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Drawing on empirical research amongst both Muslim schools' students and parents, this timely book examines the question of 'self-segregation' and Muslims in light of key policy developments around 'race', faith and citizenship.

Intended to promote the innovative use of technology in education and promote educational advances all over the world, this volume brings together 16 best-practice cases on technology-enhanced educational innovations. Experts from Turkey, Tunisia, Cyprus, Italy, Malaysia, China, India and Finland have contributed to these cases, highlighting the current state-of-the-art in the use of technology in education in their respective counties. Topics include best practices for designing smart classrooms, effective use of tablets and interactive whiteboards, virtual learning environments, digital learning spaces, game-based learning, synchronous cyber classrooms, micro-courses, among others. The book offers an essential resource on emerging technologies and the educational approaches currently being pursued in different countries to foster effective learning.

By combining history with sociology, Rothstein presents a new way of looking at state-supported schools. He describes the pauper schools of the early 1800s and shows how they became the foundation for the common schools that followed. Compulsory education sought to alleviate urban crime while assimilating the immigrants who flocked to our shores in each generation. In the late 19th century, the militaristic schools became more bureaucratic and set in their ways in spite of the new thinking in education represented by John Dewey. Rothstein shows how Dewey was taught in college but that Thorndike was followed in the public schools. The high school was an attempt to meet the changing needs of the Industrial Revolution. After recapitulating the foundational history of American public schools, Rothstein examines the psychological effects of martinet teaching methods on students' self-perception and performance. A stunning new (old) perspective on American education.

We've learned a lot in recent years about the important role vocabulary plays in making meaning, yet many teachers still struggle with vocabulary instruction that goes beyond weekly word lists. Effective vocabulary instruction is particularly vital in the content areas, where the specialized language used by "insiders" often creates a barrier to understanding for those new to the subjects. In "Inside Words," Janet Allen merges recent research and key content-area teaching strategies to show teachers how to help students understand the academic vocabulary found in textbooks, tests, articles, and other informational texts.

Each instructional tool is listed alphabetically along with its purpose: building background knowledge; teaching words that are critical to comprehension; providing support during reading and writing; developing a conceptual framework; and assessing students' understanding of words and concepts.

"Inside Words" builds on Janet's previous books "Words, Words, Words" and "Tools for Teaching Content Literacy," to provide a much-needed middle and secondary school resource for teaching vocabulary, not only in the language arts, but in all of the content areas.

Gender is a hotly debated topic in the field of education. The role that language plays in educational contexts especially in the classroom has long been acknowledged. Innovatively combining approaches in the analysis of classroom discourse, this book offers rich empirical findings as well as being theoretically interesting and valuable.

This book critically examines multiple discourses of wellbeing in relation to the composite aims of schooling. Drawing from a Scottish study, the book disentangles the discursive complexity, to better understand what can happen in the name of wellbeing, and in particular, how wellbeing is linked to learning in schools. Arguing that educational discourses have been overshadowed by discourses of other groups, the book examines the political and ideological policy aims that can be supported by different discourses of wellbeing. It also uses interview data to show how teachers and policy actors accepted, or re-shaped and remodelled the policy discourses as they made sense of them in their own work. When addressing schools' responses to inequalities, discussions are often framed in terms of wellbeing. Yet wellbeing as a concept is poorly defined and differently understood across academic and professional disciplines such as philosophy, psychology, health promotion, and social care. Nonetheless, its universally positive connotations allow policy changes to be ushered in, unchallenged. Powerful actions can be exerted through the use of soft vocabulary as the discourse of wellbeing legitimates schools' intervention into personal aspects of children's lives. As educators worldwide struggle over the meaning and purpose of schooling, discourses of wellbeing can be mobilised in support of different agendas. This book demonstrates how this holds both dangers and opportunities for equality in education. Amartya Sen's Capability Approach is used to offer a way forward in which different understandings of wellbeing can be drawn together to offer a perspective that enhances young people's freedoms in education and their freedoms gained through education.

