-In new edition: multicultural approach integrated throughout text allows instructors to incorporate information along the way instead of tacking on a diversity unit or supplementing with extra reading. -In new edition: incorporates latest DSM and federal standards. -A comprehensive approach makes this text useful across disciplines, including school psychology, child clinical psychology, special education, counselling psychology, child psychiatry, and social work. -Well known book in the field that is already widely used in assessment courses

Professional learning and development by FE teachers, for FE teachers. Celebrating great teaching and learning across the UK's most diverse education sector. This new title invites you into the minds and classrooms of FE teachers and encourages you to 'think side by side' with them. *Brings together experienced teachers to profile their practice and share learning *Offers a unique view into classrooms and into the practice of experienced teachers *Enables readers to observe and reflect on the work of fellow professionals *Opens up the discussion of what makes great FE teaching *Profiles and highlights the great work and great teachers in FE

From academisation and free schools to workforce retention and curriculum change, education policy is a complicated, constantly evolving topic that sits at the heart of any academic study of education. This book offers a critical contextual analysis of education policy and the political ideas that drive policy. It maps a careful journey across the recent policy landscape in England looking at major areas of the education system such as: the curriculum, SEND, pedagogy and the school workforce. Analysis is informed by assessing the real-world impact and implications of government initiatives and by taking into account key contextual issues. Case studies from educational settings, supported by study questions to prompt your thinking, examine how key policy ideas operate in practice. This is the ideal overview of education policy for anyone studying Education Studies degrees at undergraduate level, trainee teachers seeking a deeper understanding of how policy affects the schools they will work in, and Master's students wanting a clear primer on the subject. Chris Rolph is Director of the Nottingham Institute of Education, Nottingham Trent University.

Beyond Bullying offers guidance and advice on conducting practitioner research into bullying and provides resources to assist practitioners and researchers in doing so. It draws on a case study of almost 1,000 secondary school students over a period of 5 academic years to explore student perception of traditional bullying and cyber bullying, and how recommended approaches to bullying research can be applied to practice. The book provides an overview of bullying and cyber bullying literature, considering recent research in the field, how this was conducted, and what the findings were. In addition, the case study illustrates how a positive anti-bullying school ethos can be established through practitioner research. Each chapter will impart both practical and academic knowledge enabling the reader to: - conduct bullying research with secondary school students - complete research activities with bullies and victims - help students to raise awareness of bullying in school - inform school staff of problems occurring at class level. Beyond Bullying discusses how bullying research can be used to construct a model of bullying behaviour in the school environment and establishes suitable approaches to bullying intervention. The book will appeal to practitioner researchers in the area of school bullying, as well as practitioners, researchers and postgraduate students in the fields of education, sociology and related disciplines.

Every teacher wants and expects his or her students to be reading increasingly complex texts, yet sometimes the gap between our expectations and our students' abilities seems wide and deep. It's tempting to look at that gap and step in to fill it for them. How can teachers ensure that students are fully entering, absorbing, and experiencing texts? How can we make sure they're making complex meaning "independently and proficiently," as the Common Core State Standards require? Readers Front and Center answers these questions by framing instruction that starts with the student. You'll learn how to do the following: Research and listen to your students so your teaching can be more targeted Notice and name your students' thinking so they can "see" what complex thinking looks and sounds like Set your students up to be problem solvers Prepare your students to do increasingly complex thinking in increasingly complex texts Filled with examples of one-on-one conferences, small groups, and whole-class scenarios, this essential book provides an accessible and inspiring model of how - and why - we need to put students at the front and centre of our teaching.

* Sets out the practical ways teachers can support pupils' mental health in schools - a key area of concern for schools and teachers * Focuses on disadvantaged, marginalised and minority pupils with specific strategies for different groups * Includes key takeaways and case studies. * Challenges assumptions about pupil mental health and reveals what the evidence tells us about the unique challenges for pupils.

