This book summarizes structural, reproduction, and resistance theories of education and provides a social research approach to problems of social inequity. It analyzes how these perspectives contribute to the political analysis of the production of early school departures and the consequent disadvantages and poverty. Fagan follows a deconstructive approach to research methodology that presents a text in which real characters and events are brought to life. Dublin working-class kids speak for themselves, tell their stories, and discuss their futures openly. They describe their schooling and their colorful responses to situations that seemed meaningless or demeaning when they were in school. They share their insecurities about the future and their experiences with poverty and unemployment outside the mainstream of middle-class society. As a unique contribution to cultural studies and a rare ethnographic glimpse of Irish urban society, this study establishes a model in educational and sociological research.

Written by experts in the field, this book explains the principles of effective vocabulary instruction for the modern language classroom. While many language classrooms rely on practices which can be outdated, idiosyncratic or ill-advised, this book overviews the research and background necessary to successfully integrate vocabulary instruction into the curriculum in a systematic way. Starting with the common gaps in vocabulary instruction, Milton and Hopwood demonstrate how students' development of a large, communicative lexicon, with an understanding of word structure and collocations, is an essential component of language instruction. The book addresses goal setting, curriculum design, word selection, how words are learned, learning in and outside of the classroom and more. It also addresses common myths about teaching vocabulary in the United Kingdom and around the world. This comprehensive text fills an important gap in the literature and is ideal for undergraduate and postgraduate courses in world language/foreign language methods and language methods courses.

Exam Board: AQA Academic Level: GCSE Subject: History: Power and the people: c1170 to the present day First teaching: September 2016 First Exams: Summer 2018 Designed for hassle-free, independent study and priced to meet both your and your students' budgets, this combined Revision Guide and Workbook is the smart choice for those revising for AQA GCSE (9-1) History and includes: A FREE online edition One-topic-per-page format 'Now Try This' practice questions on topic pages Exam skills pages including Worked examples with exemplar answers Exam-style practice pages with practice questions in the style of the exams Guided support and hints providing additional scaffolding, to help avoid common pitfalls Full set of practice papers written to match the specification exactly

'Brimming with useful ideas from start to finish... As usual, Jon's knowledge, wisdom and passion for all things education shine through. A brilliant read.' - Pete Jackson, Assistant Headteacher, @PeteJackson32 Looking to develop your skills so you can be successful as a head of year? Striving to get into pastoral leadership as a middle leader? Then Succeeding as a Head of Year is the ultimate guide for you! Adopting an easy-to-follow, chronological approach, Jon Tait takes you through everything you need to know to be an outstanding head of year: * Applying for your first post * Navigating interviews * Leading a team of form tutors * Managing student behaviour * Working with parents * Supporting specific year groups With tips on finding the right post and sailing through the interview process and advice on day-to-day practice and challenges, this is the ideal compendium for navigating this role. Written by an experienced pastoral leader and including case studies with aspiring, current and former middle leaders, this book is filled with practical, honest and open guidance to help you succeed as a head of year.

This volume introduces the concepts of income and optimal choice to the realms of brain activity and behavior regulation. It begins by developing the concept of the Income-Choice approach in the field of biological control systems, then deals with the problems of control of brain activity, and finally presents a model of behavior disturbance based on the idea that its cause is a definite and simple change in the income system of the organism. Other areas to which the proposed Income-Choice approach could be applied are also addressed including the origin of the epileptic aura and why it is a predictor of the imminent attack, the mechanism of the phenomena of "personality switching" in schizophrenics, and the possible connection between schizophrenic- like symptoms and epileptic status. Written nearly 20 years ago in Russia and now published in the West, this book will be of value to many professionals in related fields. This volume introduces the concepts of income and optimal choice to the realm of brain activity and behavior regulation. It begins by developing the concept of the Income-Choice approach in the field of biological control systems, then deals with the problems of control of brain activity, and finally presents a model of behavior disturbance based on the idea that its cause is a definite and simple change in the income system of the organism. Other areas to which the proposed Income-Choice approach could be applied are also addressed, including the origin of the epileptic aura and why it is a predictor of the would-be attack, the mechanism of the phenomena of "personality switching" in schizophrenics, and the possible connection between schizophrenic- like symptoms and epileptic status. Originally written nearly 20 years ago in Russia and now published for the first time in the West, this book will be of value to many professionals in related fields.

