Moral and social purpose of education Books
Taylor & Francis Ltd (Sales) Literacy Reading the Word and the World
Book SynopsisFreire and Macedo analyse the connection between literacy and politics according to whether it produces existing social relations, or introduces a new set of cultural practices that promote democratic and emancipatory change.Trade Review`What is always so enjoyable in Friere's writing is that he is his own model. The mixture of pulsating action and quiet intellectual reflection in these pages is exactly his view of reading...Every chapter in these 180 pages asks teachers to think again about how they teach, what they want for their pupils and how to get on with it'. - Norman Evans, TESTable of ContentsIntroduction Literacy and the Pedagogy of Political Empowerment, Henry A.Giroux; Chapter 1 The Importance of the Act of Reading; Chapter 2 Adult Literacy and Popular Libraries; Chapter 3 Rethinking Literacy: A Dialogue; Chapter 4 The People Speak Their Word: Literacy in Action; Chapter 5 Literacy in Guinea-Bissau Revisited; Chapter 6 The Illiteracy of Literacy in the United States; Chapter 7 Literacy and Critical Pedagogy;
£42.74
Taylor & Francis Ltd Race Class and Gender in Exclusion From School
Book SynopsisThis book explores the impact of ''race'', class and gender on the interaction of pupils and their teachers in the classroom setting. It seeks to examine the extent to which these variables can account for differential rates of school exclusion between pupils from different ethnic/racial groups, socio-economic classes and genders.Table of ContentsSeries Editor Preface 1. Theoretical Overview 2. School Ethos and the 'Value' of Exclusion 3. Teachers and Pupils - Relationships of Power and Resistance 4. Interrelations of 'Race' and Gender in School 5. Gendering 'Race' 6. 'Race' and the Social Consequences of Exclusion 7. Future Prospects - Towards Inclusive Education for All
£177.53
McGill-Queen's University Press Transforming Conversations
Book SynopsisAn accounting of feminism’s effect on Canadian education policy and practice since the Royal Commission on the Status of Women.Trade Review"Transforming Conversations is an important and timely contribution that sheds light on several hidden and undervalued perspectives and studies within the field of education in Canada. It is especially relevant given the current volatility of feminism in a global context." Cecilia Reynolds, Memorial University of Newfoundland
£87.00
University of British Columbia Press Military Education and the British Empire
Book SynopsisBringing together the world's leading scholars on the subject, Military Education and the British Empire explores distinct national narratives within a comparative context to expose the role of military education in maintaining empire.Trade Review"[T]his important, timely, and authoritative volume brings the history of military education to bear on matters of contemporary and continuing relevance." -- Aimée Fox * History of Education *This collection makes important contributions to on-going historiography by centring military education as a point of analysis rather than treating it as an aside and by placing it within transnational context. -- Mary Chaktiris * Historical Studies in Education *Table of ContentsIntroduction / Douglas E. Delaney and Robert C. Engen1 Ubique: The Royal Engineers Establishment, 1815–69 / Claire Cookson-Hills2 Fashioning Imperial Canadians: The Royal Military College, 1874–1900 / E. Jane Errington3 “Doctrine, the Soul of Warfare”: Sir Julian Corbett and the Teaching of Strategy in the Royal Navy before 1914 / Andrew Lambert4 Australian Military Education, 1901–18 / John Connor5 South Africa and the Making of Military Officers, 1902–48 / Ian van der Waag6 The Spirit of an Air Force: Learning about Air Power, 1919–49 / Randall Wakelam7 Preparing for a Better War: The Admiralty’s Challenge of Educating Naval Officers, 1919–39 / Joseph Moretz8 The British and Indian Army Staff Colleges in the Interwar Years / Mark Frost9 Education in the Indian Army, 1920–46 / Alan Jeffreys10 “Necessarily of an Experimental Character”: The Interwar Period and the Imperial Defence College / Andrew Stewart11 From Imperial to Nationalist Canadians: The Impact of the Second World War on Canadian Army Staff Education / Howard G. CoombsConcluding Remarks / Douglas E. Delaney and Meghan FitzpatrickSelect Bibliography; List of Contributors; Index
£62.90
MN - University of British Columbia Press Postsecondary Education in British Columbia
Book SynopsisPostsecondary Education in British Columbia is a thoughtful critical analysis of the role of social justice, human capital, and the market in the development of institutions and public policy in BC education since 1960.Trade ReviewCowin’s work serves as an exemplary contribution to Canadian higher education literature. -- Tamara Leary * Canadian Journal of Higher Education *[...]the author impressively balances breadth and depth across substantive content and theoretical analyses. -- Theresa Shanahan * Historical Studies in Education *Table of Contents1 Introduction2 Setting the Stage3 Policy Rationales4 Clear Intentions (1960–79)5 Assumptions Challenged (1980–99)6 Cynicism (2000–15)7 ConclusionNotes ReferencesIndex
£808.52
University of British Columbia Press Postsecondary Education in British Columbia
Book SynopsisPostsecondary Education in British Columbia is a thoughtful critical analysis of the role of social justice, human capital, and the market in the development of institutions and public policy in BC education since 1960.Trade ReviewCowin’s work serves as an exemplary contribution to Canadian higher education literature. -- Tamara Leary * Canadian Journal of Higher Education *[...]the author impressively balances breadth and depth across substantive content and theoretical analyses. -- Theresa Shanahan * Historical Studies in Education *Table of Contents1 Introduction2 Setting the Stage3 Policy Rationales4 Clear Intentions (1960–79)5 Assumptions Challenged (1980–99)6 Cynicism (2000–15)7 ConclusionNotes ReferencesIndex
£26.99
Les Presses de l'Universite d'Ottawa/University of Ottawa Press The Elective Mind
Book SynopsisWhat is the significance of “higher” education? What is the point of obtaining a degree that includes the study of philosophy? This book argues that university study is a privileged space for self-cultivation but that this space is under threat by both the press of specialization and the “marketing” of undergraduate education.Trade Review“Free from the demands of program requirements and the pragmatic, societal pressure to reduce education to professional training and other such demands, …elective courses offer a unique opportunity, the author argues, to reflect on the human condition and cultivate the student’s human experience. The book intends not just to describe this predicament, but to exemplify the kind of text that can animate such learning.” -- Bruce Gilbert * Chair of Philosophy and Liberal Arts, Full Professor, Bishop's University *Table of ContentsIntroduction Part One – Meeting Place: Socrates in the Agora Part Two – Placing the Text Part Three – Professors in Place Conclusion Works Cited
£13.50
University of Ottawa Press Doing Democracy in Third Places
Book Synopsis
£36.05
University of Ottawa Press Doing Democracy in Third Places
Book Synopsis
£18.95
State University Press of New York (SUNY) Educating Democratic Citizens in Troubled Times Qualitative Studies of Current Efforts
£24.27
Taylor & Francis Inc Teachers Guide for in the Shadow of Race Growing
Book SynopsisThis Teacher''s Guide accompanies In the Shadow of Race: Growing Up as a Multiethnic, Multicultural, and Multiracial American by Teja Arboleda. It has a twofold purpose. First, it facilitates K-12 and university faculty in situating Arboleda''s book within the fields of race relations, multicultural education, and related disciplines. Second, it is intended to critique and problematize the book''s content so that it can be used to stimulate critical thought, debate, and action oriented toward increasing social justice among its readers both inside and outside of the classroom. To facilitate use of In the Shadow of Race as a course text, topics for discussion included in this Teacher''s Guide include the social construction of race; racial separatism versus diversity; racial, ethnic, and cultural identity development; the politics of racial categorization; mixed race peoples; cultural identity vs. identity by heritage; the concept of a cultural home; and cTable of ContentsContents: Preface. Part I: Situating the Research in the Fields of Race Relations and Multicultural Education. Introduction. Language, Terms, and Concepts. Race and Identity. Critique and Problematization of Voice in In the Shadow of Race. Part II: Using ^IIn the Shadow of Race^R in Courses. Implications of In the Shadow of Race for Multiculutral Education. Suggestions for How to Use In the Shadow of Race in the Multicultural Education, Race-Related Education, and General Studies Classroom. Part III: Bibliography. References and Additional Resources.
£24.99
Taylor & Francis Inc Indigenous Educational Models for Contemporary
Book SynopsisWhat is the philosophy that should drive native education policy and practice? In July 1997 a group of native educational leaders from the United States (including Alaska and Hawai''i), Canada, Australia, and New Zealand gathered to define a potential solution to this question. This book passes on the individual educational philosophies of the participants and captures the essence of each in a dynamic, transformational, and holistic model--Go to the Source--which forwards a collective vision for a native language- and culture-based educational philosophy that native educational leaders and teachers, policymakers, and curriculum developers can use to ground their work. For more information visit http://ed-web2.educ.msu.edu/voice/Trade Review"The book and the In Our Mother's Voice Web site are recommended for educators, legislators, and students of Native populations."—CHOICE"The book holds great promise as a tool to help various First Nations frame and give voice to their perspectives on education and to engage in the construction of an Indigenous educational policy and practice. Refreshing about the book is its representation of models using real-life artifacts that were constructed by participants to assist them in telling their individual and tribal stories of education."—The Alberta Journal of Educational Research"As is customary is most Iroquois gatherings, the words that come before all else are those of giving thanks for the all the gifts of life....so it is with the same spirit that I begin the Foreword for this book....The initial goal was to gather indigenous educational leaders together for a forum focused on sharing knowledge and best practices for the native children from various indigenous groups from throughout the world....Like many of our ancestors were in their lifetimes, the educators at this gathering represented the ones who assumed their responsibilities to care for the next seven generations. They are the ones who, throughout their lives, have fought the tough battles to perpetuate traditional native knowledge and to develop education that develops indigenous youth into whole human beings....I believe this compilation of their collective wisdom about creating meaningful knowledge will make a difference....Through this book, we hope that we will leave even better paths to education for the generations yet to come."—Valorie JohnsonFrom the "Foreword""Indigenous Educational Models for Contemporary Practice: In Our Mother's Voice gives meaning to Article 15 of the United Nation's Draft Declaration of Indigenous People's Rights. The Declaration proclaims, 'Indigenous children have the right to all levels and forms of education of the State. All indigenous peoples also have this right and the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.' The legacy of colonialism and genocide has made it difficult to fulfill this right. Many educational traditions and practices have been lost or only remain in the memories of survivors of the indigenous people's holocaust. This book restores this educational legacy and adapts it to the reality of the global economy and culture. Further, it does more than recapture a lost past. The educational models included in this volume affirm the vitality of these traditions and their adaptability to contemporary times....It is my hope that the educational models described in this book will help put students, teachers, and the world on the path to harmony and hope."—Joel SpringFrom the "Note From the Editor of the Series""The purpose of this book is to create a space for the sharing of conversations and for the learning of both truth and wisdom through the ideas of fourteen Native educators from around the globe....Here, these remarkable teachers explore ways to enhance and apply a broader, more inclusive body of knowledge that links the 'best thinking' (theory and inquiry) on Native education with the 'best practices' (leadership, teaching, and learning) across diverse, Native communities. What we learn from these leaders is that our thinking and our work must be community-based and must facilitate the connection of schools, families, and children as we work across cultures to improve Native education. In addition, we learn that we must fashion a comprehensive curriculum that serves the academic, cultural, spiritual, and physical needs of Native children and youth. Finally, the learning experiences in this curriculum must be rooted in social action, which seeks to transform our current educational system, one that has for so long silenced Native peoples. This book begins the work of breaking that silence."—Maenette Kape'ahiokalani Padekene BenhamFrom the PrefaceTable of ContentsContents: J. Spring, From the Series Editor. V. Johnson, Foreword. Preface. M.K.P. Benham, J.E. Cooper, Gathering Together to Travel to the Source: A Vision for a Language and Culture-Based Educational Model. OUR DIFFERENT PATHS TO THE SOURCE:^R Transitions I: Path to a Native Epistemology--The Lightning Tree.K. Cherrington, Building a Child-Centered Model: "An Indigenous Model Must Look to the Future." J. Armstrong, A Holistic Education, Teachings From the Dance-House: "We Cannot Afford to Lose One Native Child." L. Aranga-Low, Grounding Vision on the Three Baskets of Knowledge: "Kia ora ai te iwi Maori." Transition II: Path to Native Language and Cultural Revitalization: "Everything You Need to Know Is in the Language."S. Keahi, Advocating for a Stimulating and Language-Based Education: "If You Don't Learn Your Language Where Can You Go Home To?" D. Kipp, A Commitment to Language-Based Education: "Among the Gifts We Can Give Our Children Is Our Cultural Traditions." K. Silva, Revitalizing Culture and Language: "Returning to the 'Aina." G. Kiernan, Building an Indigenous Language Center: "The Children Have the Right to Learn Their Language." Transitions: Path to the Spirit. Transition III: Path to the Spirit: "We Are Walking in a Sacred Manner."S. Suina, Linking Native People Around the Spirituality of All Life: "The Gifts of Our Grandmothers and Grandfathers." G. Gollnick, Creating a Ceremony: "Nature's Model From the Longhouse People." Transitions: Path to Community. Transition IV: Path to Community: "We Want to Remain the Person That Stops and Cares for the Grandparent."L.A. Napier, Building Linkages Across the Community: "To Take Action, Takes Great Courage and Strength." P. Johnson, Envisioning a Community-Centered Education: "We Do Not Own Our Children We Must Honor Them in All Ways." M. Wright, The Circle We Call Community: "As a Community, You All Have to Pull Together." S. Wetere-Bryant, Educational Empowerment for Maori People: "We Are on the Right Path. We Are on the Right Dreaming." R. Medcraft, Locating Global Learning Centers: "With the United Forces of Us All." B. Medicine, Afterword. J. Garcia, Appendix A: Exemplary Native Educational Programs in the United States. Resources for Native Educators. Appendix B: Resources for Native Educators.
