Educational systems and structures Books

Book SynopsisThe Psychology of Dyslexia is an introductory text for teachers undertaking a training course on Dyslexia. The book is based on Mike Thompson's lecture course to the Dyslexia Institute's Postgraduate Diploma in Dyslexia and Literacy. Although primarily for teachers the book will be of interest to other professionals, such as Speech Therapists, who are undertaking a course on dyslexia, as well as parents of dyslexic children. The book covers the basic psychology of, for example, memory, neuro-psychology and reading development, followed by these topics application to Dyslexia. Dr Thompson is a Chartered Psychologist as well as Principal of East Court, a school for dyslexic children, and the book provides the background to the assessment of dyslexia as well as to theoretical topics. There is a guide to further reading at the end of every chapter. Contents: The Nature of Dyslexia Basic Psychometrics and Assessment Assessing the Dyslexic Definition and Discrepancies Basic Neuro-psychology Neuro-psychology of Dyslexia Models of Reading and Spelling Models of Memory Phonological and Memory Deficits in Dyslexia Table of Contents1 The Nature of Dyslexia. 2 Basic Psychometrics and Assessment. 3 assessing The Dyslexic. 4 Definition and Discrepancies. 5 Basic Neuropsychology. 6 neuropsychology of Dyslexia. 7 Models of Reading and Spelling. 8 Models of Memory. 9 Phonological and Memory Deficits in Dyslexia.

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Book SynopsisThis authoritative handbook presents current ideas on the relationship between spoken and written language difficulties. It provides clinical and educational perspectives on the assessment and management of children's reading and spelling problems. The book begins with a theoretical overview. The second edition continues the theme of linking theory and practice. It is aimed at practitioners in the fields of education, speech and language therapy, and psychology. All original chapters have been updated and new chapters are added to reflect current developments.Trade Review"... the second edition offers sufficient new and updated information to make its purchase worthwhile." (Dyslexia Review, September 2006)Table of ContentsPreface to the Second Edition. Preface to the First Edition. Contributors. Chapter 1: Language skills and learning to read: the dyslexia spectrum (Margaret J. Snowling). Chapter 2: Speech and spelling difficulties: what to look for (Joy Stackhouse). Chapter 3: The dyslexic brain (W.A. Lishman). Chapter 4: The prediction and screening of children’s reading difficulties (Valerie Muter). Chapter 5: Assessing speech and language skills in the school-age child (Hilary Gardner). Chapter 6: Assessing reading and spelling skills (Nata K. Goulandris). Chapter 7: Assessing children’s reading comprehension (Kate Nation). Chapter 8: Short-term memory: assessment and intervention (Maggie Vance and Jane E. Mitchell). Chapter 9: Phonological awareness and reading intervention (Peter J. Hatcher). Chapter 10: Spelling: challenges and strategies for the dyslexic learner and the teacher (Claire Jamieson and Sarah Simpson). Chapter 11: Developing handwriting skills (Jane Taylor). Chapter 12: Managing the needs of pupils with dyslexia in mainstream classrooms (Janet Hatcher). Chapter 13: The assessment and management of psychosocial aspects of reading and language impairments (Poppy Nash). Chapter 14: Supporting language and literacy in the early years: interdisciplinary training (Jannet A. Wright and Janet Wood). Chapter 15: Current themes and future directions (Maggie Snowling and Joy Stackhouse). References. Author index. Subject index.

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Book SynopsisThis is a celebratory volume in honour of Professor T.R. Miles of the Bangor Dyslexia Unit. Among the papers offered by known specialists in the field are "Differential Diagnosis of Developmental Dyslexia", by P. Aaron, and "Evaluating Teaching Methods", by Michael Thompson.Table of ContentsPart I - The Theoretical Constructs of Dyslexia. Differential Diagnosis fo Reading Disabilities, P.G. Aaron. Visual Deficit Models of Dyslexia, Gorodn Stanley. Part II - The Specific Nature of Dyslexia. Neurobiological Patterns in dyslexia, Drake D. Duane. Dyslexia and Skill - Theoretical Studies, Roderick I. Nicolson and Angela J. Fawcett. The Cognitive Psychology of Developmental dyslexia, Nick Ellis. Elementary Symbol Processing in Less Skilled Readers in a componential Frmework, Che Kan Leong. Part III - The Identification of Dyslexia. Diagnosing Dyslexia in The Classroom - a Three Stage Model, Peter Gardner. Towards a Rationale for Diagnosois, T.R. Miles. Quantifying Exceptionality - issues in Psychogical Assessment of Dyslexia, Martin Turner. Part IV - Education management of The Dyslexic Child. How Dyslexics Respond to Specialised Teaching - Some Practical and Theoretical Issues, Michael Thomson. Whole School provision for The Whole Child, Steve Chinn. Early Help Means a Better Future, Jean Augur. Part V Diverse Routes to a Wider Understanding. Unconventional treatments for Dyslexia, C.R. Wilsher. The Human Aspects of Dyslexia, Gerald Hales. Musical Problems? - Reflections and Suggestions, Margaret Hubicki.

