Constructing Pragmatist Knowledge reintroduces an explicit and systematic philosophical approach to education through American Pragmatism, expanding and detailing the practice of pragmatism itself for practitioners across various fields of social action. While a number of theorists are referenced, it focuses on the work of the original pragmatists Charles Sanders Peirce, William James, John Dewey, George Herbert Mead and Jane Addams. It is written in a narrative style and connects personal and professional experience of the author with philosophical description, analysis and explanation. Major themes of pragmatism are encountered throughout involving knowledge, experience, inquiry, social acts, dialectic and contradiction, giving rise to human constructs of values, moral conduct and bricolage. Reintroducing pragmatism and epistemology as the focus of teaching and learning heralds revolutionary and democratic change for education systems worldwide and corrects neoliberal tendencies that impose anti-educational ideological, economic and political distortions. This book will be of interest to academics, graduate students, teachers and pre-service teachers, policy makers and researchers in education, philosophy, sociology and epistemology.

Researchers in education are interested in the study of learners, teachers, professional support staff, parents and other participants in schools and other educational institutions. To be effective, research needs to be carried out in a systematic way and should contribute to what is known. If you are interested in education research and want to learn how to become an effective researcher, then this step-by-step guide is for you. For many students the first research project is the most daunting but this book will help ensure its success. Beginning Research is a practical toolkit of resources that will enable students to plan, conduct and follow up research effectively. It contains information on the range of methods available to researchers and introduces some of the key concepts associated with education research and the theoretical background against which it currently takes place. Designed for anyone working in an education setting, by reading through each chapter and completing the associated tasks you will be able to work through each stage of the research process. This book is essential reading for students on all education courses who are engaging in research for the first time. It is particularly suitable for foundation degree students, as it acknowledges the constraints placed upon researchers who are also working and offers practical advice for managing the demands of employment, study and carrying out research.

Despite the efforts that have been made to bring about improvements in schools, some children and young people remain marginal by current arrangements. The development of more inclusive schools remains one of the biggest challenges facing education systems throughout the world. However, inclusion remains a complex and controversial issue, and the development of inclusive practices in schools is not well understood.
Improving Schools, Developing Inclusion uses evidence from in-depth research to provide new insights as to how this important agenda should be addressed. The authors challenge many existing assumptions about school improvement and educational reform, and propose that the development of inclusive practices will only be achieved by engaging in dialogue about the deeply held beliefs of teachers and policy makers. In so doing, they provide a new way of thinking about how schools can be made more inclusive.
The approach to inclusive development recommended in the book has major implications for policy and practice in the field. It looks at:
- Implications for the work of school leaders
- How staff teams work can together in order to address barriers to participation and learning
- How schools can collect and use evidence in order to strengthen their practices
- The sorts of critical and alternative perspectives to which schools need access
- The implications for relationships between schools, local authorities and researchers
At a time when policy-makers and practitioners are searching for more effective ways of responding to student diversity, this challenging book offers powerful messages as to what needs to be done to move schools in a more inclusivedirection.

Daily Math Practice is divided into 36 weekly sections. The five items practiced each day, Monday through Thursday, include two computation problems, two items that practice a variety of math skills, and one word problem. Friday lessons contain a single problem that is more extensive and may require multiple steps and problems that emphasize reasoning and communication in mathematics.

The teaching of young children has long been dominated by women. This global phenomenon is firmly rooted in issues related to economic development, urbanization, the position of women in society, cultural definitions of masculinity and the values of children and childcare. Yet, amongst the media scare stories and moral panics about underachieving boys, there are surprisingly few empirically supported answers to vital questions such as: - Does the feminization of the profession really give rise to other social problems in boys? - Will more male role-models in schools create a down-turn in youth crime? - Has the level of family breakdowns created a more urgent need for male teachers than ever before? - How is the relationship of gender and teaching considered within a framework of feminist theory? - Why are male teachers, especially in early years settings, treated with such deep suspicion? The authors of this groundbreaking book have undertaken the largest, most in-depth study ever carried out on this topic, in order to assess both teachers and students' views across primary education. proportion of men entering the primary teaching profession, but many short-term and more achievable strategies are also suggested here which could be implemented by policy-makers and senior managers quickly and effectively. Academics, students and researchers will also find a long overdue expose of one of the most critical issues facing the teaching profession today.

Your #1 resource for carrying out educational research as part of postgraduate study. High-quality educational research requires careful consideration of every aspect of the process. This all-encompassing textbook written by leading international experts gives you considered overview of principles that underpin research, and key qualitative, quantitative and mixed methods for research design, data collection and analysis. This third edition includes four new chapters: Disseminating your research Data science and computational research methods Observational methods Analysis of variance (ANOVA) Plus a new Research essentials feature that highlights key 'must-haves' or misconceptions relating to each methodological approach, research design or analytical tool discussed. This is essential reading for postgraduate students on education courses and early career researchers looking to sharpen their research practice.

