Successful Study is an essential guide for students embarking upon an education related Foundation Degree without previous study experience. The world of study at university can be a daunting and bewildering place for new students unfamiliar with the academic processes such as writing essays and presenting portfolios. This book offers clear and straight-forward explanations of how to prepare for study, how to work at higher education level and how to tackle assignments. Covering all aspects of educational study, and based on the experiences of real education professionals, this new edition has been fully updated to include: Clear links to work-based practices throughout Advice for students with disability Guidance on using e-resources Tips for managing your learning and increasing motivation How to think critically Reflective practice With case studies, tasks and opportunities for reflection, this accessible book has been specifically designed for those on Teaching Assistant, Early Years or related Foundation Degrees and will be an essential resource for those wanting to find the answers to study questions quickly and easily.

First published in 1985, this book looks at the victimisation of women, focusing on the four main areas of incest, rape, physical violence, and sexual harassment. Elizabeth Stanko's work is based on original research and interviews with police forces, victims and others involved. It examines women's experiences of male violence and looks at the reactions of those to whom women complain, including police officers, judges and union officials. The book analyses the decision making process of the criminal justice system and of administrative personnel at the time of publication, and Stanko shows how such institutions can be carriers of a male point of view.

Primary Teaching Assistants: Learners and Learning draws together ideas that are of central importance to teaching assistants and other support staff working in primary schools. It presents a rich variety of material written by teachers, teaching assistants, researchers and parents, that has been carefully chosen to offer a broad-based understanding of learning and the contexts in which learners can engage meaningfully with learning. This second edition has been thoroughly updated and includes new chapters on effective communication, anti-cyber bullying, bullying amongst girls, higher level teaching assistants, restorative justice, and informal learning. Bringing together different perspectives it examines: * the changing role of teaching assistants * the nature of learning and assessment * approaches to learning support and inclusive practice * the relationships that are central to learning and children's social development. Written for learning support staff and also their teaching colleagues, the book aims to enrich the contribution that adults can make to children's learning in schools.

Teaching Assistants are uniquely placed to support children's involvement with learning. The role of those who work alongside teachers in the classroom has changed dramatically in recent years and teaching assistants are increasingly involved in planning, teaching and assessing all aspects of the curriculum. This second edition has been thoroughly updated and includes new chapters on learning in gardens, children's play in virtual environments, specialist approaches for children with communication difficulties, the nature of learning at home, the place of poetry, child abuse, learning in a breakfast club, children's spelling, and the importance of playtime. Exploring the issues that are central to fostering children's learning, the book examines: strategies for supporting learning and assessment in English, maths and science inclusive and imaginative practices in all areas of learning home and community contexts for learning working practices which support professional development. Written for teaching assistants and also teachers, the book aims to enrich the contribution that teaching assistants, as team members, can make to children's learning.

This is the essential handbook to support you as you work towards Early Years Professional Status.
Taking a standard-by-standard approach, this text uses a balance of leadership and personal practice examples to guide you through achieving EYPS. Examining each of the 39 standards in turn, the book deconstructs their meaning and considers and offers advice on the best approaches to evidence them.

Key features:

• Each standard is 'unpicked', with difficult terminology explained and examples given of how the standards might translate into practice
• Interactive Reflection Points within chapters allow you to reflect on and improve your practice
• Provides a wealth of leadership and personal practice examples

This accessible text will be invaluable to all EYPS candidates in examining early years practice and support them in collating evidence for the EYPS assessment process.

This indispensable textbook provides the underpinning knowledge to support all Teaching Assistants working towards Level 3 of the National Occupational Standards.

This new edition incorporates and responds to all new materials and initiatives required to meet the revised and expanded 2007 standards.

The Essential Guide for Experienced Teaching Assistants:

• actively engages the reader in activities, developing reflective practice while giving the theoretical background to school-based work
• gives insight and information about pupils individual needs
• helps Teaching Assistants develop curriculum-based skills to enable more effective pupil, teacher and classroom support
• emphasises that Teaching Assistants are team members, supporting the school and being supported by the school
• enables Teaching Assistants to operate more independently, using their knowledge and initiative.

