Originally published in 1967, this book illustrates how, during the nineteenth century, the idea grew up that the provision of universal education was one of the functions of the state.

"Schoolyard-Enhanced Learning" shows how the school grounds--regardless of whether your school is in an urban, suburban, or rural setting--can become an enriching extension of the classroom. In this comprehensive handbook, Herb Broda blends theory and practice, providing readers with practical suggestions and teacher-tested activities for using the most powerful audio-visual tool available--the outdoors.

Emphasizing the practical, this innovative book offers teachers step-by-step guidance to help ensure success when they take a class outside. It provides: Background that helps present the case for outdoor learning: educational theory that supports the concept; overview of the terminology; research on the benefits related to student achievement; alignment of outdoor learning with current teaching practices.Ideas for making the schoolyard an effective outdoor classroom: the planning process; enhancing and maintaining the site; developing gardens and attracting wildlife; finding community resources and funding.Advice on working with a class outdoors: garnering administrative and parental support; considerations before going out; making the most of your outdoor time; using GPS as an educational tool; building on the outdoor experience back in the classroom.An array of proven activities that utilize the schoolyard: activities related to specific subject areas; activities that teach process skills; activities that encourage initiative and build community.

At a time when children's natural curiosity about the outdoors is eclipsed by the demands of busy schedules and the ever-present glow of video screens, schools may be the only place where they are encouraged to interact with nature. "Schoolyard-Enhanced Learning" can help teachers unlock the powerful learning experiences that exist just beyond the classroom door.

Big Gay Adventures in Education is a collection of true stories by 'out' teachers, and students of 'out' teachers, all about their experiences in schools. The book aims to empower LGBT+ teachers to be the role models they needed when they were in school and help all teachers and school leaders to promote LGBT+ visibility and inclusion. The contributors range from trainee teachers to experienced school leaders and leading figures from the community across the LGBT+ spectrum, as well as LGBT+ students whose lives were improved by having an openly LGBT+ teacher. Each story is accompanied by an editor's note reflecting on the contributor's experience and the practical implications for schools and teachers in supporting LGBT+ young people and ensuring they feel safe and included in their school communities. Compiled by the co-founder and director of LGBTed, the inspiring stories in this book are essential reading for LGBT+ teachers and allies. Let's be the role models we needed when we were at school and show our students that they can be successful and happy as an LGBT+ person.

A ground-breaking look at today's instructional leadership and supervision. SuperVision and Instructional Leadership looks at the purposes, practices and structure of supervision and instructional leadership today. You'll consider what's needed for successful supervision, the role of interpersonal skills, different approaches to supervision, and related technical skills and cultural tasks. For courses in supervision (educational administration and leadership). Pearson eText is an easy-to-use digital textbook that you can purchase on your own or instructors can assign for their course. The mobile app lets you keep on learning, no matter where your day takes you, even offline. You can also add highlights, bookmarks, and notes in your Pearson eText to study how you like. NOTE: This ISBN is for the Pearson eText access card. Pearson eText is a fully digital delivery of Pearson content. Before purchasing, check that you have the correct ISBN. To register for and use Pearson eText, you may also need a course invite link, which your instructor will provide. Follow the instructions provided on the access card to learn more.

This book, The Challenges of School Reform: Impact, Implementation, and Sustainability, explores why reforms todate have failed to live up to expectations, and it discusses promising practices and strategies for sustaining increased student achievement. This work expands on the ideas and themes discussed in the first two volumes in this series on education policy: The first book-Talented Teachers: The Essential Force for Improving Student Achievement-examines the importance of teacher quality. Years of research have repeatedly confirmed what we inferred to be true-outside of the home environment, the quality of a student's teacher has the strongest impact on learning. After talented teachers were found to be a powerful component for bettering education, the second book-Improving Student Achievement: Reforms that Work-introduces reform ideas and programs that positively impact both teacher quality and student work. Now, The Challenges of School Reform: Implementation, Impact, and Sustainability deepens these discussions by exploring the answers to questions regarding ensuring the longevity and sustained success of effective school reform.

