This handbook lays out in detail the way in which Special Needs Assistants can work in a productive partnership with teachers.

As computers become more widely used in schools, it is clear that they have the potential to redefine the scope of the language curriculum. But for this potential to be realized they need to be fully integrated into classroom activities. The contributors to "Language, Classrooms and Computers" - all with experience of teaching about language and computers for The Open University - use teachers' accounts and research findings to examine how the use of computers in school can affect the ways in which children learn and teachers teach. The first section looks at some generic aspects of computer use, focusing particularly on class management, including such topics as individual and group learning, the role of the teacher as facilitator and co-learner and the problems of limited access. The second section examines the contribution of specific sorts of software package to language learning. This is a book designed for everyone who wants Information Technology to add a new dimension to their teaching.

Non-verbal skills are invaluable for teachers in getting their own messages across to classes and understanding the messages pupils are sending them.
Here an educational psychologist and a classroom teacher join forces to show new teachers in particular how to use gesture, posture, facial expression and tone of voice effectively to establish a good relationship with the classes that they teach. Each chapter is illustrated with clear drawings of pupils and teachers in common classroom situations and accompanied by training exercises aimed at improving the new teacher's ability to observe both her class and her own practice.
A section at the end of the book gives suggested solutions to some of the exercises and the final chapter, addressed to staff responsible for their colleagues' professional development, provides suggestions for half and whole day courses.

The 1988 Education Reform Act meant that schools had to manage themselves in ways which satisfied the world outside the school gates. Governors become more powerful, parents took on a greater influence and employers were given new rights. This book discusses the total management of schools as they respond to these new imperatives. It examines the responsibilities of Teachers, Head Teachers and Principals as they shape and execute their management plans. Against the background of a compulsory National Curriculum, the book also examines the management of the diverse pressures within the curriculum itself.

Along with the rest of the education system, the role of the local advisor or inspector has changed in recent years. There is now considerable pressure for local advisory services to take on an inspectorial and evaluative role. At the same time, the need for schools to have access to the disinterested advice of professional colleagues in a time of institutional upheaval has never been greater. Joan Dean offers practical guidance to advisors and inspectors at all levels on how to carry out this difficult but crucial task. She considers the aims of the advisory service in the fields of inspection, support and staff-development and sets out the means by which these aims can be achieved. These include the development of interpersonal skills in dealing with school staff and other sections of the advisory network, interviewing, organizing advisory teams and managing one's own work. In all these areas, Joan Dean gives advice based on 28 years in the advisory services. This book is intended not only for advisors themselves but also for those in schools and in higher education who collaborate with them in the development of schools and teachers. It should be of interest to heads and senior

First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.

Academies were introduced by Labour in 2000 and first opened their doors in 2002, but during Labour's time in power the nature of the Academies changed. At first they were designed to replace existing failing schools but, by 2004, the expectation had widened to provide for entirely new schools where there was a demand for new places. From 2010, under the coalition government, two new types of Academy were introduced. While the original Academies were based on the idea of closing poor schools and replacing them by dramatically redesigned and restructured ones, the 2010 Academies Act allowed existing highly successful state-maintained schools to apply to become Academies as well. Further, while Labour had restricted Academy status to secondary schools, the Coalition extended it to primary and special schools. The result is that there has been a dramatic increase in the number and diversity of Academies. In addition to this, the 2010 Act introduced Free Schools, wherein groups of parents, teachers, or other sponsors can apply to start their own state-maintained, but officially 'independent', schools. These schools can either be completely new or the result of existing private schools applying to become state-maintained. The results of these changes remain under-researched. This book puts forward new research that examines the history and nature of Academies and Free Schools, the processes by which they have come into existence, and their effects in terms of social justice. The contributors do not all speak with one voice, but rather present a diversity of views on these important topics. Included in the collection are the results of research on pupil outcomes and socio-economic segregation; issues of identity and ethos in church academies; the problems of establishing free schools; the history of policy on Academies; and a comparison between Swedish independent schools and Academies and Free Schools. This book was originally published as a special issue of Research Papers in Education.

"The Role of Assessment in Schools" looks at the conceptual aspects of tests and testing and also gives practical guidelines on how to use tests to their best effect. It considers the development of tests, the types and scope of tests, their application and interpretation, and answers questions on who wants testing, whether the test is appropriate or biased, and whether the results are consistent?.

Richard Semon was a German evolutionary biologist who wrote, during the first decade of the twentieth century, two fascinating analyses of the workings of human memory which were ahead of their time. Although these have been virtually unknown to modern researchers, Semon's work has been rediscovered during the past two decades and has begun to have an influence on the field. This book not only examines Semon's contribution to memory research, but also tells the story of an extraordinary life set against the background of a turbulent period in European history and major developments in science and evolutionary theory. The resulting book is an engaging blend of biographical, historical and psychological material.

