Teaching of a specific subject Books
Faber Music Ltd The Music Teachers Handbook
Book SynopsisA handy reference guide for instrumental and singing teachers. It provides practical answers to real issues faced in a modern teaching environment. It also includes helpful checklists, top tips, and factsheets.Trade ReviewAnother brilliant book for instrumental teachers… In a nutshell – another must-buy book! European String Teachers Association Newsletter, Winter 2006
£13.29
Bloomsbury Publishing PLC 100 Ideas for Secondary Teachers Outstanding
Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners._______________No notice inspections are something every teacher now has to be prepared for. This accessible book provides strategies to embed into your everyday teaching to ensure your English lessons are consistently outstanding every day, whether you are being observed or not. Dip in and pick an idea to use as a starter or develop a whole lesson plan from the practical, step-by-step activities included.The ideas will help your students develop strong foundation skills in spelling, punctuation, reading and writing as well as learning how to work togeTrade ReviewA wonderfully varied selection of top ideas to make your English lessons the best they can be. Packed full of practical gimmick-free ideas that any teacher would appreciate. A joy to read cover to cover or simply dip in and out of when you are in need of some inspiration. A go-to book for all English teachers. * Sarah Findlater, English teacher, assistant principal and literacy coordinator @MsFindlater *Mary Myatt's experience as an Ofsted inspector is invaluable in putting right some myths. Get this on your reading list! * Alex Quigley, English teacher and assistant head, @HuntingEnglish *Table of ContentsPart 1: Setting the scene/ Part 2: Ofsted expectations/ Part 3: Speaking and listening/ Part 4: Reading/ Part 5: Writing/ Part 6: Fiction/ Part 7: Non-Fiction/ Part 8: Poetry/ Part 9: Drama/ Part 10: Spelling, punctuation and grammar
£14.25
Scholastic Phonics Screening Check Ages 56
Book SynopsisTrusted by teachers and parents, Scholastic's practice papers arefully in line with the Phonics Screening Check for children in Year1. The practice papers will help your child achieve to the bestof their ability.
£7.99
Cambridge University Press Cambridge International as a Level Mathematics
Book SynopsisThis series has been developed specifically for the Cambridge International AS & A Level Mathematics (9709) syllabus to be examined from 2020.Table of Contents1. Velocity and acceleration; 2. Force and motion in one dimension; 3. Forces in two dimensions; Cross-topic review exercise 1; 4. Friction; 5. Connected particles; 6. General motion in a straight line; Cross-topic review exercise 2; 7. Momentum; 8. Work and energy; 9. The work-energy principle and power; Cross-topic review exercise 3; Practice paper; Glossary; Index.
£23.75
Cambridge University Press Cambridge ICT Starters On Track Stage 1
Book SynopsisHelp your students learn essential ICT skills, from Microsoft Office® basics to animations and websites.Table of ContentsSeries introduction; 1. Documents for a purpose; 2. Multimedia for a purpose; 3. Spreadsheets for a purpose; 4. Databases for a purpose.
£13.99
Waldorf Publications Learning To See the World Through Drawing:
Book Synopsis"When I entered teacher training, I couldn't 'draw'. Everyone else could draw better than I could and worse -- it was so easy for them! Now here I am three years later and I feel confident guiding my students with their beautiful drawings."Many people learning to be Steiner-Waldorf teachers struggle with the artistic elements of the curriculum. This unique book book is written and formulated to prepare, support and guide teachers on their journey of learning to draw with the children in their class.Written from years of experience in a Steiner-Waldorf classroom, this is an essential guide to unlocking the 'drawer' within all of us.Winner of gold medal in the Moms' Choice Awards, adult self-development category.Trade Review'Being able to see that I am capable of producing beautiful work has been extremely rewarding. I've become more confident in my abilities.'-- Hannah Freed, class teacher
£17.00
Springer Nature Switzerland AG Story, Not Study: 30 Brief Lessons to Inspire
Book SynopsisMany researchers dread writing. They find it laborious - even painful - to put their scholarly work into words. They get bogged down in the study, and lose track of the story. And they produce uninspiring papers that fail to resonate with readers or reviewers. This book offers an antidote to this problem: brief, accessible lessons that guide researchers to write clear and compelling scientific manuscripts. The book is divided into three sections – Story, Craft, and Community. The Story section offers advice on getting the balance of study and story just right, introducing strategies for tackling each section of a scientific manuscript. The Craft section considers the grammatical and rhetorical tools of the trade, showing how they can be wielded for maximum impact. And the Community section offers suggestions for writing collaboratively, supporting other writers, and navigating peer review. Each section features multiple short and pragmatic lessons, peppered with illustrative examples. Readers can use the chapters collectively to build holistic writing skills, or dip in and out to refine specific elements of the craft. Rooted in a coaching philosophy, we aim to unlock our readers’ potential as writers through instruction, reflection, and example. And we hope to inspire researchers to face writing with joy. This work is clearly written and easily understandable. Its many practical examples, tools, and exercises make an effective toolbox of support for scholarly writers. This will be invaluable to new scholars and help established scholars as well. The inclusion of examples specific to the health arena and the clear, elegantly simple explanations add strength and relevance to this work.Toni Ungaretti, Johns Hopkins School of Education, Baltimore, MD, USA This book is the most original perspective I have ever read about the craft of writing. As its title suggests, it is inspiring. Brownie Anderson, NBME, Philadelphia, PA, USA Table of Contents1. Introduction.- SECTION I: THE STORY.- 3. Mapping the Gap- 4. Citation Technique.- 5. Methods: Where Story Meets Study.- 6. Effective Use of Quotes in Qualitative Research.- 7. Writing a Discussion that Realizes its Potential.- 8. The Art of Limitations.- 9. Bonfire Red Titles.- 10. Making Every Word Count: Keys to a Strong Research Abstract.- SECTION II: THE CRAFT.- 11. Mastering the Sentence.- 12. Enlisting the Power of the Verb.- 13. The Power of Parallel Structure.- 14. Get Control of Your Commas.- 15. Avoiding Prepositional Pile-Up.- 16. Avoiding Clutter: Using Adjectives and Adverbs Wisely.- 17. From Semi-Conscious to Strategic Paragraphing.- 18. Coherence: Keeping the Reader on Track.- 19. The Three “S”s of Editing: Story, Structure, and Style.- 20. Pace, Pause & Silence: Creating Emphasis & Suspense in Your Writing.- 21. The Academic Hedge, Part I: Modal Tuning in Your Research Writing.- 22. The Academic Hedge II: Getting Politeness Right in Your Research Writing.- 23. From Silent to Audible Voice: Adjusting Register, Stance & Engagement in Your Writing.- SECTION III: THE COMMUNITY.- 24. Collaborative Writing: Strategies and Activities.- 25. Collaborative Writing: Roles, Authorship & Ethics.- 26. Giving Feedback on Others’ Writing.- 27. Coaching Writing I: Being Thoughtful About the Process.- 28. Coaching Writing II: Relationship and Identity.- 29. Cultivating a Writing Community.- 30. Navigating the Peer Review Process Successfully.- Epilogue.
£42.74
Yale University Press About Architecture
Book SynopsisHugh Pearman deftly guides us through the compelling stories of 55 buildings that explain our world, from antiquity to the present dayTrade Review“For those wanting a foundation course in architecture, [Pearman’s] book is perfect, and sure to stimulate extensive further study of an art form that embraces us wherever we go.”—Simon Heffer, The Telegraph“A treasury of possibilities. . . . We come away with the sense that everything ought to—and can—be designed well, even the most ordinary of buildings.”—Sheehan Quirke, The Critic“Structured in such a way that it is easily accessible for readers, it is expertly researched throughout but intentionally non-academic, despite being published by Yale, making it a perfect introduction to architecture.”—Dominic Bradbury, House & Garden“Hugh Pearman’s keen eye and encyclopaedic knowledge combine to make a book with universal appeal—as fascinating for a lay audience, as for those who study or practice architecture. It is a lightning tour of history—a sheer delight!”—Norman Foster“Told through a hand-picked selection of some of the world’s most unique and innovative buildings, this is a pacey and elucidative insight into just how formative architecture is to society. Sitting at the intersection of art and science, the history of buildings is really the history of people, and Hugh Pearman deftly brings that history to life.”—Maria Balshaw“A wonderfully riveting book that illuminates the work of some of the world’s most audacious architects.”—Cornelia Parker“About Architecture is an insightful book that provides a deeper understanding of the canons that have informed and shaped the world as we know it.”—David Adjaye
£28.50
Bloomsbury Publishing PLC Non-toxic Printmaking
Book SynopsisThis is your essential guide to less harmful, but equally effective, environmentally friendly printmaking methods. Traditional printmaking techniques expose the artist and the environment to a multitude of toxic materials. In this book, Mark Graver puts the case for non-toxic printmaking and discusses the replication of traditional techniques with less harmful, but equally effective, environmentally friendly methods. This book covers engraving, etching with acrylic resists, using drypoint, making aquatints, mezzotints and collagraphs, and using photopolymers as well as combining various printmaking techniques. Highly illustrated wit the works of artists from around the world, this practical and inspiring book contains everything you need to know about switching to a non-toxic printmaking practice.Trade ReviewThe next installment in A&C Black's excellent Printmaking Handbook range...includes a series of ways to replicate traditional printmaking methods without the use of acids, solvents and petroleum-based materials which can be dangerous to inhale or be in extended contact with. * Artists and Illustrators *Table of ContentsAcknowledgements Introduction Why Non-Toxic? Materials Metals 1. Acrylic Resist Etching on Copper 2. Acrylic-Resist Hard Grounds 3. Acrylic Soft Grounds 4. Acrylic-Resist Aquatint 5. Wash Grounds, Lift Grounds, White Ground 6. Etching Copper with Ferric Chloride 7. Saline Sulphate Etch 8. Inks, Inking, Paper and Printing 9. Colour, Chine-Coll and Multi-Plate Printing 98 10. Non-Chemical Processes 11. A Survey: Is Printmaking Going Green? By Indrani Gall 12. Conclusion Appendix 1 – Some Thoughts on Non-Toxic Printmaking Appendix 2 – Original Prints and Reproductions – A Need for Definition Featured Artists Suppliers Website Resources Bibliography Index
£22.50
Oxford University Press Teachers vs Tech
Book SynopsisEd tech has so much potential, both for teachers and learners, so why hasn''t it yet had the transformative impact on education that has long been promised? Daisy Christodoulou tackles both sides of the ed tech debate in answering this question, critiquing missed opportunities about how we learn, as well as areas of success. Rooted in research, and written from the educationalists'' perspective, Teachers vs Tech? examines a broad range of topics from the science of learning and assessment, to personalisation, and the continued importance of teaching facts. It explores international examples from both big brand digital teaching programs and up-and-coming start-ups in considering what has and hasn''t worked well. The author draws throughout on her experience in the classroom and from working within the education community. She outlines a positive vision for the future: one where technology is developed in conjunction with teachers'' expertise, and is ultimately used to improve educationaTrade ReviewEvery educator should read this book. Not just those involved in educational technology: every educator. * TES *Daisy is such a good thinker, it's always a joy to read her ideas! A fascinating blend of research and insight that makes you think, re-think and think some more. * Laura McInerney, Guardian Education columnist and co-founder of Teacher Tapp *A balanced analysis of edtech's true potential ... The book actively makes the case that learning can and should be fun as well as challenging, and shows edtech's potential to diversify the teacher's toolbox well beyond quizzing apps and visualisers. Both aspects are refreshing. * Schools Week *Teachers vs Tech gives a superb introduction into the field of cognitive science and how this knowledge can be used to implement ed tech as a tool to help improve our teaching. * CogSciSci *Does technology helpor hinder learning? The answer is, of course, as with just about everything else in education, is 'it depends'. Fortunately, Daisy Christodoulou's excellent new book Teachers vs Tech? will help you make sense of it all. Highly recommended. * Dylan Wiliam *Christodoulou draws on principles of human cognition and evidence about effective teaching and learning practices, to offer suggestions for how technology can help bring about necessary improvements in education ... In this moment when understanding the possibilities of EdTech is so important, Teachers vs Tech is a helpful read. * Learning and the Brain *Table of ContentsForeword by Paul Kirschner Introduction 1: The science of learning 2: How can we use technology to personalize learning? 3: Why can't we just look it up? 4: How can we use technology to make learning active? 5: How should we use smart devices? 6: The expertise of teaching: can technology help? 7: The expertise of assessment: can technology help? Conclusion: Disrupting education Endnotes Glossary Bibliography
£19.99
HarperCollins Publishers AQA GCSE Biology 91 Grade 5 Booster Workbook
Book SynopsisThis Workbook will support and motivate students to reach their full potential with targeted questions and support.Provides plenty of practice opportunities for short- and long-answer questions on every topicBuilds confidence with worked examples demonstrating how to answer different types of questionsFurther support from hints and tips explaining command words, advising how to approach questions and moreThe questions begin with confidence-building, lower demand questions and they are ramped throughout each topic. The workbook provides coverage of maths and practical skills as well as offering synoptic questions. The range of questions available encourages students to develop their skills in applying and analysing as well as recall.Frequent support notes provide hints and tips on strategies for decoding questions (for example by identifying key words in the question), key terminology, and how to write explanations and give the right amount of detail.
