Despite the abolishment of discriminatory policies that have historically marginalized many students from certain racial and ethnic groups, there are still groups in North America that continue to experience the lasting effects of this discrimination. One such group is South Asian boys. This book - grounded in twelve months of critical ethnographic fieldwork at a secondary school in North America - attempts to fulfill three objectives. First, it examines how educators and educational leaders pathologize the lived experiences of South Asian boys or "Brown boys", and how they engage in deficit theorizing discourses and practices. Second, it shows how Brown boys are complicit in the pathologizing of their own identities, which can exacerbate their disaffection and failure at school. Third, it provides all educators and educational leaders with alternative pedagogical, curricular, institutional, and relational approaches to not only understand the schooling experiences of disaffected South Asian male students, but to mitigate the factors that may exacerbate the disaffection of all minoritized students.

First Published in 1998. This work had its origin in the concern of one of the authors about those children who entered a certain grammar school in a high position on the entrance list and who therefore gave promise of good academic progress, yet were found at the end of the first academic year to have a very low standard of attainment. As well as looking at the grammar entrance exam, it also explores what make or mar educational promises at that critical stage of a young person's life-the transitional stage from primary to secondary education.

Tom Bennett is the voice of the modern teacher. - Stephen Drew, Senior Vice-Principal, Passmores Academy, UK, featured on Channel 4 s Educating Essex

Do the findings from educational science ever really improve the day-to-day practice of classroom teachers?

Education is awash with theories about how pupils best learn and teachers best teach, most often propped up with the inevitable research that proves the case in point. But what can teachers do to find the proof within the pudding, and how can this actually help them on wet Wednesday afternoon?.

Drawing from a wide range of recent and popular education theories and strategies, Tom Bennett highlights how much of what we think we know in schools hasn t been proven in any meaningful sense at all. He inspires teachers to decide for themselves what good and bad education really is, empowering them as professionals and raising their confidence in the classroom and the staffroom alike. Readers are encouraged to question and reflect on issues such as:

• the most common ideas in modern education and where these ideas were born
• the crisis in research right now
• how research is commissioned and used by the people who make policy in the UK and beyond
• the provenance of education research: who instigates it, who writes it, and how to spot when a claim is based on evidence and when it isn t
• the different way that data can be analysed
• what happens to the research conclusions once they escape the laboratory.

Controversial, erudite and yet unremittingly entertaining, Tom includes practical suggestions for the classroom throughout. This book will be an ally to every teacher who s been handed an instruction on a platter and been told, the research proves it.

This book offers a comprehensive, accessible introduction to teaching and learning business. Covering a broad range of topics and focusing on both pedagogy and content, it develops the key ideas of teaching and learning in business in a structured and accessible way. The chapters draw on theory and the latest research to demonstrate how key pedagogical issues link to classroom practice. Featuring weblinks to useful resources, summaries of key points and a range of tasks enabling you to put learning into practice in the classroom, the chapters offers guidance on: The use of case studies as a signature pedagogy of business Designing a well-sequenced business education curriculum including lesson planning Formative and summative assessment Teaching, administering and assessing vocational courses How to teach core concepts such as business ethics How to teach literacy and numeracy in business The importance of learning outside the classroom in business Inclusive teaching Written by experts in the field, Learning to Teach Business in the Secondary School offers all trainee business teachers on university and school based routes comprehensive and accessible guidance to support the journey towards becoming an inspirational and engaging business teacher.

A Practical Guide to Career Learning and Development is an essential guide for all those involved in careers education, either with sole responsibility or as part of a team. With a focus on career happiness, resilience and growth, this exciting book offers effective pedagogical strategies, techniques and activities to make career learning and development accessible and enjoyable, contributing to positive outcomes for all young people in the 11-19 phase of their education. With a wealth of support material such as teaching ideas, lesson plans, case studies and an illustrative student commentary, key topics covered include: Career Learning and Development needs of young people Career Learning and Development in the curriculum Practical activities for 11-14, 14-16 and 16-19 year olds Creating a positive environment for learning Teaching approaches Leadership and management Facilitating professional learning. A Practical Guide to Career Learning and Development is an invaluable resource for careers advisers and staff in schools with responsibility for leading and providing careers education as well as work-related learning, PSHE, citizenship, and pastoral programmes. It enables and supports all practitioners as they develop careers provision that better prepares young people for their future well-being and an ever-changing and unpredictable world of work.

