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ROUTLEDGE

Education and Further Education 2017 New and Forthcoming Titles

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Welcome to the 2017 Education and Further Education Catalogue. In this catalogue you will find information on the Routledge list which covers our key textbooks by leading experts in the field, browse through useful resources for professional development, and read about our cutting-edge research monographs and handbooks.

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Contents EDUCATION ......................................................................................................................................................................... 2 Adult Education and Lifelong Learning ....................................................................................................................................................................................................................................... 2 Bilingualism / ESL ....................................................................................................................................................................................................................................................................................... 4 Childhood ....................................................................................................................................................................................................................................................................................................... 9 Classroom Practice ................................................................................................................................................................................................................................................................................. 13 Continuing Professional Development .................................................................................................................................................................................................................................... 18 Curriculum Studies ................................................................................................................................................................................................................................................................................ 20 Early Years .................................................................................................................................................................................................................................................................................................... 37 Education Policy and Politics ........................................................................................................................................................................................................................................................... 44 Education Studies ................................................................................................................................................................................................................................................................................... 54 Educational Psychology ...................................................................................................................................................................................................................................................................... 56 Educational Research ........................................................................................................................................................................................................................................................................... 59 Higher Education .................................................................................................................................................................................................................................................................................... 62 History of Education .............................................................................................................................................................................................................................................................................. 71 Inclusion and Special Educational Needs ................................................................................................................................................................................................................................ 76 International and Comparative Education .............................................................................................................................................................................................................................. 84 Multicultural Education ....................................................................................................................................................................................................................................................................... 87 Open and Distance Education and eLearning ..................................................................................................................................................................................................................... 88 Philosophy of Education .................................................................................................................................................................................................................................................................... 93 Primary/Elementary Education ...................................................................................................................................................................................................................................................... 96 Research Methods in Education ................................................................................................................................................................................................................................................. 104 School Leaders and Managers ..................................................................................................................................................................................................................................................... 107 School Leadership, Management and Administration ................................................................................................................................................................................................ 109 Secondary Education ......................................................................................................................................................................................................................................................................... 114 Sociology of Education .................................................................................................................................................................................................................................................................... 118 Teachers and Teacher Education ............................................................................................................................................................................................................................................... 133 Theories of Learning .......................................................................................................................................................................................................................................................................... 135 Theory of Education ........................................................................................................................................................................................................................................................................... 136

FURTHER EDUCATION .................................................................................................................................................. 138 Fashion and Beauty Industries ..................................................................................................................................................................................................................................................... Food Manufacturing and Related Industries ...................................................................................................................................................................................................................... General Engineering Education .................................................................................................................................................................................................................................................. Ship Operations ....................................................................................................................................................................................................................................................................................

138 139 140 142

Index ................................................................................................................................................................................ 143


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Conferences as Sites of Learning and Development

Informal Learning at Work

Using participatory action learning and action research approaches

Triggers, Antecedents, and Consequences

Edited by Ortrun Zuber-Skerritt, Adjunct Professor, Griffith University, Australia Grounded in the methodologies of participatory action learning and action research, and drawing on the established concepts of the ‘Learning Society’ and the ‘Learning Organisation’, this book outlines and expands upon the concept of the ‘Learning Conference’. An international team of leading action learning and action research academics demonstrate how application of the ‘Learning Conference’ concept can maximise learning opportunities and successful research outcomes, and resolve complex problems of personal, professional, organizational and community development and sustainability.

Edited by Gerhard Messmann, University of Regensburg, Germany, Mien Segers, Maastricht University, The Netherlands and Filip Dochy, KU Leuven, Belgium Series: New Perspectives on Learning and Instruction Due to societal, economic, and technological developments, organisations are faced with the pressure of increasing knowledge and the need for innovation. As a result, employees are expected to adapt to new situations and develop the necessary skills to complete tasks. This book aims to reflect the growing interest in informal learning in the workplace by integrating the work of scholars who approach the topic from different angles and methodologies, drawing on a range of theoretical and empirical studies. Providing state-of-the-art research, it outlines the starting points for future research and draws on the benefits and implications for those fostering informal learning at work.

Routledge February 2017: 234x156: 240pp Hb: 978-0-415-36024-1: £95.00 eBook: 978-1-315-22877-8 * For full contents and more information, visit: www.routledge.com/9780415360241

Routledge Market: Education July 2017: 234x156: 240pp Hb: 978-1-138-21659-4: £95.00 eBook: 978-1-315-44196-2 * For full contents and more information, visit: www.routledge.com/9781138216594

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Global Networks, Local Actions

Spirituality, Community, and Race Consciousness in Adult Higher Education

Rethinking adult education policy in the 21st century Marcella Milana, University of Verona, Italy. Series: Routledge Research in Lifelong Learning and Adult Education This book examines public policy developments in adult education, exploring the policy framing of adult education practice in a range of socio-cultural contexts, and contributing to the development of policy research from global and comparative perspectives. Drawing from multidisciplinary fields including adult education, comparative and international education, and sociology, chapters analyse empirically grounded studies from the US, Italy, Argentina and Brazil. Each study helps to identify how political agents interact at international, regional, national and local scales, and what the implications are for publically-funded interventions in adult education. Routledge Market: Education December 2016: 234x156: 254pp Hb: 978-1-138-93676-8: £95.00 eBook: 978-1-315-67663-0 * For full contents and more information, visit: www.routledge.com/9781138936768

Breaking the Cycle of Racialization Timothy Paul Westbrook Series: Routledge Research in Education Drawing on the lived experiences of Black students in adult degree completion programs at predominantly White, Christian institutions in the southern United States, this book presents a model for reimagining adult higher education. Factors for why students enrolled in degree programs, how they experienced their predominantly white institutions, and how they perceived their educational experiences to affect their lives are explored. Critical Race Theory and Christian theology are employed as frameworks for evaluating the students’ experiences and to make suggestions for establishing racial balance in majority white institutions. Routledge Market: Education December 2016: 229 x 152: 158pp Hb: 978-1-138-65536-2: £95.00 eBook: 978-1-315-62253-8 * For full contents and more information, visit: www.routledge.com/9781138655362

2nd Edition • TEXTBOOK • NEW EDITION

2nd Edition • TEXTBOOK • NEW EDITION

How We Learn

Teaching in Post-Compulsory Education

Learning and non-learning in school and beyond Knud Illeris, Aarhus University, Denmark. This book providesa comprehensive introduction to both traditional learning theory and the newest international research into learning processes, while at the same time being an innovative contribution to a new and more holistic understanding of learning, including discussion on school-based learning, e-learning, workplace learning and educational politics. The new edition of How We Learn examines what learning actually is and why and how learning and non-learning take place. This revised new edition is integral reading for all those who deal with learning and teaching in practice. Routledge Market: Education October 2016: 234x156: 272pp Hb: 978-1-138-68980-0: £95.00 Pb: 978-1-138-68981-7: £29.99 eBook: 978-1-315-53738-2 Prev. Ed Pb: 978-0-415-43847-6 * For full contents and more information, visit: www.routledge.com/9781138689817

Policy, Practice and Values Edited by Anthony Coles, Birmingham City University, UK and Karen McGrath, Birmingham City University, UK The post-compulsory education and training sector plays a critical role in both the vocational and academic education of our young people. At the heart of its philosophy has been widening participation through the encouragement of under represented groups. As such, teachers have a critical role to play in providing a range of educational opportunities central to the skills required to deliver a secure economic future for the country. Routledge Market: Education / Post-Compulsory Education December 2016: 246x174: 256pp Hb: 978-0-415-62567-8: £100.00 Pb: 978-0-415-62569-2: £23.99 eBook: 978-0-203-10332-6 Prev. Ed Pb: 978-1-843-12233-3 * For full contents and more information, visit: www.routledge.com/9780415625692

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Graduate Attributes in Higher Education Attitudes on attributes from across the disciplines Edited by Lorraine Anderson, University of Dundee and Carey Normand, University of Dundee Graduate Attributes in Higher Education illuminates the value of graduate attributes for students, graduates and lecturers in higher education. It does this through a theoretical and historical analysis of graduate attributes, using interdisciplinary and interprofessional lenses. This unique approach generates multiple perspectives and discourses that have implications for both theory and practice. Bringing together analysis of specific case-studies from a wide range of professional and discipline specific contexts, Graduate Attributes in Higher Education will be a valuable text for educators and professionals focused on curriculum development and professional learning. Routledge Market: Education April 2017: 234x156: 216pp Hb: 978-1-138-67801-9: ÂŁ90.00 Pb: 978-1-138-67802-6: ÂŁ29.99 eBook: 978-1-315-55918-6 * For full contents and more information, visit: www.routledge.com/9781138678026

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A Guide to Supervising Non-native English Writers of Theses and Dissertations

Chinese-Heritage Students in the Global-Local Nexus

Focusing on the Writing Process

Achievement Challenges and Opportunities

John Bitchener, Auckland University of Technology, New Zealand

Edited by Guofang Li and Wen Ma

Focused on the writing process, this concise guide for supervisors of non-native English writers of theses and dissertations presents accounts of writing difficulties and issues from both supervisors’ and students’ perspectives, identifies key issues, offers a synthesis and critical appraisal of a range of published approaches to addressing them, and provides hands-on, tested, practical solutions. Practical approaches are related to specific writing issues. Numerous textual samples from students illustrate actual writing difficulties and how supervisors worked towards solutions.

Providing student voices, perspectives and insights, this collection of studies from around the world offers the educational community a better understanding of K-12 and adult Chinese-heritage students’ languages, cultures, identities, motivations, achievements, and challenges in various international sociocultural settings outside North America. Social, cultural and personal identities, language and literacy challenges and adjustments, acculturation and socialization, learning across the curriculum, effective instructional practices, and other critical topics confronting students of Chinese descent are addressed.

Routledge July 2017: 229 x 152: 240pp Hb: 978-0-415-63180-8: £80.00 Pb: 978-0-415-63181-5: £26.99 eBook: 978-0-203-09648-2 * For full contents and more information, visit: www.routledge.com/9780415631815

Routledge Market: Education/Chinese-Heritage Students August 2017: 240pp Hb: 978-1-138-22784-2: £95.00 Pb: 978-1-138-22785-9: £29.99 eBook: 978-1-315-39454-1 * For full contents and more information, visit: www.routledge.com/9781138227859

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A New Approach to English Pedagogical Grammar

Corrective Feedback in Second Language Teaching and Learning

The Order of Meanings Edited by Akira Tajino, Kyoto University, Japan Series: Routledge Research in Language Education This book proposes Meaning-Based Pedagogical Grammar (MPG) as a pedagogical approach in ESL and EFL contexts. It establishes the sentence as the fundamental unit of English and interpretes meaning units in the sentence as "wh-groups". MPG makes syllabus design and teaching easier by: 1. visualizing English grammar in an easy-to-understand three-dimensional model, allowing clear association between individual grammar items; 2. teaching by meaning, not metalanguage, hence no heavy reliance on learners‘ first language or explicit linguistic knowledge; and 3. allowing teachers to address global errors through meaning-based sentence structure, and learners to produce comprehensible English. Routledge Market: Education/ Language November 2017: 234x156: 300pp Hb: 978-1-138-22711-8: £105.00 eBook: 978-1-315-39666-8 * For full contents and more information, visit: www.routledge.com/9781138227118

Research, Theory, Applications, Implications Edited by Hossein Nassaji and Eva Kartchava Series: ESL & Applied Linguistics Professional Series Bringing together current research, analysis, and discussion of the role of corrective feedback in second language teaching and learning, this volume bridges the gap between research and pedagogy by identifying principles of effective feedback strategies and how to use them successfully in classroom instruction. By synthesizing recent works on a range of related themes and topics in this area and integrating them into a single volume, it provides a valuable resource for researchers, graduate students, teachers, and teacher educators in various contexts who seek to enhance their skills and to further their understanding in this key area of second language education. Routledge Market: Applied Linguistics/Language Policy & Ideology April 2017: 229 x 152: 206pp Hb: 978-1-138-65728-1: £95.00 Pb: 978-1-138-65729-8: £29.99 eBook: 978-1-315-62143-2 * For full contents and more information, visit: www.routledge.com/9781138657298

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Asian English Language Classrooms

Critical Perspectives on Codeswitching in Classroom Settings

Where Theory and Practice Meet Edited by Handoyo Puji Widodo, Shantou University, China, Alistair Wood and Deepti Gupta Series: Routledge Research in Language Education This book provides an account of theoretical orientations and practices in the teaching of English in Asia. While covering the fundamental ELT areas (e.g. the teaching of language skills, educational literature, the use of technology in ELT, the role of pragmatics in ELT, social psychology of the language classroom, and language classroom management) with which every language teacher and teacher trainer must be concerned, this volume showcases how particular orientations shape ELT practices. If you are a student teacher of English or an English teacher who would like to see what other progressive teachers like you are doing across Asia, this is the book you have been looking for. Routledge Market: Education May 2017: 234x156: 280pp Hb: 978-1-138-80086-1: £100.00 * For full contents and more information, visit: www.routledge.com/9781138800861

Language Practices for Multilingual Teaching and Learning Edited by Jeff MacSwan and Christian Jan Faltis Series: Language Education Tensions in Global and Local Contexts This integrated and cutting‐edge overview of codeswitching from sociolinguistic, linguistic, and educational perspectives examines language mixing in teaching and learning contexts from a variety of theoretical perspectives. The focus is on classroom settings— the pedagogical consequences of codeswitching for teaching and learning of language and content in one‐way and two‐way bilingual classrooms. The theme of the book responds to a recent surge of interest in pedagogical applications of bilingual language mixing, and engages related topics from theoretical, pedagogical, and policy‐related perspectives. Routledge Market: Language Education/Applied Linguistics December 2017: 229 x 152: 316pp Hb: 978-1-138-22505-3: £95.00 Pb: 978-1-138-22506-0: £31.99 eBook: 978-1-315-40110-2 * For full contents and more information, visit: www.routledge.com/9781138225060

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Digital Language Learning and Teaching

English Education at the Tertiary Level in Asia

Research, Theory, and Practice

From Policy to Practice

Edited by Michael Carrier, Ryan M. Damerow, The International Research Foundation for English Language Education, USA and Kathleen M. Bailey, Monterey Institute of International Studies, USA Series: Global Research on Teaching and Learning English This carefully balanced set of studies and practitioner research projects carried out in various learning contexts around the world highlights cutting-edge research in the use of digital learning technologies in language classrooms and in online learning. Providing an overview of recent developments in the application of educational technology to language learning and teaching, it looks at the experience of researchers and practitioners in both formal and informal (self-study) learning contexts, bringing readers up-to-date with this rapidly changing field and the latest developments in research, theory, and practice at both classroom and education system levels. Routledge Market: English Language Teaching/Applied Linguistics/Digital Learning and Teaching February 2017: 229 x 152: 260pp Hb: 978-1-138-69680-8: £95.00 Pb: 978-1-138-69681-5: £29.99 eBook: 978-1-315-52329-3 * For full contents and more information, visit: www.routledge.com/9781138696815

Edited by EUN SUNG PARK, Sogang University, South Korea and Bernard Spolsky, Bar-Ilan University, Israel DUPLICATE ACCOUNT Series: Routledge Critical Studies in Asian Education This is the third volume of a trilogy on English Language education in Asia within the Routledge Critical Studies in Asian Education. Put together by editors and contributors selected by Asia TEFL, this book provides a timely and critical review of the current trends in tertiary level English education in Asia. It foregrounds the developments and trends, policies and implementation, as well as research and practice. Written by ELT scholars and educational leaders, this book presents articles on China, Hong Kong, India, Japan, Korea, Malaysia, the Philippines, Singapore, Thailand, and Vietnam. Routledge Market: Education March 2017: 234x156: 232pp Hb: 978-1-138-22883-2: £95.00 eBook: 978-1-315-39158-8 * For full contents and more information, visit: www.routledge.com/9781138228832

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Emotions and English Language Teaching

English-Medium Instruction in Chinese Universities

Exploring Teachers’ Emotion Labor

Perspectives, discourse and evaluation

Sarah Benesch, College of Staten Island/City University of New York, USA Taking a critical approach, one that considers the role of power, and resistance to power, in teachers' affective lives, this volume, with its focus on "emotion labor," examines the relationship between English language teaching and emotions in postsecondary classrooms. Based on interviews with postsecondary EL teachers in various countries, Benesch analyzes ways in which they negotiate emotions that arise in particularly challenging areas of teaching: plagiarism; evaluating student writing; classroom management; and high-stakes literacy testing. Discussion of this rich interview data offers an expanded and nuanced understanding of English language teaching. Routledge Market: English Language Teaching April 2017: 229 x 152: 216pp Hb: 978-1-138-83213-8: £95.00 Pb: 978-1-138-83214-5: £29.99 eBook: 978-1-315-73618-1 * For full contents and more information, visit: www.routledge.com/9781138832145

Edited by L Quentin Dixon, Taxas A&M University, USA and Jing Zhao, Sun Yat-sen University, China Series: Routledge Critical Studies in Asian Education This edited book is about the rationale, practice and classroom implementation of English-medium instruction courses in Chinese universities. It covers the widespread implementation of English-medium courses in China across different disciplines, and it provides a window for researchers and practitioners from other parts of the world to see the curriculum design, lesson planning, discourse features and teacher-student interaction in English-medium classrooms in China. Contributors to this volume consists of a panel of highly respected researchers in the fields of bilingual education, English-medium instruction, classroom discourse analysis and language program evaluation. Routledge Market: Education April 2017: 234x156: 208pp Hb: 978-1-138-66845-4: £105.00 eBook: 978-1-315-61862-3 * For full contents and more information, visit: www.routledge.com/9781138668454

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English as a Foreign Language in Saudi Arabia

Family Language Policies in a Multilingual World

New Insights into Teaching and Learning English

Opportunities, Challenges, and Consequences

Edited by Karen Woodman, Queensland University of Technology, Australia and Christo Moskovsky, The University of Newcastle, Australia Series: Routledge Research in Language Education This book discusses in detail the key aspects of teaching and learning English in the Saudi context. It provides readers with an understanding of the unique cultural, linguistic and historical context of English in Saudi Arabia, as well as an overview of the Kingdom today. Uniquely, the book will also look separately at learning English in Saudi Arabia, and teaching English in Saudi Arabia. It will also compare Saudi learners and teachers in overseas contexts and those teaching and learning in-country. Lastly, the book will touch on the future of EFL and TESOL in Saudi Arabia and its implications. Routledge Market: Education September 2017: 234x156: 224pp Hb: 978-1-138-91849-8: £105.00 * For full contents and more information, visit: www.routledge.com/9781138918498

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Edited by John Macalister and Seyed Hadi Mirvahedi Series: ESL & Applied Linguistics Professional Series Through case studies from around the world, this book illustrates the opportunities and challenges facing families negotiating the issues of language maintenance and language learning in the home. Every family living in a bi/multilingual environment faces the question of what language(s) to speak with the children in the home. The contributors to this volume utilizes various research tools, including interviews, questionnaires, observations, archival document analysis, to explore linguistic ideologies and practices of the family members in the home, illuminating how such ideologies and practices are shaped by macro-level societal processes in a range of diverse settings around the world. Routledge Market: Applied Linguistics/Language Policy & Ideology January 2017: 229 x 152: 244pp Hb: 978-1-138-66604-7: £95.00 Pb: 978-1-138-66607-8: £29.99 eBook: 978-1-315-61955-2 * For full contents and more information, visit: www.routledge.com/9781138666078

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Funds of Knowledge in Higher Education

Language and Globalization

Honoring Students’ Cultural Experiences and Resources as Strengths

An Autoethnographic Approach

Edited by Judy Marquez Kiyama and Cecilia Rios-Aguilar

Edited by Maryam Borjian

Refining and building on the concept in a sophisticated multidisciplinary way, this book uses a funds of knowledge approach to examine issues related to the transition to college, college persistence and success, and pedagogies in higher education. Research on funds of knowledge has become a standard reference to signal a sociocultural orientation in education that seeks to build on the experiences, resources, and knowledge of families and children, especially those from low-income communities. Challenging existing deficit thinking in the field, the contribution of this unique and timely book is to apply this concept to and map future work on funds of knowledge in higher education.

In this book linguists, educational linguists, and TESOL/applied linguists who take different perspectives examine the interaction and intersectionality of language and globalization st and the implications for world languages and cultures in the 21 century. In addition to bringing together a range of perspectives without taking sides or favoring one theoretical lens or school of thought over another, a feature of the book is the application of autoethnography as its underlying approach/method, in which contributors draw on their own lived experiences (of life, scholarship, and work) to investigate and reflect on linguistic globalization through a personal narration.

Routledge Market: Higher Education/Funds of Knowledge/Cultural and Linguistic Diversity September 2017 Hb: 978-1-138-21383-8: £95.00 Pb: 978-1-138-21389-0: £29.99 eBook: 978-1-315-44732-2 * For full contents and more information, visit: www.routledge.com/9781138213890

Routledge Market: Language & Globalization/Sociolinguistics/Autoethnoraphy December 2017: 264pp Hb: 978-1-138-22780-4: £95.00 Pb: 978-1-138-22781-1: £29.99 eBook: 978-1-315-39462-6 * For full contents and more information, visit: www.routledge.com/9781138227811

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Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II

Plurilingualism in Teaching and Learning

Edited by Kassem M. Wahba, Georgetown University, USA, England Liz and Zeinab A. Taha, Shenandoah University, USA Drawing on the collective expertise of language scholars and professional educators in a variety of sub-disciplines, this volume provides a comprehensive treatment of teaching and research in Arabic as a second and foreign language worldwide. Addressing new challenges since the publication of the first edition and keeping a balance among theory, research, and practice, it covers research; program design at the university level; philosophy and goals; content; students’ needs; curricula for specific purposes; language levels; Arabic speaker competence; what language variety/varieties are taught; assessment; accreditation; study abroad programs; and various contexts of learning Arabic. Routledge Market: Education/Teaching Arabic as a Second Language May 2017: 254 x 178: 512pp Hb: 978-1-138-93476-4: £140.00 Pb: 978-1-138-93477-1: £79.99 eBook: 978-1-315-67611-1 * For full contents and more information, visit: www.routledge.com/9781138934771

Complexities across Contexts Edited by Julie Choi and Sue Ollerhead Providing a close look into the possibilities and constraints in taking up a plurilingual stance within the unique dynamics that constitute particular spaces of teaching and learning, this book helps researchers and educators clarify and strengthen their understandings of the links between language and literacy, and to think more deeply, rigorously and critically about their orientations, beliefs, values and approaches to language teaching. By seeing how researchers tease out and analyze the complex dynamics that crisscross particular teaching and learning contexts, readers are engaged in examining their own beliefs and practices and what language ideologies shape them. Routledge Market: Multilingualism/Applied Linguistics November 2017 Hb: 978-1-138-22847-4: £95.00 Pb: 978-1-138-22849-8: £29.99 eBook: 978-1-315-39246-2 * For full contents and more information, visit: www.routledge.com/9781138228498

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Handbook of Research in Second Language Teaching and Learning

Reclaiming Powerful Literacies

Volume III

Rebecca Rogers Series: Expanding Literacies in Education

Edited by Eli Hinkel, Seattle Pacific University, USA Series: ESL & Applied Linguistics Professional Series Volume III of the Handbook of Research in Second Language Teaching and Learning, like Volumes I and II, is a comprehensive, state-of-the-art overview of current research into social contexts of L2/FL teaching and learning; language policy; curriculum; types of instruction; incremental language skills such as listening, speaking, reading, writing, vocabulary, and grammar; international communication; pragmatics; assessment and testing. It differs from earlier volumes in its main purpose—to provide a more in-depth discussion and detailed focus on developing the essential language skills required for any type of communication: speaking, listening, reading, vocabulary, grammar, and writing. Routledge Market: Second Language Teaching & Learning/Applied Linguistics November 2016: 254 x 178: 514pp Hb: 978-1-138-85981-4: £195.00 Pb: 978-1-138-85982-1: £78.99 eBook: 978-1-315-71689-3 * For full contents and more information, visit: www.routledge.com/9781138859821

New Horizons for Critical Discourse Analysis

Making the case that critical social theories often associated with Critical Discourse Analysis have not kept pace with a recent shift toward the positive, referred to as Positive Discourse Analysis, this book focuses on discourses of hope, transformation, and liberation. Original research conducted by the author shows a variety of powerful literacies in action. Readers are invited to rethink their understanding of concepts such as power, action, context, critique and reflexivity. Offering a unique, reflexive framework for Critical Discourse Analysis, the point is not to capture "the methods" but to illustrate the potential of theorizing discourse analysis from a positive orientation. Routledge Market: Literacy Education/Critical Discourse Analysis September 2017: 229 x 152: 256pp Hb: 978-1-138-63592-0: £95.00 Pb: 978-1-138-63593-7: £29.99 eBook: 978-1-315-20631-8 * For full contents and more information, visit: www.routledge.com/9781138635937

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Reflective Practice in English Language Teaching

Teaching Writing for Academic Purposes to Multilingual Students

Research-Based Principles and Practices Steve Mann, University of Warwick, UK and Steve Walsh, Newcastle University, UK Series: ESL & Applied Linguistics Professional Series The first to present an empirical, data-led approach to reflective practice, this text brings the concept up to date, reviews the central ideas and key issues, and shows how it can be used across a range of international contexts. Bringing together theory, research, and practice in an accessible way, and using actual data as empirical evidence, the book demonstrates how reflective practice looks in action. The framework and achievable, practical research tools help readers learn how to do reflective practice in their own context and to see it as an integral, on-going teaching tool that supports professional self-development. Routledge Market: English Language Teaching / Reflective Practice June 2017: 229 x 152: 296pp Hb: 978-1-138-83948-9: £90.00 Pb: 978-1-138-83949-6: £26.99 eBook: 978-1-315-73339-5 * For full contents and more information, visit: www.routledge.com/9781138839496

Instructional Approaches Edited by John Bitchener, Neomy Storch and Rosemary Wette Series: ESL & Applied Linguistics Professional Series Examining what is involved in learning to write for academic purposes from a variety of perspectives, this book focuses in particular on issues related to academic writing instruction in diverse contexts, both geographical and disciplinary. Informed by current theory and research, leading experts in the field explain and illustrate instructional programs, tasks, and activities that help L2/multilingual writers develop knowledge of different genres, disciplinary expectations and expertise in applying what they have learned in both educational and professional contexts. Routledge Market: Applied Linguistics/Writing/ Writing for Academic Purposes April 2017: 229 x 152: 240pp Hb: 978-1-138-28421-0: £95.00 Pb: 978-1-138-28423-4: £29.99 eBook: 978-1-315-26966-5 * For full contents and more information, visit: www.routledge.com/9781138284234

3rd Edition • TEXTBOOK • NEW EDITION

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Research in Applied Linguistics

Tension and Contention in Language Education for Latino's in the United States

Becoming a Discerning Consumer Fred L. Perry, Jr., American University in Cairo, Egypt This popular text is designed to enable students and professionals in the field of applied linguistics to become not just casual consumers of research who passively read bits and pieces of a research article, but discerning consumers able to effectively use published research for practical purposes in educational settings. All issues important for understanding and using published research for these purposes are covered. Key principles are illustrated with research studies from refereed journals across a wide spectrum of applied linguistics. Exercises throughout encourage readers to engage interactively with what they are reading at the point when the information is fresh in their minds. Routledge Market: Applied Linguistics/Research Methods April 2017: 229 x 152: 296pp Hb: 978-1-138-22775-0: £95.00 Pb: 978-1-138-22776-7: £31.99 eBook: 978-1-315-39466-4 * For full contents and more information, visit: www.routledge.com/9781138227767

Glenn A. Martinez and Robert Train Series: Language Education Tensions in Global and Local Contexts Through a critical articulation of tensions and contentions in language education, this book opens space for conversation and action around experience, history and expression for Latino students. Across diverse contexts, these students enter into struggles, controversies, debates, and contestable affirmations that also intersect with their lived personal experiences and social histories. The book highlights the pedagogic and ethical urgency of teacher responsibility and learner agency in critically addressing the consequences, constraints, and affordances of the language education Latinos experience in historically situated and institutionally defined spaces of practice, ideology and policy. Routledge Market: Language Education/Latino Students/Applied Linguistics November 2017: 229 x 152 Hb: 978-1-138-22511-4: £95.00 Pb: 978-1-138-22512-1: £29.99 eBook: 978-1-315-40098-3 * For full contents and more information, visit: www.routledge.com/9781138225121

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The Classroom Teacher's Guide to Supporting English Language Learners

Teaching Readers of English Students, Texts, and Contexts John S. Hedgcock and Dana Ferris A comprehensive training manual for pre- and in-service ESL, EFL, and EIL educators who work with multilingual students in secondary schools, colleges, universities, and workplace settings, this text balances insights from current reading theory and research with highly practical, field-tested strategies for teaching and assessing second-language reading that readers can readily adopt or adapt to suit their contexts and student populations. Thoroughly revised and updated throughout, Teaching Readers of English, 2nd Edition works as a complete "go-to" source for teaching reading and promoting classroom and professional literacies in an increasingly digital world. Routledge Market: Teaching English as a Second Language/Reading November 2017: 254 x 178 Hb: 978-1-138-20620-5: £95.00 Pb: 978-1-138-20621-2: £34.99 eBook: 978-1-315-46557-9 * For full contents and more information, visit: www.routledge.com/9781138206212

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Pamela Mesta, Carroll County Public Schools, Maryland, USA and Olga Reber, Carroll County Public Schools, Maryland, USA Mainstream teachers are faced with the reality of having English language learners in their classrooms, but they aren’t trained to teach them. This practical, much-needed book has the solution! It helps teachers of all grade levels and subject areas reach their English language learners more effectively. Teachers will learn how to tackle cultural and linguistic difficulties, create lessons and set goals, collaborate with ELL specialists, teach content-area vocabulary, identify language difficulty vs. learning disabilities, and bridge the home-school connection. Routledge Market: Education August 2017: 254 x 178: 176pp Hb: 978-0-415-73476-9: £75.00 Pb: 978-0-415-73345-8: £19.99 eBook: 978-1-315-81974-7 * For full contents and more information, visit: www.routledge.com/9780415733458

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Teacher Training and Professional Development of Chinese English Language Teachers Changing From Fish to Dragon Faridah Pawan, Indiana University, USA, Wen-Fang Fan and Pei Miao Series: ESL & Applied Linguistics Professional Series This look at Chinese ESL teachers documents undertakings to support and sustain their expertise in ways that balance collaborative and competitive efforts, situated and standards-based programs, ethnically responsive and government-based efforts, and traditional and 21st-century teaching visions. English is a mandated subject for roughly 400 million Chinese public school students. Providing a rare window into the training teachers receive and how they reconcile professional growth needs with teaching large numbers of students while navigating societal/cultural/ institutional crosscurrents, this book also explores the ways China invests in the professional development of its ESL teachers. Routledge Market: English as a Second Language/Teacher Professionalization/China June 2017: 229 x 152: 176pp Hb: 978-1-138-12449-3: ÂŁ90.00 Pb: 978-1-138-12451-6: ÂŁ29.99 eBook: 978-1-315-64811-8 * For full contents and more information, visit: www.routledge.com/9781138124516

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Animals in Early Childhood Education

Career Exploration and Development in Childhood

Diahann Gallard, Liverpool John Moores University, UK Series: Routledge Research in Early Childhood Education

Perspectives from theory, practice and research

Anthrozoology and Early Childhood Education offers the first research-based text on this topic. Taking a pragmatic perspective, Gallard outlines the core themes for teaching and learning about animals and animal-related themes. The book also includes discussion of the ethics of the use of animals in early education settings and an examination of how values for animal-related learning shape the experience children receive in early childhood. Providing a systematic review of relevant philosophies, theory and literature, the book details the author’s own research, alongside an analysis of the contemporary issues and current practices in the UK and around the world. Routledge Market: Education July 2017: 234x156: 232pp Hb: 978-1-138-24213-5: £95.00 eBook: 978-1-315-27917-6 * For full contents and more information, visit: www.routledge.com/9781138242135

Edited by Mark Watson, Nelson Mandela Metropolitan University and Mary McMahon, University of Queensland, Australia. This book provides cutting edge theory, research and practice for understanding and fostering career exploration and development during childhood, across a wide spectrum of international settings. Divided into five critical sections, each chapter includes relevant research as well as the practical application of concepts, issues and strategies for career interventions with children. Perspectives are included from both developed and developing contexts, which consider traditional approaches to career education, as well as the impact of online programs. The book makes an innovative contribution to the field, synthesising key issues and closing with recommendations for the future. Routledge Market: Education October 2016: 234x156: 210pp Hb: 978-1-138-92628-8: £95.00 eBook: 978-1-315-68336-2 * For full contents and more information, visit: www.routledge.com/9781138926288

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Apps, Technology and Younger Learners

Challenging the School Readiness Agenda in Early Childhood Education

International evidence for teaching Edited by Natalia Kucirkova, Manchester Metropolitan University, UK and Garry Falloon, University of Waikato, New Zealand Apps, Technology and Younger Learners provides an in-depth analysis of the potential, challenges and theoretical possibilities of apps and considers the processes of change for education and home learning environments facilitated by their introduction. Its focus is on ways apps support early and primary school learning, connect various learning spaces and engage children in a range of edutainment and knowledge-building activities. In each chapter, the current state of knowledge and key research questions in the field for future study are identified, with clear messages for educators, researchers and apps. developers provided at the end of each chapter. Routledge Market: EDUCATION / TECHNOLOGY IN EDUCATION October 2016: 234x156: 306pp Hb: 978-1-138-92787-2: £90.00 Pb: 978-1-138-92788-9: £31.99 eBook: 978-1-315-68220-4 * For full contents and more information, visit: www.routledge.com/9781138927889

Miriam B. Tager, Westfield State University, USA Series: Routledge Research in Early Childhood Education Challenging the normative paradigm that school readiness is a positive and necessary objective for all young children, this book asserts that the concept is a deficit-based practice that fosters the continuation of discriminatory classifications. Tager reflects critically on the relationship between race and school readiness, showing how the resulting exclusionary measures perpetuate the marginalization of low-income Black children from an early age. Disrupting expected notions of readiness is imperative to ending practices of structural classism and racism in early childhood education. Routledge Market: Education April 2017: 229 x 152: 152pp Hb: 978-1-138-67239-0: £95.00 eBook: 978-1-315-56254-4 * For full contents and more information, visit: www.routledge.com/9781138672390

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Building Knowledge in Early Childhood Education

Children Living in Sustainable Built Environments

Young Children Are Researchers

New urbanisms, new citizens

Jane Murray, The University of Northampton, UK Series: TACTYC

Pia Christensen, Peter Kraftl, University of Leicester, UK, John Horton and Sophie Hadfield-Hill, University of Birmingham, UK

Early childhood practitioners often experience challenges in being confident enough to make high quality judgements about young children’s own constructions of knowledge. This book presents research findings suggesting how everyday activities undertaken by young children expose the many ways they construct knowledge and understanding, and the similarities between their learning behaviours and those of professional researchers. It gives practical suggestions to create opportunities to identify, value and facilitate young children’s own constructions of knowledge and understanding within early years settings, not only in terms of statutory requirements but far beyond them.

Offering a critical analysis of the challenges, tensions and opportunities of living in contemporary sustainable urban environments, this book foregrounds the experiences of children and young people – from their crucial role as ‘community-builders’ in new urban places, to their role as consumers using and understanding sustainable design features of their home and community. The book focuses upon the global shift in urban planning towards ‘sustainable’ urbanism: from master-planned ‘sustainable communities’ in the UK, Denmark, Germany, India and Australia, to the green retrofitting of existing urban environments.

Routledge Market: Education April 2017: 246x174: 176pp Hb: 978-1-138-93793-2: £95.00 Pb: 978-1-138-93794-9: £25.99 eBook: 978-1-315-67601-2 * For full contents and more information, visit: www.routledge.com/9781138937949

Routledge Market: Education July 2017: 234x156: 224pp Hb: 978-1-138-80939-0: £95.00 Pb: 978-1-138-80940-6: £31.99 eBook: 978-1-315-75001-9 * For full contents and more information, visit: www.routledge.com/9781138809406

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CHILDHOOD TEXTBOOK

TEXTBOOK

Contemporary Issues in Childhood An ecological approach

Enabling Environments for Babies and Young Children

Edited by Zeta Brown, Unviersity of Wolverhampton, UK and Stephen Ward

Linking bio-ecological theory to practice

This essential text provides students with a comprehensive introduction to the contemporary influences and challenges surrounding childhood, families and communities. Each chapter explores a key theory or concept using Brofenbrenner’s ecological model, which highlights the complex and individual nature of child development, and is an ideal starting point to think about the context, influences and experiences of children and childhood. A range of rich, practical examples from a variety of organisations accompany the text and encourage students to reflect on their own experiences as learners. Chapters also include discussion questions, group tasks, case studies and annotated further reading. Routledge Market: Education July 2017: 246x174: 200pp Hb: 978-1-138-20076-0: £95.00 Pb: 978-1-138-20086-9: £26.99 eBook: 978-1-315-51385-0 * For full contents and more information, visit: www.routledge.com/9781138200869

Michelle Rogers, University of Worcester, UK This new text considers how society, economics, culture and progressive developments such as technology, refugees and reduced funding all influence the way in which the environments are considered and how babies and children interact with them. It examines the characterisitcs of good enabling environments and uses Bronfenbrenners Bioecological theory to explore the needs of children at different ages and stages of their development. The book also considers families dealing with crisis, specialist needs and virtual spaces. Focusing on diverse settings and including case studies and reflective questions, this textbook will be valuable reading for early years students and practitioners. Routledge Market: Education December 2017: 246x174: 224pp Hb: 978-1-138-69422-4: £95.00 Pb: 978-1-138-69423-1: £21.99 eBook: 978-1-315-52837-3 * For full contents and more information, visit: www.routledge.com/9781138694231

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Early Childhood Education for Muslim Children

Implementing a Standards-Based Curriculum in the Early Childhood Classroom

Rationales and practices in South Africa Hasina Banu Ebrahim, University of South Africa, South Africa. Series: Routledge Research in Early Childhood Education This book explores how Muslim children are educated for an Islamic way of life in a minority context. Grounded in detailed research from six preschools for Muslim children in South Africa, first-hand interviews with parents and staff capture the complexities that arise when passing on religion in the formative years. Chapters engage with key insights surrounding classroom practice, socialisation and identity, and present possibilities for research, practice, teacher development and policy when shaping preschool education. The book challenges dominant Western perspectives and expands on discourses surrounding childhood in contexts where religion, culture and heritage are of great importance. Routledge Market: Education December 2016: 234x156: 166pp Hb: 978-1-138-90969-4: £95.00 eBook: 978-1-315-69384-2 * For full contents and more information, visit: www.routledge.com/9781138909694

Edited by Lora Battle Bailey, Lora Battle Bailey is Dean and Professor of Early Childhood Education, New Mexico Highlands University. Implementing a Standards-Based Curriculum in the Early Childhood Classroom demonstrates how pre-service and in-service teachers can develop mathematics, language arts, and integrated curricula suitable for equipping young children with the knowledge, dispositions, and skills needed to operate successfully as 21st century learners. Chapters promote family-school partnerships, and each content area chapter (mathematics, language arts and integrated curriculum) will demonstrate assessment practices proven to be effective for detecting the impact of specific early childhood teaching methods on student learning. Routledge Market: Education June 2017: 229 x 152: 168pp Hb: 978-1-138-23901-2: £90.00 Pb: 978-1-138-23902-9: £22.99 eBook: 978-1-315-29617-3 * For full contents and more information, visit: www.routledge.com/9781138239029

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Early Childhood Pedagogies

In Search of Social Justice

Creating spaces for young children to flourish

John Bennett’s lifetime contribution to early childhood policy and practice

Edited by Jane Murray, University of Northampton, UK Early Childhood Pedagogies is an exciting collection of empirical research reports and discursive papers that rejects the notion of a single ‘optimal’ early childhood pedagogy in favour of diverse pedagogic practices that value young children and enable them to flourish as individuals. This edited collection will spark new reflections, fresh debates, and innovative endeavours among practitioners, researchers, and policymakers concerning how young children’s learning and care may be supported. This book was originally published as a special issue of Early Child Development and Care. Routledge Market: Early Childhood / International Education / Educational Research May 2017: 246x174: 320pp Hb: 978-1-138-20259-7: £90.00 * For full contents and more information, visit: www.routledge.com/9781138202597

Edited by Nóirín Hayes, Trinity College Dublin and Mathias Urban The book commemorates the life and work of John Bennett and his contribution to early childhood education. With influence on policy, research and practice globally he has shown how the rights and well-being of children and families can be brought onto national and international policy agendas through inquiry and persistence. This book pulls together contributions by expert authors who have shared their professional and academic lives with John Bennett in his various work contexts. Structured thematically, chapters are accompanied by a selection of shorter testimonials and vignettes, and the book concludes by linking John Bennett’s legacy to current and future developments in the field. Routledge Market: Education August 2017: 234x156: 224pp Hb: 978-1-138-20495-9: £105.00 eBook: 978-1-315-46813-6 * For full contents and more information, visit: www.routledge.com/9781138204959

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Narratives in Early Childhood Education

Routledge International Handbook of Froebel and Early Childhood Practice

Communication, sense making and lived experience Edited by Susanne Garvis, University of Gothenburg, Sweden and Niklas Pramling, University of Gothenburg Series: Routledge Research in Early Childhood Education Over the past few decades, a growing body of literature has developed which examines children’s perspectives of their own lives, viewing them as social actors and experts in their understanding of the world. Focusing specifically on narratives, this book provides an analysis of these new directions in contemporary research approaches to explore the lived experiences of children and teachers in early childhood education. The editors showcase international research to highlight the importance of narrative in young children’s development from local and global perspectives in order to critically reflect on the future for narrative research and its insights into early childhood education. Routledge Market: Education May 2017: 234x156: 208pp Hb: 978-1-138-19136-5: £105.00 eBook: 978-1-315-64054-9 * For full contents and more information, visit: www.routledge.com/9781138191365

Re-articulating research and policy Edited by Tina Bruce, Peter Elfer and Louie Werth Series: Routledge International Handbooks of Education Froebelian approaches in the education of young children have had a global influence since the late 19th century and yet their principles and practices urgently need re-articulation in the light of current debates in early childhood research and policy issues. This seminal Handbook makes explicit the features of Froebelian early childhood education, providing key messages for future research and policy. It’s a carefully edited collection of original chapters, essays, case studies and articles with messages for research and policy arising from an interrogation of the tenets of Froebelian early childhood education, initiated by or interconnected with the pioneering work of the Froebel Trust. Routledge Market: Education/ Early Childhood August 2017: 246x174: 316pp Hb: 978-1-138-67262-8: £130.00 eBook: 978-1-315-56242-1 * For full contents and more information, visit: www.routledge.com/9781138672628

3rd Edition • TEXTBOOK • NEW EDITION

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Research with Children

Storytelling in Early Childhood

Perspectives and Practices

Enriching language, literacy and classroom culture

Edited by Pia Christensen, The Research Unit for General Practice, Denmark and Allison James, University of Sheffield, UK rd

The revised, 3 edition of Research with Children is a unique resource book on the methodology of childhood research. Leading researchers within the social studies of childhood discuss central questions of epistemology and methodology, demonstrating the links between theory and practice. The theoretical and practical questions are set out in a clear and well-argued fashion and will therefore appeal both to the newcomer to childhood studies and to experienced researchers in the field. With fully updated chapters, new material and a revised, clearer structure, this new edition will be a valuable resource researchers working with children. Routledge Market: Education January 2017: 234x156: 228pp Hb: 978-1-138-10088-6: £90.00 Pb: 978-1-138-10089-3: £29.99 eBook: 978-1-315-65734-9 Prev. Ed Pb: 978-0-415-41684-9 * For full contents and more information, visit: www.routledge.com/9781138100893

Edited by Teresa Cremin, Open University, UK, Rosie Flewitt, Institute of Education, University of London, UK, Ben Mardell, Harvard University, USA. and Joan Swann, The Open University, UK In accountability cultures, early childhood educators often find it hard to make space for children’s own stories. Storytelling in Early Childhood explores the multiple dimensions of storytelling and story acting and shows how they enrich language and literacy learning, to contribute to an inclusive classroom culture that embraces young children’s diverse interests and learning needs. Foregrounding the power of children’s own stories in the early years and primary classroom, it provides evidence that storytelling and story acting, a pedagogic approach first developed by Paley, affords rich opportunities to foster learning within a play-based and language rich curriculum. Routledge Market: Education/ Literacy December 2016: 234x156: 210pp Hb: 978-1-138-93213-5: £95.00 Pb: 978-1-138-93214-2: £29.99 eBook: 978-1-315-67942-6 * For full contents and more information, visit: www.routledge.com/9781138932142

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Rethinking Outdoor, Experiential and Informal Education

Understanding Behaviour in Early Years Settings

Edited by Jon Ord, UCP Marjon, UK and Tony Jeffs, University of Bedfordshire, UK

Hannah Mortimer, Independent Educational Psychologist, UK

This book explores the nature and purpose of outdoor, experiential and informal education and considers the ways in which this expanding field might exploit the opportunities it offers young people and adults to engage in reflective informal education. Bringing together a wide range of contributors, the book examines how the outdoors (rural and urban) offers the potential to create educational encounters that are rarely, if ever, available to those teaching within the confines of school classrooms or youth centres.

This practical book explores the factors that influence children’s behaviour in their early years. Full of insights and strategies for supporting children when their behaviour gets in the way of learning and wellbeing, it shows how practitioners can help children to feel secure, to explore and learn and to behave socially and appropriately towards others. There is also guidance on how to plan positive and child-centred interactions when behaviour becomes inappropriate or ‘different’ in some way. Including case studies and thinking points in each chapter, this valuable text will help practitioners to support each other and develop their own confidence when working with challenging behaviours.

Routledge Market: Education / Outdoor Education September 2017: 234x156: 224pp Hb: 978-0-415-70310-9: £100.00 Pb: 978-0-415-70311-6: £31.99 * For full contents and more information, visit: www.routledge.com/9780415703116

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Supporting Personal, Social and Emotional Development from 0–5

Routledge Market: Education / Educational Psychology March 2017: 246x174: 144pp Hb: 978-1-138-23399-7: £90.00 Pb: 978-1-138-23400-0: £16.99 eBook: 978-1-315-30823-4 * For full contents and more information, visit: www.routledge.com/9781138234000

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TEXTBOOK

Understanding the Danish Forest School Approach

Work-based Practice in the Early Years

Early Years Education in Practice

A guide for students

Jane Williams-Siegfredsen, Early Years Consultant, Denmark Series: Understanding the… Approach

Samantha McMahon, University of Huddersfield and Mary Dyer, University of Huddersfield

This fully revised edition describes the key principles of the Forest School approach to early childhood supported with examples and case studies. Including a new chapter on the curriculum it explores all aspects of the approach including the social and political background to using nature pedagogy, the learning environment, how to manage risk and the role of the adult. Providing students and practitioners with key information about a major pedagogical influence on early years practice, it highlights the key ideas that practitioners should consider when reviewing and reflecting on their own practice.

Bringing together the essential theory, research and policy with examples from practice, this book provides a complete guide to successful work placements for early years students. It covers the key information you need about safeguarding and the curriculum frameworks alongside chapters on reflective practice and research to support your developing professional and practical skills. Offering a unique insight into the view of placement providers, it also examines the roles and responsiblities of the student and provider and what makes a work placement successful. Including case and reflective questions, this is an essential text for all early years students undertaking their work placement.

Routledge Market: Early Years March 2017: 246x174: 116pp Hb: 978-1-138-68808-7: £90.00 Pb: 978-1-138-68809-4: £21.99 eBook: 978-1-315-54202-7 Prev. Ed Pb: 978-0-415-58113-4 * For full contents and more information, visit: www.routledge.com/9781138688094

Routledge Market: Education / Early Years June 2017: 246x174: 192pp Hb: 978-1-138-67364-9: £95.00 Pb: 978-1-138-67365-6: £22.99 eBook: 978-1-315-56180-6 * For full contents and more information, visit: www.routledge.com/9781138673656

2nd Edition • NEW EDITION

2nd Edition • NEW EDITION

Understanding the Montessori Approach

Working Together in Children's Services

Early Years Education in Practice

Damien Fitzgerald and Janet Kay, Sheffield Hallam University, UK

Barbara Issacs Series: Understanding the… Approach

Addressing a range of theoretical perspectives and contexts to stimulate students and practitioners critical thinking about the issues of multi-agency working, this book provides the reader with a critical framework for understanding both new and future developments and explores key issues like: the notion of 'working together' and what it means in practice the benefits and barriers of multi-agency work current policy and requirements for successful interdisciplinary working essential skills for inter-professional teamwork. As modules on multi-professional working become increasingly common, the book will provide core reading for all students of Early Childhood Studies, Initial Teacher Education and Foundation Degrees in the Early Years.

This second edition describes the key principles of the Montessori approach to early childhood supported with examples and case studies. Exploring all areas of the curriculum including the organisation of Montessori schools, the environment, learning and teaching and the outcomes for children, the book has been updated to take into account curriculum changes and the relationship of media and technology to the Montessori approach. Providing students and practitioners with key information about a major pedagogical influence on early years practice, it highlights the key ideas that practitioners should consider when reviewing and reflecting on their own practice. Routledge Market: Early Years October 2017: 246x174: 136pp Hb: 978-1-138-69053-0: £95.00 Pb: 978-1-138-69054-7: £21.99 Prev. Ed Pb: 978-0-415-58503-3 * For full contents and more information, visit: www.routledge.com/9781138690547

Routledge Market: Education December 2016 Hb: 978-0-415-67471-3: £85.00 Pb: 978-0-415-67473-7: £23.99 eBook: 978-0-203-81036-1 Prev. Ed Pb: 978-1-843-12467-2 * For full contents and more information, visit: www.routledge.com/9780415674737

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Using Characters and Themes to Inspire Early Learning

Working with Children aged 0 – 3 and Their Families

A Practical Guide

Edited by Tracy Gallagher and Cath Arnold, Pen Green Centre Series: Pen Green Books for Early Years Educators

Jo Ayers, Early Years Consultant, UK and Louise Robson, Early Years Consultant, UK Offering an approach that is tried, tested and proven to work, this book supports practitioners in planning and resourcing a series of topics based around popular themes and interests in the early years. Each topic is open-ended and introduced in the form of a problem which the children have to solve and can be led by their knowledge, thoughts and ideas. There are links throughout to the seven areas of learning in the EYFS and guidance on how to document the children’s learning. Packed with ideas for extending learning, case studies and examples of successful projects, this book is essential reading for practitioners that want to plan inspiring learning opportunities for children. Routledge Market: Early Years December 2016: 297x210: 136pp Hb: 978-1-138-69614-3: £90.00 Pb: 978-1-138-69615-0: £18.99 eBook: 978-1-315-52529-7 * For full contents and more information, visit: www.routledge.com/9781138696150

The Pen Green approach

This inspiring book shows how early years staff can support the best possible practice for children under three and their families, whilst making use of the limited funding available. Promoting the idea of infants as powerful learners, the authors focus on 0-3 years as the vital first phase of education and care, which can require a very specific pedagogical approach. They explore the challenges and responsibilities of working with young children, and communicate the ‘Pen Green Approach’ which encourages practitioners to research their own practice and using the outcomes to create a radical, unique and yet highly effective provision for infants, toddlers and their families. Routledge Market: Education June 2017: 234x156: 208pp Hb: 978-1-138-67259-8: £90.00 Pb: 978-1-138-67260-4: £24.99 eBook: 978-1-315-56244-5 * For full contents and more information, visit: www.routledge.com/9781138672604

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CLASSROOM PRACTICE 2nd Edition • NEW EDITION

TEXTBOOK

Bringing the Froebel Approach to your Early Years Practice

Exploring Children’s Learning

Helen Tovey, Roehampton University, London, UK Series edited by Sandy Green Series: Bringing ... to your Early Years Practice Have you ever wondered about the origins of the kindergarten and the influence of Froebel on early years practice? Bringing the Froebel Approach to your Early Years Practice looks at the founder of the kindergarten and his profound influence on provision and practice for young children today. The Froebelian approach is not a method but includes distinctive principles which shape and guide practice. This new edition has been fully updated in line with the revised EYFS. With examples of innovative practice and ideas for reflection, this convenient guide will help practitioners and students fully understand what the Froebel approach can offer their setting and children. Routledge Market: Early Years November 2016: 210x148: 134pp Hb: 978-1-138-67116-4: £90.00 Pb: 978-1-138-67117-1: £14.99 eBook: 978-1-315-61719-0 Prev. Ed Pb: 978-0-415-56731-2 * For full contents and more information, visit: www.routledge.com/9781138671171

3 – 11 years Edited by Christine Ritchie, Canterbury Christ Church University Exploring Children’s Learning is a must read for students on Childhood Studies and Education Studies programmes. It considers how understanding of the ways in which learning has evolved provides the strategies and focus for promoting children’s learning in education today. Each chapter focuses on different aspects of the curriculum, including key areas such as literacy, numeracy and science, as well as general topics such as emotional and behavioural support and creativity within teaching and learning. The book provides a clear background for professionals interested in children’s learning to support and enhance a meaningful learning environment for children. Routledge Market: Education, Early Childhood, Primary December 2016: 246x174: 212pp Hb: 978-1-138-19027-6: £95.00 Pb: 978-1-138-19030-6: £24.99 eBook: 978-1-315-64116-4 * For full contents and more information, visit: www.routledge.com/9781138190306

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Class Size

Group Work That Works

Eastern and Western perspectives

Student Collaboration for 21st Century Success

Edited by Peter Blatchford, UCL Institute of Education, University of London, UK., Kam Wing Chan, Hong Kong Institute of Education, Maurice Galton, University of Cambridge, Kwok Chan Lai, Hong Kong Institute of Education and John Chi-Kin Lee Series: Asia-Europe Education Dialogue With chapters by an international team of experts on class size effects, including Maurice Galton and John Hattie, this book seeks to move toward a clearer view of what we know and do not know about class size effects, and identify future steps in terms of policy and research. Chapters are organised into four main sections: 1) Socio-cultural and political contexts to the class size debate in the East and West, 2) Research evidence on class size, 3) Class size and classroom processes likely to be related to class size changes, and 4) Professional development for small class teaching in East Asia. Routledge Market: Education November 2016: 234x156: 292pp Hb: 978-1-138-79378-1: £95.00 Pb: 978-1-138-22814-6: £34.00 eBook: 978-1-315-76087-2 * For full contents and more information, visit: www.routledge.com/9781138228146

TEXTBOOK

Effective Educational Assessment Sean W. Mulvenon, University of Arkansas, Fayetteville, USA Effective Educational Assessment for Educators is a core textbook for pre-service teachers in assessment courses. The volume uses a narrative style with numerous examples of common daily events to explain effective application and analysis of achievement data in the classroom. Topics covered would be reviewed in three parts: (1) An overview of the history of assessment (2) current practices, methods and applications, and (3) recommended practices for more effective use of data, appropriate analytical methods, and the implications for improving student achievement. Routledge Market: Education July 2017: 336pp Hb: 978-1-138-90254-1: £90.00 Pb: 978-1-138-90255-8: £47.99 eBook: 978-1-315-69739-0 * For full contents and more information, visit: www.routledge.com/9781138902558

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Paul Vermette and Cynthia Kline, PLS3rd Learning, USA Promote cooperative learning more effectively by transforming your classroom into a learning community. Experienced K-12 educators Paul Vermette and Cynthia Kline offer their Dual Objective Model as a tool for improving your students’ academic achievement and problem-solving skills, while encouraging their social and emotional development. Routledge Market: Education April 2017: 254 x 178: 208pp Hb: 978-1-138-66895-9: £75.00 Pb: 978-1-138-66896-6: £19.99 eBook: 978-1-315-61836-4 * For full contents and more information, visit: www.routledge.com/9781138668966

Handbook of Quantitative Methods for Detecting Cheating on Tests Edited by Gregory J. Cizek, University of North Carolina, Chapel Hill, USA and James A. Wollack, University of Wisconsin – Madison, USA Series: Educational Psychology Handbook Given the increased reliance on testing in education, the importance of identifying cheating is today more important than ever. The Handbook of Detecting Cheating on Tests is a comprehensive book that describes the variety of ways people cheat and the quantitative methods that have been developed to detect and combat them. It includes not only the spectrum of existing techniques, but presents new, innovative methodologies as well. By using two common data sets across chapters, it is able to collect all of this information in one place in a way that is rigorous and comparable. Edited by two of the foremost experts on the subject, it includes contributions from leading experts in the field. Routledge Market: Education October 2016: 254 x 178: 428pp Hb: 978-1-138-82180-4: £185.00 Pb: 978-1-138-82181-1: £75.00 eBook: 978-1-315-74309-7 * For full contents and more information, visit: www.routledge.com/9781138821804

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CLASSROOM PRACTICE 2nd Edition • TEXTBOOK • NEW EDITION

5th Edition • TEXTBOOK • NEW EDITION

How to be a Brilliant Trainee Teacher

Mathematical Knowledge for Primary Teachers

Trevor Wright, University of Worcester, UK

Andrew Davis, Durham University, UK, Maria Goulding, Durham University, UK and Jennifer Suggate, Durham University, UK

How to be a Brilliant Trainee Teacher sets out clear and practical guidelines to support your training and enhance your teaching, moving you directly towards a real understanding of how and why pupils learn and how you can enhance your own progress. This second edition has been updated to offer you timely advice that has been drawn from the author’s extensive and successful personal experience as a teacher-trainer, teacher and examiner. Offering reassurance, support and guidance, this book is ideal for secondary trainee teachers, but the underlying principles about what makes a brilliant trainee teacher are applicable to primary trainees too.

Now in its fifth edition, the best-selling text Mathematical Knowledge for Primary Teachers provides trainee teachers with clear information about the fundamental mathematical ideas taught in primary schools. With rigorous and comprehensive coverage of all the mathematical knowledge primary teachers need, the text goes beyond rules and routines to help readers deepen their understanding of mathematical ideas and increase their confidence in teaching these ideas. The book has been updated to incorporate changes in the National Curriculum and the associated tests.

Routledge Market: Education March 2017: 216x138: 180pp Hb: 978-1-138-90075-2: £90.00 Pb: 978-1-138-90076-9: £19.99 eBook: 978-1-315-70707-5 Prev. Ed Pb: 978-0-415-41110-3 * For full contents and more information, visit: www.routledge.com/9781138900769

Routledge Market: Education/Primary Mathematics March 2017: 246x174: 330pp Hb: 978-1-138-65133-3: £95.00 Pb: 978-1-138-65136-4: £26.99 eBook: 978-1-315-62112-8 Prev. Ed Pb: 978-0-415-55923-2 * For full contents and more information, visit: www.routledge.com/9781138651364

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Interpreting Poetry in Elementary School Classrooms

Motivating Students in the Secondary School

Writing and Performance

Chris M Edwards

Janine Certo, Michigan State University, USA Series: Routledge Research in Education This volume demonstrates how the social and instructional worlds that children inhabit influence their poetry writing and performances. Drawing on rich vignettes of students from different racial, ethnic and linguistic backgrounds, it describes and analyzes the work of eight to ten year-old U.S. students involved in a poetry unit. It outlines the value of a ‘poetic-functional’ approach to help children convey a poem’s meaning through form, and expresses the need for educators to scaffold children’s oral readings and performances over time. Researchers, higher education faculty, and graduate students in elementary education, literacy, and language will find this book essential reading. Routledge Market: Education November 2017: 229 x 152: 200pp Hb: 978-1-138-02345-1: £105.00 eBook: 978-1-315-77644-6 * For full contents and more information, visit: www.routledge.com/9781138023451

Practical ways to encourage young people to be their best Motivating Students in the Secondary School provides tried and tested practical guidance for anyone working with young people at secondary level seeking to encourage them to be their best. It draws upon ideas developed in a wide range of fields, from educational research to sport psychology, to offer practical guidance on motivational techniques which can be applied directly to practice both in the classroom and in the wider school environment. With case studies and real world examples which contextualise the approaches used throughout, it is an essential guide for anyone looking for new ways to encourage pupils to achieve. Routledge Market: Education April 2017: 210x148: 176pp Hb: 978-1-138-91222-9: £95.00 Pb: 978-1-138-91223-6: £18.99 eBook: 978-1-315-69205-0 * For full contents and more information, visit: www.routledge.com/9781138912236

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Learning by Teaching

Multiple Perspectives in Persistent Bullying

Evidence-based Strategies to Enhance Learning in the Classroom

Capturing and listening to young people’s voices

David Duran, Universitat Autònoma de Barcelona, Spain. and Keith Topping, University of Dundee, UK This book provides an essential overview of ‘learning by teaching’, exploring the underpinning theory, research evidence, and practical implications of peer learning in a variety of classroom contexts. Illustrated with a range of exciting examples and case studies, chapters describe the components needed to implement ‘learning by teaching’ effectively, and warn of the pitfalls to avoid. The book also offers key recommendations and strategies for teachers that will facilitate and inspire their own learning and professional development. Practical examples to embed in day-to-day classroom life include: techniques of cooperative learning, peer tutoring, peer assessment, and co-teaching. Routledge Market: Education March 2017: 246x174: 112pp Hb: 978-1-138-12298-7: £95.00 Pb: 978-1-138-12299-4: £22.99 eBook: 978-1-315-64904-7 * For full contents and more information, visit: www.routledge.com/9781138122994

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Deborah Green and Deborah Price Bullying plays a significant role in influencing the social, emotional, physical and cognitive wellbeing of many children and young people. The authors of this insightful text question what reinforces and perpetuates persistent bullying despite intensive interventions. They provide multiple perspectives on persistent bullying by giving voice to those who bully, are victimised, are both bully and victim and those who desist their bullying behaviour. Examples drawn on include discussions of turning points, teacher expectancy theory and self-verification. Readers will gain insight into the lives of those who are victimised or bully and find proactive support measures involving all stakeholders. Routledge Market: Education December 2016: 234x156: 150pp Hb: 978-1-138-96106-7: £95.00 Pb: 978-1-138-96108-1: £29.99 eBook: 978-1-315-66001-1 * For full contents and more information, visit: www.routledge.com/9781138961081

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Positive Peace in Schools

Reflective Practice

Tackling Conflict and Creating a Culture of Peace in the Classroom

Voices from the Field

Hilary Cremin, University of Cambridge and Terence Bevington, University of Cambridge

Edited by Roger Barnard, University of Waikato, New Zealand and Jonathon Ryan, Waikato Institute of Technology, New Zealand Series: Routledge Research in Education

Positive Peace in Schools offers a fresh and challenging perspective on the question of conflict, violence and peace in schools. Drawing on the most up-to-date theory and research from the field of Peace and Conflict Studies, this book provides readers with a strong understanding of the concept of positive peace, and how the dimensions of peace-keeping, peace-making and peace-building can be robustly applied in schools. Routledge Market: Education April 2017: 246x174: 188pp Hb: 978-1-138-23498-7: £90.00 Pb: 978-1-138-23564-9: £24.99 eBook: 978-1-315-30423-6 * For full contents and more information, visit: www.routledge.com/9781138235649

This book presents a series of empirical case studies illustrating many different ways of implementing the reflective practice cycle, and how they can be researched by practitioners and academics. This book explains a range of options for implementing the reflective practice cycle in educational settings in various international contexts. Written by international academics, these studies show how reflection can be interpreted in different cultural contexts. The book concludes with a discussion by Anne Burns of the implications of these case studies for action research. Routledge Market: Education April 2017: 234x156: 184pp Hb: 978-1-138-22646-3: £105.00 eBook: 978-1-315-39766-5 * For full contents and more information, visit: www.routledge.com/9781138226463

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Promoting Spontaneous Use of Learning and Reasoning Strategies

Reflective Practice in Education Made Real

Theory, research and practice

Robyn Brandenburg

Edited by Emmanuel Manalo, Kyoto University, Japan, Yuri Uesaka, The University of Tokyo, Japan and Clark A Chinn, Rutgers University, USA Series: 100 Cases In this book, scholars from around the world develop viable answers to the question of how it may be possible to promote students’ spontaneity in the use of learning and reasoning strategies. They combine their expertise to put forward new theories and models for understanding the underlying mechanisms; provide details of new research to address pertinent questions and problems; and describe classroom practices that have proven successful in promoting spontaneous strategy use. This book is a must for educators and researchers who truly care that schooling should cultivate in students learning and reasoning strategies that would prepare and serve them for life. Routledge Market: Education October 2017: 234x156: 280pp Hb: 978-1-138-68063-0: £95.00 Pb: 978-1-138-68064-7: £29.99 * For full contents and more information, visit: www.routledge.com/9781138680647

Reflection, Feedback and Teaching Would you like to use reflective practice and feedback in your teaching to improve learning and teaching outcomes for you and your learners? Reflective Practice in Education made Real is written from first hand experience, is research informed and practice focused and highlights the strengths of reflective practice whilst debunking some myths that surround the concept. It has been written for teachers and teacher educators and includes successful reflective practice and feedback strategies for practice; reflective tools to integrate, adapt and modify your teaching; examples of effective reflective practices and creative and innovative ways to introduce reflection with students. Routledge Market: Education June 2017: 234x156: 176pp Hb: 978-1-138-96075-6: £90.00 Pb: 978-1-138-96076-3: £25.99 eBook: 978-1-315-66020-2 * For full contents and more information, visit: www.routledge.com/9781138960763

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Reclaiming Discipline for Education

Rigor in MTSS

Knowledge, relationships and the birth of community

Strategies for Success

James MacAllister, University of Edinburgh, UK Series: Routledge Research in Education

Barbara R. Blackburn, Blackburn Consulting Group, USA and Bradley Steven Witzel, Winthrop University, USA

Discipline is of profound educational importance, both inside educational institutions and outside of them in personal and social life. This book explores contemporary issues surrounding discipline in educational settings, drawing together diverse sociological and philosophical critiques of behaviour management to encourage debate on their contribution and continuing influence on policy and practice in the UK, the US and Australia. Chapters consider the use of discipline to enable personal and communal goals, as well as institutional, market and individualistic ends, focusing on discipline in schools as well as the impact of disciplinary mechanisms in places of further

In this new book from bestselling author Barbara Blackburn and intervention expert Bradley Witzel, you’ll learn how to ensure that your RTI and MTSS programs are truly rigorous and are leading students to success. Topics covered include how to infuse rigor into core instruction and intervention, how the core teacher and interventionist’s role should differ, and how to rigorously assess students’ growth. Throughout the book, you’ll find anecdotes from schools across the country, as well as Fidelity of Implementation tip boxes to help you make your program run as effectively as possible.

learning. Routledge Market: Education November 2016: 234x156: 156pp Hb: 978-1-138-90072-1: £95.00 eBook: 978-1-315-70709-9 * For full contents and more information, visit: www.routledge.com/9781138900721

Routledge Market: Education July 2017: 176pp Hb: 978-1-138-19337-6: £75.00 Pb: 978-1-138-19338-3: £19.99 eBook: 978-1-315-63940-6 * For full contents and more information, visit: www.routledge.com/9781138193383

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CLASSROOM PRACTICE 2nd Edition • NEW EDITION

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Rigor in Your School

Spatial Intelligence

A Toolkit for Leaders

Why It Matters from Birth through the Lifespan

Ronald Williamson, Eastern Michigan University, USA and Barbara R. Blackburn, Blackburn Consulting Group, USA Raise the level of rigor in your school and dramatically improve student learning with the tools in this book! Each illuminating exercise is tailored to leaders looking to spread the word on rigor and beat the obstacles to achieving school-wide improvement. These tools are perfect for those who currently hold a leadership position, who aspire to a leadership role, and for those who simply are leaders within their schools or departments. Sample tools help you: Assess where you are now Recognize the right people Evaluate and adjust curriculum Design an advocacy plan Ensure accountability with parents Use your school's schedule to increase rigor And more! Routledge Market: Education August 2017: 254 x 178: 224pp Hb: 978-1-138-66528-6: £75.00 Pb: 978-1-138-66529-3: £21.99 eBook: 978-1-315-61997-2 * For full contents and more information, visit: www.routledge.com/9781138665293

Daniel Ness, Associate Professor of STEM Education in the Department of Curriculum and Instruction, St. John's University, Queens, New York, USA., Stephen J. Farenga, Professor of Science Education, Queens College, City University of New York, USA. and Salvatore Garofalo Spatial Intelligence examines public and professional conceptions of the relationships between thinking about spatial attributes and active engagement in spatially-related constructions and designs. This book bridges the gap by linking the natural spatial inclinations, interests, and proclivities of individuals from a variety of cultures with professional training and expertise in engineering, architecture, science, and mathematics. Educators will be better able to achieve the skills and awareness necessary to provide children and young adults with the vital opportunities inherent in spatial education. Routledge Market: Education May 2017: 229 x 152: 288pp Hb: 978-1-138-85084-2: £90.00 Pb: 978-1-138-85085-9: £29.99 eBook: 978-1-315-72451-5 * For full contents and more information, visit: www.routledge.com/9781138850859

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School-wide Positive Behaviour Interventions and Supports

Teaching English as an Additional Language in Secondary Schools

European research, applications and practices

Theory and practice

Edited by Sui Lin Goei, University of Amsterdam, Netherlands and Randall De Pry, Portland State University, USA

Seán Bracken, Worcester University, UK, Catharine Driver, EAL and Literacy Consultant and Teacher Trainer, UK and Karima Kadi-Hanifi, The University of Worcester, UK.

School-wide Positive Behavior Interventions and Supports (SWPBIS) is a compilation of evidence-based practices, interventions and systems-change strategies that have significant empirical support and have been demonstrated to be effective in schools across North America and, increasingly, in schools in Europe, Australia and Asia too. Until now, research on the application of SWPBIS across Europe has been limited to the Scandinavian countries. This book will be the first of its kind to provide examples of European SWPBIS implementation, including case studies, data, cultural responsiveness and educational outcomes. Routledge Market: Education/Psychology July 2017: 234x156 Hb: 978-1-138-68031-9: £105.00 eBook: 978-1-315-56375-6 * For full contents and more information, visit: www.routledge.com/9781138680319

With 13% of learners in secondary schools having English as an additional language it is crucial for all teachers to understand the needs of these students and plan distinctive teaching approaches to engage them. This timely new text provides trainee and practising teachers with the skills and practical knowledge they need to meet the learning requirement of students for whom English is an additional language. Routledge Market: Education / Secondary November 2016: 246x174: 214pp Hb: 978-1-138-78351-5: £95.00 Pb: 978-1-138-78353-9: £21.99 eBook: 978-1-315-76864-9 * For full contents and more information, visit: www.routledge.com/9781138783539

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Socio-cognitive Foundations of Educational Measurement

Two Teachers in the Room

Robert J. Mislevy, Educational Testing Service, Princeton, New Jersey, USA

Elizabeth Stein

In this innovative volume, Robert J. Mislevy integrates these three areas into an applicable volume that teaches researchers, testing professionals, and students how to adopt the latest developments in educational psychology to the educational assessment domain. In thirteen chapters illustrated with charts and statistical modelling diagrams, Socio-cognitive Foundations of Educational Measurement explains why the traditional behavioral approach is increasingly obsolete and lays out in integral sociocognitive perspective, designed to help academics incorporate the newest advances in psychology with the newest advances in technology to maximize the success of assessment.

This new co-publication from Routledge and MiddleWeb provides a wealth of practical strategies and tips to help K-12 educators co-teach more effectively. Author Elizabeth Stein presents examples of different co-teaching models and shows how to cultivate a dynamic co-teaching relationship to benefit all students. You’ll learn how to manage the classroom together, plan a co-taught curriculum, create a positive learning culture, and differentiate instruction to reach all learners. Whether you’re a brand new co-teacher or are simply looking to improve your dynamic, you’ll benefit from the book’s research-based strategies, classroom vignettes, and ready-to-use tools.

Routledge Market: Education October 2017: 254 x 178: 340pp Hb: 978-0-415-71696-3: £105.00 Pb: 978-0-415-71697-0: £46.99 eBook: 978-1-315-87169-1 * For full contents and more information, visit: www.routledge.com/9780415716970

Routledge Market: Education July 2017 Hb: 978-1-138-68998-5: £75.00 Pb: 978-1-138-68999-2: £19.99 eBook: 978-1-315-53723-8 * For full contents and more information, visit: www.routledge.com/9781138689992

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Undergraduate Research for Student Engagement and Learning Joseph L. Murray There is growing interest in undergraduate research as a "high-impact practice" in postsecondary education, and this book provides a comprehensive overview from its theoretical underpinnings and research-base, to student participation and faculty incentives. This important resource helps higher education scholars, faculty, and administrators understand the importance of undergraduate research in facilitating learning and engagement, situates the movement within the higher education context, offers analysis of the current state of undergraduate research, explores challenges and unresolved questions affecting undergraduate research, and provides implications for research and practice. Routledge Market: Education November 2017: 229 x 152: 240pp Hb: 978-1-138-91202-1: ÂŁ95.00 Pb: 978-1-138-91205-2: ÂŁ29.99 eBook: 978-1-315-69215-9 * For full contents and more information, visit: www.routledge.com/9781138912052

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2nd Edition • NEW EDITION

A Road Map to PLC Success

The Passion-Driven Classroom

Sean McWherter

A Framework for Teaching and Learning

Educators often have trouble properly implementing Professional Learning Communities (PLCs) because they simply don’t know how the process is supposed to work. By cutting through the fluff and generalities, this book provides a clear road map that takes school leaders step-by-step through the entire PLC process. Each chapter addresses a foundational component or protocol necessary for building successful team-based learning communities, using real life examples to help teachers and leaders understand how to integrate this process and avoid common pitfalls inhibiting implementation. Routledge Market: Education March 2017: 229 x 152: 128pp Hb: 978-1-138-22354-7: £75.00 Pb: 978-1-138-22355-4: £19.99 eBook: 978-1-315-40442-4 * For full contents and more information, visit: www.routledge.com/9781138223554

Angela Maiers and Amy Sandvold In this bestseller, educators Angela Maiers and Amy Sandvold show you how to spark and sustain your students’ energy, excitement, and love of learning. This book presents ideas for implementing a Clubhouse Classroom, where passion meets practice every day, as students learn new skills and explore their talents. The new edition includes an updated chapter on tech tools and brand new material on teaching passion-based projects, also known as project-based learning or Genius Hour projects. With this book, you’ll be able to move away from prescription-driven learning toward passion-driven learning, so you can make a real difference in the lives of your students. Routledge Market: Education April 2017: 254x178: 160pp Hb: 978-1-138-22773-6: £75.00 Pb: 978-1-138-22774-3: £19.99 eBook: 978-1-315-39474-9 Prev. Ed Pb: 978-1-596-67159-1 * For full contents and more information, visit: www.routledge.com/9781138227743

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A Staff Guide to Addressing Disruptive and Dangerous Behavior on Campus

Six Steps to Boost Student Learning

Amy Murphy, Texas Tech University, USA and Brian Van Brunt, National Center for Higher Education Risk Management (NCHERM), USA A growing population of students on campus who fall into an at-risk category. Students struggle with various mental health problems, anger difficulties, and the potential for violence. This practical guide prepares college and university staff with guidance for working with students who present dangerous or disruptive behavior outside of the classroom. Grounded in theory and research, this book helps staff understand the attitudes and behaviors of today’s college students. Coverage includes how to identify and assess students who are at risk, how to calm and de-escalate a crisis, how to motivate and inspire change, and how to manage and maintain change in a positive direction over time. Routledge Market: Education October 2017 Hb: 978-1-138-63193-9: £90.00 Pb: 978-1-138-63194-6: £21.99 eBook: 978-1-315-20853-4 * For full contents and more information, visit: www.routledge.com/9781138631946

A Leader’s Guide Karen Goeller For busy school leaders, this inspirational and reader-friendly book offers streamlined strategies to improve teaching and learning. Providing a blueprint for an accessible and high-impact plan of action, this guide helps you to become intentional about aligning college, career, and life challenges with good curriculum, instruction, and assessment work. Chapters include research tips, guides to action, numerous examples, reflection questions, immediate take-aways, and downloadable tools.

Routledge Market: Education September 2017: 229 x 152: 192pp Hb: 978-1-138-23979-1: £75.00 Pb: 978-1-138-23980-7: £19.99 * For full contents and more information, visit: www.routledge.com/9781138239807

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Igniting Wonder, Reflection, and Change in Our Schools

Ten Steps for Genuine Leadership in Schools

An Educator’s Guide to Using Authentic Stories Rick Jetter Containing real stories from real school leaders, teachers, students, and parents in seven key areas, this book demonstrates how educators can use narrative to trigger wonder, reflection, and change in their classrooms and schools. By including real examples of the narrative process in action, this book invites educators to think deeply about their daily practices, struggles, and victories in order to carry out immediate and incredible changes in their own schools. Routledge Market: Education March 2017: 229 x 152: 128pp Hb: 978-1-138-22059-1: £75.00 Pb: 978-1-138-22060-7: £19.99 eBook: 978-1-315-41249-8 * For full contents and more information, visit: www.routledge.com/9781138220607

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David M. Fultz, Brantner Elementary School, Ohio Full of examples, templates, reflective prompts, and suggestions on how to plan for and drive daily practice, Ten Steps for Genuine Leadership explores the importance of a genuine learning environment, genuine instructional practices, genuine innovative processes, a genuine vision and mission of your school, and genuine relationships between staff, students, parents, and community. Covering specific strategies that can be implemented immediately, this book is a straightforward and honest approach in doing what really matters in the principal’s chair to elicit positive student outcomes. Routledge Market: Education January 2017: 229 x 152: 144pp Hb: 978-1-138-22358-5: £75.00 Pb: 978-1-138-22359-2: £19.99 eBook: 978-1-315-40438-7 * For full contents and more information, visit: www.routledge.com/9781138223592

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The Intentional Dean A Guide to the Academic Deanship John C Alessio, St. Cloud State University, USA Based on faculty leadership and administrative experiences, The Intentional Dean explores the reasons to pursue a deanship and how to successfully attain a position as an academic dean. Additionally, this accessible guide provides understanding of key activities and responsibilities of the deanship, such as setting positive agendas, budgeting and budget reductions, merit pay determination, and effectively attending to disciplinary issues. Stressing bold action, support for curriculum diversity, and the importance of protecting due process, this book helps prospective and current deans take deliberate steps toward making a positive difference in the lives of students. Routledge Market: Education April 2017: 229 x 152: 264pp Hb: 978-1-138-29046-4: ÂŁ90.00 Pb: 978-1-138-29047-1: ÂŁ21.99 eBook: 978-1-315-26618-3 * For full contents and more information, visit: www.routledge.com/9781138290471

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2nd Edition • NEW EDITION

Academic Literacies in the Middle Years

Addressing Special Educational Needs and Disability in the Curriculum: English

A Framework for Enhancing Teacher Knowledge and Student Achievement Sally Humphrey The professional learning framework this book presents is designed to support teachers’ understandings of how language functions in their academic disciplines. This framework—a 4x4 metalinguistic toolkit—is informed by systemic functional linguistic theory and international educational research. Focusing on disciplinary literacies in diverse sociocultural settings, the book shows and explains how teachers have applied specific 4x4 toolkits with middle years students for literacy instruction, assessment, and feedback, resulting in substantial growth for their students in high-stakes national tests of literacy as well as writing assessments in a number of subjects. Routledge Market: Language & Literacy Education/Academic Literacies November 2016: 229 x 152: 262pp Hb: 978-1-138-64995-8: £95.00 Pb: 978-1-138-64996-5: £31.99 eBook: 978-1-315-62558-4 * For full contents and more information, visit: www.routledge.com/9781138649965

Tim Hurst, SEN Co-ordinator Series: Addressing SEND in the Curriculum This fully revised text will be essential for teachers seeking subject-specific guidance on meeting their pupils’ individual needs. In line with recent curriculum changes and the new SEN Code of Practice this book provides practical strategies and resources that have proved to be effective in English teaching. It will support teachers in making English accessible, challenging and exciting for all and draws on a wealth of experience, providing classroom activities which can be combined with different teaching approaches. The authors outline important key principles that should underpin teaching and learning in English so that all pupils can enjoy the subject and make outstanding progress. Routledge Market: Education May 2017: 297x210: 192pp Hb: 978-1-138-69119-3: £95.00 Pb: 978-1-138-69120-9: £24.99 eBook: 978-1-315-53585-2 * For full contents and more information, visit: www.routledge.com/9781138691209

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Acting It Out

Addressing Special Educational Needs and Disability in the Curriculum: History

Using Drama in the Classroom to Improve Student Engagement, Reading, and Critical Thinking Juliet Hart, TimeLine Theatre Company, USA, Mark Onuscheck, Adlai E. Stevenson High School, USA and Mary T. Christel, Chicago Shakespeare Theater, USA In Acting It Out, you’ll discover how to use drama in your ELA and social studies classrooms to boost student participation and foster critical thinking. With years of experience supervising arts integration programs in Chicago Public Schools, authors Juliet Hart, Mark Onuscheck, and Mary T. Christel offer practical advice for teachers in middle and high schools. Throughout the book, you’ll also find handy tools such as reflection questions, handouts, and rubrics. By implementing the strategies in this book and allowing students to step into different roles from a text, you’ll improve reading comprehension and energize your classroom! Routledge Market: Education October 2016: 254 x 178: 126pp Hb: 978-1-138-67743-2: £75.00 Pb: 978-1-138-67744-9: £19.99 eBook: 978-1-315-55951-3 * For full contents and more information, visit: www.routledge.com/9781138677449

Richard Harris, Associate Professor in History Education, University of Reading, UK. and Ian Luff, lecturer at the University of East Anglia, UK. Series: Addressing SEND in the Curriculum The new SEND Code of Practice (2015) has reinforced the requirement that all teachers must meet the needs of all learners. This topical book provides practical, tried and tested strategies and resources that will support teachers in making history lessons accessible and exciting for all pupils, including those with special needs. The authors draw on a wealth of experience to share their understanding of special educational needs and disabilities and show how the history teacher can reduce or remove any barriers to learning. Routledge Market: Education April 2017: 297x210: 216pp Hb: 978-1-138-68347-1: £95.00 Pb: 978-1-138-68348-8: £24.99 eBook: 978-1-315-54444-1 * For full contents and more information, visit: www.routledge.com/9781138683488

2nd Edition • NEW EDITION

2nd Edition • NEW EDITION

Active Literacy Across the Curriculum

Addressing Special Educational Needs and Disability in the Curriculum: Modern Foreign Languages

Connecting Print Literacy with Digital, Media, and Global Competence, K-12 Heidi Hayes- Jacobs, Curriculum 21, USA In this new edition of a bestseller, highly-acclaimed author and speaker Heidi Hayes Jacobs shows you how to integrate the teaching of literacy skills into your daily curriculum. The book is filled with practical ideas for teaching reading, writing, speaking, and listening in any subject area or grade level. It also shows you how schoolwide collaborative planning and curriculum mapping can sustain literacy between grade levels and subjects. The second edition features Heidi’s latest work on digital, media, and global literacies, which are essential to student success in today’s world. Routledge Market: Education March 2017: 279 x 216: 138pp Pb: 978-1-138-90957-1: £19.99 eBook: 978-1-315-69392-7 Prev. Ed Pb: 978-1-596-67023-5 * For full contents and more information, visit: www.routledge.com/9781138909571

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John Connor, Education Trainer and Consultant, UK Series: Addressing SEND in the Curriculum The new SEND Code of Practice has reinforced the requirement that all teachers are prepared to meet the needs of all learners. This book provides practical strategies and resources that have been proven effective in modern foreign languages teaching. It will support teachers in making languages accessible, challenging and exciting for all and draws on a wealth of experience, providing classroom activities and free online resources. A range of appendices at the back of the book provide MFL teachers with case studies, guidance on best practice when designing worksheets, examples for testing vocabulary, as well as guidance designed especially for teaching assistants. Routledge Market: Education April 2017: 297x210: 160pp Hb: 978-1-138-69927-4: £95.00 Pb: 978-1-138-69928-1: £24.99 eBook: 978-1-315-51717-9 * For full contents and more information, visit: www.routledge.com/9781138699281

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2nd Edition • NEW EDITION

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Addressing Special Educational Needs and Disability in the Curriculum: Religious Education

Art and Design Pedagogy in Higher Education

Dilwyn Hunt Series: Addressing SEND in the Curriculum

Susan Orr, University of the Arts London, UK and Alison Shreeve, Buckinghamshire New University, UK Series: Routledge Research in Higher Education

This fully revised text will be essential for teachers seeking subject-specific guidance on meeting their pupils’ individual needs. In line with recent curriculum changes and the new SEN Code of Practice this book provides practical strategies and resources that have proved to be effective in teaching Religious Education. It will support teachers in making RE accessible, challenging and exciting for all and draws on a wealth of experience, providing classroom activities which can be combined with different teaching approaches. The authors outline important key principles that should underpin teaching and learning in RE so that all pupils can enjoy the subject and make outstanding progress.