£8.81
HarperCollins Publishers The Big Nut
Book SynopsisCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. They are fully aligned to Letters and Sounds Phases 16 and contain notes in the back. The Handbooks provide support in demonstration and modelling, monitoring comprehension and expanding vocabulary.Cat and Dog have each found a nut, but will either of them be able to crack their nut to eat what is inside?Pink B/Band 1B offers emergent readers simple, predictable text with familiar objects and actions.The focus sounds in this book are:/g/ /k/ /e/ /u/ /r/ /h/ /b/ /f/ ck, ffPages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading Big Cat Phonics for Letters and Sounds with children, including a list of all the sounds and words that the book will cover.
£7.89
HarperCollins Publishers Building Brilliant Vocabulary 60 lessons to close
Book SynopsisBuild brilliant vocabulary to help close the word gap in KS3 English with ready-made vocabulary activities for 60 high leverage Tier 2 words and teaching guidance informed by evidence and research.60 ready-made lessons and student worksheets to share with your department to build confidence in teaching vocabulary in KS3 to improve students' conceptual knowledge and prepare for GCSE 91. Tackles high leverage Tier 2 words to help students understand challenging concepts. Supports and exemplifies good practice in systematic and explicit teaching of vocabulary with a teaching sequence for each word with student activity sheets using the words in a range of contexts. Unlocks learning and reduces workload with a bank of vocabulary activities which are easy to set for homework, starters or tutor time. Helps you show Ofsted evidence of a structured approach to teaching Tier 2 vocabulary. Author Katie Ashford is an English teacher, specialist in SEN and the teaching of reading. Adapt the resour
£110.00
HarperCollins Publishers Tick Tock and Mick
Book SynopsisCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. They are fully aligned to Letters and Sounds Phases 1-6 and contain notes in the back. The Handbooks provide support in demonstration and modelling, monitoring comprehension and expanding vocabulary.
£7.89
HarperCollins Publishers Course Notes for Sqa Exams Higher History Course
Book SynopsisExam Board: SQALevel: HigherSubject: HistoryFirst Teaching: 2018, First Exam: 2019The Higher History Course Notes helps teachers and students map their route through the CfE programme, providing comprehensive and authoritative guidance for the course.Progress and attainment for all A complete course text with six of the most popular topics covered in depth (The Wars of Independence; Migration and Empire; The Making of Modern Britain; Germany; Russia and USA) Activities' will get students thinking about what they have learned and help them to develop the skills needed for the assessment Activities' are mapped and indexed by Outcome so you can see at a glance which criteria each activity fulfilsActive learning Make the link' features encourage broader thinking between and across subjects Hints' give helpful tips to support learning and highlight important information Historiography' will help students to analyse the importance of historical eventsAssessment and practice you can rely on E
£20.99
HarperCollins Publishers Big Cat Phonics for Little Wandle Letters and
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Find out all about looking after a pet dog in this non-fiction book.Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.
£7.66
HarperCollins Publishers Sit in
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Join a group of children as they all pile in to a little wooden sit-in car. Will there be room for Sam too?Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.
£7.66
HarperCollins Publishers Tip Sip Nap
Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic readers that together provide a consistent and highly effective approach to teaching phonics.Learn how to grow a pea plant from seed in this step-by-step non-fiction book.Pages 14 and 15 contain an I Spy feature with a specific phoneme focus, which uses visual support to help children embed phonic knowledge.Reading notes within the book provide practical support for reading with children, including a list of all the sounds and words that the book will cover.
£7.66
Oxford University Press Teacher Wellbeing
Book SynopsisThis book serves as a practical guide for individual teachers, helping them discover strategies for nurturing and promoting their wellbeing. It also acknowledges the importance of contextual factors. Readers are encouraged to reflect upon their own practice and find techniques that suit them personally.
£39.23
OUP Australia & New Zealand Teaching with Technologies
Book SynopsisThe increase in the amount of technology present in our classrooms and the growth in students' levels of digital fluency means educators need to equip themselves with the necessary skills to teach in a digital age.Table of ContentsPART 1: DIGITAL PEDAGOGIES 1. What Is a Digital Pedagogy and Why Do We Need It?2. Theoretical Underpinnings3. Policy and Trends: Preparing Lifelong Learners4. Digital Expectancy: It’s All about BehaviourPART 2: CREATIVE TECHNOLOGIES AND LEARNING 5. The Role of Technology in Emerging Literacy and Numeracy6. Creative Technologies and Play7. Developing a Digital Pedagogy in the Early Years (Foundation to Year 3)8. Developing a Digital Pedagogy in Years 4–10PART 3: DEVELOPING DIGITALLY FLUENT LEARNERS 9. Developing Digital Fluency in Educators10. Developing Digitally Fluent Learners in Primary Schooling11. Developing Digitally Fluent Learners in Secondary SchoolingPART 4: DIGITAL TECHNOLOGIES 12. Understanding the Digital Technologies Curriculum13. Emerging Technologies for the Classroom
£45.59
Oxford University Press AQA GCSE English Language Student Book 2
Book SynopsisStudent Book 2 provides guidance and activities, in the context of the Paper 1 and Paper 2 exam questions, on how to improve question-specific reading and writing skills. With the types of texts that students will face in the exams, in-context SPAG support and regular opportunities to monitor progress, this book aims to improve exam performance.
£28.28
Oxford University Press Oxford Teaching Guides How To Teach Grammar
Book SynopsisHow To Teach Grammar offers accessible and authoritative advice and guidance on teaching grammar. It covers both subject knowledge and classroom practice, providing practical recommendations to help English teachers improve their own depth of understanding of grammar, and their confidence and ability to deliver successful grammar teaching.Trade Review<"With clear and detailed explanations, this is an essential grammar guide for use by new and practicing teachers alike. An easy to use format with practical exercises, this is a valuable resource for use in the secondary classroom.>" * Chris Langmead, Curriculum Leader for English, Tor Bridge High, Plymouth *<"This book is knowledgeable and highly informative, whilst also being eminently readable. For the brand new teacher of grammar with little prior knowledge, it's packed full of clear explanations and worked examples, written in an authoritative but accessible tone. It should be essential reading for every English teacher.>" * Alison Smith, English teacher, Ulverston Victoria High School *
£19.99
Oxford University Press Key Ideas in Teaching Mathematics ResearchBased
Book SynopsisInternational research is used to inform teachers and others about how students learn key ideas in higher school mathematics, what the common problems are, and the strengths and pitfalls of different teaching approaches. An associated website, hosted by the Nuffield Foundation, gives summaries of main ideas and access to sample classroom tasks.Trade ReviewI cannot commend this book highly enough. It is an essential addition to any mathematics educator's library. As a teacher educator I know I will refer to it frequently with both beginning teachers and experienced teachers. * Sue Pope, Mathematics Today *This is likely to be a source of inspiration for teachers and researchers for many years to come. The book is informed by a wealth of research evidence which is fully referenced. * Sue Pope, Mathematics Today *This combination of book and website is a great resource for any department looking to develop its teaching by addressing the key ideas in school mathematics based on research evidence. * Total Maths *This is a most impressive book that offers detailed advice on the teaching of mathematics in the secondary sector. * Mark Pepper, Association of Maths Teachers *Table of Contents1. Introduction to key ideas in teaching mathematics ; 2. Relations between quantities and algebraic expressions ; 3. Ratio and proportional reasoning ; 4. Connecting measurement and decimals ; 5. Spatial and geometrical reasoning ; 6. Reasoning about data ; 7. Reasoning about uncertainty ; 8. Functional relations between variables ; 9. Moving to mathematics beyond age 16
£35.62
MIT Press Ltd Triangles and Tribulations
Book Synopsis
£55.80
Open University Press Supporting Language and Literacy Development in
Book Synopsis"Marian Whitehead's re-focused priorities of babies as powerful thinkers, the significance of non-verbal communication, the importance of language play, the roots of emergent literacy and the notion of language and education as shared community endeavours make her book the one to choose for today's world."Early Years UpdateRadically rewritten and updated in light of new research and developments, the new edition of this important book gives clear guidance to early years practitioners on how to support young childrenâs language and literacy development.The book covers the age range 0-7 years and highlights the speed and complexity of this period of growth in childrenâs thinking, communicative abilities, language, social and cultural awareness and physical skills. Child observations and case studies and photographs are used to demonstrate the learning that goes on in a variety of homes and early years settings.New and key features include: An expanded cTable of ContentsIntroduction1. Great communicators2. Play and language3. Once upon a time ...4. Emerging literacy5. Language, literature and literacy in early years settings: case studies6. National requirements for language andliteracy in the early years7. Communicating and talking togetherAppendices:IThe Bears’ Treasure IslandIIHampden Way Nursery School documentsIII‘The Five Year Old Steiner Waldorf Child’ statementIV Earlham Early Years Centre documents
£28.49
Taylor & Francis How to Recognise and Support Mathematical Mastery
Book SynopsisThis book explains how young children develop mathematically in their earliest years and shows the support and teaching needed by adults to accelerate their progress and attainment, helping them master mathematical concepts and skills. The practical guidance has been carefully developed over a number of years and is based on research undertaken with primary schools in Sheffield as part of the 'Talk for Maths Mastery' initiative. It recognises that childrenâs mathematical development is embedded within child-led play and connected to deeper levels of thinking and wider dispositions for learning. Maths is happening everywhere at any moment; we just need to keep an open mind, open eyes, and listen.Including case studies, links to practice and reflective questions, the chapters reveal what mastery orientation looks like from the childrenâs perspective in their learning and covers: childrenâs serve and return conversational talk mathemTrade Review"With an excellent layout and indexing, appendices of ready to use practical tools, real life learning ‘stories’, and full colour photographs, this is essential reading for early years practitioners looking to develop mathematical mastery in their work with the youngest students. I particularly liked the concept of the ‘Maths is everywhere’ audit, encouraging adults to see that maths can happen anywhere, at any time. This book would make an excellent addition to the Continuing Professional Development library of any primary school." - Helen Emery, The School Librarian Table of Contents1. What is Talk for Maths Mastery? 2. Maintaining the momentum of children’s mathematical development 3. What does mathematical mastery mean for young children? 4. Documenting children’s mathematical talking and thinking observation, learning stories and floor books 5. Building mathematical thinking through whole-class child-led learning 6. Making their mathematical mark: understanding and supporting children’s mathematical mark-making and thinking 7. How do adults support children’s mathematical talk, thinking and mastery? 8. Maintaining children’s mathematical momentum into Year 1 – a case study
£24.99
Taylor & Francis Ltd (Sales) Essential Grammar for Todays Writers Students and
