Schools and pre-schools Books

Book SynopsisWhat are the attitudes and actions that make great principals stand out? In this internationally renowned bestseller, Todd Whitaker reveals the 20 keys to effective school leadership.This essential third edition features helpful new strategies for recruiting talent through better interview and reference questions, as well as tips for retaining talent. It also offers a new section on how leadership is not an event, but rather requires a consistent approach to affect the climate and eventually shape the culture of your school.Perfect for new and experienced principals, for independent professional reading or for leadership courses, this practical book will leave you feeling inspired and ready to do the things that matter most for the people who ultimately matter mostâthe students.Trade Review"Even the most seasoned school principal will find Whitaker’s practical and intuitive approach to leadership useful in the best of times, but also it will help steer them as they lead through the worst. ... Without distilling the incredible importance and challenge of leading a school division or building, [Whitaker] also sets out a clear and understandable path to success and demystifies some of the unique aspects of school leadership. Any new or experienced school leader will find value, reinforcement, and solid advice within."--Becky Johnson, MiddleWeb Review, https://www.middleweb.com/44791/20-things-great-principals-do-differently/Table of ContentsAcknowledgmentsMeet the AuthorIntroductionChapter 1 Why Look at Great?Chapter 2 It’s People, Not ProgramsChapter 3 Develop an Accurate Sense of SelfChapter 4 Who Is the Variable?Chapter 5 Treat Everyone with Respect, Every Day, All the TimeChapter 6 Be the FilterChapter 7 Teach, Don't TellChapter 8 Hire Great TeachersChapter 9 Recruiting and Retaining TalentChapter 10 Understand the Dynamics of ChangeChapter 11 Standardized TestingChapter 12 Focus on Behavior, Then Focus on BeliefsChapter 13 Loyal to Whom?Chapter 14 Base Every Decision on Your Best TeachersChapter 15 In Every Situation, Ask Who Is Most Comfortable and Who Is Least ComfortableChapter 16 Understand the High AchieversChapter 17 Make It Cool to CareChapter 18 Don’t Need to Repair—Always Do RepairChapter 19 Deal with Negative or Ineffective Staff MembersChapter 20 Set Expectations at the Start of the YearChapter 21 Leadership Is Not An EventChapter 22 Clarify Your Core

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Book SynopsisIndigenous Methodologies is a groundbreaking text. Since its original publication in 2009, it has become the most trusted guide used in the study of Indigenous methodologies and has been adopted in university courses around the world. It provides a conceptual framework for implementing Indigenous methodologies and serves as a useful entry point for those wishing to learn more broadly about Indigenous research.The second edition incorporates new literature along with substantial updates, including a thorough discussion of Indigenous theory and analysis, new chapters on community partnership and capacity building, an added focus on oracy and other forms of knowledge dissemination, and a renewed call to decolonize the academy. The second edition also includes discussion questions to enhance classroom interaction with the text. In a field that continues to grow and evolve, and as universities and researchers strive to learn and apply Indigenous-informed research, this imTable of ContentsPrologue Introduction Part I Chapter 1 - Indigenous Methodologies and Qualitative Inquiry Chapter 2 - Indigenous Conceptual Framing in Indigenous Methodologies Part II Chapter 3 - Epistemology and Research: Centring Tribal Knowledge Chapter 4 - Indigenous Ethics and Axiology: Miýo (A Good Way) Chapter 5 - Engaging the Community Chapter 6 - Situating Self, Culture, and Purpose in Indigenous Methodologies Part III Chapter 7 - Indigenous Theorizing Chapter 8 - Story and Method in Indigenous Methodologies Chapter 9 - Interpretation and Working with the Findings Chapter 10 - Mobilizing the Findings: Representation, Oral Dissemination & Giving Back Part IV Chapter 11- A Call to Decolonizing the Academy Concluding Thoughts References

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Book SynopsisGreg Mortenson is a former mountaineer and ER nurse, and is cofounding Director of the Central Asia Institute, raising $2.8 million dollars each year through tireless campaigning for modest individual donations. His previous book Three Cups of Tea has sold over 3 million copies in the US. He is the recipient of Pakistan's highest civil award (The Star of Pakistan) for his sixteen years work to promote education and peace in the region. He lives in Montana with his family.Mike Bryan has written or collaborated on twenty-five books, including Cal Ripken's bestseller The Only Way I Know.

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Book SynopsisSchools are increasingly expected to improve mental health and well-being and academic outcomes for students. However, the debate about well-being and school improvement is often unhelpfully polarised with attachment-informed and restorative-justice approaches pitted against structures and systems that instil discipline. This book seeks to take a middle way', looking at how these perspectives might complement one another, and argues that healthy teacher-student relationships require an adult that is both attuned to their students' needs and able to hold boundaries with them.Setting out conception of leadership that is clear, compassionate, and self-aware, Leading Mindfully for Healthy and Successful Schools draws on therapeutic and educational research to identify key strategies for improving well-being across schools that are sustainable in the long term. This book is divided into three sections Leading Yourself, Leading School CultureTrade Review"This absolutely fascinating book takes the lens of mindfulness and applies it to the various strands of professional behaviour and practice. Aurora Reid has drawn on research to underpin her arguments in a way that is light touch but also conveys confidence that we should all be taking care of ourselves, our colleagues, and our pupils: not in some wishy-washy, feel-good way, but in an intentional way that preserves and enhances energy, rather than depleting it. There are some excellent case studies, bringing this to life: we all need to hear from heads who don’t work late or at weekends and who also lead stunningly successful schools. Highly recommended."Mary Myatt, Education Writer and Curator of Myatt & Co"Stimulating and thought provoking… a genuinely scholarly attempt to bring together very divergent views into something that doesn’t fall apart when you shake it."Ben Newmark, Deputy Head Teaccher"Practical yet makes you reflect. A brilliantly helpful handbook for leaders and a timely reminder to slow down and take care of me, as this affects my ability to lead others."Jane Manzone, Teacher @HeyMissSmith "Aurora has a fresh, enlightening perspective and the book provides an insightful, original lens on some of the biggest challenges schools face."Ed Vainker, CEO, Reach Foundation"This absolutely fascinating book takes the lens of mindfulness and applies it to the various strands of professional behaviour and practice. Aurora Reid has drawn on research to underpin her arguments in a way that is light touch but also conveys confidence that we should all be taking care of ourselves, our colleagues, and our pupils: not in some wishy-washy, feel-good way, but in an intentional way that preserves and enhances energy, rather than depleting it. There are some excellent case studies, bringing this to life: we all need to hear from heads who don’t work late or at weekends and who also lead stunningly successful schools. Highly recommended."Mary Myatt, Education Writer and Curator of Myatt & Co"Stimulating and thought provoking… a genuinely scholarly attempt to bring together very divergent views into something that doesn’t fall apart when you shake it."Ben Newmark, Deputy Head Teacher"Practical yet makes you reflect. A brilliantly helpful handbook for leaders and a timely reminder to slow down and take care of me, as this affects my ability to lead others."Jane Manzone, Teacher @HeyMissSmith "Aurora has a fresh, enlightening perspective and the book provides an insightful, original lens on some of the biggest challenges schools face."Ed Vainker, CEO, Reach FoundationTable of ContentsForeword, Introduction, Section 1. Leading Yourself, 1. Leading Mindfully, 2. The Imprint of Authority, 3. Self Care, Section 2. Leading School Culture, 4. A Middle Way, 5. A Safe Base, 6. Streamlined Schools, 7. Radical Inclusion, 8. Support Yourself, Section 3. Leading In The Classroom, 9. A Mindful Classroom, 10. The Mindful Teacher, Conclusion, References

