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International Edition

i CONTENTS 1 Early Years 14 Early Years - Training and Resource Packs 15 Practical Books - Activities, Ideas & Teaching Strategies 17 Primary Teaching 19 Secondary Teaching 20 Lifelong Learning 24 Subject Teaching 24 Coaching and Mentoring 25 P.S.C.H.E 25 Literacy 26 Science and Technology 28 Mathematics 30 Inclusion and Special Education Needs 32 Education Research 32 Education Studies 33 Leadership and Management 34 Contemporary Issues 36 Professional Development 39 Assessment 39 Books for Academics 40 Study Skills 41 Index 44 Contact Details

Welcome to our 2013 Education Catalogue! I’m delighted to introduce this year’s Education catalogue, bursting with lots of exciting new titles for all those working in education! l

Watch out for some new books in our popular early years list on important topics such as the revised EYFS; observation, planning and assessment; the baby room; superhero play; playwork; and international perspectives. We also welcome best selling author Vicky Hutchin to our list with her new book on Effective Practice in the EYFS


We are excited to be publishing new books from some of our most highly respected authors: David Hopkins on Exploding the Myths of School Reform and Bill Lucas, Guy Claxton and Ellen Spencer with their book on Expansive Education


In the field of teacher training we introduce a clutch of student friendly and helpful books on lesson planning; homework; and the NQT year. Whilst in lifelong learning we present books on creative approaches; innovative technology and powerful techniques for teaching


We are proud to be launching some new editions of our bestselling textbooks. We publish the fourth edition of Jillian Rodd’s seminal Leadership in Early Childhood and the fourth edition of Julie Fisher’s much loved Starting from the Child as well as the second edition of Peter Scales’ Teaching in the Lifelong Learning Sector. We hope you will continue to enjoy using these leading texts!

Finally, we are always looking for new authors so if you are an effective and passionate lecturer who likes to develop the highest quality resources for your students then please do get in touch! Happy reading! Fiona Richman, Senior Commissioning Editor ( Julia Frost, Academic Product Manager (

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The New Early Years Foundation Stage Changes, Challenges and Reflections Pat Beckley Bishop Grosseteste University, UK

This text provides an overview of the proposed changes to the Early Years Foundation Stage framework and raises contemporary issues for early years’ pedagogy and practice. The book discusses the philosophy and rationale underpinning the changes, with consideration of happenings in early years settings and practical suggestions for practitioners to support their process of change. The book aims to: l l l l l

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Support those involved in the implementation of the revised Early Years Foundation Stage Provide practical guidelines to aid practice within the settings Foster further understanding of EYFS for those involved with related aspects Be a source of reference for students and trainees working in this area Promote good practice by helping practitioners to develop their practice and raise their standards of achievement in their work Provide guidelines for interested parents, carers, childminders etc. Make links between the EYFS curriculum and current research, theory and practice


Effective Practice in the EYFS An Essential Guide Vicky Hutchin Early Years Consultant, UK

A succinct and easy-to-read pocket guide for students and practitioners, making links between how children learn and what adults need to do to support their learning and development within the framework of the EYFS. It focuses on the new Learning and Development Requirements and provides examples of effective practice. It addresses three key themes which are emerging as areas for further development in the early years: understanding how children learn, parents as partners and assessment. Key features of the book include: l l




Explains the revised EYFS areas of learning and development Considers the three ‘characteristics of effective learning’ and the implications for practitioners in their interactions with children and the provision they make for them Explores in detail the role of practitioners and parents in supporting children’s learning and development Examines the importance of partnership with parents in their children’s learning and development and how to develop this Details the observation, assessment and planning cycle with a particular focus on the statutory summative assessment, the ‘Progress Check at Age Two’

Contents: Introduction / Part 1: The foundations of early years / Early years pedagogy into practice / The environment for learning / The adults around the child / Part 2: The prime areas of learning / Personal, social and emotional development / Physical development / Communication and language / Part 3: The specific areas of learning / Literacy / Mathematics / Understanding the world / Expressive arts and design / Part 4: Advanced early years pedagogy / Birth to five issues / Problem solving and thinking skills in the early years / The influence of early years on health and development / Challenges and convergence

Contents: Introduction: The revised EYFS 2012 and effective practice/ The characteristics of effective learning / Supporting young children’s learning and development / Parents as partners / Personal, social and emotional development / Communication and language / Physical development / Literacy / Understanding the world / Expressive arts and design / Ensuring children’s progress through assessment and planning / Using the EYFS to evaluate practice

Paperback August 2013 272pp

Paperback May 2013 176pp

ISBN: 978-0-335-24698-4 eBook: 978-0-335-24699-1



Starting from the Child 4/e Julie Fisher Early Years Adviser, UK

Starting from the Child supports early years practitioners to be advocates for young children and their learning needs. In the fourth edition of this highly influential and inspirational book, Julie Fisher outlines the important theories and research to underpin best early years practice. Revised and updated throughout, this edition includes the latest research on early brain development and reference to recent government initiatives including the revised Early Years Foundation Stage. Starting from the Child challenges all early years practitioners to consider: l

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How to build on children’s innate desire to learn and their competence and autonomy as effective early learners How to plan environments indoors and out that make learning irresistible How to plan for high quality child-initiated learning to take place seamlessly alongside learning that is adult-initiated The role of the adult in supporting and extending young children’s learning How daily observation of children informs and underpins planning for their individual and unique learning needs

Starting from the Child is essential reading, not only for early years practitioners, but for all those who manage and make decisions about early learning. Contents: List of boxes and figures / Preface to the fourth edition / Competent young learners / Observations and conversations / Planning for learning / The role of the adult / Encouraging independence / Collaboration and cooperation / The place of play / The negotiated classroom / The assessment of children's learning / Reflection and evaluation / References / Index Paperback March 2013 296pp

ISBN: 978-0-335-24753-0 eBook: 978-0-335-24754-7

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ISBN: 978-0-335-24651-9 eBook: 978-0-335-24652-6



Reconceptualizing Leadership in the Early Years

Leadership in Early Childhood 4/e

Rory McDowall Clark and Janet Murray

Jillian Rodd Educational Psychologist, UK

Fully revised and updated, this fourth edition reflects the changes affecting leaders in early childhood, including the moves to professionalise the workforce generally and the introduction of EYPS. This book is the seminal text about leadership in the early years and acts as a key source and starting point for any discussion of the topic. It is praised for its good subject overview, its accessible writing style and clear links between theory and practice. Changes for the fourth edition include: l l l


The leader’s role in best practice Essential characteristics of leadership; personal qualities, skills and timing Decision making; developing a vision, values, thinking styles and application to policy making and problem solving Team building; working collaboratively at service level, multi disciplinary teams, integrated service through multi agency working

Both at the University of Worcester, UK

This book explores the realities of leadership in the early years and examines the challenges and opportunities of the profession. As well as discussing current concepts of leadership both within and beyond early years, the book proposes a new concept of leadership for the early years, which recognizes that leadership can come from anywhere within an organization or setting. Drawing on research, the book includes a range of leadership profiles which help to articulate the ways in which practitioners from a range of different professional backgrounds and working in a variety of contexts negotiate leadership on the ground and which help to link the underpinning theory with lived practice. Paperback 2012 192pp

ISBN: 978-0-335-24624-3 eBook: 978-0-335-24625-0

The book offers an historical account of the development of early years services in the UK. After an Introduction arguing the relevance of an historical perspective, it offers a brief account of developments from the 16th century to the Second World War, a similarly brief account of developments from the Second World War up until the Conservative victory of 1979, a more detailed account of developments in the period of Conservative Government (1979-1997) and three chapters with a thorough account of developments since 1997.

Paperback January 2013 304pp

Paperback 2011 176pp

University of Leeds; University of Leeds; University of Leeds; University of York; Senior Researcher, UK

This book is a practical resource to those engaged with conceptualizing, planning, implementing and evaluating multi-professional teamwork and practice within children’s services. The book, in its first edition, was the first in the field of multi-agency teamwork to synthesize theoretical perspectives, research evidence from the ‘real world’ of children’s services, and reflections on policy and practice in inter-agency services in England. Paperback 2010 168pp

From Principles to Practice

Peter Baldock The Open University, UK

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ISBN: 978-0-335-23811-8 eBook: 978-0-335-23812-5

Leadership and Management in the Early Years

Past, Present and Future

ISBN: 978-0-335-23873-6 eBook: 978-0-335-23875-0

Developing Multi-professional Teamwork for Integrated Children's Services 2/e Angela Anning, David Cottrell, Nick Frost, Josephine Green and Mark Robinson

Developing Early Childhood Services

Contents: Part 1: Deconstructing Leadership Unravelling leadership in early childhood / The personal qualities of leaders in early childhood / Theories, models and styles of leadership / Part 2: Leadership in Practice - Leading through communication: Meeting personal needs / Leading conflict resolution: From discord to accord / Leading decision-making: Transforming vision into action / Leading collaboratively: Cultivating collective responsibility / Leading professional development: Supervision, mentoring and coaching / Leading in changing times / Part 3: Special Responsibilities of Early Childhood Leaders Leading research: Moving quality forward / Leading partnerships: Engaging families and communities / Leading ethical practice / Leading for succession: Building leadership capacity Postscript: An aide-memoire for aspiring leaders in early childhood ISBN: 978-0-335-24680-9 eBook: 978-0-335-24681-6


Caroline Jones and Linda Pound University of Warwick; Educational Consultant, UK

This book encourages practitioners to recognize their active involvement in leadership and management in relation to team work and with parents and other professionals, to ensure appropriate and effective provision for young children. It provides guidance on the responsibilities facing early childhood leaders, features a number of case studies and practical tasks, and enables readers to apply theories and policies to their own work settings. Paperback 2008 176pp

ISBN: 978-0-335-22246-9 eBook: 978-0-335-23482-0

EARLY YEARS Contemporary Perspectives on Early Childhood Education Nicola Yelland (Ed) Hong Kong Institute of Education

This book considers and interrogates a range of new and critical issues. It discusses both fundamental and emerging topics in the field, and presents them in the context of reflective and contemporary frameworks. Bringing together leading experts whose work is at the cutting edge of contemporary early childhood education theory and research across the world, this book considers the care and education of young children from a global perspective and deals with issues and groups of children or families that are often marginalized. Paperback 2010 312pp

ISBN: 978-0-335-23787-6 eBook: 978-0-335-24081-4

Outdoor Learning Past and Present Rosaleen Joyce Early Years practitioner, UK

This book places outdoor learning in an historical, social and political context, exploring our changing understandings of children, childhood and the use of the outdoors. It shows how ideas phase in and out of use, depending upon the times or context, and encourages you to reflect on present day attitudes to outdoor learning. Considering outdoor learning in an historical context helps you understand the contribution of previous educational thinkers on today’s views and practices, alongside more modern influences. The main historical thinkers considered include Comenius, Pestalozzi, Froebel, and Margaret McMillan, as well as the views of more modern contributors such as Gosta Frohm and the Forest Schools movement. Paperback 2012 176pp

Effective Leadership and Management in the Early Years

Aline-Wendy Dunlop and Hilary Fabian (Eds)

Anglia Ruskin University, UK

Paperback 2006 192pp

ISBN: 978-0-335-22101-1 eBook: 978-0-335-23005-1

ISBN: 978-0-335-24301-3 eBook: 978-0-335-24302-0

Informing Transitions in the Early Years

Janet Moyles Staff in early years settings have to adapt to many changes and demands from local authorities and national government, particularly those who suddenly find themselves in a leadership and management role in increasingly complex small early years businesses and settings, often without formal training or qualifications. The book is unique in providing not only a thorough analysis of the leader and manager's role and presenting it as a typology, but also in offering a clear and in-depth view of that role. It also presents ways in which the leader and manager can undertake self-evaluation or work alongside a peer to understand their own strengths and challenges more readily.


University of Strathclyde; The North East Wales Institute, UK

This book explores early transitions from a variety of international perspectives and makes recommendations for understanding and supporting transitions in the early years. Contributors examine issues such as: l l l

Parental involvement in the transition to school Children's voices on the transition to primary school The construction of identity in the early years

Paperback 2006 176pp

ISBN: 978-0-335-22013-7 eBook: 978-0-335-22970-3

International Perspectives on Early Childhood Education and Care Jan Georgeson and Jane Payler (eds) Plymouth University, UK; University of Winchester, UK

Whilst many approaches such as Reggio Emilia, Te Whariki and Head Start are widely admired, it is important for reflective practitioners to understand the motivation which gave rise to these influential approaches in their original context, also to broaden understanding through information on less widely known systems. The book provides students with a good grounding in the international context of early years, the provenance of different early years approaches and principles, and the influences on their own countries’ provision. Contents: Part 1: Setting the scene / The importance of international perspectives / Widening awareness of international approaches / International recognition of children’s rights and its influence on early childhood education and care: the case of Zambia / Part 2: How approaches have developed / Embedding EC education and care in the sociocultural context: The case of Italy / The new face of EC in the US / Euro-centric perspectives in The Gambia / Estonia: Socio-historic and political influences / EC education in Norway and Sweden / Part 3: Workforce issues / South Africa: EY practitioners / Leadership in a changing political context in England and Hong Kong / India: EC education and care / EC education and care in the Czech Republic / Part 4: Putting it into practice; curriculum and pedagogy / Italian preschools / Day in the life: NZ kindergarten teacher / HighScope / China: The move towards creativity / Canada; Ethical pedagogy and curriculum / The Australian EYLF / Using Leuven observation and assessment tools outdoor provision / Hungary: Kindergarten / The Japanese View of Nature: Teaching of science / EC education and care in the UK Paperback February 2013 344pp

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ISBN: 978-0-335-24591-8 eBook: 978-0-335-24592-5




Exploring Wellbeing in the Early Years


Julia Manning-Morton (Ed) London Metropolitan University, UK

This book examines concepts of well-being in early childhood arising from research with parents, children and a range of professionals in the early childhood field. In particular it draws on the findings of the London Metropolitan University / National Children’s Bureau Early Childhood Wellbeing Project, led by Julia Manning-Morton and involving all of the contributors to this book. The structure and content of the book reflect the key issues that arose during this research. Part one discusses different concepts of wellbeing including perspectives on personal experiences of well-being, the impact of external environmental contexts, and the impact of social inequalities on young children’s well-being. Part two focuses on pedagogical approaches that support children’s well-being in early childhood settings and addresses aspects of practice, such as adult-child relationships and interactions, physical play and creative expression. Part three considers the well-being of practitioners and parents, and outlines implications for policy and curriculum. Contents: The LMU / NCB well-being project / Part 1: The social context of young children’s well being / Concepts of well-being / The wider social environment: Policy / The impact of equalities issues on babies and young children’s well-being / Part 2: Pedagogical approaches that support well-being / Play and playfulness / Inclusion: The well-being of children with SEN and their families / Creative expression and well-being / Emotional well-being and social relationships / Physical wellbeing: Developmental movement play, exploration and risk taking / Health and well-being: Food and meal times / The well-being of adults working with babies and young children / The well-being of adults living with babies and young children / Leading the well-being of early years teams Paperback September 2013 232pp

ISBN: 978-0-335-24684-7 eBook: 978-0-335-24685-4

Influencing Early Childhood Education

An Introduction to Childhood Studies 2/e

Key Figures, Philosophies and Ideas

Mary Jane Kehily (Ed)

Linda Pound Independent Educational Consultant, UK

This book offers an informed and insightful approach to the wealth of theories and figures that underpin current practice in early childhood care and education. From the earliest pioneers to more current approaches, Linda Pound explores the thinking and ideas behind a range of well known early years figures, key theorists and movements and shows how they have influenced the development of early childhood education. As well as placing them in an historical context, the author identifies connections between them in order to build a complete picture of the development of early childhood education and influential theories and approaches to learning. Paperback 2011 232pp

ISBN: 978-0-335-24156-9 eBook: 978-0-335-24157-6

Young Children's Health and Well-Being Angela Underdown University of Warwick, UK

The true wealth of a nation can be measured by the health of its youngest citizens and in the 21st century, children's health and well-being is largely determined by social, environmental and economic influences. This book explores how factors such as parent-child relationships, family networks and social support, housing, poverty and the safety of the environment impact on children's early experiences and have consequences for their later health and wellbeing. Paperback 2006 216pp

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ISBN: 978-0-335-21906-3 eBook: 978-0-335-23031-0


The Open University, UK

This book brings together the key themes of childhood studies in a broad and accessible introduction for students and practitioners working in this area. Revised throughout and including new chapters updated to take into account recent changes in the field. Paperback 2008 216pp

ISBN: 978-0-335-22870-6 eBook: 978-0-335-23680-0

Shaping Early Childhood Learners, Curriculum and Contexts Glenda Mac Naughton University of Melbourne, Australia

This key textbook introduces students and practitioners to a wide range of different approaches to early childhood. It provides practical strategies for developing and implementing early learning experiences that promote excellence and equity for children. Paperback 2003 368pp

ISBN: 978-0-335-21106-7 eBook: 978-0-335-22628-3

Experiencing Reggio Emilia Implications for Pre-school Provision Lesley Abbott and Cathy Nutbrown (Eds) Manchester Metropolitan University; University of Sheffield, UK

Paperback 2001 176pp

ISBN: 978-0-335-20703-9

EARLY YEARS Making Sense of Theory and Practice in Early Childhood The Power of Ideas Tim Waller, Judy Whitmarsh and Karen Clarke (Eds) All at the University of Wolverhampton, UK

This accessible book demystifies the links between theory and practice for those studying in the field of early childhood. The book encourages those new to research to develop their investigations as straightforward narrative accounts of the phenomenon that they are investigating. Throughout the book the authors demonstrate the influence of theoretical perspectives on their own practice and research. They articulate how this adds depth to their studies by linking into wider and more enduring themes. Paperback 2011 192pp

Understanding Early Childhood 2/e Helen Penn University of East London, UK

This highly accessible text offers a broad and wideranging perspective on the ways in which we try to understand young children. It summarizes some of the current debates in child development, looks at other forms of understanding and the kinds of methods used to gain understanding. It offers a broad, interdisciplinary approach which also covers early childhood in the developing world. Paperback 2008 200pp

Diversity and Difference in Early Childhood Education

ISBN: 978-0-335-24246-7 eBook: 978-0-335-24248-1

Early Years Foundations

Issues for Theory and Practice

Meeting the Challenge

Kerry H. Robinson and Criss Jones-Diaz

Janet Moyles (Ed) Anglia Ruskin University, UK

Using the new Early Years Foundation Stage principles as its framework, the book contributors support early years professionals in dealing with issues and challenges in a sensitive and professional manner, with particular emphasis upon the need for practitioners to personalise the requirements for each child in their care and to reflect closely upon their own and children’s experiences. Paperback 2007 256pp

ISBN: 978-0-335-22349-7 eBook: 978-0-335-23495-0

ISBN: 978-0-335-22550-7 eBook: 978-0-335-23647-3

Both at the University of Western Sydney, Australia

Early childhood professionals are often required to work with children and families from a range of diverse backgrounds. This book goes beyond simplistic definitions of diversity, encouraging a much broader understanding and helping early childhood educators develop a critical disposition towards assumptions about children and childhood in relation to diversity, difference and social justice. Paperback 2005 208pp

ISBN: 978-0-335-21682-6 eBook: 978-0-335-22758-7

Facilitating NEW Children's Learning in the EYFS Ann Langston Director of Early Years Matters

Practice and pedagogy in the early years are both very different from elsewhere in schools and other educational establishments. And the words ‘teaching’ and ‘learning’ are more often talked about in discussions of the education of school aged children – perhaps those who are six or sixteen years of age rather than those of six or sixteen months. Yet both terms are referred to in relation to the education of babies and young children below the age of five years in the revised Early Years Foundation Stage (EYFS) document, suggesting that in this brave new world teaching and learning begin at birth for babies and children who attend childcare in out-of-home settings (including child-minders, private, voluntary and independent provision such as pre-school groups and maintained nurseries and schools). This book, which is intended to form the core book of a new series exploring the revised EYFS, considers this perspective and a range of issues through an examination of the revised Early Years Foundation Stage, focusing on practice. It addresses a range of issues pertinent and prominent in the revised EYFS including brain development; school readiness; engaging parents; and the rationale behind the new prime and specific areas of learning. Contents: Development / Parents / Readiness / A Curriculum for the 21st Century? / Learning from birth to three / Learning and teaching three to six / Areas of Learning in the reformed EYFS / PSED in the reformed EYFS / Communication and language in the reformed EYFS / Physical development in the reformed EYFS / Specific areas in the reformed EYFS / Teaching beyond the EYFS / Looking to the future Paperback October 2013 224pp

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ISBN: 978-0-335-24761-5 eBook: 978-0-335-24762-2




Characteristics of Effective Early Learning

Quality in Early Childhood Services


An International Perspective

Helping Young Children Become Learners for Life

University of East London, UK

President of Early Education and Educational Consultant

This book takes the Early Years Foundation Stage (EYFS) Characteristics of Effective Early Learning as its overarching theme and unpacks their potential impact on effective practice from birth to five, exploring how children learn in both early years and into Key Stage One, including how practitioners must report on how children demonstrate these characteristics as part of the revised EYFS profile (the summative assessment at the end of the EYFS).

