* unique formatting per study, with a graphic page highlighting the research findings, and an adjacent page with accompanying research and implications * themed and chronological arrangement of studies will allow readers to access particular studies with ease * covers areas which are of great interest to parents, such as memory and revision, the impact of sleep and mobile devices on learning, parental attitudes and expectations and children's behaviour. * will enable parents to increase their understanding of crucial psychological research so that they can help their children improve how they think, feel and behave in school.

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.

English teachers are always keen to explore new ways of motivating their pupils to engage with reading, both for learning and for pleasure. Literacy Activities for Classic and Contemporary Texts 7-14 is a practical, friendly book which uses the 'whoosh' to cover some of our best known classic and contemporary texts and offers a thoroughly enjoyable way for pupils to become part of the story, rather than just passive recipients of it. As an innovative and active learning strategy, the whoosh technique allows all students, regardless of gender, age, ability, learning need or command of language, to partake on an equal footing. For younger pupils, the activities in this book provide an ideal way to internalise structure and key elements in story telling through physical response. For older students, they provide an enjoyable way to engage with challenging texts as well as facilitating the analysis of themes, issues, characterisation and setting. Students themselves become the story as its characters, sounds and even objects - once they are familiar with whooshing, many students will want to write and produce a whoosh of their own. Classic authors and texts covered by this book include:- Aesop's fables, Greek myths and legends; Beowulf, Sir Gawain and the Green Knight, Oscar Wilde; Shakespeare (The Tempest, Twelfth Night, Hamlet, A Midsummer Night's Dream); Charlotte Bronte, Charles Dickens, George Eliot, Robert Louis Stevenson, Mary Shelley; Andrew Norriss , Frank Cottrell Boyce, Nina Bawden, Michelle Magorian and much more... You can use a whoosh to introduce a new text, to examine conflict, dilemma, plot, setting or characterisation, whoosh a controversial section of text to provoke discussion, or overcome reluctance to engage with archaic language by whooshing key sections of a story. Discussion starters, lesson objectives and follow-up activities are included throughout the text alongside the whooshes, and scripts enabling pupils to deliver dialogue are provided on the book's eResource. This book is an invaluable resource, providing whooshes across a wide range of genres to meet the learning needs of children from 7 to 14, for both practising primary and lower secondary teachers.

First published in 2013. Routledge is an imprint of Taylor & Francis, an informa company.

Effective Interventions and Strategies for Pupils with SEND offers practical, tried-and-tested strategies for supporting and championing pupils with special educational needs and disabilities. Each strategy has been researched, trialled and reviewed, with the results presented accessibly and the concerns of real teachers a key focus of the discussion. With each chapter written by an experienced and innovative teacher working with children with SEND, this book covers a wide range of strategies for supporting pupils with SEND. These effective strategies include: Using a 'daily run' to improve concentration and behaviour Creating SEN champions and more effective teaching assistants Embedding anxiety-reducing strategies in the classroom. Written for teachers by teachers, Effective Interventions and Strategies for Pupils with SEND is an indispensable resource for all SENCOs and other educators and staff working with children with special educational needs looking to provide the best learning experiences possible.

For the first time in educational publishing, Teaching Truly offers K-16 teachers course-specific guidelines for indigenizing mainstream education. The goal is to facilitate greater educational integrity and relevance in the classroom now, without waiting for more "reforms" to policy, standards or curricula in general. Incorporating reality-based teaching common in traditional Indigenous learning cultures, each chapter first exposes educational hegemony, including that existing within the new "common core standards", and then offers alternative, time-tested perspectives and exercises to counter and/or counter-balance such hegemony. Addressing eight common subject areas, the material can be adapted for different grade levels and can be applied to other mainstream courses.

Originally published in 1976,this survey of policy-making in secondary education in Britain from 1944-1977, analyzes the relationship between the politician and the educationist and the part each plays in the policy-making process, paying particular attention to the role of central and local government, the teachers' organizations and the political parties. The volume illustrates how the anticipated importance of the teachers' organizations in initiating changes in policy was ill-founded while the political parties made a valuable contribution.