Book SynopsisThis innovative grammar text is an ideal resource for writers, language students, and classroom teachers who need an accessible refresher in a step-by-step guide to essential grammar. Rather than becoming mired in overly detailed linguistic definitions, Nancy Sullivan helps writers and students understand and apply grammatical concepts and develop the skills they need to enhance their writing. Along with engaging discussions of both contemporary and traditional terminology, Sullivan''s text provides clear explanations of the basics of English grammar and a practical, hands-on approach to mastering the use of language. Complementing the focus on constructing excellent sentences, every example and exercise set is contextually grounded in language themes. This updated edition includes new sections in each chapter on Writing Matters (addressing key tools and concerns for writers) and Language Matters (addressing issues of social and regional dialect variation).This isTrade Review"Having used Essential Grammar for five semesters and with roughly 350 students—mostly pre-service educators, I value the clear presentation of a functional approach to grammar. Over the course of the semester, as students apply the 'tests' that Sullivan includes for analysis, their understanding of the relationship between form and function develops considerably." --Dr. Shannon Fitzsimmons-Doolan, Texas A&M University-Corpus ChristiPraise for the previous edition: "Nancy Sullivan's Essential Grammar for Today's Writers, Students, and Teachers provides a fresh, clear approach to grammar for students in all disciplines, but particularly for future language arts teachers. Beginning with and building on the basics and working through verbal phrases and dependent clauses, Sullivan methodically explores the way English works. This reasonably-priced book includes virtually all the concepts needed for teaching English. Teachers will appreciate its streamlined approach: less reading and more doing is always good in a grammar class." -- Elizabeth Ruleman, Tennessee Wesleyan College"Nancy Sullivan's Essential Grammar for Today's Writers, Students, and Teachers achieves what few grammar texts accomplish: it presents its subject in a thorough, yet accessible style and format to vanquish the common fears both students and teachers have about learning and teaching this timeless topic. Equally important, the text is grounded in contemporary contexts across cultures, genres, and media, with examples that appeal to a range of audiences and alleviate the traditional assumption that the parts of speech and the way we use them to make meaning are a mystery to be mastered only by experts. In this way, Essential Grammar for Today's Writers, Students, and Teachers will remain a valuable reference for its readers long after a course has ended; in other words, the book is indeed essential." -- Kristine L. Blair, Duquesne University"This textbook positions itself perfectly for pre-service teachers who may not have a strong background in grammar yet need to know these critical concepts in order to pass the certification exams. For that niche market, this book is more than adequate. The text is written to a general audience, however, so its usage is in no way confined to pre-service teachers and would be appropriate for anyone wanting to enhance their understanding of the basic structure of English." --Catharine M. Welch, University of Texas at Dallas"Having used Essential Grammar for five semesters and with roughly 350 students—mostly pre-service educators, I value the clear presentation of a functional approach to grammar. Over the course of the semester, as students apply the 'tests' that Sullivan includes for analysis, their understanding of the relationship between form and function develops considerably." --Dr. Shannon Fitzsimmons-Doolan, Texas A&M University-Corpus ChristiPraise for the previous edition: "Nancy Sullivan's Essential Grammar for Today's Writers, Students, and Teachers provides a fresh, clear approach to grammar for students in all disciplines, but particularly for future language arts teachers. Beginning with and building on the basics and working through verbal phrases and dependent clauses, Sullivan methodically explores the way English works. This reasonably-priced book includes virtually all the concepts needed for teaching English. Teachers will appreciate its streamlined approach: less reading and more doing is always good in a grammar class." -- Elizabeth Ruleman, Tennessee Wesleyan College"Nancy Sullivan's Essential Grammar for Today's Writers, Students, and Teachers achieves what few grammar texts accomplish: it presents its subject in a thorough, yet accessible style and format to vanquish the common fears both students and teachers have about learning and teaching this timeless topic. Equally important, the text is grounded in contemporary contexts across cultures, genres, and media, with examples that appeal to a range of audiences and alleviate the traditional assumption that the parts of speech and the way we use them to make meaning are a mystery to be mastered only by experts. In this way, Essential Grammar for Today's Writers, Students, and Teachers will remain a valuable reference for its readers long after a course has ended; in other words, the book is indeed essential." -- Kristine L. Blair, Duquesne University"This textbook positions itself perfectly for pre-service teachers who may not have a strong background in grammar yet need to know these critical concepts in order to pass the certification exams. For that niche market, this book is more than adequate. The text is written to a general audience, however, so its usage is in no way confined to pre-service teachers and would be appropriate for anyone wanting to enhance their understanding of the basic structure of English." --Catharine M. Welch, University of Texas at DallasTable of ContentsIntroduction; 1. Word Classes; 2. Extending The Basics; 3. Sentence Patterns; 4. Verbals: Gerunds, Participles, and Infinitives; 5. Adjective, Adverb, and Noun Clauses; Glossary
£36.99
Taylor & Francis Ltd Guided Math in Action
Book SynopsisLearn how to help elementary students build mathematical proficiency with purposeful, standards-based, differentiated, engaging small-group instruction. This best-selling book from Dr. Nicki Newton provides a repertoire of in-depth strategies for conducting effective guided math lessons, scaffolding and managing learning in small groups, and assessing learning. Dr. Newton shows you the framework for guided math lessons and then helps you develop an action plan to get started.This fully updated second edition features helpful new sections on beliefs, teacher moves, planning, talking and questioning, and kidwatching. It also contains a brand new study guide to help you get the most out of the book and use it with your colleagues. Perfect for teachers, coaches, and supervisors, this popular resource is filled with tools you can use immediately, including anchor charts, schedules, templates, and graphic organizers. With the practical help throughout, you'll be able to implement TTrade Review"I can honestly say, THIS is the book every teacher (and Specialist) is looking for! The most frequently asked questions around Guided Math are about the details of how to effectively implement or tweak small group instruction in the classroom. Dr. Nicki Newton's Guided Math in Action, 2nd Edition goes into the messy details of those complicated answers and provides very real and practical examples. This 2nd Edition not only models how flexible Guided Math can look when implemented; it also shows how "out of the box" we must be willing to think in order to meet the various needs of our students. It has everything from literal examples of how to open with different hooks (ie: number talks) to explicit charts modeling how to differentiate using DOK leveled stems. This book is a game changer because while modeling ways to build students' math proficiency, it simultaneously builds the educator's proficiency with very real ways to transform our classrooms into incredible learning environments."--Kimberly O'Neal, Lead Math Interventionist, Klein ISD, TexasTable of Contents1. An Introduction: Guided Math 2. Beliefs that Frame Guided Math 3. Five Teacher Moves for Small-Group Success 4. Guided Math in Numerate Environment 5. Managing the Math Workshop 6. Kidwatching 7. Balanced Assessment: The Key to Grouping Students for Guided Math 8. Planning, Planning, Planning 9. Building Mathematical Proficiency 10. Questioning in the Guided Math Group 11. What Are the Other Kids Doing? 12. More about Math Workstations 13. The First 20 Days of Math Workshop: Setting the Stage for Effective Guided Math Groups 14. Book Study Guide
£22.99
Taylor & Francis Ltd Becoming Bilingual Readers
Book SynopsisBuilding on Bobbie Kabuto's groundbreaking 2010 book Becoming Biliterate, this book explores how identity impacts the development of bilingual readers and how reading practices are mediated by family and community contexts. Highlighting bilingual readers from Spanish, Greek, Japanese, and English language backgrounds, Kabuto offers an in-depth, interdisciplinary analysis of these readers' behaviors and identities through the original approach of Biographic Biliteracy Profiles.The Profiles serve as a culturally relevant assessment tool for developing meaningful narratives and can reveal how bilingual readers make sense of texts in the context of their home and school environments. An ideal approach for unpacking the complexity of bilingual reading behaviors and how they change across time, the Profiles allow readers to explore what a bilingual reader's identity means to becoming biliterate; the roles of code-switching and translanguaging; the influences of readers' famiTable of Contents(Re)Introduction to Becoming BiliterateChapter 1: Culturally Relevant Assessment Practices for Linguistically Diverse ReadersChapter 2: Laying the Groundwork for Biographic Biliteracy ProfilesChapter 3: Profiles of Reading in a Translanguaging ContextChapter 4: Profiles of Code-Switching in a Translanguaging ContextChapter 5: Profiles of Bilingual Reading Identities and AbilitiesChapter 6: Biographic Biliteracy Profiles: Implications for Creating Culturally Relevant Assessment PracticesAppendix AAppendix B
£34.19
Taylor & Francis Ltd Introduction to Design Education
Book SynopsisThis practical, engaging book offers design educators a comprehensive, hands-on introduction to design education and pedagogy in higher education. Featuring instructional strategies and case studies from diverse design disciplines, including fashion design, architecture, and industrial design, from both the US and abroad, award-winning author Steven Faerm contextualizes design pedagogy with student developmenta critical component to fostering successful teaching, optimal learning, and student success in this ever-evolving industry. Features include the following: Advanced pedagogical methods and strategies to improve design students' learning, holistic development, and design school experience. Insights into the changing nature of the design industries and future challenges faced by design educators within higher education, and how design programs can be strengthened tTrade ReviewThis comprehensive guide is expressly for those charged with leading the next generation of design innovators while also advancing their pedagogy successfully and meaningfully.- Jackie Mallon, Fashion UnitedFull book review is here for referencePrescient in timing, Introduction to Design Education is an enlightening book that discusses many of the reasons why dedicated and advanced pedagogical approaches are more vital than ever in the contexts of the changing design school, student generation and industries.Faerm does a brilliant job of bringing his rigorous and compelling research to us in an approachable yet authoritative book that should be recommended to both new and experienced teachers of design.- Noel Palomo-Lovinski, Art, Design & Communication in Higher EducationTable of ContentsSection I Design Industries 1. Introduction to Design Industries: Growth, Responsibility, and Uncertainty 2. A Study of the Fashion Industry as a Model of Widespread Systemic Change 3. The New Design Entrepreneurs 4. The Future of the Design Industries Section II Design Education 5. Introduction to Design Education: The Historical and Contemporary Contexts of US Higher Education 6. The Design School Experience 7. Speculations on the Future Design School Structure 8. The Future of Design Education 9. Global Directions: Unique Approaches to Design Education Section III Design Pedagogy 10. Introduction to Design Pedagogy 11. Young Adult Development 12. Students’ Transition from High School to Design School 13. Developing Competent Pedagogy: A Web of Practices Section IV Design Classrooms 14. Introduction to Design Classrooms: A Workbook of Effective and Strategic Teaching Methods for Design Educators 15. A Practical Guide to Teaching the New Design Undergraduates 16. Teaching as Performance 17. Classroom Dynamics: Trust and Conflict 18. Motivation and Design Students 19. The Inclusive Design Classroom 20. Designing the Learning Experience: The Syllabus 21. Assessment as Learning 22. Faculty Mentorship
£29.99
Taylor & Francis Ltd (Sales) Teaching Literature in Times of Crisis
Book SynopsisTeaching Literature in Times of Crisis looks at the range of different crises currently affecting students â from climate change and systemic racism, to the global pandemic. Addressing the impact on studentsâ ability and motivation to learn as well as their emotional wellbeing, this volume guides teachers toward strategies for introducing both canonical and contemporary literature in ways that demonstrate the future relevance of sophisticated and targeted literacy skills. These reading practices are invaluable for framing and critically examining the challenges associated with crisis in order to help cope with grief and as a means to impart the skills needed to deal with crisis, such as adaptability, flexibility, resilience, and resistance. Providing necessary background theory, alongside practical case studies, the book addresses: Reading practices for demonstrating how literature explores ethical issues in specific and concrete rather than abstract terms Making connections between disparate phenomena, and how literature mobilises affect in individual and collective human lives Supporting teachers in considering new, imaginative ways students can learn from literary content and form in online or remote learning environments as well as face to face Combining close and distant reading with creative and hands-on strategies, presenting the principles of a transitional pedagogy for a world in flux. This book introduces teachers to methods for reading and studying literature with the aim of strengthening and promoting resilience and resourcefulness in and out of the literature classroom and empower students as global citizens with local roles to play.Table of ContentsIntroduction 1. Case Study One: Discovering the Weird and the Wonderful in a Changing World 2. Case Study Two: What the Coming-of-Age Story Teaches Us about the Anthropocene 3. Case Study Three: Things to Do With the Canon in the Classroom 4. Case Study Four: Modern Again: Tell it from the Scars 5. Wider Contexts: Twenty-First-Century Skills and Competencies Bibliography
£25.99
Taylor & Francis The Routledge Handbook of Coach Development in Sport
a huge range and FREE tracked UK delivery on ALL orders.
