Newell compares the fundamental assumptions of five major worldviews of education and their implications for classroom practice, incorporating history and case studies and posing questions about the limits and benefits of employing each today.

Aims to provide deputy heads with a practical guide to their complex role in schools. Drawing on his own experience, and mindful of the increasing managerial demands of a more competitive education system, the author offers advice on managing staff, student care, examinations and much more.

Aims to provide SENCOs and classroom teachers with a practical guide to managing and supporting their in-class support. The text should help them to: define the roles and reponsibilities of support staff; develop partnerships and establish effective communication between the class teacher and the support worker; and plan and appraise the work of support staff through the use of the photocopiable proformas and checklists provided.

This book speaks directly to issues of equity and school transformation, and shows how one indigenous minority teachers' group engaged in a process of transforming schooling in their community. Documented in one small locale far-removed from mainstream America, the personal narratives by Yupik Eskimo teachers address the very heart of school reform. The teachers' struggles portray the first in a series of steps through which a group of Yupik teachers and university colleagues began a slow process of reconciling cultural differences and conflict between the culture of the school and the culture of the community.
The story told in this book goes well beyond documenting individual narratives, by providing examples and insights for others who are involved in creating culturally responsive education that fundamentally changes the role and relationship of teachers and community to schooling.

This book describes dialect differences in American English and their impact on education and everyday life. It explores some of the major issues that confront educational practitioners and suggests what practitioners can do to recognize students' language abilities, support their language development, and expand their knowledge about dialects. Topics addressed include: *popular concerns about the nature of language variation; *characteristic structures of different dialects; *various interactive patterns characteristic of social groups; *the school impacts of dialect differences in speaking, writing, and reading, including questions about teaching Standard English; and *the value of dialect education in schools to enable students to understand dialects as natural and normal language phenomena. Changesin the Second Edition: In this edition the authors reconsider and expand their discussion of many of the issues addressed in the first edition and in other of their earlier works, taking into account especially the research on dialects and publications for audiences beyond linguistics that have appeared since the first edition. This edition is offered as an updated report on the state of language variation and education in the United States. Dialects in Schools and Communities is rooted in questions that have arisen in workshops, surveys, classes, discussion groups, and conversations with practitioners and teacher educators. It is thus intended to address important needs in a range of educational and related service fields. As an overview of current empirical research, it synthesizes current understandings and provides key references-in this sense it is a kind of translation and interpretation in which the authors' goal is to bring together the practical concerns of educators and the vantage point of sociolinguistics. No background in linguistics or sociolinguistics is assumed on the part of the reader. This volume is intended for teacher interns and practicing teachers in elementary and secondary schools; early childhood specialists; specialists in reading and writing; speech/language pathologists; special education teachers; and students in various language specialties.

Teaching and Learning to Unlock Social Mobility for Every Child is a topical and insightful text that guides readers through evidence-based practice that will improve outcomes for all involved in education, increasing social mobility and inclusion in every sense. In the past 30 years, how children and young people learn has changed considerably as challenges of social mobility become more apparent. Cultural and social economic disadvantage is evident, as is the need to focus on mutuality in education, whereby all children and young people are valued regardless of their background, challenges or needs. In this context, Teaching and Learning to Unlock Social Mobility for Every Child is the first work to capture and clearly explain practical teaching and learning approaches that can be used in any school. It circles around the creativity and technology of pedagogy, exploring an educational agenda that is genuinely rooted in social mobility for all children. Written accessibly and full of case studies, this book is intended to guide practitioners and stakeholders at all levels of education from school leaders to researchers, students and teachers. It will help them to impart the skills and capacities which children and young people require to drive their future social mobility and address the challenges they will face on their own terms.

The research, practice and staff development activities in this text have come out of the Improving the Quality of Education for All (IQEA) Project, which emphasizes the importance of enhancing internal conditions in schools by building on exisiting good practice.

Teachers' Professional Development in Global Contexts: Insights from Teacher Education compile international research that explore the various educational perspectives on Teacher Education, analyze teaching and learning contexts, and delve into teachers' knowledge and beliefs to better understand school practices. This volume intends to promote scholarly discussions and contribute to find commonplaces in the teaching profession.

