First published in 2005, this timely volume challenges those who see faith schools as contributing positively to the well-being of society and responding to parent choice to think through the implications of September 11 for our multi-ethnic and multi-faith society without taking a position on the ultimate necessity of faith schools. The authors conducted research in several faith-based schools representative both of older religious traditions in England and Wales, and of those which have been more recently established. The focus was on state-funded faith-based schools, but a range were visited to provide an overview of issues facing all faith-based schools, as well as those specific to newly funded institutions.

This informative book will equip pre-school and reception teachers with the kind of practical knowledge needed when teaching young children with dyslexia effectively. The author tackles the topic accessibly and realistically, addressing a variety of classroom issues such as:
- assessment and identification of dyslexia
- summarizing and commenting on current debates
- exploring the links between dyslexia, language and social and emotional development
- the most effective instructional methods and teaching styles conducive to supporting pupils with dyslexia in early years settings
Whilst this book has been written with the non-expert in mind, the author encourages the reader to think critically in terms of the changing nature of special educational needs and teaching and learning in the early years, as well as considering the implications of current research for every day classroom practice.
The author also makes recommendations fordeploying a range of new technologies and accessing web-based information and resources and information.
Full of activities, real-life case studies, tasks and suggestions, this book will be vital for any reception teacher or early years practitioner who is concerned about a child with dyslexia in their care.

First published in 2005, this timely volume challenges those who see faith schools as contributing positively to the well-being of society and responding to parent choice to think through the implications of September 11 for our multi-ethnic and multi-faith society without taking a position on the ultimate necessity of faith schools. The authors conducted research in several faith-based schools representative both of older religious traditions in England and Wales, and of those which have been more recently established. The focus was on state-funded faith-based schools, but a range were visited to provide an overview of issues facing all faith-based schools, as well as those specific to newly funded institutions.

Packed full of activities, real-life case studies, tasks and suggestions, this informative book will equip teachers with the kind of practical knowledge needed to teach young children with dyslexia effectively. Tackling the subject in a clear and realistic way, the author encourages teachers to think critically in terms of the changing nature of special educational needs, and teaching and learning in early years. She addresses a variety of classroom issues, such as: assessment and identification of dyslexia summarising and commenting on current debates exploring the links between dyslexia, language, and social and emotional development the most effective instructional methods and teaching styles conducive to supporting pupils with dyslexia in early years settings. In addition the book considers the implications of current research for everyday classroom practice, makes recommendations for employing technologies and for accessing web-based information and resources.

This book explores the shifting geographies and contexts of children's play and learning. The author examines both free and guided play through the lenses of class, gender and disability, drawing links between face-to-face and online interactions. As young people increasingly spend time in virtual environments it is important to adjust understandings of how, and when, they engage with learning. The book examines play as a continuum of activities and peer interactions, interrogating what it takes to bridge the gap between academic and wellbeing goals for children with disabilities and disadvantage, as well as those at the intersection with other markers of difference (e.g. gender and race). It will be of interest and value to scholars of play and education, as well as those working with disabled or disadvantaged children.

This book explores the shifting geographies and contexts of children's play and learning. The author examines both free and guided play through the lenses of class, gender and disability, drawing links between face-to-face and online interactions. As young people increasingly spend time in virtual environments it is important to adjust understandings of how, and when, they engage with learning. The book examines play as a continuum of activities and peer interactions, interrogating what it takes to bridge the gap between academic and wellbeing goals for children with disabilities and disadvantage, as well as those at the intersection with other markers of difference (e.g. gender and race). It will be of interest and value to scholars of play and education, as well as those working with disabled or disadvantaged children.

A range of different features and companion website makes this book an excellent resource for research students in education embarking upon their PhD, EdD or MPhil. This comprehensive textbook encourages students to contextualise their understanding of quantitative and qualitative research methods by drawing links between the research question and its theoretical framework with the choice of the quantitative/qualitative methodology and analyses. It also encourages them to develop a theoretical appreciation of the field of inquiry and to balance the emphasis on methods with reviewing the literature and understanding the wider context of research. Each chapter contains user-friendly features designed to support the student, such as: key terms, summaries, case studies and examples. Exercises are suggested throughout the text, enabling students to look at easily accessible data sets and use prompts to formulate research questions to produce a mini study. Further reading material has been provided at the end of each chapter. A companion website supports the text, providing easy access to supporting material, including revision questions and an annotated list of useful websites. This text will be invaluable reading for research students in education embarking upon their PhD, EdD or MPhil. Research fellows and other educational researchers will also find this book a useful resource.

In this study, Dimitra Hartas analyses contemporary childhood. She discusses the plurality inherent in childhood and the forces that shape children's experience of growing up in the 21st century. She engages with new lines of argument about diversity, difficulty and difference, and critiques the issues that affect children's quality of life such as market-driven values, poverty and civic engagement.Hartas shows how the right to childhood is being violated in both the developed and the developing world and how our consumerist culture is shaping children's lives in ways that are not always understood, and she advocates the rights to childhoods. She concludes by discussing policy and practice in early childhood education, and examines pedagogies that are responsive to ethics, diversity and difference. >

This book offers an engaging study that analyses contemporary childhood by examining new lines of argument about diversity, disability and difference. The author critiques the key issues that affect both adults' and children's quality of life, including market-driven values, poverty and civic disengagement.In this fascinating study, Dimitra Hartas analyses contemporary childhood. She discusses the plurality inherent in childhood and the cultural, ideological, social and biological forces that shape children's experience of growing up in the 21st century. She engages with new lines of argument about diversity, disability and difference, and critiques the big issues that affect both adults' and children's quality of life such as market-driven values, poverty and civic disengagement.Hartas uncovers evidence of how the right to childhood is being violated in both the developed and developing world and how our consumerist culture is shaping children's lives in ways that are not always understood, and advocates the right to childhoods. She concludes by discussing the implications of her findings for both policy and practice in early childhood education, and examines pedagogies that are responsive to ethics, diversity and difference.

Although often termed the 'invisible disability', up to ten per cent of school children experience some degree of difficulty with their language and communication skills. This book provides teachers with practical strategies for supporting such children in the classroom. Topics covered include scaffolding communication and how language and communication difficulties relate to other special educational needs. Accessible and informative, this book will be of interest to teachers and trainees everywhere.>