This Handbook explores the multidisciplinary field of childhood studies through a uniquely global lens. It focuses on enquiries and investigations into the everyday lives of young children in the age range of birth to 8 years of age, giving space to their voices and involving interrogations about the various aspect of their lives. This Handbook engages with the interdisciplinary field of childhood studies, education, cultural studies, ethnography, and philosophy, with contributions from scholars from across the globe who have focused their work on the complexities of childhoods in contemporary times. By considering a range of epistemologies, ontologies and perspectives to present the contemporary & systematic research on the topic from a wide range of academics and authors in the field, this Handbook provides a significant contribution to the international dialogue of Global Childhoods. Part 1: Global Childhoods Part 2: Researching Global Childhoods Part 3: Contemporary Childhoods Part 4: Pedagogies and Practice Part 5: Creating Communities for Global Children

While the population of Hispanic/Latino and African American students in the United States continues to grow, the rate at which they attend college remains alarmingly small. These students, who are often defined as "educationally underrepresented," are a bellwether of a shortcoming in our nation's educational system that has serious implications for the future. In "Greater Expectations," Robin Turner, a high school English teacher from Anaheim, California, offers pragmatic, proven methods for better preparing underrepresented students for higher education.

The book is grounded in Robin's experience as a leader in the Puente Project, a college preparation program started in California high schools over twenty years ago. Since 1981, Puente has proven highly effective in producing positive change by improving academic performance, standardized test scores, and college admission rates for underrepresented students.

Forming the book's foundations are the ideas of "familia" and "carino," or family and caring. The first, "familia," asserts the importance of establishing a sense of community among adolescents and tapping into student culture--ethnicity, music, sports, neighborhood and so on in the language arts classroom. The second concept, a pedagogy of "carino," contends that too often, underrepresented students possess attributes that are overlooked and are viewed with a deficit-model paradigm. Building on this foundation, "Greater Expectations" shows how to effectively teach different modes of academic discourse--literary analysis, autobiographical/biographical, persuasive research, and community-based writing. Offering a combination of personal narrative, how-to lesson plans, and student samples, Robin Turner challenges readers to approach their underrepresented students with greater expectations and be equipped with specific lesson plans to enable their classes to meet them.

In some hands, history can be an inspirational and rewarding subject, yet in others it can seem dry and of little relevance. Learning to Teach History in the Secondary School, now in its fifth edition and established as one of the leading texts for all history student teachers, enables you to learn to teach history in a way that pupils will find interesting, enjoyable and purposeful. It incorporates a wide range of ideas about the teaching of history with practical suggestions for classroom practice. The fifth edition has been thoroughly updated in the light of recent developments in the field of history education. The book contains chapters on: * Purposes and benefits of school history * Planning strategies * Teaching approaches and methods * Developing pupils' historical understanding * Ensuring inclusion * New technologies in the history classroom * Assessment and examinations * Your own continuing professional development Each chapter includes suggestions for further reading, weblinks to useful resources and a range of tasks enabling you to put learning into practice in the classroom. Written by experts in the field, Learning to Teach History in the Secondary School offers all training and newly qualified teachers comprehensive and accessible guidance to support the journey towards becoming an inspirational and engaging history teacher.

-Explores the changing meaning and enactments of care in teacher education in light of COVID-19, offering timely and important questions, considerations, examples of care for post-pandemic teacher education. -Explores the concept of care through different content areas (math teacher education, elementary education), learning contexts (rural settings, religious institutions), and communities of learners (Asian American preservice teachers, Black teacher educators), using different conceptual frameworks (feminist theory, relational care), and methodological orientations (self-study, mixed methods). -Features over 50 contributors and spans a range of teacher education contexts, from pre-service teachers to teacher candidates, in-service teachers, and education faculty.

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.