£128.25
Taylor & Francis Inc Preventing Violence in Schools
Book SynopsisSchool violence is a burning issue these days. This book provides an in-depth analysis of violence prevention programs and an assessment of their effectiveness, using data from observations, individual interviews, and focus groups, as well as published data from the schools. It is distinguished by its focus on the cultural and structural context of school violence and violence prevention efforts. Where most other researchers use quantitative measures, such as surveys, to assess the effectiveness of violence prevention programs, the authors of this book use qualitative research and ethnography to study the environment where such programs take place. Thus, this work--one of only a few ethnographic studies of violence prevention programs in schools--links previous quantitative research on the topic and critical ethnography. Preventing Violence in Schools: A Challenge to American Democracy: *includes voices of school students, accused of practicing violence, who have beenTrade Review"This book provides and in-depth analysis of violence prevention programs and an assessment of their effectiveness, using data from observations, individual interviews, and focus groups, as well as published data from the schools. It is distinguished by its focus on the cultural and structural context of school violence and violence prevention efforts. Where most other researchers use quantitative measures, such as surveys, to assess the effectiveness of violence prevention programs, the authors of this book use qualitative research and ethnography to study the environment where such programs take place. Thus, this work-one of only a few ethnographic studies of violence prevention programs in schools-links previous quantitative research on the topic and critical ethnography."—AdolescenceTable of ContentsContents: Preface. J.N. Burstyn, Violence and Its Prevention: A Challenge for Schools. Part I: The Social Context of Violence in Schools.R. Casella, What Is Violent About "School Violence?" The Nature of Violence in a City High School. K.M. Williams, The Importance of Ethnography in Understanding Violence in Schools. G. Bender, Resisting Dominance? The Study of a Marginalized Masculinity and Its Construction Within High School Walls. H.W. Gordon, Someone Is Screaming: A Short Story. J.N. Burstyn, Account of an Interview With the Author. K.M. Williams, "Frontin' It": Schooling, Violence, and Relationships in the Hood. K.V. Luschen, Interrupting "Good" Girliness: Sexuality, Education, and the Prevention of Violence Against Women. Part II: Appraising Strategies to Counter School Violence.J.N. Burstyn, R. Stevens, Involving the Whole School in Violence Prevention. R. Casella, The Cultural Foundations of Peer Mediation: Beyond a Behaviorist Model of Urban School Conflict. R. Stevens, Peer Mediation: An Examination of a School District's Training Program for Educators. K.M. Williams, What Derails Peer Mediation? D.P. Guerra, J.N. Burstyn, Reaching Troubled Teens Through a Literacy Tutoring Project. J.N. Burstyn, The Challenge for Schools: To Prevent Violence While Nurturing Democracy.
£82.64
Taylor & Francis Inc Perspectives on Rescuing Urban Literacy Education
Book SynopsisPerspectives on Rescuing Urban Literacy Education: Spies, Saboteurs, and Saints is an exploration of the variables that contribute to the improvement of literacy instruction in large urban school districts. The book grows out of a five-year initiative known as The Dallas Reading Plan--a $50 million collaborative effort between area business and corporate interests, philanthropy, and the Dallas Independent School District. Audiences include university professors and graduate students in reading/literacy education, educational leadership, special education, urban studies, and change management theory, school board members, business and community leaders, classroom teachers, parents, and those concerned with the status of literacy education in urban settings.Table of ContentsContents: Foreword. Preface and Introduction. Part I: Perspectives From the Spies.J. Fullinwider, De Scholarum Natura. R.B. Cooter, Jr., The Pillars of Urban Literacy Instruction: Prerequisites for Change. E.F. Baskin, Change Management Concepts and Models: Sponsorship, Early Adopters, and the Development of Urban Teachers. K.S. Cooter, R.B. Cooter, Jr., Challenges to Change: Implementing Research-Based Reading Instruction in Urban Schools. Part II: Overcoming the Effects of Saboteurs.W.J. Webster, Accountability in Texas: Fair or Foul? R.B. Cooter, Jr., Deep Training + Coaching: A Capacity-Building Model for Teacher Development. L. Allen, An Alchemist's Tale (or...The Marriage of Technology and Literacy in Trying Times). J. Gerlach, Changing Lives on the Boundaries. K. Denson, Minimizing the Effects of Student Mobility Through Teacher and Administrator Training. W.F. Tate, Model-Based Mathematical Languages as Technological Literacy: Some Reflections on an Urban School Challenge. Part III: Saints and Their Rescue Efforts.G.J. Thompson, Logistics of Systemic Change: The Reading Academy. J. Moore, Mentoring Teacher Change: Even Cinderella Had a Coach. B. Mathews, Coaching the Coaches: Challenges of Implementing the Lead Teacher Concept. L. Walker, Teaching the Teacher: Reflections of a Reading Academy Laureate. J. Zimny, Creating a Balanced Literacy Curriculum: One Elementary School Principal's Perspective. K.S. Cooter, Marry Well...Divorce Less: Helping Principals Choose Effective Literacy Programs. J.H. Perkins, Addressing the Literacy Needs of African-American Students and Their Teachers. Part IV: Summary and Conclusions.R.B. Cooter, Jr., Reflections of a Reading Czar.
£128.25
Taylor & Francis Inc Performance Theories in Education
Book SynopsisPerformance Theories in Education: Power, Pedagogy, and the Politics of Identity breaks new ground by presenting a range of approaches to understanding the role, function, impact, and presence of performance in education. It is a definitive contribution to a beginning dialogue on how performance, as a theoretical and pragmatic lens, can be used to view the processes, procedures, and politics of education. The conceptual framework of the volume is the editors'' argument that performance and performativity help to locate and describe repetitive actions plotted within grids of power relationships and social norms that comprise the context of education and schooling. The book brings together performance studies and education researchers, teachers, and scholars to investigate such topics as: *the relationship between performance and performativity in pedagogical practice; *the nature and impact of performing identities in varying contexts; *cultural and community confTrade Review"...a welcome - and much-needed - contribution to the field of educational research, in particular, and of interdisciplinary studies in general. By offering scholars and practitioners an alternative lens through which to view their research initiatives, pedagogical practices, and personal performances, the book creates an opportunity for a radical shift in how we 'do' education."—Education Review"A splendid book, one that will be respectively essential to performance and education scholars but, more importantly, to those working their borders and to those willing to explore them. Most distinctly, unlike other work exploring the sometimes merely metaphorical blur of teaching/performing, this book pushes the policy and curricular reform implications of taking their conjunction seriously. Well-written, well-organized, and powerfully focused on truly high stakes education, this book will and should make a difference."—Della PollockUniversity of North Carolina at Chapel HillTable of ContentsContents: P. McLaren, Foreword. B.K. Alexander, G.L. Anderson, B.P. Gallegos, Introduction: Performance in Education. Part I: Performance and Performativity in Pedagogical Practice.E.L. Pineau, Teaching Is Performance: Reconceptualizing a Problematic Metaphor. B.K. Alexander, Critically Analyzing Pedgagogical Interactions as Performance. J. Hamera, Exposing the Pedagogical Body: Protocols and Tactics. J.T. Warren, Bodily Excess and the Desire for Absence: Whiteness and the Making of (Raced) Educational Subjectivities. Part II: Performance, Power, and the Politics of Identity.B.P. Gallegos, Performing School in the Shadow of Imperialism: A Hybrid (Coyote) Interpretation. D.T. Baszile, When Public Performances Go Awry: Reading the Dynamics of Diversity Through Power, Pedagogy, and Protest on Campus. G. Aleman, Constructing Gay Performances: Regulating Gay Youth in a "Gay-Friendly" High School. L. Urrieta, Jr., "Playing the Game" Versus "Selling Out": Chicanas and Chicanos Relationship to Whitestream Schools. Part III: Policy, Ritual, and Textual Performances.G.L. Anderson, Performing School Reform in the Age of the Political Spectacle. D.E. Foley, Performance Theory and Critical Ethnography: Studying Chicano and Mesquaki Youth. R. Donmoyer, Scientists as Scriptwriters: A Study of Educational Researchers' Influence on Educational Decision Making.
£52.99
Taylor & Francis Inc Civic Education for Diverse Citizens in Global
Book SynopsisThis book explores four interrelated themes: rethinking civic education in light of the diversity of U.S. society; re-examining these notions in an increasingly interconnected global context; re-considering the ways that civic education is researched and practiced; and taking stock of where we are currently through use of an historical understanding of civic education. There is a gap between theory and practice in social studies education: while social studies researchers call for teachers to nurture skills of analysis, decision-making, and participatory citizenship, students in social studies classrooms are often found participating in passive tasks (e.g., quiz and test-taking, worksheet completion, listening to lectures) rather than engaging critically with the curriculum. Civic Education for Diverse Citizens in Global Times, directed at students, researchers and practitioners of social studies education, seeks to engage this divide by offering a collection of worTrade Review"Each of the 12 chapters in this text will leave practitioners, researches, curriculum designers, and anyone else interested in the future of citizenship education rethinking their understanding of the intersection of theory and practice…This book would be useful to reflective practitioners engaged in citizenship education as a research interest, and policy makers who are concerned with revitalizing civic education programs."--James Carpenter, Theory & Research in Social Education (Winter 2009): 144-148Table of ContentsContents: N. Noddings, Foreword. Preface. B.C. Rubin, J.M. Giarelli, Introduction: Civics and Citizenship in Students' Daily Lives: Toward a Sociocultural Understanding of Civic Knowledge and Engagement. Part I:Rethinking Civics and Citizenship in a Diverse Democracy.M.S. Crocco, Reimagining Citizenship Education: Gender, Sexuality, and the Social Studies. B. Chi, T. Howeth, Service-Learning as a Strategy to Promote Citizenship Education and Civic Engagement in an Urban Elementary Charter School. C.L. Hahn, Gender and Civic Education in the United States. Part II: Rethinking Civics and Citizenship in a Global Context. W.K. Richardson, J. Torney-Purta,Connections Between Concepts of Democracy, Citizen Engagement, and Schooling for 14-Year-Olds Across Countries. W. Cahill, A Primer on Democracy and Education in the Era of Globalization. E. Davis, Global Citizenship: Theoretical and Pedagogical Perspectives. Part III: New Approaches to Civic Research and Practice. J.R. Hibbing, A. Rosenthal, Teaching Democracy Appreciation. J. Westheimer, J. Kahne, The Limits of Efficacy: Educating Citizens for a Democratic Society. B.C. Rubin, Civics and Citizenship in Kids’ Daily Lives: Broadening Approaches to Civic Learning, Knowledge, and Engagement. Part IV:Civic Education in a Changing World. H. Giroux, Public Time Versus Emergency Time After September 11th: Democracy, Schooling, and the Culture of Fear. B. Justice, Looking Back to See Ahead: Some Thoughts on the History of Civic Education in the United States.
