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Social Mobility: Chance or Choice?, a sequel to `Born to Fail?
Social Mobility, a Working Class View' (October 2017), sets out the
current chances and choices available for those considered by the
establishment to need social mobility. Revisiting mutuality, Sonia
Blandford asks whether we care enough as a society by considering
the issues, solutions and impact to the education and social issues
that push against the chance or choice of social mobility. Citing
the views from interviews with education and business leaders,
Social Mobility: Chance or Choice? reflects on the changing
skillsets and capacities of workers required by employers, business
and industry and the inescapable conclusion that the skillsets and
capacities will continue to change in ways that are almost
impossible for us to predict. In these contexts, we must question
whether the traditional acme and 'recognised journey' of
educational achievement - maximising university entrance - is still
relevant or useful for working class children and young people and
children facing disadvantage. Apprenticeships, at their best, can
offer an updated and forward-facing solution to the providing
choice for working class and all children and young people. Despite
current policy developments to encourage meaningful
apprenticeships, apprenticeship programmes are experiencing
challenges. Social Mobility: Chance or Choice? argues that applied
learning and work-based learning should be more accessible and
available to all children and young people. If we are serious about
unleashing the talent of all children and young people, regardless
of their background, challenges or needs, we must consider new and
innovative approaches to post-14 education. If we are to unleash
the potential of all children and young people, the role of Further
Education needs to be respected and understood. Quality Further
Education and training in partnership with business is a credible
answer to social mobility. Further Education is an underused but
ideally placed sector to develop meaningful change for
working-class young people, providing real chances and choices.
Beginning with Leaders - professionals, practitioners, parents or
carers, and members of society have a shared responsibility to
ensure that all children and young people have a right to chance or
choice and support these opportunities. Building a society that is
truly inclusive.
Teaching and Learning to Unlock Social Mobility for Every Child is
a topical and insightful text that guides readers through
evidence-based practice that will improve outcomes for all involved
in education, increasing social mobility and inclusion in every
sense. In the past 30 years, how children and young people learn
has changed considerably as challenges of social mobility become
more apparent. Cultural and social economic disadvantage is
evident, as is the need to focus on mutuality in education, whereby
all children and young people are valued regardless of their
background, challenges or needs. In this context, Teaching and
Learning to Unlock Social Mobility for Every Child is the first
work to capture and clearly explain practical teaching and learning
approaches that can be used in any school. It circles around the
creativity and technology of pedagogy, exploring an educational
agenda that is genuinely rooted in social mobility for all
children. Written accessibly and full of case studies, this book is
intended to guide practitioners and stakeholders at all levels of
education from school leaders to researchers, students and
teachers. It will help them to impart the skills and capacities
which children and young people require to drive their future
social mobility and address the challenges they will face on their
own terms.
Sonia Blandford, CEO of award-winning charity Achievement for All,
writes brilliantly and honestly about the facing up to the
realities of the white working class and how to address social
mobility from the inside. No-one in the UK is better placed than
Sonia to write about the struggles of white working class pupils in
our schools. She grew up on the Allied Estate in Hounslow and was
the first member of her family to pursue education beyond the age
of 14 and was also the first to attend university. Sonia lost her
mother when she took an accidental overdose, when she couldn't read
the doctor's prescription. This tragic failing served as one of the
inspirations for her to set up the award-winning Achievement for
All organisation, who work with thousands of schools to help close
the attainment gap. Born to Fail? tackles head-on issues such as
why education often doesn't matter to the working class; how
education has failed to deliver for them; the importance of
self-belief, action and confidence; and how the Early Years is the
crucial time to build success from the start.
Teaching and Learning to Unlock Social Mobility for Every Child is
a topical and insightful text that guides readers through
evidence-based practice that will improve outcomes for all involved
in education, increasing social mobility and inclusion in every
sense. In the past 30 years, how children and young people learn
has changed considerably as challenges of social mobility become
more apparent. Cultural and social economic disadvantage is
evident, as is the need to focus on mutuality in education, whereby
all children and young people are valued regardless of their
background, challenges or needs. In this context, Teaching and
Learning to Unlock Social Mobility for Every Child is the first
work to capture and clearly explain practical teaching and learning
approaches that can be used in any school. It circles around the
creativity and technology of pedagogy, exploring an educational
agenda that is genuinely rooted in social mobility for all
children. Written accessibly and full of case studies, this book is
intended to guide practitioners and stakeholders at all levels of
education from school leaders to researchers, students and
teachers. It will help them to impart the skills and capacities
which children and young people require to drive their future
social mobility and address the challenges they will face on their
own terms.
