Schools and pre-schools Books

Book SynopsisDesign thinking is a human-centered problem-solving process that organizations can use to address wicked and complex problems of practice. Within the PK-12 space, design thinking has been employed to engage educators in an innovative approach to address challenges like curriculum redesign, instructional engagement, and designing physical spaces. The use of design thinking in the PK-12 space is a result of the evolution of an organizational improvement process that puts people at the center of problem-solving initiatives. Design thinking is seen as both a process and a mindset that enables people to look at problems in new ways and address these problems through creative approaches.In this book we share case studies of PK-12 schools and other educational organizations that have used design thinking, as well as research studies that have studied aspects of design thinking in the PK-12 space. We have brought together a variety of research-based and illustrative case studies around design thinking in PK-12 education that explore the development and implementation of design thinking in practice.

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Book SynopsisIt Takes an Ecosystem explores the idea and potential of the Allied Youth Fields—an aspirational term that suggests increased connection across the multiple systems in which adults engage with young people. Recent research and initiatives make a strong case for what developmentalists have argued for decades: A young person's learning and development is shaped in positive and negative ways by the interactions they have with all the adults in their life. Now is the time to reshape our systems to support this scientific understanding. The chapters in this book provide ideas, tools, examples, and visions for a more connected, more equitable world for young people and the adults in their lives.Trade ReviewIt Takes an Ecosystem offers a powerful and timely engagement of the possibilities and challenges facing the Out-of-School Time sector…this book charts a path forward for scholars, practitioners, community members to imagine OST anew---in ways that are socially just and affirming, centered on the optimal development of youth and the power of community."" — Bianca Baldridge, University of Wisconsin Madison""The book's emphasis on an ecosystem approach, anchored in commitments to equity and racial justice, combines evidence-based analyses with a future-oriented call to action for the allied youth fields. This book will be a must-read for those committed to radically re-thinking how we bring sectors together to support thriving for children and youth."" — Ben Kirshner, University of Colorado

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Book SynopsisIt Takes an Ecosystem explores the idea and potential of the Allied Youth Fields—an aspirational term that suggests increased connection across the multiple systems in which adults engage with young people. Recent research and initiatives make a strong case for what developmentalists have argued for decades: A young person's learning and development is shaped in positive and negative ways by the interactions they have with all the adults in their life. Now is the time to reshape our systems to support this scientific understanding. The chapters in this book provide ideas, tools, examples, and visions for a more connected, more equitable world for young people and the adults in their lives.Trade ReviewIt Takes an Ecosystem offers a powerful and timely engagement of the possibilities and challenges facing the Out-of-School Time sector…this book charts a path forward for scholars, practitioners, community members to imagine OST anew---in ways that are socially just and affirming, centered on the optimal development of youth and the power of community."" — Bianca Baldridge, University of Wisconsin Madison""The book's emphasis on an ecosystem approach, anchored in commitments to equity and racial justice, combines evidence-based analyses with a future-oriented call to action for the allied youth fields. This book will be a must-read for those committed to radically re-thinking how we bring sectors together to support thriving for children and youth."" — Ben Kirshner, University of Colorado

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Book SynopsisIn this book, internationally migrant families invite us to listen to the storylines of their mostly muted voices as they navigate the local schools in their new cultural context. They call us to hear them as they grapple with issues they encounter. They implore us to feel like an outsider and see the school as a foreign culture with language and communication barriers. The book is organized to enhance this carework. Each chapter begins with a vignette that includes the voices of one or more members of international migrating families, while introducing the context of the chapter. At the end of each chapter readers will find specific implications to consider. These are constructed with preservice teachers, practicing teachers, and educational administrators in mind. As you read each chapter, there is the call for school transformation. The families in this book entreat school personnel to engage with international migrant families and to embrace a risk and resilience model as we strive together for success. These storylines challenge us to examine our personal storylines for biases and deficit understandings and call us all to purposefully rewrite these in the spirit of possibilities as the families in this book have embodied for us.

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Book SynopsisIn this book, internationally migrant families invite us to listen to the storylines of their mostly muted voices as they navigate the local schools in their new cultural context. They call us to hear them as they grapple with issues they encounter. They implore us to feel like an outsider and see the school as a foreign culture with language and communication barriers. The book is organized to enhance this carework. Each chapter begins with a vignette that includes the voices of one or more members of international migrating families, while introducing the context of the chapter. At the end of each chapter readers will find specific implications to consider. These are constructed with preservice teachers, practicing teachers, and educational administrators in mind. As you read each chapter, there is the call for school transformation. The families in this book entreat school personnel to engage with international migrant families and to embrace a risk and resilience model as we strive together for success. These storylines challenge us to examine our personal storylines for biases and deficit understandings and call us all to purposefully rewrite these in the spirit of possibilities as the families in this book have embodied for us.

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Book SynopsisCOVID-19 has had massive social, political, and economic consequences, not least in education. Schools and universities globally closed their doors and sought to provide educational services to students in other, alternative ways. This book is a collection of essays about how different institutions and systems of education around the world have attempted to meet the challenges created by COVID-19. It reports the impact of the pandemic in both developed and developing nations and at all levels of education. The collective responses and lessons learned are analyzed to explain the relative success of different coping strategies.

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Book SynopsisCOVID-19 has had massive social, political, and economic consequences, not least in education. Schools and universities globally closed their doors and sought to provide educational services to students in other, alternative ways. This book is a collection of essays about how different institutions and systems of education around the world have attempted to meet the challenges created by COVID-19. It reports the impact of the pandemic in both developed and developing nations and at all levels of education. The collective responses and lessons learned are analyzed to explain the relative success of different coping strategies.