£128.25
Taylor & Francis Black Education A Transformative Research and
Book SynopsisThis volume presents the findings and recommendations of the American Educational Research Association Sponsored Commission on research in Black Education's investigation of the major issues that hinder the education of Black people in the U.S., other diTrade Review"The book Black Education: A Transformative Research and Action Agenda for the New Century, edited by Joyce E. King, is an educational blueprint for giving the world its third and greatest humanity. All educators, from those who work with the youngest of learners to those who work with graduate students, will find Black Education to be a critical examination of the state of global Black education and what needs to be done by educators and countries to remedy situations that create Black educational underachievement....provides a framework for those of us who seek to continue the onward march of human civilization, liberation, and transformation and provide a golden path for the continuation of our species."—PsycCRITIQUES"This provocative body of work is the result of intensive research investigations that were launched by the Commission on Research in Black Education (CORIBE)....It is a thought-provoking page-turner and a noteworthy read for general audiences who are intrigued with the topic of education reform and issues germane to traditionally underrepresented populations."—Multicultural Review"Once we learn to teach poor Black children, we will likely learn better how to educate all children."—Carol D. LeeFrom Chapter 3, "The State of Knowledge About the Education of African Americans"This volume and the effort of CORIBE...disrupts the discourse of Black inferiority and...suggests that the strengths that are already present and are ripe for development among Black peoples are gifts that humankind the world over so desperately needs....By blurring the artificially constructed lines between research and practice CORIBE has produced a volume that speaks to multiple audiences in multiple ways. It provides a 'grammar' of Black education unlike anything mainstream educational research has ever seen."—Gloria Ladson-BillingsFrom the ForewordTable of ContentsContents: Foreword. Preface. Part I: Theorizing Transformative Black Education Research and Practice.J.E. King, A Transformative Vision of Black Education for Human Freedom. J.E. King, A Declaration of Intellectual Independence for Human Freedom. Part II: Taking Culture Into Account: Learning Theory and Black Education.C.D. Lee, The State of Knowledge About the Education of African Americans. C.D. Lee, Intervention Research Based on Current Views of Cognition and Learning. Part III: Expanding the Knowledgebase in Black Education and Research Globally.W.H. Watkins, Colonial Education in Africa: Retrospects and Prospects. K. Freeman, Black Populations Globally: The Costs of the Underutilization of Blacks in Education. Part IV: Engaging the Language and Policy Nexus in African Education.H.O. Maiga, When the Language of Education Is Not the Language of Culture: The Epistemology of Systems of Knowledge and Pedagogy. B. Lindsay, Initiating Transformations of Realities in African and African American Universities. Part V: Situating Equity Policy and Pedagogy in the Political Economic Context.L. Darling-Hammond, New Standards and Old Inequalities: School Reform and the Education of African American Students. J.G. Nembhard, On the Road to Democratic Economic Participation: Educating African American Youth in the Postindustrial Global Economy. Part VI: Humanizing Education: Diverse Voices.J.E. King, S. Parker, A Detroit Conversation. Z. Muhammad, Faith and Courage to Educate Our Own: Reflections on Islamic Schools in the African American Community. Part VII: Globalizing the Struggle for Black Education: African and Diaspora Experiences.I. Seck, Worldwide Conspiracy Against Black Culture and Education. C. Wright, Black Educational Experiences in Britain: Reflections on the Global Educational Landscape. T.J. Machado da Silva, Black People and Brazilian Education. P.B. Gonçalves e Silva, A New Millennium Research Agenda in Black Education: Some Points to Be Considered for Discussion and Decisions. Part VIII: "Ore Ire"--Catalyzing Transformation in the Academy: Our Charge to Keep.L.C. Tillman, Culturally Sensitive Research and Evaluation: Advancing an Agenda for Black Education. A. Henry,"Anayme Nti"-- As Long As I Am Alive, I Will Never Eat Weeds: The Online Institute As a Catalyst for Research and Action in Black Education. C.A. West-Olatunji, Incidents in the Lives of Harriet Jacobs' Children--A Readers Theatre: Disseminating the Outcomes of Research on the Black Experience in the Academy. D. Hill, Answering a Call for Transformative Education in the New Millennium--"A Charge to Keep": The CORIBE Documentary Video. Afterword. Postscript. Appendice
£128.25
Taylor & Francis Inc Urban Teacher Education and Teaching Innovative
Book SynopsisThis volume illuminates the most pressing challenges faced by urban schools, teachers, teacher candidates, and teacher training programs and offers a range of insights and possibilities for urban teacher education and teaching. Covering issues spanning the broadly theoretical to the urgently practical, it goes beyond the traditional discourses in teacher education to focus on diversity, social justice, democratic schooling, and community building. What emerges is an emphatic message of hope for those committed to the ongoing project of improving urban teacher education and working in urban settings. Contributors from Canada, the United States, and the Caribbean bring rich and divergent knowledges, perspectives, and cultural experiences to their discussion of the three central themes around which the book is organized:â the conceptual framing of key issues in urban schooling;â pre-service teacher preparation for urban transformation; and â culturally relevant pedagogy and advocacy in urban settings.This book is intended for all students, practitioners, and researchers involved in urban education. It is appropriate as a text for student teaching and field experience seminars, and for courses dealing with social issues, educational policy, curriculum development, and multicultural teacher education.Table of ContentsContents: P.C. Murrell, Jr., Foreword. Preface. R.P. Solomon, D.N.R. Sekayi, Introduction. Part I:Theoretical and Conceptual Framing of Urban Schooling. Introduction to Part I. S. James-Wilson,Using Representation to Conceptualize a Social Justice Approach to Urban Teacher Preparation. B-J. Daniel,Developing Educational Collectives and Networks: Moving Beyond the Boundaries of “Community” in Urban Education. L. Weiner,Gender, Power, and Accountability in Urban Teacher Education: Tensions of Women Working With Women. Part II:Pre-Service Teacher Preparation for Urban Transformation. Introduction to Part II. R.P. Solomon, R.K. Manoukian, J. Clarke, Pre-Service Teachers as Border-Crossers: Linking Urban Schools and Communities Through Service Learning. H. Smaller,Moving Beyond Institutional Boundaries in Inner-City Teacher Education. P.A. Young,Thinking Outside the Box: Fostering Racial & Ethnic Discourses in Urban Teacher Education. C.H. Gentles,Critical Pedagogy and Authoritarian Culture: Challenges of Jamaican Migrant Teachers in American Urban Schools. H. Evans, J. Tucker,Confronting Post-Colonial Legacies Through Pre-Service Teacher Education: The Case of Jamaica. Part III:Culturally Relevant Pedagogy and Advocacy in Urban Settings. Introduction to Part III. D.N.R. Sekayi, Student Resistance to Culturally Irrelevant Curriculum and Pedagogy: The Role of Critical Consciousness. R. Minott-Bent, Integrating Computer-Facilitated Learning in Urban Schools: The Challenges to a Pre-Service Teacher. W. Brooks,The Literary Voices of Urban Adolescents: Multi-Factor Influences on Textual Interpretations. R.P. Solomon, A.M.A. Allen, A. Campbell,The Politics of Advocacy, Strategies for Change: Diversity and Social Justice Pedagogy in Urban Schools. C. Reid,The Confluence of Teacher Education and Inner-City Activism: A Reciprocal Possibility.
£142.50
Taylor & Francis Inc Reframing Sociocultural Research on Literacy
Book SynopsisThis landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources. *Part I, âœRethinking Conceptual Frameworks,â offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory.*Part II, âœRethinking Knowledge and Representation,â considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or sharedâchallenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders. Employing the lens of âœcritical sociocultural research,â this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education.Trade ReviewWinner of the 2007 NRC Edward Fry Book Award "Cynthia Lewis, Pat Enciso, and Elizabeth Moje have published thought-provoking writing that pushes against the deracinated, agency-free borders of some, though by no means all, current socio-cultural theory...The book is targeted at other researchers and graduate students; as I read it, I began to see its utility for pre- and inservice teachers as well." -- Language Arts, Vol. 86, No. 1, September 2008 "This volume offers a critical sociocultural research framework that challenges the taken-for-granted positions in literacy research and scholarship, and therefore broadens the scope of research in the field of literacy learning and practice. This volume is also of considerable pedagogical significance because it helps us better understand how disenfranchised literacy learners negotiate and construct their social identity, agency and power through their learning processes."--Jie Zhao, Pedagogies: An International Journal, October 2009Table of ContentsContents: B. Street, Foreword. Preface and Acknowledgements. C. Lewis, P. Enciso, E. Moje, Introduction: Reframing Sociocultural Research on Literacy. Part I:Rethinking Conceptual Frameworks. E.B. Moje, C. Lewis, Examining Opportunities to Learn Literacy: The Role of Critical Sociocultural Literacy Research. P. Enciso, Narrations of History and Transformation in Sociocultural Theories. R. Rogers, C. Fuller, 'As If You Heard It From Your Momma': Reconstructing Histories of Participation With Literacy Education in an Adult Education Class. K.D. Gutiérrez, Commentary. Part II:Rethinking Knowledge and Representation.M.F. Orellana, Moving Words and Moving Worlds: The Challenges of Being “In the Middle”. J. Guerra, Out of the Valley: Transcultural Repositioning as Rhetorical Practice in Research. B. Fecho, S. Meacham, Research Sites as Transactional Spaces. L. Moll, E. Rubenstein-Ávila, Commentary.
£172.08
Taylor & Francis Inc LearnerCentered Leadership Research Policy and
Book SynopsisMany new approaches to school improvement are being proposed in the current climate of assessment and school accountability. This book explores one of these approaches, a new model of leadership training known as Learner-Centered Leadership (LCL). It is built around the fundamental idea that learning and learning communities are natural processes that, when properly harnessed, can lead to the highest levels of professional engagement and problem solving. Key features of this exciting new approach to school leadership include the following: Broad-based and Generative—The book’s narratives vividly illustrate the extraordinary ability of LCL to generate new approaches to leadership development. For example, encouraging and assisting school leaders to reflect on their own leadership attributes relative to the implementation of the school mission to ensure high teacher efficacy and student learning. In this respect the volume contributes significantly to the Trade Review"I admire the work of those in the LCL movement... the book has enouraged me to find out more about the program. If that is the goal of Danzig, Borman, Jones, and Wright, they have succeeded..." - Stephen A. Truhon, PsycCRITIQUESTable of ContentsContents:D.C. Berliner, Foreword. Part I:Introduction and Overview of Learner-Centered Leadership.A.B. Danzig, K.M. Borman, B.A. Jones, W.F. Wright, Learner-Centered Leadership: New Directions for School Leadership in a National Perspective. Part II:Historical and Intellectual Underpinnings of Learner-Centered Leadership—Policy Shifts and Historical Shifts in Professional Development for Principals. A. Lieberman, B. Falk, L. Alexander,A Culture in the Making: Leadership in Learner-Centered Schools. A.B. Danzig, G. Blankson, G. Kiltz, A Learner-Centered Approach to Leadership Preparation and Professional Development. G.T. Bellamy, C.L. Fulmer, M.J. Murphy, R. Muth, Conceptual Foundations for Principal Leadership. Part III: Professional Development, Context Knowledge, Curricular Reform, and Administrator Development.L.M.C. Clarkson, K.S. Louis, Leadership for Curriculum Change: Schools Engaged in “Closing the Gap”. J.A. Middleton, K. Coleman, The Development of Leadership in Mathematics: Cases of Urban Reform. K. DeMoss, C.J. Wood, R. Howell, Eliminating Isolation to Foster Learner-Centered Leadership: Lessons From Rural Schools and Research Universities. T. Browne-Ferrigno, J.C. Lindle, Kentucky’s Collaborative Model for Developing School Leaders for Rural High-Need Schools: Principals Excellence Program. Part IV:Research and Practice on School Leadership and Professional Development.J.C. Wayman, S. Midgley, S. Stringfield, Leadership for Data-Based Decision Making: Collaborative Educator Teams. B.A. Jones, N.D. Jackson, Learner-Centered Leadership in “Urban” Contexts: Key Elements to Consider for Professional Development. K.M. Borman, T. Boydston, W. Katzenmeyer, Managing Policy Issues in Carrying Out Systemic Reform: Lessons for Principals From Chicago, El Paso, Memphis, and Miami. Part V:Social Justice and Urban Reform Issues in Professional Development for Learner-Centered School Leaders.E. Fierro, M.L. González,Leadership in Border Rural Areas: A Pedagogical Awakening of a Principal Preparation Program. A.B. Danzig, W.F. Wright, Using Story and Narrative to Enhance the Professional Development of Learner-Centered Leaders. R.J. Starratt, Moral Issues in a Test-Driven Accountability Agenda: Moral Challenges for Learning-Centered Leadership.
£128.25
Taylor & Francis Inc A New Paradigm for Global School Systems
Book SynopsisThis volume—a major new contribution to Joel Spring’s reportage and analysis of the intersection of global forces and education—offers a new paradigm for global school systems. Education for global economic competition is the prevailing goal of most national school systems. Spring argues that recent international studies by economists, social psychologists, and others on the social factors that support subjective well-being and longevity should serve as a call to arms to change education policy; the current industrial-consumer paradigm is not supportive of either happiness or long life. Building his argument through an original documentation, synthesis, and critique of prevailing global economic goals for schools and research on social conditions that support happiness and long life, Spring: *develops guidelines for a global core curriculum, methods of instruction, and school organizations; *translates these guidelines into a new paradigm for globTrade Review“A terrific book – both soundly researched and highly original. It should be widely used in courses on curriculum, social studies, policy studies, peace studies, philosophy of education, and many other sub-disciplines.” —Stanford University (Emerita)“I like the balance in Spring’s work between trenchant analysis of existing social, political, and cultural conditions in education, and creative, positive recommendations for ameliorating those conditions through education. He well understands the ideological and political underpinnings of educational practice, but has not given up hope for forms of practice that are more equitable, just, and fair.... The primary value of this book will be in provoking an international debate on the very possibility of a globalized curriculum and what might be involved in it. I believe this is the leading edge question in curriculum today, and across the humanities and social sciences generally.” —University of Alberta“[Spring’s] proposal for a global school system based on the goal of maximizing happiness and longevity along with customization at the local level is, undoubtedly, one of the most original theses I have come across in the field of education.” —Center for Research in Pedagogy and Practice, SingaporeTable of ContentsContents: Goals for a Global School System. Basic Educational Principles for a Long Life and Happiness. A New Paradigm for a Global Curriculum. Ways of Seeing and a Global Core Curriculum. A Prototype for a Global School: Humanity Flag Certification. Humanity: A Prototype Textbook for a Global Core Curriculum. Conclusion: Koyaanisqatsi: Life Out of Balance.