Originally published 1969. This reprints the second edition of 1973, with updated reading list and bibliography.This volume sets the movement towards comprehensive education against its historical background and discuss the main reasons for the decision to establish a national comprehensive system.

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.

Effective Relationships and Sex Education (RSE) provision is a right for all learners, yet it often proves challenging for educators and caregivers, particularly those teaching learners with additional needs. This book provides practical guidance for teachers and Special Educational Needs Coordinators (SENCOs) who require the knowledge, skills and confidence to deliver effective RSE to young people with Special Educational Needs. It offers both specific support tailored to pupils with Profound & Multiple Learning Difficulties (PMLD) and Severe Learning Difficulties (SLD), Down's Syndrome and Autism, as well as broad support to embed a whole-school approach in mainstream and special settings. Chapters guide the reader through a range of key topics, with advice, strategies and ready-to-use resources to teach RSE in a positive and respectful way. This much-needed book will be invaluable for education professionals, residential care providers, and anybody looking to support young people with Special Educational Needs as they learn about relationships and sex. It will also help schools to meet statutory requirements covering the delivery of Relationships and Sex Education.

Now adopted by over 40 states, the Common Core State Standards provide a clear and consistent framework for public school systems as they develop student learning goals that define the path to readiness for college, careers, and informed citizenship. While each state is developing its own procedures for adoption of the Standards, individual teachers will continue to hold the ultimate responsibility for devising lesson plans and tailoring instruction to meet these benchmarks. Making Language Matter will help prospective and practicing teachers develop lessons to meet the benchmarks enumerated in the Standards for the English Language Arts categories: language, speaking and listening, writing, and reading. A timely text for literacy education courses, it explores language topics within these categories and suggests pedagogical approaches and activities for use in 9-12 language arts classrooms. Using a linguistics approach to unify the study of all the language arts, it engages readers in learning how to help students make purposeful language choices essential for both academic and workplace success.

Contesting the Myth of a 'Post Racial' Era brings together educational scholars across disciplines in higher education to reframe the discourse on race and racism in education in the Obama era and to explore structural, environmental, cultural, and political implications of race and racism in education. The volume gives explicit attention to contesting the myth of post-racialism in U.S. education by examining racial inequality across the K-16 spectrum, through examination of classroom practices, educational policies, educational research, and equity and access. Policy makers, educators, and academics with an interest in raising the achievement levels of students of color as well as access to greater opportunities will have interest in this book. It can be used for professional development at the K-12 and higher education level and for course adoption in college classrooms, particularly in programs and courses where race is an explicit area of study.

The focus of this study is on the ways in which skin color moderates the perceptions of opportunity and academic orientation of 17 Mexican and Puerto Rican high school students. More specifically, the study's analysis centered on cataloguing the racial/ethnic identification shifts (or not) in relation to how they perceive others situate them based on skin color.

Media and Digital Literacies in Secondary School examines young people's media practices and media literacies in school spaces where these practices mix in the school environment and learning in different ways. Young people bring their own media and literacy practices to the school as an important part of an identity, taste, and social life. These practices are changing school's media ecology, making school's physical boundaries more permeable, creating new, unofficial spaces in them, and transgressing the boundaries of private and public. This book highlights youth's media production practices, from photography and video making to fan fiction writing and online role-playing, which have different relations to the school, and shows how these practices make a dialog between informal and formal learning and that teachers have an important part in collaborative relationships with pupils when teachers encourage and motivate pupils and help them to understand media phenomena. The volume will be of particular interest to scholars and graduate students in the fields of education, new literacies, media and communication studies, media and art education, and youth studies.