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Book SynopsisThe majority of adolescent stutters have a long history of dysfluency and as they approach the final years of their schooling they may become apprehensive about their future, particulary in relation to further education, career options, job interviews etc. The treatment of this age group is further complicated by the experience of adolescence itself, and the problems presented by this group are very different to those posed by young children or adults who stutter. This book presents a Communication Skills Approach to the treatment of adolescent stuttering which has been developed over many years of clinical experience.Table of ContentsDedication. Foreword. Preface. Acknowledgements. Chapter 1 - Introduction. The therapeutic relationship. The nature of stuttering: an overview. The nature of adolescence. The adolescence who stutters. Chapter 2 - The assessment of the adolescent who stutters. The interview procedure. The diagnostic interview. Language assessemnts. The parental interview. Further assessemtns. Outcome measures. Chapter 3 - Planning interventions. Physiological factors. Cognitive-emotional factors. Behavioural factors. Environmental factors. Four case study presentations. Summary. Chapter 4 - Communication skills approach. Self-concepts and relationships. Components of the communication skills therapy. Chapter 5 - Intensive group management of adolescents who stutter. Intensive course procedure. Criteria for acceptance on the course. Organisation of the course. Cource assessments. Principles of group management. Structure of the course. Week 2. Chapter 6 - Environemntal influences. Family involvement. The role of the speech and language therapist. Child-rearing styles. Family interventions. Parent-centred sessions. Strategies for intervention. Intervention within the school setting. Chapter 7 - Language impairment and the adolescent who stutters - Claire Toppintg. Assessment of language skills. Intervention. Summary. Appendix I Initial assessment form. Appendix II Adolscent interview. Appendix III Facts about stuttering. Appendix IV Assessment booklet. Appendix V Checklist of social skills. Appendix VI Social communication skills. Appendix VII Measurement of change and outcome. Appendix VIII Measurement of change. Appendix IX The communication skills workbook. Appendix X Examples of self-characterisation. Appendix XI Examples of brainstorm exercises. Appendix XII Communication, observation, listening, praise and reinforcement. Appendix XIII Fear of stuttering; ring of confidence. Appendix XIV Adolescents' view of adolescence. Appendix XV How adolescents thing parents' view adolescence. Appendix XVI Parents' view of adolescent. Appendix XVII Family session. Appendix XVIII Review of communication skills course. Reference. Index.

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Book SynopsisExplanations of reading disorders need to be framed in terms of theories of the normal development of reading and spelling. This collection of papers, based on a selection of those to be presented to the Third International Conference of the British Dyslexia Association, in April 1994, brings together studies of dyslexia and normal reading development. Key topics include the role of underlying language skills for the development of reading and reading disorders, individual differences amongst dyslexic readers, the biological bases of dyslexia, and techniques for improving reading skills in dyslexic and other poor readers.Table of ContentsThe Normal Development of Reading Skills. The Nature and Causes of reading Difficulties. The Remediation of Reading Difficulties.

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Book SynopsisAccording 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.