£128.25
Beacon Press Holding Fast to Dreams Empowering Youth from the
Book SynopsisAn education leader relates how his experiences with the civil rights movement led him to develop programs promoting educational success in science and technology for African Americans and others. In Holding Fast to Dreams, 2018 American Council on Education (ACE) Lifetime Achievement Award winner Freeman Hrabowski recounts his journey as an educator, a university president, and a pioneer in developing successful, holistic programs for high-achieving students of all races. When Hrabowski was twelve years old, a civil rights leader visited his Birmingham, Alabama, church and spoke about a children’s march for civil rights and opportunity. That leader was the Reverend Martin Luther King Jr., and that march changed Hrabowski’s life. Until then, Freeman was a kid who loved school and solving math problems. Although his family had always stressed the importance of education, he never expected that the world might change and th
£15.29
John Wiley & Sons Developing Historical Thinkers Supporting
Book SynopsisA practical book that addresses the consistent questions that were posed by secondary social studies teachers during professional learning sessions. In particular, it examines ways to break through the inclination and perception expressed by many teachers that ‘My kids cannot do that.’Trade Review"Filled with excellent examples of model lessons and units, any social studies educator will find this book a valuable addition to their professional library."—CHOICETable of ContentsPrefaceAcknowledgments1. "But My Kids Cannot Do This . . .": Challenging Perceptions About HistoricalInvestigations My Why, Part IMy Why, Part 2Professional LearningThe History Lab 2.0The Only Constant Is Change!Conclusions2:."Yes, Your Students Can Do This": Historical Investigation for All StudentsA Roadmap Teaching UpBuild ScaffoldsIn the Center Ring, Inquiry Versus Coverage and ControlMaking the Inquiry Question Accessible for AllAdapting Historical Sources: Political Cartoons and ImagesModifying a Text SourceScaffolding the ProcessConclusion3. "Is Every Day a Lab?": What Happens Between History Labs? The Twinkies of Lessons"Is Every Day a Lab?"Seriously, No Trench Foot, or Tanks, or Mustard Gas?Woven Into Every Unit"Like a Prairie Fire . . . "What Happens Between History Labs?4. "Is There an Easy Way to Develop Questions . . .?": Sorry, No One Stop ShoppingThe Engagement CliffThe Brain and QuestionsWhy Questions in Social Studies?Organizing the Mental BedroomTypes of QuestionsWe Learned That in October, You Mean I Was Supposed to Remember That?Unit-Wide QuestionsBuilding Lesson-Level QuestionsCoverage Demands Choices"Would You Have Your Student's Debate Slavery?"Open Versus Closed QuestionsThe People in the Past Were StupidThe Tug of War Between Relevance and AccuracyA Little Sex Appeal Goes a Long WayHistorical Categories of InquiryTypese of QuestionsIt Is Iterative and Recursive and Frustrating (but Also Exciting)!Marcus Garvey: The Evolution of a History Lab QuestionHaving Students Develop Their Own QuestionsConclusion5. "Discission Is for Classes Like Foreign Language:" Expanding Discussion in the Classroom to Deepen Student Facility With Historical Thinking Please, Not Another Strike!Not Going to Do ItLet's TalkIt Is Not Just Debates"I Don't Feel Comfortable"Teacher Talk Moves and HistoryBuilding Student Capacity for DiscussionScoring and FeedbackThe Pullman Strike of 1894Source-Based TestimonySetting the StageA Hearing Is Now Called to Order!Discussion and PullmanConclusions6. "My Kids Felt More Seen Today": Teaching Hard Histories Why Hard Histories?Controversial Issues and Hard HistoriesHard Histories and InquiryLGBTQ+ HistoryGetting By With the Help of Some Friends!The InvestigationStructuring the InvestigationIt Wasn't Just Stonewall"No Union Is More Profound Than Marriage"What's the Big Deal?7. Avoiding the Shame of the Scantron Machine: Assessing Historical Thinking Social Studies AssessmentsI Took Tests; Weren't They Assessing My Historical Thinking?Instruction and Assessment DisconnectNo Dates, No Names, Then What Do I Assess?What Tools Are Available for Teachers?Formative Assessment Tools for Historical Thinking"Not Another Essay!": Exploring Alternative Summative AssessmentsConclusionConclusion: "I Don't Always Mention Those Words": The Power of Partnerships Initiating the PartnershipThe Planning MeetingIntervisitations"I Don't Always Mention Those Words"ReferencesIndexAbout the Author
£95.20
New York University Press Educating the Whole Child for the Whole World
Book SynopsisExamines best practices in schools education in the context of an increasingly interconnected worldTrade ReviewCourtney Ross has devoted her life to holistic education for young people. Educating the Whole Child for the Whole World tells the marvelous story of how one day they will be our future leaders and help create a peaceful, just, sustainable and healthy society. -- Deepak ChopraFor more than two decades, everything that carries Courtney Ross’ imprint has symbolized international, out-of-the-box originality, especially through her efforts in education. One extraordinary example of this was the 2001 Sonic Convergence: A Glimpse Into the Global Classroom project. I was involved, both in person and through the use of cutting edge media, mentoring students and faculty participating in the USA, China, and Sweden; then we came together and made beautiful music as I conducted their final, global composition. -- Quincy JonesIve always believed that education is freedom. It opens the door to greater possibilities. In my lifes work in education, Ive turned to Courtney Ross to provide insight and inspiration. The Ross School is an exemplary model of what is attainable for global education in the 21st Century. -- Oprah WinfreyCourtney Ross and I are co-workers in the vineyard of the education of the young. I was inspired when I visited the Ross School years ago. In my own work in founding the now 20-years-old Illinois Math and Science Academy (IMSA), I appreciated the unique qualities of Ross. The Ross School model is clearly a profound example of what the nation and the world needs so desperately. -- Leon M. Lederman,Nobel Laureate in PhysicsWhen I visited the Long Island Ross School I was struck by the way Courtney Ross and her team successfully brought together the elements of an effective school: reflective teachers, innovative curriculum, and student-centered instruction. It is no wonder that the school has been a magnet for some of the most influential education thinkers of our time. In Educating the Whole Child for the Whole World, Suarez-Orozco and Sattin-Bajaj have created a multi-faceted meditation on the ever-evolving Ross model of education, with relevant lessons for educators everywhere. -- Kathleen McCartney,Dean, Harvard Graduate School of EducationTable of ContentsForeword Nick Appelbaum Acknowledgments Introduction Marcelo M. Suarez-Orozco, Carolyn Sattin-Bajaj, and Carola Suarez-OrozcoPart I 1 Education in an Era of Specialized Knowledge Vartan Gregorian 2 The Case for Global Education John Sexton 3 A Tangled Web Howard GardnerPart II 4 Mind, Brain, and Education Antonio Damasio and Hanna Damasio 5 Research Schools Christina Hinton and Kurt W. Fischer 6 Toward a New Educational Philosophy Hideaki KoizumiPart III 7 Multimedia Literacy Elizabeth M. Daley with Holly Willis 8 Object Lessons Sherry Turkle 9 The Trouble with Math Ralph AbrahamPart IV 10 Choreographing the Curriculum Debra McCall 11 Mathematics and Culture William Irwin Thompson 12 The Butterflies of the Soul Antonio M. Battro 13 Educating the Whole Child for the Whole World Sally Booth with Michele Claeys Epilogue Pedro Noguera Conclusion Marcelo M. Suarez-Orozco and Carolyn Sattin-Bajaj About the Contributors Index
£16.19
Taylor & Francis Inc Draw Along With Sammy Sloth
Book SynopsisThe âGet to Know Meâ series is made up of resources aimed at children with additional needs and those who support them in the classroom. Developed by child psychologist Dr Louise Lightfoot and illustrated by Catherine Hicks, the series includes activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). This book, Draw Along Sammy Sloth, is an activity-based picture book story, in which individual children are encouraged to interact with the story in a creative way â through writing, drawing, scrap booking, collage, activities etc. Active engagement helps children to understand and process information, and aids long-term recall. It has been designed to support the individual child and encourage an empathetic and inclusive environment. In this book, we meet Sammy, a sloth who lives in a beautiful tree by the sea. The story follows Sammy as he wakes up one day to find he feels funny and strange. He canât sit still and does not feel like his usual happy and relaxed self. After pacing up and down he meets Anna the Armadillo who tells Sammy that he is silly and has no right to be sad when his life is good. Sammy hears this and feels embarrassed and ashamed of how he has been feeling. Sammy hides away until he meets a kind lizard who shows him kindness and empathy.This book was written with children with anxiety in mind, providing an opportunity to relate to Sammyâs thoughts, feelings, behaviours and experiences. However, children with a range of needs may benefit from the story. The book is written in a narrative style, so it does not use diagnostic labels and is not intended for this purpose. Instead the focus is on creating a common language which children can understand and use to make sense of how they are feeling.A practitioner guidebook is also available (ISBN 9780815349419).Table of ContentsInstructions for Practitioners, Parents and Carers; 2. Draw-along Sammy Sloth
£16.40
Taylor & Francis Ltd (Sales) Boys Dont Try Rethinking Masculinity in Schools
Book SynopsisThere is a significant problem in our schools: too many boys are struggling. The list of things to concern teachers is long. Disappointing academic results, a lack of interest in studying, higher exclusion rates, increasing mental health issues, sexist attitudes, an inability to express emotions... Traditional ideas about masculinity are having a negative impact, not only on males, but females too. In this ground-breaking book, Matt Pinkett and Mark Roberts argue that schools must rethink their efforts to get boys back on track.Boys Don't Try? examines the research around key topics such as anxiety and achievement, behaviour and bullying, schoolwork and self-esteem. It encourages the reader to reflect on how they define masculinity and consider what we want for boys in our schools. Offering practical quick wins, as well as long-term strategies to help boys become happier and achieve greater academic success, the book: offers ways to avoid problematic behaviour by boys and tips to help teachers address poor behaviour when it happens; highlights key areas of pastoral care that need to be recognised by schools; exposes how popular approaches to engaging boys are actually misguided and damaging; details how issues like disadvantage, relationships, violence, peer pressure, and pornography affect boys' perceptions of masculinity and how teachers can challenge these.With an easy-to-navigate three-part structure for each chapter, setting out the stories, key research, and practical solutions, this is essential reading for all classroom teachers and school leaders who are keen to ensure male students enjoy the same success as girls.Trade Review"What do we want for our boys?" Matt and Mark explode myths, challenge some of our preconceptions and suggest alternative routes to success in our raising and educating of boys. And they don't dodge the most sensitive issues.This is a thoughtful, balanced, thoroughly-researched, eminently sensible and practical consideration of how we can support boys to be their best in the classroom and beyond it. It recognises and addresses the pressures boys are under as they make their journey towards manhood. Mark and Matt skilfully demonstrate that if we help boys in schools we will improve education for girls, too.Each chapter is structured according to the story, the research, the solutions: this is positive and forward-looking, asking not only "what’s not wanted?" but "what’s wanted instead?" and so focusses on the future rather than only the past and present.The authors explain honestly, courageously and with humility how and why they have rethought their own perceptions of "the boy problem" to come to a more nuanced and carefully considered understanding of why boys behave in certain stereotypical ways and how they can be encouraged, motivated and inspired to be their best selves. I learnt a huge amount from this book, and I suggest you will, too.- Jill Berry, Former head, now leadership consultantThis is a fabulous book. It's going to be a must-read for any teacher, leader or parents who have ever had concerns or questions about boys' attitudes to school, to learning, to sex, to each other. Boys Don’t Try? Rethinking Masculinity in Schools is impressively ambitious in its scope, tackling a range of key issues with a brilliant blend of the personal and the analytical with a clear, helpful repeating structure: the story, the research, the solutions. Matt and Mark speak from experience, acknowledging their biases and changes of heart; both have voices of conviction and an absolutely authentic desire to find real answers to difficult problems. The final 'other voices' chapter illustrates this perfectly.I loved reading this book and I know thousands of others will too.- Tom Sherrington, Author and education consultantHaving just read Boys Don’t Try? Rethinking Masculinity in Schools by Matt Pinkett and Mark Roberts, I have found myself with a sore neck. Why? Because I found myself nodding in agreement page after page. Like many teachers, at various stages in my career, I have been given really bad advice such as ‘introduce competition into your lessons to engage the boys’ or ‘don’t worry if the boys’ work is a bit untidy, that’s just the way it is with boys’. Matt and Mark address myths like this and use the research evidence, alongside their own experience in schools, to break down many of these widely held beliefs, which serve to do nothing else but compound the problem of gender inequality in schools. Furthermore, they challenge us as educators to reflect on our own gender biases which, whilst uncomfortable at times, is the first step to addressing this problem.The world of education has needed a book like this for a long time. Evidence informed, written by practitioners and not pulling any punches. It gets to the heart of a really serious issue that permeates our education system and should be read by anybody who works in a school.- Shaun Allison, Author, deputy head, and Director of Durrington Research SchoolWe desperately need this book – and more like it. In a data-obsessed education system, the statistics are stark: too many boys, particularly from disadvantaged backgrounds, are falling behind... In Boys Don’t Try? Matt Pinkett and Mark Roberts directly link boys’ relative educational underachievement to mistaken attempts to aspire to an “outdated, but nonetheless widespread idea” about what it means to be a “real man” and “a brand of masculinity that leaves many boys floundering” – and make no mistake, it is a brand, sold hard yet often unthinkingly, with very real casualties. The message is clear: we have a lot of work to do.- Stephanie Keenan, TESThere is something for everyone here, whether you read this as a classroom teacher, determined to do better for all the students in every class, or as a headteacher more worried about whole-school strategy, vision and ethos. This is a call to action, to a brave new world where boys are nurtured and developed. Without putting the blame on schools for the current situation, the authors are clear about just how much good we can do for society if we can do better with our boys in school.- Peter Hall, Schools WeekThe problems identified within this book will be applicable for many schools, and the solutions offered are a fantastic starting point to address many challenging issues to ensure that the opportunities and experiences of all those attending education remain as positive and possible, no matter what your race, gender, religion or cultural background is.