This book showcases the diverse nature of policy, provision and practice for special educational needs and disability (SEND) across different international settings. Situated across a backdrop of varied international policies relating to inclusion, the book offers insights into the rhetoric of SEND policy and practice across a range of settings to contribute to our understanding of SEND provision. It explores the complexities, concerns and challenges experienced by staff, pupils, parents and carers in contemporary education settings. Chapters draw on empirical research and are structured around four parts: special education needs and disability within policy; stakeholder perceptions and experiences of SEND provision; meeting the needs of SEND children; and moving towards inclusive practice. The volume will challenge thought, stimulate critique and provoke debate in the field of special educational needs both locally and globally and will be of interest to researchers and postgraduate students in the field of inclusive education, special needs education and comparative education.

In this ethnographic study of a secondary school in the UK, the author presents an incisive account of school life from the various points of view of the pupils, teachers and parents. He describes and analyses major areas of experience and methods of adapting to school for both the children and their teachers; school experience is shown to be widely varying from boredom, despair and humiliation, to gaiety, exultation and comradeship some of it officially and some of it unofficially sponsored. The description reveals a number of marked and interpenetrating divisions within schools: between teachers and pupils, parents and teachers, parents and children and between pupils themselves. These divisions are explored, analysed and related both to institutional factors and to factors outside the school. The study suggests how these factors influence pupil and teacher strategies, and hence how the details of school life relates to wider society.

This is an introduction to interactionist work in education during the 1970s and 80s. The interactionist viewpoint concentrates on how people construct meanings in the ebb and flow of everyday life - what they think and do, how they react to one another - and has in recent years established itself as one of the leading approaches in education. It has generated illuminating research studies which, by being firmly based in the real world of teaching and dealing with the fine-grained details of school life, have helped to break down the barriers between teacher and researcher. This volume presents the results of this valuable work, within a coherent theoretical framework, by focusing on the major interactionist concepts of situation, perspectives, cultures, strategies, negotiation and careers. By bringing them together in this way, the author demonstrates their collective potential for the deeper understanding of school life and the possibilities for sociological theory. His book therefore offers both a summary of and a reflection on achievement in the area of interactionism as it relates to schools.

What do pupils actually do in school? There are remarkably few studies that take the pupils' perspective and reconstruct experience from their point of view within the context of their own cultures and careers. This volume brings together a number of research studies on various aspects of how pupils cope with schools. The theoretical papers consider amongst other issues a developmental model of the growth of pupil strategies based on primary and secondary socialisation; a discussion of 'interactionist empiricism' which argues for co-ordinated research between micro and macro perspectives and an extended overview of the general sociological background of work on teacher and pupil strategies. The empirical articles consider a number of themes ranging from strategies employed in answering teacher questions to the power and influence of the pupil peer group in the development of attitudes and behaviour.

This book takes as its focus the key interactionist concept of 'strategy', a concept fundamental to many current concerns in the sociology of the school, including the understanding of the links between society and the individual, a more accurate description of certain areas of school life and implications for the practice of teaching. 'Strategy' bears on all these issues. It concerns both goals, and ways of achieving them and short-term, immediate aims as well as long-term ones. The essays in this book share a common concern with teacher strategies, emphasizing the discovery of intentions and motives, alternative definitions of situations and the hidden rules that guide our behaviour. Amongst the areas investigated are the influence of factors outside the school in determining the role of the teacher, and the nature and influence of teacher commitment. The implications for practical action and policy making are stressed throughout, and by recognising and exploring the constraints and influences that operate on teachers, this work constructs a realistic appraisal of the teaching situation.

This volume describes and analyses exceptional educational events periods of particularly effective teaching representing ultimates in teacher and pupil educational experience. The events themselves are reconstructed in the book through teacher and pupil voices and through documentation. A model of critical event is derived from the study, which might serve as a possible framework for understanding other such occurrences in schools.

Creative Learning in the Primary School uses ethnographic research to consider the main features of creative teaching and learning within the context of contemporary policy reforms. In particular, the authors are interested in the clash between two oppositional discourses - creativity and performativity - and how they are resolved in creative teacher practice. The book complements previous work by these authors on creative teaching by giving more consideration to creative learning.

