Schools and pre-schools Books

Book SynopsisTable of Contents Part One: Introduction  1 SuperVision for Successful Schools    Part Two: Knowledge   2 The Norm: Why Traditional Schools Are as They Are    3 The Dynamic School    4 Adult and Teacher Development Within the Context of the School    5 Reflections on Educational Beliefs, Teaching, and Supervision    Part Three: Interpersonal Skills   6 Supervisory Behavior Continuum: Know Thyself   7 Directive Control Behaviors   8 Directive Informational Behaviors  9 Collaborative Behaviors   10 Nondirective Behaviors   11 Developmental Supervision Part Four: Technical Skills   12 Observing Skills    13 Assessing and Planning Skills   14 Implementation and Evaluation Skills Part Five: Technical Tasks of Supervision   15 Direct Assistance to Teachers 16 Evaluation of Teaching   17 Group Development   18 Professional Development   19 Curriculum Development   20 Action Research: The School as the Center of Inquiry Part Six: Cultural Tasks of Supervision  21 Facilitating Change  22 Addressing Diversity   23 Building Community

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Book SynopsisFrancis Gilbert''s new book tells parents the unvarnished truth about our education system, as only a teacher can. He explains that many schools are actually selective when they pretend not to be, and shows you how to get your child into the best school. He also highlights the bullying and backstabbing that can blight the lives of pupils and their parents, and shows how you can help your children to deal with it.As well as containing the compelling personal stories of many parents, the book also offers hard-earned advice on issues such as:* How to get your child into the right school* How to get the most out of your child''s teachers* How to improve your child''s performance* How to work the education system for the benefit of your childTrade Review"'A fast, fun, informative read' - Guardian 'Informative, clearly written, it is the book no parent can be without.' - The Times 'Education expert Gilbert gives lively, humorous and vital inside advice on making the system work for you.' - Manchester Evening News"

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Book SynopsisJo Fraser-Pearce is Associate Professor (Teaching) at IOE, UCL's Faculty of Education and Society, University College London, UK.James W. Fraser is Professor of History and Education at New York University, USA.Trade ReviewAn amazing, deep and convincing [critical] analysis of an interplay between religion and state in a single book. In sum, this is a must read for instructors, students and all those who have the interest to know more about the relation between state and religion from the global perspective. * Samuel Awuah-Nyamekye, Professor of Religion and Environment, University of Cape Coast, Ghana *Education about religion (religious studies) and for religion (faith formation) is practiced around the globe though implementation can differ markedly depending upon cultural context. This volume pulls together cross-national case studies to illuminate these differences, as well as commonalities, all in the service of improved practice through enriched understanding. * Michael D. Waggoner, Professor of Education, University of Northern Iowa, USA *Table of Contents1. Introduction: Why Look at Schools and Religion? Why do it Globally?, James Fraser (New York University, USA) and Jo Fraser-Pearce (University College London, UK) Part I: Schools, Religion and the State 2. School and Religion as a Mirror of State and Religion? – Bangladesh, England, Israel and Vietnam, Jo Fraser-Pearce (University College London, UK) 3. Schools and Religions: the Law and the Courts – Costa Rica, England, France, Italy, Senegal, South Africa, Switzerland and Turkey, Nigel Fancourt (University of Oxford, UK) 4. Government Funding for Religious Schools – Netherlands, Australia, Israel, Singapore, and Indonesia, Ashley Berner (Johns Hopkins University, USA) Part II: The Place of Religion in School Classrooms 5. Mindfulness in Schools – The United States, England, Singapore, and Vietnam, Bill Meyer (New York University, USA) 6. Religion, Language and National Identity Construction in School Textbooks in South Asia – India, Pakistan, and Bangladesh, Laraib Niaz (University of Cambridge, UK), Kusha Anand (University College London, UK), Farid Panjwani (The Aga Khan University, Pakistan) and Marie Lall (University College London, UK) 7. Religion, Heritage and the Teaching of Black History – Brazil, the United States, South Africa, Ghana and Benin, Amilcar A. Pereira (Federal University of Rio Janeiro, Brazil) and Jessika Rezende Souza da Silva (Federal University of Rio Janeiro, Brazil) 8. Religious Education in Teacher Education: About, For and In Diversity? – Austria, Canada, England, Turkey and India, Alexis Stones (University College London, UK), Kristian Niemi (Karlstad University, Sweden) and Kerstin von Brömssen (University West, Sweden) 9. Debating Evolution in Context—Religion in the Biology Classroom – Brazil, England, Pakistan and the United States, Michael J. Reiss (University College London, UK) 10. When Discussion of Religion is Not Encouraged: Don’t Ask, Don’t Tell – Malawi, Sri Lanka, Ontario, Quebec, and California, Amarnath Amarasingam, (Queen’s University, Canada), Harsha Dulari Wijesekera (Open University of Sri Lanka, Sri Lanka), Yonah Hisbon Matemba (University of the West of Scotland, UK), W. Y. Alice Chan (Centre for Civic Religious Literacy, Canada), Ashley Couture (Canada) and Hicham Tiflati (John Abbot College, Canada) 11. Preparing Teachers to Develop the Religious Literacy of Learners - Colombia, Greece, Malawi, Norway and Turkey, Marios Koukounaras Liagkis, (National and Kapodistrian University of Athens, Greece) 12. Colonial Histories and their Impacts on Religious Education - Germany, Namibia, and Nigeria, Annett Graefe-Geusch (German Center for Integration and Migration Research, Germany) Part III: Religious Students — Questions of Rights and Identity 13. The Permissible and Contested Boundaries of Religious Dress Worn in Schools: Contemporary Examples of Religious Restriction - Canada, France, Kenya, and Turkey, Dianne Gereluk (Werklund School of Education, University of Calgary, Canada) and Brenna Haggarty (University of Calgary, Canada) 14. Sex(uality) and Religion in Schools - China, England and the United States, Michael J. Reiss (University College London, UK) 15. School Meals in Multicultural/Multireligious Contexts - France, Denmark, Dubai (part of the United Arab Emirates) and the United States, Amy Bentley (New York University, USA), Samantha Ruth Brown (University of Oregon, USA), Shayne Leslie Figueroa (Independent scholar, USA), Salma Serry (Boston University, USA) and Claudia Saffar (Independent scholar, USA) 16. Religious Bias in the School Systems of Multireligious and Multiethnic States - Ethiopia, Russia, and the United States, Regina B. Wenger (Baylor University, Texas, USA) 17. Religious Minorities at School South of the Sahara - Malawi, Ghana, Zimbabwe, South Africa and Lesotho, Yonah Matemba (University of the West of Scotland, UK), Richardson Addai-Mununkum (University of Education, Ghana), Maitumeleng Nthontho (University of Pretoria, South Africa) and Godfrey Museka (University of Zimbabwe, Zimbabwe) Part IV: Schools and Religion in the Contemporary World 18. Schools, Religion and Postcolonial Perspectives - England, Hong Kong and South Africa, Nuraan Davids (Stellenbosch University, South Africa), Janet Orchard (University of Bristol, England) and Liz Jackson (The Education University of Hong Kong, Hong Kong) 19. Schools, Religion and Teaching about Climate Change and Sustainable Development - Indonesia and Nigeria, Emma Salter (University of Huddersfield, UK) 20. Schools, Religion and Extremism - Australia, Zimbabwe, the UK and Canada, David Lundie (University of Glasgow, UK) 21. How History Informs the Conversation about Religion in State Schools - Costa Rica, Afghanistan and the United States, James Fraser (New York University, USA) 22. Conclusion: Why Schools and Religion Matter, Jo Fraser-Pearce (University College London, UK) and James Fraser (New York University, USA) Index