This concise guide offers an accessible introduction to the key theoretical perspectives and methodologies in developmental psychology. It integrates insights from typical and atypical development to reveal fundamental aspects of human growth and development, and common developmental disorders. The topic books in this series draw on international research in the field and are informed by biological, social and cultural perspectives, offering explanations of developmental phenomena with a focus on how children and adolescents at different ages actually think, feel and act. In this succinct volume, Stephen von Tetzchner outlines the main theoretical perspectives including psychodynamic psychology, behaviorism, logical constructivism, social constructivism, evolutionary psychology, ethological psychology, ecological psychology, information processing and critical developmental psychology. He provides a guide to methods of gaining knowledge about children and introduces child and adolescent disorders. Together with a companion website that offers topic-based quizzes, lecturer PowerPoint slides and sample essay questions, Typical and Atypical Child and Adolescent Development 1: Theory and Methodology is an essential text for all students of developmental psychology, as well as those working in the fields of child development, developmental disabilities and special education. The content of this topic book is taken from Stephen von Tetzchner's core textbook Child and Adolescent Psychology: Typical and Atypical Development. The comprehensive volume offers a complete overview of child and adolescent development. For more information visit www.routledge.com/9781138823396

This book is packed with bright ideas and practical projects for children aged 4-11 to raise environmental awareness and prompt discussion about climate change. Encouraging children to take charge right from the start, the activities range from creating recycled kites, windsocks, and garden decorations, to upcycling old t-shirts, building minibeast hotels and designing campaigns to eliminate single-use plastics from school. Some can be completed outdoors and some indoors, with each page including photos of the activity in action, plus details of the resources required and steps needed. As well as the main activity, extension ideas are provided, so there is plenty to fill each session. The tried-and-tested activities are themed in three main areas: * Eco-friendly practice * Recycling and upcycling * Connecting with the natural world Whether you run an eco-club, a craft club or you simply want to facilitate activities on a sustainability theme with children in your class, this fantastic book will raise awareness of environmental issues in an engaging way - and many of the activities will save your school or setting money too.

Profound changes in society, government policy and the political landscape, as well as cataclysmic events such as 9/11, have greatly altered perceptions of faith schools and their existence now causes more controversy than ever. Taking a reflective practice approach, this study by people working within faith schools and colleges explores the new hot issues surrounding the subject in a sophisticated way. Looking at the supposed secularisation of the West, the nature of the multi-cultural and multi-faith society, the role of women, the spiritual development of children and most of all, the form that the tolerance of religious diversity should take in liberal societies, this book encourages readers to re-examine their assumptions and to consider faith schools as a part of the future of the English schooling system, within a multi-cultural society. This book was previously published as a special issue of The International Journal of Children's Spirituality.

In response to highly publicized incidents of school violence, educators across the United States and in many other nations are seeking effective ways to prevent and modify aggressive and anti-social behaviors in students. One of the major recommendations of the research is that efforts to prevent cruelty need to begin early, during the early childhood years of birth through age eight.

The focus of "Teaching Compassion: Humane Education in Early Childhood "is guiding young children to accept responsibility for and to be kind in their interactions with fellow human beings, animals and the environment. Although humane education is a relatively new concept in the field of early childhood education, professionals in the field are very familiar with many of the related concepts, including: promoting positive interpersonal interactions, teaching children the skills of self-regulation, giving children experience in caring for living things and protecting the environment. This edited volume is an interdisciplinary compendium of professional wisdom gathered from experts in the fields of education, child development, science, psychology, sociology and humane organizations. As the book amply documents, the concept of humane education is powerful, integrative, timely and appropriate in work with young children.

"Teaching Compassion: Humane Education in Early Childhood "shows how it is possible for adults dedicated to the care and education of young children to balance attention to the cognitive and affective realms and, in so doing, to elevate the overall quality of early childhood programs for children, families and communities.

This Tutor Assessment Pack for Edexcel GCSE (9-1) English Language (Grades 5-9) is curriculum matched and contains everything needed for a whole academic year of private tutoring. It provides: 38 twenty-minute topic tests - one for every lesson in the English Language Tutor Delivery Pack - to provide short bursts of additional practice of the key concepts covered Three summative tests - checkpoint challenges - that draw on knowledge and skills across each of the three key areas of the course: reading, writing and spelling, punctuation and grammar Full practice papers for exam practice, designed to match the style and demands of the new Edexcel (9-1) English Language GCSE.