Knowledge, values and ambiguity in the creative curriculum

Within art and design higher education there are few texts which significantly explore practice from a research base and this means that assumptions are often made that are based on other disciplinary knowledge. This lacuna makes art and design HE practitioners feel undervalued in the university and may even convey the erroneous impression that these subject areas are not taken seriously by those who study them. Art and Design Pedagogy in Higher Education addresses these issues by providing a contemporary higher education volume that illuminates and theorizes tertiary level art and design education.

Routledge Market: Education May 2017: 297x210: 144pp Hb: 978-1-138-68376-1: £95.00 Pb: 978-1-138-68377-8: £24.99 eBook: 978-1-315-54435-9 Prev. Ed Pb: 978-1-843-12167-1 * For full contents and more information, visit: www.routledge.com/9781138683778

Routledge Market: Education/Art and Design October 2017: 234x156 Hb: 978-1-138-21941-0: £105.00 eBook: 978-1-315-41513-0 * For full contents and more information, visit: www.routledge.com/9781138219410

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Addressing Special Educational Needs and Disability in the Curriculum: Science

Arts Education and Curriculum Studies

Marion Frankland Series: Addressing SEND in the Curriculum

Edited by Mindy R. Carter and Valerie Triggs Series: Studies in Curriculum Theory Series

This fully revised text will be essential for teachers seeking subject-specific guidance on meeting their pupils’ individual needs. In line with recent curriculum changes in Science and the new SEND Code of Practice, this book provides practical strategies and resources that have proved to be effective in Science teaching. With a national shortage of Science teachers and larger than ever Science classes, this book will support teachers in making Science accessible, challenging and exciting for all and draws on a wealth of experience, providing classroom activities and free online resources which can be combined with different teaching approaches.

Through its unique sections and their introductions, this book will offer a study of Rita Irwin’s research that led to her well-known contribution of a/r/tography to curriculum studies in the form of arts based educational research. When brought together in this volume, the chapters document an important beginning, as well as an ongoing transitional time in which curriculum understood as aesthetic text awakens to the ways in which art practices stimulate a social awareness at the level of other embodied practices. Profoundly inspired by a variety of curriculum scholars including William Pinar, Ted Aoki, Elliott Eisner and Maxine Greene, Rita Irwin’s contributions towards understanding the inseparability of making, knowing and being, are significant.

Routledge Market: Education/ Inclusive Education May 2017: 297x210: 168pp Hb: 978-1-138-20904-6: £90.00 Pb: 978-1-138-20905-3: £24.99 eBook: 978-1-315-45785-7 * For full contents and more information, visit: www.routledge.com/9781138209053

The Contributions of Rita L. Irwin

Routledge Market: Education/Curriculum Studies July 2017 Hb: 978-1-138-20543-7: £105.00 eBook: 978-1-315-46701-6 * For full contents and more information, visit: www.routledge.com/9781138205437

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Argument as Dialogue Across Difference

Assignments as Controversies

Engaging Youth in Public Literacies

Digital Literacy and Writing in Classroom Practice

Jennifer Clifton In the spirit of models of argument starting with inquiry, this book starts with a question: What might it mean to teach argument in ways that open up spaces for change—changes of mind, changes of practice and policy, changes in ways of talking and relating? The author explores teaching argument in ways that take into account the complexities and pluralities young people face as they attempt to enact local and global citizenship with others who may reasonably disagree. The focus is foremost on social action—the hard, hopeful work of finding productive ways forward in contexts where people need to work together across difference to get something worthwhile done. Routledge Market: Literacy Education/Argumentation November 2016: 229 x 152: 164pp Hb: 978-1-138-66592-7: £95.00 Pb: 978-1-138-66593-4: £29.99 eBook: 978-1-315-61959-0 * For full contents and more information, visit: www.routledge.com/9781138665934

Ibrar Bhatt Series: Routledge Research in Literacy Approaching academic assignments as practical controversies, this book offers a novel approach to the study of digital literacy. Through in-depth accounts of assignment writing in college classrooms, Bhatt examines ways of understanding how students engage with digital media in curricular activities and how these give rise to new practices of information management and knowledge creation. He further considers what these new practices portend for a stronger theory of digital literacy in an age of informational abundance and ubiquitous connectivity. Routledge Market: Education March 2017: 229 x 152: 184pp Hb: 978-1-138-18545-6: £105.00 eBook: 978-1-315-64450-9 * For full contents and more information, visit: www.routledge.com/9781138185456

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Boys, Bodies, and Physical Education

Common Mistakes in Teaching Elementary Mathematics - And How to Avoid Them

Problematizing Identity, Schooling, and Power Relations through a Pleasure Lens Göran Gerdin Series: Routledge Critical Studies in Gender and Sexuality in Education Using visual ethnography, this book explores the forms of pleasures that boys derive in and through the spaces and their bodies in physical education. Employing the works of Michel Foucault and Judith Butler, Gerdin examines how pleasure is connected to identity, schooling, and power relations, and demonstrates how discourses of sport, fitness, health and masculinity work together to produce a variety of pleasurable experiences. The book provides a critique of such pleasurable experiences within physical education by illustrating how these pleasures can still, for some boys, quickly turn into displeasures and can be associated with exclusion, humiliation, bullying and homophobia. Routledge Market: Education March 2017: 229 x 152: 244pp Hb: 978-1-138-64997-2: £95.00 eBook: 978-1-315-62557-7 * For full contents and more information, visit: www.routledge.com/9781138649972

Fuchang Liu, Wichita State University, USA Learn the most effective ways to teach elementary math, no matter how much experience you have with the subject. In this book, Fuchang Liu takes you through many common mistakes in math instruction and explains the misunderstandings behind them. He points out practices that should be avoided, helping you to adjust your lessons so that all students can achieve success. You’ll discover how to… - Increase your confidence with core math principles and reasoning - Set your students on the path toward eventually developing more complex math skills - Improve student achievement by approaching problems in logical yet creative ways Routledge Market: Education March 2017: 254 x 178: 176pp Hb: 978-1-138-20145-3: £75.00 Pb: 978-1-138-20146-0: £19.99 eBook: 978-1-315-51177-1 * For full contents and more information, visit: www.routledge.com/9781138201460

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Children, Educators and Early Learning in a Digital Age

Communicative Competence, Classroom Interaction, and Educational Equity

Christine Stephen and Susan Edwards Series: Towards an Ethical Praxis in Early Childhood

The Selected Works of Courtney B. Cazden

Exploring the ways in which new technologies are shaping the lives and experiences of young children, this book challenges expectations and assertions about digital childhoods and provides research evidence and theoretical frameworks from which to make sense of children’s learning, to understand family practices with new technologies at home and practices with digital resources in early years educational settings. It will contribute to the development of practice, extend theoretical perspectives to encompass the impact of living in a digital age and consider the ways in which values and beliefs are shaped by the use of new technologies. Routledge Market: Education/Early Years July 2017: 234x156: 176pp Hb: 978-1-138-65468-6: £90.00 Pb: 978-1-138-65469-3: £29.99 eBook: 978-1-315-62309-2 * For full contents and more information, visit: www.routledge.com/9781138654693

Courtney B Cazden Series: World Library of Educationalists Since the 1970s, Courtney B. Cazden, renowned educational sociolinguist, has been a key figure in the ethnography of schooling, focusing on children's linguistic development (both oral and written) and the functions of language in formal education, primarily but not exclusively in the United States. In this volume she brings together a selection of her seminal work, organized around three themes: development of individual communicative competence in both oral and written language and discourse; classroom interaction in learning and teaching; social justice/educational equity issues in wider contexts beyond the classroom. Routledge Market: Education/ Language & Classroom Interaction/Equity June 2017: 229 x 152: 264pp Hb: 978-1-138-20628-1: £95.00 eBook: 978-1-315-46537-1 * For full contents and more information, visit: www.routledge.com/9781138206281

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Close Reading the Media

Community Literacies as Shared Resources for Transformation

Literacy Lessons and Activities for Every Month of the School Year Frank Baker Teach middle school students to become savvy consumers of the TV, print, and online media bombarding them every day. In this practical book copublished by Routledge and MiddleWeb, media literacy expert Frank Baker offers thematic, timely lessons for every month of the school year, so you can engage students in learning by having them analyse the real world around them. Topics covered include critiquing the messages behind Superbowl ads, Christmas toy commercials, fall political campaigns, and more. Through these lessons, students will learn to read the medipa more closely and will improve their critical thinking skills. The book also offers classroom-ready handouts you can use immediately. Routledge Market: Education May 2017: 160pp Hb: 978-1-138-21600-6: £75.00 Pb: 978-1-138-21602-0: £19.99 eBook: 978-1-315-44304-1 * For full contents and more information, visit: www.routledge.com/9781138216020

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Edited by Joanne Larson and George H. Moses Series: Expanding Literacies in Education Through multiple narratives reflecting the complexity of participatory action research partnerships for social justice, this book shows dialogic spaces being co-constructed that intentionally support community literacies and rhetorical practices for inquiry and change. It tells the story of a unique collaboration between community members and organizers and university faculty and students who together transformed an urban corner store into a cornerstone of the community. The book captures the group’s active work on the ground and, on another level, how transformation occurred in the dialogic spaces of the research team as it learned to embrace distributed expertise and multiple identities. Routledge Market: Literacy Education/Community Literacies November 2017: 264pp Hb: 978-1-138-24337-8: £95.00 Pb: 978-1-138-24339-2: £31.99 eBook: 978-1-315-27731-8 * For full contents and more information, visit: www.routledge.com/9781138243392

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2nd Edition • TEXTBOOK • NEW EDITION

Community-based Media Pedagogies

Debates in History Teaching

Relational Practices of Listening in the Commons

Edited by Ian Davies, University of York, UK Series: Debates in Subject Teaching

Bronwen Low, McGill University, Canada, Paula M. Salvio, University of New Hampshire, USA and Chloe Brushwood Rose Series: Routledge Research in Education Community-based Media Pedagogies examines the role of listening across community media sites to explore its relational qualities and to identify the kinds of teaching and learning that happen in these spaces. Drawing on community media projects and pedagogies across New York, Toronto, and Montreal, this volume documents the stories of racialized and marginalized minority youth and immigrants, and explores which relations and spaces facilitate listening. Routledge Market: Education October 2016: 229 x 152: 128pp Hb: 978-1-138-89952-0: £95.00 eBook: 978-1-315-70781-5 * For full contents and more information, visit: www.routledge.com/9781138899520

Debates in History Teaching explores the major issues that all history teachers encounter in their daily professional lives. Fully updated in line with the National Curriculum and exploring the latest developments in the field, each chapter tackles established and contemporary issues to encourage critical reflection, and to stimulate both novice and experienced teachers to think more deeply about their practice. Brand new topics include how to teach sensitive and controversial history, and how to improve attainment in the classroom, and with its combination of expert opinion and fresh insights, the book is the ideal companion for anyone engaged in ITT, CPD or Masters level study. Routledge Market: Education February 2017: 234x156: 302pp Hb: 978-1-138-18759-7: £95.00 Pb: 978-1-138-18761-0: £26.99 eBook: 978-1-315-64286-4 Prev. Ed Pb: 978-0-415-57162-3 * For full contents and more information, visit: www.routledge.com/9781138187610

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TEXTBOOK

Conceptual metaphor and embodied cognition in science learning

Developing Creative Thinking Skills

Edited by Tamer G Amin, American University of Beirut, Lebanon, Fredrik Jeppsson, Linköping University, Sweden and Jesper Haglund, Uppsala University, Sweden Invented to make sense of complex natural phenomena, scientific concepts are abstract constructions that scientists convey through specialised language, diagrams, and mathematical representations. This book explores how learners make sense of these concepts from the perspectives of embodied cognition and conceptual metaphor, assuming that human cognition – including scientific cognition – is grounded in the body, the material, and social contexts in which it is embedded. Understanding abstract concepts is grounded, via metaphor, in knowledge derived from sensory and motor experiences arising from interaction with the physical world. This book was published as a special issue of the International Journal of Science Education.

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An Introduction for Learners Brad Hokanson, University of Minnesota, USA Based on over fifteen years of groundbreaking research, Developing Creative Thinking Skills helps learners demonstrably increase their own creative thinking skills. Focusing on divergent thinking, ten inventive chapters build one‘s capacity to generate a wide range of ideas, both as an individual and as a collaborator. This innovative textbook outlines a semester-long structure for the development of creativity and can easily be utilized as a self-directed format for those learning outside of a classroom. Readers are stimulated to maximize their own creativity through active exercises, challenges to personal limits and assumptions, and ideas that can help create powerful habits of variance. Routledge Market: Education June 2017: 229 x 152: 224pp Hb: 978-1-138-93955-4: £90.00 Pb: 978-1-138-93956-1: £21.99 eBook: 978-1-315-67487-2 * For full contents and more information, visit: www.routledge.com/9781138939561

Routledge Market: Science Education / Theories of Learning December 2016: 246x174: 260pp Hb: 978-1-138-23075-0: £90.00 * For full contents and more information, visit: www.routledge.com/9781138230750

2nd Edition • TEXTBOOK • NEW EDITION

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Debates in Geography Education 2nd Edition

Developing Distributed Curriculum Leadership in Hong Kong Schools

Edited by Mark Jones, University of the West of England, UK and David Lambert, Institute of Education, University of London, UK. Series: Debates in Subject Teaching This comprehensive text encourages trainee and practising teachers to engage with and reflect on key issues, concepts and debates in geography education. Fully updated in line with the National Curriculum and the latest developments in the field, it provides a crucial exploration of the subject’s expanding horizons, including ‘powerful knowledge’ and the increasing prominence of fieldwork, as well as a renewed focus on the form and function of educational assessment and progression. With reflective questions, significant points of debate, and annotated further reading, it’s an essential purchase for all those who want to develop a better understanding of the issues that shape their practice. Routledge Market: Education/Geography Education May 2017: 234x156: 336pp Hb: 978-1-138-67257-4: £95.00 Pb: 978-1-138-67258-1: £28.99 eBook: 978-1-315-56245-2 Prev. Ed Pb: 978-0-415-68779-9 * For full contents and more information, visit: www.routledge.com/9781138672581

Edmond Hau-fai Law, Hong Kong Institute of Education, Hong Kong Series: Routledge Series on Schools and Schooling in Asia This book explores distributed leadership in developing curriculum innovations in schools with a target of bringing about theoretical underpinnings in the West with the empirical studies and practices in the East. The findings shows the impact of the cultural traditions of Eastern countries in the mediation of the direction of the discourses in teacher meetings and the effectiveness of decision making in the processes of developing school based curriculum leadership. The book is theoretically exploratory with practically examined practices for educational leaders as well as teachers who aim at asserting greater influence in the educational decision making processes. Routledge Market: Education April 2017: 234x156: 240pp Hb: 978-1-138-85763-6: £105.00 eBook: 978-1-315-71824-8 * For full contents and more information, visit: www.routledge.com/9781138857636

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Dialects at School

Engaging the Curriculum Theory and English Education Divide

Educating Linguistically Diverse Students Jeffrey Reaser, Associate Professor, North Carolina State University, USA, Carolyn Temple Adger, Walt Wolfram, North Carolina State University, USA and Donna Christian, Center for Applied Linguistics, USA Like its predecessor, Dialects in Schools and Communities, this book illuminates major language-related issues that educational practitioners confront, such as responding to dialect related features in students’ speech and writing, teaching Standard English, teaching students about dialects, and distinguishing dialect difference from language disorders. It approaches these issues from a practical perspective rooted in sociolinguistic research, with a focus on the research base for accommodating dialect differences in schools. Expanded coverage includes research on teaching and learning and attention to English language learners. Routledge Market: Language Education / Linguistically Diverse Students / Dialects May 2017: 229 x 152: 328pp Hb: 978-1-138-77744-6: £95.00 Pb: 978-1-138-77745-3: £26.99 eBook: 978-1-315-77262-2 * For full contents and more information, visit: www.routledge.com/9781138777453

Edited by Bill Green Series: Studies in Curriculum Theory Series Addressed to both curriculum inquiry and English education, and explicitly linking the two together, via recurring themes of representation, democracy and knowledge, and also national curricula, the approach of this book is broadly conceptual—an exercise in theoretical and philosophical inquiry, consistent with the project of curriculum theory. While deeply informed by North American debates and developments, its stance is distinctive in being equally informed by the curriculum scene in Australia, as well as the UK, and elsewhere. This makes for a book appropriately and productively ‘ex-centric’ vis-à-vis curriculum inquiry more worldwide. Routledge Market: Education/Curriculum Theory/English Education July 2017 Hb: 978-1-138-12143-0: £105.00 eBook: 978-1-315-65094-4 * For full contents and more information, visit: www.routledge.com/9781138121430

TEXTBOOK

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Differentiated Literacy Instruction

English and its Teachers

Assessing, Grouping, Teaching

A History of Policy, Pedagogy and Practice

Julie W. Ankrum, Indiana University of Pennsylvania The goal of this book is to answer the question What is differentiated instruction? It offers pre-service and in-service teachers the background and foundational skills they will need to understand, plan for, and achieve effective differentiated literacy instruction in their classrooms, based on individual student needs. Many hands-on descriptions and exhibits are provided. Case studies of classrooms demonstrate effective differentiated instructional techniques. End-of-chapter Practical Application questions allow readers to apply chapter concepts as they learn to motivate and teach diverse learners. Routledge Market: Literacy Education October 2016: 254 x 203: 196pp Pb: 978-1-621-59056-9: £44.99 * For full contents and more information, visit: www.routledge.com/9781621590569

Simon Gibbons, King’s College London Series: National Association for the Teaching of English (NATE) English and its Teachers is a concise history of English teaching over the last half century. The book details the ways in which effective pedagogy has been preserved and advanced despite challenging hostile and political climates. and how some of the most innovative and significant advances have occurred during English teaching during this time. In charting the development of the subject in England, contrasts and comparisons are made to the ways in which English teaching has evolved in the other home nations, and internationally – particularly in North America, Australia and New Zealand. Routledge Market: Education March 2017: 234x156: 174pp Hb: 978-1-138-94892-1: £95.00 Pb: 978-1-138-94893-8: £29.99 eBook: 978-1-315-66936-6 * For full contents and more information, visit: www.routledge.com/9781138948938

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Engaging Students with Music Education

English Language Arts Research and Teaching

DJ decks, urban music and child-centred learning

Revisiting and Extending Arthur Applebee’s Contributions

Pete Dale, Manchester Metropolitan University With an insistence that the starting point for music education should always be the interests and experiences of the learners, DJing in the Secondary Music Classroom explores how the use of DJ equipment in schools, for the specific purpose of re-engaging disaffected learners, can enhance understanding of and enthusiasm for music more generally. It discusses inherent tensions in music education and curriculum, and examines tried and tested methods for encouraging DJing and MCing in the classroom. Illustrated with case studies of the author‘s experiences in a range of schools, it shows how DJing and MCing can sit successfully alongside the National Curriculum and exam board requirements. Routledge Market: Secondary Education/ Music March 2017: 234x156: 166pp Hb: 978-1-138-85834-3: £95.00 Pb: 978-1-138-85838-1: £29.99 eBook: 978-1-315-71805-7 * For full contents and more information, visit: www.routledge.com/9781138858381

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Edited by Russell K. Durst, George E. Newell, The Ohio State University, USA and James D. Marshall Taking as their starting point the most enduring insights to emerge from acclaimed researcher Arthur Applebee’s scholarship, this volume brings together leading experts to fully examine his work for its explanatory power and its potential to shape current and future research agendas. Focused on the ways in which students learn, schools teach, and assessors evaluate the forms and uses of language needed to flourish and grow, Applebee’s work reconceptualized how educators view language development and use in relation to schooling. The fourteen fascinating chapters in this book extend and challenge Applebee’s insights. Routledge Market: EDUCATION/LANGUAGE & LITERACY April 2017: 229 x 152: 264pp Hb: 978-1-138-20618-2: £95.00 Pb: 978-1-138-20619-9: £29.99 eBook: 978-1-315-46561-6 * For full contents and more information, visit: www.routledge.com/9781138206199

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Enquiry and Project Based Learning

Family Math Night K-5

Students, School and Society

Common Core State Standards in Action

Edited by David Leat This book is about enquiry based learning (and related problem based learning – EBL and PBL) and its implications for teachers, schools, students and society. Many within the education community, teachers and academics feel that ‘standards’ education is not serving us well: not preparing students for work, life, HE, citizenship, health & well-being, and not sustaining interest in education and learning. Standards education is not providing a balanced, purposeful, motivating curriculum. Routledge Market: Education April 2017: 234x156: 232pp Hb: 978-1-138-79015-5: £95.00 Pb: 978-1-138-79017-9: £29.99 eBook: 978-1-315-76330-9 * For full contents and more information, visit: www.routledge.com/9781138790179

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Jennifer Taylor-Cox, Taylor-Cox Instruction, LLC Host family math nights at your elementary school! These events are a great way to get parents engaged in their children’s education and to promote math learning outside of the classroom. In this practical book, you’ll find step-by-step guidelines and activities to help you bring family math nights to life in your own school or district. The enhanced second edition includes connections to the Common Core and new activities to help students explain their answers and write about math. It also comes with ready-to-use handouts that you can distribute during your event. These materials are offered as free eResources on our website for ease of use. Routledge Market: Education July 2017: 279 x 216: 160pp Hb: 978-1-138-91553-4: £75.00 Pb: 978-1-138-91554-1: £19.99 eBook: 978-1-315-69016-2 Prev. Ed Pb: 978-1-930-55699-7 * For full contents and more information, visit: www.routledge.com/9781138915541

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Explaining and Exploring Mathematics

From Citizenship Education to National Education

Teaching 11- to 18-year-olds for understanding and enjoyment

Perceptions of National Identity and National Education of Hong Kong’s Secondary School Teachers

Christian Puritz, Formerly Royal Grammar School, UK This practical book will help you to explain key mathematical concepts to your students. Written as a series of example lessons, it focuses on teaching for mathematical understanding and helping students to develop skills they can transfer to other subjects. The book covers all aspects of the secondary mathematics curriculum for ages 11-18 and reveals how you can build on students‘ existing knowledge to help them make sense of new concepts and avoid common misconceptions. It it essential reading for all trainee and practising teachers that want to make mathematics relevant and engaging for their students. Routledge Market: Education January 2017: 246x174: 218pp Hb: 978-1-138-68019-7: £95.00 Pb: 978-1-138-68021-0: £19.99 eBook: 978-1-315-56368-8 * For full contents and more information, visit: www.routledge.com/9781138680210

King Man Eric Chong, The Educaion University of Hong Kong, Hong Kong Series: Routledge Series on Schools and Schooling in Asia The attempt to formalise National Education in Hong Kong public schools in 2012 has raised much furor and continued debate. Aiming at cultivating a Chinese national identity among Hong Kong students, National Education continues to be a controversial subject. This book sheds light on the perceptions of secondary educators on their own national identity and their perceptions of National Education. By providing a fresh perspective and up-to-date, first hand data, this book analyses how and what is taught in citizenship education based on how political, social and personal influences shape a teacher’s perception. Routledge Market: Education May 2017: 234x156: 248pp Hb: 978-1-138-65166-1: £105.00 eBook: 978-1-315-62469-3 * For full contents and more information, visit: www.routledge.com/9781138651661

2nd Edition • NEW EDITION

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Family Math Night 6-8

From Texting to Teaching

Math Standards in Action

Grammar Instruction in a Digital Age

Jennifer Taylor-Cox, Taylor-Cox Instruction, LLC and Christine Oberdorf Host family math nights at your middle school! These events are a great way to get parents engaged in their children’s education and to promote math learning outside of the classroom. In this practical book, you’ll find step-by-step guidelines and activities to help you bring family math nights to life in your own school or district. The enhanced second edition includes connections to the Common Core and new activities to help students explain their answers and write about math. It also comes with ready-to-use handouts that you can distribute during your event. These materials are offered as free eResources on our website for ease of use. Routledge Market: Education July 2017: 279 x 216: 112pp Hb: 978-1-138-20098-2: £75.00 Pb: 978-1-138-20099-9: £19.99 Prev. Ed Pb: 978-1-596-67028-0 * For full contents and more information, visit: www.routledge.com/9781138200999

Jeremy Hyler, Fulton Middle School, Michigan, USA and Troy Hicks, Central Michigan University, USA Don’t blame technology for poor student grammar; instead, use technology intentionally to reach students and actually improve their writing! In this practical book, bestselling authors Jeremy Hyler and Troy Hicks reveal how digital tools and social media — a natural part of students’ lives — can make grammar instruction more authentic, relevant, and effective in today’s world. Each chapter contains examples, screenshots, and instructions to help you implement the ideas. With the strategies in this book, you can empower students to become better writers with the tools they already love and use daily. Routledge Market: Education May 2017: 246x174: 156pp Hb: 978-1-138-94927-0: £75.00 Pb: 978-1-138-94928-7: £19.99 eBook: 978-1-315-66916-8 * For full contents and more information, visit: www.routledge.com/9781138949287

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Global Conversations in Literacy Research

Handbook of Reading Research, Volume V

Digital and Critical Literacies

Elizabeth Moje, Peter Afflerbach, Patricia Enciso and Nonie K Lesaux

Edited by Peggy Albers

Each volume of the Handbook of Reading Research has come to define the field for the period of time it covers. Volume V follows in this tradition. In a time of threats to public education, teacher education, and funding for educational research, it is grounded in an imperative to take a hard look at what reading research is, why we do it, how we know what we know, and what we know that matters for students, teachers, school leaders, and those who influence reading policies in schools and school systems. Volume V not only synthesizes current reading research literature, it reveals important new directions and pushes readers to address problems and challenges in research design or method.

In this collection renowned literacy and language education scholars who have shaped policy and practice aimed toward social justice and equity address current issues—both intellectual and practical—in the teaching of literacy in classrooms and educational settings across diverse and international settings. Themes include digital literacy, comprehension, artefactual literacy, critical literacy, and ESOL. Drawn from talks that were presented live and hosted by GCLR, an online open-access critical literacy project, this book is designed for teacher educators and teachers, students, and scholars to provide access, in edited written form, to these scholars’ seminal talks. Routledge Market: Literacy Research/Digital and August 2017: 229 x 152: 280pp Hb: 978-1-138-74238-3: £95.00 Pb: 978-1-138-74239-0: £29.99 eBook: 978-1-315-18236-0 * For full contents and more information, visit: www.routledge.com/9781138742390

Routledge Market: Education/Reading Research November 2017: 254 x 178: 752pp Hb: 978-1-138-93736-9: £215.00 Pb: 978-1-138-93737-6: £85.00 eBook: 978-1-315-67630-2 * For full contents and more information, visit: www.routledge.com/9781138937376

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4th Edition • NEW EDITION

Global English, Remedial English

Handbook of Research on Teaching the English Language Arts

Caste, Class, Nation Iswari Pandey, California State University, Northridge Series: Routledge Research in Education

Diane Lapp, San Deigo State University, USA and Doug Fisher

This book explores the rhetoric and functions of a "global" English by analyzing the teaching and learning of remedial English coaching scheme for students belonging to Scheduled Castes, Scheduled Tribes, and Other Backward Classes in Indian universities and technology institutes. Examining the remedial pedagogies and policies in relation to caste, class, and language rights debates, the study offers a complex understanding of the role and functions of English in a globalizing world. Routledge Market: Education February 2017: 229 x 152: 200pp Hb: 978-0-415-82035-6: £90.00 eBook: 978-0-203-38657-6 * For full contents and more information, visit: www.routledge.com/9780415820356

Now in its fourth edition, the Handbook of Research on Teaching the English Language Arts—co-sponsored by the International Literacy Association and the National Council of Teachers of English— remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching of the English language arts and a comprehensive overview of research in the field. This edition is streamlined and completely restructured around ‘big ideas’ in the field related to theoretical and research foundations, learners in context, and new literacies. A Companion Website extends and enhances the Handbook with wealth of additional resources. Routledge Market: Education/Teaching English Language Arts November 2017: 254 x 178 Hb: 978-1-138-12226-0: £190.00 Pb: 978-1-138-12227-7: £80.99 eBook: 978-1-315-65055-5 * For full contents and more information, visit: www.routledge.com/9781138122277

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Grammar to Get Things Done

Handbook of Writing, Literacies, and Education in Digital Cultures

A Practical Guide for Teachers Anchored in Real-World Usage Darren Crovitz and Michelle D. Devereaux, Kennesaw State University, USA Grammar to Get Things Done offers middle and secondary pre-service and in-service English teachers a fresh lens on grammar and grammar instruction. It shows how form, function, and use can help teachers move away from decontextualized grammar instruction emphasizing rule-following and memorizing conventional definitions, and begin considering grammar in applied contexts of everyday use. Modules (organized by units) succinctly explain common grammatical concepts. An important feature of the text is attention to the history of and current attitudes about grammar through a sociocultural lens, with ideas for teachers to bring discussions of language-as-power into their own classrooms. Routledge Market: Literacy & Language Arts Education/Grammar November 2016: 254 x 178: 232pp Hb: 978-1-138-68369-3: £75.00 Pb: 978-1-138-68370-9: £19.99 eBook: 978-1-315-54441-0 * For full contents and more information, visit: www.routledge.com/9781138683709

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Edited by Kathy Mills, Amy Stornaiuolo, Anna Smith and Jessica Zacher Pandya Bringing together and uniquely systematizing emerging interdisciplinary themes and informing current digital literacy studies in education, this benchmark Handbook showcases new knowledge and multiple theoretical contributions and perspectives in the field. Reflecting the ways digitalization of writing and literacies is increasingly apparent and transformational in everyday life, this essential guide, with recommendations for educational and professional practice more broadly, is designed to enable new and established researchers to position their studies within relevant directions in the field and to generate new themes of inquiry. Routledge Market: Education/Digital Writing and Literacies September 2017: 229 x 152: 496pp Hb: 978-1-138-20630-4: £185.00 Pb: 978-1-138-20633-5: £75.99 eBook: 978-1-315-46525-8 * For full contents and more information, visit: www.routledge.com/9781138206335

New in Paperback

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Infusing Vocabulary Into the Reading-Writing Workshop

Integrating Home and Heritage Languages in Schools

A Guide for Teachers in Grades K-8

Pedagogy and Promise

Amy Benjamin, National Literacy Consultant, USA Learn how to make vocabulary instruction more effective by making better use of mini-lessons and word study time to achieve durable learning about words and how they work. In this essential new book, literacy expert Amy Benjamin presents her "4E" model (Exposure, Exploration, Engagement, Energy) for teaching vocabulary so that students gain deep understanding, improving their overall language and literacy skills. Benjamin guides you through bringing these 4Es to life in your K-8 reading-writing workshop. Routledge Market: Education January 2017: 254 x 178: 128pp Hb: 978-1-138-12613-8: £75.00 Pb: 978-1-138-12614-5: £19.99 eBook: 978-1-315-64706-7 * For full contents and more information, visit: www.routledge.com/9781138126145

Edited by Tryphenia B. Peele-Eady and Manuel G. Correia Series: NCTE-Routledge Research Series Taking the perspective that young people’s home languages are benefits rather than deficits, this book presents critical research about the use (and value) of home and heritage languages in schools, and offers portraits of linguistically rich and effective preK-12 classrooms and instructional settings. The focus is on what teachers and students do to understand, value, and capitalize on students’ language brilliance, especially in the current age of accountability. Illuminating the range of issues, challenges, and successes experienced by teachers and students, specific teaching strategies that build on students’ home languages and work samples illustrating their language use are provided. Routledge Market: Literacy Education/Heritage Languages November 2017: 229 x 152: 184pp Hb: 978-1-138-65298-9: £95.00 Pb: 978-1-138-65299-6: £29.99 eBook: 978-1-315-62386-3 * For full contents and more information, visit: www.routledge.com/9781138652996

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Inspiring School Change Transforming Education through the Creative Arts

International Perspectives on the Teaching of Literature in Schools

Christine Hall, The University of Nottingham, UK and Pat Thomson

Global principles and practices

When the arts are taken seriously, schools become different - and better - places. Recognising performance and accountability pressures on schools, Improving Schools through the Creative Arts shows how a commitment to the arts in education can meet core school agendas of pupil and parent engagement, attainment, improved teaching and inclusion. Drawing on international research and evidence, it offers those engaged in the research and practice of improving teaching and learning with insight into the educational value and possibilities of arts-based teaching and an arts-rich curriculum. Routledge Market: Education May 2017: 234x156: 232pp Hb: 978-1-138-91399-8: £90.00 Pb: 978-1-138-91400-1: £29.99 eBook: 978-1-315-69108-4 * For full contents and more information, visit: www.routledge.com/9781138914001

Edited by Andrew Goodwyn, Cal Durrant, Louann Reid and Lisa Scherff Series: National Association for the Teaching of English (NATE) Literature teaching remains central to the teaching of English around the world. This edited text brings together leading global figures and captures a state-of-the-art snapshot of leading trends in current literature teaching as well as predicted trends for the future. Expert contributors cover a range of topics such as literature and diversity; digital literatures; pedagogy and reader response; mother tongues; the business of reading, publishers, adolescent fiction and censorship; assessing responses to literature; the changing definitions of literature and multimodal texts as well as providing a synthesis of the various approaches to teaching literature. Routledge Market: Education May 2017: 246x174: 224pp Hb: 978-1-138-22719-4: £90.00 Pb: 978-1-138-22721-7: £29.99 eBook: 978-1-315-39646-0 * For full contents and more information, visit: www.routledge.com/9781138227217

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Integrating Critical and Contextual Studies in Art and Design

Islam, Technology, and Education

Possibilities for post-compulsory education

Michael K. Thomas, University of North Carolina, Charlotte, USA Series: Routledge Research in Education

Jenny Rintoul, University of the West of England, UK. Integrating Critical and Contextual Studies in Art and Design Education examines the relationship between two aspects of art education that appear at times inseparable and indistinguishable, and at others isolated and in conflict: Critical and Contextual Studies and studio practice. It scrutinizes the post-compulsory art and design curriculum, analysing the identity and practices of CCS, and explores how education professionals can integrate CCS for successful teaching, learning and practice.

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The Case for Culturally Grounded Design

Based in a global array of case studies - Malaysia, Saudi Arabia, Pakistan, Turkey, and Islamic education in the United States - this volume shows how the discourse concerning educational technology in the Islamic world has emphasized neoliberal and neofundamentalist themes, and argues that the design and implementation of educational technologies in schools would be better accomplished by taking a culturally grounded approach. This approach would be rooted in the context and local needs of learners, with implications and possible application in the Muslim world and beyond. Routledge Market: Education December 2016: 229 x 152: 160pp Hb: 978-0-415-65909-3: £95.00 * For full contents and more information, visit: www.routledge.com/9780415659093

Routledge Market: Education/ Art&Design November 2016: 234x156: 168pp Hb: 978-1-138-78694-3: £95.00 Pb: 978-1-138-78695-0: £29.99 eBook: 978-1-315-56332-9 * For full contents and more information, visit: www.routledge.com/9781138786950

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Jumpstart! Study Skills

Languages and Literacies as Mobile and Placed Resources

Games and Activities for Active Learning, Ages 7-12 John Foster, Children's Poet Series: Jumpstart!

Edited by Sue Nichols, University of South Australia and Collette Snowden, Universtiy of South Australia

Jumpstart! Study Skills presents a collection of fun games and activities that engage active learning and develop the study skills of children ages 7-12. Embedded in the National Curriculum is the aim of developing the skills of independent enquiry. This book offers activities that support the delivery of this aim by developing the children’s organisational and thinking skills to plan, carry out and evaluate investigations and solve problems by asking questions, making predictions, examining evidence, presenting findings and drawing conclusions. The self-contained games can be easily incorporated into exisitng lesson plans and are an essential part of any KS2 teachers‘ toolkit.

This book represents the next wave of theorising in literacy studies, in which theories of mobility, networking and glocalisation have emerged to account for the dynamic landscape of globally circulating communication resources. The mobility turn is likely to preoccupy researchers, educators and cultural observers for a similar period as that in which the field of New Literacy Studies has been dominating the scene.

Routledge Market: Education May 2017: 210x148: 144pp Hb: 978-1-138-24147-3: £70.00 Pb: 978-1-138-24148-0: £14.99 eBook: 978-1-315-28021-9 * For full contents and more information, visit: www.routledge.com/9781138241480

Routledge Market: Education October 2016: 234x156: 240pp Hb: 978-1-138-79564-8: £90.00 eBook: 978-1-315-75826-8 * For full contents and more information, visit: www.routledge.com/9781138795648

3rd Edition • TEXTBOOK • NEW EDITION

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Language, Culture, and Teaching

Learning Everywhere on Campus

Critical Perspectives

Teaching Strategies for Student Affairs Professionals

Sonia Nieto Series: Language, Culture, and Teaching Series

Edited by Jane Fried, Central Connecticut State University, USA and Ruth Harper

Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features. Offering information, insights, and motivation to teach culturally, racially, and linguistically diverse students, examples throughout illustrate real-life dilemmas about diversity teachers face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. New and updated chapters and pedagogical features bring this edition up-to-date in terms of recent educational policy issues and demographic changes in our society.

Although student affairs practitioners play a key role in student learning, few are trained in the study of learning theories, the design of experiential education, or pedagogical methodology. Based on successful models and bolstered by case studies, this text provides frameworks for educational activities in which student affairs professionals are engaged in collaboration with academic faculty or community partners. Exploring education opportunities in and outside the classroom—including peer education, leadership development, service learning, and more—this book provides the pedagogical approaches for organizing and integrating the entire institution to promote and

Routledge August 2017 Hb: 978-1-138-20614-4: £95.00 Pb: 978-1-138-20615-1: £36.99 eBook: 978-1-315-46569-2 * For full contents and more information, visit: www.routledge.com/9781138206151

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Language, Race, and Power in Schools

Literacy and Mobility

A Critical Discourse Analysis

Complexity, Uncertainty and Agency at the Nexus of High School and College

Edited by Pierre W. Orelus, New Mexico State University, USA Series: Routledge Research in Education In this edited collection, authors from various backgrounds use critical discourse analysis as a conceptual framework and method to examine social inequities, identity issues, and linguistic discrimination faced by historically oppressed groups in schools and society. Language, Race, and Power in Schools unravels the ways and degrees to which these groups have faced and resisted oppression, and draws on critical discourse analysis to examine how multiple forms of oppression intersect. This volume interrogates areas of discrimination and injustice and discusses possibilities of developing coalitions and concerted efforts across the lines of diversity. Routledge Market: Education December 2016: 229 x 152: 204pp Hb: 978-1-138-69049-3: £95.00 eBook: 978-1-315-53690-3 * For full contents and more information, visit: www.routledge.com/9781138690493

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Routledge Market: Education September 2017: 229 x 152: 240pp Hb: 978-1-138-63672-9: £95.00 Pb: 978-0-415-78926-4: £29.99 eBook: 978-1-315-20580-9 * For full contents and more information, visit: www.routledge.com/9780415789264

Brice Nordquist Series: Expanding Literacies in Education Following students from different tracks of high school English in a "failing" U.S. public school throughout their first two years in universities, colleges, and jobs, this book employs analytical and methodological tools from new literacy and mobility studies to investigate students’ patterns of movement and literacy practices in and across educational institutions, neighborhoods, cultures, and national borders. It illustrates how these mobile literacies produce, maintain, and disrupt social relations and identities and how multiple literacies and linguistic resources are drawn upon to accommodate, resist, and transform dominant discourses. Routledge Market: Literacy Education/Multimodalities/Mobility Studies May 2017: 229 x 152: 208pp Hb: 978-1-138-18986-7: £95.00 Pb: 978-1-138-18987-4: £29.99 eBook: 978-1-315-64140-9 * For full contents and more information, visit: www.routledge.com/9781138189874

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Literacy Lives in Transcultural Times

Math Workstations in Action

Edited by Rahat Zaidi and Jennifer Rowsell Series: Expanding Literacies in Education

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Powerful Possibilities for Engaged Learning in Grades 3-5 Nicki Newton

Combining language research with digital, multimodal and critical literacy, this book uniquely positions issues of transcultural spaces and cosmopolitan identities across an array of contexts. Studies of everyday diasporic practices across places, spaces, and people’s stories provide authentic pictures of people living in and with diversity. Its distinctive contribution is a framework to relate observation and analysis of these flows to language development, communication, and meaning making. Each chapter invites readers to reflect on the dynamism and complexity of spaces and contexts in an age of increasing mobility, political upheaval, economic instabilities, and

In this new book from bestselling author and consultant Nicki Newton, you’ll learn how to incorporate math workstations into your elementary math classes. Math workstations allow students to engage in meaningful, independent math practice through student-driven games and activities, and can be implemented as part of a math workshop or in a traditional math class. This book shows you how to set up and manage math workstations for topics such as fluency, word problems, math vocabulary, and more. You’ll also learn how to differentiate the activities for all ability levels and promote rigorous instruction, to ensure your students get the most out of this fun and engaging instructional

online/offline landscapes.

method.

Routledge Market: Literacy Education/Transcultural Studies May 2017: 229 x 152: 256pp Hb: 978-1-138-22515-2: £95.00 Pb: 978-1-138-22516-9: £29.99 eBook: 978-1-315-40086-0 * For full contents and more information, visit: www.routledge.com/9781138225169

Routledge Market: Education March 2017: 160pp Hb: 978-1-138-67502-5: £75.00 Pb: 978-1-138-67503-2: £19.99 eBook: 978-1-315-56091-5 * For full contents and more information, visit: www.routledge.com/9781138675032

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5th Edition • TEXTBOOK • NEW EDITION

Literacy Practices and Composing Identities,

Meaningful Learning with Technology

Perceptions of Agency

Theories, Concepts, and Strategies

Bronwyn T Williams

Nada Dabbagh, George Mason University, USA, Jane Howland, University of Missouri, USA and Rose M. Marra, University of Missouri, USA

Drawing on interviews and observations with students in several countries, this book explores the intersections of the social and personal in regard to not just how people perceive their abilities and opportunities to read and write, but also crucially why they engage successfully or struggle painfully in literacy practices. Many factors play a role in shaping agency and literate identities, from social forces to internal conditions such as motivation, emotion, narrative, and memory. Being able to identify these enables educators to rethink their approaches to teaching as well as to intervene in individual students’ learning to help facilitate a sense of agency as writers and readers. Routledge Market: Literacy Education/Identity and Agency August 2017 Hb: 978-1-138-66710-5: £95.00 Pb: 978-1-138-66711-2: £29.99 eBook: 978-1-315-61909-5 * For full contents and more information, visit: www.routledge.com/9781138667112

The Fifth Edition of Meaningful Learning with Technology, grounded in constructivist teaching, is organized around learning processes such as inquiring, experimenting, writing, modeling, community building, communicating, designing, visualizing, and assessing. Numerous examples throughout the book from teachers in K-12 classrooms offer a clear understanding of how technology can be used with all students across grade levels. The fifth edition has been updated throughout to focus on balance among learning technologies, instructional strategies and learning activities, and a companion website provides examples of online learning environments designed to support meaningful learning outcomes. Routledge Market: Education / Technology August 2017: 254 x 178: 288pp Hb: 978-1-138-69418-7: £95.00 Pb: 978-1-138-69419-4: £39.99 eBook: 978-1-315-52845-8 * For full contents and more information, visit: www.routledge.com/9781138694194

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TEXTBOOK

Math Problem Solving in Action

Mobile Learning in Schools

Getting Students to Love Word Problems, Grades 3-5

Jocelyn Wishart, University of Bristol, UK

Nicki Newton, Newton Educational Consulting, USA In this new book from popular math consultant and bestselling author Dr. Nicki Newton, you’ll learn how to help students become more effective and confident problem solvers. Problem st solving is a necessary skill for the 21 century but can be overwhelming for both teachers and students. Dr. Newton shows how to make word problems more engaging and relatable, how to scaffold them and help students with math language, how to implement collaborative groups for problem solving, how to assess student progress, and much more. Routledge Market: Education January 2017: 254 x 178: 168pp Hb: 978-1-138-20641-0: £75.00 Pb: 978-1-138-20644-1: £19.99 eBook: 978-1-315-46505-0 * For full contents and more information, visit: www.routledge.com/9781138206441

This thought-provoking text provides trainee teachers with an essential exploration of the issues and challenges involved in mobile learning initiatives. With key topics including cyberbullying, social media, sustainability and ethics, each chapter takes an in-depth look at the use of personal technology in formal learning situations. Clear, supportive text is richly illustrated by vignettes from a variety of international case studies and projected future scenarios, as well as practical tasks to try out in class. A helpful guide to assessing mobile learning is also included, examining the challenges involved in capturing and recording creative work, both inside and outside the classroom. Routledge Market: Education September 2017: 246x174: 200pp Hb: 978-1-138-69071-4: £95.00 Pb: 978-1-138-69072-1: £26.99 eBook: 978-1-315-53677-4 * For full contents and more information, visit: www.routledge.com/9781138690721

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Pedagogy for Creative Problem Solving

Putting Process Drama into Action

Peter Merrotsy, University of Western Australia

The Dynamics of Practice

Pedagogy for Creative Problem Solving provides students and practicing teachers with a solid, research-based framework for understanding creative problem solving and its related pedagogy. This book introduces key concepts and developments in the theory, research and practice of creative problem solving, suggests techniques and strategies for classroom settings, examines three pedagogical ideas fundamental to creative problem solving, and presents a model of pedagogy for creative problem solving.

Pamela Bowell, Bishop Grosseteste University, UK and Brian S. Heap, University of the West Indies, Trinidad and Tobago

Routledge Market: Education/Theory May 2017: 234x156: 256pp Hb: 978-1-138-70425-1: £90.00 Pb: 978-1-138-70465-7: £29.99 eBook: 978-1-315-19801-9 * For full contents and more information, visit: www.routledge.com/9781138704657

Process Drama in Action provides a clear and accessible analysis of the best practice when using process drama to support teachers in creating creative partnerships with their students. It provides a detailed analysis of roles of actor, director, playwright that the teacher must adopt in order to develop the skills and knowledge necessary to deliver a complete process drama experience. Addressing the dynamic nature of process drama, it links a clear and rigorous explanation of the theory of process drama to practice using detailed examples from the authors’ international and cross-cultural practice to demonstrate how an effective process drama operates. Routledge Market: Education / Drama May 2017: 246x174: 158pp Hb: 978-1-138-85845-9: £95.00 Pb: 978-1-138-85846-6: £24.99 eBook: 978-1-315-71797-5 * For full contents and more information, visit: www.routledge.com/9781138858466

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4 Volume Set

Progressive Reading Education in America

Reading

Teaching Toward Social Justice Patrick Shannon, Pennsylvania State University, USA Through first hand accounts of classroom practices, this book ties 130 years of progressive education to social justice work. Its goals are to show that there are viable and worthy alternatives to the current version of "doing school"; to provide evidence of how progressive teachers have accommodated expanding notions of social justice across time; and to build coalitions around social justice work among advocates of differing but complementary theories and practices of literacy work. Progressive reading education has been and remains key to achieving these goals. Over 100 teacher stories invite readers to join the struggle to continue the pursuit of a just democracy in America. Routledge Market: Literacy/Progressive Education May 2017: 229 x 152: 152pp Hb: 978-1-138-74233-8: £95.00 Pb: 978-1-138-74235-2: £26.99 eBook: 978-1-315-18239-1 * For full contents and more information, visit: www.routledge.com/9781138742352

Edited by Rona F. Flippo, University of Massachusetts, Boston, USA Series: Major Themes in Education In the words of one academic, reading is ‘an important gateway to personal development, and to social, economic, and civic life’. Moreover, according to the International Reading Association, twenty-first-century adults ‘will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives.’ With comprehensive introductions to each volume, newly written by the editor, Rona Flippo, Reading is an essential work of reference. It is destined to be valued by literacy specialists and scholars working in related areas—as well as by educational policy-makers and professionals—as a vital one-stop research tool. Routledge Market: Reading/Literacy February 2017: 234x156: 1670pp Hb: 978-1-138-01894-5: £900.00 * For full contents and more information, visit: www.routledge.com/9781138018945

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Provoking Curriculum Studies

Reconceptualizing Study in Educational Discourse and Practice

Strong Poetry and Arts of the Possible in Education Edited by Nicholas Ng-a-Fook, University of Ottawa, Canada, Awad Ibrahim, University of Ottawa, Canada and Giuliano Reis, University of Ottawa, Canada Series: Studies in Curriculum Theory Series Provoking Curriculum Studies pushes forward a strong reading of the theoretical and methodological innovations taking place within curriculum studies research. Conceptualizing scholars as poets and the potential of the poetic in education, the contributors draw on poetic inquiry, psychoanalysis, phenomenology, life writing, and several types of arts-based research methodologies to offer a framework for doing curriculum work at the intersection of the arts, social theory, and curriculum studies. Readers are urged to imagine alternative ways not only to engage with but to disrupt, blur, and complicate curriculum theory across interdisciplinary topographies. Routledge Market: Education/Curriculum Theory December 2016: 229x152: 284pp Hb: 978-1-138-82774-5: £100.00 Pb: 978-1-138-82775-2: £34.99 eBook: 978-1-315-73862-8 * For full contents and more information, visit: www.routledge.com/9781138827752

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Edited by Claudia W. Ruitenberg, Department of Educational Studies, University of British Columbia, Canada. Series: Studies in Curriculum Theory Series Addressing studying as a distinct educational concept and phenomenon in its own right, this volume considers study and studying from a range of perspectives. Countering dominant educational discourses, which place heavy emphasis on learning and instruction, the contributors explore questions such as: What does it mean to study something? How is studying something different from being taught about it, or learning something about it? What does the difficulty demanded by study mean for the one who studies and for the teacher? What mode of existence does study induce? The book highlights the significance of study not only, or even primarily, for its educational outcome, but as a human activity. Routledge Market: Education/Curriculum Theory April 2017: 229 x 152: 208pp Hb: 978-1-138-11965-9: £95.00 eBook: 978-1-315-65221-4 * For full contents and more information, visit: www.routledge.com/9781138119659

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Re-Designing Teacher Education for Culturally and Linguistically Diverse Students

Social Studies Education and Everyday Empire

A Critical-Ecological Approach

Dolores Calderón, University of Utah, USA

Edited by Ana Christina da Silva Iddings Series: Routledge Research in Teacher Education Through a critical-ecological lens, this book explores a comprehensive and ecological re-design of a teacher education program grounded in research on the complex factors that affect the teaching and learning of linguistically and culturally diverse children. Chapter authors challenge hegemonic cultural and linguistic norms, quantitative and static views of "resources," the impact of U.S. education policy, and the limited attention to the agency, identities, and strategic actions of diverse students and their families. Routledge Market: Education December 2016: 229 x 152: 196pp Hb: 978-1-138-21744-7: £95.00 eBook: 978-1-315-44048-4 * For full contents and more information, visit: www.routledge.com/9781138217447

Settler Colonial Education in the United States Social Studies Education and Everyday Empire exposes the ways in which U.S. settler colonial ideology is manifested through social studies curriculum and textbooks through the misrepresentation of Indigenous peoples. In each chapter, the author addresses one of the stereotypical and racist tropes which are deeply ingrained in U.S. social studies education, reveals its implications for Indigenous land practices and sovereignty, and offers pedagogical ideas and practices to begin to undo the misconceptions. Finally, Calderon considers the ways in which new pedagogies can influence education theory, policy, and practices to counteract ignorance regarding the Indigenous peoples of the U.S. Routledge Market: Education November 2017 Hb: 978-1-138-12173-7: £90.00 Pb: 978-1-138-12174-4: £29.99 eBook: 978-1-315-65079-1 * For full contents and more information, visit: www.routledge.com/9781138121744

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Reframing Science Teaching and Learning

Sound Curriculum

Students and Educators Co-developing Science Practices In and Out of School

Sonic Studies in Educational Theory, Method, and Practice

Edited by David Stroupe Series: Teaching and Learning in Science Series Responding to recent reform efforts, such as the Next Generation Science Standards, which call for students to learn science practices, this book proposes a conceptual reframing of the roles of teachers and students in formal and informal science learning settings. Inviting the field to examine the state of "science practice," it provides concrete examples and specific, actionable suggestions for teachers and other educators in both elementary and secondary learning sites of how students, supported by the actions of educators, take on new roles, shifting from passive recipients of information to active participants in conceptual, social, epistemic and material features of science work.

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Walter S. Gershon Series: Studies in Curriculum Theory Series One of the first formal works to address the burgeoning field of sound studies, this book attends not only to theoretical and empirical examinations but also to methodological and philosophical considerations at the intersection of sound and education. It theoretically advances the rapidly expanding field of sound studies and simultaneously deepens educational understandings across the educational sub fields of curriculum studies and foundations of education. Routledge Market: Music Education/Curriculum Studies June 2017: 229 x 152: 256pp Hb: 978-1-138-69209-1: £95.00 eBook: 978-1-315-53313-1 * For full contents and more information, visit: www.routledge.com/9781138692091

Routledge Market: Science Education February 2017: 229 x 152: 180pp Hb: 978-1-138-19405-2: £95.00 Pb: 978-1-138-19406-9: £29.99 eBook: 978-1-315-63903-1 * For full contents and more information, visit: www.routledge.com/9781138194069

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4th Edition • TEXTBOOK • NEW EDITION

Science Education

Starting Drama Teaching

Learning to construct a new world

Mike Fleming, University of Durham, UK

Michael J. Reiss, UCL Institute of Education, UK. Series: Foundations and Futures of Education There is an urgent need for science education, both inside and outside of schools, to recapture a vision of how we can understand the natural world, and how we should wisely and considerately make use of that knowledge. This book provides a unified framework for understanding the scope, purpose and pedagogies of science education in the settings of school, out-of-school, further education, higher education and lifelong learning. It critically examines present assumptions about science education, and shows how science education can engage with learners, of whatever age, drawing upon key examples to illustrate its points. Routledge Market: Science Education September 2017: 234x156: 224pp Hb: 978-0-415-60357-7: £90.00 Pb: 978-0-415-60358-4: £31.99 * For full contents and more information, visit: www.routledge.com/9780415603584

Why teach drama? How can a newcomer teach drama successfully? How do we recognise quality in drama? Starting Drama Teaching is a comprehensive guide to the teaching of drama in schools. Exploring the aims and purposes of drama, it provides an insight into the theoretical perspectives that underpin practice alongside activities, example lesson plans and approaches to planning. Written in an accessible style, the book addresses such practical issues as setting up role play, how to inject depth into group drama, working with text, teaching playwriting, as well as common problems that arise in the drama classroom and how to avoid them. Routledge Market: Education/Drama June 2017: 246x174: 208pp Hb: 978-1-138-20796-7: £95.00 Pb: 978-1-138-20797-4: £24.99 eBook: 978-1-315-46057-4 Prev. Ed Pb: 978-0-415-60134-4 * For full contents and more information, visit: www.routledge.com/9781138207974

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Students, Places, and Identities in English and the Arts

Taking Design Thinking to School

Creative spaces in education

How the Technology of Design Can Transform Teachers, Learners, and Classrooms Edited by Shelley Goldman, Stanford University, USA and Zaza Kabayadondo, Stanford University, USA

Edited by DAVID STEVENS and Karen Lockney Series: National Association for the Teaching of English (NATE)

Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms uses an action-oriented approach to reframing K-12 teaching and learning, examining interventions that open up dialogue about when and where learning, growth and empowerment can be triggered. Through a series of case studies that explore such tensions, the authors demonstrate that design thinking provides students with the agency and compassion necessary for doing creative and collaborative work, both in and out of the classroom. A vital resource for researchers, practitioners, and policymakers, this book brings together some of the most innovative work in

In an age when national identities are a subject of popular debate, along with issues of place in relation to immigration, displacement and mobility, it is particularly important that schools are supported in their reflections on how to best respond to such pertinent issues in their daily practice.This book studies theways in which teachers can work with places and identities in English and related expressive arts to create a rich experience for students in schools. A team of carefully selected contributors present and critically explore diverse contexts and viewpoints linked to provide a book that is a crucial read to practising teachers, teacher educators, and training teachers. Routledge Market: Education August 2017: 246x174: 250pp Hb: 978-1-138-69454-5: £95.00 Pb: 978-1-138-69455-2: £29.99 eBook: 978-1-315-52801-4 * For full contents and more information, visit: www.routledge.com/9781138694552

design pedagogy. Routledge Market: Education / Technology November 2016: 229 x 152: 238pp Hb: 978-1-138-10099-2: £90.00 Pb: 978-1-138-10100-5: £29.99 eBook: 978-1-315-65728-8 * For full contents and more information, visit: www.routledge.com/9781138101005

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Studies in Science Education in the Asia-Pacific Region

Teaching and Learning about Climate Change

Edited by May May Hung Cheng, The Hong Kong Institute of Education, Hong Kong and Alister Jones, University of Waikato, New Zealand Series: Routledge Research in Education

Edited by Daniel P. Shepardson, Anita Roychoudhury and Andrew S. Hirsch

A good number of nations in the Asia Pacific have started to invest huge resources in innovating and reforming their education systems so as to nurture and prepare more globally competitive future generations. There are focused efforts on science curriculum reform to develop students’ scientific literacy. Corresponding to the emergence of this new objective, considerable changes have taken place in the content and methods of science teaching. In this context of science literacy promotion, this book provides a survey of the diversity of science education in the Asia Pacific region.

A Framework for Educators Responding to the issues and challenges of teaching and learning about climate change from a science education-based perspective, this book is designed to serve as an aid for educators as they strive to incorporate the topic into their classes. The unique discussion of these issues is drawn from the perspectives of leading and international scholars in the field. The book is structured around three themes: theoretical, philosophical, and conceptual frameworks for climate change education and research; research on teaching and learning about global warming and climate change; and approaches to professional development and classroom practice.

Routledge Market: Education September 2017: 234x156: 224pp Hb: 978-1-138-85884-8: £95.00 * For full contents and more information, visit: www.routledge.com/9781138858848

Routledge Market: Climate Change Education/Science Education February 2017: 229 x 152: 260pp Hb: 978-1-138-64261-4: £95.00 Pb: 978-1-138-64262-1: £29.99 eBook: 978-1-315-62984-1 * For full contents and more information, visit: www.routledge.com/9781138642621

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Supporting K-12 English Language Learners in Science

Teaching Climate Change to Adolescents

Putting Research into Teaching Practice Edited by Cory Buxton and Martha Allexsaht-Snider Series: Teaching and Learning in Science Series The contribution of this book is to synthesize important common themes and to highlight unique features, findings, and lessons learned from three systematic, ongoing research and professional learning projects for supporting English learners in science. Each project, based in a different region of the U.S. and focused on different age ranges and/or target populations, actively grapples with the linguistic implications of the three-dimensional learning required by the Framework for K-12 Science Education and the Next Generation Science Standards. Research-based recommendations to improve the teaching of science to ELLs and suggestions to put these ideas into classroom practice are provided. Routledge Market: Science Education/English Language Learners November 2016: 229 x 152: 250pp Hb: 978-1-138-96118-0: £95.00 Pb: 978-1-138-96119-7: £31.99 eBook: 978-1-315-65993-0 * For full contents and more information, visit: www.routledge.com/9781138961197

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Reading, Writing, and Making a Difference Richard Beach, University of Minnesota, USA, Jeff Share, Teacher Education Faculty Advisor, University of California Los Angeles, USA and Allen Webb, Professor of English Education and Postcolonial Studies at Western Michigan University, USA THE essential resource for middle and high school English language arts teachers to help their students understand and address the urgent issues and challenges facing life on Earth today, this text features classroom activities written and used by teachers showing students posing questions, engaging in argumentative reading and writing and critical analysis, interpreting portrayals of climate change in literature and media, and adopting advocacy stances to promote change. Routledge Market: Literacy Education/Teaching Climate Change May 2017: 254 x 178: 168pp Hb: 978-1-138-24524-2: £95.00 Pb: 978-1-138-24525-9: £19.99 eBook: 978-1-315-27630-4 * For full contents and more information, visit: www.routledge.com/9781138245259

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CURRICULUM STUDIES 2nd Edition • TEXTBOOK • NEW EDITION

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Teaching History Creatively

Teaching Music Differently

Edited by Hilary Cooper, University of Cumbria, UK. Series: Learning to Teach in the Primary School Series Teaching History Creatively introduces teachers to the wealth of available approaches to historical enquiry, ensuring creative, effective learning. Under-pinned by theory and research, it offers informed and practical support, illustrated throughout by examples of children’s work. Key themes addressed include investigating sources: archaeology, visits and time capsules, using archives in your own research project, becoming historical agents and history detectives, drama for exploring events, myths and legends, and communicating historical understanding creatively. This book is an essential purchase for any professional who wishes to embed creative approaches to teaching in their classroom. Routledge Market: Primary Education/ History November 2016: 246x174: 184pp Hb: 978-1-138-94905-8: £95.00 Pb: 978-1-138-94906-5: £22.99 eBook: 978-1-315-66932-8 Prev. Ed Pb: 978-0-415-69885-6 * For full contents and more information, visit: www.routledge.com/9781138949065

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Tim Cain, Edge Hill University, UK and Joanna Cursley, Feelance Researcher, UK This book offers a comprehensive exploration of teaching and learning in music, presenting a rich variety of pedagogical thinking and practice to inspire practitioners and policymakers. Containing seven carefully-researched case studies of pedagogy, each chapter focuses on a music teacher in a very different context, from primary and secondary schools, to a special school, community choir and a prison. They present a holistic understanding of music pedagogy and why teachers ‘do what they do’, grounded in real world practice and critical reflection, to show that pedagogies are shaped by social expectations, institutional cultures, and the hopes of both students and teachers. Routledge Market: Education/Music June 2017: 234x156: 232pp Hb: 978-1-138-69197-1: £95.00 Pb: 978-1-138-69198-8: £29.99 eBook: 978-1-315-53345-2 * For full contents and more information, visit: www.routledge.com/9781138691988

2nd Edition • TEXTBOOK • NEW EDITION

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Teaching History with Museums

Teaching Powerful Primary Geography

Strategies for K-12 Social Studies

Anne M. Dolan, University of Limerick, Republic of Ireland.

Alan S. Marcus, University of Connecticut, USA, Jeremy D. Stoddard, College of William & Mary, USA and Walter W. Woodward, University of Connecticut, USA

Teaching Powerful Primary Geography develops teachers’ geographical imaginations and enables children to learn about the world, their place in it, and how to interact with it both confidently and competently. Using an evidence-based approach, with an emphasis on critical and investigative skills, the book explores how geography can be taught powerfully and meaningfully. A wealth of practical examples are woven throughout to allow children to experience inspirational geography, encouraging curiosity, creativity, problem-solving skills and collaboration.

Teaching History with Museums provides an introduction and overview of the rich pedagogical power of museums and historic sites. With a collection of practical strategies and case studies, the authors provide educators with the tools needed to create successful learning experiences for students. The cases are designed to be adapted to any classroom, encouraging students to consider museums as historical accounts to be examined, questioned, and discussed. Routledge Market: Education April 2017: 229 x 152: 240pp Hb: 978-1-138-24248-7: £90.00 Pb: 978-1-138-24249-4: £26.99 eBook: 978-1-315-19480-6 Prev. Ed Pb: 978-0-415-89165-3 * For full contents and more information, visit: www.routledge.com/9781138242494

Routledge Market: Education/Primary Geography June 2017: 246x174: 176pp Hb: 978-1-138-22650-0: £95.00 Pb: 978-1-138-22651-7: £22.99 eBook: 978-1-315-39754-2 * For full contents and more information, visit: www.routledge.com/9781138226517

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Teaching Science Thinking

Teaching Music Creatively

Developing and Assessing Scientific Reasoning in the Classroom

Pam Burnard and Regina Murphy, St Patrick’s College, Dublin City University, Ireland Series: Learning to Teach in the Primary School Series

Christopher Moore

Teaching Music Creatively is packed with practical, innovative ideas for teaching music in a lively and creative way, together with the theory and background necessary to develop a comprehensive understanding of how to effectively deliver a creative music curriculum. Exploring research-informed teaching ideas, expert authorsoffer well-tested strategies for developing children’s musical creativity, knowledge, skills and understanding. Key topics covered include integration of music into the wider curriculum; composition, listening and notation; spontaneous music-making; group music and performance; the use of multimedia; musical play; cultural diversity; assessment and planning. Routledge Market: Primary Education / Music May 2017: 246x174: 176pp Hb: 978-1-138-18718-4: £95.00 Pb: 978-1-138-18720-7: £22.99 eBook: 978-1-315-64329-8 Prev. Ed Pb: 978-0-415-65606-1 * For full contents and more information, visit: www.routledge.com/9781138187207

Teach students to reason like scientists. This practical new book provides a clear framework for helping students develop scientific thinking so they are not just memorizing content but are becoming engaged in the real work scientists do. You’ll learn how to teach students to analyse scientific testing, to understand if something caused something else, and to understand the value of evidence. The book offers ideas for lesson plans and assessments and also features reproducible tools and handouts that you can use in the classroom immediately. Routledge Market: Education July 2017: 246x174 Hb: 978-1-138-23795-7: £75.00 Pb: 978-1-138-23796-4: £19.99 eBook: 978-1-315-29863-4 * For full contents and more information, visit: www.routledge.com/9781138237964

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CURRICULUM STUDIES 3rd Edition • TEXTBOOK • NEW EDITION

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Teaching Science to Every Child

The Flexible ELA Classroom

Using Culture as a Starting Point

Practical Tools for Differentiated Instruction in Grades 4-8

Edited by John Settlage, Sherry Southerland, Florida State University, USA, Lara K. Smetana, Pamela Lottero-Perdue and John Settlage This timely and practical text for prospective and practicing elementary and middle school science combines a valuable framework to support the science learning of every student and practical strategies supported by current research. Using culture as a starting point and connecting it to effective instructional approaches, particular emphasis is given to making science accessible to students who are typically pushed to the fringe – especially students of color and English language learners. The Third Edition featuresnew material related to the Next Generation Science Standards, a new chapter on Engineering, new research and practices specific to ELLs, and an updated Companion Website. Routledge Market: Education August 2017: 254 x 178 Hb: 978-1-138-11895-9: £90.00 Pb: 978-1-138-11896-6: £37.99 eBook: 978-1-315-65251-1 * For full contents and more information, visit: www.routledge.com/9781138118966

Amber Chandler, Frontier Central School District, USA Find out how to differentiate your middle school ELA instruction so that all students can become better readers, writers, and critical thinkers. Amber Chandler shows how you can adjust your lessons to suit different learning needs while still meeting state standards and keeping your students accountable. She provides helpful tools and strategies ranging from easy options to deeper-integration ideas that will reshape your classroom as a flexible, personalized learning environment. Bonus: downloadable versions of some of the rubrics and handouts are available on the Routledge website. Also, check out the book’s website, doyoudifferentiate.com, for additional articles and strategies. Routledge Market: Education October 2016: 246x174: 138pp Hb: 978-1-138-68103-3: £75.00 Pb: 978-1-138-68104-0: £19.99 eBook: 978-1-315-56423-4 * For full contents and more information, visit: www.routledge.com/9781138681040

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Technology Acceptance in Education

The Learning and Teaching of Calculus

A cultural studies contribution

Patrick Thompson, Arizona State University, USA, Guershon Harel, University of California, San Diego and Mike Thomas, The University of Auckland Series: IMPACT: Interweaving Mathematics Pedagogy and Content for Teaching

Caroline Stockman, University of Winchester, UK Series: Routledge Research in Education The process of integrating technology into education often overlooks that technology is a sign. It is not a neutral message conveyor, but rather a material artefact placed into a context inevitably subject to culture. In order to explore this further, Technology Acceptance in Education brings together two academic domains which diverge in many ways: cultural studies and technology acceptance studies. Using empirical data gathered amongst teachers based in England, technology acceptance is revisited as an issue of cultural negotiation and Stockman's conclusions provide a vitally important insight into how technology can be successfully integrated into education. Routledge Market: Education/Cultural studies July 2017: 234x156 Hb: 978-1-138-22653-1: £105.00 eBook: 978-1-315-39746-7 * For full contents and more information, visit: www.routledge.com/9781138226531

The Teaching and Learning of Calculus offers a fresh perspective on the challenges and difficulties of effectively engaging students. The authors argue convincingly that many of the difficulties in learning calculus result from ways students understand, or fail to understand, fundamental mathematical concepts in primary and early secondary school and offer alternative ways of understanding and thinking about early mathematics concepts that have natural extensions to learning calculus. Routledge Market: Educational Research / Mathematics June 2017: 234x156: 204pp Hb: 978-0-415-83106-2: £95.00 Pb: 978-0-415-83107-9: £26.99 * For full contents and more information, visit: www.routledge.com/9780415831079

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The Achievement Gap in Reading

The Learning and Teaching of Geometry in Secondary Schools

Complex Causes, Persistent Issues, Possible Solutions Edited by Rosalind Horowitz, The University of Texas—San Antonio, USA and S. Jay Samuels, The University of Minnesota—Twin Cities, USA In this volume, prominent scholars address educational and reading research from varied perspectives and discuss what it will take to close the achievement gap. These experts examine factors that contribute to in-school student achievement but which are also heavily influenced by out-of-school factors such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. This conceptualization of the achievement gap is a significant contribution to the field. Routledge Market: Education/Reading Achievement Gap April 2017: 229 x 152: 256pp Hb: 978-1-138-01878-5: £95.00 Pb: 978-1-138-01879-2: £29.99 eBook: 978-1-315-77952-2 * For full contents and more information, visit: www.routledge.com/9781138018792

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A Modeling Perspective Pat Herbst, The University of Michigan, USA, Taro Fujita, The University of Exeter, UK, Stefan Halverscheid, Georg- August University Göttingen, Germany and Michael Weiss, The University of Michigan, USA Series: IMPACT: Interweaving Mathematics Pedagogy and Content for Teaching The Teaching and Learning of Geometry provides an initial consideration of these questions and a primer for teachers and young scholars to get involved in addressing them. Geometry has long been a mainstay of the secondary school curriculum internationally, charged with the responsibility of introducing students to the practices of theoretical mathematics. This book provides a pedagogical framework for the teaching and learning of geometry grounded in theory and research. It can support teacher preparation and professional development, and orient classroom research by teachers and development efforts directed to teachers. Routledge Market: Education / Mathematics March 2017: 234x156: 248pp Hb: 978-0-415-85690-4: £95.00 Pb: 978-0-415-85691-1: £29.99 eBook: 978-1-315-26759-3 * For full contents and more information, visit: www.routledge.com/9780415856911

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2nd Edition • NEW EDITION

The Literacy Coaching Handbook

The Really Useful Physical Education Book

Working With Teachers to Increase Student Achievement

Learning and teaching across the 11-16 age range

Diana Sisson, Sisson & Sisson Educational Consulting Services LLC, USA and Betsy Sisson, Sisson & Sisson Educational Consulting Services LLC, USA Learn how to become a more effective literacy coach to ensure lasting changes in teaching and learning at your school. Literacy experts Diana and Betsy Sisson offer clear, research-based strategies that encourage professional development and growth. Each chapter contains special features such as Coaching Moves and Coaching Questions to help you apply the information to your own situation. In addition, an appendix offers photocopiable PD tools and study guide questions so you can discuss the ideas with others. With this practical book, you'll have all the guidance you need to tackle challenges and thrive in your coaching role. Routledge Market: Education February 2017: 246x174: 150pp Hb: 978-1-138-69259-6: £75.00 Pb: 978-1-138-69260-2: £19.99 eBook: 978-1-315-53197-7 * For full contents and more information, visit: www.routledge.com/9781138692602

Edited by Gary Stidder, University of Brighton, UK and Sid Hayes, University of Brighton, UK Series: The Really Useful Fully updated in line with the National Curriculum and with a renewed focus on secondary school learning and teaching, The Really Useful Physical Education Book offers crucial guidance and practical ideas for effective and imaginative lessons. Underpinned by easy-to-understand theory and with an emphasis on inclusive physical education for all, each chapter presents a wide range of high quality lessons, alongside engaging teaching examples and methodologies. An ‘A list’ of exciting physical activities are included, ranging from the artistic and athletic, to the more adventurous and alternative, offering essential support and advice for both trainee and practising teachers. Routledge Market: Education/Physical Education November 2016: 297x210: 270pp Hb: 978-1-138-18714-6: £95.00 Pb: 978-1-138-18715-3: £24.99 eBook: 978-1-315-64333-5 Prev. Ed Pb: 978-0-415-49827-2 * For full contents and more information, visit: www.routledge.com/9781138187153

2nd Edition • TEXTBOOK • NEW EDITION

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The Mathematics That Every Secondary School Math Teacher Needs to Know, 2nd Edition

The Space and Practice of Reading A Case Study of Reading and Social Class in Singapore Chin Ee Loh, National Institute of Education, Singapore Series: Routledge Research in Language Education

Alan Sultan, Queens College/ City University of New York, USA and Alice F. Artzt, Queens College/ City University New York, USA Series: Studies in Mathematical Thinking and Learning Series

Mirroring worldwide debates on social class, literacy rates, and social change, this study explores the intersection between reading politics and social class in Singapore, one of the top scorers on the PISA tests, and questions the rhetoric of social change that does not take into account local spaces. Moving beyond research on reading practices that have until now focused mostly on Western contexts, this comparative study of reading practices in Singapore, brings a fresh theoretical approach to the study of reading practices by mobilizing critical spatial theory and unearths previously unacknowledged spaces of (in)equity in reading practices and reconfiguring these spaces

Bridging the gap between the mathematics learned in college and the mathematics taught in secondary schools, this unique text and resource is designed to help preservice and in-service teachers gain the knowledge they need to engage their students in learning mathematics in a multifaceted way that is interesting, developmental, connected, deep, understandable, and often, surprising and entertaining. Six content strands are covered: Number and Quantity, Algebra, Functions, Modeling, Geometry, and Statistics and Probability. Written in an informal, clear, and interactive learner-centered style, the text includes helpful pedagogical features. Routledge Market: Mathematics Education October 2017 Hb: 978-1-138-22860-3: £130.00 Pb: 978-1-138-22861-0: £65.99 eBook: 978-1-315-39190-8 Prev. Ed Pb: 978-0-415-99413-2 * For full contents and more information, visit: www.routledge.com/9781138228610

for intervention. Routledge Market: Education May 2017: 234x156: 152pp Hb: 978-1-138-91850-4: £90.00 eBook: 978-1-315-68845-9 * For full contents and more information, visit: www.routledge.com/9781138918504

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The Multimedia Writing Toolkit

Passionate Readers

Helping Students Incorporate Graphics and Videos for Authentic Purposes, Grades 3–8 Sean Ruday, Longwood University, USA The Multimedia Writing Toolkit demonstrates how, by drawing on students’ interest in and familiarity with technology, you can integrate multimedia to maximize the potential of writing instruction. In eight concise chapters, author Sean Ruday identifies and describes simple, common forms of multimedia that upper-elementary and middle school students can use to improve their argument, informational, and narrative writing and critical thinking.

Routledge Market: Education November 2016: 254 x 178: 126pp Hb: 978-1-138-20010-4: £75.00 Pb: 978-1-138-20011-1: £19.99 eBook: 978-1-315-51521-2 * For full contents and more information, visit: www.routledge.com/9781138200111

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Pernille Ripp, Global Read Aloud, USA With this practical how-to guide, you’ll learn how to incorporate student blogging into your K-8 classroom. Many students struggle with writing assignments because they aren’t interested in the topics or don’t like having to respond to a specific prompt. Blogging allows students to explore their interests through meaningful, passion-driven writing, and this book offers you everything you need to get students started! Author Pernille Ripp explains how to choose a blogging platform, design fun blogging activities and challenges, get your students involved in global collaboration, teach Internet safety, and more! Suggested topics and ideas are included for each grade level. Routledge Market: Education July 2017: 120pp Hb: 978-1-138-95863-0: £75.00 Pb: 978-1-138-95864-7: £19.99 eBook: 978-1-315-66113-1 * For full contents and more information, visit: www.routledge.com/9781138958647

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Theorizing Teaching and Learning in Asia and Europe

Wordtamer

A Conversation between Chinese Curriculum and European Didactics

Judy Waite, University of Winchester, UK.

Edited by John Chi-Kin Lee, The Education University of Hong Kong, Hong Kong and Kerry J. Kennedy, The Education University of Hong Kong, Hong Kong Series: Asia-Europe Education Dialogue This book seeks to add new voices to the debate representing ideas and traditions from a different part of the world. The focus is on Chinese curriculum thinking that has passed through a number of stages and currently represents a blend of some aspects of the American tradition and Chinese cultural traditions. How does Chinese thinking about curriculum, teaching and learning resonate with European didactic traditions and what are the implications for theorizing an expanded field of curriculum studies? Routledge Market: Education April 2017: 234x156: 336pp Hb: 978-1-138-80599-6: £105.00 eBook: 978-1-315-75190-0 * For full contents and more information, visit: www.routledge.com/9781138805996

Activities to inspire creative thinking and writing at KS2 Wordtamer offers an exciting collection of creative activities and guided writing workshop ideas to motivate and engage your students. Each tried-and-tested template provides a clear step-by-step approach, with the flexibility to adapt or amend it to suit specific group sizes and teaching needs. With visual and kinaesthetic examples to engage reluctant writers, each activity revisits and consolidates skills to inspire and encourage enriched, complex and detailed responses. Wordtamer is a must-read for teachers looking to improve and develop their teaching styles and to improve children’s writing, through a range of innovative and interactive activities. Routledge Market: Education August 2017: 297x210: 200pp Hb: 978-1-138-69457-6: £95.00 Pb: 978-1-138-69460-6: £24.99 eBook: 978-1-315-52797-0 * For full contents and more information, visit: www.routledge.com/9781138694606

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Transformative Learning and Teaching in Physical Education Edited by Malcolm Thorburn, The University of Edinburgh, UK Series: Routledge Research in Education With contributions from experts in the multidisciplinary field of physical education, this book provides societal, theoretical, school and practice perspectives on learning and teaching. Covering each of the four perspectives and drawing on examples from across the Anglophone world to support their findings, chapters use evidence-based research to critically analyse and discuss vital learning and teaching issues and points of contestation associated with present-day physical education. By incorporating and merging ideas from practice and theory, the proposed book engages with a broad range of issues and concerns which are pertinent at various levels to the future of physical education. Routledge Market: Education/Sport April 2017: 234x156: 232pp Hb: 978-1-138-65018-3: £105.00 eBook: 978-1-315-62549-2 * For full contents and more information, visit: www.routledge.com/9781138650183

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Why Reading Books Still Matters The Power of Literature in Digital Times Martha C Pennington and Robert Waxler Bringing together strands of public discourse about valuing personal achievement at the expense of social values and the impacts of global capitalism, mass media, and digital culture on the lives of children, this book challenges the potential of science and business to solve the world’s problems without a complementary emphasis on social values. The selection of literary works discussed illustrates the power of literature and human arts to instill such values and foster change. The book provides a valuable foundation for the field of literacy education by providing knowledge and about the importance of language and literature that educators can use in their own teaching and advocacy work. Routledge Market: Education/Literature June 2017: 264pp Hb: 978-1-138-62973-8: £95.00 Pb: 978-1-138-62975-2: £29.99 eBook: 978-1-315-21024-7 * For full contents and more information, visit: www.routledge.com/9781138629752

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A Semiotic Analysis of Young Children's Dance-play

Autoethnographical Studies in Early Childhood Education

Jan Deans, University of Melbourne, Australia and Susan Wright, University of Melbourne, Australia Series: Routledge Research in Early Childhood Education Young Children Learning through Dance-play investigates four- and five-year-old children’s learning through dance and drawing telling. Seven dance-play stories are presented in the book and Deans and Wright locate these in a deep and rich theoretical framework, where embodied thinking, semiotic meaning making and empathetic relational connections are used to exemplify the power of dance and drawing to support sophisticated levels of embodied thinking, artistic meaning-making and empathetic relationship building. This book aims to enliven thinking about the extraordinary capacities of young children’s thinking, creating and relating as they engage with dance, drawing and narration. Routledge Market: Education/Dance September 2017: 234x156 Hb: 978-1-138-67645-9: £105.00 eBook: 978-1-315-56006-9 * For full contents and more information, visit: www.routledge.com/9781138676459

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Understanding and caring for the wellbeing of young children Elizabeth Henderson This insightful book examines the purpose and methodology of autoethnography in early childhood settings, covering issues such as the gendered notion of caring, children’s voices, inclusion, emotional labour, poverty and risk. By challenging the perception of what it means to be an early years practitioner and researcher it uses narratives to offer a creative and scholarly insight into dilemmas faced by those working in early childhood settings. It will valuable for researchers postgraduate students and other academics in early childhood education seeking to give expression to their voices through ethnographic methodologies in qualitative research. Routledge Market: Education/Early Childhood/Autoethnography September 2017: 234x156: 160pp Hb: 978-1-138-73522-4: £90.00 Pb: 978-1-138-73523-1: £29.99 eBook: 978-1-315-18668-9 * For full contents and more information, visit: www.routledge.com/9781138735231

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An Interdisciplinary Approach to Early Childhood Education and Care

Brain Research and Childhood Education

Perspectives from Australia

Doris L. Bergen, Miami University of Ohio, USA and Michael Woodin, Miami University, USA

Susanne Garvis, University of Gothenberg, Sweden and Matthew Manning, The Australian National University, Australia Series: Routledge Research in Early Childhood Education This book explores early childhood education and care in Australia from a variety of perspectives, highlighting the complexity of working within the field and the need for a truly interdisciplinary approach. It argues that only a holistic understanding of each perspective will allow a clear future for early childhood education within Australia, and that all government parties should provide better outcomes around policy and provision to ensure the support and development of the sector. Routledge Market: Education February 2017: 234x156: 160pp Hb: 978-1-138-94339-1: £105.00 eBook: 978-1-315-67248-9 * For full contents and more information, visit: www.routledge.com/9781138943391

Implications for Educators, Parents, and Society

Brain Research and Childhood Education provides teacher educators, education students (both in regular and special education programs), school psychologists, practicing teachers, and school leaders with a brief, readable distillation of the most up-to-date research on brain development and how it relates to optimum teaching practice in childhood and adolescence. This accessible reference uses cases to further illustrate how studies on brain development and various learning processes have implications for educators and psychologists as they strive to enhance children’s cognitive, social, emotional, and academic learning opportunities. Routledge Market: Education January 2017: 216 x 140: 160pp Hb: 978-1-138-20637-3: £45.00 eBook: 978-1-315-46517-3 * For full contents and more information, visit: www.routledge.com/9781138206373

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2nd Edition • NEW EDITION

Anti-Bias Education in the Early Childhood Classroom

Child-Initiated Play and Learning

Hand in Hand, Step by Step

Edited by Annie Woods, Annie Woods has recently retired from her post as senior lecturer in early years at Nottingham Trent University, UK

Katie Kissinger, Columbia Gorge Community College, USA Anti-Bias Education in the Early Childhood Classroom provides a useful, clearly outlined guide for implementing anti-bias and anti-oppression practices in early childhood education settings. Throughout the book, you’ll find: Stories from the field; strategies for keeping teaching practices in touch with growing social justice movements; tasks and questions to spark your professional growth in this important area Katie Kissinger uses her personal experience as a longtime educator to highlight both the challenges and the potential for transformative learning in the anti-bias classroom, and gives other teachers the tools they need to create classrooms that welcome all students and families. Routledge Market: Education March 2017: 229 x 152: 200pp Hb: 978-1-138-65158-6: £90.00 Pb: 978-1-138-65159-3: £21.99 eBook: 978-1-315-62471-6 * For full contents and more information, visit: www.routledge.com/9781138651593

Planning for possibilities in the early years

Child Initiated Play and Learning shows how a creative approach that allows for spontaneous adventures in play through child-led projects and full use of indoor and outdoor materials and space leads to rich learning experiences that build on children’s own interests. This second edition has been updated in light of policy and curriculum changes and features new material to help practitioners make informed decisions around digital technology and how children engage with it. Including scenarios and reflective questions, it will give you the confidence to adopt a flexible approach to planning that will better meet the needs of the children in your care. Routledge Market: Education / Early Years January 2017: 246x174: 144pp Hb: 978-1-138-68818-6: £95.00 Pb: 978-1-138-68819-3: £21.99 eBook: 978-1-315-54196-9 Prev. Ed Pb: 978-0-415-63465-6 * For full contents and more information, visit: www.routledge.com/9781138688193

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Contemporary Issues in Early Childhood Education in Germany

Documentation and Inquiry in the Early Childhood Classroom

Edited by Wilfried Smidt, University of Innsbruck, Austria

Research Stories from Urban Centers and Schools

It is important to investigate factors that pertain to the provision of a high-quality education and high-quality care for young children. This book focuses on three topics presently under debate: the professionalization of pedagogues working in the field of early childhood education; the quality of education and care provided by families and preschools; and the promotion of children from socio-economically disadvantaged families. This book was originally published as a special issue of Early Child Development and Care.