This book explores learning outcomes for low-income rural and township youth at five South African universities. The book is framed as a contribution to southern and Africa-centred scholarship, adapting Amartya Sen’s capability approach and a framework of key concepts: capabilities, functionings, context, conversion factors, poverty and agency to investigate opportunities and obstacles to achieved student outcomes. This approach allows a reimagining of ‘inclusive learning outcomes’ to encompass the multi-dimensional value of a university education and a plurality of valued cognitive and non-cognitive outcomes for students from low-income backgrounds whose experiences are strongly shaped by hardship.

Based on capability theorising and student voices, the book proposes for policy and practice a set of contextual higher education capability domains and corresponding functionings orientated to more justice and more equality for each person to have the opportunities to be and to do what they have reason to value. The book concludes that sufficient material resources are necessary to get into university and flourish while there; the benefits of a university education should be rich and multi-dimensional so that they can result in functionings in all areas of life as well as work and future study; the inequalities and exclusion of the labour market and pathways to further study must be addressed by wider economic and social policies for ‘inclusive learning outcomes’ to be meaningful; and that universities ought to be doing more to enable black working-class students to participate and succeed.

Low-Income Students, Human Development and Higher Education in South Africa makes an original contribution to capabilitarian scholarship: conceptually in theorising a South-based multi-dimensional student well-being higher education matrix and a rich reconceptualisation of learning outcomes, as well as empirically by conducting rigorous, longitudinal in-depth mixed-methods research on students’ lives and experiences in higher education in South Africa. The audience for the book includes higher education researchers, international capabilitarian scholars, practitioners and policy-makers.

This book uses an intersectional approach to explore the ways in which girls and adults in school systems hold multiple realities, negotiate tensions, cultivate hope and resilience, resist oppression, and envision transformation. Rooted in the voices and lived experiences of girls and educators, Brinkman, Brinkman and Hamilton document girl-led activism within and outside schools, and explore how adults working with girls can help contribute toward them thriving. Girls' narratives are considered through an intersectionality framework, in which gender identity, race, ethnicity, social class, sexual orientation, and other aspects of social identity intersect to inform girls' lived experiences. Exploring data and interviews collected over a 15-year period, the authors set out a three-part structure to outline how girls engage in strategies to enact resilience, resistance, and transformation. Part one reconceptualizes traditional definitions of resilience and documents girls' experiences of oppression within schools, identifying common stereotypes about girls and examining the complexity of girls' "choices" within systems that they do not feel they can change. Part two highlights girls' active resistance to stereotypes, pressures to conform, and interpersonal and systemic discrimination, from entitlement of their boy peers to experiences of sexualization in school. Part three illuminates pathways for educational transformation, creating new possibilities for educational practices. Offering a range of pedagogies, policies, and practices educators can adopt to engage in systemic change, this is fascinating reading for professionals such as educators, counsellors, social workers, and policy makers, as well as academics and students in social, developmental, and educational psychology.

English Medium Instruction in Multilingual and Multicultural Universities analyses the issues related to EMI at both a local and international level and provides a broad perspective on this topic. Drawing on field studies from a Northern European context and based primarily on research carried out at the University of Copenhagen, this book: introduces a topical global issue that is central to the higher education research agenda; identifies the issues and challenges involved in EMI in relation to central linguistic, pedagogical, sociolinguistic and socio-cultural concepts; captures university lecturers' experiences in the midst of curricular change and presents reflections on ways to navigate professionally in English to meet the demands of the multilingual and multicultural classroom. English Medium Instruction in Multilingual and Multicultural Universities is key reading for researchers, pre- and in-service teachers, university management, educational planners, and advanced students with an interest in EMI and the multilingual, multicultural university setting.

The Elephant in the Staffroom is the survival guide that every busy teacher needs for practical advice on teacher wellbeing. Written in an informal, conversational style, the book is divided into 40 bite-size chunks, covering a range of essential topics from understanding and avoiding burnout, to successful working patterns, and even surviving the school holidays! Complemented by a host of top tips, the book focuses on five key themes: the psychology of the teacher teacher identity emotional and physical energy keeping focused and investing in yourself colleagues, students and inspection Chapters are designed to be easily dipped in and out of, with each exploring the unique nature of the teaching profession and how to cope with, and conquer, a variety of stress triggers and psychological aspects of teaching - 'elephants' in the staffroom - to survive and succeed. Written by a head of department with over twenty years of classroom experience, this essential guide offers a wealth of practical advice on stress, work-life balance and organisation, and is a must-read for practising teachers.