It is estimated that there are some 12 000 international schools world-wide, with over 25 000 middle managers and head teachers. Within this there are several different types of international school including British schools abroad, English-speaking schools overseas, European English-speaking schools and forces schools - in spite of some differences they and their managers share certain needs for administrative efficiency. This practice-based management book for international schools provides support and development for middle and senior managers and teachers. The book concentrates on school improvement and effectiveness by drawing on best practice from international schools around the world using school-based research. It is written by a team from the Oxford Brookes Centre for Educational Management (OXCEM), the UK's most active International Schools' consultancy service. Issues discussed include teaching, learning and the curriculum, primary and secondary curriculum development, recording and reporting assessment, English as a second language, school management and staff development.
This book provides an introduction to and analysis of the concept
of the restructuring of schools. It includes detailed case-study
material, which analyses the theory, considers the real people
involved, and offers practical solutions to the problems of
understanding and managing restructuring.
Cyril Poster retired from teaching to become deputy director of
the National Development Centre for School and Management Training
at Bristol University, and then a freelance trainer and consultant.
He was the previous series editor of the Routledge Educational
Management series.
Sonia Blandford is a member of the Oxford Centre for Education
Management and Services, Oxford Brookes University. She is a
consultant, author and lecturer. John Welton is currently Professor
of Education, Oxford Brookes University. As a consultant,
researcher and author he has worked extensively in Britain and
overseas.
This book provides an introduction to and analysis of the concept of the restructuring of schools. It includes detailed case-study material, which analyses the theory, considers the real people involved, and offers practical solutions to the problems of understanding and managing restructuring. Cyril Poster retired from teaching to become deputy director of the National Development Centre for School and Management Training at Bristol University, and then a freelance trainer and consultant. He was the previous series editor of the Routledge Educational Management series. Sonia Blandford is a member of the Oxford Centre for Education Management and Services, Oxford Brookes University. She is a consultant, author and lecturer. John Welton is currently Professor of Education, Oxford Brookes University. As a consultant, researcher and author he has worked extensively in Britain and overseas.
Series Information: Educational Management
The importance of professional development for teachers cannot be
overstated. In recent years there has been much debate on how to
raise standards in schools and it is now recognised by theorists,
policy-makers and practitioners that the professional development
of teachers is an important factor in this context.For professional
development co-ordinators and senior management, knowledge and
understanding of the nature of professional development roles and
human resource management theories will provide a framework for
practice.This book includes chapters on:managing professional
development in a human resources contextgovernment policyinitial
teacher trainingthe school development planappraisalmiddle
managementleadership skills.It will be of interest to co-ordinators
of professional development in schools and across local education
authorities, and to anyone who is part of a school's senior
management team.
It is estimated that there are some 12 000 international schools
world-wide, with over 25 000 middle managers and head teachers.
Within this there are several different types of international
school including British schools abroad, English-speaking schools
overseas, European English-speaking schools and forces schools - in
spite of some differences they and their managers share certain
needs for administrative efficiency. This practice-based management
book for international schools provides support and development for
middle and senior managers and teachers. The book concentrates on
school improvement and effectiveness by drawing on best practice
from international schools around the world using school-based
research.It is written by a team from the Oxford Brookes Centre for
Educational Management (OXCEM), the UK's most active International
Schools' consultancy service. Issues discussed include teaching,
learning and the curriculum, primary and secondary curriculum
development, recording and reporting assessment, English as a
second language, school management and staff development.
The management of discipline is an essential element in educational
practice, and at a time when teachers and managers are anxious
about reported increases in violence and other forms of anti-social
behaviour there's a need for practical guidance and a review of
current thinking. Based on the author's experience and research in
a range of secondary and primary schools, this book presents
accessible summaries of relevant legislation and guides the reader
through management theories towards effective practice. By placing
the teacher at the centre of the management of discipline in
schools and focusing on teacher and pupil esteem, a disciplined
environment is not only desirable, but achievable too. Written in
an accessible style, the book; * highlights the real problems and
offers real solutions * includes case-studies, recent research and
legislation * considers the classroom as well as the whole-school
context * describes the support networks within education *
provides a multi-agency approach. This book is aimed at trainee and
practising teachers, managers, and all those who work with
children.