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Book SynopsisWhat will the schools of the future look like? What will guide their design, and what is happening now to create them? As we enter the age of disruption and hyperchange, it has become increasingly clear that our education systems are not adequate to the task of enabling young people to thrive in a very different future. FutureSchool offers system leaders, principals, and teachers research-based design principles upon which the evolution of schools might be based. Shaped by an awareness of changing economies, technology, and the climate emergency, it suggests specific ways that leaders can address the challenges of moving forward, grasping the opportunities presented by the disruption of the COVID-19 pandemic. Presenting six archetypes for the future' key missions that are central to the future of humanity it offers inspiring examples of practice that are not just theoretical but well-advanced in schools across the world, practice that is grounded in principlesTrade Review‘If you are serious about leaving a legacy for your school, you must ensure it is fit for the future. FutureSchool inspires school leaders to make the very hard and important decisions that are needed, though exploring already successful blueprints that can be adopted and adapted to create solid foundations, and build the schools our children deserve.’Gwyn ap Hari, Founder and CEO of the XP Schools, United Kingdom‘Forget Deschooling. Embrace Reschooling. FutureSchool is a thoroughly compelling and convincing account of the power of redesigned schools to transform learning - to build our capacity to create a thriving future for all. Read it. Be uplifted.’Anthony Mackay AM, CEO and Board Co-Chair of the National Center on Education and the Economy, USA, and Co-Chair of Learning Creates, Australia‘We tend to imagine school as buildings, but Valerie Hannon shows us the values and design principles that bring together the people, the spaces and the technology in new ways to educate learners for their future, rather than our past. What makes the book special are numerous case studies that reveal this future is already here, and that point us to ways how it can take root in our education systems.’Andreas Schleicher, Director for Education and Skills and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD)‘If you want a school where students learn to care for themselves, others and the planet while preparing for an unpredictable future this book is for you. You will learn how schools across the world inspire and empower learners to contribute to face the challenges of our time and how this could be done in your very school.’Professor Francois Taddei, UNESCO USPC Chair in Learning sciences and Founder and Chair of the Centre for Research and Interdisciplinarity, University of ParisTable of Contents1. Six Schools for the Future? 2. The pandemic shock: enter The Future 3. Design principles from futures thinking 4. Design Principles in Action: Values 5. Design Principles in Action: Operational Philosophies 6. Design Principles in Action: Learner Experience 7.Can Schools Save Us? Emerging Archetypes 8. The leadership challenge of a generation

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Book SynopsisSupport, celebrate, and grow your best teachers so that they stay in your school and continue to have maximum impact. Burnout and teacher turnover are on the rise, yet we often spend more of our energy on the underperformers. In this powerful book from bestselling authors Todd Whitaker, Connie Hamilton, Joseph Jones, and T.J. Vari, you''ll learn why it's crucial to recognize your best teachers, going beyond superficial gestures of appreciation and investing in them in deeper ways.The authors show school leaders how to identify their best teachers and then reveal strategies for supporting them, including recognizing the value-cost of teachers' time; prioritizing appreciation; controlling the narrative; tailoring professional learning; helping teachers grow through peer observations as well as beyond the school; applying data informed feedback; and nurturing self- and collective-efficacy. Each chapter begins with a powerful story, an overview of our blind spots, strategies on wTable of ContentsMeet the Authors Introduction: The Best Teachers 1. Making a Blue Ocean Shift 2. Prioritizing Appreciation 3. Going Beyond Business Cards 4. Tailoring Professional Learning 5. Looking Outside School Walls 6. Learning and Growing Through Peer Observations 7. Applying Data Informed Feedback 8. Searching For Yoda 9. Nurturing Self- and Collective-Efficacy

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Book SynopsisSolution-Focused Strategies for K-12 Leaders provides K-12 principals, administrators, and district-level professionals with powerful, flexible strategies to build and sustain a school climate in which teachers and students co-construct solutions together. School leaders today face an intimidating variety of challenges, from teacher shortages and administrative overload to political battles and complex family relationships. Driven by the evidence-based Solution-Focused approach, this book will support practitioners in empowering students based on their personal hopes, strengths, and motivations instead of focusing on deficits and punishment. Intuitive instructions, real-world vignettes, and additional online resources further bring the bookâs tenets to life. With foundations in therapy, positive psychology, and school counseling, these broadly applicable response-to-intervention techniques will help education leaders to improve climate, develop teacher-student relationships,

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Book SynopsisAs a leader navigating the complexities of an international education community, you need a manual to help you address the unpredictable and rapidly evolving scenarios you face. Surround yourself with the team of experts inside the chapters of The International Education Leadership Companion as they present a practical resource for everyday leadership challenges. Blending a compilation of theory and practice, the lessons offered within these chapters are grounded in standards of leadership from internationally renowned international school educators. The bookâs advice is brought to life by authentic case studies to offer meaningful reflection opportunities that directly translate to your job at hand: successfully leading international education communities in a world characterized by volatility, constant change, and uncertainty. Whether you are a new leader stepping into your first international role or a seasoned professional looking to refine your approach, the insights within these pages offer both practical guidance and profound inspiration. Leadership can feel isolating, but it cannot be effectively done alone --immerse yourself in The International Education Leadership Companion and bring your trusted, experienced guides alongside you throughout the journey!

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Book SynopsisDiscussions of physical activity in schools often focus on health-related outcomes, but there is also evidence for its integral role in academic achievement, cognition, and psychological adjustment. Written by a scientist-practitioner, Physical Activity and Student Learning explores the effects of physical activity within the broader context of educational psychology research and theory and brings the topic to a wider audience. With chapters on positive school behavior, executive function, and interventions, this concise volume is designed for any educational psychology or general education course that includes physical activity in the curriculum. This book establishes physical activity as an important part of all learningânot just physical education and recessâand will be indispensable for student researchers and both pre- and in-service teachers alike.Table of ContentsIntroduction 1. Physical Activity Through the School Years 2. Executive Function and Academic Achievement 3. Mental Health and Positive Learning Behavior 4. Actively Moving Ahead with Interventions. Conclusions. Glossary. Index.