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Book SynopsisCoronavirus Disease 2019 (COVID-19), which is also known as SARS-CoV-2, has had a great impact in early childhood education programs. Since the effect of this epidemic was new, and little research had been conducted, this volume is devoted to understanding mutual and contemporary themes in the impact of Coronavirus Disease 2019 (COVID-19) in early childhood education. Early childhood education (ECE) centers encountered unprecedented challenges due to the COVID-19 crisis. Comprehensive reviews of the literature, descriptions of programs or situations, and research studies provided accounts of current situations in early childhood education including programs and individuals who were working with young children whose ages ranged from birth to eight years of age. The chapters in this special volume discuss how early childhood education faced unprecedented challenges due to the COVID-19 crisis and demonstrate the breadth and theoretical effectiveness of this domain. This volume provides a brief introduction that acknowledges the valuable contributions of these chapters to the impact of this pandemic in early childhood education and offers a valuable tool to practitioners and researchers who are conducting studies on the impact of COVID-19.At the beginning of the year 2020, after a December 2019 outburst in China, the World Health Organization acknowledged SARS-CoV-2 as a different kind of coronavirus. It immediately multiplied around the world, mostly through person-to-person contact. Infections ranged from mild to deadly. COVID-19 can cause a respiratory tract infection such as ones sinuses, nose, and throat or lower respiratory tract such as ones windpipe and lungs (World Health Organization, 2020a). On January 30, 2020, the World Health Organization (WHO) affirmed that COVID-19 had become a public health emergency causing an international problem. By March 12, 2020, everybody was aware of this pandemic. It also created an understanding about this first-time consciousness in research about this disease, which generated an immense publication production. It also became the basis for this special volume.

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Book SynopsisCoronavirus Disease 2019 (COVID-19), which is also known as SARS-CoV-2, has had a great impact in early childhood education programs. Since the effect of this epidemic was new, and little research had been conducted, this volume is devoted to understanding mutual and contemporary themes in the impact of Coronavirus Disease 2019 (COVID-19) in early childhood education. Early childhood education (ECE) centers encountered unprecedented challenges due to the COVID-19 crisis. Comprehensive reviews of the literature, descriptions of programs or situations, and research studies provided accounts of current situations in early childhood education including programs and individuals who were working with young children whose ages ranged from birth to eight years of age. The chapters in this special volume discuss how early childhood education faced unprecedented challenges due to the COVID-19 crisis and demonstrate the breadth and theoretical effectiveness of this domain. This volume provides a brief introduction that acknowledges the valuable contributions of these chapters to the impact of this pandemic in early childhood education and offers a valuable tool to practitioners and researchers who are conducting studies on the impact of COVID-19.At the beginning of the year 2020, after a December 2019 outburst in China, the World Health Organization acknowledged SARS-CoV-2 as a different kind of coronavirus. It immediately multiplied around the world, mostly through person-to-person contact. Infections ranged from mild to deadly. COVID-19 can cause a respiratory tract infection such as ones sinuses, nose, and throat or lower respiratory tract such as ones windpipe and lungs (World Health Organization, 2020a). On January 30, 2020, the World Health Organization (WHO) affirmed that COVID-19 had become a public health emergency causing an international problem. By March 12, 2020, everybody was aware of this pandemic. It also created an understanding about this first-time consciousness in research about this disease, which generated an immense publication production. It also became the basis for this special volume.

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Book SynopsisUrban violence, poverty, and racial injustice are ongoing sources of traumatic stress that affect the physical, emotional and cognitive development and well-being of millions of children each year. Growing attention is therefore directed toward the study of child trauma and incorporation of trauma-sensitive practices within schools. Currently such practices focus on social and emotional learning for all children, with some in-school therapeutic approaches, and outside referrals for serious trauma. There is inadequate attention to racial injustice as an adverse childhood experience (ACE) confronting Black males among other youth of color. Although there are guidelines for trauma-sensitive approaches, few are culturally responsive. And it is now critical that educators consider the traumatic impacts of a dual pandemic (covid-19 and racism) on children and their education. This timely book thus serves to inform and inspire transformative healing and empowerment among traumatized children and youth in pandemic/post-pandemic school and after-school settings. The reader will learn about trauma through actual experiences. Researchers and practitioners present approaches to healing that can be adapted to local situations and settings. The book consists of four parts: Youth Voices on Traumatic Experience; Trauma-focused Research; Culturally Responsive and Trauma Sensitive Practices; and Where do we go from Here? Suggestions for Next Steps. Each part contains a set of themed chapters and closes with a youth authored poetic expression. The book is especially designed for those working in urban education. However, anyone whose work is related to traumatized children and youth will find the book informative, especially in a post-pandemic educational environment.Table of ContentsForeword, Cirecie West-Olatunji.Preface: On Trauma and Resilience: An Autoethnographic Reflection, Laurie Garo. PART I: YOUTH VOICES ON URBAN TRAUMA. The Urban Youth Voice: A Letter to My Teachers, Sydney Williams. From the Victim of Abuse: Breaking Our Trust vs. Breaking Our Silence, Sydney Williams. From the Voice of the Rape Victim: The Lost Child vs. the Lost Cause, Sydney Williams. Poetic Expression: Mask, Elizabeth Rainey. PART II: TRAUMA-FOCUSED RESEARCH. The Trauma Informed Classroom: What Every Educator Should Know, Paula Barbel. Expressive Arts as a Response to Adverse Childhood Experiences in Urban Communities, Sejal Parikh Foxx and Kristie Opiola. Stress, Resilience, and Empowerment: A Trauma-Informed Peer Mentoring Model for Youth of Color, Maryse Richards, Catherine Rice Dusing, Kevin M. Miller, Ogechi Onyeka, Amzie Moore, Jenny Phan, Dakari Quimby, and Katherine Tyson-McCrea. The Trauma-Sensitive Urban Educator Model: An Interdisciplinary Framework for Preservice Urban Educators, Jasmine Graham, Eric Kyere, and Tambra O. Jackson. Poetic Expression: Protest, Elizabeth Rainey. PART III: CULTURALLY RESPONSIVE AND TRAUMA SENSITIVE PRACTICES. Not the Brady Bunch: Three School-Based Strategies to Facilitate Post Traumatic Growth among Urban Families, LaTonya M. Summers. We Wear the Mask: Unmasking Racial Trauma through use of Spoken Word Poetry as a Therapeutic Tool, Tiffany Hollis. Mercy Me: Recognizing and Responding to Student Trauma Using Culturally Responsive Trauma-Informed Pedagogy, Bettie Ray Butler and Shanique Lee. Poetic Expression: God Colored on Me, Minea (Nea) Driver. PART IV: WHERE DO WE GO FROM HERE? SUGGESTIONS FOR NEXT STEPS. Rethinking Youth Trauma in Preparation for a Post-Pandemic Learning Environment: The Afterword, Bettie Ray Butler and Laurie Garo. Poetic Expression: Free, Prophet Tucker. About the Authors.