This indispensable textbook provides the underpinning knowledge to support all teaching assistants working towards Level 2 of the National Occupational Standards. This new edition is fully revised and extended to incorporate and respond to all new materials required to meet the 2007 standards. Taking into account current initiatives including Workforce Remodelling and the Every Child Matters agenda, the book can be used to support NVQs, or other Teaching Assistant awards at level 2, or can be used simply to supplement good practice. This accessible companion: actively engages the reader in activities, developing reflective practice while giving the theoretical background to school-based work gives insight and information about pupils' individual needs helps teaching assistants develop curriculum-based skills to enable more effective classroom support emphasises that teaching assistants are team members, supporting the school and being supported by the school. Contributions from specialist advisers ensure that the ideas and techniques are up to date, relevant and the best practice. All phases of education are covered, from the early years to later secondary years, and references are made to sources of further information throughout the book. The Essential Guide for Competent Teaching Assistants is invaluable in supporting both study and everyday practice. It will also be useful to training providers, teachers and school managers supporting Teaching Assistants in their professional development.

In this groundbreaking and forward-looking resource, Rita Cheminais clearly explains the impact of the Every Child Matters agenda for teachers working in a range of educational settings. Based on the latest national legislation and developments in education, the book provides an up-to-the-minute guide on how to respond to the exciting challenges and opportunities that lie ahead for teachers as extended schools develop. Coverage includes: An overview of the Every Child Matters Change for Children Programme and its impact on schools and teachers in learning communities How to access personalised learning opportunities for a diversity of learners New roles and responsibilities for teachers working with other paraprofessionals from within schools and from external services School self-evaluation, quality assurance and monitoring the five Every Child Matters outcomes aligned with the OFSTED inspection framework This accessible and user-friendly book provides a wealth of practical resources, including photocopiable sheets and positive solution-focused advice, to support busy teachers trying to keep pace with the amount of new legislation regarding the Change for Children Programme. It is also ideal for all those involved in supporting teachers in schools in responding to new ways of working - senior managers, advisers, inspectors, educational psychologists, ITE lecturers and health and social services professionals.

Strategic Planning for School Leaders equips readers with critical knowledge regarding the practices and leadership skillsets needed to establish and lead the strategic planning process within the school setting. Readers learn how to cultivate and channel visionary, curriculum, managerial, cultural, ethical, and political leadership to create effective school improvements and support academic achievement. The opening chapter defines strategic planning and illuminates how the strategic planning process applies within the school setting. Additional chapters cover the Every Student Succeeds Act; conducting needs assessments and analyzing the resulting data; developing and prioritizing goals and objectives; and the importance of consistently building the instructional abilities of those who are working with and teaching students. Closing chapters demonstrate how to effectively monitor, assess, and evaluate strategic plans with emphasis on the cyclical nature of the strategic planning process and the need for ongoing, continuous improvements. Featuring practical illustrations of the strategic planning process, vignettes based on the authors' experiences, and ample reflection opportunities, Strategic Planning for School Leaders is a valuable resource for courses and programs in educational leadership and school administration.

The 'Get to Know Me' series is aimed at children with additional needs and those who support them in the classroom. Developed by child psychologist Dr Louise Lightfoot and illustrated by Catherine Hicks, the resources in this series include activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). This book, Sammy Sloth, has been designed to support the individual child but also to be used in whole class teaching, to encourage an empathetic and inclusive environment. In this book, we meet Sammy, a sloth who lives in a beautiful tree by the sea. The story follows Sammy as he wakes up one day to find he feels funny and strange. He can't sit still and does not feel like his usual happy and relaxed self. After pacing up and down he meets Anna the Armadillo who tells Sammy that he is silly and has no right to be sad when his life is good. Sammy hears this and feels embarrassed and ashamed of how he has been feeling. Sammy hides away until he meets a kind lizard who shows him kindness and empathy. This book was written with children with anxiety in mind, providing an opportunity to relate to Sammy's thoughts, feelings, behaviours and experiences. However, children with a range of needs may benefit from the story. The book is written in a narrative style, so it does not use diagnostic labels and is not intended for this purpose. Instead the focus is on creating a common language which children can understand and use to make sense of how they are feeling. A practitioner guidebook (ISBN 9780815349419) and draw along version (ISBN 9780815349426) are also available.

Adjectives, 2nd Edition is designed to help develop comprehension and expression of adjectives. Comprising 48 fully-updated colour flash cards - typically shown with the adjective opposite in meaning where it exists - the cards assist with building pre-language concepts, practising the use of newly-learned skills, developing verbal comprehension and extending vocabulary. Developed with experienced Speech and Language Therapists, this second edition of our bestselling resource contains the concepts and vocabulary shown relate to common experiences, and have been selected for use with a range of ages, interests and abilities. This 2nd edition is a valuable intervention to support SLTs, SENCOs and teachers develop pupils' comprehension and expression of adjectives. The included instructions are available in nine languages - English, Dutch, French, German, Italian, Janapese, Portuguese, Spanish and Swedish. Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.

