This book calls for a re-thinking of educational provision for Gypsy / Traveller communities. Despite having been recognised by the government and educational providers for over fifty years, underachievement of children from Gypsy / Traveller communities persists. Rather than focusing specifically on access, attendance and attainment, the author provides a structural analysis of the cultural tensions that often exist between Nomadic communities and current school provision based on the interests and values of Sedentarism. The author uses spatial theory as a base upon which to build knowledge and understanding of the educational exclusion of children from Gypsy / Traveller communities, highlighting the social role that space plays within schools. This innovative book will be of interest and value for students and scholars interested in not only education and Gypsy / Traveller communities, but education for minority communities more widely.

This collected volume examines the multifaceted contexts and experiences of Chinese students, teachers and scholars in Australia, Denmark, France, Japan, the UK and the US. It can serve both as an introduction to Chinese people's mobility and migration in Higher Education and as a thorough review for more knowledgeable readers.

Labeled A Nation at Risk, Americans are urgently seeking reform in their public school systems. While many promising programs are being developed, they have not yet been validated. The national conference Making Schools Work for Underachieving Minority Students shared the best of what is presently known and deliberated on the implications for research, policy, and practice. Sponsored by CRESST (Center for Research on Evaluation Standards and Student Testing), The National Urban League, and the National Council of LaRaza, the conference was financed by the U.S. Department of Education. Closely following the structure of the conference, this volume's contributors examine education's current status. They then investigate potentially promising approaches to specific problem areas. Contributors treat issues of evaluation and testing, and conclude by addressing the potential of collaborative efforts. Responding to a major challenge, community groups and organizations throughout the country are seeking answers to the problem of underachieving minority students. This volume builds on these shared interests and is a first step toward an intervention process. Topics covered include: creating effective instructional programs; reducing the dropout rate; preparing students for secondary and postsecondary success; helping limited English proficient students; and improving teacher quality. The volume's contributors hope to promote dialogue on promising practices, foster collaboration, identify critical R & D needs and collaborative arrangements, and identify testing and evaluation issues for subsequent inquiry.

In the summer of 1970, the members of the New Orleans Fifth Circuit Court of Appeals understood clearly the realities of race in the South. Houston, Texas, like other Southern cities, had made haste toward racial school desegregation as slowly as the White Southern Federal courts would allow. When the High School of Performing and Visual Arts opened its doors in Houston a year later, a new superintendent and liberal-dominated Board of Education wished to demonstrate the positive potential of a voluntarily desegregated student body. HSPVA was the first United States public school for the arts specifically used for racial desegregation purposes, the prototype for the first public urban magnet program of desegregation used to replace a standing court order, and a continuing prototype for other public magnet schools for the arts across the United States. Talent Knows No Color is a 35-year history of HSPVA, exemplary in both arts and academics, which chronicles multi-perspective participant experiences within the context of ever-changing district education policies and demographics. Ten years of school system and HSPVA archival research, examination of local newspapers, and oral history interviews allow a rich narrative unusual among the already limited number of scholarly histories of individual public schools. It is the description and analysis of everyday occurrences that assist the reader in understanding what Series Editor O. L. Davis, Jr. refers to as "the continuing, likely never ending, practical development of one particular high school and its curriculum."

This book articulates a practice and theory of education that aims to facilitate the emergence of sustainable peace and conflict-resilient communities in societies plagued by conflict. It does so by examining the agency of conflict-resilient communities and the dynamic processes of their interactions with larger societal structure. Although education is seen as a human right, the design of education policies, schooling models and curricula has primarily been the prerogative of elites, be they governments, academics or international actors. This book argues for a different approach to education, contending for more inclusivity and open deliberation in modeling education frameworks. Drawing on case studies and interviews with practitioners, scholars, activists, and policymakers, it applies the lenses of conflict resolution to a variety of education issues within fragile societies.