Tap the power of emotional intelligence and watch school-wide achievement soar! `Bringing all this information together in one spot is quite a contribution... There isn't too much research or theory here, but lots of emphasis on 'What can I do on Monday?' -David A. Squires, Associate Professor, Southern Connecticut State University, New Haven `I highlighted at least two dozen specific ideas that I will implement in my classroom next year.' -Steve Reifman, Teacher, Santa Monica-Malibu Unified School District, CA `Relevant and meaningful for today's educators.' -Beverly Eidmann, Principal, Arvada Middle School, CO `Useful, unique (not a crowded field at all!), practical, clearly written.' -Robert DiGiulio, Professor of Education, Johnson State College This comprehensive guide to emotional intelligence (EI) is a state-of-the-art collection of proven best practices from the field's best and brightest minds. Edited by educational leaders Maurice Elias and Harriett Arnold, this guide creates a new gold standard for bringing social-emotional learning into every classroom, with chapters by Daniel Goleman, Rachel Kessler, Marty Sleeper and Margot Strom, Janet Patti, Eliot Rosenbloom, Pam Robbins, Mark Greenberg, Sheldon Berman, Susan Wooley, Rose Reissman, Carol Cummings, and many others. Key features cover: Theory and context for EI, including brain development, multiple intelligences, service and citizenship, school-to-work, and health Teacher preparation and professional development 17 best-practice programs in action, relevant to grades PreK-12 An Application/Reflection Guide for note-taking, follow-up, contacts, and ideas for immediate implementation This book is sure to be an essential resource for all teachers, counselors, and school administrators who want their school communities to educate healthier, more responsible, and more successful students.

The phenomenon of "travelling reforms" has become an object of great professional interest and intensive academic scrutiny. The fact that the same set of educational reforms is transferred from one country to another made scholars wonder whether policy transfer has increased as a result of globalization. But also the fact that policy makers increasingly import "best practices "and international standards and use them as a tool to accelerate reform has captured the imagination of many that deal with policy studies. An international comparative perspective is key for understanding why reforms travel from one corner of the world to another. Not surprisingly, the study of policy borrowing and lending constitutes one of the core research topics of comparative policy studies; a new area of research that links comparative education with policy studies. The World Yearbook of Education 2012 brings together a diverse range of perspectives on education policy through contributions from internationally renowned authors. It reflects on the way policy borrowing and lending is reconfiguring the world of education and offers a new collection of insights into the changes occurring across the world. It particularly focuses on: The political and economic reasons for policy borrowing, The agencies, international networks and regimes that instigate policy change, The process of borrowing and lending The impact of these systems, agendas and institutions on indigenous settings. This book will prove invaluable to researchers of globalization and to policy experts, especially those interested in comparative and international educational studies. It is also essential reading for undergraduate and postgraduate students and anyone involved in the sociology, economy or history of education. Gita Steiner-Khamsi is Professor of Comparative and International Education at Teachers College Columbia University, New York, US. Florian Waldow is Research Director at the University of Munster, Germany.

Strategic observation practices to drive coherence and results Supervision is often dreaded by teachers and principals alike because it can be disconnected from the context of the actual classroom and school. But when a culture of supervision is created - by differentiating which practices have the greatest impact in the context of the work educators are doing at the building and individual level - then supervision is about examining practice, working together to solve problems, and constantly improving. Differentiated Supervision shows you how to develop a laser-like focus on improving an entire system while simultaneously addressing the individual needs of a diverse teaching staff. It lifts supervision out of isolation and presents a comprehensive model that provides a coherent method for creating a culture of supervision for supporting individuals, small groups, and the whole school in implementing high leverage strategies that improve student learning. Readers will find: A clear framework for knowing what supervision practices to use when, and for what purpose Useful templates and protocols for different supervision practices on a companion website Helpful examples and vignettes from the field to show how to differentiate supervision for teachers A unique focus on student learning at the center Supervision is more than a series of steps that leads to final evaluation - its changing the culture and achievement in your school from just thinking about it as appraisal, but a powerful mechanism for growth.