Young Children and the Arts: Nurturing Imagination and Creativity examines the place of the arts in the experiences of young and very young children at home and in out-of-home settings at school and in the community. There is great need for development of resources in the arts specifically designed to introduce babies and toddlers to participatory experiences in the visual arts, dance, music, and storytelling/theater. This book presents valuable guidelines for early childhood teachers, families, caregivers and community organizations. Young Children and the Arts presents a comprehensive approach to the arts that is aligned with early childhood developmentally appropriate practice and that combines an exploratory, materials-based approach with an aesthetic-education approach for children from birth to eight years of age. It addresses both how the arts are foundational to learning, and how teachers and parents can nurture young children's developing imagination and creativity. The models presented emphasize a participatory approach, introducing young children to the arts through activities that call for engagement, initiative and creative activity. Additionally, Young Children and the Arts addresses the intersection of early childhood education and the arts-at points of convergence, and at moments of tension. The role of families and communities in developing and promoting arts suffused experiences for and with young children are addressed. Young Children and the Arts examines the role of innovative arts policy in supporting a broad-based early arts program across the diverse settings in which young children and their families live, work, and learn.

At a time when lowering the dropout rate is said to be a national priority, America's longest running and largest dropout prevention program has gone strangely unnoticed. This highly readable book explores the hidden world of the continuation high school, the most common form of alternative high school. Deirdre M. Kelly analyzes the factors that limit its success and focuses especially on gender issues in these schools: how girls and boys slip in and out of the system in different ways, for different reasons, and with different consequences. Kelly finds that mainstream high schools attempt to mask their own dropout and pushout rates by sending marginalized students to continuation schools. These schools, therefore, become as much safety valves for the system as safety nets for the students, and the resulting contradictions and stigma hamper success. In the two continuation schools that she examined closely, completion rates were low. Kelly discusses the history of the continuation school and the ethnic and class composition of the student body: in cities, African-Americans and Latinos predominate, and in the suburbs, mostly middle-class whites attend. She examines for the first time how formal and hidden curricula and peer influences affect girls and boys differently and lead them to drop out of school. Drawing on a year's on-site observations, interviews with students and teachers, school records, and theories of gender, class, and ethnicity, Kelly both analyzes and brings to life what more than one student describes as the emotional "soap opera" of high school.

Whether it is requests for bricks and mortar or more operating money, each election type and context is unique with no guarantee that a set of campaign strategies successful in one district will not fail in another community. If successful campaigns were not such a delicate balance of science and art, the key to success would have long since been discovered, resulting in significantly more school districts winning at the ballot box. As members of the baby-boom generation collectively watch their last child receive a diploma from our nation's public schools, passing school finance elections is going to be even more difficult, promising tougher battles with the electorate and tighter margins between success and failure. School Finance Elections represents a marriage of research and successful practice, presenting a comprehensive planning model for school leaders preparing for and conducting school finance elections. Information presented emphasizes systems and strategies rather than specific campaign tactics. Avoiding a myopic focus on tactics allows school leaders to elevate their thinking to a more comprehensive and long-range vision of election planning. Each of the chapters elaborates on one of the ten elements in the authors' comprehensive planning model. Use of this model has reaped success in all types of school districts from New Jersey to California, and the authors aim to bring readers success at the ballot box as well. This second edition builds on the first with expanded sections about the attitudes of voters whose children have grown and graduated, research into the nature of organized opposition, and new material highlighting the Internet in campaigns. The authors provide school leaders with important resources to guide their planning and execution of school finance referenda."

What are the beliefs that influence your professional practice? Have you ever thought about why you make the decisions you make as a teacher? What influences your teaching style? Beyond the technical skills and knowledge aspects of education, teachers and student teachers face questions which challenge their beliefs and approaches to their teaching and learning. This book contains a series of short articles which not only offer guidance on key topics but encourage the reader to engage in reflecting on their own practice. Questions explored include: - Is learning through practical work worth the effort? - What can we learn from comparisons with education in other countries? - Is there a smarter way to use digital imagery in your teaching? - What's the point of theory? Isn't teaching just a craft?

Spontaneous Activity in Education details the principles of Maria Montessori's educational philosophy, allowing the reader to grasp her unique and innovative style of teaching. Published in the early 20th century and translated to English in 1917, this manual of education contains a step-by-step account of the approach Montessori took in teaching youngsters. Although a doctor by trade, Montessori held a profound interest in the development of young people's minds, and how best to ensure they fulfill their academic potential. To this end, she devised a system of education which aims to give every child the best chance of success, irrespective of their individual capacity for learning. In this book, the Montessori system is explained in terms useful for parents and teachers alike. Explaining the nature of a child's life, Montessori discusses her personal contributions to experiments in education, and how when these were applied correctly the achievement and advancement of children was improved.

The behavior and safety of children and young people in and around schools is a topic of world-wide concern. From school shootings and deaths on school premises to the everyday behavior of young people in school, this book explores what is happening in schools in Britain and links it with evidence from elsewhere in the world.

