"Changing Urban Education" considers the way we approach teaching and learning in the urban context and examines the debates concerning developments in wider social, cultural, political and economic contexts. Grounded in a strong conceptual, theoretical framework, this accessible text will guide the reader through this evolving area.
Reflective exercises, interviews, chapter summaries and useful websites will encourage and support student learning and the application of new concepts. Recent debates and developments are considered, including:
* The city as a social, cultural and economic resource
* Virtual communities
* The impact of the forces of globalisation on urban education
* Challenging schools and urban policy
* Mobile urban learning
"
Changing Urban Education" is essential reading for undergraduate and postgraduate students on education studies and related courses.

Education, Capitalism and the Global Crisis focuses on Andrew Gamble's book The Spectre at the Feast and its analysis of the background to, conduct of, and possible consequences and opportunities brought about by, the current global economic crisis. The views expressed represent a range of responses to Gamble's analysis and examination of the crisis, both in different locations and from different perspectives. They reflect upon the broader social, political and even emotional dimensions of what is taking place as well as trying to understand the true nature of the crisis. What is key is how the state sets about 'managing' this crisis. The authors seek to answer a wide range of pertinent questions, such as: to what degree will the state continue to balance between economic and fiscal management as against the needs of the weak and vulnerable? What should be and what is the role of state welfarism in a time of recession? How will different nation states respond to this crisis? What is the role of education policy in these complicated times? What is the role of the education state? This book was originally published as a special issue of the Journal of Education Policy.

This internationally appealing book is based on a two-year case study of a group of young people as they move through their final year of mandatory schooling and into their first year of post-16 experience. It looks at their choices, the market behaviour of local education and training providers and those who help and advise these choices. The authors show that recent and current political policies for post-16 education disadvantage, marginalise and exclude young people rather than improve their life chances. The book draws together the major issues and attempts to suggest alternative ways forward for a more inclusive post-16 education and training system.

This internationally appealing book is based on a two-year case study of a group of young people as they move through their final year of mandatory schooling and into their first year of post-16 experience. It looks at their choices, the market behaviour of local education and training providers and those who help and advise these choices. The authors show that recent and current political policies for post-16 education disadvantage, marginalise and exclude young people rather than improve their life chances. The book draws together the major issues and attempts to suggest alternative ways forward for a more inclusive post-16 education and training system.

Education, Capitalism and the Global Crisis focuses on Andrew Gamble s book The Spectre at the Feast and its analysis of the background to, conduct of, and possible consequences and opportunities brought about by, the current global economic crisis. The views expressed represent a range of responses to Gamble s analysis and examination of the crisis, both in different locations and from different perspectives. They reflect upon the broader social, political and even emotional dimensions of what is taking place as well as trying to understand the true nature of the crisis.

What is key is how the state sets about managing this crisis. The authors seek to answer a wide range of pertinent questions, such as: to what degree will the state continue to balance between economic and fiscal management as against the needs of the weak and vulnerable? What should be and what is the role of state welfarism in a time of recession? How will different nation states respond to this crisis? What is the role of education policy in these complicated times? What is the role of the education state?

This book was originally published as a special issue of the Journal of Education Policy."

Part of the popular BERA/SAGE Research Methods in Education series, this is the first book to specifically focus on the ethics of Education research. Drawn from the authors' experiences in the UK, Australia and mainland Europe and with contributions from across the globe, this clear and accessible book includes a wide range of examples The authors show how to: identify ethical issues which may arise with any research project gain informed consent provide information in the right way to participants present and disseminate findings in line with ethical guidelines All researchers, irrespective of whether they are postgraduate students, practising teachers or seasoned academics, will find this book extremely valuable for its rigorous and critical discussion of theory and its strong practical focus. Rachel Brooks is Professor of Sociology and Head of the Sociology Department at the University of Surrey, UK. Kitty te Riele is Principal Research Fellow in the Victoria Institute for Education, Diversity and Lifelong Learning, at Victoria University in Australia. Meg Maguire is Professor of Sociology of Education at King's College London.

Education, Globalisation and New Times comprises a selection of the most influential papers published over the twenty-one years of the Journal of Education Policy. Written by many of the leading scholars in the field, these seminal papers cover a variety of subjects, sectors and levels of education, focused around the following major themes:

• education, globalisation and new times
• policy theory and method
• policy and equity.

Compiled by the journal's editors, Stephen Ball, Ivor Goodson and Meg Maguire, the book illustrates the development of the field of education policy studies, and the specially written Introduction contextualises the selection, whilst introducing students to the main issues and current thinking in the field.