Fundamental rights for all people with disabilities, education and employment are key for the inclusion of people with autism. They play as facilitators for the social inclusion of persons with autism and as multipliers for their enjoyment of other fundamental rights. After outlining the international and European dimensions of the legal protection of the rights to education and employment of people with autism, the book provides an in-depth analysis of domestic legislative, judicial and administrative practice of the EU Member States in these fields. Each chapter identifies the good practices on inclusive education and employment of people with autism consistent with principles and obligations enshrined in the UN Convention on the Rights of Persons with Disabilities (Articles 24 and 27). The book contains the scientific results of the European Project "Promoting equal rights of people with autism in the field of employment and education" aimed at supporting the implementation of the UN Convention in the fields of inclusive education and employment.

Teacher effectiveness and licensure in the United States continue to be scrutinized at the state and national levels. At present, 40 states plus the District of Columbia have adopted edTPA to inform initial teacher licensure and/or certification decisions (American Association of Colleges for Teacher Education, n.d.). edTPA is designed to measure novice teachers' readiness to teach their content area, with a focus on student learning and principles from research and theory (SCALE, 2015). Composed of planning, instruction, and assessment tasks, edTPA portfolios seek to provide evidence of teacher candidate readiness in three areas: (1) intended teaching, (2) enacted teaching, and (3) the impact of teaching on student learning. Specifically, edTPA measures teacher candidates' ability to: develop knowledge of subject matter, content standards, and subject-specific pedagogy develop and apply knowledge of varied students' needs consider research and theory about how students learn reflect on and analyze evidence of the effects of instruction on student learning (p. 1) Teacher candidates create extensive portfolios that include written commentaries explaining each task and video excerpts of a recorded teaching event. Teacher candidates must submit evidence to show their teaching prowess and pay $300, at present, to Pearson Education for their portfolio to be evaluated by external reviewers. In this volume, researchers share their experiences working with edTPA in three areas of language learning: English Language Arts, English to Speakers of Other Languages, and World Languages. The volume provides empirical research in the areas of multicultural perspectives, pedagogical practices, and edTPA (in)compatibility. Findings are of interest to multiple stakeholders such as teacher candidates, mentor teachers, teacher preparation faculty members and program coordinators, and administrators.

The monograph Promising Practices for Teachers to Engage Families of English Language Learners provides practical activities, communication skills, events, resources, and policies to work with families who are English language learners. This book is primarily targeted toward preservice and novice teachers who are searching for ways to connect with families from diverse cultures and varying proficiency levels in English. However, the contents contain an array of practices that are useful for teachers at all levels, parents, other educator groups, and administrators.

Multilingual learners in Grades K-12 are often overidentified or underidentified for special education. The third edition of this groundbreaking text offers a better way to meet the needs of multilingual learners: by creating a culturally and linguistically responsive multi-tiered system of support (MTSS) and implementing a continuum of services that meets the needs of the whole child. Shifting away from traditional ways that schools address the needs of students who experience challenges, the new edition of this text takes a strengths-based approach to supporting multilingual students and focuses on the complex issues that affect a multilingual learner's development. Chapters have been fully updated to reflect the latest best practices and reorganized to better align with MTSS. Educators and other school-based professionals will be fully prepared to: Form collaborative MTSS teams that blend the diverse expertise of staff members Evaluate and enhance the learning environment for multilingual learners Gather extensive data about six critical factors in students' home and school life, from previous schooling experiences to cross-cultural factors Authentically assess the strengths of multilingual learners Create a continuum of services that addresses the individual needs of each student Plan effective instruction and intervention using a multilingual lens Monitor the effectiveness of support strategies and programming for multilingual learners PRACTICAL FEATURES: MTSS team activities to support professional learning Templates, a rating scale, and other reproducible tools Real-world examples from the field Discussion questions to help teams apply the concepts to their own student population