With approximately 16,000 students beginning primary teacher education in the UK each year, and each of those being expected to teach art and design, this pioneering volume provides a renewed emphasis on ideas, issues and research in art and design education in the primary and early years phases. It gathers together work from internationally recognised authors, providing a critical framework to underpin current and developing practice in primary art and design education in the UK and worldwide.Through in-depth exploration of debates that have taken place worldwide amongst art educators, it provides a critical framework to underpin current and developing practice. Herne's edited collection is a welcome addition to art and design education and will be of interest to all those involved in primary art and design education, whether teachers, trainees, post-graduate students or academics.

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 1971,this volume is much more than a history of the Girls' Public Day School Trust; it examines the growth of educational opportunities for girls and is set against a background of changing social attitudes and ideas. The book is mainly concerned with a small group of schools which pioneered girls' education in the nineteenth century; schools which to this day, whether maintained, direct grant or independent are all concerned to provide the best possible educational opportunities for development and fulfilment to their pupils.

Originally published in 1971, this volume unravels the complicated history of the religious question in British education. The background of the key Acts of Parliament which established the dual system - of Church and Local Authority school - is examined. The changing policies of different religious groupings are analyzed, and their outcome in legislation brought out.

Originally published in 1900 As well as being a history of Abbotsholme School this volume also examines the general question of the English national education at the turn of the last century. The material includes: The foundation of Abbotsholme, 1889 Answers to the Royal Commission on "Secondary" education, 1894 British, French, and German press reports on the progress of the school Planned schools on Abbotsholme lines in England, Germany, France, Russia and Switzerland.

Originally published in 1969, this work 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.

Originally published in 1972, this book concerns the progressive movement, its prominent thinkers and its achievements, at a period of vital change in English primary education. The role of progressive educationists, such as Lane, Neill and Montessori is considered. The author asserts that these pioneers gradually made themselves the intellectual orthodoxy in the years between the wars.

Originally published 1974. Thousands of elementary schools for the children of the poor were founded during the nineteenth century, yet there is scarcely a published history of a single one of them. This volume is precisely such a history and the authors trace its story against the background of local and national change in education and society. On the basis of a unique collection of records the authors have pieced together a picture of the social composition of the school, its curriculum and teaching methods, and its administration and finance. They relate the history of the school to that of London and the church, to that of educational authorities and educational policy.

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.

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.

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.

During the late 1980s, the report "Administering for Excellence" (the Picot Report), and the Labour Government's definitive policy response, "Tomorrow's Schools," ushered in a new era in New Zealand. In what was seen as a decisive stroke, New Zealand's 110 year old three-tiered education system was swept away to be replaced by a two-component system, consisting of a new Ministry of Education and individual learning institutions. This timely book argues that the New Zealand educational reforms were the product of longstanding unresolved educational issues that came to a head during the profound economic and cultural crisis of the 1970s and early 1980s. As such, they reflected a complex mixture of both right-wing and left-wing ideals, and local and international influences in which no single group emerged victorious. In thus viewing educational reform within the wider context of public policy making, this book aims to make a wider contribution to the global policy debate.

An updated, expanded, edition of the popular textbook for student and practising teachers of religious education. It is a book for and about teaching and learning religious education in schools, which is a lively and open-ended subject, ideal for those wanting to explore how people understand the world, and how they live their lives. A wide range of religious and non-religious ways of life are explored. New to this edition are descriptions of more recent research on teaching and learning religious education from the UK, Europe, America, Asia, Africa and Australia. Also included are personal accounts written by pupils, teachers and researchers, giving voice to those learning and researching religious education in practice. As well as revising and extending every chapter of the first edition, there are brand-new chapters on: - the real lives of teachers and pupils in religious education - religious education around the world - spirituality - thinking about philosophy, truth, and religious education - ethics, rights, values and virtues - creativity and religious education. A key feature of the book is the 33 classroom activities for learners aged 7 to 18, which are also designed for use by student and practising teachers. These activities enable those studying and teaching religious education to be active researchers.