Over the last ten years deliberate and determined efforts have been made to improve schooling. This book charts recent and current developments in the practical business of changing classroom practice to make schools more effective. It is devoted to detecting the effects on classroom practice of the efforts made to improve schools and classrooms, and to understanding how classroom practice changes. Contributors include advisory teachers, Higher Education (HE) tutors and researchers, and work described ranges from early years' classrooms to post-experience course outcomes and the tracking of Inservice education and training (INSET) effectiveness.

The Jesuit educational tradition has existed for more than 450 years, and today, there are more than 150 Jesuit primary and secondary schools in North and Latin America. Jesuit Education at the Crossroads tackles the lack of research on these schools by bringing together scattered studies and asking experts on the issues about the current challenges for Jesuit education. The landscape pictured by this collection of essays suggests that Jesuit primary and secondary education is at a historical moment, analogous to a crossroads. After a crisis between the 1960s and '80s, these schools were consolidated, establishing themselves in national and international networks. But the twenty-first century has brought new challenges. For instance, the secularization of culture is demanding an update of the Jesuit educational project; leadership is rapidly shifting from Jesuits to lay men and women, with multiple issues at stake; and researchers and policymakers are asking new questions about the role of these schools and school networks for equity and inclusion in each region. The book touches on these and other points that will be very relevant for all who are interested in the Jesuit educational tradition.

Modern language classrooms are currently dominated by the communicative method of language teaching. This reader draws together recent and newly commissioned papers to show the origins of communicative methodology, how it has developed, what its research justification is and how it can most effectively be used in the classroom. Various chapters examine the particular challenges of differentiation, teaching grammar, encouraging pupils to use the target language together and teaching a foreign language to children with special educational needs. The final section discusses ways of developing creativity in the modern languages classroom through the use of drama, creative writing and role play. Anyone involved in teaching modern languages will find this reader a rich source for reflection and good practice.

eBook available with sample pages: 0203060016

This book extends our understanding of the attitudes and behaviors of teachers who improve their schools consistently and considerably. It sets out to critically analyze and examine organizational citizenship behaviors (OCB) in schools from a contextual perspective and to display the uniqueness of the concept in the context of school, its dimensions, boundaries, antecedents and consequences from a multi-level perspective. Chapters consider: understandings of teachers' OCB, its nature, components, and salience in schools personal, organizational, and cultural factors which might facilitate or inhibit teachers' OCB contributions and the drawbacks of OCB for the improvement of educational systems, schools, and educators a new conceptualization of teachers' OCB based on the unique characteristics of school and the teaching profession, and consequences for theory and practice practical tools for guiding educational policy-makers, principals, and teacher educators on how to assimilate and enhance teachers' OCB. Organizational Citizenship Behavior in Schools will appeal to scholars and researchers in educational administration, educational policy, school leadership and teacher education. It will also be of interest to supervisors, policy makers and postgraduate students in the field of education.

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.

School Education, the third volume of Charlotte Mason's Homeschooling Series, consists of thoughts about the teaching and curriculum of children aged 9-12, either at school or at home. She suggests that parents should practice what she calls "masterly inactivity"-not neglectful or permissive parenting, but simply allowing children to work things out for themselves, do things for themselves, learn from their own mistakes, and to have time for free play, and space for spontaneity. Charlotte Mason uses "living books" instead of dry textbooks; in this book, she discusses what kinds of books to look for in each subject, and how to use them to teach children to love knowledge and become real readers and lifelong learners. Charlotte Mason was a late nineteenth-century British educator whose ideas were far ahead of her time. She believed that children are born persons worthy of respect, rather than blank slates, and that it was better to feed their growing minds with living literature and vital ideas and knowledge, rather than dry facts and knowledge filtered and pre-digested by the teacher. Her method of education, still used by some private schools and many homeschooling families, is gentle and flexible, especially with younger children, and includes first-hand exposure to great and noble ideas through books in each school subject, conveying wonder and arousing curiosity, and through reflection upon great art, music, and poetry; nature observation as the primary means of early science teaching; use of manipulatives and real-life application to understand mathematical concepts and learning to reason, rather than rote memorization and working endless sums; and an emphasis on character and on cultivating and maintaining good personal habits. Schooling is teacher-directed, not child-led, but school time should be short enough to allow students free time to play and to pursue their own worthy interests such as handicrafts.

