First published in 1951. This book examines the challenges and difficulties that schools may face when it comes to the teaching of children with special needs. The author explores the argument that any challenges can be eliminated by the expenditure of more money, or whether these challenges cannot be solved merely by increased expenditure and a well-directed administrative effort to provide teachers, classrooms and materials.

First published in 1997. This book examines recent and contemporary trends in training teachers in special educational needs. It views initial teacher education and subsequent professional development as part of a continuum in which significant opportunities exist for innovation. It presents a series of chapters in support of this optimistic stance which provide practical examples of effective ways of working, written by authors who have direct experience in the field. For student teachers, tutors, lecturers and school-based mentors in both general subjects and SEN.

First published in 1988. With the Education Reform Act 1988 firmly in place and impacting upon the education of children and young people with Special Educational Needs, this book examines the issues that arose from its implementation. It aims to promote debate as well as providing a record of the achievements in practice, policy and provision in Britain since the Warnock Committee reported. The challenges which remain or have been created since the introduction of the Education Act 1981 are also discussed.

First published in 1981. Based on a three-year study of children moving into special ESN-M education in an English city in the mid-1970s, this book questions the whole concept of mild educational subnormality by examining the criteria according to which professionals make decisions to place children within this stigmatised category. It suggests that the beliefs that the professionals hold about the behavioural, family and class characteristics of the children help to determine their judgements, and that these beliefs are related to their own position within the social structure.

Mathematical Modelling for Teachers: Resources, Pedagogy and Practice provides everything that teachers and mathematics educators need to design and implement mathematical modelling activities in their classroom. Authored by an expert in Singapore, the global leader in mathematics education, it is written with an international readership in mind. This book focuses on practical classroom ideas in mathematical modelling suitable to be used by mathematics teachers at the secondary level. As they are interacting with students all the time, teachers generally have good ideas for possible mathematical modelling tasks. However, many have difficulty translating those ideas into concrete modelling activities suitable for a mathematics classroom. In this book, a framework is introduced to assist teachers in designing, planning and implementing mathematical modelling activities, and its use is illustrated through the many examples included. Readers will have access to modelling activities suitable for students from lower secondary levels (Years 7 and 8) onwards, along with the underlying framework, guiding notes for teachers and suggested approaches to solve the problems. The activities are grouped according to the types of models constructed: empirical, deterministic and simulation models. Finally, the book gives the reader suggestions of different ways to assess mathematical modelling competencies in students.

Although late to industrialize, East Asia has witnessed rapid development whilst maintaining some of the highest educational enrollment rates and indicators of academic achievement globally. From major players, such as China, to small city-states, such as Singapore, economic success and the growth of education have seemingly unfolded simultaneously. This book seeks to better understand the relationship between these powerful economies and their commitment to educational expansion. Exploring the universalization of upper secondary schooling, it assesses the social foundations of the region's economic development. Chapters covering each of the countries of East Asia trace how upper secondary school functions as the support for the mass manufacturing labor force, which has been instrumental in East Asian economic expansion. These analyses then compare the experiences of the different nations along two major axes: the relationship between public and private provision and the balance between general and vocational tracks. Finally, the analyses go on to examine recent trends, including the slowing of social development and declining fertility, and ultimately asks, can East Asia maintain its world leading development and educational standards in coming decades? Combining a wealth of quantitative data and policy analyses, this book will be useful to students and scholars of Asian and international education.

Work experience schemes were becoming an ever more central part of the curriculum in secondary schools in the early 1980s; indeed, 'work' had become a new subject in many. Fundamental changes in the nature of work and in its distribution and availability for school leavers made it particularly important that young people had experience of the kinds of work that may have awaited them in the outside world. A wide range of schemes were developed to meet this need, including work study, simulation, link courses and pairing. Yet schools and their teachers found it difficult to obtain information about these schemes and their results. This book, originally published in 1982, solved the problem by bringing together accounts from Britain, Australia, Ireland and the USSR, with an extended editorial introduction which examines both the reasons for providing work experience in schools and the underlying social economic issues.