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Book SynopsisUrban violence, poverty, and racial injustice are ongoing sources of traumatic stress that affect the physical, emotional and cognitive development and well-being of millions of children each year. Growing attention is therefore directed toward the study of child trauma and incorporation of trauma-sensitive practices within schools. Currently such practices focus on social and emotional learning for all children, with some in-school therapeutic approaches, and outside referrals for serious trauma. There is inadequate attention to racial injustice as an adverse childhood experience (ACE) confronting Black males among other youth of color. Although there are guidelines for trauma-sensitive approaches, few are culturally responsive. And it is now critical that educators consider the traumatic impacts of a dual pandemic (covid-19 and racism) on children and their education. This timely book thus serves to inform and inspire transformative healing and empowerment among traumatized children and youth in pandemic/post-pandemic school and after-school settings. The reader will learn about trauma through actual experiences. Researchers and practitioners present approaches to healing that can be adapted to local situations and settings. The book consists of four parts: Youth Voices on Traumatic Experience; Trauma-focused Research; Culturally Responsive and Trauma Sensitive Practices; and Where do we go from Here? Suggestions for Next Steps. Each part contains a set of themed chapters and closes with a youth authored poetic expression. The book is especially designed for those working in urban education. However, anyone whose work is related to traumatized children and youth will find the book informative, especially in a post-pandemic educational environment.Table of ContentsForeword, Cirecie West-Olatunji.Preface: On Trauma and Resilience: An Autoethnographic Reflection, Laurie Garo. PART I: YOUTH VOICES ON URBAN TRAUMA. The Urban Youth Voice: A Letter to My Teachers, Sydney Williams. From the Victim of Abuse: Breaking Our Trust vs. Breaking Our Silence, Sydney Williams. From the Voice of the Rape Victim: The Lost Child vs. the Lost Cause, Sydney Williams. Poetic Expression: Mask, Elizabeth Rainey. PART II: TRAUMA-FOCUSED RESEARCH. The Trauma Informed Classroom: What Every Educator Should Know, Paula Barbel. Expressive Arts as a Response to Adverse Childhood Experiences in Urban Communities, Sejal Parikh Foxx and Kristie Opiola. Stress, Resilience, and Empowerment: A Trauma-Informed Peer Mentoring Model for Youth of Color, Maryse Richards, Catherine Rice Dusing, Kevin M. Miller, Ogechi Onyeka, Amzie Moore, Jenny Phan, Dakari Quimby, and Katherine Tyson-McCrea. The Trauma-Sensitive Urban Educator Model: An Interdisciplinary Framework for Preservice Urban Educators, Jasmine Graham, Eric Kyere, and Tambra O. Jackson. Poetic Expression: Protest, Elizabeth Rainey. PART III: CULTURALLY RESPONSIVE AND TRAUMA SENSITIVE PRACTICES. Not the Brady Bunch: Three School-Based Strategies to Facilitate Post Traumatic Growth among Urban Families, LaTonya M. Summers. We Wear the Mask: Unmasking Racial Trauma through use of Spoken Word Poetry as a Therapeutic Tool, Tiffany Hollis. Mercy Me: Recognizing and Responding to Student Trauma Using Culturally Responsive Trauma-Informed Pedagogy, Bettie Ray Butler and Shanique Lee. Poetic Expression: God Colored on Me, Minea (Nea) Driver. PART IV: WHERE DO WE GO FROM HERE? SUGGESTIONS FOR NEXT STEPS. Rethinking Youth Trauma in Preparation for a Post-Pandemic Learning Environment: The Afterword, Bettie Ray Butler and Laurie Garo. Poetic Expression: Free, Prophet Tucker. About the Authors.

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Book SynopsisCatalyzing Change in Middle School Mathematics is part of the Catalyzing Change Series, a collection of three books intended to initiate the critical conversations on policies, practices, and issues that impact mathematics education. In 2018, the first book in the series, Catalyzing Change in High School Mathematics: Initiating Critical Conversations, was published. The work initiated by that book suggested a need to broaden the critical conversations to include early childhood, elementary, and middle school mathematics. For example, the recommendation for a common shared pathway in high school mathematics must take into consideration what must happen in early childhood, elementary, and middle school mathematics for a common shared pathway to become a reality in high school mathematics.Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations recognizes that the needs of young adolescents are different from elementary and high school–age students and that policies, practices, and issues must consider the unique needs of this student group. Students undergo significant developmental changes from elementary school to middle school. These changes contribute to how they see and understand the world as well as how they see and understand their place in the world. Critical conversations that middle school teachers need to initiate should center on the following serious challenges: Broadening the purpose of school mathematics’ focus to include the development of positive mathematical identities so that students can make purposeful decisions about their future endeavors Dismantling structural obstacles that stand in the way of mathematics working for each and every student Implementing equitable instructional practices to cultivate students’ positive mathematical identities and strong sense of agency Organizing middle school mathematics along a common shared pathway grounded in the use of mathematical practices and processes to coherently develop deep mathematical understanding Read Catalyzing Change in Middle School Mathematics and find out why the status quo is unacceptable, what actions you can take to change it, and how to make a difference! Be a part of the bright future of mathematics teaching and learning. Trade ReviewFollowing NCTM’s call to take action with effective classroom mathematics teaching practices, Catalyzing Change in Middle School Mathematics compels all stakeholders to examine the structural inequities in the teaching and learning of middle school mathematics. By dismantling tracking, broadening the purpose of mathematics, and implementing equitable instruction, we open bright futures for all students." - Michael D. Steele, President, Association of Mathematics Teacher Educators, Professor of Mathematics Education, University of Wisconsin-Milwaukee

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Book SynopsisThe stories in this book represent the efforts along the continuum of change including work that is just starting, to initiatives in progress, to examples of advanced implementation. Each story shares an approach addressing one or more of the four key recommendations from Catalyzing Change: Broaden the purposes of learning mathematics Create equitable structures in mathematics Implement equitable instruction Develop deep mathematical understanding These stories share efforts at the district and state levels as well as within schools and highlight the challenges and successes of implementing equitable teaching practices in classrooms everywhere.