A must-have, must-read resource for every teacher in all subject areas! In today's competitive environment of standards-based education, improving reading proficiency and increasing content knowledge have never been more important. Yet, developing exceptional reading skills in middle and high school students presents many obstacles. In this practical and user-friendly book, literacy specialist Rebecca Rozmiarek shares more than 100 classroom-tested reading activities that will benefit all students all secondary school students, including gifted and special education students, and students with English as an additional language. Incorporating years of success in helping struggling secondary students become expert readers, she provides both a jargon-free overview of critical research and activities that every teacher can use to improve reading comprehension and content retention. Student examples and sample modifications show teachers how reading activities can be used in content areas ranging from math and science to social studies and English, and more. Each chapter contains: o A skills overview o Detailed descriptions of relevant subskills o Skill-building activities o An assessment rubric o Examples of student work o Blank reproducibles of every activity Learn how to use double-entry journals, text coding, bookmarking, and questioning strategies to help students become more proficient readers. These activities foster independence, self-reflection, and motivation in all students.

During the progressive education movement, laboratory high schools evolved from model schools that were part of the core teacher training curriculum at historically Black colleges and universities (HBCUs). These laboratory schools were at the vanguard of the accreditation battle, participated in national curriculum studies, and boasted high graduation and college entrance rates. Led by well-educated, reform-minded African Americans who molded their own approaches to teaching and curriculum and were grounded in sound progressive educational theory, these HBCU lab high schools represented privileged educational experiences. Yet, this collective effort of high-achieving Black lab schools has been overlooked by historians. Through an examination of Alabama State Teachers College Laboratory High School (1920-1960), Laboratory of Learning illuminates the strategies, challenges, and successes of providing secondary education to Southern Black citizens during the Jim Crow era and provides evidence that HBCU laboratory schools and Lab High should be added to our histories as an example of distinctive, progressive schooling.

Picture two very different schools: one, a federal Indian boarding school emphasizing vocational training, where few graduates attend college. The other - its neighbor - an overwhelmingly white, land-grant university. These two schools had little to no contact, until an innovative initiative turned things around. In the fall of 2000, the Flandreau Indian School began a reform effort, Success Academy, aimed at preparing all of its students for postsecondary education. Over the next decade South Dakota State University responded by committing 300 of its faculty and staff and $85,000 of its annual budget to opening the doors of higher education to Indian students who had previously been excluded. The traditional way of increasing college access for students of color is through remediation, that is, through attempting to "fix" those presumed to be unprepared for higher learning. What sets Success Academy apart is that the educators involved chose instead to "fix" both their institutions, institutions that were actually preventing Indian students from entering college. Throughout all aspects of Success Academy programming, students' American Indian identities are affirmed, honored - and incorporated into school culture. Ethnicity matters in each and every aspect of Success Academy.

Media Literacy Education in Action brings together the field's leading scholars and advocates to present a snapshot of the theoretical and conceptual development of media literacy education-what has influenced it, current trends, and ideas about its future. Featuring a mix of perspectives, it explores the divergent ways in which media literacy is connected to educational communities and academic areas in both local and global contexts. The volume is structured around seven themes: * Media Literacy: Past and Present * Digital Media and Learning * Global Perspectives * Public Spaces * Civic Activism * Policy and Digital Citizenship * Future Connections Compelling, well-organized, and authoritative, this one-stop resource for understanding more about media literacy education across disciplines, cultures, and divides offers the fresh outlook that is needed at this point in time. Globally, as more and more states and countries call for media literacy education more explicitly in their curriculum guidelines, educators are being required to teach media literacy in both elementary and secondary education contexts.