Classroom-tested methods for boosting secondary students' writing skills

"The Writing Teacher's Activity-a-Day" offers teachers, homeschoolers, and parents 180 ready-to-use, reproducible activities that enhance writing skills in secondary students. Based on Ledbetter's extensive experience consulting to language arts teachers and school districts across the country, the classroom-tested activities included in this book teach students key literary and writing terms like allegory, elaboration, irony, personification, propaganda, voice, and more--and provide them with engaging examples that serve as models for their own Quick Writes.Contains writing prompts and sample passages in student-friendly language that connects abstract literary concepts to students' own livesWritten by popular workshop presenter and veteran educator Mary Ellen LedbetterOffers a user-friendly, value-packed resource for teaching writing skills

Designed for English language arts teachers in grades 6-12, tutors, parents, learning specialists, homeschoolers, and consultants.

Led by Professor Lester-Irabinna Rigney, Global Perspectives and New Challenges in Culturally Responsive Pedagogies brings together diverse communities of education research in an innovative way to develop a nuanced understanding of the relationship between education and democracy. This book synthesises a range of theoretical conceptual and empirical approaches to address the complex challenges faced by young people and societies in the 21st century. Each chapter provides accounts of local inclusive encounters in education, while engaging with global debates and issues, such as racism, neoliberalism, new colonialism, de-democratisation and growing social, economic, and educational inequality. This book presents new ways of thinking about democracy, local-global enactments of culturally responsive pedagogies through teaching and learning, and future thinking for a new era. Bringing together diverse, Australian and international perspectives, this book will be relevant to educators, researchers, and policy makers who are interested in Indigenous education, educational sociology, cultural safety, critical pedagogy and education leadership theory.

In this book, Rodriguez uses theories of critical literacy and culturally responsive teaching to argue that our schools, and our culture, need sustaining and inclusive young adult (YA) literature/s to meet the needs of culturally and linguistically diverse readers and all students. This book provides an outline for the study of literature through cultural and literary criticism, via essays that analyze selected YA literature (drama, fiction, nonfiction, and poetry) in four areas: scribal identities and the self-affirmation of adolescents; gender and sexualities; schooling and education of young adult characters; and teachers' roles and influences in characters' coming of age. Applying critical literacy theories and a youth studies lens, this book shines a light on the need for culturally sustaining and inclusive pedagogies to read adolescent worlds. Complementing these essays are critical conversations with seven key contemporary YA literature writers, adding biographical perspectives to further expand the critical scholarship and merits of YA literature.

This book will bring awareness to community college administrators and faculty to the recent technological developments, such as Artificial Intelligence, autonomous vehicles, personal robots, 3-D printing, the Internet of Things, nanotechnology, genome research, bitcoin, and quantum computing. These technologies will require radical change in the operation of community colleges. This book describes the new technologies, discusses the impact on the community college environment, and provides recommendations for modifying college operations.

Being an outstanding classroom teacher does not always translate into being an outstanding senior leader - the skill set can be very different. A senior leader's focus must shift from delivering high-quality classroom teaching, towards leading staff rather than children. Experienced Deputy Headteacher, Jon Tait, sets out to help with this transition by teaching aspiring senior leaders how to lead staff and gain vital knowledge and experience in their new role. This easy-to-follow title in the Bloomsbury CPD Library specifically focuses on the next stage in a teacher's career: senior leadership. It includes a full set of helpful, ready-to-use training plans for 20 hours of CPD sessions with your school and senior leadership team. All hand-outs and presentations are provided in the book or available as a free download from the companion website.