This book examines how quality and good practice in early childhood education and care is interpreted and implemented in a variety of settings and circumstances. Drawing on her experience of research and policy making in a wide variety of countries, the author considers the variety of rationales that inform services for early childhood education and care. This book charts the many different approaches to understanding and measuring quality and gives an exceptionally well-informed overview. Paperback 2011 232pp

ISBN: 978-0-335-22878-2 eBook: 978-0-335-24024-1

The Open University; University of Exeter, UK

This second edition provides early years practitioners with guidance on how to articulate and understand their own practice and encourages reflective practice, wherever possible. The book is appropriate and relevant for early years practitioners working in early years settings for children aged 0-8 years, that have expectations on them to fulfil external requirements and standards from national policy. The second edition provides: l l


Contents: How Young Children Learn: Introduction and overview / The importance of self regulation for learning from birth / Playing and exploring / Active learning / Creating and thinking critically / Observing, sssessing and planning for how young children are learning / Early years settings as learning communities / Improving the learning in primary schools: Starting in early years Paperback September 2013 192pp

Alice Paige-Smith and Anna Craft (Eds)

Helen Penn

Helen Moylett (Ed) Understanding child development is fundamental to providing the right support for young learners. This book helps practitioners to understand more about how children learn and to reflect on the implications of that understanding for supporting learning in the early years.

Developing Reflective Practice in the Early Years 2/e

ISBN: 978-0-335-26326-4 eBook: 978-0-335-26327-1

More discussion on democratic spaces Reference to the Children's Plan and Common Core of Skills and Knowledge for Children's Work Force Coverage of the role of the social pedagogue within Europe Reflective questions and extended case studies Coverage of social work, education, health and discussion of the role of the early years professional Safe-guarding children and child protection through joint-working

Studying Early Years

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A Guide to Work-Based Learning


Anne Rawlings with Daryl Maisey, Jo Dallal and Helen Sutherland

Paperback 2011 224pp

All at Kingston University, UK

The text and structure of this book supports a framework for the challenges and changes that early years practitioners face on a day-to-day basis. It identifies and presents dilemmas and issues that prompt the reader to articulate how they make decisions and why. The authors draw on a wide range of current research that illustrates how older theories have influenced current practice, and explores how boundaries between different disciplines can be illuminated to enable effective future working. Paperback 2008 184pp

ISBN: 978-0-335-21993-3 eBook: 978-0-335-23691-6

Critical Issues in Early Childhood Education Nicola Yelland (Ed) Victoria University, Australia

This book challenges longestablished beliefs about early childhood education, provoking thought about aspects of the teaching profession that are fundamental to providing effective and equitable educational opportunities for young children in the 21st century. Paperback 2005 208pp

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ISBN: 978-0-335-24235-1 eBook: 978-0-335-24236-8

ISBN: 978-0-335-21596-6 eBook: 978-0-335-22848-5

EARLY YEARS Supporting Language and Literacy Development in the Early Years 2/e Marian Whitehead Independent Language and Early Years Consultant, UK

Radically rewritten and updated in light of new research and developments, this book gives clear guidance to early years practitioners on how to support young children's language and literacy development. The book covers the age range 0-7 years and highlights the speed and complexity of this period of growth in children's thinking, communicative abilities, language, social and cultural awareness and physical skills. Child observations and case studies and photographs are used to demonstrate the learning that goes on in a variety of homes and early years settings. Paperback 2009 108pp

Supporting Transitions in the Early Years Liz Brooker IoE, University of London, UK

This book looks at these early transitions from the perspective of not only the adults involved, but of the children themselves. It uses case studies of babies and toddlers, pre-schoolers and school children to consider the ways that children from different backgrounds can be supported through their early experiences of transition. Each case study illustrates some of the theoretical and practical implications of the relationships that are forged between parents, children and their educators and care-givers as the children 'step up' through the education system. Paperback 2008 176pp

ISBN: 978-0-335-23427-1 eBook: 978-0-335-23802-6

Supporting Creativity and Imagination in the Early Years 2/e

Supporting Inclusion in the Early Years

Bernadette Duffy Head of the Thomas Coram Early Childhood Centre, UK

Caroline A. Jones University of Warwick, UK

This accessible book provides guidance on the inclusion of young children with special educational needs or disabilities in early education settings. The emphasis is on inclusion as a process aimed at supporting young children and their families. The author highlights the complexity of early identification and assessment of children described as having special educational needs, and encourages readers to consider important questions relating to the language and values underpinning early years policy and practice. Paperback 2004 144pp

ISBN: 978-0-335-22168-4 eBook: 978-0-335-23637-4

Bernadette Duffy draws on her extensive experience of promoting young children's creativity and imagination to examine how visual representations, music, dance, imaginative play and drama can enable children to express their feelings, thoughts and responses. She highlights examples of good practice and provides practical guidance for those working with young children in a variety of settings, including home, school and centre-based care. Paperback 2006 208pp

Understanding Autism in Early Years



Prithvi Perepa University of East London, UK

According to the National Autistic Society’s estimation, one in a hundred children in the UK is on the autistic spectrum; and while there continues to be an increase in the identification of the condition, there remains a significant number of children who have not received a formal diagnosis. This book will aim to support practitioners in early years settings who encounter both these categories of children and will provide practical suggestions based on theoretical underpinning. The author opens with an introduction to autism spectrum, explaining the main features of the condition and a discussion of the diversity of the spectrum, including how autism affects every child differently. It then provides in-depth information on some of the characteristics which can lead to a child being diagnosed as having an autism spectrum disorder, as well as information on available screening tools. The book provides a focus on the three areas of difficulties that children with autism have - social interaction, social communication and imagination and play - and the role that the early years practitioners can have, including how they can best work with parents. Contents: Introduction to autism spectrum / Identifying and getting a diagnosis / Working with families / Social interaction / Communication / Play and flexible thinking / Sensory issues / Behaviour difficulties / Working with other professionals / Moving to primary school Paperback June 2013 152pp

ISBN: 978-0-335-21859-2 eBook: 978-0-335-22490-6

ISBN: 978-0-335-21091-6 eBook: 978-0-335-22597-2

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ISBN: 978-0-335-24664-9 eBook: 978-0-335-24665-6



Parents and Professionals in Early Childhood Settings

Understanding Informal Childcare Jill Rutter

Contents: Introduction / Social and policy context across the UK / Researching childcare / What we know about families use of childcare / Choosing formal and informal childcare / How work conditions link with childcare in low income families / Love not money: Relative care / Friends, neighbours, reciprocity obligation and community in the Big Society / Paid informal care: Unregistered nannies and babysitters / Au pairs and migrant domestic workers / An illegal practice: Unregistered childminding in the UK today / Where informal childcare becomes full-time / The impacts of informal childcare on children / The wider societal impacts of informal care / International comparisons / Making informal childcare matter Paperback September 2013 272pp

ISBN: 978-0-335-24668-7 eBook: 978-0-335-24669-4

A Guide for Early Years Professionals

Glenda Mac Naughton and Patrick Hughes

Daycare Trust, UK

Although many families rely on informal care in the UK, very little is known about it. Until very recently, informal care was seen as a private activity and not a concern of government. Drawing on new research Understanding Informal Childcare provides the first real analysis of this practice. The book looks at who uses informal care, for how long and for what purpose. It examines how families make decisions about childcare and the factors that influence eventual childcare usage. The book profiles those who provide informal childcare: grandparents, other relatives, friends, neighbours, babysitters, au pairs, nannies and unregistered - and illegal – childminders. It also examines the impacts of informal childcare, on children, their families and wider society. Finally, the book looks at policy interventions, from the UK and overseas, to support families and informal carers and safeguard children.

Safeguarding Babies and Young Children John Powell and Elaine Uppal Both at Manchester Metropolitan University, UK

Both at the University of Melbourne, Australia

The book addresses the issues that emerge from the care and education of young children. Staff and parents in early childhood settings can find ample advice about how to promote good communication, but much of that advice prescribes an established set menu of communication tools, such as newsletters, notebooks and message boards that rarely respond to what staff and families say about relationships between them. The authors draw on research with hundreds of parents, staff and students and explore relationships between staff and families through a series of 'Issue Stories'. Each story features the voices and perspectives of 'real' staff and families and captures their various understandings, desires and feelings about a complex, difficult issue. The authors support each 'Issue Story' with snippets from international research, 'Fairness Alerts' that highlight unfair thinking habits and show how to challenge them, plus some 'points to ponder' and 'points to discuss'. Paperback 2011 232pp

Choices in Theory and Practice Glenda Mac Naughton and Gillian Williams fof Melbourne, Australia

This book presents early childhood students and staff with 26 teaching techniques to support children's learning. These techniques range from simple ones, such as describing and listening, to more complex methods, such as deconstruction and scaffolding. ISBN: 978-0-335-23592-6

Not available in Australia, New Zealand or Asia

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Following a brief history and overview of a number of issues and their relevance for practice, the book presents a problem resolution approach to safeguarding babies and young children through a process that invites the reader to rehearse their possible approaches to a set of scenarios through a number of case studies. The final part of the book draws together the potential messages for practice and again invites the reader to consider how they might apply them to their own practice. Paperback 2012 208pp

ISBN: 978-0-335-24373-0 eBook: 978-0-335-24374-7

Teaching Young Children 2/e

Paperback 2008 448pp

This book explores the role of early years practitioners both in relation to child protection and the wider responsibility of safeguarding, as enshrined in the Children Act 2004, and has an emphasis on developing more effective, holistic and integrated practice.


ISBN: 978-0-335-23408-0 eBook: 978-0-335-24029-6

Gender Equity in the Early Years Naima Browne Early Years Consultant, UK

This book critically evaluates the extent to which current early years policies, provision and practice promote and foster gender equity. It explores the rationale for the drive to employ more men in the early years field and examines the link made between ‘underachievement’ in boys and the ‘feminine’ nature of early years provision. It also looks at the underpinning philosophy and impact of the Foundation stage. Paperback 2004 192pp

ISBN: 978-0-335-21152-4 eBook: 978-0-335-22442-5

EARLY YEARS The Role of the Adult in Early Years Settings

Interprofessional Working in Practice

Janet Rose and Sue Rogers

Learning and Working Together for Children and Families

University of Gloucestershire; IOE, University of London, UK

This essential book focuses on the adult role within early years education and care. The book introduces the concept of the 'plural practitioner', which acknowledges that the role of the adult in early years settings is complex and entails many different responsibilities. The idea of the ‘plural practitioner’ is embedded in theory and research, providing a robust rationale and framework to help early years practitioners understand a range of theories and relate them to their work with young children. The book includes: l

l l

Discussion of the seven different dimensions of the adult role - to help practitioners reflect on the multiple and complex ways in which they work with young children including: the critical reflector, the carer, the communicator, the facilitator, the observer, the assessor and the creator Key questions at the end of each chapter to stimulate further reflection and reading Case study examples of practitioner experiences

Paperback 2012 200pp

ISBN: 978-0-335-24230-6 eBook: 978-0-335-24231-3

Lyn Trodd and Leo Chivers (Eds) Both at the University of Hertfordshire, UK

Written by a multi-professional team of contributors the book relates the rhetoric of interprofessionalism to discussion and examples of practice. The chapters are grouped into related strands of context, learning, working and current and future challenges and are illustrated with case studies of practice dilemmas. The authors, drawing on their experiences of a wide range of professional heritages and contexts, propose that a new professionalism is required in an interprofessional world. They emphasize that it is only by using interprofessional understanding and awareness when engaging with practice issues that professionals will develop the safety and quality in work with children that is now required. Paperback 2011 224pp

Child Development from Birth to Eight A Journey Through the Early Years

Victoria University of Wellington College of Education; Educational Researcher, New Zealand

Paperback 2007 224pp

Paperback 2008 168pp

ISBN: 978-0-335-22097-7 eBook: 978-0-335-23523-0



Understanding child development is crucial for all early years practitioners and a sound knowledge of children and their development underpins effective practice. This book presents a detailed and in-depth picture of early years development, particularly of developmental processes and interactions.

Educational Consultant, UK


Thinking Children Anne Meade and Pam Cubey

ISBN: 978-0-335-22880-5

Kathy Goouch and Sacha Powell

This book considers babies’ development with a view to disseminating good practice in out-of-home daycare for babies and young children. It is informed by a research and development project - the Baby Room Project - which examined the practices, attitudes and qualifications of those working with the youngest children in formal daycare settings. Drawing on unique snapshots of practice and original research evidence the book considers development issues related to the care of babies and creates a ‘Baby Room Charter’. In particular, the book focuses on:


Learning about Schemas

The Baby Room Both at Canterbury Christ Church University, UK

ISBN: 978-0-335-24447-8 eBook: 978-0-335-24448-5

Thinking Children helps trainee teachers develop a detailed understanding of learning in the classroom, as well as helping to develop practices which support learning. It explains the role of learning styles and strategies across the curriculum by examining learning in a range of classroom settings. The authors draw from interviews and observations where both pupils and teachers reflect on what they understand by learning.

Maria Robinson



Baby care professionals: how policy and practice interact is examined, professional identity, supporting frequently inexperienced practitioners, and training Relationships: the complexity of relationships within and around baby rooms involving babies, and practitioners’ own wellbeing Talk: this theme, which is absolutely central to baby room practice, is fully explored with challenging evidence Environments: the spaces within which adults and babies play, relate and relax are examined with clear recommendations for practice

Essential reading for all early years students and professionals, The Baby Room celebrates the commitment, energy and care that baby room practitioners dedicate to their work. Contents: The baby room: Who is rocking the cradle? / The Baby Room Project / Baby care professionals / Relationships / Understanding talk / Environments: Places and spaces for babies / A few out-of-home truths: Paradigms and perspectives / Ecological contexts of influence / Baby rooms as contexts for democracy / Conclusion: From a double narrative to a double hermeneutic / Afterword from Emeritus Professor Tricia David / Appendix: The Baby Room Charter Paperback March 2013 176pp

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ISBN: 978-0-335-24636-6 eBook: 978-0-335-24637-3




Observation, Assessment and Planning in the Early Years

Independent trainer in Early Years best practice, University of Chester and Stockport College, and Manchester Metropolitan University, UK

This book helps early years practitioners improve their observation, assessment and planning techniques by balancing theory with proven good practice. Children learn and grow best when their environment is tailored to their developmental needs. This can only be done through careful observation, informed assessment and dynamic planning. The whole cycle is an essential part of effectively embedding the Early Years Foundation Stage (EYFS) in early years settings. The core of the book outlines this process and defines a complete framework to support the whole process, giving a format for effective observation, assessment and planning. It is structured so that each element of the cycle is addressed individually and in order. Subsequently each element of the cycle is dovetailed together to produce a practical, secure cycle for students and practitioners to use. Contents: Part 1 Getting Started / Background to the early years curriculum / Why observe? / Different methods of observations / Part 2: Using the Information / Assessments from observations / Deciding the next steps from assessments and observations / What is planning? / Planning for the EYFS using assessments / Part 3: Bringing it All Together / Observations, assessments and planning for children with SEN / The reflective practitioner / Observation, planning and assessment in research / Bringing it all together Paperback May 2013 208pp

ISBN: 978-0-335-24670-0 eBook: 978-0-335-24671-7

Jonathon Sargeant and Deborah Harcourt

Valerie Podmore and Paulette Luff

Bringing it all Together Kathy Brodie

Doing Ethical Research with Children

Origins and Approaches in Early Childhood

Both at Australian Catholic University, Australia

Victoria University, NZ; Anglia Ruskin University, UK

Observation is a key and underpinning skill in early years and can contribute to providing high-quality education by helping early years practitioners to understand children's strengths and interests and participate sensitively in their learning. This book brings together ideas and information about the history, theory and practice of child observation in early childhood settings. Through considering approaches from New Zealand in parallel with insights from the practice of child observation in the UK, the book provides inspiration for respectful and appreciative approaches to observation, assessment and planning. The book covers a range of topics including: l l l

A range of practical techniques, both qualitative and quantitative for practitioners A consideration of ethics How to record, analyze and report data

Paperback 2012 160pp

Research projects are an important way of researching children, yet can be fraught with difficulties, particularly those surrounding ethics. This book introduces students to the key considerations involved when researching with children and young people, from both a methodological and ethical perspective. It guides through the issues and essential elements of conducting ethical research with children, with pedagogical features throughout to develop understanding. Key topics include: l l l l

Preparing to research with children Designing research with children Conducting ethical research with children A broad overview of modern views of children and childhood with key reference to the United Nations Convention on the Rights of the Child

Paperback 2012 160pp

ISBN: 978-0-335-24424-9

ISBN: 978-0-335-24642-7 eBook: 978-0-335-24643-4

Doing Early Childhood Research 2/e

Observing Harry Child Development and Learning 0-5

Glenda Mac Naughton, Sharne Rolfe and Iram Siraj-Blatchford (Eds)

Cath Arnold

University of Melbourne, Australia; University of Melbourne, Australia; Institute of Education, London, UK

Pen Green Centre, Corby, UK

This engaging book is about Harry, a determined little boy, who is intrinsically motivated to explore his world from an early age. His family keep a written and video diary of Harry’s play from eight months to five years, at home and at the nursery. The author offers theories about how children learn and applies them to the observations of Harry, providing a unique look at one child’s development.

This second edition covers a wide range of conventional and newer methods including observation, small surveys, interviews with adults and children, action research, ethnography and quasiexperimental approaches. Fully revised, it includes new chapters on beginning research, mixed methods research, interviewing children, working with Indigenous children, plus new case study chapters.

Paperback 2003 176pp

Paperback 2010 368pp

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ISBN: 978-0-335-21301-6 eBook: 978-0-335-22409-8


ISBN: 978-0-335-24262-7 eBook: 978-0-335-24263-4

EARLY YEARS Foundations of Playwork


Fraser Brown and Chris Taylor (Eds) Leeds Metropolitan University; Playwork Trainer and Consultant and Open University, UK

This book provides a holistic overview of contemporary play and playwork. Straightforward and accessible, it covers topics such as playwork identity; play environments; the role of the playworker; values and ethics; play and playwork theory; also a special chapter at the cutting edge of 21st century play theory. Paperback 2008 256pp

ISBN: 978-0-335-22291-9 eBook: 978-0-335-23635-0

Doing Action Research in Early Childhood Studies A Step-by-Step Guide Glenda Mac Naughton and Patrick Hughes Both at the University of Melbourne, Australia

This is a resource and inspiration for people in the early childhood field who wish to do action research but are unsure as to precisely what it means and how to do it. l l l

Making Sense of Play

Reflections on Practice

Supporting Children in their Play Sheffield Hallam University, UK

This book straightforwardly describes how adults can support children’s free play, with an approach that is holistic, inclusive and practical, giving clear explanations of tools to help understand better ways of relating to and providing for playing children.

