TF_Education and Further Education Jan to Jun 2019

ROUTLEDGE

Education and Further Education Catalogue 2019 January - June New and Forthcoming Titles

https://www.routledge.com/education

Welcome Welcome to the January to June 2019 Education and Further Education Catalogue.

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Contents Adult Education and Lifelong Learning ......................................................................................................................... 2 Art in School ........................................................................................................................................................................ 4 Behavioural Management ................................................................................................................................................ 5 Bilingualism / ESL ............................................................................................................................................................... 7 Classroom Practice ............................................................................................................................................................. 8 Early Years ........................................................................................................................................................................... 9 Education - General ......................................................................................................................................................... 14 Education Policy and Politics ......................................................................................................................................... 26 Educational Psychology ................................................................................................................................................. 31 English and Literacy ........................................................................................................................................................ 32 Higher Education ............................................................................................................................................................. 36 Inclusion and Special Educational Needs ................................................................................................................... 38 International and Comparative Education ................................................................................................................. 42 Language and Communication Difficulties ................................................................................................................ 43 Open and Distance Education and eLearning ........................................................................................................... 46 Primary/Elementary Education ..................................................................................................................................... 48 School Leadership, Management and Administration ............................................................................................ 49 Science Education ............................................................................................................................................................ 51 Secondary Education ...................................................................................................................................................... 53 Teachers and Teacher Education .................................................................................................................................. 55 Teaching and Learning ................................................................................................................................................... 57 Index ................................................................................................................................................................................... 60

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3rd Edition

10 Perspectives on Innovation in Education

Professional Development

Edited by Jimmy Casas, Bettendorf High School, IA, Todd Whitaker, Indiana State University, USA and Jeffrey Zoul

What Works Sally J. Zepeda, University of Georgia, USA

How do the best educators bring about real change to make a difference in students’ lives? In this first volume of the Routledge Great Educators Series, ten of education’s most inspiring thought-leaders come together to bring you their top suggestions you need right now to innovate in your school or classroom. Filled with inspiring stories throughout, the book will leave you feeling motivated to take risks and try new things in your own school or classroom. As the authors say, if we want to make a real difference, it’s not enough to do the things we do better; we must also do new and better things!

Routledge Market: Education December 2018: 229 x 152: 162pp Hb: 978-1-138-59882-9: £21.99 Pb: 978-1-138-59883-6: £21.99 eBook: 978-0-429-48610-4 * For full contents and more information, visit: www.routledge.com/9781138598829

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This comprehensive and authoritative book serves as the road map to your school’s professional development journey. Written for principals, professional development directors, other district leaders, and teacher leaders, Professional Development: What Works shows you how to plan and implement programs that promote teacher growth. Full of helpful case studies, useful resources, and templates, this book guides you in creating an effective, job-embedded professional development program that moves ideas to action.

Routledge Market: Education March 2019: 254 x 178: 232pp Hb: 978-1-138-23014-9: £90.00 Pb: 978-1-138-23015-6: £21.99 eBook: 978-1-315-38674-4 Prev. Ed Hb: 978-1-138-12985-6 * For full contents and more information, visit: www.routledge.com/9781138230149

2nd Edition

Education Write Now, Volume II

Strategic Leadership of Change in Higher Education

Top Strategies for Improving Relationships and Culture

Edited by Stephanie Marshall, Higher Education Academy (HEA) and the University of Manchester, UK

Edited by Jeffrey Zoul and Sanée Bell In this innovative series Education Write Now, ten of education’s most inspiring thought-leaders meet for a three-day retreat to think and write collaboratively, and then bring you the top takeaways you need right now to improve your school or classroom. This second volume, edited by Jeff Zoul and Sanée Bell, focuses on relationships—the heart of everything we do in education. Building strong relationships and a positive school culture takes intentional, consistent effort, and the authors provide strategies and examples to help you along the way.

Routledge Market: Education January 2019: 229 x 152: 144pp Hb: 978-0-367-02646-2: £90.00 Pb: 978-1-138-33897-5: £21.99 eBook: 978-0-429-39851-3 * For full contents and more information, visit: www.routledge.com/9780367026462

Drawing on current research, this fully updated new edition analyzes the key features in planning, delivery and monitoring the impact of planned change initiatives in higher education. Filled with practical lessons for leadership and change, this book raises awareness of how to tackle topical issues and effectively lead universities through major change. With expert commentary and a new global focus, this cutting edge book will continue to provide higher education leaders and managers with the information necessary to stay ahead of the curve, providing all of the tools necessary to ensure responsiveness and agility to the rapidly changing higher education landscape.

Routledge Market: Higher Education March 2019: 234x156: 176pp Hb: 978-1-138-60397-4: £105.00 Pb: 978-1-138-60401-8: £32.99 eBook: 978-0-429-46876-6 Prev. Ed Hb: 978-0-415-41172-1 * For full contents and more information, visit: www.routledge.com/9781138603974

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How to be a Better Scientist

Supporting Self-directed Learning in Science and Technology

Andrew Johnson and John Sumpter, Brunel University How to be a Better Scientist will help PhD students gain an insight into what good science means and how to conduct it. It includes easily accessible guidance on topics such as integrity, gaining confidence, time and resource management, giving presentations and writing papers. Understanding the fundamentals of conducting good, impactful research is the goal of every student and early career researcher and this book provides the information required to succeed in this competitive field, and ultimately become a better scientist. With a focus on the importance and benefit of good practice and aimed at PhD students beginning their science career; this book will enthuse, inspire, and challenge.

Routledge Market: Higher Education December 2018: 186x123: 248pp Hb: 978-1-138-73121-9: £90.00 Pb: 978-1-138-73129-5: £17.99 eBook: 978-1-315-18907-9 * For full contents and more information, visit: www.routledge.com/9781138731219

Beyond the School Years Léonie J. Rennie, Curtin University, Australia, Susan M. Stocklmayer, Australia National University, Australia and John K. Gilbert, University of Reading, UK Series: Teaching and Learning in Science Series While much has been written about science education from pre-K through to postgraduate study, interaction with science and technology does not stop when schooling ends. Moving beyond scholarship on conventional education, this book extends the research and provides an original in-depth look at adult and lifelong learning in science and technology. By identifying the knowledge and skills that individuals need to engage in self-directed learning, the book highlights how educators can best support adult learners beyond the years of formal schooling.

Routledge Market: Education January 2019: 229 x 152: 210pp Hb: 978-1-138-35325-1: £105.00 Pb: 978-1-138-35326-8: £35.99 eBook: 978-0-429-43430-3 * For full contents and more information, visit: www.routledge.com/9781138353251

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

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Teaching Complex Ideas How to Translate Your Expertise into Great Instruction Arnold Wentzel, Universidad Antonio Nariño, Colombia Integrating insights from learning science with practical guidelines and stepwise approaches, Teaching Complex Ideas helps educators masterfully translate their expertise into easy-to-understand, interesting, and memorable instruction. Covering areas such as identifying the critical ideas within a complex topic, designing clear explanations, and making lectures useful and engaging, this resource brings together subjects and skills never before adequately addressed in a single book. This practical book helps professors at any stage in their career convert even the most complex ideas into great teaching.

Routledge Market: Education April 2019: 229 x 152: 248pp Hb: 978-1-138-48236-4: £105.00 Pb: 978-1-138-48237-1: £32.99 eBook: 978-1-351-05811-7 * For full contents and more information, visit: www.routledge.com/9781138482364

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Young People’s Journeys into Creative Work Hustle and Grow Julian Sefton-Green, Deakin University, Australia, S Craig Watkins and Ben Kirshner Series: Routledge Research in Education Drawn from original case studies, this book describes how young people show initiative and ingenuity as they navigate entry into work in the creative industries. With a focus on inequality and social mobility, the authors explore how both formal and informal education initiatives and training systems around the Anglophone world strive to achieve a diverse and varied creative workforce. Case studies draw on several cities—London, Austin, Philadelphia, and Denver—and various spheres of creative industries and civic activities to explore the dynamic ways young people navigate the uncertainties driven by social, economic, and technological change.

Routledge Market: Education May 2019: 229 x 152: 208pp Hb: 978-1-138-04083-0: £105.00 eBook: 978-1-315-17475-4 * For full contents and more information, visit: www.routledge.com/9781138040830

Complimentary Exam Copy

e-Inspection

New in Paperback

Companion Website

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Art as Unlearning

Performative Approaches in Arts Education

Towards a Mannerist Pedagogy

Artful Teaching, Learning, and Research

John Baldacchino, University of Wisconsin-Madison, USA Series: Theorizing Education Art as Unlearning makes an argument for art’s unlearning as a manneristpedagogy. Art’s pedagogy facilitates a form of forgetfulness by extending what happens in the practice of the arts in their visual, auditory and performative forms. The concept of learning has become predominantly hijacked by foundational paradigms such as developmental narratives whose positivistic approach has limited the field of education to a narrow practice within the social sciences. This book moves away from these strictures by showing how the arts confirm that unlearning is not contingent on learning, but rather anticipates and avoids it.

Edited by Anna-Lena Østern, Norwegian University of Science and Technology and Kristian Nødtvedt Knudsen, Norwegian University of Science and Technology Series: Routledge Research in Education In Performative Approaches in Arts Education, researchers, artists and practitioners from philosophy and the arts elaborate on st what performative approaches can contribute to 21 century arts education. Introducing new perspectives on learning, the contributors provide a central international perspective, developing a paradigm in which the artist, teacher and researcher’s form of teaching is enmeshed with content, and human agency is entangled with non-human matter.

Routledge Market: Education November 2018: 234x156: 166pp Hb: 978-1-138-31871-7: £115.00 eBook: 978-0-429-45438-7 * For full contents and more information, visit: www.routledge.com/9781138318717

Routledge Market: Education February 2019: 234x156: 224pp Hb: 978-1-138-33487-8: £115.00 eBook: 978-0-429-44415-9 * For full contents and more information, visit: www.routledge.com/9781138334878

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Art Rooms as Centers for Design Education

The Big Book of Primary Club Resources: Creative Arts

Creativity and Innovation in K-12 Classrooms George Szekely, University of Kentucky, USA Merging the teaching of art innovation through design with traditional art media taught in K-12 art programs, this book introduces art theories and histories in design, offers classroom-tested pedagogical approaches that emphasize innovation, and includes a wealth of graphics and stories about bringing in curiosity, play, and creativity into the classroom. By breaking down how teacher encouragement and stimulating classroom environments can empower students and motivate them to challenge themselves, Szekely demonstrates how art rooms become sites where children act as critical makers and builders and are positioned to make major social contributions to the school and beyond.

Routledge Market: Art Education/Design & Innovation November 2018: 229 x 152: 174pp Hb: 978-1-138-64259-1: £105.00 Pb: 978-1-138-64260-7: £35.99 eBook: 978-1-315-62985-8 * For full contents and more information, visit: www.routledge.com/9781138642591

Fe Luton and Lian Jacobs These days, running a club is an accepted part of a teacher’s remit, adding additional pressure to an already substantial workload. The Big Book of Primary Club Resources: Creative Arts aims to ease that burden, providing a simple and clear week-by-week plan for creative arts focused clubs. Each chapter explores the creative arts in a different context and covers skills and content not in the National Curriculum to ensure the topics explored are standalone and do not cross over with classroom lessons.

Containing two years' worth of club sessions, this book is a quick, accessible and easy to use guide which provides clear and creative ideas, all of which are easy to resource, set up and run.

Routledge Market: Education December 2018: 297x210: 164pp Hb: 978-1-138-31884-7: £105.00 Pb: 978-1-138-31886-1: £19.99 eBook: 978-0-429-45424-0 * For full contents and more information, visit: www.routledge.com/9781138318847

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Multidisciplinary Approaches to Art Learning and Creativity Fostering Artistic Exploration in Formal and Informal Settings Edited by Karen Knutson, Takeshi Okada, Nagoya University, Japan and Kevin Crowley This edited volume explores learning in the arts with a particular focus on understanding how learning and creativity are supported in both schools and out-of-school settings, and with learners of all ages. Written from a range of perspectives and methodological viewpoints, chapters draw upon the fields of cognitive science, art education, technology and digital arts, the learning sciences, and museum studies. Exploring connections between research and practice in art learning, and bringing together a diverse group of international researchers, this volume explores a variety of positions and projects around creativity in schools, museums, and other venues.

Routledge Market: Education June 2019: 229 x 152: 210pp Hb: 978-0-815-36188-6: £105.00 eBook: 978-1-351-11403-5 * For full contents and more information, visit: www.routledge.com/9780815361886

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

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Battling Boredom, Part 1

Self-Discovery

99 Strategies to Spark Student Engagement Bryan Harris, Casa Grande Elementary School District, Arizona, USA Drive boredom out of your classroom – and keep it out – with the student-engagement strategies in this book. You’ll learn how to gain and sustain the attention of your students from the moment the bell rings. Perfect for teachers of all subjects and grade levels, these ready-to-use activities go head-to-head with student boredom and disengagement, resulting in class time that’s more efficient, more educational, and loads more fun! Bonus: The book also features a Quick Guide to Parent Engagement, with loads of suggestions for increasing student engagement by partnering with families.

Routledge Market: Education February 2019: 279 x 216: 184pp Hb: 978-0-367-15195-9: £95.00 Pb: 978-0-367-15197-3: £25.99 * For full contents and more information, visit: www.routledge.com/9780367151959

Alison Waterhouse Series: Mental Health and Wellbeing Teacher Toolkit One of the five books in the Mental Health and Wellbeing Teacher Toolkit, this practical resource focuses on the topic of Self-Development and how to support children and young people on a voyage of self-discovery where they learn to be their own best friend. It offers research-driven, practical strategies, resources and lesson plans to support educators and health professionals. Chapters span key topics including Developing Resilience, Emotional Reactivity, Emotional Awareness and Regulation and Empathy. This is a resource book for practitioners looking to have a positive impact on the mental health and wellbeing of the children and young people in their care; both now and in the future.

Routledge Market: Education February 2019: 297x210: 160pp Pb: 978-1-138-37025-8: £34.99 eBook: 978-0-429-42811-1 * For full contents and more information, visit: www.routledge.com/9781138370258

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Emotional Literacy

Using Solution Focused Practice in Schools

Supporting Emotional Health and Wellbeing in School

50 Ideas and Strategies for Teachers

Alison Waterhouse Series: Mental Health and Wellbeing Teacher Toolkit One of the five books in the Mental Health and Wellbeing Toolkit, this practical resource focuses on the topic of Emotional Literacy and how to support children and young people on a voyage of self-discovery where they learn to be their own best friend. The book offers research-driven, practical strategies, resources and lesson plans to support educators and health professionals.

Chapters span key topics including Developing Resilience, Emotional Reactivity, Emotional Awareness and Regulation and Empathy. This is a resource book for practitioners looking to have a positive impact on the mental health and wellbeing of the children and young people in their care; both now and in the future.

Routledge Market: Education February 2019: 297x210: 184pp Pb: 978-1-138-37027-2: £34.99 eBook: 978-0-429-42809-8 * For full contents and more information, visit: www.routledge.com/9781138370272

Yasmin Ajmal, Freelance Educational Consultant and Harvey Ratner, founding member of BRIEF, London, UK The Solution Focused Approach has long been recognised as having a great deal to offer the field of education and schools in particular. Solution Focused Practice in Schools presents the SF Approach in simple, easy to apply methods that hard-pressed school personnel can adapt to their everyday work whether the focus is on learning, behaviour, social and emotional development or peer support. There will be clear pointers to work outside the classroom as well, at management and whole school levels. It will be an indispensable aid for teachers, teaching assistants, managers, educational psychologists, learning mentors, counsellors, and coaches.

Routledge Market: Education March 2019: 246x174: 160pp Hb: 978-1-138-64021-4: £90.00 Pb: 978-1-138-64022-1: £19.99 eBook: 978-1-315-63677-1 * For full contents and more information, visit: www.routledge.com/9781138640214

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School-wide Positive Behaviour Interventions and Supports European research, applications and practices Edited by Sui Lin Goei, University of Amsterdam, Netherlands and Randall De Pry, Portland State University, USA 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 May 2019: 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

Complimentary Exam Copy

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e-Inspection

What’s the Buzz with Teenagers?

A universal and social and emotional literacy resource Mark Le Messurier and Madhavi Nawana Parker, Behaviour Consultant, Australia What’s the Buzz with Teenagers? is a highly practical programme designed to teach young people to get along and maintain healthy relationships with their friends, family and the broader community. Embracing current thinking on ‘self-awareness and behaviour transformation’ in adolescents, it uses highly interactive role-plays, filmmaking, thinking exercises, quizzes, group discussions, and confidence building games to improve social skills and promote inclusion in a fun, effective and appealing way. Easy to implement in upper primary and middle schools, in health care settings and beyond, What’s the Buzz with Teenagers? will help young people aged 12 - 15 to get social interaction right.

Routledge Market: Education March 2019: 297x210: 256pp Hb: 978-0-367-14977-2: £105.00 Pb: 978-0-367-14978-9: £29.99 eBook: 978-0-429-05423-5 * For full contents and more information, visit: www.routledge.com/9780367149772

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When the Sun Fell Out of the Sky A Short Tale of Bereavement and Loss Hollie Rankin A beautifully illustrated, therapeutic story book for children and young people with experience of bereavement and loss. The story centres on Stan the Giraffe. Stan loves the sun. He’s close enough to it, so why not? Stan lives to feel its warm rays on his long back each day. Suddenly, one day, Stan’s world changes forever… when the sun falls out of the sky. How he copes with the trauma is what his and your story is all about. The story helps promote discsusion and thought for children who have suffered a bereavement in their lives. Guidance and links to further activities are included in the companion resource: Supporting Children through Bereavement and Loss.