This book critically analyses early school foreign language teaching policy and practice, foregrounding the influence of the socioeducational and cultural context on how policies are implemented and assessing the factors which either promote or constrain their effectiveness. It focuses on four Asian contexts - Malaysia, South Korea, Sri Lanka and Thailand - while providing a discussion of policy and practice in Canada and Finland as a comparison. Concentrating on the state school sector, it criticises the worldwide trend for a focus on English as the principal or only foreign language taught in primary schools, founded on a rationale that widespread proficiency in English is important for future national success in a globalised economy. It maintains that the economic rationale is not only largely unfounded and irrelevant to the language learning experiences of young children but also that the focus on English exacerbates system inequalities rather than contributing to their reduction. The book argues for a broader perspective on language learning in primary schools, one that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages. This book will appeal to educational policymakers, researchers and students interested in early foreign language learning in state educational systems worldwide.

* Clearly shows how the work of each pioneer has directly impacted on practice today * Includes practical examples, questions for reflective practice and summary tables to help the reader engage with the text * The author is Italian and has accessed much of these women's original writing - the book provides fresh insights and has greater authority because of this * Fully updated in line with the revised EYFS and features a new chapter on Charlotte Mason.

This book was first published in 1980.Contents: 1. The concerns of urban geography 2. The changing structure of society 3. The evolution of urban systems I. Pre-Industrial 4. The evolution of urban systems II. Industrialism 5. Contemporary urbanization, urban patterns and urban problems 6. Inside the city: the Rationale behind residential segregation 7. Housing classes, housing markets and urban residential patterns 8. Non-residential land-use patterns 9. Rearranging the city.

City schools, especially those attended by working class and ethnic minority pupils are teh catalysts of many significant issues in educational debate and policy making. They bring into sharp focus questions to do with class, gender and race relations in education; concepts of equality of opportunity and of social justice; and controversies about the wider political economic and social context of mass schooling.

America, Western Europe and Australia have all taken a keen interest in the problems of urban schooling. The contributors to this collectiona of original essays all share a concern about these problems, although they approach them from a wide range of theoretical and ideological positions.

Gerald Grace and his contributors criticis the current limitations of urban education as a field of study and they present a foundation for a more historically located and critically informed inquiry into problems, conflicts and contradictions in urban schooling. Part I presents contributions on theories of the urban. Part II focuses upon the history of urban education both in Britain and the USA. Part III discusses contemporary policy and practice with essays relating to education in inner city London and in New York City.

This book was first published in 1984."

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 in 1973, this reprints the fourth, updated edition of 1983. This book defines playgroups, examines their needs and problems and traces the growth of the association to meet the demands of a lively and demanding movement.

Originally published in 1970, this book traces the history of the sixth form in Britain from the first decade of this century and follows the continuing debate over its function to the present day. It analyzes what kind of organisation is required to meet the demands of rising numbers and questions whether the needs of older adolescents can be better met in the new sixth form of the comprehensive school or in a separate type of sixth-form college. The book also discusses the balance between general and specialized courses.

Originally published in 1972, this book considers the actual development of infant schools and education in Britain against the background of industrialization and social change, making clear how this development was influenced by the ideas of particular theorists from both the Continent and England.

This book presents the latest research on educational transitions from a variety of research traditions and practical contexts set in Australia, New Zealand, and several European countries. It examines, critically questions, and reshapes ideas and notions about children's transitions to school. The book is divided into five parts, the first two of which emphasise diversity and inclusion, with Part II focusing solely on the transition to school for children from Indigenous cultures. Part III explores the notion of continuity, which has been widely debated in terms of its role in the transition to school. Part IV explores the transition to school through the notion of 'crossing borders'. The final section of this book, Part V, includes ideas about future directions for work in the area of educational transitions, and presents the notion of transitions as a tool for change to policy, research and practice. The book concludes with a critical synthesis of the research outlined throughout, including recommendations regarding future research related to educational transitions.