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Book SynopsisDo you know how school inspectors will be judging effectiveness? Have you considered how you can demonstrate the effectiveness of your governing body? This new guide takes a practical approach, with key questions, key actions and key information supported by case studies of good practice from a wide variety of schools. It will provide you with support and guidance in undertaking the responsibilities of governance. Each section links to the new Ofsted criteria, provides you with an understanding of 'effectiveness' and a framework of questions and actions which you can use to review your current practice and focus your professional development as a governing body. The case studies are centred on a key question from the relevant section and provide you with a 'live' example of how a school is demonstrating effectiveness.Table of ContentsForeword Introduction Key responsibilities for school governing bodies Section 1 - Strategic direction and vision 1.1 Vision and values of the school 1.2 Key characteristics of the school eg intake, challenges, how the school compares with other similar schools 1.3 Short and medium term priorities eg key challenges and link to school self-evaluation and development plan cycle 1.4 Any future known issues eg changing roll, decision to expand as a popular school or impact of government policies 1.5 Important responsibilities and understanding of the governing body role relating to committee structure and additional freedoms 1.6 Pay and appointments process for the Headteacher 1.7 The key responsibilities of the Chair of Governors relating to strategic direction and review Case Study: Roy Blackwell, Westminster City School, London Section 2 - Improvement and progression, support and challenge 2.1 Headteacher reports focus on key Ofsted criteria linked to school priorities 2.2 How is student performance tracked and monitored? 2.3 There is a clearly articulated role for governors in challenging and supporting the school 2.4 How might governors support and help to strengthen school leadership? 2.5 Principles of curriculum provision and organisation - link with vision 2.6 Relevant Ofsted framework 2.7 Governance self-evaluation 2.8 The key responsibilities of the Chair of Governors relating to improvement and progression Case Study One: Simon Burton, Dulwich Hamlet Junior School, London Case Study Two: Margaret Aust, Humphrey Perkins School, Leicestershire Case Study Three: Steve Barker, Collingwood College, Surrey Section 3 - Accountability 3.1 General Elements 3.1.1 Governance arrangements 3.1.2 Statutory committees and appeal panels 3.1.3 Safeguarding pupils and staff 3.1.4 Communication with pupils, parents, staff and the community 3.1.5 The key responsibilities of the Chair of Governors Case Study: Hayley Trowbridge, Plume School, Maldon 3.2 Curriculum 3.2.1 Curriculum elements 3.2.2 The key responsibilities of the Chair of Governors in relation to the curriculum Case Study: Richard Barnard, Robinswood Primary, Gloucester 3.3 Employer 3.3.1 The role of the governing body as the employer 3.3.2 The key responsibilities of the Chair of Governors in relation to employment Case Study: Brian Whitfield and Debbie Clinton, Nunthorpe Academy, Middlesbrough 3.4 Finance 3.4.1 Finance element 3.4.2 Budget 3.4.3 Audit arrangements 3.4.4 Insurances and contracts 3.4.5 The key responsibilities of the Chair of Governors in relation to finance Case Study One: Jayne Harrison and Arthur Goldstraw, Violet Way Academy, Staffordshire Case Study Two: David Wilson, Christ the King Catholic Voluntary Academy, Nottinghamshire Case Study Three: Chris Thornton, Maldon Primary School, Essex Case Study Four: Diana McLeod, Maltings Academy, Witham, Essex 3.5 Premises 3.5.1 Premises elements 3.5.2 The key responsibilities of the Chair of Governors for premises Case Study: Kevin Eveleigh, Barnby Road Primary Academy, Newark, Nottinghamshire Section 4 - Performance management of the Headteacher 4.1 Performance management process and practice 4.2 The key responsibilities of the Chair of Governors in relation to the performance management of the Headteacher Case Study One: Laurence Upton, school governor and HR professional Case Study Two: Mike Griffiths, Samworth Church Academy, Mansfield Section 5 - Appointment of a new Headteacher 5.1 Headteacher appointment considerations 5.2 The key responsibilities of the Chair of Governors in relation to the appointment of a new Headteacher Case Study: Stuart Warrener, Midsomer Norton Schools Partnership, Avon Section 6 - An overview of academy governance for schools considering conversion 6.1 Basic facts about the role and responsibilities of governors 6.2 Key facts about the academy governing body 6.3 Key facts about governance arrangements in Multi Academy Trust Models 6.4 Potential new responsibilities for academy governors 6.5 Financial responsibility 6.6 HR responsibility 6.7 Land and building responsibility 6.8 The key responsibilities of the Chair of Governors relating to academy governance Case Study: Jane Aukett, Tollbar Academy/Cleethorpes Academy, North East Lincolnshire Section 7 - An overview of the role of the Chair of Governors 7.1 Important skills for the Chair of Governors 7.2 Key responsibilities - important knowledge and information Case Study: Charlie Grant, Southwark Primary School, Nottingham

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Book SynopsisThe Invisible Curriculum series helps teachers discover the secret ingredients that really unlock a child's learning potential. Teaching for Character offers practical advice to help encourage grit and determination in children - important foundations in any future success in or out of school. Is it possible to teach for character and raise academic standards? This book argues the case for character education.

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Book SynopsisThe Invisible Curriculum Series gives teachers the secret ingredients to unlock the full potential of children's learning abilities. Too often in formal schooling, creativity and curiosity are taught out of children. Teaching for Creativity offers practical advice on how to ensure that this does not happen. This book will help teachers to preserve children's innate creative capacities at the same time as maintaining academic standards in the classroom.

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Book SynopsisThe Invisible Curriculum series gives teachers the secret ingredients that can fully unlock a child's learning potential. In Teaching for Motivation, Andrew Hammond proves that identifying a child's motivational needs and wants is key to powerful learning.