This Encyclopedia is a reference work about young children in the USA, designed for use by policy makers, community planners, parents of young children, teacher and early childhood educators, programme and school administrators, among others. The field of early childhood education has been affected by changes taking place in the nation's economy, demographics, schools, communities and families that influence political and professional decisions. These diverse historical, political economic, socio-cultural, intellectual and educational influences on early childhood education have hindered the development of a clear definition of the field. The Encyclopedia provides an opportunity to define the field against the background of these influences and relates the field of early childhood education to its diverse contexts and to the cultural and technological resources currently affecting it.

Using their tried-and-tested English Method training, the authors unpack the core learning issues, such as differentiation and the development of thinking skills, essential to all initial teacher training programmes. Linking theory and practice, with direct links to key theorists and ideas about learning, each chapter includes: a modelled analysis of a pupil's writing or talk on a particular theme; an exploration of the learning challenges within a specific age range or modality of English; focussed, practical activities centered upon a specific text, including oral, written, visual, multi-modal, print-bound and electronic material; and follow-up activities, including immediate questions for reflection, guided reading and ideas for use in the classroom. This is the complete guide that every trainee English teacher planning for learning in the secondary classroom needs.

This book takes a radically new approach to the well-worn topic of children's relationship with the media, avoiding the "risks and benefits" paradigm while examining very young children's interactions with film and television. Bazalgette proposes a refocus on the learning processes that children must go through in order to understand what they are watching on televisions, phones, or iPads. To demonstrate this, she offers unique insight from research done with her twin grandchildren starting from just before they were two years old, with analysis drawn from the field of embodied cognition to help identify minute behaviours and expressions as signals of emotions and thought processes. The book makes the case that all inquiry into early childhood movie-viewing should be based on the premise that learning-usually self-driven-is taking place throughout.

An examination of the research relating to school reform proposals. It features essays covering: early childhood education; class-size reduction in grades K-3; small schools; grouping students for instruction; public schools and their communities; teacher characteristics; and more.

So, you want to be an academy trust leader? This book will show you how. Sir David Carter started his career as a music teacher in several comprehensive schools before spending thirty years in school leadership before becoming one of the first Regional Schools Commissioners and then National School Commissioner. He knows what it feels like to be responsible for multiple schools and how the best leaders make large-scale collaboration work for their teachers, pupils, parents and the whole community. This book will share the recipe for understanding the purpose of academy trust leadership and give insider knowledge of how to do it well and with all stakeholders at the forefront of your mission.

This pathbreaking book for educators shows that focusing on relationships, resilience, and reflection can better prepare graduates for the future. Learning something new-particularly something that might change your mind-is much more difficult than most teachers think. Because people think with their emotions and are influenced by their communities and social groups, humans tend to ignore new information unless it fits their existing worldview. Thus facts alone, even if discussed in detail, typically fail to open minds and create change. In a world in need of graduates who can adapt to new information and situations, we need to renew our educational commitment to producing flexible and independent thinkers. In Teaching Change, Jose Antonio Bowen argues that education needs to be redesigned to take into account how human thinking, behaviors, bias, and change really work. Drawing on new research, Bowen explores how we can create better conditions for learning that focus less on teachers and content and more on students and process. He also examines student psychology, history, assumptions, anxiety, and bias and advocates for education to focus on a new 3Rs-relationships, resilience, and reflection. Finally, he suggests explicit learning designs to foster the ability to think for yourself. The case for a liberal (by which Bowen means liberating) education has never been stronger, but, he says, it needs to be redesigned to achieve the goal of creating lifelong learners and citizens capable of divergent and independent thinking. With an expansive and powerful argument, Teaching Change combines elegant and gripping explanations of recent and wide-ranging research from biology, economics, education, and neuroscience with hundreds of practical suggestions for individual teachers.

Interpreting the voices of under three year olds is central to early childhood education. Yet entering into their life-worlds is fraught with challenges and unrealised possibilities. This ground-breaking book generates a dialogue about the multiple ways researchers have exploited a range of methods for approaching, accessing, understanding and interpreting infant voice. Each chapter explores the kinds of ethical considerations and dilemmas that may arise in this process. The book itself represents a chorus of international voices (researchers, children, teachers and parents), all adding to a discussion about various circumstances, dilemmas and possibilities involved in doing research with our youngest. This book is an essential read for researchers and teachers alike who seek to 'listen' and 'see' very young children with fresh ears and eyes.