ISBN: 978-0-335-24465-2 eBook: 978-0-335-24466-9

Playwork Theory and Practice Fraser Brown (Ed) Leeds Metropolitan University, UK

ISBN: 978-0-335-22862-1 eBook: 978-0-335-23684-8

This book brings together theoretical perspectives and practical advice to improve playwork practice. Contributors explore the essence of play; the historical roots of playwork; and the role of play cues in human and animal behaviour. Paperback 2002 224pp

Perry Else

Leeds Metropolitan University, UK

Contents: Preface / Introduction / Freedom from and freedom to ... / Flexibility / Socialisation and social interaction / Physical activity / Intellectual stimulation / Creativity and problem solving / Emotional equilibrium / Self discovery / Ethical stance / Child-adult relationships / General appeal / A new theory for playwork / Appendices / Bibliography Paperback September 2013 216pp


Fraser Brown This books explores the similarities and differences between play and playwork, as well as moving forward current thinking about the traditional model, theory or approach of playwork, commonly referred to as SPICE (Social interaction, Physical activity, Intellectual stimulation, Creative achievement, Emotional Stability). The author’s work considers the reasons why the SPICE acronym could not be regarded as a sufficiently analytical tool for the playwork profession. Rather than abandon SPICE altogether, Fraser has developed the SPICE ideas to include eleven generic headings and the book comprises of chapters for each of these headings.

Featuring extensive case studies of action research projects in diverse settings and countries Advises readers how to design and conduct an action research project that meets their needs Includes CD illustrating key ideas, themes practices and debates from chapters of the book

Paperback + CD 2008 208pp

Play and Playwork


This book extends the models of the Integral Play Framework and the Play Cycle and adds details and applications to help practitioners implement the ideas day to day. The author makes clear how the Integral Play Framework works, how it makes sense of other models and how it can be used to help plan provision for playing children physically, socially, cognitively and culturally. Practice with playing children is explored in line with introductory and extended understandings of the Play Cycle or ‘play process’. Key terms are put in plain words, with varied examples to show how they may be used. These models are then used to explore creativity, the ways in which children play, how provision might be improved and how the approaches can be used to research practice. Contents: Introduction / Making sense of play the integral play framework / Interacting with children – the play cycle / Reflective practice - the U Model (Senge et al) / Developing understanding a holistic approach / Developing understanding playing children / Making sense of creativity creative approaches to work with children / Making sense of other views / What kids get up to everydayness and the darker side of play / Supporting children’s playing - application of the IPF model / Research approaches Paperback October 2013 208pp

ISBN: 978-0-335-20944-6 eBook: 978-0-335-24708-0

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ISBN: 978-0-335-24710-3 eBook: 978-0-335-24711-0



Steven Popper University of Chichester, UK.

This book explores children’s war, weapon and superhero play with a view to examining its potential (positive) impact on developing moral values and sensibilities. It links examples of children’s reallife play and perspectives to theories about play, moral development and narrative psychology, and to the many moral themes available for children’s exploration during their engagement with such play. It explores the continuing attraction of classical dualism (i.e. good versus evil) for children and various educational perspectives about this, and the traditional and continuing need for children to receive a good moral education, with reference to many ideas from educational philosophy. Contents: Part 1: Arguments held against war, weapon and superhero play - and some responses / The argument that war and weapon play almost automatically leads to increased aggression and violence / The argument that superheroes equate to the normalization or glorification of violence / The argument that superheroes offer up negative, stereotypical and destructive role-models of masculinity and femininity / Part 2: Re-thinking superhero and conflict play / Theoretical understandings of children’s moral development / From ‘rough-andtumble’ play to superhero and conflict play / Superhero and conflict play and the development of co-operation, empathy and sense of community / Superhero and conflict play and children’s sense of self and self-worth / The moral themes that lie behind superhero and conflict play / Part 3: Exploring superhero narratives / Superman: The god-like being / Batman: Darkness within the Dark Knight / The X-Men: The rejected group / Conclusion: The merit of superheroes and superhero play Paperback April 2013 256pp

Engaging Play

Rethinking Superhero and Weapon Play

ISBN: 978-0-335-24706-6 eBook: 978-0-335-24707-3

The Trouble With Play

Liz Brooker and Susan Edwards (Eds)

Susan Grieshaber and Felicity McArdle

IoE, University of London, UK; Monash University, Australia

This book takes a detailed look at the complex area of young children's play as it is understood in the early 21st century, and in particular at the relationships between play, learning and teaching which are enacted in early childhood settings, across countries such as England, USA, Sweden, the Netherlands, Australia and New Zealand. The book examines contemporary thinking about the role of play in the early years from a range of perspectives, and offers new ways to understand and define the relationship between learning and play. The contributors bring together theory, practice and research evidence to make their arguments, which are illustrated through a range of international, cross-cultural examples. Paperback 2010 280pp

ISBN: 978-0-335-23586-5 eBook: 978-0-335-23922-1

We Don’t Play with Guns Here

Both at Queensland University of Technology, Australia

The Trouble with Play raises questions about fairness and equity, and prompts teachers to understand and implement thoughtful approaches to play in the early years. For many early childhood professionals, play is considered essential to children's development and learning, and is often promoted as a universal and almost magical 'fix'. Although play does have many proven benefits for children, the book proposes that play in the early years is not always innocent, fun and natural. Play can also be political and involve morals and ethics. Romantic assumptions about play suggest it is always about learning and development, and is 'natural'. The Trouble with Play challenges some of the taken-forgranted understandings of play in early childhood education and shows how play is not always innocent or fun, and that it can be unfair and unjust. Paperback 2010 144pp

The Excellence of Play 3/e

War, Weapon and Superhero Play in the Early Years

Janet Moyles (Ed) Anglia Ruskin University, UK

Penny Holland London Metropolitan University, UK

This book explores the development and application of a zero tolerance approach through the eyes of children and practitioners, and challenges the key rationale for linking aggressive play themes to violent behaviour. Penny Holland examines play where children are allowed to construct weapons and enact goodies / baddies and superhero scenarios with sensitive adult guidance, and explores the generally positive experiences of children and practitioners. Paperback 2003 128pp

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ISBN: 978-0-335-21089-3 eBook: 978-0-335-22578-1


ISBN: 978-0-335-23791-3 eBook: 978-0-335-23963-4

The new edition of this bestselling book highlights the importance of play as a tool for learning and teaching, for children and practitioners. The new edition reflects changes in early years policy, featuring 10 new chapters, expanded pedagogical features and a new foreword by an esteemed expert in early years and play, Wendy Scott. The contributors are all experts in their fields and all are passionate about the excellence of play. Paperback 2010 360pp

ISBN: 978-0-335-24094-4 eBook: 978-0-335-24095-1

EARLY YEARS Treasure Baskets and Beyond

The A-Z of Play in Early Childhood

Realizing the Potential of Sensoryrich Play

Janet Moyles

Sue Gascoyne Founder of Play to Z, UK

Sensory-rich play is frequently misunderstood the true benefits and learning gained from such play are frequently not recognized and therefore its true potential is trivialized or lost. This book helps the reader with confidence to give children the space, problem solving opportunities, freedom and creativity associated with sensory play. It helps the reader understand the importance of sensory play in terms of its powerful effect upon brain development and memory, its problem solving potential and its ability to give meaning to words and concepts. Paperback 2012 208pp

ISBN: 978-0-335-24644-1 eBook: 978-0-335-24645-8

Anglia Ruskin University, UK

The key themes in play are explored through an A–Z approach covering key concepts, theories / theorists, and figures. Rather than conventional chapters, there are brief sections outlining the main areas under any particular letter of the alphabet. Key features include: l


Split into a comprehensive glossary running through elements of play from A – Z, it is a useful, fun and unique companion to understanding children’s play Original thoughts from well known early years people including Tricia David, Carol Aubrey, Angela Anning and Lilian Katz

Paperback 2012 162pp

ISBN: 978-0-335-24638-0 eBook: 978-0-335-24639-7

Playing Outdoors Thinking About Play

Spaces and Places, Risk and Challenge

Developing a Reflective Approach

Roehampton University, UK

Janet Moyles (Ed) Anglia Ruskin University, UK

Play is an entitlement for children and needs to be understood in all its forms by every early years practitioner. More than this, practitioners need to explore in depth their own actions, reactions and responses to children's play experiences. This edited collection supports practitioners in really 'thinking about play' not only in terms of their ideologies and philosophies in relation to play but in their pedagogical approaches. It promotes practitioners' deep-level thinking on the provision they make for young children's play in classrooms and settings and learning that makes sense to children. Paperback 2010 280pp

ISBN: 978-0-335-24108-8 eBook: 978-0-335-24110-1

Helen Tovey Provision for exciting and challenging play outdoors is often restricted because of an over-emphasis on safety, and also because the value of play outdoors is not well understood. This book offers a clear rationale for why outdoor play is essential in young children’s lives and learning. It asks fundamental questions about the environments we want for young children, as well as examining controversial issues of risk and safety. The author identifies key principles underpinning the design of challenging outdoor play environments and examines how children use and transform space to create imaginary worlds. The role of the adult in supporting and extending children’s free play is examined and implications for practice identified. Paperback 2007 144pp


Changing Play NEW Play, Media and Commercial Culture from the 1950s to the Present Day Jackie Marsh and Julia Bishop Both at the University of Sheffield, UK

The changing nature of childhood in the Twentieth Century and the way in which developments in technology may have diminished childhood in some way is frequently the topic of media debate. The aim of this book is to offer a more informed account of changes in the nature of the relationship between play, media and commercial culture in England through an analysis of play in the 1950s / 60s and the present day. The book draws on a rich range of data collected in the playground (videos, interviews, observations, questionnaires) as well as the oral history accounts, in addition to an analysis of historical documents, relevant secondary data, and media products. The authors begin with this era because this is when the first large-scale surveys of play in England were undertaken by the Opies. In addition, the 1950s saw the widespread take-up of television by families, which began a dynamic engagement with screen entertainment in the home. This, therefore, provides a pivotal point for the start of a study on changes in the relationship between media, play and consumer culture. The book then traces the continuities and discontinuities in this relationship and places these within an analysis of the historical, social and cultural contexts of the times. The changes in the construction of childhood, approaches to play, parenting and schooling over the past 60 years are amongst the issues addressed. Contents: Introduction / The legacy of Iona and Peter Opie / Media, technology and play / The material cultures of childhood: 1950s / 60s v 2010s / Forms of play / Schools and play / Parents, family and play / Space and play / Gender, sexuality and play / Conclusion Paperback October 2013 232pp

ISBN: 978-0-335-21641-3 eBook: 978-0-335-23530-8

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ISBN: 978-0-335-24757-8 eBook: 978-0-335-24758-5



l l

Extended Listening, the concluding section, offers a range of activities encouraging the reader to explore how to extend listening to young children within their setting.

Listening to Young Children 2/e Penny Lancaster and Perpetua Kirby On behalf of Coram, London, UK

Listening to Young Children is a comprehensive resource, which: l



Developing High Quality Experiences for Babies and Toddlers

exploration of how the case studies meet key legislative requirements; discussion of the practice issues involved in various methods used for listening, and questions to consider when examining the case studies 26 detailed new case studies from different early years settings DVD featuring examples of good practice in various settings and interviews with practitioners

It is suitable for a diverse range of settings - at home, in playgroups, nurseries or early years centres, in child-minding settings, schools, parent and family centres, Sure Start initiatives, homeless centres asylum / refugee centres, and centres for children with disabilities or special needs. Training Pack + DVD ISBN: 978-0-335-24127-9 2010

Ann Langston and Lesley Abbott Early Education Consultant; Manchester Metropolitan University, UK

This pack exemplifies what babies' and young children's play and learning is like in the first three years. Developed as the result of a project undertaken in five early years centres in the UK, the resource materials are highly relevant for training and professional development, addressing significant issues relating to childcare practice. The DVD sequences reflect everyday experiences and interactions between children and their parents or practitioners, and additional support is provided by the inclusion of selected readings, questions and challenges for consideration. Training Pack + DVD ISBN: 978-0-335-22238-4 2007 64pp

Enables practitioners and parents to develop and offer young children real opportunities to express their views of experiences and events in their daily lives Promotes children's participation in decision making and problem-solving processes about matters that concern them Acknowledges the existing strengths of families and communities by building on their capacity to participate actively

Key Times A Framework for Developing High Quality Provision for Children from Birth to Three Julia Manning-Morton and Maggie Thorp

The new edition has been comprehensively revised and updated and includes the following:

London Metropolitan University, Educational Consultant, UK

The Introduction provides an overview of the history of the ‘Listening to Young Children’ project, as well as an introduction to the pack and advice on how best to use it.

This training resource pack supports practitioners working with children from birth to three years in developing high quality provision and practice. The pack:

The Reader examines the rationale for listening more, including the research, legislation and theoretical background supporting the importance of listening to young children.

l l l

The Shared Experiences focus on the practical issues of how to listen to young children, sharing the experiences from a range of early years settings. This section includes: l


Explains key characteristics in an accessible way Enables practitioners to ground their practice in what is important to babies and toddlers Encourages reflection and review of the quality of provision and extends their knowledge Video illustrates instances of good practice and provides material for practitioners to analyze.

Training pack + Video ISBN: 978-0-335-21765-6 2006 The video cassette in this pack is designed for PAL systems

An introduction to written case studies, which include: identifying different opportunities for listening within early years settings; an

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How to Teach Non-Fiction Writing 5-12 years

Dear teachers and trainees, We are incredibly proud to publish the literacy experts Pie Corbett and Julia Strong and bring their hugely popular Talk for Writing approach to your classroom. A storyteller, poet, author of more than 200 books and a former primary head-teacher, Pie is well-known as an outstanding, inspirational trainer. His passion and energy for teaching literacy is legendary. Pie worked with the Primary National Strategies to develop the Talk for Writing materials and joined forces with the secondary specialist and former Deputy Director of the National Literacy Trust, Julia Strong, to develop this creative approach in Talk for Writing Across the Curriculum. Julia has developed Talk for Writing in Secondary Schools, which we are publishing this summer. In addition, Pie and Julia are busy working on adapting the approach to early years settings and reception – an exciting new resource to look out for in Spring 2014. Monika Lee, Senior Commissioning Editor

Talk for Writing Across the Curriculum with DVD


How to Achieve Effective Reading, Writing and Communication Across the Curriculum Julia Strong

Pie Corbett and Julia Strong

National Literacy Trust, UK

Independent Education Advisor; National Literacy Trust, UK

This practical resource takes you step by step through how to establish quality written communication across the secondary curriculum. It includes a wide range of examples from all subject areas with a particular focus on science and mathematics. This practical guide illustrates how every teacher can help students internalise the pattern of language of their subject through focused talk activities related to exemplar text, enabling students to generate the sentence patterns and structures that are key to effective communication in any subject.

“This is a vibrantly practical and engaging book with a solid foundation in research. This book will be an invaluable resource to teachers in both primary and secondary schools.” Professor Debra Myhill, University of Exeter, UK This book, written by bestselling author Pie Corbett, clearly demonstrates how creative reading and talking of a text influences writing. It provides imaginative and practical ideas, using teaching strategies straight from the classrooms where the initial teacher research was developed. The authors explore how to use word and sentence games, as well as drama and shared writing to help raise standards. The book is enhanced by a DVD, which includes annotated examples of illustrative texts from the book and sequencing games. It also includes video footage of Pie Corbett’s workshops, showing the 'Talk for Writing' approach in action. Paperback + DVD 2011 192pp

Talk for Writing in Secondary Schools

ISBN: 978-0-335-24088-3 eBook: 978-0-335-24090-6


Talk for Writing in the Early Years How to Teach, Rhyme and Story and Involve Families 2-5 Years Pie Corbett and Julia Strong Paperback + DVD ISBN: 978-0-335-26340-0 March 2014 206pp eBook: 978-0-335-26541-7


The resource can be used as a handbook by a literacy coordinator to lead the approach as well as being a source of practical ideas for each subject area. All the ideas have been tried and tested in the classroom. The accompanying DVD provides practical examples and video clips that can be used on training days to help introduce and embed the approach. Contents: Part 1: Introducing the Talk-forWriting Approach / Introduction and the challenge of being a literacy coordinator / Laying the foundations / Putting formative assessment at the heart of teaching / Making certain classrooms are set up to facilitate real interaction / Building a school community that reads / Establishing why exemplar text matters / Part2: The 6 steps to adapting units of work to integrate the approach / Step A: Planning for progress / Step B: Warming up the words of the unit / Step C: Warming up the phrases of the unit / Step D: Internalising exemplar text / Step E: Consolidating learning / Part 3: Achieving an effective wholeschool approach / The first steps to establishing a whole school approach / Embedding the approach / Appendix 1: Case study - How the boxing-up approach helps maths / Appendix 2: Resources Paperback + DVD August 2013 206pp

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ISBN: 978-0-335-26260-1 eBook: 978-0-335-26261-8


PRACTICAL BOOKS - ACTIVITIES, IDEAS & TEACHING STRATEGIES Children and Young People as Action Researchers


Director of Educational Consultancy & Management (ECM) Solutions, UK

This practical classroom resource will introduce action research in the classroom and will help you strengthen pupil voice in your school. The basics are covered in the accessible Teacher Guide, and the CD-ROM downloadable Pupil Resource Packs. Differentiated for primary pupils and secondary students, there are ready made templates for action research assignments which offer fun, basic handbooks for children and young people to use. This resource will enable you to: l l l


Positive Psychology in action for 11 to 14 year olds

Julie Fisher Independent Early Years Adviser, UK

Julie Fisher considers recent evidence about how children learn and questions whether current practice in Key Stage 1 will optimize this. She asks whether introducing more child-initiated learning could offer a more appropriate balance of learning opportunities. Paperback 2010 200pp

ISBN: 978-0-335-23846-0 eBook: 978-0-335-23848-4

Developing Literacy and Creative Writing through Storymaking

Understand the concept, principles and process of pupil-led action research Identify the most appropriate action research approaches to use Unlock the potential of pupils to search for evidence to inform whole school decision- making and bring about change Learn how to gain a Change for Children Award

Paperback + CD 2012 160pp

Personal WellBeing Lessons for Secondary Schools

Improving Transition from the Early Years Foundation Stage

A Practical Guide to Supporting Pupil Voice in Schools Rita Cheminais

Moving On to Key Stage 1

Ilona Boniwell and Lucy Ryan UEL, UK and l’Ecole Centrale Paris, France; University of East London, UK

This book offers practitioners working with 11 to 14 year olds a highly practical education resource for running personal well-being lessons, backed up by scientific research from the field of positive psychology. The book covers six core concepts with six lessons in each section. This will allow you to run a programme with between 6 to 36 lessons. You will also be able to gain access to useful downloadable resources which accompany this book. The six concepts are divided as follows: Positive self / Positive body / Positive emotions / Positive mindset / Positive direction / Positive relationships Paperback 2012 232pp

Story Strands for 7-12 year olds

ISBN: 978-0-335- 24646-5 eBook: 978-0-335-24647-2

Critical Thinking Across the Curriculum

Steve Bowkett Independent Education Adviser, UK

Teaching Creative Writing in the Primary School Delight, Entice, Inspire! Julie MacLusky and Robyn Cox University of Worcester, UK; Australian Catholic University, Australia

This book supports and develops creative writing activity, provides classroom ideas and includes 20 creative writing templates. Paperback 2011 160pp

Developing Critical Thinking Skills, Literacy and Philosophy in the Primary Classroom

This exciting practical resource is full of immediately usable activities to help children develop their literacy skills and creative writing abilities. Activities are sequenced to increase the creative and intellectual demands on pupils. This book is supported by a companion website that includes downloadable images and games and links to the National Curriculum. Website: Paperback 2010 160pp

ISBN: 978-0-335-24158-3 eBook: 978-0-335-24159-0

ISBN: 978-0-335-24279-5 eBook: 978-0-335-24280-1

Mal Leicester and Denise Taylor University of Nottingham; Professional Environmental Educator, UK

The authors introduce key critical thinking skills in a way that will be understandable by primary school children, in original, beautifully illustrated children's stories that take abstract ideas, philosophical questions and critical skills as their central themes. They make the unfamiliar and complex ideas concrete and easily understandable. A4 Paperback 2010 192pp

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ISBN: 978-0-335-24616-8 eBook: 978-0-335-24617-5

ISBN: 978-0-335-23879-8 eBook: 978-0-335-23880-4

PRIMARY TEACHING Top Teacher! Get it Right in Your NQT Year



Neil Rutledge University of Cumbria, UK

This book chronologically mirrors a trainee teacher’s path from seeking a post to progressing through their first year of employment and finally gaining their full QTS qualification. Each of the various challenges they must face along the way are considered, and advice and strategies given at each step are applicable to any ITE student or qualified teacher seeking to improve their practice. The book addresses two core areas: l


How to successfully complete your NQT (Newly Qualified Teacher) year - the first year of teaching after finishing teacher training route How to improve your teaching and become a better primary school teacher

The style and approach of the book has been informed by focused interviews and discussions with around thirty recently qualified teachers; ITE students; and school mentors / head teachers. Key features include: An anecdotal, non-academic approach based on research and offering practical support l Case studies and input from NQTs, head teachers and school mentors l ‘Get it Right!’ flow charts enabling appreciation of choices available and their consequences l ‘Top Tips’ sections identifying vital actions and summarises the major issues to be addressed l A ‘Wild Card’ section for each key content area which gives imaginative practice suggestions l

Contents: Introduction / How to use the book / Key skills / Getting a post / Meeting the standards / Relationships and communication / Planning for learning / Differentiation / Assessment / Behaviour management / Organising your classroom / Supporting children with Special Educational Needs / Keeping in balance / Appendices Paperback September 2013 224pp

ISBN: 978-0-335-524724-0 eBook: 978-0-335-24725-7

Developing Creativity in the Primary School

Values and Vision in Primary Education Kathleen Taylor and Richard Woolley Both at Bishop Grosseteste University, UK

Against a backdrop of government initiatives and strategies it is essential that teachers have a vision for the roles and purposes of education. This book provides teachers and student teachers with the scaffolding to develop reflective practice as they journey towards an evolving philosophy of education. It will enable students to consider how their aspirations and vision can be enacted in practical ways in the classroom, providing a means for more experienced teachers to evaluate and analyse their own practice.