The first section of the book explores the nature of creative teaching and learning by examining four key features: relevance, control, ownership and innovation. The authors devote a chapter to each of these aspects, outlining their properties and illustrating them with a wide range of examples, mainly from recent practice in primary schools.

The second section presents some instructive examples of schools promoting creative learning, and how creative primary schools have responded to the policy reforms of recent years. The chapters focus specifically on:

how pupils act as a powerful resource for creative learning for each other and for their teachers;

how teachers have appropriated the reforms to enhance their creativity;

and how one school has moved over a period of ten years from heavy constraint to high creativity.

The blend of analysis, case-study material and implications for practice will make this book attractive to primary teachers, school managers, policy makers, teacher educators and researchers.

This book is about a unique school. It is a school that, despite the increasing pressure put upon it by changes in the curriculum and the organisation of education, has managed to successfully maintain the creative values that have won it international and governmental recognition.
Written for teachers and headteachers who want to encourage creativity in their schools and classrooms, the book describes:
* the school's culture of holism
* its use and appreciation of its grounds and environment for learning
* its innovative approaches to curriculum organisation
* its appropriation of national initiatives such as the literacy and numeracy hours
* its creative teaching and learning through the eyes of observers, teachers, children and parents
The success of Coombes School shows that it is possible to combine externally imposed prescription with a set of personal beliefs and values - making a real difference to the quality of teaching and learning. This is an inspirational read.

This book showcases the diverse nature of policy, provision and practice for special educational needs and disability (SEND) across different international settings. Situated across a backdrop of varied international policies relating to inclusion, the book offers insights into the rhetoric of SEND policy and practice across a range of settings to contribute to our understanding of SEND provision. It explores the complexities, concerns and challenges experienced by staff, pupils, parents and carers in contemporary education settings. Chapters draw on empirical research and are structured around four parts: special education needs and disability within policy; stakeholder perceptions and experiences of SEND provision; meeting the needs of SEND children; and moving towards inclusive practice. The volume will challenge thought, stimulate critique and provoke debate in the field of special educational needs both locally and globally and will be of interest to researchers and postgraduate students in the field of inclusive education, special needs education and comparative education.

Contents:
1. Introduction 2. Communities of learning and thinking, or a content by any other name A.L. Browne and J.C. Campoine 3. Physics in the primary school: peer interaction and the understanding of floating and sinking C. Howe and A. Tolmie 4. Learning from Jason M.J. Drummond 5. Integrating assessment with learning - a constructivist approach P. Murphy 6. Educational assessment: the myth of measurement P. Broadfoot 7. Responding to pressures: a study of four secondary schools S. Brown, S. Riddell and J. Duffield 8. The challenge of turning round ineffective schools J. Gray and B. Wilcox 9. The problem of good primary practice R. Alexander 10. A new professional discourse? Adjusting to managerialism P. Woods and R. Jeffrey 11. Schooling and the cultural production of masculinities M. Mac an Ghaill 12. Redefining black womanhood H. Mirza 13. Liberal education and the nature of knowledge P.H.Hirst

This book examines pupils' experience of school from their own perspectives, showing a range of responses involving both pain and pleasure. It brings together a wide range of material to evoke pupil realities, to describe pupil cultures, and to consider the meanings of activities.

This book was developed as part of the celebrations for the 50th anniversary of the founding of the journal Education 3-13, which has always had primary education as its main focus. The journal has been published by Routledge since 2007 and is the most important academic publication in the field internationally. This book has been edited by a team of academics and senior practitioners, all of whom are members of the Board of the journal or the Association for the Study of Primary Education (which is the owning body of the journal). It will serve as an excellent resource to researchers and students of primary education. Topics include major contemporary issues such as key challenges in the field, learning and teaching, wellbeing, teachers' work and professionalism, and outdoor learning. The chapters in this book comprise articles published in Education 3-13 in the last ten years.

- Providing all of the information and practical tips need to successfully translate qualitative research into writing, this text is an ideal guide for undergraduate and postgraduate students. - The majority of students doing research use qualitative methods, but translating this data into a good written form isn't easy. - The third edition of this book has been fully updated to reflect the changes to qualitative research since the last edition, particularly with regards to GDPR and technological developments.