£45.59
Taylor & Francis The Trouble with Maths
Book SynopsisNow in its fourth edition, with updates to reflect developments in our understanding of learning difficulties in maths, this award-winning text provides vital, pragmatic insights into the often-confusing world of numeracy. By looking at learning difficulties in maths and dyscalculia from several perspectives, for example, the vocabulary and language of maths, cognitive style and the demands of individual procedures, this book provides a complete overview of the most frequently occurring problems associated with maths teaching and learning. Drawing on tried-and-tested methods based on research and Steve Chinnâs decades of classroom experience, it provides an authoritative yet accessible one-stop classroom resource.Combining advice, guidance and practical activities, this user-friendly guide will help you to: develop flexible cognitive styles use alternative strategies to replace an over-reliance on rote-learning for pupils trying to access basic facts Trade Review[This book] focuses on the individual student and shows how to equip them with both an understanding of the problem and appropriate strategies to deal with the difficulties experienced. It draws on practical experience and evidence-based methods as well as current research […] This will be seen as an essential resource. Dr. Gavin Reid Psychologist and author of Dyslexia and Inclusion: Classroom Approaches for Assessing, Teaching and Learning. Steve’s Chinn's book The Trouble with Maths has long been an essential part of any special needs teacher’s toolkit. Patricia Babtie and Jane Emerson. Steve’s books are very well respected and well known and are generally the first port of call for someone looking for information on dyscalculia and maths difficulties. Judy Hornigold - International Lecturer in Dyscalculia. Table of ContentsList of illustrations 1. Introduction: Mathematics Learning Difficulties and dyscalculia 2. Factors that affect learning 3. What the curriculum asks pupils to do and where difficulties may occur 4. Cognitive style in mathematics 5. Developmental perspectives. A pragmatic approach 6. The vocabulary and language of mathematics 7. Anxiety, attributions and communication 8. The inconsistencies of mathematics 9. Manipulatives, materials and visual images: multisensory learning 10. The nasties. Long division and fractions Appendix 1 Further reading Appendix 2 Checklists Appendix 3 Resources References and notes Index
£28.99
Taylor & Francis More Trouble with Maths
Book SynopsisNow in an updated third edition, this invaluable resource takes a practical and accessible approach to identifying and diagnosing many of the factors that contribute to mathematical learning difficulties and dyscalculia. Using a combination of formative and summative approaches, it provides a range of norm-referenced, standardised tests and diagnostic activities, each designed to reveal common error patterns and misconceptions in order to form a basis for intervention. Revised to reflect developments in the understanding of learning difficulties in mathematics, the book gives a diagnostic overview of a range of challenges to mathematical learning, including difficulties in grasping and retaining facts, problems with mathematics vocabulary and maths anxiety. Key features of this book include: Photocopiable tests and activities designed to be presented in a low-stress way Guidance on the interpretation of data, allowing diagnosis and assessment to become integTrade ReviewThe tests and checklists contained in More Trouble with Maths: a complete manual to identifying and diagnosing mathematical difficulties (2nd Edition) (2017) have been approved by the SpLD Test Evaluation Committee for inclusion in both its Pre-16 and Post-16 List of Suitable Tests for the Assessment of Specific Learning Difficulties (SpLD) Steve Chinn in this latest book ‘More Trouble with Maths’ has yet again achieved another major milestone by conveying a positive and informative message to all practitioners – yes – Maths challenges - whatever the barriers, can be overcome! In this book Steve Chinn shows exactly how this can be done. Every aspect is comprehensively covered with practical and sound evidence-based approaches. Steve, yet again, shows why he is the number 1 author in Maths! The book describes a range of diagnostic procedures that covers all the barriers that can be experienced from sequencing to memory issues. Steve is also well known for his consideration of the individual child and it is no surprise that chapter 4 focusses on exactly that, getting to know the learner. There are also detailed chapters on dealing with memory difficulties, anxiety and emotions and developing teaching and learning approaches. The appendix also contains very useful pro-forma’s on observation and assessment. Without any doubt this book is an essential reference for all practitioners and a ‘must buy’ for every school! Dr. Gavin Reid, Independent Practitioner Psychologist and author What a book! Understanding, assessing and addressing maths challenges is a real concern for so many involved in the education of children and young people. Many adults remain anxious about their ability to cope with maths, and as a result, this stymies their efforts to help those in their care overcome their difficulties. Maths is a really important subject; we know that when issues remain unaddressed and / or the subject is inappropriately taught, maths failure can detrimentally affect life chances. This text, with the tests and diagnostic activities it contains, explains complex issues in an accessible and enlightening way, useful for those who understand maths and who want to know more – and those who need help and guidance to do so. This book will help both staff and learners to achieve. Thank you Steve … You have done it again! Dr. Lindsay Peer CBE, Educational Psychologist, Peer Gordon Associates Table of Contents1. Introduction 2. Diagnosis, assessment and teaching: The benefits of linking. 3. The Dyscalculia Checklist 4. Starting the assessment/diagnosis 5. Short term memory and working memory 6. Tests of basic facts 7. Mathematics anxiety 8. The 15-minute norm-referenced mathematics test 9. Errors and the 15-minute mathematics test 10. Cognitive (thinking) style 11. Estimation 12. Mathematics vocabulary and word problems 13. Criterion-referenced (formative) tests 14. Speed of working 15. Two Sample Reports. Appendix 1 Appendix 2 Appendix 3
£63.64
Taylor & Francis Wetenschap
Book SynopsisKan de wetenschap alles verklaren? Brian Ridley, zelf een natuurkundige, zoekt een antwoord op deze en andere vragen in deze boeiende studie naar zowel de reikwijdte als de grenzen van de wetenschap. Volgens Ridley ligt aan het wetenschappelijke denken een wereld van 'magische ideeÃn' ten grondslag, en hij betoogt dan ook dat wetenschap meer overeenkomst met magie heeft dan wij vaak aannemen.In het boek wordt ook ingegaan op de vaak veronachtzaamde relatie tussen natuurwetenschap en wiskunde. De auteur koppelt dit op elegante wijze aan een fascinerende bespreking van relativiteit en kwantumtheorie, aldus onderstrepend dat er binnen de wetenschap vele perspectieven mogelijk zijn. Wetenschap is boeiende lectuur voor iedereen die geÃnteresseerd in de huidige stand van zaken in de wetenschap en de richting waarin zij zich ontwikkelt.Table of ContentsChapter 1 Inleiding; Chapter 2 De grenzen van de wetenschap; Chapter 3 Metawetenschap; Chapter 4 Wetenschap en magie; Chapter 5 De magische theorie van alles; Chapter 6 De muziek der sferen; Chapter 7 Wetenschap en wiskunde; Chapter 8 Getallen; Chapter 9 Kwantummagie; Chapter 10 Wetenschap en de geest; Chapter 11 Wetenschap en maatschappij; Chapter 12 Wetenschap en kunst; Chapter 13 Wetenschap en sensibiliteit;
£43.79
Taylor & Francis Ltd (Sales) The Essential Speaking and Listening
Book SynopsisTalk is the medium through which children learn; and yet children may not realise why their contributions to classroom talk are so important. This book provides teachers with resources for developing children's understanding of speaking and listening, and their skills in using talk for learning.The Essential Speaking and Listening will: help children to become more aware of how talk is valuable for learning raise their awareness of how and why to listen attentively and to speak with confidence encourage dialogue and promote effective group discussion integrate speaking and listening into all curriculum areas help every child make the most of learning opportunities in whole class and group work contexts The inclusive and accessible activities are designed to increase children's engagement and motivation and help raise their achievement. Children will be guided to make the links between speaking, listening, thinking and learning and through the activities they will also be learning important skills for future life.Teachers, education students and teacher educators will find a tried-and-tested approach that makes a difference to children's understanding of talk and how to use it to learn.Trade ReviewJanet WhiteEducation Consultant, former English subject adviser at the Qualifications and Curriculum Authority (a) Do you agree with the author’s rationale for this book? In principle, the rationale is sound: to help teachers understand and manage whole class discussion. The realization of this aim – on the basis of the material for review – seems less successful. I can find very little address of the whole class dynamic, in the mode of dialogic teaching, in the lessons outlined for Chapter 1, where a series of pair and larger group activities are described. Crucially missing is an appraisal of the role of the teacher in using whole class work in ways distinct from ‘ordinary’ effective teaching strategies against a background of devoting more space to exploratory work around the use of spoken language. It is questionable if this proposed book offers an advance on Mercer et al (2002), Thinking Together: Activities for Key Stage 2 children and teachers, despite the claims made that it switches attention from group to whole-class talk. (b) Do you think teaching children to speak and listen will help their thinking and learning? Yes. There is ample evidence to support the view that developing children’s speaking and listening with help their thinking and learning. A recent large-scale study of pre-school children’s language experiences conducted by the London Institute of Education (Blatchford et al), confirmed that later school achievement was closely linked with the amount of active engagement children had with the vocabulary and concepts of spoken language by the age of 3. Other work in Australia carried out by researchers at Macquarie University in NSW in the 90’s (Hasan and Cloran et al; Williams et al), also showed a significant qualitative difference in attainment in literacy depending on the quality and range of verbal interactions children engaged with in their homes with adult carers. The essential point of these and similar studies is that what matters is not just talking to children, but talking with them as active conversational partners. Do you think that with the new literacy framework there is a higher expectation on teachers to teach speaking and listening? Definitely: the close tie-up between the requirements of the statutory curriculum and the PNS guidance makes expectations about teaching far more explicit than previously. The renewed PNS framework has adopted the same strands as the English national curriculum, placing Speaking and Listening as the first programme of study. Speaking and listening in the new PNS framework is likewise organised around the 4 main strands of the English national curriculum and the learning objectives for each year group are very little changed from those published in the QCA/DfES materials: Speaking, Listening, Learning: Working with children in Key Stages 1 and 2. London: HMSO. It is notable that the author of the proposed book makes cross references to some of the teaching objectives in these materials, but without explanation of why the selection is made, or whether there is any progression implied in making the links. Only passing reference seems to be made to the new framework which has been available in draft form for nearly a year. These are shortcomings for a book aimed at a primary teachers. An expectation, especially for an apparently experienced author in the field, would be a demonstrable acquaintance with the ‘official’ materials already available to schools. I note in addition that the author has a rather outdated idea of how primary classrooms are structured: it is not at all common for 6 lessons a day to follow the 3-part structure first introduced by the strategies in the 90’s. Is there a market for this book? Do teachers need help teaching ‘talk’? Teachers do need help in teaching talk - and also in teaching about it and through it. There may be a market for some aspects of this book, but it will be one of many other forms of support and guidance on talk coming out for teachers over the next year or two. Government agencies such as the PNS and QCA are actively working on classroom materials to run alongside the new framework. These will include teaching sequences additional to those already published as part of Speaking, Listening, Learning (referred to above) with the new feature of linking to ongoing teacher assessment.4. Do you know what a ‘dialogic’ teaching style is? Does this book help you understand this term? Would you want this term to be used in the book? If not, why not?My knowledge of ‘dialogic’ teaching style stems from acquaintance with the work of Robin Alexander (2004) Towards Dialogic Teaching: rethinking classroom talk.The concept is a useful and challenging one: it presupposes a fundamental shift in teaching style, and in pupil-teacher relationships, stemming from the practice of giving a single child the role of spokesperson for many as he/she engages in an extended conversation (‘dialogue’) with the teacher. The idea has a place in a book about speaking and listening designed to move practice on. However, the proposed book offers a more limited account of the term than found in Alexander’s research, and comes to rest on more general notions of talk and assertions about its value: ‘Dialogue is talk in which everyone’s ideas are openly shared, and discussed respectfully. Dialogue has a real impact on learning; such talk helps children to articulate their own ideas, hear new ideas, and so move on in their thinking’. The definition of ‘dialogic teaching’ is similarly informal: ‘Dialogic teaching means using talk most effectively for carrying out teaching and learning. Through dialogue, teachers can find out what children think, engage with their developing ideas and help them to overcome misunderstandings. When children are given opportunities to contribute to classroom dialogue in extended and varied ways, they can explore the limits of their own understanding. At the same time they can practice new ways of using language as a tool for constructing knowledge’.This is all true as far as it goes, but does not seem to me to warrant the term ‘dialogic’ in the sense used by Alexander. The emphasis seems to fall more on what the teacher does than on seeking to expand ideas about what teacher and pupils need to do together to make effective dialogue. For example, the author offers an account of teacher’s role that does not appear different from everyday expectations of most teachers when she suggests that ‘by engaging children in dialogue, teachers can: explain ideas; clarify the point and purpose of what the children will do in class; ‘model’ useful ways of using language; help children grasp new ideas and new ways to describe their thoughts’. This book is mainly for primary classroom teachers. Do you think the author’s writing style is appropriate. and accessible? Accessible style, appropriate for a ‘tips for teachers’ type of book. Not able to engage with deeper issues. For example, there is a cursory and rather patronizing mention under ‘language-disadvantaged children’ of children not speaking English as a home language. This strikes a discordant note and does not play well against current inclusive practices around different modes of communication, and appears to take little account of the cognitive advantages frequently demonstrated by multilingual speakers.5. What do you think of the book’s contents (the chapters)? Are the topics meaningful? Is their order sensible? Not easy to generalise from the one sample chapter. On balance, my view is that content is light and not enough for a book. 6. Please read the sample chapter included (this will be chapter 1 in the book). Are the concepts explained well? What do you think of the sessions? Is the activity set out well? Would you be able to follow one of the sessions in a classroom?The suggestions for doing things with talk in the classroom are all plausible and potentially fun. Beginning with a resume of children’s perceptions about talk is an engaging opening, followed by an explanation of how a teacher might use the same approach to get started. The main strength here is in making talk visible as a tool for representing thoughts and feelings. As a concept this comes across clearly, although no mention is made of what type of language children will actually use in the process of the work. The sessions are described clearly and in a practical way, in each case linked with simple resources or to children’s own experiences. In addition to the lack of specificity about the language likely to be used, a weakness of the approach is the lack of connection to what else might be planned in the curriculum or any hint as to what year groups these activities are best suited to. There are no suggestions about how long any of these activities might take or what might come after having done them in any given year group (progression?). Hence they appear more as a set of bright ideas for things to do, offered in a free-floating way that does not chime with the way most primary classrooms are organized. 