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Book SynopsisMuch 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.Trade Review"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

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Book Synopsis"The first in time I shall call Preparation , the stage during which the problem was 'investigated ...in all directions'; the second is the stage during which he was not consciously thinking about the problem, which I shall call Incubation; the third, consisting of the appearance of the 'happy idea' together with the psychological events which immediately preceded and accompanied that appearance, I shall call Illumination . And I shall add a fourth stage, of Verification ..." Solis Press are pleased to be able to republish Wallas' seminal book on creativity that had sadly been out of print for many years. This edition is based on the first edition of 1926 and has been completely reset in fresh type.Trade Review"Wallas plainly is courgageous, tolerant, keenly observant, and widely experienced in social matters." The Sewanee ReviewTable of ContentsPreface | Synopsis of Chapters | Chapter I Psychology and Thought | Chapter II Consciousness and Will | Chapter III Thought Before Art | Chapter IV Stages of Control | Chapter V Thought and Emotion | Chapter VI Thought and Habit | Chapter VII Effort and Energy | Chapter VIII Types of Thought | Chapter IX Dissociation of Consciousness | Chapter X The Thinker at School | Chapter XI Public Education | Chapter XII Teaching and Doing | Index

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Book SynopsisOfsted don't allow their inspectors to offer advice to schools. But as a former inspector, Paul Garvey is able to use his experience to help headteachers prepare for inspections in order to help every school gain the grade it feels it deserves. His book is full of invaluable insights, gathered from years of experience in inspecting thousands of different schools. He takes readers step-by-step through what schools need to be doing (and not doing!) in advance to prepare, and then walks readers through the inspection process from both the school's and inspector's point of view. Paul refers regularly to Ofsted's School Inspection Handbook in order to link his advice to the grading criteria. And finally, he guides readers on writing their self-evaluation form. This book is a must have for any senior leadership team with an inspection due.

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Book SynopsisThe Digital Ecosystem will take you on a journey to develop your own sustainable digital strategy – one that is right for your school and yours alone, acknowledging that every school is different, just like every child. Covering all elements in order to blend your school's core values and ethos with the reality of today's digital world, this book will take you through building your digital governance, tightening up on your safeguarding in our changing digital world and supporting you to have the confidence to build on and develop your digital pedagogy and systems. With insights from schools globally into all areas of the digital ecosystem, the book intends to inspire and allow you to develop your own digital vision.

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Book SynopsisWith nearly two decades of school governance experience across Infant, Primary, Secondary, All Through and Alternative Provision schools and academies, distilled into an easy-to-read format, Al Kingsley's My School Governance Handbook aims to make the complex world of school governance simple and accessible to all. This handbook will take you step by step through the basics of school governance, what the role entails and what you need to know. It explains how schools and multi academy trusts are structured, the key areas of school life you need to understand, relevant questions to ask and finally, includes a handy dictionary to help you navigate your way through all those pesky education acronyms.Including ideas and guidance from other experienced governors across the UK, 'My School Governance Handbook' is the perfect companion for any school governor or trustee.Trade ReviewThis book is an excellent governance handbook written by a highly effective and successful school governor and trustee. It is essential reading for any experienced or would be governor of schools or trusts allowing them to understand the complexity of the education landscape, and create a blueprint for their own education governance journey. Written in an informative, lucid and engaging style, I highly recommend it to the many volunteers engaged in supporting schools, colleges and trusts. -- Carl Ward, Chair, Foundation for Educational Development (FED)My School Governance Handbook is a great resource for anyone starting their governance journey and wondering what they need to know first. If you're already a governor, it will help you think about the broader activities going on and how you can improve further. -- Hannah Stolton, CEO, Governors for SchoolsI was really excited to be approached by Al to review a preview copy of 'My School Governance Handbook' and it's great especially because it keeps things simple! Governance can be an extremely complex area, but Al does a fantastic job when it comes to laying things out in an easy to read and understandable format. -- Matt McDermott, Founder, The Multi Academy Trust AssociationWhether you are just exploring what you may be able to bring to a school or MAT as a governor or trustee, or have already set off on your governance journey, 'My School Governance Handbook' will prove to be an invaluable source of information for you. Al has very ably distilled a wealth of information in this accessible guide which should be essential reading for all who wish to ensure that good governance is at the heart of all that we seek to achieve for our children and young people. -- Mark Potter, Chair of the Board of Trustees, Thomas Deacon Education TrustWhat a great read - all resources in one place! 'My School Governance Handbook' is fantastic for anyone already supporting schools and trusts or for those interested in school governance. This book will hopefully inspire others and provide the tools and confidence to those interested in getting involved. -- Emily Culpin, Governance Professional, Hampton Academies Trust'My School Governance Handbook' is an essential guide for governors to lead our schools with relevance and innovation. There are many areas where Al's expertise is invaluable, but this book manages to be both forward thinking and accessible for every governor. -- Caroline Allams, Co-Founder and Chief of Product, NatterhubAl Kingsley's Governance Handbook is an excellent and welcome resource for school governors or trustees - whether starting out or experienced in the role. It's really comprehensive, well written and very approachable. -- Neil Collins, MD, GovernorHubFirst off, the book is brilliant. It's the book I wish I could have read and recommended when I was juggling multiple governing bodies. Thank you for writing it. -- Dr Pooky Knightsmith, Mental Health Speaker, Author and Advisor