- Colin Hill, UKEdChatI’ll be honest and say that I didn’t think I’d learn much from this book. I have always felt that helping boys to achieve was something I knew quite a bit about. After all I have been one, I went to an all boys school and I have a teenage son. However, from the first chapter I realised that I had fallen foul of the ‘myths’ on many occasions. The ‘boy problem’ is not a new phenomenon and is cited as a major challenge to the improvement of our education system and society so it is time to think differently and ‘Boys Don’t Try?’ throws down that gauntlet to all of us.When you read this book you will find yourself with a furrowed brow regularly as you think back through your own school and life experiences; a good book does that – it makes you think. I haven’t been able to walk past a textbook without noticing all of the gender stereotypes that run through so many of them.‘Boys Don’t Try?’ will have an impact on my thinking for a long time to come and has helped me look at my school through a different lens."-Vic Goddard, Principal of Passmores AcademyAs a PGCE student, I was taught about the impact of gendered language on our students, about careful book choices and our own unconscious bias. These lessons stayed with me and helped me to be a better teacher of boys and girls. If these aspects have not been part of your learning as a teacher or a leader, then you need this book.The authors explore, in frank and detailed ways, the myths that surround the education of boys and explain how we need to widen our own expectations of boys as well as their cultural capital. It is uncomfortable to hear of the experiences of some students and teachers which is why this is an important topic. The key message I take away is that boys need the same as girls and that is great teaching and teachers. I particularly applaud the refusal to accept the stereotypes that diminish both genders which means ditching the engagement strategies that we hope motivate boys to learn and yet only succeed in further limiting both genders. Instead the book offers teachers, leaders and parents ways to ensure that all students, whatever gender, achieve and exceed. -Vivienne Porritt, Education and Leadership consultant and National Leader of #WomenEd'Boy's eh?' Our society appears intent on solving our perennial 'boy problem'. Male stereotypes abound about our troublesome boys, from their school disengagement to their violence fuelled pursuits. Mark and Matt, two well respected school teachers, informed by research evidence and personal insights, smash through the simplistic stereotypes and offer a compelling and nuanced exploration of boys, masculinity and much more. This is a highly recommended read for teachers and more.'-Alex Quigley, author of Closing the Vocabulary Gap, The Confident Teacher and Teach Now! EnglishIn their new book Boys Don’t Try? Rethinking Masculinity in Schools, English teachers Matt Pinkett and Mark Roberts unpack a range of reasons why boys are struggling in school. They also debunk some common myths surrounding engagement and behaviour management and provide useful alternatives for the future. Most importantly, they contend that the “problem” with boys is deeply rooted in a toxic idea of masculinity.- Wade Zaglas, Education Review"What do we want for our boys?" Matt and Mark explode myths, challenge some of our preconceptions and suggest alternative routes to success in our raising and educating of boys. And they don't dodge the most sensitive issues.This is a thoughtful, balanced, thoroughly-researched, eminently sensible and practical consideration of how we can support boys to be their best in the classroom and beyond it. It recognises and addresses the pressures boys are under as they make their journey towards manhood. Mark and Matt skilfully demonstrate that if we help boys in schools we will improve education for girls, too.Each chapter is structured according to the story, the research, the solutions: this is positive and forward-looking, asking not only "what’s not wanted?" but "what’s wanted instead?" and so focusses on the future rather than only the past and present.The authors explain honestly, courageously and with humility how and why they have rethought their own perceptions of "the boy problem" to come to a more nuanced and carefully considered understanding of why boys behave in certain stereotypical ways and how they can be encouraged, motivated and inspired to be their best selves. I learnt a huge amount from this book, and I suggest you will, too.- Jill Berry, Former head, now leadership consultantThis is a fabulous book. It's going to be a must-read for any teacher, leader or parents who have ever had concerns or questions about boys' attitudes to school, to learning, to sex, to each other. Boys Don’t Try? Rethinking Masculinity in Schools is impressively ambitious in its scope, tackling a range of key issues with a brilliant blend of the personal and the analytical with a clear, helpful repeating structure: the story, the research, the solutions. Matt and Mark speak from experience, acknowledging their biases and changes of heart; both have voices of conviction and an absolutely authentic desire to find real answers to difficult problems. The final 'other voices' chapter illustrates this perfectly.I loved reading this book and I know thousands of others will too.- Tom Sherrington, Author and education consultantHaving just read Boys Don’t Try? Rethinking Masculinity in Schools by Matt Pinkett and Mark Roberts, I have found myself with a sore neck. Why? Because I found myself nodding in agreement page after page. Like many teachers, at various stages in my career, I have been given really bad advice such as ‘introduce competition into your lessons to engage the boys’ or ‘don’t worry if the boys’ work is a bit untidy, that’s just the way it is with boys’. Matt and Mark address myths like this and use the research evidence, alongside their own experience in schools, to break down many of these widely held beliefs, which serve to do nothing else but compound the problem of gender inequality in schools. Furthermore, they challenge us as educators to reflect on our own gender biases which, whilst uncomfortable at times, is the first step to addressing this problem.The world of education has needed a book like this for a long time. Evidence informed, written by practitioners and not pulling any punches. It gets to the heart of a really serious issue that permeates our education system and should be read by anybody who works in a school.- Shaun Allison, Author, deputy head, and Director of Durrington Research SchoolWe desperately need this book – and more like it. In a data-obsessed education system, the statistics are stark: too many boys, particularly from disadvantaged backgrounds, are falling behind... In Boys Don’t Try? Matt Pinkett and Mark Roberts directly link boys’ relative educational underachievement to mistaken attempts to aspire to an “outdated, but nonetheless widespread idea” about what it means to be a “real man” and “a brand of masculinity that leaves many boys floundering” – and make no mistake, it is a brand, sold hard yet often unthinkingly, with very real casualties. The message is clear: we have a lot of work to do.- Stephanie Keenan, TESThere is something for everyone here, whether you read this as a classroom teacher, determined to do better for all the students in every class, or as a headteacher more worried about whole-school strategy, vision and ethos. This is a call to action, to a brave new world where boys are nurtured and developed. Without putting the blame on schools for the current situation, the authors are clear about just how much good we can do for society if we can do better with our boys in school.- Peter Hall, Schools WeekThe problems identified within this book will be applicable for many schools, and the solutions offered are a fantastic starting point to address many challenging issues to ensure that the opportunities and experiences of all those attending education remain as positive and possible, no matter what your race, gender, religion or cultural background is.- Colin Hill, UKEdChatI’ll be honest and say that I didn’t think I’d learn much from this book. I have always felt that helping boys to achieve was something I knew quite a bit about. After all I have been one, I went to an all boys school and I have a teenage son. However, from the first chapter I realised that I had fallen foul of the ‘myths’ on many occasions. The ‘boy problem’ is not a new phenomenon and is cited as a major challenge to the improvement of our education system and society so it is time to think differently and ‘Boys Don’t Try?’ throws down that gauntlet to all of us.When you read this book you will find yourself with a furrowed brow regularly as you think back through your own school and life experiences; a good book does that – it makes you think. I haven’t been able to walk past a textbook without noticing all of the gender stereotypes that run through so many of them.‘Boys Don’t Try?’ will have an impact on my thinking for a long time to come and has helped me look at my school through a different lens."-Vic Goddard, Principal of Passmores AcademyAs a PGCE student, I was taught about the impact of gendered language on our students, about careful book choices and our own unconscious bias. These lessons stayed with me and helped me to be a better teacher of boys and girls. If these aspects have not been part of your learning as a teacher or a leader, then you need this book.The authors explore, in frank and detailed ways, the myths that surround the education of boys and explain how we need to widen our own expectations of boys as well as their cultural capital. It is uncomfortable to hear of the experiences of some students and teachers which is why this is an important topic. The key message I take away is that boys need the same as girls and that is great teaching and teachers. I particularly applaud the refusal to accept the stereotypes that diminish both genders which means ditching the engagement strategies that we hope motivate boys to learn and yet only succeed in further limiting both genders. Instead the book offers teachers, leaders and parents ways to ensure that all students, whatever gender, achieve and exceed. -Vivienne Porritt, Education and Leadership consultant and National Leader of #WomenEd'Boy's eh?' Our society appears intent on solving our perennial 'boy problem'. Male stereotypes abound about our troublesome boys, from their school disengagement to their violence fuelled pursuits. Mark and Matt, two well respected school teachers, informed by research evidence and personal insights, smash through the simplistic stereotypes and offer a compelling and nuanced exploration of boys, masculinity and much more. This is a highly recommended read for teachers and more.'-Alex Quigley, author of Closing the Vocabulary Gap, The Confident Teacher and Teach Now! EnglishIn their new book Boys Don’t Try? Rethinking Masculinity in Schools, English teachers Matt Pinkett and Mark Roberts unpack a range of reasons why boys are struggling in school. They also debunk some common myths surrounding engagement and behaviour management and provide useful alternatives for the future. Most importantly, they contend that the “problem” with boys is deeply rooted in a toxic idea of masculinity.- Wade Zaglas, Education ReviewUndoubtedly, this text will be most useful for teachers and school leaders seeking ways in which they can challenge forms of non-tender masculinity and promote a more inclusive culture within their own schools. However, within Boys Don’t Try? Pinkett and Roberts provide a broad, accessible introduction to the challenges that face young men in their efforts to become educationally successful and, as such, will be a useful addition to the bookshelves of educational practitioners and researchers alike.- Alex Blower, Boyhood Studies"This is an invigorating call to break out of gender stereotyping and fight hard for every learner to go as far and fast as they can."- Neil Jones, NACETable of Contents1. The Engagement Myth 2. Disadvantaged Students 3. Peer Pressure 4. Mental Health 5. Expectations 6. Sex and Sexism 7. In the Classroom 8. Violence 9. Relationships 10. Other Voices
£19.92
Taylor & Francis Inc Diversity and Inclusion on Campus
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
£42.99
Taylor & Francis Inc Reconceptualizing Curriculum Literacy and
Book SynopsisReconceptualizing Curriculum, Literacy, and Learning for School-Age Mothers offers a portrait of classroom literacy practices and learning opportunities that are provided for school-age mothers in two different schools. Through a series of case studies of school sites, teachers, and students, this book presents evidence of how these at-risk students use literacy in complex ways in the classroom and in their everyday lives. Attuned to the struggle for school-age mothersâ access to meaningful and challenging curriculum in public schools, as well as to the relative dearth of scholarly research on the topic, this volume demonstrates how educators can rethink the issue of schooling for this population of students.Table of ContentsForeword by David SchaafsmaIntroduction: The Education of School-age Mothers in the United States Public Noise around School-Age Motherhood Curriculum, Literacy and Learning for School-Age Mothers Reading with Their Bodies: Motherhood as a Reader Stance Rhetoric of the Future: Writing as a Site for Identity-Making More Than Mothers: Classroom Talk and the Negotiation of Relationships Schooling School-Age Mothers: Motherhood as a Curricular Theme A New Vision for the Education of School-Age Mothers
£128.25
Peter Lang Group AG The Art of Critical Pedagogy
Book SynopsisThis book furthers the discussion concerning critical pedagogy and its practical applications for urban contexts. It addresses two looming, yet under-explored questions that have emerged with the ascendancy of critical pedagogy in the educational discourse: (1) What does critical pedagogy look like in work with urban youth? and (2) How can a systematic investigation of critical work enacted in urban contexts simultaneously draw upon and push the core tenets of critical pedagogy? Addressing the tensions inherent in enacting critical pedagogy between working to disrupt and to successfully navigate oppressive institutionalized structures, and between the practice of critical pedagogy and the current standards-driven climate The Art of Critical Pedagogy seeks to generate authentic internal and external dialogues among educators in search of texts that offer guidance for teaching for a more socially just world.Trade Review«Firmly grounded upon critical educational practices with youth, ‘The Art of Critical Pedagogy’ systematically examines the power of an emancipatory approach to urban schooling in the United States. In so doing, the authors eloquently challenge conservative policies and practices tied to standardized testing and curriculum, calling forth a bold and rigorous critical pedagogy that affirms life, nurtures intellect, and embraces our humanity in the service of a more just world. For those critically committed to a new era of social justice in education, this book represents a significant contribution to this endeavor.» (Antonia Darder, Professor, Educational Policy Studies, University of Illinois-Urbana Champaign) «Despite the pessimism, cynicism, and despair surrounding urban education, this book offers us the kind of public scholarship that gives us what we need most – a hope grounded in the reality that activism and social movements still matter and the people who matter most are those we serve the least.» (Gloria Ladson-Billings, Professor, Kellner Family Chair in Urban Education, University of Wisconsin-Madison) «This is a book for our times. It brings to the fore critical voices that have for too long been neglected in the field of critical pedagogy. ‘The Art of Critical Pedagogy’ is a powerful new contribution to social justice education, written by two emerging leaders in the field whose work is destined to transform the landscape of critical education. Developing critical navigational strategies for urban teachers while advocating a critical pan-ethnic framework for education and a grounded theory of praxis, ‘The Art of Critical Pedagogy’ becomes an engine that drives the transformation of teachers into critical public historians. This book should be at the top of every critical educator’s reading list.» (Peter McLaren, Professor, Graduate School of Education and Information Studies, UCLA) «At a time when the nation is searching for ways to close the achievement gap, reduce the drop-out rate, and improve our urban schools, Duncan-Andrade and Morrell have produced a powerful book that provides insights into how these goals can be achieved. Drawing on years of direct experience teaching and studying urban schools, they show us what it takes to transform classrooms and schools into learning environments that respond to the needs of students and make it possible to use education as a source of hope and empowerment.» (Pedro Noguera, Professor of Sociology, New York University)