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Book SynopsisThis book offers a comprehensive guide to teaching acting exercises that will unleash the inner creativity of students aged 8-18. Theories and techniques of some of the greatest theatre practitioners including Sanford Meisner, Constantin Stanislavski, Lee Strasberg and Uta Hagen provide a basis for Samantha Marsden's original exercises for students between these ages. You won't find Duck, Duck, Goose, Zap, Zap, Boing or any other traditional drama games in this book: instead, the craft of acting technique takes the limelight. These exercises have been tried and tested in the author's own classroom, and are guaranteed to inspire, ignite imagination and encourage heartfelt performances. Focus points used in leading drama schools such as voice, movement, relaxation, character development and understanding text are recreated for a younger student. They are easy to follow and will be fun, challenging and immensely rewarding for teachers and students alike. The book features a foreTrade ReviewAn ambitious book which will surely become a classroom staple … Its breadth and the detail [is] invaluable. * Teaching Drama *Offers a comprehensive guide to teaching acting exercises that will unleash the inner creativity of students aged 8-18 ... [They] are guaranteed to inspire, ignite imagination and encourage heartfelt performances ... They are easy to follow and will be fun, challenging and immensely rewarding for teachers and students alike. * Ink Pellet *The way each activity is written states the skills, time, resources, direction and handy tips or variations for the activity. This is great for both detailed lesson planning or for a quick dip into to help students develop a much-needed skill ... A great book for all of us out there who need a little help with ways into lessons or on one of those days when we feel the creativity block, or drain on our motivation. * Drama Magazine *If you are a director or acting teacher this book will have a lot to offer ... If you are wondering how to deepen characters, explore objectives, motivation and sub-text, then this book will provide you with a highly practical approach by way of games, exercises, lists of actions and sample scenes. * Drama Resource *Here is the book that every drama teacher should have on their shelf * Sylvia Young, OBE *An excellent resource. In it, acting coaches and their young students will find daily inspiration. * Robert McKee, author, lecturer and story consultant *Every young actor that wants a working instrument should do these great, fun and practical exercises * Michelle Danner, Artistic Director of the Michelle Danner Acting Studio *Comprehensive, clearly categorized, and entirely essential on the bookshelf of any self-respecting drama teacher … an easy-to-use, matter of fact, compendium of one hundred carefully curated, succinctly explained acting exercises. * Word Matters *Table of ContentsIntroduction Chapter One: Relaxation and Focus Chapter Two: Voice Chapter Three: Movement Chapter Four: Unblocking Performers Chapter Five: Given Circumstances Chapter Six: Objectives Chapter Seven: Actions Chapter Eight: Imagination Chapter Nine: Physicalising Characters Chapter Ten: Creating a Natural Performance Chapter Eleven: Bringing the Text to Life Skills Index

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Book SynopsisThis insider’s guide from a seasoned technology coach provides classroom teachers with ideas and strategies to help students develop real-world projects to support authentic learning.Not every teacher has a dedicated coach who can support them in the classroom. Even those who do can benefit from additional ideas and support from a seasoned coach. Written by an experienced instructional technologist, this book is designed to help fill this role, showing teachers how to empower students to take charge of their own learning and provide creative and authentic opportunities for students to demonstrate their knowledge through projects. With this book, teachers will get the guidance they need to help students engage in learning experiences that allow them to reflect on their level of knowledge and what they need to learn, while exploring topics that correspond with their interests. Instead of providing text-based slideshow presentations that students read off a screen, teachers will learn to guide students in creating tutorial videos, providing peer reviews, curating their own resources and participating in debates. The book: Shows how to take the fear out of edtech projects and presentations, while helping educators solve the problem of finding time to develop and manage authentic projects. Offers a blueprint for implementing high-quality strategies and lesson ideas in classes, with a plethora of practical resources to inspire students. Demonstrates the importance of pedagogy before tech, with some activities highlighting a blend of hands-on learning and technology. Aligns projects to the ISTE Standards, providing a road map for creating valuable opportunities to help students become successful lifelong learners. Includes at least three thematically linked projects in every chapter, as well as examples from other educators who are modeling the ideas in the book. For those just beginning to implement projects in their classroom, this book provides a framework for getting started. For those who have been incorporating student projects successfully for years, this book provides fresh ideas and strategies to help students further develop as creative communicators.

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Book SynopsisThough there has been a rapid increase of women’s representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women’s progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.Table of Contents Foreword. Introduction: An Overview of K–12 Issues Related Women and Girls of Color in STEM. PART I: BUILDING CAPACITY OUTSIDE THE SCHOOL WALLS. Cultivating Hispanic/Latina and African American Females in Reading, Mathematics, and Science(Charms) for STEM at the Elementary School: Results of One Project, Patricia J. Larke, Gwendolyn Webb-Hasan, Teresa Jimarez, and Yeping Li. Plugging the Leaks in the STEMPipeline: Nurturing Early Interest in Science, Technology, Engineering, and Mathematics Among Girls of Color, Charlease Kelly-Jackson. UNO EUREKA!-STEM: Doing Something About the Double Bind, Carol T. Mitchell and Amelia Tangeman. PART II: BUILDING CAPACITY INSIDE THE SCHOOL WALLS. “We Stumble, Fall, Get Up, and Continue Walking”: Latina Students’ Attitudes Towards Science, Kathryn Scantlebury and Beth Wassell. Developing STEM Ambitions: An Examination of Inequality by Gender and Race/Ethnicity, Catherine Riegle-Crumb, Karisma Morton, and Sarah Blanchard. Black Women and Girls, Science Achievement, and Education Policy: Black Feminist and Critical Race Feminist Perspectives,Theodorea Regina Berry and Reanna S. Roby. African American Female Achievement in STEM: AP Courses Provide a Different Story? Jemimah L. Young and Jamaal Young. Kenyan Secondary School Students’ Perceptions of Their Science Classroom: Influence of Gender, School Type, and Instructional Context, Lee Shumow and Teresa A. Wasonga. African American Middle School Girls in a Community-Based Informal Program: Mining Rare Gems to Pursue STEM, Natalie S. King, Rose M. Pringle, Mayra L. Cordero, and Natalie Ridgewell. Latina Parental Involvement: Contributions to Persistence in STEM Fields, Katie Brkich, Alejandro J. Gallard Martinez, Alma D. Stevenson, Gillian Bayne, Wesley Pitts, Beth Wassell, Lorena Claeys, and Belinda Bustos Flores. Participation in the Advancing Out-of-School Learning in Mathematics and Engineering Project: Supporting Middle School Latinas’ Bilingual and STEM Identities, Carlos Lópezleiva, Sylvia Celedón-Pattichis, and Marios S. Pattichis. Exploring How School Counselors Position: Low-Income African American Girls As Mathematics and Science Learners:Findings From Year Two Data, Cirecie West-Olatunji, Eunhui Yoon, Lauren Shure, Rose Pringle, and Thomasenia Adams. STEM-ing the Tide: Women of Color Reimagining Their “Place” Through Sociocultural Action, Aria Razfar and Zayoni Torres. About the Editors. About the Contributors.