Jill Jesson Sheffield Hallam University, UK

The book looks at theories of creativity as developed through research projects by the leaders in this field in the context of what these tell us about group and individual creativity. It considers recent developments in the creative curriculum, and techniques embedded in approaches such as Philosophy for Children, Mantle of the Expert and Enterprise Education. The main focus is the difference between developing group and individual creativity and working on the idea that if teachers are to teach children to be creative they need to develop their own creativity first. Paperback 2012 224pp

The structure of both the book and its individual chapters guides the reader through supported reflective activities and case study exemplar materials so that the exploration of educational philosophy is thoroughly grounded in professional practice. Overall the book provides a unique perspective on the applied philosophy of education that is not found in any other text.

ISBN: 978-0-335-24666-3 eBook: 978-0-335-24667-0

ISBN: 978-0-335-24463-8 eBook: 978-0-335-24464-5

Primary Languages in Practice A Guide to Teaching and Learning Jane Jones and Angela McLachlan

Contents: Curiosity / Narrative / Creativity / Play / Investigation / Problem Solving / Environment / Technology / Voice / Inclusion / Beliefs / Reflection / Values / Vision Paperback June 2013 256pp


King's College London; University of Manchester, UK

Ideal for those responsible for implementing the National Languages Strategy’s recommendation that each KS2 pupil is taught a language by 2010, the authors offer advice for putting into practice the statutory requirements and effecting curriculum reform. Both new and experienced teachers will benefit from the coverage of professional learning and reflective practice in school-based and international contexts. Paperback 2009 176pp

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ISBN: 978-0-335-23532-2 eBook: 978-0-335-23982-5




New Perspectives in Primary Education

Beginning Teaching, Beginning Learning 4/e

Meaning and Purpose in Learning and Teaching

In Early Years and Primary Education

Sue Cox

Janet Moyles, Jan Georgeson and Jane Payler (Eds) Anglia Ruskin University; University of Chichester; University of Winchester; UK

This book provides a range of practical ideas to support the beginning teacher and is written in a lively, thoughtprovoking way, with short, accessible chapters, cameos, useful recommendations for further study and end of chapter questions for reflection. It includes up-to-date research and issues that teachers may face and features several new chapters on leadership issues, accountability, diversity and inclusion, and new brain research. It reflects the revised QTS Standards and provides more links to Early Years Professional Status. Paperback 2011 352pp

University of East Anglia, UK

This book provides reflective primary teachers, teachers in training and researchers with insights into new ways of thinking about and developing primary education. The book addresses some of the conflicts in the demand for performance on the one hand and teachers’ responsiveness to children and their learning on the other. An underlying premise of the book is that in order to challenge some of the entrenched practices and thinking, teachers need to be able to take reasoned pedagogical decisions that are informed by principles. Paperback 2011 160pp

ISBN: 978-0-335-24412-6 eBook: 978-0-335-24413-3

Readings and Reflections Both at Bishop Grosseteste University College Lincoln, UK

To be fully effective, professionals need to understand and reflect on children's experiences before and after the stage they are currently working in, as well as understand the historical and current ideas and practice. This book provides practitioners with opportunities to engage in critical debate on current issues in professional practice and develop their skills through this engagement. Paperback 2010 256pp

ISBN: 978-0-335-23656-5 eBook: 978-0-335-23981-8

Combine chapters from different OpenUP and McGraw-Hill books, add in your own notes and create a core text for your students that covers exactly what you are teaching.

Effective Behaviour Management in the Primary Classroom

Early Childhood and Primary Education Jane Johnston and John Halocha

ISBN: 978-0-335-23573-5 eBook: 978-0-335-23932-0

If your current course text isn’t perfect, create one that is!

Fiona Shelton and Simon Brownhill Both at the University of Derby, UK

Through the use of case studies, reflective tasks, familiar experiences and examples from the classroom, this book offers a new approach to the hows and whys of behaviour management. With its interactive style of discussion, debate, reflection and analysis, it supports and develops classroom practice to ease the stresses and strains of those entering the teaching profession - and those already with experience - to maintain a purposeful working environment. Paperback 2008 208pp

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ISBN: 978-0-335-22541-5 eBook: 978-0-335-23770-8


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Teaching 14-19


A Handbook John Bostock and Jane Wood Both at Edge Hill University, UK

This book aims to bring cohesion, understanding and professionalism to this area, through a practical and lucid presentation. Commencing with an informative and critical look at the historical evolution of the 14-19 agenda, the book goes on to consider what is so different about teaching and learning in the 14-19 arena. The book encourages the reader to be reflective on their own practice and the experiences of their learners, and to use this knowledge and awareness to inform future practice. Key features of the book include: l Practical strategies l Hints and tips for use in teaching l Case studies l Tasks and exercises

Paperback 2012 192pp

Paperback 2012 424pp

ISBN: 978-0-335-23419-6

ISBN: 978-0-335-24632-8 eBook: 978-0-335-24633-5

Becoming a Teacher 4/e Issues in Secondary Teaching Justin Dillon and Meg Maguire (Eds)

Bruce Joyce, Emily Calhoun and David Hopkins

Paperback 2008 280pp

Positive Psychology in action for 11 to 14 year olds

Use of examples and illustrations An interactive approach whereby readers are invited to engage with the text Thought-provoking research to alert readers to fresh thinking and initiatives

Models of Learning - Tools for Teaching 3/e

This comprehensive text focuses on methods of teaching and learning, including a range of teaching models, practical examples backed up by research evidence and clear guidelines for implementation.

A Student Teacher’s Guide to Professional Issues in Secondary Education

This revised third edition explores new themes that have emerged and that need consideration, such as APP (Assessing Pupil Progress); ‘free’ schools; the Behaviour for Learning initiative; e-safety and digital technologies. Key features include:


Booksend Laboratories; The Phoenix Alliance, USA; Institute of Education, University of London, UK

Personal WellBeing Lessons for Secondary Schools

Ilona Boniwell and Lucy Ryan UEl, UK and l’Ecole Centrale Paris, France; University of East London, UK

All at the University of Warwick, UK


ISBN: 978-0-335-24191-0 eBook: 978-0-335-24192-7

Preparing to Teach in Secondary Schools 3/e

Valerie Brooks, Ian Abbott and Prue Huddlestone

l l

Both at King’s College London, UK

This new edition features five new chapters and a significant revision and update of all chapters in the light of policy directives and other changes. The book draws on contemporary research studies and empirical evidence to support informed and critical reflection about learning and teaching. It provides a broader context for education by addressing fundamental areas such as classroom management, adolescence and assessment for learning. Paperback 2011 520pp


“This book is a much welcomed addition to the field of student well-being. The authors have captured the science and practice of positive psychology and have brought together an array of evidence-based practices and exercises that will allow teachers to explicitly incorporate well-being into their curriculum and pastoral care. The 6 areas of well-being are scientifically validated and the book provides excellent resources and teaching tips. The comprehensive list of classroom activities will positively impact upon the well-being of secondary students. This book is an asset to any teacher who believes in ‘whole-student’ learning.” Lea Waters, Associate Professor, University of Melbourne, Australia This book offers practitioners working with 11 to 14 year olds a highly practical education resource for running personal well-being lessons, backed up by scientific research from the field of positive psychology. The book covers six core concepts with six lessons in each section. This will allow you to run a programme with between 6 to 36 lessons. You will also be able to gain access to useful downloadable resources which accompany this book. The six concepts are divided as follows; Positive self / Positive body / Positive emotions / Positive mindset / Positive direction / Positive relationships. Paperback 2012 232pp

ISBN: 978-0-335-24237-5 eBook: 978-0-335-24238-2

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ISBN: 978-0-335-24616-8 eBook: 978-0-335-24617-5



Teaching in the Lifelong Learning Sector 2/e


Peter Scales University of Derby, UK

This popular introductory textbook is ideal for anyone working or training to work in the lifelong learning sector. The new edition has been comprehensively revised to reflect recent developments in the sector and current research in learning and teaching. The book covers key topics such as reflective teaching, communication, learning theories, and assessment for learning. In addition there are new chapters on: Behaviour for learning; A curriculum for inclusive learning; The lifelong learning sector and Functional skills. This edition also includes more student journal extracts, case studies and developmental activities. You wilbe able to: l l l l

Gain a thorough understanding of learners and their needs Understand the importance of effective communication Appreciate the role of reflective practice and continuing professional development Achieve a good grasp of theory and practice including methods of active learning and assessment for learning

Essential reading for those teaching or training to teach in further and higher education, adult and community learning, and work-based learning. Contents: Introduction / The lifelong learning sector / The reflective teacher / Communication and the teacher / A curriculum for inclusive learning / Learning theories / Teaching and learning methods / Resources for teaching and learning / Planning for teaching and learning / Assessment for learning / Functional skills and skills for life / Behaviour for learning / Wider skills for learning / Continuing professional development / Appendix / Bibliography / Index Paperback January 2013 344pp

ISBN: 978-0-335-24653-3 eBook: 978- 0-335-24654-0

Creative Teaching Approaches in the Lifelong Learning Sector


Fresh Ideas, Innovative Strategies

Brendon Harvey and Josie Harvey Both at the University of Huddersfield, UK

This practical book explores creative ways of teaching and learning in the lifelong learning sector and provides a toolkit of creative teaching approaches with the potential to transform your teaching practice. Drawing on various techniques and diverse environments, the book illustrates a variety of approaches, offering insights and conclusions drawn from a rich range of practice examples and highlighting the potential pitfalls of creative practices. The book tackles crucial issues such as: l l l l l

The characteristics of a creative tutor Boosting your creative confidence, and that of your learners Creative methods to excite and engage learners Constructing a creative session Developing resilience and self-care strategies

Throughout the book there are activities, reflection points and extension tasks, as well as the frequent use of symbols and cross-referencing notes to help you see the links between sections. Contents: Introduction / Part 1: The individual / Creative learning spaces / Reflecting on you in the creative learning setting / Confidence and creativity / Part 2: The group perspective / Introduction to groups / Classroom management and creativity / The hooks of engagement: Creative methods to engage learners / Encouraging constructive thinking and exploration of ideas / Creative beginnings and endings / Designing a creative session / Part 3: The organizational context / Stimulating creative change in your practice / Looking after the creative tutor / Epilogue: The currency of creativity Paperback January 2013 167pp

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ISBN: 978-0-335-24630-4 eBook: 978-0-335-24631-1


Enhancing Learning through Technology in Lifelong Learning

Steve Ingle and Vicky Duckworth University of Cumbria; Edge Hill University, UK

This book provides an essential resource for both new and experienced teachers, trainers and lecturers looking to harness the benefits of technology in their approaches to teaching, learning and assessment. Underpinned by a theoretical and critical discussion, the book presents a rationale for the use of technology in today's 21st century classrooms with digitally literate learners. It offers 25 activities that are presented in a user-friendly and accessible format, illustrated with case studies from across the sector to bring the ideas to life. Contents: Part 1: Introduction / Teaching in a digital, knowledge age / Part 2: Creative Technologies: Practical ideas for harnessing technology in teaching, learning and assessment / Activities: Pecha Kucha / Prezi / Social networking / Tools to create e-portfolios / Blogging / Phlogging (phone blogging) / Micro-blogging / Inclusive technologies / Learner response systems / Wireless controllers / Digital curation / Social bookmarking / Mobile learning / Mobile applications (Apps) / Augmented reality / QR codes / Screencasting / Serious games / Online collaboration tools / Digital storytelling / Avatars and virtual characters / Word clouds / Comic strips / Digital posters / Voicethreads / Part Three: Conclusion / Applying technologies in practice Paperback March 2013 160pp

ISBN: 978-0-335-24640-3 eBook: 978-0-335-24641-0


Powerful Techniques for Teaching in Lifelong Learning


University of St. Thomas, St. Paul, Minnesota, USA

Powerful Techniques for Teaching in Lifelong Learning is a practical handbook that reviews some of the most helpful approaches and exercises that you are likely to use when working with older learners. Written in an accessible and conversational style, it draws on the author’s vast experience and offers numerous examples of practical applications for teaching older learners including teaching critical thinking, using discussion, incorporating technology and becoming critically reflective. In addition the book tackles some of the major challenges and problems you are likely to face in teaching older learners such as addressing inequality and diversity and dealing with resistance. The book is informed by a particular understanding of what constitutes a powerful technique. For a technique to be considered powerful it must contain two elements. First, it must take into account the power relationships that exist in the adult classroom. Second, a powerful technique is one that - in keeping with adult learning philosophy - empowers students and develops in them a sense of their own agency and a heightened self-confidence in their abilities as learners. Contents: Preface / The essence of powerful Teaching / Developing critical thinkers / Using discussion methods / Fostering self-direction / Democratizing the adult / Classroom / Teaching about power / Teaching using the creative arts / Negotiating the emotions of powerful teaching / References Paperback May 2013 272pp

ISBN: 978-0-335-24477-5 eBook: 978-0-335-24478-2

Understanding Behaviour 14+

Teaching Adult Numeracy

Vicky Duckworth, Karen Flanagan, Karen McCormack and Jonathan Tummons

Principles and Practice Graham Griffiths and Rachel Stone IoE, University of London; Sheffield Hallam University, UK

Stephen Brookfield

This is the first book in the UK to specifically target adult numeracy teacher training. This text is useful to both trainee teachers and their trainers. It covers current theoretical and policy perspectives and provides critical comments in the field of adult numeracy. Each chapter is grouped into three sections: Policy and social context, specialist pedagogical knowledge, and inclusivity. As a companion to initial teacher training courses in adult numeracy, this book covers so many of the major issues faced by teachers of adult numeracy making. It surveys the relevant literature, discusses implications for teaching practice and provides a critical perspective for future developments. It is also relevant for Continuing Professional Development for experienced teachers.

Edge Hill University; Canterbury Christ Church University; Edge Hill University; University of Teesside, UK

The aim of this book is to help the reader approach behavioural problems through meaningful self evaluation and reflection, equipping the practitioner with the skills required to implement change within problematic relationships and environments. The book 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 behaviours, or a reliance on a culture of ‘blame’. The idea is to move away from thinking about difficult or ‘bad’ students towards thinking about difficult relationships or environments. This process of change already allows the practitioner to reflect in a far more constructive and objective manner. Paperback 2012 144pp

ISBN: 978-0-335-23789-0 eBook: 978-0-335-24732-5

Teaching Adults 4/e

Contents: Section 1: Policy and context / The social context of adult numeracy / Numeracy for personal development / Family mathematics / Numeracy and the workplace / Learner Profiles / Section 2: Numeracy learning and teaching / Mathematics and numeracy / The process of mathematical thinking / Attitudes, beliefs and teaching / Teachers investigating mathematical concepts / Approaches to teaching adult numeracy / Number / Measure, shape and space / Handling data / Section 3: Inclusivity / Numeracy and neurodiversity / Language and mathematics / Emotional aspects of learning mathematics and mental health


Paperback August 2013 312pp


ISBN: 978-0-335-24682-3 eBook: 978-0-335-24683-0


Alan Rogers and Naomi Horrocks University of Nottingham and University of East Anglia, UK; Education Consultant, UK

The authors take teachers on a learning journey examining different aspects of teaching on the way including:


What is meant by adult learning and what are the main characteristics of adult learners? What is the nature of learning and how does theory relate to practice? How do teachers plan learning, set goals and objectives and most importantly how does a teacher know when learning has taken place?

Paperback 2010 328pp

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ISBN: 978-0-335-23539-1 eBook: 978-0-335-24036-4


LIFELONG LEARNING Teaching Adult Literacy


Principles and Practice Nora Hughes and Irene Schwab (Eds)

Sections cover the social context of literacy and literacy learners, language awareness, teaching the four skills - reading, writing, speaking and listening planning and assessment, and inclusive practice. Paperback 2009 256pp

ISBN: 978-0-335-23736-4 eBook: 978-0-335-23974-0

Teaching Adult ESOL Principles and Practice Ann Paton and Meryl Wilkins (Eds)

Canterbury Christ Church University; Canterbury Christ Church University; Oxford Brookes University; University of Oxford; Orpington College; University of London IOE; Canterbury Christ Church University; Cardiff Metropolitan University, UK

The fourth edition of this bestselling book examines the breadth of lifelong learning from Adult and Further Education through to training in private and public industry and commerce. Revised and updated throughout to include recent initiatives and developments in the field, it is the definitive textbook on learning, teaching, resources, course planning and assessment in all areas of postcompulsory education and training. The authors examine key areas in lifelong learning through topical discussion, practical exercises, theory, reading, analysis, information, and examples of student work. New features include: l

IoE, University of London; London South Bank University, UK

This practical handbook gives support to anyone involved in teaching English to speakers of other languages who are already living in an Englishspeaking country, and learning English at the same time as needing to use it on a day-to-day basis. The authors suggest tips and strategies for trainee and new teachers faced with the challenges of meeting the diverse needs of their students. Reflective tasks throughout encourage readers to make links between the theory and their own experience. Paperback 2009 296pp


Andy Armitage, Jane Evershed, Dennis Hayes, Alan Hudson, Janis Kent, Shirley Lawes, Sabrina Poma and Mandy Renwick

Both at IoE, University of London, UK

This book is ideal for anyone involved with teaching adult literacy who wants to develop more informed and creative ways to help people learn. Based around the new adult literacy 'subject specialist' teaching qualifications in England, it offers support and practical tips to link theory with practice.

