This work sets out to help teachers assess pupils with profound and multiple learning difficulties, multisensory impairments and other complex needs in a relevant and meaningful way. It offers teachers structure, guidance and a holistic approach to assessment, target setting, planning, recording, attainment and pupil progress throughout his or her school life.;The book should enable teachers to prioritize areas for developing small-steps, skill-based learning objectives and it should help them to assist with ongoing assessment review.

As we approach the end of the millenium, "citizenship" has become a lens through which commentators have viewed the whole range of social, political and ethical issues. This book looks at how schools prepare pupils to become citizens, what kind of citizens they intend to develop, and how successful schools are in their aims. While it focuses on the lack of opportunities for 14-16 year olds to develop the attributes of contemporary citizenship within the present UK state education system, the argument applies to any educational system that has a statutory, content-based rather than skill-based curriculum.

Pre-school children have fundamentally different attitudes towards the future and attendant notions of time and space. For this reason, early childhood professionals are optimally placed to lay important foundations for young children's long term development. Children's flexibility of thought, their positive and constructive outlook on life, their sense of the continuity of time, their creativity and imagination and their sense of personal connection with time and the future, are all qualities that should be recognised and addressed in early childhood educational programmes as a means of counteracting the difficulty youths experience in knowing what to expect in their future lives and coming to understand their roles in shaping them.
Reframing the Early Childhood Curriculum offers fresh insight into:
*examining futurists' and early childhood theorists' thinking of the relevance of planning for children's long term needs in early childhood
*identifying the skills, attitudes and outlooks required to assist young children attending early childhood programmes in their long term growth and development
*exploring the means through which these skills, attitudes and outlooks can be achieved in curriculum frameworks through specific goals and learning experiences against the background of youth and young children's views of the future.

This book outlines key principles for target setting in the context of the National Literacy Strategy. It seeks to support teachers in developing inclusive practices by offering a range of practical strategies for groups and individuals. Areas examined are Inclusive practices for literacy assessment: individual learner's needs; Target Setting: class, group and individual, speaking and listening; reading: shared, guided and independent; Writing: shared, guided and independent; Learning Support Assistants (LSAs); Information and Communication Technology (ICT) to support literacy; Parents and peers.

The authors explore teachers' perceptions of the causes of their stress, the experience and effects of stress, and the process of recovery and self renewal. The book is based on interviews with numerous primary school teachers clinically diagnosed as suffering from stress-related illness. These interviews are comlmented by an organisational study of two primary schools, one a 'low' stress school, the other a 'high'stress school.
The findings inform policy recommendations aimed at preventing at source occupational stress in the teaching adn 'caring' professions, as well as offering advise to inividuals suffering from stress.

Much education research takes place under a convenient but spurious assumption that there is a common purpose to education research, and a common epistemology. This book takes a clear-sighted and perceptive look at the underlying truths of education research, and in refining our understanding of the subject paves the way to improving our methods and practice. It addresses the theoretical conceptual elements educational discourses that inform most debates about educational research, including: education and its relationship to research; the problems and possibilities of quantification; and the diversity of methods researchers can use to create theory. In a second section the book explores these issues as they relate to a number of current and controversial debates in education, such as: researching school effectiveness; the study of curriculum, policy, sociology and anthropology; and the role of post-modern though in debates on education.

"Like Letters in Running Water" explores ways in which fiction (prose, drama, poetry, myth, fairytale) yields transformative insights for educational theory and practice. Through a series of intensely original, powerful essays drawing on curriculum theory, literary analysis, psychology, and feminist theory and practice, Doll seeks to confront a commonly held bias that reading literary fictions is "mere" entertainment (not a learning experience). She suggests that fiction has immense teaching power because it connects readers with their alliances within themselves and this connection attends to social, outer issues addressed by traditional pedagogies with greater, deeper awareness. Her elaboration in this book of the concept of "currere"--the lived experience of curriculum--through literature, drama, and myth is a major contribution to the field of curriculum theory.

This book sets out to celebrate physical education and sport, and by doing so, encourage the educational establishment to embrace the subject area as a vehicle for the complete development of the individual. In addition, it shows that the benefits of physical activity far outweigh the shallow claims of populous magazines - there are benefits for the individual, the community and for society as a whole. Laker contends that the importance of physical education and sport in many areas of social life has been overlooked at best, and misused at worst. Physical activity has a vast contribution to make, not only as a topic of small talk on a Monday morning, but also to the personal and social development of individuals and possibly to the well-being of the global community as a whole. This book explores the land 'beyond the boundaries of the game.'

"Like Letters in Running Water" explores ways in which fiction (prose, drama, poetry, myth, fairytale) yields transformative insights for educational theory and practice. Through a series of intensely original, powerful essays drawing on curriculum theory, literary analysis, psychology, and feminist theory and practice, Doll seeks to confront a commonly held bias that reading literary fictions is "mere" entertainment (not a learning experience). She suggests that fiction has immense teaching power because it connects readers with their alliances within themselves and this connection attends to social, outer issues addressed by traditional pedagogies with greater, deeper awareness. Her elaboration in this book of the concept of "currere"--the lived experience of curriculum--through literature, drama, and myth is a major contribution to the field of curriculum theory.