Departmental improvement is the key to whole school improvement. This book complements existing programs of professional development and training on both national and local levels. Heads of department and subject leaders in secondary schools will find this professional handbook essential for planning in-service training, improving the effectiveness of the department, and developing personal leadership abilities. This book combines well-founded professional development theory with practical suggestions. It has been written in an open and accessible way with photocopiable inset activities that have been tried and tested in training situations.

Achieving Outstanding Classroom Support in Your Secondary School shows how secondary school teachers and other school staff can work with Teaching Assistants to ensure that classroom support is maximised and an optimum working relationship is developed. Based on research taken directly from the classroom, all recommendations and guidelines explored in this book are based on the findings of those who have consulted Teaching Assistants about their work, in order to better understand the dynamics of classrooms where at least one of the adults present is supporting the other, directly or indirectly. Topics studied include: Understanding the roles and responsibilities of the Teaching Assistant What the research tells us about Teaching Assistants How to plan before the lesson How to involve the Teaching Assistant in the lesson How to provide feedback and advocacy for the Teaching Assistant after the lesson This accessible text provides a highly supportive framework to prompt teachers to be proactive and plan ahead for effective use of their Teaching Assistants in the classroom and will be of interest to all secondary teachers, SENCOs, heads of departments and school managers.

How can you effectively motivate young people to engage with foreign language learning? How can young people engage with new ideas and cultural experiences within and outside the classroom? The new edition of A Practical Guide to Teaching Foreign Languages in the Secondary School offers straightforward advice and inspiration for training teachers, NQTs and teachers in their early professional development. Written by a team of expert professionals, it offers a wide range of strategies for successful teaching in the languages classroom. Key topics covered include: Helping pupils develop better listening skills Effective speaking activities Choosing the best texts and technology for reading skills Teaching grammar Internet tools and services for teaching and learning Integrating formative assessment The intercultural dimension of language teaching Collaborating with primary schools and successful transition Teaching Arabic and Mandarin Working with TAs and FLAs Classroom research and reflective practice This fully revised and updated second edition includes new chapters on homework, motivation and less widely taught languages, while the core sections on reading and writing, planning, and culture and diversity have been significantly updated to reflect important changes in research, practice and policy. A Practical Guide to Teaching Foreign Languages in the Secondary School extends the popular Learning to Teach Foreign Languages in the Secondary School by providing detailed examples of theory in practice, based on the most up-to-date research and practice, as well as links to relevant sources supporting evidence-informed practice. It is an essential compendium of support and ideas for all those embarking upon their first steps in a successful career in teaching foreign languages.

Updated to reflect the latest thinking and includes new material on Religion and Worldviews and Inclusion and RE A one-stop-shop handbook for new and non-specialist RE teachers looking for a succinct guide to effective teaching and essential subject knowledge. Written by an experienced teacher, teacher education and examiner who knows exactly what teachers are looking for and what they're most concerned about. Cover key areas of teaching such as lesson planning and assessment plus a guide to each Key Stage. Offers a new common-sense pedagogy based on the best of best pedagogies out there, which has been tried, tested and refined in a range of secondary schools in the UK. An emphasis throughout on how religious education can promote understanding, tolerance and respect.

This volume focuses on family and community connections with education during the high school years. In comparison to the wealth of attention that has been focused on involving parents with schools during the early childhood and elementary school years, less attention has been directed to parents of high school students and fewer educational programs have been developed to forge connections between family, community, students, and educators at the high school level. Researchers have found that family and community have a very significant impact on student achievement and on post secondary attainment despite the considerable decline in parental involvement by high school. Educators know that family and community factors are important for student success in high school while, at the same time, they identify working with families and connecting the curriculum to the community as difficult. Currently, scholars from various fields are involved in conducting research to better understand how schools can best enhance the education of the young through interactions with students' families and communities. Educational practitioners also are pioneering efforts to involve and serve families as well as to connect with communities in order to enrich the educational environment and enlarge opportunities for students, teachers, families, and community members. This volume, which will be of interest to both researchers and educators, reflects the interdisciplinary nature of the field. The contributors were recruited from diverse fields and workplaces. Chapters are organized into two sections to reflect whether the genesis of the work described is from theory and research or from practice and policy. Chapters originating from theory and research address: adolescent development and family involvement; the role of family and community in extracurricular activity participation; and the evolution of trust relationships in school community partnership development. Chapters originating from practice and policy address: transition to high school, using the community as a 'text' for learning; career education partnerships with businesses, post secondary institutions, and community organizations; as well as, state policies and programs that support parental involvement in postsecondary planning.