7. Are you aware of other books on the market that focus on dialogic teaching?Robin Alexander’s original international research published as a book, and subsequent articles written by him. Within Speaking, Listening and Learning there is a strand of work devoted to developing dialogic uses of language from Y1 to Y6. Also, there is a DVD entitled ‘Opening up Talk’ (QCA 2005), which demonstrates dialogic talk in the context of classroom teaching in KS2. Do you think that this book will help teachers teach speaking and listening in the classroom? As noted above, there are useful ideas about getting talk going in the classroom, which if not particularly novel, are practically based and clearly explained. There is an absence of wider curriculum reference and little detailed attention to the nature of the language needed in carrying out the proposed activities. The suggestions may be found helpful in some classrooms. Are you aware of this author’s previous publications? No Do you have any other comments to make? For a proposed book on speaking and listening, there is surprisingly little attention to language. This weakens the central claim made by the author about filling a gap in the market: there are many ‘tips for teachers’ about talk in the classroom but very few which engage in detail with the nature of the language needed for talk to be a strong and progressive part of learning in all areas of the curriculum. There is similarly little explicit attention to the changing role of the teacher in effective whole-class work in the sample materials provided. On balance, the positive features appear to be more along the lines of ‘things to do’ in the short term, rather than offering a serious challenge to alleged shortcomings in current practice.Michele OtwayTeacher, Lingwood First School, Norfolk1. It is true that although there has been much interest and development in developing children’s abilities to communicate more effectively in a range of functional talk forms, there is little recognition of the importance of talk for learning and how many children may need substantial support to participate more fully in classroom learning dialogues and hence further their own learning and that of their peers. The author’s rationale is supported by substantial learning theory that points to how dialogue between a child and a more skilled person, in the form of the teacher, has the powerful potential to extend their pupils learning. What the author is attempting to provide are practical suggestions about how teachers can scaffold and extend children’s participation in these learning dialogues. Accordingly, I would certainly agree with the author’s rationale.2. The new literacy framework has certainly raised the profile of speaking and listening by its explicit inclusion in the actual framework itself rather than its former appendage in separate documents of speaking and listening guidance. 3. I think there is certainly a market for a well-written book that addresses the need to build up teacher’s understanding of how important it is to actively teach the skills that enable children to participate productively in classroom discussions. At the present time there seems to a flood of ‘bright ideas’ books for teachers that give suggestions for activities but do not provide any theoretical background for these ideas or show the importance of modelling and making explicit how children should talk together in learning conversations. I think teachers would appreciate some kind of theoretical ‘meat’ that would be the basis for in-school staff discussions as well as some well-thought-out material that could be adapted to meet the needs of ongoing curriculum work.4. In the course of my own research I do know what a ‘dialogic’ teaching style is in terms of reading Robin Alexander’s work, but I pretty sure most of my teaching colleagues do not. I think it is appropriate to talk about dialogic teaching but I think the author’s definition is sparse and would benefit from some more description of what dialogic teaching actually looks like. Robin Alexander’s booklet (in her references) is actually clear to read and it might be useful if she used some of his examples to convey what is special about this form of teaching e.g. its interactive focus with much modelling.5. The author’s style is clear and generally accessible and I feel that most class teachers or trainee teacher would understand its main message. It does have rather a prescriptive tone that experienced teachers might find a bit restrictive e.g. the lesson plans are a bit script-like and don’t leave much scope for individual teacher interpretation. I do think teachers can respond to a bit of theory and the idea of ‘theoretical boxes’ are a good idea.Table of ContentsIntroduction 1. Class Talk Skills 2. Talking Points 3. Listening 4. Dialogic Teaching 5. Group Work 6. Speaking 7. Assessment 8. Summary: The Educated Child
£28.99
Taylor & Francis Understanding and Teaching Reading Comprehension
Book SynopsisThe ultimate aim of reading is not the process but to understand what we read and comprehension can take place at many different levels. There has been an increasing emphasis on the importance of reading comprehension in recent years but despite this there is very little written on this vital topic accessible to trainee and practicing teachers. The Handbook of Reading Comprehension presents an overview of recent findings on reading comprehension and comprehension problems in children. It provides a detailed examination of the characteristics of children who have reading comprehension difficulties, and examines ways in which comprehension can be supported and improved. It is accessibly written for students and professionals with no previous background in the psychology of reading or reading problems. This indispensable handbook asks the question âwhat is comprehension?â The authors consider comprehension of different units of language: understanding single wordTable of Contents1. Introduction: What is comprehension?; 2. Comprehension in the reading context; 3. The development of comprehension skill: skills that contribute to successful reading comprehension; 4. Comprehension difficulties: why do some children fail to understand text?; 5. The assessment of comprehension skill; 6. Can we train or improve reading comprehension skill?
£49.39
Taylor & Francis Ltd (Sales) Negotiating Critical Literacies with Young
Book SynopsisIn this innovative and engaging text, Vivian Maria Vasquez draws on her own classroom experience to demonstrate how issues raised from everyday conversations with pre-kindergarten children can be used to create an integrated critical literacy curriculum over the course of one school year. The strategies presented are solidly grounded in relevant theory and research. The author describes how she and her students negotiated a critical literacy curriculum; shows how they dealt with particular social and cultural issues and themes; and shares the insights she gained as she attempted to understand what it means to frame ones teaching from a critical literacy perspective. New in the 10th Anniversary Edition New section: Getting Beyond Prescriptive Curricula, the Mandated Curriculum, and Core Standards New feature: Critical Reflections and Pedagogical Suggestions at the end of the demonstration chaptesr New Appendices: Resources for Negotiating Critical Literacies and Alternate Possibilities for Conducting an Audit Trail Companion Website: narratives of ways in which the audit trail has been used as a tool for teaching and learning; resources on critical literacy including links to other websites and blogs; podcast focused on critical literacy and young children Trade Review"In the tenth anniversary edition of Negotiating Critical Literacies with Young Children, Vasquez (American Univ.) provides a brief description of critical literacy and its use in a primary grade classroom...She also explains how she guided the students' further inquiry into a topic and how they collectively worked through problems. Summing Up: Recommended."I. M. Hughes, Bay Path College, in CHOICE, November 2014"Through vibrant, memorable, and surprising examples of very young children grappling with very real social issues, Vivian Vasquez has transformed critical literacy in early childhood education." Karen Wohlwend, Indiana University-Bloomington, USA"These amazing accounts, supplemented with advice for implementing critical literacy practices with young children, will inspire many teachers to explore the potential of their students’ voices and the power of young children to work for change in their schools and communities." Catherine Compton-Lilly, University of Wisconsin Madison, USA"Too often teachers of young children doubt their students’ capabilities for engaging in deeply analytical understandings of a variety of texts, but Vasquez’ book provides sound critical theory and an abundance of practical examples of young children asking sophisticated questions about the texts of their lives, from McDonald’s to TV to their own school community. After reading this text, never more will these teachers have doubts." Stephanie A. Flores-Koulish, Loyola University MD, USA"We desperately need critical literacy approaches at all levels of schooling, and especially at the pre-school level. Negotiating Critical Literacies with Young Children is a brilliant, essential, uplifting, and inspiring book nee3ded more now than ever." Doug Morris, Eastern New Mexico University, USA"The critical and creative ways of being in Vivian’s preschool classroom should be a model of living and learning for all of us. This is education at its best – and anyone involved in early childhood initiatives or policy-making that will impact the lives of children and their teachers should take time to read this before putting mandates in place." Stephanie Jones, University of Georgia, USA"Dr. Vasquez is one of the most reflective and committed scholars in the field of critical literacy, social justice and early childhood education. She is a pioneer in developing and sharing how to develop critical classroom practices. In this revised edition she shows one more time her ability to develop accessible and sophisticated ideas to educators." Carmen L. Medina, Indiana University, USA"A concise and practical book that opens up doors for pedagogical possibilities in literacy classrooms. Any educator interested in building students’ critical literacy skills can draw on Vasquez’s range of examples – and key moments in the learning process through an audit trail!" Korina Jocson, Washington University in St. Louis, USA"Vivian Vasquez’s groundbreaking work challenges educators to think more expansively about young children’s critical inquiries. It is essential reading for early childhood literacy teachers and scholars." María Paula Ghiso, Teachers College, Columbia University, USA"Vasquez eloquently describes how teaching young children to read is more than a progression of reading skills. By taking readers through the audit trails she illustrates how the ‘teaching of reading’ cannot be isolated from the ‘teaching of critical thinking.’ This book is a cornerstone book for educators who work with young children." Bobbie Kabuto, Queens College, City University of New York, USA. Table of ContentsContentsPrefaceAcknowledgementsIntroductionChapter 1: Creating Spaces for Critical LiteracyChapter 2: Getting Started: Setting the SceneChapter 3: The French CaféChapter 4: Our Friend is a VegetarianChapter 5: Save the BelugaChapter 6: We Know How McDonald’s ThinksChapter 7: A Look Back Over the YearAppendix A: Resources for Negotiating Critical LiteraciesAppendix B: Alternate Possibilities for Constructing an Audit TrailReferencesAuthor IndexSubject Index
£39.99
Pearson Education Limited Rapid Stages 46 Teaching Guide Series 1
Book SynopsisRapid Reading can treble the rate of reading progress
£47.00
John Wiley & Sons Inc Reading in the Wild
Book SynopsisIn Reading in the Wild, reading expert Donalyn Miller continues the conversation that began in her bestselling book, The Book Whisperer.Trade Review“…extended information here that applies to today’s Common Core Standards-based classroom environment,…this work is jam-packed with highly useful information that is adaptable for various grade levels and teaching styles….essential for the practitioner or preparing practitioner looking for verified approaches to reading that will engage all students.”—Library Journal, December 2013Table of ContentsForeword, by Teri S. Lesesne xi Introduction xvii Life, the Universe, and Everything 1 Chapter 1 Wild Readers Dedicate Time to Read 5 Creating a Workshop Schedule That Works for You 37 Chapter 2 Wild Readers Self-Select Reading Material 42 Curating a Classroom Library 79 Chapter 3 Wild Readers Share Books and Reading with Other Readers 87 Conferring: What’s the Point? 129 Chapter 4 Wild Readers Have Reading Plans 135 Building a Personal Canon 158 Chapter 5 Wild Readers Show Preferences 162 Coda 194 Appendix A: Reader’s Notebook Sheets 198 Genre Requirements Graph 199 My Reading List 200 Books to Read List 206 Status of the Class 207 Appendix B: Reading Habits Reflections 208 My Reading Itinerary 209 My Selection Reflection 214 My Reading Influences 217 Appendix C: Reading Habits Assessments 219 Independent Reading Time Observation 220 Reading Habits Conference Chart 221 Appendix D: Reading Habits Surveys 222 Wild Reader Survey 223 End-of-year Reading Habits Survey 227 End-of-year Reading Preferences Survey 231 Appendix E: Students’ Favorite Titles and Series 234 References 248 Acknowledgments 254 About the Authors 258 About the Sponsor 259 Index 260
£16.20
Cambridge University Press Teaching Languages to Young Learners
Book SynopsisTeaching Languages to Young Learners will develop readers' understanding of what happens in classrooms where children are being taught a foreign language.Trade Review'The book ofers an excellent, in-depth insight into how children learn and how teachers can promote their learning potential. The thought-provoking questions and analysis of classroom data urge teachers to re-evaluate and re-confirm their choice of tasks and the demands they make on children. Verdict: ***** British Council Network News'Excellent. Fills a gaping hole in the available literature and provides teachers serious about their professional development with a sound theoretical basis for their teaching, as well as lots of practical ideas.' TEFL FarmTable of ContentsCH 1 Children learning a foreign language; Learning language through tasks and activities; CH3 Learning the spoken language; CH 4 Learning words; CH 5 Learning grammar; CH6 Learning literacy skills; CH7 Learning through stories; CH 8 Theme-based teaching and learning; CH 9 Language choice and language learning; CH 10 Assessment and language learning; CH 11 Issues around teaching children a foreign language
£37.19
Faber Music Ltd The Practice Process
Book SynopsisPaul Harris explores the key role the teacher plays in developing a psychological and holistic approach for pupils. Packed with clear advice, innovative ideas and principles such as the Integration-Representation-Connection cycle and the Simultaneous Practice Map.