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Book SynopsisExam Board: OCRLevel: GCSESubject: GeographyFirst Teaching: September 2016First Exam: June 2018Maximise every student''s performance with a step-by-step approach to learning, improving and applying the geographical and fieldwork skills they need to achieve their full potential under the reformed OCR GCSE Geography A and B specifications.- Provides a complete, tailor-made solution to teaching the cartographic, graphical, numerical and statistical skills emphasised in the 2016 OCR A and B GCSE Geography specifications- Helps you prepare students for the changed fieldwork assessments and new question formats with a dedicated section on geographical enquiries- Supports students of varying abilities by moving from clear explanations of each skill to easy-to-follow guidance on applying the skills in an examination context- Offers plenty of opportunities to put newly-acquired skills into pract

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Book SynopsisExamines education and social change in Scotland through analysis of a unique series of historical social surveys.Trade Review"This book is essential reading not only for those interested in Scottish education a fascinating story in its own right but for all those committed to building education systems that meet our democratic and egalitarian ideals. " -Adam Gamoran, William T. Grant Foundation

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Book SynopsisThis book covers everything you need to know in preparing children for both pre-tests and 11+ entrance exams for admission into independent and grammar schools. It sets out ways in which children can become successful and confident learners over the years and months building up to these tests taken in Year 6. The author passionately believes that intelligence is not fixed but can be nurtured and grown with the right support. The key to putting this into action is to understand how you learn and to master the strategies for learning, retaining and recalling information effectively. This book will help parents and teachers support children approach one of their first academic hurdles with confidence.The book begins by looking at why revision is important and how the brain works. It introduces the concept of growth mindset and how with the right support, confidence, resilience and independence can be nurtured.It provides guidance on physical and mental wellbeing (including a section on coping with stress). It moves on to cover ideas on how to gain control of studying and how to develop good organisational skills. Being healthy, feeling stress free, in control and excited about school is vital. There is a comprehensive chapter study skills and how to master them, from learning how to identify key words, using flashcards, to creating mindmaps. Examples based on the 11+ syllabus and questions or tasks to revise the skill are given throughout.The book then focuses specifically on the skills needed for the 11+ tests. It offers wide-ranging advice on each subject (English, Maths, Verbal and Non-Verbal reasoning), how to prepare for online tests, interviews and test day tips.Current thinking and research by world-renowned social psychologists, psychologists and educators is at the heart of this book and are referenced. Tips for parents supporting their children's learning journey are given throughout.