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Book SynopsisThe transition, at the age of six or seven, from kindergarten to school is an important stage of child development.This little book offers valuable insights into understanding and discerning school readiness, and includes colour illustrations of children's drawings which illustrate this developmental stage in an insightful, and concrete, way.Based on research presented at the International Association for Steiner-Waldorf Early Childhood Education conference at the Goetheanum, this book will be helpful for both teachers and parents.

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Book SynopsisThis edited volume provides a critical discussion of globalization and transformation, considering the cultural contexts of early childhood education systems as discourses as well as concrete phenomena and ‘lived experience.’ The book focuses on theoretical explorations and critical discourses at the level of education policy (macro), the level of institutions (meso), and the level of social interactions (micro). The chapters offer a wide range of interpretative, contextualized perspectives on early childhood education as a cultural construct.Table of Contents1. Globalization, transformation, and cultures - Theoretical notes and perspectives on reconceptualization and international comparison in Early Childhood Education and Care2. The contribution of cultural studies to early childhood education discourses and research3. Dimensions of International Comparison in Early Childhood Education and Care - Theoretical notes4. (E)Utopia: the local, the global and the imaginary in early childhood Education5. GERM and its Effects on ECEC: Analyzing Unintended Consequences and Hidden Agendas6. A cultural-historical analysis of "Childhood" and "Early Childhood Education" in contemporary Iran7. Understanding culturally specific pedagogy and practices within Swedish Early Childhood Education and Care8. Doing Ethnicity? The representation and negotiation of cultures in ECEC as an unexplained research task9. Peer Culture and Mealtimes with Toddlers in a Child Care Context: "Put your bowls on the table. It's not a toy"10. "We do not make angels here" Secularism in Norwegian kindergartens11. A social justice perspective in early childhood teacher education12. "After lunch we offer quiet time and meditation" Early Learning Environments in Australia and Finland Through the Lenses of Educators13. Teachers' Involvement in Their Designed Play Activities in a Chinese Context14. Professionalization and change - recognition of qualifications, educational processes and competencies in Germany

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Book SynopsisThis 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.The 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.More 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.Table of Contents1. Editorial, Introduction; A. Oude Groote Beverborg, K. Maag Merki, T. Feldhoff, & F. Radisch. 2. School Improvement Capacity – A Review and a Reconceptualisation from the Perspectives of Educational Effectiveness and Educational Policy; D. Reynolds & A. Neeleman. 3. Why must everything be so complicated? Demands and challenges on methods for analysing school improvement processes; T. Feldhoff & F. Radisch. 4. School improvement Capacity – theory and methodological challenges; K. Maag Merki. 5. Can lacking measurement invariance in school improvement research be interpreted?; M. Sauerwein & D. Theis. 6. The relationship between professional community practices and other school organizational and educational practices in 23 European countries; C. Lomos. 7. Reframing the nature of inquiry in educational leadership research; D. Ng F. S.. 8. Recurrence Quantification Analysis (RQA) as a methodological approach to assess school improvement processes; A. Oude Groote Beverborg, M. Wijnants, P.J.C. Sleegers, & T. Feldhoff. 9. Learning in collaboration: Exploring processes and outcomes through a mixed methods design; G. Devos & B. Vanblaere. 10. Group-actor-partnership-interdependence-model; K. Schudel. 11. The structure of leadership language: Rhetorical methods for studying instructional improvement; R. Lowenhaupt. 12. Designing and piloting a leadership daily practice log: Using logs to study the practice of leadership; J.P. Spillane & A. Zuberi. 13. Editorial, Discussion; A. Oude Groote Beverborg, K. Maag Merki, T. Feldhoff, & F. Radisch.