This book presents 15 varied case studies which range over the professional practices of teachers, and professionals from other agencies concerned with schoolchildren. It illustrates attempts to meet the personal needs of young people in pre-school provision, in primary and secondary schools, and in special schools. It is intended to help professional staff whose responsibilities are directed towards helping children and young adults. The material emphasizes good intervention practices and the theory which underpins such actions. While the main focus of all these case studies is in the school, many involve a wide range of personnel from other agencies - the school psychological service, health visitors, education welfare officers, psychiatrists, social workers, probation officers, support teachers, speech therapists, counsellors, physiotherapists and voluntary agencies. The editors argue that students' and practitioners' professional competence can be enhanced not only by being given theoretical guidelines about a range of appropriate pastoral intervention stratgeies, but also by studying practical examples of their use, particularly where a multi-professional approach is required.

This book is a major new investigation into the issues of 'race', ethnicity and education, following the educational reforms during the late 1980s. It provides an up-to-date and critical introduction to current issues and major research findings in the field, exploring the teacher-pupil relationship through a detailed account of life in an inner-city comprehensive. It reveals the influence of different racist stereotypes and highlights the especially disadvantaged position of Afro- Caribbean pupils within a school. Features: * Draws on a wide variety of research projects in ethnic schools to examine: achievement; curriculum content; language use; assessment and testing under the National Curriculum * Uses material collected during two years of research to consider young people's school experiences and issues relating to classroom discipline.

Stress and burnout are eroding teachers' motivation, performance, quality of classroom interactions and relationships with students, as well as their commitment to the profession. Principals are leaving in droves and teacher shortages are becoming the new normal. Teachers are underappreciated and schools underresourced. But, as the author of Mindfulness for Teachers and The Trauma-Sensitive Classroom points out, educators themselves have the power to alter this downward spiral. Educational psychologist Tish Jennings presents a matrix of stress-causing factors that lead to burnout and shows how teachers can tackle the sources of stress at each pressure point. From the development of social and emotional competencies-so important to teachers and students alike-to the achievement of systemic change through collective efficacy, she offers hope and practical remedies for overcoming a toxic trend in education.

All primary school teachers have to teach art but few have sufficient formal training to feel confident with the subject. This book shows how teachers and their pupils can get the most out of art lessons. This book should be of interest to lecturers and students of Primary education and primary school teachers.

For five years, Jim Walker followed the stories of four groups of young men, from their last years at an inner-city high school to their early twenties. Louts and Legends is a rich portrayal of their ways of life, their responses to school and teachers, and their experience of job-seeking, employment, unemployment, further education and training. Louts and Legends presents a unique perspective on Australian culture, showing the problems, achievements, and social context of four distinct cultural styles: the macho 'Aussie' culture of the footballers; the competitive challenge of the Greeks; the 'nice guy' friendliness of the handballers; the artistic aspirations of the stigmatised three friends. The interview and participant observation data gathered over a long period contains fresh insights on youth culture as well as moving individual stories. The findings in this book pose a challenge to educational and social policy, but they also offer realistic suggestions for teachers, youth workers, parents and for other young people.

Contents:
Editor's Foreword Acknowledgements Introduction, 1982 REALISM AND THE AIM OF SCIENCE Preface, 1956 Part I: The Critical Approach Chapter I Induction Chapter II Demarcation Chapter III Metaphysics: Sense of Nonsense? Chapter IV Corroboration Part II: The Propensity Interpretation of Probability Chapter I Objective and Subjective Probabilities Chapter II Criticism of Probabilistic Induction Chapter III Remarks on the Objective Theories of Probability Index

1560 is a crucial date in the development of Scottish education, for it was in this year that the First Book of Discipline set out its ambitious project of providing a school in every notable town. This book, the result of exhaustive archival research and extensive use of the Registers of Deeds (which offer evidence of schoolmasters so described, as witnesses to legal documents), provides an indepth and wide-ranging analysis of education during the period, considered in its full religious, social and cultural setting. The curriculum receives particular attention, with its emphasis on music drawn out. The volume also presents a list of all identified Scottish schools and schoolmasters from the Protestant Reformation down to 1633. The late Dr John Durkan (1914-2006), historian and schoolmaster and a co-founder of the Innes Review, left a published legacy of hundreds of articles on Scottish intellectual and religious life in the Middle Ages and Renaissance and helped change the face of Scottish historiography. He was latterly a Senior Honorary Research Fellow of his alma mater, Glasgow University.

Slow Teaching is a thoughtful exploration of how slowing down in all aspects of education can lead to improved student outcomes. It evaluates how this slow pedagogy will result in improved feedback, more nuanced and skilled classroom management and relationships, meaningful classroom dialogue, retention of knowledge and school leadership with attention to detail. It explores how to slowly deepen the craft of teaching to grow expert practitioners who are committed to mastering their practice. It also reflects on strategies that will enable teachers to feel calm, confident and organised in a profession that can often appear relentless.

Helen Woodley's critical important action research in a growing field of education is an investigation into the effect of working on a toxic schools on teacher mental health and wellbeing. Four teachers share their experiences of working in toxic schools across a variety of settings. And strategies for coping in such schools are shared including a wider look at how school culture can be developed to better support staff.