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Book SynopsisLeadership and School Quality is the twelfth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Hence, the chapters include analyses that investigate relationships between school organizations and leadership behaviours that have an impact on teacher and school effectiveness.

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Book SynopsisLeadership and School Quality is the twelfth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Hence, the chapters include analyses that investigate relationships between school organizations and leadership behaviours that have an impact on teacher and school effectiveness.

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Book SynopsisThere is a great deal of misunderstanding about how schools in America function and what goes on in the typical classroom. Parents, even relatively young parents, perceive that public schools are just like when they attended. This faulty perception is held by a large portion of the general public. In addition a number of aspects of schooling have come under close scrutiny by critics of the public schools, resulting in a heated debate throughout the nation. It is the purpose of this book to provide parents and others who are interested in the operation of public schools an alternative way of looking at publically supported education and the issues surrounding better educational practice.The framework for this volume is the published articles of the author over the past 20 years in his weekly newspaper column, A Different Perspective. While no attempt is made to be comprehensive, the 13 chapters cover a broad range of issues facing the schools. The reader is treated to a fascinating look at the viewpoint of an experienced observer of these public institutions. The author has changed his perspective over the two decades on only a few issues. The book was written with the average reader in mind. It does not contain a large amount of educational jargon, although the issues areapproached with enough depth to be useful to the professional educator. Throughout the entire volume the author maintains strong support for public schools.

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Book SynopsisThere is a great deal of misunderstanding about how schools in America function and what goes on in the typical classroom. Parents, even relatively young parents, perceive that public schools are just like when they attended. This faulty perception is held by a large portion of the general public. In addition a number of aspects of schooling have come under close scrutiny by critics of the public schools, resulting in a heated debate throughout the nation. It is the purpose of this book to provide parents and others who are interested in the operation of public schools an alternative way of looking at publically supported education and the issues surrounding better educational practice.The framework for this volume is the published articles of the author over the past 20 years in his weekly newspaper column, A Different Perspective. While no attempt is made to be comprehensive, the 13 chapters cover a broad range of issues facing the schools. The reader is treated to a fascinating look at the viewpoint of an experienced observer of these public institutions. The author has changed his perspective over the two decades on only a few issues. The book was written with the average reader in mind. It does not contain a large amount of educational jargon, although the issues areapproached with enough depth to be useful to the professional educator. Throughout the entire volume the author maintains strong support for public schools.

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Book SynopsisRestorative Practice Meets Social Justice: Un-silencing the Voices of “At-Promise” Student Populations is a collection of pragmatic urban school experiences that focus on restorative approaches situated in the context of social justice. By adopting this approach, researchers and practitioners can connect and extend long-established lines of conceptual and empirical inquiry aimed at improving school practices and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of restorative practices in educational leadership and will help strengthen already vibrant lines of inquiry on social justice. The authors posit that a broader conceptualization of social and restorative justice adds to extant discourse about students who not only experience various types of daily oppression in US schools but also regularly live on the fringes of society. Chapters are written by a combination of researchers and practicing school leaders who believe in the power of healing and restoring relationships within school communities as opposed to traditional punitive structures. The dynamic approaches discussed throughout the book urge school leaders, teachers, school community members, and those who prepare administrators to look within and build bridges between themselves and the communities in which they serve.

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Book SynopsisRestorative Practice Meets Social Justice: Un-silencing the Voices of “At-Promise” Student Populations is a collection of pragmatic urban school experiences that focus on restorative approaches situated in the context of social justice. By adopting this approach, researchers and practitioners can connect and extend long-established lines of conceptual and empirical inquiry aimed at improving school practices and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of restorative practices in educational leadership and will help strengthen already vibrant lines of inquiry on social justice. The authors posit that a broader conceptualization of social and restorative justice adds to extant discourse about students who not only experience various types of daily oppression in US schools but also regularly live on the fringes of society. Chapters are written by a combination of researchers and practicing school leaders who believe in the power of healing and restoring relationships within school communities as opposed to traditional punitive structures. The dynamic approaches discussed throughout the book urge school leaders, teachers, school community members, and those who prepare administrators to look within and build bridges between themselves and the communities in which they serve.

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Book SynopsisThis book intends to be both a quick-start guide and a practical resource that would relate the essential skills and knowledge (setting up their classroom, behavior management tips, etc.) that a new special educator needs as they progress throughout the novice years.