There can be little doubt that pupils' own interpretations of what happens in their schools represent a crucial link in the educational chain. We need to understand how pupils respond to different forms of pedagogy and school organization, and why they respond in the ways they do, in order to increase the effectiveness of our schooling. In the ten years prior to first publication ethnographic studies of pupils in schools had increased in number and importance. They had come to represent a leading area of inquiry which is still of relevance to practising and student teachers today. However, this material was not easily accessible, being widely distributed across educational and sociological journals and books. Originally published in 1984, this book collects together significant contributions to the field in a single volume, and will still be of relevance to practising and trainee teachers, and students of sociology and education.

How do multicultural children and their parents experience the very beginning of their school careers? How do teachers mediate the demands of the educational system, and how do the children adapt? What kind of access to the National Curriculum is offered to multicultural children? Originally published in 1999, the authors answer these questions by drawing on two years' intensive research in three multi-ethnic institutions. They explore teachers' values and beliefs and how they attempt to put them into practice. They describe how, at times, teachers were constrained to get things done because of pressures operating on them, but at other times, taught creatively in a way particularly relevant to the children's concerns and cultures. The authors studied the children's experiences on their transition into school, and argue that they were inducted into not only a general pupil role, but also one based on an anglicised model of pupil. Opportunities for learning which children found most meaningful came notably from free play, but these became gradually more limited as they engaged with the National Curriculum. These young children were forming complex identities as they sought to respond to the varying influences operating them. Their parents saw a cultural divide opening up between home and school. Many suggestions for practice and policy are made in the course of the book and are still relevant today.

Changing schools at 11 or 12+ is a critical, often traumatic event in a pupil's career. Earlier studies had looked at this transitional stage from the schools' point of view, in the light of institutional aims and objectives. Originally published in 1984, this richly detailed and readable study looks at it from the pupils' point of view: it illustrates their perceptions of the transfer, their anxieties and their experiences. The book is the result of a research project, in which children transferring from a typical middle school to a typical comprehensive in a Midlands town were observed over a period of eighteen months. The authors reveal various ways in which children adjust to a large, more complex school organisation, to new forms of discipline and authority, and new demands in school work. They emphasise the significance of teenage culture during this period, and identify an important area of interplay between school culture and sub-culture. They pay special attention to gender identities, and the ways in which these affect pupils' responses to different subjects in the curriculum. Finally, they consider the theoretical and policy implications of their survey, and make positive recommendations for improving school and classroom practice at both primary and secondary level.

Originally published in 1984, the articles presented here explore such matters as how teachers maintain order, how they treat their pupils and how they cope with pressure; they examine the ways in which teachers relate to their colleagues, what goes on in staffrooms, how they engage in educational debate, and what their ambitions are. The contributors get to grips with what it is really like to be a teacher, to make sense of the everyday rewards and penalties, opportunities and problems. This is the hallmark of the ethnographic method of educational inquiry. It brings to life (by close observation and/or in-depth interview) the internal workings of an institution or culture, revealing the perspectives of its members, their roles and adaptations and making explicit the routine or taken-for-granted features of institutional life. All the papers in the volume are to one degree or another located within this methodological tradition - they all begin with what life is actually like for teachers in schools. Though they draw on a range of theoretical perspectives, from interactionism and ethnomethodology, to Marxism and the 'New Sociology of Education'; and more besides. In this volume the editors bring together examples of some of the most important and influential pieces of work which illustrate the range of material, and which have hitherto been spread widely among different research reports, academic journals, and collections of conference papers. Classrooms and Staffrooms provides a fund of quality source materials for initial and in-service teachers.

Drawing on wide ranging research this book, originally published in 1997, explores how the policy changes of previous years were affecting primary teachers and their work at the time. Within the context of worldwide restructuring, the thoughts, feelings and activities of teachers in their daily work are examined. The core argument is that what used to be a complex but fulfilling job distinguished by professional dilemmas, which are amenable to professional skill, had become increasingly marked by tension and constraint, which frustrates teacher creativity. While some teachers found new opportunities in the 'new' primary school, many used strategical and micro-political activity in order to cope, while others fell victim to stress and burnout. The authors argue that teachers' own active involvement in policy change is required if their creative potential is to be realized. The book will still be of interest to teachers in primary schools, researchers and policy makers.

