Moral and social purpose of education Books

Book SynopsisThe unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualised, embodied, multimodal, and digitally mediated.In today's world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes Mind and Materiality; Body and Senses; and Texts and Digital Semiotics to shape readers' understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications foTable of ContentsForeword by Theo van LeeuwenAcknowledgements Introduction1. Introduction: Beyond Education for Industry 4.0: Next-Generation Literacies Part I: Mind and Materiality 2. Mind and Materiality of Digital Reading 3. Critically Evaluating Multiple Sources for Digital Futures 4. Why Video Gaming is an Important Digital Literacy PracticePart II: Body and Senses5. Embodiment, Literacies, and Digital Media6. Haptics and Motion in Literacy Practices with Digital Media7. Virtual, Augmented, and Mixed Reality: New Literate BodiesPart III: Texts and Digital Semiotics 8. Infographics and Scientific Literacy9. Advancing Animated Story Composition through Coding10. Digital Interactive LiteratureConclusion11. Conclusion: Multimaterial Literacies for Digital Futures

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Book SynopsisThis book offers an uncompromising and rigorous analysis of education and human rights by examining issues related to gender, race, sexuality, disability, and social class. Written as a companion to the very successful U.K. version, this volume reflects the economic, political, social, and cultural changes in educational and political policy and practice in the United States. Offering a comprehensive look at these areas, this book is an essential resource across a wide range of disciplines and for all those interested in education, social policy, and equality.Trade ReviewIt is appropriate that Peter McLaren introduces this volume in his inimitably plaintive and frenetic fashion. Mike Cole’s new collection does not slow down from there. The chapters provide hard-hitting presentations of a given social injustice, each combining historical depth with conceptual heft. This volume is a necessary reminder of not just where we have been but also of where we are headed. Despite the assault on schools from myriad ideological sources -- neoliberalism, neoconservativism, neofascism, neonazism, white supremacy -- and the growing number of policy makers who embrace them, it is here that the authors in this volume, as critical pedagogues and resistance theorists, continue to seek hope.– John E Petrovic, The University of Alabama, author of Unschooling Critical Pedagogy, Unfixing Schools. Finding ourselves at a critical historical juncture with respect to questions of equality and human rights in education, this timely volume offers readers a powerful compilation of thought-provoking essays that speak to the very root of inequalities and offers valuable alternatives for genuinely enacting educational political projects that are in sync with our revolutionary dreams. – Antonia Darder, Professor Emerita, Loyola Marymount University, USAMike Cole has edited an outstanding collection of essays from internationally known scholars who analyze the current political threats to democracy particularly from the right-wing. The issues of gender, disabilities, sexuality, ecology, class and others are clearly articulated within a political context. The essays boldly confront the significant dilemmas and conflicts that all of us face. The book is an indispensable and excellent read for all scholars and educators committed to social justice and equity in these nightmarish times. It is a must read.– William M. Reynolds, Georgia Southern University, USAThis is an astonishing book! So strong yet subtle, so well written in easy-to-understand language clarifying sometimes complex concepts and analysis- and, overtly written by various chapter writers from the heart, from feeling, from cool outrage at the tragic inequalities within the USA and its education systems.This is a brilliant and moving and clearly Marxist critique that goes beyond critique, into resistance and `what we can do’. I am so full of admiration for this book- I wish all USA teachers in schools, community colleges and universities would read it. That would set the Marxist cat among the Capitalist pigeons!– Dave Hill, Emeritus Research Professor of Education, Anglia Ruskin University, UKTable of ContentsForeword: Democracy Under Siege and the Rise of the Unthinkable; Introduction: Equality and Human Rights in the United States today1. Feminism and Socialism: Looking Back, Looking Ahead; 2. Gender and Education: The Revolutionary ‘Force and Reason’ of Women; 3. U. S. History Breathes and Bleeds Racism; 4. Racism and Education: Failure to Achieve Democratic Aims Inclusively in Public Schooling; 5. The Making of Sexuality in the United States: Normativity, Heteropatriarchy, and Resisting the ‘Euphoria’ of Androcentric Logic; 6. Toward a Marxian Understanding of Sex Education Policy and Curriculum in the United States; 7. Disability Matters: A Materialist History of Disability Under U.S. Settler-Capitalism; 8. Disabling Learning Conditions: Ability-Segregated Education and the Creation of Disability; 9. Marx and the Marxist alternative to neoliberal capitalism: the case for a fully inclusive ecosocialism for today; 10. The Hidden Cost of Class Disavowal and the Case for a New Education System: Social Class and Education in the U.S.

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Book SynopsisThe book analyses how lines of (non)belonging are traced and how notions of (non)belonging circulate around and are attached to students from immigrant backgrounds. Such circulations coalesce around values and practices linked to gendered, ethnic majority middle-class norms, through which difference is positioned and opposed in hierarchical terms. This project analyses the relationship between teachers' identities and their attitudes and pedagogic dispositions towards students from immigrant backgrounds, showing how these affect each other, contributing to their state of (non)belonging in the educational setting and in the wider society. Attention is brought to the pervasive and normalised background of neoliberal ideology, permeating the educational environment. In examining the (problematic) relationship between the previous elements, the book uncovers the intersectional reproduction of lines of belonging - and not belonging. While the analysis is centred on a sTable of Contents1. The context 2. Key theories and concepts 3. Teachers’ perceptions of social class 4. Teachers’ views on Gender 5. Constructing (non)belonging6. Teachers’ understanding of neoliberal education policies and the shaping of power relations in the classroom7. Linking teachers dispositions and pedagogies

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Book SynopsisReligious Education as a Dialogue with Difference addresses current issues over the study of religion in publicly maintained schools. Are liberal, inclusive approaches to the study of religion suited to the aims of education in a democracy? Do liberal democratic aims offer the right framework for the study of religion? By presenting research on English secondary school pupils' motivation in religious education, this volume argues that religious education is best understood as a democratic dialogue with difference. The book offers empirical evidence for this claim, and it demonstrates how learners gain in religious literacy, both through the exercise of democratic citizenship in the classroom and towards the goal of life-long democratic citizenship.Trade Review"With a thirty-three year career in education, Kevin O’Grady’s book offers an illuminating example of how research engagementprovides the catalyst for thoughtful and insightful reflections on religious education, current schooling and contemporary research, written ‘as a contribution to debates over how religion should be studied in schools’. […] The book will be of interest to anyone interested in current debates about the place of religious education in society, especially in how these debates play out in classrooms, and in how religious education teachers can also be involved in, comment on and contribute to research."Nigel Fancourt, Journal of Beliefs and Values."O’Grady has a convincing argument for RE as a dialogue with difference [. . .] which I would recommend for academics, teacher-trainers, educational experts and stakeholders not only in the UK but in other parts of Europe and in the rest of the world."Leni Franken (2019), Religious education as a dialogues with difference: Fostering democratic citizenship through the study of religions in schools, British Journal of Religious Education. "With a thirty-three year career in education, Kevin O’Grady’s book offers an illuminating example of how research engagement provides the catalyst for thoughtful and insightful reflections on religious education, current schooling and contemporary research, written ‘as a contribution to debates over how religion should be studied in schools’. […] The book will be of interest to anyone interested in current debates about the place of religious education in society, especially in how these debates play out in classrooms, and in how religious education teachers can also be involved in, comment on and contribute to research."Nigel Fancourt, Journal of Beliefs and Values."O’Grady has a convincing argument for RE as a dialogue with difference [. . .] which I would recommend for academics, teacher-trainers, educational experts and stakeholders not only in the UK but in other parts of Europe and in the rest of the world."Leni Franken (2019), Religious education as a dialogues with difference: Fostering democratic citizenship through the study of religions in schools, British Journal of Religious Education. "Religious Education as a Dialogue with Difference summarizes Kevin O’Grady’s outstanding work in the field of religious education. O’Grady’s excellent, very readable, book is highly relevant to on-going debates about the study of religions and beliefs in schools in different parts of the world, including the USA and Canada. It deserves to be read widely by teachers, student teachers and education academics."Robert Jackson, Professor Emeritus, University of Warwick, UK."As a former teacher with similar professional experiences in a culturally diverse inner-city area in England, I recognize the socially challenging, complex, diverse and hugely rewarding teaching context which O'Grady evokes. The examples of pupil voice he captures so scrupulously reminded me of young people I have taught and known. I would be inspired by his practice were I a teacher still and able to translate it to my own classroom.[…] It would be wonderful for the next generation of teacher leaders in schools in England to be introduced to this material . . ."Janet Orchard, Senior Lecturer, University of Bristol, UK."Religious Education as a Dialogue with Difference represents a timely contribution to the field of religious education. While primarily based on Kevin O’Grady’s own empirical research, it also incorporates the results of a number of other studies to argue for a multi-faith school subject in which all types of students are taught together regardless of their religious, ethnic and/or cultural background. I consider O’Grady’s book to be of value to the Swedish context and I intend to employ it in my own RE teacher training courses […] I would certainly recommend that other educators take advantage of O’Grady’s thoroughgoing study, especially as it applies to the training of religious education teachers."Jenny Berglund, Professor, Stockholm University, Sweden.Table of ContentsIntroduction 1. Motivation in RE: beginnings 2. RE, adolescence and creativity 3. Action research, ethnography, epistemology and ethics 4. RE as a dialogue with difference 5. Democratic citizenship or religious literacy? Aims and values for RE 6. Dialogue and conflict in RE 7. Democratic citizenship and RE revisited 8. Does RE Work? 9. Review, recommendations, questions for the future and final remarks