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

Modernising School Governance examines the impact of recent market-based reforms on the role of governors in the English state education system. A focus of the book concerns how government and non-government demands for 'strong governance' have been translated to mean improved performance management of senior school leaders and greater monitoring and disciplining of governors. This book addresses fundamental questions about the neoliberal logic underpinning these reforms and how governors are being trained and responsibilised in new ways to enhance the integrity of these developments. Drawing on large-scale research conducted over three years, the book examines the impact of these reforms on the day to day practices of governors and the diminished role of democracy in these contexts. Wilkins also captures the economic and political rationalities shaping the conduct of governors at this time and traces these expressions to wider structural developments linked to depoliticisation, decentralisation and disintermediation. This book addresses timely and original issues concerning the role of corporate planning and expert handling to state education at a time of increased school autonomy, shrinking local government support/oversight, and tight, centralised accountability. It will appeal to researchers and postgraduate students in disciplines of education, sociology, political science, public policy and management. It will also be of interest to researchers and policy makers from countries with similar or emerging quasi-market education systems.

"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?.

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.

Most publications on the political situation in Venezuela are journalistic and lack a scientific, and particularly sociological, approach. Chavez's Children: Ideology, Education, and Society in Latin America is the first sociological work on the ideological system in Venezuela. This book deals with the deep social structures of Chavez's power, its origins, its evolution in history, its dynamics, its institutionalizations, and its relationships with the educational system. By using an empirical analysis of Bolivarian schools and fieldwork on over 300 students, Chavez's Children reconstructs the history of revolutionary movements in Venezuela and advocates a model of analysis on Latin American socio-revolutionary phenomena. This English language edition will be a great opportunity for Latin American experts as well as interested readers to uncover the system behind Chavez's power.

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.

The Toxic Schoolhouse is a collection of articles on chemical hazards endangering students, teachers, and staff in the education system of the United States and Canada. Some of the articles were originally published in a special issue of New Solutions: A Journal of Occupational and Environmental Policy, but all have been updated and several new articles have been added. The book is organized in three sections. The first describes problems ranging from the failures of coordination, monitoring, and siting of school buildings to the hazards of exposure to toxic substances, including lead and PCBs. The second section captures the voices of activists seeking change and describes community and union organizing efforts to improve school conditions. The third section covers policy "solutions." The authors include academics, union staff and rank-and-file activists, parent organization leaders, and public health professionals.

This book, in its 113th year, provides insight into major trends in the North American Jewish community, examining Jewish education, New York Jewry, national and Jewish communal affairs, and the US and world Jewish population. It also acts as an important resource with its lists of Jewish Institutions, Jewish periodicals, and academic resources as well as Jewish honorees, obituaries, and major recent events. It should prove useful to social scientists and historians of the American Jewish community, Jewish communal workers, and the press, among others.

For more than a century, the "American Jewish Year Book" has remained and continues to serve, even in the Internet age, as the leading reference work on contemporary Jewish life. This year's volume, with its special reports on Jewish education and the New York community and its updates on Jewish population statistics, Jewish institutions, and the major Jewish figures who passed in the year past, continues this splendid tradition.

"Pamela S. Nadell, Chair, Department of History, American University and ""Co-editor, Making Women's Histories: Beyond National Perspectives"

The 2013 volume of the "American Jewish Year Book" impressively demonstrates that Arnold Dashefsky and Ira Sheskin have restored this important resource in all its former glory.

"Bruce A. Phillips, Professor of Sociology and Jewish Communal Service, ""Hebrew Union College-Jewish Institute of Religion, Los Angeles"

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Having a current "American Jewish Year Book" on my shelf is like having a panel of experts on American Jewish life at the ready, prepared to give me thoughtful, accurate answers and observations on the key issues, trends and statistics that define our continental Jewish community today. Well into its second century, the "American Jewish Year Book" continues to be an essential resource for serious leaders, practitioners and students who seek to ground their work in solid research and up-to-date data.