This book is the perfect starting point for anyone looking to promote and encourage mental health in their school, or evaluate their existing provision, in line with current government priorities. It covers not only the day-to-day practical steps you can take to meet the mental health needs of learners, but also a provides a whole bank of ideas for ensuring you adopt a whole-school approach to positive mental health. Pooky Knightsmith lays out tried and tested tools you can use to evaluate the overall mental health of a school, showing how to improve and support the mental health of staff, and how to ensure that the voice of every learner is heard and valued, including the most vulnerable - and that everyone involved with the school feels safe, healthy and happy. Pooky's simple 'litmus test' framework lays out six practical areas you can explore to implement change within your own school, with explanations, sheets to fill in, tips from loads of school staff, and case examples that break these ideas down into easily digestible chunks. This much-needed book is a jumping off point for meaningful change in all aspects of your school community that will promote, support and strengthen mental health at whole-school level.

This concise and accessible book is a practical guide to qualitative classroom research, including extended case-studies of real research projects which serve as concrete examples of the advice provided. It gives a step by step account of how qualitative classroom research can be carried out and completed, with clear sets of guidelines for each stage and key points for consideration highlighted throughout. It can be read as a comprehensive guide to the research process, from beginning to end or as a resource to dip into to answer specific problems or queries. It is aimed at all college, university or school-based education students. In addition it is highly suitable for qualified teachers responding to the drive for greater evidence-based teaching in classrooms.

Christian and Muslim schools have become important target points in families and pupils' quests for new study opportunities and securing a 'good life' in Tanzania. These schools combine secular education with the moral (self-)formation of young people, triggering new realignments of the fields of education with interreligious co-existence and class formation in the country's urban centres. Hansjoerg Dilger explores the emerging entanglements of faith, morality, and the educational market in Dar es Salaam, thereby shedding light on processes of religious institutionalisation and their individual and collective embodiment. By contextualising these dynamics through analysis of the politics of Christian-Muslim relations in postcolonial Tanzania, this book shows how the field of education has shaped the positions of these highly diverse religious communities in diverging ways. In doing so, Dilger suggests that students and teachers' religious experience and practice in faith-oriented schools are shaped by the search for socio-moral belonging as well as by the power relations and inequalities of an interconnected world.

In 1795, the nation's leading research institution offered a prize for the best essay on a system of public education for the United States. Over the next two years, the proposals they received ranged from the ridiculous to the provocative to the eerily familiar. The Founding Fathers, Education, and "The Great Contest" revisits that unique moment in American history, when the founding fathers first opened the enduring debate on how best to educate the American citizenry. In ten essays, leading historians use the American Philosophical Society's education prize as a starting point for broader explorations of critical themes: gender, race, religion, public versus private education, centralization versus localism, voluntary associations, higher education, and research methods. This book also publishes, for the first time, all of the original contest essays.

This book analyses selected critical concepts of policy and practice in educational leadership in five European countries. The editors and contributors cover Croatia, Slovenia, Lithuania, Denmark and Norway, spanning a wide geographical region as well as diverse historical and political contexts. The analyses primarily consider the issues of convergence and divergence in local educational leadership policies and practice that are developing and emerging from traditional structures and discourses under global, trans-national and regional influences. Focusing on both the macro and micro levels, this book examines a range of topics including international benchmarking, inclusive education practices and digital transformation. It will be of interest and value to scholars of educational leadership in Europe, particularly within smaller countries. "Today's local educational leadership policies and practice are connected with the historical roots of five small European countries. In the analysis, perspectives from within each country and comparisons are used interestingly. Both levels of analysis bring out new understandings of the relationship between policy and practice and how they have been related to leadership in a historical discourse. In my opinion the different country chapters and the comparisons represent important new knowledge and I recommended the book as reading for school leaders and policy makers in the field of educational leadership." -Professor Olof Johansson, Umea University, Sweden "The book fills a gap in the research of cross-national research, comparing school leadership issues in two Balkan countries, Croatia and Slovenia, one Baltic country, Lithuania, and two Scandinavian countries, Norway and Denmark. To my knowledge it is the first time there has been this sort of cross-investigation of commonalities and differences in school leadership conditions between these countries in the age of globalization. I am sure that many scholars and practitioners can benefit from this book and hereby recommend it. " -Associate Professor Emeritus Klaus Kasper Kofod, Aarhus University, Denmark

This title develops the concept of a learning organisation in a South African schooling context. The term "learning organisation" is used to illuminate ways of organising teaching and learning practices that could transform South African schools into successful and effective institutions. The author discusses the five learning disciplines proposed by Senge (1990) against the background of her own successful practical experience (as a school principal for ten years).