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Book SynopsisOne of the biggest challenges in the classroom is trying to teach when students act in unexpected and annoying ways. Based on the psychology of how children and people act, this book offers practical strategies for understanding why your students are behaving in the way they are, and how to react in a way that restores peace and harmony in the classroom. With many examples of typical confrontational behaviours and clues for how to understand and resolve the underlying issues, this book will be every stressed teacher's best friend.Table of ContentsIntroduction. Part One. 1. Always identify the one with the problem. 2. Kids do well if they can. 3. People always do what makes sense. 4. Those that take responsibility can make a difference. 5. Children learn nothing from failure. 6. You need self-control to co-operate with others. 7. Everyone does what they can to maintain self-control. 8. Affect is contagious. 9. Conflicts consist of solutions and failures require an action plan. 10. Teaching is making demands that the pupils would not have made on themselves - in a way that works. 11. You become a leader when someone follows you. Part Two: Cases and action plans. 12. It's the school's responsibility to ensure that the pupils achieve the learning goals. 13. Example situations and action plans. 14. Go for the ball, not the player! Study material. References.

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Book SynopsisThis book lays out an intuitive and practical approach to mental health and wellbeing that any school can adopt to transform their mental health support for students.With a focus on providing staff with practical tools on a limited budget, the book helps schools make a real difference to student mental health. It sets out a roadmap for staff to create robust mental health support for students without requiring qualifications in psychology or counselling. It covers key areas including staff training, creating safe spaces for wellbeing and how to harness the support of parents and the local community. It also includes practical advice for addressing concerns such as stress, self-harm and body image.From small, everyday improvements that foster a culture of mental wellbeing to whole school campaigns, this book shows how to embed mental health at the heart of a school's philosophy.Trade ReviewEvery chapter in this book is packed with practical ideas about what needs to happen for schools to take mental health seriously. Warmly and clearly written, with real world examples, Clare is focused on how to keep children and young people mentally well in an educational setting, as well as recognise those who are not in good shape. This well-timed volume will be of immense help to every school that realises that the wellbeing of both students and staff is critical not only for mental health but also an effective learning environment. -- Dr Sue Roffey, Honorary Associate Professor, Exeter University and Director, Growing Great Schools WorldwideWe know our 'why' for making our schools mentally healthy. We know our 'what' for our children's wellbeing. We now have our 'how' to for all school leaders. As a leading wellbeing light, Clare's handbook is full of practical, cost-effective solutions, it is the key to unlock how our schools can operate differently. It is the hope that our school system is crying out for. Bravo, I am proud to call you a friend and have learnt so much from you. -- Hannah Wilson, Executive Headteacher Aureus School and Aureus Primary SchoolThis is a timely and important book that will be vital reading for school leaders, pastoral staff and teachers. In this clear, practical and realistic guide, Clare Erasmus gives lots of ideas about how schools can support and prioritise the mental wellbeing of both students and staff. From advice on how to audit your current provision, to ideas about peer mentoring and wellbeing spaces, the author guides you through all aspects of mental health, with an insight borne out of hands-on experience and a wealth of research.This book demonstrates that schools can take simple yet positive steps to promote better mental health for their students, without it costing them a huge amount of money or adding to staff workload. At a time when the mental health of children and young people is in the spotlight, this book offers you a clear and insightful way through a complex and difficult subject. Clare Erasmus demonstrates how, even though you are not in a position to diagnose or treat mental health disorders, there is still plenty you can do to support and benefit all the children in your care. -- Sue Cowley, bestselling author of numerous education books, including the international bestseller Getting the Buggers to Behave

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Book SynopsisThe ultimate guide to understanding how a school can be led, managed and run, written by an author with extensive experience, and drawing heavily on research around knowledge-based curricula.Cleary and honestly stating the challenges of leading a school, Samuel Strickland focuses on approaches to the curriculum, teaching and learning, teacher workload, behavior, staff morale, leadership and Ofsted.

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Book SynopsisIn 1991 Allan Collins, John Seely Brown and Ann Holum published 'Cognitive Apprenticeship: Making Thinking Visible'. Nearly a quarter of a century later John Tomsett encountered their paper and since then, it has influenced his teaching immeasurably. Collins et al. believed that 'domain (subject) knowledge … provides insufficient clues for many students about how to actually go about solving problems and carrying out tasks in a domain'. They believed that you had to make expert subject thinking visible to students. Consequently, Tomsett developed a number of techniques which made his expert subject thinking visible to his students, to great effect. Beyond his own practice, the principles behind Collins et al’s paper have been woven throughout Huntington School in York, where Tomsett is headteacher, a research school whose teachers are committed to developing evidence-informed classroom practice. In this book, a number of Huntington School teachers discuss, in a series of brief essays, what they consider to be the expert thought processes specific to their individual subject domains. They explain in detail how they use cognitive apprenticeship techniques 'in action' to make their disciplinary thinking visible and help their students learn those same expert thought processes. This book is a priceless contribution to the current debate about the curriculum and how it is taught in our schools.

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Book SynopsisTo all the wonderful early career teachers in our sector…You have entered a career in which you are paid to transform the lives of the most incredible children. What a privilege! You are so determined to make a difference and the education sector is full of inspiring colleagues who will guide and support you along the way. Every school has them. Every school needs them. In this book we introduce you to some of them. Written by the Academy Transformation Trust family and friends, this book is a collection of letters by teachers to their ‘NQT self.’ In their letters, teachers recount tales of successes and challenges in their first year of teaching, offering practical tips to support you to thrive in your early years of teaching.We hope you enjoy the book as much as we enjoyed writing it. Enjoy embarking on a journey of lifelong learning whilst serving the learning of others. From the Academy Transformation Trust family and friends.Contributors: Abby Bayford, Alicia Rickards, Amy Bills, Amy Staniforth, Andy Smith, Asha Kailey, Ben Manley, Cat Rushton, Charlotte Tuck, Craig Battrick, David Hicks, Debbie Clinton, Dr Kulvarn Atwal, Evo Hannan, Emma Turner, Freddie Hughes, Haider Abbas, Jon Burrows, Jorge Pashler, Laura Bradley, Lizzie Poole, Lucy Dawes, Lucy Wharton, Luke Taylor, Mary Myatt, Neil Harding, Neil Smith, Nicola Powling, Phillipa Harris, Roma Dhameja, Sarah Lee, Sharifah Lee, Shuaib Khan, Stephanie Badham, Tanya Kempson, Tom Reynolds, Zoe Enser.