Being literate in an academic discipline means more than simply being able to read and comprehend text; it means you can think, speak, and write as a historian, scientist, mathematician, or artist. Doug Buehl strips away the one-size-fits-all approach to content area literacy and presents a much-needed instructional model for disciplinary literacy, showing how to mentor middle and high school learners to become "academic insiders" who are college and career ready. This thoroughly revised second edition of Developing Readers in the Academic Disciplines shows how to help students adjust their thinking to comprehend a range of complex texts that fall outside their reading comfort zones. This book -a natural companion to Buehl's Classroom Strategies for Interactive Learning, which has been bolstering student comprehension for almost three decades-provides the following supports for teachers: Instructional tools that adapt generic literacy practices to discipline-specific variations Strategies for frontloading instruction to activate and build background knowledge New approaches for encouraging inquiry around disciplinary texts In-depth exploration of the role of argumentation in informational text Numerous examples from science, mathematics, history and social studies, English/language arts, and related arts to show you what vibrant learning looks like in various classroom settings Developing Readers in the Academic Disciplines introduces teachers from all disciplines to new kinds of thinking and, ultimately, teaching that helps students achieve new levels of understanding.

Young Adult Literature: Exploration, Evaluation, and Appreciation is an exciting new book developed to identify for teachers how to better connect adolescents with good literature. Comprehensive enough to ensure that teachers understand today's adolescents and the literature that will engage them, yet slim enough to ensure readers have the opportunity to read the books themselves, this book will help teachers provide a rich educational experience for adolescents throughout the middle and secondary curriculum while nourishing their love of reading. This book addresses adolescent culture and the types of literature that engage adolescents, including horror, graphic novels, comic books, and many forms of media, more thoroughly and insightfully than any other on the market. Middle and Secondary Inservice Teachers and Reading Specialists.

This book brings together leading scholars of education to analyze different ways of looking at school. Steinberg, Kincheloe, and a group of contributors argue that the goals of education are reduced by a superficial public conversation. Simplistic political views and strategies for reform ignore the complexity of the educational process. The debate over the purpose of schooling is lost. This dynamic produces an impoverished debate about the role of schools in a democratic society, the nature of learning, what constitutes good teaching, diverse ways of evaluating educational excellence, and a myriad of other pedagogical issues. "What You Don't Know About Schools" gives professors, students of education, and teachers new strategies and goals for the future of schooling in the United States.

For Middle and Secondary Mathematics Courses. Teaching Secondary and Middle School Mathematics combines up-to-date technology and research with a vibrant writing style to help teachers grasp curriculum, teaching, and assessment issues as they relate to secondary and middle school mathematics. Designed for pre-service or in-service teachers, the fourth edition presents concise, current, and meaningful descriptions of what it takes to be an effective teacher of mathematics. This extensively revised resource offers a balance of theory and practice, including a wealth of examples and descriptions of student work, classroom situations, and technology usage to assist any teacher in visualizing high-quality mathematics instruction in the middle and secondary classroom.

This book explores boy-focused education policy and how different educators struggle to implement or resist it in their schools. Weaver-Hightower examines masculinity politics in Australia and the United States, mapping how these politics create panic over raising and educating boys the "Right" way. Contextualizing this policy with movements for boys' education around the world, this book offers progressive strategies for resisting conservative, regressive, anti-feminist programs for boys.

Praise for previous editions:- 'A wealth of theory, research, practical advice, case studies and tasks in one volume...Indispensable for both HEI tutors and mentors, and an important book to recommend to all MFL students.' - Language Learning Journal 'Presenting clear, straightforward, factual information on all current issues facing MFL student teachers ... An excellent reference guide during the first years of teaching.' - Mentoring and Tutoring Learning to Teach Foreign Languages in the Secondary School has established itself as the leading textbook for student teachers of foreign languages in the UK and internationally. The practical focus is underpinned by a theoretical perspective and backed up by the latest research, encouraging you to develop a personal approach to foreign language teaching. This new, fourth edition, has been comprehensively updated to take account of recent policy and curriculum changes, and now covers a range of relevant statutory frameworks. Fully revised chapters cover the key knowledge and skills essential for becoming a foreign language teacher: What can we learn from research into language teaching and learning? Teaching methods and learning strategies Creating a meaningful learning environment Transition from Primary to Secondary The role of digital technologies Teaching in the target language Receptive skills and productive skills Teaching and learning grammar Planning and reflecting on classroom practice Pupil differences and differentiation Assessment for and of learning It includes many examples of how to analyse practice to ensure pupil learning is maximised, together with activities and tasks to support you as you analyse your own learning and performance. Learning to Teach Foreign Languages in the Secondary School provides practical help and support for many of the situations and potential challenges you are faced with in school. It is an essential purchase for every aspiring secondary foreign languages school teacher.