A public option is a government-provided social good that exists alongside a similar privately provided good. While the public option is typically identified with health care policy, public options have been a longstanding feature of American life in a variety of sectors, ranging from libraries to swimming pools. Public schools, for example, coexist alongside private schools. However, there is surprisingly little research on 'public options' as a general category. Rather, over the last few decades, considerable scholarly and popular efforts to ensure access to important social goods have focused on market subsidies (like vouchers) or privatization - which both face increasing criticism. Uniting scholars from across disciplines, this volume delves into the theory of the public option, explores several important case studies, and shows how public options could be a corrective to the trend toward privatization and subsidies. This title is also available as Open Access on Cambridge Core.

A public option is a government-provided social good that exists alongside a similar privately provided good. While the public option is typically identified with health care policy, public options have been a longstanding feature of American life in a variety of sectors, ranging from libraries to swimming pools. Public schools, for example, coexist alongside private schools. However, there is surprisingly little research on 'public options' as a general category. Rather, over the last few decades, considerable scholarly and popular efforts to ensure access to important social goods have focused on market subsidies (like vouchers) or privatization - which both face increasing criticism. Uniting scholars from across disciplines, this volume delves into the theory of the public option, explores several important case studies, and shows how public options could be a corrective to the trend toward privatization and subsidies. This title is also available as Open Access on Cambridge Core.

Every generation faces challenges, but never before have young people been so aware of theirs. Whether due to school strikes for climate change, civil war, or pandemic lockdowns, almost every child in the world has experienced the interruption of their schooling by outside forces. When the world we have taken for granted proves so unstable, it gives rise to the question: what is schooling for? Thrive advocates a new purpose for education, in a rapidly changing world, and analyses the reasons why change is urgently needed in our education systems. The book identifies four levels of thriving: global - our place in the planet; societal - localities, communities, economies; interpersonal - our relationships; intrapersonal - the self. Chapters provide research-based theoretical evidence for each area, followed by practical international case studies showing how individual schools are addressing these considerable challenges. Humanity's challenges are shifting fast: schools need to be a part of the response.

Nathaniel Woodard founded an educational system 'firmly grounded in the Christian faith', and the establishment in 1874 of the first Woodard girls' school lies at the heart of his legacy. However, the role of one remarkable woman in securing this legacy has until now been obscured. Eliza Lowe and the Founding of Woodard Schools for Girls is her untold story. Drawing on scholarly articles, newspaper reports, letters from pupils, census records, and local and family archival material, Thompson describes life in Eliza Lowe's school, from swimming in the sea to politics at breakfast and competitions for an 'amiability' prize. While discussions of Nathaniel Woodard and 19th-century girls' education provide context, Eliza's own letters reveal a woman of wit, curiosity and humanitarian feeling. Her achievements will inspire students of women's history and girls' education, and encourage those who believe that religion enhances education, while her lasting legacy will interest both former pupils and those who continue in the Woodard tradition today.

Nathaniel Woodard founded an educational system 'firmly grounded in the Christian faith', and the establishment in 1874 of the first Woodard girls' school lies at the heart of his legacy. However, the role of one remarkable woman in securing this legacy has until now been obscured. Eliza Lowe and the Founding of Woodard Schools for Girls is her untold story. Drawing on scholarly articles, newspaper reports, letters from pupils, census records, and local and family archival material, Thompson describes life in Eliza Lowe's school, from swimming in the sea to politics at breakfast and competitions for an 'amiability' prize. While discussions of Nathaniel Woodard and 19th-century girls' education provide context, Eliza's own letters reveal a woman of wit, curiosity and humanitarian feeling. Her achievements will inspire students of women's history and girls' education, and encourage those who believe that religion enhances education, while her lasting legacy will interest both former pupils and those who continue in the Woodard tradition today.

In 2008, the Canadian government established a Truth and Reconciliation Commission (TRC) to review the history of the residential school system, a brutal colonial project that killed and injured many Indigenous children and left a legacy of trauma and pain. In Fragments of Truth Naomi Angel analyzes the visual culture of reconciliation and memory in relation to this complex and painful history. In her analyses of archival photographs from the residential school system, representations of the schools in popular media and literature, and testimonies from TRC proceedings, Angel traces how the TRC served as a mechanism through which memory, trauma, and visuality became apparent. She shows how many Indigenous communities were able to use the TRC process as a way to claim agency over their memories of the schools. Bringing to light the ongoing costs of transforming settler states into modern nations, Angel demonstrates how the TRC offers a unique optic through which to survey the long history of colonial oppression of Canada's Indigenous populations.