Creative teaching is an art form - aesthetic, intuitive and expressive. The proliferation of new educational policies in the early 1990s and the related increase in tensions and dilemmas facing schools, combined with the growing demand for a wider range of skills and knowledge among children meant that there was an even greater need for creative teaching than before the National Curriculum. Originally published in 1996, this book addresses this need by: exploring the features of creative teaching with a focus on the day to day practice of primary teachers; showing how teachers used emotion, created atmosphere and stimulated imagination to enhance their teaching; examining the ways in which teachers managed the National Curriculum and developed a new professional discourse in response to government pressures at the time. This book is a sequel to Creative Teachers in Primary Schools and builds upon this work providing new insights into the art of teaching.

Is creative teaching still possible in English schools? Can teachers maintain and promote their own interests and beliefs as well as deliver a prescribed National Curriculum? Originally published in 1995, this book explores creative teachers' attempts to pursue their brand of teaching despite the changes. Peter Woods has discovered a range of strategies and adaptations to this end among such teachers, including resisting change which runs counter to their own values; appropriating the National Curriculum within their own ethos; enhancing their role through the use of others; and enriching their work through the National Curriculum to provide quality learning experiences. If all else fails, such teachers remove themselves from the system and take their creativity elsewhere. A strong theme of self-determination runs through these experiences. While acknowledging hard realities, the book is ultimately optimistic, and a tribute to the dedication and inspiration of primary teachers. The book makes an important contribution to educational theory, showing a range of responses to intensification as well as providing many detailed examples of collaborative research methods.

Changing schools at 11 or 12+ is a critical, often traumatic event in a pupil's career. Earlier studies had looked at this transitional stage from the schools' point of view, in the light of institutional aims and objectives. Originally published in 1984, this richly detailed and readable study looks at it from the pupils' point of view: it illustrates their perceptions of the transfer, their anxieties and their experiences. The book is the result of a research project, in which children transferring from a typical middle school to a typical comprehensive in a Midlands town were observed over a period of eighteen months. The authors reveal various ways in which children adjust to a large, more complex school organisation, to new forms of discipline and authority, and new demands in school work. They emphasise the significance of teenage culture during this period, and identify an important area of interplay between school culture and sub-culture. They pay special attention to gender identities, and the ways in which these affect pupils' responses to different subjects in the curriculum. Finally, they consider the theoretical and policy implications of their survey, and make positive recommendations for improving school and classroom practice at both primary and secondary level.

First published in 1977, this volume brings together a range of viewpoints, informed by reports of empirical research, which bear on the experience of school. Each chapter demonstrates the application of the 'new sociology of education' in its various guises to the world of teachers and pupils. In doing so, they exemplify the fields of investigation opened up by these theoretical developments, and also suggest directions ahead. The tensions in the articles reflect the tensions that existed in the sociology of education. By bringing them together, the aim of this volume is to contribute to a more soundly based sociology of education.

Originally published in 1990. Following the Swann Report of 1985 and its pleas for 'Education for All' the need for multicultural education in all areas was generally recognised. This need was particularly pressing in primary schools since racial attitudes are formed early in life and may be difficult to change later. This book documents and evaluates a number of approaches in this area, considering their effects on pupil learning and development. These include whole-school projects in mathematics, environmental studies, and a school exchange; and experiences of pupils at key stages. The authors argue that collaboration, participation and democratic procedures lay behind the more successful developments.

First published in 1988, this work considers the ways in which the sociology of education can inform educational practice. It examines the research which marries the two fields and considers the thinking behind it. It addresses key themes such as: sociological awareness or imagination, and how it might be stimulated and enriched by educational study; reflectivity for both teachers and sociologists; and ethnography, the major research orientation behind most of these studies.

First published in 1977, this volume brings together a range of viewpoints, informed by reports of empirical research, which bear on the experience of school. Each chapter demonstrates the application of the 'new sociology of education' in its various guises to the world of teachers and pupils. In doing so, they exemplify the fields of investigation opened up by these theoretical developments, and also suggest directions ahead. The tensions in the articles reflect the tensions that existed in the sociology of education. By bringing them together, the aim of this volume is to contribute to a more soundly based sociology of education.