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Book SynopsisThis book is a compelling collection of essays on the intersection of race, gender and class in education written by leading black and postcolonial feminists of colour from Asia, Africa and the Caribbean living in Britain, America, Canada, and Australia. It addresses controversial issues such as racism in the media, exclusion in higher education, and critical multiculturalism in schools. Introducing new debates on transglobal female identity and cultures of resistance the book asks: How does black and postcolonial feminisms illuminate race and gender identity in new global times? How are race, gender and class inequalities reproduced and resisted in educational sites? How do women of colour experience race and gender differences in schools and universities? This book is a must for political and social commentators, academic researchers and student audiences interested in new feminist visions for new global times.This book was Trade ReviewAn inspiring book which addresses some of the most critical questions in education. Feminist thinking at its best. Avtar Brah, Professor of Sociology, Birkbeck College, University of London, UKThis book renders black feminist theory and post-colonial thought more textured, complex and expansive. Bravissimo, a rich collection of research! Annette Henry, Professor of Education, University of Washington, Tacoma USATable of Contents1. Introduction: Plotting a history: Black and postcolonial feminisms in ‘new times’ Heidi Safia Mirza 2. Postcoloniality and ethnography: negotiating gender, ethnicity and power Cynthia Joseph 3. Identity, empathy and ‘otherness’: Asian women, education and dowries in the UK Kalwant Bhopal 4. Embodying diversity: problems and paradoxes for Black feminists Sara Ahmed 5. Is it because I’m Black? A Black female research experience Uvanney Maylor 6. Black Canadian feminist thought: perspectives on equity and diversity in the academy Njoki Nathani Wane 7. Black feminist praxis: some reflections on pedagogies and politics in higher education Suki Ali 8. ‘Who you callin’ nappy-headed?’A critical race theory look at the construction of Black women Gloria Ladson-Billings 9. De-colonising practices: negotiating narratives from racialised and gendered experiences of education Ann Phoenix 10. From ‘crisis’ to ‘activist’: the everyday freedom legacy of Black feminisms Heather A. Oesterreich

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Book SynopsisThe transition from primary to secondary school is extremely important in the lives of children and young people but it is also a time of significant stress for many. This unique programme is designed to support children during this process, helping to build the confidence, skills and the resources that they will need in order to ensure a smooth and successful transition. This accessible text provides teachers, parents and professionals working with young people with a comprehensive range of resources to effectively support this process, and also: promotes the development of resilient children and young people who can cope effectively with the process of change encourage pupil participation and ensure that well-being is further fostered and maintained both for young people and staff within the learning context includes specific strategies, techniques and ideas regarding the transition process including systems and individualised approaches <Table of Contents1. Introduction 2. Powerpoint training session for staff and parents 3. Resources for staff - systems and procedures 4. Potential difficulties surrounding transition to secondary school for students with SEN and complex needs 5. Joint working 6. Parents checklist for identifying inclusive schools 7. Getting ready for secondary school 8. Making it visual - boolets and DVD tours 9. Considerations for the penultimate primary year 10. Possible objectives for secondary schools during additional transition visits 11. Pre-unduction day consideration for secondary schools 12. Strategies to support SEN pupils in secondary schools 13. Recommendations for induction to secondary 14. Writing a pupil passport 15. Example passport format 1 16. Example information cards 17. The programme for students 18. Session 1 a new school 19. Session 2 coping with change 20. Session 3 getting organised 21. Session 4 focus on feelings 22. Session 5 Thought control 23. Session 6 developing character strengths and resilience 24. Session 7 managing friendships and conflicts 25. Session 8 Coping with stress 26. Session 9 teaching and learning styles 27. Session 10 positive self and positive goals 28. Additional resources for use with children and young people on transition to high school

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Book SynopsisIn this provocative study the author challenges many contemporary assumptions about the modern family, the circumstances of home life which lead to academic success and the proper relationship between home and school. The modern family is not in decline'; its history is a success story. It is stable, unsociable, emotionally potent. Over the past three centuries it has turned its back on society. It is less remarkable for rebellious children than for the remorseless pressures it can exert upon the young, particularly for success' in the school system. In the home-centred society the school is an extension of the home, created in its image. Academic success seems most certain when the good home' and the good school' form a determined alliance. The combined pressures of home and school often seem to produce withdrawn, self-disparaging and negative young men and women. The author argues that the good school must counter-act many of the influences of the good home and that Trade Review‘Magnificently provocative...and characterized by vigour and originality without losing touch with fact and scholarship.’ Education‘....an important work in educational sociology.’ Teacher’s WorldTable of Contents1. The Changing Parent: The Substitution of Influence for Power. 2. Home and School: An Historic Conflict. 3. Success Story. 4. A Threat to Society. 5. The ‘Good Home’ 6. Satisfactions at Home, Club, Work and School. 7. A Bridge to the World. References. Select Bibliography. Index.

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Book SynopsisYouth Resistance Research and Theories of Change provides readers with new ways to see and engage youth resistance to educational injustices.Trade Review“This cogent, rich, and multi-voiced volume advances the field of resistance theory by countering attempts in mainstream scholarship to domesticate youth resistance under the banner of such terms as ‘empowerment’ or ‘civic participation.’ It faces squarely the messiness of resistance by illuminating its complexities, contradictions, tensions, and dilemmas in ways that both honor and deepen our understanding of youth's acts of agency. Kudos to Eve Tuck and K. Wayne Yang for a bold and courageous text!”—Angela Valenzuela, author of Subtractive Schooling and Leaving Children Behind, College of Education, University of Texas at Austin“The passion, clarity, and diversity of thought offered here powerfully signal new possibilities for how educators can critically comprehend conditions of educational injustice and the vital role youth resistance plays in the process of transformation. In contrast to the disrespect and hopelessness often attributed to youth in schools, these essays speak volumes to the formidable strength and courage of students, who despite potential risks, rise up valiantly to oppose colonizing educational practices that threaten their humanity. Most importantly, the book challenges one-dimensional notions of youth and resistance by rethinking structural complexities so often ignored. It is truly a must read.”—Antonia Darder, Leavey Endowed Chair in Ethics and Moral Leadership, Loyola Marymount University, Los Angeles “Tuck and Yang's Youth Resistance Research and Theories of Change could not have come at a better time. Public education, our youth, and communities of color have come under assault from an onslaught of neoliberal education and public policy reforms. This book not only helps us understand resistance in more complex and powerful ways, it points to the critical role of youth in building, activating, and sustaining social justice movements in the 21st century.”—Wayne Au, editor for Rethinking Schools and Associate Professor of Education, University of Washington-Bothell Table of Contents1 Introduction to Youth Resistance Research and Theories of Change Eve Tuck and K. Wayne YangPART I The History and Emergence of Youth Resistance in Educational Research Part I Introduction by Eve Tuck and K. Wayne Yang2 Resistance: The Anatomy of an Idea Greg Dimitriadis3 An Intimate Memoir of Resistance Theory Michelle Fine with Eve Tuck and K. Wayne Yang4 Leaking Away and Other Forms of ResistanceJames C. Scott with Eve Tuck and K. Wayne Yang5 Organizing Resistance into Social Movements Pedro Noguera with Eve Tuck and K. Wayne Yang6 Resistance as Revelatory Robin D.G. Kelley with Eve Tuck and K. Wayne Yang7 What Does an Umbrella Do for the Rain? On the Efficacy and Limitations of ResistanceSignithia Fordham with Eve Tuck and Greg Dimitriadis8 Resistance in the BloodGerald Vizenor with Eve Tuck and K. Wayne Yang PART II The Relationship between Youth Resistance and Theories of Change Part II Introduction by Eve Tuck and K. Wayne Yang9 Thinking with Youth about Theories of Change Edited by Eve Tuck and K. Wayne Yang10 The Politics of Coming Out Undocumented Lisa (Leigh) Patel and Rocío Sánchez Ares11 Rethinking Resistance Theory through STEM Education Antwi Akom and Allison Scott and Aekta Shah12 Hands Clasped Behind her Back: Palestinian Waiting on Theories of Change J. I. Albahri with K. Wayne YangPART III New Studies in Youth Resistance Part III Introduction by Eve Tuck and K. Wayne Yang13 Youth Resistance Research Methods and Ethical Challenges Monique Guishard and Eve Tuck14 Outdoor Education as a Site of Epistemological Persistence: Unsettling an understanding of Urban Indigenous Youth Resistance Tracy Friedel15 LGBTQ Street Youth Doing Resistance in Infrapolitical Worlds Cindy Cruz16 Out for Immigration Justice: Thinking through Social and Political ChangeDaysi Diaz-Strong, Christina Gómez, Maria Luna-Duarte, and Erica R. MeinersAfterword by Ruth Wilson Gilmore