£11.39
John Wiley & Sons Inc Reading Pathways
Book SynopsisEqually effective as a complement to Phonics Pathways (0-7879-7910-4) or as a stand-alone resource, this new book offers a highly effective approach to developing reading speed, accuracy, and vocabulary. It consists of word pyramids that start with one word and gradually build into complete sentences of increasing complexity.Trade Review"This book is filled with reading pyramids you can use to teach accuracy and fluency. Reading pyramids begin with one word and slowly build into phrases and sentences of increasing complexity. The technique is designed to increase eye span, strengthen eye tracking, and develop fluency." (Learning Magazine, Back-to-School 2007)Table of ContentsAbout This Book vii Part One: Simple Pyramids Short-Vowel Review: 2 “Ă” Pyramid 3 “Ĕ” Pyramid 4 “Ĭ” Pyramid 5 “Ŏ” Pyramid 6 “Ŭ” Pyramid 7 Short-Vowel Pyramids 8 Two-Consonant Endings 24 Long-Vowel Review: 32 “Ā” Pyramid 33 “Ē” Pyramid 34 “Ī” Pyramid 35 “Ō” Pyramid 36 “Ū” Pyramid 37 Long-Vowel Pyramids 38 Mixed Vowel Warmup: 46 The LONG and the SHORT of It 46 Game: TREASURE CHEST 46 Mixed Vowel Pyramids 48 Two-Consonant Beginnings 54 R-Modified Vowels 62 Long-Vowel Digraphs 68 Short-Vowel Digraphs 74 Part Two: Multisyllable Word Mini-Pyramids Multisyllable Word Mini-Pyramids 80 Part Three: Multisyllable Word Pyramids (“Brain Busters”) Multisyllable Word Pyramids 108 Part Four: Multisyllable Word Summary, Games, and Index Multisyllable Word Summary 128 MULTISYLLABLE WORD GAMES 129 Multisyllable Word Index 130
£19.54
Taylor & Francis Ltd (Sales) An International Journal Mathematical Thinking
Book SynopsisThis is Volume 7, Issue 1 2005, a Special Issue of 'Mathematical Thinking and Learning' which looks at Advanced Mathematical Thinking. Opening with a brief history of attempts to characterize advanced mathematical thinking, beginning with the deliberations of the Advanced Mathematical Thinking Working Group of the International Group for the Psychology of Mathematics Education. The articles follow the recurring themes: (a) the distinction between identifying kinds of thinking that might be regarded as advanced at any grade level and taking as advanced any thinking about mathematical topics considered advanced; (b) the utility of characterizing such thinking for integrating the entire curriculum; (c) general tests, or criteria, for identifying advanced mathematical thinking; and (d) an emphasis on advancing mathematical practices.Table of ContentsVolume 7, Number 1, 2005Contents: A. Selden, J. Selden, Perspectives on Advanced Mathematical Thinking. B.S. Edwards, E. Dubinsky, M.A. McDonald, Advanced Mathematical Thinking. G. Harel, L. Sowder, Advanced Mathematical-Thinking at Any Age: Its Nature and Its Development. C. Rasmussen, M. Zandieh, K. King, A. Teppo, Advancing Mathematical Activity: A Practice-Oriented View of Advanced Mathematical Thinking.
£42.80
Taylor & Francis Ltd (Sales) Daily Math Thinking Routines in Action
Book SynopsisBring math to life with routines that are academically rigorous, standards-based, and engaging! Go beyond circling ABCD on your bell ringers and do nows and get your students reasoning, modeling, and communicating about math every day! In this new book from bestselling author and consultant Dr. Nicki Newton, youâll learn how to develop effective daily routines to improve studentsâ thinking, reasoning, and questioning about math. The book provides a wide variety of rigorous, high-interest routines and explains how to rotate and implement them into your curriculum. Inside, youâll find: Questioning techniques that encourage students to think beyond the right vs. wrong continuum Tips for building a math-learning environment that is friendly and supportive of all students Math vocabulary exercises that are meaningful and fun An assortment of innovative daily activities, including Fraction of the Day, Truth or Fib, Find and Fix the Error, Guess My Number, What Doesnât Belong? and many, many more. Each chapter offers examples, charts, and tools that you can use immediately. With these resources and the practical advice throughout the book, youâll increase studentsâ ability to understand math on a deeper level while keeping them engaged in their own learning processes.Trade Review"Daily Math Thinking Routines in Action offers practical ideas to support the implementation of NCTM’s mathematics teaching practices in our everyday classroom instruction. Dr. Newton models how purposeful distributed practice can be effective using tasks that promote mathematical reasoning and problem solving while also allowing students to engage in the mathematics using multiple entry points and multiple solution strategies. What a great resource to support the efforts of all classroom practitoners that seek to make mathematics accessible – and fun – for their students!" - Janet D. Nuzzie, Instructional Specialist, Pasadena ISD Elementary Mathematics, TX, and former President, Texas Association of Supervisors of Mathematics "These routines are so critical in order to foster flexibility and discourse, and build number sense. Every classroom should require students to engage in these routines."– Alison Mello, K-8 Math and Science Director, Foxborough Public Schools, MA"This book is a must have for every math teacher. It has practical ideas and strategies that are easy to implement into the classroom. Students will be engaged, challenged, and inspired by the thinking routines."--Tracy R. Easterling, Instructional Technology Coach and K-6 Math & Science Specialist, Bristol Tennessee City Schools, TNTable of ContentsContentsMeet the AuthorAcknowledgementsIntroductionChapter 1: An Introduction to Daily Math Routines in ActionChapter 2: A Deeper Dive into Daily Math Thinking RoutinesChapter 3: Creating the Community of Public Thinking MathematiciansChapter 4: The Art and Science of Questioning During Daily Mathematical Thinking RoutinesChapter 5: Rotating Rigorous Thinking RoutinesChapter 6: Number Flexes: Daily RoutinesChapter 7: Math VocabularyChapter 8: Problem Solving as a Daily RoutineChapter 9: Action Planning
£26.99
Taylor & Francis Exploring the Potential of Artificial Intelligence in Early Childhood Education
a huge range and FREE tracked UK delivery on ALL orders.
£43.69
Taylor & Francis Ltd AI for Learning
Book SynopsisWhat is artificial intelligence (AI)? How can AI help a learner, a teacher or a system designer? What are the positive impacts of AI on human learning? AI for Learning examines how artificial intelligence can, and should, positively impact human learning, whether it be in formal or informal educational and training contexts. The notion of can' is bound up with ongoing technological developments. The notion of should' is bound up with an ethical stance that recognises the complementary capabilities of human and artificial intelligence, as well as the objectives of doing good, not doing harm, increasing justice and maintaining fairness. The book considers the different supporting roles that can help a learner from AI as a tutor and learning aid to AI as a classroom moderator, among others and examines both the opportunities and risks associated with each.Trade Review"AI for Learning addresses important questions related to how AI will impact both teaching and learning in an educational context. This book could be used by all sorts of educators or those in educational policy. I would use this book for my AI and instructional communication graduate class." --Chad Edwards, Western Michigan University"This book is very timely, and there is a great need for it. Artificial intelligence has great potential to promote learning and empower teaching. But this potential will go largely unrealized unless learners, teachers, and parents understand it. AI for Learning clearly explains the potential benefits and risks of AI in education. It's an excellent model for how to take a complex technical subject and present it in a way that anyone can comprehend, without dumbing it down." --Dr. W. Lewis Johnson, co-founder, Alelo Inc."AI for Learning addresses important questions related to how AI will impact both teaching and learning in an educational context. This book could be used by all sorts of educators or those in educational policy. I would use this book for my AI and instructional communication graduate class." --Chad Edwards, Western Michigan University"This book is very timely, and there is a great need for it. Artificial intelligence has great potential to promote learning and empower teaching. But this potential will go largely unrealized unless learners, teachers, and parents understand it. AI for Learning clearly explains the potential benefits and risks of AI in education. It's an excellent model for how to take a complex technical subject and present it in a way that anyone can comprehend, without dumbing it down." --Dr. W. Lewis Johnson, co-founder, Alelo Inc.Table of ContentsForeword: The Power of Learning, The Power of AI by Rose Luckin. Introduction: What Is All This about AI in Education? 1 How Do I Tell the Difference between Good AI and Bad?: Or – About Our Five-Step Evaluation of Cake Mixes. 2 AI as a Learner: How Can AI Help Me Learn Things That I Did Not Understand Before? 3 AI as a Tutor: How Can AI Tutor Me about Stuff? 4 AI as a Classroom Moderator: How Can AI Give Me Eyes in the Back of My Head? 5 Conclusion: So, Are We Friends Now? Glossary. Index.
£22.99
Taylor & Francis Ltd Gareth B. Matthews The Childs Philosopher
Book SynopsisWinner of the 2022 Book Award of the Philosophy of Education Society of Australasia, Gareth B. Matthews, The Child''s Philosopher brings together groundbreaking essays by renowned American philosopher Gareth B. Matthews in three fields he helped to initiate: philosophy in children's literature, philosophy for children, and philosophy of childhood. In addition, contemporary scholars critically assess Matthews' pioneering efforts and his legacy. Gareth B. Matthews (1929-2011) was a specialist in ancient and medieval philosophy who had conversations with young children, discovering that they delight in philosophical puzzlement and that their philosophical thinking often enriched his own understanding. Those conversations became the impetus for a substantial component of Matthews' scholarship, from which this book features essays spanning the length of his career. Contemporary contributors to the book critically evaluate Matthews' scholarship, showing where he brokeTrade ReviewHead to the Society for the History of Children and Youth's YouTube page to watch an exclusive interview with Maughn and Megan talking about the book with Aaron Yarmel, Associate Director of the Center for Ethics and Human Values, The Ohio State University, USA: https://www.youtube.com/watch?v=5Adta3I0vck "Gareth Matthews's work is important, both for philosophers and for anyone interested in children and childhood. Subtle and profoundly insightful, it displays the capacity of children for philosophical thinking, probes the philosophical aspects of children's literature, articulates practices of Socratic teaching, and meditates about the concept of childhood. Now, in this superbly edited volume, his work, too little known, will assume its just place in the middle of important philosophical achievements of the twentieth century.The volume's introductory and critical essays add greatly to its value. Congratulations are due to all involved."Martha C. Nussbaum, Law School and Philosophy Department, The University of Chicago"When one hears the word philosophy, the word conjures up a subject that is difficult, abstruse, and not to be taught until the college or post-graduate level. Yet, philosophy provides not just a subject matter, but also a way of thinking that can provide razor-sharp reasoning, moral clarity, and unparalleled intellectual excitement. Gareth Matthews showed that all the excitement and intellectual benefits of studying philosophy could be shared not just with advanced students, but also with children from the elementary school level, onward. I recommend this book most highly to anyone who wants to learn about Matthews and how it became possible to share with children a world that could teach them how to think and how to live."Robert J. Sternberg, Cornell University, Honorary Professor of Psychology, University of Heidelberg, Germany, author of The Nature of Intelligence and its Development in Childhood (2020)"A brilliant and imaginative book, which collects many of Gareth Matthews' wonderful essays and frames them with original essays by expert scholars. Everyone interested in philosophy and childhood should read it, and philosophers not interested in childhood will be if they read it."Harry Brighouse, Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin-Madison, author of Educational Goods: Values and Evidence in Decision-Making (University of Chicago Press)''There’s so much to appreciate in this new volume on Gareth B. Matthews, full of fascinating material by Matthews and his colleagues and beautifully book-ended by testimonials from Stanley Cavell and Jana Mohr Lone. But what I particularly admire (being a literature scholar by training) is the book’s focus on Matthews’s affirmation of children’s literature as a philosophical enterprise in its own right. Even more than the other founders of the philosophy for children movement, Matthews recognized and affirmed the "philosophical whimsy," in children’s literature--a narrative expression of wonder and perplexity that invites us all to think and dream. As this volume shows, Matthews’ understanding of children’s literature now permeates and inspires philosophical work with children. I learned so much from this engaging and beautifully designed book, and recommend it with much enthusiasm.''Kenneth B. Kidd, University of Florida, author of Theory for Beginners: Children’s Literature as Critical Thought (Fordham)."In the rich and exciting world of philosophers thinking about childhood—children as philosopher, children's literature as philosophy, what philosophy can tell us about childhood, what children can bring to philosophy—few tower as tall as does Gareth B. Matthews, and many follow in the path that he blazed. To read Professor Matthews' work on the interaction of philosophy and childhood is to enter a world that quickly reminds us what makes philosophy so wonderful and powerful. This collection of Professor Matthews' writings, coupled with reflections on his enduring legacy written by some of the leading researchers and practitioners working in the philosophical areas at the core of much of Professor Matthews' own written output, are a fitting tribute to his legacy. Maughn Rollins Gregory and Megan Jane Laverty are to be commended for putting together a compelling volume, which will hopefully spur more philosophers to see how well children and philosophy serve one another and perhaps even to engage in work that brings the two together." Karen Detlefsen, Professor of Philosophy and Education at the University of Pennsylvania, editor of Descartes' Meditations: A Critical Guide (Cambridge) and co-editor of Women and Liberty, 1600-1800: Philosophical Essays (Oxford)"A rich and provocative volume that combines a range of Matthews’ influential essays with critical new discussions of their importance. The result is a powerful demonstration that engaging questions of children and childhoods transforms philosophical thinking and practice. A perfect resource both for students and scholars new to Matthews and for anyone wishing to take the work he inspired to the next level."John Wall, Professor of Philosophy, Religion, and Childhood Studies, Rutgers University, author of Ethics in Light of Childhood and Give Children the Vote"Gareth B. Matthews, The Child’s Philosopher will be an invaluable resource for those with interest in a fine philosopher who made contributions not only to the history of philosophy, philosophy of religion and philosophy of mind, but also to the still emerging philosophy of childhood. Furthermore, Matthews’ work with children, and with educators, clearly evinced significant respect for children and the power of even quite young children to raise and be interested in exploring major philosophical issues. This book makes the nature of that work very clear and powerfully combines Matthews’ own writings (on Socratic elenchus, and the problems with deficit models of childhood, and techniques for encouraging children to do philosophy, among other topics) with the reflections of a variety of contemporary thinkers (and one recently deceased long-time friend and philosopher, Stanley Cavell) who appreciate and critique Matthews’ work. This book is highly recommended for those with an interest in the nature of childhood, the role of children’s literature in stimulating philosophical engagement, and the contributions that children’s philosophizing can make to future generations of children and adults alike."Amy Mullin, University of Toronto, author of Reconceiving Pregnancy and Childcare: Ethics, Experience and Reproductive Labor "This excellent volume brings together Matthews’ scholarship on philosophy and children’s literature, philosophy of childhood, and children as philosophers. Also containing insightful contributions by his commentators and collaborators, this is an invaluable resource for philosophers writing on children and/or childhood, as well as for those who want to learn about philosophical work in this area. This rich collection would be a terrific text for an upper level or graduate class on philosophy and children and I predict it will also be a vital research tool."Samantha Brennan, Dean of the College of Arts and Professor of Philosophy, University of Guelph"The quality of a person’s thinking and being can partly be measured by the quality of what others create in response. This book bears remarkable witness to a remarkable person. Whilst the collection of Matthews’ writings speaks powerfully for itself, the editors have brought out the best in constructive criticism from their colleagues, to create a perfect combination of a history of ideas and a celebration of developing practice. P4C has been going for over 50 years now, and the ‘Philosophy for Children Founders’ series shows that it has both sound roots and fruitful branches, not least in the continuing reconceptualization of childhood, philosophy and education. There is still a long way to go before the qualities of Matthews and other founders of P4C are fully appreciated, let alone translated into a more philosophical and playful educational system. But this book is a bridge into the next 50 years, during which our species will either re-sow the seeds of humane philosophy or reap the shrivelled fruits of technocratic implants."Roger Sutcliffe, co-founder of DialogueWorks, P4C.com, and the Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE); author of Thinking Moves A-Z: Metacognition Made Simple"A penetrating extension and enrichment of the conversations about children, childhood, children's literature, and philosophy that Gareth B. Matthews pioneered so brilliantly decades ago. Invaluable for anyone fascinated by the philosophical thinking of children and how best to engage with, and benefit from it. Rich and rewarding!"Claudia Mills, children’s book author and emerita professor of philosophy, University of Colorado, Boulder."Gareth B. Matthews’ extraordinary capacity for listening with a "third ear" to children’s spontaneous thinking led him in several directions, all of which are documented in this volume, both in his own papers and those of his commentators, which are geared to his, and help us to place his contributions in the larger contexts of child study, cognitive development theory, children’s literature, and philosophical pedagogy. As such, he turns the old adultomorphic prime time saw "kids say the darndest things" on its head, to "kids say the most philosophically interesting things," and demonstrates this with numerous examples, taken from a good thirty years of engaging in philosophical dialogue with groups of children, and with examples from conversations with his own young children."David Kennedy, Montclair State University, author of The Well of Being (SUNY Press 2006), in childhood & philosophy 17(2021): 01–07.This new book from the Routledge series, Philosophy for Children Founders, is a masterful and completely engaging account of the impact Gareth Matthews had on the movement(s) loosely labeled "Philosophy for/with Children." Each contributor is actively engaged with the others in weaving together a rich accolade to Matthews, while at the same time, maintaining a critical stance to invite further work in this field. I found this to be the most impressive aspect of this volume and attribute it to the work of the two editors, Gregory and Laverty, both experienced leaders in running a "community of inquiry." I can easily imagine Gareth Matthews would entirely approve and, if he were with us, would eagerly enter into the conversation.Wendy C. Turgeon, St. Joseph's College, author of Philosophical Adventures with Fairy Tales: New Ways to Explore Familiar Tales with Kids of All Ages (Rowman & Littlefield Education, 2020) in Analytic Teaching and Philosophical Praxis 42, no. 1 (2022): 86-92.That [Matthews’] decades of writing, researching, and teaching in this area yielded a legacy of lasting significance is conclusively demonstrated by this volume, in which Gregory and Laverty have assembled both original essays on Matthews and many illustrative, well-chosen selections from Matthews himself. The book makes for engaging reading, with a recurring theme being the genuine delight and respect Matthews had for the philosophizing of young children. With him and his young interlocutors, one feels the attractive force of the glimmers of a return to Socratic innocence.Bart Schultz, University of Chicago, author of The Happiness Philosophers: The Lives and Works of the Great Utilitarians (Princeton University Press, 2017), in Teaching Philosophy 45(3): 390-393.This book proved something of a revelation to me, challenging many long-held views and beliefs regarding the practice and pedagogy of philosophy for children. As a result, I have a far more nuanced understanding that I hope will augment not only my practice of philosophy with children but also that of the student teachers with whom I explore this liberating and empowering pedagogy. Rhiannon Love, University of Winchester, in Precollege Philosophy and Public Practice, Volume 4, Spring 2022: 115-119.Matthews’ calls for us to start taking the contributions of young philosophers seriously and as a result to make a point of spending time with them doing philosophy still rings true, but sadly is still largely unheeded. We still need much work to further his first steps towards a robust philosophy of childhood. Our school systems, social structures and parenting manuals still assume a deficit model of children’s cognition. We still treat children’s ideas condescendingly. All of this shows why Gareth Matthews is still as timely as ever, as needed as ever. Make sure to read this book, even if you already know Matthews’ work.Stephen Kekoa Miller, Oakwood Friends School, in Questions: Philosophy for Young People 22:47-48.Gregory and Laverty have offered us an exceptional gateway into the life and work of Gareth B. Matthews. This is an excellent volume that I would highly recommend to anyone working in, or adjacent to, the field of P4C [philosophy for children]. In the time since I started writing this review, I have incorporated Matthews’ ideas into the ways that I teach college students and the ways that I teach and practice dialogue facilitation. I look forward to continuing to learn and grow as a result of my exposure to the lessons in this volume, and I invite you to do the same.Aaron Yarmel, Associate Director of the Center for Ethics and Human Values of The Ohio State University, in Journal of Philosophy in Schools 9(2):114-118.Two salient ideas emerge from a careful reading of the collection. The first is Matthews’ sense of moral repugnance over adult condescension toward children and his view that "addressing the ageless questions of philosophy [together] is itself a renunciation of condescension [and] a celebration of the humanity we share with our children" (p. 77). The second is Matthews’ dedication to including children’s own voices in the conversation. Recognition of the value of Matthews’ work in these areas of study is long overdue and this anthology makes a significant overture to that end.Karen Mizell, Professor of Philosophy, Utah Valley University, for Philosophical Inquiry in Education 29(3):218-220.What is particularly affecting during the reading of this book is how Gareth Matthews’s chapters, through the intentional inclusion of children’s philosophical thoughts which have been recorded, acknowledged, and theorised, ensure a ‘they’ (Matthews and the children he philosophised through and with and who deeply influenced his scholarship) speak back and engage with the contemporary scholars and their work.Rose-Anne Reynolds, Cape Town University, in International Research in Children’s Literature 16(1): 108-110.To make a book like Gareth B. Matthews, The Child’s Philosopher succeed takes huge amounts of editorial skill and judgment. So it is a tremendous credit to Maughn Rollins Gregory and Megan Jane Laverty, as well as to their authors, that the book is a resounding success. It perfectly captures the flavor of Matthews’ work on philosophy for and with children. For those who don’t know Matthews’ contribution, the introduction to the book is a masterful elucidation of what he was trying to do. The selections from Matthews’ writings show how imaginative and innovative his work on and for children was. And each of the essays introducing and discussing his legacy—on children’s thinking, on children’s literature, on Socratic teaching, on developmental psychology, and on the philosophy of childhood—is illuminating and incisive.Harry Brighouse, Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin–Madison, co-author of Educational Goods: Values and Evidence in Decision-Making (University of Chicago Press 2018), in Journal of Philosophy of Education 57(1): 575–581Critical Philosophy of Race (CPR) tasks the teacher/facilitator in the circumstances of inquiry with bringing forward cultural and historical details to expand the context of reasonableness and to counteract the presumption of an objective or ‘every child’ point of view that is not culturally mediated. Here Matthews’ confidence in the consciousness of children to shed light on these difficult topics suggests that children can surprise us in the way that they navigate these hard topics.Sheron Frazer-Burgess, Professor of Social Foundations and Multicultural Education, Ball State University, in Journal of Philosophy of Education 57(1): 592–601Head to the Society for the History of Children and Youth's YouTube page to watch an exclusive interview with Maughn and Megan talking about the book with Aaron Yarmel, Associate Director of the Center for Ethics and Human Values, The Ohio State University, USA: https://www.youtube.com/watch?v=5Adta3I0vck "Gareth Matthews's work is important, both for philosophers and for anyone interested in children and childhood. Subtle and profoundly insightful, it displays the capacity of children for philosophical thinking, probes the philosophical aspects of children's literature, articulates practices of Socratic teaching, and meditates about the concept of childhood. Now, in this superbly edited volume, his work, too little known, will assume its just place in the middle of important philosophical achievements of the twentieth century.The volume's introductory and critical essays add greatly to its value. Congratulations are due to all involved."Martha C. Nussbaum, Law School and Philosophy Department, The University of Chicago"When one hears the word philosophy, the word conjures up a subject that is difficult, abstruse, and not to be taught until the college or post-graduate level. Yet, philosophy provides not just a subject matter, but also a way of thinking that can provide razor-sharp reasoning, moral clarity, and unparalleled intellectual excitement. Gareth Matthews showed that all the excitement and intellectual benefits of studying philosophy could be shared not just with advanced students, but also with children from the elementary school level, onward. I recommend this book most highly to anyone who wants to learn about Matthews and how it became possible to share with children a world that could teach them how to think and how to live."Robert J. Sternberg, Cornell University, Honorary Professor of Psychology, University of Heidelberg, Germany, author of The Nature of Intelligence and its Development in Childhood (2020)"A brilliant and imaginative book, which collects many of Gareth Matthews' wonderful essays and frames them with original essays by expert scholars. Everyone interested in philosophy and childhood should read it, and philosophers not interested in childhood will be if they read it."Harry Brighouse, Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin-Madison, author of Educational Goods: Values and Evidence in Decision-Making (University of Chicago Press)''There’s so much to appreciate in this new volume on Gareth B. Matthews, full of fascinating material by Matthews and his colleagues and beautifully book-ended by testimonials from Stanley Cavell and Jana Mohr Lone. But what I particularly admire (being a literature scholar by training) is the book’s focus on Matthews’s affirmation of children’s literature as a philosophical enterprise in its own right. Even more than the other founders of the philosophy for children movement, Matthews recognized and affirmed the "philosophical whimsy," in children’s literature--a narrative expression of wonder and perplexity that invites us all to think and dream. As this volume shows, Matthews’ understanding of children’s literature now permeates and inspires philosophical work with children. I learned so much from