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Book SynopsisThis book will strengthen your research practice and help build a culture of research across your school. Whether you are a class teacher or school leader, you will be guided to use the power of research to strengthen practice in yourself and others. The author offers a practical guide on how to engage in meaningful research that will have a deep and lasting impact on you and your organisation. You will be taken on a journey through a Research Cycle that will build your confidence and purpose as a researcher; deepening professional relationships and improving outcomes for all. You will then be introduced to a range of systems that construct a culture of research in your school, building a climate where the voice of every member of staff is deeply valued and has the potential to influence the strategic development of the organisation. If you are interested in research in schools, this book is for you.

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Book SynopsisOn George Vlachonikolis' 25th birthday, he was holding an SA80 assault rifle. Inside his webbing pouches were 150 rounds of ammunition, two HE grenades, two smoke grenades, a small survival kit, 20 Marlboro Lights, and a medikit that included two sticks of morphine and two tourniquets. Strapped to the left-hand side of his Osprey body armour, within easy reach, was his bayonet. George was in Helmand Province, Afghanistan. On George’s 37th birthday, he was wearing a striped cotton twill shirt and well-ironed beige chinos. A thin fabric lanyard carried his ID badge proudly. In front of him was a class of secondary school students, who were settling down and getting ready for their next lesson. George was in a school in the UK. From Camouflage to Classroom is about everything George learned with the Army in Afghanistan and has brought to his classroom teaching today. By reflecting on the most intense and thought-provoking experiences of his life, George aims to explore the role of the classroom teacher from an original perspective: one based on military principles and practice. This book takes a direct, human and very honest look at the challenges faced by classroom teachers today and offers some military-inspired solutions.

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Book SynopsisWhether you’re new to the profession or an experienced practitioner, teaching can be the most rewarding career imaginable but it has never been more demanding. This book is filled with practical advice relating to pastoral care and classroom management, with a firm focus on building effective relationships. If you’re wondering how to get the most impact from school reports and parents evenings, struggling with prickly home-school relationships or simply want to bring the best out of those around you, this book will guide you towards the most practical solutions. It provides invaluable insights to guide you through your teaching journey and to help make your classroom a place where both you and your students enjoy being.Trade ReviewGosh – why didn’t you write this 56 years ago? So many great tips, so many amusing anecdotes and some do’s-and-don’ts that would have really helped me in those first 5 years at Normanton Secondary Modern. Thank you so much – the two days of reading this essential guide for those entering the profession or seeking further support just flew by! -- Ros Wilson * Author and Education Consultant *

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Book Synopsis“Follow the science.”How often have you picked up an education book to read how, according to the authors, the system is broken, failing, and flailing—but their ideas for fixing it will bring about a miraculous transformation?That’s not the approach of this volume.Sure, the editors believe that our system of education could achieve significantly better results. But they also recognize that schools have gotten better over time. One explanation is the progress schools have made in “following the science”. Especially in early reading and math instruction, scholars know more now about what works than we did in the past, and more schools are putting that knowledge into practice.Now, in the wake of a horrific pandemic, even the best elementary schools are struggling to help their students get their momentum back again.In this book, the editors share high-quality syntheses of evidence and insights from leading educators, academics, and other experts. And they communicate those findings in user-friendly language, with an understanding of the real-world complexities of schools and classrooms.

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Book SynopsisHappiness Factories explores the ideas, concepts and arguments behind an expanded focus in physical education beyond just the physical. It attempts to discuss the value and benefits of identifying other aspects - whether we call these 'holistic strands', 'character traits', 'life skills' or something else - that we can introduce into our curriculum design to identify other areas that our subject potentially touches on and influences. Taking the reflections and thoughts of PE educators, leaders and academics from across the world, Happiness Factories will seek to offer reflections and practical ideas for adapting PE provision to widen the impact for all pupils, regardless of their specific contexts and the book argues that a physically rich, dynamic and context-driven curriculum approach will expand opportunities for success for all, in turn inspiring future generations of PE pupils to strive for greater engagement, understanding and progression in all aspects of PE. Happiness Factories is the story of the author's career in PE, reflecting on the lessons he has learned, with the successes (and failures) along the way. It presents an alternative view of what modern, meaningful PE can look like and encourages all PE teachers, regardless of their unique context, to reflect on their own practice and the emphasis of the provision they give to their pupils.Trade ReviewWhether you're new to physical education or an old hand, Happiness Factories collates the traditional approaches and modern thinking around this great subject and confirms there is not just one way to teach PE. Phil Mathe's humble and honest reflections allow you to reflect on your own practices and approaches to teaching and curriculum development. I would recommend this book to any PE teacher who wants practical, research-led information on how to develop their own PE curriculum in their own context and consider the many case studies from around the globe included in this book. -- Anna Sheppard, head of PE, The Alice Smith SchoolThis book is an easy read that requires you to pick it up and put it down quite often, as it contains constant reflection points throughout. Weaved neatly within relevant theory and the reality of teaching PE, a number of international colleagues share their ways to 'happiness', which promote further reflection in and on action.It's a slow burner, calling you to read more, to consider your own practice and engage in reflective action. -- Dr Julie Pearson, course lead for primary PGCE (M) with a specialism in PE and senior lecturer in primary physical educationA refreshing recalibration that provokes our practice. It reminds our fraternity of the unique impact that physical education possesses in educating our learners. Phil cleverly pieces together academic research alongside international examples that demonstrates best practice from around the globe. A tribute to our sharing and caring profession. -- Matthew Trowbridge, director of sport and wellbeing, Aberdare Community School, Wales

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Book SynopsisNow, more than ever, it seems that the age of professional learning networks has well and truly arrived. The rise and proliferation of digital communication, coupled with the circumstances enforced during the pandemic experience, have led to a dynamic re-imagining of Professional Learning Networks (PLNs) – both in terms of what they are for and what they can achieve. Set against this context this book provides a stimulating insight into the current state of the art of professional learning networks and the transformative difference they are poised to make to our educational future. Drawing on a wealth of expertise, each chapter is written by leading thinkers and doers in the field, and covers a range of topics and emerging areas. These include: the professional learning vistas opened up through digital opportunities; how these networks have helped to enhance teachers’ identity and sense of well-being: the new sense of practitioner ownership and partnership now at the heart of PLNs; new openings for professionalization; how PLNs have become vehicles for radically different forms of professional development and learning; and what this all means for school leadership.