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Book SynopsisAdopted children who have experienced loss, abuse or neglect need additional support for their emotional development, and are more likely to have special educational needs. This useful resource provides a complete plan for creating adoption-friendly environments in primary, secondary and specialist schools.The book is grounded on new research which gathered together testimonies from over 400 school staff members, adoptive parents and adoption specialists. With realistic consideration of pressures and limitations currently faced by schools, it gives advice on eight key areas for school development, including communicating with parents, training staff, using resources wisely and recognising children's individual needs. Completing the toolkit is a broad selection of photocopiable and downloadable plans for establishing adoption-friendly frameworks, and for demonstrating good practice to staff, pupils, families and school inspectors.Trade ReviewThis excellent comprehensive guide has been compiled with tremendous insight into the challenges faced by adopted children and those who live and work with them. Informative, accessible and authoritative, it gives educators the practical tools to implement a more empathic and thoughtful approach in their schools. -- Daniela Szmigielska Shanly, proprietor/founder of Beech Lodge School and adoptive parentThis authoritative book has the power to inspire and transform school practice in supporting not only adopted children but the entire school community. How? The authors present a text brimming with practical wisdom that is confidently underpinned by psychological theory, leading to compelling reasons for sustained change in schools. -- Laura Dunstan, Senior Specialist Educational Psychologist for Children in Care & Post Adoption and Associate Fellow of the British Psychological SocietyTable of ContentsAcknowledgements. Foreword - Claire Eastwood. Preface. 1. Why focus on adopted children? 2. Effecting change in your school. 3. Identifying needs. 4. Prioritising relationships. 5. Thinking about behaviour management. 6. Responding empathetically to behaviour. 7. Working in partnership with parents. 8. Sharing information. 9. Reflecting adoptive families. 10. Protecting adoptive families. 11. Support staff. 12. Using resources wisely. Afterword. Glossary. Figure list. Table list. Resource list. References. Further reading.

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Book SynopsisThis book is the perfect starting point for anyone looking to promote and encourage mental health in their school, or evaluate their existing provision, in line with current government priorities. It covers not only the day-to-day practical steps you can take to meet the mental health needs of learners, but also a provides a whole bank of ideas for ensuring you adopt a whole-school approach to positive mental health. Pooky Knightsmith lays out tried and tested tools you can use to evaluate the overall mental health of a school, showing how to improve and support the mental health of staff, and how to ensure that the voice of every learner is heard and valued, including the most vulnerable - and that everyone involved with the school feels safe, healthy and happy. Pooky's simple 'litmus test' framework lays out six practical areas you can explore to implement change within your own school, with explanations, sheets to fill in, tips from loads of school staff, and case examples that break these ideas down into easily digestible chunks. This much-needed book is a jumping off point for meaningful change in all aspects of your school community that will promote, support and strengthen mental health at whole-school level.Trade ReviewPooky Knightsmith is the measured, pragmatic voice of reason that mental health in schools needs. If you're confused by the myriad options and opinions out there listen to this and you can't go far wrong. She is always coming from a place of pure kindness, rooted in a solid evidence base. -- Natasha Devon MBE, Mental Health CampaignerPooky champions everyone invested in the school environment! In this book she offers a clear and consistent way to develop a mentally healthy school; worksheets, action plans, tips and ideas, real-life experiences, inspiring quotes and suggestions for further reading are all offered in a genuine, supportive way. Pooky inspires you to make meaningful changes - as an individual as well as a team - that promote positive mental health in an educational setting and genuinely make a difference. -- Helen Cossar, School Counsellor, Durham Schools Counselling ServicePooky never fails in giving sound, practical, useful advice based on the most current thinking on Mental Health. As a school counsellor, her books are my go-to whenever I doubt my interventions or need support with how to work with parents or staff in the school. I particularly like her '8 top tips' in each chapter of how to make your school 'mentally healthier' and her vision of long-term impact rather than quick fixes. A must-have on your shelf in the school counselling room. I look forward to implementing and changing the mental health in schools with this tool. -- Amy Hill, School CounsellorPooky has been able to explain things in a clear, easy to understand format. The book has a whole-school approach and each chapter has ideas and action plans to challenge us. Many of these can be achieved almost immediately to congratulate and motivate, and there are examples of excellent practice that can be cherry picked from and signposting for further reading. The litmus test includes everything you need to ensure a mentally healthy school and the self-care toolbox is essential to maintain this. -- Helen Lilley, Emotional Health Resilience NurseStarting this book I knew which chapters I most needed, on working my way through I was gently but firmly challenged in each of the six areas. This is a sensitive guide that enables honest reflection and has some great ideas. Our school already employs many of the schemes and strategies, but this framework has been brilliant for providing a 'fresh eyes' review of where we are, where we want to be and most importantly a huge range of ways to get there. Clear and practical, well done Pooky! Top tip...never underestimate the power of a toilet door. -- Jo Weaver, Special Educational Needs Coordinator, Devonport High School for BoysPooky's book is an invaluable compendium of proactive ideas to make any school more mentally healthy. Say goodbye to hours wasted trying to collate resources because Pooky's book offers a concise, multifaceted approach in just 175 pages. I can really envision these ideas, on the ground level, making school a better place for student's like me. -- Angelette Medonca, Student, Henrietta Barnet SchoolKey to this new workbook is the strive for small successful changes rather than aiming for big changes and not achieving them. Although aimed at senior leadership, this book is equally useful for practitioners and encourages small wins with little or no budget impact, as well as whole school strategies.It was good to be reminded right at the start that staff wellbeing is at the heart of a mentally healthy school. This book has been written with this sentiment very much in mind. It is quick to read and easy to use. Chapter one encourages you to do a self-check on your own wellbeing. Chapter two then guides you on how to take an easy audit of your school. This gives you a baseline to start from and helps you to identify which areas you want to focus on and formulate your own tailor-made plan.Each chapter thereafter follows the same simple format, so it is easy to go straight to the section that is going to be most helpful. Highly recommended for all levels of staff that are committed to becoming a mentally healthy school -- Student Welfare Officer, Uffculme School