Edited by Linda R. Kroll, Mills College, USA and Daniel R. Meier, San Francisco State University, USA

Routledge Market: Early Years Education / Professional Development March 2017: 246x174: 224pp Hb: 978-1-138-68649-6: £90.00 * For full contents and more information, visit: www.routledge.com/9781138686496

Documentation and Inquiry in the Early Childhood Classroom explores teacher inquiry, reflection, and research and the documentation of these processes within a variety of school sites and models. Compiling underrepresented inquiry stories from practicing teachers in early childhood (0-5) classrooms in the San Francisco Bay Area, this book highlights the power of the community in supporting professional development for early childhood instructors and the education of young children. Important elements addressed include teacher learning, children’s curricula, parent and community communication, and equity and social justice for teachers, children, and families. Routledge Market: Education September 2017: 229 x 152: 160pp Hb: 978-1-138-20642-7: £90.00 Pb: 978-1-138-20643-4: £29.99 eBook: 978-1-315-46501-2 * For full contents and more information, visit: www.routledge.com/9781138206434

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2nd Edition • TEXTBOOK • NEW EDITION

Developing Natural Curiosity Through Project-Based Learning

Early Childhood Studies Principles and Practice Jane Johnston, Lindy Nahmad-Williams, Ruby Oates and Val Wood

Five Strategies for the PreK-3 Classroom Dayna Laur, Laur Educational Consulting, USA and Jill Ackers, Dallas Spanish House, USA Developing Natural Curiosity Through Project-Based Learning is a practical guide that provides step-by-step instructions for PreK-3 teachers interested in embedding project-based learning (PBL) into their daily classroom routine. The book spells out the five steps teachers can use to create authentic PBL challenges for their learners and illustrates exactly what that looks like in an early childhood classroom. Authentic project based learning experiences engage children in the mastery of 21st-century skills and state standards to empower them as learners, making an understanding of PBL vital for PreK-3 teachers everywhere. Routledge Market: Education March 2017: 229 x 152: 186pp Hb: 978-1-138-69420-0: £90.00 Pb: 978-1-138-69421-7: £21.99 eBook: 978-1-315-52841-0 * For full contents and more information, visit: www.routledge.com/9781138694217

This fully updated new edition offers a comprehensive, accessible, yet rigorous introduction to the study of Early Childhood, making it an indispensable resource for early years students and professionals. Knowledge and understanding of the subject are explored in a genuinely holistic way, giving consideration to a range of multidisciplinary aspects of early childhood including health, social, educational, psychological and sociological perspectives. Key features include reflective tasks at three levels for students and professionals, links of theory to practice, cutting-edge research, end of chapter summaries, and key pointers to resources for a deeper understanding of issues discussed. Routledge Market: Early Years April 2017: 246x174: 476pp Hb: 978-1-138-67440-0: £90.00 Pb: 978-1-138-67441-7: £32.99 eBook: 978-1-315-56131-8 * For full contents and more information, visit: www.routledge.com/9781138674417

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TEXTBOOK

Disability and Inclusion in Early Years Education

Elemental Play and Outdoor Learning

Chris Collett Series: Diversity and Inclusion in the Early Years

Young children's playful connections with people, places and things

This is a practical guide to understanding and implementing inclusive practice relating to disability in Early Years education. Offering detailed explanation of recent developments in the field, such as the 2015 SEND Code of Practice, the book provides straightforward and accessible guidance on implementing the new procedures. More broadly, it gives practical guidance on creating a fully inclusive Early Years environment that will support all children, including those with SEND, focusing on high-incidence needs around communication, behaviour and learning. Routledge Market: Education, Early Years June 2017: 210x148: 160pp Hb: 978-1-138-63827-3: £95.00 Pb: 978-1-138-63828-0: £19.99 * For full contents and more information, visit: www.routledge.com/9781138638280

Annie Woods, Annie Woods has recently retired from her post as senior lecturer in early years at Nottingham Trent University, UK This book draws together well established ideas and theories based on outdoor play and experiences, connecting them to eco-psychology and spiritual development in children. It considers socio-cultural perspectives, guided participation and mediated learning and playfulness as it looks at encounters with young children and their developing interest in the people around them, the environment they experience and the ideas and objects that involve them. Aimed at undergraduate and postgraduate students, it includes relevant case studies throughout and explores current thinking about natural experiences, interest in Forest School activity and a fresh insight into dynamic ecological concepts. Routledge Market: Education / Early Years November 2016: 246x174: 158pp Hb: 978-1-138-96070-1: £95.00 Pb: 978-1-138-96071-8: £19.99 eBook: 978-1-315-66023-3 * For full contents and more information, visit: www.routledge.com/9781138960718

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EARLY YEARS 3rd Edition • NEW EDITION

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Essential Skills for Managers of Child-Centred Settings

Expressive Arts and Design in the Early Years

Shelly Newstead, UCL, UK and Emma Isles-Buck, Association of Playworkers, UK

Supporting young children’s creativity through art, design, music, dance and imaginative play Anni McTavish, Early Years and Creative Arts Consultant, UK

Balancing accessible theory and practical application from a wide range of settings, this book explains management theory and will help you to develop the skills you need to become a confident leader. Setting out the ten key skills needed to manage a successful setting, this third edition has been updated to include reflective activities, new case studies and guidance on working with parents and how to supervise staff. Full of practical advice, it shows you how to set clear aims and objectives, manage your time effectively, make decisions and impement change, build and develop a team and above all improve the service you offer to children. Routledge Market: Education/Early Years July 2017: 246x174: 128pp Hb: 978-1-138-20799-8: £90.00 Pb: 978-1-138-20800-1: £19.99 Prev. Ed Pb: 978-0-415-58554-5 * For full contents and more information, visit: www.routledge.com/9781138208001

Full of inspiring ideas for all those working in the early years, this book aims to develop practitioners' confidence and expertise in facilitating rich and enjoyable opportunities for the arts that support all aspects of children’s development. The book highlights the importance of the arts in children’s lives and promotes a child-led approach that builds on children’s own interests and stage of development. Covering all aspects of arts provision from the visual arts to dance, drama, music and imaginative play, the book offers practical tools for assessing the arts and design environment and includes full colour photographs and case studies of the arts in action. Routledge Market: Education / Early Years July 2017: 246x174: 160pp Hb: 978-0-415-70318-5: £100.00 Pb: 978-0-415-70319-2: £21.99 * For full contents and more information, visit: www.routledge.com/9780415703192

2nd Edition • NEW EDITION

TEXTBOOK

Everyday Maths through Everyday Provision

Flourishing in the Early Years

Developing opportunities for mathematics in the early years

Contexts, practices and futures Edited by Zenna Kingdon, Newman University, UK, Jan Gourd, University College Marjon, UK and Michael Gasper, Independent Early Years Consultant, UK

Elaine Bennett, Friars Primary School, UK and Jenny Weidner, Earls Hall Infant School, UK This book will help you to realise the wonderful mathematical learning happening in our settings through the familiar resources and experiences we offer to children. This second edition has been updated to reflect the revised EYFS and includes new material on planning and managing mathematics provision. Each chapter is linked to areas of continuous provision including sand, water, role play, music, outdoors, construction and ICT and offers a wealth of exciting, meaningful, play-based ways to promote mathematical learning and create a maths rich environment. This highly practical book will help you to develop young children’s confidence and enjoyment of maths through your everyday provision. Routledge Market: Education/Early Years August 2017: 246x174: 176pp Hb: 978-1-138-67828-6: £95.00 Pb: 978-1-138-67829-3: £19.99 eBook: 978-1-315-55906-3 Prev. Ed Pb: 978-0-415-66436-3 * For full contents and more information, visit: www.routledge.com/9781138678293

If young children are to flourish and become confident, happy and motivated learners they need to be supported by parents and practitioners who are themselves flourishing and an environment that gives them the opportunities and freedom to play and learn. This timely text looks at the conditions that enable all those engaged in the early years sector to flourish covering themes such as the outdoor environment, the curriculum, parent partnership, equality and ethical practice. With key points and reflective tasks, this book will be valuable reading to students and practitioners that want to ensure that the children in their care are given the best possible start in life. Routledge Market: Education / Early Years December 2016: 234x156: 222pp Hb: 978-1-138-84112-3: £90.00 Pb: 978-1-138-84113-0: £21.99 eBook: 978-1-315-73246-6 * For full contents and more information, visit: www.routledge.com/9781138841130

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Everyday SEL in Early Childhood

Getting Boys Up and Running in the Early Years

integrating Social-Emotional Learning and Mindfulness Into Your Classroom

Creating stimulating places and spaces for learning Julie Cigman, Early Years teacher, trainer and consultant

Carla Tantillo Philibert, Mindful Practices, LLC, USA In this new book, you’ll gain practical strategies for teaching social-emotional learning (SEL), mindfulness, and movement to help your PreK-2 students maintain positive relationships, assume responsibility, and grow into productive citizens. You’ll find out how to lead students through games, simple yoga poses, breathing techniques, and other activities to help you manage your classroom. The book also offers a Professional Development Facilitator’s Guide to help you and your colleagues master the core concepts of SEL and implement them effectively in the classroom. The appendix provides additional strategies for overcoming difficulties when first beginning your school’s SEL journey. Routledge Market: Education February 2017: 176pp Hb: 978-1-138-20779-0: £75.00 Pb: 978-1-138-20782-0: £19.99 eBook: 978-1-315-46105-2 * For full contents and more information, visit: www.routledge.com/9781138207820

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Boys do less well than girls in all areas of learning in the EYFS and continue to lag behind girls in assessments throughout their school careers. This book draws on current research to provide practical advice on the ways Early Years practitioners can create positive learning environments for boys. It explores how best to match provision to boys’ learning styles to support their progress in communication and literacy, while aiding their physical, personal, social and emotional development. Giving clear guidance on helping boys to meet high expectations in a playful and creative way, it is an essential read for anyone working to create a positive foundation for boys in Early Years education. Routledge Market: Education / Early Years November 2016: 246x174: 138pp Hb: 978-1-138-86001-8: £95.00 Pb: 978-1-138-86002-5: £18.99 eBook: 978-1-315-71682-4 * For full contents and more information, visit: www.routledge.com/9781138860025

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4th Edition • TEXTBOOK • NEW EDITION

Introducing Bronfenbrenner

Mathematics in Early Years Education

A Guide for Practitioners and Students in Early Years Education

Ann Montague-Smith, Education writer, UK, Tony Cotton, Leeds Metropolitan University, UK, Alice Hansen and Alison J. Price

Nóirín Hayes, Trinity College Dublin, Leah O'Toole, Marino Institute of Education and Ann Marie Halpenny, Dublin Institute of Technology Series: Introducing Early Years Thinkers Children learn in contexts and the spaces, places and people they come into contact with have a deep influence on their development. Urie Bronfenbrenner’s bio-ecological model of development places the child at the centre of this complex network and his influence has been extensive in early childhood education. This book presents an introduction to Bronfenbrenner’s model of development, by drawing on practice-based research to identify and animate key elements of his model’s impact. It illustrates how his model can help bring to quality to early learning environments and incorporates it into daily work with young children through vignettes, case studies and examples of good practice. Routledge Market: Education March 2017: 234x156: 180pp Hb: 978-1-138-18281-3: £90.00 Pb: 978-1-138-18282-0: £24.99 eBook: 978-1-315-64620-6 * For full contents and more information, visit: www.routledge.com/9781138182820

This fourth edition has been fully updated to include the latest debates around ICT, teacher-led and child-led activities, misconceptions and assessment and provides a complete introduction to mathematics in the early years. Covering all areas of mathematics learning – number and counting, calculation, pattern, shape, measures and data handling – it summarises the research findings and underlying key concepts and explains how adults can help children to learn through practical experiences, discussion and more direct intervention. This textbook is ideal for trainee teachers, those training for Early Years Teacher Status and those studying early childhood on foundation or honours degrees. Routledge Market: Education/Early Years July 2017: 246x174: 272pp Hb: 978-1-138-63192-2: £90.00 Pb: 978-1-138-73112-7: £25.99 Prev. Ed Hb: 978-0-415-67467-6 * For full contents and more information, visit: www.routledge.com/9781138631922

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Introducing Trevarthen

Natural Water Activities for the Early Years

A guide for practitioners and students in early years education

Enhancing and supporting learning

Sandra Smidt, Writer and consultant in early years education Series: Introducing Early Years Thinkers

Judit Horvath, Manager of Olympus KeyMed Day Nursery

Colwyn Trevarthan’swork has earned him a place alongside the most prestigious researchers, thinkers and writers interested in the sociocultural examination of aspects of child development. This book explores the main influences on Trevarthen’s work and his views on aspects of human development that are often ignored or not yet explored in depth; primarily into how purposive the behaviour of the human infant is from birth. Part of the ‘Introducing Early Years Thinkers’ series Introducing Trevarthen will focus entirely on the earliest years of life, it will make his ideas accessible and applicable to a range of settings and will appeal to anyone working with very young children. Routledge Market: Education November 2017: 234x156: 160pp Hb: 978-1-138-22104-8: £90.00 Pb: 978-1-138-22105-5: £23.99 eBook: 978-1-315-41129-3 * For full contents and more information, visit: www.routledge.com/9781138221055

This book will inspire practitioners to think creatively about providing rich play situations for young children in natural water environments. Drawing on the Water School approach, it explains how experiences with natural water can enhance and support children’s learning. Activities are presented season-by-season, with activities for different age groups and all wetland environments, such as coastlines, rivers and lakes. Providing guidance on planning, practical examples, case studies and links to the curriculum, this book will be invaluable for practitioners to educate young children in natural water environments throughout the year. Routledge Market: Education / Early Years June 2017: 246x174: 192pp Hb: 978-1-138-18866-2: £90.00 Pb: 978-1-138-18867-9: £22.99 eBook: 978-1-315-64217-8 * For full contents and more information, visit: www.routledge.com/9781138188679

TEXTBOOK

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Investigating Emotional, Sensory and Social Learning in Early Years Practice

Nurturing Young Thinkers Across the Standards

Sarah Cousins, University of Warwick, UK and Perry Knight, University of Bedfordshire, UK.

Wynne A. Shilling, City University of New York, York College, USA and Sydney L. Schwartz, Queens College, City University of New York, USA

This book explores the primacy of learning through the senses in the early years and emphasises the importance of learning in social contexts. It shows how young children learn through their senses supported by the attentive, reliable, engaged and loving attention of people they know and challenges the reader to consider their own practice and reflect on the impact of emotional learning on a young child’s development. Including strategies, case studies and practical examples in every chapter, the book aims to inspire early years trainees, new and experienced practitioners and leaders and help them develop outstanding, learning-focused practice.

Nurturing Young Thinkers Across the Standards: K–2 provides multiple practical resources to assist teachers in working with standards across subject areas in ways that bring critical thinking into the everyday process of learning content and skills. The authors provide suggestions for engaging and sustaining children’s interest and illustrate the use of teaching language that actively nurtures the habits of lifelong learning. The book is rich with opportunities for developing tools for design, implementation, and assessment of vibrant integrated curricula for K–2 students that support the development of cognitive skills and increase confidence in their abilities to think and learn.

Routledge Market: Education / Early Years August 2017: 246x174: 192pp Hb: 978-1-138-64931-6: £95.00 Pb: 978-1-138-64935-4: £21.99 eBook: 978-1-315-62588-1 * For full contents and more information, visit: www.routledge.com/9781138649354

Routledge Market: Education March 2017: 229 x 152: 136pp Hb: 978-1-138-69456-9: £90.00 Pb: 978-1-138-69459-0: £21.99 eBook: 978-1-315-52793-2 * For full contents and more information, visit: www.routledge.com/9781138694590

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EARLY YEARS

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4th Edition • TEXTBOOK • NEW EDITION

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Outdoor Learning in the Early Years

Rethinking Early Literacies

Management and Innovation

Reading and Rewriting Worlds

Helen Bilton, University of Reading, UK

Mariana Souto-Manning, Teachers College, Columbia University, USA and Haeny S. Yoon, Teachers College, Columbia University, USA Series: Changing Images of Early Childhood

Offering a complete guide to creating effective outdoor environments this book covers every aspect of outdoor learning and fully explains the importance of outdoor play to children’s development. This fourth edition has been thoroughly updated and features new chapters on inclusion and the under threes and extra material on developing children’s communication, literacy and mathematic skills, gender and working with parents. Including links to the revised EYFS, discussion questions, practical examples to bring the theory to life and a multitude of ideas and activities for working outdoors, this is the definitive textbook on outdoor learning for all early years students and practitioners. Routledge Market: Education/Early Years October 2017: 246x174: 256pp Hb: 978-1-138-84051-5: £90.00 Pb: 978-1-138-84052-2: £21.99 Prev. Ed Pb: 978-0-415-45477-3 * For full contents and more information, visit: www.routledge.com/9781138840522

Rethinking Early Literacies theorizes literacy for young children in a way that invites readers to rethink theoretical constructs framing understandings of literacy in contemporary society. Examples from a variety of sites, involving diverse children ages 3-8 prompt reconceptualizations of children’s literate identities, challenge how diverse language learners are defined, and revise and expand the notion of texts to encompass digital tools and popular culture. Issues influencing early childhood education and how young children are positioned given trans/national social and political contexts are considered throughout. Routledge Market: Education July 2017: 229 x 152: 256pp Hb: 978-1-138-12139-3: £90.00 Pb: 978-1-138-12141-6: £29.99 eBook: 978-1-315-65097-5 * For full contents and more information, visit: www.routledge.com/9781138121416

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2nd Edition • NEW EDITION

Places for 2 year olds in the Early Years

Supporting Children’s Creativity through Music, Dance, Drama and Art

Supporting learning and development Edited by Jan Georgeson and Verity Campbell-Barr Series: TACTYC

Creative conversations in the Early Years

Grounded in recent research on the challenges with working with two-year-olds, this book explores how two-year-olds are presented in both policy and practice, and discusses why working with this age group is both exciting and rewarding. Through developing the readers’ theoretical understanding of child development, high quality provision and pedagogical practices, this book also explores practical solutions to working with two-year-olds and their families, conducive environments, professional development and the challenges of working with other agencies.

This book shows practitioners how they can implement the themes of the Early Years Foundation Stage framework in a creative way through language, gestures, body movements, drawing and music creating shared meanings in a playful context. Now in full colour and including new material on the under threes and children with complex needs, it emphasises the need for responsive adults and a creative atmosphere for learning. Including practical case studies drawn from a range of contexts, Fleur Griffiths highlights the impact creativity has on children’s learning and social development and demonstrates how practitioners can put excitement and inspiration back into the learning process.

Routledge Market: Education, Early Years July 2017: 246x174: 192pp Hb: 978-1-138-18528-9: £90.00 Pb: 978-1-138-18529-6: £29.99 eBook: 978-1-315-64458-5 * For full contents and more information, visit: www.routledge.com/9781138185296

Edited by Fleur Griffiths, formerly of University of Sunderland, UK

Routledge Market: Education July 2017: 246x174: 176pp Hb: 978-1-138-20801-8: £95.00 Pb: 978-1-138-20803-2: £19.99 eBook: 978-1-315-46041-3 Prev. Ed Pb: 978-0-415-48966-9 * For full contents and more information, visit: www.routledge.com/9781138208032

2nd Edition • TEXTBOOK • NEW EDITION

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Safeguarding and Protecting Children in the Early Years

Taking the First Steps Outside

Edited by James Reid and Steven Burton, University of Huddersfield, UK This book provides a comprehensive guide to safeguarding and child protection in the early years setting out the legal and policy foundations for effective practice and highlighting areas of contemporary concern. This new edition has been updated to reflect current legislation and includes new material on interagency work, supporting children’s resilience and safeguarding children with SEND. Drawing on the everyday dilemmas and experiences of early years professionals, it helps you to find solutions to both practical and moral issues in a context of legal duties and responsibilities. Written by a multi-disciplinary team, this is essential reading for all those working with young children. Routledge Market: Education / Early Years November 2017: 246x174: 256pp Hb: 978-1-138-67739-5: £95.00 Pb: 978-1-138-67740-1: £22.99 eBook: 978-1-315-55955-1 Prev. Ed Pb: 978-0-415-52750-7 * For full contents and more information, visit: www.routledge.com/9781138677401

Under threes learning and developing in the natural environment Helen Bilton, University of Reading, UK, Gabriela Bento, Educational Psychologist and member of the team responsible for developing Portugal’s National Pedagogical Guidelines for 0 to 3s and Gisela Dias, Early Childhood Teacher in Centro Social Infantil de Aguada de Baixo, Portugal Taking the First Steps Outside provides a clear and accessible guide to making outdoor play, teaching and learning suitable for very young children. It follows the experiences of a group of children under three as they learn to understand, appreciate and love the outdoors, recording how the children change and develop when learning in an outdoor environment. Highly illustrated, it includes ideas for and reflection upon outdoor play. Demonstrating that with dedicated and knowledgable staff, very young children can achieve excellent progress and involvement in an outdoor environment, this is a vital resource for anyone wishing to improve the education of very young children outdoors. Routledge Market: Education / Early Years November 2016: 297x210: 156pp Hb: 978-1-138-91988-4: £95.00 Pb: 978-1-138-91989-1: £21.99 eBook: 978-1-315-68755-1 * For full contents and more information, visit: www.routledge.com/9781138919891

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EARLY YEARS 2nd Edition • NEW EDITION

TEXTBOOK

The Outdoor Classroom Ages 3-7

Theories of Early Childhood Education

Using Ideas From Forest Schools to Enrich Learning

Developmental, Behaviorist, and Critical

Karen Constable, Teacher, Mark First School, UK

Edited by Lynn E. Cohen, Long Island University, USA and Sandra Waite-Stupiansky, Edinboro University of Pennsylvania, University

Emphasising the importance of continuity for young children, this book practically demonstrates how the ‘Outdoor Classroom’ can be developed in early years settings and schools. Fully updated to take into account the revised EYFS and Key Stage 1 curricula, this second edition includes new material on assessment and the characteristics of effective learning. It considers the practical implications for schools using the outdoor classroom such as resources, timetabling, space, parental and staff opposition. With case studies and activities throughout, it will inspire you to think creatively about their outside area and how they can provide rich learning opportunities for children.

Theories of Early Childhood Education provides a comprehensive introduction to the various theoretical perspectives influential in early childhood education, from developmental psychology to critical studies, Piaget to Freire. Expert chapter authors examine assumptions underpinning the use of theory in the early years and concisely explore the implications of these questions for policy and practice. Every chapter includes applications to practice that will assist students and professionals in seeing the relevance of the theoretical perspective for their

Routledge Market: Education/Early Years April 2017: 246x174: 128pp Hb: 978-1-138-22797-2: £95.00 Pb: 978-1-138-22798-9: £19.99 eBook: 978-1-315-39406-0 Prev. Ed Pb: 978-0-415-66725-8 * For full contents and more information, visit: www.routledge.com/9781138227989

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TEXTBOOK

The Routledge International Handbook of Early Childhood Play

Understanding Sustainability in Early Childhood Education across the UK

Edited by Tina Bruce, Pentti Hakkarainen, Lithuanian University of Educational Sciences and Milda Bredikyte, Lithuanian University of Educational Sciences Series: Routledge International Handbooks of Education Are children playing less, or is play changing with the inventions of technology? Should the emphasis be that children need to play because it is fun? Or is the most important thing about play its moral dimension, and its role in the development and learning of a child? This unique handbook explores these issues and many more, with contributors from all over the world and is unique in bringing together the latest research and practice which focuses on play, from truly global perspectives. Routledge Market: Education/Early Years May 2017: 234x156: 432pp Hb: 978-1-138-83371-5: £125.00 eBook: 978-1-315-73529-0 * For full contents and more information, visit: www.routledge.com/9781138833715

Routledge Market: Education March 2017: 254 x 178: 198pp Hb: 978-1-138-18947-8: £90.00 Pb: 978-1-138-18948-5: £24.99 eBook: 978-1-315-64156-0 * For full contents and more information, visit: www.routledge.com/9781138189485

Edited by Diane Boyd, Nicky Hirst and John Siraj-Blatchford, University of Swansea, UK This book provides a detailed review of ecological sustainability in early years education across the UK. Divided into the four UK regions, it uses case studies, Government policy reports and curriculum documents to explore what ecological sustainability is in practice, and discusses the different application and positions of each region. The authors take into account outdoor learning, including the Forest School philosophy, and the different interpretations of ecological sustainability, allowing students to explore the role of sustainability in early years education, and help young children understand their world. Routledge Market: Education / Early Years July 2017: 246x174: 224pp Hb: 978-1-138-18828-0: £95.00 Pb: 978-1-138-18829-7: £24.99 eBook: 978-1-315-64250-5 * For full contents and more information, visit: www.routledge.com/9781138188297

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2nd Edition • TEXTBOOK • NEW EDITION

The Routledge International Handbook of Early Literacy Education

Understanding the Steiner Waldorf Approach

A Contemporary Guide to Literacy Teaching and Interventions in a Global Context

Janni Nicol, Early Years Consultant, International Lecturer and Trainer, UK and Jill Taplin, University of Plymouth, UK Series: Understanding the… Approach

Edited by Natalia Kucirkova, Manchester Metropolitan University, UK, Catherine E. Snow, Vibeke Grover, University of Oslo, Norway. and Catherine McBride, Chinese University of Hong Kong Series: Routledge International Handbooks of Education This Handbook offers an overview of early literacy provision in different parts of the world and brings together research evidence on effective literacy teaching to inform current and future practice of early literacy. From the problem of identification of literacy difficulties in a particular learning context to changing the provision of early literacy through digital media, it deals with the major concerns and newest areas of interest in literacy research. This book provides a guide to the main debates and future trends in the field of early literacy, and informs academics, practitioners, educators and students about innovative early literacy research methods and instruction.

Early Years Education in Practice

This second edition describes the key principles of the Steiner Waldorf approach to early childhood supported with examples and case studies. Exploring all areas of the curriculum including observation and assessment, child development, play, repetition and the environment, the book has been updated to take into account curriculum changes and the relationship of media and technology to the Steiner Wardorf approach. Providing students and practitioners with key information about a major pedagogical influence on early years practice, it highlights the key ideas that practitioners should consider when reviewing and reflecting on their own practice Routledge Market: Education / Early Years August 2017: 246x174: 200pp Hb: 978-1-138-20983-1: £95.00 Pb: 978-1-138-20984-8: £21.99 eBook: 978-1-315-45657-7 Prev. Ed Pb: 978-0-415-59716-6 * For full contents and more information, visit: www.routledge.com/9781138209848

Routledge Market: Education / Literacy March 2017: 246x174: 392pp Hb: 978-1-138-78788-9: £160.00 eBook: 978-1-315-76602-7 * For full contents and more information, visit: www.routledge.com/9781138787889

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EARLY YEARS

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2nd Edition • NEW EDITION

Understanding Transitions in the Early Years Supporting Change through Attachment and Resilience Anne O'Connor, Early Years Consultant, UK Featuring new material on provision for two year olds, school readiness and a new chapter on families and transitions, this book explains why transitions matter and provides practical guidance on how to support young children’s developing emotional resilience and equip them to embrace change. Drawing together key research on neuroscientific evidence, attachment theory, child development and childcare practices it helps practitioners understand the impact of change and transition on children and families. With case studies, examples of good practice and questions for reflection, it offers essential guidance and strategies for helping children feel secure and confident when faced with change. Routledge Market: Education/Early Years August 2017: 246x174: 176pp Hb: 978-1-138-67813-2: £95.00 Pb: 978-1-138-67814-9: £21.99 eBook: 978-1-315-55910-0 Prev. Ed Pb: 978-0-415-59858-3 * For full contents and more information, visit: www.routledge.com/9781138678149

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Universal Design For Learning in the Classroom Teaching Children of all Languages, Cultures and Abilities, Birth – 8 Years Karen N. Nemeth, Language Castle, USA and Pamela Brillante, William Paterson University, USA Universal Design For Learning in the Early Childhood Classroom focuses on proactivelydesigning PreK through Grade 3 classroom environments, instruction, and assessments that are flexible enough to ensure that teachers can accommodate the needs of all the students in their classrooms. Typically developing students, gifted students, students who are impacted by poverty, children who speak multiple languages or have a home language that is different than the classroom language, and students with identified or potential developmental or learning disabilities are all covered within this highly practical, easy-to-use guide to UDL in the early years. Routledge Market: Education June 2017: 229 x 152: 192pp Hb: 978-1-138-65512-6: £90.00 Pb: 978-1-138-65513-3: £21.99 eBook: 978-1-315-62273-6 * For full contents and more information, visit: www.routledge.com/9781138655133

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Year One in Action A Month-by-Month Guide to Taking Early Years Pedagogy into KS1 Anna Ephgrave, Assistant Head Teacher, UK Offering a unique month-by-month overview of a Year 1 class as it progresses through the year, this book shows how early years practitioners can develop a smooth transition for children moving from reception to year 1. Each chapter covers the organisation of the classroom and the rationale behind this, and tracks the events of each month, paying particular attention to the environment, the role of the adult and the key areas of learning and development. The book shows how practitioners of child-led learning in an enabling environment can lead to outstanding progress through a year 1 curriculum. Routledge Market: Education / Primary March 2017: 297x210: 240pp Hb: 978-1-138-63921-8: £95.00 Pb: 978-1-138-63925-6: £23.99 eBook: 978-1-315-63732-7 * For full contents and more information, visit: www.routledge.com/9781138639256

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Access to Higher Education

Assemblage, Enactment, and Agency

Theoretical perspectives and contemporary challenges

Educational policy perspectives

Edited by Anna Mountford-Zimdars, King's Learning Institute, UK and Neil Harrison, University of Bristol, UK Series: Research into Higher Education Who should participate in Higher Education? Who does actually participate, and how can we influence patterns of participation? Access to Higher Education rethinks traditional answers to these questions in the context of the global financial crisis, population changes and increasing social inequality. Focusing on theoretical and philosophical perspectives, this pioneering book will consider new voices and emerging perspectives in the field of access, as well as international examples of the application of theory to practice. International in scope, this is a rigorous text for those interested in social justice, the economics of education and social policy. Routledge Market: Higher Education November 2016: 234x156: 254pp Hb: 978-1-138-92410-9: £95.00 Pb: 978-1-138-92411-6: £29.99 eBook: 978-1-315-68457-4 * For full contents and more information, visit: www.routledge.com/9781138924116

Edited by Melody Viczko, Western University, Canada and Augusto Riveros, Western University, Canada Bringing together work on the intersections between assemblages, enactments, and agencies in educational policy analysis, this book addresses issues of subjectivity, practice, power, and relationality as they offer critical perspectives that challenge linear/instrumentalist views of policy processes. By offering a non-linear and heterogeneous account of education policy, the collection furthers contemporary conversations on the nature and goals of education reform. This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education. Routledge Market: Education Policy Analysis October 2016: 246x174: 144pp Hb: 978-1-138-22901-3: £90.00 * For full contents and more information, visit: www.routledge.com/9781138229013

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Advocacy from A to Z

Changing Pedagogical Spaces in Higher Education

Barbara Blackburn and Ron Williamson

Diversity, inequalities and misrecognition

Organized into 26 chapters—one for each letter of the alphabet— Advocacy From A to Z provides the strategies for school and district leaders to be successful advocates. This bookunpacks the difficult task of understanding the movers and shakers—including teachers, parents, the union, legislatures, and policymakers—that impact your school, affect your students, and shape policy. Advocacy begins at the local level, and Advocacy From A to Z helps educational leaders navigate, plan, and shape their message to the right people at the right time. Now you can find your voice and become an active—not passive—advocate to help your students succeed. Routledge October 2017: 254 x 178: 160pp Hb: 978-1-138-12550-6: £75.00 Pb: 978-1-138-12551-3: £19.99 eBook: 978-1-315-64747-0 * For full contents and more information, visit: www.routledge.com/9781138125513

Alternatives to Privatizing Public Education and Curriculum

Social inclusion and equity in higher education necessitate the transformation of higher education structures, practices and cultures that have been produced and reformed over time by those in privileged social and institutional positions. Agendas to create more equitable and inclusive pedagogical spaces require deep and sustained engagement with questions of difference and the unequal power relations of gender, class and race. Drawing on research studies based across California, England, Italy, Portugal and Spain, this book analyses complex pedagogical re/formations across competing discourses of gender, diversity, equity, global neoliberalism and transformation. Routledge Market: Education / Higher November 2016: 234x156: 180pp Hb: 978-1-138-91721-7: £90.00 Pb: 978-1-138-91722-4: £26.99 eBook: 978-1-315-68400-0 * For full contents and more information, visit: www.routledge.com/9781138917224

Creativity and Education in China

Festschrift in Honor of Dale D. Johnson Edited by Daniel Ness, Dowling College, USa and Stephen J. Farenga, Professor of Science Education, Queens College, City University of New York, USA. Series: Routledge Studies in Education, Neoliberalism, and Marxism Most states’ educational responsibilities—assessment of constituents, curriculum development, and instructional protocols—are increasingly being outsourced to private enterprises in an effort to reduce state budgets and have been given wide access to state resources. Chapter authors challenge this paradigm as well as the model that has set growing premiums on accountability and performance measures. Connecting common impact between the standards movement and the privatization of education, this book lays bare the repercussions of high-stakes accountability coupled with increasing privatization. Routledge Market: Education April 2017: 229 x 152: 320pp Hb: 978-1-138-90385-2: £95.00 eBook: 978-1-315-69663-8 * For full contents and more information, visit: www.routledge.com/9781138903852

Complimentary Exam Copy

Penny Jane Burke, University of Roehampton, UK, Gill Crozier, University of Roehampton, London, UK and Lauren Ila Misiaszek, Beijing Normal University, China Series: Research into Higher Education

e-Inspection

Paradox and Possibilities for an Era of Accountability Carol A. Mullen, Virginia Tech, USA Published with Kappa Delta Pi, Creativity and Education in China takes readers on a journey through research-supported ideas and practical examples of creative and innovative schooling within a changing regime. Analyzing the consequences of exam-centric accountability on the creative and critical capacities of Chinese students, author Carol A. Mullen’s dynamic portrait of a country serves as both a cautionary tale and an inspiring example to emulate.

Routledge Market: Education March 2017: 229 x 152: 204pp Hb: 978-1-138-95455-7: £90.00 Pb: 978-1-138-95456-4: £23.99 eBook: 978-1-315-66585-6 * For full contents and more information, visit: www.routledge.com/9781138954564

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EDUCATION POLICY AND POLITICS

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Critical Peace Education and Global Citizenship

Education and Democratic Participation

Narratives From the Unofficial Curriculum

Stewart Ranson, University of Warwick, UK

Rita Verma, Adelphi University, USA Series: Critical Social Thought

In Educating Democracy, Ranson argues that neoliberalism has dismantled comprehensive education and public services. Furthermore, the possibility of confronting the ensuing predicaments has been systematically undermined by diminishing the public sphere of democratic collective purpose and cooperation, while social divisions and cultural misrecognition intensify to the point of crisis. This book is a timely contribution that will inform the emerging debate about the value of educating citizens and communities so that they understand how they can participate in re-making democracy in spite of all of these challenges.

Critical Peace Education and Global Citizenship offers narrative accounts representing multiple ways teacher and learner activists have come to realize possibilities for peace and reconciliation through unofficial curricula. With these narratives, the book demonstrates the connections between critical peace education and such crucial issues as human trafficking, gang violence, contested narratives of nationhood and belonging, gender identities, and the significance of mentoring. Through rich examples of pedagogic work, this volume enhances and illustrates critically oriented understandings and interpretations of peace in real classrooms with diverse populations of students. Routledge Market: Education April 2017: 229 x 152: 166pp Hb: 978-1-138-64957-6: £90.00 Pb: 978-1-138-64956-9: £29.99 eBook: 978-1-315-62578-2 * For full contents and more information, visit: www.routledge.com/9781138649569

Routledge Market: Education July 2017: 234x156 Hb: 978-1-138-23942-5: £105.00 eBook: 978-1-315-29593-0 * For full contents and more information, visit: www.routledge.com/9781138239425

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Edu.net

Education and Political Subjectivities in Neoliberal Times and Places

Globalisation and education policy mobility Stephen J. Ball, Institute of Education, University College London, UK, Carolina Junemann, Institute of Education, University College London. and Diego Santori, Institute of Education, University College London. Drawing on examples from their research in sub-Saharan Africa and India and the policy network relations those countries have with the UK and US, the authors follow what passes through the networks - people, ideas, ‘things’, discourses and money - in order to better understand global policy networks and the movement of practices and methods of policy within them. While there has been a burgeoning of interest in mapping policy networks, there are relatively few examples of research on the functioning of these networks or which addresses the movement of key actors within these networks. The book is both about global education policy and ways of researching policy in a global setting. Routledge Market: Education April 2017: 234x156: 192pp Hb: 978-1-138-64107-5: £90.00 Pb: 978-1-138-64109-9: £29.99 eBook: 978-1-315-63071-7 * For full contents and more information, visit: www.routledge.com/9781138641099

Emergences of norms and possibilities Edited by Eva Reimers, University of Linkoping, Sweden and Lena Martinsson, University of Gothenburg, Sweden Series: Routledge Research in Education Policy and Politics This book explores and identifies the conditions needed for the emergence of political subjectivities in international educational contexts, where neoliberal policies and practices are repeated, performed and transformed. Chapters address key theoretical discussions surrounding the different, and sometimes contradicting, norms in neoliberalism and their relationship to education, economy and politics. The innovative approach considers diverse educational and political initiatives in the wake of new public management practices, postcolonial perspectives on neoliberal education, and educational practices and critical possibilities. Routledge Market: Education October 2016: 234x156: 140pp Hb: 978-1-138-96288-0: £95.00 eBook: 978-1-315-65913-8 * For full contents and more information, visit: www.routledge.com/9781138962880

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Educating for Democracy in England and Finland

Education and the Production of Space

Principles and culture

Political Pedagogy, Geography, and Urban Revolution

Edited by Andrea Raiker, University of Bedfordshire, UK and Matti Rautiainen, University of Jyväskylä, Finland Series: Routledge Research in International and Comparative Education With chapters co-written by English and Finnish authors, Educating for Democracy analyses the history and current state of education systems in England, Finland and other European countries to establish whether they are effective in creating democratically-minded citizens. Recent years have seen decreasing control of educator professionalism as governments are becoming more concerned about economic growth, and in some cases, survival. The contributors to this volume question whether educators are becoming less effective as a result, exploring the idea that democracy is a dying concept, and asking whether educators are now simply creating cogs for the neo-liberalistic/capitalist machine. Routledge Market: Education November 2016: 234x156: 166pp Hb: 978-1-138-64082-5: £95.00 eBook: 978-1-315-63091-5 * For full contents and more information, visit: www.routledge.com/9781315630915

Derek R. Ford Series: Routledge Research in Education Policy and Politics Emerging from a radical pedagogical tradition, Education and the Production of Space deepens and extends Henri Lefebvre’s insights on revolutionary praxis by revealing the intimate relationship between education and the production of space. Synthesizing educational theory, Marxist theory, and critical geography, the book articulates a revolutionary political pedagogy, one that emerges as a break from within—and against—critical pedagogy. Ford investigates the role of space in the context of emerging social movements and urban rebellions, and shows how processes of learning, studying, and teaching can help us produce space differently, in a manner aligned with our needs and desires. Routledge Market: Education November 2016: 229 x 152: 136pp Hb: 978-1-138-22952-5: £95.00 eBook: 978-1-315-38912-7 * For full contents and more information, visit: www.routledge.com/9781138229525

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4 Volume Set

Education for Sustainable Development in the Postcolonial World

Elites in Education

A transformative agenda Leon Tikly, University of Bristol, UK Series: 500 Tips Education for sustainable development (ESD) is at the heart of global development agendas and aims to ensure inclusive, equitable quality education and to promote life-long learning opportunities for all in order to achieve economic and social sustainable development. The focus of the book is on the African continent and makes the case that ESD needs to be relevant to the African context, inclusive in addressing inequalities, democratic in encouraging debate and contributing to global citizenship and embedded in education systems that are sustainable and linked to sustainable development priorities. It draws on a wealth of research evidence and examples to illustrate key points. Routledge Market: Higher Education September 2017: 234x156: 224pp Hb: 978-0-415-79294-3: £95.00 Pb: 978-0-415-79296-7: £29.99 eBook: 978-1-315-21134-3 * For full contents and more information, visit: www.routledge.com/9780415792967

Edited by Agnes Van Zanten, Observatoire Sociologique du Changement at Sciences Po, Paris Series: Major Themes in Education The sociopolitical, and cultural, implications of the provision and consumption of elite education are dizzyingly complex and controversial. Indeed, for some proponents of social justice, the very existence of highly selective and prestigious schools and colleges, and the sometimes shocking homogeneity of their intake, raises deeply troubling questions. Perhaps unsurprisingly, then, all around the world, one of the most publicized and contested areas of research focuses on the education of elites, and the institutional and power structures which such groups—both established and emergent—reinforce and reproduce. Now, answering the need for an authoritative reference work to make sense of this disputatious body of thought, Routledge announces a new title in its Major Themes in Education series. In four volumes, Elites in Education brings together in one easy-to-use ‘mini library’ foundational major works and the very best cutting-edge contributions. Routledge Market: Elites in Education July 2017: 234x156: 1736pp Hb: 978-1-138-82721-9: £800.00 * For full contents and more information, visit: www.routledge.com/9781138827219

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Education Policy Analysis for a Complex World

Expert Teachers

Poststructural possibilities

An international perspective

Edited by Kalervo N. Gulson, University of New South Wales, Sydney, Australia and Amy Scott Metcalfe, University of British Columbia, Vancouver, Canada In the past decade, post-structural policy analysis in education has evolved, primarily focusing on disrupting dominant narratives about education policy research, development and implementation, and the aims and outcomes of the policy-research nexus. This book explores to what extent post-structural theories can offer innovative policy analysis, and contribute to new forms of policy development and implementation. Providing responses from the participants of the workshop, this book serves as an illustration of the broad range of scholarship identified as post-structural policy analysis. This book was originally published as a special issue of Critical Studies in Education.

Andrew Goodwyn, University of Reading, UK The concept of the ‘expert teacher’ is now a global phenomenon. Over the last twenty years the world’s most developed systems have devised policies to identify and deploy the very best teachers. This book examines the rise of the expert teacher and provides a detailed account of the most successful models. It brings together evidence and research from around the world to offer a truly international perspective on models of excellent teaching. It will be an invaluable resource to anyone interested in understanding how teachers develop, how the effective teacher can become the expert teacher, and how a range of countries have created fascinatingly different models in practice.

Routledge Market: Educational Policy / Poststructuralism November 2016: 246x174: 190pp Hb: 978-1-138-24126-8: £90.00 * For full contents and more information, visit: www.routledge.com/9781138241268

Routledge Market: Education December 2016: 234x156: 182pp Hb: 978-0-415-81220-7: £95.00 Pb: 978-0-415-81221-4: £29.99 eBook: 978-0-203-06957-8 * For full contents and more information, visit: www.routledge.com/9780415812214

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Education Policy for the Promotion of Trilingual Education at Primary Level

Gender, Education and Poverty

A comparative analysis of Ireland and Catalonia

Elaine Unterhalter, Institute of Education, University of London, UK, Jenni Karlsson, University of Kwazulu-Natal, South Africa and Amy North, Institute of Education, University of London, UK Series: Education, Poverty and International Development

Elena Prats Porcar, Kyoto University, Japan Series: Routledge Research in Language Education This book provides a comprehensive analysis of language policy development in Ireland for the inclusion of three languages in the Primary School Curriculum. Using a comparative study of Ireland and Catalonia, chapters provide a theoretical examination of issues related to cognitive language acquisition and European policy regarding language status and use, along with empirical studies of teacher attitudes to early trilingual education. The book draws from psycholinguistics and sociolinguistics to situate the study within a broader context of European multilingualism and language learning, offering evidence-based directions for social planning issues that affect communities internationally. Routledge Market: Education August 2017 Hb: 978-1-138-96294-1: £95.00 eBook: 978-1-315-65909-1 * For full contents and more information, visit: www.routledge.com/9781138962941

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The politics of policy implementation

Drawing on case-study research that examined initiatives which engaged with global aspirations to advance gender equality in schooling in Kenya and South Africa, this book looks at how global frameworks on gender, education and poverty are interpreted in local settings and the politics of implementation. It discusses the forms of global agreements in particular contexts, and allows for an appraisal of how they have been understood by the people who implement them. By using an innovative approach to comparative cross country research it illuminates how ideas and actions connect and disconnect around particular meanings of poverty, education and gender in large systems and different settings. Routledge Market: Education December 2016: 234x156: 224pp Hb: 978-0-415-82344-9: £95.00 * For full contents and more information, visit: www.routledge.com/9780415823449

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Global Rankings and the Geopolitics of Higher Education

Korea's Overeducation Crisis

Understanding the influence and impact of rankings on higher education, policy and society

Ookwhan Oh, Ewha Womans University, Korea and Jinwhi Hong, Ewha Womans University, Korea Series: Routledge Research in International and Comparative Education

Edited by Ellen Hazelkorn Series: International Studies in Higher Education Global rankings and the Geopolitics of Higher Education is an examination of the impact and influence that university rankings have had on higher education, policymaking and public opinion in the aftermath of the global financial crisis of 2008. An edited collection of specially commissioned chapters, the book will examine changes affecting higher education and the implications for society and the economy. Moving beyond rhetoric, this book will be a timely, reflective, well-researched and publicly accessible examination of the rise and enduring influence of rankings on higher education. Routledge Market: Higher Education October 2016: 229 x 152: 348pp Hb: 978-1-138-82811-7: £90.00 eBook: 978-1-315-73855-0 * For full contents and more information, visit: www.routledge.com/9781138828117

From Miracle to Dilemma

The South Korean educational system, reputedly one of the world's most successful, is suffering from an unprecedented overeducation crisis. This book casts light on the dark side of Korea's educational expansion – namely its increased unemployment or underemployment among college graduates; offers the Korean case as a cautionary tale to other countries uncritically engaged in populist educational expansion; and calls into question the rhetoric of the education industry that more schooling will pay off. Critical in perspective, but constructive in orientation, this book aims to have its readers think positively and differently about education even if it is not everything it promises to be. Routledge Market: Education December 2017: 234x156: 224pp Hb: 978-1-138-68061-6: £105.00 * For full contents and more information, visit: www.routledge.com/9781138680616

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Globalization and Education

Local Citizenship in the Global Arena

Fazal Rizvi, University of Melbourne, Australia Series: Routledge Key Ideas in Education Using the current global financial crisis as a backdrop, internationally renowned author Fazal Razvi examine a series of questions about the ways in which globalization has been variously represented in theoretical, policy and popular discourses. In clear, concise language, Rizvi argues that the problem is not the idea of globalization itself but a particular ideological representation of the manner in which educational policy and practice should be aligned to its dictates. Both an introduction to the topic and a fresh analysis designed to elicit wide-ranging discussions, this valuable teaching resource is ideal for courses in education policy and education studies.

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Educating for community participation and change Sally Findlow, University of Keele, UK Series: Routledge Research in Education Policy and Politics Local Citizenship in the Global Arena proposes a reconsideration of both citizenship and citizenship education, moving away equally from prevailing ‘global citizenship’ and ‘fundamental British values’ approaches towards a curriculum for education that is essentially about creating cosmopolitan, included and inclusive, politically-engaged citizens of communities local, national and global.

Routledge Market: Education August 2017: 229 x 152: 132pp Hb: 978-0-415-88124-1: £80.00 Pb: 978-0-415-88163-0: £22.99 * For full contents and more information, visit: www.routledge.com/9780415881630

Routledge Market: Education November 2016: 234x156: 162pp Hb: 978-1-138-85975-3: £95.00 eBook: 978-1-315-71697-8 * For full contents and more information, visit: www.routledge.com/9781138859753

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Governing Literate Populations

Making Sense of Education in Post-Handover Hong Kong

How literacy, education and security were brought together Stephen Kelly, Queensland University of Technology, Australia Series: Routledge Research in Education In Governing Literate Populations, Stephen Kelly argues that education and literacy have been used in diverse ways in recent times in order to contain the rise of complex social forces and protect a set of homogenous cultural values. Drawing on data obtained from historical texts, Kelly shows how the incorporation of education and literacy into a whole-of-government security strategy can be seen as a feature of a bio-political government interested in governing the conduct of diverse and unpredictable populations. Engaging with Foucauldian readings of discourse, the book examines how such strategies reveal anxieties about the security of nations and their geopolitical interests. Routledge Market: Education/Security November 2017: 234x156 Hb: 978-1-138-21333-3: £105.00 eBook: 978-1-315-44848-0 * For full contents and more information, visit: www.routledge.com/9781138213333

Achievements and challenges Edited by Thomas Kwan-Choi Tse, Chinese University of Hong Kong, Hong Kong and Michael H. Lee, The Chinese University of Hong Kong Series: Routledge Critical Studies in Asian Education This book provides a comprehensive and critical analysis of major issues and challenges faced by the education system, ranging from pre-school to higher education. It analyses the prospects for educational development in Hong Kong. It further addresses how the Hong Kong government has responded to the perceived challenges of the external environment and internal forces and explains the rationales for the actions taken. Not only does it review how the reform initiative challenges have been dealt with, it also reviews how effective these initiatives are and its implications on future directions. Routledge Market: Education November 2016: 234x156: 238pp Hb: 978-1-138-90851-2: £95.00 eBook: 978-1-315-69437-5 * For full contents and more information, visit: www.routledge.com/9781138908512

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Masculinity and Aspiration in an Era of Neoliberal Education

Narrative, Identity, and Academic Community in Higher Education

International Perspectives

Edited by Brian Attebery, John Gribas, Mark K McBeth, Idaho State University, USA, Paul Sivitz and Kandi Turley-Ames Series: Routledge Research in Higher Education

Edited by Garth Stahl, Joseph Nelson and Derron Wallace Series: Routledge Critical Studies in Gender and Sexuality in Education This collection investigates the ways in which boys and young men negotiate neoliberal discourse surrounding aspiration and how neoliberalism shapes their identities. Expanding the field of masculinity studies in education, the contributors offer international comparisons of different subgroups of boys and young men in primary, secondary and university settings. A cross-sectional analysis of race, gender, and class theory is employed to illuminate the role of aspiration in shaping boys’ identities, which adds nuance to their complex "identity work" in neoliberal times. Routledge Market: Education March 2017: 229 x 152: 244pp Hb: 978-1-138-12303-8: £95.00 eBook: 978-1-315-64910-8 * For full contents and more information, visit: www.routledge.com/9781138123038

Grounded in narrative theory, this book offers a case study of a liberal arts college’s use of narrative to help build identity, community, and collaboration within the college faculty across a range of disciplines. Exploring issues of methodology and their practical application, this narrative project speaks to the construction of identity for the liberal arts in today’s higher education climate. Narrative, Identity, and Academic Community focuses on the ways a cross-disciplinary emphasis on narrative can impact institutions in North America and contribute to the discussion of strategies to foster bottom-up, faculty-driven collaboration and innovation. Routledge Market: Education April 2017: 229 x 152: 244pp Hb: 978-1-138-64736-7: £105.00 eBook: 978-1-315-62709-0 * For full contents and more information, visit: www.routledge.com/9781138647367

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Mathematics Education A Critical Introduction

Neoliberalism and English Language Education Policies in the Arabian Gulf

Mark Wolfmeyer, Kutztown University of Pennsylvania Series: Critical Introductions in Education

Osman Z. Barnawi, Royal Commission Yanbu Colleges & Institutes, Saudi Arabia Series: Routledge Research in Language Education

Mathematics Education offers both undergraduates and starting-graduate students in education an introduction to the connections that exist between mathematics and a critical orientation to education. This primer shows how concepts like race, class, gender, and language have real effects in the mathematics classroom, and prepares current and future mathematics teachers with a more critical math education that increases accessibility for all students. By refocusing math learning towards the goals of democracy and social and environmental crises, the book also introduces readers to broader contemporary school policy and reform debates and struggles.

Over the past two decades, the Arabian Gulf countries have faced enormous social, political, economic, cultural, religious, ideological and epistemological upheaval. Including data collected from a wide range of sources, this book examines the impact of such disruption on education policies in the region. There has been very little scholarly work that examines English education policy under the neoliberal economy in the Gulf countries from critical comparative perspectives. This book addresses this lacuna and questions whether Islamic values and traditions have been successfully harmonised with neoliberal capitalist development strategies for nation building in the Arabian Gulf region.

Routledge Market: Education January 2017: 229 x 152: 110pp Hb: 978-1-138-24327-9: £95.00 Pb: 978-1-138-24328-6: £24.99 eBook: 978-1-315-26952-8 * For full contents and more information, visit: www.routledge.com/9781138243286

Routledge December 2017: 234x156 Hb: 978-1-138-24465-8: £105.00 eBook: 978-1-315-27671-7 * For full contents and more information, visit: www.routledge.com/9781138244658

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Middle-class School Choice in Urban Spaces

Noncognitive Skill Assessment in School

The economics of public schooling and globalized education reform

Research, Practice, Application

Emma E. Rowe, Deakin University, Australia Series: Routledge Research in Education Policy and Politics

Richard D. Roberts, ProExam, USA, Jonathan E. Martin, JonathanEMartin Ed. Services, USA and Jeremy Burrus, ProExam, USA

Middle-class School Choice in Urban Spaces examines government-funded public schools from a range of perspectives and scholarship in order to examine the historical, political and economic conditions of public schooling within a globalized, post-welfare context. In this book, Rowe argues that post-welfare policy conditions are detrimental to government-funded public schools, as they engender consistent pressure in rearticulating the public school in alignment with the market, produce tensions in serving the more historical conceptualizations of public schooling, and are preoccupied by contemporary profit-driven concerns.

Noncognitive skills have long been understood to matter in school, workforce, and life—though means to measures these skills have not been formalized by test makers and measurement experts. In this groundbreaking book, Richard Roberts and Jonathan Martin draw together the latest research on the assessment, support, and development of noncognitive skills in schools. With case studies that clearly demonstrate the value of noncognitive skills, and the many complications involved in assessing them productively, this book traces out this new and complex assessment terrain and explains how we might use the new assessment tools we have.

Routledge Market: Education December 2016: 234x156: 198pp Hb: 978-1-138-12041-9: £95.00 eBook: 978-1-315-65173-6 * For full contents and more information, visit: www.routledge.com/9781138120419

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Routledge Market: Education June 2017: 224pp Hb: 978-1-138-80640-5: £100.00 Pb: 978-1-138-80641-2: £25.99 eBook: 978-1-315-75169-6 * For full contents and more information, visit: www.routledge.com/9781138806412

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2nd Edition • TEXTBOOK • NEW EDITION

Pedagogy in Poverty

Politics of Education

Lessons from twenty years of curriculum reform in South Africa

A Critical Introduction

Ursula Hoadley Series: Routledge Research in Education Policy and Politics This book explores the relationship between curriculum and pedagogy when considering educational outcomes in contexts of poverty. Offering a unique insight into the first twenty years of democracy in South Africa, it examines key educational reforms of the curriculum which have been shaped by national and international dynamics. Chapters are grounded in rich empirical accounts of life in the classroom, focusing on the teacher as a key mediator between curriculum and pedagogy, and highlighting the potential of forms of curriculum to improve the quality of education and to reduce inequality, both in South Africa and in developed and emerging economies worldwide. Routledge Market: Education July 2017: 234x156: 248pp Hb: 978-1-138-92981-4: £95.00 eBook: 978-1-315-68092-7 * For full contents and more information, visit: www.routledge.com/9781138929814

Kenneth J. Saltman Mathematics Education offers both undergraduates and starting-graduate students in education an introduction to the connections that exist between mathematics and a critical orientation to education. After a short overview of the current state of mathematics education, the primer continues with a critical math education that increases accessibility to math and refocuses math learning towards the goals of democracy and the social and environmental crises. Throughout and especially in the final chapter, Mark Wolfmeyer shows how these ideas can be put into practice with examples in both formal and informal educational settings. Routledge August 2017: 234x156: 243pp Hb: 978-1-138-24250-0: £95.00 Pb: 978-1-138-24251-7: £26.99 Prev. Ed Pb: 978-1-612-05443-8 * For full contents and more information, visit: www.routledge.com/9781138242517

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Policy Actors

Privatization and the Education of Marginalized Children

Edited by Stephen J. Ball, Institute of Education, University College London, UK Policy analysis has always tended towards focusing on the role of elite actors – those who write policy – with comparably little attention paid to those who actually enact it, except in cases of policy failure. This book attempts to get inside the process of enacting policy to understand what policy actors really do – how they manage impossible and multiple policy expectations; how they attempt to do policy with limited resources in conditions often unimagined by those who write policy; and how they translate abstract policy formulations into things that are doable, immediate, and relevant. This book was originally published as a special issue of the Journal of Education Policy.

Policies, Impacts and Global Lessons Edited by Christopher Lubienski, University of Illinois, USA and Bekisizwe Ndimande, The University at Texas at San Antonio, USA This book examines the issue of markets in education as they shape educational opportunities for disadvantaged children—for better or worse—in countries around the globe. With chapters written by leading scholars in the field of international education, this book pursues questions of equity and markets, privatization and opportunity, and policies and outcomes, and it explores the potential, promises, and empirical evidence on the role of market mechanisms. Offering insights from theoretical as well as international-comparative perspectives, this volume will appeal to researchers and students of education-focused public policy, sociology, and international economics.

Routledge Market: Education Policy / School Improvement February 2017: 246x174: 152pp Hb: 978-1-138-70119-9: £90.00 * For full contents and more information, visit: www.routledge.com/9781138701199

Routledge Market: Education April 2017: 229 x 152: 208pp Hb: 978-1-138-63665-1: £90.00 Pb: 978-1-138-63662-0: £29.99 eBook: 978-1-315-20587-8 * For full contents and more information, visit: www.routledge.com/9781138636620

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Policy Discourses in Malaysian Education

Public Engagement in Higher Education

A nation in the making

Resisting the Crisis of the Public University

Edited by Suseela Malakolunthu, University of Malaya, Malaysia and Nagappan C. Rengasamy, PEMM Consultants, Malaysia Series: Routledge Critical Studies in Asian Education With just a short time left to Malaysia’s realisation of its Vision 2020 of developed nationhood, the pathway of nation building still seems ambiguous, especially with the increasing tension in its race and ethnic relations. This book analyses the education policies that have been formulated and implemented in Malaysia. It demonstrates how these policy enactments supplant the nation’s growth and transformation, and fail to create a model of equity and multicultural co-existence among its racially and ethnically diversified people. Shedding light on these issues, it points towards the major mending that is needed for Malaysia to become a truly developed nation. Routledge Market: Education November 2016: 234x156: 156pp Hb: 978-1-138-18810-5: £90.00 eBook: 978-1-315-64270-3 * For full contents and more information, visit: www.routledge.com/9781138188105

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Richard Watermeyer and Jamie Lewis This exciting book provides readers with a critical historical and sociological analysis of public engagement as an aspect of academic practice and university mission, predominantly as it occurs in the United Kingdom. It charts and contrasts the origins and evolution of public engagement in higher education in the context of earlier ideas/ideals of the role and mission of the university as a public institution and the academic as a public intellectual, to more contemporary and arguably narrower, more instrumentalist rationalization of the university mobilized in the service of a global knowledge economy and stakeholder society. Watermeyer and Lewis consider the status of public engagement with higher education as a prominent higher education concern and its interface with other higher education agendas responsible for respectively altering and recasting, to various degrees, the landscape of higher education and the identities, practice and careers of academics. Routledge November 2017: 234x156: 180pp Hb: 978-1-472-47562-6: £105.00 * For full contents and more information, visit: www.routledge.com/9781472475626

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Reclaiming Education in the Age of PISA

State-funded Faith Schools

Challenging OECD’s educational order

A critical analysis

Vasco d'Agnese, Second University of Naples, Italy Series: 100 Cases

Stephen J. McKinney, University of Glasgow, UK Series: Foundations and Futures of Education

PISA’s Violence provides a critical analysis of the OECD’s Programme for International Student Assessment (PISA). Based on an analysis of the OECD’s public documents, including publications, webpages, and videos, d’Agnese argues that PISA is not just an assessment tool, but rather an all-encompassing framework that intends to govern education, schooling, living and society worldwide. This creation of what d’Agnese calls a life-brand, raises concerns that education and learning are becoming wares and that, consequently, we run the risk of transforming schools into providers and teachers into agents of preconceived learning packages.

This book provides an interdisciplinary and critical analysis of contemporary debates on the topic of state-funded faith schools in the UK and in international contexts. It examines the historical roots and the position of faith schools within contemporary multi-religious societies, and the multidimensional relationships between religions, faith schools and the state. The distinctive features of faith schools are explored, as are the key arguments for and against state-funded faith schooling. The book examines three issues in depth: Christian fundamentalism and faith schooling; allegations of an association between sectarianism and faith schools; and state funding for Muslim schools.

Routledge Market: Education October 2017: 234x156: 192pp Hb: 978-1-138-28451-7: £105.00 eBook: 978-1-315-26943-6 * For full contents and more information, visit: www.routledge.com/9781138284517

Routledge Market: Education October 2017: 234x156: 224pp Hb: 978-1-138-83376-0: £90.00 Pb: 978-1-138-83377-7: £31.99 * For full contents and more information, visit: www.routledge.com/9781138833777

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Revolutionary Pedagogies and Debtocracy

Student Politics and Protest

The Undermining Effects of Neoliberalism on Education

International perspectives

Maria Nikolakaki, University of Peloponnese, Greece and Leonidas Vatikiotis Series: Routledge Studies in Education, Neoliberalism, and Marxism This volume describes the economic context of the world today, and defines what debtocracy is and what revolutionary education can do about it. It explores how current neo-liberal policies and trends undermine education as a potential site of democratic learning and revolutionary social change. The authors argue that concerned educators no longer have the luxury of intellectual isolation and political inaction but must instead confront the present situation in manifest ways. This requires openly challenging the neoliberal government meddling in educational governance, the massive under-funding of education, and the removal of the institutional control of the educational process. Routledge Market: Education November 2017: 229 x 152: 232pp Hb: 978-0-415-84383-6: £95.00 * For full contents and more information, visit: www.routledge.com/9780415843836

Edited by Rachel Brooks, University of Surrey, UK Series: Research into Higher Education Despite allegations of political disengagement and apathy on the part of the young, the last ten years have witnessed a considerable degree of political activity by young people – much of it led by students or directed at changes to the higher education system. Such activity has been evident across the globe. Nevertheless, to date, no book has brought together contributions from a wide variety of national contexts to explore such trends in a rigorous manner. Student Politics and Protest: International Perspectives offers a unique contribution to the disciplines of education, sociology, social policy, politics and youth studies. It provides the first book-length analysis of student politics within contemporary higher education comprising contributions from a variety of different countries. Routledge Market: Higher Education October 2016: 234x156: 216pp Hb: 978-1-138-93495-5: £95.00 Pb: 978-1-138-93497-9: £26.99 eBook: 978-1-315-67762-0 * For full contents and more information, visit: www.routledge.com/9781138934979

2nd Edition • NEW EDITION

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Shaping Education Policy, 2nd Edition

Teachers and Teacher Unions in a Globalised World

Power and Process

History, theory and policy in Ireland

Edited by Douglas E. Mitchell, University of California, Riverside, USA, Robert L Crowson and Dorothy Shipps, Baruch College, USA

Lori Beckett, Leeds Beckett University, UK and John Carr Series: Routledge Research in Education

Shaping Education Policy is a comprehensive overview of education politics and policy. Respected scholars review the history of education policy to explain the political powers and processes that shape education today. Chapters cover major themes that have influenced education, including the civil rights movement, federal involvement, the accountability movement, family choice, and development of nationalization and globalization. This edited collection examines the tumultuous shifts in education policy over the last seven decades and is a necessary resource for understanding the evolution, current status, and possibilities of educational policy and politics.

This book asks a series of pressing questions of teacher educators, teachers and teacher unions worldwide in this era of global capitalism. As governments around the world support austerity politics, Teachers and Teacher Unions in a Globalised World asks: are practitioners in teaching and teacher education merely to succumb to pressures to dismantle their nation-state systems of education? In this book, Carr and Beckett present a clearly argued case for teachers in Ireland and around the world organising in order to realise their moral and social responsibilities of free and fair schooling for all when it is most needed.

Routledge Market: Education September 2017: 229 x 152: 348pp Hb: 978-1-138-65633-8: £95.00 Pb: 978-1-138-65634-5: £29.99 eBook: 978-1-315-62194-4 * For full contents and more information, visit: www.routledge.com/9781138656345

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Routledge Market: Education November 2017: 234x156 Hb: 978-1-138-29011-2: £105.00 eBook: 978-1-315-26654-1 * For full contents and more information, visit: www.routledge.com/9781138290112

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3rd Edition • READER • NEW EDITION

Testing in the Professions

The Critical Pedagogy Reader

Credentialing Polices and Practice Edited by Susan Davis-Becker, Alpine Testing Solutions, USA and Chad W. Buckendahl Series: NCME APPLICATIONS OF EDUCATIONAL MEASUREMENT AND ASSESSMENT Testing in the Professions focuses on current practices in credentialing testing as a guide for practitioners working in educational settings. With a broad focus on the key components, issues, and concerns surrounding the test development and validation process, this book brings together a wide range of research and theory—from design and analysis of tests to security, scoring, and reporting. Written by leading experts in the field of measurement and assessment, each chapter includes authentic examples as to how various practices are implemented or current issues observed in credentialing programs. Routledge Market: Education March 2017: 254 x 178: 320pp Hb: 978-1-138-79427-6: £100.00 Pb: 978-1-138-80644-3: £31.99 eBook: 978-1-315-75167-2 * For full contents and more information, visit: www.routledge.com/9781138806443

Edited by Antonia Darder, University of Illinois at Urbana-Champaign, USA, Rodolfo D. Torres and Marta P. Baltodano For fifteen years, The Critical Pedagogy Reader has established itself as the leading collection of classic and contemporary essays by the major thinkers in the field of critical pedagogy. While retaining its comprehensive introduction, this thoroughly revised third edition includes updated section introductions, expanded bibliographies, and up-to-date classroom questions. The book is arranged topically around issues such as class, racism, gender/sexuality, critical literacies, and classroom issues for ease of usage and navigation. Routledge Market: Education March 2017: 254 x 178: 680pp Hb: 978-1-138-21456-9: £120.00 Pb: 978-1-138-21457-6: £39.99 Prev. Ed Pb: 978-0-415-96120-2 * For full contents and more information, visit: www.routledge.com/9781138214576

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The Assault on Teacher Education

The Globalization of Internationalization

Barbara Madeloni, Kysa Nygreen and Jennifer Cannon Series: Critical Social Thought

Emerging Voices and Perspectives

The Assault on Teacher Education analyzes the damaging effect that the application of neoliberal, market-based principles has on university-based teacher education programs. It maps how these effects then negatively influence both public K-12 education and larger university systems. From the role of standardized testing to the attack on teaching as a profession, these interventions undermine the goals of critical, democratic pedagogies. Grounded in current research, written by both union activists and scholars, and supported by personal examples, this book provides teacher educators with the context they need to reflect on their experiences and the tools they need to reclaim agency. Routledge Market: Education July 2017 Hb: 978-1-138-94848-8: £90.00 Pb: 978-1-138-94849-5: £26.99 eBook: 978-1-315-66960-1 * For full contents and more information, visit: www.routledge.com/9781138948495

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Edited by Hans de Wit, Universita Cattolica del Sacro Cuore, Milan, Italy, Jocelyne Gacel-Avila, University of Guadalajara, Mexico, Elspeth Jones, Leeds Metropolitan University, UK and Nico Jooste, Nelson Mandela Metropolitan University, South Africa Series: Internationalization in Higher Education Series The Globalization of Internationalization is a timely text which gives voice to the emerging perspectives surrounding internationalization. With many dominant paradigms in the conception of internationalization traditionally coming from the English-speaking world and Western Europe, this book seeks to offer alternative perspectives. With contributions from international authors, The Globalization of Internationalization sets out global overviews, considers what internationalization means in different countries and regions and explores a range of thematic perspectives that arise from these considerations. This will be essential reading for university leaders and professionals. Routledge Market: Higher Education January 2017: 234x156: 278pp Hb: 978-1-138-10064-0: £99.99 Pb: 978-1-138-10066-4: £29.99 eBook: 978-1-315-65754-7 * For full contents and more information, visit: www.routledge.com/9781138100664

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The College Instructor's Guide to Writing Test Items

The New Imperatives of Educational Change

Measuring Student Learning Outcomes in the College Classroom

Achievement with Integrity

Michael Rodriguez The College Instructor's Guide to Writing Test Items is a resource for college instructors in need of practical and appropriate guidance on writing test questions. Given the increasing reliance on assessment in education and the new ways afforded by technology to deliver tests, instructors who understand how to design and administer tests effectively are in a powerful position to improve their classrooms. Consistent with professional standards of educational measurement and including details on multiple-choice test questions particularly, this book gives instructors the knowledge they need to use assessment activities in classrooms in a way that consistently supports learning. Routledge Market: Education June 2017: 150pp Hb: 978-1-138-88652-0: £90.00 Pb: 978-1-138-88653-7: £19.99 eBook: 978-1-315-71477-6 * For full contents and more information, visit: www.routledge.com/9781138886537

Dennis Shirley, Boston College, USA Series: Routledge Leading Change Series The New Imperatives of Educational Change is a clarion call to move beyond the standardized testing and marketplace competition that have become pervasive in school systems to focus instead on creating the conditions that will encourage all students to become critical and independent thinkers. Dennis Shirley presents five new imperatives to guide educators and policymakers towards a re-thinking of what it means to teach effectively and to learn in depth. Visionary in its scope and practical in its details, this book is an indispensable road map for all teachers, principals, and system leaders. Routledge Market: Education November 2016: 229 x 152: 150pp Hb: 978-1-138-92692-9: £90.00 Pb: 978-1-138-92693-6: £19.99 eBook: 978-1-315-68290-7 * For full contents and more information, visit: www.routledge.com/9781138926936

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STUDENT REFERENCE

The Politics of Alternative Teacher Certification

Using Assessment to Enhance Student Learning

Eran Tamir, Brandeis University, USA Series: Routledge Research in Education

Heidi Andrade and Margaret Heritage Series: Student Assessment for Educators

Alternative teacher certification has been in the midst of heated debates in the U.S. between teacher unions, teacher educators, and states. This book tracks the first political struggle over alternative teacher certification in New Jersey during the 1980s, asking why and how was the state able to win the battle over this policy.

Writing with the practical constraints of teaching in mind, Andrade and Heritage present a concise resource to help teachers maximize the positive impacts of testing on teaching. This book explains how to use assessment toward improving learning by linking behaviorist theory to the formative assessment process. With sections on goal-setting, progress-monitoring, interpreting feedback, and revision of goal-setting, this is a perfect addition to assessment courses. The second volume of the Student Assessment for Educators series, this book translates work from leading assessment specialists for best use by teachers as they prepare for the classroom.

Routledge Market: Education August 2017: 229 x 152: 244pp Hb: 978-0-415-87944-6: £105.00 * For full contents and more information, visit: www.routledge.com/9780415879446

Routledge Market: Education June 2017: 198x129: 120pp Hb: 978-1-138-65300-9: £90.00 Pb: 978-1-138-65303-0: £15.99 eBook: 978-1-315-62385-6 * For full contents and more information, visit: www.routledge.com/9781138653030

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The Politics of Differentiation in Schools

Using Shakespeare's Plays to Explore Education Policy Today

Martin Mills, The University of Queensland, Australia, Amanda Keddie, The University of Queensland, Australia, Peter Renshaw and Sue Monk, The University of Queensland, Australia Series: Routledge Research in Education

Neoliberalism through the lens of Renaissance humanism Sophie Ward, University of Durham, UK Series: Routledge Research in Education Policy and Politics Shakespeare is revered as the greatest writer in the English language, yet education reform in the English speaking world is informed primarily by the ‘market order’ promoted by economists such as Hayek (2011) and Friedman (2002), rather than the kind of humanism we might associate with Shakespeare. By considering Shakespeare’s dramatisation of the principles that inform neoliberal education policy, this book aims to contribute to debate on the moral failure of the market mechanism in our schools and higher education system today, and to offer Shakespeare’s humanism as a corrective to neoliberal

The Politics of Differentiation is concerned with how schools can provide a more socially just education in the current policy context. The book explores the ‘politics’ of various forms of differentiation within and between schools, particularly in relation to social justice. We contend that spaces for social justice within classrooms, schools and broader education systems will be opened by a politics of differentiation that recognises context and seeks economic, cultural and political justice. Such politics will need to be continually questioned to proliferate new lines of thought and enquiry. Routledge Market: Education November 2016: 234x156: 150pp Hb: 978-1-138-79724-6: £95.00 eBook: 978-1-315-75727-8 * For full contents and more information, visit: www.routledge.com/9781138797246

ideology. Routledge Market: Education November 2016: 234x156: 122pp Hb: 978-1-138-90354-8: £95.00 eBook: 978-1-315-69685-0 * For full contents and more information, visit: www.routledge.com/9781138903548

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STUDENT REFERENCE

Urban Educational Identity

Using Students’ Assessment Mistakes and Learning Deficits To Enhance Motivation and Learning

Seeing Students on Their Own Terms Sara M. Childers, Ohio State University, USA Series: The Critical Educator Through rich ethnographic detail, this book captures the complexities of urban education by documenting the everyday practices of teaching and learning at a high-achieving, high-poverty school. Drawing on over two years of intensive fieldwork and analysis, the author shows how students, teachers, and parents work both within and against traditional deficit discourses to demonstrate the challenges and paradoxes of urban schooling. It offers an up-close description of how macro-government policies areinterpreted, applied, and subverted by students as active agents in their own education. This book is a timely exploration of how race and class continue to matter in schools. Routledge Market: Education October 2016: 229 x 152: 132pp Hb: 978-1-138-84291-5: £90.00 Pb: 978-1-138-84292-2: £26.99 eBook: 978-1-315-73124-7 * For full contents and more information, visit: www.routledge.com/9781138842915

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Jim Mcmillan Series: Student Assessment for Educators Making mistakes is a critical part of the assessment process—and understanding how to learn from those mistakes helps educators and students get the most from their learning experience. In this practical volume, James McMillan shows why being wrong is an essential part of effective learning and how it can be used by teachers to motivate students and help develop positive achievement-related dispositions. In six concise chapters, the author looks at how mistakes affect students morale, identity, and knowledge, and how teachers can most effectively contextualize supposed failures to help students grow. Routledge Market: Education July 2017: 229 x 152: 120pp Hb: 978-1-138-12150-8: £90.00 Pb: 978-1-138-12151-5: £15.99 eBook: 978-1-315-65089-0 * For full contents and more information, visit: www.routledge.com/9781138121515

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Validation of Score Meaning in the Next Generation of Assessments

Young Women of Color in the School-to-Prison Pipeline

Edited by Kadriye Ercikan, University of British Columbia, Canada and James Pellegrino, University of Illinois at Chicago, USA Series: NCME APPLICATIONS OF EDUCATIONAL MEASUREMENT AND ASSESSMENT Validation of Score Meaning in the Next Generation of Assessments addresses the role of response processes data – data on the strategies, behaviours, and thought processes an examinee engages in during a test – in determining the validity and fairness of tests. Given the increasingly sophisticated data collection capabilities made possible by use of technology and the recent emphasis on testing as a means of understanding cognitive development, the time for a book on this topic is ripe. This book will bring together researchers who have used different types of examinee response process data in different testing contexts, including national, international, pen-and-paper, and computer-based. Routledge Market: Education April 2017: 254 x 178: 176pp Hb: 978-1-138-89836-3: £90.00 Pb: 978-1-138-89837-0: £29.99 eBook: 978-1-315-70859-1 * For full contents and more information, visit: www.routledge.com/9781138898370

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Race, Gender, and Disability in a Carceral State Subini Ancy Annamma, University of Kansas, USA Young Women of Color in the School-to-Prison Pipeline analyzes the construction of criminal identities in schools via the intersections of race, gender, class, and disability amid the prevalence of targeted mass incarceration. Focusing uniquely on the pathologization of female students of color, whose voices are frequently engulfed by labels of deviance and disability, a distinct and underrepresented experience of the school-to-prison pipeline is detailed through original, qualitative methodologies. The book’s DisCrit framework, grounded in interdisciplinary research, draws on scholarship from education, women’s and girl’s studies, critical race theory, legal studies, and more. Routledge Market: Education August 2017: 229 x 152: 224pp Hb: 978-1-138-69689-1: £90.00 Pb: 978-1-138-69690-7: £29.99 eBook: 978-1-315-52305-7 * For full contents and more information, visit: www.routledge.com/9781138696907

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What We Know About Heuristics and Biases Learning, Work, and Everyday Life Franklin Zaromb, Educational Testing Service, USA, Abigail Gertner, MITRE Corporation, USA, Robert Schneider, Jeremy Burrus, ProExam, USA, Gerald Matthews, Rebecca Rhodes and Richard D Roberts People often rely on mental shortcuts, known as heuristics, to help them make judgments and decisions quickly and efficiently. While, generally, these heuristics lead to accurate judgments, heuristics can also bias decision-making producing errors with serious consequences. What We Know About Heuristics and Biases introduces the literature on heuristics and provides an assessment tool designed to obviate these problems. Measuring six biases—confirmation bias, fundamental attribution error, the bias blind spot, anchoring bias, representativeness bias, and projection bias–this tool provides an innovate and cutting edge method for assessment professionals and researchers in measurement. Routledge Market: Education October 2017 Hb: 978-1-138-94686-6: £90.00 Pb: 978-1-138-94687-3: £25.99 eBook: 978-1-315-67055-3 * For full contents and more information, visit: www.routledge.com/9781138946873

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World Yearbook of Education 2017 Assessment Inequalities Edited by Julie Allan, University of Birmingham, UK and Alfredo J. Artiles, Arizona State University, USA Series: World Yearbook of Education This latest volume in the World Yearbook of Education Series focuses assessment systems and efforts to advance equity in education at a time of growing inequalities. It considers new economic trends and investigates how constraints appear to be influencing assessment and identification practices. The volume is organized around the following main issues: political motives behind the expansion of an assessment industry; the associated expansion of an SEN industry, and; growth in consequential accountability systems. Routledge Market: Education December 2016: 234x156: 296pp Hb: 978-1-138-69922-9: £90.00 eBook: 978-1-315-51737-7 * For full contents and more information, visit: www.routledge.com/9781138699229

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EDUCATION STUDIES STUDENT REFERENCE

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Education Studies

Innovations in Economic Education

The key concepts

Promising Practices for Teachers and Students, K–16

Dave Trotman, Roger Willoughby and Helen E. Lees Series: Routledge Key Guides

Edited by Mary Beth Henning, Northern Illinois University, USA

This essential compendium offers accessible, detailed definitions of the core concepts explored on Education Studies courses. Including over fifty interdisciplinary entries, it clarifies topics at an introductory, intermediate and advanced level, supporting students across the three years of their course. The history and evolution of concepts are outlined, key academic debates and points of contest are explored, reference to real-life educational examples are offered, and reflective questions and further reading scaffold critical engagement. Education Studies: The key concepts is a bookshelf must-have, moving students towards a coherent stance based on theory and research.

This book addresses the growing issue of financial illiteracy by showing how economics can be successfully integrated into classrooms from kindergarten through higher education. Pre-service teachers, experienced educators, curriculum leaders, parents, and school administrators will find practical ideas to improve economic understanding. The pedagogical tools presented in each chapter include lesson plans and practical insights, and are designed to meet the NCSS, C3 Framework, and Common Core State Standards for Social Studies. This book is a timely and valuable resource for all educators interested in improving their students’ economic literacy and financial

Routledge Market: Education Studies January 2017: 234x156: 208pp Hb: 978-1-138-95777-0: £95.00 Pb: 978-1-138-95782-4: £21.99 eBook: 978-1-315-66150-6 * For full contents and more information, visit: www.routledge.com/9781138957824

4th Edition • TEXTBOOK • NEW EDITION

Education, Equality and Human Rights Issues of gender, 'race', sexuality, disability and social class Edited by Mike Cole, Bishop Grosseteste University College Lincoln, UK. This classic text and fourth edition has been fully updated to reflect the most recent changes in policy and practice, as austerity continues and in the light of the EU referendum. Whilst tracing the history of diverse equality issues up to the present day, this insightful book enables readers to assess their continuing relevance in the future. Written by a carefully chosen group of experts in their particular field, each of the five equality issues of gender, ‘race’, sexual orientation, disability and social class are covered as areas in their own right as well as in relation to education. Routledge Market: Education/Sociology July 2017: 234x156: 312pp Hb: 978-1-138-63179-3: £95.00 Pb: 978-1-138-63180-9: £26.99 eBook: 978-1-315-20860-2 Prev. Ed Pb: 978-0-415-58416-6 * For full contents and more information, visit: www.routledge.com/9781138631809

decision-making. Routledge Market: Education December 2016: 229 x 152: 216pp Hb: 978-1-138-92256-3: £90.00 Pb: 978-1-138-92257-0: £29.99 eBook: 978-1-315-68579-3 * For full contents and more information, visit: www.routledge.com/9781138922570

TEXTBOOK

International and Comparative Education Contemporary issues and debates Edited by Brendan Bartram Series: The Routledge Education Studies Series This key text offers a detailed exploration of the ways in which international and comparative education can illuminate our understanding of contemporary education systems. Considering each sector in turn, from early years’ education, to teacher training and higher education, it examines current issues in comparative education at every level, using rich case studies to open up a wealth of debate. Drawing on wide-ranging themes and national contexts to provoke critical thinking and discussion, each chapter also includes extra features, such as practical examples, further reading, and ideas for projects and assignments, to provide a valuable resource for education studies students. Routledge Market: Education October 2017: 246x174: 200pp Hb: 978-1-138-68157-6: £95.00 Pb: 978-1-138-68158-3: £26.99 eBook: 978-1-315-56309-1 * For full contents and more information, visit: www.routledge.com/9781138681583

TEXTBOOK

2nd Edition

Gender, Education and Work

Learning is a Verb

Inequalities and Intersectionality

The Psychology of Teaching and Learning

Christine Eden, Professor of Education and formerly Assistant Dean of the School of Education, Bath Spa University, UK. Series: The Routledge Education Studies Series Girls outperform boys in educational achievement, yet women in work are less well paid, are underrepresented in positions of power and carry a disproportionate burden of care and childcare. Gender, Education and Work analyses and interprets the latest data and research in the field to offer detailed historical and sociological explanations for this continuing inequity, exploring different dimensions of inequality and how they intersect. Gender, Education and Work provides the arguments together with the historical evidence and research data required by serious Education Studies and sociology students engaged in the analysis of this urgent and complex topic. Routledge Market: Education March 2017: 246x174: 200pp Hb: 978-1-138-94236-3: £90.00 Pb: 978-1-138-94238-7: £26.99 eBook: 978-1-315-67316-5 * For full contents and more information, visit: www.routledge.com/9781138942387

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Sherrie Reynolds This book explores a new way of thinking about teaching and learning. Its central goal is to help us understand how we think and learn; it will also help teachers understand children and offers a new and helpful perspective on the role of teaching. The book provides an orientation or way of thinking about the psychological dimensions of teaching and learning. This orientation is discussed in relation to cultural shifts that have influenced all fields of study; in education and psychology, the shift is reflected in the works of such scholars as Piaget, Vygotsky, Bruner, and others. Their work marks a change from a mechanical view of learning to a view of learning as dynamic transformation. Routledge Market: Education November 2004: 234x156: 160pp Hb: 978-0-415-79206-6: £99.00 Pb: 978-1-890-87161-1: £21.99 eBook: 978-1-315-21198-5 Prev. Ed Pb: 978-1-890-87124-6 * For full contents and more information, visit: www.routledge.com/9781890871611

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Place-Based Education

Routledge Encyclopaedia of Educational Thinkers

Research and Practice

Joy A. Palmer Cooper, University of Durham, UK

Edited by Robert Barratt, Bath Spa University, UK and Elisabeth Barratt Hacking, University of Bath, UK

The Routledge Encyclopedia of Educational Thinkers comprises 120 essays by leading scholars analysing the most important, influential, innovative and interesting thinkers on education of all time. Arranged chronologically, each entry explores why each thinker is significant for those who study education and explores the social, historical and political contexts in which the thinker worked. Ranging from Confucius to Edward de Bono, this collection is deliberately broad in scope crossing decades, boundaries and disciplines. The encyclopedia therefore provides the perfect introduction to the huge range and diversity of educational thought throughout the world.