Media and Digital Literacies in Secondary School examines young people's media practices and media literacies in school spaces where these practices mix in the school environment and learning in different ways. Young people bring their own media and literacy practices to the school as an important part of an identity, taste, and social life. These practices are changing school's media ecology, making school's physical boundaries more permeable, creating new, unofficial spaces in them, and transgressing the boundaries of private and public. This book highlights youth's media production practices, from photography and video making to fan fiction writing and online role-playing, which have different relations to the school, and shows how these practices make a dialog between informal and formal learning and that teachers have an important part in collaborative relationships with pupils when teachers encourage and motivate pupils and help them to understand media phenomena. The volume will be of particular interest to scholars and graduate students in the fields of education, new literacies, media and communication studies, media and art education, and youth studies.

With this bestselling book from educational consultant Carla Tantillo Philibert, you'll gain practical strategies for teaching Social Emotional Learning (SEL), mindfulness, and well-being to help improve the human connection between you and your students. You'll find out how to lead students through mindfulness activities, simple yoga poses, and breath-work techniques. Topics include mindful practices, well-being strategies to combat stress and anxiety, giving your students the space to understand their emotions and strengthen peer-to-peer communication, developing the foremost and essential SEL competencies, and engaging in experiential activities to strengthen SEL skills. The new edition reflects the latest CASEL guidelines and includes updated activities, as well as a brand-new directory of terms, and an intentional focus on educators' and students' socio-emotional well-being. Perfect for high school educators at any level of experience, the book will help you develop positive youth identity and promote connectedness so students can deal successfully with life's stressors beyond school doors.

Morph Mastery is an accessible, practical guide designed to support learners with specific learning difficulties (SpLD) who are struggling with spelling, reading and vocabulary. It is an effective, research-based and fun solution for when phonics-based teaching has run its course. Understanding the morphological regularities in English helps to support both spelling and reading comprehension, yet there are few practical interventions that take a morphological approach. Morph Mastery combines this exciting new approach with tried-and-tested teaching methods that work. The activities in this book follow three engaging ninja-like characters, Prefa, Root and Sufa, who represent the three core components of morphology (prefixes, root words and suffixes) and use their sceptres to craft words. Key features include: * Exciting and engaging activities and games, designed to be used by individuals or small groups * Detailed, curriculum-linked assessments, enabling specific target setting * Photocopiable and downloadable activity sheets and resources Written in a user-friendly tone, for teaching assistants, teachers and other professionals with little or no specialist knowledge, this book is a must for any school with struggling readers and writers aged 9-13.

This book is an accessible guide to helping boost your child's language, curiosity, and problem-solving abilities outside of the classroom. Packed full of learning activities for children and teaching advice for parents, this book is specifically designed to support parents engaging your children in thought-provoking conversations and problem-solving strategies. Divided into two parts, the authors first guide readers through "Learning Pit" theory, then present a range of lesson suggestions and useful resources for parents to draw on. This book will give you: ideas for learning with friends and family tools to ensure your children make the most of the feedback resource cards and practical suggestions with each activity confidence in your ability to impact your child's learning The perfect resource for parents supporting learning outside of school, School's Out, Learning's In will help you to boost your child's language, curiosity, and problem-solving abilities.

Faith schools make visible a connection between religion and education, a much-contested aim. Principled arguments are frequently made for and against these schools, without evidence from empirical research. This book attempts to address the issues raised by religious education by offering a rich in-depth ethnographic case study of Catholic secondary schools, exploring pupils' perceptions of life in the Catholic secondary school in twenty-first-century England. The findings suggest that although the crucifix is in all classrooms, the Catholicity within the school is changing. Catholic pupils are constructing fragmentary Catholic identities; they are asserting a 'right to bricolage'. This book considers questions pertinent to all faith schools, such as the extent to which they may contribute to or detract from social cohesion, and the extent to which a faith school is able to and/or ought to maintain and transmit the memory of faith tradition in a secular and plural society.

Transition Planning for Secondary Students with Disabilities, 4/e is a comprehensive and practical resource for anyone involved in dealing with and meeting the transition needs of students with disabilities. The authors describe the varied transition needs readers are likely to encounter in their work and provide a succinct look at the options and career paths potentially available. They cover implementing transition systems, creating a transition perspective of education, and promoting movement to postschool environments.