Islamic schools, especially madrasahs, have been viewed as sites of indoctrination for Muslim students and militants. Some educators and parents in the United States have also regarded introductory courses on Islam in some public schools as indoctrinatory. But what do we mean by "indoctrination"? And is Islamic education indoctrinatory? This book critically discusses the concept of indoctrination in the context of Islamic education. It explains that indoctrination occurs when a person holds to a type of beliefs known as control beliefs that result in ideological totalism. Using Indonesia as an illustrative case study, the book expounds on the conditions for an indoctrinatory tradition to exist and thrive. Examples include the Islamic school co-founded by Abu Bakar Ba'asyir and the militant organisation Jemaah Islamiyah. The book further proposes ways to counter and avoid indoctrination through formal, non-formal, and informal education. It argues for the creation and promotion of educative traditions that are underpinned by religious pluralism, strong rationality, and strong autonomy. Examples of such educative Muslim traditions in Indonesia will be highlighted. Combining philosophical inquiry with empirical research, this book is a timely contribution to the study of contemporary and often controversial issues in Islamic education.

Drawing on three case studies of K-12 public schooling in London, Sydney and Vancouver, this book examines the geographies of neoliberal education policy in the inner city. Gulson uses an innovative and critical spatial approach to explore how the processes and practices of neoliberal education policy, specifically those relating to education markets and school choice, enable the pervasiveness of a white, middle-class, re-imagining of inner-city areas, and render race "(in)visible." With urbanization posited as one of the central concerns for the future of the planet, relationships between the city, educational policy, and social and educational inequality deserve sustained examination. Gulson's book is a rich and needed contribution to these areas of study.

This book provides an illuminating account of teachers' own reflections on their experiences of teaching in urban schools. It was conceived as a direct response to policy-related and media-generated concerns about male teacher shortage and offers a critique of the call for more male role models in elementary schools to address important issues regarding gender, race and the politics of representation. By including the perspectives of minority teachers and students, and by drawing on feminist, queer and anti-racist frameworks, this book rejects the familiar tendency to resort to role modelling as a basis for explaining or addressing boys' disaffection with schooling. Indeed, the authors argue, on the basis of their research in urban schools in Canada and Australia, that educational policy concerned with male teacher shortage and the plight of disadvantaged minority boys would benefit from engaging with analytic perspectives and empirical literature that takes readers beyond hegemonic discourses of role modelling. A compelling case is presented for the need to disarticulate discourses about role modelling from a politics of representation that is committed to addressing the reality of the impact of racial and structural inequalities on both minority teachers and students' participation in the education system. The book also provides insight into the persistence of gender inequality as it relates to the status of elementary school teaching as women's work.

What is an inclusive school community?

How do stakeholders perceive their roles and responsibilities towards inclusive school communities?

How can school communities become more inclusive through engagement with individual perspectives?

Diverse Perspectives on Inclusive School Communities captures and presents the voices of a wide range of stakeholders including young people and their parents, teachers, support staff, educational psychologists, social workers, health practitioners and volunteers in producing a collection of varied perspectives on inclusive education.

In this fascinating book, Tsokova and Tarr uniquely assemble a compilation of accounts collected through in-depth interviews with over twenty-five participants, met throughout the course of their professional lives. The authors focus on how we can ensure all children receive the best education and social provision in inclusive school communities.

Key learning points in this book emphasise:

• links between early life and educational experiences;
• constructions of inclusion;
• an understanding of roles and responsibilities;
• the power of agency in relation to inclusive school communities.

The text contributes to current debates surrounding educational policy initiatives, highlighting similarities and differences across people and professions, and illuminating a way forward for the consideration of a broader range of insight into the concept of inclusion and ways this can be achieved. Including both UK and international perspectives that illustrate different stages of the inclusive education process, this text will be invaluable to anyone affiliated with inclusive schooling in a personal or professional capacity.

Max Coates' erudite but immensely readable book on leadership is unlike any other. Max, with humanity, explores the destructive nature of stress and shows us how failure to understand its genesis will wreak havoc on the life of a leader - both professionally and personally. This is a personal take on leadership; yet it is also packed with masses of scholarly references to prompt further reading and research for the curious reader. Anyone who leads, or who aspires to lead, will gain a huge amount from what amounts to a lifetime's wisdom, reflection and advice compressed into this one book.

Teaching is emerging from a period when attempts were made to confine and control it using industrial methods. It has become evident that this has failed either to deliver improved educational outcomes or to capture the essential nature of a teacher's work. This book by an experienced practising teacher offers an alternative interpretation of what it means to teach and proposes a perspective on the profession that represents the actual work of teachers in a fairer and more accurate way. Ian Stock's gripping new book makes an unapologetically personal examination of the problems that the approaches and policies of recent years have created for the classroom teacher. It is not afraid to tackle big issues, such as the burden of unnecessarily heavy management. It also casts doubt on the application of `big data' and purely theoretical approaches, saying that they cannot but fail to have relevance to the intimate scale at which real education functions. Instead, the book proposes a small-scale approach whereby the individual practitioner is both empowered and responsible for the development of their own best practice using a set of general principles discussed herein.

After a Damascene moment following a school trip to the US, Sir Iain Hall realised the UK's approach to urban education is all wrong. In Glass Ceilings, the hugely experienced and respected educator lays out his vision to get social mobility moving again in the UK.