The book defines a philosophical framework for place-based education, present research paradigms and methodologies adopted by the field and critique a range of pedagogical approaches. Drawing on a series of international and interdisciplinary case studies, chapters build on a theoretical framework with solid practice examples and strategies to locate learning in real-world communities and places. Written in an accessible style, each chapter is framed by reflective questions, present current thinking, include case studies and tasks for practitioners and end with questions for discussion and suggest further reading. Routledge Market: Education April 2017: 246x174: 224pp Hb: 978-0-415-65602-3: £100.00 Pb: 978-0-415-65603-0: £24.99 * For full contents and more information, visit: www.routledge.com/9780415656030

Routledge November 2017: 246x174: 640pp Pb: 978-1-138-65448-8: £37.00 * For full contents and more information, visit: www.routledge.com/9781138654488

TEXTBOOK

TEXTBOOK

Placements and Work-based Learning in Education Studies An introduction for students Edited by Jim Hordern, Bath Spa University, UK and Catherine A. Simon, Bath Spa University, UK Series: Foundations of Education Studies Written specifically for education studies students, this accessible text offers a clear introduction to placements and work-based learning providing an insight into work in schools and education settings. Including case studies to illustrate the diversity of placements and workplace opportunities, it explores the theory and practice of working in educational contexts and suports students as they develop the skills and aptitudes that enhance their employability. Part of the Foundations in Education Studies series, it aims to help students to prepare for and get the most out of their work placements. Routledge Market: Education / Education Studies January 2017: 246x174: 140pp Hb: 978-1-138-83906-9: £90.00 Pb: 978-1-138-83907-6: £22.99 eBook: 978-1-315-73364-7 * For full contents and more information, visit: www.routledge.com/9781138839076

TEXTBOOK

Psychology and the Study of Education Critical perspectives on developing theories Edited by Cathal O’Siochru Series: The Routledge Education Studies Series

The Child in Society Emel Thomas, Kyffin Jones, Wendy Bannerman, University of Northampton, UK, Peter Goy, University of Northampton, UK and Wendy Turner, University of Northampton, UK The Child, Society and You explores the links between childhood and youth learning, legislation, policy and significant societal events, examining the ways in which educational engagement is both important and personal. Using a range of case studies, each chapter provides up to date coverage of educational concerns as they influence professional practice to encourage debate. Outlining the ways in which recently occuring childhood and youth cases have impacted the education system, and examining the government’s responses to these with reference to empirical studies, it provides an insightful introduction to the relationship between society, policy and education. Routledge Market: Education August 2017: 208pp Hb: 978-1-138-92299-0: £95.00 Pb: 978-1-138-92300-3: £24.99 eBook: 978-1-315-68540-3 * For full contents and more information, visit: www.routledge.com/9781138923003

TEXTBOOK

Understanding Inclusion Core concepts, policy and practice Edited by Richard Woolley

Engaging with key studies from the past as well as cutting edge research, this book probes the relevance and application of psychology within a range of educational contexts. It re-examines core theories of learning, explores key learning processes, and examines the role of mind and identity in learning. By questioning myths and misconceptions, it challenges readers to develop a critical perspective and reveal the value of psychology in understanding and influencing education.

Although broadly used, in education, the term inclusion is not always fully understood. This book explores inclusion through a wide range of themes and issues, using examples of practice and learning drawn from research to provide specific examples and supports readers by presenting case studies with key areas for discussion. The authors have experience of education settings from birth into adulthood, across different continents, and providing for learners with a diverse range of identities and needs. This is a book that students will return to during their studies as they encounter different issues and consider learning in different contexts.

Routledge Market: Education Studies October 2017: 246x174: 224pp Hb: 978-1-138-23764-3: £95.00 Pb: 978-1-138-23765-0: £26.99 eBook: 978-1-315-29935-8 * For full contents and more information, visit: www.routledge.com/9781138237650

Routledge Market: Education June 2017: 246x174: 224pp Hb: 978-1-138-24167-1: £90.00 Pb: 978-1-138-24168-8: £26.99 eBook: 978-1-315-27989-3 * For full contents and more information, visit: www.routledge.com/9781138241688

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EDUCATIONAL PSYCHOLOGY Dummy text to keep placeholder

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Applying Self-Regulated Learning Principles in Classroom Contexts

Higher Education Transitions

A Teacher Guide

Edited by Eva Kyndt, Assistant professor at the University of Leuven, Belgium., Vincent Donche, Associate Professor at the University of Antwerp, Belgium, Keith Trigwell, Professor at the Institute for Teaching and Learning, University of Sydney, Australia. and Sari Lindblom-Ylänne Series: New Perspectives on Learning and Instruction

Timothy J. Cleary, Rutgers University, USA Applying Self-Regulated Learning Principles in Classrooms introduces K-12 teachers to the basics of self-regulation. Practical in nature but grounded in an empirical discussion of recent developments in SRL research, it describes techniques for infusing self-regulated learning principles into instructional activities. With clear explanations of the psychology of self-regulation, this book gives teachers the information they need to apply SRL concepts to new and existing activities with confidence. Routledge Market: Education October 2017 Hb: 978-1-138-91054-6: £90.00 Pb: 978-1-138-91055-3: £19.99 eBook: 978-1-315-69337-8 * For full contents and more information, visit: www.routledge.com/9781138910553

Theory and Research

With lifelong learning at the fore, higher education cannot be regarded as an isolated trajectory in one’s educational career and many students face substantial challenges in crafting their professional future. Higher Education Transitions aims to deepen our understanding of the transitions taking place when students enter, progress and leave education for the labour market. With an international team of contributors, this book examines 15 emperical studies which include a range of quantitive, qualitative, cross-sectional and longitudinal studies. It is essential reading for all those interested in the transitions into higher education and the labour market. Routledge Market: Education / Educational Psychology May 2017: 234x156: 312pp Hb: 978-1-138-67088-4: £95.00 Pb: 978-1-138-67089-1: £31.99 eBook: 978-1-315-61736-7 * For full contents and more information, visit: www.routledge.com/9781138670891

2nd Edition • NEW EDITION

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Handbook of Research on Learning and Instruction

Interdisciplinary and Converging Perspectives on Conceptual Change

Edited by Richard E. Mayer, University of California, Santa Barbara, USA and Patricia A. Alexander, University of Maryland, College Park, USA Series: Educational Psychology Handbook During the past 30 years, researchers have made exciting progress in the science of learning and the science of instruction. This second edition is intended to provide an overview of these research advances. With chapters written by leading researchers from around the world, this volume examines learning and instruction in a variety of learning environments including in classrooms and out of classrooms, and with a variety of learners including K-16 students and adult learners. The Handbook is written at a level that is appropriate for graduate students, researchers, and practitioners interested in an evidence-based approach to learning and instruction. Routledge Market: Education October 2016: 254 x 178: 580pp Hb: 978-1-138-83175-9: £185.00 Pb: 978-1-138-83176-6: £75.00 eBook: 978-1-315-73641-9 Prev. Ed Pb: 978-0-415-80461-5 * For full contents and more information, visit: www.routledge.com/9781138831766

Edited by Tamer G Amin, American University of Beirut, Lebanon and Olivia Levrini, University of Bologna, Italy With contributions from leading international researchers this wide-ranging volume shows how distinct interdisciplinary lines of research and inquiry can complement each other and converge over time opening up important new questions for the future of conceptual change research. Areas covered include, process, modelling and argumentation, metacognition and epistemology, language and discourse, identity and social interaction. This major new work will provide new perspectives and directions for conceptual change research and also provide new researchers and advanced students with a synthetic view of the field. Routledge Market: Education July 2017: 234x156: 320pp Hb: 978-1-138-20539-0: £95.00 Pb: 978-1-138-20540-6: £31.99 eBook: 978-1-315-46713-9 * For full contents and more information, visit: www.routledge.com/9781138205406

2nd Edition • NEW EDITION

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Handbook of Self-Regulation of Learning and Performance

Literacy, Text, and the Learning Sciences: Purposeful Reading

Edited by Dale H. Schunk, University of North Carolina, Greensboro, USA Series: Educational Psychology Handbook

Anne Britt, Northern Illinois University, USA and Rouet Jean-Francois

This second edition of the popular Handbook of Self-Regulation of Learning and Performance responds to and incorporates the wealth of new research that the first edition inspired on the subject. At the same time, it continues to include meaningful information on the theoretical background texts and historical perspectives that originally shaped the field. Edited by definitive experts on the field and including contributions on a variety of specific topics, including instruction, content areas, and methodology, this volume is a comprehensive answer for a diverse, rapidly evolving, and increasingly influential subject area. Routledge Market: Education September 2017 Hb: 978-1-138-90318-0: £140.00 Pb: 978-1-138-90319-7: £80.00 eBook: 978-1-315-69704-8 Prev. Ed Pb: 978-0-415-87112-9 * For full contents and more information, visit: www.routledge.com/9781138903197

An increased reliance on text-based communication, and changes in the ways that communication happens, call for a new exploration of reading and literacy for learners. This book seeks to do just that, collecting the last twenty years of research on these questions from across psychology, education, and the behavioural sciences. Two recognized scholars draw from work in these fields to provide the first book length work on literacy from Learning Sciences. Collaborating across fields, this book will provide researchers, scholars, students, and instructors with a valuable resource on the importance of learning through reading, and how that practice adapts with technological innovation. Routledge Market: Education June 2017: 229 x 152: 288pp Hb: 978-1-138-92700-1: £90.00 Pb: 978-1-138-92701-8: £29.99 eBook: 978-1-315-68286-0 * For full contents and more information, visit: www.routledge.com/9781138927018

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Participatory Design for Learning

School Counselling in a Chinese Context

Perspectives from Practice and Research

Supporting Students in Need in Hong Kong Edited by Ming-tak Hue, The Education Univeristy of Hong Kong, Hong Kong Series: Routledge Series on Schools and Schooling in Asia

Edited by Betsy DiSalvo, Georgia Tech, USA, Carl DiSalvo, Jason Yip, University of Washington, USA and Elizabeth Bonsignore Participatory Design is a field of research and design that actively engages stakeholders in the processes of design in order to better conceptualize and create tools, environments, and systems that serve those stakeholders. In Participatory Design for Learning: Perspectives from Practice and Research, contributors from across the fields of the learning sciences and design articulate an inclusive practice and begin the process of shaping guidelines for such collaborative involvement. Drawing from a wide range of examples and perspectives, this book explores how participatory design can contribute to the development, implementation, and sustainability of learning innovations. Routledge Market: Education May 2017: 229 x 152: 272pp Hb: 978-1-138-64097-9: £90.00 Pb: 978-1-138-64098-6: £29.99 eBook: 978-1-315-63083-0 * For full contents and more information, visit: www.routledge.com/9781138640986

School Counselling in a Chinese Context discusses research in school counselling in the Chinese context of Hong Kong schools and various educational settings, and provides a contextualized understanding of counselling issues. This book highlights key contextual conditions for counselling in Hong Kong – a Chinese society. The book also develops new theoretical orientations to understanding various issues of counselling as arisen in the Chinese society of Hong Kong and helps school practitioners to develop culturally responsive approaches to school counselling for personal growth, spiritual and emotional education. Routledge Market: Education December 2016: 234x156: 186pp Hb: 978-1-138-85459-8: £95.00 eBook: 978-1-315-72101-9 * For full contents and more information, visit: www.routledge.com/9781138854598

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Power and Privilege in the Learning Sciences

The Power of Slow Looking

Critical and Sociocultural Theories of Learning

Navigating Visual Learning and Cognitive Capacity

Edited by Indigo Esmonde, University of Toronto, Canada and Angela N. Booker Although power and privilege are embedded in all learning environments, the learning sciences is dominated by cognitive theories of learning that cannot expose the workings of power. Power and Privilege in the Learning Sciences addresses the ways in which research on human learning can acknowledge the influence of differential access to power on the organization of learning. Written by established and emerging scholars in the learning sciences and related fields, the chapters in this volume introduce connections to critical and poststructural race theories, critical disability studies, queer theory, and critical pedagogy as tools for analyzing dimensions of learning environments. Routledge Market: Education December 2016: 229 x 152: 182pp Hb: 978-1-138-92262-4: £90.00 Pb: 978-1-138-92263-1: £29.99 eBook: 978-1-315-68576-2 * For full contents and more information, visit: www.routledge.com/9781138922631

Shari Tishman The Power of Slow Looking provides a robust argument for the importance of slow looking in learning environments both general and specialized, formal and informal, and its connection to major concepts in teaching, learning, and knowledge. Addressing the highly multi-disciplinary applications of this purposeful behavioral practice, the book draws examples from the visual arts, literature, science, and everyday life while incorporating recent research into cognition, curiosity, mindfulness, attention, and direct observation skills. Original, real-world scenarios illustrate the complexities and rewards of slow looking. Routledge Market: Education August 2017: 229 x 152: 144pp Hb: 978-1-138-24040-7: £90.00 Pb: 978-1-138-24041-4: £26.99 eBook: 978-1-315-28381-4 * For full contents and more information, visit: www.routledge.com/9781138240414

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Research in Mind, Brain, and Education

The Psychological Dynamics of Race and Culture in Education

Edited by Marc Schwartz and E. JULIANA PARÉ-BLAGOEV, George Washington University, USA Research in Mind, Brain, and Education introduces new research on key topics from brain science in education. With chapters written by leading experts in the field, this book covers both foundational issues as well as new work from emergent areas through case studies. Organized to cover many critical arguments in MBE, while contextualizing the field, and introducing readers to new studies, this book is designed to educate scholars. With chapters that all conform to a common template, Research in Mind, Brain, and Education may also be easily used in a semester-long graduate course on the topic. Routledge Market: Education August 2017 Hb: 978-1-138-94671-2: £90.00 Pb: 978-1-138-94672-9: £29.99 eBook: 978-1-315-67062-1 * For full contents and more information, visit: www.routledge.com/9781138946729

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Toward Integrating Perspectives Eric Hurley, Pomona College, USA Series: Routledge Research in Educational Psychology This volume offers a penetrating critique of the current empirical research on cognitive development, educational psychology and cultural psychology, as well as the role of culture in education from both historical and contemporary perspectives. It analyzes recent education reform efforts in light of this research, and calls for more integrative scholarship in culture and educational transactions. By examining culture and ethnicity through the lens of basic psychological phenomena, educators can begin to reevaluate their perceptions of student behavior and gain insight on how their own attitudes, behaviors and teaching practices are determined by racial and cultural factors. Routledge Market: Education July 2017: 229 x 152: 208pp Hb: 978-1-138-86019-3: £105.00 eBook: 978-1-315-71668-8 * For full contents and more information, visit: www.routledge.com/9781138860193

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The Psychology of Study Success in Universities Lessons from Finnish university students Kaarina Määttä, University of Lapland, Finland and Satu Uusiautti, University of Lapland, Finland Universities around the world are under increasing pressure to provide prompt study processes and high levels of graduation, with teachers and students struggling to meet the expectations placed upon them as a result. This leads to questions about whether it is possible to help students to pass courses quickly and more efficiently, and still take care of their well-being. The Psychology of Study Success in Universities tackles such questions by providing extensive analysis of study success in universities in Finland, arguing that universities around the globe should be more concerned with students’ satisfaction and their perceptions of the elements in education that enhance or hinder their success. Routledge Market: Education/Psychology September 2017: 234x156: 200pp Hb: 978-0-415-79196-0: £95.00 eBook: 978-1-315-21210-4 * For full contents and more information, visit: www.routledge.com/9780415791960

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STUDENT REFERENCE

(Post)Critical Methodologies: The Science Possible After the Critiques

Critical Approaches to Questions in Qualitative Research

The Selected Works of Patti Lather

Raji Swaminathan, University of Wisconsin, Milwaukee and Thalia M. Mulvihill, Ball State University

Patti Lather, Professor Emerita at Ohio State University, USA Series: World Library of Educationalists In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. (Post)Critical Methodologies forms a chronology through the texts and concepts that span Patti Lather’s career. Examining (post)critical, feminist, and poststructural theories, Lather’s work is organized into thematic sections that span her 35 years of study in this field. Routledge Market: Higher Education February 2017: 234x156: 342pp Hb: 978-1-138-66611-5: £90.00 Pb: 978-1-138-28574-3: £29.99 eBook: 978-1-315-61953-8 * For full contents and more information, visit: www.routledge.com/9781138666115

This book provides a comprehensive overview of critical approaches to questions in qualitative research. Written using examples from actual research and course work, this volume helps students and researchers learn to interrogate and inquire against the grain. For use by anyone doing qualitative research in Education, Critical Approaches to Questions in Qualitative Researchteaches that questions are tools for decision making in the research process. With exercises, sample questions, and outlines for planning research, this volume teaches readers to ask questions that confront prevailing assumptions leading to an analysis, dismantling and uncovering of omissions and invisiblities. Routledge Market: Education/Research April 2017: 198x129: 120pp Hb: 978-1-138-64298-0: £90.00 Pb: 978-1-138-64297-3: £16.99 eBook: 978-1-315-62960-5 * For full contents and more information, visit: www.routledge.com/9781138642973

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Civil Society, Education and Human Formation

Education and other modes of thinking in Latin America

Philosophy's Role in a Renewed Understanding of Education Edited by Jānis Ozoliņš, Australian Catholic University Series: Routledge International Studies in the Philosophy of Education Arguing against the neoliberal orthodoxy which views education as a commodity whose purpose is to provide skills that can be used in the workplace, this book instead makes a case for education’s role in developing the virtues students need to be successful and responsible members of their communities, work for the common good and contribute to a just society. Approaching the topic from a variety of international perspectives, including the Catholic intellectual tradition, the Confucian and the secular, this book foregrounds the central role of philosophy in the making of educational policy and its elaboration. Routledge Market: Education/Research April 2017: 234x156: 272pp Hb: 978-1-138-71310-9: £95.00 eBook: 978-1-315-19940-5 * For full contents and more information, visit: www.routledge.com/9781138713109

Edited by Robert Aman, University of Glasgow, UK and Timothy Ireland, Federal University of Paraíba, Brazil This book seeks to address contemporary paradigms of education and learning in Latin America, a region at the forefront of counter-hegemonic processes. The central question to be addressed is how, in times of historical rupture, political reconstruction, and epistemic formation, the production of paradigms rooted in ‘other’ logics, cosmologies, and realities renegotiates and redefines concepts of education, learning, and knowledge. This book transcends disciplinary, epistemological, and methodological boundaries in education and learning by engagement with ‘other’ paradigms. This book was originally published as a special issue of the International Journal of Lifelong Education. Routledge Market: Educational Research / Latin America November 2016: 246x174: 116pp Hb: 978-1-138-22966-2: £90.00 * For full contents and more information, visit: www.routledge.com/9781138229662

STUDENT REFERENCE

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Critical Approaches to Life Writing Methods in Qualitative Research

Education for Sustainable Development

Thalia M. Mulvihill, Ball State University and Raji Swaminathan, University of Wisconsin, Milwaukee Critical Approaches to Life Writing Methods in Qualitative Research gives researchers and students a concise and working overview of how to write biographical and autobiographical qualitative research. Tracing the connection between this method and critical, feminist, and postcolonial, this volume shows how to begin using critical qualitative inquiry approaches such as biography, autobiography, auto/ethnography, oral history, collective and collaborative auto/biographies.With tools to help scholars plan and accomplish their projects, this short volume is for any researcher looking to incorporate life writing into their scholarship. Routledge Market: Education/Research April 2017: 198x129: 120pp Hb: 978-1-138-64300-0: £90.00 Pb: 978-1-138-64299-7: £16.99 eBook: 978-1-315-62958-2 * For full contents and more information, visit: www.routledge.com/9781138642997

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What was achieved in the DESD? Edited by Roger Firth and Maggie Smith, Open University, UK To integrate the principles, values, and practices of sustainable development into all aspects of education and learning was the goal of the UN Decade of Education for Sustainable Development (2005-2014). This book reflects on the role and impact of the Decade in helping to reorient education towards sustainability, and looks forward, contemplating the way ahead, and giving special attention to case studies and the state of affairs in England. The authors offer different perspectives on the effectiveness and value of particular initiatives and practices that are responses to the Decade. This book was originally published as a special issue of The Curriculum Journal. Routledge Market: Sustainability Education April 2017: 246x174: 160pp Hb: 978-1-138-23769-8: £90.00 * For full contents and more information, visit: www.routledge.com/9781138237698

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From Practice to Praxis: A reflexive turn

Neoliberalism and Environmental Education

The selected works of Susan Groundwater-Smith Susan Groundwater-Smith, University of Sydney, Australia Series: World Library of Educationalists In the World Library of Educationalists, international experts themselves compile career-long collections of what they judge to be their finest pieces so the world can read them in a single manageable volume. From Practice to Praxis is an exploration of ethical practice as it applies to the meaning of quality within the tradition of practitioner inquiry and participatory research. Chronicling some of her most important works, this is a compelling overview of Susan Groundwater-Smith’s contribution to Higher Education thinking and theory. Routledge Market: Higher Education November 2016: 234x156: 208pp Hb: 978-1-138-65293-4: £90.00 eBook: 978-1-315-30095-5 * For full contents and more information, visit: www.routledge.com/9781138652934

Edited by Joseph Henderson, University of Delaware, USA, David Hursh, University of Rochester, NY, USA and David Greenwood, Lakehead University, Thunder Bay, Canada Neoliberalism is a dominant ideology shaping educational and environmental contexts. In this collection, international contributors examine how neoliberal ideas and processes shape environmental education across a variety of contexts from urban gardens and environmental science classrooms to prisons and statecraft. The collection invites readers to reexamine how economic policy and politics shape the cultural enactment of environmental education. This book was originally published as a special issue of Environmental Education Research Routledge Market: Environmental Education / Neoliberalism November 2016: 246x174: 216pp Hb: 978-1-138-22957-0: £90.00 * For full contents and more information, visit: www.routledge.com/9781138229570

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Governing by Numbers

Politics, Professionals and Practitioners

Education, governance, and the tyranny of numbers Edited by Stephen J. Ball, Institute of Education, University College London, UK This book critically addresses some of the ways in which test results, performance statistics and other forms of big data are deployed in educational governance and practice, and some of the consequences of this deployment for what it means to be educated, to teach, and to learn. Recognising that numbers do not simply represent, but that they have real effects, allows us to move beyond a system where important issues about what we want from education are side-stepped in the push to ‘improve our numbers’. This collection explores how numbers change the way we think about ourselves and what we do. This book was originally published as a special issue of the Journal of Education Policy. Routledge Market: Education Research / Assessment and Testing / Statistical Analysis January 2017: 246x174: 172pp Hb: 978-1-138-70115-1: £90.00 * For full contents and more information, visit: www.routledge.com/9781138701151

Edited by Wendy Robinson, University of Exeter, UK, Rob Freathy, University of Exeter, UK and Jonathan Doney, University of Exeter, UK Grounded in a firm commitment to the value that a historical perspective might bring to current and recurrent educational concerns, of which educational professionalism remains key, this book presents eight distinctive historical chapters that explore the complex relationship between politics, professionals and practitioners in a range of different educational contexts. It offers a timely contribution to current debates about the contested place and status of educational professionalism in modern society. This book was originally published as a special issue of History of Education. Routledge Market: Educational Research / Professional Expertise / Teaching Profession February 2017: 246x174: 164pp Hb: 978-0-415-30637-9: £90.00 * For full contents and more information, visit: www.routledge.com/9780415306379

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Language in Epistemic Access

Religion and Higher Education in Europe and North America

Mobilising multilingualism and literacy development Edited by Caroline Kerfoot and Anne-Marie Simon-Vandenbergen, Ghent University, Belgium Focusing on how to address persistent linguistically structured inequalities, this book lays bare the tension between the commitment to multilingualism and language-in-education policy – particularly in South Africa – and the realities of the dominance of English and the virtual absence of indigenous African languages in educational practices. It suggests that dynamic plurilingual pedagogies can be allied with the explicit scaffolding of genre-based pedagogies to redress the asymmetry in epistemic access and to re-imagine policy, pedagogy and practice more in tune with the realities of multilingual classrooms. This book was originally published as a special issue of Language and Education. Routledge Market: Educational Research / Multilingualism / Teaching and Learning February 2017: 246x174: 124pp Hb: 978-1-138-71506-6: £90.00 * For full contents and more information, visit: www.routledge.com/9781138715066

Edited by Kristin Aune, Centre for Trust, Peace & Social Relations, Coventry University and Jacqueline Stevenson, Sheffield Institute of Education, Sheffield Hallam University Series: Research into Higher Education Religion and Belief in Higher Education illuminates experiences of staff and students in Higher Education as they negotiate the university environment. Anti-Semitism has been rising across Europe, whilst the murder of Lee Rigby and the Charlie Hebdo massacres have thrown up public debates around the role of universities in recognising and managing religious fundamentalism and discrimination. This book focuses on what research can portray about staff and students’ experiences rather than on providing practical or purely theological guidelines. This thought-provoking and challenging volume features chapters written by researchers involved in policy and practice. Routledge Market: Higher Education December 2016: 234x156: 226pp Hb: 978-1-138-65294-1: £90.00 Pb: 978-1-138-65295-8: £28.99 eBook: 978-1-315-62389-4 * For full contents and more information, visit: www.routledge.com/9781138652958

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Researching Play from a Playwork Perspective

Technology-Enhanced and Collaborative Learning

Edited by Pete King and Shelly Newstead, UCL, UK

Affordances, approaches and challenges

The importance of play in children’s lives is reflected from a global perspective within Article 31 of the United Nations Convention on the Rights of the Child and the recent General Comment. Play is currently studied across many different disciplines and domains around the world, including education, psychology, anthropology, health and childcare. Dominant paradigms of play research are generally from a developmental, educational or psychological perspective. Researching Play from a Playwork Perspective aims to provide an alternative lens through which to approach the study of play by examining what it means to research play from a playwork perspective.

Edited by Stewart Martin, University of Hull, UK and Michele Notari, University of Teacher Education, Bern, Switzerland

Routledge Market: Education July 2017: 234x156 Hb: 978-1-138-65607-9: £95.00 eBook: 978-1-315-62214-9 * For full contents and more information, visit: www.routledge.com/9781138656079

Technology-enhanced, collaborative and blended learning settings can promote more effective approaches to teaching, learning and assessment when context, agency and individual characteristics are taken into account. This book presents critical insight into the theoretical and practical progress made towards establishing effective, valid and reliable strategies for using and evaluating such approaches, and the challenges and implications of doing so. This book was originally published as a special issue of Educational Research and Evaluation. Routledge Market: Educational Research / Technology and Education January 2017: 246x174: 118pp Hb: 978-1-138-28368-8: £90.00 * For full contents and more information, visit: www.routledge.com/9781138283688

4 Volume Set

Sociology of Education II Edited by Stephen J. Ball, Institute of Education, University College London, UK Series: Major Themes in Education Sociology of Education (2000) was the first comprehensive compendium of the field’s canonical and cutting-edge research, and this new collection now takes full account of the numerous important developments that have taken place since its appearance. Moreover, Sociology of Education II also includes coverage of many new areas and topics without the scope of the first collection.With a full index, together with a comprehensive introduction, newly written by the learned editor, which places the collected material in its historical and intellectual context, Sociology of Education II is an indispensable work of reference. Routledge Market: Sociology of Education March 2017: 234x156: 1473pp Hb: 978-1-138-82788-2: £900.00 * For full contents and more information, visit: www.routledge.com/9781138827882

3rd Edition • TEXTBOOK • NEW EDITION

Teachers Investigate Their Work An Introduction to Action Research across the Professions Herbert Altrichter, University of Linz, Austria, Allan Feldman, University of South Florida, Tampa, FL, Peter Posch, Universitat Klagenfurt, Austria and Bridget Somekh, Manchester Metropolitan University, UK. Teachers Investigate their Work provides methods on how to identify starting points for research, how to collect and analyze data, how to develop and implement action strategies, and ways to make action research public through examples from studies carried out by teachers and other professionals. This fully revised third edition has been rewritten with over 50 practical methods and strategies from teachers drawing on their international practical experience. This is an essential guide for teachers and other professionals including nurses and social workers, as well as those who coordinate their professional development. Routledge Market: Undergraduates, Academics and Teachers in Action Research and Educational Research July 2017: 234x156: 308pp Hb: 978-1-138-22575-6: £110.00 Pb: 978-1-138-22576-3: £31.99 eBook: 978-1-315-39882-2 Prev. Ed Pb: 978-0-415-37794-2 * For full contents and more information, visit: www.routledge.com/9781138225763

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A New Approach to Research Ethics

Beyond McDonaldization

Using Guided Dialogue to Strengthen Research Communities

Visions of Higher Education

Henriikka Mustajoki, University of Helsinki, Finland and Arto Mustajoki

Edited by Dennis Hayes, University of Derby, UK

Ethics and Academic Research examines both theories of ethical decision-making as well as apply those theories to a broad range of situations and questions within a research career and process. The focus is not only on what is wrong, or in doing the actual research, it is a broader perspective on how ethics can be a positive force in strengthening the research community. Offering valuable guidance to the researcher and ethical decision-maker, this will be an essential text for postgraduate students and senior academics invested in professional development and self-reflection.

Beyond McDonaldization: Visions of higher education seeks to provide new models of higher education for the twenty-first century in a unique manner, challenging much that is written in mainstream texts. This inflential book explores a reassessment of the growth of McDonaldization, situating the discussion within a wider social, political and cultural context. Written in an accessible style, pertinent questions are discussed, such as; how developing economies can avoid the global process of McDonaldization of their universities; how academic freedom is key to challenging the McDonaldization of thought and ideas; and how the new political focus of the university on the self can be challenged.

Routledge Market: Higher Education March 2017: 234x156: 236pp Hb: 978-1-138-68221-4: £90.00 Pb: 978-1-138-68222-1: £29.99 eBook: 978-1-315-54531-8 * For full contents and more information, visit: www.routledge.com/9781138682221

TEXTBOOK

Routledge Market: Higher Education April 2017: 234x156: 168pp Hb: 978-1-138-28258-2: £90.00 Pb: 978-1-138-28259-9: £29.99 eBook: 978-1-315-27065-4 * For full contents and more information, visit: www.routledge.com/9781138282599

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A People’s History of American Higher Education Philo Hutcheson, Georgia State University, USA Series: Core Concepts in Higher Education This essential history of American higher education builds from the ground up, shedding light on the full, diverse range of institutions that have been instrumental in creating the higher education system we know today. It addresses key issues which have often been marginalized to exceptions and footnotes—if not ignored completely—in historical considerations of U.S. higher education: particularly race, ethnicity, gender, and class. This pathbreaking textbook introduces readers to both social and intellectual history, providing invaluable perspectives and methodologies for graduate students and faculty members alike. Routledge Market: Education June 2017: 254 x 178: 272pp Hb: 978-0-415-89469-2: £95.00 Pb: 978-0-415-89470-8: £29.99 eBook: 978-0-203-81306-5 * For full contents and more information, visit: www.routledge.com/9780415894708

Black Female College Students A Guide to Student Success in Higher Education Andrew Thomas Arroyo, Norfolk State University, USA, Felecia Commodore, University of Pennsylvania, USA, Charmaine Troy, Morgan State University, USA and Dominique Baker Series: Key Issues on Diverse College Students The latest book in the Key Issues on Diverse College Students series explores the state of Black female students in higher education, delineating key issues they face, proposing an original gendered student success model, and describing what institutions can do to support this group. This important book provides a succinct but comprehensive exploration of this underrepresented and often neglected population on college campuses. Full of practical recommendations for working across academic and student affairs, this is a useful guide for administrators, faculty, and practitioners interested in creating pathways for Black female college student success. Routledge Market: Education November 2017: 229 x 152: 160pp Hb: 978-1-138-65939-1: £90.00 Pb: 978-1-138-65940-7: £21.99 eBook: 978-1-315-62024-4 * For full contents and more information, visit: www.routledge.com/9781138659407

TEXTBOOK

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American Higher Education

Challenges in Higher Education Leadership

Issues and Institutions

Practical and Scholarly Solutions

John R. Thelin, The University of Kentucky, USA Series: Core Concepts in Higher Education The latest book in the Core Concepts in Higher Education series brings to life issues of governance, organization, teaching and learning, student life, faculty, finances, college sports, public policy, fundraising, and innovations in higher education today. Written by renowned author John Thelin, each chapter bridges research, theory, and practice and discusses a range of institutions—including the often overlooked for-profits, community colleges, and minority serving institutions. A blend of stories and analysis, this exciting new book challenges present and future higher education practitioners to be informed and active participants, capable of improving their institutions. Routledge Market: Education March 2017: 254 x 178: 356pp Hb: 978-1-138-88813-5: £95.00 Pb: 978-1-138-88814-2: £30.99 eBook: 978-1-315-71364-9 * For full contents and more information, visit: www.routledge.com/9781138888142

Edited by James Soto Antony, Yale University, USA, Ana Mari Cauce, University of Washington, USA and Donna E. Shalala In this important resource, experienced higher education presidents and senior leaders come together with respected scholars to tackle the most important and timely issues facing leaders in colleges and universities today. Challenges in Higher Education Leadership advances critical leadership and management skills across a broad array of topics, including student learning, access and affordability, racism, fundraising, athletics, and new technology. Chapters strike a balance between theory and practical advice while promoting the notion that all leaders can learn lessons from one another that can be useful in their own specific contexts. Routledge Market: Education January 2017: 229 x 152: 228pp Hb: 978-1-138-88486-1: £90.00 Pb: 978-1-138-88487-8: £21.99 eBook: 978-1-315-71584-1 * For full contents and more information, visit: www.routledge.com/9781138884878

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China’s Global Rise

Contemplative Approaches to Sustainability in Higher Education

Higher education, diplomacy and identity Suyan Pan, Hong Kong Institute of Education, Hong Kong Series: Routledge Research in International and Comparative Education This book examines the rise of China’s global profile in the international higher education community. It identifies the diplomatic role of higher education in China’s politico-economic development over a century, and how the role has been shaped by China’s self-identity as a great power in the world. This book provides an understanding of linkage between higher education and China’s international influence, and a scholarly discussion of what Chinese higher education tells about China’s international relations, especially the aims, means, and nature of China’s rise as a global power. Routledge Market: Education October 2017: 234x156: 232pp Hb: 978-1-138-68062-3: £105.00 eBook: 978-1-315-56401-2 * For full contents and more information, visit: www.routledge.com/9781138680623

Theory and Practice Edited by Marie Eaton, Holly J. Hughes and Jean MacGregor, The Evergreen State College, USA How do we foster in college students the cognitive complexity, ethical development, and personal resolve that is required for living in this "sustainability century?" Tackling these complex and highly interdependent problems requires nuanced interdisciplinary understandings, collective endeavors, systemic solutions, and profound cultural shifts. Contributors in this book present both a rationale as well as a theoretical framework for incorporating reflective and contemplative pedagogies to help students pause, deepen their awareness, think more carefully, and work with complexity in sustainability-focused courses. Routledge Market: Education November 2016: 229 x 152: 200pp Hb: 978-1-138-19017-7: £90.00 Pb: 978-1-138-19018-4: £29.99 eBook: 978-1-315-64124-9 * For full contents and more information, visit: www.routledge.com/9781138190184

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College Teaching and Learning for Change

Creative graduate pathways within and beyond the creative industries

Students and Faculty Speak Out Edited by Margaret Miller Students and faculty come together in this powerful collection to discuss experiences and teaching practices that can change students’ lives. Organized into four parts, these first-person accounts explore the many challenges facing college students, offering advice on how to best serve low-income, first-generation, underrepresented student populations, how to foster political engagement, and how to help students take charge of their lives and education. The stories in this book provide higher education faculty and student affairs practitioners with an increased understanding of the wide variety of student experiences, and together they constitute a platform for encouraging student success. Routledge Market: Education March 2017: 229 x 152: 288pp Hb: 978-1-138-23641-7: £95.00 Pb: 978-1-138-23642-4: £29.99 eBook: 978-1-315-30239-3 * For full contents and more information, visit: www.routledge.com/9781138236424

Edited by Ruth Bridgstock, Ben Goldsmith, University of the Sunshine Coast, Australia, Jess Rodgers, Queensland University of Technology, Australia and Greg Hearn, Queensland University of Technology, Australia Examining how higher education programs create pathways from creative education to work, this book explores the launch experiences, destinations, and contributions of graduates emerging into the creative workforce. Coming from university programs that focus on developing specialist creative disciplinary skills, graduates emerge into this diverse workforce with fairly narrow career identities. With contributions ranging from quantitative analyses of large longitudinal data sets to in-depth qualitative cases, the book aims to provide a range of studies that show the complexity found in creative careers. This book was originally published as a special issue of the Journal of Education and Work. Routledge Market: Higher Education / Creative Careers November 2016: 246x174: 114pp Hb: 978-1-138-23063-7: £90.00 * For full contents and more information, visit: www.routledge.com/9781138230637

TEXTBOOK

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Complex Cases in Student Affairs

Critical Perspectives on Black Women and College Success

Preparing Early Career Professionals for Practice Michael A Ignelzi, Melissa Rychener, Molly Mistretta and Stacy Jacob The cases in this book are situated at a range of different types of institutions, cover many functional areas, represent the experiences of a diverse set of students, and address a variety of intersecting issues student affairs professionals face every day. Readers are prompted to engage with the issues presented in the cases, identify and analyze the problem, and construct robust solutions. Complex Cases in Student Affairs is an important text for use in Student Affairs graduate courses, providing students with a deeper understanding of how complex problems in student affairs might be addressed in light of feasibility, ethical principles, and alignment with institutional mission. Routledge Market: Education October 2017: 229 x 152: 240pp Hb: 978-1-138-69961-8: £90.00 Pb: 978-1-138-69962-5: £25.99 eBook: 978-1-315-51645-5 * For full contents and more information, visit: www.routledge.com/9781138699625

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Edited by Lori D. Patton, Indiana University-Purdue University Indianapolis, USA. and Natasha N. Croom, Clemson University, USA In this comprehensive volume, research-based chapters examine the experiences that have shaped college life for Black undergraduate women, and invite readers to grapple with the current myths and definitions that are shaping the discourses surrounding them. Chapter authors ask valuable questions that are critical for advancing the participation and success of Black women in higher education settings and also provide actionable recommendations to enhance their educational success. Routledge Market: Education November 2016: 229 x 152: 224pp Hb: 978-1-138-81946-7: £95.00 Pb: 978-1-138-81947-4: £27.99 eBook: 978-1-315-74442-1 * For full contents and more information, visit: www.routledge.com/9781138819474

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Culturally Responsive Teaching and Reflection in Higher Education

Education and Sustainability

Promising Practices From the Cultural Literacy Curriculum Institute Edited by Sharlene Voogd Cochrane, Lesley University, USA, Meenakshi Chhabra, Marjorie A. Jones and Deborah Spragg

Edited by Michelle Merrill, Youngho Chang, Md Saidul Islam, Patricia Burkhardt-Holm and Chew-Hung Chang Series: Routledge Research in Asian Education

Culturally Responsive Teaching and Reflection in Higher Education explores how postsecondary educators can develop their own cultural awareness and provide inclusive learning environments for all students. Discussing best practices from the Cultural Literacy Curriculum Institute at Lesley University, faculty and administrators who are committed to culturally responsive teaching reflect on how to create an inclusive environment and how educators can cultivate the skills, attitudes, and knowledge necessary for implementing culturally responsive curriculum and pedagogy.

This book provides an introduction to the state of sustainability education in Asia. It covers national policies, institutional policies and practices within Asian universities, sustainability considerations for teacher training at schools of education, and pedagogical practices for sustainability in higher education. With contributors from universities and NGOs in Indonesia, Singapore, Malaysia, Thailand, the Philippines, Cambodia, Vietnam, India, China and South Korea; this volume brings together the best papers from a series of three successful international conferences on post-secondary education for sustainability in Asia.

Routledge Market: Education January 2017: 216 x 140: 128pp Hb: 978-1-138-24054-4: £45.95 eBook: 978-1-315-28333-3 * For full contents and more information, visit: www.routledge.com/9781138240544

Routledge Market: Education October 2017: 234x156: 240pp Hb: 978-1-138-68141-5: £105.00 * For full contents and more information, visit: www.routledge.com/9781138681415

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Developing Research Writing

Globalised re/gendering of the academy and leadership

A Handbook for Supervisors and Advisors

Paradigms, Policies and Practices in Asia

Edited by Susan Carter and Deborah Laurs Developing Research Writing aids supervisors and advisors to bridge this gap by drawing together expertise on providing guidance and feedback into a co-edited, collaborative, evidence-based guide. In many tertiary institutions there is a gap in training for doctoral supervisors on giving advice and feedback on academic writing, and often excellent supervisors lack the linguistic vocabulary to give feedback, despite good intentions. Including chapters on key topics from identity construction through writing, clarity and style in Science writing and approaches to writing a second language through to pointers on publication, this book offers practical examples based on international research. Routledge Market: Higher Education October 2017: 234x156 Hb: 978-1-138-68814-8: £90.00 Pb: 978-1-138-68815-5: £29.99 eBook: 978-1-315-54198-3 * For full contents and more information, visit: www.routledge.com/9781138688155

Edited by Jill Blackmore, Deakin University, Australia, Marita Sánchez-Moreno, University of Seville, Spain and Naarah Sawers, Deakin University, Australia Exploring how the re-organisation of higher education has redefined academic, management, and professional roles, this book considers the different impacts of this structural change for men and women. In spite of a range of institutional equity strategies in which women learnt the ‘rules of the game’, this book shows that structural and cultural barriers – ‘glass ceilings’ – have not disappeared as might be expected. Each chapter provides an insight into how historical legacies, cultural contexts, geographic locations, and national policies are mediated through practice by localized gender regimes and orders. This book was originally published as a special issue of Gender and Education. Routledge Market: Higher Education / Organisational Change / Gender Equality October 2016: 246x174: 164pp Hb: 978-1-138-23054-5: £90.00 * For full contents and more information, visit: www.routledge.com/9781138230545

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Disability as Diversity in Higher Education

Handbook of Quality Assurance for University Teaching

Policies and Practices to Enhance Student Success Edited by Eunyoung Kim, Seton Hall University, USA and Katherine C. Aquino, Seton Hall University, USA Addressing disability not as a form of student impairment—as it is typically perceived at the postsecondary level—but rather as an important dimension of student diversity and identity, this book explores how disability can be more effectively incorporated into college environments. Chapters propose new perspectives, empirical research, and case studies to provide the necessary foundation for understanding the role of disability within campus climate and integrating students with disabilities into academic and social settings. Routledge Market: Education February 2017: 229 x 152: 268pp Hb: 978-1-138-18617-0: £90.00 Pb: 978-1-138-18618-7: £29.99 eBook: 978-1-315-64400-4 * For full contents and more information, visit: www.routledge.com/9781138186187

Roger B Ellis Assuring quality for teaching and learning is now a major challenge for universities and a major determinant of their funding. This practical and authoritative handbook provides a comprehensive overview of issues and approaches to assuring quality in university teaching. It contains a wealth of ideas and practical advice and has contributions from major international figures including the outgoing chief executives of the Quality Assurance Agency and the Higher Education Academy. This book is international in reference, research based, and full of practical advice and will be an invaluable and unique resources for lecturers, subject leaders, university managers, and quality assessors. Routledge Market: Higher Education November 2017: 246x174: 448pp Hb: 978-1-138-73378-7: £90.00 Pb: 978-1-138-73380-0: £29.99 eBook: 978-1-315-18751-8 * For full contents and more information, visit: www.routledge.com/9781138733800

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HIGHER EDUCATION 2nd Edition • NEW EDITION

2nd Edition • TEXTBOOK • NEW EDITION

Handbook on Measurement, Assessment, and Evaluation in Higher Education

Higher Education Law

Edited by Charles Secolsky, County College of Morris, USA and D. Brian Denison, Champlain Regional College, Canada Increased demands for colleges and universities to engage in outcomes assessment for accountability purposes have accelerated the need to bridge the gap between higher education practice and the fields of measurement, assessment, and evaluation. This handbook provides higher education administrators, student affairs personnel, institutional researchers, and faculty with an integrated handbook of theory, method, and application. This valuable resource brings together well-known scholars to provide detailed understanding of contemporary theories and practices, with guidance on how to apply these ideas for the benefit of students and institutions. Routledge Market: Education August 2017: 254 x 178: 682pp Hb: 978-1-138-89214-9: £185.00 Pb: 978-1-138-89215-6: £80.00 eBook: 978-1-315-70930-7 Prev. Ed Pb: 978-0-415-88076-3 * For full contents and more information, visit: www.routledge.com/9781138892156

Policy and Perspectives Klinton W. Alexander, University of Wyoming, USA and Kern Alexander This fully revised and updated textbook weaves law into its historical, political, and sociological context, while providing clear explanation of the law as it applies to American colleges and universities. The text draws exclusively on federal and state cases emerging from campuses and includes helpful pedagogical elements--such as chapter outlines, questions for discussion, side bars, research aids, and summation of law--to equip readers with the tools and knowledge to effectively respond in an environment of increasing litigation. This edition provides a comprehensive and accessible understanding of the latest laws relevant to higher education and student affairs administrators. Routledge Market: Education October 2016: 254 x 178: 772pp Hb: 978-1-138-67172-0: £150.00 Pb: 978-1-138-67173-7: £68.99 eBook: 978-1-315-61682-7 * For full contents and more information, visit: www.routledge.com/9781138671737

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Higher Education and the Student

Inclusive Leadership in Higher Education

From welfare state to neoliberalism

International Perspectives and Approaches

Robert Troschitz, Technical University Dresden, Germany Series: Routledge Research in Higher Education

Edited by Patrick Blessinger, Higher Education Teaching and Learning Association, USA and St. John’s University, USA and Lorraine Stefani, University of Auckland, New Zealand

The Idea of Higher Education and the Student investigates the relation between the changing function of higher education and how we see the student. But instead of offering yet another critique of neoliberalism and marketisation, it widens the view beyond the present. Based on a detailed analysis of policy documents and publications by academics and students, the book explores how the student has been conceptualised within the debate on higher education, from the 1940s until today. It thus offers a novel assessment of the history of higher education and shows how closely the concept of the student and the way we comprehend higher education are intertwined. Routledge Market: Education May 2017: 234x156 Hb: 978-1-138-21350-0: £105.00 eBook: 978-1-315-44824-4 * For full contents and more information, visit: www.routledge.com/9781138213500

Chapter contributors from higher education institutions across the globe share how leadership is developed and implemented at all levels within higher education institutions to create more inclusive organizational cultures. This volume addresses forces and factors associated with organizational change while examining leadership theory, policy, practices, and challenges encountered in building more inclusive organizations. This important volume will provide a comparative perspective, highlighting common themes across a range of institutional and cultural contexts to help leaders promote an organizational mind-set and culture of inclusion and inclusiveness. Routledge Market: Education October 2017: 229 x 152: 240pp Hb: 978-1-138-20143-9: £90.00 Pb: 978-1-138-20144-6: £29.99 * For full contents and more information, visit: www.routledge.com/9781138201446

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Higher Education in the Asian Century

Intercultural Competence in Higher Education

The European legacy and the future of Transnational Education in the ASEAN region

International Approaches, Assessment and Application

Edited by Christopher Hill, British University in Dubai, UAE and Rozilini M. Fernandez-Chung, HELP International Corporation, Malaysia Series: Asia-Europe Education Dialogue With an increasing interest in the Asian arena, academics are turning to Asia and Asian Education in order to better understand and predict the emerging trends of global education. The focus of the book will be the development of transnational education (TNE) within the Asian context and will also represent a dialogue between European and Asian academics. The book highlights critical issues within the development of international education and discusses the challenges faced by existing TNE practices. Routledge Market: Education December 2016: 234x156: 158pp Hb: 978-1-138-83181-0: £95.00 eBook: 978-1-315-73637-2 * For full contents and more information, visit: www.routledge.com/9781138831810

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Edited by Darla K. Deardorff, Duke University, USA and Lily A. Arasaratnam-Smith, Alphacrucis College, Australia. Series: Internationalization in Higher Education Series This book captures the latest research and thinking on global, intercultural and international learning outcomes, particularly from newer voices on these topics. This edited volume brings scholars and international educators further towards understanding what the outcomes of internationalization entail, and moves beyond rhetoric and past work in this area. Devoted exclusively to exploring the central outcomes of internationalization efforts, this edited volume contains a unique combination of chapters from interdisciplinary and cross-cultural contributors, including chapters on cutting edge issues within intercultural competence development. Routledge Market: Higher Education April 2017: 234x156: 280pp Hb: 978-1-138-69384-5: £95.00 Pb: 978-1-138-69385-2: £29.99 eBook: 978-1-315-52925-7 * For full contents and more information, visit: www.routledge.com/9781138693852

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International Trends in University Governance

Masculinity and Student Success in Higher Education

Autonomy, self-government and the distribution of authority Edited by Michael Shattock, Institute of Education Series: International Studies in Higher Education Most countries are involved in reform in institutional governance but the extent to which these reforms actually change decision making structures which reflect wider historical, cultural, political and social norms is debatable. This bookutilises the expert knowledge of a worldwide range of contributors in order to reach conclusions on these complex issues. A far reaching selection of representative countries and the way higher education governance is exacted in each has been explored by contributing experts, all whom have extensive track records of research on institutional governance. Routledge Market: Higher Education October 2016: 229 x 152: 212pp Hb: 978-0-415-84290-7: £116.00 Pb: 978-1-138-80178-3: £34.99 eBook: 978-1-315-76902-8 * For full contents and more information, visit: www.routledge.com/9781138801783

Student Success and the Crisis of Masculinity Jonathan Bowman, University of San Diego, USA and Craig Filar, Florida State University, USA Series: Key Issues on Diverse College Students Masculinity and Student Success in Higher Education identifies complex issues associated with masculinity in higher education, providing administrators and faculty with research-based strategies for supporting the sucess of this student group. Grounded in interdisciplinary social science theories and representative case studies, this book unpacks the experience of college men while simultaneously addressing the various identities they embrace or are assigned. This practical resource shares strategies on increasing enrollment, engagement, and persistence of men in higher education across race, ethnic, and socioeconomic distinctions. Routledge Market: Education October 2017: 229 x 152: 224pp Hb: 978-1-138-68601-4: £90.00 Pb: 978-1-138-68602-1: £21.99 eBook: 978-1-315-54286-7 * For full contents and more information, visit: www.routledge.com/9781138686021

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2nd Edition • TEXTBOOK • NEW EDITION

Interrupting Class Inequality in Higher Education

Organization and Administration in Higher Education

Leadership for an Equitable Future Laura M. Harrison and Monica Hatfield Price, Ohio University, USA

Edited by Kristina Powers, Bridgepoint Education, USA and Patrick J. Schloss, Valdosta State University, USA

Interrupting Class Inequality in Higher Education explores why socioeconomic inequality persists in higher education despite widespread knowledge of the problem. Through a critical analysis of the current leadership practices and policy narratives that perpetuate socioeconomic inequality, this book outlines the trends that negatively impact low and middle income students and offers effective tools for creating a more equitable future for higher education. By taking a solution-focused approach, this book will help higher education students, leaders, and policy makers move from despair and inertia to hope and action.

Situating strategic planning and budgeting within the organization and administration of higher education institutions, this text provides effective and proven strategies for today’s change-oriented leaders. Bringing together distinguished administrators from two-year, four-year, public, and private colleges and universities, this volume provides both practical and effective guidance on the intricacies of the institutional structure, its functional activities, and contingency planning.

Routledge Market: Education March 2017: 229 x 152: 184pp Hb: 978-1-138-66900-0: £90.00 Pb: 978-1-138-66901-7: £29.99 eBook: 978-1-315-61834-0 * For full contents and more information, visit: www.routledge.com/9781138669017

TEXTBOOK

Routledge Market: Education March 2017: 254 x 178: 360pp Hb: 978-1-138-64119-8: £100.00 Pb: 978-1-138-64120-4: £30.99 eBook: 978-1-135-63065-2 * For full contents and more information, visit: www.routledge.com/9781138641204

2nd Edition • TEXTBOOK • NEW EDITION

Law and Social Justice in Higher Education

Organizational Theory in Higher Education

Crystal Renée Chambers, East Carolina University, USA Series: Core Concepts in Higher Education

Kathleen Manning, University of Vermont, USA Series: Core Concepts in Higher Education

The latest volume in the Core Concepts in Higher Education Series explores the complexity of law in higher education and both the limits and opportunities of how law can promote inclusivity and access on campus. Through a historical and legal framework, this volume explores the histories of undergraduate students and the law as it relates to equity, race, gender, social class, and sexual orientation. Bridging research, theory, and practice, Law and Social Justice in Higher Education encourages future and current higher education and student affairs practitioners to consider how they can collaborate to further a just society.

Organizational Theory in Higher Education offers a fresh take on the models and lenses through which higher education can be viewed by presenting a full range of organizational theories, from traditional to current. By alternating theory and practice chapters, noted scholar Kathleen Manning vividly illustrates the operations of higher education and its administration. Manning’s rich, interdisciplinary treatment enables leaders to gain a full understanding of the perspectives that operate on a college campus and ways to adopt effective practice in the context of new and continuing tensions, contexts, and challenges.

Routledge Market: Education November 2016: 254 x 178: 298pp Hb: 978-1-138-02116-7: £100.00 Pb: 978-1-138-02117-4: £30.99 eBook: 978-1-315-77793-1 * For full contents and more information, visit: www.routledge.com/9781138021174

Routledge Market: Education September 2017: 254 x 178: 240pp Hb: 978-1-138-66898-0: £95.00 Pb: 978-1-138-66899-7: £26.99 eBook: 978-1-315-61835-7 * For full contents and more information, visit: www.routledge.com/9781138668997

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Preventing Sexual Violence on Campus

Re-thinking Legal Education under the Civil and Common Law

Challenging Traditional Approaches through Program Innovation Edited by Sara Carrigan Wooten, Louisiana State University, USA and Roland W. Mitchell, Louisiana State University, USA Amid the ongoing national conversation regarding campus sexual assault, this book thoughtfully explores existing programmatic interventions while wrestling with fundamental questions regarding the cultural shifts in our nation’s higher education institutions. Stressing the critical importance of student inclusion in policy decisions and procedures, scholars and experts provide complex and nuanced analyses of institutional practices, while exploring themes of race, sexuality, and sexual freedom. Routledge Market: Education November 2016: 229 x 152: 212pp Hb: 978-1-138-68917-6: £95.00 Pb: 978-1-138-68920-6: £21.99 eBook: 978-1-315-53785-6 * For full contents and more information, visit: www.routledge.com/9781138689206

A road map for constructive change Edited by Richard Grimes, Independent education and legal services consultant, UK Series: Legal Pedagogy Legal pedagogy has been slow to respond to the demands and pressures of our rapidly changing world. With contributions from across the global north and south, this book examines the history of educating our lawyers, the influences and constraints that may shape the curriculum and the means of delivering it, and the models that could be used to tackle the shortcomings found in the existing system. The whole is intended to represent what might be desirable and possible if we are to produce lawyers that are fit for purpose st in the 21 century. Routledge Market: Education/Law July 2017: 234x156: 208pp Hb: 978-0-415-79200-4: £95.00 * For full contents and more information, visit: www.routledge.com/9780415792004

2nd Edition • TEXTBOOK • NEW EDITION

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Public Policy and Higher Education, 2nd Edition

Scandals in College Sports Edited by Shaun R. Harper, University of Pennsylvania, USA and Jamel K. Donnor, College of William and Mary, USA

Reframing Strategies for Preparation, Access, and Success Edward P St John, University of Michigan, USA, Nathan J. Daun-Barnett, University at Buffalo, USA and Karen Moronski Chapman, Data Analysis for Institutional Effectiveness at Daemen College in Amherst, NY Series: Core Concepts in Higher Education Public Policy and Higher Education provides readers with new ways to analyze complex state policies and offers the tools to examine how policies affect students’ access and success in college. Rather than arguing for a single approach, the authors examine how policymakers and higher education administrators can work to inform and influence change within systems of higher education using research-based evidence along with consideration of political and historical values and beliefs. This textbook is an invaluable resource for graduate students, administrators, policymakers, and researchers who seek to learn more about the crucial contexts underlying policy decisions and college access. Routledge Market: Education September 2017: 254 x 178: 368pp Hb: 978-1-138-65549-2: £95.00 Pb: 978-1-138-65550-8: £26.99 eBook: 978-1-315-62245-3 * For full contents and more information, visit: www.routledge.com/9781138655508

This timely book highlights the impact that sports have on institutions of higher education and guides college leaders and educators in informed discussions of policy and practice. Scandals in College Sports includes 21 classic and contemporary case studies and ethical dilemmas showcasing challenges that threatened the integrity and credibility of intercollegiate sports programs at a range of institutional types across the country. Each chapter author explores the details of specific case, presents the dilemma in a broader sociocultural context, and ultimately offers an alternative ending to help guide future practice. Routledge Market: Education February 2017: 229 x 152: 238pp Hb: 978-1-138-83054-7: £90.00 Pb: 978-1-138-83055-4: £20.99 eBook: 978-1-315-73722-5 * For full contents and more information, visit: www.routledge.com/9781138830554

TEXTBOOK

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Qualitative Inquiry in Higher Education Organization and Policy Research

Teaching Religious Literacy

Edited by Penny A. Pasque, University of Oklahoma, USA and Vicente M. Lechuga Series: Core Concepts in Higher Education This bookprovides readers with the theoretical foundations and innovative perspectives for undertaking qualitative research to influence policy and practice discussions. Chapter authors discuss strategies for investigating complex problems, helping readers understand how research can take into account the culture of the institution, administrative hierarchy, students, faculty, and external constituencies. This book explores how qualitative inquiry can advance understanding of organizational inequities in higher education, and it offers graduate students and educational researchers the tools to improve the organizational function of institutions while contributing to meaningful change.

A Guide to Spiritual Diversity in Higher Education Ariel Ennis Offering resources and initiatives on religious and spiritual diversity in higher education, this book describes the conceptual foundations for teaching religious literacy, offers a sample curriculum with a facilitator's guide, and provides the assessment tools needed to assess its development among students. By building off of a comprehensive overview of NYU’s award-winning Faith Zone training program, this book breaks down the methodology and tools required to create religious literacy training curricula at campuses around the world. Routledge Market: Education March 2017: 5.5 x 8.5: 100pp Hb: 978-1-138-63585-2: £95.00 eBook: 978-1-315-20635-6 * For full contents and more information, visit: www.routledge.com/9781138635852

Routledge Market: Education December 2016: 254 x 178: 178pp Hb: 978-1-138-66639-9: £90.00 Pb: 978-1-138-66640-5: £26.99 eBook: 978-1-315-61939-2 * For full contents and more information, visit: www.routledge.com/9781138666405

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Teaching, Coaching and Mentoring Adult Learners

The Design of the University

Lessons for professionalism and partnership

German, American, and “World Class”

Edited by Heather Fehring, RMIT University, Australia. and Susan Rodrigues, Liverpool Hope University, UK.

Heinz-Dieter Meyer Series: Routledge Research in Higher Education

Teaching, Coaching, and Mentoring Adult Learners is a guide to help practitioners develop the skills needed to share their expertise with adult learners and engage them in new transformative practices. This book provides an insight into the expectations and the value of the coach, mentor, tutor and supervisor roles and combines research with strategic guidance to support the implementation of innovative techniques. Collating the knowledge of experienced professionals from across the globe, this text will be invaluable for Higher Education professionals, university lecturers and those at all levels of the teaching profession.

The American university is a genuine institutional design innovation, the first to harness the power of markets, government and scholarly love for distinction without being controlled by any of them. The major tenets of the American research university – teaching and research, doctoral education, the allure of a ‘national university’ – helped it supersede international competitors, particularly Germany, as the leading powerhouse of science and scholarship. By closely tracking the similarities and differences of American higher education and its German model, this volume identifies the practices and choices that produced the gold standard for today’s world class

Routledge Market: Higher Education November 2016: 234x156: 162pp Hb: 978-1-138-96104-3: £90.00 Pb: 978-1-138-96105-0: £29.99 eBook: 978-1-315-66002-8 * For full contents and more information, visit: www.routledge.com/9781138961050

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The Abandoned Mission in Public Higher Education

The Evolution of Liberal Arts in the Global Age

The Case of the California State University Benjamin P. Bowser, California State University East Bay, USA The debate about how higher education is failing to play a role in reducing inequality often centers on elite colleges, while ignoring the numerous public colleges and universities that educate the majority of our students. This book adds to the discussion by exploring an in-depth case study of the largest public higher educational system in the United States, The California State University, with implications for other state systems as well. Focusing on the faculty perspective, this text examines how these reforms can threaten the mission of a public institution, only exacerbating the crisis of higher education and inequality.

Routledge Market: Education October 2016: 229 x 152: 254pp Hb: 978-1-138-80250-6: £95.00 eBook: 978-1-315-75416-1 * For full contents and more information, visit: www.routledge.com/9781138802506

Edited by Peter Marber, Harvard University, USA and Daniel Araya Advanced and developing countries across the globe are embracing the liberal arts approach in higher education to foster more innovative human capital to compete in the global economy. Even as interest in the tradition expands outside the United States, can the democratic philosophy underlying the liberal arts tradition be sustained? Can developing countries operating under heavy authoritarian systems cultivate schools predicated on open discussion and debate? Can entrenched specialist systems in Europe and Asia successfully adopt the multidisciplinary liberal arts model? These are some of the questions put to leading scholars and senior higher education practitioners within this edited collection.

Routledge Market: Education October 2016: 216 x 140: 128pp Hb: 978-1-138-68918-3: £45.00 eBook: 978-1-315-53786-3 * For full contents and more information, visit: www.routledge.com/9781138689183

Routledge Market: Education March 2017: 229 x 152: 264pp Hb: 978-1-138-18442-8: £90.00 Pb: 978-1-138-18443-5: £29.99 eBook: 978-1-315-64521-6 * For full contents and more information, visit: www.routledge.com/9781138184435

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The Coming of the Ecological University

The Hermeneutics of Jesuit Leadership

Entanglement, engagement, worldly recreation

The Meaning and Culture of Catholic-Jesuit Presidents

Ronald Barnett, Institute of Education, University of London, UK

Maduabuchi Muoneme Series: Routledge Research in Educational Leadership

Within this timely publication Ronald Barnett sets out his own idea of the university. By looking at matters such as the challenges of learning, professional life and research and inquiry, this book outlines just what it could mean for higher education institutions to understand and to realise themselves as exemplars of the ecological university. The term ‘ecology’ in this sense to go well beyond the natural environment to embrace all the ecosystems around the university, and over which the university stretches. This book provides a bold, original and substantial idea of the university and contains practical principles for the development of universities and their systems. Routledge Market: Education/ Higher Education September 2017: 234x156: 180pp Hb: 978-1-138-72072-5: £90.00 Pb: 978-1-138-72076-3: £29.99 eBook: 978-1-315-19489-9 * For full contents and more information, visit: www.routledge.com/9781138720763

With a focus on seven Jesuit university presidents emereti—particularly on the late University of Notre Dame President Father Theodore Hesburgh—this book offers a critical analysis of the common values, philosophies, and leadership practices of Jesuit university presidents within the broader higher education context. Looking at the impact of these leaders‘ spirituality on their leadership styles, this book illuminates the influence of their common perspectives and leadership styles on university policy and culture. Routledge Market: Education April 2017: 229 x 152: 276pp Hb: 978-1-138-63188-5: £95.00 eBook: 978-1-315-20857-2 * For full contents and more information, visit: www.routledge.com/9781138631885

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The Idea of the PhD

Theorising Learning to Teach in Higher Education

The doctorate in the twenty-first-century imagination Frances Jennifer Kelly, The University of Auckland The Idea of the PhD examines the PhD at a time when it is undergoing significant radical change worldwide. Inside universities, doctoral enrolments are continually climbing, as the demand for more graduates with high level research skills increases. This book explores the doctorate as it is constructed both within the university and higher education context and without in the broader social and cultural domain. Interdisciplinary in scope and international in appeal, The Idea of the PhD contributes to the research literature in doctoral education and higher education as a field and will be valuable reading for postgraduates, researchers and academics. Routledge Market: Higher Education January 2017: 234x156: 138pp Hb: 978-1-138-90022-6: £90.00 Pb: 978-1-138-90023-3: £29.99 eBook: 978-1-315-70739-6 * For full contents and more information, visit: www.routledge.com/9781138900233

Edited by Brenda Leibowitz, University of Johannesburg, Vivienne Bozalek, University of the Western Cape and Peter Kahn, University of Liverpool, UK Series: Research into Higher Education Theorising Learning to Teach in Higher Education provides both lecturers embarking on a career in higher education and established members of staff with the capacity to improve their teaching. The text offers an in-depth exploration of three significant approaches: critical and social realist, social practice and socio-material approaches. Readers will benefit from discussions on the role and place of theory in the process of learning to teach, whilst international case-studies demonstrate the kinds of insights and recommendations that could emanate from the three approaches examined, drawing together contributions from Europe, Africa and Australasia. Routledge Market: Higher Education October 2016: 234x156: 238pp Hb: 978-1-138-67726-5: £90.00 Pb: 978-1-138-67727-2: £27.99 eBook: 978-1-315-55960-5 * For full contents and more information, visit: www.routledge.com/9781138677272

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The Minoritisation of Higher Education Students

Transnational Education Crossing ‘Asia’ and ‘the West’

An examination of British higher education policies and practices Ruth Mieschbuehler, University of Derby, UK Series: Routledge Research in Higher Education

Adjusted desire, transformative mediocrity and neo-colonial disguise

The Minoritisation of Higher Education Students aims to show how current university policies and practice that intend to address reported ethnic attainment differences in British higher education perpetuate, rather than ameliorate, the status of minority ethnic higher education students. Discussions throughout the book demonstrate that group-based social differentiation and student-centred education foster the idea that ethnic and social attributes matter and create a divisive subtext, which loses any sense of our common humanity. In this book the consequences of this perspective for students, their educational attainment and university education as a whole are examined. Routledge Market: Education July 2017: 234x156 Hb: 978-1-138-67652-7: £95.00 eBook: 978-1-315-56002-1 * For full contents and more information, visit: www.routledge.com/9781138676527

Le-Ha Phan Series: Routledge Research in Higher Education This book identifies and discusses four phenomena in transnational education (1) the planned, evolving and transformative mediocrity behind the endorsement of English-medium education legitimized by the interactive Asia-the West relationship; (2) the strategic employment of the terms ‘Asia/Asian’ and ‘West/Western’ by all stakeholders in their perceptions and construction of choice, quality, rigour, reliability and attractiveness of programs, courses, and locations; (3) the adjusted desire for an imagined ‘West’ among various stakeholders of transnational education; and (4) the assigned and self-realized ownership of English by otherwise normally on-the-margin groups of speakers. Routledge Market: Education October 2016: 234x156: 260pp Hb: 978-1-138-79465-8: £95.00 eBook: 978-1-315-75909-8 * For full contents and more information, visit: www.routledge.com/9781138794658

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The Politics of Widening Participation and University Access for Young People

Undocumented Students in Higher Education

Making educational futures

Ryan Gildersleeve, The University of Denver, USA and Susana Hernandez Series: Key Issues on Diverse College Students

Valerie Harwood, University of Wollongong, Australia, Anna Hickey-Moody, University of Sydney, Australia, Samantha McMahon, University of Wollongong, Australia and Sarah O'Shea, University of Wollongong, Australia Series: Routledge Research in Higher Education Poor university attendance by low socio-economic status (LSES) students is an issue faced by numerous countries worldwide. Socio-economic status has been shown to be one of the strongest predictors of educational outcomes, with those from HSES backgrounds three times more likely to attend university than their LSES peers. Drawing from a study of young people aged 11 to 18 years old from disadvantaged communities across five Australian states, this book offers a considered, grounded and responsive theoretical perspective on educational exclusion, and will be a timely contribution to the global concern to ‘wider participation’ in higher education.

Supporting Pathways for Success

The most recent addition to the Key Issues on Diverse College Students series, this volume bridges theory to practice in order to help student affairs and higher education professionals who work to support undocumented students in colleges and universities. Bringing together conversations about undocumented students into a synthesized discussion, this comprehensive volume provides a more holistic understanding of what can and should be done to support successful pathways for undocumented students. Routledge Market: Education June 2017: 229 x 152: 192pp Hb: 978-1-138-77514-5: £95.00 Pb: 978-1-138-77515-2: £21.99 eBook: 978-1-315-77399-5 * For full contents and more information, visit: www.routledge.com/9781138775152

Routledge Market: Education December 2016: 234x156: 218pp Hb: 978-1-138-83091-2: £95.00 eBook: 978-1-315-73692-1 * For full contents and more information, visit: www.routledge.com/9781138830912

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Working at the Textface Engaging with student writing in higher education Jackie Tuck, The Open University, UK Series: Routledge Research in Higher Education Student writing has long been viewed as a problem in higher education in the UK, and assessment and feedback have remained high on the agenda as a result of stubbornly poor sector performance. This book tackles these issues from a new angle, exploring the experiences of academic teachers as they set, support, read, respond to and assess undergraduates’ written assignments. Based on ethnographic research, from Sports Science to History, working practices around student writing are examined from the "inside". Drawing on interviews, observations, audio recordings and texts, this approach enables work with student writers to be understood in the context of mass marketised higher education. Routledge Market: Higher Education May 2017: 234x156: 224pp Hb: 978-1-138-95223-2: £95.00 eBook: 978-1-315-66770-6 * For full contents and more information, visit: www.routledge.com/9781138952232

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A History of Manchester College

Education and Imperial Unity, 1901-1926

From its Foundation in Manchester to its Establishment in Oxford V. D. Davis Series: Routledge Library Editions: Education 1800-1926 This book, first published in 1932, tells the progress of Manchester College, founded in Manchester in 1786, and since 1889 established at Oxford, as a postgraduate School of Theology and place of training for the ministry of religion. This title will be of interest to students of history and education.

Routledge Market: Education/history of education November 2016: 234x156: 218pp Hb: 978-1-138-21531-3: £90.00 eBook: 978-1-315-44428-4 * For full contents and more information, visit: www.routledge.com/9781138215313

James G. Greenlee Series: Routledge Library Editions: Education 1800-1926 This title, first published in 1987, brings to light the assumptions, aspirations and schemes of those predominantly middle-class figures who orchestrated the Imperial Studies Movement at the turn of the twentieth-century. This title will be of interest to students of history and education.

Routledge Market: Education/history of education November 2016: 234x156: 352pp Hb: 978-1-138-22349-3: £99.00 eBook: 978-1-315-40458-5 * For full contents and more information, visit: www.routledge.com/9781138223493

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Citizenship Education in the United States

Education, Industrialization and the End of Empire in Singapore

A Historical Perspective Iftikhar Ahmad Series: Routledge Research in Education This book presents a history of the ideas and activities of the American Political Science Association (APSA) in the field of citizenship education in public schools. Examining APSA’s evolving objectives and strategies in implementing citizenship education, Ahmad analyzes the complicated relationship between the teaching of government in the public schools and the APSA’s changing visions of citizenship education. By offering a narrative of political scientists’ ideas on citizenship and citizenship education, Ahmad reveals the impact of APSA’s worldview and official policies concerning pre-collegiate curriculum and instruction in citizenship education. Routledge Market: Education March 2017: 229 x 152: 160pp Hb: 978-1-138-68437-9: £105.00 eBook: 978-1-315-54396-3 * For full contents and more information, visit: www.routledge.com/9781138684379

Kevin Blackburn, National Institute of Singapore, Nanyang Technological University, Singapore Series: Routledge Studies in Educational History and Development in Asia Singapore under the ruling People’s Action Party government has been categorized as a developmental state, which has utilized education as an instrument of its economic policies and nation building agenda. Having said that, the colonial state had been using education to meet the demands of its colonial economy well before the rise of the post-independence developmental state. Education, Industrialization and the End of Empire in Singapore examines how the state’s use of education as an instrument of economic policy had its origins in the colonial economy and intensified during the process of decolonization. Routledge Market: Education December 2016: 216x138: 122pp Hb: 978-1-138-67976-4: £45.00 eBook: 978-1-315-56404-3 * For full contents and more information, visit: www.routledge.com/9781138679764

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Creating the Practical Man of Modernity

Educational Progressivism, Cultural Encounters and Reform in Japan

The Reception of John Dewey’s Pedagogy in Mexico Victor J. Rodriguez Series: Routledge International Studies in the Philosophy of Education

Edited by Yoko Yamasaki, Kyoto University, Japan and Hiroyuki Kuno, Nagoya University, Japan Series: Progressive Education

Focused on the appropriation of John Dewey’s ideas on progressive education in revolutionary Mexico, this book reconsiders the interpretation and application of Dewey’s ideas in the world. Rodriguez examines the use of Dewey in Mexico’s state-building projects as a vantage point to assess the global impact of Dewey’s pedagogy. As these projects converged with Dewey’s desire to employ education as a tool for effective social change, Rodriguez understands Dewey not just as a philosopher but as an integral part of the Americas’ progressive movement and era.

This volume critically analyses continuing educational initiatives in Japan, from 1900 to the present day, with a particular focus on learner-centred and creative approaches. Chapters consider key collaborative improvements to teacher education, as well as group learning, ‘life education’, the creative arts and writing, and education for girls and women. The book examines Western influences, including John Dewey, Carleton Washburne and A. S. Neill, as well as Japan’s own progressive exports, such as holistic "Zenjin" education, Children’s Villages and Lesson Study, highlighting cultural encounters and progressive initiatives at both transnational and internal levels.

Routledge Market: Education December 2016: 229 x 152: 152pp Hb: 978-1-138-19460-1: £95.00 eBook: 978-1-315-63878-2 * For full contents and more information, visit: www.routledge.com/9781138194601

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Routledge Market: Education April 2017: 234x156: 188pp Hb: 978-1-138-95563-9: £105.00 eBook: 978-1-315-66619-8 * For full contents and more information, visit: www.routledge.com/9781138955639

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Educational Reform and Environmental Concern in Australia, 1900-1930

His Truth is Marching On

The Nature Study Idea

African Americans Who Taught the Freedmen for the American Missionary Association, 1861-1877

Dorothy Kass, Macquarie University, Australia Series: Progressive Education

Clara Merritt DeBoer Series: Routledge Library Editions: Education 1800-1926

The Nature Study Idea provides an analysis of nature study, which was a new subject introduced to elementary school curricula throughout the English-speaking world in the late nineteenth and early twentieth centuries. Despite its prominence within the transnational exchange of educational ideas and its importance in reformed curricula, there has been little scholarly attention to nature study and its place within educational reform. Kass addresses this lacuna by focusing upon educational reform in the Australian state of New South Wales and placing it within the context of broader educational reform movements.

This title, first published in 1995, explores the history of the American Missionary Association (AMA) – an abolitionist group founded in New York in 1846, whose primary focus was to abolish slavery, to promote racial equality and Christian values and to educate African Americans. This title will be of interest to students of history and education.

Routledge Market: Education/Environment July 2017: 234x156 Hb: 978-1-138-65051-0: £105.00 eBook: 978-1-315-62525-6 * For full contents and more information, visit: www.routledge.com/9781138650510

Routledge Market: Education/history of education November 2016: 234x156: 420pp Hb: 978-1-138-22220-5: £110.00 eBook: 978-1-315-40834-7 * For full contents and more information, visit: www.routledge.com/9781138222205

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Elementary Schooling and the Working Classes, 1860-1918

Pestalozzi His Thought and its Relevance Today

J. S. Hurt Series: Routledge Library Editions: Education 1800-1926

M. R. Heafford Series: Routledge Library Editions: Education 1800-1926

This study, first published in 1979, analyses the attitude of various income and occupational groups to elementary schools both before and after the introduction of compulsory school attendance. It also discusses the efforts made by voluntary organisations to provide school meals, as well as examining the quality of the meals themselves, before the enactment of remedial legislation in the early twentieth century. This title will be of interest to students of history and education.

This book, first published in 1967, begins with a description of Pestalozzi’s life in which the factors which influenced his development are outlined and the history of his educational institutes described. The author then presents Pestalozzi’s most important educational ideas in a systematic way. Dealing first with the various aspects of his ‘Method’, the author goes on to consider certain features of Pestalozzi’s theories which are of special interest – his views on discipline, on the role of teachers and parents, and on general and vocational education. This title will be of interest to students of history and education.

Routledge Market: Education/history of education November 2016: 234x156: 250pp Hb: 978-1-138-21641-9: £90.00 eBook: 978-1-315-44228-0 * For full contents and more information, visit: www.routledge.com/9781138216419

Routledge Market: Education/history of education November 2016: 234x156: 106pp Hb: 978-1-138-21713-3: £80.00 eBook: 978-1-315-44140-5 * For full contents and more information, visit: www.routledge.com/9781138217133

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14 Volume Set

Georg Kerschensteiner

Routledge Library Editions: Education 1800–1926

His Thought and its Relevance Today Diane Simons Series: Routledge Library Editions: Education 1800-1926 This book, first published in 1966, is an introduction to the life and work of Georg Kerschensteiner, the pioneer of the modern German system of vocational education, a system which is largely responsible for Germany’s remarkable industrial recovery and advancement after the Second World War. This title will be of interest to students of education and history.

Routledge Market: Education/history of education November 2016: 198x129: 158pp Hb: 978-1-138-21450-7: £80.00 eBook: 978-1-315-44584-7 * For full contents and more information, visit: www.routledge.com/9781138214507

Various Series: Routledge Library Editions: Education 1800-1926 This set of 14 volumes, originally published between 1932 and 1995, amalgamates several topics on the history of education between the years 1800 and 1926, including women and education, education and the working-class, and the history of universities in the United Kingdom. This set also includes titles that focus on key figures in education, such as Samuel Wilderspin, Georg Kerschensteiner and Edward Thring. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject and will be of particular interest to students of history, education and those undertaking teaching qualifications. Routledge Market: Education/history of education November 2016: 234x156: 3408pp Hb: 978-1-138-22412-4: £1125.00 eBook: 978-1-315-40302-1 * For full contents and more information, visit: www.routledge.com/9781138224124

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Samuel Wilderspin and the Infant School Movement

The Education Act, 1918

Phillip McCann and Francis A. Young Series: Routledge Library Editions: Education 1800-1926

Lawrence Andrews Series: Routledge Library Editions: Education 1800-1926

Samuel Wilderspin’s fame declined after his retirement in 1847 but his reputation as an infant school educator has survived. Many of his ideas and practices have had a great influence on infant education. In this book, first published in 1982, Wilderspin’s own story is placed in the context of this growing movement led by Owen, Buchanan and Oberlin, and it goes a long way towards reinstating him as one of the prominent figures in the early education movement. This title will be of interest to students of history and education.

This study, first published in 1976, evaluates the important contribution of the Education Act, 1918, to the development of education in England and Wales during the twentieth century. The Act aimed to establish ‘a national system of public education available for all persons capable of profiting thereby’, and in so doing, laid the framework for the subsequent reforms in the field of education. This title will be of interest to students of history and education.

Routledge Market: Education/history of education November 2016: 234x156: 336pp Hb: 978-1-138-21970-0: £99.00 eBook: 978-1-315-41469-0 * For full contents and more information, visit: www.routledge.com/9781138219700

Routledge Market: Education/history of education November 2016: 234x156: 116pp Hb: 978-1-138-21423-1: £80.00 eBook: 978-1-315-44656-1 * For full contents and more information, visit: www.routledge.com/9781138214231

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Teaching and learning difficult histories in international contexts

The Educational World of Edward Thring A Centenary Study Donald Leinster-Mackay Series: Routledge Library Editions: Education 1800-1926

A critical sociocultural approach Edited by Terrie Epstein and Carla Peck Grounded in a critical sociocultural approach, this volume examine issues associated with teaching and learning difficult histories in international contexts. Although official national historical narratives often exclude or marginalize victimized communities, teaching and learning difficult histories is necessary for increased dialog within conflict- ridden societies, reconciliation in post-conflict societies, and greater social cohesion in long-standing democratic nations. Chapter authors focus on a range of locations and diverse populations across the globe, and draw out common themes of how such difficult histories can be taught and discuss ways to overcome emotional, practical, and pedagogical obstacles. Routledge Market: Education August 2017: 229 x 152: 276pp Hb: 978-1-138-70247-9: £95.00 eBook: 978-1-315-20359-1 * For full contents and more information, visit: www.routledge.com/9781138702479

This book, first published in 1987, attempts to take fresh stock of a man who made a great impact on nineteenth-century English Secondary Education. A quasi psycho-biographical approach is adopted from the beginning so that Thring, the man, is examined from the perspective of his paradoxes, personality and the pervasive influences on him. Special attention is given to a comparison between Dr Arnold and Mr Thring, from which examination Thring emerges as a more professional schoolmaster. This title will be of interest to students of history and education. Routledge Market: Education/history of education November 2016: 234x156: 182pp Hb: 978-1-138-21538-2: £80.00 * For full contents and more information, visit: www.routledge.com/9781138215382

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Teaching and Learning Foreign Languages in Britain

The Higher Education of Women in England and America, 1865-1920

A history Nicola McLelland Series: Routledge Research in Language Education

Elizabeth Seymour Eschbach Series: Routledge Library Editions: Education 1800-1926

Teaching and Learning Foreign Languages in Britain provides a comprehensive history, in English, of language teaching and learning in the UK from the year 1600 to the year 2000. In this book McLellandoffers an overview of changing approaches, methods and techniques in language teaching and learning, as well as the first history of the social context of foreign language education in Britain. The importance of the impact of classroom-external factors on developments in language teaching and learning areth also accounted for, particularly policies and public examination requirements in the 20 century.