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Book SynopsisFor years, I have strongly advised adults to read Grief in Children because I believe it is the most sympathetically written and accessible book on the topic. It is the thoughtful distillation of many years' clinical experience of working with bereaved children and their families.'- from the foreword by Professor William YulePraise for the first edition:'This is a very user-friendly book. It is presented in a way which enables the reader to browse or go direct to a certain section, but at the same time is engaging enough to sustain one's interest to read the whole book.'- Australian Social Work'Dyregrov's writing is clear in its description, and explicit in its advice, and demonstrates that the daunting task of helping a child through grief is both manageable and rewarding... The book will, I'm sure, become required reading for all those touched by the care of bereaved children.'- Bereavement Care'... a handy, small book ideal for teachers, social workers, counsellors, parents and others faced with the task of understanding children in grief and trying to help them.'- Association for Child Psychology and Psychiatry Newsletter'There is valuable material on grief at various ages and development... The question "What makes the grief worse?" is neatly answered and a brief, but useful, section alerts the helper to differences in the grief experienced by boys and girls. The chapters on care for bereaved children are packed with good sense and practical suggestions. Many interesting ideas are given on ways to deal with bereavement in the setting of the classroom. There is much to commend this handbook. It is of manageable length, giving information concisely and supplementing it with well-chosen quotations. A valuable book which I would recommend to my colleagues and to parents, to those who run playgroups and to any who seek to help young people in bereavement.'- Lifeline (Magazine of the National Association of Bereavement Services)This fully updated second edition of Grief in Children provides an accessible overview of children's understanding of death at different ages and gives a detailed outline of exactly how the adults around them can best help them cope.Whether a child experiences the death of a parent, sibling, other relation or friend, or of a classmate or teacher, it is important for those caring for bereaved children to know how to respond appropriately to the child's needs. This book deals with a range of common physical and psychological responses and describes the methods of approaching grief in children that have been shown to work best. The author provides guidance on how loss and bereavement should be handled at school, explains when it is appropriate to involve expert professional help and discusses the value of bereavement groups for children and support for caregivers.Illustrated with case studies and incorporating current research, this book is essential reading for parents, carers, counsellors, teachers and all those concerned with the welfare of bereaved children.Dr Atle Dyregrov is a clinical psychologist and Director of the Center for Crisis Psychology in Bergen, Norway, which he founded with a colleague in 1988. He is a member of the executive board of The Children and War Foundation and a founding member of the European Society for Traumatic Stress Studies. Dr Dyregrov is the author of numerous publications, journal articles, and books.Professor Emeritus William Yule is a clinical psychologist and Professor Emeritus of Applied Child Psychology at the Institute of Psychiatry, King's College London. He is Chair of the Children and War Foundation and Honorary Psychologist Advisor to the British Army. He was awarded the Lifetime Achievement Award by the International Society for Traumatic Stress Studies in 2005.Trade ReviewAmid the plethora of books on grief and children, these two books (Grief in Children and Grief in Young Children) ) in my view, essential reading... Both books are comprehensive, well referenced, and well written. Unlike some books that rely too heavily on personal anecdote, these make good use of brief vignettes to illustrate the text...Both books will be helpful to families, bereavement counsellors, and to a wide range of professionals involved in assessing and working with bereaved children and families. -- Children and Young People, Martin Newman Consultant in child and adolescent psychiatryOnce again Dyregrov's simple style with clear descriptions, many words from bereaved children and a wealth of information, grounded in his professional work, make for a book that is rich in content and information. It is a pleasure to read, despite the sadness of the topic... Dyregrov has led the way in guiding us. I rate his second edition highly. For those trying to help the bereaved children, it is essential reading, the chapter on handling death in schools being particularly relevant to teachers. -- Pharos InternationalDyregrov's book is recommened for its solid grounding in psychology and its reasoned, jargon-free advice. An extremely valuable resource for parents as well as professionals who work with children. -- Library Journal ReviewsThis is an excellent book, aimed at anyone who has children. It is ideal for childminders, nannies, nursery workers, teachers and parents alike. It helps those either working with children or parents of children to think about the effects grief has on a child and helps us to understand how they are feeling and how to help them cope with the grief. The content of the book is excellent and it really makes you think about how children deal with grief in their own way. We as adults deal with grief differently from children and we do not necessarily understand the effect it has on children. It gives ideas on how to help children deal with grief, the signs we can look out for in children, their behaviour and attitudes if they are experiencing grief, and how we can help them to come to terms with their loss. I would also refer to it for my own children if need be. An excellent book. -- The National Child Minding AssociationFirst published in 1991, Atle Dyregov's Grief in Children: A Handbook for adults is a stock reference title on child bereavement practitioners' shelves, often recommended to parents and other children's professionals. This second edition, helpfully indexed, has been fully updated with many new vignettes drawn from extensive practice with children and young people in Norway and internationally illustrating their varying responses in grief and the support they have received. Children and parents can feel overwhelmed and disconcerted by their grief reactions and in themselves. these case examples can offer some reassurance that others have experienced similar things. -- Children and SocietyAuthor Atle Dyregrov's second edition of Grief in Children does what it says on the tin. His clear and intelligent writing helps the reader understand children's reactions to the death of someone special and offers ways of helping bereaved children manage the tragedy that they are faced with. When I first read Dyregrov as a trainee counsellor, and bereaved as a child myself, I found it was one of the most relevant and informative that texts available. It is simply a classic. The book remains important, outstanding and enriching for any of us who meet bereaved. -- Children & Young People NowTable of ContentsIntroduction.1. Children's Grief and Crisis Reaction. 2. Different Types of Death. 3. Death and Crisis at Different Developmental Levels. 4. What Makes the Grief Worse? 5. Sex Differences in Children's Grief. 6. Care for Children in Grief and Crisis. 7. Guidelines for Taking Care of Children's Needs. 8. Handling Death in the Play Group and at School. 9. Crisis- or Grief-Therapy for Children. 10. Bereavement Groups for Children. 11. Caring for Oneself. Appendix A: Grief in Children - Guidelines for Care. References. Internet Resources.