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Book SynopsisGriffith and Smith explore the innumerable, hidden, seemingly mundane tasks like getting kids ready for school, helping with homework, or serving on the PTA can all have profound effects on what occurs within school. Based on longitudinal interviews with mothers of school-age children, this book exposes the effects mothers'' work has on educational systems as a whole and the ways in which inequalities of educational opportunities are reproduced.Table of ContentsSeries Editor's Introduction 1. Introduction 2. Women and the Making of the New Middle Class 3. The Mothering Discourse 4. Time, Scheduling, and Coordinating the Uncoordinated 5. Complementary Educational Work 6. Complementary Educational Work: Employed Mothers and Fathers 7. Uptown and Downtown in Maltby School and Board Perspectives 8. Inequality and Educational Change

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Book SynopsisTrade Review"One of the Times Literary Supplement's Books of the Year 2020""Finalist for the PROSE Award in Literature, Association of American Publishers""Shortlisted for the Parnassus Prize, Memoria College""Clever. . . . An incisive commentary on the pitfalls of contemporary American education. . . . A smart and valuable new book."---Daniel Blank, Los Angeles Review of Books"A wonderful new book."---Martha Barnette, public radio's A Way with Words"Newstok argues persuasively for a return to some of the pedagogical methods that proved so effective in the 1500s."---Paul Muldoon, Times Literary Supplement"With crisp, lapidary prose, Newstok writes authoritatively about the educational norms and practices that helped shape Shakespeare’s mind. . . . As Newstok essays the contours of a Renaissance education, he demonstrates with verve the effect it’s had on his own thinking. Put otherwise, the book is Newstok’s essay at thinking—and it’s a sterling attempt. . . . It will be of interest to any reader or teacher of Shakespeare—and it should be of interest to any serious reader or teacher. Watching Newstok think with Shakespeare is inspiring, and he proves an amiable guide."---Nathan M. Antiel, Principia: A Journal of Classical Education"Eminently sensible. . . . An emphatic appreciation of just how valuable the pedagogical insights of four centuries ago remain today."---David McInnis, Australian Book Review"Even in giving concrete, practical advice, Newstok displays a flexible virtuosity; he is a practiced craftsman at home in the workshop of language."---Joshua P. Hochschild, First Things"A delightful book. . . . Intelligent, perceptive, readable, useful."---Matthew Stewart, University Bookman"In 14 short, pithy chapters, Newstok shows how to recover the lost art of thinking."---Casey Chalk, American Conservative"Newstok convinces the reader that Shakespeare was indeed a great critical thinker, and was more creative, not less so, than we initially thought. What’s more, his many real-life examples show that the creativity and meaningful scrutiny attributed to Shakespeare are not only beneficial, but possible for all of us. How to Think like Shakespeare is a unique analysis of both Shakespeare’s formative education and his art, and will be useful for both educators seeking to break from current, quantitative, test-based pedagogical strategies and for creatives aspiring to hone their craft. It is also an insightful manual on how we can all improve our ability to think deeper and think better."---Melissa Johnson, Teachers College Record"This delightful book is an odd treasure. . . . [How to Think like Shakespeare is] an educational manifesto that should make for better people, better schools, colleges and universities, and better social relations between and among free citizens. There is a potential revolution in this odd treasure of a little book. Give it to some of your colleagues, if you think it isn't too late for them, but give it to all of your students. Let them know what they may have been missing – before it is too late."---Scott Crider, Ben Jonson Journal"An engaging, witty, wide-ranging critique of contemporary pedagogical fads and a spirited provocation to return to classical and Renaissance models. . . . A book of heavy import, lightly tossed, it is at once instructive and amusing, elucidating why and how Shakespeare is good to think with."---Louis J. Kern, Key Reporter"An absolutely delightful new book . . . a luscious and stimulating read."---Michael Cathcart, Stage Show, ABC Radio National"Scott Newstok’s latest book, How to Think like Shakespeare, could be just the game changer the teacher (and administrator should have) ordered. . . . I couldn’t help but be won over by his earnest enthusiasm for the subject and ended up wanting to hear still more."---Robert M. LoAlbo, PlayShakespeare.com"As a concise history of Western pedagogical development, How to Think like Shakespeare succeeds beautifully. . . . By the end of How To Think like Shakespeare, [Newstok] has us thoroughly convinced. To think and create effectively requires one to train and practice. By apprenticing ourselves to the past, we can ourselves become links in the glorious chain of human intellectual achievement."---Fernanda Moore, Chapter 16"How to Think like Shakespeare is not the work of an activist militating for his cause but a thinker reveling in his work. Newstok reminds us that this work is, above all, fun, and the calling on display is infectious."---Karl Schuettler, Patient Cycle"A lively and evocative new volume . . . a beautifully written, succinct description of educational principles derived from the best features of a renaissance education. The book is 'deliberately short,' but packed with quotations from the Bard and scores of great authors, all combined to make us think – and, with a little luck, to think more like 'our myriad-minded Shakespeare.' I highly recommend Newstok’s book for its pith, clarity, and insight – and the sheer breadth of its bibliography, including delightful footnotes, a bibliographic essay, and an index of Shakespearean cornucopia."---Rob Jackson, Institute for Classical Education"How to Think like Shakespeare by Scott Newstok attempts to capture what education really is, as well as what it ought to be, while also arguing where our modern system falls short, creating a disconnection from a life that is well-ordered and well-lived. . . . In an age of so much technology and lack of time for thoughtfulness, a conversation with the past might prove helpful, or at the very least expand our vocabulary."---Axie Barclay, San Francisco Book Review"Scott Newstok’s How to Think like Shakespeare: Lessons from a Renaissance Education really is a feel good book. A thick lather of the author’s enthusiasm, a comprehensive coverage of his subject matter, and the common sense inherent in his value judgments, work together to whip up a likeminded enthusiasm in his readers . . . I found the experience of reading Newstok nothing short of exhilarating"---Ian Lipke, Queensland Reviewers Collective"A playful, quote filled romp into the mind of Shakespeare." * Fourteen Lines blog *"Part humanist manifesto, part commonplace book, [How to Think like Shakespeare] combines erudition and accessibility in an inviting package that is a joy to read." * Sententiae Antiquae Reviews *"How to Think like Shakespeare is a book that does not fit neatly into any established genre. Above all it’s about how to think and how to teach people to think, but it’s not a how to manual. At a time when higher education is stampeding toward everything shiny, new, and up to date, this book is deliberately backward looking. It looks unapologetically to the past for ideas, models, and habits of mind that Newstok contends are just as relevant now as they were in Shakespeare’s time."---Erik Gilbert, BadAssessment.org"A clever new book."---Ian Warden, Canberra Times"[How to Think like Shakespeare is] a serious history of thinking, and although serious, it’s very readable, and even playful. . . . How To Think like Shakespeare is a refreshing book and a stimulating read. The lively writing is a great treat, with things to smile at as you read."---Ralph Goldswain, No Sweat Shakespeare"Great energy and clarity . . . [How to Think like Shakespeare] is entertaining throughout: the writer convinces us that he is learning with us, that we are learning with him… One of the great features of this eloquent, uplifting, enthusiastic yet realistic and beautifully produced book is its strong sense of moment."---Tony Voss, Shakespeare in Southern Africa"In fourteen concise essays, Scott Newstok endeavors to diagnose and treat, if not to cure, the most persistent and pernicious ills of American education. . . . Newstok is always gracious and never polemical . . . [How to Think like Shakespeare’s] most remarkable trait is its form, which is a multi-layered figure for the kind of education that Newstok hopes to revive. . . . Teachers will be refreshed to learn about the commonsense principles and practices of their lost intellectual heritage."---Christopher D. Schmidt, Moreana"What a joy it was to read a book about Renaissance literature and education that not only describes these things with full respect for their historical peculiarities, but also entertains the idea that they belong (or could belong) to us in the present, as equipment for living. . . . I thoroughly enjoyed this book and recommend that anyone who cares about teaching and learning read it again and again."---Sean Keilen, Cahiers Élisabéthains: A Journal of English Renaissance Studies"Clever"---John Warner, Chicago Tribune"The chief advantage of this book is the author’s replication of the Renaissance style he advocates. He makes his case with a hurricane of citations, references, and analogies that would have made Erasmus proud. . .This may be the strongest argument for rhetorical education: the Renaissance model may prepare students for the rough and tumble of social media far more effectively than the privatized, isolated pedagogy of the media based classroom."---John D. Schaeffer, Style"A bracing, witty argument for a pedagogy that is at once old and new. . . . What he demonstrates in his playful, infectiously enthusiastic pages is a more modest and more proximate idea of freedom: the kind that appears in the sheer joy of reading and learning. That joy, and the freedom it brings, come when we care about what we study. And no one has ever cared—not really—about a test."---Samuel Fallon, Renaissance Quarterly"Heavily but delightfully peppered with great quotes from great minds throughout history, How to Think like Shakespeare makes for a thoroughly enjoyable read. . . . through metaphor and wit, it makes just as compelling an argument as you’d expect from a mathematical proof. . . . All in all, this is a book I couldn’t do justice in any way in a simple review. Newstok has a deep and wide-ranging knowledge of literature, insight into why words have power, and an understanding of how to craft them. It presents valuable ideas in an engaging format, and will help you understand both our education systems and your own mind better."---Alexandru Micu, ZME Science"How to Think Like Shakespeare playfully juxtaposes early modern and contemporary habits of thought by way of wide-ranging examples. . . . Thought-provoking and enjoyable. . . . it is the type of book that I would like to recommend to my university students to read for pleasure—precisely because it is brief and lively and could easily engender serious reflection about how we think."---Michael Cop, Parergon"Newstok has a deep and wide-ranging knowledge of literature, insight into why words have power, and an understanding of how to craft them. [The book] presents valuable ideas in an engaging format, and will help you understand both our education systems and your own mind better. It will also give you the tools you need to guide the latter one better, and the insight as to where you want it to go. I thoroughly recommend you give this one a try."---Alexandru Micu, ZME Science"Newstok explains how Shakespeare’s generation was educated, and how we can return to these methods in this surprisingly enjoyable read. He romps through the world’s greatest thinkers and artists, drawing on their words and a good deal of humor to make his case. Think of Newstok as an erudite guide giving you a themed tour of his commonplace book. This was a great read."---Andrew Perlot, The Monthly Reading List