This study, first published in 1993, traces the path of women toward intellectual emancipation from eighteenth-century precedents, through the hard-won access to college education in the nineteenth-century, to the triumphs of the early 1900s. The author compares women's experiences in both the US and England, and will be of interest to students of history, education and gender studies.

Routledge Market: Education/Language June 2017: 234x156 Hb: 978-1-138-65128-9: £105.00 eBook: 978-1-315-62485-3 * For full contents and more information, visit: www.routledge.com/9781138651289

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Routledge Market: Education/history of education November 2016: 234x156: 252pp Hb: 978-1-138-21516-0: £90.00 eBook: 978-1-315-44440-6 * For full contents and more information, visit: www.routledge.com/9781138215160

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The History of Education in Japan (1600 – 2000)

The Universities in the Nineteenth Century

Edited by Masashi Tsujimoto, Kyoto Univeresity, Japan and Yoko Yamasaki, Mukogawa Women's University, Japan Series: Routledge Studies in Educational History and Development in Asia As one of the most rapid and earliest nations to achieve "western-modernisation", much of Japan’s success stems from its literacy history, influences by Western educational ideals, and consequent economic and democratic conflicts in Japan. This book seeks to inform of how education and schooling contributed to the unique Japanese modernisation and industrialisation. These insights can be applied to crises in the formal and systemised education and form the basis of potential solutions to controversies faced by formal education in Japan and other countries. A book that bridges the gap on the Japan’s history of education would be useful to Japanese education-centric historians and researchers. Routledge Market: Education March 2017: 234x156: 200pp Hb: 978-1-138-18191-5: £95.00 eBook: 978-1-315-64668-8 * For full contents and more information, visit: www.routledge.com/9781138181915

Edited by Michael Sanderson Series: Routledge Library Editions: Education 1800-1926 This title, first published in 1975, analyses the ways in which developments in Victorian universities have shaped both the structure and the assumptions of British higher education in the twentieth century. No period of British higher education has been more full of change nor so rooted in fundamental debate than the second half of the nineteenth century. Its lasting impact makes it crucial for an understanding both of this period of Victorian social history and of the contemporary system of higher education in Britain. This title will be of interest to students of history and education. Routledge Market: Education/history of education November 2016: 234x156: 272pp Hb: 978-1-138-21548-1: £90.00 eBook: 978-1-315-44388-1 * For full contents and more information, visit: www.routledge.com/9781138215481

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The Origins of Civic Universities

Transnationalism, Education and Empowerment

Manchester, Leeds and Liverpool

The latent legacies of empire

David R. Jones Series: Routledge Library Editions: Education 1800-1926 This book, first published in 1988, examines the origins, purposes and functioning of the civic universities founded in the second half of the nineteenth century and discusses their significance within both local and wider communities. It argues that the civic universities – and those of the northern industrial cities in particular – were among the most notable expressions of the civic culture of Victorian Britain and both a source and a reflection of the professional and expert society which was growing to maturity in that time and place. This title will be of interest to students of history and education. Routledge Market: Education/history of education November 2016: 234x156: 238pp Hb: 978-1-138-21416-3: £90.00 * For full contents and more information, visit: www.routledge.com/9781138214163

Niranjan Casinader, Monash University, Australia Series: Routledge Research in Education This book challenges the existing notion that transnationalism is fundamentally concerned with an action; the spatial movement of people. Instead, it argues that transnationalism incorporates a mindset that has evolved over the centuries, and was psychologically manifested, if dormant, in colonised populations. Each chapter of the book focuses upon educational transnationalism as a means of empowerment for groups throughout the British Empire, and how it became, and remains, the tool for liberation by marginalised groups within formerly colonised societies. Examples will be drawn from contexts including Sri Lanka, as well its Burgher and Tamil diaspora in Australia and the United Kingdom. Routledge Market: Education February 2017: 234x156: 168pp Hb: 978-1-138-91601-2: £95.00 eBook: 978-1-315-68989-0 * For full contents and more information, visit: www.routledge.com/9781138916012

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The Origins of Higher Learning

Transnationalism, Gender and the History of Education

Knowledge networks and the early development of universities Roy Lowe, Institute of Education, University of London, UK and Yoshihito Yasuhara, Professor and Director of the Hiroshima Study Centre, Open University of Japan and Emeritus professor, the University of Hiroshima. The Origins of Higher Learning is an account of the first globalisation, telling the story of how humankind first developed centres of higher learning across the vast landmass from the Atlantic to the China Sea. Written for a global readership, this book shows how interconnections across continents are nothing new and that in reality, humankind has been interdependent for a much longer period than is widely recognised. It is a book which challenges existing accounts of the origins of higher learning in Europe and will be of interest to all those who wish to know more about the starting points for modernisation. Routledge Market: Higher Education October 2016: 234x156: 194pp Hb: 978-1-138-84482-7: £90.00 Pb: 978-1-138-84483-4: £29.99 eBook: 978-1-315-72855-1 * For full contents and more information, visit: www.routledge.com/9781138844834

Edited by Deirdre Raftery, University College Dublin, Ireland and Marie Clarke, University College Dublin, Ireland This is a very important new book, bringing together the work of some of the world’s leading historians of education. Lively and provoking, this volume is a timely and most welcome addition to historical research on ‘transnationalism’, showing how ideas are communicated around the globe, and how gender impacts on the construction of those ideas. This book was originally published as a special issue of the History of Education.

Routledge Market: History of Education/ Women's and Gender History December 2016: 246x174: 202pp Hb: 978-1-138-21442-2: £90.00 * For full contents and more information, visit: www.routledge.com/9781138214422

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Victorian Education and the Ideal of Womanhood Joan N. Burstyn Series: Routledge Library Editions: Education 1800-1926 This study, first published in 1980, argues that higher education for women was accepted by the end of the nineteenth-century, and higher education was becoming a desirable preparation for teachers in girls’ schools. By accepting the opponents’ claim that higher education for women had the potential to revolutionise relations between the sexes, this fascinating book demonstrates how the relevance of the nineteenth-century serves to enhance our understanding of the contemporary women’s movement. This title will be of interest to students of history and education. Routledge Market: Education/history of education November 2016: 234x156: 190pp Hb: 978-1-138-21522-1: £80.00 eBook: 978-1-315-44432-1 * For full contents and more information, visit: www.routledge.com/9781138215221

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Where Did We Go Wrong? Industrial Performance, Education and the Economy in Victorian Britain Edited by Gordon Roderick and Michael Stephens Series: Routledge Library Editions: Education 1800-1926 This series of edited papers, first published in 1981, examines th Britain’s industrial and commercial performance in the 19 and th 20 centuries against the background of the development of th state education. The performance of certain key 19 century manufacturing industries are analysed and the reasons for their relative decline in the face of foreign competition is assessed. This title will be of interest to students of history and education.

Routledge Market: Education/history of education November 2016: 234x156: 264pp Hb: 978-1-138-21706-5: £99.00 eBook: 978-1-315-44156-6 * For full contents and more information, visit: www.routledge.com/9781138217065

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2nd Edition • NEW EDITION

A History of American Gifted Education

Addressing Special Educational Needs and Disability in the Curriculum: Geography

Jennifer L. Jolly, University of New South Wales, Australia This book provides the first comprehensive history of the field of gifted education, which is essential to recognizing its contribution to the overall American educational landscape. The text relies heavily on primary documents and artifacts as well as essential secondary documents such as the disparate historical texts and relevant biographies that already exist. Gifted Education: A History of the Field commences its investigation of American gifted education with the founding of the field in the early 20th century and concludes just at st the turn of the 21 Century, to coincide with the passage of the No Child Left Behind Act in 2001. Routledge Market: Education August 2017: 229 x 152: 224pp Hb: 978-1-138-92427-7: £90.00 Pb: 978-1-138-92429-1: £31.99 eBook: 978-1-315-68445-1 * For full contents and more information, visit: www.routledge.com/9781138924291

Graeme Eyre, Head of Humanities and Geography at St. Mary Magdalene Academy, Livepool, UK Series: Addressing SEND in the Curriculum This practical and comprehensive guide for Geography teachers has been fully updated in line with the 2014 Code of Practice to provide practical strategies for Geography teachers to ensure that Geography lessons are inclusive for all pupils. This edition includes strategies that will help pupils access the subject-specific vocabulary and the complex physical processes involved in Geography, such as the debates and discussions that are integral in the teaching of human geography, as well as ideas and tips for dealing with the challenges that geography fieldwork brings. This book will help teachers in mainstream schools to have the confidence to deliver Geography lessons without barriers. Routledge Market: Education April 2017: 297x210: 160pp Hb: 978-1-138-20909-1: £90.00 Pb: 978-1-138-20910-7: £24.99 eBook: 978-1-315-45777-2 * For full contents and more information, visit: www.routledge.com/9781138209107

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2nd Edition • NEW EDITION

A Sociology of Special and Inclusive Education

Addressing Special Educational Needs and Disability in the Curriculum: Music

Exploring the manufacture of inability Sally Tomlinson Despite a plethora of literature on special and inclusive education world-wide, governments are still unsure of the reasons for this sector’s expansion in their national education systems. Professor Tomlinson applies critical sociological perspectives to the social processes, policies and practices which comprise special and inclusive education, clearly examines the way in which people or groups exercise power and influence to shape this area of education, and discusses the conflicts of interest which arise in resulting social interactions and relationships. Specifically focussing on developments in the UK and USA, this book will be of interest to anyone studying inclusive education. Routledge Market: Education/ SEN January 2017: 234x156: 182pp Hb: 978-1-138-18276-9: £90.00 Pb: 978-1-138-18277-6: £29.99 eBook: 978-1-315-64623-7 * For full contents and more information, visit: www.routledge.com/9781138182776

Victoria Jaquiss, Leeds Music Service, UK and Diane Paterson, Leeds Music Service, UK Series: Addressing SEND in the Curriculum Through the use of practical resources, strategies and teaching techniques, this comprehensive guide provides music teachers and other professionals with the tools necessary to meet the needs of all learners. Fully up to date with the SEND Code of Practice (2015) it shows how music offers the opportunity for new, exciting and creative avenues of achievement for pupils with special educational needs. In addition to free online resources, a range of appendices also provide music teachers with lesson case studies, behaviour plans and guidance on behaviour management and effective teaching. This is an essential tool for all teachers and teaching assistants. Routledge Market: Education April 2017: 297x210: 152pp Hb: 978-1-138-23183-2: £95.00 Pb: 978-1-138-23184-9: £24.99 eBook: 978-1-315-31409-9 * For full contents and more information, visit: www.routledge.com/9781138231849

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Addressing Special Educational Needs and Disability in the Curriculum: Art Kim Earle, Deputy Head in a Secondary School, UK and Gill Curry, visiting lecturer at Chester University for PGCE Art & Design students Series: Addressing SEND in the Curriculum This fully updated guide for Art teachers has been brought up to date in line with the 2014 Code of Practice. Meeting Special Educational Needs in the Curriculum: Art provides tried and tested practical strategies that will ensure that Art lessons are accessible for all pupils. The clear and concise guidance in this edition will enable Art teachers to ensure that every child is able to enjoy creative experiences and engage in all types of art form - including drawing, painting and contemporary media such as installations. Art teachers will find the guidance on creating an inclusive and creative learning environment an invaluable reference tool. Routledge Market: Education May 2017: 297x210: 160pp Hb: 978-1-138-21411-8: £90.00 Pb: 978-1-138-21414-9: £24.99 eBook: 978-1-315-44672-1 * For full contents and more information, visit: www.routledge.com/9781138214149

Adult Interactive Style Intervention and Participatory Research Designs in Autism Bridging the gap between academic research and practice Lila Kossyvaki Series: Routledge Research in Special Educational Needs Spontaneity is a core difficulty for the majority of autistic people, regardless of their cognitive or linguistic abilities, and developing communicative skills is crucial if they want to gain greater control over their environment, increased independence, and access to a higher quality of life. This book examines the impact the interactive style of neurotypical individuals may have on the spontaneous communication of children with autism. Organised into three distinctive parts, chapters present the importance of AISI (Adult Interactive Style Interventions), exploring richly detailed case studies set in a school environment, before focussing on a number of methodological issues and offering a framework of advice to enhance communicative practice. Routledge Market: Education July 2017: 234x156: 224pp Hb: 978-1-138-85669-1: £105.00 * For full contents and more information, visit: www.routledge.com/9781138856691

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INCLUSION AND SPECIAL EDUCATIONAL NEEDS 2nd Edition • NEW EDITION

6th Edition • TEXTBOOK • NEW EDITION

Alternative Approaches to Education

Creativity in the Classroom

A guide for teachers and parents

Schools of Curious Delight

Fiona Carnie, Education Consultant, UK

Alane Jordan Starko, Eastern Michigan University, USA

Fiona Carnie is an Education Consultant and Visiting Research Associate at the Institute of Education, University of London, UK. She is Director of Partnerships at the RSA Academy in Tipton in the West Midlands where she has responsibility for parent voice, student voice and links with the local community. Fiona also sits on the Board of the European Forum for Freedom in Education, a European organisation committed to supporting diversity in education.

Creativity in the Classroom, 6 Edition helps teachers link creativity research and theory to the everyday activities of classroom teaching. This foundational textbook is relevant for th any course dealing wholly or partially with creativity in teaching. The 6 Edition has been revised and updated throughout, informed by cutting edge research on neurobiology and neuromyths, curiosity and imaginative play, questioning, and motivation, particularly the relationship between intrinsic motivation and motivation to learn.

Routledge Market: Education May 2017: 216x138: 232pp Hb: 978-1-138-69206-0: £95.00 Pb: 978-1-138-69208-4: £21.99 eBook: 978-1-315-53321-6 Prev. Ed Pb: 978-0-415-24817-4 * For full contents and more information, visit: www.routledge.com/9781138692084

Routledge Market: Education August 2017: 254 x 178: 400pp Hb: 978-1-138-22881-8: £95.00 Pb: 978-1-138-22882-5: £44.99 eBook: 978-1-315-39162-5 Prev. Ed Pb: 978-0-415-53202-0 * For full contents and more information, visit: www.routledge.com/9781138228825

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TEXTBOOK

An Emerging Approach for Education and Care

Curricula for Students with Severe Disabilities

Implementing a worldwide classification of functioning and disability

Narratives of Standards-Referenced Good Practice

Edited by Susana Castro, University of Roehampton, UK and Olympia Palikara, University of Roehampton, London

Phyllis Jones, University of South Florida, USA

An Emerging Approach for Education and Care provides a synthesis of the extensive research that has been conducted worldwide about the International Classification of Functioning, Disability and Health for Children and Youth in education and care. Each chapter presents an evidence-based study describing how the ICF has been used to improve the provision of services for children and young people with Special Educational Needs around the world. Moreover, each chapter is written by an expert on the ICF from a different country, thus providing an overview of how the ICF can be applied in international educational contexts with different educational and health systems and cultural backgrounds. Routledge Market: Education September 2017: 234x156 Hb: 978-1-138-69817-8: £105.00 eBook: 978-1-315-51969-2 * For full contents and more information, visit: www.routledge.com/9781138698178

th

Curricula for Students with Severe Disabilities supports the development of greater understandings of the role that state curriculum standards play in the pedagogical decision-making for students with severe intellectual disabilities. The book first discusses the nature and needs of these students, the curriculum for this group of learners, and the recent contributions of state curriculum standards before presenting narratives of real classrooms, teachers, and students who have meaningfully integrated state curriculum standards at the kindergarten, elementary, and high school levels. Routledge Market: Education April 2017: 229 x 152: 160pp Hb: 978-1-138-81191-1: £90.00 Pb: 978-1-138-81192-8: £24.99 eBook: 978-1-315-74911-2 * For full contents and more information, visit: www.routledge.com/9781138811928

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Approaches to Educational and Social Inclusion

Developing Inclusive Practice for Young Children with Fetal Alcohol Spectrum Disorders

International perspectives on theory, policy and key challenges Edited by Gajendra K. Verma, University of Manchester, UK and Devorah Kalekin-Fishman, University of Haifa, Israel This insightful text reflects on contributions from scholars representing Bangladesh, Greece, Israel, New Zealand, Switzerland, UK and USA, by showing how the majority of educational and social institutions in both developed and developing countries have failed to overcome the many barriers to an effective integrated system of education, suggesting ways as to how these barriers might be challenged. By looking closely at the overt and covert injuries of educational and social exclusion, a variety of approaches to overcoming the consequences of those challenges is proposed, drawing together strands of social theory, research data and conceptualisations for social action. Routledge Market: Education December 2016: 234x156: 222pp Hb: 978-1-138-67263-5: £90.00 Pb: 978-1-138-67264-2: £31.99 eBook: 978-1-315-56241-4 * For full contents and more information, visit: www.routledge.com/9781138672642

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A Framework of Knowledge and Understanding for the Early Childhood Workforce Carolyn Blackburn, Birmingham City University, UK. Children with FASD have emerged as a major phenomenon within the education and health care systems. Children who are prenatally exposed to drugs and alcohol can experience further risk to their development such as pre-term birth, low birth weight and birth defects resulting in learning and behavioural problems. Written by one of the UK’s top experts in the field, this practical and informative resource will explore of the implications of maternal drug and alcohol use for young children’s learning and development across the children’s workforce and to provide a range of pedagogical strategies, to enable early years practitioners improve children’s long-term developmental trajectory. Routledge Market: Education/ Special Educational Needs May 2017: 246x174: 104pp Hb: 978-1-138-83930-4: £90.00 Pb: 978-1-138-83932-8: £22.99 eBook: 978-1-315-73350-0 * For full contents and more information, visit: www.routledge.com/9781138839328

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Disability Studies and the Inclusive Classroom

Dyslexia-friendly Strategies for Reading, Spelling and Handwriting

Critical Practices for Embracing Diversity in Education Susan Baglieri, Montclair State University, USA Disability Studies and the Inclusive Classroom is a core textbook that integrates knowledge and practice from the fields of disability studies and special education. The second edition has been fully revised and updated throughout to include stronger connections among race, class, sexual orientation, gender, and disability to emphasize intersecting identities and experiences; stronger emphasis on curriculum and teaching rather than on attitudes toward disability; and updates to current events, cultural references, resources, research literature, laws, and policies. Routledge Market: Education May 2017: 254 x 178: 288pp Hb: 978-1-138-18826-6: £90.00 Pb: 978-1-138-18827-3: £24.99 eBook: 978-1-315-64254-3 Prev. Ed Pb: 978-0-415-99372-2 * For full contents and more information, visit: www.routledge.com/9781138188273

A Toolkit for Teachers Diane Montgomery, Middlesex University, London, UK Many pupils with dyslexia have poor spelling and handwriting, even when their reading is adaquate. This practical yet evidence-based book shows teachers who work with pupils with dyslexia how they can effectively address these areas of weakness. Full of practical methods that have been developed, tried and tested in classrooms, Montgomery introduces her Cognitive Process Strategies for Spelling (CPSS) and provides guidance on how this can be used in primary and secondary contexts. Focus is also on addressing handwriting difficulties, and shows how dysgraphic problems can hamper progress in all areas of literacy. This is is a must-read guide for all teachers and SENCos. Routledge Market: Education / SEN April 2017: 234x156: 272pp Hb: 978-1-138-22314-1: £90.00 Pb: 978-1-138-22315-8: £24.99 eBook: 978-1-315-40558-2 * For full contents and more information, visit: www.routledge.com/9781138223158

TEXTBOOK

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Diversities in Education

Early Childhood Education: a lifetime journey into a Froebelian approach

Effective ways to reach all learners David Mitchell, University of Canterbury, Christchurch, New Zealand Different will help educators become more effective in teaching diverse learners. This essential text covers ten major categories of difference of relevance to education: age; sex and gender; socio-economic status; race, ethnicity and culture; beliefs and religion; family structures; health and physical ability; personality; cognition and intellect; and access to ICT. By drawing attention to latest research into the most effective educational practices for diverse learners, Different helps bridge the growing gap between research and practice, and asks the urgent questions all educators and students should consider such as, how can inclusive education truly accommodate to diversity? Routledge Market: Education/SEN October 2016: 246x174: 316pp Hb: 978-1-138-92468-0: £95.00 Pb: 978-1-138-92470-3: £26.99 eBook: 978-1-315-68420-8 * For full contents and more information, visit: www.routledge.com/9781138924703

The selected works of Tina Bruce Tina Bruce Series: World Library of Educationalists Professor Tina Bruce (CBE) draws together her most prominent writings in one place, including chapters from her best-selling books and articles from leading journals. Her accomplished 30 year international career in education centring on the Froebelian tradition is well known and this book will include chapters looking at the ideas of this in relation to literacy and play. The readings have been chosen to illustrate the changes that have occurred in Professor Bruce’s thinking and practices and a short introduction is provided for each chapter that is intended to help readers to understand the significance of what is presented and how this relates to other chapters in the book. Routledge Market: Education August 2017: 234x156: 256pp Hb: 978-1-138-99954-1: £105.00 eBook: 978-1-315-65818-6 * For full contents and more information, visit: www.routledge.com/9781138999541

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Dyslexia in Adolescence

Educating Children with Life-Limiting Conditions

Global Perspectives

A Practical Handbook for Teachers, Children and Their Families Edited by Peggy L. Anderson, Metropolitan State College of Denver, USA and Regine Meier-Hedde, Independent practitioner, Germany

Dyslexia in Adolescence presents international case studies on the psychosocial development and academic progress of adolescents with dyslexia to enhance understanding of adjustment factors, outcomes, and support. The continuation of a qualitative longitudinal research project that focused on children between ten and twelve years of age, this volume revisits them between ages fourteen and sixteen. Through semi-structured interviews, personal narratives, and other assessments, these case studies relate the trials and tribulations associated with the development of adolescents with dyslexia from around the world and the challenges that parents face in supporting their children. Routledge Market: Education March 2017: 229 x 152: 316pp Hb: 978-1-138-64452-6: £90.00 Pb: 978-1-138-64453-3: £29.99 eBook: 978-1-315-62876-9 * For full contents and more information, visit: www.routledge.com/9781138644533

Alison Ekins, Canterbury Christ Church University, UK, Sally Robinson, Canterbury Christ Church University, UK, Ian Durrant, Canterbury Christ Church University, UK and Kathryn Summers, Canterbury Christ Church University, UK This practical resource will support teachers who are working with children with a life limiting or life threatening conditions in mainstream schools. It provides teachers with the core knowledge and skills that underpin effective practice within a whole school and cross agency approach. Recognising the complexity of individual cases, the authors communicate key principles that can be applied to a range of situations. Mainstream schools now include increasing numbers of children with life limiting or life threatening conditions and this accessible book is written by a team that comprises of both education and health professionals, which helps bridge the gap between different services. Routledge Market: Education/ SEN May 2017: 297x210: 184pp Hb: 978-1-138-67808-8: £95.00 Pb: 978-1-138-67809-5: £23.99 eBook: 978-1-315-55914-8 * For full contents and more information, visit: www.routledge.com/9781138678095

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INCLUSION AND SPECIAL EDUCATIONAL NEEDS 2nd Edition • NEW EDITION

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Educating Children and Young People with Acquired Brain Injury

Handbook of Research-Based Practices for Educating Students with Intellectual Disability Edited by Michael L. Wehmeyer, University of Kansas, USA and Karrie A. Shogren, University of Kansas, USA

Beth Wicks and Sue Walker, Educational Psychologist, UK This new edition has been updated to reflect changes to legislation relating to special educational needs and will ensure that all practitioners are able to maximize the learning opportunities for children and young people with acquired brain injury. This accessible book outlines key issues for teaching children with an ABI and provides inspiring and practical strategies for support in areas such as communication, interaction, cognition and physical needs. It also highlights the importance of considering the role of the family rather than just the child with an ABI. Written for SENCOs, teachers and teaching assistants across all settings, this book is an essential guide for professionals. Routledge Market: Education June 2017: 246x174: 192pp Hb: 978-1-138-21101-8: £24.99 Pb: 978-1-138-21102-5: £24.99 eBook: 978-1-315-45369-9 * For full contents and more information, visit: www.routledge.com/9781138211025

The Handbook of Research-Based Practices for Educating Students with Intellectual Disability provides an integrated, transdisciplinary overview and research-based practices for teaching students with intellectual disability. This comprehensive volume emphasizes education across life stages, from early intervention in schools through the transition to adulthood, and highlights major educational and support needs of children and youth with intellectual disability. The implications of history, recent research, and existing information are positioned to systematically advance new practices and explore promising possibilities in the field. Routledge Market: Education October 2016: 254 x 178: 516pp Hb: 978-1-138-83209-1: £185.00 Pb: 978-1-138-83210-7: £70.00 eBook: 978-1-315-73619-8 * For full contents and more information, visit: www.routledge.com/9781138832107

2nd Edition • TEXTBOOK • NEW EDITION

2nd Edition • NEW EDITION

Fundamentals of Gifted Education

Handbook of Special Education Edited by James M. Kauffman, University of Virginia, USA, Daniel P. Hallahan, University of Virginia, USA and Paige Cullen Pullen

Considering Multiple Perspectives Edited by Carolyn M. Callahan, University of Virginia, USA and Holly L. Hertberg-Davis, University of Virginia, USA The field of gifted education is characterized by a confusing array of perspectives concerning such fundamental issues as definition, philosophy, curriculum, social and emotional development, and underserved populations. Fundamentals of Gifted Education provides a coherent framework for planning effective programs, providing appropriate counseling services, and evaluating programs for the gifted. Sections are organized around fundamental issues confronting the field and follow a common structure: an introductory chapter that provides historical and theoretical background followed by several point-of-view chapters written by experts that provide varied perspectives on the topic at hand. Routledge Market: Education August 2017: 254x178: 476pp Hb: 978-1-138-19237-9: £125.00 Pb: 978-1-138-19238-6: £50.00 eBook: 978-1-315-63998-7 Prev. Ed Pb: 978-0-415-88151-7 * For full contents and more information, visit: www.routledge.com/9781138192386

The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education. Routledge Market: Education June 2017: 279 x 216: 824pp Hb: 978-1-138-69914-4: £185.00 Pb: 978-1-138-69915-1: £75.00 eBook: 978-1-315-51769-8 Prev. Ed Pb: 978-0-415-80072-3 * For full contents and more information, visit: www.routledge.com/9781138699151

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Handbook of Arts Education and Special Education

Inclusion is Dead

Policy, Research, and Practices

Long live inclusion

Edited by Jean B. Crockett, University of Florida, USA and Sharon M. Malley, Arts and Special Education Consulting, USA

Peter Imray and Andrew Colley

The Handbook of Arts Education and Special Education brings together for the first time in a single reference volume, policy, research, and practices in special education and arts education synthesized to inform stakeholders across a broad spectrum of education. This handbook encompasses arts education for students with disabilities from pre-K through transition into post-secondary educational settings, as well as community arts education, with particular attention to research-based practices; professional standards; students’ cognitive, artistic, and social growth; career education; and future directions for research and practice in special education and arts education. Routledge Market: Education August 2017: 254 x 178: 500pp Hb: 978-1-138-66959-8: £185.00 Pb: 978-1-138-66960-4: £75.00 eBook: 978-1-315-61813-5 * For full contents and more information, visit: www.routledge.com/9781138669604

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This is a provocative polemic against the widely held notion that inclusion for all children and young people with SEN is both possible and desirable. For those with severe learning difficulties (SLD) and profound and multiple learning difficulties (PMLD), the authors argue, it is neither. Imray and Colley opine that the dominance of inclusion has meant that there has been no serious attempt to look at the educational difficulties faced by learners with PMLD and SLD. As a vision of egalitarianism and equality for all, they say, inclusion is dead. They controversially believe that unless education changes, it will remain as a disabling institution that does the opposite of its intention. Routledge Market: Education /SEN June 2017: 216x138: 80pp Hb: 978-1-138-24159-6: £45.00 eBook: 978-1-315-28005-9 * For full contents and more information, visit: www.routledge.com/9781138241596

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Math Instruction for Students with Learning Problems

Policy and Practice in Science Education for the Gifted

Susan Perry Gurganus, College of Charleston, USA

Approaches from diverse national contexts

Math Instruction for Students with Learning Problems, 2nd Edition provides a research-based approach to mathematics instruction designed to build confidence and competence in pre- and in-service PreK-12 teachers. This core textbook addresses teacher and student attitudes toward mathematics, as well as language issues, specific mathematics disabilities, prior experiences, and cognitive and metacognitive factors. The material is rich with opportunities for class activities and field extensions, and the 2nd edition has been fully updated to reference both NCTM and CCSS-M standards throughout the text and includes an entirely new chapter on measurement and data analysis. Routledge Market: Education March 2017: 254 x 178: 470pp Hb: 978-1-138-92423-9: £90.00 Pb: 978-1-138-92424-6: £39.99 eBook: 978-1-315-68449-9 * For full contents and more information, visit: www.routledge.com/9781138924246

Manabu Sumida, Ehime University, Japan and Keith S Taber, University of Cambridge, UK Series: Routledge Research in Achievement and Gifted Education This book offers information on key influential approaches to science education for gifted learners and surveys current policy and practice from a diverse range of educational contexts. The volume offers an informative introduction for those new to studying gifted science education, as well as supporting the development of the field by offering examples of critical thinking about key issues, and accounts of the influences at work within education systems and the practical complexities of providing science education for the gifted. Routledge Market: Education March 2017: 234x156: 232pp Hb: 978-0-415-73741-8: £105.00 eBook: 978-1-315-81415-5 * For full contents and more information, visit: www.routledge.com/9780415737418

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Motivating Pupils with Specific Learning Difficulties

Redesigning Special Education Teacher Preparation

A teacher’s practical guide

Challenges and Solutions

Gavin Reid, visiting professor at the University of British Columbia, Vancouver, Canada., Gad Elbeheri and John Everatt, University of Canterbury, New Zealand Providing a comprehensive guide to what teachers need to know about motivation in pupils with Specific Learning Difficulties, the expert authors address what motivation is, how to encourage it and explore the links between motivation and learning. The book considers a range of Specific Learning Difficulties in relation to literacy, numeracy, motor development and attention problems. Key issues on learning differences are also presented, in order to identify and address pupils’ specific needs. The information and reflections offered, will be of benefit to teachers across the globe, and a key component of this text will be on enhancing the skills and the self-sufficiency of teachers. Routledge July 2017: 246x174: 160pp Hb: 978-1-138-67823-1: £90.00 Pb: 978-1-138-67824-8: £24.99 eBook: 978-1-315-55908-7 * For full contents and more information, visit: www.routledge.com/9781138678248

Edited by Jennifer L. Goeke, Montclair State University, USA, Katherine Mitchem, California University of Pennsylvania, USA and Kalie Kossar, California University of Pennsylvania, USA Redesigning Special Education Teacher Preparation describes both challenges and possible solutions to redesigning and restructuring high-incidence teacher preparation programs so graduates will meet the Highly-Qualified Teacher requirements and be prepared to teach students with high-incidence disabilities. This powerful new text discusses many possible reforms, including field-based teacher preparation, a focus on evidence-based core practices and teacher moves, collaboration with K-12 school-based partners as teacher educators, interdisciplinary collaboration across university faculty, and a grounding in current expectations for high-stakes accountability and program evaluation. Routledge Market: Education August 2017: 229 x 152: 224pp Hb: 978-1-138-69863-5: £90.00 Pb: 978-1-138-69864-2: £29.99 eBook: 978-1-315-51845-9 * For full contents and more information, visit: www.routledge.com/9781138698642

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Navigating the Transition from High School to College for Students with Disabilities

Studying with Dyslexia in Higher Education

Meg Grigal, University of Massachusetts Boston, USA, Joseph Madaus, University of Connecticut, USA, Lyman Dukes III, University of South Florida St. Petersburg, USA and Debra Hart, University of Massachusetts Boston, USA Navigating the Transition from High School to College for Students with Disabilities provides school professionals with effective strategies to help students with disabilities navigate the transition process from high school into college. This practical guide applies to a wide range of disability types and offers user-friendly resources, including vignettes, research summaries, and hands-on activities that can be easily implemented in the classroom and that facilitate strong collaboration between schools and families. Preparation issues such as financial aid, applications, benefits planning, insurance, testing, and long-term plans are addressed in detail. Routledge Market: Education November 2017: 229 x 152: 224pp Hb: 978-1-138-93472-6: £90.00 Pb: 978-1-138-93473-3: £24.99 eBook: 978-1-315-67776-7 * For full contents and more information, visit: www.routledge.com/9781138934733

A guide to success in academic writing Adrian J. Wallbank This book presents a unique visual approach to academic writing and composition tailored to the needs of dyslexic students in college settings and will help them successfully structure and articulate their ideas. The writing process is translated into meaningful visual representations in the form of templates, frameworks, images, icons and prompts designed to meet the very specific needs of dyslexic students. Underpinned by extensive research, this book help students to present their thoughts in a structured, sequenced and ordered way and is written to help them bridge the gap between their own coping strategies and the increased demands and rigours of academic writing. Routledge Market: Education September 2017: 297x210: 136pp Hb: 978-1-138-29148-5: £95.00 Pb: 978-1-138-29149-2: £19.99 eBook: 978-1-315-26534-6 * For full contents and more information, visit: www.routledge.com/9781138291492

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INCLUSION AND SPECIAL EDUCATIONAL NEEDS 3rd Edition • TEXTBOOK • NEW EDITION

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Supporting Inclusive Practice

Teaching Gifted Learners in STEM Subjects

To ensure opportunity is equal for all

Developing talent in science, technology, engineering and mathematics

Edited by Gianna Knowles Fully updated with the significant changes in legislation relating to inclusive practice, this 3rd edition encourages the practice of inclusion with discussions and guidance on how to build an inclusive environment. Encouraging debate and reflection when relating to the teaching of children from a diverse range of background, it provides support to teachers who work with children with English as an additional language; gifted children; children with autism or physical and sensory disabilities; children who have been bereaved; children with lesbian, bi or gay parents and children in care. This book is integral to all those who are looking to achieve inclusive practice in their classroom. Routledge Market: Special Educational Needs / Inclusion May 2017: 246x174: 184pp Hb: 978-1-138-67437-0: £90.00 Pb: 978-1-138-67438-7: £28.99 eBook: 978-1-315-56132-5 Prev. Ed Pb: 978-0-415-57899-8 * For full contents and more information, visit: www.routledge.com/9781138674387

Edited by Keith S. Taber, University of Cambridge, UK, Manabu Sumida, Ehime University, Japan and Lynne McClure, Cambridge University, UK Series: Routledge Research in Achievement and Gifted Education This book offers an overview of programmes designed to support the learning of gifted and talented students in STEM subjects, both to allow them to meet their potential and to encourage them to proceed towards careers in STEM areas. The chapters from a range of national contexts report on perspectives, approaches and projects in gifted education in STEM subjects. These contributions provide a picture of the state of research and practice in this area, both to inform further research and development, and to support classroom teachers in their day to day work. Routledge Market: Education October 2017: 234x156: 224pp Hb: 978-1-138-90304-3: £105.00 * For full contents and more information, visit: www.routledge.com/9781138903043

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3rd Edition • NEW EDITION

Supporting Social Inclusion for Students with Autism Spectrum Disorders

That's the Way I Think Dyslexia, dyspraxia, ADHD and dyscalculia explained David Grant, Previously University of Westminster, UK

Insights from research and practice

This third edition has been substantially revised and brought up to date in light of recent updates. The author takes a life-style approach to explain many of the everyday experiences and choices of individuals with specific learning differences, including sleep, sports, visualisation and creativity, and uses real life examples explained in the words of those with specific learning differences. The new edition has also been broadened to include dyscalculia and the continuing uncertainty surrounding it. This book is enlightening reading for anyone with first or second-hand experience of specific learning differences, including parents, teachers, teaching assistants and SENCos.

Edited by Cathy Little, University of Sydney, Australia By taking a scholarly view on social inclusion for students with Autism Spectrum Disorder, this book provides unique insights from contributors who are at the forefront of research and conceptualisation of social inclusion of students with ASD. Through a framework of three sections, each of which examines a specific aspect of the social inclusion construct, contributors define social inclusion and highlight the relationship between well-developed social skills and positive social outcomes for these students. With a range of case studies and examples, with suggestions for further investigations, they also explicate and contextualise social inclusion across a range of educational settings. Routledge Market: Education/ SEN February 2017: 234x156: 186pp Hb: 978-1-138-18996-6: £90.00 Pb: 978-1-138-18997-3: £29.99 eBook: 978-1-315-64134-8 * For full contents and more information, visit: www.routledge.com/9781138189973

Routledge Market: Education / Special Educational Needs January 2017: 216x138: 174pp Hb: 978-1-138-12621-3: £95.00 Pb: 978-1-138-12622-0: £19.99 eBook: 978-1-315-64700-5 Prev. Ed Pb: 978-0-415-56464-9 * For full contents and more information, visit: www.routledge.com/9781138126220

2nd Edition • TEXTBOOK • NEW EDITION

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Teaching Exceptional Children

The Forgotten Class

Foundations and Best Practices in Inclusive Early Childhood Education Classrooms

How modern values are failing our kids

Mojdeh Bayat, DePaul University, USA Teaching Exceptional Children is ideal for introductory courses in early childhood special education at the graduate and undergraduate level. Bayat’s clear and accessible writing, a visually appealing design, and focused pedagogy in each chapter help make it possible to cover a significant amount of material. This powerful text identifies specific behavioral characteristics and presents theoretical information grounded in neuroscience and child development research for a wide range of disabilities. Research-based best practices for effectively working with children with various disabilities in inclusive classrooms are provided in each chapter. Routledge Market: Education November 2016: 254 x 178: 598pp Hb: 978-1-138-80219-3: £110.00 Pb: 978-1-138-80220-9: £60.00 eBook: 978-1-315-75435-2 * For full contents and more information, visit: www.routledge.com/9781138802209

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Katie Ashford "She’s got issues," is what they said about Riley. As a first year teacher, I wasn’t sure what that meant, but my instincts told me that Riley was not going to be easy. She came in to my lesson smoking a cigarette, speaking on her phone, and gaining the eternal admiration of her fellow 15-year-old classmates. Five years later and Riley is in prison. The statistics said that was likely to happen. But why was Riley’s fate so inevitable? Why do some children fall into the same predictable downwards spirals? A teacher in a challenging school shares stories of the kids she taught and the difficulties they faced, and ponders how our modern values are contributing towards the demise of a generation. Routledge Market: Education October 2017: 216x138: 200pp Hb: 978-1-138-67255-0: £95.00 Pb: 978-1-138-67256-7: £14.99 eBook: 978-1-315-56246-9 * For full contents and more information, visit: www.routledge.com/9781138672567

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The Global Convergence Of Vocational and Special Education

The Science of Dyscalculia

Mass Schooling and Modern Educability

Dyscalculia isn’t just being poor at maths; it is caused by differences in the structure and patterns in the brain. Professor Butterworth uniquely and radically links the most current neuroscience to pedagogical practice, explaining how science can be used for the identification of dyscalculia, and providing a simple and reliable way of predicting how well pupils acquire arithmetical competence. Backed up by topical research, he provides robust interventions that focus on helping pupils to strengthen the ability to process numerosities and to link them to the familiar number symbols, counting words and digits. Also included is a set of practical activities and number games for classroom use.

John G. Richardson, Western Washington University, USA, Jinting Wu and Douglas M. Judge Series: Routledge Research in Special Educational Needs The global trend in educational participation has brought with it a cross-national consequence: the expansion of students with "special needs" (SEN) placed in special education and the growth of "low achieving" students diverted to vocational tracks. This book explores the global expansion of special and vocational education as a highly variable event, not only across nations of considerable economic, political and cultural difference, but between nations with evident similarities as well. Routledge Market: Education December 2016: 229 x 152: 218pp Hb: 978-0-415-83248-9: £95.00 eBook: 978-0-203-42739-2 * For full contents and more information, visit: www.routledge.com/9780415832489

Brian Butterworth

Routledge Market: Education/ SEN August 2017: 246x174: 176pp Hb: 978-1-138-68860-5: £95.00 Pb: 978-1-138-68861-2: £24.99 eBook: 978-1-315-53811-2 * For full contents and more information, visit: www.routledge.com/9781138688612

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TEXTBOOK

The Post-16 SENCO Handbook

Understanding Special Educational Needs and Disability in the Early Years

An Essential Guide to Policy and Practice Elizabeth Ramshaw, University of Gloucester, UK Series: David Fulton / Nasen This accessible, practical handbook provides essential guidance th to SENCOs in 6 forms and colleges of Further and Higher Education on how to manage the support of students with additional needs, and how to work with their colleagues, families and external professionals to co-ordinate effective provision. Advice is helpfully provided regarding a range of different challenges presented by learners with a variety of diagnoses and on the identification of needs, and is related specifically to post 16 contexts in light of the SEND Code of Practice: 0-25 years (2014). Anyone involved with the provision for post-16 students with additional learning needs will find this an indispensable resource. Routledge Market: Education / SEN February 2017: 297x210: 114pp Hb: 978-1-138-65464-8: £90.00 Pb: 978-1-138-65465-5: £27.99 eBook: 978-1-315-62311-5 * For full contents and more information, visit: www.routledge.com/9781138654655

Principles and perspectives Janice Wearmouth, Stephanie Davydaitis, Julie Beams and Abigail Gosling Aimed at students studying Early Years courses, newly appointed SENCOs and experienced teachers supporting young children with a range of special needs in their school, this key text provides essential tools for understanding legislation, policy, provision and practice for children in the early years, particularly young children with SEND. Based on extensive research and the four areas of need as defined in the Special Educational Needs and Disability Code of Practice 0 to 25 Years (2014), it is illustrated with personal accounts and case-studies and also charts the development of young children, their growing constructions of learning, communication, language, motor movement and emotion. Routledge Market: Education July 2017: 246x174: 216pp Hb: 978-1-138-20100-2: £90.00 Pb: 978-1-138-20101-9: £24.99 eBook: 978-1-315-51337-9 * For full contents and more information, visit: www.routledge.com/9781138201019

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The Resilience and Wellbeing Toolbox

Valuing Profoundly Disabled People

A guide for educators and health professionals

Dignity, capability and human worth

Madhavi Nawana Parker, Behaviour Consultant, Australia This inspiring book is a beacon for social emotional change in schools. Teachers and other professionals can easily implement the practical, straight forward strategies and begin classroom change immediately. Their students will develop skills in persistence, problem solving & emotional regulation, independence, empathy, kindness, contribution and good will while planting the seeds of resilience and wellbeing. Parents can easily use suggestions offered in each chapter on how to bring wellbeing and resilience into the home. This is a must-have handbook for anyone seeking to provide young people in their care with a strong foundation for better social, emotional and learning outcomes. Routledge Market: Education October 2016: 246x174: 220pp Hb: 978-1-138-92115-3: £95.00 Pb: 978-1-138-92117-7: £27.99 eBook: 978-1-315-67936-5 * For full contents and more information, visit: www.routledge.com/9781138921177

John Vorhaus, Institute of Education, University of London, UK Series: Routledge Research in Special Educational Needs This book provides a series of reflections on the moral, social, political and educational issues that surround people whose lives are characterised by dependency, vulnerability and profound impairment. Drawing from over 100 invaluable interviews with those who live and work alongside people with profound disability, each chapter critiques contemporary philosophical material, offering an original argument and identifying and illuminating the implications for profoundly disabled people in the contexts of education, teaching, health care and social policy. Routledge Market: Education July 2017: 234x156: 200pp Hb: 978-1-138-88800-5: £105.00 eBook: 978-1-315-71375-5 * For full contents and more information, visit: www.routledge.com/9781138888005

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Very Special Maths Developing thinking and maths skills for pupils with severe or complex learning difficulties Les Staves Written for those who work with pupils with severe and profound learning difficulties, this practical book uniquely describes content for a special curriculum in maths, and looks at how early ideas develop and become real knowledge, essential to daily function. Les Staves explains recent theories about the early development of understanding numbers, including a breakdown of the processes of learning to count which are largely neglected in the National Curriculum. He also outlines the ‘big ideas’ that are fundamental to the beginnings of mathematical thinking for children with severe and profound learning difficulties, which are vital to carrying out practical mathematical processes. Routledge Market: Education May 2017: 246x174 Hb: 978-1-138-19551-6: £95.00 Pb: 978-1-138-19553-0: £22.99 eBook: 978-1-315-63834-8 * For full contents and more information, visit: www.routledge.com/9781138195530

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China’s Educational Language

Educating Entrepreneurial Citizens

Education, Curriculum, and Knowledge in a Cross-Cultural Context

Neoliberalism and Youth Livelihoods in Tanzania

Weili Zhao Series: Routledge Cultural Studies in Knowledge, Curriculum, and Education

Joan DeJaeghere, University of Minnesota, USA Series: Education, Poverty and International Development

With a focus on the role of discourse and language in education, this book examines China’s educational reform from an original perspective that avoids mapping on Westernized educational sensibilities to a Chinese environment. Zhao untangles the tradition-modernity division expressed in China’s educational language about the body and teacher-student relations. Exploring the historical and cultural implications of the ways China’s schooling is talked about and acted upon, Zhao argues that Chinese notion "wind" (feng) is a defining aspect of Chinese teaching and learning. Incorporating Western and Chinese literature, this book explores the language of education, curriculum, and knowledge on a cross-cultural landscape.

This book is an original and timely contribution to the field as it examines the contemporary tensions between the economic and social purposes of educating citizens through a case of entrepreneurship education for youth who live in contexts of poverty and high unemployment.Using a vertical case study of an international donor, the analyses illustrate in rich detail how NGOs, local educators, community members, and youth are constructing and enacting the entrepreneurial citizen. It is an important read for postgraduate students and scholars engaged in research concerning childhood studies, international and comparative education, and development studies.

Routledge Market: Education October 2017: 229 x 152: 226pp Hb: 978-0-415-78754-3: £105.00 eBook: 978-1-315-22584-5 * For full contents and more information, visit: www.routledge.com/9780415787543

Routledge Market: Education May 2017: 234x156: 224pp Hb: 978-1-138-69126-1: £105.00 eBook: 978-1-315-53561-6 * For full contents and more information, visit: www.routledge.com/9781138691261

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Critical Global Citizenship Education Volume 1

Educating Marginalized Communities in East and Southeast Asia

Theoretical and Empiricial Foundations Carlos Alberto Torres Series: Critical Global Citizenship Education In first volume in the Critical Global Citizenship Education series, Torres combines theoretical and empirical research to present an original perspective on global citizenship education as an essentially important way of learning in a globalized world. In examining the requirements for effective global citizenship education and education reform, he investigates pathways to citizenship building at the local, national and global levels and urges development of teaching methods, teacher education, and curriculum within a social justice education framework. Routledge Market: Education April 2017: 229 x 152: 208pp Hb: 978-1-138-21162-9: £95.00 eBook: 978-1-315-45257-9 * For full contents and more information, visit: www.routledge.com/9781138211629

State, civil society and NGO partnerships Edited by Khun Eng Kuah, Monash University Malaysia, Malaysia and Jason Eng Thye Tan This book centres on efforts to provide education to these marginalized populations in the East and Southeast Asian region. Of particular interest are questions of financing and control. As various governments have struggled to manage the escalating costs of building schools, training teachers and educating students, the topic of public private partnerships in educational provision has assumed growing importance. The seven chapters presented here highlight a variety of partnerships among state, civil society and non-government organisations (NGOs). Routledge Market: Education December 2016: 234x156: 154pp Hb: 978-1-138-67338-0: £95.00 eBook: 978-1-315-56199-8 * For full contents and more information, visit: www.routledge.com/9781138673380

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Decolonising Intercultural Education

Society and Education

Colonial differences, the geopolitics of knowledge, and inter-epistemic dialogue

An Outline of Comparison

Robert Aman, University of Glasgow, UK Series: Routledge Research in International and Comparative Education

Education and the Social Imaginary explores the relation between culture and education in Europe, and extracts methodological lessons for the comparative study of education. In particular, the study within this book aims to show the inextricable relation of education as a social institution with its social-historical context, whilst also clearly demonstrating the European particularity in education historically and today.

An increasing number of educational policies, academic studies, and university courses today propagate ‘interculturality’ as a method for approaching ‘the Other’ and reconciling universal values and cultural specificities. Based on a thorough discussion of Europe’s colonial past and the hierarchies of knowledge that colonialism established, this book interrogates the definitions of intercultural knowledge put forth by EU policy discourse, academic textbooks on interculturality and students who have completed a university course on the subject. Routledge Market: Education July 2017: 234x156 Hb: 978-1-138-67189-8: £105.00 eBook: 978-1-315-61668-1 * For full contents and more information, visit: www.routledge.com/9781138671898

Stavros Moutsios, Aarhus University, Denmark

Routledge Market: Education August 2017: 234x156 Hb: 978-1-138-69815-4: £105.00 eBook: 978-1-315-51973-9 * For full contents and more information, visit: www.routledge.com/9781138698154

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Education, Ethnicity, Society and Global Change in Asia

International Education and Development

The selected works of Gerard A. Postiglione

David Stephens, University of Brighton, UK

Gerard A Postiglione, The University of Hong Kong, Hong Kong Series: World Library of Educationalists For more than three decades, Gerard A. Postiglione has witnessed the globalization of education and society in Hong Kong, China and the wider Asian region. His research emphasizes the diversity and complexity of the region, from studies of education and the academic profession during Hong Kong’s retrocession, to reform of ethnic minority education and the rise of world class universities in the Chinese mainland, as well as the complexity of mass higher education in an increasingly dynamic Asia. This selection of 12 of his most representative papers and chapters documents his scholarship in comparative higher education in China, Hong Kong and Asia. Routledge Market: Education June 2017: 234x156: 280pp Hb: 978-1-138-23433-8: £105.00 eBook: 978-1-315-30723-7 * For full contents and more information, visit: www.routledge.com/9781138234338

A narrative approach This book draws on international contexts to provide an innovative and comprehensive critique of efforts to improve schooling in the global South. It provides a critical examination of the macro ‘stories’ of development and international education over the past fifty years, paying particular attention to Western discourses, tensions between Western and indigenous models of development, and the emergence of new forms of educational provision and methods of learning; it examines the role narrative can play, looking at the stories of individual decision makers and the opportunities and challenges of using these for research, teaching and policy-making purposes. Routledge Market: Education June 2017: 234x156: 224pp Hb: 978-0-415-62401-5: £105.00 eBook: 978-0-203-36275-4 * For full contents and more information, visit: www.routledge.com/9780415624015

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Reciprocal Adaptability between International Students and Stakeholders

International Faculty in Higher Education

Responsibility, values and challenges Edited by Abe W. Ata, Deakin University, Australia, Ly Tran, Deakin University, Australia and Indika Liyanage, Deakin University, Australia Series: Routledge Research in International and Comparative Education Studies into international students’ experience tend to focus on the quality of service provision, student satisfaction, adaptation, integration and employment. However, the seemingly unidirectional view put forward within this body of research that adaptability to new educational settings is the responsibility of international students alone, is increasingly being challenged. Educational Reciprocity and Adaptability issues such a challenge and argues that, in order to achieve an efficient and equitable accommodation of international students in educational settings, reciprocal responses are required by the students and their stakeholders alike. Routledge Market: Education November 2017: 234x156: 256pp Hb: 978-1-138-70739-9: £105.00 eBook: 978-1-315-20141-2 * For full contents and more information, visit: www.routledge.com/9781138707399

Comparative Perspectives on Recruitment, Integration, and Impact Edited by Maria Yudkevich, National Research University Higher School of Economics (HSE), Moscow, Russia, Philip G. Altbach, Boston College, USA and Laura E. Rumbley, Boston College, USA Grounded in qualitative methodology, this volume offers a cutting-edge examination of internationally mobile academics today and explores the approaches and strategies that institutions pursue to recruit and integrate international teachers and scholars into local universities. Providing a range of research-based insights from case studies in key countries, this resource offers higher education scholars and administrators with a comparative perspective, helping to understand the impact that international faculty have on the local university, as well as issues of retention, promotion, salaries, and the challenges faced by these internationally mobile academics. Routledge Market: Education December 2016: 229 x 152: 310pp Hb: 978-1-138-68516-1: £90.00 Pb: 978-1-138-68517-8: £29.99 eBook: 978-1-315-54343-7 * For full contents and more information, visit: www.routledge.com/9781138685178

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Faculty Development in Developing Countries

International Perspectives on Migration, Population Changes, Education and Youth

Improving Teaching Quality in Higher Education Edited by Cristine Smith, University of Massachusetts, USA and Katherine Hudson Series: Routledge Research in International and Comparative Education This volume explores the research and practice of faculty development in developing and fragile countries, and the multiple individual, institutional, cultural, political, and economic barriers that stand in the way of this reform. Based on the concept that "we teach as we were taught," it aims to help higher education faculty as they move from lecture-based teaching to a more interactive approach, which helps build critical thinking, creativity and problem solving skills in students. Routledge Market: Education November 2016: 229 x 152: 196pp Hb: 978-1-138-84129-1: £95.00 eBook: 978-1-315-73231-2 * For full contents and more information, visit: www.routledge.com/9781138841291

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Edited by Mabel Ann Brown, University of Derby, UK Series: Routledge Research in International and Comparative Education International Perspectives on Migration, Population Changes, Education and Youth recognises that migration and population changes are having an unprecedented impact on education around the globe. The number of children of migrant background is growing both nationally and internationally and their educational attainment and cultural integration will be crucial for both their own well-being and the rest of society, both socially and economically. This book presents international perspectives on migration and youth, as well as aging societies, in order to analyse what effects such demographic changes have on educational systems around the globe. Routledge Market: Education/Sociology September 2017: 234x156 Hb: 978-1-138-21074-5: £105.00 eBook: 978-1-315-45453-5 * For full contents and more information, visit: www.routledge.com/9781138210745

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Postcolonialism, Globalization, and Education

Young People and Active Citizenship in Post-Soviet Times

Engaging Identities, Cultures, and Curriculum Edited by Nina Asher, Justin Grinage and Christopher Kolb Series: Routledge Research in Education This collection examines the intertwined relationship of postcolonialism and globalization in relation to education. Specifically, it analyzes the structures, processes, and effects of recolonization, exploitation, and inculcation in schools, communities, and larger systemic contexts. The book highlights the role of agency and social change in questions of local and global dynamics, society, and schooling and in imagining progress and anti-oppressive education. With depth, breadth, and fresh perspectives on theory, research, and educational practice in transnational contexts, contributors offer insights on colonial and capitalist exploitation that shape not only history, politics, and economics, but culture and education. Routledge Market: Education July 2017: 229 x 152: 240pp Hb: 978-1-138-12050-1: £90.00 eBook: 978-1-315-65166-8 * For full contents and more information, visit: www.routledge.com/9781138120501

A challenge for citizenship education Edited by Beata Beata Krzywosz-Rynkiewicz, , University of Warmia and Mazury, Poland, Anna M. Zalewska, University of Social Sciences and Humanities, Poland and Kerry J. Kennedy, The Education University of Hong Kong, Hong Kong Series: Asia-Europe Education Dialogue Situated within the context of "post-soviet times", this book explores young people’s citizenship activities and values in three distinct environments: post-soviet union countries, post-soviet union satellites, and countries that were independent of the soviet-union. Its purpose is to investigate the influence of these contexts on the ways young people see their citizenship in what are now emerging democracies. Using a framework designed by Kennedy (2006) and further developed by Zalewska, Krzywosz-Rynkiewicz (2011) the study examines the citizenship values of 3794 students aged 11-14-18 from 11 European countries, and identifies significant patterns and differences. Routledge Market: Education December 2017: 234x156: 224pp Hb: 978-1-138-67977-1: £105.00 * For full contents and more information, visit: www.routledge.com/9781138679771

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Routledge International Handbook of Schools and Schooling in Asia Edited by Kerry J. Kennedy, The Education University of Hong Kong, Hong Kong and John Chi-Kin Lee, The Education University of Hong Kong, Hong Kong This handbook provides an ultimate reference work that provides authoritative and international overviews of schools and schooling in Asia. It displays the current state of the scholarship including emerging, controversial and cutting-edge contributions in a thematic approach. Part (i) covers regional contexts influencing education, part (ii) includes educational priorities and part (iii) focuses on issues such as lifelong learning as well as lesson and learning study. Routledge International Handbook of Schools and Schooling in Asia draws on contributors who are experts in their respective areas, providing a multidimensional view of the region’s school and education systems. Routledge Market: Education December 2017: 246x174: 560pp Hb: 978-1-138-90849-9: £150.00 * For full contents and more information, visit: www.routledge.com/9781138908499

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Women Teachers in Africa Challenges and possibilities Edited by Nelly Stromquist, University of Maryland, USA., Steven J. Klees, University of Maryland, USA. and Jing Lin, University of Maryland, USA. Through qualitative research methods, this book engages in a holistic understanding of cultural, economic, and institutional forces that interact to produce the underrepresentation of women as school teachers in four sub-Saharan African countries. Comparative case studies show that teaching, despite being an attractive civil service job, offers low salaries and many challenges, especially in rural areas. Combining professional duties with demanding family responsibilities further diminishes women’s ability to stay in the profession. The studies attempt to bridge research findings with policy by developing action plans in cooperation with ministries of education of the respective countries. Routledge Market: Education February 2017: 234x156: 224pp Hb: 978-1-138-22066-9: £95.00 eBook: 978-1-315-41237-5 * For full contents and more information, visit: www.routledge.com/9781138220669

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Confronting Racial Justice in Teacher Education

Reinventing Intercultural Education

Counternarratives of Critical Practice

A metaphysical manifest for rethinking cultural diversity

Edited by Bree Picower, Montclair State University, USA and Rita Kohli, University of California, Riverside, USA Drawing on case studies and personal narrative, this volume brings together the experiences and challenges faced by a diverse group of teacher educators in their efforts towards racial justice in teacher education. Picower and Kohli reject the notion of teacher educators as a homogenous group, offering instead a deeper analysis of the ways in which they approach racial justice work while navigating their own intersectional identities. Each chapter offers a narrative account revealing how a teacher educator’s unique positionality has shaped their racial justice pedagogy. Collectively, the authors unpack teacher racial identities and offer strategies for antiracist teacher education. Routledge Market: Education March 2017: 229 x 152: 192pp Hb: 978-1-138-65384-9: £89.99 Pb: 978-1-138-65385-6: £22.99 eBook: 978-1-315-62356-6 * For full contents and more information, visit: www.routledge.com/9781138653856

Neal Dreamson, Queensland University of Technology, Australia Series: Routledge International Studies in the Philosophy of Education Most existing books in the field of multicultural or intercultural education have been written based on anthropologists’ cultural dimensions, which presumes culture is a fixed entity. Interculturality is the first to review multiple cultures and religions from a metaphysical understanding and argues for intercultural value interactions that can be managed and taught in a way that facilitates individuals to reveal how they are metaphysically positioned within the intercultural value networks. By doing so, the book develops an alternative pedagogy for multicultural education founded on the concept of intercultural hermeneutics. Routledge Market: Education December 2016: 234x156: 218pp Hb: 978-1-138-21776-8: £95.00 eBook: 978-1-315-43936-5 * For full contents and more information, visit: www.routledge.com/9781138217768

2nd Edition • TEXTBOOK • NEW EDITION

Issues in Latino Education Class, Race, and the Politics of Academic Success Mariella Espinoza-Herold and Ricardo González-Carriedo This critical case study exposes the educational realities of Latinos in K-12 public schools in the Western United States from the students’ own perspectives. Through their testimonies, issues that are often over simplified and commonly misunderstood are brought to life. The students themselves offer pragmatic solutions to reduce the academic gap among culturally diverse groups. Their accounts are then compared with the viewpoints of a range of K-12 teachers on matters of community, learning, race, culture, and school politics. This in-depth examination of how to best educate a growing culturally and linguistically diverse student population provides food for thought and provokes reflection. Routledge Market: Latinos and Education May 2017: 229 x 152: 224pp Hb: 978-1-138-22852-8: £95.00 Pb: 978-1-138-22853-5: £29.99 eBook: 978-1-315-39226-4 * For full contents and more information, visit: www.routledge.com/9781138228535

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Multiracial Identity in Children’s Literature Amina Chaudhri, Northeastern Illinois University, USA Series: Routledge Research in Education Racially mixed children make up the fastest growing youth demographic in the US, and teachers of diverse populations need to be mindful in selecting literature that their students can identify with. This volume examines representative children’s literature to demonstrate the role they play as cultural artifacts that perpetuate, resist and negotiate racial stereotypes. Performing a content analysis of 90 books with mixed race characters, it places them within a historical context and critically analyzes what contemporary children’s fiction is saying about the experiences of multiracial students. Routledge Market: Education February 2017: 229 x 152: 184pp Hb: 978-1-138-86017-9: £95.00 eBook: 978-1-315-71672-5 * For full contents and more information, visit: www.routledge.com/9781138860179

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Best Practices for Teaching with Emerging Technologies

Building Blocks for Game Design and Learning Casper Harteveld, Northeastern University, USA Series: Digital Games and Learning

Michelle Pacansky-Brock, California State University Channel Islands, USA Series: Best Practices in Online Teaching and Learning

In Building Blocks for Game Design and Learning, Casper Harteveld relates existing learning theories to best practices in game design, exploring how each of the three views of knowing—behaviorist, cognitivist, and situative—illuminate the process of learning through gaming. To these established theories he adds a fourth, design-based perspective, wherein learning takes place through specific game mechanisms or “gamelets.“ By describing these building blocks that facilitate learning, Harteveld identifies a number of practical techniques for game designers but also elucidates implications for curriculum development more generally.

As social media and Web 2.0 technologies continue to transform the learning trends and preferences of students, educators need to understand the applicability of these new tools in all types of learning environments. This second edition provides new and experienced instructors with practical examples of how low-cost and free technologies can be used to support student learning as well as best practices for integrating web-based tools into a course management system and managing student privacy in a Web 2.0 environment. "Showcase" spotlights throughout exemplify how the tools described in the book are already being used effectively in educational settings. Routledge Market: Education / Technology May 2017: 229 x 152: 176pp Hb: 978-1-138-64364-2: £90.00 Pb: 978-1-138-64365-9: £19.99 eBook: 978-1-315-62929-2 Prev. Ed Pb: 978-0-415-89939-0 * For full contents and more information, visit: www.routledge.com/9781138643659

Routledge Market: Education August 2017: 229 x 152: 256pp Hb: 978-0-415-83863-4: £85.00 Pb: 978-0-415-83864-1: £31.99 eBook: 978-0-203-78098-5 * For full contents and more information, visit: www.routledge.com/9780415838641

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Best Practices in Engaging Online Learners Through Active and Experiential Learning Strategies

Connecting the Learning Sciences and Instructional Design & Technology

Stephanie Smith Budhai, Neumann University, USA and Ke'Anna Skipwith, Northeastern University, USA Series: Best Practices in Online Teaching and Learning Best Practices in Engaging Online Learners Through Active and Experiential Learning Strategies highlights active and experiential learning opportunities intended to provide students with deeper, more dynamic online education environments. Exploring learning management systems, project-based learning, gamification, collaboration, and other methods beyond the now-standard discussion board format, the book offers practical pedagogical and instructional design techniques to reframe the networked classroom, enabling students to connect with course material experientially and increasing the online presence in the learning environment between faculty, students, and content. Routledge Market: Education / Technology December 2016: 229 x 152: 100pp Hb: 978-1-138-67067-9: £95.00 Pb: 978-1-138-67068-6: £21.99 eBook: 978-1-315-61750-3 * For full contents and more information, visit: www.routledge.com/9781138670686

Bridging the Gap Edited by J. Michael Spector, University of North Texas, USA and Lin Lin, University of California, Berkeley, USA There are two distinct professional communities which share an interest in using innovative approaches and emerging technologies to design and implement effective support for learning. This edited collection addresses the growing divide between the learning sciences community and the instructional design and technology community, bringing leading scholars from both fields together in one volume in an attempt to find productive middle ground. Chapters discuss the implications of not bridging this divide, propose possible resolutions, and go on to lay a foundation for continued discourse in this important area. Routledge Market: Education June 2017: 229 x 152: 224pp Hb: 978-1-138-92431-4: £90.00 Pb: 978-1-138-92432-1: £31.99 eBook: 978-1-315-68444-4 * For full contents and more information, visit: www.routledge.com/9781138924321

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Best Practices in Strategic Planning for Online Educational Programs

Creativity, Technology, and Learning

Elliot King and Neil Alperstein Series: Best Practices in Online Teaching and Learning Best Practices in Strategic Planning for Online Educational Programs is a step-by-step guide to developing strategic plans for creating and implementing online educational programs within higher education institutions. From conception to execution and assessment, the successful management of purposeful online educational programs in colleges and universities carries increasing importance and a unique set of requirements. With computer networked-based technologies gaining ground in traditional private and public institutions, this critical volume is the first to apply the principles and practices associated with strategic planning specifically to online educational programs. Routledge Market: Education / Technology July 2017: 229 x 152: 160pp Hb: 978-1-138-93618-8: £90.00 Pb: 978-1-138-93619-5: £21.99 eBook: 978-1-315-67700-2 * For full contents and more information, visit: www.routledge.com/9781138936195

Theory for Classroom Practice Florence R. Sullivan Creativity, Technology, and Learning provides a comprehensive introduction to theories and research on creativity in education and, in particular, to the role of digital learning technologies in enabling creativity across classroom learning environments. Topical coverage includes play, constructionism, multimodal learning and project/problem ; based learning. Creativity is uniquely positioned throughout the book as an integral aspect of the educational process but also as a foundational aspect of self-actualization, thriving communities, and humane societies.

Routledge Market: Education March 2017: 229 x 152: 208pp Hb: 978-1-138-78882-4: £90.00 Pb: 978-1-138-78883-1: £24.99 eBook: 978-1-315-76514-3 * For full contents and more information, visit: www.routledge.com/9781138788831

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Culture, Learning and Technology

Digital Technologies and Change in Education

Research and Practice

The Arena

Edited by Angela D. Benson, The University of Alabama, USA, Roberto Joseph, Hofstra University, USA and Joi L. Moore, University of Missouri, USA

Niki Davis, University of Canterbury, USA

Culture, Learning and Technology: Research and Practice provides readers with an overview of the research on culture, learning and technology (CLT) and introduces the concept of culture-related theoretical frameworks. In thirteen chapters, the book explores the theoretical and philosophical views of CLT, presents research studies that examine various aspects of CLT, and showcases projects that employ best practices in CLT. Written for researchers and students in the fields of Educational Technology, Instructional Design, and the Learning Sciences, this volume represents a broad conceptualization of CLT and encompasses a variety of settings. Routledge Market: Education March 2017: 229 x 152: 236pp Hb: 978-1-138-92852-7: £90.00 Pb: 978-1-138-92853-4: £31.99 eBook: 978-1-315-68168-9 * For full contents and more information, visit: www.routledge.com/9781138928534

Technology and Change in Education provides professionals with a road map of the processes of change for teachers, schools, universities and educational systems, including extensive case studies and evidence that clarify the benefits and challenges of digital technologies in education. Niki Davis offers a new ‘arena’ framework, along with a blend of local, regional and global illustrations from all sectors of education, allowing readers to move past the potentially misleading glitter of new technologies and into the co-evolving ecologies that make up education and training locally and globally. Routledge Market: Education / Technology August 2017: 229 x 152: 224pp Hb: 978-1-138-19581-3: £90.00 Pb: 978-1-138-19582-0: £24.99 eBook: 978-1-315-63820-1 * For full contents and more information, visit: www.routledge.com/9781138195820

TEXTBOOK

TEXTBOOK

Debates in Computing and ICT Education

e-Learning Ecologies

Edited by Sarah Younie and Pete Bradshaw, Open University, UK. Series: Debates in Subject Teaching

Principles for New Learning and Assessment

Debates in ICT and Computing Education explores the major issues teachers encounter in their daily professional lives. It encourages critical reflection and aims to stimulate both novice and experienced teachers to think more deeply about their practice, and link research and evidence to what they have observed in schools. Chapters tackle established and contemporary issues enabling teachers to reach informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Debates include teacherless classrooms; personalised learning; creativity; digital literacy; visual literacy; e-tools; learning platforms; and opportunities for lifelong learning. Routledge Market: Education/ ICT & Computing February 2017: 234x156: 256pp Hb: 978-1-138-89176-0: £95.00 Pb: 978-1-138-89178-4: £26.99 eBook: 978-1-315-70950-5 * For full contents and more information, visit: www.routledge.com/9781138891784

Edited by Bill Cope, University of Illinois, Urbana-Champaign, USA and Mary Kalantzis, University of Illinois, Urbana-Champaign e-Learning Ecologies offers a theoretical overview of new and emerging learning environments, a review of the research evidence of their effectiveness, and a wide variety of examples of learning technologies and technology implementations that demonstrate these affordances in action. The first layer of the book is analytical, exploring seven ‘new learning’ affordances opened up by new media. The second layer is evidentiary—what does the educational research literature tell us about the effectiveness of teaching and learning in each of these seven areas of ‘e-learning affordance.’ The third layer is a series of case studies of specific technologies put to work in educational practice. Routledge Market: Education / Technology March 2017: 229 x 152: 208pp Hb: 978-1-138-19371-0: £90.00 Pb: 978-1-138-19372-7: £27.99 eBook: 978-1-315-63921-5 * For full contents and more information, visit: www.routledge.com/9781138193727

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3rd Edition • TEXTBOOK • NEW EDITION

Developing and Maintaining Your Personal Learning Network

E-Learning in the 21st Century

Using Social Media and Other Digital Tools in Education Timothy D. Green, California State University, Fullerton, USA and Jody Peerless Green, K-12 Consultant, UISA Developing and Maintaining Your Personal Learning Network is a practical, easy-to-use guide to how social media and other digital tools can be used by teachers to develop and engage their own personal learning network (PLN). Each chapter covers a different tool: Twitter; Blogs; Wikis; Pinterest and other curation tools; Video Creation, Sharing and Conferencing; and Google Apps for Education. This highly useful book will transform the teaching practices of K-12 educators in any discipline as they learn to build a poweful PLN. Routledge Market: Education / Technology August 2017: 229 x 152: 176pp Hb: 978-1-138-65518-8: £90.00 Pb: 978-1-138-65519-5: £19.99 eBook: 978-1-315-62264-4 * For full contents and more information, visit: www.routledge.com/9781138655195

Complimentary Exam Copy

e-Inspection

A Community of Inquiry Framework for Research and Practice D. Randy Garrison, University of Calgary, Canada st

The third edition of E-Learning in the 21 Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and extensive research in the field to explore technological, pedagogical, and organizational implications. The third edition has been fully updated throughout and includes new material on learning technologies, MOOCs, blended learning, leadership, and the importance and role of social connections in thinking and learning, highlighting the transformative and disruptive impact that e-learning has recently had on education. Routledge Market: Education / Technology October 2016: 229 x 152: 202pp Hb: 978-1-138-95355-0: £90.00 Pb: 978-1-138-95356-7: £24.99 eBook: 978-1-315-66726-3 Prev. Ed Pb: 978-0-415-88583-6 * For full contents and more information, visit: www.routledge.com/9781138953567

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Essentials of Online Teaching

Learning Analytics Explained

A Standards-Based Guide Margaret Foley McCabe, Good Teaching Online, USA and Patricia González-Flores Series: Essentials of Online Learning Teachers’ active online participation and engagement with students are critical factors to the success of online courses. Essentials of Online Teaching is a standards-based, streamlined guide to teaching online in higher education, high school and vocational training, or corporate learning environments. This brief but powerful book encourages immediate application of concepts with the help of real-world examples, technical insights, and professional advice.

Niall Sclater Learning Analytics Explained draws extensively from case studies and interviews with experts in order to discuss emerging applications of the new field of learning analytics. Educational institutions increasingly collect data on students and their learning experiences, a practice that helps enhance courses, identify learners who require support, and provide a more personalized learning experience, but there is a corresponding need for guidance on how to carry out institutional projects, intervene effectively with students, and assess legal and ethical issues. This book provides that guidance while also covering the evolving technical architectures, standards, and products within the field.

Routledge Market: Education/Technology December 2016: 254 x 178: 304pp Hb: 978-1-138-92053-8: £90.00 Pb: 978-1-138-92054-5: £21.99 eBook: 978-1-315-68690-5 * For full contents and more information, visit: www.routledge.com/9781138920545

Routledge Market: Education March 2017: 229 x 152: 272pp Hb: 978-1-138-93172-5: £90.00 Pb: 978-1-138-93173-2: £24.99 eBook: 978-1-315-67956-3 * For full contents and more information, visit: www.routledge.com/9781138931732

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Going Online

Learning Analytics for Educational Improvement

Perspectives on Digital Learning Robert Ubell, Vice Dean, Online Learning, NYU Tandon School of Engineering In Going Online, one of our most respected online learning leaders offers insights into virtual education—what it is, how it works, where it came from, and where it may be headed. Robert Ubell reaches back to the days when distance learning was practiced by mail in correspondence schools and then leads us on a tour behind the screen, touching on a wide array of topics along the way, including what it takes to teach online and the virtual student experience. This impressive collection presents a powerful case for embracing online learning for its transformational potential. Routledge Market: Education / Technology December 2016: 229 x 152: 106pp Hb: 978-1-138-02531-8: £90.00 Pb: 978-1-138-02532-5: £21.99 eBook: 978-1-315-77517-3 * For full contents and more information, visit: www.routledge.com/9781138025325

Barbara Means, SRI International, Andrew Krumm, SRI International and Marie Bienkowski, SRI International Learning Analytics for Educational Improvement presents a framework for understanding how to conduct new forms of education research and enact new approaches to improving education practice made possible by big data. Although application of big data techniques to learning and education is quite new, learning analytics and educational data mining have been growing rapidly, fueled by the visible successes of applications of data analytics in the commercial and political realms. This book serves as a one-stop reference for a variety of learning analytics tools and techniques and makes those methods meaningful by describing their application in a wide range of real-world education contexts. Routledge Market: Education June 2017: 229 x 152: 224pp Hb: 978-1-138-12182-9: £90.00 Pb: 978-1-138-12183-6: £24.99 eBook: 978-1-315-65072-2 * For full contents and more information, visit: www.routledge.com/9781138121836

TEXTBOOK

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Issues in Technology, Learning, and Instructional Design

Learning Design in Practice

Classic and Contemporary Dialogues

Grainne Conole, The Open University, UK

Edited by Alison A. Carr-Chellman, University of Idaho, USA and Gordon Rowland, Ithaca College, NY In Issues in Technology, Learning, and Instructional Design, some of the best known scholars in the field produce powerful dialogues that clarify current issues, provide context and theoretical grounding, and illuminate a framework for future thought. Position statements are introduced and then responded to, covering a remarkably broad series of topics across educational technology, learning and instructional design, from tool use to design education to how people learn. Reminiscent of the well-known Clark/Kozma debates of the 1990s, this dialogue-based textbook is ideal for graduate or advanced undergraduate courses. Routledge Market: Education December 2016: 254 x 178: 14pp Hb: 978-1-138-89788-5: £90.00 Pb: 978-1-138-89789-2: £34.99 eBook: 978-1-315-70891-1 * For full contents and more information, visit: www.routledge.com/9781138897892

Fostering Different Pedagogical Approaches Learning Design in Practice provides tools, design methods, and approaches that will help anyone design pedagogically effective learning activities and curricula which make effective use of available technologies. New technologies facilitate different pedagogical approaches and offer a wealth of ways in which learners can communicate and collaborate, but there has so far been a gap between the potential of these technologies and their actual use in practice. This book will enable readers to design and deliver more effective, pedagogically-informed learning and maximize use of technologies to enhance the learner experience. Routledge Market: Education August 2017: 229 x 152: 224pp Hb: 978-0-415-83929-7: £85.00 Pb: 978-0-415-83931-0: £24.99 eBook: 978-0-203-77325-3 * For full contents and more information, visit: www.routledge.com/9780415839310

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OPEN AND DISTANCE EDUCATION AND ELEARNING 2nd Edition • TEXTBOOK • NEW EDITION

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Learning Theory and Online Technologies

Student Experiences in the Digital University

Linda Harasim, Simon Fraser University, Canada Learning Theory and Online Technologies offers a powerful overview of the current state of elearning, a foundation of its historical roots and growth, and a framework for distinguishing among the major approaches to elearning. An ideal textbook for undergraduate education and communication programs, and Educational Technology Masters and PhD programs, the 2nd edition of Learning Theory and Online Technologies coverskey frameworks of research, clearly links theory and research to successful learning practice, and has been updated to provide a synthesis of key advances in elearning theory including coverage of MOOCs, SPOCs, social media, educational apps, and hybrid and online learning. Routledge Market: Education May 2017: 254 x 178: 200pp Hb: 978-1-138-85999-9: £90.00 Pb: 978-1-138-86000-1: £29.99 eBook: 978-1-315-71683-1 Prev. Ed Pb: 978-0-415-99976-2 * For full contents and more information, visit: www.routledge.com/9781138860001

Lesley Gourlay, Institute of Education, University College London, USA and Martin Oliver, Institute of Education, University College London, UK Student Experiences in the Digital University challenges mainstream conceptions and assumptions about students’ engagement with digital resources in higher education. The book‘s thesis is that students’ experiences in the digital university cannot be reduced either to transferable skills or typological categories, but must be understood as embodied, socially situated and taking place in complex networks involving human and non-human actors. A series of chapters incorporating empirical data from a JISC-funded project on digital literacies concludes with far-reaching implications for research, policy and practice. Routledge Market: Education / Technology July 2017: 229 x 152: 256pp Hb: 978-1-138-12538-4: £90.00 Pb: 978-1-138-12539-1: £29.99 eBook: 978-1-315-64752-4 * For full contents and more information, visit: www.routledge.com/9781138125391

TEXTBOOK

4th Edition • NEW EDITION

Managing and Supporting Instructional Design and Development

Teaching Online

Milton C. Nielsen and J. Michael Spector, University of North Texas, USA Series: Interdisciplinary Approaches to Educational Technology Managing and Supporting Instructional Design and Development is a practical guide to managing multiple levels of instructional design activities, based upon management concept and application as well as instructional design process and application. The book takes an integrated approach within each level of an instructional design project: lesson, block, course, and courses leading to a certificate or degree. Topics of special focus ranging from scope and estimation to personnel and communication are addressed initially as discrete and segregated topics and later elaborated in more detail within the context of the different project or program levels. Routledge Market: Education / Technology June 2017: 254 x 178: 224pp Hb: 978-1-138-79453-5: £90.00 Pb: 978-1-138-79454-2: £29.99 eBook: 978-1-315-75917-3 * For full contents and more information, visit: www.routledge.com/9781138794542

A Practical Guide Susan Ko, City University of New York, USA and Steve Rossen Teaching Online: A Practical Guide is an accessible, introductory, and comprehensive guide for anyone who teaches online. A leader in the online field, the fourth edition of this bestselling resource has been fully revised, maintains its reader friendly tone, and offers exceptional practical advice, new teaching examples, faculty interviews, and an updated resource section. Focusing on the "hows" and "whys" of implementation rather than theory, the fourth edition of Teaching Online is a must-have resource for anyone teaching online or thinking of teaching online. Routledge Market: Education March 2017: 216 x 140: 416pp Hb: 978-0-415-83242-7: £90.00 Pb: 978-0-415-83243-4: £31.99 eBook: 978-0-203-42735-4 Prev. Ed Pb: 978-0-415-99726-3 * For full contents and more information, visit: www.routledge.com/9780415832434

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Serious Play

The Business Side of Learning Design and Technologies

Literacy, Learning, and Digital Games Edited by Catherine Beavis, Griffith University, Australia, Michael Dezuanni, Queensland University of Technology, Australia and Joanne O'Mara, Deaking University, Australia Series: Digital Games and Learning Serious Play is a comprehensive account of the possibilities and challenges of teaching and learning with digital games in primary and secondary schools. Based on an original research project, the book explores digital games’ capacity to engage and challenge, present complex representations and experiences, foster collaborative and deep learning, and enable curricula that connect with young people today. These exciting approaches illuminate the role of context in gameplay as well as the links between digital culture, gameplay, and identity in learners’ lives, and are applicable to research and practice at the leading edge of curriculum and literacy development. Routledge Market: Education / Technology May 2017: 229 x 152: 240pp Hb: 978-1-138-68940-4: £90.00 Pb: 978-1-138-68941-1: £29.99 eBook: 978-1-315-53765-8 * For full contents and more information, visit: www.routledge.com/9781138689411

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Sharon Williams van Rooij, George Mason University, USA The Business Side of Learning Design and Technologies focuses on the business issues underlying the selection, design, development, implementation and evaluation of learning opportunities. Although the ability to design and implement training opportunities remains important, instructional designers are now expected to be trusted learning advisors, able to engineer a variety of learning opportunities (not just training) that contribute to an organization’s bottom line. Importantly, they are expected to be able to speak the language of business to demonstrate the value of the learning and development function. Routledge Market: Education August 2017: 229 x 152: 224pp Hb: 978-1-138-69816-1: £90.00 Pb: 978-1-138-69818-5: £39.99 eBook: 978-1-315-51965-4 * For full contents and more information, visit: www.routledge.com/9781138698185

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The Educator’s Guide to Producing New Media Abbie H. Brown, East Carolina University, USA and Timothy D. Green, California State University, Fullerton, USA As social media and emerging technologies continue to affect the learning trends and preferences of students, educators need to understand how to produce new media for all types of learning environments. The Educator’s Guide to Producing New Media provides practical advice on how open access or free technologies can be used to support student learning, research-based examples of how such technologies are already being used effectively in diverse educational environments, and a "cheat sheet" of relevant copyright considerations. This practical, "how-to" guide is written for education professionals in any discipline seeking to transform their instruction with technology. Routledge Market: Education / Technology June 2017: 229 x 152: 176pp Hb: 978-1-138-93957-8: £90.00 Pb: 978-1-138-93958-5: £19.99 eBook: 978-1-315-67486-5 * For full contents and more information, visit: www.routledge.com/9781138939585

Browse and order online: https://www.routledge.com/education


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A Theory of Moral Education

Education and the Limits of Reason

Michael Hand, University of Birmingham, Uk

Reading Dostoevsky, Tolstoy, and Nabokov

Despite widespread recognition of the importance of moral education, there is fierce dispute and considerable confusion among parents, teachers and policy-makers about its aims and methods. This disarray at the level of practice is attributable in large part to disarray at the level of theory: there is deep disagreement among educational theorists about the nature, content and justification of morality and about permissible and effective ways of teaching it. This philosophical book sets out an original theory of moral education designed to resolve some of the longstanding disagreements among educational theorists.

Peter Roberts, University of Canterbury, New Zealand and Herner Saeverot Series: New Directions in the Philosophy of Education

Routledge Market: Education May 2017: 234x156: 224pp Hb: 978-1-138-89853-0: £90.00 Pb: 978-1-138-89854-7: £31.99 eBook: 978-1-315-70850-8 * For full contents and more information, visit: www.routledge.com/9781138898547

Within the international philosophy of education community, the themes of reason, rationality, thinking, and logic have long occupied a prominent position in published work; however, discussions of rationality have, at times, been divorced from the specific contexts in which reason has been applied. Drawing from the works of Dostoevsky, Tolstoy and Nabokov, this book argues that literature can not only provide a fresh perspective on education and the limits of reason but also affirm the need for relative openness in our view of what counts as worthwhile educational research. Routledge Market: Philosophy of Education July 2017: 234x156 Hb: 978-0-415-83414-8: £105.00 eBook: 978-0-203-48596-5 * For full contents and more information, visit: www.routledge.com/9780415834148

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Education and Extremisms

Educational Philosophy for a Post-secular Age

Rethinking liberal pedagogies in the contemporary world Edited by Farid Panjwani, University College London, UK, Lynn Revell, Reza Gholami, University of Keele, UK and Mike Diboll, Institute of Ismaili Studies, UK Beginning with discussion of the complicated and contested nature of extremism, Between Education and Extremisms problematises definitions and assumptions in contemporary discourses on education and extremism. Then, through selected case studies and analysis of extremist discourse, contributors to the volume discuss transnational and glocal perspectives on contemporary extremisms. Taken together, the chapters in the book make a case for a re-engagement with liberal education to foster values of individual and social enrichment, intellectual freedom, criticality, open-mindedness, flexibility and reflection as antidotes to extremist ideologies. Routledge Market: Education/Terrorism August 2017: 234x156 Hb: 978-1-138-23611-0: £105.00 eBook: 978-1-315-30311-6 * For full contents and more information, visit: www.routledge.com/9781138236110

David Lewin, University of Strathclyde, UK Series: New Directions in the Philosophy of Education Educational Philosophy for a Post-secular Age re-examines and reinterprets post-secular insights surrounding contemporary educational theory and philosophy. It argues that the ongoing presence of religion in modern life is too readily disregarded by educationalists, who see it either as a foreign invader, a problem to be solved, or as a mechanism by which to reinforce particular religious, cultural or national identities.