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Book SynopsisProfessor Sonia Blandford, founder and CEO of the award winning charity Achievement for All and listed as one of Debrett's 500 most influential for 2015, has written four books due out this Autumn. They each share the lessons that can be learned from the thousands of schools who have signed up to Achievement for All's high impact approach to education and who have bought into the charity's commitment to close the achievement gap in Britain's schools. TAKE THE LEAD is a book for school leaders. It taps into their ambitions to ensure every pupil on their register makes progress above national expectations and shares the framework Achievement for All offers which enables them to do that. Packed with ideas and experience from Sonia's team and the leaders she's working with.

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Book SynopsisProfessor Sonia Blandford, founder and CEO of the award winning charity Achievement for All and listed as one of Debrett's 500 most influential for 2015, has written four books due out this Autumn. They each share the lessons that can be learned from the thousands of schools who have signed up to Achievement for All's high impact approach to education and who have bought into the charity's commitment to close the achievement gap in Britain's schools.LOVE TO TEACH takes a fresh look at the challenges facing teaching staff today and explores how they can meet them in a way that optimises both their sense of wellbeing and job satisfaction and ensures that every pupil in their class makes progress above national expectations.

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Book SynopsisProfessor Sonia Blandford, founder and CEO of the award winning charity Achievement for All and listed as one of Debrett's 500 most influential for 2015, has written four books due out this Autumn. They each share the lessons that can be learned from the thousands of schools who have signed up to Achievement for All's high impact approach to education and who have bought into the charity's commitment to close the achievement gap in Britain's schools.DON'T LIKE MONDAYS? is a feast of facts, personal stories and practical ideas from children and young people for children and young people. This book aims to enrich the educational experience for those who find school tough, and to empower them to make a change in the classroom that will not only enable them to progress but which will benefit everyone else in their school too.