Success with STEM is an essential resource, packed with advice and ideas to support and enthuse all those involved in the planning and delivery of STEM in the secondary school. It offers guidance on current issues and priority areas to help you make informed judgements about your own practice and argue for further support for your subject in school. It explains current initiatives to enhance STEM teaching and offers a wide range of practical activities to support exciting teaching and learning in and beyond the classroom. Illustrated with examples of successful projects in real schools, this friendly, inspiring book explores: Innovative teaching ideas to make lessons buzz Activities for successful practical work Sourcing additional funding Finding and making the most of the best resources STEM outside the classroom Setting-up and enhancing your own STEM club Getting involved in STEM competitions, fairs and festivals Promoting STEM careers and tackling stereotypes Health, safety and legal issues Examples of international projects An wide-ranging list of project and activity titles Enriched by the authors' extensive experience and work with schools, Success with STEM is a rich compendium for all those who want to develop outstanding lessons and infuse a life-long interest in STEM learning in their students. The advice and guidance will be invaluable for all teachers, subject leaders, trainee teachers and NQTs.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

Jenny Mosley's quality circle time model involves establishing an on-going, timetabled process of circle-meetings for adults and children. As a basis for teaching relationship skills, enhancing self-esteem and building a positive behaviour management and anti-bullying policy, circle time should not only increase confidence and "emotional intelligence" in pupils, but should also contribute towards a positive whole-school ethos. This classic text provides a rationale, framework and whole-school model for quality circle time specifically for secondary schools and further education colleges. Fully revised and updated, the authors offer over 100 activities and practical strategies to help build teachers' confidence and circle time skills. The book aims to enable teachers to sustain this approach within their SEAL syllabus, tutorial time, subject teaching, or as part of their work with pupils with special educational needs.

Second language writers and the teaching of writing at the secondary level have received little attention compared with other skills such as reading. Addressing this gap, this volume uniquely looks at both adolescent L2 writing and the preparation of secondary teachers to work with this population of students. Part I, on adolescent L2 writers, includes case studies looking at their literacy identities, their trajectories in mainstream content area classes, and their transition from high school to college. Part II looks at academic issues. The focus in Part III is L2 writing teacher education. Taking a theoretically eclectic approach that can support a variety of pedagogies, this book contributes significantly to understanding adolescent second language writers and to educating teachers to address these students' specific needs.

Teaching Caribbean Poetry will inform and inspire readers with a love for, and understanding of, the dynamic world of Caribbean poetry. This unique volume sets out to enable secondary English teachers and their students to engage with a wide range of poetry, past and present; to understand how histories of the Caribbean underpin the poetry and relate to its interpretation; and to explore how Caribbean poetry connects with environmental issues. Written by literary experts with extensive classroom experience, this lively and accessible book is immersed in classroom practice, and examines: * popular aspects of Caribbean poetry, such as performance poetry; * different forms of Caribbean language; * the relationship between music and poetry; * new voices, as well as well-known and distinguished poets, including John Agard (winner of the Queen's Medal for Poetry, 2012), Kamau Brathwaite, Lorna Goodison, Olive Senior and Derek Walcott; * the crucial themes within Caribbean poetry such as inequality, injustice, racism, 'othering', hybridity, diaspora and migration; * the place of Caribbean poetry on the GCSE/CSEC and CAPE syllabi, covering appropriate themes, poetic forms and poets for exam purposes. Throughout this absorbing book, the authors aim to combat the widespread 'fear' of teaching poetry, enabling teachers to teach it with confidence and enthusiasm and helping students to experience the rewards of listening to, reading, interpreting, performing and writing Caribbean poetry.