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Book SynopsisThis new and updated second edition of Diversity and Inclusion on Campus: Supporting Students of Color in Higher Education provides an exploration of the range of college experiences, from gaining access to higher education to successfully persisting through degree programs. By bridging research, theory, and practice related to the ways that peers, faculty, administrators, staff, and institutions can and do influence racially and ethnically diverse students' experiences, Winkle-Wagner and Locks examine how and why it is imperative to have an understanding of the issues that affect students of color in higher education.This new edition also includes features such as: New case studies and examples throughout that allow readers to take institutional-level and student-level approaches to the chapter topics Updated citations and theory across chapters New topical coverage, including discussion of college affordability, an exTable of ContentsSECTION 1: GETTING IN; CHAPTER 1 – INTRODUCTION: THE ACTION OF DIVERSITY AND INCLUSION IN HIGHER EDUCATION; CHAPTER 2 – THE RACE TO COLLEGE ACCESS: GETTING IN THE STARTING GATE; CHAPTER 3 – DIVERSITY AND COLLEGE ADMISSIONS DECISIONS: ADDING EBONY TO THE IVORY TOWER; SECTION 2: GETTING THROUGH; CHAPTER 4 – THE COLLEGE TRANSITIONS PROCESS: WHEN MANY SHIPS COLLIDE; CHAPTER 5 – THE ROLE OF MINORITY SERVING INSTITUTIONS IN SHAPING DIVERSITY IN HIGHER EDUCATION: INCLUDING THOSE WHO WERE EXCLUDED; CHAPTER 6 – THE CAMPUS CLIMATE: DIVERSITY ON CAMPUS MAKES ALL THE DIFFERENCE; CHAPTER 7 – IDENTITY AND GETTING THROUGH COLLEGE: WHAT DO "I" HAVE TO DO WITH INCLUSION-AND DIVERSITY?; SECTION 3: GETTING OUT; CHAPTER 8 – DIVERSITY-AND-INCLUSION TOWARD PERSISTENCE: CROSSING TO THE OTHER SIDE; CHAPTER 9 – ACCESS TO GRADUATE AND PROFESSIONAL PROGRAMS: CLIMBING UP THE TOWER; EPILOGUE; REFERENCES; INDEX

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Book SynopsisEducational Trends Exposed explains and critically reviews eighteen of the most prevalent trends sweeping schools, colleges and universities over the last decade and beyond. Amid the buzz from news outlets, websites and social media peddling this works' approaches and quick fix' solutions, this book provides educators with a practical tool to help answer important questions such as: what does this trend actually involve? Is it worth the investment of time and resources? Does it work  what does research say? Do the claimed benefits to students outweigh any downsides?In this timely book, David Armstrong and Gill Armstrong cast a critical, expert eye over these trends, referencing the latest research and offering a framework for considering educational trends, empowering readers as informed critical consumers. They argue that trends disclose deeper truths about the state and direction of contemporary public education in Australia, England and the US and provTrade Review"In a complex world beset with seemingly intractable problems and a hunger for quick fixes it is unsurprising that antidotes that are long on promise and short on substance are common; they come and go in quick succession. This is certainly true for education. In Educational Trends Exposed: How to be a Critical Consumer, David Armstrong encourages us to develop a critical scepticism to resist educational 'snake-oil'. In a highly competitive environment where education jurisdictions and schools compete against each other for superior standing on league tables, education provides fertile fields for the emergence and attraction of trends. This book offers a methodology for evaluating the veracity of the conceptualisation and the claims of educational trends. I would recommend David Armstrong's text to teacher educators, teachers, education leaders and administrators with instruction that they learn to use "critical trend analysis" reflexively."Roger Slee, Diamond Professor of Disability and Inclusion, School of Sociology and Social Policy, University of LeedsTable of ContentsIntroduction: Educational Trends and the Jupiter Metaphor. 1. Performance enhancing trends: Brain Gym® Direct Instruction and synthetic phonics. 2. Technical trends: Positive Behaviour Interventions and Supports, Neuromyths and Response to Intervention. 3. The crumbling orthodoxy: Behaviour Management and Teacher Quality. 4. Cures, therapy and hope: Growth Mindset, Mindfulness, School-based Mental Health and Inclusion. 5. Trends of the near future: Evidence Based Practice, HITS and Neurodiversity. Summary. Conclusion: Moving Beyond Trends. Final Recommendations. Glossary. References

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Book SynopsisThis volume captures contemporary global developments in cooperative learning (CL) across varied educational contexts, levels, and disciplines.Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students, from kindergarten to tertiary education and across different subject domains. With chapters from contributors throughout the Global North and South, this comprehensive volume offers a wide-ranging perspective and addresses a range of cooperative learning pedagogies including relational, online, and peer learning, STAD, the Jigsaw model, and dialogic talk. The chapters draw on novel empirical research and theory to highlight best practices in cooperative learning, whilst also considering the challenges, limitations, and factors which drive or inhibit learner engagement and success. Consistent attention is given to the pivotal role of the educator in implementing cooperative learning to maximum benefit to enhance sTable of ContentsCooperative Learning and the State of the Field: An Introduction Section 1: Effectiveness, Benefits, and Limitations of Cooperative Learning (CL) 1. Can Cooperative Learning Enhance Student Thinking and Question Generation? 2. Can students learn by teaching their peers during cooperative learning? 3. Positive resource interdependence for young students: a nudge for cooperation but a pitfall for learning 4. “We all keep growing and learning” – Facilitating meaningful educational experiences through peer assisted learning across different educational levels in El Salvador Section 2: Achieving Equitable Learning through Cooperative Learning 5. Giving voice to diversity: Cooperative strategies for intercultural citizenship 6. Teacher perceptions of primary aged students’ social capabilities in Australia, England and Sweden and their importance to inclusive classrooms 7. Individual Group Work Assessment in Cooperative Learning: Possibilities and Challenges 8. Syrian Refugee Teachers’ Perceptions of STAD and Jigsaw Models in Classrooms of Underprivileged Learners in Lebanon 9. Think-Pair-Share and ThinkTrix: Standard Bearers of Student Dialogue 10. Cooperative Learning Through Philosophy for Children Around the World Section 3: Initiating and Deepening Cooperative Learning in Diverse Educational Contexts 11. Developing Reciprocal Peer Tutoring in Irish Medium Schools 12. Developing a Community of Practice for Teacher’s Learning and Implementation of Cooperative Learning 13. Cooperative Learning in Japan as a Core Strategy Deepening Cooperation in Education Section 4: Cooperative Learning in Action 14. Promoting Dialogic Talk during Cooperative Learning 15. A shift to the future: The paradigmatic approach of cooperative learning in online practice 16. Group worthy cooperative learning structures in the college classroom 17. Cooperative Learning for Academic, Personal and Social Development in Higher Education in Africa 18. Cooperative Learning in Engineering Education: The Story of an Ongoing Uphill Climb

