A discussion of the schooling of ethnic minority children and youth. The issues covered include: identity and school adjustment - revisiting the acting white assumption; a triarchic model of minority children's school achievement; analyzing cultural models and settings; and more.

From the inner-city to the suburbs, thousands of school children are being systematically subjected to mandatory classroom policies which inflict both physical and emotional harm. Hundreds of school officials from across the country have been found guilty of sexual harassment, the illegal use of undercover agents, strip searches, corporal punishment, verbal abuse, punitive isolation, and other forms of institutional abuse. In Dangerous Schools, Professor Irwin Hyman and Pamela Snook, passionate advocates against the institutional maltreatment of children, reveal exactly what is going on in our nation's schools and what we must do about it.

"This book makes a strong argument against school abuses and offers clear and proven strategies for change. It will appeal to parents who suspect that their children have been maltreated by educators and for advocates who desire a blueprint for social change."---James Garbarino, codirector, Family Life Development Center, Cornell University; author, What Children Can Tell Us

Contents:
1.From Here to Integrity ron Best, Chris Watkins and Caroline Lodge 2.Integrity and Uncertainty - Why Young People Need Doubtful Teachers Guy Claxton 3.The Child Tricia David 4.Curriculum for the Future Ian Barr and Margaret McGhie 5.'Now just compose yourselves' - Personal Development and Integrity in Changing Times Chris Watkins 6.Stand and Deliver - The Teacher's Integrity? John Sullivan 7.Schools as Places of Learning and Integrity Caroline Lodge 8.Family Relationships, Learning and Teachers - Keeping the Connections Neil Dawson and Brenda McHugh 9.Prospective Institutional Inequities, Interculturalism and Education in Britain Jagdish Gundara 10.Schools for Communities John MacBeath 11.Policy and Governance John Tomlinson 12.And How Will We Get There From Here? Chris Watkins, Ron Best and Caroline Lodge

Education is becoming more competitive - choice in education is now a key issue. This book will help parents, schools, colleges, universities and policy makers understand how education and training markets work. Choosing Futures offers a wide ranging perspective on how young people, and their parents, make choices as they travel through a lifetime of education and training. The authors challenge traditional views of how choices are made of primary school, secondary school, college, university and career, which assume that choices are rational and objective. Instead this book reveals how choices depend upon a range of factors:
*young people's personal experiences
*individual and family histories
*perceptions of education and careers.
The book compares choice for 5 to 11 year olds, and for 16 and 18 year olds; drawing out models of the decision making process, and at the same time the consequences on schools, colleges and individuals of 'enhanced choice'.

Inclusive education refers to the incorporation of special needs classes and pupils into mainstream education. It is a key movement in school level education across the world. This volume provides overviews and approaches to inclusive education from around the world. It defines the philosophical, political, educational and social implications of inclusion, and maps out the dilemmas facing its successful implementation.

Moving beyond the traditional focus on curriculum and pedagogy, this volume explores hidden dimensions of sexuality education in schools and how sexual meanings are produced. Challenging the standard understandings of sexuality education, Allen discusses how students' knowledge of sexualities is often learnt outside the 'official' school curriculum in informal spaces such as the sports field, gym locker rooms and peer groups. By employing visual methods and analysing student photo-diaries, Allen's original book captures a sexual culture of schooling that allow readers to literally 'see through young people's eyes.' Introducing theoretical ideas in relation to queer theory and 'new' feminist new materialisms, this volume calls for a re-conceptualization of how sexuality comes into being at school, in order to take account of its material, spatial and embodied elements.

This book investigates the anti-semitic foundations of Nazi curricula for elementary schools, with a focus on the subjects of biology, history, geography, race hygiene and literature. The author argues that any study of Nazi society and its values must probe the education provided by the regime in order to understand how the official knowledge of the state was circulated and legitimized.
Anti-Semitism and Schooling under the Third Reich chronicles an extreme case of what happens when schools are put in the service of a political and racial agenda. Schools, according to Wegner, play a major role in advancing ideological justifications for mass murder, and in legitimising a culture of ethnic and racial hatred. Using a variety of primary sources, Wegner provides a vivid account of the development of Nazi education.

National Curriculum: National Disaster? looks beyond the classroom and discusses the way in which the infrastructure of school codes of conduct, the physical environment of school sites and the hierarchy of human resources within schools impact on the aims and reality of the National Curriculum. An alternative skills-based educational programme is also outlined which may be more likely to fulfil the expectations that many parents now hold for the education of their children.

The evil prosthesis of Captain Hook, the comical speech of Porky Pig, and the bumbling antics of Mr. Magoo are all examples of images in our culture which can become the basis of negative attitudes and subliminal prejudice towards persons with disabilities. These attitudes influence and underlie discriminatory acts, resulting in negative treatment and segregation. A teacher's ability to recognize and counter such images may well determine the success of inclusion and mainstreaming programs in our schools and society. Well-researched and well-written, this book offers practical guidance as grounded in solid research to schools that are wrestling with how to mainstream children with disabilities.