"Every teacher in English is a teacher of English," said George Sampson, one of the early school inspectors, back in 1921. It's never been truer, or more relevant. Literacy has a major impact on young people's life-chances and it is every teacher's responsibility to help build their communication, reading and writing skills. However, this book isn't just about literacy; it's also about what great teachers do in their classrooms, about applying knowledge consistently across classrooms, in order to help pupils to become more confident in their subjects. This book shows every teacher - whatever your subject - the simple steps which could transform your students into better speakers, listeners, readers and writers. Harnessing a range of straightforward, but powerful techniques, it shows you how to help each student in your subject to improve their spelling, to use the key vocabulary of your subject more accurately and to speak, read and write with confidence like a historian, scientist, designer or mathematician. The book is structured into clear sections which are then divided into short, easy-to-absorb units on the classroom implications of what we know about literacy. Don't Call it Literacy! also includes: language commentaries which exemplify points made by the author; talking points at the end of each unit for self-assessment; a glossary for non-specialists; subject specific vocabulary for building students' word power; tutor time spellings lists; a reading list on teaching, language, literacy and education. Written by a leading authority in the field, this book will help both trainee and practising secondary school teachers to turn their classroom into literacy-friendly environments, increasing the motivation and achievement of their students.

The Education of Eros is the first and only comprehensive history of sexuality education and the "problem" of adolescent sexuality from the mid-20th century to the beginning of the 21st. It explores how professional health educators, policy makers, and social and religious conservatives differed in their approaches, and battled over what gets taught about sexuality in schools, but all shared a common understanding of the adolescent body and adolescent desire as a problem that required a regulatory and disciplinary education. It also looks the rise of new social movements in civil society and the academy in the last half of the 20th century that began to re-frame the "problem" of adolescent sexuality in a language of rights, equity, and social justice. Situated within critical social theories of sexuality, this book offers a tool for re-framing the conversation about adolescent sexuality and reconstructing the meaning of sexuality education in a democratic society.

John Doona is an artist and a teacher of exceptional quality. He brings both artistic and human integrity to a wide range of drama work from the classroom to performance of the highest standards. His significant practice is firmly rooted in principle and knowledge of drama and children and young people. I recommend him to you as an exceptional and effective teacher and practitioner. Professor Jonothan Neelands, University of Warwick, UK What is a compelling scheme of work and how do I create one? What are the building blocks of Drama? How do I sustain interest and engagement? What is the purpose and impact of my daily work? Providing inspiration for daily practice alongside a full range of tried and tested schemes of work, this exciting new book offers support to secondary teachers wanting to create original drama experiences to meet their own unique classroom needs. The book models a positive and reflective approach to classroom practice offering a thoughtful exploration of the craft and art of drama teaching covering key issues such as classroom management, student engagement, planning, progression and assessment. After considering the theory behind drama in education and the fundamentals of practice, the majority of the text is devoted to the annotated schemes of work. These cover a diverse range of topics such as homelessness, addiction, terrorism and civil rights and show how the ideas discussed can be put into practice. Featuring a Preface by Dorothy Heathcote and a Foreword by Edward Bond, this resource will be valuable reading for both new and established teachers looking to deliver excellent inspiring drama lessons across the secondary setting and become a vibrant and effective drama specialist.

Far from being solely imparters of information, teachers have long been tasked with multiple and increasing responsibilities. Recent decades have now seen a formal expansion of these responsibilities, adding often-unfamiliar duties to teachers' already full plates. Advisory in Urban High Schools explores the expanded roles of teachers who serve as advisors to students, a role that often demands teachers provide social-emotional support to their advisees. Through an in-depth study of teachers in multiple small, urban high schools with advisory programs, this book considers the precedents for the advisor's role; the interpretations, enactments, and responses teachers bring to the advisor's role; and the experiences of and outcomes for students.

Bullying is a contemporary wildfire of a social problem that continues to burn, scar, and even kill U.S. schoolchildren on a daily basis. Not only do the targets of bullying suffer in their abilities to grow, learn and succeed; so do bystanders, and even the bullies themselves. Generation BULLIED 2.0 details the nature of bullying as a tremendously negative force in schools today and offers practical, research-based strategies for constructing and cultivating cultures that support learning, safety, and dignity for everyone. Analyzing the nature and inadequacy of current anti-bullying policies, Generation BULLIED 2.0 explores how stereotyping and other negative behaviors are reinforced and sustained in both large and small ways at school. Its critical narratives of commonly bullied individuals and groups are representative of events that transpire every day across the country's education system. Focusing on the most common targets of bullying: race, gender, sexual orientation, physical appearance, physical and mental disability, and cyber-abuse, this book does not offer simplistic solutions. Instead, it offers empowerment to readers while providing tools for elevating social justice and preventing bullying from taking root as a supposedly "normal" part of life in our society.