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Book SynopsisHave you ever marked a set of student essays and been left with little time to develop a resource which pushes your students further? This collection will offer you a time-saving resource to alleviate that workload, alongside developing your subject knowledge and raising the academic aspirations of your students. As teachers of English, Laura Webb and Becky Jones, continually found themselves having to spend precious hours answering essay questions ourselves so that they could guarantee the quality of models our students are exposed to. This collection offers you the opportunity to reclaim your work/life balance whilst safe in the knowledge that your pupils are excelling. You will find essays on a range of the most popular texts ('Macbeth', 'A Christmas Carol' and 'An Inspector Calls' and various poems) that will push students of every ability and help them unlock their potential. These essays are written with all of the major exam board expectations in mind, and ranked based on the exam board criteria for each level. All essays are accompanied by examiner commentary with student-friendly phrasing. Improve your subject knowledge, share responses and plans with your students, or use in your department as a standardisation resource; this collection offers a wide range of opportunities.

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Book SynopsisGood thinkers are 4P thinkers.The international bestseller, Become A Better Thinker, focuses on ways of improving the 4Ps. Positivity for better attention to a task Pattern seeking for identifying key elements Probing for asking yourself helpful questions Picturing for summarising key words and their connections Become a Better Thinker contains examples, strategies, and tests for improving the 4Ps. Aiming to examine, support and improve the creative and critical thinking skills of teachers and their students in order to help all learners think better in our rapidly evolving world.Revised and updated, this book is now in its fourth edition.

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Book SynopsisThis book explores the development of educational leadership within difficult contexts via the lens of a previously failing English secondary school in an area of urban poverty. Based on extensive interview data from 2012-2016, the authors demonstrate that the fundamental ethos underpinning the school’s improvement is a desire to meet the needs of young people in disadvantaged communities in order to equip them with the skills to allow them to transcend their situation. The authors posit that this school embodies the ‘comprehensive ideal’ of secondary education in England: that education should not be disadvantaged by background, and that the state should provide free and high quality education for all. This book will appeal to students and scholars of comprehensive education and schools in difficult contexts. Table of ContentsChapter 1. Introduction.- Chapter 2. The improvement process.- Chapter 3. Being part of the school community.- Chapter 4. Leadership - theory and practice.- Chapter 5. A shock to the system.- Chapter 6. The end of an era.

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Book SynopsisThis book explores the ways in which dynamics of Islamophobia and neoliberalism shape the schooling experiences of minority Muslim students in Sydney primary, public and independent schools. The author examines the issues at macro, meso and micro level. At the global systemic level, the book discusses the politics of naming Muslims and racialised governmentality within a capitalist neoliberal context. At the institutional level, it provides an insight into the Living Safe Together policy and explains how it can potentially provide space for teachers to abuse their authority or power in schools over minority Muslim students, within a wider discursive context shrouded by national security discourses, ‘homegrown’ terrorism and deradicalisation. Finally, at the individual level, drawing on the voices of teachers and Muslim students, the book highlights how Islamophobic discourse was reinforced through pedagogical practices, and how Muslim students resisted these discourses by speaking back to power. Table of ContentsChapter 1 ​Introduction.- Chapter 2 Neoliberalism and Islamophobia: The politics of Naming Muslims.- Chapter 3 Australian Multiculturalism and Muslims.- Chapter 4 Power & Pedagogy: Reproducing and resisting the dominant discourse in schools.- Chapter 5 Speaking back to power: Minority Muslim youth challenging Islamophobia in schools.- Chapter 6 Conclusion.

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Book SynopsisFor over 20 years, school interventions involving former right-wing extremists have been popular in Germany. In practice, they are advertised and conducted as both civic education and extremism prevention. This book uses an evidence-based and interdisciplinary approach to examine the potentials and challenges of this format. It provides a thematic embedding of German application, a comprehensive review of attributed impact assumptions and the state of related research. Furthermore, this research offers highly valuable, unique and comprehensive insights based on empirical evidence. It thus contributes to a better understanding of the format and its complexity. Overall, the findings give no clear indication that the involvement of former right-wing extremists in schools initiate civic education processes or prevent political extremism. Rather, the investigation found fundamental needs for additional research, modification, and sensitization. In this vein, this book makes a pioneer contribution to quality assurance and evaluation research in civic education and extremism prevention.Table of ContentsStructure of the book.- Synopsis.

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Book SynopsisDeveloped for schools exploring the use of restorative approaches to conflict resolution, this manual explains how to set up and run a restorative peer mediation programme, to provide students with the skills needed to nurture a climate of care and co-operation.Peer mediation can help peers solve conflicts in the classroom and schoolyard, providing both peer mediators and the children they help with opportunities for responsibility, growth and learning, as well as freeing up time for teachers to focus on other priorities. The guide includes all the information you need on how restorative peer mediation works, and includes an easy to implement training programme with sample scripts, handouts and letter templates to train up peer mediators in your school. With adapted materials for delivering training to children aged 10-16, this handbook is accompanied by downloadable and adaptable online materials to tailor training to specific settings.Trade ReviewThis book has that most important of things: resources that will both support the busy staff member, and really engage students. An excellent addition to any school's toolkit on the journey to becoming a restorative community. -- Chris Straker, Restorative Justice CouncilThe authors demonstrate on every page how much young people can learn from restorative peer mediation - including children who may themselves have been involved in difficult conflicts and who can bring special knowledge and skills to help others. -- Helen Cowie, Emeritus Professor, Faculty of Health and Medical Sciences, University of SurreyTable of Contents1. Introduction: Restorative Peer Mediators in your school. 2. Circles: How to train Restorative Peer Mediators. 3. Phase 1 Training Day. 3a. RPM Phase 1 Training Manual. 4. Getting Started After Phase 1 Training. 5. RPM Phase 1 Training Manual. 6. RPM Phase 2 Trainings. 7. Conclusion. 8. Appendices. 9. References. 10. Putting RPM into school policy.

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Book SynopsisFrom both sides of the Atlantic Ocean, the author paints an intimate portrait of how students and teachers actually cope, in real time, with the chronic stress, peer group dynamics, and subtle power politics of urban educational spaces in the perpetual shadow of aggression.Trade Review"Toxic Schools is an ambitious and original treatment of violence in inner-city schools, distinguished by Bowen Paulle's sophisticated integration of theoretical constructs throughout the discussion of his empirical materials. This highly instructive cross-site comparison will appeal not just to scholars of education and school administrators. It is relayed in such visceral terms that it will likely appeal to a broad readership as well." (Peter Ibarra, University of Illinois at Chicago)"

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Book SynopsisChildren have gone to school in England since Roman times. By the end of the middle ages, there were hundreds of schools, supporting a highly literate society. This book traces their history from the Romans to the Renaissance, showing how they developed, what they taught, how they were run and who attended them.