this engaging and beautifully designed book, and recommend it with much enthusiasm.''Kenneth B. Kidd, University of Florida, author of Theory for Beginners: Children’s Literature as Critical Thought (Fordham)."In the rich and exciting world of philosophers thinking about childhood—children as philosopher, children's literature as philosophy, what philosophy can tell us about childhood, what children can bring to philosophy—few tower as tall as does Gareth B. Matthews, and many follow in the path that he blazed. To read Professor Matthews' work on the interaction of philosophy and childhood is to enter a world that quickly reminds us what makes philosophy so wonderful and powerful. This collection of Professor Matthews' writings, coupled with reflections on his enduring legacy written by some of the leading researchers and practitioners working in the philosophical areas at the core of much of Professor Matthews' own written output, are a fitting tribute to his legacy. Maughn Rollins Gregory and Megan Jane Laverty are to be commended for putting together a compelling volume, which will hopefully spur more philosophers to see how well children and philosophy serve one another and perhaps even to engage in work that brings the two together." Karen Detlefsen, Professor of Philosophy and Education at the University of Pennsylvania, editor of Descartes' Meditations: A Critical Guide (Cambridge) and co-editor of Women and Liberty, 1600-1800: Philosophical Essays (Oxford)"A rich and provocative volume that combines a range of Matthews’ influential essays with critical new discussions of their importance. The result is a powerful demonstration that engaging questions of children and childhoods transforms philosophical thinking and practice. A perfect resource both for students and scholars new to Matthews and for anyone wishing to take the work he inspired to the next level."John Wall, Professor of Philosophy, Religion, and Childhood Studies, Rutgers University, author of Ethics in Light of Childhood and Give Children the Vote"Gareth B. Matthews, The Child’s Philosopher will be an invaluable resource for those with interest in a fine philosopher who made contributions not only to the history of philosophy, philosophy of religion and philosophy of mind, but also to the still emerging philosophy of childhood. Furthermore, Matthews’ work with children, and with educators, clearly evinced significant respect for children and the power of even quite young children to raise and be interested in exploring major philosophical issues. This book makes the nature of that work very clear and powerfully combines Matthews’ own writings (on Socratic elenchus, and the problems with deficit models of childhood, and techniques for encouraging children to do philosophy, among other topics) with the reflections of a variety of contemporary thinkers (and one recently deceased long-time friend and philosopher, Stanley Cavell) who appreciate and critique Matthews’ work. This book is highly recommended for those with an interest in the nature of childhood, the role of children’s literature in stimulating philosophical engagement, and the contributions that children’s philosophizing can make to future generations of children and adults alike."Amy Mullin, University of Toronto, author of Reconceiving Pregnancy and Childcare: Ethics, Experience and Reproductive Labor "This excellent volume brings together Matthews’ scholarship on philosophy and children’s literature, philosophy of childhood, and children as philosophers. Also containing insightful contributions by his commentators and collaborators, this is an invaluable resource for philosophers writing on children and/or childhood, as well as for those who want to learn about philosophical work in this area. This rich collection would be a terrific text for an upper level or graduate class on philosophy and children and I predict it will also be a vital research tool."Samantha Brennan, Dean of the College of Arts and Professor of Philosophy, University of Guelph"The quality of a person’s thinking and being can partly be measured by the quality of what others create in response. This book bears remarkable witness to a remarkable person. Whilst the collection of Matthews’ writings speaks powerfully for itself, the editors have brought out the best in constructive criticism from their colleagues, to create a perfect combination of a history of ideas and a celebration of developing practice. P4C has been going for over 50 years now, and the ‘Philosophy for Children Founders’ series shows that it has both sound roots and fruitful branches, not least in the continuing reconceptualization of childhood, philosophy and education. There is still a long way to go before the qualities of Matthews and other founders of P4C are fully appreciated, let alone translated into a more philosophical and playful educational system. But this book is a bridge into the next 50 years, during which our species will either re-sow the seeds of humane philosophy or reap the shrivelled fruits of technocratic implants."Roger Sutcliffe, co-founder of DialogueWorks, P4C.com, and the Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE); author of Thinking Moves A-Z: Metacognition Made Simple"A penetrating extension and enrichment of the conversations about children, childhood, children's literature, and philosophy that Gareth B. Matthews pioneered so brilliantly decades ago. Invaluable for anyone fascinated by the philosophical thinking of children and how best to engage with, and benefit from it. Rich and rewarding!"Claudia Mills, children’s book author and emerita professor of philosophy, University of Colorado, Boulder."Gareth B. Matthews’ extraordinary capacity for listening with a "third ear" to children’s spontaneous thinking led him in several directions, all of which are documented in this volume, both in his own papers and those of his commentators, which are geared to his, and help us to place his contributions in the larger contexts of child study, cognitive development theory, children’s literature, and philosophical pedagogy. As such, he turns the old adultomorphic prime time saw "kids say the darndest things" on its head, to "kids say the most philosophically interesting things," and demonstrates this with numerous examples, taken from a good thirty years of engaging in philosophical dialogue with groups of children, and with examples from conversations with his own young children."David Kennedy, Montclair State University, author of The Well of Being (SUNY Press 2006), in childhood & philosophy 17(2021): 01–07.This new book from the Routledge series, Philosophy for Children Founders, is a masterful and completely engaging account of the impact Gareth Matthews had on the movement(s) loosely labeled "Philosophy for/with Children." Each contributor is actively engaged with the others in weaving together a rich accolade to Matthews, while at the same time, maintaining a critical stance to invite further work in this field. I found this to be the most impressive aspect of this volume and attribute it to the work of the two editors, Gregory and Laverty, both experienced leaders in running a "community of inquiry." I can easily imagine Gareth Matthews would entirely approve and, if he were with us, would eagerly enter into the conversation.Wendy C. Turgeon, St. Joseph's College, author of Philosophical Adventures with Fairy Tales: New Ways to Explore Familiar Tales with Kids of All Ages (Rowman & Littlefield Education, 2020) in Analytic Teaching and Philosophical Praxis 42, no. 1 (2022): 86-92.That [Matthews’] decades of writing, researching, and teaching in this area yielded a legacy of lasting significance is conclusively demonstrated by this volume, in which Gregory and Laverty have assembled both original essays on Matthews and many illustrative, well-chosen selections from Matthews himself. The book makes for engaging reading, with a recurring theme being the genuine delight and respect Matthews had for the philosophizing of young children. With him and his young interlocutors, one feels the attractive force of the glimmers of a return to Socratic innocence.Bart Schultz, University of Chicago, author of The Happiness Philosophers: The Lives and Works of the Great Utilitarians (Princeton University Press, 2017), in Teaching Philosophy 45(3): 390-393.This book proved something of a revelation to me, challenging many long-held views and beliefs regarding the practice and pedagogy of philosophy for children. As a result, I have a far more nuanced understanding that I hope will augment not only my practice of philosophy with children but also that of the student teachers with whom I explore this liberating and empowering pedagogy. Rhiannon Love, University of Winchester, in Precollege Philosophy and Public Practice, Volume 4, Spring 2022: 115-119.Matthews’ calls for us to start taking the contributions of young philosophers seriously and as a result to make a point of spending time with them doing philosophy still rings true, but sadly is still largely unheeded. We still need much work to further his first steps towards a robust philosophy of childhood. Our school systems, social structures and parenting manuals still assume a deficit model of children’s cognition. We still treat children’s ideas condescendingly. All of this shows why Gareth Matthews is still as timely as ever, as needed as ever. Make sure to read this book, even if you already know Matthews’ work.Stephen Kekoa Miller, Oakwood Friends School, in Questions: Philosophy for Young People 22:47-48.Gregory and Laverty have offered us an exceptional gateway into the life and work of Gareth B. Matthews. This is an excellent volume that I would highly recommend to anyone working in, or adjacent to, the field of P4C [philosophy for children]. In the time since I started writing this review, I have incorporated Matthews’ ideas into the ways that I teach college students and the ways that I teach and practice dialogue facilitation. I look forward to continuing to learn and grow as a result of my exposure to the lessons in this volume, and I invite you to do the same.Aaron Yarmel, Associate Director of the Center for Ethics and Human Values of The Ohio State University, in Journal of Philosophy in Schools 9(2):114-118.Two salient ideas emerge from a careful reading of the collection. The first is Matthews’ sense of moral repugnance over adult condescension toward children and his view that "addressing the ageless questions of philosophy [together] is itself a renunciation of condescension [and] a celebration of the humanity we share with our children" (p. 77). The second is Matthews’ dedication to including children’s own voices in the conversation. Recognition of the value of Matthews’ work in these areas of study is long overdue and this anthology makes a significant overture to that end.Karen Mizell, Professor of Philosophy, Utah Valley University, for Philosophical Inquiry in Education 29(3):218-220.What is particularly affecting during the reading of this book is how Gareth Matthews’s chapters, through the intentional inclusion of children’s philosophical thoughts which have been recorded, acknowledged, and theorised, ensure a ‘they’ (Matthews and the children he philosophised through and with and who deeply influenced his scholarship) speak back and engage with the contemporary scholars and their work.Rose-Anne Reynolds, Cape Town University, in International Research in Children’s Literature 16(1): 108-110.To make a book like Gareth B. Matthews, The Child’s Philosopher succeed takes huge amounts of editorial skill and judgment. So it is a tremendous credit to Maughn Rollins Gregory and Megan Jane Laverty, as well as to their authors, that the book is a resounding success. It perfectly captures the flavor of Matthews’ work on philosophy for and with children. For those who don’t know Matthews’ contribution, the introduction to the book is a masterful elucidation of what he was trying to do. The selections from Matthews’ writings show how imaginative and innovative his work on and for children was. And each of the essays introducing and discussing his legacy—on children’s thinking, on children’s literature, on Socratic teaching, on developmental psychology, and on the philosophy of childhood—is illuminating and incisive.Harry Brighouse, Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin–Madison, co-author of Educational Goods: Values and Evidence in Decision-Making (University of Chicago Press 2018), in Journal of Philosophy of Education 57(1): 575–581Critical Philosophy of Race (CPR) tasks the teacher/facilitator in the circumstances of inquiry with bringing forward cultural and historical details to expand the context of reasonableness and to counteract the presumption of an objective or ‘every child’ point of view that is not culturally mediated. Here Matthews’ confidence in the consciousness of children to shed light on these difficult topics suggests that children can surprise us in the way that they navigate these hard topics.Sheron Frazer-Burgess, Professor of Social Foundations and Multicultural Education, Ball State University, in Journal of Philosophy of Education 57(1): 592–601Table of ContentsSeries editors' introduction AcknowledgementsContributors About the EditorsINTRODUCTIONGareth B. Matthews: A Philosopher's Life with Children Megan Jane Laverty and Maughn Rollins GregoryTime and Place for PhilosophyStanley CavellPART IGareth B. Matthews on Philosophy and Children’s Literature1 Age-Transgressive Philosophizing with Children’s Literature Karin Murris2 Philosophy and Children’s LiteratureGareth B. Matthews3 The Philosophical Imagination in Children’s LiteratureGareth B. Matthews4 Thinking in StoriesGareth B. MatthewsThe Little Prince by Antoine de Saint-Exupery Not Now, Bernard by David McKee The Mountains of Tibet by Mordecai Gerstein PART IIGareth B. Matthews on Children’s Philosophical Thinking5 Gareth B. Matthews on the Child as Philosopher Stephanie Burdick-Shepherd and Cristina Cammarano6 HolinessGareth B. Matthews7 Creativity in the Philosophical Thinking of ChildrenGareth B. MatthewsPART IIIGareth B. Matthews on the Socratic Teacher8 Socratic Teaching, What Can it Be? Peter Shea9 Socrates’ ChildrenGareth B. Matthews10 Whatever Became of the Socratic Elenchus? Philosophical Analysis in PlatoGareth B. MatthewsPART IVGareth B. Matthews on Philosophy of Developmental Psychology11 Gareth B. Matthews’ Philosophy of PsychologyJennifer Glaser12 Concept Formation and Moral DevelopmentGareth B. Matthews13 Children, Irony and PhilosophyGareth B. MatthewsPART VGareth B. Matthews on Philosophy of Childhood14 Gareth B. Matthews: Philosophy of Childhood or Children?Walter Omar Kohan and Claire Cassidy15 A Philosophy of ChildhoodGareth B. Matthews16 Introduction to The Philosopher's Child: Critical Perspectives in the Western TraditionSusan M. Turner and Gareth B. Matthews17 Children as Philosophers: Interview with Gareth MatthewsGareth B. Matthews and Susannah ShefferAfterwordJana Mohr Lone Index
£37.04