"Jacob Solomon, Greater Miami Jewish Federation President and CEO"

As computers become more widely used in schools, it is clear that they have the potential not just to support the achievement of conventional goals, but also to redefine what we mean by reading, writing and discussion. The contributors to Language, Classroom and Computers - all with experience of teaching about language and computers for The Open University - use teachers' accounts together with their own research 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: 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: word processing, e-mail, hypertext and so on to lanugage learning. This is a book for everyone who wants IT to add a new dimension to their teaching.

Although many schools and educational systems, from elementary to tertiary level, state that they endorse anti-homophobic policies, pedagogies and programs, there appears to be an absence of education about, and affirmation of, bisexuality and minimal specific attention paid to bi-phobia. Bisexuality appears to be falling into the gap between the binary of heterosexuality and homosexuality that informs anti-homophobic policies, programs, and practices in schools initiatives such as health education, sexuality education, and student welfare. These erasures and exclusions leave bisexual students, family members and educators feeling silenced and invisibilized within school communities. Also absent is attention to intersectionality, or how indigeneity, gender, class, ethnicity, rurality and age interweave with bisexuality. Indeed, as much research has shown, erasure, exclusion, and the absence of intersectionality have been considered major factors in bisexual young people, family members and educators in school communities experiencing worse mental, emotional, sexual and social health than their homosexual or heterosexual counterparts. This book is the first of its kind, providing an international collection of empirical research, theory and critical analysis of existing educational resources relating to bisexuality in education. Each chapter addresses three significant issues in relation to bisexuality and schooling: erasure, exclusion, and the absence of intersectionality. From indigenous to rural schools, from tertiary campuses to elementary schools, from films to picture books as curriculum resources, from educational theory to the health and wellbeing of bisexual students, this book's contributors share their experiences, expertise and ongoing questions. This book was originally published as a special issue of the Journal of Bisexuality.

This open access book explores the enactment, impact and implications of the Prevent Duty across a range of educational contexts. In July 2015 the UK became the first country to place a specific legal requirement on those working in education to contribute to efforts to 'prevent people from being drawn into terrorism'. Drawing on extensive research with staff, children and young people, the editors and contributors provide new insight into how this high-profile - and highly contentious - policy has shaped educational practice in Britain today. It will be a valuable resource for researchers, policymakers and others interested in the design, implementation and on-the-ground effects of Prevent or similar programmes internationally that place education at the heart of efforts to prevent or counter violent extremism.

The management of discipline is an essential element in educational practice, and at a time when teachers and managers are anxious about reported increases in violence and other forms of anti-social behaviour there's a need for practical guidance and a review of current thinking. Based on the author's experience and research in a range of secondary and primary schools, this book presents accessible summaries of relevant legislation and guides the reader through management theories towards effective practice. By placing the teacher at the centre of the management of discipline in schools and focusing on teacher and pupil esteem, a disciplined environment is not only desirable, but achievable too. Written in an accessible style, the book; * highlights the real problems and offers real solutions * includes case-studies, recent research and legislation * considers the classroom as well as the whole-school context * describes the support networks within education * provides a multi-agency approach. This book is aimed at trainee and practising teachers, managers, and all those who work with children.

This book analyses the development of Catholic schooling in Scotland over the course of the nineteenth and twentieth centuries. Scholarship of this period tends to be dominated by discussions of the 1872 and 1918 Education (Scotland) Acts: while these crucial acts are certainly not neglected in this volume, the editors and contributors also examine the key figures and events that shaped Catholic education and Catholic schools in Scotland. Focusing on such diverse themes as lay female teachers and non-formal learning, this volume illuminates many under-researched and neglected aspects of Catholic schooling in Scotland. This wide-ranging edited collection will illuminate fresh historical insights that do not focus exclusively on Catholic schooling, but are also relevant to the wider Scottish educational community. It will appeal to students and scholars of Catholic schooling, schooling in Scotland, as well as Christian schooling more generally.

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.

First Published in 1996. This book aims to help teachers and others working in and with schools to explore the development of counselling and guidance. The authors have used their experience of development work in one school - Ramsey Abbey School, Cambridgeshire - as a basis for exploring the concerns and issues raised by teachers, students, and governors. The book aims to clarify some of the queries as well as report their findings.