Originally published in 1986. Those involved in management in schools are being urged to develop their management skills and many courses are developed for this purpose. At the same time many new issues have arisen which require attention from managers in schools. These include: staff appraisal, curriculum evaluation and action research. This book examines major topics of present concern in the management of secondary schools. It presents much new thinking on these major problems and reports on particular initiatives. The aim is to help improve practice, both by helping trainers focus their courses correctly and by encouraging those involved in school management to approach their work more purposefully. School management is treated from the perspective of the industrial trainer, the Local Education Authority, higher education and the school practitioner.

This practical teaching resource has been designed to give children aged 9-12 the basic tools required to challenge some of the conflicting information which they may encounter in everyday life. With increasing exposure to modern information technology and social media, amongst other things, children are increasingly exposed to misleading information that can seriously influence their worldview and self-esteem. The sooner they are helped to approach some of this material with a critical eye, the better they will be able to make independent judgements and resist undue persuasion. Key features of this book include: * Short texts designed to give opportunities for critical examination, created to be points of discussion with individuals, groups or whole classes * Topics covering seven areas of critical thought, ordered in level of difficulty, including finding contradictions, and detecting bias and fake news * Supporting teacher prompts and questions, as well as photocopiable resources without prompts The ability to question and evaluate information is an essential life skill, as well as a key skill for academic learning, yet it remains one of the most challenging aspects of comprehension to teach. This is a vital text for teachers, teaching assistants and other professionals looking to develop critical thinking skills in their students.

Becoming Buoyant shows teachers how they can help students to bounce back from daily setbacks and challenges. Drawing on the five main principles of academic buoyancy - confidence, coordination, control, composure and commitment - it investigates the evidence base from which the techniques are drawn and offers practical guidance on applying them in the classroom. Emphasising the role played by internal and external factors, as well as wider school and community influences, the book offers practical guidance on: Choosing and pursuing personal goals Overcoming procrastination Recognising and dealing with anxiety How to use motivation, anxiety and stress management as ways to encourage and nurture self-efficacy. Written by an experienced teacher and chartered psychologist, Becoming Buoyant is essential reading for all teachers that want their students to be resilient and flourish in the classroom.

Study Skills for Foundation Degrees offers a step-by-step guide to the skills needed to successfully complete a Foundation Degree. Filled with activities and useful tips, it will help students to move from nervous novice to confident expert and provide them with the necessary tools to accomplish this. By reading this book, students will be able to learn new skills and enhance existing ones. This third edition has been fully updated and features new chapters on e-learning and dissertations as well as expanded sections on ethics, feedback and referencing. Each chapter includes practical guidance as well as student perspectives that will help students through their course of study. It includes advice on how to support learning, boost motivation and enhance time management, and covers all the essential skills required for successful study, including: Effective reading and note-taking strategies Developing oral skills in a wide range of presentation settings, including what makes a good presentation and how each stage of the process can be prepared for Carrying out well-planned, methodologically sound and well-written research Preparing for examinations and other forms of assessment Producing a professional development portfolio or winning CV Highly accessible, this new edition is an essential resource for all Foundation Degree students who want to get the most out of their course, mature students or anyone with limited or no experience of academic study.

This accessible guide supports school and education settings in co-producing SMART targets for education health and care plans, SEN support plans and Personal Education Plans. The book encourages educators to collaborate with children, young people and their caregivers to gain an in-depth understanding of their views, aspirations, strengths and areas of challenge, and to write purposeful, specific, measurable and achievable targets. Each chapter offers successful approaches to capture authentic voice, with a variety of contributors sharing their journey to improve child and family leadership by developing child-centred approaches in their contexts. The book includes case studies and reflective activities to further support the reader with creative and innovative approaches to SMART targets that are underpinned by the child's perspective. With contributions from a range of schools, and across age phases, this book encourages and enables collaboration with children, young people and their caregivers, and will be essential reading for SENCOs, designated leads for safeguarding, teachers and senior leaders in both mainstream and specialist settings.

