Schools and pre-schools Books
Irish Academic Press Ltd Catholic Church and Catholic Schools in Northern
Book Synopsis
£50.74
Prima Publishing,U.S. The Unschooling Handbook How to Use the Whole
Book SynopsisTo Unschoolers, Learning Is As Natural As BreathingDid you know that a growing percentage of home schoolers are becoming unschoolers? The unschooling movement is founded on the principle that children learn best when they pursue their own natural curiosities and interests. Without bells, schedules, and rules about what to do and when, the knowledge they gain through mindful living and exploration is absorbed more easily and enthusiastically. Learning is a natural, inborn impulse, and the world is rich with lessons to be learned and puzzles to be solved.Successful unschooling parents know how to stimulate and direct their children's learning impulse. Once you read this book, so will you!
£17.09
Beacon Press The Students Are Watching Us Schools and the
Book SynopsisIn this groundbreaking book, Theodore and Nancy Sizer insist that students learn not just from their classes but from their school's routines and rituals, especially about matters of character. They convince us once again of what we may have forgotten: that we need to create schools that constantly demonstrate a belief in their students.
£15.29
John Wiley & Sons Discipline Disparities Among Students With Disab
Book SynopsisThe decades-long problem of disproportionate school discipline and school-based arrests of students with disabilities, particularly those who also identify as Black or Native American, is explored in this authoritative book.Table of Contents Contents Foreword Kent McIntosh ix Acknowledgments xi INTRODUCTION: FRAMING DISCIPLINE DISPARITIES THROUGH A DISCRIT INTERDISCIPLINARY LENS 1. Introductory Comments: An Interdisciplinary Lens in Addressing Discipline Disparities of Students With Disabilities 3 Pamela Fenning and Miranda Johnson 2. Looking at School Discipline From the Perspective of Critical Race Theory and DisCrit: How Multiple Identities Intersect to Create Inequities in School Discipline 14 Markeda Newell and Emma Healy RESEARCH AND KNOWLEDGE THROUGH MULTIPLE EPISTEMOLOGIES, METHODS, AND VOICES 3. Let the Students Speak: African American Males With Disabilities' Perspectives of Behavior Intervention Acceptability in Schools and the Implications for Cultural Validity 29 Patrice M. Leverett 4. School Discipline at the Intersection of Race and Ability: Examining the Role of Police in Schools 46 Amy E. Fisher and Benjamin W. Fisher 5. Black Women Teachers' Counternarratives on School Discipline: Ability in Student, Teacher, and Space 64 Angelina N. Nortey PROMISING EDUCATIONAL PRACTICES TO ADDRESS DISCIPLINE DISPROPORTIONALITY 6. Trauma and Discipline Disproportionality: Treating the Underlying Concerns 87 Kristen Pearson, Laura Marques, Monica Stevens, and Elizabeth Marcell Williams 7. Improving Educator Use of Data-Informed Decision-Making to Reduce Disciplinary Infractions for Students With Emotional Disturbance 108 Sandra M. Chafouleas, Amy M. Briesch, Kathleen Lynne Lane, and Wendy Oakes 8. The Use of the Assessment of Culturally and Contextually Relevant Supports (ACCReS) in High-Need Public School Classrooms 124 Lindsay M. Fallon and Margarida Veiga 9. Building Bridges: An Alternative to Suspension Program 140 Emma Healy, Michelle Rappaport, and Carly Tindall-Biggins LEGAL AND POLICY APPROACHES TO ADDRESS DISCIPLINE DISPROPORTIONALITY 10. Changing the Conversation: Moving From Exclusionary Discipline to Trauma-Informed and Culturally Appropriate Practices to Improve Outcomes for Native American Students With Disabilities 161 Heather A. Hoechst and Donald Chee 11. Disproportionate Encounters of School Security Personnel and Students With Disabilities: An Update of the Case Law 177 Thomas A. Mayes and Perry A. Zirkel 12. Rethinking Discipline of Students With Disabilities: A Path Forward for Research, Policy, and Practice 194 Miranda Johnson and Pamela Fenning Appendix A. Assessment of Culturally and Contextually Relevant Supports (ACCReS) 211 Appendix B. Building Bridges Materials 217 Appendix C. School Disciplinary Provisions Relating to Students With Disabilities 219 Notes 221 References 223 Index 259 About the Editors and Contributors 271
£40.80
Hoover Institution Press,U.S. Tests Testing and Genuine School Reform Education
Book SynopsisThe pressing need to improve achievement in American schools is widely recognized. In Tests, Testing, and Genuine School Reform, Herbert J. Walberg draws on scientific studies of tests and their uses to inform citizens, educators, and policy makers about well-established principles of testing, current problems, and promising evidence-based solutions. He explains the central considerations in developing and evaluating good tests and tells how tests can best be used, covering such topics as using tests for student incentives, paying teachers for performance, and using tests in efforts to attain new state and national standards.To minimize mistaken policies and practices, the book also describes testing technology to enable readers to evaluate and make better use of tests. And because valid tests cannot be developed without clear, specific standards, one chapter is devoted to discussing standards and how they should determine the plans and development of tests and testing. In view of the