Schools are often portrayed as being resistant to change, unwilling to teach new material and incapable of organizing themselves in different ways. Hedley Beare argues that there have been changes in the patterns of schooling in recent years but increasingly radical changes are expected due to advances in information technology. These changes are coming, he says, whether schools are "ready or not". This book is based on the changes a five year-old, Angelica will see in her lifetime. It is divided into two parts: the first describes how schools are viewed by society; the second considers practical responses that schools can make to keep up with change. It predicts that the career of teaching will change and the work of the professional educator will differ significantly from what has been the traditional teaching role in schools of the 20th century. The book addresses principals, senior members of school staff, teachers, governors and policy makers and aims to open up the reader's awareness to the profound shift in society and how society views its schools.

Developed in response to the growing interest in examining individual schools as they undergo change, this book features eight case studies of urban elementary and high schools as they face problems and attempt to find solutions in their quest to reform themselves. The cases, with all their pitfalls and problems, provide examples of the very bumpy road of change and of the individual school cultures that sometimes support and often impede reform. Told in the individual voices of various school leaders, the narratives reflect the inevitable biases of people immersed in their work. Their richness derives from the passion with which these stories are told. Textured and complex, these chronicles invite readers to think deeply about the many layers involved in the process of changing schools.
"School Leadership in Times of Urban Reform" is a powerful text for courses in educational leadership, school reform, and the politics of education. Engaging pedagogical features at the end of each case facilitate its use:
*Each case ends with an "Analysis of Leadership" section and "Extended Thinking" questions and activities.
*Sections 2-5 conclude with "Reflections" to help the reader uncover the major themes and issues.
Section 1 is an introductory analysis of reform and school leadership; it provides a frame of reference for examining the case studies that follow. Sections 2-5 are organized around eight case studies (two per section) that address questions of how the leadership roles of school principals and teachers have been shaped by the reform initiative; how parents and local communities have contributed to school reform; and how the culture of the school, and teaching and learning, have been shaped by reform. The final section synthesizes and analyzes what the authors have learned through these cases concerning the leadership roles of principals, parents, community members, and teachers during the period of reform; how the cultures of schools changed as reform progressed; and how reform impacted the instructional practices of teachers and the learning of students.

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.

Published to coincide with the launch of the National College for School Leadership (NCSL), this work challenges the notion that there is "one right way" to approach school leadership. Presenting the key policies and approaches to organization and management of 14 successful school leaders from the UK and internationally, the book seeks to reflect the diversity of approaches that are possible in given situations, and to act as a guide for anyone facing the challenges of leadership in education today. It has a focus on generic and transferable factors.

This text highlights the indispensable role of school counselors today, namely as change agents in an increasingly complex and fluctuating school system. Informed by emerging standards of practice and current research, the book adopts the salutary perspective of solution-focused brief therapy as its foundation. It outlines practical and time-sensitive strategies for school counselors to use with students, parents, teachers, and administrators.

The Solution-Focused School Counselor encourages readers to envision and proactively construct interactions with students, families, and staff that contribute not only to the formation of an exceptional school, but to the shaping of an effective professional practice. Blending current theory into practice, the authors have consulted research across a variety of disciplines and have related it in an understandable format.

School counselors will find this book useful either as a professional resource to be read from cover-to-cover, or as a reference tool from which specific sections may be consulted. This book is an excellent resource for school counselors and students alike. It is also useful for school psychologists and administrators as well as anyone interested in making a difference in the school setting.

This book helps readers to improve the development of ICT capability through understanding the factors at work in whole school contexts. Based on research that examined schools' approaches to the development of pupils' ICT capability and identified the factors which lead to success, it provides practical advice, but with clear justifications in terms of well-researched principles and illustrations. It covers issues specific to both primary and secondary phases of education together with a range of common concerns and will be of use to practitioners and school staff involved in planning and delivering ICT training. This title will therefore provide readers with: Greater understanding or personal ICT capability Knowledge of effective management, teaching methods and co-ordination strategies for ICT Understanding of the importance of a whole school approach

eBook available with sample pages: 020313222X

This collection of essays on the philosophy of religion and its future brings together accomplished thinkers across several related fields, from comparative philosophy to analytic and continental philosophy of religion and beyond. Contributing authors address pressing questions including: Where does philosophy stand in relation to religion and the study of religion in the 21st century? How ought the philosophy of religion to interact with religious studies and theology to make for fruitful interdisciplinary engagement? And what does philosophy uniquely have to offer to the broad discourse on religion in the modern world? Through exploring these questions and more, the authors' goal is not that of meeting the philosophical future, but of forging it. Readers will enter a vivid conversation through engaging essays which demonstrate the importance of disciplinary openness and show that we do not need to sacrifice depth in order to achieve breadth. Modernity and postmodernity come together in a constantly evolving discussion that moves the philosophy of religion forward, while keeping an eye toward the experience accumulated in past centuries. This book will interest students of philosophy, theology, religious studies, and other fields that wonder about the place of philosophy and religion in today's world. It also has much to offer advanced scholars in these fields, through its breadth and forward thinking.

