and Other Media in Elementary School 137\u003c\/p\u003e \u003cp\u003eThe Outdoor Classroom 139\u003c\/p\u003e \u003cp\u003eBonding and Attachment in Elementary Learning 142\u003c\/p\u003e \u003cp\u003eHandling Students’ Emotional Stress 149\u003c\/p\u003e \u003cp\u003eThe Role of the Mentor 155\u003c\/p\u003e \u003cp\u003eCommunity Collaboration: Mentors from Outside the School 158\u003c\/p\u003e \u003cp\u003eHow to Provide Discipline in the Elementary Classroom 160\u003c\/p\u003e \u003cp\u003eLearning from Past Mistakes 161\u003c\/p\u003e \u003cp\u003eDiscipline Techniques After an Offending Act 163\u003c\/p\u003e \u003cp\u003eDiscipline Techniques to Prevent Undisciplined Behavior 168\u003c\/p\u003e \u003cp\u003eMotivation Techniques 170\u003c\/p\u003e \u003cp\u003eCharacter Education 171\u003c\/p\u003e \u003cp\u003eCHARACTER\u003ci\u003eplus\u003c\/i\u003e 172\u003c\/p\u003e \u003cp\u003eIntegrating Character Education into the Whole School 173\u003c\/p\u003e \u003cp\u003eDealing with Cruelty, Hazing, and Violence 174\u003c\/p\u003e \u003cp\u003eDefinition of Terms 175\u003c\/p\u003e \u003cp\u003eZero-Tolerance Policies 176\u003c\/p\u003e \u003cp\u003eInnovations for Academic Excellence 180\u003c\/p\u003e \u003cp\u003eInnovations for Teaching Language Arts, Especially Reading and Writing 180\u003c\/p\u003e \u003cp\u003eInnovations for Teaching Math and Science 184\u003c\/p\u003e \u003cp\u003eStandardized Testing 189\u003c\/p\u003e \u003cp\u003eSpecial Education, Learning Disabilities, and Behavioral Disabilities 191\u003c\/p\u003e \u003cp\u003eClass Within a Class 193\u003c\/p\u003e \u003cp\u003eFast ForWord 195\u003c\/p\u003e \u003cp\u003eOther Spatial Stimulants and Use of Movement 195\u003c\/p\u003e \u003cp\u003eThe Multisensory Approach to Reading Problems 196\u003c\/p\u003e \u003cp\u003eCooperative and Competitive Learning 196\u003c\/p\u003e \u003cp\u003eSports and Athletics 199\u003c\/p\u003e \u003cp\u003eThe Ultimate Elementary Classroom for Both Boys and Girls 200\u003c\/p\u003e \u003cp\u003eFor the Boys 200\u003c\/p\u003e \u003cp\u003eFor the Girls 201\u003c\/p\u003e \u003cp\u003eTips for Parents 203\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 The Ultimate Middle School Classroom 204\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStructural Innovations 206\u003c\/p\u003e \u003cp\u003eSingle-Sex Education 206\u003c\/p\u003e \u003cp\u003eRites of Passage 215\u003c\/p\u003e \u003cp\u003eUse of Uniforms 218\u003c\/p\u003e \u003cp\u003eClassroom Size and Other Innovations 220\u003c\/p\u003e \u003cp\u003eBonding and Attachment 222\u003c\/p\u003e \u003cp\u003eThe Early Adolescent’s Drop in Self-Esteem 223\u003c\/p\u003e \u003cp\u003eHandling Students’ Emotional Stresses 225\u003c\/p\u003e \u003cp\u003eCommunity Collaboration 231\u003c\/p\u003e \u003cp\u003eHow to Provide Discipline in the Middle School Classroom 234\u003c\/p\u003e \u003cp\u003eStrategies for Providing Discipline 234\u003c\/p\u003e \u003cp\u003eMandatory Sports 238\u003c\/p\u003e \u003cp\u003eCharacter Education 240\u003c\/p\u003e \u003cp\u003eInnovations for Teaching Language Arts and Math and Science 243\u003c\/p\u003e \u003cp\u003eInnovations for Teaching Language Arts 243\u003c\/p\u003e \u003cp\u003eInnovations for Teaching Math and Science 247\u003c\/p\u003e \u003cp\u003eGirls and Computer Science 249\u003c\/p\u003e \u003cp\u003eSpecial Education 250\u003c\/p\u003e \u003cp\u003eRethinking Special Education Through the Lens of Gender and the Brain 252\u003c\/p\u003e \u003cp\u003eInnovations for Dealing with Behavioral Elements of Special Ed 255\u003c\/p\u003e \u003cp\u003eThe Underachiever as a Special Ed Category 257\u003c\/p\u003e \u003cp\u003e“Mr. Daba”: The Power of Bonding 258\u003c\/p\u003e \u003cp\u003eThe Ultimate Middle School Classroom for Both Boys and Girls 261\u003c\/p\u003e \u003cp\u003eFor the Boys 262\u003c\/p\u003e \u003cp\u003eFor the Girls 263\u003c\/p\u003e \u003cp\u003eTips for Parents 263\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 The Ultimate High School Classroom 266\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBonding and Attachment 268\u003c\/p\u003e \u003cp\u003eCommunication and Conflict Resolution 270\u003c\/p\u003e \u003cp\u003eThe Art of Mentoring 272\u003c\/p\u003e \u003cp\u003ePeer Leadership, Not Peer Pressure 274\u003c\/p\u003e \u003cp\u003eDiscipline Systems 275\u003c\/p\u003e \u003cp\u003eCharacter Education and Service Projects 277\u003c\/p\u003e \u003cp\u003eStructural Innovations 278\u003c\/p\u003e \u003cp\u003eClass and School Size 279\u003c\/p\u003e \u003cp\u003eUniforms 280\u003c\/p\u003e \u003cp\u003eTime and Time-of-Day Innovations 284\u003c\/p\u003e \u003cp\u003eThe Innovations Students Are Asking For 286\u003c\/p\u003e \u003cp\u003eCounterinnovations 287\u003c\/p\u003e \u003cp\u003eRites of Passage 289\u003c\/p\u003e \u003cp\u003eFull Psychosocial Education, Not Just Sex Education 291\u003c\/p\u003e \u003cp\u003eImproving Sex Education 292\u003c\/p\u003e \u003cp\u003eGender Education 294\u003c\/p\u003e \u003cp\u003eInnovations to Improve Academic Learning 297\u003c\/p\u003e \u003cp\u003eTeaching Mathematics, Science, and Technology 298\u003c\/p\u003e \u003cp\u003eTechnology and Gender 301\u003c\/p\u003e \u003cp\u003eTeaching Reading and Literacy 302\u003c\/p\u003e \u003cp\u003eStandardized Testing 307\u003c\/p\u003e \u003cp\u003eSpecial Education 310\u003c\/p\u003e \u003cp\u003eThe Ultimate High School Classroom for Both Boys and Girls 313\u003c\/p\u003e \u003cp\u003eFor the Boys 313\u003c\/p\u003e \u003cp\u003eFor the Girls 314\u003c\/p\u003e \u003cp\u003eTips for Parents 315\u003c\/p\u003e \u003cp\u003eWhat High School Students Are Saying: Their Fears 316\u003c\/p\u003e \u003cp\u003eEpilogue 319\u003c\/p\u003e \u003cp\u003eNotes 323\u003c\/p\u003e \u003cp\u003eParents’ Book Study for Boys and Girls Learn Differently! 333\u003c\/p\u003e \u003cp\u003eTeachers’ Book Study for Boys and Girls Learn Differently! 341\u003c\/p\u003e \u003cp\u003eThe Gurian Institute 349\u003c\/p\u003e \u003cp\u003eAbout the Authors 351\u003c\/p\u003e \u003cp\u003eIndex 355 \u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49083506557271,"sku":"9780470608258","price":15.3,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780470608258.jpg?v=1725549160"},{"product_id":"the-case-for-character-education-a-developmental-approach-9780807749234","title":"The Case for Character Education  A Developmental","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eLooks at the state of character education. This book assesses its strengths and weaknesses and finds fault with leading advocates for failing to respond to sound critiques of their work. It argues that contemporary character education can be improved by using key principles from established theories and research on developmental psychology.","brand":"Teachers' College Press","offers":[{"title":"Default Title","offer_id":49083654701399,"sku":"9780807749234","price":21.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780807749234.jpg?v=1725549614"},{"product_id":"the-social-play-record-a-toolkit-for-assessing-and-developing-social-play-from-infancy-to-adolescence-9781843104001","title":"The Social Play Record: A Toolkit for Assessing","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eSocial play is about relating to others, playing and making friends - all of which are key elements for social inclusion, adjustment and well-being. The Social Play Record is a practical resource for assessing and developing social play in children with autistic spectrum disorders (ASDs) or difficulties with social interaction.\u003cbr\u003e\u003cbr\u003eThis toolkit is designed to be used collaboratively with children, parents, carers and practitioners. It is suitable for assessing children of all learning abilities and stages of development, from early infancy to adolescence, and includes photocopiable assessment and intervention materials. The toolkit is divided into user-friendly sections, including:\u003cbr\u003e\u003cbr\u003e* a guidance section, which also gives information on what constitutes social play, its significance, development and how to address social interaction difficulties\u003cbr\u003e\u003cbr\u003e* an assessment section for recording stages of social play and key abilities, such as independent and peer play, friendship and advanced group skills\u003cbr\u003e\u003cbr\u003e* an intervention section, which gives step-by-step directions for developing key social play skills.\u003cbr\u003e\u003cbr\u003eParents, teachers and professionals working with or caring for a child with social interaction difficulties will find this toolkit an essential assessment resource.