Routledge Market: Education May 2019: 297x210: 15pp Pb: 978-1-138-36044-0: £9.99 eBook: 978-0-429-43314-6 * For full contents and more information, visit: www.routledge.com/9781138360440

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

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Decolonizing Foreign Language Education

The Routledge International Handbook of Language Education Policy in Asia

The Misteaching of English and Other Imperial Languages Edited by Donaldo Macedo, University of Massachusetts Boston Series: Series in Critical Narrative Edited by acclaimed critical theorist and linguist Donaldo Macedo, this volume includes cutting-edge work by a select group of scholars working to rigorously challenge the marginalization of foreign language education and the displacement of indigenous languages through the teaching of colonial languages. Each chapter confronts the hold of colonialism and imperialism that inform and shape the relationship between foreign language education and literary studies by asserting that applied linguistics is just as important a tool for ESL/EFL teachers as literature or linguistic theory.

Edited by Andy Kirkpatrick, Griffith University, Australia and Anthony J. Liddicoat, University of South Australia, Australia Series: Routledge International Handbooks This handbook reviews the language education policies of Asia, encompassing 30 countries sub-divided by regions, namely East, Southeast, South and Central Asia, and considers the extent to which these are being implemented and with what effect. Each country chapter provides a historical overview of the languages in use and language education policies, examines the ideologies underpinning the language choices, and includes an account of the debates and controversies surrounding language and language education policies before concluding with some predictions for the future.

Routledge Market: Education January 2019: 229 x 152: 316pp Hb: 978-1-138-32068-0: £120.00 Pb: 978-1-138-32069-7: £36.99 eBook: 978-0-429-45311-3 * For full contents and more information, visit: www.routledge.com/9781138320680

Routledge Market: Education April 2019: 246x174: 496pp Hb: 978-1-138-95560-8: £140.00 eBook: 978-1-315-66623-5 * For full contents and more information, visit: www.routledge.com/9781138955608

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Teacher Evaluation as Cultural Practice

Using ESL Students’ First Language to Promote College Success

A Framework for Equity and Excellence Maria del Carmen Salazar and Jessica Lerner Series: Language, Culture, and Teaching Series

Sneaking the Mother Tongue through the Backdoor Andrea Parmegiani Series: Routledge Research in Educational Equality and Diversity

Teacher evaluation, in its current form, positions the dominate culture as normative, and often relegates the needs of CLD learners to the margins. Covering theory, research, and practice, Salazar and Lerner showcase a model to aid prospective and practicing teachers who are concerned with issues of equity, excellence, and evaluation. Placing the needs of CLD learners at the center, this book explores the intersection of teacher evaluation and culture, and addresses critical questions about the role of teacher evaluation in disrupting or reproducing inequity.

Routledge Market: Education February 2019: 229 x 152: 182pp Hb: 978-1-138-33319-2: £105.00 Pb: 978-1-138-33320-8: £35.99 eBook: 978-0-429-44610-8 * For full contents and more information, visit: www.routledge.com/9781138333192

Emerging from a critical analysis of the glocal power of English and how it relates to academic literacy and culturally responsive pedagogy, this book presents strategies for using ESL students' mother tongue as a resource for academic literacy acquisition and college success. Grounded in a case study of a learning community of native Spanish speakers in the Bronx, Parmegiani provides clear links between ESL instruction and Spanish academic literacy and demonstrates that mother tongue-based pedagogical intervention and strategic use of minority home languages can promote English language acquisition and academic success.

Routledge Market: Education January 2019: 229 x 152: 160pp Hb: 978-1-138-29677-0: £105.00 * For full contents and more information, visit: www.routledge.com/9781138296770

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2nd Edition

Tension and Contention in Language Education for Latin@s in the United States

What English Language Teachers Need to Know Volume I

Glenn A. Martinez and Robert Train Series: Language Education Tensions in Global and Local Contexts

Understanding Learning

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 Latin@ 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 Latin@s experience in historically situated and institutionally defined spaces of practice, ideology and policy.

Routledge Market: Language Education/Latino Students/Applied Linguistics January 2019: 229 x 152: 224pp 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/9781138225114

Complimentary Exam Copy

e-Inspection

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Denise E. Murray, Emerita, Macquarie University, Australia and Emerita, San José State University, USA and MaryAnn Christison, University of Utah, USA Series: ESL & Applied Linguistics Professional Series Designed for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English?

Routledge Market: Education February 2019: 229 x 152: 280pp Hb: 978-0-815-35196-2: £105.00 Pb: 978-0-815-35197-9: £36.99 eBook: 978-1-351-13984-7 Prev. Ed Hb: 978-0-415-80638-1 * For full contents and more information, visit: www.routledge.com/9780815351962

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CLASSROOM PRACTICE

Establishing a Classroom Context for Effective Formative Assessment Maria Araceli Ruiz-Primo, Stanford University, USA, Deanna Iceman Sands and Heidi Kroog Series: Student Assessment for Educators Establishing a Classroom Context for Effective Formative Assessment provides pre-service and in-service teachers with practical strategies for creating learning environments that are conducive to the implementation of formative assessment. The book focuses on the rules, norms, routines, and cultural activities that comprise classroom context; the strategies used to introduce, use, and practice them; and their importance to assessment procedures that improve teaching and student achievement. Lessons learned from fourteen middle school teachers illustrate how tranquil, appropriate social climates can help students concentrate, succeed, and focus on the substantive meaning of academic work.

Routledge Market: Education March 2019: 229 x 152: 120pp Hb: 978-0-415-78414-6: £31.99 Pb: 978-0-415-78415-3: £29.95 eBook: 978-1-315-22674-3 * For full contents and more information, visit: www.routledge.com/9780415784146

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Reflective Practice in Education Made Real Reflection, Feedback and Teaching Robyn Brandenburg 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 2019: 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/9781138960756

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Relationships and Sex Education (RSE) Lesson Ideas for the 21st Century Alice Hoyle, Freelance PSHE advisory teacher and Ester McGeeney, RSE educator and trainer The accessible guide provides a range of innovative lesson ideas for delivering RSE in secondary schools. It covers a wide range of topics relating to sex, relationships, sexual health and human sexuality, with mix and match activities for teachers to adapt to the needs of their students, and to empower them to develop their own planning and teaching techniques. Core chapters contain engaging ideas that tackle high profile issues such as online safety, gender identity, consent and child exploitation, as well as guidance on establishing safe spaces. It is an invaluable resource for educators who lack knowledge and confidence in this field, or who may want to expand or refresh their practice.

Routledge Market: Education June 2019: 297x210: 180pp Hb: 978-0-815-39361-0: £105.00 Pb: 978-0-815-39363-4: £19.99 eBook: 978-1-351-18827-2 * For full contents and more information, visit: www.routledge.com/9780815393610

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EARLY YEARS

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A Practical Guide to Action Research and Teacher Inquiry

Challenging the Intersection of Policy with Pedagogy Edited by Leanne Gibbs, Charles Sturt University, Australia. and Michael Gasper, Centre for Research in Early Childhood, Birmingham, UK. Series: Thinking About Pedagogy in Early Childhood Education

Making a Difference in the Early Years Amanda Ince, Institute of Education, University College London, UK. and Eleanor Kitto, Institute of Education, University College London, UK. This accessible guide will be an invaluable resource for early years practitioners looking to make a positive difference in their settings by using action research or teacher enquiry.

Divided into easy-to-follow sections, the text offers clear definitions and explanations of action research along with explanations of how it can be applied in early years settings to improve outcomes for children. Chapters outline the rationale for engaging in action research, highlight its potentials, and provide step-by-step discussion of the stages of enquiry. Ten examples of best practice illustrate the action research cycle in a variety of settings, and in relation a range of topics and age ranges.

Routledge April 2019: 246x174: 102pp Hb: 978-1-138-49516-6: £105.00 Pb: 978-1-138-49518-0: £21.99 eBook: 978-1-351-02458-7 * For full contents and more information, visit: www.routledge.com/9781138495166

Asking key questions about how policies impact on children’s early years and rethinking the ways in which young children’s learning becomes integral to policy, this insightful text challenges the common misconception that policy development and pedagogical implementation are separate endeavours.

Chapters explore symbiotic dynamics between policy and practice to consider policies relating to documentation, professional well-being, the role of the family, language development and diversity. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection, and editorial provocations will help readers engage critically with the text.

Routledge Market: Education March 2019: 234x156: 200pp Hb: 978-1-138-31925-7: £105.00 Pb: 978-1-138-31926-4: £24.99 eBook: 978-0-429-45403-5 * For full contents and more information, visit: www.routledge.com/9781138319257

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Animals in Early Childhood Education

Communication for the Early Years

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

A Holistic Approach

Animals in Early Childhood Education is a research-based text for researchers, academics and postgraduate students, which touches on a wide range of issues, including animal-assisted education, pedagogies of teaching and learning about animals and the ethics associated with animals in early education settings. Gallard's future-facing text is about the multiple ways of seeing animals as a childhood theme and how values for animal-related learning can shape experience and early education practices. The barriers to animal-related educational activity are also detailed as well as the potential for opportunities to enrich children's lives and provide particular life chances for children.

Communication is key to a child’s well-being and development. Speech, language and communication is how children explore their world and make sense of the people and things around them. The text examines the various communication contexts in which young children are involved, and considers how pedagogical approaches, the environment, and interactions can be used to develop and reflect the voice of the child. Taking an ecological systems approach, chapters consider perspectives of the child, family, and practitioner, and draw upon current research to present a holistic model of communication, which maps a child’s experiences across the home, the Early Years setting, and the local community.

Edited by Julie Kent and Moira Moran

Routledge Market: Education April 2019: 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

Routledge Market: Education April 2019: 246x174: 138pp Hb: 978-0-815-34860-3: £105.00 Pb: 978-0-815-34861-0: £22.99 eBook: 978-1-351-16644-7 * For full contents and more information, visit: www.routledge.com/9780815348603

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Attainment and Executive Functioning in the Early Years

Conducting Research in Early Childhood Education

Research for Inclusive Practice and Lifelong Learning

Conducting Research in Early Childhood Education offers a balanced coverage of the methodologies most relevant in early childhood educational research, allowing readers to understand and compare different approaches that comprise the repertoire of contemporary researchers. Key issues are covered throughout, including developmentally appropriate practice while conducting research with young children, methods of data collection, and advice for writing effective research publications. This introductory textbook will guide readers through the fundamental components of conducting research with young children in an ethical, sophisticated manner.

Hazel G. Whitters, Senior Early Years’ Worker/Child Protection Coordinator, United Kingdom.

Series: Routledge Research in Early Childhood Education Attainment and Executive Functioning in the Early Years combines knowledge and understanding from research with operational skills from practice in the early years. It presents the development of a sense of self which occurs between birth and five years, the effect of adverse childhood experiences, and the link to executive functioning in adulthood.

Attainment and Executive Functioning in the Early Years will be of great interest to academics, researchers and post-graduate students in the fields of early years’ care, and education. It will also appeal to those working within children’s services.

Olivia N. Saracho, University of Maryland, USA

Routledge Market: Education March 2019: 254 x 178 Hb: 978-0-815-35449-9: £120.00 * For full contents and more information, visit: www.routledge.com/9780815354499

Routledge Market: Education December 2018: 216x138: 94pp Hb: 978-0-367-14098-4: £45.00 eBook: 978-0-429-03017-8 * For full contents and more information, visit: www.routledge.com/9780367140984

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EARLY YEARS 3rd Edition

Digital Childhood Technology, New Media and Children's Culture Jan Pettersen, Dublin Institute of Technology, Ireland.

Based upon recent research and empirical inquiry, this text highlights and questions the myths and facts behind the controversial concept of young children accessing technology, and looks at the effects of screen-based media on the child in what the author describes as ‘digital contagion’. Situated in classroom experience, the book pulls together theory and practice to challenge and rationalise the polarized debate of ICT in early childhood. Drawing upon real-life examples, it addresses core issues at the heart of the role of technology in the lives of young children, offers insight into the common topics of debate and will be invaluable to students of early childhood education.

Routledge Market: Education June 2019: 246x174: 150pp Hb: 978-1-138-30194-8: £105.00 Pb: 978-1-138-30196-2: £24.99 eBook: 978-0-203-73206-9 * For full contents and more information, visit: www.routledge.com/9781138301948

Essential Skills for Managers of Child-Centred Settings Shelly Newstead, UCL, UK and Emma Isles-Buck, Association of Playworkers, 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 March 2019: 246x174: 104pp Hb: 978-1-138-20799-8: £105.00 Pb: 978-1-138-20800-1: £19.99 eBook: 978-1-315-46045-1 Prev. Ed Hb: 978-0-415-58553-8 * For full contents and more information, visit: www.routledge.com/9781138207998

2nd Edition

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Emergent Science

Expressive Arts and Design in the Early Years

Teaching science from birth to 8

Supporting young children’s creativity through art, design, music, dance and imaginative play

Jane Johnston, Bishop Grosseteste University College, UK Emergent Science is essential reading for anyone involved in supporting scientific learning and development with young children aged between birth and 8. Drawing on theory, this second edition is now fully updated to reference the new curriculum, research and published materials intended to develop the skills needed to understand and support science in this age range. The text includes guidance on developing professional, study and research skills to graduate and postgraduate level, as well as all the information needed to develop scientific skills, attitudes, understanding and language through concrete, social experiences for young children.

Routledge Market: Education / Early Years January 2019: 246x189: 242pp Hb: 978-1-138-28985-7: £90.00 Pb: 978-1-138-28983-3: £27.99 eBook: 978-1-315-26688-6 Prev. Ed Hb: 978-0-415-73573-5 * For full contents and more information, visit: www.routledge.com/9781138289857

Enabling Environments for Babies and Young Children Linking bio-ecological theory to practice 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 June 2019: 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/9781138694224

Anni McTavish, Early Years and Creative Arts Consultant, UK 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 June 2019: 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/9780415703185

From Conception to Two Years Development, Policy and Practice Amanda Norman, University of Winchester, UK A period of dramatic physical, social and emotional change for both the parent and child, an infant’s experiences during his or her first two years of life have a significant impact on later development. From Conception to Two Years brings together key research, theory and experiences from practice to further practitioners’ knowledge and understanding of this critical period, and inform professional approaches to providing care.

Offering an explanation of key issues, chapters promote discussion and give Early Years practitioners and students the knowledge, skills and confidence they need to effectively support and care for children and their families from the very start.

Routledge Market: Education January 2019: 246x174: 218pp Hb: 978-1-138-29893-4: £105.00 Pb: 978-1-138-29894-1: £24.99 eBook: 978-1-315-09829-6 * For full contents and more information, visit: www.routledge.com/9781138298934

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Gender and Care in Teaching Young Children

Listening to Children's Advice about Starting School and School Age Care

A Material Feminist Approach to Early Childhood Education Denise Hodgins Series: Routledge Critical Studies in Gender and Sexuality in Education Gender and Care in Pedagogical Relations with Young Children is an exploration of how children, educators, and things become implicated in gendered caring practices. Drawing on a collaborative research study with early childhood educators and young children, the author explores what an engagement with human-and non-human relationality does to complicate conversations about gender and care. By employing a material feminist analysis of early childhood education, this book rethinks dominant Western individualist pedagogies in order to politically reposition them within a relationality framework.

Routledge Market: Education March 2019: 229 x 152: 240pp Hb: 978-1-138-49965-2: £105.00 eBook: 978-1-351-01443-4 * For full contents and more information, visit: www.routledge.com/9781138499652

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Edited by Sue Dockett, Charles Sturt University, Australia, Johánna Einarsdottir, School of Education, University of Iceland, Iceland. and Bob Perry, Charles Sturt University, Australia Series: Towards an Ethical Praxis in Early Childhood Reflecting the importance of drawing on children’s perspectives to shape professional practice, this book offers a nuanced approach to understanding the aims, implications and practicalities of accessing and incorporating children’s perspectives in pedagogial practices relating to transitions.

Chapters report research conducted in eight different countries to highlight approaches that acknowledge children’s input, and use this as a basis for critical reflection on practice, with a view to improving the children’s transition experiences. Using examples of practice and offering practical and theoretical insights, the book illustrates the multiplicity of children’s perspectives.

Routledge Market: Education March 2019: 234x156: 192pp Hb: 978-0-815-35242-6: £105.00 Pb: 978-0-815-35244-0: £29.99 eBook: 978-1-351-13940-3 * For full contents and more information, visit: www.routledge.com/9780815352426

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Inspiring Learning Through Cooking

Messy Play in the Early Years

Suzie Strutt

Supporting Learning through Material Engagements

Cooking provides children with a wealth of opportunities to discover new materials and processes; develop their physical and social skills; and lead their own learning. Packed with practical tips, case studies and first-hand advice, this book provides all the information, support and inspiration needed to successfully introduce cooking into Early Years and Key Stage One provision. With over 600 colour images and fifty step-by-step, photocopiable recipes, suggested cooking activities are suitable for independent use by children. Recipes reflect and promote the ongoing development of children’s skills, and illustrate how cooking can be used to achieve learning objectives.

Routledge Market: Education February 2019: 297x210: 192pp Hb: 978-1-138-48566-2: £105.00 Pb: 978-1-138-48567-9: £19.99 eBook: 978-1-351-04848-4 * For full contents and more information, visit: www.routledge.com/9781138485662

Sue Gascoyne Combining a rich theoretical foundation with practical tips and advice, Messy Play in the Early Years provides an informative and practical exploration of the unique qualities, characteristics and learning possibilities of messy play. Drawing on research and theory, this accessible book will bolster readers’ understanding and appreciation of messy play and show how a range of material engagements can enhance young children’s development and learning. Chapters explore an array of resources to consider how the sensory qualities of materials encourage problem-solving, scientific thinking, creativity, self-regulation and self-expression as children discover and make sense of new phenomena.

Routledge Market: Education December 2018: 246x174: 212pp Hb: 978-0-815-37712-2: £105.00 Pb: 978-0-815-37714-6: £19.99 eBook: 978-1-351-23470-2 * For full contents and more information, visit: www.routledge.com/9780815377122

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4th Edition

Internationalizing Early Childhood Curriculum

Outdoor Learning in the Early Years

Foundations of Global Competence

Management and Innovation

Nancy Brown, Florida Atlantic University, USA

Helen Bilton, University of Reading, UK

Internationalizing Early Childhood Curriculum provides practical guidelines and a theoretical framework for internationalizing early childhood curriculum, empowering teachers and directors to internationalize their curriculums across the world in their own unique and culturally specific ways. The book is designed to include a theoretical rationale, stories of real classrooms, children, and teachers, suggested guidelines for the process of implementation, a discussion of the implications related to teacher education and professional development in a variety of school settings, and topics for further inquiry.