Collaborative School Leadership investigates how and why more collaboration is taking place in a wide range of settings in the UK, South Africa, New Zealand, China, the USA, the Seychelles, Tanzania and Greece, and considers the implications for leadership and the overall effectiveness of schools. David Middlewood, Ian Abbott and Sue Robinson explore various models of collaboration, considering their strengths, weaknesses and how they affect school leadership, including: * executive leadership * school-to-school collaboration * federations * alliances * academy chains. The supportive structure of each chapter, with bullet point introduction, case studies, points of reflection, further reading and summaries, guides the reader and supports learning. Drawing on research, the authors identify the key areas for consideration, addressing questions such as: * Where does leadership reside in collaborating partnerships? * Who exactly are the leaders? * What impact does this leadership have on others -staff, parents, governors, learners? * What kind of leadership development is desirable? They look at the fact that the skills and approaches used by leaders of single schools are not automatically transferable to the leadership of several schools and propose possible ways forward for leadership and consider potential implications for education systems as a whole. They provide both an invaluable insight and also a practical guide for the school leaders of tomorrow.

Our schools are failing your kids. In "Listen to Your Kids, " author and veteran teacher Thomas Harvey explains the why and tells you what you can to do help solve this crisis. A personal account from the front lines of education's battlefield-the classroom-"Listen to Your Kids" provides a broad discussion of secondary education and invites parents, teachers, and administrators to open an honest and thought-provoking dialogue about educational reform. Harvey demonstrates how school reform should not be about money or testing but rather about nourishing each student's soul. Sharing powerful personal approaches to connecting with teenagers, he imparts simple strategies for transforming indifferent, angry, and struggling students into optimistic and successful young adults. Filled with anecdotes and letters from students, "Listen to Your Kids" presents a how-to manual for creating emotionally rich and respectful relationships that are powerful antidotes to the apathy felt by so many students toward school. It provides ample evidence to show that an emotionally healthy educational environment produces academically healthier kids.

This volume focuses on innovative school-university-community collaborations that are being implemented in rural places in the United States. A foundational belief that underpins the contributions to this volume is that rural communities contain within themselves the resources to promote and sustain vibrant educational endeavours. This belief has inspired a wealth of innovations that collectively offer a countervailing perspective to the view that global competitiveness is the preeminent goal of education, and that this goal is best served by "big education." Since early last century, there has been a pervasive implicit, and sometimes explicit, assumption that rural places are bereft of the ability to educate children effectively. As repeatedly witnessed in this volume, in collaboration with universities, schools in rural places and the communities that both sustain and rely on them can appropriately configure the educational environment to optimally nurture the intellectual growth of children. The chapters in this volume are grouped into three parts that explore, in turn, the design features of innovative school-university-community collaborations, some novel approaches to such collaborations, and the contours of parental and community involvement in such collaborations. Chapters discuss both larger scale collaborations that involve many school districts across wide-spread regions, and smaller scale collaborations that involve intensive engagements among the educators and members of smaller communities, and offer theoretical insights into the collaborative process itself. As mentioned above, two narrative threads run through the chapters: that effective collaborations address goals and aspirations expressed by those who are privileged to live in rural America, and that effective collaborations are oriented to building on the strengths inherent in the social fabric of those rural communities.