£24.37
Fordham University Press Old Schools
Book SynopsisOld Schools marks out a modernist countertradition: a series of engagements with classical education after the rise of progressive pedagogical theories. The book shows how figures in various cultural vanguards, from Victorian Britain to 1970s Brazil, reimagined the old school to make it facilitate the change it seemed to impede.Table of ContentsIntroduction: On Counter- Progressive Pedagogy | 1 1. Surviving Marius: Pater’s Mechanical Exercise | 25 2. Among Fanciulli: Poetry, Pedantry, and Pascoli’s Paedagogium | 59 3. “Copied Out Big”: Instruction in Joyce’s Ulysses | 89 4. Salò and the School of Abuse | 114 5. Schooling in Ruins: Glauber Rocha’s Rome | 137 Acknowledgments | 161 Notes | 165 Index | 219
£25.49
Fordham University Press Old Schools
Book SynopsisOld Schools marks out a modernist countertradition: a series of engagements with classical education after the rise of progressive pedagogical theories. The book shows how figures in various cultural vanguards, from Victorian Britain to 1970s Brazil, reimagined the old school to make it facilitate the change it seemed to impede.Table of ContentsIntroduction: On Counter- Progressive Pedagogy | 1 1. Surviving Marius: Pater’s Mechanical Exercise | 25 2. Among Fanciulli: Poetry, Pedantry, and Pascoli’s Paedagogium | 59 3. “Copied Out Big”: Instruction in Joyce’s Ulysses | 89 4. Salò and the School of Abuse | 114 5. Schooling in Ruins: Glauber Rocha’s Rome | 137 Acknowledgments | 161 Notes | 165 Index | 219
£79.20
New Society Publishers When Kids Rule the School
Book SynopsisHow self-directed democratic schooling builds fulfilling lives and can lead the way back to a civilized society Education is ripe for democratic disruption. Students in most schools are denied fundamental social ideals such as personal freedom, public government, rule of law, and free enterprise. In our increasingly authoritarian post-truth world, self-directed democratic schooling offers a timely alternative: educating children in civilized society and showing that self-motivation outperforms coercion in its power to educate and fulfill. When Kids Rule the School is the first comprehensive guide to democratic schooling, where kids practice life in a self-governed societyempowered as voters, bound by laws, challenged by choice, supported by community, and driven by nature. Through heartwarming stories and hard-headed details, this book covers: Democratic schooling philosophy, theory, and practice School governance by Table of ContentsStoriesPrologue: Taming the WildIntroduction Part One: Self-directed Democratic Schools1. What's a Democratic School? Small-scale Democracy Sudbury Schools Summerhill School Integral Education Free Schools 2. The Circle School Scaled-down World Foundation Principles Part Two: A Case for Democratic Schooling 3. Integral Education: An Emerging Era Traditional to Modern to Integral Fill a Bucket, Light a Fire, Fan a Flame The Radical Difference 4. Democratic Schools: A Better Fit Aligning School with Society's Ideals Alignments Within the School Aligning School with Children's Lives Bliss It Isn't Human Development and Democratic Schooling And Finally There's This 5. Seven Ideas Democratic Schooling in a Nutshell Community: Less Obvious, More Important? Intrinsic Motivation and Autonomy Optimal Challenge: Children Reaching Higher Embodied Cognition and Deep Learning Coercive Curriculum Harms Children Practicing Life Part Three: Thinking about Thinking 6. How and What Do They Learn? Worldviews, Culture Wars, Concerts, and Railroads Expanding the Scope of Education in School Old Ways Integral Learning Patterns Enabled by Democratic Schooling 7. Critical Thinking Capable Cognition Provocations Culture of Critical Thinking Deep Play and Critical Thinking Critical Thinking in Perspective Part Four: In Practice 8. Jargon School Meeting Ends We Seek School Meeting Committees School Meeting Officials Corporations Certification Lawbook Judicial Committee Board of Trustees 9. A Typical Day? Walking Tour Bulletin Board Room Reservations Daily Schedule What You See and What You Don't 10. School Government Elections School Meeting Corporations Staff Management Manual Laws Enforcement and Empowerment Judicial Committee Formal Governance Legal Structure 11. The Chore System 12. Safety, Safety, Safety Standards Laws Safety Practices 13. Moving On: College and the World High School Diplomas College Admissions Not Going College and Degrees Part Five: Frequently Asked Questions Basics Curriculum Assessment and Reporting to Parents Getting into a Democratic School Epilogue: Seeking InfinityAcknowledgmentsAppendix A: Management Manual Table of Contents Appendix B: The Circle School Corporation BylawsAppendix C: Colleges Attended by Circle School GraduatesIndexAbout the AuthorA Note about the Publisher
£14.99
Plough Publishing House Plough Quarterly No. 42 Educating Humans
Book Synopsis
£8.54
Taylor & Francis Ltd Critical Race Theory and Classroom Practice
Book SynopsisThis edited book shows how critical race theory (CRT) can shape teacher practices in ways that improve educational outcomes for all children, especially those most marginalized in PreK-20 classrooms.The volume bridges the gap between the theoretical foundations of critical race theory and its application in formal and informal learning environments. To promote an active and interdisciplinary engagement of critical race praxis, it illuminates the pedagogical possibilities of using CRT while explicitly addressing grade span-specific content area standards and skills. Each chapter explores how educators use a critical race theory lens to deepen student learning, teach honestly about racism and white supremacy, and actively prepare learners to equitably participate in a multiracial democracy.Written for pre- and in-service teachers, teacher educators, and anti-racist community stakeholders, the text addresses the applicability of CRT as a pedagogical practice for PreK-20 e
£38.99
Taylor & Francis Ltd Unintended Consequences of Internationalization
Book SynopsisBy presenting case studies of internationalization in institutions of higher education around the world, this volume identifies unforeseen or unintended impacts within and across countries. With contributions from Africa, Asia, Europe, Latin America, Middle East, and North America the volume considers the nature and origin of positive and negative unintended consequences of internationalization policy and practice in national contexts, while also offering uniquely comparative insights. Chapters consider how internationalization is reflected in curricula, teaching, research, and mobility initiatives to highlight common pitfalls, as well as best practice for effective, sustainable, and equitable internationalization globally. Using a critical lens, the book explores how internationalization offers opportunities for learning, for entrepreneurial change, and for knowledge dissemination, and generates paradoxes and dilemmas in terms of political and ethical issues for indivTrade Review"It is hard to imagine a more needed or timely contribution than the one presented by the book, Unintended Consequences of Internationalization in Higher Education. Kamyab and Raby go beyond critical analysis of important cases, and lay out a framework for exploring internationalization beyond intent. This book will surely become required reading in the field." Gerardo L. Blanco, Ph.D, Academic Director, Center for International Higher Education, Boston College, USA."This book, Unintended Consequences of Internationalization in Higher Education: Comparative International Perspectives on the Impacts of Policy and Practice is a diagnosis of the current situation of the process of internationalization worldwide. It is also drawing guidelines for countries seeking the internationalization. Reading this book means learning from best practices and getting knowledgeable to prepare plans for higher education reform and development."Noureddine Kaabi, Former Secretary of State of Tunisia for Development and International Cooperation"We are going through a period of profound reflection on the roles and rationales of internationalisation of higher education. This book is both timely and necessary to explore unintended consequences and how they are affecting national and institutional policies and practices. The framework presented here offers us a new way to think about internationalisation in order to make it more meaningful both within our institutions and beyond, to the communities we serve."Fiona Hunter, Ph.D., Associate Director, Centre for Higher Education Internationalisation (CHEI) Università Cattolica del Sacro Cuore, Milan, Italy"This book by a truly global team of authors and scholars asks the bold yet timely question: Is internationalization always a good thing? Most importantly, what are its implications for the Global South and how can we best harness the intended and unintended impacts of internationalization? A much-needed and candid addition that can inform practice and scholarship in our field."Rajika Bhandari, Ph.D., scholar-practitioner in international higher education, author, and founder of Rajika Bhandari Advisors."As an age-old practice in learning, internationalization policy carries forth unintended outcomes. In the 21st century, the policy has been dominated by the Global North, and in this book, authors craft a novel framework to analyze and evaluate the unintended outcomes of such dominance on the Global South, offering a long-awaited perspective to enrich the field of comparative international higher education!"Yovana Parmeswaree Soobrayen Veerasamy, Ph.D., Assistant Professor, Stony Brook University, New York, USA. Executive Researcher for the World Council on Intercultural & Global Competence, Founder of MENA group & the Africa group "As the world becomes more complex, so does the work of internationalizing higher education. The unintended consequences that inevitably follow are seldom part of the scholarly discourse. Fortunately, in this pioneering study, Kamyab and Raby provide us with language and tools to embrace this phenomenon. Unintended Consequences of Internationalization in Higher Education offers a useful framework for identifying and analyzing instances where intent and outcome diverge. The impressive lineup of authors the editors have assembled to explore unintended consequences around the world is further testament to the global relevance of this new area of study."Kyle A. Long, Ph.D., Senior Director, Office of Organizational Strategy and Change Northwestern University, USA"Today, globalization is a strategic mainstream factor that affects all sectors of all countries. This book talks about the internationalization in Higher Education focusing on unintended outcomes of internationalization by reporting a very relevant expertise in a comparative study of a range of countries. A very exciting and pleasant investigation!"Khalid Berrada, Ph.D., Professor, Mohammed V University in Rabat, Expert-consultant in Higher Education, Unesco Chairholder "Teaching physics by doing", Morocco"A wide-ranging invitation to think internationally about the layers, facets, and challenges of higher education internationalization. The book unfolds a variety of cases with new perspectives." Adnan El-Amine, Ph.D., Professor of Education, Lebanese University"We would like to think it is safe to assume that practitioners who work to advance higher education internationalization objectives are driven by clear goals that are mostly tied to measurable outcomes. We would also hope that scholars who study internationalization take pains to empirically document and accurately assess the wide range of possible factors. But what about the things the practitioners did not expect, or the outcomes the scholars did not anticipate, the ‘unintended consequences’? This deliberate wording of ‘consequences, both positive and negative, is of critical importance in this new book, for what plays out in one country undoubtedly is never the same in another. This book’s wide geographic scope, particularly on as yet under-explored countries, makes a critical addition to the evolving study of internationalization today and adds depth to the puzzle of evolving internationalization."Bernhard Streitwieser, Ph.D., Associate Professor of International Education & International Affairs, Director, International Education Program, Co-Chair, UNESCO Chair in International Education for Development, Director, Refugee Educational Advancement Laboratory (REAL), Graduate School of Education and Human Development, The George Washington University, Washington, DC "Though the often-referenced iceberg analogy reminds us that much of what is important to a given context remains unseen, hidden below the surface, research on the internationalization of higher education has still largely focused on the direct, intended aspects of our efforts. This timely and insightful book introduces us to the importance of drawing clearer connections with the indirect, unintended outcomes of internationalization. By looking below the surface, we can better avoid missteps in evaluation, underestimation of outcomes and inaccurate projections of goals and outcomes."Anthony C. Ogden, PhD., Founder & Managing Director, Gateway International Group, LLC"This book highlights an important, but often overlooked, concept in the internationalization of higher education – its unintended consequences. In calling individuals working in the field to take a closer look at the purported intents of internationalization, this book calls for a reconsideration of the policies, products, and processes of internationalization as they relate to consequence – particularly those counter to intent. A strength of this book is that it conceptualizes unintended consequences not only as binary – positive or negative – but also as a composite, wherein positive and negative consequences occur simultaneously. Conceptually, the framework presented in this book is useful to practitioners in helping to think more deeply about the impacts of their programs, even if those impacts are not as intended."Melissa Whatley, Ph.D. (she/her/hers), Assistant Professor of International and Global Education, SIT Graduate Institute"The road to hell is paved with good intentions, says the old proverb. For scholars of internationalisation in higher education, this volume provides an excellent collection of cases to explain how misguided aspirations, uncritical thinking and educational malpractices cause unintended consequences which make international teachers and students equally unhappy in the long run. This book should serve as a moral and intellectual guide for all planners and practitioners of higher education internationalisation." Anatoly Oleksiyenko, Ph.D. (Toronto), Associate Professor, Higher Education, Director, Comparative Education Research Centre (CERC), Editor-in-Chief, Universities & Intellectuals HKU Faculty of Education"It is hard to imagine a more needed or timely contribution than the one presented by the book, Unintended Consequences of Internationalization in Higher Education. Kamyab and Raby go beyond critical analysis of important cases, and lay out a framework for exploring internationalization beyond intent. This book will surely become required reading in the field." Gerardo L. Blanco, Ph.D, Academic Director, Center for International Higher Education, Boston College, USA."This book, Unintended Consequences of Internationalization in Higher Education: Comparative International Perspectives on the Impacts of Policy and Practice is a diagnosis of the current situation of the process of internationalization worldwide. It is also drawing guidelines for countries seeking the internationalization. Reading this book means learning from best practices and getting knowledgeable to prepare plans for higher education reform and development."Noureddine Kaabi, Former Secretary of State of Tunisia for Development and International Cooperation"We are going through a period of profound reflection on the roles and rationales of internationalisation of higher education. This book is both timely and necessary to explore unintended consequences and how they are affecting national and institutional policies and practices. The framework presented here offers us a new way to think about internationalisation in order to make it more meaningful both within our institutions and beyond, to the communities we serve."Fiona Hunter, Ph.D., Associate Director, Centre for Higher Education Internationalisation (CHEI) Università Cattolica del Sacro Cuore, Milan, Italy"This book by a truly global team of authors and scholars asks the bold yet timely question: Is