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Book SynopsisFor more than a decade, the widely used Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children has been helping early educators use research‐based practices to boost social‐emotional development. Now there’s a practical guide that makes it easier than ever to implement this highly effective framework in preschool classrooms.Created by the Pyramid Model developers and experts with extensive training experience, this is the first book to provide a comprehensive, step‐by‐step overview of the Pyramid Model for children ages 2–5. Early childhood educators will get a complete overview of the framework, plus in‐depth guidance, evidence‐based strategies, and helpful checklists for implementing all tiers of the Pyramid Model: universal, targeted, and individualized.Ideal for use in teacher trainings, preservice methods courses, and individual professional development, Unpacking the Pyramid Model will give current and future educators the foundational skills they need to promote positive behavior and build all young children’s social‐emotional competence.Learn how to use the Pyramid Model to: Construct a positive classroom environment that supports access and engagement for all students Develop predictable schedules and routines that maximize participation and learning Clearly define and teach behavior expectations and rules Deliver intentional, explicit instruction in social‐emotional competence Support smooth and streamlined transitions that prevent challenging behavior Create a culture of friendship and actively teach children friendship skills Teach children about emotions and help them develop a “feeling vocabulary” Give children the skills they need to solve interpersonal problems appropriately Provide individualized support for children with persistent challenging behavior Trade ReviewUnpacking the Pyramid Model is a clear and comprehensive roadmap for implementing the Pyramid Model. Hemmeter, Ostrosky, and Fox and an all-star cast have distilled a wide array of research-based Pyramid practices into a guide that will be helpful for brand-new teachers and veteran early educators alike. Every teacher of young children should have this book and learn from the experts."—Judith Carta, Ph.D., Senior Scientist and Professor, Juniper Gardens Children’s Project, University of Kansas"We’ve been waiting for this book and now it’s here! Unpacking the Pyramid Model is an invaluable resource for anyone in the field of early care and education. It’s evidence-based. It’s feasible. And the authors have struck an inspirational tone. Students and practicing teachers will want to try out these strategies in their own classrooms. I’m excited to recommend this book."—Susan Sandall, Ph.D., Professor Emeritus, University of WashingtonTable of Contents About the Downloads About the Editors About the Contributors Acknowledgements Introduction 1   Overview of the Pyramid Model —Lise Fox, Mary Louise Hemmeter, Michaelene M. Ostrosky, & Robert M. Corso 2   Creating Connections with Children —Kathleen Artman-Meeker, Amy Hunter, & Tweety Yates 3   Promoting Positive Child Outcomes through Family Partnerships —Jaclyn D. Joseph, Meghan von der Embse, & Alana G. Schnitz 4   Recognizing the Value of Positive Relationships with Colleagues —Kiersten A. Kinder, Amanda C. Quesenberry, & Gregory A. Cheatham 5   Classroom Environments —Jessica K. Hardy, Rosa Milagros Santos, & Sharon L. Doubet 6   Schedules and Routines —Edward Bovey, Ellie Bold, Abby Hodges, & Phillip Strain 7   Designing and Implementing Transitions in Early Childhood Classrooms —Jessica K. Hardy, Mary Louise Hemmeter, Lise Fox, & Michaelene M. Ostrosky 8   Designing the Physical, Social, and Temporal Environments to Teach Expectations and Rules —Denise Perez Binder, Rochelle Lentini, & Elizabeth A. Steed 9   Promoting Children’s Engagement —Ronald Roybal, Edward Bovey, Ellie Bold, Abby Hodges, & Phillip Strain 10   Effective Teaching Strategies for Facilitating Social Emotional Competence for all Children —Erin E. Barton, Angel Fettig, Elizabeth Pokorski, & Shawna Harbin 11   Using Positive Descriptive Feedback to Improve Children’s Behavior —Maureen A. Conroy & Kevin S. Sutherland 12   Creating a Culture of Friendship: Friendship Skills and Strategies for Teaching Them —Lori E. Meyer, Molly E. Milam, & Michaelene M. Ostrosky 13   Teaching Children to Problem Solve —Adrienne Golden, Abby L. Taylor, Jarrah Korba, & Mary Louise Hemmeter 14   Supporting Emotional Literacy —Gail E. Joseph, Tweety Yates, & Michaelene M. Ostrosky 15   Problem Solving Challenging Behavior —Kathleen Artman-Meeker, Erin E. Barton, Phillip Strain, & Mary Louise Hemmeter 16   Implementing Individualized Behavior Support for Children with Persistent Challenging Behavior —Lise Fox, Glen Dunlap, & Jolenea Ferro 17   Implementing Pyramid Model Practices to Make a Difference for Children —Patricia Snyder, Crystal Bishop, Darbianne Shannon, & Tara McLaughlin

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Book SynopsisEnrollment in virtual and blended schools is on the rise—introducing new challenges with student engagement, social–emotional wellness, and behavior management. Help is here with this laminated quick–guide, one of four concise Teacher Survival Guides on Engagement of Students in Virtual Instruction. Brimming with practical, research–based tips and strategies, this guide unlocks one of the keys to success in online learning environments: active engagement of all students. Teachers will discover how to engage students in virtual instruction by offering a wider variety of Opportunities to Respond (OTRs), a strategy that's been associated with improved academic achievement, student empowerment, and less undesired behavior. Tim Knoster and Danielle Empson introduce the benefits of providing multiple OTRs, the different types and modes for student responses, and how to monitor student engagement virtually.GET THE COMPLETE SERIES: The four Teacher Survival Guides on Engagement of Students in Virtual Instruction are filled with the ready–to–use guidance K–12 teachers need to boost engagement, student wellbeing, and positive behavior in virtual settings. Packed with bite–sized nuggets of insight—including keys to engagement, teaching tips, proven strategies, and FAQs—these laminated, six–panel guides will help any teacher take immediate action to support their students academic, social–emotional, and behavioral success. Learn more about the other quick-guides in the series:Building Relationships With Students and Caregivers to Enhance Learning Through Virtual InstructionEngaging Students in Virtual Instruction Through Opportunities to RespondAddressing Undesired Student Behavior During Virtual Instruction

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Book SynopsisThe physical environment of a classroom has a powerful impact on learning and well-being—especially for students who have experienced trauma. Part of an essential new series of laminated quick guides for educators, this is your concise, practical introduction to creating a safe and supportive physical environment using a trauma-informed lens.Authors Jen Alexander and Anna Paravano, experienced educators, and experts on trauma-sensitive schools, guide you through this critical topic in a friendly, warm, and personal style. Together, they’ll show you how to create a physical classroom environment that strengthens felt safety and security for everyone, decreases behavior problems, diminishes the load on the body’s stress response systems, and focuses attention—improving readiness for both teaching and learning. You’ll learn how to develop a trauma-sensitive environment by: Setting up classroom spaces that are inviting, predictable yet flexible, and encourage choice and developmentally appropriate agency Establishing safe places that each student (and staff member) can call their own Using color as a tool to foster regulation and readiness for learning Defining focal points that engage students without overwhelming them Incorporating touchstones that help everyone feel anchored and be connected PRACTICAL DOWNLOADS INCLUDED! 8 downloads expand on the tips in this quick guide and help you take action. With these interactive printables, you’ll answer guided questions about setup in your school space, outline a solid plan for improving your learning environment, record specific ideas about your furniture and lighting, and more!About the Series: Quick Guides for Building Trauma-Sensitive SchoolsPractical, friendly, and immediately useful, this series of laminated quick guides addresses the essentials of building trauma-sensitive schools—safety, connection, regulation, and learning. Jen Alexander has collaborated with experts around the globe to bring educators tips, strategies, and activities they can apply right away in their classroom and school. Each guide in the series also includes downloadable lesson plans and exercises that educators can use to take action. Equally useful for experienced trauma-sensitive educators or those just getting started, these quick guides will help school staff create environments that support every person’s well-being and learning.