Educational Choices, Transitions and Aspirations in Europe analyses educational choices and transitions in eight different European countries/regions and provides an engaging means of considering issues of inequality through international comparisons. The book is underpinned by explorations of theoretical perspectives and methodological approaches, which share the common goal of highlighting and challenging educational inequalities in relation to political imaginings and discursive constructions of notions of aspirations and choice. Beginning with an overview of the theoretical landscape, the book posits ways of understanding transitional experiences through both a social and a political lens. Comprising of chapters that explore these issues within the context of specific countries and at different stages of young people's transitions, the collection examines the features of different European education systems and how they frame transitions and choices, before providing an overall analysis of systemic, institutional and subjective constraints on these processes. The book uniquely opens and develops an intellectual conversation about different education systems with similar educational challenges and outcomes. Assimilating key issues and solutions, this volume also makes general recommendations for policy and practice that would help to promote greater equity and social justice. The book covers a range of transition points and countries, which should make it essential reading for academics, researchers and postgraduate students with an interest in international perspectives on education. It will be particularly useful for those working in education, sociology, social policy, geography, and politics.

Teachers are the most important determinant of the quality of schools. We should be doing everything we can to help them get better. In recent years, however, a cocktail of box-ticking demands, ceaseless curriculum reform, disruptive reorganisations and an audit culture that requires teachers to document their every move, have left the profession deskilled and demoralised. Instead of rolling out the red carpet for teachers, we have been pulling it from under their feet. The result is predictable: there is now a cavernous gap between the quantity and quality of teachers we need, and the reality in our schools. In this book, Rebecca Allen and Sam Sims draw on the latest research from economics, psychology and education to explain where the gap came from and how we can close it again. Including interviews with current and former teachers, as well as end-of-chapter practical guidance for schools, The Teacher Gap sets out how we can better recruit, train and retain the next generation of teachers. At the heart of the book is a simple message: we need to give teachers a career worth having.

This book will bring awareness to community college administrators and faculty to the recent technological developments, such as Artificial Intelligence, autonomous vehicles, personal robots, 3-D printing, the Internet of Things, nanotechnology, genome research, bitcoin, and quantum computing. These technologies will require radical change in the operation of community colleges. This book describes the new technologies, discusses the impact on the community college environment, and provides recommendations for modifying college operations.

How to Teach Poetry Writing at Key Stage 3 is a practical manual for teachers, to be used directly in the classroom. The book begins with a series of poetry games designed to warm up creativity and strengthen the imagination. These are followed by a series of creative poetry workshops, based on the writer's own experience both as a teacher and poet running workshops in schools, which focus on developing a 'poetry base' for young writers. This imaginative base provides a range of poetic techniques and gives pupils experience in developing a repertoire of different forms. The book also offers advice on how to organize an effective workshop, and demonstrates how to teach poetry writing in a dynamic, creative and imaginative way in relationship with the KS3 national framework. Pie Corbett also provides useful advice on working with visiting poets in school, addresses for relevant web-sites, a list of books for follow-up work and a glossary of poetic forms and techniques. Workshops include writing from first hand observation; autobiography - valuing our lives; writing about paintings, sculpture and music; surreal boxes and the bag of words; secrets, lies, wishes and dreams; creating images, taking word snapshots; riddles - hiding the truth; and red wheelbarrows and messages for mice.

Sikhism is often the religion that teachers have the least confidence in teaching, despite being the fifth largest religion in the world, and being commonly regarded as one of the six main religions to be taught in schools. This book fills that gap in knowledge and expertise by exploring the beliefs and practices of Sikhism as a lived religion in the modern world. It engages with Sikh beliefs and practices, and provides students and teachers with the confidence to address misconceptions and recognise the importance of beliefs in the lives of believers, in a way that will enable readers to go forward with confidence. Aspects of Sikhism explored include the concepts that form the central beliefs of Sikhism, and the expression of these beliefs in worship and daily life, and the ethics of Sikhs in the modern day. Each chapter includes authentic voices of believers today and provides opportunities for the reader to consider the concepts and how they can be respected and taught in the classroom.

Discover Principles of Business as a real-world subject through thought-provoking case studies and prepare effectively for the CSEC May/June 2019 examinations. -Develop knowledge systematically with each section focusing on a specific aspect of the syllabus, and clear syllabus references throughout. -Revise for the exam with unit summaries, in-chapter challenges, and MCQs. -Increase confidence with exam-type questions at the end of each unit and a full section dedicated to exam preparation and the School Based Assessment. -Ensure all three examined profile dimensions are developed with contextualised structured response questions.