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 April 2019: 229 x 152: 176pp Hb: 978-1-138-28976-5: £115.00 Pb: 978-1-138-28977-2: £26.99 eBook: 978-1-351-97156-0 * For full contents and more information, visit: www.routledge.com/9781138289765

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Routledge Market: Education/Early Years February 2019: 246x174: 256pp Hb: 978-1-138-84051-5: £90.00 Pb: 978-1-138-84052-2: £21.99 eBook: 978-1-315-73282-4 Prev. Ed Hb: 978-0-415-56759-6 * For full contents and more information, visit: www.routledge.com/9781138840515

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EARLY YEARS

Pedagogies for Diverse Contexts Edited by Alan Pence, University of Victoria, Canada. and Janet Harvell, Department for Children and Families, University of Worcester, UK Series: Thinking About Pedagogy in Early Childhood Education Diversity can be a rich source of possibility and opportunity in early childhood education. Appreciating that learning and development are shaped by culture and context, history and values, the diversity of cases found in this volume provide a useful tension in considering one’s own practices, policies and beliefs. Chapters draw on the knowledge and professional experiences of actors from a wide range of countries and cultures to provoke, to stimulate and to extend thinking, providing insights and examples relevant not only for front-line practice and programme development, but for training, assessment, research and policy development.

Preparing for Play in Early Childhood Education John Sutterby Preparing for Play in Early Childhood Education provides students with a comprehensive understanding of play that will prepare them for guiding children’s play in a number of contexts, both inside and outside of the classroom, and across various ages and developmental levels. This introductory textbook is developmentally-based and social justice issues are addressed throughout, including access to quality environments and time allotted for recess. Later chapters are devoted to key topics often overlooked in other textbooks:ways to set up the classroom; how to manage play in the classroom; the role of the teacher in play; assessment of play, etc.

Routledge Market: Education June 2019: 254 x 178 Hb: 978-1-138-63207-3: £90.00 * For full contents and more information, visit: www.routledge.com/9781138632073

Routledge Market: Education December 2018: 234x156: 202pp Hb: 978-0-815-35005-7: £105.00 Pb: 978-0-815-35006-4: £24.99 eBook: 978-1-351-16392-7 * For full contents and more information, visit: www.routledge.com/9780815350057

3rd Edition

Perspectives on Play

Rethinking Play as Pedagogy

Edited by Avril Brock, Leeds Metropolitan University, UK, Pam Jarvis, Leeds Trinity University, UK and Yinka Olusoga, Leeds Metropolitan University, UK

Edited by Sophie Alcock, Victoria University of Wellington, New Zealand and Nicola Stobbs, University of Worcester, UK Series: Thinking About Pedagogy in Early Childhood Education

This third edition explores, debates and further develops the theory of play, relating cutting-edge research to rich examples from practice. Fully updated in line with recent policy developments and research, and with new material focusing on international perspectives, mental health issues and play, and globalisation and technology, each author examines play-based activities from a wide variety of perspectives and settings: the classroom, the playground, the home and local community.

Each chapter is illustrated throughout with observation notes, case studies, interviews and discussions, encouraging the reader to reflect on ways in which they can develop and improve their own practice.

The conceptualisation and practice of play is core to early childhood pedagogy. In this essential text, contributors from a range of countries and cultures explore how play might be defined, encouraged and interpreted in early years settings and practice. Chapters provide fresh perspectives of play as a purposeful pedagogy offering multi-layered opportunities for learning and development. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection and editorial provocations will help students engage critically with diverse understandings of play, and varied approaches to harnessing children’s natural propensity to play.

Routledge Market: Education December 2018: 246x189: 356pp Hb: 978-0-815-36694-2: £105.00 Pb: 978-0-815-36711-6: £26.99 eBook: 978-1-351-25812-8 Prev. Ed Hb: 978-0-415-73587-2 * For full contents and more information, visit: www.routledge.com/9780815366942

Routledge Market: Education March 2019: 234x156: 200pp Hb: 978-1-138-31921-9: £105.00 Pb: 978-1-138-31922-6: £24.99 eBook: 978-0-429-45404-2 * For full contents and more information, visit: www.routledge.com/9781138319219

Learning for Life

2nd Edition

Playwork Theory into Practice

Supporting Early Mathematical Development

Developing playwork practice for working with children

Practical Approaches to Play-Based Learning

Shelly Newstead, UCL, UK

Caroline McGrath, City of Bristol College, UK

Playwork began in the adventure playgrounds, and is now a regulated profession in the UK, China, America, Japan, Australia and Europe. Introducing a wealth of empiricial evidence relevant to playwork theories from a wide range of disciplines, this book explores how practitioners can combine theory and practice to develop evidence-based practice. Each chapter takes a different playwork theory, and discusses its strengths and weaknesses from a research perspective, before providing some examples of how the theory can be used in a practical, day-to-day manner.

Clearly linking current practice and fundamental early years principles, this fully updated edition includes new chapters on shape and space, pattern and data handling supported with examples of children’s learning. Promoting mathematical development through play-based learning it includes a wealth of multi-sensory teaching strategies and activity ideas incorporating books, songs, cookery and the outdoors. With a strong emphasis on reflective practice and clear guidance on how to translate theory into practice, this is an invaluable resource for practitioners, trainee teachers and students on early years courses wishing to strengthen their mathematical teaching and professional practice.

Routledge Market: Education July 2019: 246x174: 192pp Hb: 978-1-138-94020-8: £95.00 Pb: 978-1-138-94021-5: £24.99 eBook: 978-1-315-67443-8 * For full contents and more information, visit: www.routledge.com/9781138940208

Routledge Market: Early Years/Mathematics April 2019: 246x174: 272pp Hb: 978-1-138-23431-4: £95.00 Pb: 978-1-138-23432-1: £22.99 Prev. Ed Hb: 978-0-415-49162-4 * For full contents and more information, visit: www.routledge.com/9781138234314

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EARLY YEARS

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The Literacy of Play and Innovation Children as Makers Christiane Wood The Literacy of Play and Innovation provides a portrait of what innovative education looks like from a literacy perspective. Through an in-depth case study of a "maker" school’s innovative design—in particular, of four early childhood educator’s classrooms—this book demonstrates that children’s inspiration, curiosity, and creativity is a direct result of the school environment. Presenting a unique, data-driven model of literacy, play, and innovation taking the maker movement beyond STEM education, this book helps readers understand literacy learning through making and the creative approaches embedded in early literacy classroom practices.

Routledge Market: Education January 2019: 229 x 152: 186pp Hb: 978-0-815-38429-8: £105.00 eBook: 978-1-351-20463-7 * For full contents and more information, visit: www.routledge.com/9780815384298

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The Routledge International Handbook of Learning with Technology in Early Childhood Edited by Natalia Kucirkova, Jennifer Rowsell, Brock University, Canada and Garry Falloon Series: Routledge International Handbooks of Education This book brings together innovative work happening in childhood research across disciplinary boundaries and across the world. It focuses specifically on the most cutting-edge, innovative methodological approaches in the study of children’s use and learning with digital technologies and children’s st

experiences of key 21 century trends (e.g. immigration or multiculturalism). A true effort is made to have dialogues across diverse fields and contested fields of research (including educational psychology, post-humanist literacy, narrative approaches, developmental approaches). The volume is a substantive and strategic collection of international approaches to early childhood and technologies.

Routledge Market: Education January 2019: 246x174: 424pp Hb: 978-1-138-30816-9: £175.00 eBook: 978-1-315-14304-0 * For full contents and more information, visit: www.routledge.com/9781138308169

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Understanding Pedagogic Documentation in Early Childhood Education Revealing and Reflecting on High Quality Learning and Teaching Edited by Joao Formosinho and Jan Peeters, Ghent University, Belgium Series: Towards an Ethical Praxis in Early Childhood Drawing on theory, research-based evidence and practice, this text reveals pedagogic documentation as an instigator for critical reflection on practice, for the creation of new pedagogical approaches and improvements in quality. Observing and documenting the lived educational experience of children and practitioners is emphasised as a means of acknowledging their voice and rights, of revealing their knowledge, competences, and dispositions to learning. Offering contextualised approaches and considering the challenges invloved in documenting day-to-day practice, chapters encourage professionals to recognise the value of documentation for children, staff members and the wider community.

Routledge Market: Education April 2019: 234x156: 112pp Hb: 978-0-367-14077-9: £105.00 Pb: 978-0-367-14078-6: £24.99 eBook: 978-0-429-03005-5 * For full contents and more information, visit: www.routledge.com/9780367140779

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EDUCATION - GENERAL 6th Edition

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American Education

Best Practices in Educational Therapy

A History

Ann Parkinson Kaganoff

Wayne J. Urban, University of Alabama, USA, Jennings L. Wagoner, Jr., University of Virginia, USA and Milton Gaither

Best Practices in Educational Therapy provides actionable strategies and solutions for novice and veteran educational therapists. Given the diverse backgrounds of educational therapists and the varieties of specialization and client types, there is no single approach for all therapists and all clients. This book is built on a foundation of individualized intensive intervention, offering generalized principles of application across many contexts. Featuring practices informed by documented experiences of educational therapists as well as research, this well-rounded guide will serve educational therapists at all stages in their career.

This book provides a chornological, objective overview of each major period in the development of American education, setting the discussion against the broader backdrop of national and world events. In addition to its in-depth exploration of Native American education traditions prior to colonization, it also offers strong, ongoing coverage of minorities and women. This much-anticipated sixth edition brings heightened attention to the history of education of individuals with disabilities, of classroom pedagogy and technology, of teachers and teacher leaders, and of educational developments and st controversies of the 21 century.

Routledge Market: Education February 2019: 254 x 178: 424pp Hb: 978-1-138-38752-2: £145.00 Pb: 978-1-138-38757-7: £54.99 eBook: 978-0-429-42617-9 Prev. Ed Hb: 978-0-415-53912-8 * For full contents and more information, visit: www.routledge.com/9781138387522

Routledge Market: Educational Therapy February 2019: 229 x 152: 260pp Hb: 978-1-138-31991-2: £105.00 Pb: 978-1-138-31992-9: £32.99 eBook: 978-0-429-45368-7 * For full contents and more information, visit: www.routledge.com/9781138319912

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Asian Education Miracles

Career Guidance for Emancipation

In Search of Sociocultural and Psychological Explanations

Reclaiming Justice for the Multitude

Edited by Gregory Arief D. Liem, National Institute of Education, Singapore and Ser Hong Tan Series: Routledge Series on Schools and Schooling in Asia With a focus on Asian contexts, the book brings together knowledge on how values and practices, embedded and practiced in the classroom, school, family, and the society at large, can influence students’ motivation, engagement and psychological well-being. The book synthesizes research on students and systems from culturally diverse Asian countries and economies, including Cambodia, Hong Kong-China, Indonesia, Japan, Korea, the Philippines, Singapore, Chinese Taipei, Thailand, the United Arab Emirates, and beyond. The book takes special interest in applying the insights gained from understanding students’ motivation, engagement, and well-being within their sociocultural contexts.

Routledge Market: Education December 2018: 234x156: 290pp Hb: 978-1-138-74551-3: £105.00 eBook: 978-1-315-18062-5 * For full contents and more information, visit: www.routledge.com/9781138745513

Edited by Tristram Hooley, Ronald Sultana and Rie Thomsen Series: Routledge Studies in Education, Neoliberalism, and Marxism This edited collection explores ways in which social justice can be integrated into career guidance practice. The volume moves the discipline away from its overwhelming reliance on psychology in favor of theoretically pluralistic approaches informed by critical thinking in a range of disciplines.

Routledge Market: Education December 2018: 229 x 152: 268pp Hb: 978-1-138-08743-9: £105.00 * For full contents and more information, visit: www.routledge.com/9781138087439

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Basic Counselling Skills for Teachers

Classifying Fashion, Fashioning Class

Tim Dansie, Education Consultant, Australia

Making Sense of Women's Practices, Perceptions and Tastes

Basic Counselling Skills for Teachers provides teachers and school staff with an accessible guide, and easy-to-apply skills, to providing counselling to students in a school setting. It looks at what counselling is and what it is not, how to recognise a student may need counselling, creating the right environment, and maintaining confidentiality. Throughout the book, Tim Dansie provides case studies and strategies for teachers that will help them to encourage students to open up and talk whilst having a model to follow outlining a Solution Focused Counselling approach.

Katherine Appleford, Kingston University, London, UK

Routledge Market: Education/Counselling February 2019: 246x174: 112pp Hb: 978-1-138-30559-5: £105.00 Pb: 978-1-138-30560-1: £24.99 eBook: 978-0-203-72889-5 * For full contents and more information, visit: www.routledge.com/9781138305595

This book explores the associations women make between everyday clothing and class status, and considers how women's own fashion practices, perceptions and tastes are informed and influenced by class positions.

Routledge Market: Education April 2019: 229 x 152: 240pp Hb: 978-0-415-78412-2: £90.00 eBook: 978-1-315-22855-6 * For full contents and more information, visit: www.routledge.com/9780415784122

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

EDUCATION - GENERAL 2nd Edition

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Classroom Management Simplified

Creating Your Dream Elementary Classroom from the Inside Out

Elizabeth Breaux Turn your classroom into a positive, structured, and chaos-free learning environment with Classroom Management Simplified, 2e. This expanded second edition is full of practical advice for both new and veteran teachers who want to help their students get the most out of their time in class. Covering a wide range of topics, from basic procedural tasks like granting bathroom privileges to more complicated responsibilities like maintaining composure during times of stress, these tips are accompanied by typical classroom scenarios and step-by-step instructions on implementation. The new edition offers a chapter on managing technology use and a chapter on developing critical-thinking skills.

Routledge Market: Education December 2019: 254 x 178: 166pp Hb: 978-1-138-30264-8: £75.00 Pb: 978-1-138-30265-5: £19.99 eBook: 978-1-315-17862-2 * For full contents and more information, visit: www.routledge.com/9781138302648

A Practical Guide for Teachers Becky Hunt What are the magic ingredients to a dream classroom, and how can you create one for your own students? In this inspiring new book, the author shows you how to transform the elementary school classroom into a special place where students are excited to learn. You’ll gain practical strategies on key areas such as classroom environment, community, routines, procedures, expectations, lessons, and professionalism.

Routledge Market: Education November 2018: 254 x 178: 130pp Hb: 978-1-138-58660-4: £95.00 Pb: 978-1-138-58661-1: £26.99 eBook: 978-0-429-50451-8 * For full contents and more information, visit: www.routledge.com/9781138586604

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2nd Edition

Confronting Educational Policy in Neoliberal Times

Creative Teaching: English in the Primary Classroom

International Perspectives

Chris Horner, London South Bank University, UK and Victoria Ryf, London South Bank University, UK Series: Creative Teaching

Edited by Stephanie Chitpin, University of Ottawa, Canada and John P Portelli, University of Toronto/Ontario Institute for Studies in Education, Canada Series: Educational Leadership and Policy Decision-Making in Neoliberal Times This volumeexplores how educational policy is changing as a result of neoliberal restructuring and how these issues affect educators’ practice. Evidence-based chapters present a sharp analysis of neoliberal education policy while also offering suggestions and recommendations for future action to bring about change consistent with more robust understandings of democracy.

Routledge Market: Education February 2019: 229 x 152: 184pp Hb: 978-1-138-55615-7: £110.00 Pb: 978-1-138-55616-4: £36.99 eBook: 978-1-315-14987-5 * For full contents and more information, visit: www.routledge.com/9781138556157

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 2019: 246x174: 240pp Hb: 978-0-415-84257-0: £100.00 Pb: 978-0-415-84256-3: £24.99 * For full contents and more information, visit: www.routledge.com/9780415842570

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Considering Racialised Contexts in Education

Critical Content Analysis of Visual Images in Books for Young People

Using reflective practice and peer-mentoring to support Black and Ethnic Minority educators Jason Arday, Leeds Beckett University, UK

Reading Pictures Edited by Holly Johnson, Janelle Mathis and Kathy G. Short

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 April 2019: 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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Extending the discussion of critical content analysis to the visual realm of picturebooks and graphic novels, this book provides a clear research methodology for understanding and analyzing visual imagery. Offering strategies for "reading" illustrations in global and multicultural literature, chapter authors explore and bring together critical theory and social semiotics while demonstrating how visual analysis can be used to uncover and analyze power, ideologies, inequity, and resistance in picturebooks and graphic novels.

Routledge Market: Education April 2019: 229 x 152: 304pp Hb: 978-1-138-38705-8: £105.00 Pb: 978-1-138-38706-5: £36.99 eBook: 978-0-429-42646-9 * For full contents and more information, visit: www.routledge.com/9781138387058

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Critical Readings on Latinos and Education Edited by Enrique G Murillo Jr Drawing on the best of the past 20 years of Journal of Latinos and Education, the collection highlights work that has been seminal in addressing complex educational issues impacting the growing Latino population. Chapters discuss producing and applying wisdom and knowledge to real-world problems, while engaging and collaborating with the interests of key stakeholders in other sectors outside the "traditional" academy. Organized thematically around issues related to Policy, Research, Practice, and Creative and Literary works, the collection is sure to extend and encourage novel ways of thinking about the ongoing and emerging questions around the unifying thread of Latinos and Education.

Culture and Education Looking Back to Culture Through Education Edited by Filiz Meseci Giorgetti, Istanbul University, Turkey, Ali Arslan, Istanbul University, Turkey and Craig Campbell, University of Sydney, Australia This bookshows how culture and education operate within and across societies. It imagines education as an integrated part of cultural phenomena and explores how educational interventions can transform the cultural circumstances of different populations.

This book was originally published as a special issue of Paedagogica Historica.