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Book SynopsisIn Where Teachers Thrive, Susan Moore Johnson outlines a powerful argument about the importance of the school as an organization in nurturing high‐quality teaching. Based on case studies conducted in fourteen high-poverty, urban schools, the book examines why some schools failed to make progress, while others achieved remarkable results. It explores the challenges that administrators and teachers faced and describes what worked, what didn't work, and why. Johnson draws on vivid portraits of schools to highlight an array of school‐based systems and practices that support teachers' professional growth and effectiveness. These include a rich and interactive hiring process; team‐based curriculum planning and assessment; and informative feedback and ongoing professional learning. Critical to all of these is the role of the principal as an essential agent in a school's success. Although these elements may vary from school to school, Johnson argues that together these systems provide a comprehensive, mutually reinforcing set of well-orchestrated strategies that can help schools deliver results that exceed the sum of teachers' individual efforts. Since 2000, policy makers and education officials have diligently sought to improve schools by improving the quality of individual teachers. However, even if those teachers are skilled and committed, the schools where they work are all too often disjointed, dysfunctional organizations that serve no one well. Where Teachers Thrive explains clearly how educators within a school can join together to adopt systems of practice that ensure growth and success by all teachers and their students.

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Book SynopsisJonathan Cohen and Dorothy L. Espelage, two leading authorities in the fields of school climate and prevention science, have gathered experts from around the globe to highlight policy and practice recommendations for supporting children and adolescents to feel and be safe in school. Featuring analysis and commentaries from experts in public health, psychology, and school improvement, Feeling Safe in School addresses social, emotional, and intellectual aspects of safety as well as physical safety. The experts offer candid and unique insights into the way eleven different countries view and define what it means to feel safe in school, the types of goals and strategies that are being used to promote safety, and whether and how measures are being used to gauge progress. Interest in supporting the physical as well as the social and emotional safety of students as a prerequisite for learning and healthy development is now a global phenomenon. Feeling Safe in School adds to the understanding of the possibilities for increasing student safety by examining the experiences of other countries that are tackling this issue.

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Book SynopsisA revolutionary framework for preservice teacher learning centered on justice-focused coaching that encourages culturally responsive practice and disrupts systems of oppression.In Coaching in Communities, researcher Melissa Mosley Wetzel, along with her coauthors, distills the lessons of an eight-year study into a transformative educator training model, Coaching with CARE (an acronym for critical and content-focused, appreciative, reflective, and experiential). She demonstrates how effective, contextual teacher training can be a cornerstone of educational justice, which occurs when all learners are supported to be successful in school and when schools expand notions of success to include diverse ways of life and learning.Wetzel shows how this new framework, which draws from behavioral, cognitive, humanistic, and critical models of coaching, can be used in professional and informal learning contexts, and in dialogue with families and communities, to upend the status quo, break down the expert-novice distinction, and cultivate just forms of practice. As Wetzel notes, the work of justice is collaborative, sustained engagement in resistance to marginalization, racism, and other inequities.Coaching in Communities presents a set of tools, including shared inquiry and coaching cycles of observation, reflection, and debriefing, and demonstrates how they work in real-life settings. With these tools, teacher education programs as well as districts, schools, and other organizations can train for change, which is one essential step in school transformation.Trade Review“This is a wonderfully accessible book filled with practical advice for educators and educational coaches. The ‘Coaching with CARE’ approach provides readers with the tools to disrupt traditional roles of experts and novices and center issues of justice while connecting with the community. With a focus on empathy and inquiry, readers will develop critical competencies to fruitfully engage in coaching relationships.”—Elizabeth Soslau, professor of education, University of Delaware, and author of The Comprehensive Guide to Working with Student Teachers“In this groundbreaking book, the authors offer a powerful new approach to coaching teachers that is collaborative, inquiry-driven, and rooted in social justice. Drawing on the strengths of teachers and centering hope and possibility, they advocate for teacher agency in working toward transformative pedagogies that meet the needs of all students. This book is essential reading for anyone seeking to create more equitable and inclusive learning environments.”—Detra Price-Dennis, professor of teaching and learning and director of digital education and innovation in teaching and learning, The Ohio State University

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Book SynopsisA practical guide to cultivating expansive understandings of climate change and environmental regeneration in K–12 students through classroom instructional practices and curricula.Teaching Climate Change lays out a comprehensive, NGSS-aligned approach to climate change education that builds in-depth knowledge of the subject, empowers students, and promotes a social justice mindset. In this fortifying and inspiring work, Mark Windschitl guides classroom teachers and educational leaders through an ambitious multilevel, multidisciplinary framing of climate change education as an integral element of school curricula. Exuding hope for the future, Windschitl emphasizes the big picture of research-informed teaching about climate change. He presents real-life classroom examples that illustrate not only key STEM concepts such as carbon cycles and the greenhouse effect, biodiversity, and sustainability, but also broader issues, including the countering of misinformation, decarbonizing solutions, the centering of human stories, and the advancement of equity and environmental justice. Windschitl offers keen advice for using methods such as storytelling, project-based learning, and models of inquiry backed by authoritative evidence as core strategies in science teaching and learning. He also addresses the social-emotional toll that discussion of the climate crisis may exact on both students and teachers. This timely book equips teachers to approach climate education with the urgency and empathy that the topic requires and shows how the classroom can inspire students to activism.Trade Review“This timely book bridges educational research and practice, which results in an essential guide to teaching climate change in classrooms. New and experienced climate change teachers will benefit from the comprehensive rationale for teaching climate change and extensive classroom examples that embrace sensemaking.” —Julie A. Luft, Distinguished Research Professor and Athletic Association Professor of Mathematics and Science Education, University of Georgia“Offering a comprehensive vision for climate change education, Mark Windschitl’s Teaching Climate Change is informative, inspirational, and indispensable for any teacher seeking to empower today’s students to cope with the challenges of tomorrow’s warming world.” —Glenn Branch, deputy director, National Center for Science Education“This book offers a coherent approach to teaching climate change and is centered around the best of current scientific inquiry. It gives student voice, learner ideas, and social justice privileged positions, and recognizes the emotional toll that such a far-reaching challenge facing humanity places on professional educators. I highly recommend it!” —Stamatis Vokos, professor of physics and codirector of the STEM Teacher and Researcher Program, California Polytechnic State University, San Luis Obispo“Moving beyond core understandings of climate change at the global level, this book reframes the imperative of climate change education for all students in terms of a vision that centers young people as the solution by building upon their existing sensemaking strengths, capacity for resilience, and imagination for sustainability for their community and beyond. This timely book offers new and experienced educators alike a practical way to strengthen their capacity for climate change teaching and learning by outlining concrete examples for re-envisioning instructional tools to sustain students’ intellectual work and critical perspective around the scientific complexities and social injustices of climate change while also fostering hope and inspiring collective action in the face of the climate crisis.” —Maria Simani, executive director, California Science Project