The National Curriculum is due for review. This is a central area of educational debate in England and Wales. Increasingly politicians and their entourages are looking for quick fixes from abroad to solve what they see to be problems in the educational system of the UK. Drawing on insights from other European curricular systems, this provocative book will contribute, in a timely way, to the debate on reformations of the National Curriculum. The style is concise, with points for discussion and lists of further reading. debate in England and Wales. Increasingly politicians are looking for quick fixes from abroad to solve what they see to be problems in the educational system. Drawing on insights from other European curricular systems, this volume will contribute, in a timely way, to the debate on the reformations of the National Curriculum. The style is short and concise, with points for discussion and lists of further reading. _

Critical Studies of Education in Asia features analyses that take seriously the complex postcolonial, historical, and cultural consciousnesses felt across societies in Asia, and that bring these to bear on the changing terrain of knowledge, subjectivities, and power relations constructed both within schools and across the public sphere. In documenting the multiple sites of conflict and contestation both between and within states in Asia and a host of pedagogic agents - ministries of education, state boards and agencies, schools, teachers and teacher unions, university departments of education, local interest groups, the media, international standards agencies, and global educational reform discourses - the chapters in this volume illuminate the struggles over knowledge, education, and the work of schools. Faced with emergent global and local forces that are determined to challenge 'official' knowledge and to offer alternative understandings of education and society in Asia, this volume offers critical insights for academic researchers, policy- makers, and graduate students seeking to understand the tensions and possibilities of educational change in the region. This book was originally published as a special issue of Curriculum Inquiry.

Multicultural Curriculum is a collection of original essays offering alternative theories, classroom teaching methods and policies that are designed to promote true cultural understanding and equality.

Contents:
Introduction 1.The First and Last Interpretters 2. Globalization, Innovation and Knowledge 3.What Knowledge is of Most Worth for the Millennial Citizen? 4.Schooling and Everyday Life 5.Intimations of Boundlessness 6.The Well-tempered Learner 7.Critics and Reconstructors 8. Beyond Unkept Promises 9.Reason, Reality and Public Trust

Teachable Moments will look at various pieces of the vocation of what it means to be a teacher in our school buildings today - through all of the most impactful reforms on the fabric of American education. As administrators, we see the push for the need to create data tables and pie charts in an attempt to make conclusions about improving instructional practices to encourage student performance. Some things - many moments - cannot be quantified, however. So, where do we begin? There is absolutely no singular starting point, but the experience of the teaching practitioner is vast, and goes far beyond that which can be measured numerically. Our vocation, and its many ups and downs, often cannot be assigned a neat number. This book will examine the ways in which school districts approach these educational changes, through the lens of the teacher. From one-on-one teacher interactions with each other, to those memorable moments with students, this book will be a collection of rich essays that capture the experience of the newer teacher.

Religious Education is now identified as a shortage subject as a growing number of pupils in schools opt for it. The growing emphasis on children's moral and spiritual education, the DfEE's hunt for new teachers, OFSTED's calls for improvement and reinforced links with philosophy have pushed the subject into the spotlight.
Based on research and partnership with schools this book examines and explains :
*the role of Religious Education in the curriculum
*the role of spirituality in children's lives
*better teaching practice, giving practical examples.

New teachers often experience "reality shock" as they discover that the ideals they learned in college do not match the daily realities of classroom life-especially when they are called upon to begin their careers by working with English language learners in English as a second language (ESL) or English as a foreign language (EFL) settings. By combining best practices for teacher induction, mentoring, and support with carefully phased-in coverage of the basics of ESL/EFL lesson planning, classroom management, writing, reading, grammar, speaking, listening, vocabulary, and language assessment, this new book offers beginning teachers the reality guide they need. With 104 Exploratory Breaks throughout to provide topics for reflection and discussion with mentors, supervisors, and support providers, this guide will be of interest to any teacher new to working with ESL and EFL learners.

Although curriculum is central to the schooling process, debates about it are rarely well informed. Over the past ten years there has been a dearth of books that have informed the debate by examining curriculum in a broader context, beyond the National Curriculum. Ross, in this refreshing re-examination of the area, opens up a more general debate on how the curriculum is shaped and the compromises made between different ideologies of the nature and purpose of education.

Typically, school curriculum has been viewed through the lens of preparation for the workplace or higher education, both worthy objectives. However, this is not the only lens, and perhaps not even the most powerful one to use, if the goal is to optimize the educational system. Curriculum on the Edge of Survival, 2nd Edition, attempts to define basic aspects of the curriculum when viewed through the larger lens of a school as the principal instrument through which we maintain an effective democracy. In that case, the purpose of education is to prepare our students to take their rightful place as active members of a democracy. This purpose is larger than workplace or college readiness, and in fact subsumes them. The second edition of Curriculum on the Edge of Survival posits four major starting points for education under the purpose of preparing students for functional membership in a democracy: kindness, thinking, problem solving, and communications. These four foundational elements should be taught in every class, at every level, every day. They form the backbone of a great educational system."