Routledge Market: Education February 2019: 229 x 152: 400pp Hb: 978-0-367-07526-2: £115.00 Pb: 978-0-367-07528-6: £40.99 eBook: 978-0-429-02120-6 * For full contents and more information, visit: www.routledge.com/9780367075262

Routledge Market: Education and Culture December 2018: 246x174: 192pp Hb: 978-0-367-02408-6: £115.00 * For full contents and more information, visit: www.routledge.com/9780367024086

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Critical Studies of Education in Asia

Democracy, Education and Research

Knowledge, Power and the Politics of Curriculum Reforms Edited by Leonel Lim, National Institute of Education, Singapore and Michael W. Apple, University of Wisconsin, USA This book analyses the complex postcolonial, historical, and cultural consciousnesses felt across societies in Asia, bringing these factors to bear on the changing terrain of knowledge, subjectivities and power relations constructed in schools and across the public sphere.

This book was originally published as a special issue of Curriculum Inquiry.

Routledge Market: Asian Education / Curriculum April 2019: 246x174: 136pp Hb: 978-1-138-35278-0: £115.00 * For full contents and more information, visit: www.routledge.com/9781138352780

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Culturally Relevant Teaching in the English Language Arts Classroom A Guide for Teachers Sean Ruday, Longwood University, USA This book is a practical, research-based, classroom-ready resource for English language arts teachers interested in learning how to incorporate culturally relevant pedagogy into all aspects of their instruction, including writing, reading, and vocabulary lessons.

It also provides suggestions for building an inclusive classroom environment in which all students’ backgrounds are valued.

Routledge Market: Education November 2018: 254 x 178: 156pp Hb: 978-1-138-31771-0: £95.00 Pb: 978-1-138-39331-8: £26.99 eBook: 978-0-429-40183-1 * For full contents and more information, visit: www.routledge.com/9781138317710

Ivor F. Goodson, University of Brighton, UK and John Schostak, Manchester Metropolitan University, UK There are many books focusing upon recipe-like strategies for undertaking research, and there are many books on the politics of change and sustainable change in communities. However in this ground-breaking book four leading experts in the field of research combine their talents to offer a very different focus: how practices and processes of research and education can create fundamental, radical social change. Here the authors assess the meaning of ‘public impact’ by rethinking what is meant by a ‘public’ and how it is essential to the methodologies of education and research.

Routledge Market: Education Policy/Politics August 2019: 234x156: 224pp Hb: 978-0-415-60513-7: £90.00 Pb: 978-0-415-60512-0: £26.99 eBook: 978-0-203-81809-1 * For full contents and more information, visit: www.routledge.com/9780415605137

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Dyslexia and Gender Bias Diane Montgomery, Middlesex University, UK Providing an overview of the various understandings and approaches taken to dyslexia over the last 100 years, this text considers why men have traditionally taken the lead in dyslexia theory and research, whilst women have often been confined to practice.

Montgomery argues that gender bias has played a significant and often obstructive role in the development of our identification and understanding of dyslexia. Chapters trace the contributions made by dyslexia pioneers, analyse current problems within education and research systems, and document widespread patterns of misogyny and gender discrimination in the field.

Routledge Market: Education / Inclusive Education January 2019: 216x138: 118pp Hb: 978-0-367-14089-2: £45.00 eBook: 978-0-429-03013-0 * For full contents and more information, visit: www.routledge.com/9780367140892

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

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Educating with Digital Storytelling

Education Policy for the Promotion of Trilingual Education at Primary Level

A Decolonizing Journey for an Indigenous Community Yvonne Poitras Pratt Series: Routledge Research in Education

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A comparative analysis of Ireland and Catalonia

Exploring the relationship between the role of education and indigenous survival, this book is an ethnographic exploration of how digital storytelling can be part of a broader project of decolonization of individuals, their families, and communities. Educating with Meaningful Media recounts how a remote Indigenous community was able to collectively imagine, plan and produce 19 unique digital stories representing counter-narratives to the dominant version of Canadian history.

Routledge Market: Education June 2019: 229 x 152: 188pp Hb: 978-1-138-29126-3: £105.00 eBook: 978-1-315-26554-4 * For full contents and more information, visit: www.routledge.com/9781138291263

4 Volume Set

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 February 2019: 234x156 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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Education and Ethics Edited by Paul Smeyers, Ghent University, Belgium Series: Major Themes in Education This new four-volume Routledge collection provides an authoritative overview of key issues within the flourishing field of ethics and education. Expertly curated by Paul Smeyers (editor-in-chief of the subdiscipline’s leading international journal), this ‘mini library’ brings together the best foundational and cutting-edge scholarship from a wide range of philosophical perspectives. Topics covered include: bioethics; medical ethics; management ethics; sex education and the ethics of therapy and counselling; and professional ethics.

With comprehensive introductions to each volume, newly written by the editor, Education and Ethics is an essential addition to Routledge’s Major Themes in Education series. As well as appealing to those with a direct interest in ethics and education, the collection will also be valued as a vital one-stop research tool by philosophers, educationalists, and policymakers.

Education Policy, Neoliberalism, and Leadership Practice A Critical Analysis Karen Starr, Deakin University, Australia Series: Educational Leadership and Policy Decision-Making in Neoliberal Times Education Policy, Neoliberalism, and Leadership Practice is a foundational book describing all aspects of neoliberalism and its broad scale impact in education. Drawing on research and canvassing policy developments across a range of contexts, this book critically analyzes neoliberal education policies, the practices and outcomes they spawn, and the purposes they serve. It interrogates how education leaders perceive and interpret neoliberal influences and the dilemmas and opportunities they create, while unpacking questions of why, how, and what this means for the future.

Routledge Market: Education and Ethics June 2019: 234x156: 1736pp Hb: 978-1-138-82761-5: £800.00 * For full contents and more information, visit: www.routledge.com/9781138827615

Routledge Market: Education April 2019: 229 x 152: 192pp Hb: 978-1-138-72103-6: £95.00 Pb: 978-1-138-72104-3: £29.99 eBook: 978-1-315-19474-5 * For full contents and more information, visit: www.routledge.com/9781138721036

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Education in East Jerusalem

Education Research and the Media

Occupation, Political Power, and Struggle

Challenges and Possibilities

Samira Alayan This book gives a voice to the residents of East Jerusalem, addressing educational issues and revealing implicit layers in Israeli policy and attitude affecting the education system. In this close examination of school life under occupation, the book presents criticism of the system from within, and calls for teachers to prioritise pupils’ needs. Uncovering a complex daily reality experienced in schools by principals, teachers and pupils, it presents new findings, focusing on system-internal properties which manifest the macro effects inside the micro-system. The author draws on field studies and content analysis to show a need for educational action and suggest ample room for improvement.

Routledge Market: Education December 2018: 234x156: 166pp Hb: 978-0-815-35237-2: £115.00 eBook: 978-1-351-13956-4 * For full contents and more information, visit: www.routledge.com/9780815352372

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e-Inspection

Edited by Aspa Baroutsis, Queensland University of Technology, Australia, Stewart Riddle, University of Southern Queensland, Australia and Pat Thomson, University of Nottingham, UK Scholarly articles and books are no longer the primary focus for educational researchers, as they are increasingly encouraged to publish in traditional and new media – newspapers, television, radio, blogs and social media. How does this mediatised landscape impact on scholarly endeavours? What are the pitfalls and possibilities of public scholarship? Using empirical examples and analysis, as well as a range of theoretical and conceptual approaches, this book systematically investigates the transnational mediascapes in which educational researchers are now working and the influence this has on global educational policies and politics and the rise of anti-expert rhetoric.

Routledge Market: Education/Research December 2018: 234x156: 198pp Hb: 978-0-815-35586-1: £105.00 Pb: 978-0-815-35588-5: £29.99 eBook: 978-1-351-12911-4 * For full contents and more information, visit: www.routledge.com/9780815355861

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Education, Inequality and Social Class

Essential Truths for Teachers Todd Whitaker, Indiana State University, USA and Danny Steele

Expansion and Stratification in Educational Opportunity Ron Thompson, University of Huddersfield, UK

In this inspiring book from Danny Steele, creator of the popular Steele Thoughts blog, and Todd Whitaker, bestselling author and speaker, you’ll learn how to focus on the most important things in the classroom, not just the "current" things. The authors reveal essential truths that will make you a more effective educator in areas such as student relationships, classroom management, and classroom culture. The strategies are presented in digestible chunks, perfect for book studies, in-service sessions, mentorship meetings, and other learning formats. With the inspiring anecdotes and insights in this book, you’ll be reminded of your greater purpose—making a difference

Education, Inequality and Social Class provides a comprehensive discussion of the empirical evidence for persistent inequality in educational attainment. It explores the most important theoretical perspectives that have been developed to understand class-based inequality and frame further research. With clear explanations of essential concepts, this book draws on empirical data from the UK and other countries to illustrate the nature and scale of inequalities according to social background, discussing the interactions of class-based inequalities with those according to race and gender.

Routledge Market: Education February 2019: 234x156: 240pp Hb: 978-1-138-30635-6: £105.00 Pb: 978-1-138-30637-0: £29.99 eBook: 978-1-315-14174-9 * For full contents and more information, visit: www.routledge.com/9781138306356

in students’ lives.

Routledge Market: Education February 2019: 198x129: 112pp Hb: 978-0-367-07678-8: £110.00 Pb: 978-0-367-07679-5: £17.99 eBook: 978-0-429-02202-9 * For full contents and more information, visit: www.routledge.com/9780367076788

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Equity, Exclusion and Everyday Science Learning

Feminist Theory in Diverse Productive Practices

The Experiences of Minoritised Groups

An Educational Philosophy and Theory Gender and Sexualities Reader, Volume VI

Emily Dawson, University College London, UK Series: Routledge Research in Education Science plays an important role in our societies and permeates cultural practices through the mass media, schooling and museums, as well as politics and personal decision-making. But to what extent is public or everyday science learning an educational, cultural or political resource accessible to everyone?

This book presents a theoretically informed, empirically detailed analysis of how minoritised people negotiate encounters with science and everyday science learning resources in their lives.

Routledge Market: Education February 2019: 234x156: 208pp Hb: 978-1-138-28994-9: £115.00 eBook: 978-1-315-26676-3 * For full contents and more information, visit: www.routledge.com/9781138289949

Edited by Liz Jackson, The University of Hong Kong, Hong Kong and Michael A. Peters, Professor of Education, University of Waikato, New Zealand Series: Educational Philosophy and Theory: Editor’s Choice Feminist Theory in Diverse Productive Practices is the second of two volumes examining gender and feminist theory in Educational Philosophy and Theory. This collection explores the difference that gender and sexual identities make both to theorizing and working in education and other fields. As the articles contained in this text span nearly 40 years of scholarship related to these issues, this volume sheds light on how feminist, gender, and sexuality theory has evolved within and beyond the field of philosophy of education over time.

Routledge Market: Education January 2019: 234x156: 248pp Hb: 978-0-367-10983-7: £115.00 eBook: 978-0-429-02414-6 * For full contents and more information, visit: www.routledge.com/9780367109837

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Essential Truths for Principals

Religious Education as a Dialogue with Difference

Danny Steele and Todd Whitaker, Indiana State University, USA School principals are constantly being pulled in different directions. How do you focus on the things that matter most?

In this inspiring book, you’ll learn how to center your leadership on your core values and the practices that have the biggest impact. The authors reveal essential truths that will make you a more effective principal in areas such as school culture, appreciating teachers, and empowering your staff. The strategies are presented in digestible chunks, perfect for book studies, professional development sessions, and other learning formats.

With the inspiring anecdotes and insights in this book, you’ll be reminded of your greater purpose—making a difference in students’ lives.

Routledge Market: Education February 2019: 198x129: 112pp Hb: 978-0-367-13799-1: £110.00 Pb: 978-0-367-13801-1: £17.99 eBook: 978-0-429-02864-9 * For full contents and more information, visit: www.routledge.com/9780367137991

Fostering Democratic Citizenship Through the Study of Religions in Schools Kevin O'Grady Series: Routledge Research in Religion and Education Religious Education as a Dialogue with Difference addresses current issues over the study of religion in publicly maintained schools.

By presenting research on English secondary school pupils' motivation in religious education, this volume argues that religious education is best understood as a democratic dialogue with difference. The book offers empirical evidence for this claim, and it demonstrates how learners gain in religious literacy, both through the exercise of democratic citizenship in the classroom and towards the goal of life-long democratic citizenship.

Routledge Market: Education December 2018: 229 x 152: 202pp Hb: 978-1-138-47992-0: £105.00 eBook: 978-1-351-06438-5 * For full contents and more information, visit: www.routledge.com/9781138479920

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Global Perspectives on Language Assessment

Improving Schools Using Systems Leadership

Research, Theory, and Practice

Turning intention into reality

Edited by Spiros Papageorgiou and Kathleen M. Bailey, Middlebury Institute of International Studies at Monterey, USA Series: Global Research on Teaching and Learning English The sixth volume in the Global Research on Teaching and Learning English series, this book offers up-to-date research on the rapidly-changing field of language assessment. The book features original research with chapters reporting on a variety of international education settings from a range of diverse perspectives. Covering a broad range of key topics—including scoring processes, test development, and student and teacher perspectives—contributors offer a comprehensive overview of the landscape of language assessment and discuss the consequences and impact for learners, teachers, learning programs, and society.

Routledge Market: Education February 2019: 229 x 152: 234pp Hb: 978-1-138-34536-2: £105.00 Pb: 978-1-138-34537-9: £35.99 eBook: 978-0-429-43792-2 * For full contents and more information, visit: www.routledge.com/9781138345362

Ian Macdonald, Tony Tiplady and Clive Dixon Systems Leadership provides those involved in the design and delivery of educational services with a coherent toolkit to help design and run an effective organization. It integrates models of leadership, teamwork, capability, structure and systems to help create and sustain improvement over time. This book explains how Systems Leadership can and has been applied in schools to bring clarity to the purpose, structure and systems within a school and have a major impact on its success. Based on both theory, real data on education improvements at school and regional level, and case studies, it provides readers with an easy-to-follow, integrated framework for running a good school.

Routledge Market: Education/Schools April 2019: 234x156: 240pp Hb: 978-1-138-55614-0: £120.00 Pb: 978-1-138-55611-9: £35.99 eBook: 978-1-315-14986-8 * For full contents and more information, visit: www.routledge.com/9781138556140

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Ilan Gur-Ze'ev and Education

Improving Student Behavior

Pedagogies of transformation and peace

The Success Diary Approach

Alexandre Guilherme, Pontificia Universidade Catolica do Rio Grande do Sul, Brazil Series: New Directions in the Philosophy of Education

Ami Braverman, WellLife Network, USA

Ilan Gur-Ze'ev, the esteemed Israeli philosopher and educationist, passed away on the 5th of January 2012 at the Italian Hospital in Haifa. He was internationally renowned for his contributions to the fields of critical pedagogy and peace education, which spanned several decades, and remain seminal works in the philosophy of education. This book introduces and critically analyses the key socio-political ideas of Gur-Ze-ev, connecting his ideas to contemporary discourse, and reflecting on the continuing theoretical and practical relevance of his work to education. Topics of discussion include his thought on conflict resolution and anti-Semitism, as well as neoliberalism and sociology.

Routledge Market: Education June 2019: 234x156: 224pp Hb: 978-1-138-96286-6: £105.00 eBook: 978-1-315-65914-5 * For full contents and more information, visit: www.routledge.com/9781138962866

Improving Student Behavior: The Success Diary Approach is a step-by-step guide to promoting your students’ personal development. This book introduces a novel, easy-to-use method for involving students in their own behavior modification plans. Designed by an experienced school psychologist, this guide consolidates approaches from various schools of behavioral intervention and integrates them into a streamlined, adaptable framework for teachers.

Through these flexible, common-sense guidelines and activities, you can empower your students to participate in working towards better behaviors and healthy social-emotional development.

Routledge Market: Education March 2019: 229 x 152: 104pp Hb: 978-1-138-36281-9: £105.00 Pb: 978-1-138-36282-6: £26.99 eBook: 978-0-429-43187-6 * For full contents and more information, visit: www.routledge.com/9781138362819

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Implicit Bias in Schools

Index for Social Emotional Technologies

A Practitioner’s Guide

Challenging Approaches to Inclusive Education

Gina Laura Gullo, Lehigh University, USA, Kelly Capatosto, Ohio State University, USA and Cheryl Staats Implicit Bias in Schools provides practitioners with an understanding of implicit bias and how to address it from start to finish: what is it, how is it a problem, and how can we fix it.

Grounded in an accessible summary of research on bias and inequity in schools, this book bridges the research-to-practice gap by exploring how implicit bias affect students and what school leaders can do to mitigate the effects of bias in their schools. Covering issues of discipline, instruction, academic achievement, mindfulness, data collection, and culturally relevant practices and full of rich examples and strategies, Implicit Bias in Schools is a must-have resource for educators today.

Routledge Market: Education December 2018: 229 x 152: 196pp Hb: 978-1-138-49698-9: £110.00 Pb: 978-1-138-49706-1: £26.99 eBook: 978-1-351-01990-3 * For full contents and more information, visit: www.routledge.com/9781138496989

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Annalisa Morganti, University of Perugia, Italy, Stefano Pascoletti, University of Udine, Italy and Alessia Signorelli, University of Perugia, Italy Index for Social Emotional Technologies explores how technology can strengthen access and foster the acquisition of transversal skills useful for inclusive educational processes. It investigates the value that technology can offer to social and emotional learning through different tiers of actions, and the main features of educational technology that can support such use.

Routledge Market: Education February 2019: 234x156: 192pp Hb: 978-0-815-39488-4: £115.00 eBook: 978-1-351-18507-3 * For full contents and more information, visit: www.routledge.com/9780815394884

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Influencing High Student Achievement through School Culture and Climate

Learning to Plan Modern Language Lessons

A Quantitative Approach to Organizational Health-Based Leadership Steven Busch and Julie Fernandez This book suggests that the school principal’s consideration of culture and climate of the school can significantly improve and sustain student achievement over time. Taking an innovative approach to organizational health and student achievement, this volume uses inferential statistical data analysis to quantify the way school leaders can strategically interact within school culture and systems to improve student achievement. A cutting-edge analysis of the importance of school climate, this book draws on current research from the Organizational Health Inventory diagnostic framework to provide data-based conceptual models of the relation between culture and leadership.