Dear school leader, you have a big impact on your teachers and students! In this follow up to the bestselling Dear Teacher, motivational speaker Dr. Brad Johnson provides 50 inspiring quotes for leaders, along with stories and practical takeaways, to thank you for all that you do and to help you thrive in your role. Dr. Johnson covers topics such as focusing on your assets instead of your agenda; remembering your purpose; embracing failure; overcoming imposter syndrome and decision fatigue; celebrating the small things; becoming a world class you; and more! The book is perfect to gift to the principals and other administrators in your life, or for your own nightly reading as you reflect on the day. The uplifting advice will help you focus on your purpose in this profession-- and will help you remember that even when you're having a bad day, you're making a positive difference!

Just a decade ago, requests by students to establish groups to support gay and lesbian students were rare and generally met with shock and confusion by school administrators and local communities. Today there are more than 1600 gay straight alliances (GSAs) across the country." Standing Out, Standing Together "documents the emergence of gay straight alliances in public schools across America - from factors that have contributed to the relatively rapid spread of GSA to those that stirred controversy and posed roadblocks. Using over 10 years of interviews with students, teachers, administrators and political activists; case studies; and local and national media reports, Miceli explores the personal and political stakes involved in the battles over GSAs. Although the book acknowledges and documents the harassment, abuse and problems suffered by many gay, lesbian, transgendered, and bisexual students, its primary focus is on these students as political activists, rather than as passive victims, making it a unique contribution to sociologists, educators, political activists and LGBTreaders alike.

* Includes chapters based on award-winning, unpublished original research carried out in a range of contexts across the globe, at the primary, secondary, and post-secondary levels * Offers unique overviews, empirical research, and insights into the teaching and learning of English in through content-based instruction * The diversity of authors, research contexts, and related topics will contribute to a novel sampling of research on the topic

Disruptive behavior can pose a difficult challenge to any early years practitioner in childcare and early education settings. Various strategies exist for dealing with such behavior, but all too many rely on the labelling of the child as a 'problem', with all the negative connotations that this signifies. This book is aimed at anyone who works with young children and wishes to ensure that the strategies they use when intervening in their behavior are as positive as possible. Throughout, the focus is on positive changes that setting staff can make to maximize positive behavior. The children are not labelled, but enabled.
Based on his vast experience in the field, the author provides here an array of positive behavior strategies that can be successful with the widest variety of children, whatever the 'reason' for their behavior. Specifically designed to be accessible to all early years practitioners, this book includes strategies and advice on:
- How to structure learning environmentsto encourage positive behavior
- Providing equality of opportunity, and responding to individual needs
- Teaching emotional literacy
- Working in partnership with parents
- Positive strategies for working with children with particular difficulties
- Writing your own positive behavior policy
Case studies are frequently used to illustrate good practice, and practitioners will find within a wealth of tried and tested strategies that have resulted in real improvements to young children's behavior.
Essential reading for early years workers at any setting, in addition to students studying childcare at NVQ or degree level, this book will be of real value to anyone who cares about youngchildren's behavior and wishes to make their earliest experiences of the education system as positive as possible.

Integral to the tapestry of social interaction, storytelling is the focus of interest for scholars from a diverse range of academic disciplines. This volume combines the study of conversation analysis (CA) with storytelling in multilingual contexts to examine how multilingual speakers converse and manage various aspects of storytelling and how they accomplish a wide range of actions through storytelling in classroom and everyday settings. An original, book-length endeavor devoted exclusively to storytelling in multilingual contexts, this book contributes to broadening the scope of the foundational conversation analytic literature on storytelling and to further specifying the nature of second language (L2) interactional competence. Designed for pre-service and in-service second or foreign language teachers, students of applied linguistics, as well as scholars interested in storytelling, this volume explores the cross-linguistic nature of generic interactional practices, sheds light on the nature of translanguaging and learner language, and provides insights into teacher practices on managing classroom storytelling.

This volume considers the ways in which educational research is being shaped by policy, across the globe. Policy effects on research are increasingly influential, as policies in and beyond education drive the formation of a knowledge-based economy by supporting increased international competitiveness through more effective, evidence based interventions in schooling, education, and training systems.
What consequences does this increased steering have for research in education? How do trans-national agencies make their influence felt on educational research? How do national systems and traditions of educational research - and relations with policy - respond to these new pressures? What effects does it have on the quality of research and on the freedom of researchers to pursue their own agendas?
The 2006 volume of the World Yearbook explores these issues, focusing on three key themes:
*Globalizing policy and research in education
*Steering education research in national contexts
*Global-local politics of education research
The 2006 volume has a truly global reach, incorporating transnational policy perspectives from the OECD and the European Commission, alongside national 'cases' from across the world in contrasting contexts that include North and South America, Canada, France, Singapore, China, Russia and New Zealand. The range of contributions reflect how pervasive these developments are, how much is new in this situation, and to what extent evidence-based policy pressures on research in education build on past relationships between education and policy.
"
Education Research and Policy "considers the impact of the steering processes on the work and identitiesof individual researchers, and considers how research can be organized to play a more active role in the politics of the knowledge economy and learning society.