This practical, reader-friendly textbook for preservice and in-service early childhood education and early literacy courses provides "how-to-do-it" instructions for promoting emergent literacy in reading, writing, and arithmetic from preschool into the primary grades. "Early 3 Rs" answers the question: "What can I SAY and DO to give each child the best possible start on the 3 Rs?"
With the strategies and materials in this book, a teacher can give personalized direct instruction in the 3 Rs to a beginner, in just a few minutes a day. The early chapters tell how to prepare a young child for reading, writing, and arithmetic. Subsequent chapters show how to give a beginner an early start on learning the 3 Rs. All strategies begin with the oral approach (from phonemic awareness to "arithme-talk") and then progress to print that is personally meaningful to a young child. "Early 3 Rs: "
* Includes "arithmetic" as a component of early literacy.
* Gives developmentally appropriate methods for "direct" teaching of the 3 Rs.
* Provides "scripts" of what the teacher can say to promote early learning.
* Helps education students in "field-based classes" offer personalized instruction.
"Early 3 Rs" is written to be very reader friendly: the approach is intentionally eclectic; the writing deliberately avoids heavy theory; the goal is to provide an easy-to-use, highly practical and accessible guide for those who work in early childhood education settings.

Written for the newly-qualified or student teacher, this book explains the process of identifying and understanding the nature of speech and language difficulties in pupils and shows how to fully support their learning. The author discusses how these difficulties can impact on the pupil's learning; offers examples of good curriculum planning and practical strategies that can assist the pupil within a mainstream classroom; and demonstrates how teachers can get the most out of working with other colleagues, such as speech and language therapists, or parents of children with speech and language difficulties. Experienced teachers, who for the first time have a pupil with speech or language difficulty in their class, will also find this book an invaluable starting point.

Although the literature of social research covers a vast range of material, there has been little on the role of social theory in educational research. In this respect, David Scott's book covers an important gap in the market, as it focuses on the centrality of social theory in a variety of empirical projects. The volume covers a range of conceptual and theoretical discussions and subsequently applies these concepts to our analysis of empirical studies. As a consequence, it is a volume that deserves to be read widely by students and researchers alike.

The SEND Code of Practice (2015) reinforced the requirement that all teachers must meet the needs of all learners. This series offers specialist guidance for a full range of subjects in the upper primary and secondary curriculum; including English, Maths, Science, History, Geography, Languages, RE, Art, D&T, PE and Music. Each book draws on a wealth of experience and provides practical, tried and tested strategies and resources that will support teachers in delivering successful, inclusive lessons for all pupils. An invaluable tool for continuing professional development, Addressing Special Educational Needs and Disabilities in the Curriculum will be essential for teachers and teaching assistants seeking subject specific guidance in supporting pupils with a wide range of learning needs. This series will also be of great interest to SENCOs, senior management teams and ITT providers.

This volume explores questions about hope, optimism and the possibilities of the 'new' as expressed in educational thinking on the nature and problem of adolescence. One focus is on the interwar years in Australian education, and the proliferation of educational reports and programs directed to understanding, governing, educating and enlivening adolescents. This included studies of the secondary school curriculum, reviews of teaching of civics and democracy, the development of guidance programs, the specification of the needs and attributes of the adolescent, and interventions to engage the 'average student' in post-primary schooling. Framed by imperatives to respond in new ways to educational problems, and to the call of modernity, many of these programs and reforms conveyed a sense of enormous optimism in the compelling power of education and schools to foster new personal and social knowledge and transformation. A second focus is the expression of such utopianism in educational history - themes that may seem novel, or incongruous, or even inexplicable in the present - and in studies and representations of young people as citizens in the making. Finally, developing broadly genealogical approaches to the study of adolescence, the chapters variously seek to provoke more explicitly historical thinking about the construction of the field of youth studies. This book was originally published as a special issue of the Journal of Educational Administration and History.

This volume contains specially commissioned papers by some of the most respected academics working in the field of further education, drawing the situation as it is now and looking forward to the developments of the coming years. It asks questions such as: will "Dearing: prove to be little more than a stop-gap?; what will be the balance of power between education institutions, the state and the private sector?; what are the realities behind "lifelong learning"?; and what form will it take if it steps out of the realms of theory?.

Although curriculum is central to the schooling process, debates about it are rarely well informed. Over the past ten years there has been a dearth of books that have informed the debate by examining curriculum in a broader context, beyond the National Curriculum. Ross, in this refreshing re-examination of the area, opens up a more general debate on how the curriculum is shaped and the compromises made between different ideologies of the nature and purpose of education.