In "Teaching Equality," Adam Fairclough provides an overview of the enormous contributions made by African American teachers to the black freedom movement in the United States. Beginning with the close of the Civil War, when "the efforts of the slave regime to prevent black literacy meant that blacks . . . associated education with liberation," Fairclough explores the development of educational ideals in the black community up through the years of the civil rights movement. He traces black educators' connection to the white community and examines the difficult compromises they had to make in order to secure schools and funding. Teachers did not, he argues, sell out the black community but instead instilled hope and commitment to equality in the minds of their pupils. Defining the term teacher broadly to include any person who taught students, whether in a backwoods cabin or the brick halls of a university, Fairclough illustrates the multifaceted responsibilities of individuals who were community leaders and frontline activists as well as conveyors of knowledge. He reveals the complicated lives of these educators who, in the face of a prejudice-based social order and a history of oppression, sustained and inspired the minds and hearts of generations of black Americans.

* Investigates new findings on the predictive brain and what these insights mean for autism and current interventions. * The book has already sold over 2000 copies within 7 months of publishing in Dutch * Peter Vermeulen has established himself as an expert in autism writing, his last books selling thousands of copies and being translated into 10 languages and 5 languages each.

The heart of this study is a detailed narrative account of a teacher in an inner-city school. For two years, the author collaborated with an immigrant teacher from the Caribbean, studying her practice from three perspectives: place--the community and school landscape; temporality--the history of the school and current programs; and interaction--the teacher's relationship with the school, parents, and students. Current ways of examining multicultural issues focus on the analysis of broad factors affecting large groups of people. In the process, the individual is subsumed within catagories and the subtle nuances of experiences are lost. The narrative approach outlined in the book offers a new perspective on multiculturalism and research into multicultural education, one the author terms narrative multiculturalism.

Narrative multiculturalism begins with experience as it is shaped by the contexts in which people live and work. It is also shaped by broader societal and global forces. In this approach, multiculturalism is viewed as a fluid process, continually evolving, changing, and transforming. Narrative multiculturalism develops an in-depth understanding of individual experiences and thereby creates an alternate perspective on multiculturalism.

Every learner and every teacher have a unique blend of personal characteristics and background factors that change with time and context, and affect the experience of living and developing. Traditionally, the education of learners with disabilities focused on the nature of specific conditions in an attempt to alleviate barriers to learning. The impairment, and not the impact thereof on participation at school or at home, was emphasised. A more contemporary view is to focus on the strengths, attitudes and abilities of children within meaningful contexts. Believe that all can achieve addresses inclusion as the foundation for education in an attempt to celebrate diversity in the classroom, to capitalise on the strengths each learner brings to the learning-teaching dyad, and to welcome every family member as part of the broader classroom community. Believe that all can achieve embraces the core values of the South African Constitution - freedom, dignity and equality. It shares best practice, evidence-based techniques and strategies in an effort to build a deeper understanding of the core challenges and possible solutions. Narratives, case studies, screening checklists, engaging illustrations and examples provided in the book enable the teacher to translate theory into actuality in the classroom. The chapters on challenging behaviours; intellectual, learning, physical and sensory disabilities; autistic spectrum disorders, and medical conditions add a wealth of information and a ready reference. Believe that all can achieve is aimed at students and teachers in the field of inclusive education. Seeing children with disabilities at work has taught me that there are many things they do that I thought they could not do. From this experience I now know that I would have no problem employing a person who is mentally or physically challenged. I ask God to help all of us have a better understanding and to see them as normal. I also ask that inclusion becomes part of many schools because I truly believe we can all benefit from inclusion.