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis is an excellent book for practitioners, parents and carers and anyone else working with young people with an autism spectrum disorder. It is a well laid out, easily accessible introduction to social play development and a comprehensive assessment tool with matched appropriate interventions for each stage. -- Good Autism Practice\u003cbr\u003e\u003cp\u003eThis book provides a structured approach to assessing and developing children's social play.\u003cbr\u003e\u003cbr\u003eThere is a strong emphasis on intervention and the ` ideas and templates' section is especially useful.\u003cbr\u003e\u003cbr\u003eThe pages are easily photocopiable and user friendly. There are also lots of references to recent research findings.\u003cbr\u003e\u003cbr\u003eThis book would be particularly useful for SLTs,psychologists and teachers\/childcare staff working closely with parents.\u003c\/p\u003e -- Royal College of Speech \u0026amp; Language Therapists\u003cbr\u003eChris White, a speech and language therapist has performed great service by producing this excellent and very practical book... I would strongly recommend it to all educational psychologists. It is clear that this book has been well designed and researched. -- Alun Flynn, Debate\u003cbr\u003eThis practical resource is designed for assessing the development of social skills by three-to 13-year-olds. The focus of the book is on children with autistic spectrum disorders or difficulties with social interaction and it is divided into three main sections: guidance; assessment; and intervention. Each section provides information on significance of social skills and the recording of children's development. -- Children Now\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAssessment Booklet. Introduction: What is The Social Play Record? PART I: The SPR Assessment User Guide. 1.1. The SPR Assessment: An Overview. 1.2. The Recording Sheets. 1.3. The Home Comments Sheet. 1.4. The Practitioner Rating of Peer Relationships. 1.5. The Peer Preferences Chart. 1.6. The Friends Questionnaire. 1.7. Scoring the SPR Assessment. 1.8. Planning Intervention. PART II: Links to Intervention. 2.1. How it All Fits Together. 2.2. Early Social Play. 2.3. Unoccupied or Preoccupied. 2.4. Independent Play. 2.5. Peer Play. 2.6. Advanced Group Play. 2.7. Friendship Skills. Conclusion. References. Appendix1: Worked Examples. Appendix 2: Ideas and Templates. Appendix 3: Small Steps Chart. Appendix 4: Theory and Research. 4.1. What is Social Play? 4.2. Social Play and Children with Autistic Spectrum Disorders. 4.3. How the Social Play Record was developed.","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":49084519154007,"sku":"9781843104001","price":35.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781843104001.jpg?v=1725552428"},{"product_id":"understanding-school-refusal-a-handbook-for-professionals-in-education-health-and-social-care-9781843105671","title":"Understanding School Refusal: A Handbook for","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eSchool refusal is a crippling condition in which children experience extreme anxiety or panic attacks when faced with everyday school life and this handbook aims to explore and raise awareness of the problem of school refusal in children and young people, and provide plans and strategies for education, health and social care professionals for identifying and addressing this problem.\u003cbr\u003e\u003cbr\u003eCombining educational and clinical perspectives, and with extensive use of case studies, the authors present recent research into the mental health problems associated with school refusal, such as anxiety and panic attacks, as well as the role that parental support plays in their children's school life. They also discuss the role of home tuition services and pupil referral units in extreme cases of school refusal, and provides concrete strategies for planning and organising services to manage the problem effectively.\u003cbr\u003e\u003cbr\u003eUnderstanding School Refusal is a valuable guide for professionals across the disciplines of education, health and social care, and will also be useful for training courses within these fields.