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Book Synopsis* Can a school-led system truly become self-improving? * What is the difference between good and great schools? * Who should inspect and regulate? * How should local authorities change? * Is the landscape ahead one of all schools in partnerships? The English schools' system is at a crossroads. This landmark collection of essays brings together some of the country's leading education thinkers and practitioners. Their polemic is intended to help teachers, school leaders, governors, researchers and policy makers think deeply about future directions. 'As a Minister, I would ask which organisation was responsible for resolving a particular problem in education, only to be told: 'Don't worry, Minister - it's no longer the DFE. That is now a responsibility of the School-Led System. They will be delivering it.' Often, when you probed a little deeper, you discovered that the school-led system was nowhere near as well formed and ever present as some Ministers and senior civil servants liked to think.' David Laws 'This is a time of great possibility. Teachers are attempting to do extraordinary things. If we had more courage to shape our schools around what we believe to be a good education, then we could make life so much better not just for teachers but for the students we serve.' Peter Hyman 'For a self-improving system to be truly successful and to have a significant impact, it requires the highest performing schools to be outward reaching and to establish deep partnerships.' Rachel Macfarlane 'A self-improving school system must not become a self-regarding or, worse, a self-protecting school system. The role of external challenge is key to this.' Russell Hobby

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Book SynopsisPowerful Schools seeks to release the creative vision within all educators, and show how schools can lead the way in establishing structures and practices that will support young people to become productive members of a global society. If educators are liberated to recognise that the vast potential of schools need not be constrained by expectations about qualifications, curriculum, the length of the school day, or physical buildings, then their imagination soars, as does their capacity for invention. Powerful Schools is a blueprint, showing how each and every school can grow abundantly rich in opportunities for individuals to develop the skills to become more socially and globally mobile, actively supported by numerous people and organisations who are consciously working to engage them in making the most of these opportunities.Table of ContentsIntroduction: what is social and global mobility? Chapter 1: Mobility, Power and Schools: why are they important? Chapter 2: Dimensions of Powerful Schools: what does Powerful look like in practice? Chapter 3: Who is going to make this happen? Who are your stakeholders? Chapter 4: Planning for change Chapter 5: Motivations and contributions - why your stakeholders will get involved and what they can bring Chapter 6: How do you engage your stakeholders? Realms of powerful activity Chapter 7: Building the power: practical ideas to engage stakeholder groups Chapter 8: Bringing it all together - what do you do next?

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Book SynopsisJohn Dunford was general secretary of the Association of School and College Leaders from 1998 to 2010. Prior to that, he was a member of the leadership team of three secondary schools in the north-east of England from 1974 to 1998, including 16 years as head of Durham Johnston Comprehensive School, an 11-18 school with 1500 pupils. In this outstanding book, John reveals all that he has learned about teaching and leadership over a stellar 40-year career, interweaved with a series of enlightening stories about government education policy over the last 20 years and the way in which successful schools have navigated the changing policy landscape.

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

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Book SynopsisIn this personal, thought-provoking and timely book, Dr Andrew Reay offers a clarion call to parents, educators and business leaders who are seeking to unlock the true potential of our next generation - their character - and ensure they really do flourish as human beings. For too long, government initiatives have turned our schools into cost-centred and target-driven organisations. The Power of Character offers the tools by which we can buck the trends of this old, outdated system, introducing new ideas to the classroom and new structures to the schooling system that can revolutionise the way we prepare our children for their future: a mandate for Education 2.0. Distilling vast amounts of scientific information into engrossing narratives, Reay's Six Elements of Character are translated through the work of behavioural scientists in the fields of human motivation, decision making, optimism, grit and mind-set to show how a new wave of educators are using these tools of science to peel back the mysteries of our very character.At its heart, this book challenges the reader to evaluate how we raise and educate our children, how we run our schools, how we lead our businesses and how we construct our social networks for the betterment of themselves and everyone around them.Trade Review"A fascinating book - thought provoking and stimulating," David Laws, Schools Minister, 2012-2015 "Passionately argued, superbly researched, and filled with real stories, The Power of Character will permanently change how we see what Martin Luther King once described as the true goal of education - and how you see this within yourself - the content of our very own character and the mandate for an Education 2.0". Sir Iain Hall "After a brutal and honest commentary on education in Britain over recent years, Dr Andrew Reay offers an alternative vision for the future with a step by step guide as to how we might achieve this. A rallying call to bring autonomy back to teachers and heads and bring an end to a 'quick fix' culture. An alternative to the obsessive focus on tests, intelligence and rankings, this book is challenging and thought provoking; exciting and inspiring in both its delivery and ideas." Tim Perris - Founder and Director of 'Imagine for Schools' "A very readable and wide-ranging account of how a school has synthesised research evidence around motivation with historical and contemporary socio-cultural influences, in pursuit of a broad education for its students - intelligence with character. Part biography, part historical review, part survey of evidence, part polemic and part a how-to guide for ambitious schools, this book will inform, entertain, stimulate, inspire, and occasionally exasperate in equal measure." Dr Barry J Hymer, Emeritus Professor of Psychology in Education, University of Cumbria