Bloomsbury CPD Library: Raising Attainment in the Primary Classroom
is a complete guide for primary teachers to assess, plan and excel
in raising the attainment of every child. Children begin school
with considerable differences in their literacy and maths skills.
For some children, this gap widens as they go through school and
may never close, leaving them without the basic levels required to
succeed at secondary school. Experts Sonia Blandford and Catherine
Knowles set out to help you understand the theory underpinning
aspiration, access and achievement, and what you can do to close
the achievement gap in your school. Bloomsbury CPD Library: Raising
Attainment in the Primary Classroom specifically focuses on
increasing access and raising aspirations of pupils as a means to
improving attainment. This easy-to-follow title in the Bloomsbury
CPD Library uses self-evaluation tasks and a full set of helpful,
ready-to-use training plans for hours of CPD sessions so you can
offer your colleagues effective training in this crucial area to
ensure every child in your school fulfils their potential. It is a
full guide to raising attainment in the primary classroom that is
split into two sections: teach yourself and train others. All
hand-outs and presentations are provided in the book and are
available as a free download from the companion website.
Professor Sonia Blandford, founder and CEO of the award winning
charity Achievement for All and listed as one of Debrett's 500 most
influential for 2015, has written four books due out this Autumn.
They each share the lessons that can be learned from the thousands
of schools who have signed up to Achievement for All's high impact
approach to education and who have bought into the charity's
commitment to close the achievement gap in Britain's schools. TAKE
THE LEAD is a book for school leaders. It taps into their ambitions
to ensure every pupil on their register makes progress above
national expectations and shares the framework Achievement for All
offers which enables them to do that. Packed with ideas and
experience from Sonia's team and the leaders she's working with.
Professor Sonia Blandford, founder and CEO of the award winning
charity Achievement for All and listed as one of Debrett's 500 most
influential for 2015, has written four books due out this Autumn.
They each share the lessons that can be learned from the thousands
of schools who have signed up to Achievement for All's high impact
approach to education and who have bought into the charity's
commitment to close the achievement gap in Britain's schools.LOVE
TO TEACH takes a fresh look at the challenges facing teaching staff
today and explores how they can meet them in a way that optimises
both their sense of wellbeing and job satisfaction and ensures that
every pupil in their class makes progress above national
expectations.
Professor Sonia Blandford, founder and CEO of the award winning
charity Achievement for All and listed as one of Debrett's 500 most
influential for 2015, has written four books due out this Autumn.
They each share the lessons that can be learned from the thousands
of schools who have signed up to Achievement for All's high impact
approach to education and who have bought into the charity's
commitment to close the achievement gap in Britain's schools.DON'T
LIKE MONDAYS? is a feast of facts, personal stories and practical
ideas from children and young people for children and young people.
This book aims to enrich the educational experience for those who
find school tough, and to empower them to make a change in the
classroom that will not only enable them to progress but which will
benefit everyone else in their school too.
The importance of professional development for teachers cannot be overstated. In recent years there has been much debate on how to raise standards in schools and it is now recognised by theorists, policy-makers and practitioners that the professional development of teachers is an important factor in this context. For professional development co-ordinators and senior management, knowledge and understanding of the nature of professional development roles and human resource management theories will provide a framework for practice. This book includes chapters on: *managing professional development in a human resources context *government policy *initial teacher training *the school development plan *appraisal *middle management *leadership skills. It will be of interest to co-ordinators of professional development in schools and across local education authorities, and to anyone who is part of a school's senior management team. eBook available with sample pages: 0203021606
Understanding Applied Learning enables teachers, lecturers and
educators to facilitate applied learning effectively with learners
in schools, colleges and universities. It introduces teachers to
the concept of applied learning in practice, cutting across any
vocational and academic divide to show how this approach supports
high-quality and effective outcomes for learners. Applied learning
prepares and equips learners for life in the twenty-first century
and lifelong learning. Offering practical guidance on why and how
to adopt applied learning in all post-primary settings, this
practical resource introduces and explores the core concepts,
practices and benefits of using this approach. Illustrated with
real-life scenarios, it examines why applied learning is relevant
today, how it enables learners to connect knowledge with new
situations, how to navigate and solve intellectual and skills-based
problems and how to work collaboratively and develop higher-level
thinking skills. Key topics covered include: A range of applied
learning theories and strategies Relevant, Engaging, Active
Learning (REAL) for successful knowledge and skills development The
relevance of applied learning to employers Overcoming issues in
embedding applied learning approaches How to embed creativity into
learning experiences. Understanding Applied Learning is an
authoritative, down-to-earth guide to facilitate applied learning
effectively and successfully with students in secondary schools,
colleges and universities. It is a source of support and
inspiration for all those committed to high-quality and effective
outcomes for learners.