Routledge Market: Philosophy of Education October 2016: 234x156: 168pp Hb: 978-1-138-92366-9: £95.00 eBook: 978-1-315-68490-1 * For full contents and more information, visit: www.routledge.com/9781138923669

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Education and Schmid’s Art of Living

God, Education, and Modern Metaphysics

Christoph Teschers, New Zealand Tertiary College Series: New Directions in the Philosophy of Education

The Logic of "Know Thyself"

Education and Schmid’s Art of Living revisits the idea of an education focused on the personal development and well-being of human beings, instead of simply following the current neo-liberal mantra of proclaiming economic growth as the single most important factor for people's well-being. Drawing on philosophical ideas about the good life and recent research in positive psychology, an argument is made for a shift of focus in education and schooling towards a beautiful life and an art of living for today's students. Routledge Market: Education/Psychology July 2017: 234x156 Hb: 978-1-138-68044-9: £95.00 eBook: 978-1-315-56384-8 * For full contents and more information, visit: www.routledge.com/9781138680449

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Nigel Tubbs, The University of Winchester, UK Series: Routledge Research in Religion and Education This volume draws on what is educational in religion to create a vision of freedom and justice grounded in learning, and explores a modern philosophical conception of God within religion and education. It conceptualizes the idea of modern metaphysics as a rational yet non-foundational way of conceiving truth, and ultimately begs the question: how is God to be known in and by the modern mind? Routledge Market: Education August 2017: 229 x 152: 208pp Hb: 978-0-415-74612-0: £95.00 eBook: 978-1-315-79755-7 * For full contents and more information, visit: www.routledge.com/9780415746120

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Heidegger and Executive Education

Modern European Philosophers of Dialogue and Education

The management of time Toby Thompson, Cranfield University, UK Series: 21st Century Business Management Global corporations, and the senior executives within them, have been subject to great criticism in recent times, whether because of the extreme concentrations of wealth they hold, or because they continue to sanction staggering pay inequalities between the haves and the have-nots. At the same time, university-based business schools are conducting programmes of executive education seemingly customised to sanction these same inequalities. Heidegger and Executive Education is a piece of critical philosophy written from within the business school in order to examine how this sheltered process of educating in-role corporate executives operates and, most importantly, how it can be changed.

Alex Guilherme, Pontificia Universidade Catolica do Rio Grande do Sul, Brazil and W. John Morgan, Cardiff University Series: Routledge International Studies in the Philosophy of Education This book brings together ten seminal European philosophers to critically discuss their socio-political and dialogical views, and the implications of these for education. Chapters explore the work of modern philosophers, including Martin Buber, Mikhail Bakhtin, Lev Vygotsky and Hannah Arendt, positioning their contributions within the European tradition of dialogical philosophy, reflecting on their continuing theoretical relevance to the field of education and critical pedagogy, and offering an analysis of key extracts and points of discussion.

Routledge Market: Education August 2017: 234x156: 224pp Hb: 978-1-138-21189-6: £105.00 eBook: 978-1-315-45185-5 * For full contents and more information, visit: www.routledge.com/9781138211896

Routledge Market: Education August 2017: 234x156: 224pp Hb: 978-1-138-83149-0: £105.00 * For full contents and more information, visit: www.routledge.com/9781138831490

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In Community of Inquiry with Ann Margaret Sharp

Old and new generations in the 21st century

Philosophy, Childhood and Education

Shifting landscapes of education

Edited by Maughn Gregory, Montclair State University, USA and Megan Laverty, Columbia University, USA Series: Routledge International Studies in the Philosophy of Education This book offers the first-ever anthology of the work of the late philosopher of education Ann Margaret Sharp. With contributions from senior figures in fields within which Sharp produced her most focused work, this book aims to review all of her work in each field, with each contributor selecting three or four pieces of Sharp’s original work to present and critique. Routledge Market: Education July 2017: 234x156 Hb: 978-1-138-65036-7: £95.00 eBook: 978-1-315-62539-3 * For full contents and more information, visit: www.routledge.com/9781138650367

Edited by Stefan Ramaekers, KU Leuven, Belgium This book addresses a broad range of philosophical issues related to the question of the educational relationship between generations today. The philosophical analysis offered by the authors in this volume creates openings, not only for other philosophers of education, but also for policy makers and practitioners. They serve as invitations, not only for further thinking but also for reconsidering educational practices; and most importantly, they generate new questions, for both today’s and tomorrow’s generations. This book was originally published as a special issue of Ethics and Education. Routledge Market: Philosophy of Education / Education Policy / Intergenerational Relationships January 2017: 246x174: 144pp Hb: 978-1-138-24106-0: £90.00 * For full contents and more information, visit: www.routledge.com/9781138241060

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Indigenous Education and the Metaphysics of Presence

Radical Schooling for Democracy

A worlded philosophy

Neil Hooley, Victoria University, Australia Series: New Directions in the Philosophy of Education

Carl Mika, University of Waikato, New Zealand Series: New Directions in the Philosophy of Education Drawing upon both Western and indigenous philosophies, this book engages with the indigenous self’s relationship with objects around them, and how this has changed due to colonisation through a metaphysics of presence. Chapters explore the portrayal of the self in the West, examining key philosophers from Heraclitus to Heidegger and combining important theoretical ideas alongside key events which produced a greater reliance on visibility and appearance in the classroom, and in the language of education. The changes that have taken place surrounding visibility, appearance, certainty and hiddenness have influenced indigenous populations and their approaches to presence and education.

Engaging philosophy of education for the public good

Radical Schooling for Democracy claims that the ideology of neoliberalism increasingly dominates economic and as a consequence, educational and social life, thus causing formal education to adopt a narrow, rational and economic purpose for all students. Beginning with a progressive and contemporary overview of philosophical and sociological thought during the European Enlightenment, this book identifies a framework of understanding that is extremely weak in education. This action framework of integrated philosophy, sociology and epistemology generates an ‘action theory’ that not only accounts for human progress, but has the potential to radically change the nature of schooling. Routledge Market: Education/Philosophy July 2017: 234x156 Hb: 978-1-138-64716-9: £95.00 eBook: 978-1-315-62720-5 * For full contents and more information, visit: www.routledge.com/9781138647169

Routledge Market: Education March 2017: 234x156: 208pp Hb: 978-1-138-84630-2: £105.00 eBook: 978-1-315-72754-7 * For full contents and more information, visit: www.routledge.com/9781138846302

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Reconceptualizing Plato’s Socrates at the Limit of Education

Technologies of Being in Martin Heidegger

A Socratic Curriculum Grounded in Finite Human Transcendence

Anna Kouppanou, Cyprus Pedagogical Institute Series: Routledge International Studies in the Philosophy of Education

James M. Magrini, College of Dupage, USA Series: Studies in Curriculum Theory Series Bridging the gap between interpretations of "Third Way" Platonic scholarship in Continental philosophy and "phenomenological-ontological" scholarship, this book argues for a unique ontological-hermeneutic interpetation of Plato and Plato’s Socrates. Reconceptualizing Plato’s Socrates at the Limit of Education offers a re-reading of Plato and Plato’s Socrates in terms of interpreting the practice of education as "care of the soul" thorugh the conceptual lenses of phenomenology, philosophical hermeneutics, and ontological inquiry.

Nearness, metaphor and the question of education in digital times

Technology today permeates education’s discourses and practices and, for this reason, there is now, more than ever, a significant need for dialogue between the philosophy of education and the philosophy of technology. Technologies of Being in Martin Heidegger introduces such a dialogue, while engaging critically with the thought of Heidegger, Jacques Derrida and Bernard Stiegler, in order to show that both education and technology are processes of human formation or individuation. Routledge Market: Philosophy of Education August 2017: 234x156: 200pp Hb: 978-1-138-22068-3: £95.00 eBook: 978-1-315-41229-0 * For full contents and more information, visit: www.routledge.com/9781138220683

Routledge Market: Education/Curriculum Studies December 2016: 229 x 152: 190pp Hb: 978-1-138-69046-2: £95.00 eBook: 978-1-315-53692-7 * For full contents and more information, visit: www.routledge.com/9781138690462

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Semiotic Theory of Learning

The Rediscovery of Teaching

New perspectives in the philosophy of education

Gert Biesta, Brunel University London, UK

Andrew Stables, University of Roehampton, UK, Winfried Nöth, University of Kassel, Germany, Alin Olteanu, Eetu Pikkarainen, University of Oulu, Finland and Sébastien Pesce, Université François Rabelais, France

A provocative response to the idea of the teacher as a ‘fellow learner," this book argues quite simply that teaching matters for education. Internationally renowned-philosopher Gert Biesta argues against a purely learner-centric notion of education that diminishes the role of good teaching. He proposes instead a world-centered approach to teaching which challenges students to exist in the world in a more sophisticated way. With a strong focus on the subject-ness of the student, Biesta’s conception of teaching allows students to engage with otherness in a genuine way and rejects the idea that learning can only be achieved through subjective interpretation and meaning-making.

Semiotics and Learning asks what learning is and what brings it about. There is a vast literature on learning theories, predominantly grounded in psychology, and there are also sociological perspectives on learning as indoctrination and cultural induction. Philosophical semiotics, however, rejects the Cartesian dualism on which these theories often depend: the taken-for-granted idea that mind is separate from body and that it is mind that learns, as a process of either biological growth or social compliance. This book is written by five of the key figures in the semiotics field and challenges the hegemony of psychological and sociological constructions of learning. Routledge Market: Education October 2017: 234x156: 264pp Hb: 978-1-138-74229-1: £105.00 eBook: 978-1-315-18243-8 * For full contents and more information, visit: www.routledge.com/9781138742291

Routledge Market: Education August 2017: 208pp Hb: 978-1-138-67069-3: £90.00 Pb: 978-1-138-67070-9: £29.99 eBook: 978-1-315-61749-7 * For full contents and more information, visit: www.routledge.com/9781138670709

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Spinoza and Education

Towards a Political Theory of the University

Freedom, understanding and empowerment

Public reason, democracy and higher education

Johan Dahlbeck, Malmö University, Sweden Series: New Directions in the Philosophy of Education

Morgan White, University of Cambridge, UK Series: New Directions in the Philosophy of Education

This book offers an educational reading of Spinoza’s moral theory, setting up a critical dialogue between educational theory and recent studies which highlight the centrality of ethics in Spinoza’s overall philosophy. By placing his work in a contemporary educational context, chapters explore a counterintuitive conception of education as an ethical project, aimed at overcoming the desire to seek short-term satisfaction and troubling the influential concept of the student as consumer. Dahlbeck demonstrates that Spinoza’s moral theory can be seen as furthering an educational ideal, where notions of freedom and self-preservation provide the conceptual core of a coherent

At a basic level, the university is regarded in instrumental and economic terms, conflating ethical-political considerations into the economic and diminishing the function of the university in developing and sustaining culture. The political role that higher education plays has been insufficiently addressed by academics in recent decades while the development of social media means the ways in which ‘public opinion’ is formed have changed. By applying Habermas’ theory of communicative action, this book seeks to reconnect educational and political theory and provide an institutional analysis which complements the recent focus on the intersections between political philosophy and legal

philosophy of education.

theory.

Routledge Market: Philosophy of Education December 2016: 234x156: 170pp Hb: 978-1-138-93181-7: £95.00 eBook: 978-1-315-67949-5 * For full contents and more information, visit: www.routledge.com/9781138931817

Routledge Market: Education December 2016: 234x156: 194pp Hb: 978-1-138-95216-4: £95.00 eBook: 978-1-315-66775-1 * For full contents and more information, visit: www.routledge.com/9781138952164

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88 Ideas to Teach More Effectively

Creating the Coding Generation

Forget being the favourite!

How to bring coding to your primary school practice

Tim Bowman, Tim Bowman is a TED lecturer and has taught in local and International schools including Hong Kong and Australia. All teachers feel they are failing sometimes as 1000s of posts on Facebook teacher groups testify. This book is packed with direct and practical advise to get teachers reflecting on their role and their impact, while motivating and inspiring them on their professional journey. TED speaker, Tim Bowman hated his first day as a teacher but now 13 years later he is incredibly grateful to the amazing colleagues who taught him how to teach. This book will inspire and challenge in equal measure and help teachers gain a new perspective on their role. Hears a glimpse of what’s inside:- Hook ‚em early, Forget being the favourite, Teach sticky, Say I don’t know.. and many more.. in fact 88 in total! Routledge Market: Education October 2016: 210x148: 182pp Hb: 978-1-138-67541-4: £75.00 Pb: 978-1-138-67542-1: £12.99 eBook: 978-1-315-56071-7 * For full contents and more information, visit: www.routledge.com/9781138675421

Edited by Steve Humble This indispensable guide brings together an eclectic mix of industry innovators and experts to show how you can bring the world of coding to your primary school practice. Just like learning to play an instrument, or learning a new language, coding provides an essential set of skills for the learner, which will build confidence and help to develop a passion for technology. The book includes a range of inspirational ideas for the cross curricula teaching of coding, from demystifying algebra in maths, to designing digital storytelling. It also offers an insight into the global movement of free coding clubs for young people, such as Coderdojo and Girls Learning Code. It has become cool to code! Routledge Market: Education August 2017: 246x174: 240pp Hb: 978-1-138-68118-7: £95.00 Pb: 978-1-138-68119-4: £24.99 eBook: 978-1-315-54581-3 * For full contents and more information, visit: www.routledge.com/9781138681194

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2nd Edition • TEXTBOOK • NEW EDITION

A Teacher’s Guide to Science and Religion in the Classroom

Creative Teaching: English in the Primary Classroom

Edited by Berry Billingsley, University of Reading, UK This practical text provides teachers with essential guidance on how to give children greater access to positive ways to think about the relationship between science and religion. Each chapter explores a key concept, from miracles to evolution, identifying gaps and common misconceptions in children’s knowledge, and offering advice on how to answer tricky questions and teach each topic confidently. Drawing upon proven research, as well as successful workshops and after-school clubs, chapters are accompanied by adaptable activities to engage children from both faith and non-faith backgrounds, helping to develop an appreciation of why science and religion do not necessarily conflict. Routledge Market: Education July 2017: 246x174: 200pp Hb: 978-1-138-21181-0: £95.00 Pb: 978-1-138-21182-7: £21.99 eBook: 978-1-315-45197-8 * For full contents and more information, visit: www.routledge.com/9781138211827

Chris Horner, London South Bank University, UK and Victoria Ryf, London South Bank University, UK Series: Creative Teaching This brand new edition of Creative Teaching: English in the Primary Classroom builds on the success of the original in supporting literacy theory and practice in the primary school with key updates which reflect changes made to the curriculum. It encourages students, trainees and practicing teachers to envision and develop a classroom where children can take risks, enjoy and experiment with language, and discover and pursue their interests and talents in an imaginative yet purposeful way. Routledge Market: Education / Primary March 2017: 246x174: 240pp Hb: 978-0-415-84257-0: £100.00 Pb: 978-0-415-84256-3: £24.99 Prev. Ed Pb: 978-1-843-12260-9 * For full contents and more information, visit: www.routledge.com/9780415842563

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Beyond Every Child Matters

Curriculum and Assessment in English 3 to 11

Neoliberal Education and Social Policy in the new era

A Better Plan

Catherine Simon The UK’s Conservative/Liberal Democrat coalition government have been responsible for the some of the most radical changes to education policy for many decades. This book will concentrate on changes for children and young people in relation to schools and welfare provision and focuses on the development of Education and welfare policy post 2010, the relationship to previous New Labour agendas and the difficulties in constructing a new policy narrative. It explores the conceptual background of a ‘Big Society’, used to frame Coalition policy and shows how the underlying spectre of neoliberalism creates both issues for policy attention and undermines ensuing policy solutions. Routledge Market: Education December 2016: 234x156: 164pp Hb: 978-1-138-91896-2: £95.00 Pb: 978-1-138-91897-9: £29.99 eBook: 978-1-315-68813-8 * For full contents and more information, visit: www.routledge.com/9781138918979

John Richmond, Andrew Burn, UCL Institute of Education, UK, Peter Dougill, University of Sussex, UK, Mike Raleigh and Peter Traves This invaluable companion provides a clear, balanced and persuasive critique of the current language and literacy curriculum used in schools over the past twenty years, using an informed pedagogical approach. Considering fundamental truths about how pupils speak, read and write English with confidence and control, it is split into ten parts covering all of the English curriculum, from early years settings through to upper primary level. It describes how English can be taught most effectively, calls for an urgent reassessment of the current curriculum and proposes viable alternatives. It is an accessible guide to both theory and practice for those studying and implementing the curriculum. Routledge Market: Education April 2017: 246x174: 232pp Hb: 978-0-415-78451-1: £90.00 Pb: 978-0-415-78452-8: £24.99 eBook: 978-1-315-22846-4 * For full contents and more information, visit: www.routledge.com/9780415784528

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TEXTBOOK

Developing Children as Researchers

Effective Peer Learning

A practical guide to help children conduct social research

From Principles to Practical Implementation

Chae-Young Kim, The Open University, UK., Kieron Sheehy, The Open University, UK and Cindy Kerawalla, The Open University, UK

Keith Topping, University of Dundee, UK, Céline Buchs, University of Geneva, Switzerland, David Duran, Universitat Autònoma de Barcelona, Spain. and Hilde van Keer

Enabling young children to conduct their own social research can have both social and educational benefits, helping them to influence local and national policies and practices on issues that affect or matter to them. This practical guide gives teachers –and others who work with children– a set of structured, easy to follow session plans to encourage children to conduct research on topics of their choice. The ten session plans have been tried and tested in many schools and make the process of teaching research skills and supporting children’s research projects readily accessible to adults who want to enhance children’s curiosity by investigating the issues that concern them. Routledge Market: Education March 2017: 246x174: 128pp Hb: 978-1-138-66925-3: £90.00 Pb: 978-1-138-66926-0: £22.99 eBook: 978-1-315-61820-3 * For full contents and more information, visit: www.routledge.com/9781138669260

Peer learning allows a positive use of differences between pupils, turning them into learning opportunities. Yet education professionals often remain unfamiliar with the principles to guarantee its effectiveness. An Introduction to Peer Learning offers a guide, underpinned by the latest theory and research in the field, to structuring student interactions in the classroom in order to promote learning. Illustrated with models of successful practice from diverse schools across Europe, it provides the background to the different types of peer learning, explores the importance of preparing the environment and structuring tasks, and unpacks practical considerations for teachers in the classrooms. Routledge Market: Education March 2017: 246x174: 192pp Hb: 978-1-138-90648-8: £90.00 Pb: 978-1-138-90649-5: £24.99 eBook: 978-1-315-69547-1 * For full contents and more information, visit: www.routledge.com/9781138906495

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Developing Mindsets for Success in the Primary Classroom

Engaging Families in Schools

How to build confidence, independence and resilience Matt Lloyd-Rose, Education Researcher and Writer, UK Confidence, independence and resilience are critical for children’s long term success in learning and in life. This book reveals how you can help your pupils develop these characteristics exploring the key research and defining the mindsets and skills that are needed to thrive academically. It proposes a simple, evidence-based approach that can be implemented through your classroom culture, relationships, routines and teaching along with guidance on how to evaluate progress. Including over 50 practical strategies to use in the classroom, this is essential reading for primary teachers that want to equip their pupils with powerful habits to accelerate their learning and set them up to succeed. Routledge Market: Education June 2017: 246x174: 160pp Hb: 978-1-138-73077-9: £90.00 Pb: 978-1-138-73079-3: £19.99 eBook: 978-1-315-18925-3 * For full contents and more information, visit: www.routledge.com/9781138730793

Practical strategies to improve parental involvement Nicola S. Morgan, Teacher and behaviour management consultant. This practical resource provides strategies and ideas that will contribute to the effective engagement of families and the involvement of parents in their child’s education. Parental engagement with class teachers has a significant and very positive impact on children’s learning, and strategies here have been extensively trialled in a variety of different settings. Nicola Morgan shows teachers how to understand the importance of family engagement and evidence the outcomes, how to engage the hard-to-reach and use whole school strategies to encourage families to be more involved. She also focuses on ethnic minority groups, working families, fathers and the sometimes hard-to-reach. Routledge Market: Education November 2016: 246x174: 180pp Hb: 978-1-138-64624-7: £95.00 Pb: 978-1-138-64626-1: £24.99 eBook: 978-1-315-62763-2 * For full contents and more information, visit: www.routledge.com/9781138646261

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Dialogic Education

Functional Grammatics

Mastering core concepts through thinking together

Re-conceptualizing knowledge about language and image for school English

Neil Phillipson, SAPERE registered trainer, UK and Rupert Wegerif, University of Exeter, UK Dialogue has long been used in primary classrooms to stimulate thinking but it is not always easy to unite the creative thinking of good dialogue with the need for children to understand the core concepts behind knowledge rich subjects. Dialogic Education builds upon decades of practical classroom research to offer a method of teaching that applies the power of dialogue to achieving conceptual mastery. Easy to follow lesson plans and activity ideas are provided, each of which has been tried and tested in classrooms and is known to succeed. Routledge Market: Education / Primary December 2016: 246x174: 196pp Hb: 978-1-138-65651-2: £90.00 Pb: 978-1-138-65652-9: £22.99 eBook: 978-1-315-62186-9 * For full contents and more information, visit: www.routledge.com/9781138656529

Complimentary Exam Copy

e-Inspection

Mary Macken-Horarik, Kristina Love, Len Unsworth and Carmel Sandiford In a period of change in the communication landscape and widening disciplinary knowledge, this book provides a new reconceptualization of grammar. Drawing on resources in systemic functional linguistics, it envisions a ‘functional grammatics’ relevant to disciplinary domains such as literary study, rhetoric and multimodality. It provides an account of grammatics that is useful to interpretation and beneficial for language development. This text is founded on decades of research inspired by systemic functional linguistics, including studies of grammatical tools useful to teachers of English, research into visual and multimodal literacies and studies of the genre-grammar connection. Routledge Market: Education September 2017: 234x156: 216pp Hb: 978-1-138-94804-4: £95.00 Pb: 978-1-138-94805-1: £31.99 eBook: 978-1-315-66973-1 * For full contents and more information, visit: www.routledge.com/9781138948051

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Grammar Survival for Primary Teachers A Practical Toolkit

History, Theory and Practice of Philosophy for Children

Jo Shackleton, Primary teacher, consultant and inspector, UK

International Perspectives

Grammar Survival for Primary Teachers provides you with the knowledge and tools that are essential to teach grammar effectively. It includes over forty separate grammar topics as well as teaching hints, ideas for the classroom and clear examples throughout. Making explicit links between grammatical knowledge and its application into practice, the book places the teaching of grammar within the context of childrens reading and writing. Practical and engaging, it is ideal for busy teachers looking to improve both their own and their pupils understanding of grammar. Routledge Market: Education May 2017: 297x210: 112pp Hb: 978-1-138-28461-6: £90.00 Pb: 978-1-138-28462-3: £19.99 eBook: 978-1-315-26937-5 * For full contents and more information, visit: www.routledge.com/9781138284623

Edited by Saeed Naji, Institute for Humanity & Cultural Studies, Iran and Rosnani Hashim, International Islamic University Malaysia, Malaysia Series: Routledge Research in Education This book on Philosophy for Children (P4C) is a compilation of articles written by its founders and the movement‘s leaders worldwide. It comprises four parts: 1) history, philosophy and theoretical foundations; 2) specialized uses of philosophical dialogues; 3) theoretical concerns; and 4) the issues and challenges in the implementation of P4C worldwide. The book concludes with a notable review of the progress of P4C, the obstacles, and its international spread to over 60 countries. These penetrating insights make the book an incredibly rich resource for anyone interested in or involved with implementing a P4C programme. Routledge Market: Education/Philosophy May 2017: 234x156: 256pp Hb: 978-1-138-63162-5: £105.00 eBook: 978-1-315-20873-2 * For full contents and more information, visit: www.routledge.com/9781138631625

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The Routledge International Handbook of Philosophy for Children

How to Build Communication Success in your School

Edited by Maughn Rollins Gregory, Montclair State University, USA, Joanna Haynes, University of Plymouth, UK and Karin Murris, University of Cape Town, South Africa. Series: Routledge International Handbooks of Education Offering a variety of critical perspectives on a diverse and controversial field, this Handbook includes a range of internationally-sourced chapters, providing a critical and dialogical account of theories and practices of philosophy for and with children. Exploring insights into the key philosophical and educational debates that have been provoked by bringing philosophy to school classrooms and other learning contexts, this book will spark discussions and identify emerging questions and themes. Routledge Market: Education December 2016: 246x174: 266pp Hb: 978-1-138-84767-5: £130.00 eBook: 978-1-315-72662-5 * For full contents and more information, visit: www.routledge.com/9781138847675

A Guide for School Leaders Karen Dempster, Fit 2 Communicate, UK and Justin Robbins, Fit 2 Communicate, UK This book provides a step-by-step guide for best practice communication within schools for parents, governors and the community. Aligned to the National Standards of Excellence for Headteachers, it sets out an ‘inside out’ approach to creating and communicating a compelling vision for schools, building leadership communication skills and supporting the management of day-to-day communications in schools. Packed full of strategies to help attract and retain the best teachers, improve the effectiveness of leadership and management, build the reputation of the school, work with parents and achieve better academic results, this is essential reading for headteachers and school leaders. Routledge Market: Education / Leadership May 2017: 246x174: 112pp Hb: 978-1-138-24086-5: £90.00 Pb: 978-1-138-24087-2: £22.99 eBook: 978-1-315-28217-6 * For full contents and more information, visit: www.routledge.com/9781138240872

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High Performance Learning for All (working title)

Jumpstart Spelling and Vocabulary

A practical guide for parents and teachers

Engaging activities for ages 5-12

Deborah Eyre and Wendy Berliner, Head of Editorial, Guardian Professional Networks

Pie Corbett, Freelance writer, poet and educational consultant. He has authored and edited over 250 books and runs training and development projects for education authorities and schools and Carol Satterthwaite Series: Jumpstart!

Education is more important than ever. Yet some children – with parent and teacher blessing – write themselves off and think they are not good enough to achieve highly. The latest research shows most children can reach levels of performance at a school previously associated with only the high achieving, gifted and talented. Brains are malleable, IQ not fixed but without parental engagement in learning, many children will continue to fall short of their potential. Based on 40 years of research, this book takes what is now known about how and why children succeed at school and translates this into a straightforward handbook for parents, teachers and all concerned with children’s education. Routledge Market: Education / Educational Psychology July 2017: 234x156: 144pp Hb: 978-1-138-28459-3: £70.00 Pb: 978-1-138-28460-9: £14.99 eBook: 978-1-315-26938-2 * For full contents and more information, visit: www.routledge.com/9781138284609

Concerned about the range of vocabulary used by your pupils? Worried about spelling? Jumpstart Spelling and Vocabulary could be the answer… Full of engaging multi-sensory games and practical suggestions on how to extend your pupils’ oral and written word banks and become confident spellers, this resource will soon become an invaluable item in your teaching toolkit. The games cover vocabulary games and spelling activities needed for each year group from year 1 - 7, to build up confidence in children as young writers. Routledge Market: Education / Teaching February 2017: 210x148: 192pp Hb: 978-1-138-81972-6: £70.00 Pb: 978-1-138-81975-7: £15.99 eBook: 978-1-315-74425-4 * For full contents and more information, visit: www.routledge.com/9781138819757

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PRIMARY/ELEMENTARY EDUCATION 3rd Edition • TEXTBOOK • NEW EDITION

TEXTBOOK

Modern Foreign Languages 5–11

Problem Solving in Primary Mathematics

A guide for teachers

Learning to investigate Jane Jones, Kings College London, UK and Simon Coffey, Kings College London, UK Series: Primary 5-11 Series

Foreign language teaching continues to flourish as part of the primary curriculum. Fully updated to include substantive writing about planning and introduce a new assessment scale devised by primary teachers, this third edition will support the needs of trainees, practising teachers and school leaders as they develop their foreign language provision. This user-friendly guide covers key pedagogical issues and will help practitioners to teach MFL as a dynamic, stand-alone subject while retaining a cross-curricular focus. It delivers a range of practical ideas and examples of best practice to help integrate effective language learning, teaching and assessment into the curriculum. Routledge Market: Primary Education November 2016: 246x174: 186pp Hb: 978-1-138-64565-3: £95.00 Pb: 978-1-138-64567-7: £24.99 eBook: 978-1-315-62802-8 * For full contents and more information, visit: www.routledge.com/9781138645677

Christine Edwards-Leis and Deborah Robinson Problem solving is a core element of teaching and learning mathematics, but also an area where teachers and children struggle. Designed to support both new and experienced teachers in guiding pupils through mathematical investigations, Problem Solving in Primary Mathematics provides practical guidance underpinned by the latest research and theory. It examines how individual pupils think and act differently, and how to promote independence and autonomy in the classroom. Offering a framework to help children through the times when learning is stalled, it supports teachers in identifying key points for intervention, helping children think and act independently, and moving learning forward. Routledge Market: Education December 2016: 246x174: 176pp Hb: 978-1-138-91110-9: £95.00 Pb: 978-1-138-91111-6: £24.99 eBook: 978-1-315-69299-9 * For full contents and more information, visit: www.routledge.com/9781138911116

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TEXTBOOK

The Datafication of Primary and Early Years Education

Promoting Curiosity in Primary Science

Playing with numbers

Judith Roden and James Archer

Alice Bradbury and Guy Roberts-Holmes Series: Foundations and Futures of Education This book examines the dominance of national and international datasets in the primary and early years sector. It critiques policy priorities facilitating the use of attainment data in educational governance and details the practices which comprise the process of datafication. Through case studies, the book examines the datafication of pupils and teachers, methods of judging schools’ performance, and highlights the impact of data on pedagogy, and the ensuing effects on children’s experiences. Further focus on the influence of third-party ‘education datalabs’ and the governance significance of datafication make this a unique insight into the links between data, policy and practice. Routledge Market: Education/Primary October 2017 Hb: 978-1-138-24215-9: £95.00 Pb: 978-1-138-24217-3: £29.99 eBook: 978-1-315-27905-3 * For full contents and more information, visit: www.routledge.com/9781138242173

Outstanding teaching and learning The biggest challenge for primary science teaching is breaking the cycle of bad practice being replicated. Promoting Curiosity in Primary Science seeks to tackle this issue by providing methods and examples for the student teacher to equip them to teach in a way that promotes curiosity and improves children’s enjoyment, ability and achievement. It highlights best practice in relation to creating classes that are curious, explaining what curiosity is and what it looks like. Illustrated with practical examples, case studies and ideas for classroom, it will support and develop student teachers in becoming confident, creative science teachers who cultivate engaged, curious learners. Routledge Market: Education June 2017: 246x174: 160pp Hb: 978-1-138-94572-2: £90.00 Pb: 978-1-138-94574-6: £24.99 eBook: 978-1-315-67120-8 * For full contents and more information, visit: www.routledge.com/9781138945746

TEXTBOOK

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Practical ideas for Teaching Primary Science

Rebuilding Our Schools from the Bottom Up

Inspiring Learning and Enjoyment

Giving teachers, parents and students a voice

Peter Loxley

Fiona Carnie, Education Consultant, UK

This essential, full-colour guide extends the core subject knowledge and ideas from Teaching Primary Science into adaptable, practical models for effective science teaching. Presenting scientific knowledge as a progressive story about how the natural world works, each topic is accompanied by ‘Ideas for Practice’, designed so that children can engage with science at three levels, KS1 (5-7), lower primary (7-9) and upper primary (9-11). With an emphasis on spoken language and collaboration, ‘Ideas for Practice’ are placed in engaging and significant contexts to encourage curiosity and enquiry, and to most importantly, promote feelings of pleasure and satisfaction from science learning.

This innovative guide explores how schools can take greater control of their futures and transform their culture by strengthening voice, participation and the understanding of what it means to be part of a learning community. A wealth of imaginative, practical and sustainable initiatives are included, where teachers are able to openly share and discuss the challenges they face, parents are actively involved and supported, and young people are allowed, and encouraged, to contribute to decisions about their learning. The book is essential reading for the development of robust, dynamic and responsive learning communities, which will strengthen our schools and drive positive, bottom-up change.

Routledge Market: Education/ Primary Science April 2017: 246x189: 360pp Hb: 978-1-138-65963-6: £95.00 Pb: 978-1-138-65965-0: £24.99 eBook: 978-1-315-62008-4 * For full contents and more information, visit: www.routledge.com/9781138659650

Routledge Market: Education October 2017: 234x156: 180pp Hb: 978-1-138-21186-5: £95.00 Pb: 978-1-138-21188-9: £21.99 eBook: 978-1-315-45189-3 * For full contents and more information, visit: www.routledge.com/9781138211889

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4th Edition • TEXTBOOK • NEW EDITION

Reclaiming Lesson Observation

Science Learning, Science Teaching

Supporting excellence in teacher learning

Jerry Wellington, University of Sheffield, UK and Gren Ireson, Nottingham Trent University, UK

Edited by Matt O'Leary, Birmingham City University, UK This essential book explores the latest practice, thinking and research in lesson observation, putting teacher learning at its heart. Illustrated throughout with practical examples from a range of education settings, each chapter contains a rich variety of state-of-the-art, evidence-based case studies to demonstrate how new approaches to observation can be applied in practice. With topics including peer observation, coaching and mentoring, and innovations and developments in observation, the book provides an informed perspective on how to maximise the use of observation, and most importantly, implement proven successful schemes to improve the quality of teaching in the classroom. Routledge Market: Education October 2016: 246x174: 178pp Hb: 978-1-138-65659-8: £95.00 Pb: 978-1-138-65660-4: £29.99 eBook: 978-1-315-62183-8 * For full contents and more information, visit: www.routledge.com/9781138656598

Now fully updated in its fourth edition, Science Learning, Science Teaching offers an accessible, practical guide to creative classroom teaching and a comprehensive introduction to contemporary issues in science education. With a brand new chapter, ‘Working Scientifically’, to help develop investigative skills, as well as a fresh examination of the latest advances in the field, the book is packed full of essential support, guidance and inspiration for all students, teachers and mentors involved in science education. Extra differentiated tasks have been integrated throughout the text to encourage and assist those who wish to reflect upon, improve and enrich their practice. Routledge Market: Education/ Secondary Science May 2017: 246x174: 308pp Hb: 978-1-138-65409-9: £110.00 Pb: 978-1-138-65410-5: £28.99 eBook: 978-1-315-62342-9 Prev. Ed Pb: 978-0-415-61972-1 * For full contents and more information, visit: www.routledge.com/9781138654105

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2nd Edition • NEW EDITION

Reconsidering Primary Literacy

Talk Box

Enabling Children to Become Critically Literate

Talk for Learning Ages 4-8

Kelly Stone, Moray House School of Education, University of Edinburgh, UK. The book will help educators and students teachers understand what critical literacy is, with which ages, stages and grades critical literacy can be used and how they can get started using critical literacy in their classrooms, using a range of relevant practices. Critical literacy is as a process whereby learners are encouraged to challenge and critique language and social practices and actively transform what they see as unjust or unfair, and this book shows teachers how they can weave it into their own practices. It’s an accessible guide for educators to help them to understand what critical literacy really means in every-day contexts and how they can teach it most effectively.

Lyn Dawes, Northampton University, UK and Claire Sams Talk Box supports teachers implementing the new curriculum, who are looking for fresh ideas with a focus on teaching talk skills, encouraging discussion and developing articulate children. It sets out different types of teaching involving children learning collaboratively through discussion with peers and centres around step-by-step lesson plans to develop hidden potential across the entire classroom. At the heart of the lesson plans is the ‘talk box’ - a collection of interesting objects which provide a focus for class discussion. David Fulton Publishers Market: Education May 2017: 297x210: 100pp Hb: 978-1-138-19413-7: £90.00 Pb: 978-1-138-19418-2: £22.99 eBook: 978-1-315-62798-4 * For full contents and more information, visit: www.routledge.com/9781138194182

Routledge Market: Education/Literacy March 2017: 234x156: 134pp Hb: 978-1-138-67190-4: £95.00 Pb: 978-1-138-67191-1: £29.99 eBook: 978-1-315-61667-4 * For full contents and more information, visit: www.routledge.com/9781138671911

3rd Edition • TEXTBOOK • NEW EDITION

TEXTBOOK

Science 5-11

Teaching Art Creatively

A Guide for Teachers

Penny Hay and Emese Hall Series: Learning to Teach in the Primary School Series

Alan Howe, Bath Spa University, UK, Dan Davies, Bath Spa University, UK, Kendra McMahon, Bath Spa University, UK, Lee Towler, Bath Spa University, UK, Tonie Scott and Chris Collier, Bath Spa University, UK Series: Primary 5-11 Series The third edition of the bestselling textbook Science 5-11 has been fully updated to provide a synthesis of research and best practice in teaching and learning that focuses on successful ways to engage and motivate young scientists. Responding to the new National Curriculum for England, this edition includes new sections on whole-school assessment, mentoring, transitions and a topics based approach. A practical guide ideal for students, trainees, mentors and other practising teachers, the book provides information on appropriate science topics for Key Stage 1 and 2, as well as outlining subject knowledge that a teacher needs and the best ways to go about teaching it Routledge Market: Education August 2017: 246x189: 256pp Hb: 978-1-138-69057-8: £95.00 Pb: 978-1-138-69058-5: £25.99 eBook: 978-1-315-53687-3 Prev. Ed Pb: 978-0-415-48045-1 * For full contents and more information, visit: www.routledge.com/9781138690585

Teaching Art Creatively is packed with ideas and inspiration to enrich teachers' knowledge and understanding of art and design in the primary classroom. It is underpinned by the latest research and theory. Expert authors focus on diverse approaches that start with children’s own ideas about themselves as artists. With an emphasis on recognising the value of children’s art and how to support children’s creative and artistic processes.Illustrated throughout with examples of exciting projects, children’s work and case studies of good practice, it will be essential reading for every professional who wishes to embed creative approaches to teaching in their classroom. Routledge Market: Primary Education/ Art October 2017: 246x174: 176pp Hb: 978-1-138-91395-0: £90.00 Pb: 978-1-138-91396-7: £22.99 eBook: 978-1-315-69111-4 * For full contents and more information, visit: www.routledge.com/9781138913967

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PRIMARY/ELEMENTARY EDUCATION TEXTBOOK

3rd Edition • TEXTBOOK • NEW EDITION

Teaching Design and Technology Creatively

Teaching Primary Science, 3rd Edition

Edited by Clare Benson, Birmingham City University, UK and Suzanne Lawson, University of Worcester, UK Series: Learning to Teach in the Primary School Series

Promoting Enjoyment and Developing Understanding

Packed full of practical ideas, this book is a stimulating source of guidance for busy trainee and practising teachers. Underpinned by the latest research, it offers a wealth of suggestions to foster creative development, with chapters supporting D&T in the early years, food education, drawing and design, and construction kits. The book also takes lessons outside, considering how learning experiences have the potential to extend students’ technological knowledge, promoting problem-solving and evaluation. Drawing upon examples from real-world projects in the UK and overseas, the book is invaluable for those who wish to engage students in D&T and encourage creative classroom practice.

This fully updated third edition of Teaching Primary Science brings subject knowledge and pedagogy together to support, inform and inspire those training to teach primary science. Written in a clear and accessible style, chapters offer comprehensive coverage of key themes, as well as structured ideas for practice and progression. With brand new sections such as rocks and fossils, and pulleys and levers, and with an increased emphasis on assessment guidance, talking skills and scientific discussion, the book crucially demonstrates how science can offer children pleasure and intellectual satisfaction, fostering their natural curiosity and helping them to develop sound scientific minds.

Routledge Market: Primary Education/D&T June 2017: 246x174: 192pp Hb: 978-1-138-65457-0: £90.00 Pb: 978-1-138-65459-4: £22.99 eBook: 978-1-315-62315-3 * For full contents and more information, visit: www.routledge.com/9781138654594

Routledge Market: Education/Primary Science June 2017: 246x189: 484pp Hb: 978-1-138-65182-1: £95.00 Pb: 978-1-138-65183-8: £27.99 eBook: 978-1-315-62459-4 Prev. Ed Pb: 978-0-273-77298-9 * For full contents and more information, visit: www.routledge.com/9781138651838

TEXTBOOK

2nd Edition • NEW EDITION

Teaching Languages Creatively

The Articulate Classroom

Edited by Philip Hood, University of Nottingham, UK Series: Learning to Teach in the Primary School Series

Peter Loxley, Lyn Dawes, The Open University, UK, Linda Nicholls, University of Northampton and Babs Dore, University of Northampton

Talking and Learning in the Primary School

Finding ways of making teaching a creative and fulfilling experience is something which is close to the hearts of many teachers and something that trainee teachers aspire to. This is especially true of languages - a subject which at secondary level is often thought to be challenging but which inspires younger learners with enthusiasm if made active, engaging and participative. As well as including practical teaching suggestions, this book uses the latest research and wider theories of learning ensuring a real depth and grounding to the ideas presented. The carefully chosen contributors draw on a wealth of ideas and strategies which are proven to be effective in the classroom. Routledge Market: Education October 2017: 246x174: 200pp Hb: 978-1-138-69965-6: £95.00 Pb: 978-1-138-69966-3: £24.99 eBook: 978-1-315-51633-2 * For full contents and more information, visit: www.routledge.com/9781138699663

Edited by Prue Goodwin Series: Routledge Education Classic Edition A timeless work in the field and now re-launched in this prestigious series, The Articulate Classroom is an edited collection of articles by leading educationalists on the place of talk in the primary curriculum. A talking classroom is both a crucial part of every subject area and a subject in its own right. For all primary teachers committed to deepening their understanding on the pivotal role talk plays in learning, this book focuses attention on the importance of fully enabling pupils‘ learning potential. This is both an indispensable guide for teachers looking to extend their skills, and a unique chance for education researchers to gain an overview from experts in the feild. Routledge Market: Education February 2017: 234x156: 180pp Hb: 978-1-138-22573-2: £95.00 Pb: 978-1-138-22574-9: £29.99 eBook: 978-1-315-39886-0 Prev. Ed Pb: 978-1-853-46703-5 * For full contents and more information, visit: www.routledge.com/9781138225749

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Teaching Outdoors Creatively

The Effectiveness of Mathematics Teaching in Primary Schools

Edited by Stephen Pickering, University of Worcester, UK Series: Learning to Teach in the Primary School Series Teaching Outdoors Creatively takes an adventurous trail through the wonderful world of learning and teaching outdoors whilst recognising the diverse range of needs, aspirations, experiences and opportunities primary schools have to develop the outdoors as part of their curriculum. This book looks beyond early years education and Forest Schools to a much broader range of activities, philosophies and approaches to teaching creatively outdoors in a range of settings. With a wealth of creative new ideas and approaches this is must-have resource for all training and experienced teachers. Routledge Market: Primary Education April 2017: 246x174: 160pp Hb: 978-1-138-64237-9: £90.00 Pb: 978-1-138-64238-6: £24.99 eBook: 978-1-315-63002-1 * For full contents and more information, visit: www.routledge.com/9781138642386

Complimentary Exam Copy

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e-Inspection

Lessons from England and China Zhenzhen Miao, University of Southampton, UK and David Reynolds, University of Southampton, UK Series: Routledge Research in International and Comparative Education Showcasing the kinds of teaching methods that work or do not work within and across countries, this book presents a rich collection of various views, including those from teachers, their native colleagues, their foreign colleagues and the researcher, regarding the quality of mathematics teaching in England and China today. Building on rigid and robust analyses of the most up-to-date data in England and China, the book indicates that it is through changing teaching rather than changing teachers, that mathematics learning can be improved, because it is what teachers do in the classroom that really makes a big difference. Routledge Market: Education/Mathematics August 2017: 234x156 Hb: 978-1-138-68032-6: £95.00 eBook: 978-1-315-56376-3 * For full contents and more information, visit: www.routledge.com/9781138680326

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PRIMARY/ELEMENTARY EDUCATION 5th Edition • NEW EDITION

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The Primary English Encyclopedia

The Really Useful Music Book

The heart of the curriculum

A practical guide to teaching music in the primary classroom

Margaret Mallett, Fellow of the The English Association, UK This fifth edition of The Primary English Encyclopedia: The Heart of the Curriculum covers all aspects of the English curriculum for children up to age eleven. Comprising over 500 entries, this critically acclaimed work includes updated entries on education technology, social media & mobile technology, phonics, spelling & grammar and learning theory. This user friendly encyclopedia explains concepts, aims and current requirements in all aspects of the primary English curriculum and is an invaluable reference for all training and practising teachers. Combining a conversational tone with controversial issues, this new edition will appeal to student and experience teachers alike. Routledge Market: Primary Education/Language & Literacy February 2017: 246x174: 546pp Hb: 978-1-138-64676-6: £105.00 Pb: 978-1-138-65027-5: £29.99 eBook: 978-1-315-62546-1 Prev. Ed Pb: 978-0-415-58952-9 * For full contents and more information, visit: www.routledge.com/9781138650275

Kim Harris Series: The Really Useful Designed to develop your enthusiasm for music making in the primary classroom, this exciting and accessible book offers trainee and practising teachers a practical guide for high quality teaching and learning. Each chapter is underpinned by theory and pedagogy to strengthen subject knowledge, as well as a range of practical examples to fully engage children in singing, composing, listening and movement. The book provides a creative and integrated approach, with plenty of cross-curricular examples for both core and foundation subjects, and will give you the confidence to support and enrich pupil learning and progression for all abilities throughout your music lessons. Routledge Market: Primary Education/ Music November 2017: 297x210: 260pp Hb: 978-1-138-65472-3: £95.00 eBook: 978-1-315-62306-1 * For full contents and more information, visit: www.routledge.com/9781138654723

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4th Edition • NEW EDITION

The Really Useful Book of Secondary Science Experiments

The Really Useful Science Book, 4th edition

100 essential activities to support teaching and learning Tracy-Ann Aston Series: The Really Useful This essential book contains 100 exciting, ‘real-world’ science experiments that can be confidently carried out by any KS3 science teacher in a secondary school classroom. Divided into four areas, biology, chemistry, physics, and extended projects, each investigation is structured as a problem-solving activity, asking engaging questions such as, ‘Which brand of crisps would be best for a mountain hike?’, or ‘How long would a shark take to find a bleeding surfer?’. With background information outlining the key concepts behind each experiment, there are also helpful links to the curriculum, and suggestions for how to adapt the tasks to increase or decrease the challenge for your students. Routledge Market: Education/Secondary Science March 2017: 297x210: 252pp Hb: 978-1-138-19209-6: £95.00 Pb: 978-1-138-19210-2: £24.99 eBook: 978-1-315-64008-2 * For full contents and more information, visit: www.routledge.com/9781138192102

A framework of knowledge for primary teachers Steve Farrow, formerly of the University of Durham, UK and Amy Strachan This book provides an accessible and indispensable framework of subject knowledge for trainee and practising primary science teachers, with essential guidance on how to make direct links to the new National Curriculum. Divided into three parts, Biology, Chemistry and Physics, and with an extra chapter on Scientific Enquiry, it offers comprehensive subject knowledge to develop confidence, as well as a multitude of tips and strategies to demonstrate the beauty of learning science. With brand new progression grids and links to global learning, common misconceptions, and cross-curricular opportunities, each chapter connects knowledge to practice, and informs creative and inspiring teaching. Routledge Market: Education January 2017: 297x210: 226pp Hb: 978-1-138-19206-5: £95.00 Pb: 978-1-138-19208-9: £26.99 eBook: 978-1-315-64010-5 Prev. Ed Pb: 978-0-415-38593-0 * For full contents and more information, visit: www.routledge.com/9781138192089

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The Really Useful Drama Book

World Class

Creating imaginative learning across the primary curriculum

Tackling the ten biggest challenges facing schools today

Roger McDonald Series: The Really Useful This accessible book offers practising and trainee teachers an exciting collection of practical drama sessions to create effective and engaging learning experiences across the curriculum. Drawing from a variety of literary texts and picture books, each activity provides a structured opportunity for children to imagine and create alternative worlds and scenarios, making full use of the power of drama in teaching. With both quick lesson ideas and inspiring examples for extended sessions, the book offers a creative and integrated approach, crucial for gaining imaginative responses from children, and for giving teachers the freedom and flexibility to adapt the activities to their own needs. Routledge Market: Education/Drama April 2017: 297x210: 176pp Hb: 978-1-138-18599-9: £95.00 Pb: 978-1-138-18601-9: £25.99 eBook: 978-1-315-64411-0 * For full contents and more information, visit: www.routledge.com/9781138186019

Edited by David James, Deputy Head in a leading coeducational independent school in the UK and Ian Warwick, London Gifted & Talented Drawing on their wide experience as teachers in both independent and state schools, educationalists David James and Ian Warwick investigate the issues that are troubling today’s teachers and pupils alike, engaging in exclusive dialogue with some of the world’s leading thinkers and speakers in education, business and politics, evaluating case studies and above all, offering practical, workable, evidence-based solutions that can transform the classroom. Insightful and topical, with contributions from all corners of the world and across the spectrum of teaching ideologies, this is a powerful manifesto for change that nobody involved in schools can ignore. Routledge Market: Education May 2017: 234x156: 168pp Hb: 978-1-138-12196-6: £95.00 Pb: 978-1-138-12197-3: £15.99 eBook: 978-1-315-65067-8 * For full contents and more information, visit: www.routledge.com/9781138121973

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PRIMARY/ELEMENTARY EDUCATION

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Writer Identity and the Teaching and Learning of Writing Edited by Teresa Cremin, Open University, UK and Terry Locke How does classroom practice change when teachers reflect upon the process of being a writer? What does it mean to identify as a writer? Bringing together international research voices, Writer Identity and the Teaching and Learning of Writing explores what it means to identify as a writer, the issues which surround the concept of being a writer, and the consequences which arise when teachers and students do or do not identify as writers. Focusing on primary and secondary students and their teachers, it also pays attention to pre-service teachers and the perspectives of professional writers, generating understandings that are new to teachers and open up promising new directions for research. Routledge Market: Education November 2016: 234x156: 230pp Hb: 978-1-138-94571-5: £95.00 Pb: 978-1-138-94890-7: £29.99 eBook: 978-1-315-66937-3 * For full contents and more information, visit: www.routledge.com/9781138948907

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Your Essential Guide to Placements in the Primary School Understanding culture and expectation Jim Pugh and Viv Lloyd, University of Staffordshire, UK. This book will help you to prepare for your primary school placement, before even stepping foot in the school. With essential advice and guidance from TAs, teachers, head teachers, lecturers, and local authority advisors, it takes you from initial preparation, through to final reflections on your time within the school. Each chapter draws upon insider knowledge to illustrate key concepts and high quality practice, as well as to consider wider issues that affect primary school teaching. By unlocking the hidden expectations schools have of their students, the book identifies the full impact you can have on a child’s learning, helping you to excel as an integral part of the school team. Routledge Market: Primary Education April 2017: 210x148: 168pp Hb: 978-1-138-64239-3: £95.00 Pb: 978-1-138-64241-6: £22.99 eBook: 978-1-315-63000-7 * For full contents and more information, visit: www.routledge.com/9781138642416

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RESEARCH METHODS IN EDUCATION 2nd Edition • NEW EDITION

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Arts-Based Research in Education

Developing Metrics for Equity, Diversity and Competition

Foundations for Practice Edited by Melisa Cahnmann-Taylor and Richard Siegesmund Series: Inquiry and Pedagogy Across Diverse Contexts Series Introducing readers to definitions and examples of arts-based educational research, this text presents tensions and questions in the field and provides exercises for practice. It weaves together critical essays about arts-based research in the literary, visual, and performing arts with examples of artistic products of arts-based research (arts for scholarship’s sake) that illuminate by example. Each artistic example is accompanied by a statement that includes reflection on how the work of art relates to the scholar’s research interests and practices. The second edition provides updates over the past decade of increased arts-based educational research activity and new examples. Routledge Market: Arts-Based Education Research November 2017 Hb: 978-1-138-23517-5: £95.00 Pb: 978-1-138-23519-9: £30.99 eBook: 978-1-315-30507-3 Prev. Ed Pb: 978-0-805-86380-2 * For full contents and more information, visit: www.routledge.com/9781138235199

New measures for schools and universities Anthony Kelly, University of Southampton, UK. This is a ground-breaking book in the field of educational research. It presents a new coherent scientific approach to measuring equity, diversity and competition in education. New theory and methodologies with a wide range of applications are introduced. The book is an ideal resource for researchers, policy-makers and high-level practitioners who want to explore novel approaches to the problems faced by schools, colleges and universities in the new education landscape.

Routledge Market: Education October 2016: 234x156: 154pp Hb: 978-1-138-78374-4: £95.00 Pb: 978-1-138-78375-1: £29.99 eBook: 978-1-315-76850-2 * For full contents and more information, visit: www.routledge.com/9781138783751

TEXTBOOK

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Classroom Assessment

E-Research in Educational Contexts

A Practical Guide for Educators

The roles of technologies, ethics and social media

Dr Craig A Mertler A comprehensive textbook that covers teacher-made and externally developed instruments. Both traditional and newer, alternative assessment techniques are discussed in detail. Graphic organizers provide previews for each chapter. End-of-chapter questions and enrichment activities help students master the material.

Routledge Market: Research Methods and Statistics January 2017: 279 x 216: 338pp Hb: 978-1-138-28766-2: £120.00 Pb: 978-1-884-58549-4: £47.99 eBook: 978-1-315-26675-6 * For full contents and more information, visit: www.routledge.com/9781138287662

Edited by Jocelyn Wishart, University of Bristol, UK and Michael Thomas, University of Central Lancashire, UK This book explores the impact of e-research in education, and the opportunities presented by a new generation of research approaches and tools, enabling people to collaborate, create, and share information. Exploring the implications of how we conceptualise educational research in the digital age, the contributors address a range of themes, from the ethics of e-research to the relationships between researchers and participants. Covering a variety of contexts where digital tools are being used, this volume will be of value to postgraduate students, researchers, and policy makers. This book was first published as a special issue of the International Journal of Research & Method in Education. Routledge Market: Educational Research / E-research November 2016: 246x174: 116pp Hb: 978-1-138-22962-4: £90.00 * For full contents and more information, visit: www.routledge.com/9781138229624

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STUDENT REFERENCE

Contemplative and Artful Openings

Photovoice Research in Education and Beyond

Researching Women and Teaching

A Practical Guide from Theory to Exhibition

Susan Walsh, Mount St. Vincent University, Canada Series: Routledge Research in Education Highlighting an arts-based inquiry process that involves contemplation, mindfulness, and artful writing, this book explores women's difficult experiences in teaching. It weaves a strong autobiographical thread with artifacts from four long-term research projects with female teachers. Routledge Market: Education July 2017: 229 x 152: 168pp Hb: 978-1-138-64040-5: £95.00 eBook: 978-1-315-63664-1 * For full contents and more information, visit: www.routledge.com/9781138640405

Amanda Latz, Ball State University, USA Photovoice Research within Education and Beyond is the first how-to book dedicated exclusively to describing this increasingly popular research methodology. It is a practical guide both for those beginning to use the methodology – which is participatory and arts-based – and those who have been using it for a long time. By situating the methodology within history and describing the future of photovoice, this text provides the necessary context that those wishing to understand the methodology need to fully grasp it. Photovoice is an authentic form of research that puts control in the hands of its subjects, giving them power to document their lives and advocate for better policy. Routledge Market: Education/Research April 2017: 229 x 152: 176pp Hb: 978-1-138-85147-4: £90.00 Pb: 978-1-138-85148-1: £21.99 eBook: 978-1-315-72408-9 * For full contents and more information, visit: www.routledge.com/9781138851481

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Reframing Reform through Education Research

Rethinking Case Study Research

How Communications Science Can Advance Education Reform

A Comparative Approach

Moira O'Neil, Frameworks Institute, USA, Susan Nall Bales, FrameWorks Institute, USA, Julie Sweetland, Frameworks Institute, USA and Nathaniel Kendall-Taylor, Frameworks Institute, USA

Lesley Bartlett, University of Wisconsin-Madison, USA and Frances Vavrus, University of Minnesota, USA Transversal or "vertical" case studies are an effective qualitative tool for researching the impact of policy on practice in education. Developed in response to the inadequacy of traditional case study interpretation approaches, transversal case studies are considered highly effective because of their ability to synthesize information on the micro- and macro-levels. The method promises quicker and more accurate communication between those shaping education and those implementing it. In six concise chapters, two experts on transversal case study methodology introduce researchers and students to this approach: helping researchers to know when, where, and how

Translating empirical research to achievable policy reform is one of the most difficult challenges that education researchers face, and this book teaches them how to successfully effect change with their work. Education scientists know that having a solid research base is not enough to spark change and enact reform. They are often frustrated by the gap between what we know and what we do in the field of education. In this book, researchers from the FrameWorks Institute use communication science to teach education scholars how to frame their work so that it can have an impact on policy. Routledge Market: Education April 2017: 240pp Hb: 978-1-138-96157-9: £90.00 Pb: 978-1-138-96158-6: £27.99 eBook: 978-1-315-65971-8 * For full contents and more information, visit: www.routledge.com/9781138961586

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8th Edition • TEXTBOOK • NEW EDITION

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Research Methods in Education

The Evidence-Based Teacher

Louis Cohen, Loughborough University, UK, Lawrence Manion and Keith Morrison, Macau University of Science and Technology, Macau

Stuart Kime and Robert Coe

This rewritten, expanded and updated 8th edition of the long-running bestseller Research Methods in Education is the most comprehensive and accessible introductory text in the field. With ten new chapters, updated references and a revised layout, this new edition offers rich practical advice that is underpinned by clear, theoretical foundations. Routledge Market: Education/Research Methods November 2017: 246x189: 762pp Hb: 978-1-138-20986-2: £110.00 Pb: 978-1-138-20988-6: £32.99 eBook: 978-1-315-45653-9 Prev. Ed Pb: 978-0-415-58336-7 * For full contents and more information, visit: www.routledge.com/9781138209886

Routledge Market: Education November 2016: 229 x 152: 132pp Hb: 978-1-138-93951-6: £90.00 Pb: 978-1-138-93952-3: £21.99 eBook: 978-1-315-67488-9 * For full contents and more information, visit: www.routledge.com/9781138939523

Identifying, Understanding and Using Research in Schools Research in education is one of the most effective ways of finding out what works in the classroom and equips teachers to address the biggest challenges in teaching today, but research does not change anything on its own. Bridging the gap between teachers, researchers and policy makers, The Evidence-Informed Teacher is designed with the practitioner in mind and offers practical guidance on using action research to assess the barriers to pupil progress and to plan effective interventions. Combining a strong theoretical grounding with an accesible and practical approach, it is an essential guide for teachers seeking to undertake and act upon their own high-quality research. Routledge Market: Education August 2017: 246x174: 192pp Hb: 978-1-138-90333-3: £95.00 Pb: 978-1-138-90334-0: £22.99 eBook: 978-1-315-69697-3 * For full contents and more information, visit: www.routledge.com/9781138903340

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Researching Across Languages and Cultures

The Routledge International Handbook on Narrative and Life History

A guide to doing research interculturally Anna Robinson-Pant, University of East Anglia and Alain Wolf, University of East Anglia We are working within an increasingly globalised knowledge economy, where researchers collaborate in cross-cultural teams, collect data in a variety of languages and share findings for international audiences who are unfamiliar with the cultural context. Researching across Languages and Cultures is a guide for doctoral students and researchers engaged in such multilingual and intercultural research, providing a framework for analysis and development of their experiences. This book will be a useful guide for academic researchers, doctoral students, research supervisors and Masters Students who carry out empirical research in multilingual or cultural contexts. Routledge Market: Education Research October 2016: 234x156: 156pp Hb: 978-1-138-84505-3: £90.00 Pb: 978-1-138-84506-0: £29.99 eBook: 978-1-315-72836-0 * For full contents and more information, visit: www.routledge.com/9781138845060

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Edited by Ivor Goodson, Ari Antikainen, University of Eastern Finland, Finland., Pat Sikes, University of Sheffield, UK. and Molly Andrews, University of East London, UK. In recent decades we have seen a substantial turn towards narrative and life history study. The embrace of narrative and life history work has accompanied the move to postmodernism and post-structuralism across a wide range of disciplines: sociological studies, gender studies, cultural studies, social history; literary theory and most recently psychology.

Routledge Market: Education/Learning Theory October 2016: 246x174: 656pp Hb: 978-1-138-78429-1: £150.00 eBook: 978-1-315-76819-9 * For full contents and more information, visit: www.routledge.com/9781138784291

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RESEARCH METHODS IN EDUCATION 2nd Edition • TEXTBOOK • NEW EDITION

Thinking with Theory in Qualitative Research Viewing Data Across Multiple Perspectives Alecia Youngblood Jackson, Appalachian State University, USA and Lisa A Mazzei, University of Oregon, USA This text shows how to use various philosophical concepts in practices of inquiry, effectively opening up the process of data analysis in qualitative research. Special features of the book include schematic cues to help guide the reader, interludes explaining the possibilities of thinking with a particular concept and theorist and detailed chapters. The new edition expands the range of data interpretations by adding two new chapters one on the emerging field of affect (using the work of Lauren Berlandt) and also one interpreting the approach of Sara Ahmed. This vital tool will be invaluable to both students and experienced researchers across all of the social sciences. Routledge Market: Educational Research September 2017: 246x174: 200pp Hb: 978-1-138-95213-3: £90.00 Pb: 978-1-138-95214-0: £25.99 eBook: 978-1-315-66776-8 Prev. Ed Pb: 978-0-415-78100-8 * For full contents and more information, visit: www.routledge.com/9781138952140

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Towards Methodologically Inclusive Research Syntheses Expanding possibilities Harsh Suri, University of Melbourne, Australia Series: Routledge Research in Education Primary research in education and social sciences is marked by diversity of methods and perspectives. This book provides a unique and provocative framework for synthesising research. It draws upon methodologically diverse literature on research synthesis methods and primary research methods, and examines possibilities for synthesising research informed by positivist, interpretive, participatory and critical traditions. It presents a Methodologically Inclusive Research Synthesis framework to facilitate informed decision-making among the producers and users of research synthesis. Routledge Market: Education January 2017: 234x156: 216pp Hb: 978-0-415-82869-7: £100.00 Pb: 978-1-138-63575-3: £34.99 eBook: 978-0-203-38319-3 * For full contents and more information, visit: www.routledge.com/9781138635753

STUDENT REFERENCE

Using Educational Criticism and Connoisseurship for Qualitative Research P Bruce Uhrmacher, Christy McConnell Moroye and David J. Flinders Using Educational Criticism and Connoisseurship for Qualitative Research develops the practical elements of educational criticism, a form of qualitative inquiry that takes its lead from the work that critics have done in fields such as the visual arts, music, literature, drama and dance. Written by leading scholars in the field of curriculum studies, and research methods, this book explores the interpretive and evaluative aspects of educational criticism. Featuring chapter-by-chapter activities, guiding questions, and key terms, this volume addresses matters of study design, pedagogy, and trends in doing educational criticism and connoisseurship. Routledge Market: Education October 2016: 198x129: 90pp Hb: 978-1-138-67763-0: £90.00 Pb: 978-1-138-67764-7: £15.99 eBook: 978-1-315-55942-1 * For full contents and more information, visit: www.routledge.com/9781138677647

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SCHOOL LEADERS AND MANAGERS 5th Edition • TEXTBOOK • NEW EDITION

2nd Edition • NEW EDITION

Behavioral, Social, and Emotional Assessment of Children and Adolescents

Handbook of Multicultural School Psychology

Sara Whitcomb, University of Massachusetts, Amherst, USA and Kenneth W. Merrell, University of Oregon, USA Generally recognized as the standard work in its field, Behavioral, Social, and Emotional Assessment of Children and Adolescents provides a comprehensive foundation and guide for conducting conceptually sound, culturally responsive, and ecologically-oriented assessments of student social and emotional behavior. Aimed at graduate students, practitioners, and researchers in the fields of school psychology, child clinical psychology, and special education, it will also be of interest to those in related disciplines. Building on the previous editions, this edition includes updated references to DSM 5 and federal standards, and an integrated approach to multiculturalism throughout the text. Routledge Market: Education July 2017 Hb: 978-1-138-81438-7: £130.00 Pb: 978-1-138-81439-4: £47.99 eBook: 978-1-315-74752-1 Prev. Ed Pb: 978-0-415-88460-0 * For full contents and more information, visit: www.routledge.com/9781138814394

An Interdisciplinary Perspective Edited by Emilia C. Lopez, Queens College City University of New York, USA, Sara G. Nahari, Queens College City University of New York, USA and Sherrie L. Proctor, Queens College City University of New York, USA Series: Consultation, Supervision, and Professional Learning in School Psychology Series The second edition of the Handbook of Multicultural School Psychology continues the mission of its predecessor, offering a comprehensive, interdisciplinary view of the field of multicultural school psychology and addressing the needs of children and families from diverse cultural backgrounds. The revised organizational structure includes the following: History and Professional Issues; Consultation and Collaboration; Interventions Focused on Academic and Mental Health Issues; Data-based Decision Making; Systems-based Issues; Training and Research; and Future Perspectives. 19 of the volume‘s 23 chapters are completely new, while the rest have been effectively revised and updated. Routledge Market: Education March 2017: 254 x 178: 450pp Hb: 978-0-415-84405-5: £195.00 Pb: 978-0-415-84406-2: £77.99 eBook: 978-0-203-75494-8 Prev. Ed Pb: 978-0-805-84562-4 * For full contents and more information, visit: www.routledge.com/9780415844062

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Building Competence in Consultation

Helping Students with Tough Decisions

A Developmental Approach

Role-Plays for Advisory, Health, and Across the Curriculum

Sylvia Rosenfield and Daniel Newman

David Sherrin, Harvest Collegiate High School, USA

Developing consulting competence necessarily happens on the job, forcing new consultants to heavily rely on trial-and-error to develop systems that work. Building Competence in Consultation directly addresses the need for practical and comprehensive training and support materials for new consultants as they work. From two leading experts in consultation, this book brings school psychology research directly to the practitioners--providing practical tools, activities, and resources that translate academic findings into systems that consultants can immediately use.

Find out how to use role-plays in your advisory programs, health classes, and across the curriculum to teach students real life skills. In Helping Students with Tough Decisions, author David Sherrin explains how to create and implement role plays on tough topics such as drugs, bullying, and communicating with parents and friends. As students act out various scenarios, they learn how to communicate effectively, build relationships, and make constructive decisions. The book includes ten ready-to-use role plays, as well as instructions for creating your own and having students create them too. Help your students face life’s challenges with the powerful strategies in this book.

Routledge Market: Education July 2017: 229 x 152 Hb: 978-1-138-02261-4: £95.00 Pb: 978-1-138-02262-1: £21.99 eBook: 978-1-315-77697-2 * For full contents and more information, visit: www.routledge.com/9781138022621

Routledge Market: Education November 2017 Hb: 978-1-138-19142-6: £75.00 Pb: 978-1-138-19143-3: £19.99 eBook: 978-1-315-64051-8 * For full contents and more information, visit: www.routledge.com/9781138191433

TEXTBOOK

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Creating Safe and Supportive Schools and Fostering Students’ Mental Health

How to do Curriculum-Based Measurement in MTSS/RtI

Michael L. Sulkowski, University of Arizona, USA and Philip J. Lazarus, Florida International University, USA Creating Safe and Supportive Schools and Fostering Students’ Mental Health provides pre-service educators with the tools they need to prevent, pre-empt, manage, and recover from threats and crises in their schools. The authors fill an increasingly urgent need for a comprehensive roadmap about safety in language appropriate for teachers, school-based mental health professionals, support personnel, school resource officers, and school administrators. This book ncludes new research, practical strategies, applicable examples, and in-depth interviews from national experts on how educators can help support school safety, crisis management, and students’ mental health. Routledge Market: Education October 2016: 254 x 178: 406pp Hb: 978-0-415-73699-2: £100.00 Pb: 978-0-415-73700-5: £62.99 eBook: 978-1-315-81822-1 * For full contents and more information, visit: www.routledge.com/9780415736992

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Mark R Shinn and Christine Kerres Malecki How to do Curriculum-Based Measurement in MTSS/RtI defines contemporary CBM and its limits, identifies best practices, and describes its application in the contexts of the Common Core, Response-to-Intervention models, and special education more generally. Including activities, standardized instructions, and targeted strategies designed to address common obstacles, this volume provides specific guidance on procedural techniques. Written by leading experts in the field, this text accounts for the role of CBM in a K-12 educational environment, and then provides educators and school psychologists with a resource for making effective decisions. Routledge Market: Education July 2017 Hb: 978-1-138-94654-5: £90.00 Pb: 978-1-138-94655-2: £19.99 eBook: 978-1-315-67073-7 * For full contents and more information, visit: www.routledge.com/9781138946552

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International Handbook of Consultation in Educational Settings Edited by Chryse Hatzichristou, UNiversity of Athens, Greece and Sylvia Rosenfield, University of Maryland, USA Series: Consultation, Supervision, and Professional Learning in School Psychology Series The rapid changes in the composition of school-age youth around the world have catalyzed a growing concern about how to address children’s mental health and education. Grounded in this increasingly global perspective, The International Handbook of Consultation in Educational Settings is designed to provide a multicultural/transnational approach to consultation theory, research, training, and practice in educational settings. With chapters written by a geographically diverse set of prominent scholars across the field of school psychology, this Handbook captures the range of ways in which consultation services are trained, implemented, and researched internationally. Routledge Market: Education March 2017: 254 x 178: 448pp Hb: 978-1-138-01347-6: £145.00 Pb: 978-1-138-01348-3: £82.00 eBook: 978-1-315-79518-8 * For full contents and more information, visit: www.routledge.com/9781138013483

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Methodological Foundations of School Psychology Research and Practice Ryan J. Kettler, Rutgers, The State University of New Jersey, USA and Kathleen L. Lane Series: Foundations of School Psychology Research and Practice The field of school psychology lacks a definitive resource for practitioners and students interested in mastering the methodological techniques necessary to research and understand their own discipline. Methodological Foundations of School Psychology Research and Practice addresses that need in a comprehensive and rigorous way. It includes information on the relationship between research and the field, the application of various methodologies, and much more. Each chapter includes both an overview and specific examples, as well as a summary of main points and online resources. This text is perfect for those invested in raising the stature of research methodology in the profession. Routledge Market: Education October 2017 Hb: 978-1-138-85149-8: £90.00 Pb: 978-1-138-85150-4: £21.99 eBook: 978-1-315-72407-2 * For full contents and more information, visit: www.routledge.com/9781138851504

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School-Based Counseling and Student Spirituality Perspectives from Positive Psychology Christopher A. Sink, Old Dominion University, USA School-Based Counseling and Student Spirituality draws from two decades of scientific research in positive psychology, counseling, medicine, and other aligned disciplines that link spirituality to positive K-12 student outcomes, including physical, mental, and psychosocial health. In this concise volume, Christopher Sink lays out the impact of student spirituality on learning outcomes, describes the diverse world of student spirituality, and explains how counselors can and should address spirituality in schools. With particular attention to legal, ethical, and personal considerations, this book is written for people from all backgrounds, preparing for counseling roles. Routledge Market: Education July 2017: 229 x 152: 208pp Hb: 978-1-138-02051-1: £95.00 Pb: 978-1-138-02052-8: £26.99 eBook: 978-1-315-77839-6 * For full contents and more information, visit: www.routledge.com/9781138020528

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Leadership for Increasingly Diverse Schools George Theoharis and Martin Scanlan Series: Educational Leadership for Equity and Diversity Leadership for Increasingly Diverse Schools provides both practicing and aspiring leaders with the theory, research, and practical guidance to lead socially just schools. Today’s schools are growing more pluralistic and diverse, and leadership is central to reversing long-standing trends of educational inequities, exclusion, and disparate school outcomes. This book helps readers sharpen their awareness of how multiple dimensions of diversity intersect as well as develop strategies for working with students of all socioeconomic statuses, races, religions, sexual orientations, languages, and special needs. Routledge Market: Education March 2015: 254 x 178: 228pp Hb: 978-1-138-78592-2: £95.00 Pb: 978-1-138-78593-9: £30.99 eBook: 978-1-315-76757-4 * For full contents and more information, visit: www.routledge.com/9781138785939

Educational Leadership for Transformation and Social Justice Narratives of change in South Africa John Ambrosio, Ball State University, USA Series: Routledge Research in Educational Leadership There is a burgeoning crisis in schools and institutions of higher education in South Africa which calls for the creation of opportunities for previously marginalized and excluded students to access institutions of higher education, and to succeed academically. Written in an ethnographic style and based around ten semi-structured face-to-face interviews with key senior and mid-level leaders, this book explores views on leadership for transformation and social justice within higher education. Through analysis of how key leaders think about and practise these issues, this book aims to help other educational leaders achieve integration and transform the institutional cultures of universities. Routledge Market: Education November 2016: 234x156: 150pp Hb: 978-1-138-92353-9: £95.00 eBook: 978-1-315-68504-5 * For full contents and more information, visit: www.routledge.com/9781138923539

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Educational Effectiveness Theory

Foundations of Educational Leadership

Further developments in a multilevel context

Developing Excellent and Equitable Schools

Edited by Katharina Maag Merki, University of Zurich, Switzerland, Marcus Emmerich, Fachhochschule Nordwestschweiz, Switzerland and Monika Holmeier, Fachhochschule Nordwestschweiz, Switzerland Despite advances in educational effectiveness theory and methodology, existing theoretical frameworks of educational effectiveness are only very general, and the embedding of empirically identified results in theoretical models has to be done more systematically. This book contributes to the advancement of educational effectiveness theory by discussing different strategies and by making it clear that the advancement of the theory depends on the advancement of the methodology itself, or in other words: from theory to methodology and from empirical evidence back to theory. This book was originally published as a special issue of School Effectiveness and School Improvement.

Jeffrey S. Brooks, Iowa State University, USA and Anthony H. Normore, California Lutheran University, USA This book provides a fresh and research-based perspective on educational leadership. Well-known authors Brooks and Normore explore the knowledge base necessary for leaders to succeed and adapt to today‘s dynamic school contexts. In addition to coverage of traditional concepts such as culture, instructional leadership, professional ethics, and economics, it also introduces several traditionally neglected cutting edge concepts like globalization, nutrition, spirituality, and health leadership. It ensures aspiring and practicing leaders will be prepared to bring dynamic and innovative leadership to their schools. Routledge Market: Education July 2017: 254 x 178: 240pp Hb: 978-0-415-70934-7: £100.00 Pb: 978-0-415-70935-4: £36.99 eBook: 978-1-315-88559-9 * For full contents and more information, visit: www.routledge.com/9780415709354

Routledge Market: School Effectiveness and Improvement / Educational Research February 2017: 246x174: 128pp Hb: 978-1-138-71511-0: £90.00 * For full contents and more information, visit: www.routledge.com/9781138715110

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Educational Leadership and Pierre Bourdieu

Globalization and Japanese "Exceptionalism" in Education

Pat Thomson, University of Nottingham, UK Series: Critical Studies in Educational Leadership, Management and Administration Through a lifetime’s explication of the ways in which schooling both produces and reproduces the status quo, Pierre Bourdieu offers a powerful critique and method of analysis of the history of schooling and of contemporary educational polices and trends. This volume will explain each of the key terms in Boudieu’s thinking tool kit, showing how the tripartite concepts of field, habitus and capitals offer a way through which to understand the interaction of structure and agency, and the limits on the freedom of an individual – in this case educational leaders – to act. Routledge Market: Education Theory November 2016: 234x156: 170pp Hb: 978-0-415-60355-3: £95.00 eBook: 978-0-203-81821-3 * For full contents and more information, visit: www.routledge.com/9780415603553

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Insider's Views into a Changing System Edited by Ryoko Tsuneyoshi, The University of Tokyo, Japan 5/1/2014 Creditor advises that : the bank account is “regular” (futsu) in Japanese, which we assume to be a currnet a/c. This book provides an insider's account of how the Japanese educational system is trying to meet that challenge while placing the developments in a larger international context. Distinguishing itself from other books in the same genre, this volume (1) brings in the diversity of insiders‘ reactions concerning globalization reform in education, while placing such actions in the larger international context, and (2) covers a wide span of education (elementary to higher education) and shows how the globalization reforms as a whole are affecting Japanese education. Routledge Market: Education May 2017: 234x156: 224pp Hb: 978-1-138-91535-0: £105.00 eBook: 978-1-315-69027-8 * For full contents and more information, visit: www.routledge.com/9781138915350

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Improving Behaviour Management in Your School

Interrogating Educational Leadership

Creating calm spaces for pupils to learn and flourish

Examining leadership as a culturally-situated practice

Tim Dansie, Education Consultant, Australia This resource provides a common sense approach to understanding the causes and triggers of students’ challenging behaviour whilst also providing teachers and school leaders with simple tools that can be easily implemented in any school. In his accessible and upbeat style Tim Dansie uses enlightening case studies through the book which illustrate strategies based on CBT and mindfulness that have proven to make a huge difference to school life and to how challenging students are managed. Teachers are encouraged to question how schools and classrooms are structured, in order to create environments where all students have the greatest possible opportunity to learn and grow as individuals. Routledge Market: Education October 2016: 297x210: 148pp Hb: 978-1-138-65406-8: £95.00 Pb: 978-1-138-65407-5: £24.99 eBook: 978-1-315-62344-3 * For full contents and more information, visit: www.routledge.com/9781138654075

Edited by Jane Wilkinson, Monash University, Australia and Laurette Bristol, Catholic College of Mandeville, Jamaica Series: Routledge Research in Education This book interrogates and extends the scholarship examining leadership as a culturally-situated practice, and challenges existing bodies of research in three ways. Firstly, it challenges cross-cultural and multi-ethnic approaches to leadership practice and research. Secondly, it extends critical theories for and of leadership practice. Finally, the book extends critical leadership research approaches by interrogating the frequently unexamined assumptions underlying the employment of different theoretical frameworks to examine leadership practice. Routledge Market: Education August 2017: 234x156: 240pp Hb: 978-1-138-91531-2: £105.00 * For full contents and more information, visit: www.routledge.com/9781138915312

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Inside Educational Change

Keeping the Leadership in Instructional Leadership

Michael Fullan Series: Routledge Leading Change Series

Developing Your Practice

In Inside Educational Change, internationally renowned expert Michael Fullan reflects on the leading trends and ideas within educational change field over a 50 year period. Organized thematically, Fullan defines the major issues and concerns of the times, as well as his own work. By looking at the way the field has changed and grown up over time, he shows what has persisted and what that means today for teachers, leaders and reformers everywhere. Deeply personal and insightful, Inside Educational Change contextualizes the past, present and future of school change to help leaders continue to bring about lasting, positive, systemic change in their organization.

This book discusses how a narrow focus on day-to-day operations and management can limit the potential for effective instructional leadership by drawing attention away from the behaviors and interpersonal skills that enable school administrators to succeed. Author Linda L. Carrier offers practical tips and strategies for restoring the human dynamic of instructional leadership. Keeping the Leadership in Instructional Leadership is designed to facilitate personal reflection and conversation about leadership practice, and its advice will empower principals and administrators to transform their schools into highly-engaged communities of learners.

Routledge Market: Education October 2017: 229 x 152: 224pp Hb: 978-1-138-92683-7: £90.00 Pb: 978-1-138-92684-4: £19.99 eBook: 978-1-315-68295-2 * For full contents and more information, visit: www.routledge.com/9781138926844

Routledge Market: Education March 2017: 229 x 152: 136pp Hb: 978-1-138-95779-4: £75.00 Pb: 978-1-138-95780-0: £19.99 eBook: 978-1-315-66152-0 * For full contents and more information, visit: www.routledge.com/9781138957800

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Intentional Innovation

Lead Learners

How to Guide Risk-taking, Build Creative Capacity, and Lead Change

Creating a Culture of Empathy, Innovation, and Empowerment

Linda Carrier

A.J. Juliani, Wissahickon School District, Pennsylvania, USA

Joe Mazza and Derek McCoy, West Rowan Middle School, USA

Learn how you can work more effectively with teachers in your role as a technology and innovation coach. In this new book from bestselling author A. J. Juliani, you’ll gain helpful advice on mentoring teachers, establishing collaborative teacher teams, influencing school culture, handling resistance, and improving student achievement. Throughout the book, you’ll find examples from different grade levels and tools that you can adapt for your own use. Whether you are an experienced technology and innovation coach or are just getting started in a new position, you will benefit from the practical, down-to-earth advice in this book.

This book reveals how teacher-leaders and building leaders can create a positive school culture that encourages learning, engagement, and growth. Authors Joe Mazza and Derek McCoy show that all educators are lead learners with the power to inspire change and act as positive role-models. You’ll find out best practices for making the most of your role as a lead learner, from building relationships, to communicating with parents, to encouraging student voice. You’ll also discover how to connect with other educators through technology and social media to help you learn and grow in your role. As you read, join the conversation and interact with the authors using #leadlearner.

Routledge Market: Education February 2017: 160pp Hb: 978-1-138-63931-7: £75.00 Pb: 978-1-138-63932-4: £19.99 eBook: 978-1-315-63726-6 * For full contents and more information, visit: www.routledge.com/9781138639324

Routledge Market: Education June 2017: 160pp Hb: 978-1-138-68058-6: £75.00 Pb: 978-1-138-68059-3: £19.99 eBook: 978-1-315-56397-8 * For full contents and more information, visit: www.routledge.com/9781138680593

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SCHOOL LEADERSHIP, MANAGEMENT AND ADMINISTRATION 2nd Edition • NEW EDITION

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Lead with Me

Learning from Singapore

A Principal's Guide to Teacher Leadership

The Power of Paradoxes

Anita Pankake and Chuey Abrego

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Pak Tee Ng, National Institute of Education, Nanyang Technological University, Singapore Series: Routledge Leading Change Series

nd

Lead With Me, 2 Edition provides courageous principals with the tools for partnering with teachers in the student learning and improvement process. This practical guideexplains the skills teacher leaders need and offers advice for principals who wish to engage teachers in learning these skills.

Learning from Singapore tells the inside story of the country’s journey in transforming its education system from a struggling one to one that is hailed internationally as a successful system. It is a story, not of the glory of international test results, but of the hard work and tenacity of a few generations of policy makers, practitioners and teacher trainers. Despite its success, Singapore continues to reform its education system, and is willing to deal with difficult issues and challenges of change.