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Book Synopsis*2023 BERA Educational Research Book of the Year*Around the world, governments, charities, and other bodies are concerned with improving education, especially for the lowest-attaining and most disadvantaged students. Making Schools Better for Disadvantaged Students presents detailed research into how poverty affects student segregation and underachievement in schools. It contains the first ever large-scale evaluation of how funding can best be used to lower the poverty attainment gap for disadvantaged students.Drawing on a wealth of empirical research from England, India, and Pakistan as well as worldwide reviews of relevant studies, the book presents high-quality evidence on the impact of funding policy initiatives, such as the Pupil Premium funding in England, and the many variations of similar schemes worldwide. It analyses education measures which have been put in place and discusses ways in which these can be used efficiently and fairly to Trade Review"Growing up as a child on an inner-city Midlands’ council estate in the 1970s and 80s, I was in receipt of free school meals. Little did I realise then that over 40 years later, in one of the advanced nations in the world, I would be reading a book about what can be done to make schools better for disadvantaged students. This superb work by Professors Gorard, See and Siddiqui builds on years of their research in this field and clearly highlights the impact on the education outcomes, especially at Key Stage 4, of children who are raised in persistent poverty. The authors provide compelling evidence for a less segregated approach to schooling and the positive impact this would have on reducing the disadvantage gap. For me, this is where policymakers’ efforts need to be focused as opposed to criticising schools who serve wonderful but persistently disadvantaged communities."- Darren Hankey, Principal of Hartlepool College of Further Education, UK"This book is original and presents innovative analyses of large-scale and longitudinal trajectories from the National Pupil Data (NPD) in England. It also provides evidence on the impact of funding in tackling educational disadvantage. I agree with the editors that ‘overcoming socioeconomic disadvantage in education has been an important policy area in which international and local government have made huge investments over the last two decades.’ However, there is little evidence-based research to support funding policy that policy makers and school improvement practitioner can use at national and international level. In my view the book “Making Schools Better for Disadvantaged Students” will fill the gap in the field at present. […] I would argue that at present there is lack of good books on tackling educational disadvantaged that are based on strong empirical evidence which may be used by academics, students, policy makers and practitioners in the area of disadvantaged and school funding. Some of the available research in the field are dispersed all over the literature…. Drawing on the various policy initiatives, this book provides comprehensive empirical evidence on education which I have not came across in the field with my 27 years working in the education sector. This is welcome news."- Feyisa Demie, Head of Research at Lambeth LA and Honorary Professor, University of Durham, UK."For an association like ours, whose mission is for Quebec to have a fair education system by eliminating the school segregation caused by subsidized private schools and selective public schools, this book is vital. Many academics are reluctant to draw policy conclusions from their research, but this is certainly not the case with Making Schools Better for Disadvantaged Students. The authors’ recommendations are clear and set out in jargon-free language. For those of us whose job it is to convince the general public and elected representatives of the importance of fairness in education, the evidence contained in this book provides powerful arguments. Hopefully, it will help us to finally put our education system (and society as a whole) on the road to equity."- Stéphane Vigneault, coordinator, École ensemble | ecoleensemble.com"As Chair of Comprehensive Future I hear on a daily basis about the unfairness which riddles our school system through academic selection and poverty. The segregation created by the viciously competitive 11-plus test has little to do with ‘academic potential’ and everything to do with whether a child’s family is affluent and middle class or poor and working class. At Comprehensive Future we are passionate admirers of the work of Gorard, Siddiqui and See. They stand alone as researchers whose work consistently demonstrates that every child, and indeed the whole of society, benefits from an inclusive education. Their latest book is an exciting and ambitious work examining polices worldwide for reducing the poverty attainment gap for disadvantaged students. It offers persuasive arguments not just for an inclusive education system but for educational policies and appropriately targeted funding for students who are persistently at risk of educational disadvantage."- Nuala Burgess, Chair of education pressure group Comprehensive Future, and Research Associate, School of Education, Communication and Society King’s College London, UK"Education has the power to free our children from the chains of ignorance and poverty. This book by Gorard, Siddiqui, and See provides valuable insights on how we can make school education more meaningful for children, particularly those from socioeconomically disadvantaged families. It is encouraging to see that the evidence presented in this book includes studies conducted in Pakistan, India, and other developing countries. This book serves as an important resource for understanding that many educational challenges are widespread, and the most effective way to address them is through high-quality, evidence-based approaches. Additionally, the book presents compelling evidence that demonstrates the positive impact of funding schools in marginalized communities. As a school leader in northern Pakistan, I have personally witnessed the significant barrier posed by limited funds in adopting effective approaches, particularly for girls who face numerous challenges in accessing education. The main message of this book is relevant and applicable to all school systems worldwide: schools need to be financially resourceful and guided by evidence-based policies. There is no greater priority for our world than investing in the best educational opportunities for our children. The education of children is perhaps the only means to ensure the survival of the human race."- Ziauddin Yousafzai, Co-Founder and Board Member, Malala Fund, as well as education activist and author of Let Her Fly: A Father's Journey"Growing up as a child on an inner-city Midlands’ council estate in the 1970s and 80s, I was in receipt of free school meals. Little did I realise then that over 40 years later, in one of the advanced nations in the world, I would be reading a book about what can be done to make schools better for disadvantaged students. This superb work by Professors Gorard, See and Siddiqui builds on years of their research in this field and clearly highlights the impact on the education outcomes, especially at Key Stage 4, of children who are raised in persistent poverty. The authors provide compelling evidence for a less segregated approach to schooling and the positive impact this would have on reducing the disadvantage gap. For me, this is where policymakers’ efforts need to be focused as opposed to criticising schools who serve wonderful but persistently disadvantaged communities."- Darren Hankey, Principal of Hartlepool College of Further Education, UK"This book is original and presents innovative analyses of large-scale and longitudinal trajectories from the National Pupil Data (NPD) in England. It also provides evidence on the impact of funding in tackling educational disadvantage. I agree with the editors that ‘overcoming socioeconomic disadvantage in education has been an important policy area in which international and local government have made huge investments over the last two decades.’ However, there is little evidence-based research to support funding policy that policy makers and school improvement practitioner can use at national and international level. In my view the book “Making Schools Better for Disadvantaged Students” will fill the gap in the field at present. […] I would argue that at present there is lack of good books on tackling educational disadvantaged that are based on strong empirical evidence which may be used by academics, students, policy makers and practitioners in the area of disadvantaged and school funding. Some of the available research in the field are dispersed all over the literature…. Drawing on the various policy initiatives, this book provides comprehensive empirical evidence on education which I have not came across in the field with my 27 years working in the education sector. This is welcome news."- Feyisa Demie, Head of Research at Lambeth LA and Honorary Professor, University of Durham, UK."For an association like ours, whose mission is for Quebec to have a fair education system by eliminating the school segregation caused by subsidized private schools and selective public schools, this book is vital. Many academics are reluctant to draw policy conclusions from their research, but this is certainly not the case with Making Schools Better for Disadvantaged Students. The authors’ recommendations are clear and set out in jargon-free language. For those of us whose job it is to convince the general public and elected representatives of the importance of fairness in education, the evidence contained in this book provides powerful arguments. Hopefully, it will help us to finally put our education system (and society as a whole) on the road to equity."- Stéphane Vigneault, coordinator, École ensemble | ecoleensemble.com"As Chair of Comprehensive Future I hear on a daily basis about the unfairness which riddles our school system through academic selection and poverty. The segregation created by the viciously competitive 11-plus test has little to do with ‘academic potential’ and everything to do with whether a child’s family is affluent and middle class or poor and working class. At Comprehensive Future we are passionate admirers of the work of Gorard, Siddiqui and See. They stand alone as researchers whose work consistently demonstrates that every child, and indeed the whole of society, benefits from an inclusive education. Their latest book is an exciting and ambitious work examining polices worldwide for reducing the poverty attainment gap for disadvantaged students. It offers persuasive arguments not just for an inclusive education system but for educational policies and appropriately targeted funding for students who are persistently at risk of educational disadvantage."- Nuala Burgess, Chair of education pressure group Comprehensive Future, and Research Associate, School of Education, Communication and Society King’s College London, UK"Education has the power to free our children from the chains of ignorance and poverty. This book by Gorard, Siddiqui, and See provides valuable insights on how we can make school education more meaningful for children, particularly those from socioeconomically disadvantaged families. It is encouraging to see that the evidence presented in this book includes studies conducted in Pakistan, India, and other developing countries. This book serves as an important resource for understanding that many educational challenges are widespread, and the most effective way to address them is through high-quality, evidence-based approaches. Additionally, the book presents compelling evidence that demonstrates the positive impact of funding schools in marginalized communities. As a school leader in northern Pakistan, I have personally witnessed the significant barrier posed by limited funds in adopting effective approaches, particularly for girls who face numerous challenges in accessing education. The main message of this book is relevant and applicable to all school systems worldwide: schools need to be financially resourceful and guided by evidence-based policies. There is no greater priority for our world than investing in the best educational opportunities for our children. The education of children is perhaps the only means to ensure the survival of the human race."- Ziauddin Yousafzai, Co-Founder and Board Member, Malala Fund, as well as education activist and author of Let Her Fly: A Father's JourneyTable of ContentsPrefaceList of contentsList of tablesList of figuresGlossary of acronyms and key terms used in the bookINTRODUCTIONChapter 1 – Global interest in narrowing the attainment gapChapter 2 – Why do we care about educational gaps?KEY FINDINGS ON SCHOOL ATTENDANCEChapter 3 – Review of evidence on targeted funding to improve attendance and participationChapter 4 – Improving school attendance in other waysChapter 5 – The importance of attendance at school in India and PakistanKEY FINDINGS ON SCHOOL ATTAINMENTChapter 6 – Using targeted funding to improve attainmentChapter 7 – Studies of improving attainment in other waysISSUES IN EVALUATING PUPIL PREMIUM POLICYChapter 8 – The Pupil Premium funding policy in EnglandChapter 9 – Problems in assessing the impact of Pupil Premium policyChapter 10 - Evaluating Pupil Premium Policy through consideration of long-term disadvantageKEY FINDINGS FOR PUPIL PREMIUM POLICYChapter 11 – Changes in socio-economic segregation between schoolsChapter 12 – Changes in the attainment gapChapter 13 – The character and geography of long-term disadvantageChapter 14 – Combining the results on Pupil Premium fundingCONCLUSIONChapter 15 – What have we learnt and what are the next tasks?References Index