£17.95
£14.39
John Wiley and Sons Ltd Bullying Interventions in Schools
Book SynopsisOutlines the existing methods used to address bullying in school, describing when and how each method can be best applied. Addresses the six major methods of bullying intervention Critically explores the rationale, strengths, and limitations of each intervention Evaluates efficacy and applicability of each intervention for different bullying situations encountered in the school setting Table of ContentsForeword vii Acknowledgments ix Introduction xi Part 1 Interventions in Perspective 1 1 The Current Situation 3 2 A Brief Background to School Bullying 14 3 Preparing to Intervene 25 Part 2 Methods of Intervention in Cases of Bullying 35 4 The Traditional Disciplinary Approach 37 5 Strengthening the Victim 51 6 Mediation 64 7 Restorative Justice 74 8 The Support Group Method (Formerly the No Blame Approach) 86 9 The Method of Shared Concern 96 Part 3 The Choice of Intervention Method 109 10 The School and the Community 111 11 Choosing a Method 116 12 Backdrop and Beyond 139 Appendices 144 A Handling Bullying Questionnaire with Results 144 B Exercise on Fogging 149 References 151 Index 161
£37.00
Icle The Evolution of Education 2020
Book Synopsis
£33.24
Basic Books The Death of Public School: How Conservatives Won
Book Synopsis
£25.60
Temple University Press,U.S. Law and Order and School: Daily Life in an
Book Synopsis'It was hard in the beginning; I didn't think I was going to like it' - Student. 'This ain't even a real school, man. This is for discipline' - Student. 'I want to go to college and become a paramedic' - Student. 'Know what you learn in this program? You learn to suck up' - student. 'The school district would not like what I'm doing here, but I think these kids need it' - History teacher. 'This is my real ministry' - Community liaison. These are only some of the voices in Law and Order and School, Shira Birnbaum's riveting study of an education and rehabilitation program for troubled teenagers in a Southern city. Locally acclaimed as one of the better programs of its kind in the region, "Academy" exemplifies a new kind of institution, providing transitional school services under contract with both educational and juvenile justice agencies. Birnbaum's narrative focuses on curriculum, teaching, behavior management, and the social organization and culture of the program, offering a close-up view of the everyday classroom interactions that frame student achievement and, ultimately, program outcomes. What do students learn? What do teachers teach? What educational and rehabilitative goals are embedded in official and unofficial policy? What processes inside and outside the building help or hinder the attainment of those goals? As educational and justice agencies look increasingly to private subcontractors to deliver an array of services and growing numbers of young people are channeled into non-traditional educational settings and correctional institutions, it is imperative that educators and the general public understand how these institutions work and what problems their students and staffs encounter. This on-the-ground examination of education within the juvenile justice system will open your eyes to how we educate some of our neediest children. Author note: Shira Birnbaum is an educational consultant working in New York and New Jersey.Trade Review"Shira Birnbaum's brilliant new book, Law and Order and School, offers an insider's look at an educational institution for troubled teenagers. It is a work of careful and thoughtful scholarship, yet its ethnographic approach makes it read like a novel as the students and teachers come alive and you see inside the 'Academy' with them. While the book's strength is its in-depth look at this institution, it provides a recognizably authentic picture of what is being faced throughout our nation, and how, in the best of our programs, with idealistic and mostly very competent teachers, we too often still fail our troubled youth. This should be required reading for anyone studying or working with the juvenile justice system and for all of us concerned with the problem." --Steven J. Klees, University of Maryland "Law and Order and School is well written and informs readers about an institution that most of us know nothing about. It is extremely rich in detail and includes many scenes and conversations that bring the 'Academy' to life. The stories of the students and teachers are presented respectfully. With the accelerating privatization of both the educational and penal systems, this book is especially important at this time." --Doreen J. Mattingly, Associate Professor of Women's Studies and Geography, San