Teaching and Training in Lifelong Learning 4/e

l l l l

Coverage of the new framework for teacher training, including the new Lifelong Learning UK professional standards, CPD provision, mentoring and subject coaching A re-evaluation of 14-19 developments including the creation of an English Baccalaureate (EBac) Developments in information and learning technology Added coverage of personalization Further information on embedding of language and literacy

Paperback 2012 328pp

ISBN: 978-0-335-24628-1 eBook: 978-0-335-24629-8

ISBN: 978-0-335-23738-8 eBook: 978-0-335-24022-7

Teaching for Quality Learning at University 4/e John Biggs and Catherine Tang University of Hong Kong; Educational Consultant, Australia

Teaching for Quality Learning at University, now in its fourth edition, is a bestselling book for higher education teachers and adminstrators interested in assuring effective teaching. The authors outline the constructive alignment of outcomes based teaching, including how to implement it and why it is a good idea to do so. Clearly organized and written, with practical examples, the new edition is thoroughly updated. Paperback 2011 480pp

ISBN: 978-0-335-24275-7 eBook: 978-0-335-24276-4

A Toolkit for Creative Teaching in Post-Compulsory Education Linda Eastwood, Jennie Coates, Liz Dixon, Josie Harvey, Chris Ormondroyd and Sarah Williamson All at the University of Huddersfield, UK

This is the essential resource for trainees and teachers working in the PCET sector who are looking for new and creative ways of engaging and motivating their learners. The book contains 50 brilliant activities that can be used in a variety of settings and applied to different subject areas. The authors give specific details relating to planning, preparation and implementation for each activity and, in addition, suggest a whole range of further variations for each activity to try out too! Activities include; text free teaching, learning carousel, terminology bingo and memory box. Paperback 2009 184pp

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ISBN: 978-0-335-23416-5 eBook: 978-0-335-23943-6

LIFELONG LEARNING Contemporary Issues in Lifelong Learning Vicky Duckworth and Jonathan Tummons Edge Hill University; Teesside University, UK

This book encourages readers to become critical, questioning practitioners in the LLS. There are reflective tasks which focus on key issues and debates in the LLS today and each chapter is clearly linked to the Qualified Teacher Learning and Skills (QTLS) standards, making it the essential practical reader for trainees and staff working in the LLS. The themes are presented in an accessible yet scholarly format, and are underpinned by recent research as well as policy analysis. Paperback 2010 192pp

ISBN: 978-0-335-24112-5 eBook: 978-0-335-24113-2

Reflective Practice for Teaching in Lifelong Learning

Doing your Research Project in the Lifelong Learning Sector

Ian Rushton and Martin Suter

Jonathan Tummons and Vicky Duckworth

Both at the University of Huddersfield, UK

This book is designed to help student teachers engage with reflection, to enable them to integrate the theory and practice of teaching and learning in LLS. Examples are used to illustrate the process of reflecting on learning and practice and the reader is invited throughout the book to reflect on their own learning and practice in teaching in the LLS. Key features of the book include: l


Designed to address the needs of student teachers in the Lifelong Learning Sector across a whole range of courses Illustrated by real examples drawn from the authors’ extensive experience in teaching and enabling learning Addresses some of the problems and constraints of engaging in reflection on practice to counter some of the uncritical claims made for reflection Links reflection on learning and practice with the professional standards for teachers in the LLS

Teaching in Lifelong Learning


A Guide to Theory and Practice


James Avis, Roy Fisher and Ron Thompson

Paperback 2012 184pp

University of Teesside; Edge Hill University, UK

Practitioner, small-scale or action research is common component of study on CertEd / PGCE and BA programmes for teachers and trainers working in the lifelong learning sector. It is also encouraged as a CPD activity for teachers and trainers working towards maintaining their QTLS status, and a worthwhile goal in its own right that allows practitioners to extend and develop their practice. This book will guide new researchers through the different stages of small-scale or practitioner research, from planning a research topic and framing research questions, through the process of data collection and analysis, and finally to writing up and presentation. It presents up-to-date analyses and arguments relating to research in a friendly and accessible style, carefully unpacking and defining the different terms, concepts and theories. Paperback 2012 200pp

Adults Learning 5/e

ISBN: 978-0-335-23468-4 eBook: 978-0-335-23908-5

Jenny Rogers

Continuing Professional Development in the Lifelong Learning Sector

This comprehensive book introduces key theories and concepts relating to learning and assessment as well as providing practical advice on teaching. It considers the scope and history of the lifelong learning sector, practical aspects of teaching, learning and assessment and working in the lifelong learning sector.

Paperback 2009 320pp

ISBN: 978-0-335-24614-4 eBook: 978-0-335-24615-1

ISBN: 978-0-335-24401-0 eBook: 978-0-335-24402-7

All at the University of Huddersfield, UK

The detailed coverage of teaching and learning includes topics such as working with different kinds of learners, with groups, individual tutoring, mentoring and coaching, drawing on real-life examples and case studies along the way.


Peter Scales, Jo Pickering, Lynn Senior, Kath Headley, Patsy Garner and Helen Boulton All at the University of Derby, UK

This book provides an introduction to CPD in the LLS and a guide to understanding and usingthe CPD process. Paperback 2011 176pp

ISBN: 978-0-335-23817-0 eBook: 978-0-335-23819-4

Management Futures Consultancy, UK

Revised and updated throughout, this new edition uses examples and case studies to unravel the myths about teaching adults and to highlight the rewards of an often complex task. It addresses questions such as: l l l

How do adults really learn? How do I handle the first class or session? How can I put over my material in a way that will interest and excite people?

Paperback 2007 272pp

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ISBN: 978-0-335-22535-4 eBook: 978-0-335-23501-8



Teaching and Learning History 11-18

Unlocking the Potential Anne Williams and Joanne Cliffe




Examples from primary classrooms to help teachers to understand how issues being discussed translate into practice Reflective activities that help teacher to appreciate how examples can be applied within their own school A focus on making physical education relevant for all children

Paperback 2011 176pp

ISBN: 978-0-335-24233-7 eBook: 978-0-335-24234-4

All at the IoE, University of London, UK

This book provides a comprehensive and radical guide to the challenges facing history and history teaching in contemporary schools. The authors draw on an exceptional range of material, including international research literature, national and school curricula, professional practices and the voices of pupils themselves. The book confronts head on some of the major challenges facing history teaching: the challenge of 'relevance', the challenge of 'difficulty' and the moral and ethical challenges involved in building understandings of the past in increasingly diverse schools. Paperback 2011 208pp

A Conceptual Approach David Lambert and John Morgan

University of Southampton; University College Plymouth, St Mark and St John, UK

ISBN: 978-0-335-23406-6 eBook: 978-0-335-23964-1

ISBN: 978-0-335-23820-0 eBook: 978-0-335-23822-4

Teaching Geography 11-18

Harvey Grout and Gareth Long

Paperback 2009 224pp

A Handbook for Education Professionals

Chris Husbands, Alison Kitson and Susan Steward

Improving Teaching and Learning in Physical Education

This practical book aims to help trainee teachers with every aspect of the PE lesson, from planning and lesson organization to behaviour management, health and safety and assessment. Drawing on a wealth of pedagogy and theory, PE teachers can enhance the quality of their teaching and develop successful learners.


Understanding the Past

Winchester University; University of Birmingham; UK

This book is about primary PE and its potential to contribute to primary education, not only as a discrete subject but also across the whole curriculum. It addresses many strategies and initiatives that have been set up to enhance primary practice and pupil achievement. Key features of the book include:


Both at IoE, University of London, UK

The new focus on concepts represents a significant shift in how geography is to be taught in schools, yet there has been little extended discussion of what a 'concept-led' approach to teaching and learning would entail. This book fills that void by examining geography's key concepts, and providing teachers with a theoretically robust and practical approach to curriculum planning using a concept-led approach. Paperback 2010 208pp

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ISBN: 978-0-335-23448-6 eBook: 978-0-335-23986-3


Roger Pask and Barrie Joy Formerly at London Centre for Leadership in Learning, Institute of Education, University of London, UK

This book explores the principles behind successful mentoring-coaching in education. The book features a model which helps to create successful mentoring-coaching activity in education and sets out a clear path along which to proceed. It describes appropriate behaviours and includes examples of questions that might be used. Paperback 2007 208pp

ISBN: 978-0-335-22538-5 eBook: 978-0-335-23521-6

LITERACY Developing Writers


Richard Andrews and Anna Smith

Louise Porter Flinders University, Australia

Behaviour management in the classroom and playground is one of the most challenging aspects of teaching. This book ofers a comprehensive overview of the major theories of behaviour management in primary and secondary schools, illustrated with detailed case studies. The theories covered range from teacher-dominated methods to more democratic approaches. They include assertive discipline, applied behaviour analysis, the new cognitive behavioural approaches, neo-Adlerian theory, humanism, Glasser's control theory and systems theory. The emphasis is on proactive approaches to discipline which allow teachers to achieve their educational and social goals for their students and themselves. Porter also shows how to enhance students' motivation and help students become confident and independent learners. Paperback 2006 368pp

ISBN: 978-0-335-22001-4

Understanding Phonics and the Teaching of Reading

Teaching and Learning in the Digital Age

Behaviour in Schools 2/e

Critical Perspectives Kathy Goouch and Andrew Lambirth (Eds)

IoE, University of London, UK; New York University, NY

Why does performance in writing tend to lag behind that in reading? Are the productive skills of speaking and writing more difficult because they require the learner to make something new? These and other perennial questions are answered in the course of the book, which also takes a fresh look at what it means to learn and develop as a writer. The authors argue that although existing theories have provided insights into the teaching and learning of writing, we need to bring such theories up to date in the digital and multimodal age. The authors propose a new theory and model for teaching and learning writing in the digital age and review existing theories. Paperback 2011 256pp

ISBN: 978-0-335-24179-8 eBook: 978-0-335-24180-4


Both at Canterbury Christ Church University, UK

This groundbreaking book offers critical perspectives on the teaching of reading and phonics, openly challenging contemporary policy in both England and the US. A unique feature is that it combines academic perspectives with the insights of parents and practitioners. Each chapter explores in-depth the processes involved as children engage in reading, from their interactions with texts in the very earliest stages through to the primary phase. Drawing on both research and theory, the book also shows how some contemporary understandings of reading are based on over simplistic and rationalised ideas about the reading process. Paperback 2007 176pp

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ISBN: 978-0-335-22226-1 eBook: 978-0-335-23513-1



Enhancing Primary Science


Developing Effective CrossCurricular Links

How can other subjects in the primary curriculum enhance the teaching and learning of primary science? The key argument in the book is that children’s learning is enriched through both discrete subject teaching and cross-curricular approaches to the curriculum and that children become more effective learners when they make links between the different subjects. This book gives helpful insights into why making effective cross-curricular links enriches science and discusses when and how to make effective and authentic links between science and other subjects. Each chapter tackles a particular subject and considers how it can enhance science learning through a variety of approaches and a wealth of ideas for the classroom. Written in a clear, accessible and informative style, this book: l l l


Includes contributions from a range of expert practitioners Provides a good balance between theory and practice Includes practical advice and tasks to help develop your confidence and skill in crosscurricular teaching Is illustrated with examples of pupils’ voice

Contents: Why use a cross-curricular approach to teaching and learning in primary science? / English enhancing science / Mathematics enhancing science / ICT enhancing science / Geography enhancing science / History enhancing science / Religious education enhancing science / Art enhancing science / Design and technology enhancing science / Planning for cross-curricular learning in science / Enhancing primary science: Developing expertise Paperback January 2013 200pp

ISBN: 978-0-335-24704-2 eBook: 978-0-335-24705-9


The Essential Guide Sarah Younie and Marilyn Leask

This book provides a baseline for effective technology practice, offering a comprehensive overview of theory, research and practice. In particular the book brings together research findings to provide an evidence based approach to using technology in the classroom, provides an understanding of how technologies can and should inform teaching and learning, and highlights effective practice. As well as capturing the extensive developments in this field over the last three decades the book identifies ‘what works’ with technology and education. There is detailed consideration of how technology can enhance learning and inform pedagogic approaches together with examples. This not only informs but, most importantly, allows teachers to develop their practice in order to incorporate and exploit the affordances of educational technologies, providing a sound theoretical underpinning to classroom practice with technologies. Contents: Introduction Part 1: History / Integrating technology in classrooms: from the microcomputer to ‘the cloud’ / Education policy and the rationale for technology development in schools: political drivers / Part 2: The contemporary context / Effective practice in technology-enhanced learning - interactive whiteboards / Emerging practice with games-based learning / Teachers, pedagogy and professional development / Whole school development, change and leadership / Key classroom principles: across and within subjects and key stages / Part 3: Futures / Curriculum and personalizing learning / Resources: Human capital, time and space for schools of the future / Twenty-first-century educational practice: Research, evidence and knowledge management Paperback February 2013 224pp

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ISBN: 978-0-335-24618-2 eBook: 978-0-335-24619-9


Developing Independent Learning in Science Practical Ideas and Activities for 7-12 Year Olds

De Montfort University, UK, Bedfordshire University, UK

Lois Kelly and Di Stead University of Chester, UK; Educational Consultant, UK

Teaching with Technologies

Liz Lakin University of Cumbria, UK

This book is a practical guide to promoting and developing independent learning. Presented in a mixed format using diagrams, photographs and text the book offers tips and suggestions to achieve effective teaching and learning. There is a progressive move away from pupil dependency on the classroom teacher, whose role changes from teacher to facilitator, with several intermediaries highlighted throughout this progression. Drawing on practice-based research, the book introduces independent learning, placing it firmly within the primary classroom setting and expounding its importance. Skills, such as problem-solving, critical thinking and selfdirected learning, and associated processes are introduced. Application at Key Stage 2 through established strategies and techniques such as 'Assessment for Learning' and 'Active learning' techniques, are suggested. Several activities relate to the higher levels of attainment and are therefore applicable at Key Stage 3. Contents: 'Give a man a fish and you feed him for a day, teach him how to fish and you feed him for a lifetime': Independent Learning: What is it and why is it important? / '…it's a philosophy': Classroom application / Ice cream, screaming jelly babies and elephant toothpaste: Promoting independent learning through existing strategies / 'Why is an apple not a fruit, but a tomato is?' Developing independent learning through questioning / Fairytales, electricity scramble and going beyond ‘Father Christmas’: Enhancing independence, interdependence and the higherorder skills / ‘… and now for your homework’: Fishing on your own (Colin Forster) Paperback June 2013 224pp

ISBN: 978-0-335-24620-5 eBook: 978-0-335-24621-2

SCIENCE AND TECHNOLOGY Science Beyond the Classroom Boundaries for 3-7 Year Olds


Lynne Bianchi and Rosemary Feasey

This truly innovative book supports primary schools in promoting the nature of pupil independence in choosing when and why to take their learning outside the classroom boundaries. This approach builds on the good practice begun in Foundation Stage and ensures that children's personal capabilities are further developed in relation to their understanding and skills in science by working in the school environment. Paperback 2011 144pp

ISBN: 978-0-335-24129-3 eBook: 978-0-335-24131-6

Science Beyond the Classroom Boundaries for 7-11 Year Olds

Misconceptions in Primary Science

Alan Cross and Adrian Bowden

Michael Allen

University of Manchester; Primary Science Consultant, UK

Brunel University, UK

Paperback 2009 288pp

The authors have taken a bold step in terms of a whole school approach to the science curriculum being taught outside. With a shift from indoors to outdoors, the book tackles a range of practical considerations and challenges for both the school and the pupil. It is a must read for students on ITT courses and Key Stage 2 teachers who are keen to move their settings forward and provide appropriate progression throughout the primary years. ISBN: 978-0-335-24132-3 eBook: 978-0-335-24134-7

Paperback 2010 296pp

What Research Has to Say Jonathan Osborne and Justin Dillon (Eds)

Primary Science Teaching the Tricky Bits University of Cumbria, UK

This book provides a combination of practical lesson ideas and theory, focusing particularly on those areas with which research has shown most trainee primary teachers struggle. Each chapter provides a good range of practical and accessible ideas, hints and tips linked to how children learn, including: l l l

How to effectively pre-assess pupil’s ideas How to identify and challenge common misconceptions Effective models for aiding children's understanding

Paperback 2010 288pp

ISBN: 978-0-335-22228-5 eBook: 978-0-335-24039-5

ISBN: 978-0-335-23588-9 eBook: 978-0-335-23902-3

Good Practice in Science Teaching 2/e

ISBN: 978-0-335-23461-5 eBook: 978-0-335-23934-4

Neil Rutledge

Sheffield Hallam University; Leading Expert in Primary Science, UK

Michael Allen offers advice for teachers and describes over 100 common misconceptions and their potential origins, and then explains the correct principles. He suggests creative activities to help students to grasp the underlying scientific concepts and bring them alive in the classroom.

The basic principles which any student or teacher can apply to every science lesson in order to achieve engaging and challenging lessons are explained in the introductory chapter. Each chapter then breaks down the topic in to what the teacher needs to understand and what the pupils need to learn at different key stages.

Lynne Bianchi and Rosemary Feasey

Paperback 2011 144pp

Essential Primary Science

Focusing on the necessary science knowledge required for trainee primary school teachers, the authors equip you with the tools you need to teach science. Each chapter identifies both what the teacher needs to know and what the pupil needs to understand as well as ways to teach primary science.

Sheffield Hallam University; Leading Expert in Primary Science, UK


Stanford University, USA; King’s College London, UK

This new edition offers a comprehensive overview of the major areas of research and scholarship in science education. Written by science education researchers with national or international reputations, each chapter summarizes the research work and evidence in the field, and discusses its significance, reliability and implications for the practice of science teaching. Paperback 2010 256pp

ISBN: 978-0-335-23858-3 eBook: 978-0-335-23859-0

Language and Literacy in Science Education Jerry Wellington and Jonathan Osborne University of Sheffield, UK; Stanford University, USA

Paperback 2001 160pp

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ISBN: 978-0-335-20598-1 eBook: 978-0-335-23315-1




Essential Primary Mathematics

Edge Hill University, UK

University of Chichester, UK

This book uniquely offers the approach of linking together essential knowledge with activities that exemplify that knowledge in practice. Similarly to its companion, Essential Primary Science, the book covers essential subject knowledge, with further reading signposted, focusing on the aspects of mathematics (knowledge and practice) which both students and some teachers find challenging. The content draws upon the author’s experience of teaching both children and student teachers, and working alongside students and classroom teachers when students are on school experience. The types of activity included are simple enough to be easily adaptable for use within different areas of mathematics and with different ages and abilities. Contents: Introduction / Counting and the number system / Addition and subtraction / Multiplication / Division / Algebra / Measures / Data / Probability / Shape / Space / Conclusion Paperback May 2013 368pp

ISBN: 978-0-335-24702-8 eBook: 978-0-335-24703-5


Ian Thompson (Ed)

Caroline Rickard Essential Primary Mathematics aims to support both student teachers and current practitioners in teaching mathematics in effective and creative ways, and to alert them to common misconceptions. It outlines the essential knowledge required, shares some simple activities designed to support children in developing as mathematicians and details some common misconceptions whilst aiming to instil an enthusiasm for mathematics.

Teaching and Learning Early Number 2/e This bestselling book provides a detailed account of the role of counting in the acquisition of number understanding and in the development of derived fact strategies for addition, subtraction and multiplication.

Paperback 2008 200pp

ISBN: 978-0-335-23411-0 eBook: 978-0-335-23696-1

Improving Primary Mathematics Teaching and Learning Mary McAteer Edge Hill University, UK

Drawing on research and case studies from practice, the book explores a wide range of concepts as starting points for professional reflection and personal development to improve teaching and learning in primary mathematics.

Ian Thompson (Ed) Visiting Professor, Edge Hill University, UK

Issues in Teaching Numeracy in Primary Schools is a bestselling book for all trainee and practising primary school teachers, classroom assistants and mathematics specialist teachers. It provides an accessible guide to a wide range of research evidence about teaching and learning mathematics. Major changes in the primary mathematics curriculum over the last 15 years – such as the National Numeracy Strategy, the Primary National Strategy, the Early Years Foundation Stage, the Williams, Rose and Alexander Reviews - have all greatly influenced the structure of this new edition. There are 14 completely new chapters including a section devoted to post-Williams issues. Paperback 2010 288pp

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Using children’s mathematical misconceptions to support teaching and learning The role of talk in developing mathematical understanding Evidence-based teaching and learning Making mathematics real and purposeful beyond the classroom The role of games in teaching and learning mathematics ICT and mathematics

ISBN: 978-0-335-24153-8 eBook: 978-0-335-24154-5

Enhancing Primary Mathematics Teaching

Topics covered include: l

Issues in Teaching Numeracy in Primary Schools 2/e

Ian Thompson (Ed) Visiting Professor, Edge Hill University, UK

The book shows how professional development that is rooted in inquiry and research enables advancement of practice, and is appropriate for teachers undertaking professional development programmes (e.g. MaST, MA), trainee teachers and staff.