Routledge Market: Education May 2017: 254 x 178: 200pp Hb: 978-1-138-78558-8: £85.00 Pb: 978-1-138-78559-5: £19.99 eBook: 978-1-315-76773-4 Prev. Ed Pb: 978-1-596-67025-9 * For full contents and more information, visit: www.routledge.com/9781138785595

Routledge Market: Education January 2017: 229 x 152: 202pp Hb: 978-1-138-92690-5: £90.00 Pb: 978-1-138-92691-2: £19.99 eBook: 978-1-315-68291-4 * For full contents and more information, visit: www.routledge.com/9781138926912

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Leadership in America's Best Urban Schools

Organizational Behavior for School Leadership

Joseph F. Johnson, Jr., San Diego State University, USA, Cynthia L. Uline and Lynne G. Perez

Leveraging Your School for Success Leslie S. Kaplan and William A. Owings

Leadership in America’s Best Urban Schools describes and demystifies the qualities that successful leaders rely on to make a difference at all levels of urban school leadership. Grounded in research, this volume reveals the multiple challenges that real urban elementary, middle, and high schools face as well as the catalysts for improvement. This insightful resource explores the critical leadership characteristics found in high-performing urban schools and gives leaders the tools to move their schools to higher levels of achievement for all students—but especially for those who are low-income, English-language learners, and from various racial and ethnic backgrounds.

Organizational Behavior for School Leadership provides a theoretical framework to help emerging leaders build the mental models they need for effective practice. Each chapter offers opportunities for readers to reflect on the ideas and apply their leadership perspective and skills to their own work settings. In this way, this important book helps graduate students in educational leadership understand organizational situations and circumstances, an essential step in making appropriate decisions about people, school operations, and the community that generate improved student and teacher outcomes.

Routledge Market: Education March 2017: 254 x 178: 156pp Hb: 978-1-138-92281-5: £75.00 Pb: 978-1-138-92282-2: £19.99 eBook: 978-1-315-68551-9 * For full contents and more information, visit: www.routledge.com/9781138922822

Routledge Market: Education March 2017: 254 x 178: 448pp Hb: 978-1-138-94869-3: £90.00 Pb: 978-1-138-94870-9: £45.99 eBook: 978-1-315-66950-2 * For full contents and more information, visit: www.routledge.com/9781138948709

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Leading Learning for ELL Students

Organizational Theory for Equity and Diversity

Strategies for Success

Leading Integrated, Socially Just Education

Catherine Beck, Summit County School District, CO, USA and Heidi Pace, Summit School District, USA Grounded in current research and award winning practice, this important book provides a blueprint for school leaders to successfully implement programs and policies for creating an equitable learning enviornment for English Language Learners (ELLs). Full of accessible examples, strategies, checklists, and solutions, this book covers topics such as elementary and secondary home visitation, family literacy programs, first generation college attendance, family-school partnerships, second language instruction, culturally responsive teaching, and professional development. Routledge Market: Education February 2017: 229 x 152: 130pp Hb: 978-1-138-20528-4: £75.00 Pb: 978-1-138-20529-1: £19.99 eBook: 978-1-315-46601-9 * For full contents and more information, visit: www.routledge.com/9781138205291

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Colleen A. Capper, University of Wisconsin-Madison, USA Series: Educational Leadership for Equity and Diversity This book helps aspiring leaders understand, apply, and integrate theories in ways to lead socially just K-12 schools. Covering the full range of organizational theories as applied to educational leadership practice and research -- including decision-making, motivation, leadership, organizational structure, change, communication, conflict, organizational culture, and climate -- it guides readers to examine not only traditional perspectives but also a range of critical and current theory. Readers are guided to critically analyze their own leadership strengths and limitations from each organizational perspective, in a continued effort to better inform their current educational practices. Routledge Market: Education August 2017: 254 x 178: 240pp Hb: 978-0-415-73621-3: £95.00 Pb: 978-0-415-73622-0: £29.99 eBook: 978-1-315-81861-0 * For full contents and more information, visit: www.routledge.com/9780415736220

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Questioning Leadership

Supervision in School Psychology

New directions for educational organisations

The Developmental, Ecological, Problem-solving Model

Edited by Gabriele Lakomski, University of Melbourne, Australia., Scott Eacott, University of New South Wales, Sydney, Australia and Colin W. Evers, University of New South Wales, Sydney, Australia Series: Foundations and Futures of Education With contributions from expert, and emerging, leadership scholars, this book challenges assumptions of leadership as being the default option for the explanation of organisational functioning by emphasising the structural features that constrain organisations. It offers a critical and diverse discussion between theoretical perspectives including French social theory from Bourdieu to Foucault, Derrida, Lyotard, and Arendt, as well as notions of wisdom, ethics and social justice. At a time when leadership’s dominance seems unshakeable, this is a bold book which should appeal to postgraduates in educational leadership and management, and those undertaking training in educational administration.

Dennis J. Simon, Loyola University of Chicago, USA and Mark E. Swerdlik, Illinois State University, USA Series: Consultation, Supervision, and Professional Learning in School Psychology Series Supervision in School Psychology: The Developmental, Ecological, Problem-solving Model examines specific factors that contribute to successful supervision in school psychology, including the integration of a developmental process of training, the ecological contexts that impact practice, and evidence-based problem-solving strategies. Written for graduate students, researchers, and professionals in the field of school psychology, this book provides immediately applicable methods and principles for supervisory practice. Featuring a diverse set of pedagogical tools, this volume is an important resource for navigating the distinct challenges specific to supervision in school-based settings.

Routledge Market: Education November 2016: 234x156: 212pp Hb: 978-1-138-18316-2: £95.00 eBook: 978-1-315-64600-8 * For full contents and more information, visit: www.routledge.com/9781138183162

Routledge Market: Education December 2016: 229 x 152: 336pp Hb: 978-1-138-12152-2: £90.00 Pb: 978-1-138-12153-9: £29.99 eBook: 978-1-315-65056-2 * For full contents and more information, visit: www.routledge.com/9781138121539

2nd Edition • NEW EDITION

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Response to Intervention and Continuous School Improvement

The Educational Leader's Guide for School Scheduling

How to Design, Implement, Monitor, and Evaluate a Schoolwide Prevention System

Strategies Addressing Grades K-12

Victoria L. Bernhardt and Connie L. Hebért Experts Bernhardt and Hebert’s latest book demonstrates strategiesto ensure your entire staff works together to design, implement, monitor, and evaluate a schoolwide prevention system with integrity and fidelity. Each step in this important resource is designed to help administrators, teachers, and other educators improve the learning of every student by implementing Response to Intervention (RtI) as part of a continuous school improvement process. This 2nd Edition spotlights the "Five Stages of RtI Implementation" and is complemented by the robust online RtI Implementation Guide, which includes more than 30 downloadable templates, examples, and more. Routledge Market: Education March 2017: 279 x 216: 132pp Hb: 978-1-138-28569-9: £90.00 Pb: 978-1-138-28571-2: £21.99 eBook: 978-1-315-26880-4 Prev. Ed Pb: 978-1-596-67174-4 * For full contents and more information, visit: www.routledge.com/9781138285712

Elliott Merenbloom and Barbara Kalina The Educational Leader’s Guide for School Scheduling is the first publication to address creative scheduling at all levels: K-5 or 6, K-8, middle and high schools. This essential resource provides strategies for the effective and equitable distribution of available FTEs throughout the district, while helping you work through the many critical questions and decisions involved in the scheduling process. Based on the authors‘ decades of experience in expressing the voice of classroom teachers and building administrators in the art of scheduling, each chapter addresses key schedule development issues, providing a step-by-step sequence, multiple tables, templates, and example schedules. Routledge Market: Education March 2017: 229 x 152: 176pp Hb: 978-1-138-20739-4: £75.00 Pb: 978-1-138-20742-4: £19.99 eBook: 978-1-315-46233-2 * For full contents and more information, visit: www.routledge.com/9781138207424

School Design Matters

The Hero Maker

How school environments relate to the practice and experience of teaching and learning

How Superintendents Can Get their School Boards to Do The Right Thing

Harry Daniels, Andrew Stables, Hau Ming Tse and Sarah Cox, University of Oxford, UK

Todd Whitaker, Indiana State University, USA and Ryan Donlan, Indiana State University, USA

The Design Matters? project on which this book is based produced the most accurate picture ever of the effects of school design on the practice and experience of school, from perspectives of teachers, students and parents. This book reviews its fascinating conclusions and shows how school design does not simply cause outcomes, but offers opportunities for, and constraints on, practices. It highlights the degree to which good school design can influence expectations and philosophies of school leaders, and how continuity of vision from design-to-build- to-occupation may produce more harmonious outcomes. This is a vital contribution to the debates about school design on a number of levels.

In this book from bestselling author Todd Whitaker and Ryan Donlan, superintendents will learn how to help their school boards make smart, worthwhile decisions that they will deserve to brag about. The Hero Maker addresses the challenges of helping board members to make realistic changes that will truly benefit the school and have a lasting impact on the district. The book covers how to handle board meetings, how to communicate effectively during the year, and how to handle different board member personality types. Make your board members feel like heroes, and accomplish more of your goals for the district.

Routledge Market: Education November 2017: 246x189: 260pp Hb: 978-1-138-28010-6: £90.00 Pb: 978-1-138-28011-3: £29.99 eBook: 978-1-315-27241-2 * For full contents and more information, visit: www.routledge.com/9781138280113

Routledge Market: Education February 2017: 229 x 152: 120pp Pb: 978-1-138-96117-3: £19.99 eBook: 978-1-315-65994-7 * For full contents and more information, visit: www.routledge.com/9781138961173

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The Power of Conversation Transforming Principals into Great Leaders Barbara Kohm, Clayton Family Center, USA Powerful conversations facilitate powerful thinking. In The Power of Conversation, seasoned educator Barbara Kohm provides principals and mentors with a roadmap for growing into great leaders and transforming ordinary schools into great ones. Designed to harness the power of focused professional conversation, this book uses dialogues between a principal and a mentor or colleague to explore everyday school dilemmas, such as scheduling, discipline, budgeting, and instructional challenges. Each chapter explores transformational themes, provides strategies and guidelines for leaders to apply in their own schools, and includes reflective exercises. Routledge Market: Education October 2016: 229 x 152: 142pp Hb: 978-1-138-91391-2: £75.00 Pb: 978-1-138-91392-9: £19.99 eBook: 978-1-315-69114-5 * For full contents and more information, visit: www.routledge.com/9781138913929

2nd Edition • NEW EDITION

The Principal's Guide to the First 100 Days of the School Year Creating Instructional Momentum Shawn Joseph For veteran principals, new principals, and aspiring principals, this book is a critical resource for building instructional momentum during the beginning of the school year. Educational leadership expert Shawn Joseph guides administrators through five key areas: Vision, Instructional Leadership, Politics, Data, and Planning. With detailed timelines, practical advice, and ready-to-use resources, Joseph explains the essential steps to leadership success that will continue throughout the school year. Routledge Market: Education July 2017: 254 x 178: 164pp Hb: 978-1-138-65844-8: £75.00 Pb: 978-1-138-65845-5: £19.99 eBook: 978-1-315-62081-7 * For full contents and more information, visit: www.routledge.com/9781138658455

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Understanding Key Education Issues How We Got Here and Where We Go From Here Matthew Lynch This accessible book offers research-based insights into six key educational trends and issues that are impacting the K-12 learning today: year-round schooling, assessments, educating minorities, anti-intellectualism, issues of social promotion and retention, and school design. Each chapter unpacks research and policy issues relating to these topics and provides administrators with practical advice on how they should approach these issues to improve learning in their schools. The ideas and strategies in Understanding Key Education Issues will help educators across the country achieve greater efficiency, better results, and a higher purpose. Routledge Market: Education March 2017: 229 x 152: 168pp Hb: 978-1-138-28567-5: £75.00 Pb: 978-1-138-28568-2: £19.99 eBook: 978-1-315-26881-1 * For full contents and more information, visit: www.routledge.com/9781138285682

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A Practical Guide to Critical Religious Education

Developing Media Literacy in Young Adults

Resources for the secondary classroom

Culture, creativity and critique

Andrew Wright, Kings College London, UK, Christina Easton, Angela Goodman, Tom Hibberd and Angela Wright

David Buckingham, Institute of Education, University of London, UK, Andrew Burn, Becky Parry and Mandy Powell

A Practical Guide to Critical Religious Education offers a succinct, accessible toolkit to help teachers put Critical Religious Education into practice in the classroom. It provides straightforward guidance and unpicks some of the key difficulties that teachers encounter when practising this high profile pedagogical approach. It offers lesson activities and schemes of work that can easily be used in the classroom with minimal preparation, covering essential issues such differentiation, assessment, the importance of subject knowledge and tackling tricky topics. It will be essential reading for all student and practising secondary Religious Education teachers.

Developing Media Literacy is a succinct introduction to contemporary approaches to media education. Underpinned by the findings of a major research study into children’s media literacy, it offers clear accounts of the key areas of the media curriculum, extensive evidence about children’s changing cultural experiences, and engaging exploration of effective classroom practice and children’s media work. It covers a wide range of media themes and topics such as advertising, horror films, celebrity, news, computer games and popular television and is illustrated throughout by examples of students’ media productions.

Routledge Market: Education January 2017: 246x174 Hb: 978-1-138-12321-2: £95.00 Pb: 978-1-138-12322-9: £24.99 eBook: 978-1-315-64898-9 * For full contents and more information, visit: www.routledge.com/9781138123229

Routledge Market: Secondary Education/Media Education January 2017: 246x174: 224pp Hb: 978-0-415-69886-3: £95.00 Pb: 978-0-415-69887-0: £26.99 * For full contents and more information, visit: www.routledge.com/9780415698870

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Being a Resilient Teacher

Everyday SEL in High School

Engaging positively with the realities of teaching

Integrating Social-Emotional Learning and Mindfulness Into Your Classroom

Anna Lise Gordon

Carla Tantillo Philibert, Mindful Practices, LLC, USA

How will I survive in teaching? More than that, how can I thrive for the longer term? Being a Resilient Teacher explores the central role that resilience plays in our ability to cope with the many challenges of teaching. It is essential reading for those who are training, new to the profession, and for experienced teachers looking for support. It provides an introduction to resilience research, the particular challenges facing teachers, and how and why resilience should be embedded in CPD long term. Most importantly, it offers straightforward, easy-to-implement practical strategies to help you develop a positive approach that will ensure you thrive in a successful teaching career. Routledge Market: Education July 2017: 246x174: 224pp Hb: 978-1-138-95427-4: £95.00 Pb: 978-1-138-95428-1: £24.99 eBook: 978-1-315-66701-0 * For full contents and more information, visit: www.routledge.com/9781138954281

In this new book, you’ll gain practical strategies for teaching social-emotional learning (SEL), mindfulness, and movement to help your high school students maintain positive relationships, assume responsibility, and grow into productive citizens. You’ll find out how to lead students through games, yoga poses, breathing techniques, and other activities to help you manage your classroom. The book also offers a Professional Development Facilitator’s Guide to help you and your colleagues master the core concepts of SEL and implement them effectively in the classroom. The appendix provides strategies for overcoming difficulties when beginning your school’s SEL journey. Routledge Market: Education February 2017 Hb: 978-1-138-20783-7: £75.00 Pb: 978-1-138-20784-4: £19.99 eBook: 978-1-315-46101-4 * For full contents and more information, visit: www.routledge.com/9781138207844

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3rd Edition • NEW EDITION

Curriculum and Assessment in English 11 to 19

Grammar Survival

A Better Plan

A Teacher's Toolkit John Richmond, Andrew Burn, UCL Institute of Education, UK, Peter Dougill, University of Sussex, UK, Angela Goddard, Mike Raleigh and Peter Traves

This invaluable companion to those working in Secondary English, language and literacy education offers a wider perspective and informed pedagogical approach. Considering fundamental truths about how pupils speak, read and write English with confidence and control, it is split into ten parts covering all of the English curriculum, from secondary through to post 16. It describes how English can be taught most effectively and offers a clear, balanced and forceful critique of the current curriculum with its associated assessment arrangement, and proposes viable alternatives. This is an invaluable guide in both theory and practice for those studying and implementing the curriculum. Routledge Market: Education April 2017: 246x174: 200pp Hb: 978-0-415-78448-1: £90.00 Pb: 978-0-415-78449-8: £24.99 eBook: 978-1-315-22847-1 * For full contents and more information, visit: www.routledge.com/9780415784498

Geoff Barton, King Edward VI School, Suffolk, UK Focusing on what you need to know for the classroom, Grammar Survival provides you with the essential knowledge and the tools you’ll need to teach grammar effectively. This third edition has been updated to reflect the revised national curriculum for English, and includes over forty separate grammar topics as well as teaching hints and ideas for the classroom and practical suggestions for homework. Entertaining and practical, this book is ideal for busy teachers looking to improve their own and their pupils understanding of grammar. Routledge Market: Education/Language and Literacy March 2017: 297x210: 98pp Hb: 978-1-138-18524-1: £90.00 Pb: 978-1-138-18525-8: £22.99 eBook: 978-1-315-64460-8 Prev. Ed Pb: 978-0-415-55405-3 * For full contents and more information, visit: www.routledge.com/9781138185258

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SECONDARY EDUCATION 2nd Edition • NEW EDITION

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How to be a Brilliant Mentor

Inside Teaching

Developing Outstanding Teachers

How to Make a Difference for Every Learner and Teacher

Edited by Trevor Wright, University of Worcester, UK

John Blanchard, former independent consultant for schools, local authorities and higher education institutions in the UK

How to be a Brilliant Mentor offers clear guidelines to enhance your mentoring, helping you to analyse your own practice and understand the complex role of the mentor in school. Revised in the light of changes to the curriculum, teacher standards and Initial Teacher Training, this updated second edition provides practical strategies and direct problem-solving to help you move promising trainee teachers to success. Illustrated with the experiences of real trainees, How to be a Brilliant Mentor can be dipped into for innovative mentoring ideas or read from cover-to-cover as a short enjoyable course which will give you added confidence in your mentoring role.

This book distils the key research and evidence about what effective teaching means in practice. Covering all aspects of teaching, it encourages the reader to reflect on their pupils, their planning, teaching and assessing and their continual professional development. The emphasis throughout is on encouraging dialogue with pupils about what they're doing, why they’re doing it, and how what they do and learn might be evaluated. Including questions for reflection and summaries of key ideas, the book provides practical support to help teachers ensure that they make a real difference to their pupils’ chances of success.

Routledge Market: Education April 2017: 216x138: 180pp Hb: 978-1-138-90073-8: £90.00 Pb: 978-1-138-90074-5: £19.99 Prev. Ed Pb: 978-0-415-49214-0 * For full contents and more information, visit: www.routledge.com/9781138900745

Routledge Market: Education June 2017: 246x174: 154pp Hb: 978-1-138-71228-7: £90.00 Pb: 978-1-138-71229-4: £19.99 eBook: 978-1-315-20026-2 * For full contents and more information, visit: www.routledge.com/9781138712294

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How to Plan Lessons Brilliantly

International Handbook of Media Literacy Education

A practical guide for all teachers Matt Jarvis, Totton College, Southampton, UK Planning Lessons Brilliantly offers student and practising teachers comprehensive, straightforward guidance and ideas to help you develop plans that support effective teaching and demonstrate what you want your learners to get out of their lessons. Beginning by reflecting on the basics of what makes any teaching and learning effective, it places current agendas in context and provides explicit coverage of the pragmatic issues facing the inexperienced teacher. This book is a source of sensible, friendly advice for all training teachers, as well as more experienced teachers looking for some new tools and tricks to better engage learners. Routledge Market: Education May 2017: 246x174: 160pp Hb: 978-0-415-64051-0: £100.00 Pb: 978-0-415-64052-7: £24.99 eBook: 978-0-203-08270-6 * For full contents and more information, visit: www.routledge.com/9780415640527

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Edited by Belinha S. De Abreu, Paul Mihailidis, Emerson College, USA, Alice Y.L. Lee, Jad Melki and Julian McDougall, Bournemouth University, UK Centre for Excellence in Media Practice, Bournemouth University, UK At the forefront in its field, this Handbook examines the theoretical, conceptual, pedagogical and methodological development of media literacy education and research around the world. Building on traditional media literacy frameworks in critical analysis, evaluation and assessment, it incorporates new literacies emerging around connective technologies, mobile platforms, and social networks. A global perspective rather than a Western-centric point of view is explicitly highlighted, with contributors from all continents, to show the empirical research being done at the intersection of media, education, and engagement in daily life. Routledge Market: Media Literacy/Education May 2017: 254 x 178: 480pp Hb: 978-1-138-64549-3: £185.00 Pb: 978-1-138-64550-9: £74.99 eBook: 978-1-315-62811-0 * For full contents and more information, visit: www.routledge.com/9781138645509

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Human-Centred Education

Make Key Stage 3 Matter in English Liz Hillier, Claydon High School, UK

A practical handbook and guide Scherto Gill, Guerrand-Hermès Foundation for Peace, Brighton, UK and Garrett Thomson This accessible guide presents ‘human-centred education’, an approach to schooling that radically rethinks the aims of education, the nature of learning, and the holistic growth of the individual. Chapters include a variety of rich pedagogical examples and practical suggestions to show how the appoach can be adopted as a whole-school initiative, or woven into particular aspects of school life, including the curriculum, classroom culture and feedback for learning. The book also provides step-by-step guidance on how to integrate HCE into teacher training, putting into practice the fundamental values of care, connection and well-being, without sacrificing academic standards and accomplishments.

The KS3 curriculum plays a critical part in giving students the best possible start to their secondary education and preventing the need for intervention later on. This timely book provides detailed guidance on how to develop a robust, multi-faceted, inclusive and challenging KS3 curriculum in English that provides a secure and progressive link between KS2 and KS4. Covering all aspects of the curriculum it examines key areas such as the planning cycle, primary transition, testing, SPAG, inclusion, homework and multi-model texts. Featuring examples of curriculum models and audits of current practice, this will be an invaluable resource for secondary English departments. Routledge Market: Education/Secondary April 2017: 246x174: 160pp Hb: 978-1-138-20854-4: £90.00 Pb: 978-1-138-20855-1: £19.99 eBook: 978-1-315-45893-9 * For full contents and more information, visit: www.routledge.com/9781138208551

Routledge Market: Education/Secondary January 2017: 246x174: 160pp Hb: 978-1-138-21082-0: £95.00 Pb: 978-1-138-21083-7: £22.99 eBook: 978-1-315-45421-4 * For full contents and more information, visit: www.routledge.com/9781138210837

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Rigor and Assessment in the Classroom

Teaching Psychology Successfully

Barbara R. Blackburn, Blackburn Consulting Group, USA

A practical handbook for secondary and post-16 teachers and lecturers

Learn how to assess students in a way that truly impacts learning. In Rigor and Assessment in the Classroom, best-selling author Barbara R. Blackburn provides a broad range of practical strategies for increasing the rigor and usefulness of your formative and summative assessments. Each chapter includes ready-to-use tools, examples across the subject areas, and "Think About It" questions to help you reflect on what you’ve read. Many of the tools are also offered as free eResources at www.routledge.com

Judy Miller

Routledge Market: Education February 2017: 254 x 178: 134pp Hb: 978-1-138-93613-3: £75.00 Pb: 978-1-138-93614-0: £15.99 eBook: 978-1-315-67702-6 * For full contents and more information, visit: www.routledge.com/9781138936140

This book is an essential source of support, written to ensure all secondary and post-16 teachers and lecturers are confident that they can deliver the curriculum expertly. This friendly, straightforward guide can be dipped into for ideas and inspiration or read as a short course. It is packed with advice on all aspects of psychology teaching together with practical examples of ways to deliver lessons that motivate students and maximise their progress. Key topics covered include choosing an exam specification, planning a curriculum, differentiating your teaching, teacher-led learning, student-led learning, assessing progress and becoming head of department. Routledge Market: Education/ Psychology January 2017: 246x174: 176pp Hb: 978-1-138-93328-6: £95.00 Pb: 978-1-138-93329-3: £24.99 eBook: 978-1-315-67865-8 * For full contents and more information, visit: www.routledge.com/9781138933293

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2nd Edition • TEXTBOOK • NEW EDITION

Routledge Revivals: English Usage (1986)

Teaching without Disruption in the Secondary School

A Guide to First Principles Walter Nash Series: Routledge Revivals: Language, Education and Society Series First published in 1986, this book examines the changing patterns in English usage and style. It encourages a constructive attitude to language, demonstrating the creative resources of grammar, discussing in detail the options of written style, and challenging the authoritarian spirit that inhibits usage. The central chapters are concerned with written usage, and pay close attention to questions of syntax and punctuation. The sense of writing, however, is always related to speech, and the value of usage as a social act is emphasised in the exploration of style as an individual function. Technical terms are explained and the text is illustrated with examples from literature and journalism. Routledge Market: Education/English November 2016: 216x138: 167pp Hb: 978-1-138-24236-4: £80.00 eBook: 978-1-315-27833-9 * For full contents and more information, visit: www.routledge.com/9781138242364

A practical approach to managing pupil behaviour Roland Chaplain, University of Cambridge, UK Behaviour management training of trainee and qualified teachers has been a national priority for some time. This second edition addresses the point that this training and practice should be evidence-based. The importance of adopting a research-based approach is a specific requirement of the guidelines on teacher training and central to this book. The training materials in this book give examples of how to put the research into practice which in turn makes the text more useful for self-development, trainers in schools and university education departments. Moreover, these materials are supported with case studies showing how they have been used successfully in schools throughout the UK. Routledge Market: Secondary Education July 2017: 234x156: 224pp Hb: 978-1-138-69068-4: £95.00 Pb: 978-1-138-69069-1: £22.99 eBook: 978-1-315-53678-1 Prev. Ed Pb: 978-0-415-24834-1 * For full contents and more information, visit: www.routledge.com/9781138690691

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Take Off into English Teaching!

Textual Analysis Made Easy

How to prepare for your training programme

Ready-to-Use Tools for Teachers, Grades 5-8

Nicholas Mcguinn

C. Brian Taylor, Safford Unified School District, USA

This must-have guide contains everything you need to know before embarking on your secondary English training programme. From choosing the right course and preparing for your first interview, to finding out what it’s really like in school, this book uncovers the ‘ugly truths’ of teaching, without dampening your enthusiasm! Written in a practical and accessible style, each chapter is packed full of reflective points, discussion questions, and a wealth of activities and examples. Key advice includes tricky topics, such as how to accept and build upon criticism, as well as a handy subject knowledge audit to help you find out exactly what you know and what you need to know before you begin.

Showing elementary and middle school students how to think critically about what they’re reading can be a challenge, but author C. Brian Taylor makes it easy by presenting twelve critical thinking tools along with step-by-step instructions for implementing each one effectively in the classroom. The book also offers a series of extra examples using mentor texts, so you can clearly see how the strategies in this book can be applied to excerpts from popular, canonical, and semi-historical literature. Additionally, a number of the tools and templates in the book are available as free eResources from our website, so you can start using them immediately in your classroom.

Routledge Market: Education August 2017: 210x148: 176pp Hb: 978-1-138-68145-3: £95.00 Pb: 978-1-138-68146-0: £19.99 eBook: 978-1-315-54580-6 * For full contents and more information, visit: www.routledge.com/9781138681460

Routledge Market: Education October 2016: 246x174: 156pp Hb: 978-1-138-95064-1: £75.00 Pb: 978-1-138-95065-8: £19.99 eBook: 978-1-315-66863-5 * For full contents and more information, visit: www.routledge.com/9781138950658

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SECONDARY EDUCATION

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The STEM Coaching Handbook Working with Teachers to Improve Instruction Terry Talley, Accelerate Learning, USA Learn how to promote STEM integration in your school district and increase student achievement. In this helpful, easy-to-read book, author Terry Talley sheds light on the key responsibilities and accountabilities of a successful STEM coach and offers a wealth of practical advice for those new to the position and for those who want to refine their skills. Designed to be read either as a step-by-step guide or as a reference, The STEM Coaching Handbook is loaded with insights and accounts from experienced STEM educators across the country. No matter your level of expertise, these tips will help you make your district’s STEM program more effective for all students. Routledge Market: Education October 2016: 246x174: 146pp Hb: 978-1-138-65102-9: £75.00 Pb: 978-1-138-65103-6: £19.99 eBook: 978-1-315-62500-3 * For full contents and more information, visit: www.routledge.com/9781138651036

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Understanding and Dealing with Cyberbullying A guide for Teachers Dawn Hewitson, Claire Hawkins and Sue Canning Cyberbullying is frequently a hidden issue, but it has a significant impact on the education and social development of young people and schools are expected to respond appropriately to it. Dealing with cyberbullying effectively requires an understanding of the technology which makes this type of bullying possible, the reasons why young people engage in cyberbullying activities and how to investigate accusations of bullying. This book provides a comprehensive guide to intervention, prevention and analysis of cyberbullying incidents.With opportunities to examine and reflect on real-life case studies, it offers essential support for teachers that want to understand and deal with cyberbullying. Routledge Market: Education June 2017: 160pp Hb: 978-1-138-02224-9: £95.00 Pb: 978-1-138-02227-0: £21.99 eBook: 978-1-315-77713-9 * For full contents and more information, visit: www.routledge.com/9781138022270

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Understanding Applied Learning Theory and practice for teachers and lecturers Tanya Ovenden-Hope, The Cornwall College Group Applied learning does what it says on the tin - it relates learning to practical situations to improve understanding of how theory works in practice, equipping students for life, learning and employment. This authoritative, down-to-earth guide focuses on how to facilitate applied learning effectively with all students in secondary schools, colleges and universities. It introduces the core concepts and theories of applied learning, and outlines which learners and their educators will benefit from using the approach. It explains the skills necessary to engage students in effective learning and outlines strategies that can be used by teachers, lecturers and trainers. Routledge Market: Education June 2017: 246x174: 176pp Hb: 978-1-138-91120-8: £90.00 Pb: 978-1-138-91121-5: £24.99 eBook: 978-1-315-69290-6 * For full contents and more information, visit: www.routledge.com/9781138911215

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A Political Sociology of Educational Knowledge

Anthropology and Education Policy

Studies of Exclusions and Difference

Ethnography as Sociocultural Process

Edited by Thomas A. Popkewitz, Jennifer Diaz and Christopher Kirchgasler Bringing together the sociology of knowledge, cultural studies, and post-foundational and historical approaches, this book asks what schooling does, and what are its limits and dangers. The focus is on how the systems of reason that govern schooling embody historically generated rules and standards about what is talked about, thought, and acted on; about the "nature" of children; about the practices and paradoxes of educational reform. These systems of reason are examined to consider issues of power, the political, and social exclusion. Routledge Market: Sociology of Education/Transnational Educational Studies February 2017: 229 x 152: 292pp Hb: 978-1-138-69417-0: £95.00 eBook: 978-1-315-52853-3 * For full contents and more information, visit: www.routledge.com/9781138694170

Angelina E Castagno and Teresa McCarty Advancing a new and rapidly growing field of social science inquiry—the anthropology of policy—this volume extends and solidifies this work, focusing on education policy. Its goal is to examine timely issues in education policy from a critical anthropological, ethnographic, and comparative perspective, and through this to theorize new ways of understanding how policy "does its work"— how education policy processes create, reflect, and sometimes contest regimes of knowledge and power, sorting and stratifying people, ideas, and resources in particular ways. At the center is a commitment to using anthropological knowledge to imagine and foster more equitable and just forms of schooling. Routledge Market: Educational Anthropology/Ethnography/Education Policy July 2017 Hb: 978-1-138-11962-8: £95.00 Pb: 978-1-138-11963-5: £29.99 eBook: 978-1-315-65223-8 * For full contents and more information, visit: www.routledge.com/9781138119635

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A Sociology of Education for Africa

Becoming Critical Teacher Educators

Kenneth Blakemore and Brian Cooksey Series: Routledge Library Editions: Sociology of Education

Narratives of Disruption, Possibility, and Praxis

This book, first published in 1980, provides a summary of the major research findings of previous studies of the sociology of education in Sub-Saharan Africa within an original and stimulating general framework whilst also devoting space to their own research findings. The major themes of the book are education and social inequality, the sociology of the school, the teacher and the curriculum, and education and development. The student of the sociology of development will find a stimulating discussion of education in relation to socio-cultural, economic and political change in contemporary Africa.

In this book a range of scholars representing the myriad contexts where teacher education takes place as well as diverse racial, gendered, linguistic, economic, and ethnic perspectives share their early critical experiences and teaching practices. Bridging the personal and professional through scholarly narratives, their stories encourage readers to reflect on their own journeys to embody critical work in education and suggest practical tools to support continued resistance and possibilities in teacher education. A new and generative approach to the introduction of critical literacies and pedagogies, this book adds an important dimension to the field.

Routledge Market: Education/Sociology of Education March 2017: 216x138: 274pp Hb: 978-1-138-22046-1: £90.00 eBook: 978-1-315-41273-3 * For full contents and more information, visit: www.routledge.com/9781138220461

Edited by F. Blake Tenore and Julie Ellison Justice

Routledge Market: Teacher Education/Critical Pedagogies June 2017: 229 x 152: 264pp Hb: 978-1-138-22513-8: £95.00 Pb: 978-1-138-22514-5: £31.99 eBook: 978-1-315-40094-5 * For full contents and more information, visit: www.routledge.com/9781138225145

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An Equal Chance

Christian Privilege in U.S. Education

Equalities and Inequalities of Educational Opportunity

Legacies and Current Issues

Derek Birley and Anne Dufton Series: Routledge Library Editions: Sociology of Education

Kevin J. Burke and Avner Segall Series: Studies in Curriculum Theory Series

This book, first published in 1971, provides an account of educational and social services, their functions, and how they relate to each other. It discusses their problems and makes constructive and original proposals for their future development. Taking the child and its needs as their central theme, the authors go beyond superficial organisational matters to consider fundamental issues that profoundly affect the future of the nation’s children. This title will be of interest to students of sociology and education.

Using critical curriculum theory as its lens, this book explores the relationship between religion—specifically, Christianity and the Judeo-Christian ethos underlying it—and secular public th education in the United States. Despite various 20 -century court decisions separating religion and education, the authors challenge that in reality this is the case. They argue instead that religion is in fact very much embedded in current public educational practices and discourses, in assumptions and perspectives underlying understandings of teaching, learning, and teacher preparation, as well as in the current movement toward accountability, standardization, and testing.

Routledge Market: Education/Sociology of Education March 2017: 234x156: 212pp Hb: 978-1-138-22235-9: £90.00 eBook: 978-1-315-40798-2 * For full contents and more information, visit: www.routledge.com/9781138222359

Routledge Market: Education and Christianity/Curriculum Studies December 2016: 229 x 152: 152pp Hb: 978-1-138-64994-1: £95.00 eBook: 978-1-315-62559-1 * For full contents and more information, visit: www.routledge.com/9781138649941

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Class Ideology and Community Education

Cultural and Economic Reproduction in Education

Will Cowburn Series: Routledge Library Editions: Sociology of Education

Essays on Class, Ideology and the State

This book, first published in 1986, is primarily a critique of community education. It provides a constructive analysis of community education’s contradictions to bring about educational change of long term benefit to the working class. This title will be of interest to students of sociology and education. Routledge Market: Education/Sociology of Education March 2017: 216x138: 236pp Hb: 978-1-138-22527-5: £90.00 * For full contents and more information, visit: www.routledge.com/9781138225275

Edited by Michael W. Apple Series: Routledge Library Editions: Sociology of Education First published in 1982, this collection of essays provides an analysis of education’s contradictory role in social reproduction. It looks at the complex relations between the economic, political and cultural spheres of society, both historically and at the time of publication, and hones the wider range of debate in on education. This volume will be of interest to those studying sociology and equality in education. Routledge Market: Education / Sociology March 2017: 216x138: 370pp Hb: 978-0-415-78638-6: £99.00 eBook: 978-1-315-22725-2 * For full contents and more information, visit: www.routledge.com/9780415786386

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Community Schooling and the Nature of Power

Culture and the Grammar School

The Battle for Croxteth Comprehensive

Harry Davies Series: Routledge Library Editions: Sociology of Education

Phil Francis Carspecken Series: Routledge Library Editions: Sociology of Education In this book, first published in 1991, the author tells the story of a year of community schooling. Carspecken places all these events within a framework of sociological interpretation, developing throughout the book a new theory of "intersubjectivity" and its relation to power, and he concludes with an assessment of the lessons of Croxteth for schooling in other deprived urban communities, not only in the UK but also in the rest of Europe and in the United States. This title will be of interest to students of the sociology of education. Routledge Market: Education/Sociology of Education March 2017: 216x138: 212pp Hb: 978-1-138-24442-9: £90.00 * For full contents and more information, visit: www.routledge.com/9781138244429

This book, first published in 1965, discusses the nature of the grammar school, its curriculum and teaching methods, comparisons with sixth form education, and the change in its organisation and attitudes during a time of rapid social change in 1960s Britain. This title will be of interest to students of history, sociology and education. Routledge Market: Education/Sociology of Education March 2017: 216x138: 182pp Hb: 978-1-138-22111-6: £80.00 eBook: 978-1-315-41113-2 * For full contents and more information, visit: www.routledge.com/9781138221116

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Considering Racialised Contexts in Education

Culture, Education and the State

Using reflective practice and peer-mentoring to support Black and Ethnic Minority educators

Edited by Michael D. Stephens Series: Routledge Library Editions: Sociology of Education

Jason Arday, Leeds Beckett University, UK

First published in 1988, this book is built around the trio of interrelated themes of ‘The State’, ‘Culture’, and ‘Education’. The essays look at a variety of institutions, including the BBC, The British Library and the Arts Council, and discuss the educational roles that they adopt and how they set the national cultural agenda. They also explore the role of the state and its influence on these bodies and cultural education in the UK more generally.

Considering Racialised Contexts in Education examines racial inequality in greater depth in order to challenge the racialised marginalisation that Black and Ethnic Minority (BME) individuals still continue to encounter within institutionalised contexts and education. Drawing on findings from research that explored the lived experiences of BME teachers within the UK, Arday explores how reflective practice and peer-mentoring can be used to help towards developing supportive professional learning, which can be both transformative and empowering for BME individuals in predominately white majority contexts. Routledge Market: Education October 2017: 216x138 Hb: 978-1-138-21773-7: £45.00 eBook: 978-1-315-43944-0 * For full contents and more information, visit: www.routledge.com/9781138217737

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Routledge Market: Education / Sociology March 2017: 216x138: 186pp Hb: 978-1-138-62920-2: £80.00 * For full contents and more information, visit: www.routledge.com/9781138629202

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Degrees of Difference

Education and Cultural Differences

Women, Men, and the Value of College Degrees

New Perspectives

Nancy S. Niemi, Yale University, USA This volume investigates the dissonance between the supposed advantage held by educated women and their continued lack of economic and political power. Niemi explains the developments of the so-called "female advantage" and "boy crisis" in American higher education, setting them alongside socio-economic and racial developments in women’s and men’s lives throughout the last 40 years. Exploring the relationship between higher education credentials and their utility in creating political, economic, and social success, Degrees of Difference identifies ways in which gender and academic achievement contribute to women’s and men’s power to shape their lives. Routledge Market: Education May 2017: 229 x 152: 232pp Hb: 978-1-138-69742-3: £90.00 Pb: 978-1-138-69743-0: £29.99 eBook: 978-1-315-52181-7 * For full contents and more information, visit: www.routledge.com/9781138697430

Edited by Douglas Ray and Deo Poonwassie Series: Routledge Library Editions: Sociology of Education First published in 1992, this book looks at the interaction between ideals and reality, with the focus upon social inequality and education in modern society, as well as the possibilities for education to lessen the related problems. The essays in this volume examine three forms of inequality in global society: aboriginal societies in modern industrial states; long-established communities that have been denied full status; and differences arising from recent population migrations. In doing so, it considers how education might support the efforts of all members of society to pursue the goal of equal status for all. Routledge Market: Education / Sociology March 2017: 216x138: 576pp Hb: 978-0-415-79300-1: £125.00 eBook: 978-1-315-21126-8 * For full contents and more information, visit: www.routledge.com/9780415793001

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Disciplines of Education

Education and Cultural Pluralism

Ivor Morrish Series: Routledge Library Editions: Sociology of Education

Edited by Maurice Craft Series: Routledge Library Editions: Sociology of Education

First published in 1967, this book suggests that educational problems should not, and indeed cannot, be solved in isolation, but that we need to bring all our disciplines and resources to bear upon them. It explores in turn philosophical, psychological and sociological approaches to educational theory and examines great thinkers such as Plato, Rousseau, Freud, Piaget, Durkheim and Mannheim. In doing so, it argues that answers to educational problems lie in a multi-disciplined and integrated approach.

This collection of essays, first published in 1984, on multicultural education seeks to introduce teachers, teacher educators, educational administrators, policymakers and others to several of the most significant dimensions of the field. But it also brings out the complexity of the issues and the dangers of over-simplification, the inadequacies of much of the available data, and the need for better long-term strategies.

Routledge Market: Education / Sociology March 2017: 216x138: 332pp Hb: 978-1-138-62994-3: £99.00 * For full contents and more information, visit: www.routledge.com/9781138629943

Routledge Market: Education/Sociology of Education March 2017: 234x156: 200pp Hb: 978-1-138-22805-4: £90.00 eBook: 978-1-315-39362-9 * For full contents and more information, visit: www.routledge.com/9781138228054

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Divorce and the School

Education and Social Change

Kathleen M. Cox and Martin Desforges Series: Routledge Library Editions: Sociology of Education

Edited by Len Barton and Stephen Walker Series: Routledge Library Editions: Sociology of Education

This practical and accessible book, first published in 1987, provides examples of ways in which schools can ease children through the stress caused by changes in family structure. Through case histories the authors illustrate the sorts of problems likely to produce stress for children during divorce. This title will be of interest to teachers and students of education and sociology.

This book, first published in 1985, argues that changes in the education system are closely bound up with wider social and political changes. It considers items within education such as developments in teacher assessment policy and changes in the control of education policy; and external items such as new directions in the management of the economy, of class relations and of the political system. Throughout, the book reflects a mood of growing frustration and anxiety shared by many teachers and educationalists which, the book argues, stems from a feeling that the education system is not being run as it should be. This title will be of interest to students of education and sociology.

Routledge Market: Education/Sociology of Education March 2017: 216x138: 154pp Hb: 978-1-138-22082-9: £80.00 eBook: 978-1-315-41189-7 * For full contents and more information, visit: www.routledge.com/9781138220829

Routledge Market: Education/Sociology of Education March 2017: 216x138: 250pp Hb: 978-1-138-22031-7: £90.00 eBook: 978-1-315-41321-1 * For full contents and more information, visit: www.routledge.com/9781138220317

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Education and Social Control

Education and Youth

A Study in Progressive Primary Education

Edited by David Marsland Series: Routledge Library Editions: Sociology of Education

Rachel Sharp, Anthony Green and Jacqueline Lewis Series: Routledge Library Editions: Sociology of Education First published in 1975, this book offers a critique of the ‘new perspectives’ in the sociology of education. This is achieved through a case study of a progressive child centred school. The book suggests that a liberal approach fails to appreciate how a complex stratified industrial society penetrates the school. It argues that ‘progressive’ education may be a form of conservativism and social control. It cautions against utopian solutions which see the self-development of the child as an individualized process, unrelated to a social context. In addition to a study of the ‘open’ approach to child development and pedagogy, the book can also be read as a piece of critical sociology. Routledge Market: Education / Sociology March 2017: 216x138: 266pp Hb: 978-1-138-62990-5: £90.00 eBook: 978-1-315-21017-9 * For full contents and more information, visit: www.routledge.com/9781138629905

First published in 1987, this book examines the nature of the problems involved with the treatment of youth. It explores the psychology of adolescence and its bearing on schooling; the effects of peer groups and youth culture; the implications for curriculum and method; the need to get relevance and excitement into schools; the importance of young people’s expectations of employment as a result of schooling and the need for adults to treat them seriously; and finally the legislative and policy framework of youth and schooling. Routledge Market: Education / Sociology March 2017: 216x138: 230pp Hb: 978-1-138-62982-0: £90.00 * For full contents and more information, visit: www.routledge.com/9781138629820

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Education and Society

Education State and Crisis

Studies in the Politics, Sociology and Geography of Education

A Marxist Perspective

Edited by L. Bondi and M. H. Matthews Series: Routledge Library Editions: Sociology of Education

Madan Sarup Series: Routledge Library Editions: Sociology of Education

This book, first published in 1988, examines the most contentious issues in contemporary education. The political, social, educational and geographical impact of changes in the provision of educational services are discussed and illustrated through a wide range of case studies. Issues are examined from a number of different perspectives, amongst them those of the parent, the educational administrator and the organisational theorist, with the result that the book is able to evaluate which changes are most consistent with the requirements of each group. This book will be of interest to students of sociology and education.

First published in 1982, this work is a critical survey of contemporary educational debates and themes which took on new urgency at the time. In particular, it explores the problematic nature of ‘progressive education’ and ‘discipline’; the changes in the labour process and youth unemployment; the state and its relationship with schooling; the growth of state intervention and the discrimination suffered by women and black people. It argues that trends in education at the time can be explained by a Marxist analysis. It suggests that the changes taking place in schools and colleges were expressions of the contradictions of capitalism and of the state’s attempt to restructure education.

Routledge Market: Education/Sociology of Education March 2017: 216x138: 332pp Hb: 978-1-138-22065-2: £99.00 eBook: 978-1-315-41233-7 * For full contents and more information, visit: www.routledge.com/9781138220652

Routledge Market: Education / Sociology March 2017: 216x138: 150pp Hb: 978-0-415-79131-1: £80.00 eBook: 978-1-315-21238-8 * For full contents and more information, visit: www.routledge.com/9780415791311

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Education and the Community

Equality, Education, and Physical Education

Series: Routledge Library Editions: Sociology of Education

Edited by John Evans Series: Routledge Library Editions: Sociology of Education

First published in 1975, this book is the first to set out a blueprint for how schools can move from a ‘traditional’ to a ‘community’ base at local authority level. After presenting a historical analysis of the organisational development of the local education authority, it goes on to put forward a detailed proposal for an across-the-board, radically reformed education service at pre-school, school, post-school and college levels. Finally, it locates such a reformed ‘community education’ system in the context of community development at large. Routledge Market: Education / Sociology March 2017: 216x138: 160pp Hb: 978-0-415-78880-9: £80.00 eBook: 978-1-315-22317-9 * For full contents and more information, visit: www.routledge.com/9780415788809

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In this book, first published in 1993, John Evans presents a guideline for challenging sexism, racism and elitism in programmes of physical education. Physical education in relation to social class, gender, race and disability is also discussed. This title will be of interest not only to teachers but to students of sociology and education. Routledge Market: Education/Sociology of Education March 2017: 234x156: 248pp Hb: 978-1-138-22540-4: £90.00 eBook: 978-1-315-39986-7 * For full contents and more information, visit: www.routledge.com/9781138225404

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Experiencing Comprehensive Education

Global Liberalism and Elite Education in Argentina

A Study of Bishop McGregor School

Howard Prosser, Monash University, Australia Series: Education in Global Context

Robert G. Burgess Series: Routledge Library Editions: Sociology of Education In this study, first published in 1983, Robert Burgess discusses the definitions, redefinitions, strategies and bargains used in and out of classrooms by teachers and pupils in a co-educational Roman Catholic school where he spent some time as a researcher and part-time teacher. He also looks at the role of the school’s headmaster, and his conception of the school, and at the house and departmental staff. This absorbing study will be of interest to teachers and students of sociology and education, practicing and prospective school teachers, researchers, administrators, policy makers and others who are concerned with schools and schooling. Routledge Market: Education/Sociology of Education March 2017: 234x156: 260pp Hb: 978-1-138-22832-0: £90.00 * For full contents and more information, visit: www.routledge.com/9781138228320

This book explores how the political culture of an elite private school in Buenos Aires has manifested and changed over time under the influence of Argentina’s shifting neoliberal social and political climate. Utilizing a mix of ethnographic fieldwork, archival research, and a wealth of secondary sources, author Howard Prosser employs a constellational method to situate the school’s history in concert with that of the state, the region, and the globe. Drawing on contemporary discussions of class, this book reveals how elite schooling is part of global processes that precipitate inequalities and reinforce the hoarding of educational advantage. Routledge Market: Education August 2017 Hb: 978-1-138-21125-4: £105.00 eBook: 978-1-315-45337-8 * For full contents and more information, visit: www.routledge.com/9781138211254

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Facilitating Educational Success For Migrant Farmworker Students in the U.S.

Growing up in the Playground

Edited by Patricia Perez, California State University at Fullerton, USA and Estela Zarate Series: Routledge Research in Educational Equality and Diversity Grounded in empirical research, this volume examines the challenges to academic success that migrant farmworker students face in the U.S. Providing an original framework for academic success among migrant farmworker students and applying a diverse range of methodological approaches, chapter authors address a range of topics, including English Language Learner development; support for educators who work with migrant farmworker students; promotion of migrant family involvement; and college access. Routledge Market: Education February 2017: 229 x 152: 164pp Hb: 978-1-138-22016-4: £95.00 eBook: 978-1-315-41381-5 * For full contents and more information, visit: www.routledge.com/9781138220164

The Social Development of Children Andy Sluckin Series: Routledge Library Editions: Sociology of Education First published in 1981, this work is based on the author’s research in the playgrounds of two Oxford schools. It describes the order amongst the apparent chaos by relating the playtime activities – the games, rhymes and taunts of five-to-ten-year-olds in first and middle schools – to children’s goals, problems and solutions. It shows how children learn and display in the playground a remarkably complex set of social skills and the study clearly demonstrates the importance of playtime for preparing a child to cope in the adult world. Routledge Market: Education / Sociology March 2017: 216x138: 138pp Hb: 978-1-138-62934-9: £80.00 eBook: 978-1-315-21047-6 * For full contents and more information, visit: www.routledge.com/9781138629349

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Families and their Learning Environments

Hidden Sexualities of South African Teachers

An Empirical Analysis

Black Male Educators and Same-sex Desire

Kevin Marjoribanks Series: Routledge Library Editions: Sociology of Education

Thabo Msibi, University of KwaZulu-Natal, Durban Series: Routledge Critical Studies in Gender and Sexuality in Education

First published in 1979, this study is one of the first works of educational research to include detailed assessments of family environments in an analysis of performance of children at their schools. Much of the research is based on data collected from families in Australia, Canada and England and the findings have been integrated with results from other family environments research. The study also explores social and psychological conceptual positions that will have relevance for further educational investigations. This book will be of particular interest to those studying the relationship between family environments and education, as well as the sociology of education.

South Africa remains a global leader in the legislative protection of individuals who engage in same-sex relations, yet many same-sex desiring teachers are forced to locate their sexualities privately for fear of being ostracized, bullied or losing their jobs. This volume reveals the various ways in which black South African male teachers construct their sexual and professional identities, how they accommodate structural dictates while simultaneously resisting them, and the effect this has on students. It challenges the Western origins and assumptions of queer theory and asks for more socially responsive theorizing within South African and international contexts.

Routledge Market: Education / Sociology March 2017: 216x138: 270pp Hb: 978-0-415-78723-9: £90.00 eBook: 978-1-315-22556-2 * For full contents and more information, visit: www.routledge.com/9780415787239

Routledge Market: Education August 2017: 229 x 152: 192pp Hb: 978-1-138-85796-4: £105.00 eBook: 978-1-315-71829-3 * For full contents and more information, visit: www.routledge.com/9781138857964

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Home schooling and home education

Keeping Them Out of the Hands of Satan

Race, class and inequality

Evangelical Schooling in America

Kalwant Bhopal and Martin Myers, The Open University, UK Series: Routledge Research in International and Comparative Education

Susan D. Rose Series: Routledge Library Editions: Sociology of Education

Home schooling and Home Education provides an original account of home education and examines ways in which the discourses of home education are understood and contextualised in different countries such as the UK and USA. By exploring home education in the global and local context of traditional schooling, Bhopal and Myers aim to bridge a much-needed gap in educational and social scientific research. The book will examine the experiences of home educators from different backgrounds, and as a result, will seek to offer suggestions for viable policy shifts in this area, as well as broadening understandings of risk and marginality.

First published in 1988, this in-depth ethnographic study focuses on the meaning systems, organizational structures and the daily lives of the people Susan D. Rose encountered. Tracing the rise of evangelicalism and the development of the Christian School Movement in the latter half of the twentieth century, it examines the kinds of educational alternatives evangelicals have structured for their children. Moving beyond the issue of schooling itself, it analyses the interactions among schooling, ideology, economic structures and the nature of work in contemporary American society, and explores how people relate to one another within the church-family-school network.

Routledge Market: Education/Sociology October 2017: 234x156 Hb: 978-1-138-65134-0: £105.00 eBook: 978-1-315-62484-6 * For full contents and more information, visit: www.routledge.com/9781138651340

Routledge Market: Education / Religion March 2017: 216x138: 268pp Hb: 978-0-415-78537-2: £90.00 eBook: 978-1-315-22823-5 * For full contents and more information, visit: www.routledge.com/9780415785372

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Human Conditions

Knowledge, Ideology and the Politics of Schooling

The Cultural Basis of Educational Developments

Towards a Marxist analysis of education

Robert A Levine and Merry I. White Series: Routledge Library Editions: Sociology of Education

Rachel Sharp Series: Routledge Library Editions: Sociology of Education

First published in 1986, this book proposes and illustrates a new approach to the comparative analysis of educational policy. It reviews the transitions of Western countries, Japan, and the People’s Republic of China and investigates cultural ideas of human potential and how they inform goals of education. In place of universalistic economic models and homogenous modernization strategies, the authors propose that culture-specific meanings of education are determined by each country’s transition from its agrarian past to its socio-economic conditions at the time. They argue for the need for a deeper understanding of cultural contexts in which policy choices and development plans are made.

First published in 1980, this book argues that a theory of ideology is essential to a theory of education. It relates developments in the Marxist theory of ideology to the analysis of schooling in a capitalist society. Beginning with an appraisal of the early twentieth century liberal social theorists, it then outlines the state of the theory of ideology at the time and applies the concept in an analysis of contemporary schooling, concluding with a discussion of its political implications. The application of the theory of ideology offers important possibilities for a radical socialist strategy on education.

Routledge Market: Education / Sociology March 2017: 216x138: 252pp Hb: 978-0-415-79014-7: £90.00 eBook: 978-1-315-21355-2 * For full contents and more information, visit: www.routledge.com/9780415790147

Routledge Market: Education / Sociology March 2017: 216x138: 198pp Hb: 978-1-138-62946-2: £90.00 eBook: 978-1-315-21043-8 * For full contents and more information, visit: www.routledge.com/9781138629462

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Improving Social Intervention

Learning to Live in Boys’ Schools

Changing Social Policy and Social Work Practice through Research

Art-led Understandings of Masculinities

Edited by John Gandy, Alex Robertson and Susan Sinclair Series: Routledge Library Editions: Sociology of Education

Donal O’Donoghue Series: Routledge Critical Studies in Gender and Sexuality in Education

This book, first published in 1983, considers the whole problem of how social research can lead to improvement in practice in social policy and social work. In the first section, individual chapters discuss the political context within which research is commissioned and used, through consideration of the politics of comparative research and of the application of research findings to policy-making in the personal social services. The problems of putting policy into practice and using research in a systematic and predictable way for improving situation is also examined. This title will be of interest to students of the Sociology, Education and Social Policy.

This study of how boys and young men make sense of themselves, others, and the experience of being educated in private and single-sex schooling explores the concepts of school space and place and the production of self. Based on empirical research into how boys and young men articulate their coming into consciousness of themselves and others as gendered and sexed beings the work extends beyond traditional ways of studying and writing about the production of masculinities in schools by introducing a set of different and emergent concepts such as repetition, visibility, appearance, intimacy, proximity, distinction, connection, companionship, and beauty.

Routledge Market: Education/Sociology of Education March 2017: 216x138: 290pp Hb: 978-1-138-23675-2: £99.00 eBook: 978-1-315-30167-9 * For full contents and more information, visit: www.routledge.com/9781138236752

Routledge Market: Education August 2017: 229 x 152: 248pp Hb: 978-1-138-93733-8: £95.00 eBook: 978-1-315-67633-3 * For full contents and more information, visit: www.routledge.com/9781138937338

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LGBT-Q Teachers, Civil Partnership and Same-Sex Marriage

Representations of Nature of Science in School Science Textbooks

The Ambivalences of Legitimacy

A Global Perspective

Aoife Neary Series: Routledge Critical Studies in Gender and Sexuality in Education

Edited by Christine Mcdonald, Griffith University, Australia and Fouad Abd-El-Khalick, The University of North Carolina at Chapel Hill, USA Series: Teaching and Learning in Science Series

The introduction of legislative structures for same-sex relationships provides a new lens for grappling with the politics of sexuality in schools and society. The emergence of civil partnership and same-sex marriage in Ireland provides for rich engagement with international debates around public intimacy, religion in the public sphere, secularism and the politics of sexuality equality. Building on queer, feminist and affect theory in innovative ways, this book provides insight into the everyday negotiations of LGBT-Q teachers as they operate between and across the intersecting fields of religion, education and LGBT-Q

Bringing together international research on nature of science (NOS) representations in science textbooks, the unique analyses presented in this volume provides a global perspective on NOS from elementary to college level and discusses the practical implications in various regions across the globe. Contributing authors highlight the similarities and differences in NOS representations and provide recommendations for future science textbooks. This comprehensive analysis is a definitive reference work for the field of science education.

politics. Routledge Market: Education December 2016: 229 x 152: 226pp Hb: 978-1-138-18553-1: £95.00 eBook: 978-1-315-64443-1 * For full contents and more information, visit: www.routledge.com/9781138185531

Routledge Market: Science Education/English Language Learners May 2017: 229 x 152: 248pp Hb: 978-1-138-12240-6: £95.00 eBook: 978-1-315-65052-4 * For full contents and more information, visit: www.routledge.com/9781138122406

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Life in the Classroom and Playground

New Sociologies of Elite Schooling

The Accounts of Primary School Children

Edited by Jane Kenway, Monash University, Melbourne, Australia and Aaron Koh

Bronwyn Davies Series: Routledge Library Editions: Sociology of Education

This book is framed around the notion of a ‘new sociology of elite education’, bringing together a new array of conceptual and theoretical tools while also deepening those that already exist. The contributions examine various configurations of contemporary class making and their attendant politics in a diverse range of countries. These explorations are situated in the specificities of geographical locales where the complex dynamics of both national/local educational priorities and global/transnational forces are played out, showing how these dynamics put pressure on elite schools to redefine them. This book was first published as a special issue of British Journal of Sociology of Education.

This study, first published in 1982, approaches children from an ethogenic viewpoint. It records their own accounts of their social world and sees them as members of a distinct culture with its own perspective, code of behaviour and strategies for making sense of their lives. The author suggests that teachers who can take the pupil’s perspective into account will work together more successfully with these pupils in the process of communicating their adult knowledge to the children. This title will be of interest to students of sociology and education. Routledge Market: Education/Sociology of Education March 2017: 216x138: 206pp Hb: 978-1-138-22090-4: £90.00 eBook: 978-1-315-41165-1 * For full contents and more information, visit: www.routledge.com/9781138220904

Routledge Market: Sociology of Education / Elite Schools April 2017: 246x174: 204pp Hb: 978-1-138-70066-6: £105.00 * For full contents and more information, visit: www.routledge.com/9781138700666

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4th Edition • NEW EDITION

Narrowing the Achievement Gap

Non-Western Educational Traditions

Parental Engagement with Children’s Learning

Local Approaches to Thought and Practice

Janet Goodall, University of Bath, UK Series: Routledge Research in Education

Timothy Reagan, Nazarbayev University, Kazakhstan Series: Sociocultural, Political, and Historical Studies in Education

Narrowing the Achievement Gap proposes a radical change to our conception of learning, education and schooling, arguing that parental engagement is the best lever we have for school improvement and closing the achievement gap. Unique in its focus on original research linking underachievement and parental engagement, this book uses a range of international case studies to demonstrate that achievement isn’t only reliant on what happens in school and that what happens out of school is equally important.

Providing a brief yet comprehensive overview of a number of non-Western approaches to educational thought and practice, the premise of this text is that understanding the ways that other people educate their children—as well as what counts for them as "education"—may help us think more clearly about some of our own assumptions and values, and to become more open to alternative viewpoints about important educational matters. The approach is deliberately and profoundly pedagogical, based in the author’s own teaching practice.

Routledge Market: Education May 2017: 234x156: 184pp Hb: 978-1-138-94341-4: £105.00 eBook: 978-1-315-67246-5 * For full contents and more information, visit: www.routledge.com/9781138943414

Routledge Market: Education / Non-Western Education July 2017: 229 x 152: 360pp Hb: 978-1-138-01907-2: £90.00 Pb: 978-1-138-01908-9: £35.99 eBook: 978-1-315-77918-8 * For full contents and more information, visit: www.routledge.com/9781138019089

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Patterns of Power and Authority in English Education

Place, Race, and Identity Formation

Frank Musgrove Series: Routledge Library Editions: Sociology of Education

Ed Douglas McKnight Series: Studies in Curriculum Theory Series

First published in 1971, this book argues that schools at the time were underpowered, due partly to circumstances within contemporary educational institutions, but chiefly to their relationships with the wider social environment. The book focuses particularly on the bureaucratization of education and the growing conflict between teachers and academic administrators. It also examines the dangers of cyber-culture but rejects its hopes of an anarchistic order as illusory. It concludes that power in educational institutions was not effectively mobilized to meet its goals. It also contributes to the analysis of social relations in English education.

This work of curriculum theory explores the intersections between place (with specific discussion of Kincheloe’s and Pinar’s conceptualization of place and identity) and race (specifically Winthrop Jordan’s historical analysis of race as an Anglo-European construction that became the foundation of a white mythos). A form of narrative construction called curriculum vitae (course of life) is employed—a method of locating and delineating identity formation which addresses how theories of place, race and identity formation play out in a particular life. The book concludes with a discussion of the challenges of engaging in the necessary anti-racist complicated conversation within education.

Routledge Market: Education / Sociology March 2017: 216x138: 190pp Hb: 978-1-138-62980-6: £80.00 * For full contents and more information, visit: www.routledge.com/9781138629806

Routledge Market: Education / Curriculum Theory April 2017: 229 x 152: 260pp Hb: 978-1-138-78265-5: £95.00 eBook: 978-1-315-76911-0 * For full contents and more information, visit: www.routledge.com/9781138782655

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Perspectives on the Sociology of Education

Policy and Practice in Multicultural and Anti-Racist Education

An Introduction Philip Robinson Series: Routledge Library Editions: Sociology of Education

Autobiographical Intersections in a Curriculum Theorist's Daily Life

A Case Study of a Multi-Ethnic Comprehensive School

First published in 1981, this book provides a basic introduction to the sociology of education. It brings together many of the principal arguments in order to help the student reach an understanding of the multitude of conflicting opinions, theoretical positions and biases within the field. It introduces not only the work of classical educational sociologists such as Durkheim, Weber and Marx, but also more recent scholars such as Halsey, Becker and Althusser. With a global coverage, the book emphasizes the implications of the developments of the sociology of education for educational policy. Routledge Market: Education / Sociology March 2017: 216x138: 250pp Hb: 978-0-415-78901-1: £90.00 eBook: 978-1-315-22300-1 * For full contents and more information, visit: www.routledge.com/9780415789011

Peter Foster Series: Routledge Library Editions: Sociology of Education This fascinating case study, first published in 1990, of how policies work out in a real school setting is placed in the context of the wider debate about multi-cultural, anti-racist education. This book also makes suggestions for the shaping of future policy. This book should be of interest to lecturers and students of education and sociology. Routledge Market: Education/Sociology of Education March 2017: 216x138: 208pp Hb: 978-1-138-22245-8: £90.00 * For full contents and more information, visit: www.routledge.com/9781138222458

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Physical Education, Sport and Schooling Studies in the Sociology of Physical Education

Progress and Inequality in Comprehensive Education

Edited by John Evans Series: Routledge Library Editions: Sociology of Education

Edited by Anthony G. Green and Stephen J. Ball Series: Routledge Library Editions: Sociology of Education

In Britain the physical education curriculum has been experiencing a period of unrest. For many teachers the practices of decades have become problematic features of their curriculum and teaching. This book, first published in 1986, explores the experiences of teachers and pupils in programmes of physical education from a sociological perspective. In explores a range of issues relating to the organisation and management of physical education departments, deviancy and dissent in sport, gender inequalities and the concepts of community education and leisure education. This title will be of interest to students of sociology and education.

This book, first published in 1988, examines the development of secondary comprehensive education from the 1960s to the 1980s. Tensions and transformations in the meaning and practice of ‘comprehensive’ and ‘progressive’ education within the state education sector are examined and described. The main themes throughout the collection are the deepening crisis of comprehensive education and the profound restructuring which is taking place in secondary education as a result of current government policy. This title will be of interest to students of education and sociology.

Routledge Market: Education/Sociology of Education March 2017: 234x156: 236pp Hb: 978-1-138-22122-2: £90.00 eBook: 978-1-315-41089-0 * For full contents and more information, visit: www.routledge.com/9781138221222

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Routledge Market: Education/Sociology of Education March 2017: 216x138: 278pp Hb: 978-1-138-22006-5: £90.00 eBook: 978-1-315-41397-6 * For full contents and more information, visit: www.routledge.com/9781138220065

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Pupil Experience

Resources for Educational Equity

Edited by John F Schostak and Tom Logan Series: Routledge Library Editions: Sociology of Education

A Guide for Grades Pre-Kindergarten - 12

First published in 1984, this book focuses upon pupil perspectives of schooling from first school to school leaver, taking their thoughts and feelings as accurate assessments of their experience. The study presents what was at the time new thinking and research findings on a wide range of important topics to provide an insight into what life is really like ‘at the receiving end of’ schooling. Such topics include: pupil interviewing, intelligence, learning, gender stereotyping, racism, disruption, school suspensions, examinations, youth training schemes, altered states of consciousness and negotiating the curriculum.

Merle Froschl and Barbara Sprung Series: Routledge Library Editions: Sociology of Education This title, first published in 1988, provides a comprehensive compilation of resources to help teachers and policy makers locate the materials they need to create equitable curriculum and classroom environments. While its primary focus is on girls and women, Resources for Educational Equity takes a comprehensive approach to equity encompassing concerns of gender, race, and disability. This title will be of interest to both students of education and to educators.

Routledge Market: Education / Sociology March 2017: 216x138: 262pp Hb: 978-0-415-79272-1: £90.00 * For full contents and more information, visit: www.routledge.com/9780415792721

Routledge Market: Education/Sociology of Education March 2017: 216x138: 266pp Hb: 978-1-138-28539-2: £90.00 eBook: 978-1-315-26898-9 * For full contents and more information, visit: www.routledge.com/9781138285392

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Race and Colorism in Education

Risk, Education and Culture

Carla Monroe Series: Routledge Research in Educational Equality and Diversity

Edited by Andrew Hope and Paul Oliver Series: Routledge Library Editions: Sociology of Education

Through empirical studies and ongoing debates in educational policy, this volume explores colorism from an international standpoint by focusing on immigrants and refugee populations. It is one of the first scholarly works to explicitly situate colorism within educational domains and demonstrates how this form of discrimination affects students, families and professionals. This volume presents the connections between race and colorism in P-16 schooling by questioning how variations in skin tone, as well as related features such as hair texture and eye color, complicate the educational experiences of students.

The authors of this innovative volume, first published in 2005, discusses the relevance of risk discourses of educational processes. This book will greatly interest both sociologists and educationalists interested in the interaction between education and contemporary trends in society. Routledge Market: Education/Sociology of Education March 2017: 234x156: 243pp Hb: 978-1-138-21993-9: £90.00 eBook: 978-1-315-41413-3 * For full contents and more information, visit: www.routledge.com/9781138219939

Routledge Market: Education December 2016: 229 x 152: 202pp Hb: 978-1-138-81626-8: £95.00 eBook: 978-1-315-74622-7 * For full contents and more information, visit: www.routledge.com/9781138816268

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62 Volume Set

Reforming Education and Changing Schools

Routledge Library Editions: Sociology of Education Various Series: Routledge Library Editions: Sociology of Education

Case Studies in Policy Sociology Richard Bowe, Stephen J. Ball and Anne Gold Series: Routledge Library Editions: Sociology of Education The Education Reform Act introduced in England and Wales in 1988 brought about enormous changes in schools, both as management units and as educational institutions. This book, first published in 1992, was the first to look at the effects of the Act in all its aspects on the basis of empirical evidence gathered from schools over the first three years of the Act's implementation. This book will be of interest to all who want to know about educational reform in Britain. It will also be of interest to those in the fields of education policy, educational management and sociology of education. Routledge Market: Education/Sociology of Education March 2017: 234x156: 192pp Hb: 978-1-138-22072-0: £90.00 eBook: 978-1-315-41213-9 * For full contents and more information, visit: www.routledge.com/9781138220720

This set of 62 volumes, originally published between 1959 and 2005, amalgamates a wide breadth on the sociology of education, with a particular focus on culture, class and curriculum theory. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject how it has evolved over time, and will be of particular interest to students of sociology, education and those undertaking teaching qualifications. Routledge Market: Sociology of Education March 2017: 234x156: 10608pp Hb: 978-0-415-78834-2: £4983.00 eBook: 978-1-315-20949-4 * For full contents and more information, visit: www.routledge.com/9780415788342

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Routledge Revivals: The Other Languages of England (1985)

School Experience

Linguistic Minorities Project

Edited by Peter Woods and Martyn Hammersley Series: Routledge Library Editions: Sociology of Education

Xavier Couillaud, Marilyn Martin-Jones, Anna Morawska, Euan Reid, Verity Saifullah Khan and Greg Smith Series: Routledge Revivals: Language, Education and Society Series The ‘other’ languages of England — those which originate in South and East Asia, and Southern and Eastern Europe — are now important parts of everyday life in urban England. First published in 1985, this book gives detailed information about which languages are in widespread use among children and adults, patterns of language use in different social contexts, the teaching of these community languages inside and outside of mainstream schools, and the educational implications of this linguistic diversity for all children in England. They authors argue that this continued and widespread bilingualism is a valuable potential resource for both the speakers and society as a whole.

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Explorations in the Sociology of Education

First published in 1977, this volume brings together a range of viewpoints, informed by reports of empirical research, which bear on the experience of school. Each chapter demonstrates the application of the ‘new sociology of education’ in its various guises to the world of teachers and pupils. In doing so, they exemplify the fields of investigation opened up by these theoretical developments, and also suggest directions ahead. The tensions in the articles reflect the tensions that existed in the sociology of education. By bringing them together, the aim of this volume is to contribute to a more soundly based sociology of education. Routledge Market: Education / Sociology March 2017: 216x138: 296pp Hb: 978-0-415-78984-4: £99.00 eBook: 978-1-315-21368-2 * For full contents and more information, visit: www.routledge.com/9780415789844

Routledge Market: Education/Sociolinguistics November 2016: 216x138: 429pp Hb: 978-1-138-24224-1: £110.00 eBook: 978-1-315-27861-2 * For full contents and more information, visit: www.routledge.com/9781138242241

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Routledge Revivals: The Social Context of Literacy (1986)

School Knowledge for the Masses

Kenneth Levine Series: Routledge Revivals: Language, Education and Society Series First published in 1986, this book looks at the impact of mass literacy on everyday life, discussing the fundamental differences between traditional oral cultures and contemporary industrialised societies where most people rely on complex combinations of oral and literate communication. There is also a detailed examination of the problems of the sub-literate minority with recommendations for future programmes of assistance. This book also provides a historical survey of the spread of literacy in British society from the Roman occupation onwards. In conclusion, the author discusses the impact of information technologies on people with limited basic skills. Routledge Market: Education/Literacy November 2016: 216x138: 253pp Hb: 978-1-138-24203-6: £90.00 eBook: 978-1-315-27929-9 * For full contents and more information, visit: www.routledge.com/9781138242036

World Models and National Primary Curricular Categories in the Twentieth Century John W. Meyer, David Kamens and Aaron Benavot Series: Routledge Library Editions: Sociology of Education First published in 1992, this book presents quantitative data on the content coverage of primary education in a number of countries since 1920. It demonstrates that these curricular outlines tend to be similar across very disparate countries, and suggests the world processes that produced this result. Specifically, it shows that the contemporary curriculum dates from changes in the late 19th century; that there has been a shift towards a ‘social studies’ subject; that maths and science has tended to expand; that there have been substantial increases in foreign language instruction; and that the arts and physical education have come to the standard world education model much later. Routledge Market: Education / Sociology March 2017: 234x156: 212pp Hb: 978-0-415-78855-7: £90.00 eBook: 978-1-315-22517-3 * For full contents and more information, visit: www.routledge.com/9780415788557

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Rural Education in China’s Social Transition

School Organisation and Pupil Involvement

Gerard A. Postiglione, Peggy A. Kong, Lehigh University, USA and Emily Hannum, University of Pennsylvania, USA Series: Education and Society in China

A study of secondary schools

This book investigates the interplay between China’s social, economic, and educational policy changes, its rural households and urban communities. It is divided into the two main spheres of teaching and learning: Part I contextualizes the home environment and Part II describes teachers and students in the schooling environment. A unique contribution of the book is its emphasis on the intersection of resource-constrained rural environments, limited knowledge networks, and urbanization of parent support, student engagement in learning, teacher and student retention. Routledge Market: Education July 2017: 234x156: 224pp Hb: 978-1-138-68140-8: £105.00 * For full contents and more information, visit: www.routledge.com/9781138681408

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Ronald King Series: Routledge Library Editions: Sociology of Education First published in 1973, this book is based on research carried about by Ronald King on integral parts of school organisation, including the assembly, uniform, rewards and punishments, games and out-of-school activities, curriculum, prefectorial system and school councils, in a sample of seventy-two schools. It measures and explores the level of pupils’ involvement in the school, in terms in their evaluations and effective dispositions, in relation to pupil age, sex and social background. This book will be a valuable resource for those studying the sociology and history of education, as well as educational research and school organisation. Routledge Market: Education / Sociology March 2017: 216x138: 266pp Hb: 978-0-415-79316-2: £90.00 eBook: 978-1-315-21119-0 * For full contents and more information, visit: www.routledge.com/9780415793162

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Schooling in Changing Japan

Social Purpose and Schooling

Social Inequality, Transnationalism and Multiculturalisms

Alternatives, Agendas and Issues

Kaori H. Okano, School of Social Sciences, La Trobe University, Australia Series: Routledge Critical Studies in Asian Education

Jerry Paquette Series: Routledge Library Editions: Sociology of Education

In the last two decades Japan has faced slow economic growth, a low birth rate and an aging and increasingly multi-ethnic population. Going beyond changing educational policies, this book illustrates cumulative adjustments at the school level and how society makes sense of these changes.

First published in 1991, this work analyses the competing claims about alternative arrangements for schooling. The book examines closely four generic types of arrangements for schooling in light of a comprehensive framework for understanding the publicness or privateness of schools, and the relationships between social and educational purpose. The book poses key questions about the meaning of schooling in the rapidly evolving social, demographic and technological realities of the time. It also probes fundamental assumptions and beliefs behind educational and public policy-making. In doing so, it offers a way to make sense of unorthodox arrangements for the provision and funding of schools.

Routledge Market: Education September 2017: 234x156: 224pp Hb: 978-0-415-83252-6: £70.00 * For full contents and more information, visit: www.routledge.com/9780415832526

Routledge Market: Education / Sociology March 2017: 234x156: 206pp Hb: 978-0-415-78823-6: £90.00 eBook: 978-1-315-22545-6 * For full contents and more information, visit: www.routledge.com/9780415788236

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Schooling Sexual Cultures

Sociological Interpretations of Education

Visual Research in Sexuality Education

David Blackledge and Barry Hunt Series: Routledge Library Editions: Sociology of Education

Louisa Allen, University of Auckland, New Zealand Series: Routledge Critical Studies in Gender and Sexuality in Education This volume explores how sexual meanings are produced beyond the traditional emphasis on curriculum, pedagogy and policy, taking account its material, spatial and embodied elements. Introducing innovative theoretical ideas on queer theory and ‘new’ feminist materialisms, it captures the sexual cultures of schooling by employing visual methods and student photo-diaries that allow readers to literally see through young people’s eyes.

This book, first published in 1985, provides a clear readable account of the principal sociological approaches to education. It is organised around the three main sociological perspectives on education: the Durkheimian and Functionalist, the Marxist and the Interpretative. It concentrates on the most important and interesting writers within each perspective and gives special attention to those who best represent each particular approach.

Routledge Market: Education April 2017: 229 x 152: 208pp Hb: 978-1-138-85998-2: £105.00 eBook: 978-1-315-71684-8 * For full contents and more information, visit: www.routledge.com/9781138859982

Routledge Market: Education/Sociology of Education March 2017: 216x138: 354pp Hb: 978-1-138-22824-5: £99.00 * For full contents and more information, visit: www.routledge.com/9781138228245

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Social Analysis of Education

Sociology and School Knowledge

After the new sociology

Curriculum Theory, Research and Politics

Philip Wexler Series: Routledge Library Editions: Sociology of Education

Geoff Whitty Series: Routledge Library Editions: Sociology of Education

First published in 1987, this book offers an ideological critique of the new sociology of education, with the aim to redeem understanding of the social and historical character of knowledge. It argues that with an historical and social grasp, university knowledge can be understood as a collective product and can become a useful resource for encountering and transforming the social present. To reach this objective, the book reviews the history of the new sociology of education and shows how it is limited by earlier times and social conflicts. In doing so, it aims to continue the unrealized critical analysis that was promised by the new sociology of education and remained contained.

The rise of a radical ‘new’ sociology of education during the early 1970s focused attention on the nature of school knowledge. Although this new approach was set to revolutionize the subject, within a few years, many people considered these developments an eccentric interlude, with little relevance to curriculum theory or practice. First published in 1985, this book offers a more positive view of the new sociology of education and its contribution to our understanding of the curriculum. In doing so, it argues that some of the radical promise of the new sociology of education could be realised, but only if sociologists, teachers and political movements of the left work more closely together.

Routledge Market: Education / Sociology March 2017: 216x138: 234pp Hb: 978-0-415-79212-7: £90.00 eBook: 978-1-315-21192-3 * For full contents and more information, visit: www.routledge.com/9780415792127

Routledge Market: Education / Sociology March 2017: 234x156: 216pp Hb: 978-0-415-78951-6: £90.00 eBook: 978-1-315-22270-7 * For full contents and more information, visit: www.routledge.com/9780415789516

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Sociology and Teaching

Teachers' Career and Promotion Patterns

A New Challenge for the Sociology of Education

A Sociological Analysis

Edited by Peter Woods and Andrew Pollard Series: Routledge Library Editions: Sociology of Education

Rupert Maclean Series: Routledge Library Editions: Sociology of Education

First published in 1988, this work considers the ways in which the sociology of education can inform educational practice. It examines the research which marries the two fields and considers the thinking behind it. It addresses key themes such as: sociological awareness or imagination, and how it might be stimulated and enriched by educational study; reflectivity for both teachers and sociologists; and ethnography, the major research orientation behind most of these studies.

First published in 1992, this book shows that despite appearances and beliefs to the contrary, teachers go in for career planning just as systematically as the members of any other profession and that the career movement of teachers is patterned not random. It demonstrates that status and rewards matter, but so do teaching locations and conditions and that the costs and benefits of both vertical and horizontal mobility are carefully calculated. In doing so, it argues that explicit and defensible criteria for appointment and promotion are important in maintaining and enhancing teacher morale and effectiveness in a rapidly changing world.

Routledge Market: Education / Sociology March 2017: 216x138: 242pp Hb: 978-0-415-78962-2: £90.00 eBook: 978-1-315-21387-3 * For full contents and more information, visit: www.routledge.com/9780415789622

Routledge Market: Education / Sociology March 2017: 234x156: 286pp Hb: 978-0-415-79034-5: £90.00 * For full contents and more information, visit: www.routledge.com/9780415790345

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Teacher and Pupil

Teachers, Professionalism and Class

Some Socio-Psychological Aspects

A Study of Organized Teachers

Philip Gammage Series: Routledge Library Editions: Sociology of Education

J T Ozga and M A Lawn Series: Routledge Library Editions: Sociology of Education

This title, first published in 1971, provides a guide to the social psychology of learning. The author examines the school class as a group and considers the formation of some of the attitudes of the children and the teacher as they relate to education. Building upon interaction as a major theme, the study focuses attention on the ways in which relationships can affect the classroom climate. The background to group dynamics leads to the elements of sociometry and to consideration of teaching styles, communication structure and perceptions of the teacher’s role. This title will be of interest to students of sociology and education.

First published in 1981, this book examines the concept of professionalism in the context of the development of organized teachers. The argument is presented that the concept of professionalism is a complex one and its different meanings must be located within a historical context. Thus, its use as an ideological weapon aimed at controlling teachers must be appreciated, whilst, at the same time, it should be understood as a weapon of self defence for teachers in their struggle against dilution.

Routledge Market: Education/Sociology of Education March 2017: 216x138: 116pp Hb: 978-1-138-23080-4: £80.00 eBook: 978-1-315-31680-2 * For full contents and more information, visit: www.routledge.com/9781138230804

Routledge Market: Education / Teaching March 2017: 216x138: 168pp Hb: 978-0-415-78816-8: £80.00 eBook: 978-1-315-22554-8 * For full contents and more information, visit: www.routledge.com/9780415788168

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Teachers and Classes

Teaching Under Attack

A Marxist Analysis

Walter Roy Series: Routledge Library Editions: Sociology of Education

Kevin Harris Series: Routledge Library Editions: Sociology of Education In this study, first published in 1982, the author draws on his considerable experience at all levels in the school system to present a radical Marxist critique of that structure. He argues that the schooling process within contemporary corporate capitalism is inimical to education, while true education in turn is inimical to capitalism. He argues further that teachers, who are participants in ongoing class struggle, can begin to be concerned primarily with education only when they perform the function of the collective labourer. This title will be of interest to students of education and sociology. Routledge Market: Education/Sociology of Education March 2017: 216x138: 174pp Hb: 978-1-138-22259-5: £80.00 eBook: 978-1-315-40742-5 * For full contents and more information, visit: www.routledge.com/9781138222595

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First published in 1983, Teaching Under Attack examines the nature and direction of the attack on the teaching profession. It examines the effects of cuts on UK schools and how far the activities of teachers’ unions can counteract such trends. It looks at the issue of teachers’ strikes, the use of sanctions and the relationship between the profession and government. In addition, it analyses the political context in which teaching operated at the time, teachers’ pay, conditions of service and promotion, and suggests how teachers could make the most of the system. It reviews the question of accountability and the APU and provides examples of successful professional practices. Routledge Market: Education/Sociology of Education March 2017: 216x138: 134pp Hb: 978-0-415-79251-6: £80.00 * For full contents and more information, visit: www.routledge.com/9780415792516

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The Business of Education

The Mythopoetics of Currere

Networks of Power and Wealth in America

Memories, Dreams, and Literary Texts as Teaching Avenues to Self-Study

Edited by Joel Spring, Queens College, USA, Eric Frankson, Corie A. McCallum and Diane Price Banks Series: Sociocultural, Political, and Historical Studies in Education

Mary Aswell Doll Series: Studies in Curriculum Theory Series

The Business of Education analyzes the influence of educational policy networks in a wide range contexts and from a variety of perspectives, including testing, college preparation, juvenile detention centers, special education, the arts, teacher evaluation systems, education of undocumented immigrants, college faculty preparation and financial aid. A network chart in each chapter links major political actors, including private philanthropic foundations, for-profit companies, government officials, and politicians. Joel Spring situates and frames the book in his introduction on general theories of education policy networks and conclusion on changing network control over educational policy. Routledge Market: Education Policy/Networks June 2017: 192pp Hb: 978-1-138-20626-7: £95.00 Pb: 978-1-138-20627-4: £29.99 eBook: 978-1-315-46541-8 * For full contents and more information, visit: www.routledge.com/9781138206274

In this book Mary Aswell Doll uses depth psychology, myth, and literature to offer a new approach to currere, the root of curriculum, through autobiography, poetry, and essays exploring significant literary images that open doorways into the fictions that layer the self. Offering a focus on the body, queer love, false belief, strangeness, otherness, and chaos, this book suggests new metaphors for understanding why currere is what matters most in curriculum. Routledge Market: Curriculum Theory/Mythopoetics April 2017: 229 x 152: 192pp Hb: 978-1-138-20769-1: £95.00 eBook: 978-1-315-46137-3 * For full contents and more information, visit: www.routledge.com/9781138207691

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The Changing Culture of a College

The Parochialism of the Present

John Frain Series: Routledge Library Editions: Sociology of Education

Contemporary Issues in Education

The book, first published in 1993, focuses specifically on the college curriculum, its organization and management structure and the quality and cost-effectiveness of its provision. An analysis of the corporate changes which took place is provided by the author and related to the theories available from organizational analysis and applied behavioural science. This title will be of interest to students of education. Routledge Market: Education/Sociology of Education March 2017: 234x156: 232pp Hb: 978-1-138-22248-9: £90.00 * For full contents and more information, visit: www.routledge.com/9781138222489

G. H. Bantock Series: Routledge Library Editions: Sociology of Education In this controversial and challenging book, first published in 1981, the author calls for a restoration of the humanistic literary and historical balance in our educational thinking. He argues that the philosophy of education, seeking to emulate the precisions of science, concerns itself more with the analysis of words than with the real problems encountered in the educational world. Social science itself, he argues, would benefit by the promptings of literary insights. These essays constitute a systematic indictment of the narrowness of contemporary thinking about education, and will be of interest to students of education, philosophy and sociology. Routledge Market: Education/Sociology of Education March 2017: 216x138: 148pp Hb: 978-1-138-22027-0: £80.00 eBook: 978-1-315-41337-2 * For full contents and more information, visit: www.routledge.com/9781138220270

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The Media War on Black Male Youth in Urban Education

The Practice of Teaching

Darius Prier, Duquesne University, USA Series: Routledge Research in Educational Equality and Diversity

Chris Easthope, Rupert Maclean and Gary Easthope Series: Routledge Library Editions: Sociology of Education

The pedagogy of popular culture has important implications for educators and youth advocates who desire to challenge the myths and distortions that ultimately harm youth. This volume raises awareness of the media war on Black male youth in popular culture, and the impact this image battle has on the discriminatory treatment of the population in urban educational settings. It offers ethical considerations for educators in their critique, consumption and reading of Black male subjectivity in media, and gives practical application of how to do critical media literacy on the ground.