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Book SynopsisThe publication arises out of a research project of school education within South Africa and takes a school leadership perspective for imaginative possibilities resulting in school change. It illuminates the complexities associated with leading schools as they assume particular identities owing to specific categorizations. Its specific focus is on school leaders' lived experiences of addressing school challenges that brought about substantive change to school life. The book chapters collectively build on personally, professionally, and socially useful understandings of teaching, learning, governance, school finance and school-community partnerships in relation to wider social, political and cultural concerns, and across diverse contexts. Drawing on everyday real-life experiences, generated mainly through a range of narrative and arts-based practices and sources, the book communicates new voices, new insights, and imaginative possibilities for working with school challenges in contextually relevant and responsive attitudes to bring quality education to the doors of schools. The book, therefore, foregrounds school leaders from school principals through to teacher leaders' imaginative solutions to reimagining school life in each of their respective schools. Using a multi-perspectival theoretical lens, we offer portrayals of different dimensions of lived experiences of school life. The authors of the chapters (comprising both experienced and novice researchers) present critical descriptive accounts of different contextual realities of schooling juxtaposed against how they are categorized, for example: infrastructure (quintile rankings); financial (fee paying); geography (rural, urban, townships); poverty (feeding scheme) and performance.Table of ContentsPreface; Quality Education and School Experience in South Africa: How Far Have We Come?; Successful Rural Schools: Learning from School Principals Leadership Practices; Changing School Images: How Quintile One School Principals Turn Around Learner Performance in Their Schools within a Rural Context; Reimaging Schools for Improved Learner Performance; Responding to School Violence: Accounts of Heads of Departments towards Safe Schools; Making Visible Teacher Leadership Practices in Private and Public Schools; Its Just Not about the Funding : Artful Research Learning for Cultivating Creative, Reflexive, Ethical Ways of Thinking about Schooling, Quintile[ing] and Teachers Lives; The Entrepreneurial Leadership Role of Principals: Doing More with Less Financial Resources; The Conundrum of School Governance: Alternate Ways through the Maze; Crush the Chalk: School Leaders Co-Creative Networking for Enhancing Schooling, Relations and Life; About the Authors; Index.

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Book SynopsisThe musical, social and political history of the renowned St Thomas School and Church In the seventeenth and eighteenth centuries, the cantors of the St. Thomas School and Church in Leipzig could be counted among the most significant German composers of their times. But what attracted these artists - from Seth Calvisius to J.S. Bach to Johann Adam Hiller - to the music school and choir and inspired them to explore new repertoire of the highest standing? And how did the cantors influence the musical profile of the school - a profile that often became a bone of contention between school and city hall? The success of the St. Thomas School was not a foregone conclusion; its history is replete with challenges and setbacks as well as triumphs. The school was caughtbetween the conflicting interests of enthusiastic mayors and townspeople, who wanted to showcase the city's musical culture, and opposing parties, including jealous rectors and elitist sponsors, who argued for the traditional subordination of the cantorate to the school system. Drawing on many new, recently discovered sources, Michael Maul explores the phenomenon of the St Thomas School. He shows how cantors, local luminaries and municipal politicians overcame the School's detractors to make it a remarkable success, with a world-famous choir. Illuminating the social and political history of the cantorate and the musical life of an important German city, the book will be ofinterest to scholars of Baroque music and J.S. Bach, cultural historians, choral directors, and musicologists and performers studying historical performance practice. MICHAEL MAUL is Senior Scholar at the Bach-Archiv Leipzig and lecturer in musicology at the universities of Leipzig/Halle. He is also the artistic director of the annual Leipzig Bach Festival.Trade ReviewAn absorbing account of the development of a remarkable musical institution as well as a further insight into the environment in which Bach spent the last quarter-century of his life and during which he produced, in increasingly straitened circumstances, some of the world's greatest music. * THE CONSORT *This book should interest every serious student of Bach. Michael Maul, one of the most systematic and productive . . . of living Bach scholars, has produced a volume that fills in many gaps but also offers fascinating new information about St. Thomas School in Leipzig over the centuries. The German edition of the book appeared in 2012, but now English readers have the benefit of Richard Howe's fluent translation. -- Raymond Erickson * EARLY MUSIC AMERICA *[The] long-awaited English translation...the scope of the content is vast.Maul's eye for humour injects life...excellent. * SWEDISH JOURNAL OF MUSIC RESEARCH *[A] thorough, extensive, and meticulous examination . . . . Readers seeking an in-depth and detailed study of a remarkable institution will not be disappointed. * AMERICAN RECORD GUIDE *This is a book that was just aching to be written. Originally in German, at last we have the long-awaited English edition of it that sheds considerable light on a great institution which, by its existence, had been a catalyst for and source of musical creativity that had acquired a significant standing throughout Germany long before Bach arrived on the scene in 1723. * LONDON BACH SOCIETY *Engaging...Maul's study offers an outstanding musical, social and political history of this intriguing site of German music-making. * BBC MUSIC MAGAZINE *The English-speaking world should welcome the translation of this work . . . . It is no small accomplishment of Richard Howe not only to translate Maul's text but also to turn all the quotations from early modern documents into readable English. . . . [T]his study broadens our understanding of Bach's life by placing him within the long history of an institution that was already noteworthy before he arrived. With this volume and Maul's ongoing archival research, he is making major contributions to Bach scholarship. -- Joyce Irwin * BACH Journal *Table of ContentsIntroduction From Monastery to Municipal Music School 1212-1593 How the St. Thomas School Became a Music School 1594-1640 'Famous Throughout the Whole World of Music' 1640-1701 'Odd authorities with Little Interest in Music': the St. Thomas School in Crisis 1701-1730 School for Scholars or 'Conservatory of Music'? An ongoing conflict 1730-1804 Appendices Bibliography