Mention the state of Vermont and images of maple syrup, scenic mountains, and progressive politics come to mind. But in addition to skiing, farming, and fall foliage, there is also a startling history of racial and religious intolerance and bigotry. Burlington is known as the birthplace of John Dewey, whose enlightened views about education reached far beyond the Green Mountains to impact schools. Yet there exist many unsavory examples of equitable education deferred for a small but growing population. Black males, especially, have not been treated fairly - suffering in silence as a disproportional number are shunted away from opportunities such as college-prep courses and instead, into special education, the principal's office, and out the door due to suspension. This book seeks to answer the question: What is truly going on for Black males in Vermont public schools? Only those who were students in public schools across the state can really answer that question, and their perspectives help shed light on the condition of Black males in predominantly white rural spheres experiencing similar shifts in racial demographics across the nation.

Now in its second edition, Trevor Wright s hugely popular How to be a Brilliant English Teacher is packed with practical advice drawn from his extensive and successful experience as an English teacher, examiner and teacher trainer. This accessible and readable guide offers sound theoretical principles with exciting practical suggestions for the classroom.

Fully updated to include a new expanded section on differentiation and inclusion, as well as covering new material on behaviour management and teaching poetry for enjoyment and personal response, this book tackles other tricky areas such as:

• Starting with Shakespeare
• Effective planning and assessment
• Learning to love objectives
• Working small texts and big texts
• Drama.

Trainee teachers will find support and inspiration in this book and practising English teachers can use it as an empowering self-help guide for improving their skills. Trevor Wright addresses many of the anxieties that English teachers face, offering focused and realistic solutions.

How do American girls compose and amend their identities? In this text, prominent scholars in their respective fields examine the complex social and cultural constructions that shape girls lives both in and out of school. The book looks at matters ranging from embedded issues of class, race, ethnicity, immigrant status, and sexuality to popular culture and personal histories.

Exploring the scholarly literature on gender and education, the successes and failures of feminist pedagogy, and girls practices with both traditional and non-traditional texts, as well as the primary sources of a material culture, the authors expose the myriad forces that script girls gender, identity, and literacy. The distinctive contribution of this book is to open up new discussions of girls in American classrooms today and to critically examine their experiences as they navigate preconceived notions of who they are while forming their personal and public identities, thereby helping teachers to better understand and create classroom experiences that make girls visible to themselves and to others.

Teaching with the Screen explores the forms that pedagogy takes as teachers and students engage with the screens of popular culture. By necessity, these forms of instruction challenge traditional notions of what constitutes education. Spotlighting the visual, spatial, and relational aspects of media-based pedagogy using a broad range of critical methodologies-textual analysis, interviews, and participant observation-and placing it at the intersection of education, anthropology, and cultural studies, this book traces a path across historically specific instances of media that function as pedagogy: Hollywood films that feature teachers as protagonists, a public television course on French language and culture, a daily television "news" program created by high school students, and a virtual reality training simulation funded by the US Army. These case studies focus on teachers as pedagogical agents (teacher plus screen) who unite the two figures that have polarized earlier debates regarding the use of media and technology in educational settings: the beloved teacher and the teaching machine.

Now adopted by over 40 states, the Common Core State Standards provide a clear and consistent framework for public school systems as they develop student learning goals that define the path to readiness for college, careers, and informed citizenship. While each state is developing its own procedures for adoption of the Standards, individual teachers will continue to hold the ultimate responsibility for devising lesson plans and tailoring instruction to meet these benchmarks. Making Language Matter will help prospective and practicing teachers develop lessons to meet the benchmarks enumerated in the Standards for the English Language Arts categories: language, speaking and listening, writing, and reading. A timely text for literacy education courses, it explores language topics within these categories and suggests pedagogical approaches and activities for use in 9-12 language arts classrooms. Using a linguistics approach to unify the study of all the language arts, it engages readers in learning how to help students make purposeful language choices essential for both academic and workplace success.