This book explores the effect that the National Numeracy Strategy and its successor, the Primary Strategy, have had on the way in which mathematics is taught in primary schools. Prominent contributors examine the Strategies’ recommendations from the perspective of their own research areas or interests, and discuss the issues involved, including ideas for extending current practice and alternative approaches that could be integrated into current practice.

Paperback 2012 240pp

Paperback 2003 232pp

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ISBN: 978-0-335-24676-2 eBook: 978-0-335-24677-9


ISBN: 978-0-335-21375-7 eBook: 978-0-335-22806-5

MATHEMATICS Primary Mathematics Teaching for Understanding Patrick Barmby, Lynn Bilsborough, Tony Harries and Steve Higgins All at Durham University, UK

This book aims to support and develop teachers' understanding of the key primary mathematics topics. It takes an innovative approach by defining exactly what is meant by 'understanding' and uses this model to examine and explain various mathematical topics. The authors emphasize the importance of the different representations that can be used for mathematical concepts and inform the reasoning process. By focusing on understanding, the book also draws attention to common misconceptions that teachers may encounter in the classroom. Paperback 2009 208pp

ISBN: 978-0-335-22926-0 eBook: 978-0-335-23911-5

Developing Learning in the Foundation Stage Sue Gifford University of Roehampton, UK

Paperback 2005 208pp

ISBN: 978-0-335-21686-4 eBook: 978-0-335-22511-8

Children's Mathematics 4-15 Learning from Errors and Misconceptions Julie Ryan and Julian Williams Manchester Metropolitan University; University of Manchester, UK

Paperback 2007 256pp

ISBN: 978-0-335-22042-7 eBook: 978-0-335-23020-4

Understanding Children's Mathematical Graphics

Elizabeth Carruthers and Maulfry Worthington

Beginnings in Play Elizabeth Carruthers and Maulfry Worthington

Both co-founders of the International Children's Mathematics Network

This comprehensive resource offers a complete framework for providing flexible professional development. The pack will help those leading professional development to support early years practitioners and teachers in developing their understanding of children's mathematical graphics by: l

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Teaching Mathematics 3–5

Developing Children's Mathematical Graphics

Appreciating young children's early use of graphical marks and representations, and their relationship to children's emerging understanding of the abstract symbolic language of mathematics Recognizing and beginning to understand children's mathematical graphics Developing effective pedagogy and practice

The authors challenge the traditional beliefs and practices of teaching 'written' mathematics in early childhood. They look at the power of children's own marks, symbols and other graphical representations to convey meanings, exploring how they support complex thinking. Rather than viewing mathematics as a separate subject or as a set of basic 'skills' to be transmitted, they demonstrate that children develop their own mathematical thinking to solve problems. The pack includes:

Both co-founders of the International Children's Mathematics Network

This book challenges traditional beliefs and practices of teaching 'written' mathematics in early childhood. It gives theoretical underpinnings and offers exciting insights and context to children's early mathematical thinking and, in particular, into children's mathematical graphics, showing how this supports their understanding of the abstract symbolic language of mathematics. The book looks at the power of children's own marks, symbols and other graphical representations to convey meanings, exploring how they support complex thinking. The authors explore the relationship between children's play and meaning making. Rather than viewing mathematics as a separate subject or as a set of basic 'skills' to be transmitted, they demonstrate that in supportive learning cultures children develop their own mathematical thinking to solve problems. The book includes numerous case studies and draws on the authors’ latest research. Paperback 2011 288pp

A copy of the book Understanding Children's Mathematical Graphics: Beginnings in Play giving a theoretical underpinning and context to children's mathematical thinking through their own mathematical graphics An A4 CPD booklet outlining in detail numerous sessions - including prompts for discussion and activities, learning points, photocopiable materials and guidance on how to run the sessions A CD comprising of powerpoint slides, examples and resources to include in the CPD sessions Laminated examples of children's graphics with short written explanations Training Pack and CD 2011


ISBN: 978-0-335-23774-6

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ISBN: 978-0-335-23776-0 eBook: 978-0-335-24079-1



Understanding Autism in Early Years

Contemporary Issues in Special Educational Needs


David Armstrong and Garry Squires

Prithvi Perepa University of East London, UK

According to the National Autistic Society’s estimation, one in a hundred children in the UK is on the autistic spectrum; and while there continues to be an increase in the identification of the condition, there remains a significant number of children who have not received a formal diagnosis. This book will aim to support practitioners in early years settings who encounter both these categories of children and will provide practical suggestions based on theoretical underpinning. The author opens with an introduction to autism spectrum, explaining the main features of the condition and a discussion of the diversity of the spectrum, including how autism affects every child differently. It then provides in-depth information on some of the characteristics which can lead to a child being diagnosed as having an autism spectrum disorder, as well as information on available screening tools. The book provides a focus on the three areas of difficulties that children with autism have - social interaction, social communication and imagination and play - and the role that the early years practitioners can have, including how they can best work with parents.

Both at the University of Manchester, UK

This book helps education professionals make sense of the many and varied approaches, policies and concepts currently applied in practice with children and young people with SEN. It also helps readers reflect upon their own practice and their professional context in light of the issues disclosed by these large-scale, potentially abstract, shifts in policy, legislation and thinking in this area. Each chapter identifies and considers key current issues for working with this diverse group of learners and invites the reader to explore what they can incorporate into their own practice. Key features of this book include: l


Encouraging the reader to make connections between concepts and approaches ‘out there’ and their own approaches in the classroom Exploring some difficult and highly conceptual notions such as ‘learner voice’, ‘diversity’ or ‘self-esteem’

Paperback 2012 200pp

Contents: Introduction to autism spectrum / Identifying and getting a diagnosis / Working with families / Social interaction / Communication / Play and flexible thinking / Sensory issues / Behaviour difficulties / Working with other professionals / Moving to primary school Paperback June 2013 152pp

There is a plethora of material on the subject of school inclusion. However, this material is often weighted towards offering definitions and theories of inclusion. Whilst these are useful and important for understanding international perspectives and approaches, the practical scenarios encountered by teachers, by definition, operate on a completely different level. The aim of this book is to highlight such success. This approach has a focus on the realistic aspect of practising inclusive education and facilitating all levels of teacher educational experience to be clear about what variables are likely to make a difference in practice. This is a book that concentrates on how to make inclusion work from the view of internaionally established practitioners in the field of teacher education. Paperback 2012 352pp

ISBN: 978-0-335-24468-3 eBook: 978-0-335-24469-0

Inclusive Education Readings and Reflections

Pedagogies for Inclusion

University of Birmingham; Centre for Studies in Inclusive Education, Bristol, UK

This book addresses the question of what is special, if anything, about teaching children with special or exceptional learning needs – including pupils with low attainment, learning difficulties, language difficulties, emotional / behavioural problems or sensory needs.

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Charles Sturt University, Australia; University of Dundee, UK

Special Teaching for Special Children?

University of Birmingham; University of Exeter, UK

Paperback 2004 256pp

Chris Boyle and Keith Topping

ISBN: 978-0-335-24363-1 eBook: 978-0-335-24365-5

Ann Lewis and Brahm Norwich (Eds)

ISBN: 978-0-335-24664-9 eBook: 978-0-335-24665-6

What Works in Inclusion?

ISBN: 978-0-335-21405-1 eBook: 978-0-335-22623-8


Gary Thomas and Mark Vaughan (Eds)

This book examines the key influences behind the moves towards inclusive education and inclusion in mainstream society. The first of its kind anywhere in the world, this seminal work features more than 50 extracts from key documents and classic texts, alongside illuminating commentaries by two experts in the field. Paperback 2004 240pp

ISBN: 978-0-335-20724-4



Achieving the National Award for SEN Coordination

With contributions from leading academics working in the field of SEN and inclusion, from Nasen and CSIE as well as from practitioners in Local Authorities and educational settings, it will enable you to understand the complexities of the role of the SENCO and the expectations of the emerging agenda for the SENCO as an agent of change.

Paperback 2009 528pp

Gary Thomas and Andrew Loxley University of Birmingham; Trinity College Dublin, UK

The authors examine the consequences of the intellectual foundations of special education, the impact this has on popular thinking about learning difficulty and how these theories influence our views about children who are different. Paperback 2007 176pp

ISBN: 978-0-335-22371-8 eBook: 978-0-335-23395-3

Kings College London; London Metropolitan University; University of London, UK

Louise Archer, Sumi Hollingworth and Heather Mendick

This book critically engages with contemporary notions of 'at risk' youth. It explores the complexity of urban young people's relationships with education and schooling and discusses strategies for addressing these issues. Drawing on a two year study of urban 14-16 year olds, educational professionals and parents, the book focuses in depth on the views and experiences of ethnically diverse young Londoners who had been identified by their schools as 'at risk of dropping out of education' and as 'unlikely to progress into post16 education'. Paperback 2010 194pp

ISBN: 978-0-335-22146-2 eBook: 978-0-335-23951-1

Janice Wearmouth University of Bedfordshire, UK

Special needs provision in schools continues to be a major source of anxiety for teachers and other educators, politicians and parents. For newly qualified teachers, particularly, but for other teachers and school governors as well, being faced with students labelled as 'having special educational needs' can be a daunting prospect. This book addresses these issues in a practical and straightorward way, offering beginning teachers a guide to the theory and practice surrounding SEN. Paperback 2008 256pp

ISBN: 978-0-335-23354-0 eBook: 978-0-335-23772-2

ISBN: 978-0-335-22382-4 eBook: 978-0-335-23904-7

Inclusion Developing an Effective Whole School Approach

A Beginning Teacher's Guide to Special Educational Needs

ISBN: 978-0-335-24241-2 eBook: 978-0-335-24242-9

Deconstructing Special Education and Constructing Inclusion 2/e

A Textbook

This key text offers a balance between theory, research and practice, as well as an unique analysis of the implications of the effects of linguistic, cultural and ethnic diversity on special educational needs. Whilst recognizing the complex and difficult nature of many special educational needs, the authors place a firm emphasis on inclusion and suggest practical strategies to enable professionals to maximize inclusion at the same time as recognizing and supporting diversity.

This book has been designed to complement the National Award for SEN Coordination and will be a key text for all serving and aspiring SENCOs. Paperback 2010 160pp

Urban Youth and Schooling

University College London and Senior Educational Psychologist with Buckinghamshire LEA; University College London and Visiting Professor University of Bedfordshire, UK

Edge Hill University; University of Cumbria, UK

This book offers an insight into the role of the Special Educational Needs Coordinator (SENCO) at a time of transformation. In the light of recent legislative change and the introduction of the National Award for SEN Coordination, the book offers you an analysis of the role through a series of reflective commentaries on theory and practice.

Special Educational Needs, Inclusion and Diversity 2/e Norah Frederickson and Tony Cline

Fiona Hallett and Graham Hallett (Eds)


Alison Ekins and Peter Grimes Both at Canterbury Christ Church University, UK

This book examines and offers solutions to the challenges faced by schools in ensuring that all students are enjoying, participating and achieving in education. It argues that self evaluation lies at the heart of truly inclusive school development. It focuses on supporting schools in understanding and using school based systems and processes in a joined up, meaningful and strategic way to impact positively upon the progress and participation of all pupils. With case studies, examples, templates and models, this practical book responds to the day to day needs of the SENCO, teacher, leader in evaluating and meeting the needs of all pupils effectively. Paperback 2009 240pp

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ISBN: 978-0-335-23604-6 eBook: 978-0-335-23946-7



Doing Classroom Research

Action Research The Challenges of Understanding and Researching Practice

A Step-by-Step Guide Sally Elton-Chalcraft, Alice Hansen and Samantha Twiselton (Eds)

Andrew Townsend

All at the University of Cumbria, UK

University of Nottingham, UK

Action research as an approach aims to generate knowledge and achieve principled change. This book explores the overarching features and a variety of models of action research.The author queries the following: How can practice be understood and developed? What part can action research play in that process? What principles lie at the heart of action research? How can action research bring about democratic and collaborative changes to practice? These and other questions are answered in this book which offers both a practical step-by-step guide to action research and an examination and reflection of the underlying principles and challenges in order to achieve embedded and sustainable change. Contents: Introduction / The processes of action research / The principles of action research / Connecting research and practice / Identifying a focus for change / Developing a plan for action and research / Managing the implementation of change / Evaluating action research / Concluding action research / Reflecting on action research Paperback January 2013 152pp

ISBN: 978-0-335-24443-0 eBook: 978-0-335- 24444-7

A Handbook for Teacher Research Colin Lankshear and Michele Knobel James Cook University and Central Queensland University, Australia; Montclair State University, USA

Paperback 2004 412pp

ISBN: 978-0-335-21064-0 eBook: 978-0-335-22610-8

Quantitative Methods in Educational and Social Research using SPSS

This step-by-step guide meets the needs of all teacher training students involved in any classroom-based research. Its three sections mirror the progression from novice researcher to practitioner researcher. It covers: The purpose of school-based research with case studies and advice: How teaching impacts on children's and students' learning, with methods of data collection and analysis: Ways of sharing research with a wider audience. Paperback 2008 184pp

ISBN: 978-0-335-22876-8 eBook: 978-0-335-23640-4

A Teacher's Guide to Classroom Research 4/e David Hopkins IoE, University of London, UK

Andy Tolmie, Daniel Muijs and Erica McAteer IoE, University of Manchester; IoE, UK

Written for those with limited contact with quantitative methods, this text helps the reader to build up the basis of a professional understanding in a series of clear steps featured on the accompanying CD. The book focuses from the start on the concept of modelling patterns in data via numerical representations. The implications of the modelling approach are taken all the way back to the stages of research design and sampling. Using this as a lens, the book then moves on to explain carefully a full range of statistical techniques. Paperback + CD 2011 464pp


This is a guide for teachers that wish to conduct classroom research and for schools that wish to improve their practice. It enables teachers to enhance teaching and evaluate whole school developments. Its examples focus on models of teaching and learning, case studies, discussions and a description of methods for collecting, analyzing and reporting data. Paperback 2008 240pp

ISBN: 978-0-335-22174-5 eBook: 978-0335-23678-7

Case Study Research in Educational Settings Michael Bassey Nottingham Trent University, UK

Paperback 1999 192pp

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ISBN: 978-0-335-19984-6 eBook: 978-0-335-23062-4


ISBN: 978-0-335-23377-9 eBook: 978-0-335-24060-9

Studying Education An Introduction to the Key Disciplines in Education Studies Barry Dufour and Will Curtis (Eds) Both at De Montfort University, UK

The book provides an introduction to the main education disciplines in one handy volume. Each chapter begins with a brief overview and history, followed by a selection of key themes and topics within the discipline. Chapters include a number of features such as boxed summaries of key theorists and researchers, extended tasks for the reader, and suggestions for further reading and research. Paperback 2011 232pp

ISBN: 978-0-335-24105-7 eBook: 978-0-335-24107-1


Successful School Leadership

Exploding the Myths of School Reform

Christopher Day, Pam Sammons, Ken Leithwood, David Hopkins, Qing Gu, Eleanor Brown and Elpida Ahtaridou

IoE, University of London, UK

The author presents a comprehensive, accessible and strategic overview of what is currently known about school and system reform in the 21st century. He looks at the failure of educational reform efforts to impact on the learning and performance of students, due to misguided action based on a number of myths associated with school reform which remain prevalent in education. There are ten chapters which individually examine each myth. These myths are: l l l l l l l l l l

That achievement cannot be realised at scale for all students Of school autonomy and the reality of change That poverty is a determinant of student and school performance That it is the curriculum rather than the learning that counts That teaching is either an art or a science - it is both That external accountability results in school reform That innovation and networking always add value to school reform Of the contribution of charismatic leadership to school reform That ‘one size fits all’ in implementing school reform That top-down change works in sustaining system reform

University of Nottingham; University of Oxford; University of Toronto; IoE; University of Nottingham; University of Nottingham, LSN, UK

This book examines the nature of successful school leadership. As well as providing a contemporary overview of international research and thinking about successful school leadership, it identifies similar and distinguishing features of successful leadership in different sectors; between heads of different experience; and between schools in different socio-economic circumstances. The book introduces the notions of 'layered leadership' and 'progressive trust' as key features of successful leadership, also discussing issues of sustainability and resilience in context. Finally it considers how successful school leadership connects to pupil success, exploring the leadership strategies used by successful heads in a range of primary and secondary schools whose pupil attainment results had improved over a three year period during their headship. Paperback 2011 288pp

ISBN: 978-0-335-24243-6 eBook: 978-0-335-24245-0

What’s Worth Fighting for in Headship? 2/e

Contents: Moral purpose and system reform / Strategies for improvement at the local level / Effective schools and the drivers of improvement / Personalising learning / Professionalising teaching / Intelligent accountability / Innovation, networking and professional learning / Leadership for learning / Differential approaches to school and system reform / Segmentation and system leadership Paperback June 2013 232pp

Every School a Great School

Linking with Learning and Achievement

David Hopkins

Michael Fullan University of Toronto, Canada

The author looks at how much has changed in the world of headship and school improvement in recent decades, and offers key guidelines for being a successful head teacher.

ISBN: 978-0-335-26314-1 eBook: 978-0-335-26315-8 Paperback 2008 80pp

ISBN: 978-0-335-23538-4


David Hopkins IoE, University of London, UK

The book argues that for every school to become a great school it requires a move from individual school improvement efforts and short term objectives to a sustainable system-wide response that seeks to re-establish a balance between national prescription and schools leading reform. Achieving this goal requires strategies that not only continue to raise standards, but also build capacity within the system. David Hopkins identifies four key educational 'drivers' - personalized learning; networking and innovation; professional teaching and intelligent accountability - that, if pursued, have the potential to deliver 'every school a great school'. Paperback 2007 176pp

ISBN: 978-0-335-22099-1 eBook: 978-0-335-22987-1

System Leadership in Practice Rob Higham, David Hopkins and Peter Matthews All at IoE, University of London, UK

The idea of 'system leadership', i.e. working and leading not just directly for the success and welfare of students in your own school but also in other schools, is a new, exciting and growing phenomenon in UK education. It is gaining widespread interest both in the UK and internationally and it holds out the possibility of a more professionally-led education system. Despite this growing interest amongst the majority of stakeholders in education, there is not yet any detailed analysis of its emergence in practice. This book provides the first detailed analysis of system leadership and its emergence in practice. Paperback 2009 192pp

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ISBN: 978-0-335-23611-4 eBook: 978-0-335-23968-9



Approaches to Creativity

Expansive Education

A Guide for Teachers

Bill Lucas, Guy Claxton and Ellen Spencer

Expansive Education showcases a growing number of schools that are developing methods of teaching and learning that deliberately cultivate powerful learners. Drawing on established theory as well as current research and practice, this essential resource encapsulates the best of these approaches, and demonstrates discernible links to achievement gains and learner engagement. The book offers: l




Radical thinking about the purpose of schools, underpinned by latest literature from the learning sciences A critical exploration of what works in practice and an analysis of pioneering concepts that support dispositional approaches to learning A scaffolding framework that assists teachers in consistently choosing appropriate methods to create expansive learning environments A powerful manifesto for schools, districts and national systems to articulate a different vision of education and a way of tracking real progress

Contents: Foreword from Art Costa / Expansive education / The science behind expansive education / The early pioneers / Expansive pedagogy / A manifesto for expansive education Paperback September 2013 264pp

ISBN: 978-0-335-24755-4 eBook: 978-0-335-24756-1

Both at Waterford Institute of Technology, Ireland

This book offers an accessible introduction and a comprehensive guide to the range of ideas on creativity in education, providing an overview of the major theories related to creativity together with implications for policy and practice. The popular topic of creativity has given rise to a large number of theoretical positions, sometimes contradictory or contested. This book clarifies and organises these approaches so that teachers understand where particular pedagogical and curricular practices originate and can develop them coherently. Paperback 2012 336pp

ISBN: 978-0-335-24376-1 eBook: 978-0-335-24377-8

The Brain at School Educational Neuroscience in the Classroom John G. Geake Late of University of New England, Australia

Within education there is a growing interest in neuroscience research and what it can teach us. This book focuses on what neuroscience means for education professionals - in key areas such as learning, memory, intelligence and motivation - and addresses questions such as: l l l

How does the brain enable us to learn? Why do some children have learning difficulties, such as ADHD or dyslexia? How can actual scientific research be applied to pedagogy and curriculum design?