First published in 1970 this re-issues the revised edition of 1979. This book examines the part played both by tradition and by the Cultural Revolution in the educational system of twentieth century China and explores the apparent reversal of policy which took place since the death of Mao. The book discusses the writings of Mao on the nature of man, society and knowledge and his ideas on education. These are then seen in the context of history, philosophy and religion. Educational aims and policies are discussed, showing how factors such as language, geography, economics and the social structure created obstacles to reform.

Repeated practice builds mastery, and these books provide exactly the practice students need to master the reading skills of using context clues and understanding figurative language, making inferences and drawing conclusions, finding main ideas and summarizing, and point of view and fact and opinion. The 35 reproducible pages in each book feature high-interest nonfiction reading passages with short-answer practice questions that target one of these essential reading comprehension skills. Flexible and easy to use--in school or at home--the books also include model lessons, assessments, and an answer key.

An expert in her field, Helen Penn discusses the inequalities between and within countries of childhood poverty and how this poverty is recognized and defined through the following case-studies: Kazakhstan - once part of the Soviet Union Swaziland - a country in Southern Africa devastated by HIV and AIDS Himalayan India Brazil - one of the world's most unequal countries. These four case studies illustrate the diversity and complexity of the responses to the attempts to globalise childhood and highlight the need to address the inequalities of childhood experience.

The Evolution of Educational Thought is Durkheim's single most ambitious and comprehensive work of historical sociological analysis. The book traces the development of French education from its origins in the early church up through the nineteenth century, combining in one integral study an inquiry into educational philosophies, doctrines, and discourses of curriculum and pedagogy. The Evolution of Educational Thought is a case study in the making of the modern world and of the moral challenges that face it, a contribution to the historical sociology of morality that uses the educational sphere as its institutional grounding. In a new introductory essay written especially for this edition, Mustafa Emirbayer argues that this neglected masterpiece by one of the founders of sociology ranks as one of his most challenging and provocative works. He shows how its republication after decades of relative obscurity will add new dimensions to current debates in historical and educational sociology and shed new light on the moral problems and dilemmas of modern societies.

Learn to package your professional skill, monetize your interests, and share your teaching gifts with the world In Extra Credit! 8 Ways to Turn Your Education Expertise into Passion Projects and Extra Income, a team of accomplished educators and content creators delivers an illuminating and engaging handbook for educators who seek to bring in extra income with their professional and personal talents. In the book, you'll explore a wide variety of potential income streams, including leveraging social media platforms, creating educational resources, writing, and online courses, just to name a few! You'll also find out how educators are finding purpose and meaning in their various side hustles, making profitable and beneficial use of their many gifts. You'll discover: Outlets for your passion for teaching that go beyond the classroom and tap into new and exciting markets Strategies for monetizing your interests and hobbies to create impressive and diverse income streams Exciting ways to contribute to education that aren't limited to teaching in the classroom, like merchandising, professional development workshops, and resource creation An essential read for professors, teachers, teaching assistants, and other educators, Extra Credit! will earn a place in the libraries of school administrators, former educators, and other school based professionals.

This refreshing new book provides stimulating assistance to subject specialists, whether you are a new teacher of science in the early years of professional development, on a PGCE course or in your induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support.
Recognizing that new teachers often feel disempowered by the subject expertise they bring into teaching, the book not only covers the training standards for NQTs and the Induction Standards but takes you beyond this by fully exploring issues relating to subject knowledge in learning to teach.
Divided into three sections the areas covered are:
* framing the subject - defining subject knowledge and focussing on questions about science as a school subject
* teaching the subject - looking at pedagogical, curricular and pupil knowledge
* science within the professional community - focussing on the place of science within the wider curriculum and the teaching community.
An addition to the "Teaching School Subjects 11-19" series, which aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialties, how to teach with it and how to engage with what pupils learn through it.

There has been considerable research and authorship on child sexual abuse, however, much of this research has focused on adult perpetrators and child victims. Less attention has been paid to children's harmful sexual behaviour and the multitude of influences. Harmful Sexual Behaviour in Young Children and Pre-Teens provides evidence-based understanding on: typical sexual development versus harmful sexual behaviour; the prevalence and impacts associated with harmful sexual behaviour; Australian laws, policies and educator responsibilities; responses and support systems for children who display harmful sexual behaviour; and the implications and challenges for future practice. This book provides understandings that directly respond to the recent Australian Royal Commission into Institutional Responses to Child Sexual Abuse recommendation 10.1 to address (a) primary prevention strategies to educate family, community members, carers, and professionals about preventing harmful sexual behaviours (b) secondary prevention strategies to ensure early intervention when harmful sexual behaviours are developing and (c) tertiary intervention strategies to address harmful sexual behaviours.. The authors present a review of psychological, sociological, legal, and educational research to inform and support professionals involved in the wellbeing and education of children to understand, manage, and reduce dysfunctional sexual development in children.