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Book SynopsisThis open access book explores the nexus between knowledge and space with a particular emphasis on the role of educational settings that are, both, shaping and being reshaped by socio-economic and political processes. It gives insight into the complex interplay of educational inequalities and practices of educational governance in the neighborhood and at larger geographical scales. The book adopts quantitative and qualitative methodologies and explores a wide range of theoretical perspectives by drawing upon empirical cases and examples from France, Germany, Italy, the UK and North America, and presents and reflects ongoing research of international scholars from various disciplinary backgrounds such as education, human geography, public policy, sociology, and urban and regional planning. As such, it provides an interesting read for scholars, students and professionals in the broader field of social, cultural and educational studies, as well as policy makers and practitioners in the fields of education, pedagogy, social work, and urban and regional planning.Table of ContentsChapter 1. Space, Place, and Educational Settings: An Introduction.- Chapter 2. Knowledge Society, Educational Attainment, and the Unequal City: A Sociospatial Perspective.- Chapter 3. Educational Inequality and Urban Development: Education as a Field for Urban Planning, Architecture and Urban Design.- Chapter 4. Bringing the Full Picture Into Focus: A Consideration of the Internal and External Validity of Charter School Effects.- Chapter 5. Neighborhood Effects, the Life Course, and Educational Outcomes: Four Theoretical Models of Effect Heterogeneity.- Chapter 6. Space, Marginality, and Youth in Urban Spaces: Pedagogical Practices in the Quartieri Spagnoli.- Chapter 7. Fragmented Geographies of Education: Institutions, Policies, and the Neighborhood.- Chapter 8. When School Comes to Community: Considering the Socioethnic Environment in Educational Reform for Gypsy Populations in a French City.- Chapter 9. Bringing the Local Back In: How Schools Work Differently in Different Neighborhood Contexts.- Chapter 10. Setting Aside Settings: On the Contradictory Dynamics of “Flat Earth”, “Ordinalization” and “Cold Spot” Education Governing Projects.

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Book SynopsisThis book examines some of the major higher education reforms and policy shifts globally, particularly in the light of recent shifts in quality and standards-driven education and policy research. It critiques the neo-liberal ideological imperatives of current higher education and policy reforms, and illustrates the way that changes in the relationship between the state and higher education policy affect current trends in higher education reforms. Using diverse comparative education paradigms from critical theory to historical-comparative research, the chapters focus on globalisation, ideology and higher education reforms and examine both the reasons and outcomes of higher education reforms and policy change. The book analyses and evaluates the policy shifts in methodological approaches to globalisation and higher education reforms, and their impact on education policy and pedagogy. The book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, comparative education research and higher education reforms.Table of Contents

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Book SynopsisThis 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). 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. Table of ContentsEducation 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.

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Book SynopsisThis volume presents the impacts of international higher education on citizen diplomacy. Based on the assumption that international higher education is a key driving factor of citizen diplomacy, the empirical studies in this book examine the learning outcomes of five mobility programs of international higher education(inbound study abroad, outbound study abroad, international service-learning, international internship, and online study abroad) in cultivating students’ intercultural competence, empathy and goodwill towards people in the host country. It contributes to increasing awareness of international higher education by providing insights about its functions in citizen diplomacy.Table of Contents1 Introduction 2 A Review of International Higher Education in Diplomacy 3 A Review of International Higher Education 4 Research Methodology and Method 5 Outbound Study Abroad Programs 6 Inbound Study Abroad Programs 7 International Service-Learning Programs 8 International Internship Programs 9 Online Study Abroad Program

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Book SynopsisThis book explores the internationalization policy, programs, and initiatives at Historically Black Colleges and Universities (HBCUs) in the United States. This book addresses the value and impact of internationalization for all students at HBCUs and beyond. Internationalization can be leveraged as a tool for social justice and diversity thus moving students who are often placed at the periphery of society to the center. It also highlights the tensions between internationalization and institutional policies and priorities, while still serving, who have been historically marginalized.Table of ContentsPart I Internationalization at Historically Black Colleges and Universities 1 A New Day Begun: Rethinking Internationalization and International Initiatives at HBCUs 2 Historically Black Colleges and Universities and Internationalization Efforts3 What Counts as Internationalization and for Whom: Comprehensive Internationalization at Historically Black Colleges and Universities Part II Internationalization Programs and Strategies at HBCUs4 Universalizing Internationalization at Historically Black Colleges and Universities Through Virtual Learning5 Study Abroad Program Development at One Historically Black College and University: A Success Story 6 Minority Students’ Perspectives on Study Abroad: One Case Within the Historically Black College and University Community 7 Rethinking Faculty Readiness in Internationalization Plans at Historically Black Colleges and Universities 8 Abroad Program for HBCU Undergraduates: Experiential Learning Program in Guatemala Part III Internationalization Experiences and Reflections 9 Advancing Internationalization Through Faculty Publication of Their Experiences in Internationalizing the Curriculum at Historically Black Colleges and Universities 10 Reassessing the Debate on African Studies at Historically Black Colleges and Universities: Why African Studies Matter 11 It Takes a Village: Holistic Emancipatory Framework for Students of Color in Study Abroad12 International Students and Study Abroad at Historically Black Colleges and Universities: New Trends and Directions 13 Unpacking Deficit Based views of low Black Student Participation in Study Abroad and Understanding the importance of Culturally Relevant Study Abroad programs for HBCU students