Paperback 2009 176pp

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ISBN: 978-0-335-23421-9 eBook: 978-0-335-23956-6


Bad Education Debunking Myths in Education Philip Adey and Justin Dillon (Eds and contributors)

Orison Carlile and Anne Jordan

All at the University of Winchester, UK

Teachers from schools across the world believe that there is more to education than success in examinations. Many practitioners are becoming increasingly familiar with expansive education concepts such as learning dispositions, habits of mind, and expandable intelligence, and are striving to instill these valuable mind-sets into their pupils. In this groundbreaking and visionary book, acclaimed authors Lucas, Claxton and Spencer define, consolidate and reinforce this revolutionary shift.


Both at King's College London, UK

“This is an important and welcome book. Readers can see the faults of simplistic judgments, neglect of evidence, dismissal of researchers, and injudicious implementation.” Paul Black, Emeritus Professor, King’s College London, UK We all know that small classes are better than large classes; that children are best taught in groups according to their ability; that some schools are much better than others and that we should teach children according to their individual learning styles - or do we? This book asks awkward questions about these and many other sacred cows of education. Each chapter tackles a persistent myth in education, confronting it with research evidence and teasing out any kernel of truth which may underlie the myth. Leading authors from the world of education each bring analysis and expertise to bear on their chosen subject, presenting their argument in an accessible manner based on sound scholarship. Some of the conclusions drawn in Bad Education are likely to be real eye-openers for many teachers and parents, who will find some of their basic assumptions about education called into question. It is also essential reading for anyone involved in educational policy making or management. The writing style is accessible and the arguments are defensible and underpinned by sound scholarship. Each chapter: l l

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Outlines the nature of the myth to be discussed and its origins Dismantles the legitimacy of the myth and highlights the dangers to education which it poses Speculates as to the reasons for it popularity Salvages what can be of value from the myth

Paperback 2012 264pp

ISBN: 978-0-335-24601-4 eBook: 978-0-335-24602-1


New Literacies 3/e


Everyday Practices and Classroom Learning

Gordon Stobart This book challenges the way we think about teaching and learning. It offers a fresh way of looking at what it means to be a good learner and an expert teacher, and questions some deeply embedded beliefs about ability and talent, in particular assumptions about ‘inborn’ ability and natural talent. The evidence is drawn from the expanding field of the study of expertise. Expertise studies have historically focused on areas such as chess, music, sport and medicine and have addressed the question ‘what do top performers do differently?’ The aim of the book is to translate the findings of expertise studies into classroom teaching and learning. This involves challenging everyday thinking about learning, emphasizing the roles of motivation and ‘deliberate practice’ and challenging claims about the role that inborn ability has to play. Expertise theories offer a coherent model of the importance to learning of motivation, of knowing how to learn and how to teach.

James Cook University, Australia; Montclair State University, USA

New Literacies explores new literacies, knowledge and classroom practices in light of growing electronic information and communication techniques. This edition includes new chapters on Online Social Networking and Social Learning. It features a substantial examination of social practices, providing a theoretical foundation for the book. This is an essential text for undergraduate and postgraduate students, those pursuing a PhD, educators and academics, and other policy writers and curriculum developers working in digital literacy. Paperback 2011 304pp

Students' Perspectives on Schooling

The book argues that we develop ability and aptitude through learning, rather than them being the cause of learning, and explores some of the key elements in expert learning:

Audrey Osler University of Leeds, UK

Knowing where we want to get to Effective mental models (‘the big picture’) Ways of remembering Deliberate practice Effective feedback

The author explores how schools might be transformed for the better, by giving greater weight to the views of students. The book including:

Contents: Introduction / What we know about top performers / Ability myths and how they harm learning / Ability and how to get it / The expert teacher / Expert schools / Expert learning


Paperback January 2013 184pp


ISBN: 978-0-335-24730-1 eBook: 978-0-335-24731-8

ISBN: 978-0-335-24216-0 eBook: 978-0-335-24217-7


The potential benefits to schools and the wider community Moral and legal reasons based on human rights principles Gaining fresh insights into the processes of teaching and learning

Bill Lucas and Guy Claxton Both at the University of Winchester, UK

“This immensely readable book explains the developments of learning theory and then applies those developments to classroom practice and takes that next vital step of explaining what that means for a learner.” Professor Mick Waters, Chairman of The Curriculum Foundation, UK “Is an intelligent book about intelligence, the many things that go into it, and how educators can help students to get more of the cornucopia.” Professor David Perkins, Harvard University, USA 20th century schools presumed that students' intelligence was largely fixed. 21st century science says that intelligence is expandable - and in a variety of ways. New Kinds of Smart argues that this shift in the way we think about young minds opens up hitherto unexplored possibilities for education. For the first time ever, New Kinds of Smart brings together all the main strands of research about intelligence in one book and explains these new ideas to practising teachers and educators. Each chapter presents practical examples, tools and templates so that each new strand of thinking can be woven into their work as teachers and into their lives as learners. Paperback 2010 232pp

Firmly grounded in research, the book analyzes data collected from young people living in both the UK and US. In keeping with the spirit of the UN Convention on the Rights of the Child, it engages with the voices of these young people to consider how they might inform educational policy making. Paperback 2010 200pp

New Kinds of Smart How the Science of Learnable Intelligence is Changing Education

Colin Lankshear and Michele Knobel

IoE, University of London, UK

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ISBN: 978-0-335-22360-2 eBook: 978-0-335-24018-0

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ISBN: 978-0-335-23618-3 eBook: 978-0-335-23992-4



A-Z of Teaching Jonathan Savage and Martin Fautley Manchester Metropolitan University, UK, Birmingham City University, UK

This is an informative, engaging and accessible book about teaching that covers a broad range of content without being superficial. Each entry includes a short definition of the term, followed by key ideas and key applications of the topic, concluded with some key questions for the reader to consider as they seek to develop their own pedagogy in this particular topic area. Contents: A: Ability; Accountability; Activities; Aims; Assessment; Attainment; Attitudes; Audience / B: Behaviour; Body language; Brain / C: Career; Classroom displays; Cognition; Collaboration; Communication; Concepts; Confidence; Creativity; Curriculum / D: Data; Development; Differentiation / E: English as an additional language (EAL); Elicitation; Evaluation; Examinations; Explanations / F: Facilitation; Folk pedagogy; Futures / G: Gender; Governors; Grading; Grouping / H: Homework; Humour / I: ICT; Identity; Interest / J: Judgements / K: Kinaesthetic; Knowledge / L: Language; Leadership; Learning; Lesson planning; Listening; Literacy; Literature / M: Management; Mixed ability; Modelling; Motivation; Myths / N: Networking; Numeracy / O: Objectives; Observation; OfSTED; Outside learning / P: Parents; Pedagogy; Personalisation; Planning; Plenary; Policy; Presentations; Profession / Q: Qualifications; Quality; Questioning / R: Reasoning; Reflection; Relationships; Research; Resources / S: Safeguarding; Special Educational Needs (SEN); Sequencing; Space; Speaking; Starters; Streaming and setting; Subjects; Synthetic phonics / T: Teacher standards; Theory; Thinking; Tools; Transition / U: Underachievement; Unit of work / V: Visual; Virtual Learning Environments (VLE) / W: Web; Whole school; Work / Life balance; Working with other adults / X: X – positive approaches to marking; Cross-curricularity / Y: Year groups / Z: Zone of Proximal Development (ZPD); Zzzz… Teachers and sleeping Paperback May 2013 248pp

Developing NEW Interactive Teaching and Learning using the IWB Sara Hennessy and Paul Warwick Both at the University of Cambridge, UK

Interactive Whiteboards (IWBs) are used by teachers to support pre-existing approaches to teaching and learning, rather than developing their use in tandem with advancing technological expertise. There is also a need to develop interactive approaches that promote learning and engages pupils. This comprehensive resource gives guidance to support these two strands of classroom activity. It is suitable for teaching staff and senior managers and is adaptable for use by small groups or with schools. It includes an action plan document for a whole school approach, a Reader with theoretical research ‘snippets’ plus references for further reading, and a Resource Bank which offers supporting materials, explanatory screenshots and sample IWB activities: The DVD contains IWB lesson templates and the Resource Bank materials. For use by both tutors and students following ITE courses and teachers who require more training in the effective use of the IWB. Contents: Introduction / Focus and aims / Using this resource / Structure of the resource / Deciding where to start / Getting started / What is dialogue? / Seeing dialogue in action / Does my own teaching support dialogue? / What role can the IWB play? / Supporting independent groupwork using the IWB / More ideas for using the IWB / Consolidating what you have done so far and preparing for planning your own lessons / Trying out a new idea / Reflection / Thinking about the lesson as a whole / What are the learning outcomes and how can you assess them? / Recording / Students’ views – See how you can find out what students think? / Further plans: What would you change next time? What else would you like to try out? / Sharing new ideas Paperback + DVD September 2013 200pp

ISBN: 978-0-335-26316-5 eBook: 978-0-335-26317-2

ISBN: 978-0-335-24700-4 eBook: 978-0-335-24701-1

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Lesson Planning for Effective Learning


Martin Fautley and Jonathan Savage Birmingham City University; Manchester Metropolitan University, UK

Lesson planning is an essential component of every teacher's practice. Whilst lesson planning does, by nature, take place before the lesson, there are important links between planning and teaching that this book will explore. The development of a teacher's craft is built explicitly on a rigorous approach to planning, which goes beyond just written preparation and includes a process of mental preparation, anticipation, rehearsal and performance (all of which are elements and key facets of a skilful pedagogy). Contents: Introduction: What is planning for learning? / Learning / Long and medium term planning / The role of assessment / Reflection and Reflective practice / The pupils themselves / Resources / Common components of a lesson / The lesson plan itself / Examples of different lesson plan documentation / Conclusions Paperback September 2013 216pp

ISBN: 978-0-335-24690-8 eBook: 978-0-335-24691-5



300 Strategies for Learning Gerry Czerniawski and Warren Kidd This is an essential resource for those who are looking for new and creative ways of engaging and motivating their learners. To do this, it contains suggestions for a variety of assessment opportunities and a range of practical and accessible ideas to motivate and stimulate learning. Homework is not just a strategy for raising achievement. When skillfully deployed, it can instill passion, motivation and enthusiasm for the subject in the hearts and minds of all learners irrespective of ability. Properly structured and facilitated homework can add one year to a student's full time education, as well as providing teachers with invaluable evidence of learner engagement with their subject and their teaching strategies. The book offers:

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Practical ideas on the use of homework The role that homework can play in raising achievement Improve grades and lesson observation profiles Strategies for marking and assessing homework and for logging and recording data Dedicated chapters on e-Learning (electronic learning) and M-learning (mobile learning)

Contents: Part 1: What do you need to know? Laying the foundations for best practice / Introduction / Why they will always do your homework / Differentiation and homework / Projects, coursework and independent assignments / Assessing homework / Supporting Learners / Part 2: What do you need to do? 300 practical strategies for learning outside the classroom / Introduction / See it! / Read it! / Hear it! / Move it! / Imagine it! / Chat it! / Revise it! / Research it! / Think it! / e-it! / m-it! / Part 3: What next? And your homework is… / And your homework is… Paperback October 2013 192pp



ISBN: 978-0-335-24589-5 eBook: 978-0-335-24590-1

University of Nottingham; University of Nottingham; University of Oxford; King's College London, UK, Hong Kong Institute of Education, HK

This original and highly relevant book explores teachers’ effective classroom practice and presents clear messages for teaching quality and teaching standards. Drawing on data collected from a range of teachers, head teachers and pupils about the key factors that contribute to effective teaching in primary and secondary phases of schooling, the book also investigates variations in effective teachers’ classroom practice, including how effective practice is affected by professional life phase and school context. The book explores different patterns of influence on effective classroom practice such as learning climate; classroom relationships; planning; and pupil needs as well as the subsequent effects on classroom practitioners in terms of professional life phase, teacher identity, well-being and educational effectiveness. This detailed analysis provides powerful evidence of the contextual complexities of teachers’ professional work and lives. The text is of direct interest to and has clear implications for school teachers, school leaders, and teachers’ associations who are charged with sustaining and increasing classroom effectiveness. Contents: Changing classroom contexts / Influences and outcomes of effective classroom practice / The effective classroom practice project / Who are the effective teachers? / Observed characteristics of effective classroom practice / Being an effective practitioner / Supporting and sustaining teachers’ Capacity to be effective / What are the pupils’ views of effective practice / Professional identity / Professional life phases / Effective teacher, Effective practice Paperback October 2013 320pp

ISBN: 978-0-335-24712-7 eBook: 978-0-335-24713-4

Creating Learning Without Limits Mandy Swann, Alison Peacock, Mary Jane Drummond and Susan Hart

Alison Kington, Christopher Day, Pam Sammons, Elaine Regan, Eleanor Brown, James Ko

Both at the University of East London, UK

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Effective Classroom Practice


University of Cambridge; The Wroxham School; Both retired, UK

This book tells the story of how one primary school community worked to build a learning environment that is inclusive, humane and enabling for everybody, a place free from the damaging effects of fixed ability thinking and practices. Drawing on compelling accounts of everyday life in the school, it describes how, in just a few years, the school (once in special measures) grew into a thriving community, with distinctive views of learning, curriculum and pedagogy, monitoring and accountability that found expression in every aspect of school life. The work of the school community was guided by the findings of a previous project, Learning without Limits (Hart, Dixon, Drummond and McIntyre 2004), an empirical study of the classroom practice of individual teachers who had rejected the concept of fixed ability. Creating Learning without Limits explores what becomes possible when the same ideas and principles are used creatively to guide and inspire whole school improvement. This book engages with the struggles and difficulties encountered by the staff as they set about learning to reshape pedagogy and curriculum by reference to their shared values of inclusion, social justice and human educability. It gives a detailed analysis of how the headteacher harnessed the power of collective action. Paperback 2012 232pp

ISBN: 978-0-335-24211-5 eBook: 978-0-335-24213-9

Also available:

Learning Without Limits Susan Hart, Annabelle Dixon, Mary Jane Drummond and Donald McIntyre Paperback 2004 296pp

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ISBN: 978-0-335-21259-0 eBook: 978-0-335-22571-2


PROFESSIONAL DEVELOPMENT Realizing the Power of Professional Learning Helen Timperley University of Auckland, NZ

This book develops an approach to professional learning that has motivated teachers and resulted in impressive improvements in student learning, particularly for students who traditionally underachieve in school. As the underpinning research shows, the approach has proven successful in several countries with consistently positive outcomes. The book begins by identifying the shifts that need to happen for the power of professional learning to be realized in promoting student engagement, learning and well-being. Some shifts in thinking include: l l l l

Moving from professional development to professional learning Putting student learning at the heart of professional learning Focusing on the knowledge and skills to be learned rather than the forms of delivery Focusing on the double-demand of being both immediately practical and developing underlying principles so that new problems can be solved in the future

Paperback 2011 232pp

Becoming a Reflective English Teacher

Developing Reflective Practice

Andrew Green (Ed)

A Guide for Beginning Teachers

Brunel University, UK

This book enables the reader to approach not only the practice of English, but also introduces them in a structured and practical way to the paradigmatic issues underpinning English as taught across the full Secondary age range and engages them with a range of policy and theoretical perspectives that will enable them truly and deeply to reflect on their processes as teachers and the impact of their teaching. This book provides specific focus on issues of general professional significance that underpin teachers’ work in the form of feature boxes throughout the book to encourage thought about how these matters affect practice in a range of areas such as: l l l l

Paperback 2011 256pp

Paperback 2009 176pp

ISBN: 978-0-335-23418-9 eBook: 978-0-335-24073-9

Paperback 2011 272pp

Anne Jordan, Orison Carlile and Annetta Stack All at Waterford Institute of Technology, Ireland

This comprehensive guide provides an overview of the major theories of learning. It considers their implications for policy and practice and sets out practical guidelines for best pedagogical practice. Each chapter contains: l l

Examples and illustrations from contemporary research and practice Practical implications for education professionals

Paperback 2008 192pp

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ISBN: 978-0-335-22670-2 eBook: 978-0-335-23643-5


ISBN: 978-0-335-24257-3 eBook: 978-0-335-24259-7

Mind Expanding Teaching for Thinking and Creativity in Primary Education Rupert Wegerif University of Exeter, UK

The new primary curriculum in the UK stresses the need to teach for depth of understanding.

Approaches to Learning

Effective Group Work with Young People This essential, step-by-step guide is ideal for anyone involved in planning, preparing and delivering group work to young people. Written in a practical style, the book contains case study examples and suggests questions and activities to support personal learning development whether in a school or another context.

This book is a rich mix of practical advice and application of theory. The case studies allow the reader to have rare access to insightful examples of the ways reflection can support them in addressing diverse problems such as managing behaviour, planning for creativity, fitting into the ethos of the school or college and developing their questioning techniques.