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Book SynopsisAs of 2016 the Department for Education (DfE) want to ensure all trainee teachers have an understanding of emotional development and attachment, and so this book presents the key concepts that are essential for training in this area to ensure all teachers are up to date. Attachment issues and mental health have a huge impact on pupils' performance and so an understanding of young people's emotional development is crucial for any teacher. Increasing teachers understanding and skills around emotional development can prevent many long term mental health difficulties in our schools and in our communities. Key topics such as attachment theory, emotion coaching, tackling disruptive behaviour and the trauma continuum are introduced and explained, with advice and tips for a classroom setting offered throughout. The experiences of practitioners in the field are presented alongside those of researchers, offering a range of diverse perspectives including education, psychology and health. This is an essential text for trainee and practising teachers.Trade ReviewThis is an important book. David Colley and Paul Cooper have brought together an important and highly engaging set of contributions to the topic of attachment and emotional development in the classroom. The text grounds recent research in the reality of classroom activity and it will make a very important contribution to the development of practice in schools and the reflections of those who are preparing for professional engagement with some of the most vulnerable young people in our society. -- Professor Harry Daniels, Department of Education, Oxford UniversityColley and Cooper's new book is very timely. With teachers facing ever-mounting pressures to deliver results, the understanding of the barriers to learning has never been more important. Covering both evidence and impact, this book is desired reading for teaching staff who want to know more about the children in their classrooms and how they learn. -- Kevin Kibble, Chief Executive of The Nurture Group NetworkAn informative, thought-provoking book seamlessly linking theory to practice. A must have for any newly qualified teacher during their first experiences with their very own class to help them to bridge gaps in the understanding of children with complex needs and guide their development more effectively. -- Verity Tamhne, NQTTable of ContentsForeword by Professor Barry Carpenter; Introduction - David Colley (Oxford Brookes University) and Paul Cooper (Brunel University); 1. Models of Emotional Development - David Colley and Paul Cooper; 2. Attachment Behaviour and Learning - Heather Geddes (Caspari, UK); 3. Neuroscience and Emotional Development: the basics explained - Maisie Satchwell-Hirst (Oxford University); 4. Attachment Aware Schools - Janet Rose (Norland College) and Louise Gilbert (Bath Spa University); 5. Emotion Coaching - Licette Gus and Felicia Wood (Kate Cairns Associates); 6. Promoting Resilience in Schools: The importance of both training and reflection for teachers and school staff - Mike Solomon (Tavistock Clinic, London); 7. Emotional Development and Missed Early Experiences: The Nurture Group Appraoch - David Colley; 8. Understanding the Impact of Trauma on Children in the Classroom - Betsy de Thierry (Trauma Recovery); 9. People meet in a classroom and say 'hello': a psychoanalytic perspective on the emotional relationship between the teacher and student - Peter Wilson (Place2Be); 10. A Psychoanalytic Understanding of Change and Transition in Education - Biddy Youell (Tavistock Clinic, London); 11. Supporting children and young people with social, emotional and mental health difficulties: working in a multi-agency team - Kathy Evans and Erica Pavord (University of South Wales); 12. Emotional Development and Children in Care: the Virtual School perspective - Tony Clifford and Anne-Marie McBlain (Virtual Schools Team, Stoke on Trent); 13. Social Pedagogy in the Classroom: supporting children and young people in care - Emma Black, (South Tyneside Educational Psychology Service), Michael Bettencourt, (Virtual School Head, South Tyneside) and Claire Cameron, (University College London); 14. Including Children with Disorganised Attachment in Mainstream Primary Schools - Maggie Swarbrick (Treatment Foster Care Oregon, Oxford, UK); 15. The importance of professional supervision for all staff in schools - Dave Roberts (Mulberry Bush School, Oxfordshire); 16. Emotional Development and approaches to Classroom Management - Jon Reid (Oxford Brookes University); 17. Disruptive Behaviour and Unsolved Problems - Poppy Nash (York University); 18. Classroom behaviour: finding what works for you - John Visser (Northampton University); 19. Supporting the Emotional Development of Teenagers - Janice Cahill (Pendlebury Centre PRU); 20. Conclusion: Drawing Together the Threads - David Colley and Paul Cooper; Author biographies; Subject index; Author index

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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 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 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 SynopsisThis is a ground-breaking history of school and college inspection in Wales. With contributions from two former chief inspectors, two former HMI and leading historians, it offers an authoritative account of how the inspectorate has changed over time. Since their beginnings in 1839, HMI have steered a course between being instruments of the state and independent influencers of education policy and practice. They have been much-valued catalysts for improvement in schools and colleges, and have had a key role in promoting the teaching of the Welsh language, history and culture. This book is written for anyone concerned with the history of education in Wales, the history of accountability in education, with approaches to school improvement, and the extent to which HMI have influenced or been at odds with education policy making. At a time when the inspectorate itself is under review, this is a timely reminder of its wide-ranging services.Table of ContentsNotes on contributors Preface Glossary Introduction - Ann Keane 1 The origins and development of the inspectorate in Wales, 1839–1907 - Russell Grigg 2 Owen Edwards, the Welsh Department and the curriculum, 1907–25 - Ann Keane 3 The inspectorate between 1925 and 1970: responses and reactions - Alun Morgan 4 Inspecting and reporting in a changing educational climate, 1970–92 - Roy James 5 Challenge and transition: the inspectorate in Wales, 1992–2020 - Barry Norris 6 Women in the inspectorate in Wales - Sian Rhiannon Williams 7 Devolution, education policy and inspection in Wales: a policy analysis - David Egan 8 Inspection in Wales and internationally: some comparisons - Russell Grigg and Ann Keane The future - Ann Keane Appendix I The statutory basis of the inspectorate Appendix II List of Wales senior or chief inspectors Appendix III List of key milestones Selected bibliography Index

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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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