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Book SynopsisThis book aims to expand the theoretical framework of and counter the Eurocentric narratives in language policy research, by comparing policies of EU and India and demonstrating the importance of taking a comparative perspective while studying language policies. This book challenges the notion of macro-level power in language policy research and offers evidence that, in democratic frameworks, macro-level power is not absolute. It is not uniform across policy domains, but rather susceptible to pressure, especially in the domains of healthcare and social welfare.This book makes three important contributions to the theory of language policy by: Arguing for the need to reconceptualise macro-level power Proposing ‘Categories of Differentiation’ as a new analytical tool for policy research Demonstrating that socio-political changes are reflected at the textual level This book is of interest to researchers working on language policies and those investigating language related legislation across different policy domains, to practitioners and policymakers in language policy, as well as to graduate students conducting comparative policy research.“This is a much valued and timely book making a strong case for the subject of language policy across Europe and India. The large comparative case studies of four distinctive states across Europe and India in a simple descriptive mode makes the reading of this book enjoyable. The domains of administration, legislation, healthcare and social welfare are undoubtedly novel ways to deal within the concept of language policy in a wider sense. The author uses discourse analysis to bring out the relationship between intention, explanation and interpretation of a phenomenon like language policy and its implementation. The social diversity as expressed in linguistic mapping is well captured in the novel idea of “categories of differentiation” both as a normative methodological tool and its historical-empirical manifestation.” — Asha Sarangi, Jawaharlal Nehru University, New Delhi.Trade Review“In this ambitious book, Abhimanyu Sharma takes readers on an insightful and thought-provoking journey through the complex landscape of language policy in the European Union (EU) and India … . the key strengths of this book lies in the level of detail that is explored … . Sharma takes a holistic view and delivers on the promise of the title through the innovative comparative analysis that challenges existing frameworks and deepens our understanding of power dynamics in language policy.” (Veronica Costea, Language Policy, November 9, 2023)“The systematically designed comparative analysis with accessible language will enlighten scholars in the field of language policy as well as sociolinguists, language planners, and others interested in the topic.” (Yanyu Wang, Language in Society, Vol. 52 (2), 2023)Table of ContentsSeries ForewordDedicationBook AbstractAcknowledgmentPrefacePart I: IntroductionChapter 1. IntroductionPart II. European Union, Luxembourg and WalesChapter 2. Power and language policies in the EUChapter 3. Power and language policies in LuxembourgChapter 4. Power and language policies in WalesPart III. India, Manipur, and Tamil NaduChapter 5. Power and language policies in IndiaChapter 6. Power and language policies in ManipurChapter 7. Language Policies in Tamil NaduPart IV. ConclusionChapter 8. Conclusions and future prospects.

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Book SynopsisThis book addresses an important topic in higher education: credential fraud. This includes, but is not limited to, fake degrees, diploma mills, admissions fraud, and cheating on standardized admissions tests. The book directly addresses fake and fraudulent credentials in higher education. It explores transcript tampering and fraud in varsity athletics and discusses lazy practices in the higher education hiring processes that open the door for professors without proper credentials to get jobs in post-secondary institutions. The book also discusses how technology is being used to stop the proliferation of fake and fraudulent credentials in a variety of ways, including blockchain technology.Table of ContentsAcknowledgements.- Preface.- Chapter 1. Fake Degrees and Credential Fraud, Contract Cheating, and Paper Mills: Overview and Historical Perspectives (Sarah Elaine Eaton & Jamie Carmichael).- Chapter 2. Admissions Fraud in Canadian Higher Education (Jamie Carmichael & Sarah Elaine Eaton).- Chapter 3. Yesterday, Today, and Tomorrow: A Tour of Axact, the “World’s Largest Diploma Mill” (Allen Ezell).- Chapter 4. Bridging Today to Tomorrow: A Historical and Technological Review of Credential Exchange in Higher Education within Canada (Joanne Duklas).- Chapter 5. Fair play, Fraud, or Fixed? Athletic Credentials in US Higher Education (Kirsten Hextrum).- Chapter 6. Corruption in Admissions, Recruitment, Qualifications and Credentials: from Research into Quality Assurance (Stella-Maris Orim & Irene Glendinning).- Chapter 7. Avoiding Favouritism in the Recruitment Practice of Turkish Higher Education Institutions (Özgür Çelik & Salim Razı).- Chapter 8. None of the Above: Integrity Concerns of Standardized English Proficiency Tests (Soroush Sabbaghan & Ismaeil Fazel).- Chapter 9. Examining the Problem of Fraudulent English Test Scores: What Can Canadian Higher Education Institutions Learn? (Angela Clark).- Chapter 10. There is no culture? A Framework for Addressing Admissions Fraud (Brendan DeCoster).- Chapter 11. Security Risks, Fake Degrees, and Other Fraud: A Topic Modelling Approach (Jamie Carmichael & Sarah Elaine Eaton).- Chapter 12. Are You for Real? Lessons for the Academy About Professors with Fake or Fraudulent Degrees (Sarah Elaine Eaton & Jamie Carmichael).- Chapter 13. Fake Degrees and Fake Degrees and Fraudulent Credentials in Higher Education: Conclusions and Future Directions (Jamie Carmichael & Sarah Elaine Eaton).