internationalization always a good thing? Most importantly, what are its implications for the Global South and how can we best harness the intended and unintended impacts of internationalization? A much-needed and candid addition that can inform practice and scholarship in our field."Rajika Bhandari, Ph.D., scholar-practitioner in international higher education, author, and founder of Rajika Bhandari Advisors."As an age-old practice in learning, internationalization policy carries forth unintended outcomes. In the 21st century, the policy has been dominated by the Global North, and in this book, authors craft a novel framework to analyze and evaluate the unintended outcomes of such dominance on the Global South, offering a long-awaited perspective to enrich the field of comparative international higher education!"Yovana Parmeswaree Soobrayen Veerasamy, Ph.D., Assistant Professor, Stony Brook University, New York, USA. Executive Researcher for the World Council on Intercultural & Global Competence, Founder of MENA group & the Africa group "As the world becomes more complex, so does the work of internationalizing higher education. The unintended consequences that inevitably follow are seldom part of the scholarly discourse. Fortunately, in this pioneering study, Kamyab and Raby provide us with language and tools to embrace this phenomenon. Unintended Consequences of Internationalization in Higher Education offers a useful framework for identifying and analyzing instances where intent and outcome diverge. The impressive lineup of authors the editors have assembled to explore unintended consequences around the world is further testament to the global relevance of this new area of study."Kyle A. Long, Ph.D., Senior Director, Office of Organizational Strategy and Change Northwestern University, USA"Today, globalization is a strategic mainstream factor that affects all sectors of all countries. This book talks about the internationalization in Higher Education focusing on unintended outcomes of internationalization by reporting a very relevant expertise in a comparative study of a range of countries. A very exciting and pleasant investigation!"Khalid Berrada, Ph.D., Professor, Mohammed V University in Rabat, Expert-consultant in Higher Education, Unesco Chairholder "Teaching physics by doing", Morocco"A wide-ranging invitation to think internationally about the layers, facets, and challenges of higher education internationalization. The book unfolds a variety of cases with new perspectives." Adnan El-Amine, Ph.D., Professor of Education, Lebanese University"We would like to think it is safe to assume that practitioners who work to advance higher education internationalization objectives are driven by clear goals that are mostly tied to measurable outcomes. We would also hope that scholars who study internationalization take pains to empirically document and accurately assess the wide range of possible factors. But what about the things the practitioners did not expect, or the outcomes the scholars did not anticipate, the ‘unintended consequences’? This deliberate wording of ‘consequences, both positive and negative, is of critical importance in this new book, for what plays out in one country undoubtedly is never the same in another. This book’s wide geographic scope, particularly on as yet under-explored countries, makes a critical addition to the evolving study of internationalization today and adds depth to the puzzle of evolving internationalization."Bernhard Streitwieser, Ph.D., Associate Professor of International Education & International Affairs, Director, International Education Program, Co-Chair, UNESCO Chair in International Education for Development, Director, Refugee Educational Advancement Laboratory (REAL), Graduate School of Education and Human Development, The George Washington University, Washington, DC "Though the often-referenced iceberg analogy reminds us that much of what is important to a given context remains unseen, hidden below the surface, research on the internationalization of higher education has still largely focused on the direct, intended aspects of our efforts. This timely and insightful book introduces us to the importance of drawing clearer connections with the indirect, unintended outcomes of internationalization. By looking below the surface, we can better avoid missteps in evaluation, underestimation of outcomes and inaccurate projections of goals and outcomes."Anthony C. Ogden, PhD., Founder & Managing Director, Gateway International Group, LLC"This book highlights an important, but often overlooked, concept in the internationalization of higher education – its unintended consequences. In calling individuals working in the field to take a closer look at the purported intents of internationalization, this book calls for a reconsideration of the policies, products, and processes of internationalization as they relate to consequence – particularly those counter to intent. A strength of this book is that it conceptualizes unintended consequences not only as binary – positive or negative – but also as a composite, wherein positive and negative consequences occur simultaneously. Conceptually, the framework presented in this book is useful to practitioners in helping to think more deeply about the impacts of their programs, even if those impacts are not as intended."Melissa Whatley, Ph.D. (she/her/hers), Assistant Professor of International and Global Education, SIT Graduate Institute"The road to hell is paved with good intentions, says the old proverb. For scholars of internationalisation in higher education, this volume provides an excellent collection of cases to explain how misguided aspirations, uncritical thinking and educational malpractices cause unintended consequences which make international teachers and students equally unhappy in the long run. This book should serve as a moral and intellectual guide for all planners and practitioners of higher education internationalisation." Anatoly Oleksiyenko, Ph.D. (Toronto), Associate Professor, Higher Education, Director, Comparative Education Research Centre (CERC), Editor-in-Chief, Universities & Intellectuals HKU Faculty of EducationTable of Contents1. Unintended Consequences of Internationalization Framework Part 1: Unintended Consequences of Internationalization as a response to New actions and processes that enable innovation 2. Internationalizing Higher Education in Costa Rica: Unintended Consequences of a Diversified Public and Private Implementation 3. Russia’s Successes and Unintended Consequences to Internationalizing Higher Education through International Student Recruitment Initiatives 4. Internationalization of Higher Education in India - A new strength in the Making? 5. Internationalization of Higher Education at the University of Latvia: Unintended Consequences in the Country-Specific Context 6. The Internationalization of Higher Education in the United Arab Emirates, Kuwait and Oman: Inspirations, aspirations, and unintended consequences Part 2: Unintended Consequences of Internationalization as an unanticipated action that rejects intended actions or processes and fundamentally changes that outcome. 7. Internationalization of Higher Education in Iran and its Unintended Consequences: A Historical Perspective 8. Higher Education Internationalization in Tunisia: A Non-Functioning Process 9. The Internationalization of Moroccan Higher Education: Achievements, Intended & Unintended Outcomes and Future Prospects 10. Internationalization of Higher Education in Nigeria: Unintended Positive and Negative Consequences 11. Impact of Internationalization: The Lebanese Context Part 3: Unintended Consequences of Internationalization as a calculated movement forward that moves intent into new directions. 12. Internationalization Constituting a Force against Northern Hegemony and Promoting Client Friendly Higher Education: The case of a Zimbabwean State University 13. The Internationalization of Higher Education in Mexico: Intended and Unintended Consequences 14. The Unintended Consequences of Relying on Economic Rationales in Canadian Internationalization 15. The United Nations and its partnerships with higher education revisited: 75 years of being inclusive or exclusive? 16. Internationalization of Higher Education in South Africa: Unintended consequences brought from contextual contours 17. The Unintended Consequences of Internationalizing Turkish Higher Education 18. Comparing Unintended Consequences of Internationalization Across Case Studies
£34.99
Taylor & Francis Ltd Reimagining Globalization and Education
Book SynopsisThis book brings together leading scholars in Global Studies in Education to reflect on how various developments of historic significance have unsettled the neoliberal imaginary of globalization. The developments include greater recognition of inequalities and the changing nature of work and communication; the emergence of new technologies of governance; a greater awareness of geopolitical shifts; the revival of nationalism, populism and anti-globalization sentiments; and the recognition of risks surrounding pandemics and climate change. Drawing from a range of disciplinary perspectives, the chapters in this collection examine how these developments demand new ways of thinking about globalization and its implications for education policy and practice beyond the neoliberal imaginary. Trade Review"Reimagining Globalization and Education is exactly the kind of book that is required now. It provides crucial insights into the limits and possibilities of our understandings of the global transformations that are having such powerful effects on education."Michael W. Apple, John Bascom Professor Emeritus, University of Wisconsin, Madison"How have the imaginaries of globalization changed over time? How have they affected education? How are they challenged today? A well written and thought-provoking book written by great scholars that are internationally known for their work on theory, policy, and international comparison in educational research, which sets an agenda for post-neoliberal educational futures." Gita Steiner-Khamsi, Professor, Teachers College, Columbia University and Director NORRAG "Reimagining Globalization and Education offers a powerful and important analysis by leading scholars of education and globalization. Collectively they address the state of world dis-order arising from the exhaustion of modernity, the failed promise of neoliberalism, shifting geo-strategic developments in the East, calls for decolonization, and for a more sustainable future. Most importantly they ask: what is to be done, and make the case not just for diagnosis, but for acts of imagination regarding the future of education, and how it might be different."Susan L. Robertson, Professor of Sociology of Education, University of Cambridge, UK. "In a set of original articles by internationally leading education researchers, Reimagining Globalization and Education provides a sharp-sighted analysis of the changing character of globalization of education. It is a most welcome and seminal work, likely to become a stepping-stone for further research on globalization of education." Lisbeth Lundahl, senior professor, University of Umeå, Sweden.Table of Contents1: Reimagining Globalization and Education: An Introduction, 2: Globalization in Higher Education: The Good, The Bad and the Ugly, 3: The Crisis Deluge and the Beleaguered University, 4: Rethinking the Authority of Inter-Governmental Organizations in Education, 5: Emergent Developments in the Datafication and Digitalization of Education, 6: Artificial Intelligence and a New Global Policy Problem in Education, 7: Education and the Shifts in the Global Economy: Meritocracy and the Changing Nature of Work, 8: Expanding Spaces and New Global Regulatory Trends in Educational Privatization, 9: Rethinking Social Inequalities and the Marginalization of Education under Changing Global Conditions, 10: Rethinking Academic Mobility Through the Emerging Global Challenges, 11: Global Biopolitics of Climate Change: Affect, Digital Governance, and Education, 12: Rethinking Globalization and Reconfiguring Education Reform in Nordic Countries, 13: The Rise of China and the Next Wave of Globalization: The Chinese Dream, Belt and Road Initiative, and the ‘Asian Century’, 14: The Complexities and Paradoxes of Decolonization in Education, 15: Education and the Politics of Anti-Globalization
£37.04
Taylor & Francis Ltd Elite Business Schools
Book SynopsisSocial scientists are paying increasing attention to the business and financial elites: There's a great need to understand who these elites are, what they do, and what makes them tick, as individuals but also as a class. By examining elite business schools, the institutions that train and prepare people to assume important leadership and decision-making positions in business, finance and related sectors, we may also learn how the economic elites are made. A key argument in this book is that elite schools are known to create powerful groups in society, offering them the intellectual and analytical means to act as leaders, but, most importantly, the social, moral and aesthetic skills that are deemed necessary to exercise power; in all essential respects elite schools consecrate people. By dominating much of higher education today, and by doing so in a way that creates and reproduces a market-based organization and control of society, elite business schools represent certain interests Trade Review"Mikael Holmqvist has followed up his fascinating ethnography of Djursholm, a residential community where many of Sweden’s economic elite live, with another in-depth study – this time focusing on the Stockholm School of Economics (SSE). Holmqvist examines the critical role of this higher education institution in moulding Sweden’s future business and financial leaders, illustrating in detail the various mechanisms at work in inculcating a particular set of aesthetic, moral and social norms. The book follows the students’ journey from admission, into the student union, the classroom, the curricula content they have access to, the expectations Faculty members have to work within, and finally the long-term associations formed through strong alumni networks. Holmqvist’s final analysis is persuasive and devastating at the same time: that SSE is a servant of power, legitimising business and capitalism through academic consecration."Claire Maxwell Professor of Sociology, University of Copenhagen.Table of Contents1. Education and Consecration of Neoliberal Elites: Introduction 2. Business, Economics, and the Nobel Prize: History and Legacy 3. Admission: Privilege, Values and Practices 4. Consecration, Business Skills and Leadership: The Student Union 5. Teaching Business: The Invisible Hand in Class 6. Affinity: Pedagogics for a Future Elite 7. Academic Freedom and the Business Community 8. Business School Faculty and Neoliberal Thinking 9. Lifelong Social Relationships and Networks: Business School Alumni 10. Elitism and Masculinity: Business Schools and Elite Employers 11. Business Schools and the Consecration of Elites: Conclusions
£37.99
Taylor & Francis Ltd Educational Trends Exposed
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
£30.39
Taylor & Francis Ltd Contemporary Global Perspectives on Cooperative
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
£93.75
Taylor & Francis Ltd Children the Law
Book SynopsisBalancing a child's welfare interests and rights so as to ensure recognition and respect for his or her autonomous identity, while facilitating family unity, has become a major challenge for modern family law. This book, following on from The Principle of the Welfare of the Child: A History, examines, contrasts, and compares the response of England and Wales and Ireland to that challenge. It does so by applying the same matrix of indicators to explore, in each country, the distinction between welfare interests and rights and to trace changes in the balance between them. By profiling the nations in accordance with the same indicators, it reveals important jurisdictional differences in the extent to which welfare interests or rights determine how the law is currently applied to children.Table of ContentsAcknowledgements Introduction PART IMoving away from a traditional interpretation of welfare 1 Children: Their welfare interests and the law 2 Advocates for change PART IIShaping the modern welfare principle 3 Domestic influences 4 International influences PART IIIProfiling contemporary jurisdictional experiences of welfare5 England and Wales 6 Ireland PART IVJurisdictional analysis of a child’s welfare/rights: A thematic approach 7 Themes and a comparative jurisdictional analysis Conclusion Selected Bibliography Index
£37.99