ISBN: 978-0-335-24289-4 eBook: 978-0-335-24291-7

A Guide for Teachers

Canterbury Christ Church University, UK

Both at the University of Wolverhampton, UK

Inclusion (SEN / Inclusion / Gifted education) English as an Additional Language (EAL) ICT Helps to develop creative thinking

ISBN: 978-0-335-24404-1 eBook: 978-0-335-24405-8

Jane Westergaard

Debra McGregor and Leslie Cartwright (Eds)

Understanding sounds like a good idea but what is it exactly and how can we teach in a way that makes it happen? Understanding is always a creative 'aha' experience whereby learners make sense of things for themselves. To teach for understanding therefore means to teach in a way that promotes the thinking and creativity of children. This book offers a coherent 'dialogic' approach to primary education showing how engaging children in real dialogue is possible in every area of the curriculum and how this can lead to more reflective, considerate and creative children who are able to think for themselves and to learn creatively. Paperback 2010 192pp

ISBN: 978-0-335-23373-1 eBook: 978-0-335-24071-5


Assessment for Learning

Making Policy in British Higher Education 1945-2011

Paul Black, Chris Harrison, Clare Lee, Bethan Marshall and Dylan Wiliam King’s College, London; King’s College, London; Adviser, Warwickshire LEA,; King’s College, London; IoE, University of London, UK

Research studies provide evidence that formative assessment raises students’ test scores. This bestseller provides teachers and other leaders with ideas and advice for using formative assessment in their classrooms. It draws on research in UK secondary schools and describes specific useful practices and underlying ideas about learning. Paperback 2003 152pp

ISBN: 978-0-335-21297-2 eBook: 978-0-335-22429-6

Developing Teacher Assessment John Gardner, Wynne Harlen, Louise Hayward, Gordon Stobart and Martin Montgomery Queen’s University Belfast; University of Bristol; University of Glasgow; University of Bristol; Assessment Consultant, UK

This book explores the processes involved in developing assessment practice. It argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion. The authors, all members of the influential Assessment Reform Group, argue that the targetdriven approach of external testing leads to problems, including 'teaching to the test' to the detriment of the wider curriculum, and motivational problems. In this book, they tackle the differences between formative and summative assessment. Paperback 2010 208pp

ISBN: 978-0-335-23783-8 eBook: 978-0-335-23953-5

Researching Higher Education 2/e


Putting it into Practice

Michael Shattock Institute of Education, University of London, UK

“Every Mike Shattock book on higher education is worth keeping and re-reading. Making Policy in British Higher Education 1945-2011 is a great story, very readable and full of wry humour. It is also a profoundly informative work that explains the policy and politics of higher education better than anything else that is available.” Professor Simon Marginson, Centre for the Study of Higher Education, University of Melbourne, Australia This book aims to provide an authoritative account of the evolution of policy in British higher education drawing extensively on previously untapped archival sources. It offers a comprehensive analysis of the policy drivers since 1945 and up to 2011 and of the extent to which even in the so called golden age of university autonomy in the immediate post War period the development of British higher education policy was closely integrated with government policies. In particular, it highlights how the role of the Treasury in determining the resource base for the expansion of student numbers is key to understanding many of the shifts in policy that occurred. What the book also shows, however, is that policy was rarely driven directly by Ministers but emerged out of inter relationships between the Treasury, the responsible Department, the intermediary bodies, the higher education representative bodies and the research communities. The policy process was interactive rather than directed. The conclusions offer a new interpretation of the development of British higher education. Contents: Higher education and the policy process / Determining the structure of higher education / The financial drivers of higher education policy / Research and policy / The politics of accountability / Making policy at the institutional level / Higher education and making policy / Notes on chapters / Bibliography Paperback 2012 280pp

ISBN: 978-0-335-24186-6 eBook: 978-0-335-24187-3


Malcolm Tight Lancaster University, UK

"The most comprehensive overview of research on higher education available, Researching Higher Education provides a multidisciplinary perspective of the field. This book will be valuable for students thinking about research as well as anyone wanting a perspective on research directions on higher education." Philip G. Altbach, Monan Professor of Higher Education, Director, Center for International Higher Education, Boston College, USA This authoritative book couples an overview of the principal current areas of research into higher education with a guide to the processes involved in undertaking such research. Comprehensively updated throughout, this new edition examines the current state of higher education research with brand new case studies and has been expanded to include North American work. The book also includes: l Analysis of published research by

topic, method, theory and level l Detailed discussion of selected examples of published research l Suggestions on under-researched topics l Guidance on publication outlets Consideration is given to research design and questions, funding, progressing research projects, publication and dissemination. Contents: Part 1: Recently published research on higher education / Introduction / Journals / Books / Part 2: Issues and approaches in researching higher education / Researching teaching and learning / Researching course design / Researching the student experience / Researching quality / Researching system policy / Researching institutional management / Researching academic work / Researching knowledge and research / Part 3: The process of researching higher education / Method and methodology in researching higher education / Theory in higher education research / Researching higher education at different levels / The process of researching / References Paperback 2012 296pp

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ISBN: 978-0-335-24183-5 eBook: 978-0-335-24184-2



Just Write It! Greta Solomon Freelance Professional Writer, Journalist, Writing Tutor and PR Practitioner, UK

Writing for Academic Journals 3/e

A Strategic Handbook Shelda Debowski

Rowena Murray

Just Write It! is a writing skills book with a difference. A belief that you simply ‘cannot write’ often prevents students from achieving the marks that they are capable of and realizing their true potential. This book teaches students to unblock their preconceptions and negative thoughts about their writing.

University of Strathclyde, UK

Authored by a writing professional and writing coach, this book uses a proven method and set of techniques that unlock creativity and teach students to fully articulate their thoughts and tackle any written task.

Paperback October 2013 304pp

Quizzes, exercises and checklists allow students to assess their current writing behaviour and track their improvement. Students will learn general skills and techniques in the first two parts of the book and the third part will teach them how to apply these skills to the most common types of writing they are likely to face. Topics include: l l l l l l l l

Developing a positive attitude to writing Setting goals, planning work and achieving top grades Using objects to kick-start creativity Writing using the whole brain Generating ideas and turning them into `arguments Using key writing techniques to transform your written work Applying your new knowledge to essays dissertations, reports and articles Writing your way to your dream job

University of Notre Dame, Australia

This book unravels the process of writing academic papers. The text has been comprehenively updated to include the most recent research and theory in order to provide new knowledge on writing across the disciplines. Contents: Why write for academic journals? / Targeting a journal / Finding time to write / Focusing on a topic and developing an argument / Outlining / Drafting / Revising / Dialogue and feedback / Responding to reviewers' feedback ISBN: 978-0-335-26302-8 eBook: 978-0-335-26303-5

Teaching to Avoid Plagiarism


How to Promote Good Source Use

This book is focused on providing new academics with a realistic and practical guide as to how to survive and thrive in an academic setting. Written by an experienced author, this insightful handbook gives a comprehensive overview of academic work, from the starting point of seeking employment to moving into leadership roles. In today’s competitive academic environment, you need to be able to operate strategically as a teacher, researcher and leader to establish yourself and progress. The New Academic shows you how to take ownership of your career, build a strong support base and integrate regular evaluative and reflective practices to monitor the success of your career strategy. The book: l

Explains the broader higher education context and the way academics are assessed and evaluated


Explores the key support strategies that can be accessed, including mentors and sponsors


Includes practical checklists and tips on academic practices, including grant seeking, publishing, teaching, networking and managing research projects

Diane Pecorari Malardalen University, Sweden

There is a growing acknowledgement that plagiarism is a complex issue requiring thoughtful and sensitive handling. This book provides university teachers and learning and development support staff with the resources necessary to help students avoid plagiarism and use sources in appropriate and effective ways. Contents: Part 1: The situation / Part 2: Addressing the situation / Part 3: In a wider context / Appendix: Ideas into practice Paperback July 2013 248pp

ISBN: 978-0-335-24593-2 eBook: 978-0-335-24594-9

Contents: Part 1: Part One: Laying the foundations / Part 2: Creative tools and writing techniques / Part 3: Thinking like a genius / Part 4: Applying your knowledge / Part 5: Finishing touches Paperback April 2013 192pp

The New Academic


ISBN: 978-0-335-24599-4 eBook: 978-0-335-24600-7

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Examines critical issues such as dealing with difficult academic cultures and bullying


Paperback 2012 264pp

ISBN: 978-0-335-24535-2 eBook: 978-0-335-24563-9

INDEX A Abbott, L and Nutbrown, C 4 Action Research 32 Adey, P, Dillon, J 34 Adults Learning 5/e 23 Allen, M 27 Andrews, R and Smith, A 25 Anning, A, Cottrell, D, Frost, N, Green, J and Robinson, M 2 Approaches to Creativity 34 Approaches to Learning 38 Archer, L, Hollingworth, S and Mendick, H 31 Armitage, A, Evershed, J, Hayes, D, Hudson, A, Kent, J, Lawes, S, Poma, S and Renwick, M 22 Armstrong, D and Squires, G 30 Arnold, C 10 Assessment for Learning 39 Avis, J, Fisher, R and Thompson, R 23 A-Z of Play in Early Childhood, The 13 A-Z of Teaching 36

B Baby Room, The 9 Bad Education 34 Baldock, P 2 Barmby, P, Bisborough, L, Harries, T andHiggins, S 29 Bassey, M 32 Beckley, P 1 Becoming a Reflective English Teacher 38 Becoming a Teacher 4/e 19 Beginning Teacher’s Guide to Special Educational Needs, A 31 Beginning Teaching, Beginning Learning 4/e 18 Behaviour in Schools 2/e 25 Bianchi, L and Feasey, R 27 Biggam, J 41 Biggs, J and Tang, C 22 Black, P, Harrison, C, Lee, C, Marshall, B and Wiliam, D 39 Boniwell, I and Ryan, L 16, 19 Bostock, J and Wood, J 19 Bowkett, S 16 Boyle, C and Topping, K 30 Brain at School, The 34 Brodie, K 10 Brooker, L 7 Brooker, L and Edwards, S 12 Brookfield, S 21 Brooks, V, Abbott, I and Huddlestone, P 19 Brown, F 11

Brown, F and Taylor, C 11 Browne, N 8

C Carlile, O and Jordan, A 34 Carruthers, E and Worthington, M 29 Case Study Research in Educational Settings 32 Changing Play 13 Characteristics of Effective Early Learning 6 Cheminais, R 16 Child Development from Birth to Eight 9 Children and Young People as Action Researchers 16 Children’s Mathematics 4-15 29 Contemporary Issues in Lifelong Learning 23 Contemporary Issues in Special Educational Needs 30 Contemporary Perspectives on Early Childhood Education 3 Continuing Professional Development in the Lifelong Learning Sector 23 Corbett, P and Strong, J 15 Cox, S 18 Creating Learning Without Limits 37 Creative Teaching Approaches in the Lifelong Learning Sector 20 Critical Issues in Early Childhood Education 6 Critical Thinking Across the Curriculum 16 Cross, A and Bowden, A 27 Czerniawski, G and Kidd, W 36

D Day, C, Sammons, P, Leithwood, K, Hopkins, D, Gu, Q , Brown, E and Ahtaridour, E 33 Debowski, S 40 Deconstructing Special Education and Constructing Inclusion 2/e 31 Developing Children’s Mathematical Graphics 29 Developing Creativity in the Primary School 17 Developing Early Childhood Services 2 Developing High Quality Experiences for Babies and Toddlers 14 Developing Independent Learning in Science 26 Developing Interactive Teaching and Learning using the IWB 36 Developing Literacy and Creative Writing through Storymaking 16 Developing Multi-professional Teamwork for Integrated Children’s Services 2/e 2 Developing Reflective Practice in the Early Years 2/e 6 Developing Reflective Practice 38 Developing Teacher Assessment 39


Developing Writers 25 Dillon, J and Maguire, M 19 Diversity and Difference in Early Childhood Education 5 Doing Action Research in Early Childhood Studies 11 Doing Classroom Research 32 Doing Early Childhood Research 2/e 10 Doing Ethical Research with Children 10 Doing your Research Project in the Lifelong Learning Sector 23 Duckworth, V and Tummons, J 23 Duckworth, V, Flanagan, K, McCormack, K and Tummons, J 21 Duffy, B 7 Dufour, B and Curtis, W 32 Dunlop, AW and Fabian, H 3

E Early Childhood and Primary Education 18 Early Years Foundations 5 Eastwood, L, Coates, J, Dixon, L, Harvey, J, Ormondroyd, C and Williamson. S 22 Effective Behaviour Management in the Primary Classroom 18 Effective Classroom Practice 37 Effective Group Work with Young People 38 Effective Leadership and Management in the Early Years 3 Effective Practice in the EYFS 1 Ekins, A and Grimes, P 31 Else, P 11 Elton-Chalcraft, S, Hansen, A and Twiselton, S 32 Engaging Play 12 Enhancing Learning through Technology in Lifelong Learning 20 Enhancing Primary Mathematics Teaching 28 Enhancing Primary Science 26 Essential Primary Mathematics 28 Essential Primary Science 27 Every School a Great School 33 Excellence of Play 3/e, The 12 Expansive Education 34 Experiencing Reggio Emilia 4 Expert Learner, The 35 Exploding the Myths of School Reform 33 Exploring Wellbeing in the Early Years 4

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F Facilitating Children’s Learning in the EYFS 5 Fautley, M and Savage, J 36 Fisher, J 1, 16 Foundations of Playwork 11 Frederickson, N and Cline, T 31 Fullan, M 33

G Gardner, J, Harlen, W, Hayward, L, Stobbart, G and Montgomery, M 39 Gascoyne, S 13 Geake, J.G 34 Gender Equity in the Early Years 8 Georgeson, J and Payler, J 3 Gifford, S 29 Good Practice in Science Teaching 2/e 27 Goouch, K and Lambirth, A 25 Goouch, K and Powell, S 9 Green, A 38 Grieshaber, S and McArdle, F 12 Griffiths, G and Stone, R 21 Grout, H and Long, G 24

H Hallett, F and Hallett, G 31 Handbook for Teacher Research, A 32 Hart, S, Dixon, A, Drummond, M.J and McIntyre, D 37 Harvey, B and Harvey, J 20 Hennessy, S and Warwick, P 36 Higham, R, Hopkins, D and Matthews, P 33 Holland, P 12 Homework for Learning 37 Hopkins, D 32, 33 Hughes, N and Schwab, I 22 Husbands, C, Kitson, A and Steward, S 24 Hutchin, V 1

I Improving Primary Mathematics 28 Improving Teaching and Learning in Physical Education 24 Inclusion 31 Inclusive Education 30 Influencing Early Childhood Education 4 Informing Transitions in the Early Years 3 Ingle, S and Duckworth, V 20 International Perspectives on Early Childhood Education and Care 3 Interprofessional Working in Practice 9 Introduction to Childhood Studies 2/e, An 4

Issues in Teaching Numeracy in Primary Schools 2/e 28

J Jesson, J 17 Johnston, J and Halocha, J 18 Jones, C and Pound, L 2 Jones, C.A 7 Jones, J and McLachlan, A 17 Jordan, A, Carlile, O and Stack A 38 Joyce, B, Calhoun, E and Hopkins, D 19 Joyce, R 3 Just Write It! 40

K Kehily, MJ 4 Kelly, L and Stead, D 26 Key Times 14 Kington, A, Day, C, Sammons, P, Regan, E, Brown, E and Kor, J 37

L Lakin, L 26 Lambert, D and Morgan, J 24 Lancaster, P and Kirby, P 14 Langston, A 5 Langston, A and Abbott, L 14 Language and Literacy in Science Education 27 Lankshear, C and Knobel, M 32, 35 Leadership and Management in the Early Years 2 Leadership in Early Childhood 4/e 2 Learning Without Limits 37 Leicester, M and Taylor, D 16 Lesson Planning for Effective Learning 36 Lewis, A and Norwich, B 30 Listening to Young Children 2/e 14 Lucas, B and Claxton, G 35 Lucas, B, Claxton, G and Spencer, E 34

M Mac Naughton, G 4 Mac Naughton, G and Hughes, P 8, 11 Mac Naughton, G and Williams, G 8 Mac Naughton, G, Rolfe, S and Siraj-Blatchford, I 10 MacLusky, J and Cox, R 16 Making Policy in British Higher Education 1945-2011 39 Making Sense of Play 11 Making Sense of Theory and Practice in Early Childhood 5 Manning-Morton, J 4

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Manning-Morton, J and Thorp, M 14 Marsh, J and Bishop, J 13 McAteer, M 38 McDowall Clark, R and Murray, J 2 McGregor, D and Cartwright, L 38 Meade, A and Cubey, P 9 Mentoring-Coaching 24 Mind Expanding 38 Misconceptions in Primary Science 27 Models of Learning – Tools for Teaching 3/e 19 Moving On to Key Stage 1 16 Moyles, J 3, 5, 12, 13 Moyles, J, Georgeson, J and Payler, J 18 Moylett, H 6 Murray, R 40

N New Academic, The 40 New Early Years Foundation Stage, The 1 New Kinds of Smart 35 New Literacies 3/e 35 New Perspectives in Primary Education 18

O Observation 10 Observation, Assessment and Planning in the Early Years 10 Observing Harry 10 Osborne, J and Dillon, J 27 Osler, A 35 Outdoor Learning 3

P Paige-Smith, A and Craft, A 6 Parents and Professionals in Early Childhood Settings 8 Pask, R and Joy, B 24 Paton, A and Wilkins, M 22 Pecorari, D 40 Penn, H 5, 6 Perepa, P 7, 30 Personal Well-Being Lessons for Secondary Schools 16, 19 Play and Playwork 11 Playing Outdoors 13 Playwork 11 Podmore, V and Luff, P 10 Popper, S 12 Porter, L 25 Pound, L 4 Powell, J and Uppal, E 8

INDEX Powerful Techniques for Teaching in Lifelong Learning 21 Preparing to Teach in Secondary Schools 3/e 19 Primary Languages in Practice 17 Primary Mathematics 29 Primary PE 24 Primary Science 27

QR Quality in Early Childhood Services 6 Quantitative Methods in Educational and Social Research using SPSS 32 Rawlings, A with Maisey, D, Dallal, J and Sutherland, H 6 Realizing the Power of Professional Learning 38 Reconceptualizing Leadership in the Early Years 2 Reflective Practice for Teaching in Lifelong Learning 23 Researching Higher Education 2/e 39 Rethinking Superhero and Weapon Play 12 Richard, C 28 Robinson, K.H and Jones-Diaz, C 5 Robinson, M 9 Rodd, J 2 Rogers, A and Horrocks, N 21 Rogers, J 23 Role of the Adult in Early Years Settings, The 9 Rose, J and Rogers, S 9 Rushton, I and Suter, M 23 Rutledge, N 17, 27 Rutter, J 8 Ryan, J and Williams, J 29

S Safeguarding Babies and Young Children 8 Sargeant, J and Harcourt, D 10 Savage, J and Fautley, M 36 Scales, P 20 Scales, P, Pickering, J, Senior, L, Headley, K, Garner, P and Boulton, H 23 Science Beyond the Classroom Boundaries for 3-7 Year Olds 27 Science Beyond the Classroom Boundaries for 7-11 Year Olds 27 Shaping Early Childhood 4 Shattock, M 39 Shelton, F and Brownhill, S 18 Solomon, G 40 Special Educational Needs, Inclusion and Diversity 2/e 31 Special Teaching for Special Children? 30

Starting from the Child 4/e 1 Stobart, G 35 Strong, J 15 Students’ Perspectives on Schooling 35 Studying Early Years 6 Studying Education 32 Successful School Leadership 33 Supporting Creativity and Imagination in the Early Years 2/e 7 Supporting Inclusion in the Early Years 7 Supporting Language and Literacy Development in the Early Years 2/e 7 Supporting Transitions in the Early Years 7 Swann, M, Peacock, A, Drummond, M.J and Harts, S 37 System Leadership in Practice 33

T Talk for Writing Across the Curriculum 15 Talk for Writing in Secondary Schools 15 Talk for Writing in the Early Years 15 Taylor, K and Woolley, R 17 Teacher’s Guide to Classroom Research 4/e, A 32 Teaching 14-19 19 Teaching Adult ESOL 22 Teaching Adult Literacy 22 Teaching Adult Numeracy 21 Teaching Adults 4/e 21 Teaching and Learning Early Number 2/e 28 Teaching and Learning History 11-18 24 Teaching and Training in Lifelong Learning 4/e 22 Teaching Creative Writing in the Primary School 16 Teaching for Quality Learning at University 4/e 22 Teaching Geography 11-18 24 Teaching in Lifelong Learning 23 Teaching in the Lifelong Learning Sector 2/e 20 Teaching Mathematics 3-5 29 Teaching to Avoid Plagiarism 40 Teaching with Technologies 26 Teaching Young Children 2/e 8 Thinking About Play 13 Thinking Children 9 Thomas, G and Loxley, A 31 Thomas, G and Vaughan, M 30 Thompson, I 28 Tight, M 39 Timperley, H 38 Tolme, A, Murjs, D and McAteer, E 32 Toolkit for Creative Teaching in Post-Compulsory Education, A 22 Top Teacher! 17


Tovey, H 13 Townsend, A 32 Transforming the Role of the SENCO 31 Treasure Baskets and Beyond 13 Trodd, L and Chivers, L 9 Trouble With Play, The 12 Tummons, J and Duckworth, V 23

UV Underdown, A 4 Understanding Autism in Early Years 7, 30 Understanding Behaviour 14+ 21 Understanding Children’s Mathematical Graphics 29 Understanding Early Childhood 2/e 5 Understanding Informal Childcare 8 Understanding Phonics and the Teaching of Reading 25 Urban Youth and Schooling 31 Values and Vision in Primary Education 17

W Waller, T, Whitmarsh, J and Clarke, K 5 We Don’t Play with Guns Here 12 Wearmouth, J 31 Wegerif, R 38 Wellington, J and Osborne, J 27 Westergaard, J 38 What Works in Inclusion? 30 What’s Worth Fighting for in Headship? 2/e 33 Whitehead, M 7 Williams, A and Cliffe, J 24 Writing for Academic Journals 3/e 40

Y Yelland, N 3, 6 Young Children’s Health and Well-Being 4 Yourie, S and Leask, M 26

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