This book explores the impact of the United Nations Declaration on the Rights of Indigenous Peoples in Japan and Australia, where it has heralded change in the rights of Indigenous Peoples to have their histories, cultures, and lifeways taught in culturally appropriate and respectful ways in mainstream education systems. The book examines the impact of imposed education on Indigenous Peoples' pre-existing education values and systems, considers emergent approaches towards Indigenous education in the post-imperial context of migration, and critiques certain professional development, assessment, pedagogical approaches and curriculum developments. This book will be of great interest to researchers and lecturers of education specialising in Indigenous Education, as well as postgraduate students of education and teachers specialising in Indigenous Education.

English in Urban Classrooms is a ground-breaking text that span a range of issues central to contemporary school English. It extends not only to the spoken and written language of classrooms, but also to other modes of representation and communication that are important in English teaching. This includes image, gesture, gaze, movement, and spatial organisation. The team of experienced and expert authors collectively examine how English is shaped by policy, by institutions, and by the social relations of the classroom. By connecting issues of policy and social context, the book provides a detailed account of factors such as: * the characteristics of urban multi-cultural schools; * teacher formation and tradition; * the ethos of School English departments; * the institutional changes that have shaped school English in urban classrooms and students' experiences of learning. This book offers a fascinating and enlightening read, not only to those involved in English teaching, but also to educational researchers, policy makers, linguists, and those interested in semiotics and multimodality.

This challenging, hard-hitting book is about making schooling relevant to modern society. It starts from the premise that our present education system is ill equipped to serve students and society in the twenty-first century. In a series of positive yet powerful and provocative chapters, the authors look at critical issues shaping schools today, with a view to: * set out the critical issues behind the headlines * show evidence from research and examples of good practice * stimulate public debate and rigorous thinking about how we educate children for life in the twenty-first century * provide practical examples of learning for the future * present a vision for school transformation. With contributions from a range of leading commentators including Tim Brighouse, Jonathan Poritt, Anita Roddick, Charles Handy and Jonathan Sacks, this is a must-read for school leaders, teachers, policy-makers, parents and all education professionals.

The question of the relationships between universities and the state is one of considerable current concern and debate. This book studies the development of the modern university system in England from the mid-nineteenth century to the outbreak of the Second World War, focusing on the role of the state. In this formidabe study, the author covers a range of key areas, including: * a review of the reforms of the ancient universities, the creation of civic universities and the formation of the federal London University * an examination of the co-ordinated system in the early years of the twentieth century and the inter-war period * an analysis of universities as modenising agencies of the state * a discussion of such issues as technical versus literary curricula, the clash between central and local authorities, and the output of universities in terms of the needs of the state and the economy. Students of history and education, academic historians will find this an informative and important text.

The field of special educational needs and inclusive education is not only of enormous importance to the study of education as a whole, it also constitutes a site of major debate. Conflicting arguments include: * changes in the conceptualisation of special needs * the role of assessment * the extent to which students with special needs should and can be educated in regular school settings * the relative weight given to central versus local control of education * pedagogical issues. In all of these paradigm clashes, countries are at different stages in reaching settlements. These difficulties reflect a range of factors, including intellectual traditions, cultural values, economic circumstances, and demography. The articles assembled in this collection provide a global perspective on these debates. The collection as a whole demonstrates how the fields of special education and inclusive education have evolved philosophically and technically over the past thirty years, as well as showing the contemporary state of approaches to educating students with special education needs. Titles also available in this series include: Literacy (June 2004, 4 Volumes, GBP495), Educational Management (October 2004, 4 Volumes, GBP495) and the forthcoming Early Years Education (2005, c.4 Volumes, c. GBP475).

Where does learning take place? In this collection of passionately argued essays, leading educators and theorists explore the "where" of pedagogy - how pedagogical processes are influenced by local conditions. Understanding this dynamic just may be the single most important ingredient to successful teaching.
"If Classrooms Matter" presents some of the best known voices in critical pedagogy--Michael Apple, Henry Giroux, Stanley Aronowitz, Carol Becker, Peter McLaren--alongside essays by such well-known scholars as Mark Poster, Sharon O'Dair, David Trend, Jacqueline Bobo, and others. These thinkers explore the sensitive balance between technology, physical space, economic developments, political events, and the goals of teaching--a balance we must constantly renegotiate if classrooms are to matter at all.