Routledge Market: Education January 2019: 229 x 152: 168pp Hb: 978-0-815-38374-1: £105.00 eBook: 978-1-351-20559-7 * For full contents and more information, visit: www.routledge.com/9780815383741

Understanding the Basic Ingredients Cheryl Mackay Learning to Plan Modern Language Lessons contains a wealth of guidance and ideas for those learning to teach in the secondary school. Presenting the latest research and practice in the field, it offers detailed explanation of basic lesson planning methods and the principles that underpin them, illustrated by worked examples of engaging lessons.

Including reflective/ discussion tasks and example lesson plans Learning to Plan Modern Language Lessons is a must read book for training, new and experienced teachers of any Modern Language.

Routledge Market: Secondary Education/ Modern Languages May 2019: 246x174: 280pp Hb: 978-1-138-30483-3: £90.00 Pb: 978-1-138-30484-0: £24.99 eBook: 978-0-203-72973-1 * For full contents and more information, visit: www.routledge.com/9781138304833

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Leading Schools to Learn, Grow, and Thrive Using Theory to Strengthen Practice S. David Brazer, Stanford University, USA, Scott C. Bauer and Bob L. Johnson, Jr. Grounded in organizational and leadership theory, this book helps leaders understand their schools and districts from multiple perspectives and develop their own leadership aspirations, approaches, and missions. Authors Brazer, Bauer, and Johnson present authentic practical problems, illuminate them with appropriate theory and research, and give readers opportunities to solve common puzzles as a means to grow wisdom about how to lead, especially when confronted with complex challenges. This book is an invaluable resource for aspiring leaders, one that readers will reference as they proceed through their leadership coursework and keep close at hand throughout their leadership career.

Learning with the Unconscious Semiotic subjectivity in education and counselling Inna Semetsky, University of Waikato, New Zealand The concept of the unconscious is greatly neglected in the area of education, while in the area of mental health it tends to be limited to psychoanalytic studies that represent only a minor part compared to the cognitive-behavioural orientation currently in vogue. Learning with the Unconscious demonstrates the importance of addressing the unconscious dimension and challenges the received notion of learning as solely academic, cognitive and linguistic, instead offering an ethico-aesthetic paradigm informed by edusemiotics, which offers a new direction in educational theory.

Routledge Market: Education January 2019: 234x156: 192pp Hb: 978-1-138-29021-1: £105.00 * For full contents and more information, visit: www.routledge.com/9781138290211

Routledge Market: Education November 2018: 254 x 178: 258pp Hb: 978-1-138-03909-4: £95.00 Pb: 978-1-138-03910-0: £27.95 eBook: 978-1-315-17612-3 * For full contents and more information, visit: www.routledge.com/9781138039094

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Learning and Connecting in School Playgrounds

Leveling Math Workstations in Grades K–2

Using the playground as a curriculum resource

Strategies for Differentiated Practice

Edited by Llyween Couper, University of Canterbury, New Zealand and Dean Sutherland, University of Canterbury, New Zealand

Nicki Newton

An inclusive approach to education is not confined to the classroom. The school playground is where the real test for diversity and difference occurs, and a focus on play during break times is needed for the health, well-being and learning of all students. This book explores pre-school, primary and secondary school play environments as well as transitions between them, and foregrounds the impact of physical environments and adult involvement on choices for play. Grounded in both practical experience and theory, it includes discussion questions, case studies, breakout boxes and a ‘Playground Audit’ that can be used to plan for change and build positive playground experiences for all students.

Routledge Market: Education/Schools March 2019: 234x156: 160pp Hb: 978-0-815-35504-5: £105.00 Pb: 978-0-815-35503-8: £29.99 eBook: 978-1-351-13091-2 * For full contents and more information, visit: www.routledge.com/9780815355045

In this book from bestselling author Dr. Nicki Newton, you’ll learn how to level math workstations to engage K-2 students in meaningful, purposeful, rigorous practice. Dr. Nicki shows how leveled workstations are key in the formative years, how they operate in students’ zone of proximal development, and how we can use them to help students progress to higher levels of math achievement. Each chapter offers specific examples, activities, and tools. There is also a clear, step-by-step action plan to help you implement the ideas immediately in your own classroom.

Routledge Market: Education February 2019: 254 x 178: 216pp Hb: 978-0-367-13791-5: £95.00 Pb: 978-0-367-13794-6: £26.99 eBook: 978-0-429-02860-1 * For full contents and more information, visit: www.routledge.com/9780367137915

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

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Literature and Philosophical Play in Early Childhood Education

Paradigm Shift in Education

A Humanities Based Approach to Research and Practice Viktor Johansson, Örebro University Series: New Directions in the Philosophy of Education Literature and Philosophical Play in Early Childhood Education explores the role of philosophy and the humanities as pedagogy in early childhood educational research and practice, arguing that research should attend to questions about education and growth that concern social structures, individual development and existential aspects of learning. It demonstrates how we can think of pedagogy and educational practices in early childhood as artistic, poetic and philosophical, and exemplifies a humanities-based approach by giving literature and artful play a place in shaping the ground of practice and research.

Routledge Market: Education December 2018: 234x156: 140pp Hb: 978-0-815-37838-9: £115.00 eBook: 978-1-351-23255-5 * For full contents and more information, visit: www.routledge.com/9780815378389

Towards the Third Wave of Effectiveness Yin Cheong Cheng, Education University of Hong Kong, Hong Kong Series: Routledge Research in Education Pedagogy needs to adapt to changing social contexts and demands in the 21st century. However, it is only by understanding the current trends, vision, and issues in education policy, implementation and research that we can reflect, adapt, and improve future initiatives.

To that end, Cheng explores thirrd wave paradigm shifts in education; charting the rationales, concerns, and effects. He covers topics such as contextualised multiple intelligences, integrated learning, national education in globalization, teacher effectiveness and development, school-based management, and systemic education reform.

Routledge Market: Education March 2019: 234x156: 280pp Hb: 978-1-138-38802-4: £115.00 eBook: 978-0-429-42588-2 * For full contents and more information, visit: www.routledge.com/9781138388024

2nd Edition

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Millennial Teacher Identity Discourses

Patriotic Schools and Anti-Colonialism in Hong Kong

Balancing Self and Other Janet Alsup Ten years after the original edition of Teacher Identity Discourses, Janet Alsup revisits her work with a new research study examining the characteristics of the millennial teachers now beginning to populate K-12 classrooms. Like the first edition, this text is based on a qualitative, interview-based research study, and provides a contemporary look at how millennial teachers experience professional identity growth through language use.

The research investigates how formation of a professional identity is central in the process of becoming an effective teacher and provides practical suggestions and sample assignments for teacher educators to use or adapt in methods courses.

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Chui Shan Lau, Hong Kong Baptist University, Tai-Lok Lui, Chinese University of Hong Kong, Hong Kong and Stephen Wing-Kai Chiu Series: Routledge Series on Schools and Schooling in Asia This study explores the relationship between national identity and pedagogic practice, examining the intersection between ideology and curriculum as it manifests itself in the pro-PRC schools of Hong Kong.

Routledge Market: Education May 2019: 229 x 152: 144pp Hb: 978-0-415-80673-2: £105.00 eBook: 978-1-315-56001-4 * For full contents and more information, visit: www.routledge.com/9780415806732

Routledge Market: Education/Teacher Development February 2019: 229 x 152: 152pp Hb: 978-1-138-48992-9: £105.00 Pb: 978-1-138-48993-6: £35.99 eBook: 978-1-351-03654-2 Prev. Ed Hb: 978-0-805-85632-3 * For full contents and more information, visit: www.routledge.com/9781138489929

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Oral History Education, Public Schooling, and Social Justice

Philosophical Inquiry with Children

Troubling Cultures of Reconciliation Edited by Nicholas Ng-a-Fook, University of Ottawa, Canada and Kristina Llewellyn The interdisciplinary group of scholars in this book address issues of social justice in a global context by drawing on oral history as a form of consciousness—not just a method or approach to overcoming historical marginalizations. They show the special role oral history plays in cultivating historical consciousness of what is excluded, pushed aside, or made invisible, and thus is an important mode of public education in current contexts of national redress and reconciliation initiatives in North America and abroad. A significant contribution of this work is to explicate how oral history is critical to an understanding of the complexities of culture, as well as to historical consciousness.

Routledge Market: Social Justice Education/Oral History April 2019: 229 x 152: 265pp Hb: 978-1-138-89615-4: £95.00 eBook: 978-1-315-17927-8 * For full contents and more information, visit: www.routledge.com/9781138896154

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The Development of an Inquiring Society in Australia Edited by Gilbert Burgh, The University of Queensland, Australia and Simone Thornton, The University of Queensland, Australia Philosophy for Children (P4C) is an approach that welcomes different national appropriations, and Australia has been a world leader in appropriation of the P4C pedagogy. Tracing the development of P4C in Australia since the 1960s, this book showcases the perspectives of the people who have been crucial in promoting it and explores future directions for classroom practice and research. Covering issues of politics, competing visions of the disciplinary core of P4C, its relationships with other subject areas, and the curriculum itself, this book provides points of reflection, similarity and contrast for readers interested in the development of P4C in both Australia and other national contexts.

Routledge Market: Education/Philosophy December 2018: 234x156: 266pp Hb: 978-1-138-36292-5: £105.00 Pb: 978-1-138-36296-3: £29.99 eBook: 978-0-429-43182-1 * For full contents and more information, visit: www.routledge.com/9781138362925

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Politics and Pedagogy of Digital Participation

Refugees, Interculturalism and Education Edited by Marco Catarci, Roma Tre University, Italy, Miguel Prata Gomes, Paula Frassinetti School of Education, Porto, Portugal and Sávio Siqueira, Bahia Federal University, Brazil.

New Directions for Media Educators Catherine Burwell, Assistant Professor, Werklund School of Education, University of Calgary Series: Routledge Research in Education

This book focuses on forced migration and education from an intercultural perspective, comprising diverse projects and classroom experiences centred on the global population of humans compelled to leave their homelands to seek better living conditions abroad. The chapters in this book were originally published in Intercultural Education.

This volume investigates digital interactions between youth, corporations and pop culture texts and their implications for educators. It provides a comprehensive critique of participatory culture, revealing corporate media’s solicitation of young people’s creative labor and both groups’ exploitation of images and narratives. Analyzing three case studies across melodrama, parody and animation, it argues for more robust programs of media education and poses new questions about the pedagogical implications of digital labor and the future direction of media education.

Routledge Market: Education April 2019: 229 x 152: 208pp Hb: 978-1-138-90388-3: £105.00 eBook: 978-1-315-69661-4 * For full contents and more information, visit: www.routledge.com/9781138903883

Routledge Market: Multicultural Education / Refugee Education December 2018: 246x174: 174pp Hb: 978-0-367-02457-4: £115.00 * For full contents and more information, visit: www.routledge.com/9780367024574

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Practical Research Methods in Education

Reimagining Contract Law Pedagogy

An Early Researcher's Critical Guide

A New Agenda for Teaching

Edited by Mike Lambert

Edited by Warren Swain, University of Auckland, New Zealand and David Campbell, Lancaster University, UK Series: Legal Pedagogy Reimagining Contract Law Pedagogy examines why existing contract teaching pedagogy has remained in place for so long and argues for an overhaul of the way it is taught. With contributions from a range of jurisdictions and types of university, it provides a survey of contract law courses across the common law world, reviewing current practice and expressing concern that the emphasis the current approach places on some features of contract doctrine fails to reflect reality.

This book offers detailed illustration of a range of data-collection methods and approaches used in educational research; drawing on the research, practical experiences and reflections of active researchers it is ideal for anyone deciding on the best approach and methodology for their own investigations. Each chapter offers examples, tasks for students to undertake and suggestions for further reading, all designed to strengthen understanding of practical methods of data collection in educational and social-science research. The book is a unique and valuable practical resource for any students interested and engaged in the planning and completion of their own research investigations.

Routledge Market: Education March 2019: 246x174: 144pp Hb: 978-0-815-39355-9: £105.00 Pb: 978-0-815-39356-6: £24.99 eBook: 978-1-351-18839-5 * For full contents and more information, visit: www.routledge.com/9780815393559

Routledge Market: Education/Law February 2019: 234x156: 236pp Hb: 978-1-138-03692-5: £115.00 eBook: 978-1-315-17818-9 * For full contents and more information, visit: www.routledge.com/9781138036925

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Pupil, Teacher and Student Voice in Educational Institutions

Research Methodologies of School Psychology Critical Skills

Edited by Janice Wearmouth, University of Bedfordshie, UK and Andrew Goodwyn, University of Bedfordshire, UK.

Ryan J. Kettler, Rutgers University, USA and Kathleen L. Lane, University of Kansas, USA Series: Foundations of School Psychology Research and Practice

Taking a novel approach to the concept of ‘voice’ within education systems, this text considers the extent to which the values, opinions, beliefs and perspectives of students, families, teachers, and members of senior management are heard in educational settings, and explores what can be learned from integrating their views in decision-making processes.

Chapters trace the historical and legal developments which have heralded an increased appreciation of individuals’ perspectives; consider how various parties can be encouraged to voice their opinions, and address the issues and challenges which may face institutions as they seek to create an atmosphere of open and active consultation.

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. Research Methodologies of School Psychology 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 March 2019: 234x156: 272pp Hb: 978-1-138-58486-0: £105.00 Pb: 978-1-138-58487-7: £26.99 eBook: 978-0-429-50566-9 * For full contents and more information, visit: www.routledge.com/9781138584860

Routledge Market: Education April 2019: 229 x 152: 224pp Hb: 978-1-138-85149-8: £105.00 Pb: 978-1-138-85150-4: £31.99 eBook: 978-1-315-72407-2 * For full contents and more information, visit: www.routledge.com/9781138851498

Values, Opinions, Beliefs and Perspectives

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

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School-Based Consultation for Students with Autism Spectrum Disorder

Supporting Children and Young People with Anxiety

Elizabeth L.W. McKenney

A Practical Guide Elizabeth Herrick and Barbara Redman-White

School-Based Consultation for Students with Autism Spectrum Disorder frames the preventive and remedial powers of consultation in terms of indirectly supporting the needs of children and youth with ASD through their parents and educators. Focusing on foundational knowledge and skills that school consultants need in order to incorporate ASD service delivery into their research and practice, this text addresses consistent and effective service delivery for students with ASD to optimize their positive academic, behavioral, adaptive, and social communicative outcomes.

Routledge Market: Education December 2018: 288pp Hb: 978-1-138-23889-3: £90.00 Pb: 978-1-138-23890-9: £29.99 eBook: 978-1-315-29657-9 * For full contents and more information, visit: www.routledge.com/9781138238893

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This accessible and user-friendly resource will help a range of adults support children and young people with anxiety. Clear information on the nature of anxiety is combined with helpful ideas, practical strategies and resources to help adults feel confident in understanding and managing children's emotional wellbeing. Based on psychological theory and evidence-based practice, intervention programmes and suggested strategies have been tried and tested in schools and colleges and can be adapted for use with groups, individual children, or parents.

Resources are provided as photocopiable and downloadable resources which can be easily accessed and customised for use with children and parents.

Routledge Market: Education December 2018: 297x210: 202pp Hb: 978-0-815-37719-1: £105.00 Pb: 978-0-815-37721-4: £26.99 eBook: 978-1-351-23458-0 * For full contents and more information, visit: www.routledge.com/9780815377191

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Starting with Gender in International Higher Education Research

Technology Applications in School Psychology Consultation, Supervision, and Training

Edited by Emily F. Henderson and Z. Nicolazzo Series: Routledge Critical Studies in Gender and Sexuality in Education Bridging a gap between higher education research and women’s and gender studies, this volume explores the conceptual underpinnings and methodological implications involved in researching different gender concepts, including gender, queer, trans*, women, men, feminisms, intersectionality. Drawing on a range of empirical experiences and providing a framework for further exploration, chapter authors consider the ethical, political, and practical questions that arise when conducting gender-related research in college and university contexts.

Routledge Market: Education November 2018: 229 x 152: 252pp Hb: 978-1-138-29477-6: £105.00 eBook: 978-1-315-10090-6 * For full contents and more information, visit: www.routledge.com/9781138294776

Edited by Aaron J. Fischer, Tai A. Collins, Evan H. Dart and Keith C. Radley Series: Consultation, Supervision, and Professional Learning in School Psychology Series Technology Applications in School Psychology Consultation, Supervision, and Training explores the ways in which the field of school psychology is using technological innovations to support and improve graduate student training and supervision, as well as school consultation. Chapters based in current research and written by experts address the integration of telehealth tools and strategies, including a section dedicated to navigating practical, ethical, and legal concerns. This is a comprehensive and up-to-date resource for all those looking to understand the place and potential of established and emerging technologies within school psychology training and practice.

Routledge Market: Education January 2019: 229 x 152: 294pp Hb: 978-1-138-03986-5: £105.00 Pb: 978-1-138-03988-9: £36.99 eBook: 978-1-315-17559-1 * For full contents and more information, visit: www.routledge.com/9781138039865

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2nd Edition

Storying the World

The Dangerous Rise of Therapeutic Education

The Contributions of Carl Leggo on Language and Poetry Edited by Rita Irwin, Erika Hasebe-Ludt, University of Lethbridge, Canada and Anita Sinner Series: Studies in Curriculum Theory Series Bringing together Carl Leggo’s most significant contributions over the past 30 years, this book celebrates his work in curriculum studies, English language arts, literacy and life writing, poetry, and arts education. Organized around three thematic sections—Loving Language, Narrating Ruminations, and Storying the World—the volume highlights his efforts across interrelated fields of inquiry, including narrative and poetic inquiry, contemplative inquiry, and social fiction. The text extends the discussion and conversation of curriculum studies and is greatly enhanced with a selection of original poetic interludes by this incomparable poet, scholar, and teacher.

Routledge Market: Education March 2019: 229 x 152: 300pp Hb: 978-0-367-11148-9: £115.00 * For full contents and more information, visit: www.routledge.com/9780367111489

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Kathryn Ecclestone, University of Sheffield, UK and Dennis Hayes, University of Derby, UK. Series: Routledge Education Classic Edition Controversial and compelling, this classic text uses a wealth of examples across the education system, from primary schools to university and the workplace to show how therapeutic education is turning children, young people and adults into anxious and self-preoccupied individuals rather than aspiring, optimistic and resilient learners who want to know everything about the world.