The rise of cities in the United States from the early seventeenth century to the 1960s is the subject of this sophisticated and witty appraisal by a Pulitzer Prize historian. Constance McLaughlin Green traces the forces - economic, political, social - that led to today's urban civilization, beginning with the growth of colonial seaports and local government, the rise of new cities that competed for wealth and power with the older cities, the spread of industrialization, transportation and communications that made complex city life possible. She discussed the influence of city life on art and architecture, the impact of depression and prosperity upon urban centres, and analyses present-day problems - race-relations, the population explosion, automation, the rise of suburbia, and the development of the 'megapolis' that links city with city in one vast urban interstate region. This book was first published in 1966.

Equity in the City is a collection of nine studies of the way the results of public investment in urban services are shared out among city-dwellers. The essays describe the way services such as water supply, electricity, roads and parks are financed and they analyse the way certain residents receive benefits from the public purse while others don't. It examines the impact on planning and zoning and building regulation in terms of who gains the benefits from government. Equity and the city reveals scarce public resources are allocated. This book was first published in 1981

This book was first published in 1969.

This book was first published in 1985.

Language Policy and Literacy Instruction, Olivia N. Saracho and Bernard Spodek. Historical Perspectives in Language Policy and Literacy Reform, Olivia N. Saracho and Bernard Spodek. Second Language Issues in Early Literacy and Instruction, Elizabeth S. Pang and Michael L. Kamil.

Inside the English education lab offers a range of qualitative and ethnographic explorations of the academies programme in England. Drawing on examples from primary and secondary academy institutions, a free school and Multi Academy Trusts, the collection explores how promises of academy policy are often at odds with everyday practice. Data and evidence throughout the collection highlight a multitude of ways in which the academies 'experiment' retrenches rather than reforms inequalities. Methodological insights and innovations are also a central feature of the collection, where authors interrogate what it means to collect and produce data in the current political context. -- .

* Highly topical - the role of worldviews in religious education has emerged as one of the most discussed international issues in the last few years and is very controversial * A provocative and contentious exploration of the Worldview framework to religious education, * Written by the leading names in the field - Philip Barnes is considered to be one of the most prominent names in Religious Education. * Covers key debates in field of religious education and what they mean for the future of the subject.

- part of the CEC series, with appeal to organisations such as EECERA also - global appeal with international case studies included - the Slow Movement is gaining momentum and there are currently no direct competitors within ECE

This book documents and compares the social organization and academic arrangement of instruction in two remaining modern, public one-teacher schools in rural Nebraska. Neither school is an educational intervention and both stand far removed from reform consciousness, in both the minds of reformers and in those of the people who inhabit them. Each school's teacher does what comes naturally to her or him and the two teacher engage in remarkable distinct practices. One creates an especially efficient form of traditional, conservative teaching that echoes strongly the old country school recitation. The other sees his work as encouraging his students to think and has created a conversation-based pedagogy to achieve this. For both teachers the school size and rural circumstance play into what they believe they can and cannot do and profoundly shape their teaching practices. teach? The research reported here is concerned with how teachers and students organize themselves and do school that is small is scale. If school size is emerging as some important variable in student achievement and school improvement, and smallness is some key to that variable, then it stands to reason that one-teacher schools still have something to tell us. While the primary audience for this book is teachers, teacher educators and education policymakers, others, such as parents, might pick up this book and see some images of schooling that are both familiar and strange to them. The book offers portraits of instruction that can offer readers something to think with as we consider what it takes to improve school life for our own and other people's children.

For the last eight years, James and Kate have been working together to design, implement and evaluate a whole-school, evidence-informed approach to teaching and learning known as Learning Skills. An eight-year study with the University of Cambridge revealed that Learning Skills led to significant gains in subject learning, with rapid gains among students from disadvantaged backgrounds. In this practical guide for teachers and school leaders, James and Kate reveal a recipe for success rooted in three key concepts: metacognition (reflecting on learning); self-regulation (taking ownership over the learning process); and oracy (developing high-quality speaking and listening skills). This is a book about what happened when a small team of teachers seized an opportunity to provide their students with the knowledge, the skills and the confidence to take control of their own learning. This journey began with a question: how and what would we teach, if there was no one watching? On the other side of fear is the teacher you want to be, and the children you'd like to teach...