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Book SynopsisTo get the full Being With Our Feelings experience, this book can be purchased alongside the storybooks. All books can be purchased together as a set, Being With Our Feelings: Guidebook and Four Storybooks Set, 978-0-367-77231-4.A vital resource, full of practical advice for developing and nurturing children's emotional, mental and physical wellbeing, this toolkit offers a range of easily implementable, creative options to teach young people how to be with their feelings, themselves and each other with acceptance, kindness and compassion. Using storytelling, movement, drama, art, spoken word, guided meditations and providing plenty of photocopiable and visual aids, the Being With Our Feelings toolkit is a must-have resource for ensuring a mindful, embodied approach to wellbeing. Centred around the teaching of seven key principles carefully designed to develop healthy relationships with our feelings, this toolkit Trade Review"An astounding, sympathetic and empathetic guide to children's emotional health and wellbeing which surely must find a place in every school… It’s just brilliant."Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’."At a time when wellbeing has never been more important, Anita Kate Garai has created a comprehensive and heartfelt guide to embedding practices of awareness, kindness and reflection to how we relate to ourselves and our emotions… a magnificent resource."Lorna Walker, Wellbeing Writer for BBC, Senior Teacher at Youth Mindfulness, Founder of Compassionate System."I love these books! A wonderful toolkit that is a must-have for schools looking to improve their emotional literacy and working with children on how to accept and manage their emotions… I’d recommend Being with Our Feelings to all schools."Penny Whelan, Assistant Head and SENCO, Luton"This book is an essential tool in any teacher’s tool box. It encourages thinking from the point of validating one’s own feelings and gives creative and thoughtful strategies for moving forwards. As a former Primary School Headteacher, Advisor and Consultant to schools, I would not hesitate to ensure that schools and staff had access to this material and used it."Diane McHarg, Former Headteacher, Senior Advisor to Brent Education Authority (London) and Educational Consultant for Headteachers."This is a true guide in how to accept feelings and emotions, and work with them. There are excellent practical activities to develop awareness, for both children and adults alike. The support of exercises and resources facilitate the Being With Our Feelings approach being integrated into schools, so that we can support our children emotionally, with understanding and compassion. Reading this has been a great CPD session for me."Chris Dyson, Head Teacher Parklands Primary School, National Leader of Education."Reading these books makes troubling feelings more relatable and ‘normal.’ As adults, we sometimes forget what it was like to experience these feelings for the first time and feel the isolation that can bring. Being With Our Feelings reminds us all that it is okay to feel the things we feel. Teachers, parents and other carers will find them a very useful tool to help children open up to them."Sally Mofrad, Education and Wellbeing Child Care Worker"There is a great need for this resource. The distinction of being with your feelings, as opposed to seeing them as something to be fixed, is an incredibly important and highly welcome approach. As one reads, we are reassured by Anita Kate’s authority in her field. We can feel her extensive education, training, research, her cross curricular skill set, and her creative and therapeutic experience - both personally and professionally. I love the way the four rhyming stories are written with a strong youth voice element running through, which makes them feel unique and very honest. I will definitely be using Being With Our Feelings extensively in my work and recommend others to do so too."Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East. "Never more needed than now, Being With Our Feelings is an extremely comprehensive resource to support the development of emotionally literate children and adults... Fabulous for any school."Gaynor Price, SEMH Advisory Teacher, City of Birmingham School."Being With Our Feelings is an easy-to-read, highly engaging and go-to resource, that offers out quickly digestible advice… One of the great appeals of this resource and what sets it apart from others, is that it teaches a mindful approach to emotional discomfort, dealing with difficult feelings like anxiety in an accessible, embodied and non-judgemental way. This resource gives me hope that one day our educational system and our world, will be a more mindful, kinder and less anxious place."Emma Whewell, FS Lead, Shepherds Down Special School. Special & Teen Yoga and Mindfulness Teacher.Table of ContentsPART 1: ABOUT BEING WITH OUR FEELINGS (BWOF) PART 2: ACTIVITIES & RESOURCES 1. Keys 1 and 2 (YEAR 3) 2. Keys 3 and 4 (YEAR 4) 3. Keys 5 and 6 (YEAR 5) 4. Key 7, all 7 Keys and transition (YEAR 6) 5. Integrating BWOF Across the School Community PART 3: More Photocopiable Resources 1. The 7 Keys 2. The BWOF questions for mindful embodiment 3. First Aid Box of Mantras 4. Feeling Cards 5. Blank cards 6. Word Banks 7. Door Signs/Posters 8. Badges 9. Useful Phrases 10. Feeling Bubble 11. I Am Feeling… 12. The Creativity Explorers 13. TEARS structure 14. Blank TEAR 15. Language Swaps 16. Meditations PART 4: Appendix

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Book SynopsisIn Equitable Instruction for English Learners in the Content Areas, ESL expert Valentina Gonzalez shows you how to meet the needs of English learners in K-8 classrooms. With an emphasis on comprehensible input, the clear and accessible guidance in this book allows teachers to maintain a high level of instruction and hold all students to high standards while allowing English learners important opportunities to engage with key content area language and excel at subject-specific material. Demonstrating how equity is an essential component to teaching multilingual learners, this book includes engaging practical strategies catered to different grade levels, and it is essential reading for every teacher who works with multilingual learners.

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Book SynopsisThis book explores undergraduate education programmes in a new way. Written by those at the forefront of teaching and learning, it encourages students to delve beneath the surface of their degree subject and reveals important insights about the how, why and where next for education studies.With contributions from course leaders, tutors, current students and recent graduates, this book offers insights from nearly 60 authors based in 20 different institutions from five different countries. The chapters offer opportunities for readers to consider their own learning experiences in a wider context, enhance their understanding of the degree course and actively shape the education studies community of the future.Each chapter is written in an accessible way, with questions to consider' throughout and recommended readings' at the end to advance readers' thinking and reflections. Chapters cover topics such as: Education Studies' development as a degree subject Table of Contents1. Introduction Section 1: Positioning Education Studies 2. Education Studies as an Undergraduate University Subject: A Short History 3. An International Insight into Education Studies 4. Exploring the Identity of an Undergraduate Education Programme Section 2: Practices and Pedagogies of Education Studies 5. Knowing Learning Matters 6. Discovering your Philosophy of Education through Digital Storytelling 7. Assessment for Transformation: Adopting a Humanist Approach to Assessment and Feedback on a BA Education Course 8. Student Achievement and Wellbeing: Understanding Motivation through Self-Determination Theory 9. Taking a Global Perspective: The Nature and Value of Comparative and International Education (CIE) in UK Universities 10. Being ‘International’: The Opportunities and Challenges of Studying Education as an International Student 11. Learning about Research Methods: A Case Study 12. Education for Sustainability: Connecting Students to Outdoor Learning via Forest School 13. The Role and Value of Arts-Based Learning for Education Studies Section 3: Challenge and Change in Education Studies 14. Education and Democracy: The Public Sphere Reclaimed for Educational Study 15. The Role of Social Justice Theory in Education Studies 16. Inclusive Curriculum Matters: Co-creating a Decolonised Education Curriculum Through Student Voices 17. Speaking through Silence: Embracing Fear and Shame in Anti-racist Education 18. Understanding Identity and Positionality through Student-Staff Interactions on an Education Studies Undergraduate Programme 19. Men and Masculinities on Undergraduate Education Studies Degrees 20. Rebalancing Power Relations in Teacher-Student Co-creation Section 4: The Personal and Professional in Education Studies 21. Employability and Pedagogies for Employability in Education Studies 22. Career Identity, Employability and Placements in Education Studies 23. Placements as Mediational Transitions: An Opportunity for Negotiated, Identity-shaping Make-belief Experiences 24. More than your Degree Title: Transferable Skills, Employability, and Diverse Opportunities for Education Students