* A dedicated teacher-friendly text to teaching grammar in K-2 classrooms with mentor texts, following the same model as Sean Ruday's popular books The Elementary School Grammar Toolkit and The Middle School Grammar Toolkit * Includes many practical resources, charts, tools, and guidance, including infographics, to help explain grammatical concepts * Features instructional practices to guide teachers * Standards- and grade-level aligned

Visualize Your Teaching offers a unique way of helping educators see their own teaching so they can strengthen their practice. Author Kyle Ezell uses a series of simple but compelling black and white graphics to take you through teaching's parts, flows, and signals. He demonstrates that it's important to be aware of what's happening when playing distinctly different parts as you teach, depending on the context. Flows connect parts together over a lesson. He shows how to visualize the impact of how flows connect over a range of circumstances. You also need to be aware of how you respond to many different signals that appear, pushing and pulling the lesson plan. Appropriate for teachers of all grade levels and subject areas, the book provides teaching scenario prompts for you to practice playing all the parts through self-observation and opportunities for you to diagram your own teaching. As you work through the pages, you'll be able to visualize your performance the way athletes do, becoming more in tune with yourself. With this book as your batting cage, you will be increasing your impact on students in no time!

Originally published as a special issue of the Creativity Research Journal, this volume gives a balanced and reflective account of the challenges and opportunities of technology-enabled creative learning in contemporary societies. Providing a current and updated account of the challenges posed by the Coronavirus to online education, chapters more broadly offer conceptual reflections and empirically informed insights into the impact of technology on individual and collective creativity and learning. These thoughts are explored in relation to school achievement, the development of digital educational resources, online collaboration, and virtual working. Further, the book also considers how the creative use of technology poses risks to learning through the accidental or deliberate dissemination of misinformation, and online manipulation of common societal values in the era of COVID-19. Creative Learning in Digital and Virtual Environments looks at the connection between creativity, learning, and school achievement, and analyses the impact of virtual environments on creative expression. It will appeal to postgraduate students in the fields of creativity and learning, as well as to students and academics involved with broader research in areas such as the role of technology in education, e-Learning and distance education. Vlad P. Glaveanu is Associate Professor and Head of the Department of Psychology and Counselling at Webster University Geneva, Switzerland, as well as Associate Professor II at the University of Bergen, Norway. Ingunn Johanne Ness is a Senior Researcher at the Centre for the Science of Learning & Technology, University of Bergen, Norway. Constance de Saint Laurent is a Postdoctoral Researcher at the University of Bologna, Italy.

Written in a very reader-friendly style with many examples and suggestions, Effective Inclusion Strategies for Elementary Teachers addresses some of the very important issues elementary school teachers face when working with students with disabilities. Topics include an overview of disability laws and definition of inclusion, followed by chapters on students with specific disabilities (autism spectrum disorders, ADHD, learning disabilities, emotional and behavioral disorders, speech and language impairments, hearing impairments, visual impairments, orthopedic impairments, and intellectual disabilities).The remaining chapters in this book discuss the very important topics of technology, collaborating with families, and Response to Intervention. This guide for elementary school teachers is a resource they can come back to over and over again

Develop transformational professional development programs that build and sustain your school community In The PD Book, bestselling author Elena Aguilar and co-author Lori Cohen offer seven habits--and a wealth of practical tools--that help you transform professional development. In this book, you'll learn how to inspire adult learners, the importance of having clear purpose, and how to navigate power dynamics in a group. You'll also learn a new way to plan PD that allows you to attend to details and be a responsive facilitator. The dozens of tips and tricks, anecdotes and research, and tools and resources will enable you to create the optimal conditions for learning. You'll also: Craft effective outcomes for your adult students and design an agenda that aligns with adult learning principles Use storytelling as a tool for effective workshops and trainings Plan backwards from evaluations and outcomes to create powerful and lasting educational experiences Ideal for educational leaders and administrators, professional development facilitators, coaches, and positional leaders in both K-12 and higher education, The PD Book is an incisive resource offering concrete strategies for educators at all levels.