Enhance your teaching with expert advice and support for Key Stages 3 and 4 Physics from the Teaching Secondary series - the trusted teacher's guide for NQTs, non-specialists and experienced teachers. Written in association with ASE, this updated edition provides best practice teaching strategies from academic experts and practising teachers. - Refresh your subject knowledge, whatever your level of expertise - Gain strategies for delivering the big ideas of science using suggested teaching sequences - Engage students and develop their understanding with practical activities for each topic - Enrich your lessons and extend knowledge beyond the curriculum with enhancement ideas - Improve key skills with opportunities to introduce mathematics and scientific literacy highlighted throughout - Support the use of technology with ideas for online tasks, video suggestions and guidance on using cutting-edge software - Place science in context; this book highlights where you can apply science theory to real-life scenarios, as well as how the content can be used to introduce different STEM careers Also available: Teaching Secondary Chemistry, Teaching Secondary Biology

Enhance your teaching with expert advice and support for Key Stages 3 and 4 Biology from the Teaching Secondary series - the trusted teacher's guide for NQTs, non-specialists and experienced teachers. Written in association with ASE, this updated edition provides best practice teaching strategies from academic experts and practising teachers. - Refresh your subject knowledge, whatever your level of expertise - Gain strategies for delivering the big ideas of science using suggested teaching sequences - Engage students and develop their understanding with practical activities for each topic - Enrich your lessons and extend knowledge beyond the curriculum with enhancement ideas - Improve key skills with opportunities to introduce mathematics and scientific literacy highlighted throughout - Support the use of technology with ideas for online tasks, video suggestions and guidance on using cutting-edge software - Place science in context; this book highlights where you can apply science theory to real-life scenarios, as well as how the content can be used to introduce different STEM careers Also available: Teaching Secondary Chemistry, Teaching Secondary Physics

Response to Intervention (RTI) is an intervention model designed to assist all students regardless of their academic ability. It seeks to assist students who are struggling in academics by providing them with targeted assistance in the form of tutoring, pull-out services, and differentiated classroom instruction. Examining Response to Intervention (RTI) Models in Secondary Education highlights the application of the RTI model to secondary schools through instructional strategies and real-world examples of how this model can be used at the middle and high school levels. Through a series of informative and timely chapters written by global educational specialists, this publication is ideally designed for use by middle and high school teachers and school administrators as well as professors and students in upper-level Educational Leadership and Secondary Education programs.

Questions about land control have invigorated thinkers in agrarian studies and economic history since the nineteenth century. Exclusion, alienation, expropriation, dispossession, and violence animate histories of land use, property rights, and territories. More recently, agrarian environments have been transformed by processes of de-agrarianization, urbanization, migration, and new forms of primitive accumulation. Even the classic agrarian question of how the social relations of agriculture will be influenced by capitalism has been reformulated at critical historical moments, reviving or producing new debates around the importance of land control.

The authors in this volume focus on new frontiers of land control and their active creation. These frontiers are sites where established power relationships are challenged by new enclosures and property regimes, producing new social and environmental dynamics in their stead. Contributors examine labor and production processes engaged by new configurations of actors, new agrarian and environmental subjects and the networks connecting them, and new legal and violent means of challenging established or imminent land controls. Overall we find that land control still matters, though in changed degrees and manners. Land control will continue to inspire struggles for a long time.

This book was originally published as a special issue of the Journal of Peasant Studies.

This book explores teaching and learning through science investigation and practical work. It draws upon two representative case studies from New Zealand and examines what students are learning from science investigation; in addition, it identifies and describes ways in which teachers can make changes that benefit student learning when given time to reflect and respond to research literature and findings. The book illustrates how teaching through science investigations in ways that are informed by research can lead to positive learning outcomes for students. As such, it offers valuable insights for practitioners, researchers, and educators with an interest in learning through science investigation.

This book offers an introduction to descriptive and inferential statistics tailored to the teaching and research needs of K-8 educators. Using statistics to tell a story, veteran teacher educator Robert Rosenfeld pushes readers away from simply performing a calculation to truly understanding the statistical concepts themselves. In addition to helping educators develop this statistical habit of mind, Rosenfeld also focuses on developing an understanding of the statistics in published research and on interpreting school data, which can be applied in school assessment and educational research. Features of this must-read resource include: Numerous exercises and activities throughout that are related specifically to the world of educators and are designed to foster conversation and small group discussion. Connections drawn between statistics and the regular mathematics curriculum to aid teachers who do classroom-based action research. A section covering the basic concepts of standardized tests, such as summative versus formative assessment, and standards-based versus norm-referenced tests. Accessibly written and conversational in tone, Statistics for K-8 Eductors provides the technical foundation to help teachers make good sense of quantitative information connected to their classrooms and to their schools.