This volume--the first edited book on the education of Puerto Ricans written primarily by Puerto Rican authors--focuses on the history and experiences of Puerto Rican students in the United States by addressing issues of identity, culture, ethnicity, language, gender, social activism, community involvement, and policy implications. It is the first book to both concentrate on the education of Puerto Ricans in particular, and to bring together in one volume, the major and emerging scholars who are developing cutting-edge scholarship in the field.
"Puerto Rican Students in U.S. Schools: "
* features both scholarly chapters (conceptual and research studies) and reflective essays, as well as two poems,
* combines broad overview studies with classroom practice and social action, and
* includes chapters that trace the history of the education of Puerto Ricans in U.S. schools in general and its history in New York City, and one chapter on return migrants.

This fascinating book is based on the changes to schooling that a five year-old, Angelica will see in her lifetime. It is divided into two parts: the first describes how schools are viewed by society; the second considers practical responses that schools can make to keep up with change. Creating the Future School predicts that the career of teaching will change and the work of the professional educator will differ significantly from what has been the traditional teaching role in schools of the twentieth century. The book addresses principals, senior members of school staff, teachers, governors and policy makers and aims to open up the reader's awareness to the profound shift in society and how society views its schools.

School exclusion is becoming increasingly viewed as being out-dated and misguided and almost all practitioners and leaders are committed in inclusion. However, many schools aiming for full inclusion can find it difficult "not" to "exclude" some students. This book shows teachers and managers how five schools have successfully implemented policy and practice to avoid excluding any students. Based around five in-depth case studies (four secondary and one primary), the book describes positive strategies for preventing children from being excluded. The book begins with a look at different definitions and levels of school exclusion, identifies the different reasons for exclusion and the individuals and groups who tend to suffer most from being excluded. The editors go on to specify positive alternatives to the issue of school exclusion. The book is based upon a major research project undertaken at the School of Education, University of Cambridge. It includes detailed case studies from both the primary and secondary sector.

Sambach brings together an ethnograhic study of a school and community in East Africa. Stambach focuses on the role school plays in the development of the children's identity and relationships to their parents and community, as well as in the development of the region. At issue here are the competing influences of Western modernity and the cultural traditions of East Africa-ideas about gender roles, sexuality, identity, and family and communal obligations are all at stake. Stambach looks at the controversial practice of female circumcision in the context of school and community teachings about girls' bodies and examines cultural signifiers like music, clothing and food to discuss the tensions in the region.

First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

This volume--the first edited book on the education of Puerto Ricans written primarily by Puerto Rican authors--focuses on the history and experiences of Puerto Rican students in the United States by addressing issues of identity, culture, ethnicity, language, gender, social activism, community involvement, and policy implications. It is the first book to both concentrate on the education of Puerto Ricans in particular, and to bring together in one volume, the major and emerging scholars who are developing cutting-edge scholarship in the field.
"Puerto Rican Students in U.S. Schools: "
* features both scholarly chapters (conceptual and research studies) and reflective essays, as well as two poems,
* combines broad overview studies with classroom practice and social action, and
* includes chapters that trace the history of the education of Puerto Ricans in U.S. schools in general and its history in New York City, and one chapter on return migrants.

Revised and updated for the second edition, this practical guide covers all aspects of the headteacher's management role. It includes case studies throughout, together with new material on the NPQH, IT and ICT, curriculum changes and school development.

This book examines reform in American education over the past fifty years and against this backdrop presents a compelling analysis of why contemporary voucher plans and charter schools have yet to fulfill the expectations of their advocates. It is the only book to date to attempt a comprehensive synthesis and analysis of the emerging research base on vouchers and charter schools. Suitable for courses in school policy, school reform, school leadership, or educational issues, it will also be of interest to anyone (parents, teachers, policymakers) directly involved with the charter school movement.
Key features of this timely new book include the following:
* A Historical Perspective--The early chapters look at American educational reform over the past fifty years and analyze why these efforts have fallen short of their goals.
* Student Achievement--Chapter 3 provides an insightful assessment of American students' school achievement from 1970 to the present and, in the process, counters the widely held myth that, overall, student achievement has deteriorated.
* Voucher Plans and Charter Schools--Chapter 4 looks specifically at choice and vouchers in American education while chapters 5-7 provide a comprehensive and balanced examination of the charter school movement.
* Policy Recommendations--The book concludes with explicit policy suggestions that attempt to balance the educational needs of children and youth against the rights of schools to experiment. Suggestions for developing broader coalitions to support public education, particularly in the inner cities, are also offered.