This text is eye-opening reading for anyone who retains any belief in the power of knowledge to transform people's lives. Its insistent call for a serious public debate about the emotional state of education should be at the forefront of the minds of every agent of change in society.

Routledge Market: Education February 2019: 234x156: 182pp Hb: 978-0-367-00163-6: £105.00 Pb: 978-0-367-00166-7: £29.99 eBook: 978-0-429-40103-9 * For full contents and more information, visit: www.routledge.com/9780367001636

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The Interdisciplinary Future of Engineering Education

The Rhetorical Turn in Education

Breaking Through Boundaries in Teaching and Learning Edited by Plato Kapranos The Interdisciplinary Future of Engineering Education discusses the current state of engineering education and addresses the daily challenges of those working in this sector. The topics of how to do a better job of teaching a specific audience, how to facilitate learning and how to prepare students for their future careers are extensively covered, and innovative solutions are proposed throughout. This unique book brings together a breadth of expertise, attested by the broad backgrounds of the experts and educational practitioners contributing to this volume, to lay the foundations for the future direction with the improvement of education of engineers in mind.

Introducing new rhetoric for educational theory, research and practice Kris Rutten and Ronald Soetaert Series: Theorizing Education 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 June 2019: 234x156: 208pp Hb: 978-1-138-84632-6: £95.00 * For full contents and more information, visit: www.routledge.com/9781138846326

Routledge Market: Education/Engineering November 2018: 234x156: 198pp Hb: 978-1-138-48121-3: £115.00 eBook: 978-1-351-06079-0 * For full contents and more information, visit: www.routledge.com/9781138481213

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The Learning and Teaching of Mathematical Modelling

The Role and Influence of Prison Education

Mogens Niss and Werner Blum Series: IMPACT: Interweaving Mathematics Pedagogy and Content for Teaching In most countries mathematical modelling is a compulsory part of mathematics teaching at all educational levels, from primary to tertiary. Students at all stages have to deal with modelling examples and acquire modelling competency, and teachers have to acquire knowledge and competencies about modelling and about its teaching and learning in order to be able to successfully use modelling examples in their teaching. Including a conceptual clarification, a discussion of educational goals and didactico-pedagogical challenges, as well as focal points for the future, this book provides the necessary background for mathematics teachers at all educational levels.

Routledge Market: Education February 2019: 234x156: 184pp Hb: 978-1-138-73067-0: £95.00 Pb: 978-1-138-73070-0: £29.99 eBook: 978-1-315-18931-4 * For full contents and more information, visit: www.routledge.com/9781138730670

An ethnographical examination of provision in England Anne O'Grady, Nottingham Trent University, UK Series: Routledge Research in Education Prison education has been a long-established activity within the prison estate in England, yet there is a dearth of research literature on the nature, role, purpose and focus of education in prisons. An Exploration of Prison Education in England addresses this lacuna by providing a unique insight into prison education, whilst also discussing the challenges and opportunities of undertaking research in a prison context. Drawing on fieldwork that has taken place over the course of the last decade, O’Grady highlights the role, purpose and contribution of prison education within contemporary society in England for prison education practitioners and learners.

Routledge Market: Education/Security March 2019: 234x156 Hb: 978-1-138-63173-1: £105.00 * For full contents and more information, visit: www.routledge.com/9781138631731

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The Politics of Education Policy in an Era of Inequality Possibilities for Democratic Schooling Sonya Douglass Horsford, Columbia University, USA, Janelle T. Scott and Gary L. Anderson, New York University, USA Series: Educational Leadership for Equity and Diversity This book provides a critical perspective and analysis of today’s education policy landscape and leadership practice, explores the challenges and opportunities associated with teaching in and leading schools, and examines the structural, political, and cultural interactions among school principals, district leaders, state, and federal policy actors. An important resource for practicing and aspiring leaders, The Politics of Education Policy in an Era of Inequality shares a theoretical framework and strategies for building bridges between education researchers, practitioners, and policymakers.

Routledge Market: Education December 2018: 254 x 178: 240pp Hb: 978-1-138-93018-6: £95.00 Pb: 978-1-138-93019-3: £26.99 eBook: 978-1-315-68068-2 * For full contents and more information, visit: www.routledge.com/9781138930186

The School Psychology Supervisor’s Toolkit Meaghan C. Guiney Series: Consultation, Supervision, and Professional Learning in School Psychology Series The School Psychology Supervisor’s Toolkit provides accessible, adaptable strategies for supervising school psychologists at all points in the career span, from internship to advanced practice.

The book covers a full range of key considerations for effective supervision, such as building strong working relationships, planning the supervision experience, providing constructive feedback, and addressing problems of professional competence.

Features such as definitions of key terms, photocopiable handouts, tips for culturally responsive practice, and real-life case examples make this a rich and easily applied resource.

Routledge Market: Education December 2018: 229 x 152: 246pp Hb: 978-1-138-30608-0: £105.00 Pb: 978-1-138-30610-3: £29.99 eBook: 978-0-203-72858-1 * For full contents and more information, visit: www.routledge.com/9781138306080

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Thinking Philosophically about Education The Selected Works of Richard Pring Richard Pring, University of Oxford, UK Series: World Library of Educationalists Highlighting key writings from Professor Richard Pring’s international career in education, the texts in this book provide a historical perspective in relation to current debates about philosophy of education in the UK and internationally, drawing attention to issues of current concern. The text explores key themes such as critical realism, teachers as researchers and a way forward for policy through carefully selected examples from Richard Pring’s writings. A short introduction is provided for each chapter to help readers to understand the significance of what is presented and how this relates to other chapters in the book.

Routledge Market: Education December 2018: 234x156: 178pp Hb: 978-1-138-32573-9: £115.00 eBook: 978-0-429-45027-3 * For full contents and more information, visit: www.routledge.com/9781138325739

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Virtues in the Public Sphere Citizenship, Civic Friendship and Duty Edited by James Arthur Virtues in the Public Sphere features seventeen essays by experts from a variety of different perspectives on the broad theme of virtue in the public sphere. Spanning issues such as the notion of civic friendship and civic virtue, it sheds light on the role that these virtues play in the public sphere and their importance in safeguarding communities from the threats of a lack of concern for truth, poor leadership, charlatanism, and bigotry. This book highlights the theoretical complexity of putting virtue ethics into practice in the public domain at a time when it has been shaken by unpredictable political, social, technological, and cultural developments.

Routledge Market: Education November 2018: 234x156: 260pp Hb: 978-1-138-58573-7: £115.00 eBook: 978-0-429-50509-6 * For full contents and more information, visit: www.routledge.com/9781138585737

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Applying Indigenous Research Methods

Context, Autonomy and Social Justice in English School Reforms

Storying with Peoples and Communities Edited by Sweeney Windchief and Timothy San Pedro Series: Indigenous and Decolonizing Studies in Education In this collection, Indigenous scholars address the importance of IRM methodologies in their own scholarship, while focusing conversations on the application withothers. Each chapter is co-authored to model methods rooted in the sharing of stories to strengthen relationships, such as yarning, storywork and others. The chapters offer a wealth of specific examples, as told by researchers about their research methods in conversation with other scholars, teachers and community members. This bookis an interdisciplinary showcase of the ways IRM can enhance scholarhsip in fields including education, Indigenous studies, settler colonial studies, social work, qualitative methodologies and beyond.

Routledge Market: Education January 2019: 229 x 152: 166pp Hb: 978-1-138-04905-5: £115.00 Pb: 978-1-138-04906-2: £35.99 eBook: 978-1-315-16981-1 * For full contents and more information, visit: www.routledge.com/9781138049055

Amanda Keddie and Martin Mills, The University of Queensland, Australia Context, Autonomy and Social Justice in English School Reforms highlights the complexity of English schooling whilst taking a critical view of how the reform around autonomy and accountability has inhibited social justice. It illustrates the significance of context in schools’ navigation of reform and the ways in which schools are working to maintain focus on greater social justice for students and the broader system. Presenting research from four case studies that highlight the different ways in which schools are traversing this space, this book will generate resonance beyond the English context and be of informative reading to all educational researchers, teachers and education policy-makers.

Routledge Market: Education June 2019: 234x156: 168pp Hb: 978-1-138-10464-8: £90.00 Pb: 978-1-138-10465-5: £27.99 eBook: 978-1-315-10211-5 * For full contents and more information, visit: www.routledge.com/9781138104648

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Basil Bernstein, Code Theory, and Education

Deliberative Democracy and Education for Democratic Citizenship

Women's Contributions Edited by Parlo Singh, Griffith University, Brisbane, Australia Series: Education and Social Theory This book explores how to empirically work with Basil Bernstein’s ideas on code theory, contributing to the debate about the nexus between theory and methods. The chapters in this book were originally published as articles in Taylor and Francis journals.

Routledge Market: Sociology of Education / Basil Bernstein April 2019: 246x174: 120pp Hb: 978-1-138-49125-0: £115.00 * For full contents and more information, visit: www.routledge.com/9781138491250

John Annette, Richmond, The American International University in London, UK and Andrew Peterson, Canterbury Christ Church University, UK Series: Routledge Research in Education Political theory has, over the last three decades, witnessed a "deliberative turn," giving rise to a growing body of work which has attempted to delineate the benefits which discursive forms of political engagement may bring for democratic citizenship. This volume aims to introduce deliberative democratic theory and public policy to those working in education, and to consider the connections of these to education for democratic citizenship. It will argue both that deliberative democracy requires an educational process and that education for democratic citizenship has much to gain from recourse to the ideas and arguments which characterise the field of deliberative democracy.

Routledge Market: Education April 2019: 229 x 152: 160pp Hb: 978-0-415-62674-3: £105.00 * For full contents and more information, visit: www.routledge.com/9780415626743

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Belonging and Social Inclusion for People with Intellectual Disabilities

Education for Sustainable Development in the Postcolonial World

Kelley Johnson and Jan Walmsley

A transformative agenda Leon Tikly, University of Bristol, UK Series: 500 Tips

Focusing on the commonly advocated concept of social inclusion in the lives of people with intellectual disabilities, this book argues that the current approach has not succeeded in supporting people to lead good lives in the community. It instead advocates the importance of belonging as a basis for a good life, and examines the implications of belonging at both conceptual and practical levels for educators and social workers.

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

Routledge Market: Education June 2019: 234x156: 224pp Hb: 978-1-138-71331-4: £90.00 Pb: 978-1-138-71332-1: £29.99 eBook: 978-1-315-19899-6 * For full contents and more information, visit: www.routledge.com/9781138713314

illustrate key points.

Routledge Market: Higher Education March 2019: 234x156: 224pp Hb: 978-0-415-79294-3: £95.00 Pb: 978-0-415-79296-7: £29.99 * For full contents and more information, visit: www.routledge.com/9780415792943

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EDUCATION POLICY AND POLITICS

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Education, Welfare, and the Knowledge Economy Manuel Souto-Otero, University of Bath, UK Series: Routledge Research in Education This book provides an analysis of recent significant and durable changes in the relationship between education and welfare in advanced post-industrialised economies, focusing in particular on the advent of the "knowledge economy" and its implications for access to post-compulsory education.

Routledge Market: Education April 2019: 229 x 152: 240pp Hb: 978-0-415-88705-2: £105.00 * For full contents and more information, visit: www.routledge.com/9780415887052

Including Children and Young People with Special Educational Needs and Disabilities in Learning and Life Edited by Rob Webster, Institute of Education, UK Marking the 40th anniversary of the Warnock Enquiry (1978) into special education in the UK and capturing the coverage of a public debate on SEND hosted by the UCL Institue of Education (UCL IOE, 2018), this volume explores the legacy of the Enquiry, considering how it has impacted on policy and practice relating to SEND and inclusion, and how it will continue to do so. Offering historical perspectives and drawing on professional and personal experiences, high profile contributors review the conceptional and practical territory covered by the Warnock committee, and assess the current state of inclusion and education of young people with SEND in the UK. Routledge Market: Education January 2019: 216x138: 102pp Hb: 978-1-138-34886-8: £45.00 eBook: 978-0-429-43649-9 * For full contents and more information, visit: www.routledge.com/9781138348868

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Fast Childcare in Public Preschools

Indigenous Children’s Survivance in Public Schools

The Utopia of Efficiency

Leilani Sabzalian Series edited by K Wayne Yang Series: Indigenous and Decolonizing Studies in Education

Renita Thedvall Fast Childcare in Public Preschools presents an ethnographic examination of the implementation of fast-policy management models and the efforts of teachers to use these to improve their work organization, and the frictions this brings. Using examples from Swedish public preschools, the book focuses on essential areas of the Lean management model in particular, bringing to life concepts relating to the care and education of children. The book draws on international childcare policy and public reforms, exploring the assignments that preschools are set and argues that separating the pedagogical and the organizational as argued by proponents of management models is not possible.

Routledge Market: Education February 2019: 234x156: 134pp Hb: 978-1-138-50018-1: £115.00 eBook: 978-1-351-01283-6 * For full contents and more information, visit: www.routledge.com/9781138500181

4th Edition

This book surveys a range of educational issues, including implementation of Native-themed curriculum, teachers’ attempts to support Native students in their classrooms, and efforts to claim physical and cultural space in the district, among others. As a collective, these stories highlight the ways that colonization continues to shape Native students’ experiences in schools. By documenting the intelligence, courage, artfulness, and survivance of Native students, families, and educators, the book provides a corrective to deficit framings of Indigenous students, inviting educators to examine their own contexts for knowledge, and resources to better support Native students in public schools.

Routledge Market: Education February 2019: 229 x 152: 264pp Hb: 978-1-138-38451-4: £110.00 Pb: 978-1-138-38450-7: £35.99 eBook: 978-0-429-42750-3 * For full contents and more information, visit: www.routledge.com/9781138384514

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Ideology and Curriculum

Liberating Learning

Michael Apple Ideology and Curriculum was first published in 1979 and has was quickly established as a path breaking statement on the relationship between cultural and economic power in education.

To celebrate the 40th anniversary of publication of this now classic text, Michael W. Apple has added a full new chapter on the book’s lasting critical agenda outlined in context of the contemporary conservative climate. A new preface re-examines and reflects on earlier arguments and what has happened over the intervening years.

Routledge Market: Education December 2018: 229 x 152: 252pp Hb: 978-0-367-02299-0: £135.00 Pb: 978-0-367-02300-3: £35.99 eBook: 978-0-429-40038-4 Prev. Ed Hb: 978-0-415-94911-8 * For full contents and more information, visit: www.routledge.com/9780367022990

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Educational Change as Social Movement Santiago Rincón-Gallardo Series: Routledge Leading Change Series This book integrates knowledge and theory from the fields of large scale instructional reform and widespread cultural change to advance the notion of educational change as a social movement. Drawing on case studies and new research, each chapter presents three principles of action to liberate learning across entire educational systems. For practitioners interested in transforming teaching and learning in their classrooms and schools and researchers interested in large-scale instructional change, the book touches on both the micro-dynamics and the macro-dynamics of pedagogical transformation.

Routledge Market: Education April 2019: 229 x 152: 144pp Hb: 978-1-138-49174-8: £115.00 Pb: 978-1-138-49176-2: £26.99 eBook: 978-1-351-03210-0 * For full contents and more information, visit: www.routledge.com/9781138491748

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Narrative and Metaphor in Education

Professional Collaboration with Purpose

Look Both Ways

Teacher Learning Towards Equitable and Excellent Schools Edited by Michael Hanne, University of Auckland, New Zealand and Anna A. Kaal, VU University, Netherlands.

Human beings rely equally on narrative (or storytelling) and metaphor (or analogy) for making sense of the world. Narrative and Metaphor in Education integrates the two perspectives of narrative and metaphor in educational theory and practice at every level from pre-school to lifelong civic education. Bringing together outstanding educational researchers, the book interweaves for the first time the rich strand of current research about how narrative may be used productively in education with more fragmentary research on the role of metaphor in education and invites readers to ‘look both ways.’

Routledge Market: Education November 2018: 234x156: 300pp Hb: 978-1-138-31087-2: £115.00 eBook: 978-0-429-45919-1 * For full contents and more information, visit: www.routledge.com/9781138310872

Amanda Datnow and Vicki Park, San Diego State University, USA Series: Routledge Leading Change Series While team exercises for teachers are common, many lack the resources to achieve their intended goals. This volume aims to provide guidance for putting together positive collaborative exercises by showing how teachers are moved—rather than compelled—toward joint work. The authors explore how collaborative settings can provide a space for working through the inevitable challenges that accompany the changing nature of teaching in the age of accountability and show the motivation, inspiration, and energy that teachers gain from collaborating to improve student learning. Ultimately, they show how teacher empowerment towards working together builds equitable and excellent learning environments.

Routledge Market: Education November 2018: 229 x 152: 130pp Hb: 978-0-815-34878-8: £120.00 Pb: 978-0-815-34881-8: £26.99 eBook: 978-1-351-16588-4 * For full contents and more information, visit: www.routledge.com/9780815348788

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Neoliberalism and Market Forces in Education

Public Education Reform and Network Governance

Lessons from Sweden

Lessons from Chinese State-owned Enterprise Schools

Edited by Magnus Dahlstedt, Linköping University, Sweden and Andreas Fejes, Linköping University, Sweden Series: Routledge Research in Education Policy and Politics

Philip Wing Keung Chan, Monash University, Australia Series: Education and Society in China This book examines public education reform and the network governance at work in policy implementation and reform in China. It shows how a top-down policy approach has been implemented from central government right down to the district level and the way networks support negotiation and bargaining at the district level, in turn, influences the broader education policy of the central government. Chan uses statistical data and interviews with main stakeholders in this policy arena plus case studies from the railway State Operated Enterprise schools to indicate that the processes of formulating and implementing Chinese education policy can be characterised as a form of

Neoliberalism and Market Forces in Education provides a wide perspective on the dramatic transformation of education policy in Sweden that has taken place during the last 30 years, with a specific focus on marketisation. The marketisation of education in Sweden is set in the wider international context of changes in education systems.