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Book Synopsis'If Mr Pickering had done his job well and taught me the right syllabus, maybe I would have studied English at university. He didn't and now I'm a full time drummer who loves Pride and Prejudice. I guess it worked out in the end' - Femi Koleoso, drummer (Gorillaz and The Ezra Collective) 'An infallible guide to the pleasures and pitfalls of teaching the strange canon of texts selected for this annual trial by ordeal. Sharp critical insights combine with hilarious anecdotes... Highly recommended' - Professor David Duff, Queen Mary University of London What Page, Sir? records the hilarious and sometimes painful experience of an English teacher as he struggles through some very familiar literary texts with some very unenthusiastic teenagers. Alongside the comedy that a teacher could really live without, is a fresh and irreverent look at the stalwarts of the school curriculum. Featuring An Inspector Calls, Lord of the Flies, Of Mice and Men, plus the obvious works by Jane Austen, Dickens and Shakespeare – texts that seem to have been the staple for secondary schools forever, and, in some cases, remain a drag for everyone involved. But beneath the buffoonery in the classroom, this book makes a more serious point about the education we are serving up for our children and whether it's finally time for change.

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Book SynopsisCurriculum Exposed follows on from Samuel Strickland’s first book, Education Exposed. It is a pacy, punchy and forthright critique of how to drive the curriculum within a school and how the curriculum should be used as a vehicle for change and social justice. The book is simply and neatly laid out, with each chapter identifying common curricular misconceptions, posing lots of key questions to consider and offering multiple practical ideas that you can take away. Every chapter ends with five key highlights for you to carefully consider. It offers a neat interplay of theory, research, Samuel’s expertise and experience coupled with a practical and real-world approach. The first section of the book champions the importance of knowledge, the issue with skills, why the teacher should be the expert, underpinning theories with practical suggestions regarding how to plan the curriculum as a whole. The second section of the book will take you through a series of curriculum tools and teaching approaches that will assist you to think about how you implement the curriculum. The final section of the book champions the notion that the teacher is the expert, focusing on the importance of subject knowledge and coaching and explains how to monitor the curriculum carefully. Curriculum Exposed is relevant for anyone working in a school, irrespective of their position or role. It is designed to be an accessible, versatile and quick read. Equally, it can be used as a ‘dip-in and dip-out guide’ to the curriculum. Multiple practical approaches and strategies are offered as key take-away points.

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Book SynopsisMost schools become good, but very few become outstanding. Why is that? Because the journey to good and the journey to outstanding are qualitatively different. Getting to good is about compliance, systems and making sure a demanding list of actions are done every day - it's no small feat. Getting to outstanding is about creating a high-performing culture, something most leaders are not adequately trained to do, and it's the reason most schools struggle to break the glass ceiling of good. Every school can be outstanding. This book will show you what is really holding your school back and the three culture strategies you need to put in place to create a genuinely outstanding school. A school which delivers excellent education is holistic, has great results and prepares your students for their next steps whilst being a joy to work in. Sonia Gill has an impressive track record in supporting headteachers to create genuinely outstanding schools without focusing on the Ofsted framework; the schools she supports are far more likely to achieve 'outstanding' than those that don't.

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Book SynopsisIn The Path of the Mindful Teacher, Danielle A. Nuhfer introduces educators to a process that will help them positively manage stress, find work-life balance, lessen symptoms of burnout, and increase classroom job satisfaction. Teachers walking this path will be able to determine their own needs and the needs of their students, so they can successfully and sustainably do one of the most important jobs in the world: teaching the future of our planet.Drawing on Danielle’s experience as a teacher, mindfulness practitioner, and teacher wellness coach, The Path of the Mindful Teacher will:• Explain the basics of mindfulness and how it can inform teaching practice.• Illustrate a simple step-by-step path that will help teachers choose calm over chaos and serenity over stress.• Provide ways to integrate mindfulness practice into the classroom and beyond.• Offer mindfulness activities that can be adapted to an individual teacher’s needs.• Present tools to balance the ever-changing landscape of teaching.Trade ReviewShould be required reading for every first-year teacher. This book will help great teachers stay in the profession. -- Jethro Jones

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Book SynopsisWith 30+ years’ experience developing and using EdTech products, distilled down into an easy-to-read format, My Secret EdTech Diary aims to get you thinking about the past, present and future role of educational technology and how it influences and shapes our education system. My Secret EdTech Diary reflects on the history of EdTech, lessons learned pre and post-Covid, best practice suggestions, how to select the right solutions and the questions you need to consider before pursuing your digital ambitions. With unique insights from an Educators’ and Vendors’ perspective, advice for budding EduPreneurs, guidance for schools considering how to co-produce technology solutions with vendors and how to make the right choices, Al aims to shine a light on Educational Technology through the widest possible lens.With links to research, insights from trusted peers, quick ready-reckoner checklists, questions you need to be asking, alongside voices aligned from the sector, this book aims to get you up to speed and thinking big picture EdTech.Trade ReviewAl is a shining light of the EdTech world. He is a fantastic advocate of EdTech collaboration between school leaders, education systems and the EdTech industry. Al champions and creates opportunities for teachers, school leaders and EdTech suppliers to work-together constructively to share knowledge and best-practice. -- Caroline Wright * Director General, British Educational Suppliers Association *