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Book SynopsisThis 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.The 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.Table of ContentsForeword.- 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.

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Book SynopsisThis 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. The 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. The 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.Table of Contents

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Book SynopsisThis open access book provides an analysis of the effects of the COVID-19 Pandemic on diverse education systems, and of the results of the policies adopted to sustain educational opportunities. Through a series of diverse national case studies, the book examines the preexisting fragilities and vulnerabilities in educational structures which shaped the nature of the varied responses, around the world, to teaching and learning during the worst crisis in public education in recent history.The chapters in the book take stock of how educational opportunities changed in various education systems around the world as a result of the Covid-19 pandemic, answering the question of what did education systems, and societies, learn about education as a result of the pandemic.The book covers diverse education systems, with varying levels of resources and facing distinct education challenges, including Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, and the United States. Table of ContentsChapter 1. From Loss to Hope. Paradoxical educational effects of the COVID-19 pandemic (Fernando M. Reimers).- Chapter 2. Brazil. How two municipalities achieved above-average results in reading in the early years of elementary school during the Covid-19 pandemic (Carlos Palacios, Alicia Bonamino).- Chapter 3. Post-pandemic crisis in Chilean education.The challenge of re-institutionalizing school education.(Cristián Bellei).- Chapter 4. The Switch toDistance Teaching and Learning in Finland During the COVID-19 Pandemic(2020–2022) Went Technically Well but was Emotionally Challenging (Katariina Salmela-Aro and Jari Lavonen).- Chapter 5. What Japan's education has lost and gained after almost succeeding in preventing the spread of infection and guaranteeing academic achievement？(Kan Hiroshi).- Chapter 6. Understanding potential causes of learning loss in Mexico: Teachers´ perceptions regarding educational challenges during the COVID-19 pandemic (SergioCárdenas, Ignacio Ruelas, and Edson Sánchez).- Chapter 7. The Fragility of the Norwegian Policy Response: How Relying on Digital Infrastructure and Local Autonomy Led to an Increase in Inequality in Education(Marte Blikstad-Balas).- Chapter 8. Re-framing schools: what has been learned and remains in the post-covid period(Estela Costa & Mónica Baptista).- Chapter 9. Pandemic lessons: Story of cooperation and competition in Russian education(Anastasia A. Andreeva, Diana O. Koroleva, Sergei G. Kosaretsky, and Isaak D. Frumin).- Chapter 10. Singapore’s endemic approach to education: Re-envisioning schools and learning(Oon Seng Tan, Jallene Jia En Chua).- Chapter 11. Reforming education in times of pandemic: The case of Spain(Alejandro Tiana-Ferrer).- Chapter 12. Fragility compounded: the state of the south african educational system in the aftermath of covid-19(Crain Soudien, Vijay Reddy and Jaqueline Harvey).- Chapter 13. Leaning into the Leapfrog Moment: Redesigning American Schools in a Post-Pandemic World(R. Lennon Audrain & Carole G. Basile).

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Book SynopsisThis book provides a thorough review of the research literature on the effect of school size in primary and secondary education on three types of outcomes: student achievement, non-cognitive outcomes and costs per student. Based on 84 scientific publications and several prior reviews, the book discusses four main areas: the impact of school size on cognitive learning outcomes and non-cognitive outcomes; the "state of the art" of empirical research on economies of size; the direct and indirect impact of school size, conditioned by other school context variables on student performance and the specific position of the Netherlands in an international perspective. The book presents summaries of the results and main conclusions found and discusses these with respect to their relevance for educational policy in general and for the Netherlands in particular. The book concludes with suggestions for future research on school size.Table of Contents​1. Introduction; Jaap Scheerens, Maria Hendriks, Hans Luyten.- 2. School Size Effects: Review and Conceptual Analysis; Jaap Scheerens, Maria Hendriks, Hans Luyten.- 3. Research Synthesis of Studies Published between 1990 and 2012; Maria Hendriks.- 4. Quantitative Summary of Research Findings; Hans Luyten.- 5. Summary and Discussion; Hans Luyten.- Annex to Chapter 3.

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