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e`A book written by a child psychiatrist, an educational psychologist (EP) and a teacher from a PRU on the challenging subject of school refusal looked promising. I wasn't disappointed. This book offers a comprehensive concise review of school non-attendance and school refusal, it covers the topic thoughtfully and effectively from the perspectives of educational professionals, clinicians and the family...The interventions with schools and families are explored with reference to case examples, in the final chapters space is given to the need for strategic planning and a dip into the research and findings on school refusal is provided. The point is well made that studies in the area are mostly health rather than ecucation based, lthis handbook hopefully will prompt some much needed education based research. It is a grounded informative book, offering systemic and interactive approaches to the examination fo school refusal, looking at issues within the family, the child and the school. The section relating to working with parents is particularly detailed and wide ranging. The authors offer in an appendix a demystifying handout for parents\/carers...An excellent book that bring together educational and clinical perspectives, each EP service should have a copy.` -- Debate, Chris Walker, PSI-UK\u003cbr\u003eCombining educational and clinical perspectives, and with extensive use of case studies, the authors present recent research into the mental health problems associated with school refusal, such as anxiety and panic attacks, as well as the role that parental support plays in their children's school life. They also discuss the role of home tuition services and pupil referral units in extreme cases of school refusal, and provides concrete strategies for planning and organising services to manage the problem effectively. Understanding School Refusal is a valuable guide for professionals across the disciplines of education, health and social care, and will also be useful for training courses within these fields. -- Education Today\u003cbr\u003eThis book, written in a clear, concise and jargon-free style, offers a number of illustrative case studies as well as practical examples of assessment forms and handouts for parents.  It should prove useful to teachers, education welfare officers, school health advisers and others who work with children who are reluctant to attend school.   School attendance and persistent absent are high on the government's agenda.  Within this big picture of non-school attendance, school refusers have been a largely hidden and under-recognised small group.  This volume should help ensure that they become less so. -- Research Policy and Planning\u003cbr\u003eThis very readable little book address the issues surrounding school refusal and offers some very pratical ideas for rehabilitation of young people. This book is essential reading for those working with school refusers. -- Clinical Child Psychology and Psychiatry\u003cbr\u003e\u003cp\u003eDr  MS Thambirajah - is a consultant child and adolescent psychiatrist based in Walsall who has provided valuable insights into this complex area.  The book is readable and does not rely on professional jargon but uses meaningful case studies to assist the reader in extracting the key themes.\u003cbr\u003e\u003cbr\u003eThe book is appropriate for a wide range of educational practitioners including teachers, educational welfare officers and educational psychologists as well as colleagues in health-related services'.\u003c\/p\u003e -- Special\u003cbr\u003eThis is an interesting and useful handbook for all professionals working with children and young people.  It  clearly defines the different types of school non-attendance,distinguishing between truancy, parent-condoned absence, and school refusal.  Furthermore, it provides a clear rationale for managing a return to school programme. -- Therapy Today\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface. Abbreviations Used in the Book.1. Introduction: School Non-Attendance. 2. Identifying and Understanding School Refusal. 3. The Nature of Anxiety. 4. Assessment. 5. Principles of Intervention and Management. 6. Working with Parents and Children. 7. Supporting Children and Young People at School. 8. Role of Home Tuition and Pupil Referral Units. 9. Strategic Planning. Appendix I: What is Known about School Refusal: Research Findings. Appendix II: Specimen Assessment Form. Appendix III: Handout for Parents. References. Subject Index. Author Index.","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":49084519285079,"sku":"9781843105671","price":24.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781843105671.jpg?v=1725552430"}],"url":"https:\/\/bookcurl.com\/collections\/educational-systems-and-structures.oembed?page=6","provider":"Book Curl","version":"1.0","type":"link"}