Understanding Applied Learning enables teachers, lecturers and
educators to facilitate applied learning effectively with learners
in schools, colleges and universities. It introduces teachers to
the concept of applied learning in practice, cutting across any
vocational and academic divide to show how this approach supports
high-quality and effective outcomes for learners. Applied learning
prepares and equips learners for life in the twenty-first century
and lifelong learning. Offering practical guidance on why and how
to adopt applied learning in all post-primary settings, this
practical resource introduces and explores the core concepts,
practices and benefits of using this approach. Illustrated with
real-life scenarios, it examines why applied learning is relevant
today, how it enables learners to connect knowledge with new
situations, how to navigate and solve intellectual and skills-based
problems and how to work collaboratively and develop higher-level
thinking skills. Key topics covered include: A range of applied
learning theories and strategies Relevant, Engaging, Active
Learning (REAL) for successful knowledge and skills development The
relevance of applied learning to employers Overcoming issues in
embedding applied learning approaches How to embed creativity into
learning experiences. Understanding Applied Learning is an
authoritative, down-to-earth guide to facilitate applied learning
effectively and successfully with students in secondary schools,
colleges and universities. It is a source of support and
inspiration for all those committed to high-quality and effective
outcomes for learners.
Developing Professional Practice 0-7 provides a thoroughly
comprehensive and cutting edge guide to developing the
understanding and practical skills necessary for working within
early years education. The new edition is fully updated for the
revised Early Years Foundation Stage Statutory Framework. The
updated edition covers all core topics associated with developing
effective professional practice, including leadership and
management, personalised learning and continuing professional
development. There is also a strong focus on parent/carer
engagement, setting accountability for the lowest attaining groups,
the parent/carer and child voice in education, transition, SEND
reform, early intervention, and developing leadership at all levels
including as a business model. Readers can explore in-depth issues,
and take ownership of them, by applying theory to real practice in
schools and early years settings. Chapter contents are directly
linked to the Early Years Teacher Standards, providing a clear
understanding of how the content relates to competencies and
allowing readers to reflect critically on best practice. Discussion
points and case studies further connect theory to practice and
offer a genuinely accessible and engaging introduction to
supporting the education of babies, toddlers and young children.
This vibrant, dynamic and interactive approach uses examples of
real practice, along with a range of additional features tailored
to support the reader in developing their knowledge, skills and
understanding. Developing Professional Practice 0-7 is essential
reading for anyone training to work in the early years, and an
invaluable resource for all those already in the early stages of
their careers.
Developing Professional Practice 0-7 provides a thoroughly
comprehensive and cutting edge guide to developing the
understanding and practical skills necessary for working within
early years education. The new edition is fully updated for the
revised Early Years Foundation Stage Statutory Framework. The
updated edition covers all core topics associated with developing
effective professional practice, including leadership and
management, personalised learning and continuing professional
development. There is also a strong focus on parent/carer
engagement, setting accountability for the lowest attaining groups,
the parent/carer and child voice in education, transition, SEND
reform, early intervention, and developing leadership at all levels
including as a business model. Readers can explore in-depth issues,
and take ownership of them, by applying theory to real practice in
schools and early years settings. Chapter contents are directly
linked to the Early Years Teacher Standards, providing a clear
understanding of how the content relates to competencies and
allowing readers to reflect critically on best practice. Discussion
points and case studies further connect theory to practice and
offer a genuinely accessible and engaging introduction to
supporting the education of babies, toddlers and young children.