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Book SynopsisThis edited book offers a new look at community and heritage languages schools around the world, providing a comprehensive and nuanced portrait of language education and cultural understanding in and beyond school contexts. Covering research and practice, the contributors survey the global landscape of community and heritage language schools and explore new developments in the field to understand the challenges the schools face and discuss the impact they have on their students and surrounding communities. Chapters address key topics including language development, academic achievement, professional development, learner identity and agency, online learning and teaching disruptions. Contributors highlight learners' voices throughout, with special attention to overlooked minority language communities and Indigenous voices.Through this wealth of thorough and insightful analysis, the contributors of this book position students of community/heritage languages schools as citizens oTable of ContentsContributor BiographiesPreface Chapter 1 Community/Heritage Languages Schools Transforming Education: Beyond complementary, more than integrationChapter 2 Teaching and Learning Community Languages in Scotland during the COVID-19 Pandemic: Challenges, opportunities, and innovations Chapter 3 Reimagining ‘Language’, ‘Community’, and ‘Identity’ in Community Language Learning Chapter 4 New Possibilities for Heritage Languages within a Reshaped Language Education Landscape: Lessons from the Critical Connections Multilingual Digital Storytelling Project Chapter 5 Arabic Heritage Schools as Sites of Multilingualism and Positive Identity Building in the UKChapter 6 Leading Community/ Heritage Languages Schools Chapter 7 ‘Progressing Progressions’: Design Considerations in the Development of Language Learning Progressions for Community Language Learners Chapter 8 Teacher Professional Identities Across Sectors Chapter 9 "The school made me realise that all Chinese people are different": Constructing Interculturality and Pupils’ Identity in Two Community SchoolsChapter 10 Reasons and Resistance: Parents’ Reflections on Community Language Education in Swedish and Vietnamese Schools Chapter 11 Transnational Vietnamese Parents as Managers of Heritage Language Education: The "How" of "What"Chapter 12 Confronting a Monolingual Mindset: Exploring Pathways to Accreditation for Community Languages Teachers Chapter 13 Community Language School Teachers’ Emotions and Professional LearningChapter 14 Charting Pedagogies for Community/ Heritage Language Learning Within a More Unified, Pluralist View of Languageand Literacy EducationChapter 15 Community Language Learning Supported by Religious and Spiritual Contexts Chapter 16 Religion in Community Language Schools: The beliefs of Brazilian teachers in England Chapter 17 Case Studies: Greek, Arabic and Tamil Language Schools Chapter 18 Parallel Lines: Community/Heritage Languages Schools and Future Research Index

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Book SynopsisStudent engagement is a catch-all term, irresistible to educators and policy makers, and serving many agendas and purposes. This ground-breaking book provides a powerful theory of student engagement, rooted in critical theory and social justice. It sets out a compelling argument for student engagement to promote social justice and to repel neoliberalism in, and through, higher education, addressing three key questions: Student engagement in what? Student engagement for what? Student engagement for whom? The answers draw on Habermas, Honneth, Gramsci, Foucault, and Giroux in examining ideology, power, recognition, resistance, and student engagement, with examples drawn from across the world. It sets out key features, limitations, and failures of neoliberalism in higher education, and indicates how student engagement can resist it. Student engagement calls for higher education institutions to be sites for challenge, debate on values and power, acTrade ReviewStudent Engagement, Higher Education, and Social Justice is a tour de force. It is brilliant in its analysis of the meaning and relevance of student engagement as part of a larger project of empowerment, social justice, and social responsibility. The book is a welcome relief in light of the endless books that have depoliticized the concept and erased its critical theoretical foundations. Morrison and Bramley’s book is essential reading in a time of increasing attacks on education and social justice. It is informative, accessible, lyrical and brilliant in its analysis for addressing education as a vital and critical project. This book is a must reading for educators, parents, students, and others attempting to connect education with the imperatives of pedagogy, social justice, and democracy.'Henry A. Giroux, McMaster University Professor for Scholarship in the Public Interest, The Paulo Freire Distinguished Scholar in Critical Pedagogy, McMaster UniversityThis is the book I wish I’d written! A compelling reframing of student engagement for social justice, this incisively argued text harvests the abundant riches of critical theory with such finesse that it serves both as the "go to" source for understanding the topic of student engagement in its full complexity, and as a model of deploying theory critically and intelligently to enhance analysis of any topic. Vicki Trowler, University of Huddersfield, United Kingdom.'Drawing on Habermas, Honneth, Freire, Giroux, Foucault, and Gramsci, the authors Bramley and Morrison pose the questions ‘student engagement in what, for what and for whom?’. Their answer is in the resistance to neoliberalism in Higher Education and beyond in the pursuit of social justice. Neoliberalism, they quite rightly argue, is unfit for HE. Overcoming it requires a long-term commitment involving critical pedagogy, activism, solidarity, resistance, collectivity and ‘conscientization’ in the ongoing struggle for a better world. In these desperate times of endless austerity in the UK, and creeping fascism, not least in the United States, their book fosters an optimism of the will to challenge the many obstacles we face today.'Mike Cole, Emeritus Professor, Bishop Grosseteste University, United Kingdom. Editor of Education, Equality and Human Rights: Issues of Gender, ‘Race’, Sexuality, Disability and Social Class (5th Edition), and Equality, Education and Human Rights in the United States: Issues of Gender, Race, Sexuality, Disability and Social Class (1st Edition).Table of Contents1. Setting the scene: overview and argument 2. What does ‘engagement’ actually mean? 3. Habermas, knowledge-constitutive interests, and ideology critique for student engagement 4. The ideal speech situation, communicative action, recognition, and student engagement 5. Student engagement in a neoliberal world 6. Foucault, neoliberalism, and higher education 7. Student engagement in the cracks in neoliberalism 8. Student engagement, social justice, and outflanking neoliberalism 9. Retrospect and prospect

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Book SynopsisThis book critically interrogates the function of schooling in the United States of America using the writings of sociologist Zygmunt Bauman. Asking whether the function is to produce citizens, workers, a combination of the two, or something altogether different, it argues that the designs of schooling are part of a carefully crafted ordering, illustrated via an analysis of the ways in which schooling introduces students to various forms of coercion and seduction that socialize students in particular ways: ways that support an order.By engaging with the prolific and insightful works of one of the most prominent social thinkers of the 21st century, this book considers schooling and its contributions to order. Be they solid or liquid modern ordering mechanisms, ordering through repression and seduction, or supporting ordering through the creation of boundaries separating an âœorderly insideâ from its âœdisorderly outside,â schools imperfectly support the construction of order and in doing so, privilege some representations and individuals over others. To order is to harness ambivalence and steer it in directions that privilege the âœinâ group at the expense of the âœoutâ group; and schools, from the curriculum they teach to the values and ideas they promote, are desirable captive marketplaces instrumental in steering this ambivalence.The author ultimately suggests that the function of schools, whether recognized or not, are not so much to educate students to be free thinkers, but rather to be orderly cogs in a particular functional social machine. As such, the book will be of interest to faculty, scholars, and postgraduate-level students with interests in the sociology of education, schooling, sociology, and social theory.

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Book SynopsisAcademic Misfits: Questioned Belongings in Higher Education presents powerful narratives, exploring the experiences of academics who want their voices to be heard. It highlights aspects of the academic world that need to be and should be changed to allow for more equitable experiences.Internationally placed contributors share personal stories of the various ways they have been made to feel out of place in the career path of academia, including accounts of discrimination, careerism, injustices, and the weight of bureaucracy. This book will connect individuals with shared experiences, helping others find comfort, strength, and community in their feelings of misfitting. The authors advocate for more inclusion and independence within academia, where individuals arenât forced into categories and are instead given the freedom to think differently and focus on the value they can bring.This book is for all those involved in academia, especially those interested in a fut

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Book SynopsisQuestioning Gender Politics: Contextualising Educational Disparities in Uncertain Times showcases contemporary thinking on pressing aspects of gender equalities, such as patriarchal culture, sexual harassment, trans rights, queer pedagogies, and sex education in various educational settings and international contexts. This book illustrates how education is an important physical, material and ideological site for understanding and challenging stubborn gender inequalities. Questioning Gender Politics positions itself within existing theorisations and research outlining how gender issues and sexist power cultures have in many cases changed from plain to more insidious inequalities. The notion of education is also expanded to include a broader understanding of how gender issues impinge on education. The range of work explored in this volume includes contributions on modern conceptualisations of gender, feminism and education, transnormativities, queer theory, intersectional pedagogy, postheteronormativity in education, and more. Questioning Gender Politics: Contextualising Educational Disparities in Uncertain Times will be of great value to undergraduate and postgraduate students of Gender and Education, as well as seasoned educators.

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Book SynopsisAs digital platforms become increasingly common and even the norm for literacy learning environments, established frameworks, pedagogies, and theories do not always translate neatly to these new contexts. This edited volume explores the complex relationship between digital platforms and literacies, understanding that they have become an unavoidable part of the literacy and education ecosystem. Chapters address a range of contexts and considerations around the social, technical, and economic complexities of platform technologies and how they have remade literacy teaching and learning. Insightful and innovative, this is key reading for literacy scholars, researchers, and graduate students.