Diego State University "Law and Order and School is a gripping and compelling story. In this ethnographic study of the 'Academy,' Birnbaum lets the story tell itself, without hand-wringing or sermonizing, without stating the obvious, and without upstaging the material. This is in every respect a model of what good writing should be: carefully conceived, theoretically informed and rich in insight, yet unburdened by pretense or jargon. The result is both a beautifully rendered, and a heart-rending, story told in page-turning style." --Robert Lake, Center for Urban Policy Research, Rutgers UniversityTable of Contents1. Introduction 2. Students and Teachers 3. The Market System of Merit 4. Curriculum Units of Exchange 5. Student Reaction to the Market System 6. Teachers and the Market System 7. Measurement 8. Conclusions Notes References Index
£999.99
West Academic Publishing American Public School Law
Book SynopsisAlexander and Alexander's American Public School Law has for 50 years set the standard for books in the field of education law. This new 2019, Ninth Edition, provides for a combined textbook/casebook approach for teaching the law of public school systems in the United States. Included in this volume are hundreds of recent judicial precedents rendered by state and federal appellate courts derived from actual cases and controversies involving the schools. The book is designed to facilitate a "case" or "discussion" teaching methodology that enables the teacher to depart from merely lecturing or "telling" about the law and to engage the students in a dialogue and discussion mode. Written in an engaging style, American Public School Law, Ninth Edition, clearly explains all complex points of law for non-lawyers, with a focus on the unique needs of professional school leaders. The book is accompanied with an Instructor's Manual and a Test Bank, along with PowerPoint slides for each chapter.
£213.75
Reaktion Books School Objekt
Book SynopsisPart of the "Objekt" series, this book offers an analysis of the forms, operations and meanings of the school. Organized around the themes of time, space and place, it deals with the form and function of schools, and presents a global review of how design and architecture have kept pace with innovation in schools in the modern period.
£999.99
Butler Centre for Arkansas Studies Proudly We Speak Your Name: Forty-four Years at
Book SynopsisThis title offers a feast of memories for alumni of Little Rock's Catholic High School - and parochial educators everywhere. In April 2009, alumni and friends of Catholic High School for Boys will gather to toast and roast a favorite of the school's legendary faculty, Michael Moran, the author of "Proudly We Speak Your Name". Only a stoic could complete a reading without a teary-eyed moment or two and many belly laughs. Faculty idiosyncrasies are recalled in this memoir, as are student antics. If it can happen within the walls of an all-boys high school, the author has probably seen it in his forty-one years of teaching. And he has probably reported on it in this book, which was written during his first year of 'retirement'. While the spirit is often light, Moran's book ends with a stirring tribute to the man who, though departed, still epitomizes the spirit of the place, the man whose name is now given to the school's street, Father George Tribou. Readers will leave Moran's account glad for the experience of following in his (remembered) footsteps.Trade Review"I learned more about English literature at Catholic High than in all my classes at Princeton." - Actual comment by a 2003 graduate of LRCH who requests that his name be withheld until his sheepskin is awarded by that school in Princeton, New Jersey"
£999.99
Myers Education Press Opting Out: The Story of the Parents’ Grassroots
Book Synopsis
£121.60
Myers Education Press Opting Out: The Story of the Parents’ Grassroots
Book Synopsis
£26.18
Rutgers University Press How Schools Meet Students' Needs: Inequality,
Book SynopsisMeeting students’ basic needs – including ensuring they have access to nutritious meals and a sense of belonging and connection to school – can positively influence students’ academic performance. Recognizing this connection, schools provide resources in the form of school meals programs, school nurses, and school guidance counselors. However, these resources are not always available to students and are not always prioritized in school reform policies, which tend to focus more narrowly on academic learning. This book is about the balancing act that schools and their teachers undertake to respond to the social, emotional, and material needs of their students in the context of standardized testing and accountability policies. Drawing on conversations with teachers and classroom observations in two elementary schools, How Schools Meet Students’ Needs explores the factors that both enable and constrain teachers in their efforts to meet students’ needs and the consequences of how schools organize this work on teachers’ labor and students’ learning. Trade Review"The data is interesting and the stories are compelling. How Schools Meet Students’ Needs is a significant contribution to a field without adequate attention."