This title, first published in 1990, examines the work of teachers in the classroom and the school from a sociological perspective. It will be important reading for teacher education students who have little or no background in sociology, providing them with information, understanding and techniques which will enable them to operate as competent teachers in the classroom.

Routledge Market: Education April 2017: 229 x 152: 152pp Hb: 978-1-138-85795-7: £105.00 eBook: 978-1-315-71830-9 * For full contents and more information, visit: www.routledge.com/9781138857957

A Sociological Perspective

Routledge Market: Education/Sociology of Education March 2017: 186x123: 292pp Hb: 978-1-138-24453-5: £99.00 eBook: 978-1-315-27686-1 * For full contents and more information, visit: www.routledge.com/9781138244535

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The Social Purposes of Education

The Sociology of Education

K. G. Collier Series: Routledge Library Editions: Sociology of Education

Introductory Analytical Perspectives

This book, first published in 1959, was written to primarily address teachers and students of education, as well as those with a general interest in the changing practices of schools. Under the terms of the 1944 Education Act, which charged Local Authorities with contributing towards the ‘spiritual, moral, mental, and physical development of the community’. The author examines these ideas whilst examining the state of education in the United Kingdom after the 1944 Education Act. Routledge Market: Education/Sociology of Education March 2017: 216x138: 236pp Hb: 978-1-138-22076-8: £90.00 eBook: 978-1-315-41205-4 * For full contents and more information, visit: www.routledge.com/9781138220768

Donald Francis Swift Series: Routledge Library Editions: Sociology of Education First published in 1969, this book examines the educational process as a whole in relation to its society. The discussion is set within a specifically sociological frame of reference and looks at the school as an organisation as well as the social environment surrounding the school. It concludes by considering some of the basic issues concerning the functions of education for society. Written at a time when sociological studies of education were scarce, this ground-breaking work will be of interest to those studying education and its relationship with society. Routledge Market: Education / Sociology March 2017: 216x138: 130pp Hb: 978-0-415-78896-0: £80.00 eBook: 978-1-315-22304-9 * For full contents and more information, visit: www.routledge.com/9780415788960

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The Social World of the Comprehensive School

The Sociology of Educational Ideas

How Pupils Adapt

Julia Evetts Series: Routledge Library Editions: Sociology of Education

Glenn Turner Series: Routledge Library Editions: Sociology of Education A comprehensive school, like any community, is split into many groups and sub-divisions and contains many different ‘social worlds’ within its structure. First published in 1983, this work is based on a one-year project carried out by the author which involved observation of pupils in lessons and interviews and informal conversations with pupils and teachers. This books provides a model of pupil orientations, starting with activity in context and including consideration of pupil goals and interests in school.

This study, first published in 1973, examines the principles that lie behind educational dilemmas, and helps to clarify the difficulties of explanation, justification and practical action in the educational system. The author explores various key concepts in the education process, such as Intelligence, Equal Opportunity, Knowledge and Selection. She shows that different and often contrasting interpretations of these concepts imply certain assumptions about the nature of man, the genesis and knowledge, the education process and its relation to society. This title will be of interest to students of sociology and education.

Routledge Market: Education / Sociology March 2017: 216x138: 202pp Hb: 978-1-138-62904-2: £90.00 * For full contents and more information, visit: www.routledge.com/9781138629042

Routledge Market: Education/Sociology of Education March 2017: 216x138: 168pp Hb: 978-1-138-22131-4: £80.00 eBook: 978-1-315-41065-4 * For full contents and more information, visit: www.routledge.com/9781138221314

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The Sociology of Comprehensive Schooling

The Sociology of Educational Innovation

Paul Bellaby Series: Routledge Library Editions: Sociology of Education

Contemporary Sociology of the School

This book, first published in 1977, attempts to unravel the complex debate behind the reorganisation of comprehensive secondary schools in Britain. It sets the British experience in perspective by comparing it with that of other Western European societies and into relief by contracts with the USA. The politics of reform are explored, and their social roots in changing class relations are discussed. This book will be of interest to students of sociology and education. Routledge Market: Education/Sociology of Education March 2017: 216x138: 128pp Hb: 978-1-138-22107-9: £80.00 eBook: 978-1-315-41125-5 * For full contents and more information, visit: www.routledge.com/9781138221079

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131

e-Inspection

Tom Whiteside Series: Routledge Library Editions: Sociology of Education Innovation is a striking and polemical feature of contemporary schooling. The 1960s saw an upsurge of interest in progressive educational theories and debate and the benefits and disadvantages of their practical application, which continued after. But what was the reality behind the words? How far had teachers actually supported or adopted innovative approaches and what were the consequences? First published in 1978, this book discusses both the literature and some of the practical attempts to implement changes in education at primary and secondary level, in Britain and the USA. It is a well-argued contribution to the debate on the nature and significance of educational innovation. Routledge Market: Education / Sociology March 2017: 198x129: 124pp Hb: 978-1-138-62894-6: £80.00 * For full contents and more information, visit: www.routledge.com/9781138628946

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The Sociology of School Organization Contemporary Sociology of the School Ronald King Series: Routledge Library Editions: Sociology of Education First published in 1983, this volume assembles recent theory on school organization, drawing on a wide range of research, mainly on schools in contemporary Britain but with some illuminating historical and overseas comparisons. It examines elements of organization both within and outside the school, and shows how they vary with the age, sex, ethnicity and social class of pupils, as well as school size and efficiency. It argues how, with understanding, organizational patterns may be changed to respond to new objectives and how they may become more effective and responsive to human needs in schools and classrooms. Routledge Market: Education / Sociology March 2017: 198x129: 186pp Hb: 978-0-415-79023-9: £80.00 eBook: 978-1-315-21009-4 * For full contents and more information, visit: www.routledge.com/9780415790239

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Towards a Convergence Between Science and Environmental Education The selected works of Justin Dillon Justin Dillon, University of Bristol, UK Series: World Library of Educationalists Justin Dillon is internationally recognized for his research on environmental education, science engagement, learning outside the classroom, and teacher identity and development. In this volume, he brings together a thoughtfully crafted selection of his writing representing key aspects of his life and work leading to his current thinking on the need for a convergence of science and environmental education.

Routledge Market: Education / Environmental Education October 2016: 229 x 152: 366pp Hb: 978-1-138-84429-2: £100.00 eBook: 978-1-315-73048-6 * For full contents and more information, visit: www.routledge.com/9781138844292

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Understanding the Primary School A Marxist Analysis David Hartley Series: Routledge Library Editions: Sociology of Education In this study, first published in 1985, the author explores the construction of educational ideologies and assesses to what extent they are put into practice by the teachers. He examines the ‘politics’ of education within the school; the extent to which the head teacher, as the bureaucratic authority in the school, seeks to impose his or her own views and the degree to which teachers see themselves as possessing professional autonomy. The study also pays attention to status differentiation within the education of the working class and explores the educational consequences of ethnic and gender status group membership. This title will be of interest to sociology and education. Routledge Market: Education/Sociology of Education March 2017: 216x138: 286pp Hb: 978-1-138-22272-4: £99.00 eBook: 978-1-315-40706-7 * For full contents and more information, visit: www.routledge.com/9781138222724

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Diverse Pedagogies of Place

Lessons from the Teachers for a New Era Project

Educating students in and for local/global environments

Evidence, Accountability, and Program Improvement

Edited by Peter Renshaw, University of Queensland, Australia and Ron Tooth, University of Queensland, Australia Series: Routledge Research in Education

Bill McDiarmid and Kathryn Caprino Series: Routledge Research in Teacher Education

This book offers eight rich accounts of place-based pedagogies, developed over time by innovative environmental educators working in unique natural settings throughout Australia. Each chapter highlights the long-term engagement of the educator with their collaborative research design, and considers the policy contexts which underpinned their work and professional learning. Vivid learning activities and teaching strategies provide concrete examples of pedagogies that can be deployed in a variety of contexts, to inspire readers to rethink their relationship to their distinctive environments and to suggest how we can effectively educate the next generation for a sustainable future. Routledge Market: Education July 2017: 234x156: 200pp Hb: 978-1-138-90669-3: £95.00 eBook: 978-1-315-69538-9 * For full contents and more information, visit: www.routledge.com/9781138906693

Chronicling a high-profile and ambitious teacher preparation program that took place across 11 diverse U.S. institutions, this volume examines the philosophy, program design, accomplishments, and challenges from the Teachers for a New Era Project (TNE), which aimed to both improve the preparation of K-12 teachers and address mounting criticisms of university-based teacher education. Generously funded by the Carnegie Corporation of New York, TNE developed models of university-based teacher preparation and focused on methods of evidence-based assessment in determining program impact. Exploring both the successes and tensions that arose from the program, lessons from the project presaged and informed current policies and practices, and can help future teacher education and program assessment endeavors. Routledge Market: Education July 2017: 229 x 152: 165pp Hb: 978-1-138-23261-7: £95.00 eBook: 978-1-315-31205-7 * For full contents and more information, visit: www.routledge.com/9781138232617

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Handbook of Teacher Quality and Policy

Mentoring Preservice Teachers Through Practice

Edited by Motoko Akiba and Gerald LeTendre

A Framework for Coaching with CARE

The International Handbook of Teacher Quality and Policy is a comprehensive resource that looks at the ways "teacher quality" has been politicized by global and transnational policy actors and how debates on teacher quality have influenced teacher policy development and implementation in various countries. Divided into five sections, it helps scholars understand global, national, subnational, and local contexts and the interplay among these contexts. Edited by two of the leading comparative experts on the subject, it draws on the research and contributions of scholars from across the globe to examine teacher policy implementation processes and impacts in various parts of the world.

Melissa Wetzel, University of Texas at Austin, James V. Hoffman, University of Texas at Austin and Beth Maloch, University of Texas at Austin

Routledge Market: Education September 2017 Hb: 978-1-138-89077-0: £140.00 Pb: 978-1-138-89078-7: £80.00 eBook: 978-1-315-71006-8 * For full contents and more information, visit: www.routledge.com/9781138890787

Supporting and challenging cooperating teachers to grow in their mentoring and coaching practices with preservice teachers and also in their own work as classroom teachers, this practical guide presents and illustrates the Coaching with CARE Model—a framework for reflection and action that helps cultivate a perspective on teaching that puts students at the center of teacher preparation and places value on apprenticeship and participation in learning. Building on the authors’ own work with cooperating teachers,the book is based on the most recent research on learning to teach and supporting preservice teachers and grounded in the realities of teacher education today. Routledge Market: Preservice Teacher Education/Mentoring and Coaching May 2017: 229 x 152: 200pp Hb: 978-1-138-69783-6: £95.00 Pb: 978-1-138-69784-3: £29.99 eBook: 978-1-315-52053-7 * For full contents and more information, visit: www.routledge.com/9781138697843

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International Handbook of Teacher Quality and Policy

Millennial Teachers

Edited by Motoko Akiba and Gerald LeTendre The International Handbook of Teacher Quality and Policy is a comprehensive resource that looks at the ways "teacher quality" has been politicized by global and transnational policy actors and how debates on teacher quality have influenced teacher policy development and implementation in various countries. Divided into five sections, it helps scholars understand global, national, subnational, and local contexts and the interplay among these contexts. Edited by two of the leading comparative experts on the subject, it draws on the research and contributions of scholars from across the globe to examine teacher policy implementation processes and impacts in various parts of the world. Routledge Market: Education September 2017: 229 x 152: 600pp Hb: 978-1-138-89077-0: £140.00 Pb: 978-1-138-89078-7: £80.00 eBook: 978-1-315-71006-8 * For full contents and more information, visit: www.routledge.com/9781138890770

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Learning to Teach in Uncertain Times Heidi L. Hallman Series: Routledge Research in Teacher Education Drawing on narratives of five beginning teachers, Millennial Teachers explores the tensions in teachers’ young careers and how changing social, economic, and technological conditions of our current era both afford and constrain teachers’ identities and in contexts in which they work. Examining case studies of beginning teachers, Hallman draws a generational portraits of novice teachers and identifies the challenges inherent in transitioning from pre-service teacher to in-service teacher. This book synthesizes these teachers’ views on a range of topics and provides an understanding of the evolving pressures and possibilities of future teachers of the "millennial" generation. Routledge Market: Education October 2016: 229 x 152: 114pp Hb: 978-1-138-67234-5: £95.00 eBook: 978-1-315-56258-2 * For full contents and more information, visit: www.routledge.com/9781138672345

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TEACHERS AND TEACHER EDUCATION Dummy text to keep placeholder

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Teacher Education and the Political The power of negative thinking

Teacher Professional Knowledge and Development for Reflective and Inclusive Practices

Matthew Clarke, University of New South Wales, Australia and Anne Phelan, University of British Columbia, Canada Series: Foundations and Futures of Education

Edited by Ismail Hussein Amzat, Universiti Utara Malaysia, Malaysia and Nena P. Valdez, President University, Indonesia Series: Routledge Research in Education

Anxieties around teacher education have never been greater, nor criticisms of its practices stronger. These anxieties are manifested in recent policy developments such as the promotion of teaching standards, the deregulation and marketization of teacher education, and the imposition of performance-related regimes that tie teachers’ pay to outcomes in high-stakes testing. Yet what are the implications for teacher education? The authors argue that such policy moves can depoliticize and de-intellectualize teacher education, illustrating how contemporary theory can provide a language for critiquing recent developments and imagining new trajectories for policy and practice in teacher education.

This book brings together the practice of reflective teaching and the knowledge of inclusive practices in the context of teacher education and continuing professional development. It is a call to leverage reflective teaching for inclusive practices. It provides an overview of what constitutes reflective practice in the 21st century and how teachers can become reflective practitioners. It also deals with teachers' knowledge development in order to create inclusive teaching and learning environments. It highlights the need for a responsive teaching climate, intercultural competency, pedagogical change and professional literacy.

Routledge Market: Education/Secondary January 2017: 234x156: 150pp Hb: 978-1-138-84073-7: £95.00 Pb: 978-1-138-84074-4: £29.99 eBook: 978-1-315-73267-1 * For full contents and more information, visit: www.routledge.com/9781138840744

Routledge Market: Education May 2017: 234x156: 224pp Hb: 978-1-138-22645-6: £105.00 eBook: 978-1-315-39770-2 * For full contents and more information, visit: www.routledge.com/9781138226456

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Teacher Education in England and the United States

Teacher Quality and Teacher Education Quality

The impact of policy on systems, institutions, schools and classrooms

Accreditation from a Global Perspective

Maria Teresa Tatto, Ian Menter, Katharine Burn, Trevor Mutton, Ian Thompson and Tessa Blair Series: Routledge Research in Teacher Education

Edited by Nicholas M. Michelli, The Graduate Center of The City University of New York, USA, Robin Dada, Deborah Eldridge, Rana M. Tamim and Karen Karp

This book studies the evolution of university-based teacher education by considering emerging, alternative approaches in England and the United States. Presenting empirical evidence from two distinct historical, political and social contexts, chapters illustrate the tensions involved in teaching a demanding curriculum to increasingly diverse populations, in a contested terrain dominated by neoliberal policy and accountability. Grounded in the lived experiences of those directly affected by shifting policy environments, the book questions if reforms promising high standards of teaching have contributed to more powerful learning in schools, and what these hold for the future of the profession.

Accreditation of teacher education programs is increasingly embraced internationally and is being modeled after the American experience. This book examines the transformation of accreditation and the interest and perception of nations and regions choosing to use the model in their own culture, including the Middle East and Gulf Region, England, Latin America and the United States. Its distinctive edge is the juxtaposition of three sectors: quality assurance/accreditation, teacher preparation, and global/international experiences. The authors address how the adoption of a universal requirement for accreditation embraces a particular view of what teacher quality means.

Routledge Market: Education October 2017: 234x156: 232pp Hb: 978-1-138-93374-3: £105.00 eBook: 978-1-315-67838-2 * For full contents and more information, visit: www.routledge.com/9781138933743

Routledge Market: Teacher Education /Accreditation November 2016: 229 x 152: 252pp Hb: 978-1-138-94871-6: £95.00 Pb: 978-1-138-94872-3: £31.99 eBook: 978-1-315-66949-6 * For full contents and more information, visit: www.routledge.com/9781138948723

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STUDENT REFERENCE

Teacher Educators’ Professional Learning in Communities

Using Feedback to Enhance Formative Assessment

Linor L. Hadar, University of Haifa, Israel. and David L. Brody, Efrata College of Education, Israel. Series: Routledge Research in Education This book explores the professional development of teacher educators using the communal model of learning. Learning in groups has proved to be a major avenue for supporting such development and change, but one which has so far been neglected in regards to teacher educator development. The book aims to examine such communities in order to identify factors that promote or hinder professional learning for participants. Routledge Market: Education/Teacher Education November 2016: 234x156: 178pp Hb: 978-1-138-18380-3: £95.00 eBook: 978-1-315-64560-5 * For full contents and more information, visit: www.routledge.com/9781138183803

Maria Araceli Ruiz-Primo, Stanford University, USA and Susan M. Brookhart, Duquesne University, USA Series: Student Assessment for Educators Despite feedback‘s demonstratively positive effects on student performance, research on the specific components of successful feedback practice is in short supply. In Using Feedback to Improve Learning, Ruiz-Primo and Brookhart highlight real-world examples and provide critical characteristics of feedback strategies to affirm classroom feedback’s positive effect on student learning. This how-to guide provides preservice and in-service teachers with empirically-supported techniques for using feedback as a part of formative assessment in the classroom. Routledge Market: Education March 2017: 229 x 152: 120pp Hb: 978-1-138-64656-8: £90.00 Pb: 978-1-138-64657-5: £15.99 eBook: 978-1-315-62750-2 * For full contents and more information, visit: www.routledge.com/9781138646575

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THEORIES OF LEARNING

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Handbook of the Cultural Foundations of Learning Edited by Na'ilah Suad Nasir, Carol Lee and Roy Pea Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting edge research on culture and learning to explore, in depth, the impact of a student’s cultural background on their experience in a classroom. Major topics addressed will include: language, tools, and mediation in learning; environments and settings of learning; methodological implications and innovations; and policy implications of a science of learning that places culture at its core. With the recent, increased focus on culture and equity within the educational research community more generally, this volume thus presents a sweeping, innovative treatment of what has become one of the field’s most timely and relevant topics. Routledge Market: Education August 2017: 254 x 178: 560pp Hb: 978-0-415-83904-4: £195.00 Pb: 978-0-415-83905-1: £78.99 eBook: 978-0-203-77497-7 * For full contents and more information, visit: www.routledge.com/9780415839051

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Practice Theory and Education Diffractive readings in professional practice Edited by Julianne Lynch, Deakin University, Australia., Julie Rowlands, Deakin University, Australia., Trevor Gale, University of Glasgow, UK and Andrew Skourdoumbis, Deakin University, Australia Practice thinking has emerged as a central concern in social theory and research, evident in a burgeoning literature on practice theory, practice-based approaches to research, and site studies on particular manifestations of practice. This book engages with the notion of ‘practice’ across four themes – Onto-episto-methodological engagements with practice; Practice and subjectivity; Practice and change within and between organisations; and, Responding to neo-rationalist configurations of practice. Pushing theoretical boundaries, the contributors challenge how we understand practice as an object of inquiry and present comprehensive understandings about learning and practice in the professions. Routledge Market: Education December 2016: 234x156: 288pp Hb: 978-1-138-19139-6: £95.00 eBook: 978-1-315-64053-2 * For full contents and more information, visit: www.routledge.com/9781138191396

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Exploring challenges in designing and teaching (inter)disciplinary and (inter)cultural programmes in higher education

On the Politics of Educational Theory

Edited by Judith L. Green, University of California, Santa Barbara, USA and W Douglas Baker, Eastern Michigan University, USA This book explores how logic-in-use leads to a particular understanding of the phenomena of interest. The contributions brought together here invite readers to explore the processes involved in developing and studying educational innovations, and to undercover the interdependent conceptual and epistemological actions, processes and practices of instructors, programme developers and students. It also invites readers to examine not only the logic-in-use developed by different researchers, but also to examine the complex nature of particular phenomena of interest to the researcher themselves. This book was originally published as a special issue of Pedagogies: An Educational Journal.

Rhetoric, theoretical ambiguity, and the construction of society Tomasz Szkudlarek, University of Gdansk, Poland Series: Theorizing Education This book analyses the role of educational theories in the construction of collective, political identities. Rather than understanding educational theories solely as addressing issues of childrearing and instruction, the aim of the book is to see them in a broader socio-political context. Defining the methodological framework through the perspectives of Michel Foucault and Ernesto Laclau, each chapter examines the ways in which theories of education contribute to the creation of social realities and identities.

Routledge Market: Educational Pedagogy April 2017: 246x174: 120pp Hb: 978-1-138-70110-6: £105.00 * For full contents and more information, visit: www.routledge.com/9781138701106

Routledge Market: Education November 2016: 234x156: 144pp Hb: 978-1-138-89027-5: £95.00 eBook: 978-1-315-71250-5 * For full contents and more information, visit: www.routledge.com/9781138890275

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Inoperative Learning

Routledge Revivals: Speaking Mathematically (1987)

A radical rewriting of educational potentialities

Communication in Mathematics Clasrooms

Tyson E. Lewis, University of North Texas, USA Series: Theorizing Education Inoperative Education presents a challenge to contemporary notions of education as learning, by arguing that such logic reduces education to merely instrumental ends, which can only be assessed in terms of predefined measurement tools. The goal of this book is to outline various forms of inoperative learning in which the goal-directedness of learning is temporarily suspended. By so doing, Lewis argues that a serious investigation of inoperativity opens up possibilities that would be otherwise unavailable in a world fixated on the question of learning and that what remains once this has been done is precisely potentiality itself, the potentiality to be otherwise than. Routledge Market: Education July 2017: 234x156: 184pp Hb: 978-1-138-22742-2: £105.00 eBook: 978-1-315-39570-8 * For full contents and more information, visit: www.routledge.com/9781138227422

David Pimm Series: Routledge Revivals: Language, Education and Society Series First published in 1987, this book examines mathematics school teaching from the perspective that it is a language — arguing that this can illuminate many events that occur in classes and highlight issues that may not have previously seemed important. The central concern is with the processes of communication as they are shaped by school conventions and the fact that it is mathematics being discussed. Speaking, listening, writing and reading are examined and analysed with the first half focusing on verbal interactions and the second half examining aspects of pupil written mathematics. Also explored is the nature of the mathematical writing system itself and how pupils gain access to it. Routledge Market: Education/Mathematics November 2016: 216x138: 217pp Hb: 978-1-138-24208-1: £90.00 eBook: 978-1-315-27885-8 * For full contents and more information, visit: www.routledge.com/9781138242081

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Makiguchi Tsunesaburo in the Context of Language, Identity and Education

The Rhetorical Turn in Education

Edited by Jason Goulah, DePaul University, Chicago, IL, USA

Kris Rutten and Ronald Soetaert Series: Theorizing Education

This edited volume presents theoretical and empirical analyses of the Japanese educational philosopher Makiguchi Tsunesaburo’s perspectives and practices relative to language, identity, and education in historical and contemporary contexts. It advances the field of Makiguchi studies and is indispensable for scholars and practitioners engaged in language and literacy education, international perspectives in education, and curriculum theorizing. This book was originally published as a special issue of the Journal of Language, Identity and Education. Routledge Market: Educational Theory / Makiguchi Tsunesaburo March 2017: 246x174: 160pp Hb: 978-1-138-63166-3: £105.00 * For full contents and more information, visit: www.routledge.com/9781138631663

Introducing new rhetoric for educational theory, research and practice

This book explores the rhetorical turn as a major perspective for education, and introduces ‘new’ rhetoric as a theoretical, methodological and practical framework within educational studies. It examines how rhetorical concepts can be used as tools to enable students, teachers, scholars and citizens to become ‘symbol-wise’, to understand the way linguistic, cultural and narrative symbols work, and to develop critical engagement with, as well as on behalf of, those symbols. Routledge Market: Education July 2017: 234x156: 208pp Hb: 978-1-138-84632-6: £95.00 * For full contents and more information, visit: www.routledge.com/9781138846326

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THEORY OF EDUCATION

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Time and the Rhythms of Emancipatory Education Rethinking the temporal complexity of self and society Michel Alhadeff-Jones, Columbia University, USA Series: Theorizing Education Education is shaped by the heterogeneous, complementary, antagonist and contradictory temporalities that time and rhythm impose on the lives of learners, educators, institutions, society and knowledge itself. This book argues that by rethinking the way we relate to time, we can fundamentally rethink the way we conceive education. Drawing upon complexity theories, time and rhythm studies and educational ideas, Alhadeff-Jones reflects upon the temporal and rhythmic dimensions of education to (re)theorize and address current societal and educational challenges, and examine the implications inherent to the adoption of a critical and complexivist method in the process of theorizing education. Routledge Market: Education November 2016: 234x156: 226pp Hb: 978-1-138-84584-8: ÂŁ95.00 eBook: 978-1-315-72789-9 * For full contents and more information, visit: www.routledge.com/9781138845848

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FASHION AND BEAUTY INDUSTRIES 2nd Edition • TEXTBOOK • NEW EDITION

Hairdressing and Barbering: Level 1 The Interactive Textbook Charlotte Church, ATT Training Ltd and Alison Read, ATT Training Ltd For Level 1 Hairdressing students on NVQ, SVQ and VRQ courses. A genuinely new and innovative way for students to study hairdressing, this new textbook is supported with extensive multimedia material and activities at no extra cost. Some books include a few videos and basic materials, but this title comes with access to a complete online learning system, including videos, animations, activities and multiple-choice questions. Routledge Market: Hairdressing February 2017: 276x219: 192pp Pb: 978-1-138-95836-4: £19.99 eBook: 978-1-315-66126-1 Prev. Ed Pb: 978-0-415-52866-5 * For full contents and more information, visit: www.routledge.com/9781138958364

2nd Edition • TEXTBOOK • NEW EDITION

Hairdressing: Level 2 The Interactive Textbook Charlotte Church, ATT Training Ltd and Alison Read, ATT Training Ltd For Level 2 Hairdressing students on NVQ, SVQ and VRQ courses. A genuinely new and innovative way for students to study hairdressing, this new textbook is supported with extensive multimedia material and activities at no extra cost. Some books include a few videos and basic materials, but this title comes with access to a complete online learning system, including videos, animations, activities and multiple-choice questions. Routledge Market: Hairdressing April 2017: 276x219: 450pp Pb: 978-1-138-95837-1: £26.99 eBook: 978-1-315-66125-4 Prev. Ed Pb: 978-0-415-52867-2 * For full contents and more information, visit: www.routledge.com/9781138958371

2nd Edition • TEXTBOOK • NEW EDITION

Hairdressing: Level 3 The Interactive Textbook Charlotte Church, ATT Training Ltd and Alison Read, ATT Training Ltd For Level 3 Hairdressing students on NVQ, SVQ and VRQ courses. A genuinely new and innovative way for students to study hairdressing, this new textbook is supported with extensive multimedia material and activities at no extra cost. Some books include a few videos and basic materials, but this title comes with access to a complete online learning system, including videos, animations, activities and multiple-choice questions. Routledge Market: Hairdressing April 2017: 276x219: 352pp Pb: 978-1-138-95839-5: £27.99 Prev. Ed Pb: 978-0-415-52868-9 * For full contents and more information, visit: www.routledge.com/9781138958395

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FOOD MANUFACTURING AND RELATED INDUSTRIES

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3rd Edition • TEXTBOOK • NEW EDITION

Patisserie This classic work has been updated to include modern working practices and safety regulations. Covering every aspect of patisserie work, this full colour new edition includes step-by-step photographs of recipes, troubleshooting sections, and a new chapter on design techniques. New dishes have been added to reflect modern procedures, whilst retaining all the classics required in the modern kitchen. Routledge Market: Hospitality and Catering August 2017: 246x189: 450pp Pb: 978-1-138-68413-3: £29.99 eBook: 978-1-315-54413-7 Prev. Ed Pb: 978-0-750-66928-3 * For full contents and more information, visit: www.routledge.com/9781138684133

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GENERAL ENGINEERING EDUCATION TEXTBOOK

6th Edition • TEXTBOOK • NEW EDITION

Autodesk Inventor Exercises

Electrical and Electronic Principles and Technology

for Autodesk® Inventor® and other Feature Based Modelling Software

John Bird, formerly Senior Lecturer, HMS Sultan, UK

Bob McFarlane This practical resource provides a series of Inventor® exercises covering several ‘topics’ including: sketches part models assemblies drawing layouts presentations sheet metal design welding for users with some familiarity with Autodesk® Inventor, or other similar Feature Based Modelling software such as Solid Works®, CATIA®, Pro/ENGINEER and Creo Parametric, and who want to become proficient. Exercises are set out in a structured way and are suitable for releases of Inventor from versions 7 to 13. Routledge Market: Engineering Design April 2017: 246x189: 368pp Pb: 978-1-138-84918-1: £22.99 eBook: 978-1-315-72580-2 * For full contents and more information, visit: www.routledge.com/9781138849181

This practical resource introduces electrical and electronic principles and technology through examples rather than theory, enabling students to develop a sound understanding of the knowledge required by technicians in fields such as electrical engineering, electronics and telecommunications. No previous background in engineering is assumed, making this an ideal text for vocational courses at Levels 2 and 3, foundation degrees and introductory courses for undergraduates. Routledge Market: Further Education / Electrical Engineering March 2017: 276x219: 464pp Pb: 978-1-138-67352-6: £29.99 eBook: 978-1-315-56187-5 Prev. Ed Pb: 978-0-415-66285-7 * For full contents and more information, visit: www.routledge.com/9781138673526

5th Edition • TEXTBOOK • NEW EDITION

6th Edition • TEXTBOOK • NEW EDITION

Automobile Electrical and Electronic Systems, 5th ed

Electrical Circuit Theory and Technology, 6th ed John Bird, formerly Senior Lecturer, HMS Sultan, UK A fully comprehensive text for courses in electrical principles, circuit theory, and electrical technology, providing 800 worked examples and over 1,000 further problems for students to work through at their own pace. This book is ideal for students studying engineering for the first time as part of BTEC National and other pre-degree vocational courses, as well as Higher Nationals, Foundation Degrees and first year undergraduate modules.

Tom Denton, IMI eLearning Development Manager, UK Automobile Electrical and Electronic Systems will help you learn all the skills you need to pass Level 3 vehicle electrical and electronic systems courses or related modules from IMI, City and Guilds and BTEC, and is also ideal for higher level ASE, AUR and other qualifications. As electrical and electronic systems become increasingly more complex and fundamental to the workings of modern vehicles, understanding these systems is essential for automotive technicians. For students new to the subject, this book will help to develop this knowledge, but will also assist experienced mechanics in keeping up with recent technological advances. Routledge Market: Automotive Engineering July 2017: 276x219: 700pp Pb: 978-0-415-72577-4: £31.99 Prev. Ed Pb: 978-0-080-96942-8 * For full contents and more information, visit: www.routledge.com/9780415725774

Routledge Market: Further Education / Electrical Engineering March 2017: 276x219: 844pp Pb: 978-1-138-67349-6: £36.99 eBook: 978-1-315-56192-9 Prev. Ed Pb: 978-0-415-66286-4 * For full contents and more information, visit: www.routledge.com/9781138673496

7th Edition • TEXTBOOK • NEW EDITION

TEXTBOOK

Basic Engineering Mathematics, 7th ed

Electrical Installation Work: Level 1

John Bird, formerly Senior Lecturer, HMS Sultan, UK

Peter Roberts, Llandrillo College, UK.

Now in its seventh edition, Basic Engineering Mathematics is an established textbook that has helped thousands of students to succeed in their exams. Mathematical theories are explained in a straightforward manner, being supported by practical engineering examples and applications in order to ensure that readers can relate theory to practice. The extensive and thorough topic coverage makes this an ideal text for introductory level engineering courses. This title is supported by a companion website with resources for both students and lecturers, including lists of essential formulae, multiple choice tests, full solutions for all 1,600 further questions.

Written specifically for the EAL Diploma in Electrical Installation, this book has a chapter dedicated to each unit of the syllabus. Every learning outcome from the syllabus is covered in clearly marked sections, and there is a checklist at the end of each chapter to ensure that every objective has been achieved before moving on to the next section. End of chapter revision questions will also help you to check your understanding and consolidate the key concepts learned in each chapter. Fully up to date with th the third amendment of the 17 Edition Wiring Regulations, this book is a must have for all learners working towards EAL electrical

Routledge Market: Engineering May 2017: 276x219: 470pp Pb: 978-1-138-67370-0: £26.99 eBook: 978-1-315-56177-6 Prev. Ed Pb: 978-0-415-66278-9 * For full contents and more information, visit: www.routledge.com/9781138673700

installations qualifications. Routledge Market: Further Education / Electrical Engineering February 2017: 246x189: 400pp Pb: 978-1-138-23206-8: £19.99 eBook: 978-1-315-30355-0 * For full contents and more information, visit: www.routledge.com/9781138232068

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GENERAL ENGINEERING EDUCATION 8th Edition • TEXTBOOK • NEW EDITION

TEXTBOOK

Engineering Mathematics, 8th ed

Implementing the Wiring and Building Regulations

John Bird, formerly Senior Lecturer, HMS Sultan, UK

A Workplace Guide

Now in its eighth edition, Engineering Mathematics is an established textbook that has helped thousands of students to succeed in their exams. John Bird's approach is based on worked examples and interactive problems. Mathematical theories are explained in a straightforward manner, being supported by practical engineering examples and applications in order to ensure that readers can relate theory to practice. The extensive and thorough topic coverage makes this an ideal text for a range of Level 2 and 3 engineering courses. This title is supported by a companion website with resources for both students and lecturers, including lists of essential formulae and multiple choice tests.

Christopher Kitcher, Central Sussex College, UK

Routledge Market: Engineering May 2017: 276x219: 707pp Pb: 978-1-138-67359-5: £31.99 eBook: 978-1-315-56185-1 Prev. Ed Pb: 978-0-415-66279-6 * For full contents and more information, visit: www.routledge.com/9781138673595

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This book contains everything electricians need to know about working on-site, covering not only the health and safety aspects of site work, but also the techniques and testing knowledge required from the modern day electrician. Regulations issues are included alongside step-by-step instructions for each task, after which testing information, checklists and example forms are given so that site workers can ensure they have done everything required of them. Routledge Market: Elecitrcal Installations July 2017: 246x189: 300pp Pb: 978-1-138-68332-7: £24.99 eBook: 978-1-315-54457-1 * For full contents and more information, visit: www.routledge.com/9781138683327

TEXTBOOK

Engineering Technologies Level 3 Mike Tooley, former Vice Principal at Brooklands College, UK EAL Engineering Level 3 covers each compulsory unit within a dedicated chapter, including maths boxes, case studies, practice exercises and sample assessment sections that encourage readers to explore engineering for themselves whilst helping them to prepare for their exams. A companion website includes extra downloadable chapters for several optional units.

Routledge Market: Further Education / Engineering March 2017: 246x189: 240pp Pb: 978-1-138-67492-9: £24.99 eBook: 978-1-315-56096-0 * For full contents and more information, visit: www.routledge.com/9781138674929

8th Edition • TEXTBOOK • NEW EDITION

Higher Engineering Mathematics John Bird, formerly Senior Lecturer, HMS Sultan, UK Now in its eighth edition, Higher Engineering Mathematics has helped thousands of students succeed in their exams. Theory is kept to a minimum, with the emphasis firmly placed on problem-solving skills, making this a thoroughly practical introduction to the advanced mathematics engineering that students need to master. The extensive and thorough topic coverage makes this an ideal text for upper level vocational courses and first year undergraduates. It is also supported by a fully updated companion website with resources for both students and lecturers. It has full solutions to all 1900 further questions contained in the 269 practice exercises. Routledge Market: Engineering Mathematics March 2017: 276x219: 904pp Pb: 978-1-138-67357-1: £35.99 Prev. Ed Pb: 978-0-415-66282-6 * For full contents and more information, visit: www.routledge.com/9781138673571

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SHIP OPERATIONS 5th Edition • TEXTBOOK • NEW EDITION

2nd Edition • TEXTBOOK • NEW EDITION

Seamanship Techniques

The Seamanship Examiner

Shipboard and Marine Operations

For STCW Certification Examinations

David House, previously a lecturer at Fleetwood Nautical College, UK

David House, previously a lecturer at Fleetwood Nautical College, UK and Farhan Saeed, Senior Lecturer in Maritime Operations in Liverpool John Moores University, UK

Ideal for Merchant Navy Officers from Cadet rank to Master Mariner, the fifth edition of this highly respected book is in full colour, and has been updated to include more information on topics as diverse as electronic navigation and AIS technology whilst still including essential information on subjects such as safety at sea, rescue operations, watch keeping duties and pollution control. Used by training establishments around the world, this best seller is the only reference to both shipboard practice and ship operations that seafarers will need. Routledge Market: Nautical Studies July 2017: 246x189: 850pp Hb: 978-1-138-67610-7: £150.00 Pb: 978-1-138-67611-4: £79.99 eBook: 978-1-315-56025-0 Prev. Ed Pb: 978-0-415-81005-0 * For full contents and more information, visit: www.routledge.com/9781138676114

Since publication of the first edition, there have been many new innovations throughout the industry. This guide is fully updated to reflect these changes and includes practice questions on International Safety Management (ISM), Electronic Chart Display and Information Systems (ECDIS) and the International Code for the Security of Ships and Port Facilities (ISPS), as well as hundreds of additional tutorial questions throughout the book and the accompanying interactive CD. Fully updated with the latest amendments to the COLREGs this is a trusted study aid for all international STCW Deck Officer candidates. Routledge Market: Nautical Studies November 2016: 234x156: 320pp Hb: 978-1-138-67486-8: £110.00 Pb: 978-1-138-67488-2: £44.99 eBook: 978-1-315-56100-4 Prev. Ed Pb: 978-0-750-66701-2 * For full contents and more information, visit: www.routledge.com/9781138674882

TEXTBOOK

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Survival Craft and Rescue Boats

Tides

Abdul Khalique, Marine Training Officer, Serco Marine Services, UK

A Primers for Deck Officers and Officer of the Watch Exams

Survival Craft and Rescue Boats covers everything seafarers need to know in order to pass STCW proficiency in survival craft and rescue boats, and STCW proficiency in fast rescue boat courses. Starting with sections on safety information and marine emergencies, before moving on to types of survival craft, protective clothing and equipment as well as principles of survival and first aid, this book is an essential on-board reference for any ship.

Phil Smith

Routledge October 2016: 246x189: 300pp Pb: 978-1-138-68106-4: £34.99 eBook: 978-1-315-56424-1 * For full contents and more information, visit: www.routledge.com/9781138681064

Tides: A Primer for Deck Officers and Officer of the Watch Exams prepares the reader for the Officer of the Watch and Master/Mate certificates required by all officers on commercial seagoing vessels. From the formation of tides and and tidal stream data, right through to practice questions with answers, and even mock exam papers, this book will provide you with all the reference material you need in order to pass your exams. Routledge Market: Ship Operations December 2017: 186x123: 240pp Pb: 978-1-138-67475-2: £21.99 eBook: 978-1-315-56111-0 * For full contents and more information, visit: www.routledge.com/9781138674752

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Terrestrial Navigation A Primer for Deck Officers and Officer of the Watch Exams Phil Smith Terrestrial Navigation: A Primer for Deck Officers and Officer of the Watch Exams prepares the reader for the Officer of the Watch and Master/Mate certificates required by all officers on commercial seagoing vessels. From basic trigonometry and plane sailings plotting, right through to practice questions with answers, and even mock exam papers, this book will provide you with all the reference material you need in order to pass your exams. Routledge November 2017: 186x123: 240pp Pb: 978-1-138-67472-1: £21.99 eBook: 978-1-315-56114-1 * For full contents and more information, visit: www.routledge.com/9781138674721

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INDEX BY TITLE (Post)Critical Methodologies: The Science Possible After the Critiques ............................................................... 61 88 Ideas to Teach More Effectively .............................. 98

A Abandoned Mission in Public Higher Education, The ............................................................................................ 70 Academic Literacies in the Middle Years .................. 21 Access to Higher Education ........................................... 45 Achievement Gap in Reading, The ............................. 35 Acting It Out ......................................................................... 21 Active Literacy Across the Curriculum ....................... 21 Addressing Special Educational Needs and Disability in the Curriculum: Art ....................................................... 78 Addressing Special Educational Needs and Disability in the Curriculum: English .............................................. 21 Addressing Special Educational Needs and Disability in the Curriculum: Geography ...................................... 78 Addressing Special Educational Needs and Disability in the Curriculum: History ............................................... 21 Addressing Special Educational Needs and Disability in the Curriculum: Modern Foreign Languages ............................................................................ 21 Addressing Special Educational Needs and Disability in the Curriculum: Music ................................................. 78 Addressing Special Educational Needs and Disability in the Curriculum: Religious Education .................... 22 Addressing Special Educational Needs and Disability in the Curriculum: Science .............................................. 22 Adult Interactive Style Intervention and Participatory Research Designs in Autism ........................................... 78 Advocacy from A to Z ....................................................... 45 Alternative Approaches to Education ....................... 79 Alternatives to Privatizing Public Education and Curriculum ............................................................................ 45 American Higher Education .......................................... 64 Animals in Early Childhood Education ....................... 9 Anthropology and Education Policy ....................... 120 Anti-Bias Education in the Early Childhood Classroom ............................................................................. 38 Applying Self-Regulated Learning Principles in Classroom Contexts .......................................................... 58 Approaches to Educational and Social Inclusion ................................................................................. 79 Apps, Technology and Younger Learners .................. 9 Argument as Dialogue Across Difference ................ 22 Art and Design Pedagogy in Higher Education .............................................................................. 22 Articulate Classroom, The ............................................ 103 Arts Education and Curriculum Studies ................... 22 Arts-Based Research in Education ............................ 106 Asian English Language Classrooms ........................... 4 Assault on Teacher Education, The ............................ 52 Assemblage, Enactment, and Agency ...................... 45 Assignments as Controversies ...................................... 22 Autodesk Inventor Exercises ........................................ 142 Autoethnographical Studies in Early Childhood Education .............................................................................. 38 Automobile Electrical and Electronic Systems, 5th ed ............................................................................................ 142

B Basic Engineering Mathematics, 7th ed ................ 142 Becoming Critical Teacher Educators .................... 120 Behavioral, Social, and Emotional Assessment of Children and Adolescents ............................................ 109 Being a Resilient Teacher .............................................. 116 Best Practices for Teaching with Emerging Technologies ........................................................................ 90

Complimentary Exam Copy

Best Practices in Engaging Online Learners Through Active and Experiential Learning Strategies ........... 90 Best Practices in Strategic Planning for Online Educational Programs ..................................................... 90 Beyond Every Child Matters ........................................... 98 Beyond McDonaldization .............................................. 64 Black Female College Students .................................... 64 Boys, Bodies, and Physical Education ....................... 23 Brain Research and Childhood Education .............. 38 Bringing the Froebel Approach to your Early Years Practice ................................................................................... 13 Building Blocks for Game Design and Learning ................................................................................. 90 Building Competence in Consultation ................... 109 Building Knowledge in Early Childhood Education ................................................................................. 9 Business of Education, The .......................................... 132 Business Side of Learning Design and Technologies, The ............................................................................................ 93

C Career Exploration and Development in Childhood ................................................................................ 9 Challenges in Higher Education Leadership ........... 64 Challenging the School Readiness Agenda in Early Childhood Education .......................................................... 9 Changing Culture of a College, The ......................... 132 Changing Pedagogical Spaces in Higher Education .............................................................................. 45 Child in Society, The .......................................................... 56 Child-Initiated Play and Learning ............................... 38 Children Living in Sustainable Built Environments ......................................................................... 9 Children, Educators and Early Learning in a Digital Age ........................................................................................... 23 China’s Educational Language ................................... 86 China’s Global Rise ............................................................ 65 Chinese-Heritage Students in the Global-Local Nexus ......................................................................................... 4 Christian Privilege in U.S. Education ........................ 120 Citizenship Education in the United States ............. 73 Civil Society, Education and Human Formation ............................................................................. 61 Class Ideology and Community Education .......... 121 Class Size ................................................................................ 13 Classroom Assessment .................................................. 106 Classroom Teacher's Guide to Supporting English Language Learners, The .................................................... 7 Close Reading the Media ................................................ 23 College Instructor's Guide to Writing Test Items, The ............................................................................................ 52 College Teaching and Learning for Change ........... 65 Coming of the Ecological University, The ................ 70 Common Mistakes in Teaching Elementary Mathematics -- And How to Avoid Them ............... 23 Communicative Competence, Classroom Interaction, and Educational Equity ................................................... 23 Community Literacies as Shared Resources for Transformation ................................................................... 23 Community Schooling and the Nature of Power .................................................................................... 121 Community-based Media Pedagogies ..................... 24 Complex Cases in Student Affairs ............................... 65 Conceptual metaphor and embodied cognition in science learning .................................................................. 24 Conferences as Sites of Learning and Development .......................................................................... 2 Confronting Racial Justice in Teacher Education .............................................................................. 89

e-Inspection

Connecting the Learning Sciences and Instructional Design & Technology ........................................................ 90 Considering Racialised Contexts in Education ........................................................................... 121 Contemplative and Artful Openings ....................... 106 Contemplative Approaches to Sustainability in Higher Education .............................................................................. 65 Contemporary Issues in Childhood ............................ 10 Contemporary Issues in Early Childhood Education in Germany ........................................................................... 39 Corrective Feedback in Second Language Teaching and Learning .......................................................................... 4 Creating Safe and Supportive Schools and Fostering Students’ Mental Health ............................................... 109 Creating the Coding Generation ................................. 98 Creating the Practical Man of Modernity ................ 73 Creative graduate pathways within and beyond the creative industries .............................................................. 65 Creative Teaching: English in the Primary Classroom ............................................................................. 98 Creativity and Education in China ............................. 45 Creativity in the Classroom ............................................ 79 Creativity, Technology, and Learning ....................... 90 Critical Approaches to Life Writing Methods in Qualitative Research ........................................................ 61 Critical Approaches to Questions in Qualitative Research ................................................................................. 61 Critical Global Citizenship Education Volume 1 ................................................................................................. 86 Critical Peace Education and Global Citizenship ............................................................................. 46 Critical Pedagogy Reader, The ...................................... 52 Critical Perspectives on Black Women and College Success .................................................................................... 65 Critical Perspectives on Codeswitching in Classroom Settings ..................................................................................... 4 Cultural and Economic Reproduction in Education ........................................................................... 121 Culturally Responsive Teaching and Reflection in Higher Education ............................................................... 66 Culture and the Grammar School ........................... 121 Culture, Education and the State ............................. 121 Culture, Learning and Technology ............................. 91 Curricula for Students with Severe Disabilities ............................................................................. 79 Curriculum and Assessment in English 11 to 19 ............................................................................................ 116 Curriculum and Assessment in English 3 to 11 .............................................................................................. 98

D Datafication of Primary and Early Years Education, The ......................................................................................... 101 Debates in Computing and ICT Education ............. 91 Debates in Geography Education 2nd Edition ..................................................................................... 24 Debates in History Teaching ......................................... 24 Decolonising Intercultural Education ....................... 86 Degrees of Difference ..................................................... 122 Design of the University, The ......................................... 70 Developing and Maintaining Your Personal Learning Network .................................................................................. 91 Developing Children as Researchers .......................... 99 Developing Creative Thinking Skills ........................... 24 Developing Distributed Curriculum Leadership in Hong Kong Schools ........................................................... 24 Developing Inclusive Practice for Young Children with Fetal Alcohol Spectrum Disorders ............................... 79 Developing Media Literacy in Young Adults ......... 116 Developing Metrics for Equity, Diversity and Competition ....................................................................... 106

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Developing Mindsets for Success in the Primary Classroom ............................................................................. 99 Developing Natural Curiosity Through Project-Based Learning ................................................................................. 39 Developing Research Writing ....................................... 66 Dialects at School .............................................................. 25 Dialogic Education ............................................................ 99 Differentiated Literacy Instruction .............................. 25 Digital Language Learning and Teaching ................ 5 Digital Technologies and Change in Education .............................................................................. 91 Disability and Inclusion in Early Years Education .............................................................................. 39 Disability as Diversity in Higher Education ............. 66 Disability Studies and the Inclusive Classroom ............................................................................. 80 Disciplines of Education ............................................... 122 Diverse Pedagogies of Place ....................................... 135 Diversities in Education ................................................... 80 Divorce and the School ................................................. 122 Documentation and Inquiry in the Early Childhood Classroom ............................................................................. 39 Dyslexia in Adolescence .................................................. 80 Dyslexia-friendly Strategies for Reading, Spelling and Handwriting ......................................................................... 80

E e-Learning Ecologies ........................................................ 91 E-Learning in the 21st Century ..................................... 91 E-Research in Educational Contexts ....................... 106 Early Childhood Education for Muslim Children .................................................................................. 10 Early Childhood Education: a lifetime journey into a Froebelian approach ........................................................ 80 Early Childhood Pedagogies ......................................... 10 Early Childhood Studies .................................................. 39 Edu.net .................................................................................... 46 Educating Children and Young People with Acquired Brain Injury ............................................................................ 81 Educating Children with Life-Limiting Conditions ............................................................................. 80 Educating Entrepreneurial Citizens ............................ 86 Educating for Democracy in England and Finland .................................................................................... 46 Educating Marginalized Communities in East and Southeast Asia ..................................................................... 86 Education Act, 1918, The ................................................ 75 Education and Cultural Differences ........................ 122 Education and Cultural Pluralism ............................ 122 Education and Democratic Participation ............... 46 Education and Extremisms ............................................ 95 Education and Imperial Unity, 1901-1926 .............. 73 Education and other modes of thinking in Latin America .................................................................................. 61 Education and Political Subjectivities in Neoliberal Times and Places ................................................................ 46 Education and Schmid’s Art of Living ....................... 95 Education and Social Change ................................... 122 Education and Social Control .................................... 123 Education and Society .................................................. 123 Education and Sustainability ....................................... 66 Education and the Community ................................ 123 Education and the Limits of Reason .......................... 95 Education and the Production of Space .................. 46 Education and Youth .................................................... 123 Education for Sustainable Development ................ 61 Education for Sustainable Development in the Postcolonial World ............................................................ 47 Education Policy Analysis for a Complex World ....................................................................................... 47 Education Policy for the Promotion of Trilingual Education at Primary Level ............................................ 47

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INDEX BY TITLE Education State and Crisis ........................................... 123 Education Studies .............................................................. 55 Education, Equality and Human Rights ................... 55 Education, Ethnicity, Society and Global Change in Asia ........................................................................................... 87 Education, Industrialization and the End of Empire in Singapore .............................................................................. 73 Educational Effectiveness Theory ............................. 111 Educational Leader's Guide for School Scheduling, The ......................................................................................... 114 Educational Leadership and Pierre Bourdieu .............................................................................. 111 Educational Leadership for Transformation and Social Justice ................................................................................... 111 Educational Philosophy for a Post-secular Age ........................................................................................... 95 Educational Progressivism, Cultural Encounters and Reform in Japan ................................................................. 73 Educational Reform and Environmental Concern in Australia, 1900-1930 ......................................................... 74 Educational World of Edward Thring, The .............. 75 Educator’s Guide to Producing New Media, The ............................................................................................ 94 Effective Educational Assessment ............................... 13 Effective Peer Learning ..................................................... 99 Effectiveness of Mathematics Teaching in Primary Schools, The ....................................................................... 103 Electrical and Electronic Principles and Technology ........................................................................ 142 Electrical Circuit Theory and Technology, 6th ed ............................................................................................ 142 Electrical Installation Work: Level 1 ......................... 142 Elemental Play and Outdoor Learning ..................... 39 Elementary Schooling and the Working Classes, 1860-1918 ............................................................................. 74 Elites in Education ............................................................. 47 Emerging Approach for Education and Care, An .............................................................................................. 79 Emotions and English Language Teaching .............. 5 Enabling Environments for Babies and Young Children .................................................................................. 10 Engaging Families in Schools ....................................... 99 Engaging Students with Music Education .............. 25 Engaging the Curriculum Theory and English Education Divide ................................................................ 25 Engineering Mathematics, 8th ed ............................ 143 Engineering Technologies ........................................... 143 English and its Teachers .................................................. 25 English as a Foreign Language in Saudi Arabia ........................................................................................ 5 English Education at the Tertiary Level in Asia ............................................................................................. 5 English Language Arts Research and Teaching ................................................................................ 25 English-Medium Instruction in Chinese Universities .............................................................................. 5 Enquiry and Project Based Learning .......................... 26 Equal Chance, An ............................................................ 120 Equality, Education, and Physical Education ........................................................................... 123 Essential Skills for Managers of Child-Centred Settings ................................................................................... 40 Essentials of Online Teaching ....................................... 92 Everyday Maths through Everyday Provision ................................................................................ 40 Everyday SEL in Early Childhood ................................. 40 Everyday SEL in High School ....................................... 116 Evidence-Based Teacher, The ..................................... 107 Evolution of Liberal Arts in the Global Age, The ............................................................................................ 70 Examining The Lifecycle Of A Reform Espr V11 3&4 ........................................................................................... 55 Experiencing Comprehensive Education .............. 124

Expert Teachers ................................................................... 47 Explaining and Exploring Mathematics .................. 26 Exploring challenges in designing and teaching (inter)disciplinary and (inter)cultural programmes in higher education ............................................................. 138 Exploring Children’s Learning ....................................... 13 Expressive Arts and Design in the Early Years ........................................................................................ 40

F Facilitating Educational Success For Migrant Farmworker Students in the U.S. ............................... 124 Faculty Development in Developing Countries ................................................................................ 87 Families and their Learning Environments ........... 124 Family Language Policies in a Multilingual World ......................................................................................... 5 Family Math Night 6-8 .................................................... 26 Family Math Night K-5 .................................................... 26 Flexible ELA Classroom, The .......................................... 35 Flourishing in the Early Years ........................................ 40 Forgotten Class, The ......................................................... 83 Foundations of Educational Leadership ............... 111 From Citizenship Education to National Education .............................................................................. 26 From Practice to Praxis: A reflexive turn ................... 62 From Texting to Teaching .............................................. 26 Functional Grammatics .................................................. 99 Fundamentals of Gifted Education ............................ 81 Funds of Knowledge in Higher Education ................. 6

G Gender, Education and Poverty ................................... 47 Gender, Education and Work ....................................... 55 Georg Kerschensteiner ..................................................... 74 Getting Boys Up and Running in the Early Years ........................................................................................ 40 Global Convergence Of Vocational and Special Education, The .................................................................... 84 Global Conversations in Literacy Research ............. 27 Global English, Remedial English ................................ 27 Global Liberalism and Elite Education in Argentina ............................................................................ 124 Global Networks, Local Actions ...................................... 2 Global Rankings and the Geopolitics of Higher Education .............................................................................. 48 Globalised re/gendering of the academy and leadership .............................................................................. 66 Globalization and Education ....................................... 48 Globalization and Japanese "Exceptionalism" in Education ........................................................................... 111 Globalization of Internationalization, The ............. 52 God, Education, and Modern Metaphysics ............ 95 Going Online ........................................................................ 92 Governing by Numbers ................................................... 62 Governing Literate Populations ................................... 48 Graduate Attributes in Higher Education .................. 3 Grammar Survival ........................................................... 116 Grammar Survival for Primary Teachers ............... 100 Grammar to Get Things Done ...................................... 27 Group Work That Works .................................................. 13 Growing up in the Playground .................................. 124 Guide to Supervising Non-native English Writers of Theses and Dissertations, A .............................................. 4

H Hairdressing and Barbering: Level 1 ........................ 140

Hairdressing: Level 2 ....................................................... 140 Hairdressing: Level 3 ....................................................... 140 Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II .............. 6 Handbook of Arts Education and Special Education .............................................................................. 81 Handbook of Multicultural School Psychology ......................................................................... 109 Handbook of Quality Assurance for University Teaching ................................................................................ 66 Handbook of Quantitative Methods for Detecting Cheating on Tests .............................................................. 13 Handbook of Reading Research, Volume V ............ 27 Handbook of Research in Second Language Teaching and Learning .......................................................................... 6 Handbook of Research on Learning and Instruction ............................................................................. 58 Handbook of Research on Teaching the English Language Arts ..................................................................... 27 Handbook of Research-Based Practices for Educating Students with Intellectual Disability .......................... 81 Handbook of Self-Regulation of Learning and Performance ......................................................................... 58 Handbook of Special Education .................................. 81 Handbook of Teacher Quality and Policy ............. 135 Handbook of the Cultural Foundations of Learning .............................................................................. 137 Handbook of Writing, Literacies, and Education in Digital Cultures ................................................................... 27 Handbook on Measurement, Assessment, and Evaluation in Higher Education .................................. 67 Heidegger and Executive Education .......................... 96 Helping Students with Tough Decisions ............... 109 Hermeneutics of Jesuit Leadership, The ................... 70 Hero Maker, The ............................................................... 114 Hidden Sexualities of South African Teachers .............................................................................. 124 High Performance Learning for All (working title) ........................................................................................ 100 Higher Education and the Student ............................ 67 Higher Education in the Asian Century .................... 67 Higher Education Law ..................................................... 67 Higher Education of Women in England and America, 1865-1920, The .................................................................... 75 Higher Education Transitions ....................................... 58 Higher Engineering Mathematics ............................ 143 His Truth is Marching On ................................................ 74 History of American Gifted Education, A ................. 78 History of Education in Japan (1600 – 2000), The ............................................................................................ 76 History of Manchester College, A ................................. 73 History, Theory and Practice of Philosophy for Children ............................................................................... 100 Home schooling and home education .................. 125 How to be a Brilliant Mentor ...................................... 117 How to be a Brilliant Trainee Teacher ....................... 15 How to Build Communication Success in your School ................................................................................... 100 How to do Curriculum-Based Measurement in MTSS/RtI .............................................................................. 109 How to Plan Lessons Brilliantly .................................. 117 How We Learn ....................................................................... 2 Human Conditions ......................................................... 125 Human-Centred Education ........................................ 117

I Idea of the PhD, The .......................................................... 71 Igniting Wonder, Reflection, and Change in Our Schools ................................................................................... 19 Implementing a Standards-Based Curriculum in the Early Childhood Classroom ........................................... 10

Implementing the Wiring and Building Regulations ........................................................................ 143 Improving Behaviour Management in Your School ................................................................................... 112 Improving Social Intervention ................................... 125 In Community of Inquiry with Ann Margaret Sharp ....................................................................................... 96 In Search of Social Justice ............................................... 10 Inclusion is Dead ................................................................ 81 Inclusive Leadership in Higher Education ............... 67 Indigenous Education and the Metaphysics of Presence ................................................................................. 96 Informal Learning at Work ............................................... 2 Infusing Vocabulary Into the Reading-Writing Workshop .............................................................................. 28 Innovations in Economic Education ......................... 55 Inoperative Learning ...................................................... 138 Inside Educational Change ......................................... 112 Inside Teaching ................................................................ 117 Inspiring School Change ................................................. 28 Integrating Critical and Contextual Studies in Art and Design ..................................................................................... 28 Integrating Home and Heritage Languages in Schools ................................................................................... 28 Intentional Dean, The ...................................................... 20 Intentional Innovation .................................................. 112 Intercultural Competence in Higher Education .............................................................................. 67 Interdisciplinary and Converging Perspectives on Conceptual Change .......................................................... 58 Interdisciplinary Approach to Early Childhood Education and Care, An .................................................. 38 International and Comparative Education ............ 55 International Education and Development ........... 87 International Faculty in Higher Education ............. 87 International Handbook of Consultation in Educational Settings ...................................................... 110 International Handbook of Media Literacy Education ........................................................................... 117 International Handbook of Teacher Quality and Policy ..................................................................................... 135 International Perspectives on Migration, Population Changes, Education and Youth .................................. 87 International Perspectives on the Teaching of Literature in Schools ......................................................... 28 International Trends in University Governance .......................................................................... 68 Interpreting Poetry in Elementary School Classrooms ........................................................................... 15 Interrogating Educational Leadership ................... 112 Interrupting Class Inequality in Higher Education .............................................................................. 68 Introducing Bronfenbrenner ......................................... 41 Introducing Trevarthen ................................................... 41 Investigating Emotional, Sensory and Social Learning in Early Years Practice ...................................................... 41 Islam, Technology, and Education ............................. 28 Issues in Latino Education .............................................. 89 Issues in Technology, Learning, and Instructional Design ..................................................................................... 92

J Jumpstart Spelling and Vocabulary ........................ 100 Jumpstart! Study Skills ..................................................... 29

K Keeping the Leadership in Instructional Leadership .......................................................................... 112 Keeping Them Out of the Hands of Satan ............ 125

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INDEX BY TITLE Knowledge, Ideology and the Politics of Schooling ............................................................................ 125 Korea's Overeducation Crisis ......................................... 48

L Language and Globalization .......................................... 6 Language in Epistemic Access ..................................... 62 Language, Culture, and Teaching .............................. 29 Language, Race, and Power in Schools ................... 29 Languages and Literacies as Mobile and Placed Resources ............................................................................... 29 Law and Social Justice in Higher Education ........... 68 Lead Learners .................................................................... 112 Lead with Me ..................................................................... 113 Leadership for Increasingly Diverse Schools ......... 111 Leadership in America's Best Urban Schools ........ 113 Leading Learning for ELL Students .......................... 113 Learning Analytics Explained ....................................... 92 Learning Analytics for Educational Improvement ....................................................................... 92 Learning and Teaching of Calculus, The ................. 35 Learning and Teaching of Geometry in Secondary Schools, The .......................................................................... 35 Learning by Teaching ...................................................... 15 Learning Design in Practice ........................................... 92 Learning Everywhere on Campus ............................... 29 Learning from Singapore ............................................. 113 Learning is a Verb ............................................................... 56 Learning Theory and Online Technologies ............. 93 Learning to Live in Boys’ Schools .............................. 125 Lessons from the Teachers for a New Era Project ................................................................................... 135 LGBT-Q Teachers, Civil Partnership and Same-Sex Marriage .............................................................................. 126 Life in the Classroom and Playground ................... 126 Literacy and Mobility ........................................................ 29 Literacy Coaching Handbook, The ............................. 36 Literacy Lives in Transcultural Times ......................... 30 Literacy Practices and Composing Identities, ................................................................................ 30 Literacy, Text, and the Learning Sciences: Purposeful Reading .................................................................................. 58 Local Citizenship in the Global Arena ....................... 48

M Make Key Stage 3 Matter in English ......................... 117 Makiguchi Tsunesaburo in the Context of Language, Identity and Education ................................................. 138 Making Sense of Education in Post-Handover Hong Kong ........................................................................................ 48 Managing and Supporting Instructional Design and Development ....................................................................... 93 Masculinity and Aspiration in an Era of Neoliberal Education .............................................................................. 49 Masculinity and Student Success in Higher Education .............................................................................. 68 Math Instruction for Students with Learning Problems ................................................................................ 82 Math Problem Solving in Action ................................. 30 Math Workstations in Action ........................................ 30 Mathematical Knowledge for Primary Teachers ................................................................................. 15 Mathematics Education ................................................. 49 Mathematics in Early Years Education ..................... 41 Mathematics That Every Secondary School Math Teacher Needs to Know, 2nd Edition, The ............... 36 Meaningful Learning with Technology .................... 30 Media War on Black Male Youth in Urban Education, The ......................................................................................... 132

Complimentary Exam Copy

Mentoring Preservice Teachers Through Practice ................................................................................ 135 Methodological Foundations of School Psychology Research and Practice ................................................... 110 Middle-class School Choice in Urban Spaces ..................................................................................... 49 Millennial Teachers ......................................................... 135 Minoritisation of Higher Education Students, The ............................................................................................ 71 Mobile Learning in Schools ........................................... 30 Modern European Philosophers of Dialogue and Education .............................................................................. 96 Modern Foreign Languages 5–11 ............................ 101 Motivating Pupils with Specific Learning Difficulties .............................................................................. 82 Motivating Students in the Secondary School ..................................................................................... 15 Multimedia Writing Toolkit, The .................................. 36 Multiple Perspectives in Persistent Bullying ............. 15 Multiracial Identity in Children’s Literature ............. 89 Mythopoetics of Currere, The ..................................... 132

N Narrative, Identity, and Academic Community in Higher Education ............................................................... 49 Narratives in Early Childhood Education ................ 11 Narrowing the Achievement Gap ............................ 126 Natural Water Activities for the Early Years ............ 41 Navigating the Transition from High School to College for Students with Disabilities ......................................... 82 Neoliberalism and English Language Education Policies in the Arabian Gulf ............................................ 49 Neoliberalism and Environmental Education .............................................................................. 62 New Approach to English Pedagogical Grammar, A ................................................................................................... 4 New Approach to Research Ethics, A ......................... 64 New Imperatives of Educational Change, The ............................................................................................ 52 New Sociologies of Elite Schooling .......................... 126 Non-Western Educational Traditions ..................... 126 Noncognitive Skill Assessment in School ................. 49 Nurturing Young Thinkers Across the Standards .............................................................................. 41

O Old and new generations in the 21st century .................................................................................... 96 On the Politics of Educational Theory .................... 138 Organization and Administration in Higher Education .............................................................................. 68 Organizational Behavior for School Leadership .......................................................................... 113 Organizational Theory for Equity and Diversity ............................................................................... 113 Organizational Theory in Higher Education ........... 68 Origins of Civic Universities, The .................................. 76 Origins of Higher Learning, The ................................... 76 Outdoor Classroom Ages 3-7, The .............................. 43 Outdoor Learning in the Early Years .......................... 42

P Parochialism of the Present, The ............................... 132 Participatory Design for Learning ............................... 59 Passion-Driven Classroom, The ................................... 19

e-Inspection

Passionate Readers ........................................................... 36 Patisserie .............................................................................. 141 Patterns of Power and Authority in English Education ........................................................................... 127 Pedagogy for Creative Problem Solving ................... 31 Pedagogy in Poverty ......................................................... 50 People’s History of American Higher Education, A ................................................................................................. 64 Perspectives on the Sociology of Education ......... 127 Pestalozzi ............................................................................... 74 Photovoice Research in Education and Beyond ................................................................................. 106 Physical Education, Sport and Schooling ............. 127 Place, Race, and Identity Formation ....................... 127 Place-Based Education .................................................... 56 Placements and Work-based Learning in Education Studies .................................................................................... 56 Places for 2 year olds in the Early Years .................... 42 Plurilingualism in Teaching and Learning ................ 6 Policy Actors ......................................................................... 50 Policy and Practice in Multicultural and Anti-Racist Education ........................................................................... 127 Policy and Practice in Science Education for the Gifted ....................................................................................... 82 Policy Discourses in Malaysian Education .............. 50 Political Sociology of Educational Knowledge, A .............................................................................................. 120 Politics of Alternative Teacher Certification, The ............................................................................................ 53 Politics of Differentiation in Schools, The ................. 53 Politics of Education ......................................................... 50 Politics of Widening Participation and University Access for Young People, The ........................................ 71 Politics, Professionals and Practitioners ................... 62 Positive Peace in Schools ................................................ 16 Post-16 SENCO Handbook, The ................................... 84 Postcolonialism, Globalization, and Education .............................................................................. 88 Power and Privilege in the Learning Sciences .................................................................................. 59 Power of Conversation, The ........................................ 115 Power of Slow Looking, The ........................................... 59 Practical Guide to Critical Religious Education, A .............................................................................................. 116 Practical ideas for Teaching Primary Science ................................................................................. 101 Practice of Teaching, The ............................................. 132 Practice Theory and Education ................................. 137 Preventing Sexual Violence on Campus ................... 69 Primary English Encyclopedia, The .......................... 104 Principal's Guide to the First 100 Days of the School Year, The .............................................................................. 115 Privatization and the Education of Marginalized Children .................................................................................. 50 Problem Solving in Primary Mathematics ............ 101 Progress and Inequality in Comprehensive Education ........................................................................... 127 Progressive Reading Education in America ............ 31 Promoting Curiosity in Primary Science ................ 101 Promoting Spontaneous Use of Learning and Reasoning Strategies ........................................................ 16 Provoking Curriculum Studies ...................................... 31 Psychological Dynamics of Race and Culture in Education, The .................................................................... 59 Psychology and the Study of Education .................. 56 Psychology of Study Success in Universities, The ............................................................................................ 60

New in Paperback

145

Public Engagement in Higher Education ................ 50 Public Policy and Higher Education, 2nd Edition ..................................................................................... 69 Pupil Experience ............................................................... 128 Putting Process Drama into Action ............................ 31

Q Qualitative Inquiry in Higher Education Organization and Policy Research .......................................................... 69 Questioning Leadership ............................................... 114

R Race and Colorism in Education .............................. 128 Radical Schooling for Democracy .............................. 96 Re-Designing Teacher Education for Culturally and Linguistically Diverse Students ..................................... 32 Re-thinking Legal Education under the Civil and Common Law ..................................................................... 69 Reading .................................................................................. 31 Really Useful Book of Secondary Science Experiments, The ......................................................................................... 104 Really Useful Drama Book, The .................................. 104 Really Useful Music Book, The .................................... 104 Really Useful Physical Education Book, The ............ 36 Really Useful Science Book, 4th edition, The ......... 104 Rebuilding Our Schools from the Bottom Up ........................................................................................... 101 Reciprocal Adaptability between International Students and Stakeholders ............................................ 87 Reclaiming Discipline for Education .......................... 16 Reclaiming Education in the Age of PISA ................ 51 Reclaiming Lesson Observation ................................ 102 Reclaiming Powerful Literacies ....................................... 6 Reconceptualizing Plato’s Socrates at the Limit of Education .............................................................................. 97 Reconceptualizing Study in Educational Discourse and Practice ......................................................................... 31 Reconsidering Primary Literacy ................................. 102 Redesigning Special Education Teacher Preparation ........................................................................... 82 Rediscovery of Teaching, The ........................................ 97 Reflective Practice .............................................................. 16 Reflective Practice in Education Made Real ............ 16 Reflective Practice in English Language Teaching ................................................................................... 7 Reforming Education and Changing Schools ................................................................................. 128 Reframing Reform through Education Research .............................................................................. 107 Reframing Science Teaching and Learning ........... 32 Reinventing Intercultural Education ......................... 89 Religion and Higher Education in Europe and North America .................................................................................. 62 Representations of Nature of Science in School Science Textbooks ............................................................................ 126 Research in Applied Linguistics ...................................... 7 Research in Mind, Brain, and Education .................. 59 Research Methods in Education ............................... 107 Research with Children .................................................... 11 Researching Across Languages and Cultures ................................................................................ 107 Researching Play from a Playwork Perspective ............................................................................ 63 Resilience and Wellbeing Toolbox, The .................... 84 Resources for Educational Equity ............................. 128 Response to Intervention and Continuous School Improvement .................................................................... 114 Rethinking Case Study Research ............................... 107

Companion Website


146

INDEX BY TITLE Rethinking Early Literacies ............................................. 42 Rethinking Outdoor, Experiential and Informal Education .............................................................................. 11 Revolutionary Pedagogies and Debtocracy ........... 51 Rhetorical Turn in Education, The ............................ 138 Rigor and Assessment in the Classroom ............... 118 Rigor in MTSS ....................................................................... 16 Rigor in Your School .......................................................... 17 Risk, Education and Culture ........................................ 128 Road Map to PLC Success, A .......................................... 19 Routledge Encyclopaedia of Educational Thinkers .................................................................................. 56 Routledge International Handbook of Early Childhood Play, The ................................................................................. 43 Routledge International Handbook of Early Literacy Education, The .................................................................... 43 Routledge International Handbook of Froebel and Early Childhood Practice ................................................. 11 Routledge International Handbook of Philosophy for Children, The ...................................................................... 100 Routledge International Handbook of Schools and Schooling in Asia ................................................................ 88 Routledge International Handbook on Narrative and Life History, The ................................................................. 107 Routledge Library Editions: Education 1800–1926 ............................................................................ 74 Routledge Library Editions: Sociology of Education ........................................................................... 128 Routledge Revivals: English Usage (1986) ............. 118 Routledge Revivals: Speaking Mathematically (1987) .................................................................................... 138 Routledge Revivals: The Other Languages of England (1985) .................................................................................... 129 Routledge Revivals: The Social Context of Literacy (1986) .................................................................................... 129 Rural Education in China’s Social Transition ........ 129

S Safeguarding and Protecting Children in the Early Years ........................................................................................ 42 Samuel Wilderspin and the Infant School Movement ............................................................................. 75 Scandals in College Sports ............................................. 69 School Counselling in a Chinese Context ................ 59 School Design Matters .................................................. 114 School Experience ........................................................... 129 School Knowledge for the Masses ............................ 129 School Organisation and Pupil Involvement ....................................................................... 129 School-Based Counseling and Student Spirituality ........................................................................... 110 School-wide Positive Behaviour Interventions and Supports ................................................................................. 17 Schooling in Changing Japan ................................... 130 Schooling Sexual Cultures ........................................... 130 Science 5-11 ....................................................................... 102 Science Education ............................................................. 32 Science Learning, Science Teaching ........................ 102 Science of Dyscalculia, The ............................................ 84 Seamanship Examiner, The ........................................ 144 Seamanship Techniques .............................................. 144 Semiotic Analysis of Young Children's Dance-play, A ................................................................................................. 38 Semiotic Theory of Learning ......................................... 97 Serious Play ........................................................................... 93 Shaping Education Policy, 2nd Edition .................... 51 Six Steps to Boost Student Learning ........................... 19 Social Analysis of Education ....................................... 130 Social Purpose and Schooling ................................... 130 Social Purposes of Education, The ........................... 133 Social Studies Education and Everyday Empire ..................................................................................... 32

Social World of the Comprehensive School, The ......................................................................................... 133 Society and Education ..................................................... 86 Socio-cognitive Foundations of Educational Measurement ...................................................................... 17 Sociological Interpretations of Education ............ 130 Sociology and School Knowledge ............................ 130 Sociology and Teaching ............................................... 131 Sociology of Comprehensive Schooling, The ....... 133 Sociology of Education for Africa, A ........................ 120 Sociology of Education II ................................................ 63 Sociology of Education, The ....................................... 133 Sociology of Educational Ideas, The ........................ 133 Sociology of Educational Innovation, The ........... 133 Sociology of School Organization, The .................. 134 Sociology of Special and Inclusive Education, A ................................................................................................. 78 Sound Curriculum ............................................................. 32 Space and Practice of Reading, The ........................... 36 Spatial Intelligence ............................................................ 17 Spinoza and Education ................................................... 97 Spirituality, Community, and Race Consciousness in Adult Higher Education ..................................................... 2 Staff Guide to Addressing Disruptive and Dangerous Behavior on Campus, A ................................................... 19 Starting Drama Teaching .............................................. 32 State-funded Faith Schools ........................................... 51 STEM Coaching Handbook, The ............................... 119 Storytelling in Early Childhood ..................................... 11 Student Experiences in the Digital University ............................................................................... 93 Student Politics and Protest ........................................... 51 Students, Places, and Identities in English and the Arts ........................................................................................... 33 Studies in Science Education in the Asia-Pacific Region ..................................................................................... 33 Studying with Dyslexia in Higher Education ........... 82 Supervision in School Psychology ............................ 114 Supporting Children’s Creativity through Music, Dance, Drama and Art .................................................... 42 Supporting Inclusive Practice ....................................... 83 Supporting K-12 English Language Learners in Science .................................................................................... 33 Supporting Social Inclusion for Students with Autism Spectrum Disorders ........................................................... 83 Survival Craft and Rescue Boats ................................ 144

T Take Off into English Teaching! ................................. 118 Taking Design Thinking to School .............................. 33 Taking the First Steps Outside ....................................... 42 Talk Box ................................................................................ 102 Teacher and Pupil ........................................................... 131 Teacher Education and the Political ....................... 136 Teacher Education in England and the United States .................................................................................... 136 Teacher Educators’ Professional Learning in Communities ..................................................................... 136 Teacher Professional Knowledge and Development for Reflective and Inclusive Practices ....................... 136 Teacher Quality and Teacher Education Quality .................................................................................. 136 Teacher Training and Professional Development of Chinese English Language Teachers ............................ 8 Teachers and Classes ..................................................... 131 Teachers and Teacher Unions in a Globalised World ....................................................................................... 51

Teachers Investigate Their Work .................................. 63 Teachers' Career and Promotion Patterns ............ 131 Teachers, Professionalism and Class ....................... 131 Teacher’s Guide to Science and Religion in the Classroom, A ........................................................................ 98 Teaching and Learning about Climate Change ................................................................................... 33 Teaching and learning difficult histories in international contexts ..................................................... 75 Teaching and Learning Foreign Languages in Britain ...................................................................................... 75 Teaching Art Creatively ................................................. 102 Teaching Climate Change to Adolescents .............. 33 Teaching Design and Technology Creatively ............................................................................ 103 Teaching English as an Additional Language in Secondary Schools ............................................................ 17 Teaching Exceptional Children .................................... 83 Teaching Gifted Learners in STEM Subjects ............ 83 Teaching History Creatively ........................................... 34 Teaching History with Museums ................................. 34 Teaching in Post-Compulsory Education .................. 2 Teaching Languages Creatively ................................ 103 Teaching Music Creatively ............................................. 34 Teaching Music Differently ............................................ 34 Teaching Online ................................................................. 93 Teaching Outdoors Creatively ................................... 103 Teaching Powerful Primary Geography ................... 34 Teaching Primary Science, 3rd Edition ................... 103 Teaching Psychology Successfully ........................... 118 Teaching Readers of English ............................................ 7 Teaching Religious Literacy ........................................... 69 Teaching Science Thinking ............................................ 34 Teaching Science to Every Child .................................. 35 Teaching Under Attack ................................................. 131 Teaching without Disruption in the Secondary School ................................................................................... 118 Teaching Writing for Academic Purposes to Multilingual Students ......................................................... 7 Teaching, Coaching and Mentoring Adult Learners .................................................................................. 70 Technologies of Being in Martin Heidegger ........... 97 Technology Acceptance in Education ...................... 35 Technology-Enhanced and Collaborative Learning ................................................................................. 63 Ten Steps for Genuine Leadership in Schools ................................................................................... 19 Tension and Contention in Language Education for Latin@s in the United States ............................................ 7 Terrestrial Navigation .................................................... 144 Testing in the Professions ............................................... 52 Textual Analysis Made Easy ........................................ 118 That's the Way I Think ...................................................... 83 Theories of Early Childhood Education .................... 43 Theorising Learning to Teach in Higher Education .............................................................................. 71 Theorizing Teaching and Learning in Asia and Europe ..................................................................................... 37 Theory of Moral Education, A ....................................... 95 Thinking with Theory in Qualitative Research .............................................................................. 108 Tides ...................................................................................... 144 Time and the Rhythms of Emancipatory Education ........................................................................... 139 Towards a Convergence Between Science and Environmental Education ........................................... 134 Towards a Political Theory of the University ........... 97 Towards Methodologically Inclusive Research Syntheses ............................................................................ 108 Transformative Learning and Teaching in Physical Education .............................................................................. 37

Transnational Education Crossing ‘Asia’ and ‘the West’ ........................................................................................ Transnationalism, Education and Empowerment .................................................................... Transnationalism, Gender and the History of Education .............................................................................. Two Teachers in the Room .............................................

71 76 76 17

U Undergraduate Research for Student Engagement and Learning ....................................................................... 18 Understanding and Dealing with Cyberbullying .................................................................... 119 Understanding Applied Learning ............................. 119 Understanding Behaviour in Early Years Settings ................................................................................... 11 Understanding Inclusion ................................................ 57 Understanding Key Education Issues ...................... 115 Understanding Special Educational Needs and Disability in the Early Years ............................................ 84 Understanding Sustainability in Early Childhood Education across the UK ................................................. 43 Understanding the Danish Forest School Approach ............................................................................... 12 Understanding the Montessori Approach .............. 12 Understanding the Primary School ......................... 134 Understanding the Steiner Waldorf Approach ............................................................................... 43 Understanding Transitions in the Early Years ........................................................................................ 44 Undocumented Students in Higher Education .............................................................................. 71 Universal Design For Learning in the Classroom ............................................................................. 44 Universities in the Nineteenth Century, The ............ 76 Urban Educational Identity ........................................... 53 Using Assessment to Enhance Student Learning ................................................................................. 53 Using Characters and Themes to Inspire Early Learning ................................................................................. 12 Using Educational Criticism and Connoisseurship for Qualitative Research ...................................................... 108 Using Feedback to Enhance Formative Assessment ......................................................................... 136 Using Shakespeare's Plays to Explore Education Policy Today ...................................................................................... 53 Using Students’ Assessment Mistakes and Learning Deficits To Enhance Motivation and Learning ................................................................................. 53

V Validation of Score Meaning in the Next Generation of Assessments .................................................................... 54 Valuing Profoundly Disabled People ......................... 84 Very Special Maths ............................................................ 85 Victorian Education and the Ideal of Womanhood ....................................................................... 77

W What We Know About Heuristics and Biases .......... Where Did We Go Wrong? ............................................. Why Reading Books Still Matters ................................. Women Teachers in Africa ............................................. Wordtamer ........................................................................... Work-based Practice in the Early Years .................... Working at the Textface .................................................. Working Together in Children's Services .................. Working with Children aged 0 – 3 and Their Families ..................................................................................

54 77 37 88 37 12 72 12 12

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INDEX BY TITLE

147

World Class ........................................................................ 104 World Yearbook of Education 2017 ........................... 54 Writer Identity and the Teaching and Learning of Writing ................................................................................. 105

Y Year One in Action ............................................................. 44 Young People and Active Citizenship in Post-Soviet Times ....................................................................................... 88 Young Women of Color in the School-to-Prison Pipeline ................................................................................... 54 Your Essential Guide to Placements in the Primary School ................................................................................... 105

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