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Book SynopsisSafeguarding Children and Schools explains how schools are able to contribute to keeping children safe from harm and promoting their welfare, in line with Government Every Child Matters guidelines.The contributors, who are all experts in the field of child protection, put the potentially daunting task faced by schools in context, explaining relevant policy, the latest research findings and offering practical examples to help schools to be more proactive and meet their responsibilities successfully. Areas discussed include the roles of local education authority services and schools in child protection, working with particularly vulnerable or difficult children, the relationship between safeguarding and the curriculum, and training school staff to safeguard children.At a time when expectations of the role of schools are evolving, this book provides guidance and support for teachers, managers and social care professionals.Trade ReviewThis book is thoughtful, insightful and well-researched. The contents move from the background issues associated with safeguarding children and schools, to the practical considerations of this work and the all-important training necessary to ensure a school is safeguarding children to the best of its ability. It was easy to understand and is an indispensable guide for any school that aims to make its pupils feel safe and nurtured. -- Professional Social WorkTable of ContentsPart 1: Safeguarding and Schools Policy. 1. Placing Schools at the Centre of Safeguarding Children. Mary Baginsky. 2. The Role of the Local Authority in Safeguarding Children. John Guest .3. Integrated Community Schools and Social Inclusion. Ken McCulloch and Lyn Tett. Part 2: Safeguarding and Schools Practice. 4. Pupils who are `In care': What can schools do? Felicity Fletcher-Campbell. 5. Safeguarding Disabled Children. David Miller and Ann Raymond. 6. School Responses to Children with Harmful Sexual Behaviour. Simon Hackett and Abi Taylor. 7. Child and Adolescent Health Services in Schools. Graham Music. 8. Counselling in Schools. Susan McGinnis. 9. The Curriculum and Safeguarding. Yvonne Coppard. Part 3: Safeguarding and Schools Training. 10. Training School Staff to Safeguard Children and Young People. Enid Hendry and William Baginsky. 11. Training to Safeguard: The Australian Experience. Louise Laskey. 12. Conclusion: Every School Matters. Mary Baginsky. Appendix: Talking to Children about Every Child Matters. Emma Westcott. Index.

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Book SynopsisEllco helps administrators, supervisors, and program directors gather the crucial data schools need to strengthen classroom quality and build better literacy programs, both by improving teacher development and comparing their practices with others.Originally published in 2002, ""Ellco"" was developed to measure classroom environments and their effects on early literacy and language development in pre-K through third grade. To strengthen the usefulness of the tool and better address the differences in settings between pre-school and early elementary classrooms, the new edition is divided into 2 parts: pre-K and kindergarten through third grade. The tools for each age group are parallel in design and layout with the same scoring system and the same level of guidance for use and interpretation.The new tool now consists of only 2 elements, the Classroom Observation and Teacher Interview. This edition includes descriptors for all 5 scoring levels.The User's Guides provide more information on how to use and interpret the results, including guidelines for conducting classroom observations, limiting bias in scoring, scoring guidance, providing feedback, research use, and data collection tips. Additions include research-based practices for increasing reading fluency, phonemic awareness, phonics, vocabulary, and more.

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Book SynopsisThis book looks at the sensible and meaningful role of self-review in creating sustainable improvement in all areas across secondary schools. It outlines a self-review approach focussed on key principles which ensure this approach is transparent, purposeful, does not negatively impact on workload, that does not use the same approach for all teams and that does actually result in clear ideas for school improvement. It discusses claims of effective self-review including that it challenges thinking, leads to improvement, incorporates a range of stakeholders, skills people up, and helps build professional communities.The book is full of examples and case studies so that the reader can transfer some of these ideas to their context, discuss them at meetings and help generate new ideas. It challenges the 'deep dive' approach as something that should be left to Ofsted and instead suggests that leaders should know daily what is happening in their schools, and instead work with staff to design self-review activities that are bespoke and fit for purpose.The main theme is around 'improve not prove', where stakeholders feel involved, valued and empowered to be change-makers at a range of scales. It examines how effective self-review can reduce workload and support improvements in wellbeing.

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Book SynopsisThis book explores the ways in which pupils with social, emotional and behavioural difficulties can be effectively engaged in schooling - either in school or at home. It explains the social and emotional underpinnings of learning and presents practical strategies for aiding engagement.Nurture groups, originally devised and implemented in the 1970s, are specially designed classes that cater for pupils having difficulties in adjusting to the requirements of mainstream classrooms. Paul Cooper and Yonca Tiknaz present evidence of the success of nurture groups from the perspectives of the children participating in them, their parents and school staff members who manage nurture groups in schools, and examine what factors affect the success of the group. From this they draw key messages for effective practice, including the fundamental importance of recognising a child's emotional needs and meeting them, and the pivotal role of the relationship between the teaching staff co-ordinating the group.Nurture Groups in School and at Home will provide essential information and accessible advice for teaching professionals running nurture groups in schools and for parents and carers running them at home.Trade ReviewI would recommend this as a useful book for all Educational Psychology Service libraries and, if you can, get schools, who are nurturing, innovative and who put the emotional health of their children and families before results, to read it too. -- DebateThe gentle pace of the book does not detract from its clear message: there is no blame; no fault; only unhappy children and desperate parents and teachers. Each chapter is clearly defined and the main points summarised, making its content accessible. Indeed, one of the book's greatest strengths is the importance placed on the role of the carer and professional working together and not in isolation. I would have no hesitation in recommending it to any adult involved with nurture groups of interested in the underpinning principles of how a child learns. -- Community CareThe book provides essential information and advice for teaching professionals who run nurture groups and for carers running them at home. I would have no hesitations in recommending it to any dult involved with nurture groups or interested in the underpinning principles of how a child learns. -- Community CareI was impressed by the book's structure and accessible format at each chapter is succintly introduced and summarised, easing the reader's ability to make sense of the concepts. Any therapists working alongside schools in supporting youn people with mental health problems, this book has much to offer. -- Children, Young People & FamiliesBack in the 1970s someone came up with a very good idea; provide specially-designed classes for students who have difficulty adjusting to the mainstream, staff the classes with techers trained in nurturing and meeting the needs of these special students, and engage a range of educators, parents, and peers to create a supportive environment that is student-centred. According to Cooper (education,U. of Leicester} and Tiknaz {rising educational achievement, U. of Leicester) such nurture groups are effective in the classroom and in the home at bringing children with social, emotional, and behavioural needs closer to accepting educational and other experiences. Writing for educators and parents, they describe nuture groups and what school staff about them, the role of caring people in nurture groups, selection of students for groups, research indications, models for analyzing problems situations and key messages for practitioners. -- BookNews.comTable of ContentsPreface. 1. Nurture Groups. 2. A Nurture Group in Action. 3. What School Staff Say About Nurture Groups. 4. Carers, Children and Nurture Groups. 5. How Are Students Selected for Placement in a Nurture Group?. 6. Do Nurture Groups Work? Existing Research on Nurture Groups. 7. Involving Carers in Nurture Groups. 8. A Model for Analysing Problem Situations: S.A.L.A.D. 9. What Makes a Successful Nurture Group?. 10. Conclusion: Key Pointers for Practitioners. Subject index. Author index.The `Innovative Learning for All' seriesThe `Innovative Learning for All' series features accessible books that reveal how schools and educators can meet the needs of vulnerable students, encouraging them to engage in learning and to feel confident in the classroom. Grounded in the latest innovative practice and research, these books offer positive guidance on improving the educational standards for all children by ensuring the most vulnerable are supported.