First published in 1973, The Free School explores the roots of the educational malaise- sociological, historical, and psychological- and looks at what could be done and what is being done to free education from its rigid and hierarchical nineteenth-century organization. By placing schooling within its larger social context, the author illuminates many reasons behind the troubled situation in our secondary schools. Our mistake has been, he thinks, to confuse education (in its truest sense) with schooling. He concludes his analysis with a valuable account of the ways in which new educational ideas are being tried out in such places as Countesthorpe, Wyndham, the Parkway Program in Philadelphia, and the Open University. This book is a must read for schoolteachers and educationists.

Bullying is a contemporary wildfire of a social problem that continues to burn, scar, and even kill U.S. schoolchildren on a daily basis. Not only do the targets of bullying suffer in their abilities to grow, learn and succeed; so do bystanders, and even the bullies themselves. Generation BULLIED 2.0 details the nature of bullying as a tremendously negative force in schools today and offers practical, research-based strategies for constructing and cultivating cultures that support learning, safety, and dignity for everyone. Analyzing the nature and inadequacy of current anti-bullying policies, Generation BULLIED 2.0 explores how stereotyping and other negative behaviors are reinforced and sustained in both large and small ways at school. Its critical narratives of commonly bullied individuals and groups are representative of events that transpire every day across the country's education system. Focusing on the most common targets of bullying: race, gender, sexual orientation, physical appearance, physical and mental disability, and cyber-abuse, this book does not offer simplistic solutions. Instead, it offers empowerment to readers while providing tools for elevating social justice and preventing bullying from taking root as a supposedly "normal" part of life in our society.

School Sucks! is designed to complement the dominant discourse of school reform by presenting a compendium of critical pedagogical writings that analyze the current issues in urban education and demonstrate alternative praxis for failing schools. The two editors of this volume also serve as the series editors for Peter Lang Publishing's Educational Psychology and Black Studies and Critical Thinking series, giving them remarkable resources from which to draw this selection of writings that represent the very best concepts of pedagogy and praxis. School Sucks! furthers the reader's knowledge of the pretext of urban educational problems and promotes a positive praxis of urban educational reform. Inspired by mentors Mary McLeod Bethune and Paulo Freire, School Sucks! employs a critical pedagogy and praxis in calling for wholesale changes within our urban schools.

Pre-service and in-service middle and secondary school teachers get a core set of instructional techniques in this evidence-based, practical resource designed to help them incorporate reading-related approaches into their classroom. The approaches are easy to follow, practical, effective, feature a strong empirical base and reflect the latest thinking in the field.

Today's youth live in the interface of the local and the global. Research is documenting how a world youth culture is developing, how global migration is impacting youth, how global capitalism is changing their economic and vocational futures, and how computer-mediated communication with the world is changing the literacy needs and identities of students. This book explores the dynamic range of literacy practices that are reconstructing gender identities in both empowering and disempowering ways and the implications for local literacy classrooms. As gendered identities become less essentialist, are more often created in virtual settings, and are increasingly globalized, literacy educators need to understand these changes in order to effectively educate their students. The volume is organized around three themes: gender influences and identities in literacy and literature; gender influences and identities in new literacies practices; and gender and literacy issues and policies. The contributing authors, from North America, Europe, and Australia offer an international perspective on literacy issues and practices. This volume is an important contribution to understanding the impact of the local and the global on how today's youth are represented and positioned in literacy practices and polices within the context of 21st century global/cosmopolitan life.

* An original book with instructional practices and tools targeted specifically for the ELA middle and high school classroom * Ready-to-implement tools, strategies, and guidance from leading author Sean Ruday * Each chapter includes real-world examples, and key recommendations for implementation in remote, hybrid, and hyflex learning * Covers essential topics: writing and reading instruction, assessment, differentiation, culturally relevant teaching, family engagement, technology and more