The Developing Professional Practice series provides a thoroughly comprehensive and cutting edge guide to developing the necessary knowledge, skills and understanding for teaching within the 0-7, 7-14 or 14-19 age ranges. Each of the three titles offers a genuinely accessible and engaging introduction to a wide range of professional practice supporting the education of babies to young adults. Discussion of current developments in theory, policy and research is combined with guidance on the practicalities of working with each age group. Numerous examples of real practice are included throughout, along with a range of additional features to help promote understanding. Education in the 14-19 sector is going through a period of unprecedented change. This textbook provides a clear, accessible and supportive guide to reent developments in policy, theory and practice, providing you with a complete resource to support you in your initial teacher training. Each chapter includes a range of interactive pedagogical features, designed to aid understanding: Case studies provide extended examples that illustrate core concepts and theories in action Research focus features outline important research studies, revealing their key findings and demonstrating how these apply in everyday practice What do you think? boxes encourage you to reflect on, and interrogate, what you have learnt.

Dealing with challenging behaviour is a fundamental concern of all trainee teachers and even more so for those who are training to work with pupils' age 14+, whether within a secondary school context or post-compulsory college context.

This book will equip the practitioner with the skills required to implement change within problematic relationships and environments, and to explore a range of possible reasons as to 'why students behave in the way they do'.

"Understanding Behaviour 14+" challenges existing paradigms in order to break down barriers; substituting and encouraging professional responsibility for promoting positive relationships rather than the passive acceptance of unwanted behaviors, or a reliance on a culture of 'blame'.

Key features of the book include: A brief and effective solution-focused approach Challenging existing paradigms Consideration of the process of reflection and evaluation Effective approaches to providing an inclusive classroom This essentially moves away from thinking about difficult or 'bad' students and towards thinking about difficult relationships or environments. This process of change allows the practitioner to reflect in a far more constructive and objective manner, also allowing the practitioner to acknowledge their own feelings in this process.

""The effective management of the behaviour of 14+ learners has become a key issue across the school and lifelong learning sectors. The new Ofsted Schools, Common Inspection Framework and Initial Teacher Education Framework have behaviour management as a central focus. The raising of the participation age (RPA) will require teachers to manage the learning of a wider range of students in an increasingly broader spectrum of institutional contexts. "Understanding Behaviour 14+" will be a welcome resource for these teachers, whether more or less experienced. The authors recognize that there are no quick fixes to deal with what are extremely complicated relations and situations and avoid a 'tips for teachers' approach to behaviour management. They emphasise the importance of understanding why students behave the way they do and, with an excellent blend of theory and practice, encourage teachers to use reflection and to take solution- rather than problem-based approaches to managing behaviour. The text is highly accessible and issues are practically grounded in real life case studies."
Andy Armitage is Head of The Department of Post-Compulsory Education, Canterbury Christ Church University, UK. He recently completed a year's secondment to Ofsted as an inspector of Initial Teacher Education"

Orphanage tourism is where tourist interactions with 'orphaned' children are central to traveller itineraries and experience making in less-developed contexts. While appealing to the desire of tourists and volunteers to 'do good' while travelling, underlining orphanage tourism is the fact that the vast majority of children (over 80%) in orphanages and allied care institutions are not orphans. Instead, children are often placed in institutions due to poverty and hardship, and as victims of human trafficking. In some cases, orphanages can be for-profit enterprises, where the commodification of good intentions begins and becomes embedded in the tourism supply chain. Children are becoming tourist attractions and the focus of tourist consumption, leading to orphanages as sites of tourism production and consumption. The first of its kind, this book highlights exploratory research that examines the links between modern slavery practices and orphanage tourism. Contributors include academics and practitioners with a long engagement in advocacy for the rights and protection of children and research into sustainable and responsible tourism. Written in an accessible manner that appeals to a broad audience. This book will appeal to researchers interested in the areas of tourism, human geography, development studies, childhood studies, law and social justice, as well as those interested in responsible and sustainable travel. Practitioners, policy makers and civil society groups working at the vanguard of tourism expansion and communities in less-developed contexts - particularly where labour rights transgressions, human exploitation and trafficking are prevalent - will also find the book insightful. Royalties from the sales of this book will be donated to Save the Children Australia and the Forget Me Not Foundation.