This book traces the recent socio-historical trajectory of educational language policy in Arizona, the state with the most restrictive English-only implementation in the US. Chapters, each representing a case study of policy-making in the state, include: * an overview and background of the English-only movement, the genesis of Structured English Immersion (SEI), and current status of language policy in Arizona; * an in-depth review of the Flores case presented by its lead lawyer; * a look at early Proposition 203 implementation in the context of broader educational 'reform' efforts; * examples of how early state-wide mandates impacted teacher professional development; * a presentation of how new university-level teacher preparation curricula misaligns with commonly-held beliefs about what teachers of language minority students should know and understand; * an exploration of principals' concerns about enforcing top-down policies for SEI implementation; * an investigation of what SEI policy looks like in today's classrooms and whether it constitutes equity; * and finally, a discussion of what the various cases mean for the education of English learners in the state.

The State of Developmental Education is the first book to provide a thorough, comparative picture of how developmental education is carried out at higher education institutions and investigate how different state-level policies and priorities change the availability, types, and quality of developmental education available.

Rarely do we find books in educational research that are both thick in context and rich in theory. Usually books emphasize one over the other. Authors that engage in thick descriptions tend to fall short of explaining what larger theoretical issue their case stands for. Vice versa, authors who make a case for a particular theory do not always describe their case in sufficient detail. From Sites to Occupation to Symbols of Multiculturalism is a remarkable exception. The book is a major break-through in case study methodology, multiculturalism and policy borrowing/lending research. The book investigates a puzzle: how is it that one and the same system, the system of separate schooling for Latvian and Russian speakers, is seen as a site of occupation during one period (1987-1990) and as a symbol of multiculturalism in the next (1991-1999)? The system has stayed in place, but the meaning attached to it has been completely inverted. Is cultural change without structural change possible? Does it mean that the dual school system has become anachronistic, and will eventually disappear in light of the cultural changes of the past decade? The book is the story of a great metamorphosis of one and the same system of separate schooling that, at first unbelievable, gradually makes sense.

The editors and their contributors explore the world from a pluralistic perspective. There are several models proposed and used by authors that could serve as a framework for multicultural and diversity programs in both education and the workplace. The implementation of programs which target the workplace and specific strategies for success are identified. The international implications of globalization and the need for international as well as "at home" experiences are addressed by several authors. Regional research-based programs and strategies, in particular academic disciplines to promote pluralism, are explored from the university perspective. These models, strategies, and research findings should prove to be most useful for individuals seeking to implement programs to promote pluralism.

'I believe this book will change the conversation in schools on children's behaviour.' - Dr Luna Centifanti A School Without Sanctions offers an innovative approach to behaviour management in schools, prioritising compassion and behaviour modification over punishment. Drawing on their award-winning methods, Steven Baker and Mick Simpson explain why challenging behaviour occurs and provide a toolbox of non-confrontational approaches that will benefit the whole school community. When Steven and Mick set out to transform their school's approach to behaviour, it changed everything. With the help of Dr Alice Jones Bartoli at Goldsmiths, they developed a sanction-free approach in their special school for boys with social, emotional and mental health (SEMH) difficulties. Far from descending into anarchy, lessons began to improve and student-staff relationships flourished. The school is now rated outstanding in all areas, and more importantly, student outcomes have been remarkable. Steven and Mick apply this experience, as well as their work in pupil referral units and young offender institutions, to explore their strategies for managing behaviour without the need for zero tolerance, discussing exclusions, trauma, motivation and engagement along the way. Rooted in neuroscience and evolutionary psychology, this book will revolutionise the way you think about behaviour management, help boost student mental health and academic achievement, and protect teacher wellbeing.

In education, there is an aim to construct an authentic framework of educational paradigms in order to provide a sharing knowledge system as a result of re-examining contemporary trends, educational currents, case studies from the classrooms, and educational psychology directions. It is an intellectual need of meta-comprehension and new educational approaches based on educational psychology outcomes. Analyzing Paradigms Used in Education and Educational Psychology is a critical scholarly book that discusses sophisticated paradigms from academic narratives and educational realities. Featuring a range of topics such as classroom management, lifelong education, and theology, this book is essential for researchers, teachers, educational psychologists, education professionals, administrators, academicians, practitioners, and students.