Education, Globalisation and New Times comprises a selection of the most influential papers published over the twenty-one years of the Journal of Education Policy. Written by many of the leading scholars in the field, these seminal papers cover a variety of subjects, sectors and levels of education, focused around the following major themes:

• education, globalisation and new times
• policy theory and method
• policy and equity.

Compiled by the journal's editors, Stephen Ball, Ivor Goodson and Meg Maguire, the book illustrates the development of the field of education policy studies, and the specially written Introduction contextualises the selection, whilst introducing students to the main issues and current thinking in the field.

Over the last 20 years, international attempts to raise educational standards and improve opportunities for all children have accelerated and proliferated. This has generated a state of constant change and an unrelenting flood of initiatives, changes and reforms that need to be 'implemented' by schools. In response to this, a great deal of attention has been given to evaluating 'how well' policies are realised in practice - implemented Less attention has been paid to understanding how schools actually deal with these multiple, and sometimes contradictory, policy demands; creatively working to interpret policy texts and translate these into practices, in real material conditions and varying resources - how they are enacted Based on a long-term qualitative study of four 'ordinary' secondary schools, and working on the interface of theory with data, this book explores how schools enact, rather than implement, policy. It focuses on:

This book offers an original and very grounded analysis of how schools and teachers do policy. It will be of interest to undergraduate and postgraduate students of education, education policy and social policy, as well as school leaders, in the UK and beyond.

Over the last 20 years, international attempts to raise educational standards and improve opportunities for all children have accelerated and proliferated. This has generated a state of constant change and an unrelenting flood of initiatives, changes and reforms that need to be implemented by schools. In response to this, a great deal of attention has been given to evaluating how well policies are realised in practice implemented Less attention has been paid to understanding how schools actually deal with these multiple, and sometimes contradictory, policy demands; creatively working to interpret policy texts and translate these into practices, in real material conditions and varying resources how they are enacted Based on a long-term qualitative study of four ordinary secondary schools, and working on the interface of theory with data, this book explores how schools enact, rather than implement, policy. It focuses on:

This book offers an original and very grounded analysis of how schools and teachers do policy. It will be of interest to undergraduate and postgraduate students of education, education policy and social policy, as well as school leaders, in the UK and beyond.

Part of the popular BERA/SAGE Research Methods in Education series, this is the first book to specifically focus on the ethics of Education research. Drawn from the authors' experiences in the UK, Australia and mainland Europe and with contributions from across the globe, this clear and accessible book includes a wide range of examples The authors show how to: identify ethical issues which may arise with any research project gain informed consent provide information in the right way to participants present and disseminate findings in line with ethical guidelines All researchers, irrespective of whether they are postgraduate students, practising teachers or seasoned academics, will find this book extremely valuable for its rigorous and critical discussion of theory and its strong practical focus. Rachel Brooks is Professor of Sociology and Head of the Sociology Department at the University of Surrey, UK. Kitty te Riele is Principal Research Fellow in the Victoria Institute for Education, Diversity and Lifelong Learning, at Victoria University in Australia. Meg Maguire is Professor of Sociology of Education at King's College London.

Becoming a Teacher provides a broad context for understanding education, addressing issues such as the influence of international policy and practice, education ideology and social justice. This is balanced with practical advice for the classroom on topics such as assessment for learning, learning technologies, literacy, numeracy and English as an additional language. Becoming a Teacher draws extensively on contemporary research and empirical evidence to support critical reflection about learning and teaching. Encouraging you to reflect on your knowledge and beliefs, it explores some of the complex social and cultural influences that influence professional learning and practice. The approach chimes with the government's recognition that trainee teachers should take a research-informed approach towards classroom practice. The fifth edition is refreshed and revitalized throughout, with: * a complete revision of each chapter * new chapters on 'Reforming ITE', 'Teachers Lives and Careers', 'International Influences', 'Engagement and Motivation', 'Learning and the Emotions', 'Data Usage in Schools', 'Safeguarding' and 'Learning with Digital Technologies' * up-to-date referencing of research findings * insightful policy analysis * critical commentary on issues For those training to teach in secondary school on a Postgraduate Certificate in Education (PGCE) or a School Direct programme, or taking an undergraduate or postgraduate Education Studies course, Becoming a Teacher provides invaluable support, insight and guidance. "With every new edition this book confirms its place as one of the most commanding, authoritative and influential texts in teacher education". Meg Maguire's leadership of this new editorial team means that this book remains my umbilical cord to those pivotal principals that I cherish in education: integrity, passion, critical engagement and transformation." Gerry Czerniawski, Professor of Education, University of East London, UK "An excellent contribution to the Teacher Education and development literature". "Many of the authors are leading thinkers in their field and as such the book offers a significant breadth, depth and coherence to the teacher development discourse." Professor David Spendlove, School of Environment, Education and Development, The University of Manchester, UK