The transition from middle school to high school poses as one of the most challenging transitions students will make in their academic career in grades K-12. The transition from grade eight to grade posts the greatest loss with the highest dropout rates nationally occurring during this transition. This book shares authentic examples through story telling of the situations students have experienced during their transition to high school. Also included in this book are intervention strategies schools could implement to counter the downward spiral. This book opens dialog and increases communication among teachers, parents and administrators with the goal of seeking solutions and implementing transition activities that increase the chances of student and school success.

The transition from high school to college can be difficult for many students. This book shares examples of situations that students might face during their transitions and ways in which teachers, parents, administrators, and mentors can help students prepare to handle similar occurrences. The book is intended to create opportunities for thoughtful dialogue and interactions with students in an effort to develop the skills needed to address minor and significant matters that result from the transition from high school to an institution of higher education.

The transition from high school to college can be difficult for many students. This book shares examples of situations that students might face during their transitions and ways in which teachers, parents, administrators, and mentors can help students prepare to handle similar occurrences. The book is intended to create opportunities for thoughtful dialogue and interactions with students in an effort to develop the skills needed to address minor and significant matters that result from the transition from high school to an institution of higher education.

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.

Originally published in 1977. This is a lively account of the day-to-day running of European schools based in five countries - France, West Germany, Italy, Spain and Portugal. It outlines the organisation of education in these countries, and examines aspects of curriculum, teaching methods, examinations, attitudes of teachers and pupils, buildings, equipment, out-of-school activities, pastoral care, discipline and rules and depicts what it is like to be a pupil or teacher in a European school. The schools discussed are mainly primary and lower secondary grades - the basic compulsory education of each country. Details of working hours, programmes and curricula which are, notably, often government controlled, are given in Appendices. But the author stresses that his aim throughout has been to show how individual schools work and adopt these rules to their own situation. He discusses the relative advantages and drawbacks of different educational systems, and draws his own conclusions about the favourable impressions he gained from many schools and the Awful Warning he saw in a few. This survey throws as much light on schools at home as on those in Europe and suggests that we have a good deal to learn from our neighbours.

The transition from middle school to high school poses as one of the most challenging transitions students will make in their academic career in grades K-12. The transition from grade eight to grade posts the greatest loss with the highest dropout rates nationally occurring during this transition. This book shares authentic examples through story telling of the situations students have experienced during their transition to high school. Also included in this book are intervention strategies schools could implement to counter the downward spiral. This book opens dialog and increases communication among teachers, parents and administrators with the goal of seeking solutions and implementing transition activities that increase the chances of student and school success.

Mathematics Teaching On Target is a guidebook for improving mathematics teaching, based on the Teaching for Robust Understanding (TRU) Framework and its five dimensions - The Mathematics, Cognitive Demand, Equitable Access, Agency, Ownership, and Identity, and Formative Assessment. You'll be guided to refine your classroom activities across the five TRU dimensions, and, your students will become more knowledgeable and resourceful thinkers and problem solvers. Each chapter in Mathematics Teaching On Target introduces a set of easy-to-use questions for the hands-on improvement of lesson activities, such as: * Think of an activity you use with your students. Is it as mathematically rich as it might be? * Does it stretch your students in the right ways, inviting "productive struggle"? * Can all students engage with it, in ways that allow them to grow as mathematical thinkers? * What evidence will student work provide, helping you revise the activity so that it works better both in the moment and next time? You'll find examples at the elementary, middle, and secondary levels for each dimension that show how addressing these questions can enhance mathematics instruction. Ideal for your individual classroom, learning community, or district-level and wider professional development efforts, this book will enable you to help more students engage with mathematics in increasingly powerful ways. Beyond individual lessons, this book will also accelerate teacher development by helping you focus and reflect on what really counts in your instruction.