— Jennifer A. Reich, Author of Calling the Shots: Why Parents Reject Vaccines "Kerstetter provides a vivid ethnographic account of how policies such as No Child Left Behind actually produce the opposite outcomes from what they supposedly aim to accomplish, constraining public schools from being able to effectively educate low-income children. How Schools Meet Students’ Needs is well-written and easy to read."— Julia Sass Rubin, Edward J. Bloustein School of Planning and Public Policy "The data is interesting and the stories are compelling. How Schools Meet Students’ Needs is a significant contribution to a field without adequate attention."— Jennifer A. Reich, Author of Calling the Shots: Why Parents Reject Vaccines "Kerstetter provides a vivid ethnographic account of how policies such as No Child Left Behind actually produce the opposite outcomes from what they supposedly aim to accomplish, constraining public schools from being able to effectively educate low-income children. How Schools Meet Students’ Needs is well-written and easy to read."— Julia Sass Rubin, Edward J. Bloustein School of Planning and Public PolicyTable of ContentsIntroduction Part I The Work of Teaching 1 Beyond Standardized Testing: Meeting Students’ Social, Emotional, and Material Needs Part II Oak Grove Elementary 2 Working in an Audit Culture: Surveillance and Teaching at Oak Grove Elementary 3 “This is the Most Dreadful Test”: The Hidden Curriculum of Standardized Testing Part III City Charter School 4 Working as Part of a School Reform Movement: Urgency, Achievement Gaps, and Individual Responsibility 5 “I Would Love to Hear What You Have to Say”: Cultural Reproduction in Social and Emotional Learning Conclusion Appendix Acknowledgments Notes Bibliography Index
£999.99
Rutgers University Press How Schools Meet Students' Needs: Inequality,
Book SynopsisMeeting students’ basic needs – including ensuring they have access to nutritious meals and a sense of belonging and connection to school – can positively influence students’ academic performance. Recognizing this connection, schools provide resources in the form of school meals programs, school nurses, and school guidance counselors. However, these resources are not always available to students and are not always prioritized in school reform policies, which tend to focus more narrowly on academic learning. This book is about the balancing act that schools and their teachers undertake to respond to the social, emotional, and material needs of their students in the context of standardized testing and accountability policies. Drawing on conversations with teachers and classroom observations in two elementary schools, How Schools Meet Students’ Needs explores the factors that both enable and constrain teachers in their efforts to meet students’ needs and the consequences of how schools organize this work on teachers’ labor and students’ learning. Trade Review"The data is interesting and the stories are compelling. How Schools Meet Students’ Needs is a significant contribution to a field without adequate attention."— Jennifer A. Reich, Author of Calling the Shots: Why Parents Reject Vaccines "Kerstetter provides a vivid ethnographic account of how policies such as No Child Left Behind actually produce the opposite outcomes from what they supposedly aim to accomplish, constraining public schools from being able to effectively educate low-income children. How Schools Meet Students’ Needs is well-written and easy to read."— Julia Sass Rubin, Edward J. Bloustein School of Planning and Public Policy "The data is interesting and the stories are compelling. How Schools Meet Students’ Needs is a significant contribution to a field without adequate attention."— Jennifer A. Reich, Author of Calling the Shots: Why Parents Reject Vaccines "Kerstetter provides a vivid ethnographic account of how policies such as No Child Left Behind actually produce the opposite outcomes from what they supposedly aim to accomplish, constraining public schools from being able to effectively educate low-income children. How Schools Meet Students’ Needs is well-written and easy to read."— Julia Sass Rubin, Edward J. Bloustein School of Planning and Public PolicyTable of ContentsIntroduction Part I The Work of Teaching 1 Beyond Standardized Testing: Meeting Students’ Social, Emotional, and Material Needs Part II Oak Grove Elementary 2 Working in an Audit Culture: Surveillance and Teaching at Oak Grove Elementary 3 “This is the Most Dreadful Test”: The Hidden Curriculum of Standardized Testing Part III City Charter School 4 Working as Part of a School Reform Movement: Urgency, Achievement Gaps, and Individual Responsibility 5 “I Would Love to Hear What You Have to Say”: Cultural Reproduction in Social and Emotional Learning Conclusion Appendix Acknowledgments Notes Bibliography Index
£999.99