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Book SynopsisOriginally published in 1988, The Holistic Curriculum addresses the problem of fragmentation in education through a connected curriculum of integrative approaches to teaching and learning. John P. Miller, author of more than seventeen books on holistic education, discusses the theoretical foundations of the holistic curriculum and particularly its philosophical, psychological, and social connections. Tracing the history of holistic education from its beginnings, this revised and expanded third edition features insights into Indigenous approaches to education while also expanding upon the six curriculum connections: subject, community, thinking, earth, body-mind, and soul. This edition also includes an introduction by leading Indigenous educator Greg Cajete as well as a dialogue between the author and Four Arrows, author of Teaching Truly, about the relationship between holistic education and Indigenous education.Table of ContentsPart One. Holistic Curriculum: The Context 1. Holistic Curriculum: The Why and the What 2. The Perennial Philosophy 3. The Psychological Context: The Unconditioned Self 4. The Social Context: An Ecological/Interdependent Perspective 5. Historical Background Part Two. Holistic Curriculum: Practice 6. Intuitive Connections 7. Body-Mind Connections 8. Subject Connections 9. Community Connections 10 Earth Connections 11. Soul Connections 12. Implementing and Evaluating the Holistic Curriculum

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Book SynopsisExam Board: ISEBLevel: KS2Subject: MathematicsFirst Teaching: September 2015First Exam: June 2016Maths Year 3 goes beyond the requirements of the new National Curriculum and builds an excellent foundation for Mathematical study. It covers the basics of addition, subtraction, multiplication and division, before moving on to more advanced material- Endorsed by ISEB- Covers the new National Curriculum Programmes of Study to ensure pupils are learning the most up to date material- Combines traditional standard method with the mental approach to challenge all abilities - Features end-of-chapter activities and summary exercises to engage pupils and consolidate the information learned- Includes a huge bank of practice material, including problem-solving exercises, to ensure pupils thoroughly understand all topicsAnswer book available separately.

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Book SynopsisSchools need to have purchase on the curriculum: why they teach the subjects beyond preparation for examinations, what they are intending to achieve with the curriculum, how well it is planned and enacted in classrooms and how they know whether it’s doing what it’s supposed to. Fundamental to this understanding are the conversations between subject leaders and their line managers. However, there is sometimes a mismatch between the subject specialisms of senior leaders and those they line manage. If I don’t know the terrain and the importance of a particular subject, how can I talk intelligently with colleagues who are specialists? This book sets out to offer some tentative answers to these questions. Each of the national curriculum subjects is discussed with a subject leader and provides an insight into what they view as the importance of the subject, how they go about ensuring that knowledge, understanding and skills are developed over time, how they talk about the quality of the schemes in their departments and what they would welcome from senior leaders by way of support. We have chosen this way of opening up the potentially difficult terrain of expertise on one side and relative lack of expertise on the other, by providing these case studies. They are suggested as prompts rather than the last word. Informed debate is, after all, the fuel of curriculum development. And why Huh? Well, 'Huh?' may be John's first response when he walks into a Year 8 German class but, in fact, we chose 'Huh' as the title of our book as he is the Egyptian god of endlessness. As Claire Hill so eloquently comments in her chapter, “Curriculum development is an ongoing process; it’s not going to be finished, ever.” And we believe that 'Huh' captures a healthy and expansive way of considering curriculum conversations.

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Book SynopsisAll students expect to have equal access to a good education but this is not always the case. Research has shown that students who experience discipline that removes them from the classroom are more likely to repeat a grade, drop out of school, and become involved in the juvenile justice system. Black students, boys, and students with disabilities were disproportionately disciplined (e.g., suspensions and expulsions) in K-12 public schools. These disparities were widespread and persisted regardless of the type of disciplinary action, level of school poverty, or type of public school attended. Poverty can have a profound effect on academic outcomes and college readiness and students from low-income families are less likely to go to college. The low rates of degree attainment for low-income students raises questions about whether the students who wish to pursue higher education have access to courses that support their readiness for college. While most public high schools, regardless of poverty level, offered courses like algebra and biology, disparities in access were associated with school poverty level for more advanced courses like calculus, physics, and those that may allow students to earn college credit, like Advanced Placement (AP) courses.

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Book SynopsisAs this book cogently states this is an eclectic examination of current social problems using the lenses of literature, whether fiction or non-fiction, to open doors to understanding the potential for new and creative interventions that have the potential for transformative change. The beginning quote from Toni Morrison bringing light to those who don't always find themselves true ownership to the land to which they are rooted in is a climate system for readers of this book. James Agee and Walker Evans provide a clear and yet complex vision of how they came to study three families in Hale County, Alabama. Their work gives excellent details on how to enter cultures different from their own. Hillbilly Elegy, Appalachian Reckoning and Nickel Boys all written in the past three years yield description and rhetoric that inform social scientists of the human condition. Appalachian Reckoning disputes much of what J.D. Vance wrote. Furious Hours is an excellent source for data collection and analysis. Literature is not new to social commentary but these are contemporary works that can help scholar activists and public researchers who are doing research and publishing for the public. This is a major goal of this book. Educational issues and their intersection with crime and mental issues are key topics of this cogent book. Opportunity gaps, school to prison pipeline, anxiety and many more issues are fodder for scholar activists that are adumbrated in this forceful book. The community school is proffered as a hub of services for those thorny issues. The school is the place to offer services because so many are fractured in this country today and very likely to become more so. Systemic thinking is a key part of the interventions applied currently. A plus on this topic is that systems thinking is presented in a demystifying way. Vignettes are a strength of this book in that they are what happened and they give readers insight into what worked and what didn't. If you are a bridge player, one peak is worth two finesses. The people in these vignettes are as alive today as they were when these events took place.Table of ContentsAcknowledgementsIntroduction: On the Relevancy of Toni MorrisonPrologueArt, Science, and Value: University Assisted Community SchoolsOn Making Let Us Now Praise Famous Men a Valuable Social Science Tool for Understanding Poor People and PovertyCommunity Schools: What Are They? Important Scholar Activists SpeakA Novel Way to Examine Social Science Questions: Casey Cep and Colson Whitehead, Following the Tradition of James Agee and Walker EvansThe Past, Present, and Future of the Goals of Education for All: Some Personal AsidesHistorical Antecedents: What Roles for Universities in Community ChangeAppendixEpilogueReferencesIndex.

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