Praise for Talk about Sex “Must reading for scholars, sexuality researchers, activists, and public policy and public health planners engaged in efforts to promote education on sex, sexually transmitted diseases, and HIV infection prevention for adolescents in schools.�—JAMA    Talk about Sex is a rich social history about the political transformations, cultural dynamics, and emotional rhetorical strategies that helped the right wing manufacture controversies on the local and national levels in the United States. Although the emergence of a politicized Christian Right is commonly dated at the mid-seventies, with the founding of groups like the Moral Majority, Talk about Sex tells the story of a powerful right-wing Christian presence in politics a full decade earlier. These activists used inflammatory sexual rhetoric—oftentimes deceptive and provocative—to capture the terms of public debate, galvanize voters, and reshape the culture according to their own vision.  This 20th Anniversary Edition includes a new preface and epilogue by the author that examines current controversies over public education on sexuality, gender, and race.    Demonstrating how the right wing draws on the cultural power of sexual shame and fear to build a political movement, Talk about Sex explores the complex entanglements of sexual knowledge, politics, and discourses.  

This study gives a comprehensive account of the evolution of the educational system in Modern Egypt, set against the events of the last twenty five years. From the Revolution of 1952, which saw the breakdown of the party system, seen as 'sham democracy', to the re-adoption of the party system in 1976, the Egyptian government has searched for an ideal system that is secular, but not irreligious, and benefitting from, but not copying, the western or eastern models. Professor Hyde has analysed the problems of the educational system, administrative, institutional, theoretical and practical, and related them to Egypt's urgent need to modernise the state, and to improve the quality of life of her hitherto deprived masses. The deficiencies of the system are discussed with emphasis on the attempts to provide solutions, mainly within the framework of reformed institutions. Informal and private education, literacy campaigns, women's aspirations and student welfare are all considered, as are policies and plans for the immediate and long-term solutions of Egypt's problems. The analysis also takes into account socio-economic factors in post-Revolutionary Egypt which not only constitute instruments of change in Egyptian society but also provide the restraints which prevent the rapid translation of educational ideals into reality. First published 1978.

Published in the year 2006, Unpopular Education is a valuable contribution to the field of Media and Cultural Studies.

This book brings together a group of feminist activists, psychologists, and peace workers from countries on every continent who describe how they apply global/transnational feminism in their activist peace and justice projects in the cultures and countries in which they live and work. The contributors, who are from different locations in the "global village", reflect on their engagement in Global South/North border crossings and partnerships, taking into consideration such variables as the gender, economic/class, ethnic, racial, political and imperializing/colonizing tensions inherent in the work. Authors discuss the feminist principles that guide their work, describe a project or set of projects illustrating how they apply feminist theory and practice, and reflect on the complexitites, tensions and conundrums inherent in negotiating cross-national feminist partnerships in research, practice, and activism. This book was originally published as a special issue of Women & Therapy.

A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation-until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one's culture programs the brain to process data and affects learning relationships Ten "key moves" to build students' learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection

This study examines the leadership of three African-American women administrators in higher education, and how they have used their spirituality as a lens to lead in the academy. The central questions in this case study include: How do African-American women make meaning of their spiritual selves in their everyday leadership practices? How does their spirituality influence their work and the type of relationships they develop with others in the academy? What are the ways in which these three women have used their spirituality as a lens to lead, and how does this leadership impact the social, cultural and political construct of a male-dominated arena?

First published in 1984, Peace Through Education records the history of the first 45 years of the Council for Education in World Citizenship (CEWC). It describes the rise in interest of increased international understanding in the years preceding the book's publication and highlights the influential role of the CEWC in encouraging educators to make the rising generations aware of threats to world peace. Created in 1939, at a time of tense international crisis, the organization's record is both an important and fascinating story. The book provides an overview of the history and work of the organization and assesses how far the Council has achieved its objectives, and how successful it has been in satisfying needs and wielding influence.