Taylor & Francis Ltd Digital Learning in HighNeeds Schools
Book SynopsisDigital Learning in High-Needs Schools examines the challenges and affordances that arise when high-needs school communities integrate educational technologies into their unique settings. Although remote, blended, and networked learning are ubiquitous today, a number of cultural, economic, and political realitiesfrom the digital divide and digital literacy to poverty and language barriersaffect our most vulnerable and underresourced teachers and students. This book uses critical theory to compassionately scrutinize and unpack the systemic issues that impact high-needs schools' implementation of digital learning tools. Incisive sociocultural analyses across fifteen original chapters explore the intersection of society, technology, people, politics, and education in high-needs school contexts. Informed by real-world cases pertaining to technology infrastructure, formative feedback, Universal Design for Learning, and more, these chapters illuminate how best practices emerge frTrade Review"This extraordinarily practical book is a must-have book for all stakeholders in high-needs schools. The cases and findings would also be beneficial for educators seeking to resolve digital inequity and enhance digital learning, especially in the post-pandemic era."—Jongpil Cheon, Associate Professor of Instructional Technology, College of Education, Texas Tech University, USA"In arguing that digital equity is school equity and analyzing the issue as one that involves both intersectional identities and an undergirding sociopolitical context, Heejung An and David Fuentes, professors and scholars of teacher education with expertise in preparing educators to serve diverse communities, provide a deep and nuanced exploration that broadens understanding. Chapters written by interdisciplinary scholars offer examples of equitable leadership of digital learning in high-needs schools that range from the use of social media in professional development to the role of school librarians to address the needs of all learners. There is something in this text for everyone who works in schools and cares about making needed change to provide children with more equitable learning environments."—Amy Ginsberg, Dean of the College of Education, William Paterson University, USA"Where will education go next? The authors tackle this colossal question to embrace this era of uncertainty. This book covers a diverse array of perspectives and will add great value in high-needs schools."—Keol Lim, Professor, Department of Educational Technology, Konkuk University, South Korea"The COVID-19 pandemic presented unprecedented challenges for K-12 schools, while heightening the effects of unequal access to educational resources, particularly online digital technologies. An and Fuentes have gathered a fine group of experts that consider the complexity of these issues from a variety of angles. Rather than envisioning digital technologies as a panacea, the grounded approach generally shared by the authors focus their concerns on funding and wrap-around resources, with new technologies as pieces of a much larger puzzle. Each chapter is framed with guiding questions and concluded with key takeaways and recommended resources, making it an eminently practical tool for both teachers and researchers."—Lance E. Mason, Associate Professor of Education, Indiana University Kokomo, USA"Grounded in research and real school experiences, this essential and thought-provoking book challenges the reader to rethink and transform PreK-12 classroom teaching, administration, and schools, especially in high-needs communities. An and Fuentes have gathered varied respected individuals with expertise in working in schools in challenging times and communities to share their research, knowings, encounters, and strategies for addressing digital equity and student learning. By defining and examining the intertwined layers that impact student learning in high-needs communities, this book begins by laying a foundation for exploring student, family, and school needs to inform and support educational systems with an equity and digital lens. While inspired by the disruption and impact of the COVID-19 pandemic on schools and learning, the authors provide practical supports and guidance for PreK-12 teachers, administrators, undergraduate and graduate students in teacher preparation and education programs to renovate and reinvigorate student learning and family supports. With a focus on digital learning, equity, and best pedagogical practices, the authors provide guiding questions in each chapter to frame discussion, inspire action, and effect change in the best interests of students and schools. A must-have book with new and engaging information for anyone interested in impacting high-needs communities."—Holly Seplocha, Professor Emeritus in the Department of Teacher Education: PreK-12, College of Education, William Paterson University, USA"This edited book provides a unique collection of critical perspectives, policy analyses, organizational innovations, tools and strategies, and valuable lessons on digital learning in high-needs P-12 schools. A wide range of readers, such as policymakers, educators, administrators, educational researchers, and anyone interested in addressing the digital divide will find extremely relevant insights in this book to achieve accessible and equitable learning in high-needs schools. The contributions from twenty-five authors also demonstrate the vision and commitment of the editors to diversity, inclusion, innovation, and collaboration in this timely and needed publication."—Ke Zhang, Professor of Learning Design and Technology, College of Education, Wayne State University, USATable of ContentsSection I: Understanding the Intersection of Students, Families, and Schooling in High-Needs Communities 1. Understanding the Sociocultural and Sociopolitical Contexts of U.S. High-Needs Public Schools Before, During, and After the COVID-19 Pandemic 2. Ramifications of the Digital Divide on Cognitive Development and School Preparedness 3. Strategies to Help Administrators, Teachers, and Parents to Achieve Equitable Digital Learning in U.S. High-Needs School Communities Section II: Vision and Leadership for Digital Learning in High-Needs Communities 4. Bridging the Digital Divide: An Analysis of Federal, State, and Local Policies in U.S. Schools 5. Twitter for Professional Development and Learning in High-Needs Schools: Considerations for School Leaders 6. Feedback, Evaluation, and Grading: The Unique Considerations Distance Learning Poses to the Evaluation Cycle and the Task of Ensuring Equitable Practices 7. Students’ Informational Needs: Applying the Principles of Universal Design to Address Inequity in High-Needs Schools During Virtual Learning Section III: Pedagogical Strategies and Digital Tools Across the Curriculum 8. Content-Neutral Technologies as a Pedagogical Response in High-Needs Schools and Communities: Design Thinking, Making, and Learning 9. Strategies to Facilitate Digital Learning in Urban High-Needs Social Studies Classrooms 10. Designing a Culturally Responsive Multilingual Arts-Integration Program: Read-Aloud and Book-Inspired Art-Making Videos 11. The Influence of an Online Mathematics Activity on Elementary School Students’ Engagement and Learning in a High-Needs Context 12. Digital Learning for Students With Disabilities 13. Using Bitmoji® and Google Classroom® to Support Remote Literacy Instruction in High-Needs Schools 14. A Whole New World: Virtual Excursions for Learners From Urban Settings 15. Rural Social Studies Teachers’ Postpandemic Use of Technology Tools
£38.99
Taylor & Francis Ltd Making Schools Better for Disadvantaged Students
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
£112.50
Taylor & Francis Ltd Being With Our Feelings A Mindful Approach to
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
£29.99
Taylor & Francis Ltd I Dont Want to be Me Amelies Walk Exploring
Book SynopsisTo get the full Being With Our Feelings experience, this book can be purchased alongside the guidebook. All books can be purchased together as a set, Being With Our Feelings: Guidebook and Four Storybooks Set, 978-0-367-77231-4.Meet Amelie, a girl who doesn't want to be who she is. As she ventures out on a walk one day, she comes across a tree, a flea, the sea, a pea and finally a bee - all simply being who they are. One by one, Amelie majestically attempts to become each character, but soon discovers how exhausting and painful it is trying to be anything other than yourself.Full of enchanting illustrations and relatable characters, I Don't Want to be Me: supports emotional wellbeing through a greater sense of self-worth and self acceptance helps children to discover alongside Amelie, that being yourself is enough ends with a mindful reflection to help children explore and be wiTrade Review‘Immensely appealing…’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘Vivid illustrations and wonderful poetry’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘I love these books! The stories and illustrations are just beautiful.’ Penny Whelan, SENCO, Luton. ‘Beautifully illustrated.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘The Red String…will resonate with any young person who has felt a build up of emotion.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘Written with a strong youth voice element running through.’ 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. ‘Unique and very honest.’ 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. ‘Love the gender neutral characters…Fabulous!’ Gaynor Price, SEMH Advisory Teacher, City of Birmingham School. Table of ContentsI Don’t Want to be Me - Amelie’s Walk: Exploring Self Worth
£16.15
Taylor & Francis Ltd I Just Cant Decide Exploring the Challenge of
Book SynopsisTo get the full Being With Our Feelings experience, this book can be purchased alongside the guidebook. All books can be purchased together as a set, Being With Our Feelings: Guidebook and Four Storybooks Set, 978-0-367-77231-4.This colourful, engaging, gender neutral story, introduces the reader to a child overwhelmed with all of life's choices. Should they sit with their friends or befriend someone new? Should they share what they know or keep it to themselves? Should they listen to their heart or follow the crowd?Written with honesty and a clear youth voice, I Just Can't Decide!: looks at the challenge of making choices champions the courage to make your own choices promotes listening to your heart, intuition and body, in addition to your mind teaches children about conscious behaviour and self-reflection explores ideas of integrity, valuTrade Review‘Immensely appealing…’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘Vivid illustrations and wonderful poetry’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘I love these books! The stories and illustrations are just beautiful.’ Penny Whelan, SENCO, Luton. ‘Beautifully illustrated.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘The Red String…will resonate with any young person who has felt a build up of emotion.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘Written with a strong youth voice element running through.’ 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. ‘Unique and very honest.’ 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. ‘Love the gender neutral characters…Fabulous!’ Gaynor Price, SEMH Advisory Teacher, City of Birmingham School. Table of ContentsI Just Can’t Decide!: Exploring the Challenge of Making Choices
£16.15
Taylor & Francis Ltd The Red String Exploring the Energy of Anger and
Book SynopsisTo get the full Being With Our Feelings experience, this book can be purchased alongside the guidebook. All books can be purchased together as a set, Being With Our Feelings: Guidebook and Four Storybooks Set, 978-0-367-77231-4.Using a red string as a metaphor for the energy of strong feelings, this beautifully written storybook is a journey of the physical sensations of anger as it runs through the characterâs body - making them want to punch as it gets into their arms, kick and stomp as it travels down their legs and scream out hateful things as it wraps itself around their heart.Full of relatable and easy to understand scenarios, The Red String: has a gender neutral central character helps children to identify powerful feelings like anger and recognise their possible effects introduces the strategy of allowing the energy of strong feelings to âdanceâ in our body, instead of letting them control our thoughts and behaviour enables children to begin to accept strong feelings such as anger, without shame or judgment ends with a mindful reflection, to help children explore and be with their feelings. Strong feelings can be overwhelming and consuming. This book is essential reading for teachers, parents, or anyone working with young people who wishes to help children understand, embrace and cope with powerful feelings such as anger, in a healthy way.Trade Review‘Immensely appealing…’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy.‘Vivid illustrations and wonderful poetry’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy.‘I love these books! The stories and illustrations are just beautiful.’ Penny Whelan, SENCO, Luton.‘Beautifully illustrated.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’.‘The Red String…will resonate with any young person who has felt a build up of emotion.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’.‘Written with a strong youth voice element running through.’ 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. ‘Unique and very honest.’ 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.‘Love the gender neutral characters…Fabulous!’ Gaynor Price, SEMH Advisory Teacher, City of Birmingham School.Table of ContentsThe Red String: Exploring the Energy of Anger and Other Strong Emotions
£16.15
Taylor & Francis Ltd What if All the Trees Blow Away Exploring Anxiety
Book SynopsisTo get the full Being With Our Feelings experience, this book can be purchased alongside the guidebook. All books can be purchased together as a set, Being With Our Feelings: Guidebook and Four Storybooks Set, 978-0-367-77231-4.This captivating, storybook helps young people identify and explore feelings of anxiety, fear and uncertainty. As the narrator anxiously pours out a plethora of What if?' thoughts ranging from realistic to fantastical, these seemingly never-ending worries eventually build into what some readers may recognise as a panic attack. They discover that beneath the head full of worries lies the feeling of fear, and rather than resolving all the anxious questions, they can acknowledge and be with the fear itself.Sensitively written and highly relatable to anyone who has experienced anxious thinking, What if All the Trees Blow Away?: has a gender neutral central character Trade Review‘Immensely appealing…’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘Vivid illustrations and wonderful poetry’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘I love these books! The stories and illustrations are just beautiful.’ Penny Whelan, SENCO, Luton. ‘Beautifully illustrated.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘The Red String…will resonate with any young person who has felt a build up of emotion.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘Written with a strong youth voice element running through.’ 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. ‘Unique and very honest.’ 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. ‘Love the gender neutral characters…Fabulous!’ Gaynor Price, SEMH Advisory Teacher, City of Birmingham School. Table of ContentsWhat if All the Trees Blow Away?: Exploring Anxiety, Fear and Uncertainty
£16.40
Taylor & Francis Sustaining Cultural and Disability Identities in
Book SynopsisIdeal for literacy methods and elementary instruction courses, this book brings together three strands of educational practiceâCulturally Sustaining Pedagogy (CSP), Disability Sustaining Pedagogy (DSP), and balanced literacyâto present a cohesive, comprehensive framework for literacy instruction that meets the needs of all learners. Situating balanced literacy instruction within the current debate on how to best teach elementary school literacy, this book prepares pre-service and in-service teachers to work with racially, ethnically, and linguistically diverse students of all abilities and disabilities and addresses effective curriculum design, lesson planning, and assessment. Chapters offer real-world classroom examples and lesson plans, charts, and discussion guides for CSP/DSP-infused instruction for each component of a balanced literacy instructional block.
£37.04