This vibrant, dynamic and interactive approach uses examples of
real practice, along with a range of additional features tailored
to support the reader in developing their knowledge, skills and
understanding. Developing Professional Practice 0-7 is essential
reading for anyone training to work in the early years, and an
invaluable resource for all those already in the early stages of
their careers.
Professor Sonia Blandford, founder and CEO of the award winning
charity Achievement for All and listed as one of Debrett's 500 most
influential for 2015, has written four books due out this Autumn.
They each share the lessons that can be learned from the thousands
of schools who have signed up to Achievement for All's high impact
approach to education and who have bought into the charity's
commitment to close the achievement gap in Britain's schools.MAKE
SCHOOL BETTER looks at the pivotal role all parents and carers can
have in their child's experience of education, and the practical
things they can do right now to make sure school is a better place
to be, no matter what individual challenges children face, and
ensures that all children make progress above national
expectations.
This new book by the founder of the Achievement for All charity,
Sonia Blandford and researcher Catherine Knowles, is a practical
guide to the implementation and development of the Achievement for
All programme in your school. It includes case studies exemplifying
successes from the two year pilot and the national roll out of the
programme, and tips for not only setting it up in your school but
also sustaining it. The Achievement for All programme is an
evidence based whole-school strategy for raising the aspirations,
access to learning and achievement of the most disadvantaged
learners in any school setting, including those with special
educational needs and disabilities, those in receipt of Free School
Meals, Looked After Children and other vulnerable groups. The
programme closely monitors the children's progress and provides
support to prevent them from falling behind. Engaging parents
through structured conversations is one of the key areas of focus;
this integrated approach to raising aspirations, access and
achievement allows for a strong common sense method when dealing
with learning barriers such as bullying or poor social skills. This
book is a must read for any school leader keen to ensure all of the
vulnerable children and young people in their care develop the
skills, interests and capabilities they need to become life long
learners.
The organisation Achievement for All engaged in international
projects in England, Latvia, Lithuania, Norway, South Korea, the
United States of America and Wales with the aim of raising the
aspirations, access and achievements of vulnerable and
disadvantaged children and young people. These projects were united
in bringing Special Educational Needs and Disability (SEND) back
into the classroom by focusing on the relationship between parents,
leaders, teachers and wider professionals. Achievement for All in
International Classrooms examines these projects, looking at the
context of each and the research findings, before considering how
this could enhance knowledge and understanding in other
international settings. Sonia Blandford examines the policy
implications needed to bring SEND into the classroom, understanding
of the scale of the issue, moral purpose, belief, commitment,
collaboration and determination, through evaluation, research and
practice. She also considers what it takes to change practice,
bringing Achievement for All and SEND into the classroom, looking
in particular at the implications for: - Leadership - Teaching and
learning - Parent and carer engagement - Wider outcomes and
opportunities - Professional development for all staff Drawing on
her wealth of experience and expertise, Blandford then makes
recommendations on what it would take to introduce Achievement for
All in policy to bring SEND into the classroom, with particular
reference to changes at national, regional and school level, as
well as parental and carer engagement and a desire to improve
outcomes for all children and young people.
The organisation Achievement for All engaged in international
projects in England, Latvia, Lithuania, Norway, South Korea, the
United States of America and Wales with the aim of raising the
aspirations, access and achievements of vulnerable and
disadvantaged children and young people. These projects were united
in bringing Special Educational Needs and Disability (SEND) back
into the classroom by focusing on the relationship between parents,
leaders, teachers and wider professionals. Achievement for All in
International Classrooms examines these projects, looking at the
context of each and the research findings, before considering how
this could enhance knowledge and understanding in other
international settings. Sonia Blandford examines the policy
implications needed to bring SEND into the classroom, understanding
of the scale of the issue, moral purpose, belief, commitment,
collaboration and determination, through evaluation, research and
practice. She also considers what it takes to change practice,
bringing Achievement for All and SEND into the classroom, looking
in particular at the implications for: - Leadership - Teaching and
learning - Parent and carer engagement - Wider outcomes and
opportunities - Professional development for all staff Drawing on
her wealth of experience and expertise, Blandford then makes
recommendations on what it would take to introduce Achievement for
All in policy to bring SEND into the classroom, with particular
reference to changes at national, regional and school level, as
well as parental and carer engagement and a desire to improve
outcomes for all children and young people.
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