This unique study uncovers the lives and working conditions of a group of individuals who are usually rendered invisible on college campuses, the custodians who daily clean the offices, residence halls, bathrooms and public spaces. In doing so it also reveals universities' equally invisible practices that frequently contradict their espoused values of inclusion and equity, and their profession that those on the margins are important members of the campus community. This vivid ethnography is the fruit of the year's fieldwork that Peter Magolda undertook at two universities. His purpose was to shine a light on a subculture that neither decision-makers nor campus community members know very much about, let alone understand the motivations and aspirations of those who perform this work; and to pose fundamental questions about the moral implications of the corporatization of higher education and its impact on its lowest paid and most vulnerable employees. Working alongside and learning about the lives of over thirty janitorial staff, Peter Magolda becomes privy to acts of courage, resilience, and inspiration, as well as witness to their work ethic, and to instances of intolerance, inequity, and injustices. We learn the stories of remarkable people, and about their daily concerns, their fears and contributions. Peter Magolda raises such questions as: Does the academy still believe wisdom is exclusive to particular professions or classes of people? Are universities really inclusive? Is addressing service workers' concerns part of the mission of higher education? If universities profess to value education, why make it difficult for those on the margins, such as custodians, to "get educated." The book concludes with the research participants' and the author's reflections about ways that colleges can improve the lives of those whose underpaid and unremarked labor is so essential to the smooth running of their campuses. Appendices provide information about the research methodology and methods, as well as a discussion of the influence of corporate managerialism on ethnographic research.

The book is aimed at all those studying on Foundation Degrees in supporting primary and early years teaching and learning, and particularly those working at levels 4 and 5. It is written in an accessible style with a focus on work-based professional development and encourages critical reflection throughout. It starts with a discussion of reflective practice, and includes helpful guidance on developing effective study skills. Each chapter then focuses on a key topic in education, learning and development, considers any relevant policies and legislation, examines educational theories in relation to professional practice and provides concise case studies to contextualise the learning. It provides up-to-date and relevant material on supporting the new national curriculum, safeguarding, SEN and inclusion issues, and schools as organisations. It also covers the competencies for Higher Level Teaching Assistants.

Drawing on the lessons from one of the world's leading research and development efforts involving teaching assistants (TAs), this book is the authors' most authoritative text yet on how to design a whole school plan to improve TAs' deployment, practice and preparedness, and put it into action. The authors use robust theories and original research to explore an innovative and integrated approach to making the most of TAs, and recognising the valuable contributions they make to the classroom and the school. Structured around a unique and empirically sound conceptual framework, this book provides essential principles, practical tools and workable strategies, developed through collaboration with hundreds of UK schools. It focuses on ensuring TAs can thrive in their role, and presents the tools and techniques needed to do so accessibly, and is illustrated with case studies on school and classroom practices. Essential reading for all primary school leaders and SENCOs responsible for training and managing TAs, this book is also a useful resource for teachers and teaching assistants looking to optimise the TAs' contributions. Used in combination with The Teaching Assistant's Guide to Effective Interaction, Maximising the Impact of Teaching Assistants in Primary Schools is a comprehensive and unrivalled guide to supporting school workforce improvement.

The college years can be some of the most vibrant and transformative in an individual's life, but they are also fraught with uncertainty. The resident advisor or assistant (RA) not only confronts these decisions for him or herself but must also help his or her residents navigate the world of important decisions which the undergraduate experience presents. Lessons Learned is the definitive volume for training RAs to become comfortable with their roles as student leaders. Over four dozen common RA mistakes are discussed, chapter-by-chapter, in the form of individual letters written by experienced RAs to new staff members. Each chapter includes thought-provoking discussion questions, a list of internet and media resources, and additional tips related to each situation. Now in its second edition, this updated volume provides a new overview of student developmental theory and covers a host of new topics, including evolving thought on 21st century predicaments such as social media, texting and the Internet. This is an important text for beginning and experienced RAs, as well as for the university staff who train these crucial pillars of the university community.

This third edition of Supporting Inclusive Practice builds on the successful format of the previous two editions, both in content and structure. It explores many aspects of inclusive practice relevant to those who work with children in schools and other educational settings, aiming to provide the most up-to-date theoretical knowledge and understanding in the field, and illustrating the theory with examples of good practice in the areas explored. Many of the topics that have appeared in the previous editions, including supporting children for whom English is a second language, children on the autistic spectrum and children with neurodiversity conditions, also appear in this edition. The revised content of this third edition also covers recent and relevant changes in national policy and legislation, particularly, for example, around changes in equality and disability, same-sex parenting and transgender children and parenting policy and legislation. It explores the impact on aspects of inclusive practice legislation such as the Equality Act 2010, Marriage (Same Sex Couples) Act 2013 and the Children and Families Act 2014. It also explores in detail the revised 2014 SEN Code of Practice and the introduction of the pupil premium in 2011, which provides support for the education of children from low income families or who may be children who are fostered or in care. Throughout, the book is informed by the solution-focused social model of special educational needs and disability, and reflects current national policy that sees inclusive practice as fundamental to ensure equality of educational opportunity is achieved for all children.