Neoliberalism and Market Forces in Education will be of great interest to educational practitioners, politicians, scholars in the field, and postgraduate and research students in education.

Routledge Market: Education March 2019: 234x156: 256pp Hb: 978-1-138-60088-1: £115.00 eBook: 978-0-429-47053-0 * For full contents and more information, visit: www.routledge.com/9781138600881

network governance.

Routledge Market: Education, Public Sector Education, Educational Policy March 2019: 234x156: 168pp Hb: 978-1-138-62508-2: £115.00 eBook: 978-0-429-46020-3 * For full contents and more information, visit: www.routledge.com/9781138625082

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Precariousness and the Performances of Welfare

Redesigning Pedagogies in Innovative Learning Spaces

Edited by Jenny Hughes, University of Manchester, UK This book explores precarity in the contexts of theatre practice, theatre and health projects, the community work of regional theatres, arts-led social care initiatives, people’s theatres and youth arts programmes. This book was originally published as a special issue of RiDE: The Journal of Applied Theatre and Performance.

Routledge Market: Education Studies / Performance Research April 2019: 246x174: 194pp Hb: 978-1-138-38922-9: £115.00 * For full contents and more information, visit: www.routledge.com/9781138389229

Jill Blackmore, Deakin University, Australia, Anne Cloonan, Mary Dixon, Jill Loughlin, Joanne O'Mara, Deakin University, Australia and Kim Senior Governments have invested significantly in recent times in designing buildings for the future based on the notion that new ways of teaching and learning are required for the modern learner. Such designs have been well informed by contemporary educational and architectural theory and embed learning technologies. Technology and flexible learning spaces have been uncritically linked to innovative teaching and improved student learning outcomes but there has been little empirical research that actually tells us what happens in redesigned learning spaces. This text presents critical examples of the effects of redesign in twelve schools. They illustrate how flexibility, connectivity and temporality interact pedagogically and the conditions that are conducive to innovative practices and their sustainability.

Routledge Market: Education /Higher June 2019: 234x156 Hb: 978-1-138-02241-6: £95.00 Pb: 978-1-138-02243-0: £31.99 * For full contents and more information, visit: www.routledge.com/9781138022416

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Reinventing Education

Social Policy and the Achievement Gap in Education

Visions for today and tomorrow

Corey Bunje Bower Series: Routledge Research in Educational Equality and Diversity

Will Curtis, University of Warwick, UK Series: Routledge Focus on Education Studies Transformations in society, culture, economy, politics, employment and knowledge require us to fundamentally rethink how we perceive learning and teaching. Reinventing Education challenges the principles and practices that underpin existing ‘institutionalised’ approaches to education. It asks the reader to question our reliance on the school, the classroom, the teacher, the examination, the university and so on. It considers existing alternatives to mainstream education, both from within the UK state system and beyond. In challenging the assumptions that underpin much of today’s compulsory, further and higher education, the book concludes by offering a vision for our educational futures.

Routledge Market: Education March 2019: 234x156: 90pp Hb: 978-1-138-23925-8: £45.00 eBook: 978-1-315-29609-8 * For full contents and more information, visit: www.routledge.com/9781138239258

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Bringing together research from a range of fields, Bower comprehensively examines the effects of social and environmental factors on educational achievement, and evaluates whether social policy is able to improve the experiences of children living in urban poverty in ways that will narrow the gap in schools. Going beyond studies of reform efforts largely focused on what happens inside schools, Bower pieces together research and investigates the power of broader social reforms to narrow or close the achievement gap.

Routledge Market: Education June 2019: 229 x 152: 276pp Hb: 978-1-138-21346-3: £105.00 eBook: 978-1-315-44832-9 * For full contents and more information, visit: www.routledge.com/9781138213463

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Researching Emotions in Early Childhood

Sociology and Education

Sarah Cousins, University of Warwick, UK Series: Routledge Focus on Education Studies

Richard Waller, University of the West of England, UK and Tamsin Bowers-Brown Series: Foundations of Education Studies

Transformations in society, culture, economy, politics, employment and knowledge require us to fundamentally rethink how we perceive learning and teaching. Reinventing Education challenges the principles and practices that underpin existing ‘institutionalised’ approaches to education. It asks the reader to question our reliance on the school, the classroom, the teacher, the examination, the university and so on. It considers existing alternatives to mainstream education, both from within the UK state system and beyond. In challenging the assumptions that underpin much of today’s compulsory, further and higher education, the book concludes by offering a vision for our educational futures.

Written specifically for education studies students, this accessible text offers a clear introduction to sociology of education. It guides readers through this complex and sometimes challenging area using examples and accounts of sociological research to help them to understand the bigger theories and policies behind what are sometimes taken for granted systems of education.

Divided into two parts, the book examines each phase of education through a sociological lens. It then explores a range of cross-cutting themes which are at the very forefront of sociological concerns including social justice, globalisation, technology and the role of the market within educational provision.

Routledge Market: Education March 2019: 216x138: 90pp Hb: 978-1-138-72051-0: £45.00 * For full contents and more information, visit: www.routledge.com/9781138720510

Routledge Market: Education February 2019: 246x174: 160pp Hb: 978-0-415-52863-4: £95.00 Pb: 978-0-415-52864-1: £24.99 * For full contents and more information, visit: www.routledge.com/9780415528634

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Skills for Human Development

The Politics of Alternative Teacher Certification

Transforming Vocational Education and Training

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

Simon McGrath, University of Nottingham, UK and Lesley Joy Powell As skills move back up the development policy agenda, a reimagining of the purpose of vocational skills development is needed urgently. The current orthodoxy regarding skills and development is both theoretically weak and of limited practical value for the transformation of skills approaches. This book offers a transformative vision for skills development based on its potential contribution to broader human development and not just to economic development. Drawing on experience working with policymakers and institutional leaders, as well as current trends in development theory, this book points to a new approach that works with learners and leaders instead of seeing them as the problem.

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.

Routledge Market: Education March 2019: 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 March 2019: 234x156: 224pp Hb: 978-1-138-10057-2: £105.00 Pb: 978-0-367-18215-1: £29.99 eBook: 978-1-315-65759-2 * For full contents and more information, visit: www.routledge.com/9781138100572

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EDUCATION POLICY AND POLITICS Dummy text to keep placeholder 4th Edition

Using Research Evidence in Education Practice

The School in the United States

A guide to the key issues

A Documentary History

Mark Rickinson, Matthew Hall and Kate de Bruin

Edited by James W. Fraser, New York University, USA

Education professionals are expected to use research evidence to inform and underpin their work, but using evidence well and developing cultures to support evidence use is not easy. Written for teachers, leaders and decision-makers across all stages of education, this book provides: background on the growth of evidence-based agendas within education and their critiques; a guide to the key skills and issues involved in accessing, evaluating and using different kinds of educational research evidence; and specific suggestions for enhancing the quality of evidence use amongst education professionals and their institutions.

This anthology collects the essential primary documents of the history of education in the United States. Expertly chosen by historian and education scholar James Fraser, these documents walk students through two centuries of U.S. education from Colonial America through present-day reform efforts. Each chapter begins with an introduction that contextualizes and provides background to the issues.

Routledge Market: Education April 2019: 254 x 178: 386pp Hb: 978-1-138-47884-8: £150.00 Pb: 978-1-138-47887-9: £54.99 Prev. Ed Hb: 978-0-415-83741-5 * For full contents and more information, visit: www.routledge.com/9781138478848

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The Transformation of Initial Teacher Education The Changing Nature of Teacher Training

Routledge June 2019 Hb: 978-1-138-08959-4: £90.00 Pb: 978-1-138-08961-7: £27.99 eBook: 978-1-315-10915-2 * For full contents and more information, visit: www.routledge.com/9781138089594

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Young Children’s Civic Mindedness

Ian Abbott, Philip Whitehead, University of Warwick, UK and Mike Rathbone

Democratic Living and Learning in an Unequal World

Tracing the development of Initial Teacher Education (ITE) since the large scale expansion of the teaching professional after the Second World War to the present day, this book explores the changing nature of teacher education. It considers the growth of the ‘teaching industry’ and addresses key issues including the return to an apprentice model, the growing importance of schools in ITE and the continuing decline in the role played by Higher Education. The book sets these changes in the broader international context to consider the future of teacher education and the changing nature of teaching.

Young Children’s Civic Mindedness provides a well-grounded understanding of children’s civic thought and action by inviting readers to look and listen carefully to the voices of young children themselves. Grounded in research on children’s evolving civic identities and drawn from extended case studies and rich narrative vignettes, this book shows the many ways even the youngest children can be civic-minded and political. Written for early childhood, elementary and civic educators, this book encourages readers to go beyond mere rhetoric on the importance of civic education, to develop improved ways of teaching for children’s civic development.

Routledge Market: Education March 2019: 234x156: 192pp Hb: 978-0-415-73873-6: £100.00 Pb: 978-0-415-73874-3: £31.99 eBook: 978-0-429-42456-4 * For full contents and more information, visit: www.routledge.com/9780415738736

Jennifer Hauver, The University of Georgia

Routledge Market: Education January 2019: 229 x 152: 162pp Hb: 978-1-138-63212-7: £115.00 Pb: 978-1-138-63215-8: £34.99 eBook: 978-1-315-20841-1 * For full contents and more information, visit: www.routledge.com/9781138632127

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Understanding Critical Race Research Methods and Methodologies Lessons from the Field Edited by Jessica T. DeCuir-Gunby, NC State University, Thandeka K. Chapman, University of California San Diego and Paul A. Schutz, University of Texas at San Antonio This exciting edited collection presents different methods and methodologies, which are used by education researchers, to investigate critical issues of racial justice in education from a CRT perspective. Featuring scholars from a range of disciplines, the chapters showcase how various researchers synthesize different methods—including qualitative, quantitative, mixed-methods, historical and archival research—with CRT to explore issues of equity and access in the field of education. Scholars discuss their current research approaches using CRT and present new models of conducting research within a CRT framework, offering a valuable contribution to ongoing methodological debates.

Routledge December 2018: 229 x 152: 202pp Hb: 978-1-138-29469-1: £110.00 Pb: 978-1-138-29470-7: £34.99 eBook: 978-1-315-10094-4 * For full contents and more information, visit: www.routledge.com/9781138294691

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Boosting School Belonging

Reconceptualising Educational Assessment

Practical Strategies to Help Adolescents Feel Like They Belong at School

Integrating Mind, Culture, Learning and Assessment

Kelly-Ann Allen, University of Melbourne, Australia and Peggy Kern, University of Melbourne, Australia

Kathy Hall, Alicia Curtin, Kevin Cahill and Dan O'Sullivan Series: Current Debates in Educational Psychology

Designed for teachers, psychologists and counsellors, this book presents evidence-based strategies and concepts that help foster a sense of school belonging amongst students.

Feeling a sense of school belonging has been linked to better mental health outcomes in adolescents, increased school performance and greater retention rates. Comprised of six modules that explore connecting to parents, teachers, friends, self, learning and help, it can be used in an individual or group context, and also as a therapeutic tool or a prevention tool. Each module has an introductory section outlining how the module may be adapted to different contexts to ensure young people connect with and stay at school.

This book will explore from a sociocultural perspective the very complex relationship between learning, mind, culture and assessment. How do we view learning? How should this learning be assessed? We have developed complex theories of learning but why does our assessment practice still understand testing and assessment as isolated activities? What does testing test? How significant is the social construction of assessment in the experience of those being assessed? Using culture as both a lens and analytic tool, this text challenges current and practiced understandings of assessment practice and attempts to theorize assessment in a way that has not been done previously.

Routledge Market: Education April 2019: 234x156: 192pp Hb: 978-1-138-30510-6: £95.00 Pb: 978-1-138-30508-3: £24.99 eBook: 978-0-203-72963-2 * For full contents and more information, visit: www.routledge.com/9781138305106

Routledge Market: Education / Psychology June 2019: 234x156: 256pp Hb: 978-1-138-83240-4: £90.00 Pb: 978-1-138-83242-8: £25.99 * For full contents and more information, visit: www.routledge.com/9781138832404

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Language and the Joint Creation of Knowledge

Urban Myths about Learning and Education

The selected works of Neil Mercer

Part 2

Neil Mercer Series: World Library of Educationalists

Pedro De Bruyckere, Paul A. Kirschner, Open Univeristy of the Netherlands and Casper Hulshof

In this book Professor Neil Mercer draws on his most prominent writings covering his ground-breaking and critically acclaimed work on the role of talk in education and on the relationship between spoken language and cognition. Mercer’s approach, largely based on a Vygotskian, sociocultural psychology, has become the dominant paradigm in educational research and is increasingly influential in developmental psychology.

Throughout his work Professor Mercer has always sought to relate theoretical ideas to research evidence and to practical educational situations that improve children's lives; this book provides a crucial insight into this approach.

Urban Myths about Learning and Education examines things people commonly believe to be true about education but that are not supported by scientific evidence, and provides the truth of what research has really shown about each topic. The book is broken into sections on learning, the brain, technology, and educational policy, concluding with a discussion of why these myths are so persistent. Written in an engaging style, Kirschner and Clark tackle pervasive myths such as learning styles, the left brain/right brain split, and gender differences in learning, and effectively separate fact from fiction regarding learning and education.

Routledge Market: Education April 2019: 234x156: 432pp Hb: 978-0-367-00207-7: £115.00 eBook: 978-0-429-40075-9 * For full contents and more information, visit: www.routledge.com/9780367002077

Routledge Market: Education June 2019: 229 x 152 Hb: 978-0-815-35457-4: £120.00 * For full contents and more information, visit: www.routledge.com/9780815354574

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2nd Edition

Putting Learning Before Technology!

What's the Buzz?

The Possibilities and Limits of Digitalization

A Social Skills Enrichment Programme for Primary Students

Klaus Zierer, University of Augsburg, Germany

Mark Le Messurier, Education consultant, Australia and Madhavi Nawana Parker, Behaviour Consultant, Australia

For many, digitisation is the key to revolutionising education and upbringing. But what do we know about its impact on the learning process? Which possibilities and limits are associated with digitisation? And what are the consequences for educational interventions?

Learning Before Technology! discusses these questions using a multitude of evidence and examples from schools and lessons. Central to the authors‘ argument is that digitisation as a structural measure will bring little benefit. Using evidence from the visible learning research and the impact of digitisation on young children, the authors argue passionately for learning before technology!

Routledge Market: Education March 2019: 246x174: 112pp Hb: 978-1-138-32050-5: £105.00 Pb: 978-1-138-32051-2: £22.99 eBook: 978-0-429-45324-3 * For full contents and more information, visit: www.routledge.com/9781138320505

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What's the Buzz? was a best-seller in its 1st edition as it guided children and adolescents to think socially and develop essential relational skills. Helping teachers, care givers and health professionals to support young people from 4 to 14 years, the principles provide social and emotional skills for use in real-life situations. This highly practical play-based programme targets everyday themes: how to greet, make and keep friends, read one’s own emotions, read the feelings of others and cope with worry, frustration and disappointment. This fully revised new edition includes new chapters on giving feedback, knowing when to go your own way and when to be part of a group.

Routledge Market: Education May 2019: 297x210: 256pp Hb: 978-1-138-08030-0: £90.00 Pb: 978-1-138-08031-7: £29.99 eBook: 978-1-315-11353-1 * For full contents and more information, visit: www.routledge.com/9781138080300

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Action Research for English Language Arts Teachers

Contending with Gun Violence in the English Language Classroom

Invitation to Inquiry Mary Buckelew, West Chester University, USA and Janice Ewing Offering preservice and inservice teachers a guide to navigate the rapidly changing landscape of English Language Arts education, this book provides a fresh perspective on what it means to be a teacher researcher in ELA contexts. Inviting teachers to view inquiry and reflection as intrinsic to their identity and mission, Buckelew and Ewing walk readers through the inquiry process. Providing thoughtful and relevant protocols and models for teacher inquiry, this book establishes a theoretical foundation and offers practical, ready-to-use tools and strategies for engaging in the inquiry process in the context of teachers’ communities.

Routledge Market: Education April 2019: 229 x 152: 192pp Hb: 978-1-138-60909-9: £105.00 Pb: 978-1-138-60911-2: £35.99 eBook: 978-0-429-46637-3 * For full contents and more information, visit: www.routledge.com/9781138609099

Edited by Shelly Shaffer, Gretchen Rumohr-Voskuil and Steven T. Bickmore Utilizing experiences and expertise from English educators, young adult literature authors, classroom teachers, and mental health professionals, this book considers how secondary English Language Arts can address school gun violence. Curated by field experts, contributions to this volume pay special attention to how a school’s culture and climate affect how teachers and students communicate around difficult topics that are embedded in the curriculum, but not directly addressed.

Routledge Market: Education November 2018: 229 x 152: 142pp Hb: 978-1-138-35451-7: £105.00 eBook: 978-0-429-42477-9 * For full contents and more information, visit: www.routledge.com/9781138354517

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Advocacy in English Language Teaching and Learning

Content-Area Literacy Strategies That Work Do This, Not That

Edited by Heather A. Linville and James C Whiting

Lori G. Wilfong, Kent State Universitity, USA

Appropriate for those new to the topic and established scholars, this holistic text examines the nexus of advocacy and English-language teaching, beginning with theories of advocacy, covering constraints and challenges in practice, and offering a range of hands-on perspectives in different contexts and with different populations. This volumeoffers readers a deeper understanding of what advocacy is and can be, and gives teacher candidates and educators the tools to advocate for their students, their families and communities, and their profession.

Content area teachers are now being tasked with incorporating reading and writing instruction, but what works? In this essential book from Routledge and AMLE, author Lori G. Wilfong describes ten best practices for content-area literacy and how to implement them in the middle-level classroom. She also points out practices that should be avoided, helping you figure out which ideas to ditch and which to embrace. Each chapter includes Common Core connections and practical templates and tools. The templates are available as free eResources so you can easily print them for classroom use.