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Book SynopsisThe Four Question Method identifies the questions that drive the thinking that real people do when they take the human world seriously. The authors, Jonathan Bassett and Gary Shiffman, have figured out how to describe and teach what it takes to answer those questions well. This inquiry method gives educators a way to integrate content 'coverage' – through storytelling! – with practice in thinking skills that are central to history and its affiliated academic disciplines, together called social studies. The Four Question Method helps teachers to plan more effectively and students to learn more effectively. It provides guidance for writing research essays. And it transfers: the skills our students practice will work for them when they encounter and make their own history.

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Book SynopsisBeing a teacher is far from easy. Being the best teacher you can be is even tougher. There are two really important things that every teacher needs to get right so that they feel fulfilled and challenged in what they do. Firstly, they need to continually develop their craft through effective professional learning. Secondly, they need to map out a career path that has progression as its defining feature. There are very few people who manage to do both things well. Education doesn’t stand still, so being a good teacher means being in a constant state of evolution. How do we achieve this? Covering the latest developments in professional learning, Kate Jones and Robin Macpherson explore the massive changes that the global pandemic has brought, seeing it as a paradigm shift with manifest opportunities. The corollary to this is career progression, which is really about making the right professional choices. Are you a one school person for your whole time in teaching? Do you change location or role? Do you harbour leadership ambitions? And crucially, how do you finish your career on a high? Working out what you want to achieve in your teaching life is a core focus of the book, and is addressed through a range of interviews, case studies, and challenge questions. It is not about telling you what to do but prompting you to reflect on what you do.The Teaching Life is for anyone who wants to make the most of their time in education, for their students and for themselves.

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Book SynopsisThe first five minutes of a classroom experience are critical.The tone set in a session’s opening minutes can significantly impact and influence, in both positive and negative ways, the quality and nature of the subsequent learning experience. How students spend that time can also have a positive impact on their learning in both the short and long term. When the opening minutes of a class are approached as an opportunity to build student connections, collaboration, and community, all learners benefit.As more and more learning experiences occur in synchronous and asynchronous online learning environments, strategies that both welcome students to online sessions and support student learning are increasingly important. Traditional ice breakers, while typically shared with a goal of building community and student engagement, can sometimes have unintended or even negative consequences on students. This text shares a collection of powerful, opening activities that are designed to simultaneously engage students, build safe and connected classroom communities, and support student learning.All strategies are easily adapted and personalized to fit individual course and content needs including face-to-face, synchronous online, and asynchronous online learning contexts. Shared activities are aligned with associated learning-science research and incorporate strategies that have been shown to support student engagement and learning such as retrieval practice, active recall, spaced practice, and interleaving, among other evidence-based instructional strategies.

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Book SynopsisEconomics teachers often work by themselves or in small departments. This can mean they are forced to plan a lot of lessons from scratch with limited scope for shared planning or collaboration.Even as teaching becomes more research-informed, there is still the problem of having to work out how this best applies when teaching Economics, especially when there has been limited training in this.This can mean teachers are forced to adopt a trial-and-error approach, attempting to implement generic teaching and learning tips into economics lessons.Teachers plan each explanation individually, only learning what common misconceptions are through the painstaking experience of seeing puzzled expressions on multiple pupils' faces over the years. This book aims to change that.By looking at what the latest cognitive science research tells us about how pupils learn and crucially how that can be implemented in economics lessons, this book provides a short-cut to that trial-and-error approach.While the book summarises what the research tells us about pupil learning, this is fundamentally a ‘doing’ book.It is packed with practical examples of how research can be implemented in Economics lessons looking at explanations, misconceptions, assessment, curriculum and much more.

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Book Synopsis"Why do they have to keep on changing things?" It's a characteristic complaint from teachers and leaders in all parts of the UK, but especially in England.Our political system means we are locked into short-term cycles. Politicians come and politicians go. In education departments it means there is a revolving door of ministers, each often eager to implement their own priorities and projects.Civil servants jump, new directions are announced, plans are made ... and then suddenly the minister is promoted, moved to a new department, or dismissed.It's no wonder that lurches in education policy can feel so bewilderingly frequent and uncoordinated. And it's also no wonder that teachers can become demoralised, be left feeling deskilled, and feel cynical about the role of politicians.So how can we change this?This book collects the views of serving school and college leaders, of policy-makers, and of former education secretaries. It asks them what they would do if they were in charge, and it asks those who were once in charge what they would do differently.'If I Were Education Secretary ...' provides a fascinating glimpse into education policy as it is now - but also a template for how it could become more powerfully coherent in the future, moving a good education system to genuinely world class.

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