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Book SynopsisThis textbook equips students and educators committed to understanding how art and creative practice work as powerful communicative tools and have a substantial role in advancing civic participation. Alongside promoting educational practices with learners' civic engagement in mind, this book is a call to action, inviting creative educators to explore the potential of art for developing critical perspectives, articulating voices and diverse points of view, and engaging in dialogue across difference. Chapters assist students and educators in understanding critical concepts ranging from the protections afforded art under the constitution, to the role of civic institutions such as museums, community arts centers, and schools in advancing civic participation. They also present the relationship between art, education, and civic engagement using watershed political moments such as voter suppression initiatives, xenophobic reactions to the COVID-19 pandemic, and widespread national B

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Book SynopsisThis book responds to the need for new ways of defining the aims and forms of education, in an age that has seen the ideals of progress and growth lead the planet and its inhabitants to the brink of extinction.Arguing that contemporary ideas of performance and accountability counter the heart of education, the book calls for a retuning of education that encourages the younger generation to study objects and ideas for their own sake, rather than to appease established and conventional notions in society therefore stepping into a common space of reflection and study. The chapters examine why and how we educate, and offer the alternative of engaging with educational questions, not determined by the logic of progress and growth but with an objective of creating a relation to the world around us. Using the works of Hannah Arendt combined with the tradition of Allgemeine Pädagogik to argue for a new conception of Bildung, the book encourages a method that emphasises outrospection

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Book SynopsisDrawing from original research and recent developments in theory, Researching Social Inequalities in Higher Education brings together insights from multiple national contexts and phases to consider a diverse range of equity issues in higher education.Authored by current and recently graduated PhD students, chapters examine the socioeconomic, ethnic and gender equalities at play within each of the following components: access to higher education the student experience the academic workforceAn essential read for anyone researching higher education, or wishing to address social inequalities within higher education, this volume unpacks how higher education is becoming more accessible, inclusive and beneficial to an increasingly diverse population of students and staff.

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Book SynopsisThis novel volume investigates the motivations behind disruptive pupil behaviour and offers practical guidance through discussion of a novel theoretical framework that explores how students perceive schooling, uncovering what their behaviour can tell us about how to adjust the school environment.Drawing on cutting-edge research and internationally relevant themes, chapters argue that non-compliant behaviour by students is not mindlessly reactive but is purposeful a means to make themselves heard. The book explores a dynamic understanding of the processes of placemaking and offers insights on how students create ''student-friendly'' places by re-appropriating spaces within schools and why they might behave in certain ways. Arguing that the wider implications of a failure in educational policy is detrimental to student retainment and success, the book will ultimately have ramifications across disciplines and classroom contexts in improving student engagement.This book wTable of Contents1. Introduction 2. Power, Resistance and Voice 3. Place and its Investigation 4. Space and Place in School 5. Creating Places of Resistance 6. Movement and Barriers to Movement in School 7. Disaffected Young People, Relationships with School Staff and Student Voice 8. Unconventional Relationships and Trust 9. The Limitations of Democratic Student Voice Structures 10. Vocational Education, Imagined Futures and Cruel Optimism 11. The Nature of Schoolwork and its Relationship to Identity and Resistance 12. A Compartmentalised Experience of School 13. Resistance is not Futile

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Book Synopsisbell hooks was one of the most influential voices in critical and culturally responsive education. In recognition of the magnificence of bellâs contributions to the field of education, this book is the first of its kind to bring together scholars, educators, and young people to honor her broad and deep legacy. Written in letter form, each chapter reflects how bell hooksâ many influential books have shaped the lives and livelihoods of the people who have read them. Narrative in style and accessible to a wide audience of readers, this collection serves as a bridge between the philosophical and the practical components to bellâs work, as authors demonstrate the direct influence and application of hooksâ legacy in their lives. Love Letters to bell hooks is a wonderful companion to any of bellâs other works and is especially relevant to undergraduate and graduate students of Education, as well as in-service educators pursuing professional development.

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Book SynopsisBased on the second series of the popular Inclusion Dialogue podcasts, Joanne Banks explores the tensions, debates and understandings of inclusive education in context of current policy changes. Featuring in-depth interviews with 12 world-renown academics, this book provides a comprehensive overview of the current tensions and conceptual understandings in the field.Delving further into diverse viewpoints around special education, and how mainstream education includes and excludes students, Banks broadens the discussions started in the first podcast series by highlighting nuanced alternative perspectives, national contexts and historical developments. Given the diversity of the authors themselves in terms of their geography, career stage and views on inclusive education, the chapters highlight key issues around how we theorise inclusive education, the diversity of views in how inclusion can be measured, the intersections between disability and other student characterist

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Book SynopsisWeaving together theory, research, and practice, this edited volume provides rich accounts of teaching from faculty at a predominantly white institution who participated in a community of antiracist praxis - a cycle of action and reflection on pedagogy.The chapters highlight the ways in which faculty can transform classrooms and colorblind discourses in higher education. They center the voices of faculty who are âon the groundâ and grappling with their own positionality and academic training to present an antiracist pedagogy that emphasises student agency and authority, exposes whiteness in course content and inquiry processes, and introduces students to new ways of knowing that are racially just. Each contributing author offers principles, teaching activities, and resources that readers can apply in their own disciplinary or interdisciplinary contexts.Written for faculty, graduate students, DEI administrators, and pedagogy specialists in higher education, this book urges readers who work and teach in higher education to action, and paves a path forward through the creation of communities of antiracist praxis.

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Book SynopsisThis illuminating volume explores the often-overlooked relationship between college student activism and well-being, drawing on a multi-phase study that explores college studentsâ perspectives on how their activism impacts their well-being.Based on a study of 119 US college students, the authors share their findings through a constructivist, qualitative lens, revealing three key themes: The link between student activism and studentsâ identities, the non-negotiable time costs of activism and associated burnout, and the ways that students and higher education can benefit from a different way of considering university and community care. With scholarship exploring the connections between college student activism and well-being still nascent, this book pioneers a fresh understanding of the intersection between student activism and well-being, amplifying authentic student voices throughout and offering practical recommendations for student support. Through a combination of persona

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Book SynopsisSurveillance Education explores the pervasive use of digital surveillance technologies in schools and assesses its pernicious effects on students. Recognizing that the use of digital technologies will persist, the authors instead offer practical ways to ameliorate their impact.In our era of surveillance capitalism, digital media technologies are ever more intertwined into the educational process. Schools are presented with digital technologies as tools of convenience for gathering and grading student work, as tools of support to foster a more equitable learning environment, and as tools of safety for predicting or preventing violence or monitoring mental, emotional, and physical health. Despite a dearth of evidence to confirm their effectiveness, digital data collection and tracking is often presented as a way to improve educational outcomes and safety. This book challenges these fallacious assumptions and argues that the use of digital media technologies has caused

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Book SynopsisDisrupting the individualism of much conventional psychological research into learning, this book presents a situated, practice-based understanding of learning, based on the theories of situated learning and practice architectures, conceptualising learning as ontological transformation.While accepting that learning is consequential for learners, this book explores how learning matters for and in the world. The authors present a view of learning not just in the context of the lives of learners and those around them, but as part of the dynamic and organic site-ontological processes of world-historical and ecological change. While learners may be stars in their own lives and learning, they are also living, agentic beings who are part of Earthâs community of life and who respond to the changing world in ways that are consequential beyond their own lives. The book explores the place of learning from the point of view of the world as much as from the point of view of the learner. D

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Book SynopsisThis accessible book is a trusted companion for every teacher who has found themselves in charge of a tutor group. Inside, youâll find a treasure trove of activities that require little to no planning but will have a positive and engaging impact on your pupils.Bursting with creativity and actionable tips, the book recognises the myriad demands on a teacherâs time and is centred around making tutor time meaningful and giving students the best start to the day. Divided into three key sections - School Culture and Community, Health and Wellbeing, and Academic Improvement â a variety of activities are provided, each with helpful background context as well as clear instructions and discussion prompts. The activities cover diverse topics, from SEND support to forming habits, and will create a tutor time curriculum which strengthens your understanding of each pupil in your care and facilitates positive relationships and support amongst students and staff.Transforming your

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Book SynopsisThe cornerstone of this book is the innovative concept of profiguration, a term coined by Fidel Molina-Luque to encapsulate the essential agreement and recognition required between generations in contemporary society.Profiguration emphasises the intrinsic value of interdependence across all age groups, fostering a holistic life experience for the young, adults, and the elderly. Rooted in our social nature, especially crucial amid the current crisis, profiguration becomes a poignant antidote to loneliness. The imperative of mutual love and care is heightened, illuminating the path to a fulfilled existence. This book advocates a paradigm shift through the lenses of sociology and social sciences, stressing the urgency of a mindset overhaul. It calls for a new social contract grounded in altruism for both current and future generations, highlighting the importance of love, solidarity, and dialogue. Beyond interpersonal dynamics, it underscores the pivotal roles of education, sustainability, and environmental stewardship, aspiring to shape a more promising present and future within a conscientious societal framework.Tailored to engage scholars, professionals, and students alike, its accessible concepts are easily comprehensible and applicable across the following fields: Sociology, Anthropology, Social Work, Education, Law and Business Administration and Health studies (Medicine, Nursing, Physiotherapy), amongst others.

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