Adopted children who have experienced loss, abuse or neglect need additional support for their emotional development, and are more likely to have special educational needs. This useful resource provides a complete plan for creating adoption-friendly environments in primary, secondary and specialist schools. The book is grounded on new research which gathered together testimonies from over 400 school staff members, adoptive parents and adoption specialists. With realistic consideration of pressures and limitations currently faced by schools, it gives advice on eight key areas for school development, including communicating with parents, training staff, using resources wisely and recognising children's individual needs. Completing the toolkit is a broad selection of photocopiable and downloadable plans for establishing adoption-friendly frameworks, and for demonstrating good practice to staff, pupils, families and school inspectors.

Detoxing America Schools: From Social Agency to Academic Urgency examines the issue of toxicity in public education institutions. Today's students are exposed to personal beliefs, lifestyle practices, and politicized educational policies-many of which are in contrast to the values of their upbringing. The innate toxic intentions of some teachers are revealed by their unabashed calls for students to take sides through avenues of shaming and even civil disobedience. Schools have become vessels of social agency. The time has come to detox American education and to call for teachers to return to the urgent, fundamental mission of educating students academically. Too many teachers are following the paradigm found on many college campuses, as they use prior experience to stir up students and bring new levels of emotion into their classrooms. The classroom environment has flipped and what was once tolerance has become the new toxic intolerance. Fractious Americans seem addicted to the use of polarized issues as social and emotional intoxicants. Groups are strategic in seizing upon differences to ensure augmentation and marginalization upon ideological lines, intensified often by the flames of social media and intolerant activism. College students emerging from Gen Z are more radicalized from their time at college. Unless American educators agree to step back from certain poisonous rhetoric and noxious activism, our nation will continue to lose sight of the academic urgency before us, and with it a generation of children.

School Space and its Occupation addresses the ongoing and pressing need for justification of education and environmental innovation. Further, the increasingly important work of evaluating the new learning spaces brings attention to the need for conceptual and methodological clarity. The editors have assembled a collection of leading authors to explore the links between education and design, progression of ideas in education and architecture, as well as making sense of pedagogical trends and spatial and design relevance. Post-occupancy evaluation is capable of informing both educational and architectural questions to generate sustainable adaptations for educators and designers. Part 2 focuses on the occupancy phase and examines the lived experience of schools to draw conclusions and make recommendations focused impacts and methodological progression. Contributors: Renae Acton, Scott Alterator, Benjamin Cleveland, Craig Deed, Matthew Dwyer, Debra Edwards, Neil Gislason, Wesley Imms, Peter Lippman, Elizabeth Matthews, Marcus Morse, Vaughan Prain, Matthew Riddle, Warren Sellers, Rebecca Townsend, and Adam Wood.

This book is about student success and how to support and improve it. It takes as its point of departure that we--as faculty, assessment directors, student affairs professionals, and staff--reflect together in a purposeful and informed way about how our teaching, curricula, the co-curriculum, and assessment work in concert to support and improve student learning and success. It also requires that we do so in collaboration with our colleagues and our students for the rich insights that we gain from them. Conversational in style, this book offers a wide variety of illustrations of how your peers are putting assessment into practice in ways that are meaningful to them and their institutions, and that lead to improved student learning. The authors provide rich guidance for activities ranging from everyday classroom teaching and assessment to using assessment to improve programs and entire institutions. The authors envisage individual faculty at four-year institutions and community colleges as their main audience, whether those faculty are focused on their own classes or support their colleagues through leadership roles in assessment. If you plan to remain focused on your own courses and students, you will find that those sections of this book will help you better understand why and how assessment leaders do what they do, which in turn will make your participation in assessment more engaging and increase your expertise in facilitating student learning. Because the authors also aim to strengthen connections between the curriculum and co-curriculum and include examples of co-curricular assessment, student affairs professionals and staff interested in doing the same will also find ideas in this book relevant to their work. Opening with a chapter on equity in assessment practice, so critical to learning from and benefitting our diverse students, the authors guide you through the development and use of learning outcomes, the design of assignments with attention to clear prompts and rubrics, and the achievement of alignment and coherence in pedagogy, curriculum, and assessment to better support student engagement, achievement and success. The chapter on using student evidence for improvement offers support, resources, and recommendations for doing so, and demonstrates exciting uses of student wisdom. The book concludes by emphasizing the importance of reflection in assessment practices--offering powerful examples and strategies for professional development--and by describing appropriate, creative, and effective approaches for communicating assessment information with attention to purpose and audience.