This unique study uncovers the lives and working conditions of a group of individuals who are usually rendered invisible on college campuses, the custodians who daily clean the offices, residence halls, bathrooms and public spaces. In doing so it also reveals universities' equally invisible practices that frequently contradict their espoused values of inclusion and equity, and their profession that those on the margins are important members of the campus community. This vivid ethnography is the fruit of the year's fieldwork that Peter Magolda undertook at two universities. His purpose was to shine a light on a subculture that neither decision-makers nor campus community members know very much about, let alone understand the motivations and aspirations of those who perform this work; and to pose fundamental questions about the moral implications of the corporatization of higher education and its impact on its lowest paid and most vulnerable employees. Working alongside and learning about the lives of over thirty janitorial staff, Peter Magolda becomes privy to acts of courage, resilience, and inspiration, as well as witness to their work ethic, and to instances of intolerance, inequity, and injustices. We learn the stories of remarkable people, and about their daily concerns, their fears and contributions. Peter Magolda raises such questions as: Does the academy still believe wisdom is exclusive to particular professions or classes of people? Are universities really inclusive? Is addressing service workers' concerns part of the mission of higher education? If universities profess to value education, why make it difficult for those on the margins, such as custodians, to "get educated." The book concludes with the research participants' and the author's reflections about ways that colleges can improve the lives of those whose underpaid and unremarked labor is so essential to the smooth running of their campuses. Appendices provide information about the research methodology and methods, as well as a discussion of the influence of corporate managerialism on ethnographic research.

Behaviour Management and the Role of the Teaching Assistant draws on the latest research as well as teaching assistants' own views to enable readers to reconsider TA deployment and to maximise the benefits TAs have to offer in supporting children's behaviour. It considers the difficulties facing TAs, summarises the key stages in the evolution of their role in the classroom and highlights the significant challenges of TAs' role definition. Using current research findings, this book provides guidance and practical activities to support schools in empowering TAs to work with children whose behaviour challenges. Each chapter considers a range of strategies for working with TAs, as well as the strengths and limitations of these approaches. There are also a range of self-/school-auditing and self-evaluation tasks with key points to consider and practical in-school suggestions at the end of each chapter. This is essential reading for professionals at all levels working in schools wanting to understand how teaching assistants can best be supported to successfully manage behaviour in schools.

This book is principally written for entry-level student affairs and non-profit staff who develop and facilitate social justice education workshops and structured conversations, as well as for student peer educators who are often employed to assist in the facilitation of such workshops for their peers. It is suitable for anyone starting out to do such work. It provides readers with a practical framework and hands-on tools to craft effective and positive interventions and workshops that are relevant to context and are true to the facilitator's own circumstances. It offers a succinct but comprehensive introduction to the planning, design, and facilitation of social justice experiences, grounding readers in relevant theory, taking into account participants' prior understandings of issues of race and privilege, institutional environment and campus climate, and the facilitator's positionality. It provides guidance on defining outcomes and developing content and exercises to achieve workshop goals. Starting from the premise that the facilitation and delivery of social justice education experiences should be grounded in scholarship and that such experiences can only achieve their ends if crafted to meet the unique characteristics and circumstances of the institution and workshop participants, the authors begin by synthesizing current theory on social justice education and cultural competence, and then guiding readers on analyzing the context and purpose of their workshop. They provide readers with an easy to follow five-part framework to systematically design social justice education workshops and structured conversations and to assess the resulting learning. Particularly valuable for those starting out in this work is guidance on facilitation and on the use and selection of exercises to align with goals and participants' characteristics and social identities.

First published in 1991. This work is about training and special education needs in the international arena. The book was commissioned as a result of the 1990 International Special Education Conference in Cardiff. The contributors, from the USA, Canada, Africa and the United Kingdom, have focused on innovative approaches to staff training. The identification of a contribution as innovatory has been done on the basis of either the description of an alternative method of planning or delivery, a focus of a frequently ignored client group or in relation to the existence of specific problems which affect the provision of training.