Routledge Market: Education January 2019: 229 x 152: 212pp Hb: 978-1-138-48984-4: £105.00 Pb: 978-1-138-48985-1: £36.99 eBook: 978-1-351-03666-5 * For full contents and more information, visit: www.routledge.com/9781138489844

Routledge Market: Education March 2019: 254 x 178: 248pp Hb: 978-0-815-37503-6: £95.00 Pb: 978-0-815-37504-3: £26.99 eBook: 978-1-351-24089-5 * For full contents and more information, visit: www.routledge.com/9780815375036

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Affect in Literacy Learning and Teaching

Critical Literacy with Adolescent English Language Learners

Pedagogies, Politics, and Coming to Know Edited by Kevin M. Leander, Vanderbilt University, USA and Christian Ehret, McGill University, Canada Series: Expanding Literacies in Education In this cutting-edge volume, scholars from around the world connect affect theory to the field of literacy studies, and unpack the role and influence of this emerging area of scholarship on literacy education. Offering an introduction to affect theory and scholarship as it relates to literacy studies, contributors discuss the role of humanizing and dehumanizing influences on schooling and examine the emotional and affective dimensions at individual and communal levels. Arguing that an affective turn requires a radical rethinking of the nature of literacy, these chapters address the impact and import of emotion and affect on reading, writing, and calling to action.

Routledge Market: Literacy Education February 2019: 229 x 152: 248pp Hb: 978-0-815-36771-0: £105.00 Pb: 978-0-815-36772-7: £36.99 eBook: 978-1-351-25676-6 * For full contents and more information, visit: www.routledge.com/9780815367710

Exploring policy and practice in global contexts Jennifer Alford, Queensland University of Technology, Australia Series: Routledge Research in Language Education Critical Literacy with Adolescent English Language Learners provides a comparative analysis of the official position of critical literacy in English language education policy for adolescents in four global contexts: Australia, the United Kingdom, Sweden and the United States.

English language learners in schools are often not given the same exposure to critical literacy as their English-speaking counterparts, because it is seen as too difficult for them.

This book focuses on critical literacy with these particular learners, and is therefore an important and innovative addition to extant literature.

Routledge Market: Education/Language February 2019: 234x156 Hb: 978-1-138-66990-1: £105.00 eBook: 978-1-315-61792-3 * For full contents and more information, visit: www.routledge.com/9781138669901

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5th Edition

Culturally Sustaining Early Literacy Teaching

Learning to Teach English in the Secondary School

New Approaches, Strategies, and Practices

A Companion to School Experience

Edited by Kindel Turner Nash, University of Maryland, Baltimore County, USA, Crystal Polite Glover, Winthrop University, USA and Bilal Polson, Northern Parkway School, NY, USA Series: NCTE-Routledge Research Series

Edited by Jon Davison, Canterbury Christ Church University, UK and Caroline Daly, Institute of Education Series: Learning to Teach Subjects in the Secondary School Series

Demonstrating new strategies for effective teaching and learning on topics such as translanguaging, literacy assessment, and arts integration, this book reveals how 2-person teacher partnerships can implement, facilitate, and maintain culturally relevant and responsive early literacy teaching in diverse contexts. This book shares the story of five teacher dyads who worked across university-school contexts to generate and evaluate culturally sustaining literacy practices in early childhood classrooms. Insightful and instructive, the narratives in this collection model how to create positive and mutually beneficial dynamics among teachers, students, and their families and communities.

This key text for all trainee teachers combines theory and practice to present a comprehensive introduction to the opportunities and challenges of teaching English in the secondary school. It explains practical teaching approaches, the background to debates, and includes tasks and further reading to support reflection on school experience. Key topics covered include reading and writing; speaking and listening; drama; media studies; grammar; poetry; Shakespeare and post-16 English language and literature. The fully updated edition includes additional chapters on changes to the assessment system, language teaching, and cross-curriculuar aspects of secondary teaching.

Routledge Market: Education/Literacy May 2019: 229 x 152: 168pp Hb: 978-0-815-36375-0: £105.00 * For full contents and more information, visit: www.routledge.com/9780815363750

Routledge Market: Education March 2019: 246x174: 240pp Hb: 978-1-138-58045-9: £105.00 Pb: 978-1-138-58047-3: £28.99 eBook: 978-0-429-50730-4 Prev. Ed Hb: 978-0-415-84028-6 * For full contents and more information, visit: www.routledge.com/9781138580459

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Handbook of Reading Research, Volume V

Pedagogies and Policies for Publishing Research in English

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

Routledge Market: Education/Reading Research May 2019: 254 x 178: 752pp Hb: 978-1-138-93736-9: £218.00 Pb: 978-1-138-93737-6: £85.00 eBook: 978-1-315-67630-2 * For full contents and more information, visit: www.routledge.com/9781138937369

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Edited by James N. Corcoran, Karen Englander and Laura-Mihaela Muresan Series: ESL & Applied Linguistics Professional Series In this book, multilingual scholars examine the pedagogies and policies that have been implemented around the world to foster academic writing for publication. In a market dominated by English journals and books publications, multilingual scholars are increasingly inclined and encouraged to publish in English in order to contribute to the global dissemination of academic knowledge. Addressing the obstacles academics located outside the Anglosphere face, this collection examines the writing programs, courses and interventions held outside the Anglophone countries whose aim is to enhance the scholarly writing and publishing success of multilingual scholars.

Routledge Market: Applied Linguistics/English for Academic Purposes February 2019: 229 x 152: 304pp Hb: 978-1-138-55808-3: £110.00 Pb: 978-1-138-55809-0: £36.99 eBook: 978-1-315-15122-9 * For full contents and more information, visit: www.routledge.com/9781138558083

Languaging Relations for Transforming the Literacy and Language Arts Classroom

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Pedagogy in the Novels of J.M. Coetzee

Edited by Richard Beach, University of Minnesota, USA and David Bloome, The Ohio State University, USA

Aparna Mishra Tarc Series: Routledge Research in Education

This volume frames the teaching and learning of literacy, literature, language, and the language arts as social and linguistic actions that generates new questions to make visible social, cultural, psychological, linguistic, and educational processes.

Responding to the need to foster and support students’ intellectual, social, and affective worlds, this book showcases how languaging relations among teachers and students can deepen interactions and engagement with texts, and enhance understandings of agency, personhood, and power relations in order to transform literacy, literature, and language arts classrooms and improve the lives of teachers and students in

Bringing together critical and educational theory, this book examines depictions of pedagogy in the novels of J.M. Coetzee. Engaging Coetzee’s varied literary use of pedagogy, Tarc demonstrates that pedagogy is intrinsic to the formation of human actors, society, and civilization in his works. This book is an original contribution and provides a new theoretical framework for understanding the implications of pedagogy in his books and in a postcolonial context.

educational settings.

Routledge Market: Education April 2019: 229 x 152: 163pp Hb: 978-1-138-03900-1: £105.00 eBook: 978-1-315-17619-2 * For full contents and more information, visit: www.routledge.com/9781138039001

Routledge Market: Education/Language Arts January 2019: 229 x 152: 272pp Hb: 978-1-138-48990-5: £105.00 Pb: 978-1-138-48991-2: £35.99 eBook: 978-1-351-03658-0 * For full contents and more information, visit: www.routledge.com/9781138489905

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Reading for Life

Teacher Education for English as a Lingua Franca

High Quality Literacy Instruction for All

Perspectives from Indonesia

Lyn Stone, Director of Linguist Learning, Victoria, Australia.

Nonsensical ideas about teaching reading and writing are alive and well and in schools all over the world. Yet we have known for many years what the most effective, low-cost methods are.

It’s time for you as a teacher, a parent, as a human to take the reins and demand quality literacy teaching for all. This book contains the tools you will need to get that job done. This book aims to bridge the research-practice divide, making the findings of reading science available to all and provide a common platform on which teachers and parents can exchange ideas about doing the best possible job of teaching people to read and write.

Edited by Subhan Zein, The University of Queensland, Australia Series: Routledge Critical Studies in Asian Education Through a series of extended research-based and conceptual chapters written by experts in Teaching English to Speakers of Other Languages (TESOL) in and about Indonesia, this book offers an insight into Indonesia’s unique cultural, social and institutional contexts. The content focuses on four interrelated themes: the transition of perspective from English as a Foreign Language (EFL) to English as a Lingua Franca (ELF), the knowledge base of ELF pedagogy, teacher agency and identity in ELF and innovations in teacher education for ELF.

Routledge Market: Education December 2018: 246x174: 206pp Hb: 978-1-138-59090-8: £105.00 Pb: 978-1-138-59092-2: £15.99 eBook: 978-0-429-49076-7 * For full contents and more information, visit: www.routledge.com/9781138590908

Routledge Market: Education, English Language Teaching, Teacher Education, English as a Lingua Franca November 2018: 234x156: 208pp Hb: 978-1-138-30396-6: £115.00 eBook: 978-0-203-73052-2 * For full contents and more information, visit: www.routledge.com/9781138303966

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Re-theorizing Literacy Practices

Teaching and Researching ELLs’ Disciplinary Literacies

Complex Social and Cultural Contexts Edited by David Bloome, The Ohio State University, USA, Maria Lucia Castanheira, Universidade Federal de Minas Gerais, Brazil, Constant Leung, King’s College London, UK and Jennifer Rowsell, Brock University, Canada Building on Brian V. Street’s scholarship, contributors in this edited collection discuss literacy as intrinsically social and ideological, and examine how the theorizing of literacy practices has evolved in recognition of the diverse contexts in which written language is used. Breaking new intellectual and theoretical ground, this book brings together leading literacy scholars to re-examine how educational and sociocultural contexts frame and define literacy events and practices. Drawing from the richness of Brian V. Street’s work, this volume offers insights into fractures, tensions, and developments in literacy for scholars, students, and researchers.

Routledge Market: Education/Literacy December 2018: 229 x 152: 258pp Hb: 978-0-815-36862-5: £110.00 Pb: 978-0-815-36863-2: £38.99 eBook: 978-1-351-25422-9 * For full contents and more information, visit: www.routledge.com/9780815368625

Systemic Functional Linguistics in Action in the Context of U.S. School Reform Meg Gebhard Series: Language, Culture, and Teaching Series Written from a critical perspective, this volume provides teachers, teacher educators, and classroom researchers with a conceptual framework and practical methods for teaching and researching the disciplinary literacy development of English language learners (ELLs). Grounded in a nuanced critique of current social, economic, and political changes shaping public education, Gebhard offers a comprehensive framework for designing curriculum, instruction, and assessments that build on students’ linguistic and cultural resources and that are aligned with high-stakes state and national standards using the tools of systemic functional linguistics (SFL).

Routledge Market: Teaching English Language Learners/Disciplinary Literacy Development March 2019: 229 x 152: 280pp Hb: 978-1-138-09089-7: £110.00 Pb: 978-1-138-09090-3: £36.99 eBook: 978-1-315-10839-1 * For full contents and more information, visit: www.routledge.com/9781138090897

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Rethinking Languages Education

Teaching Language Variation in the Classroom

Directions, Challenges and Innovations

Strategies and Models from Teachers and Linguists

Edited by Ruth Arber, Deakin University, Australia, Michiko Weinmann, Deakin Univeristy, Australia and Jillian Blackmore, Deakin University, Australia

Edited by Michelle D. Devereaux, Kennesaw State University, USA and Chris C. Palmer, Kennesaw State University, USA

Rethinking Languages Education assembles innovative research from experts in the fields of sociocultural theory, applied linguistics and education. The contributors interrogate innovative thinking, broach controversies about the theoretical and practical considerations that underpin the implementation of effective languages pedagogy in 21st-century classrooms. Crucially, Rethinking Languages Education explores established understandings about language, culture and education to provide a more comprehensive and flexible understanding of languages education that responds to local classrooms impacted by global and transnational change, and the politics of language, culture and identity.

Bringing together the expertise of teachers and linguists, this book presents practical tools grounded in cutting-edge research on teaching about languages and language diversity in ELA classrooms. Demonstrating practical ways teachers can implement research-driven linguistic concepts in the classroom, each chapter offers real-world lessons and gives teachers clear methods for instructing their students on the diversity of language. Written for preservice and in-service ELA teachers, this book serves as a teaching guide for integrating linguistic research into the classroom and includes easy-to-use lesson plans, pedagogical strategies and activities.

Routledge Market: Education/ Language February 2019: 234x156: 224pp Hb: 978-1-138-09158-0: £105.00 eBook: 978-1-315-10797-4 * For full contents and more information, visit: www.routledge.com/9781138091580

Routledge Market: Education January 2019: 229 x 152: 168pp Hb: 978-1-138-59794-5: £105.00 Pb: 978-1-138-59795-2: £26.99 eBook: 978-0-429-48667-8 * For full contents and more information, visit: www.routledge.com/9781138597945

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

ENGLISH AND LITERACY

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Transforming Literacy Education for Long-Term English Learners Reclaiming Brilliance in the Undervalued Maneka Brooks Series: NCTE-Routledge Research Series Presenting an alternative representation of long-term English language learners (LTELs), Brooks demonstrates how they are incorrectly characterized as incomplete speakers of English when many should be viewed as English-speaking bilinguals who remain classified as ELs. Combining research, theory, and practice, Brooks offers much-needed insight into the needs of these students and those who work with them. Challenging the deficit approach to language learning, Brooks situates literacy as social practice, provides an analysis of literacy pedagogy to facilitate teacher learning, and offers takeaways to create inclusive and successful classroom environments for LTELs. Routledge Market: Literacy Education April 2019: 229 x 152: 168pp Hb: 978-1-138-55810-6: ÂŁ110.00 Pb: 978-1-138-55811-3: ÂŁ36.99 eBook: 978-1-315-15123-6 * For full contents and more information, visit: www.routledge.com/9781138558106

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A People’s History of American Higher Education

Confidence in Critical Thinking

Philo Hutcheson, Georgia State University, USA Series: Core Concepts in Higher Education

Developing Learners 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.

Confidence in Critical Thinking is a book that bridges the gap between theory and application for both new and established lecturers who wish to recognise their own critical thinking skills, develop them and in turn support the development of their learners. By harnessing new findings from research on design, engagement, goal setting, mindset and the influence of language, each chapter facilitates educators in moving from thinking about these skills as theoretical concepts to practical application. A must-read for those wishing to examine the assumption that critical thinking development happens to all learners, to an equal degree as a natural part of the education process.

Routledge Market: Education June 2019: 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/9780415894692

Arlene Egan, National College of Ireland

Routledge Market: Education/Higher Education March 2019: 216x138: 216pp Hb: 978-1-138-06032-6: £95.00 Pb: 978-1-138-06033-3: £24.99 eBook: 978-1-315-16312-3 * For full contents and more information, visit: www.routledge.com/9781138060326

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Black Women Theorizing Curriculum Studies in Colour and Curves Edited by Kirsten T. Edwards Williams, Denise Taliaferro Baszile and Nichole A. Guillory This book explores the curriculum theorising of Black women, and their contributions to the always evolving complicated conversation of Curriculum Studies. It visualizes the transformation of academia’s relationship with black women as students, teachers and theorizers. Providing a clarion call for fellow educators to remain reflexive and committed to emancipatory aims, this book will be of interest to researchers seeking an exploration of critical voices from non-dominant identities, perspectives, and concerns. This book was originally published as a special issue of Gender and Education.

Contemporary Issues in Higher Education Edited by Marybeth Gasman, University of Pennsylvania, USA and Andrés Castro Samayoa, Boston College, USA Series: Core Concepts in Higher Education The latest text in the Core Concepts in Higher Education series, this volume speaks to the complex dimensions that higher education scholars and educators need to understand about the shifting role of postsecondary education in the US. Chapter authors clarify current issues affecting the field, and offer fresh perspectives articulating how policy, demographic, and institutional changes influence the everyday practices of those who work in higher education. This is a valuable resource for graduate students, administrators, and researchers who seek to understand and improve the policies and contexts of higher education today.

Routledge Market: Higher Education / Black Women in Academia December 2018: 246x174: 218pp Hb: 978-0-367-13577-5: £115.00 * For full contents and more information, visit: www.routledge.com/9780367135775

Routledge Market: Education December 2018: 254 x 178: 226pp Hb: 978-1-138-34460-0: £120.00 Pb: 978-1-138-34461-7: £36.99 * For full contents and more information, visit: www.routledge.com/9781138344600

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Christian Higher Education and Postmodernity

Improving Case Based Learning in Higher Education

Institutional Fallibilism

Utilizing Semantic Web Technologies

P Jesse Rine, Council for Christian Colleges and Universities, USA. Series: Routledge Research in Religion and Education

Patrick Carmichael, Liverpool John Moore University, UK, Katy Jordon, Frances Tracy, Kate Litherland, Simon Morris, Agustina Martinez Garcia and Uma Patel

There has been much dialogue among higher education scholars regarding the implications of the emergent postmodern paradigm, and thought leaders in the evangelical world have noted with concern the postmodern challenge to exclusivist truth claims. However, few have sought to situate the challenges Christian higher education faces within the larger shifts in practice taking place across the wider postsecondary sector. Drawing upon recent cultural and philosophical history to describe the present institutional context, this volume is the first to describe an empirically-informed model for Christian colleges and universities to successfully address the challenges of postmodernity.

Learning with cases lets students engage with authentic and complex problems and gain experience with diverse and unpredictable outcomes. Emerging technologies can support and enhance case-based learning, letting teachers and students develop learning environments as never before – but this will require responsive and participatory approaches to research, design, and development. While exploring the interplay of technology and pedagogy, Improving Case Based Learning in Higher Education addresses the importance of participatory approaches, how to deal with complexity and change, and the nature of diverse learning environments.

Routledge Market: Education March 2019: 229 x 152: 176pp Hb: 978-1-138-01382-7: £105.00 * For full contents and more information, visit: www.routledge.com/9781138013827

Routledge Market: Education June 2019: 229 x 152: 176pp Hb: 978-0-415-89644-3: £80.00 Pb: 978-0-415-89645-0: £20.99 eBook: 978-0-203-07521-0 * For full contents and more information, visit: www.routledge.com/9780415896443

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Leadership of Higher Education Assessment

Student Engagement and Quality Assurance in Higher Education

A Guide to Theory for Practitioners Matthew B. Fuller, Sam Houston State University, USA Leadership of Higher Education Assessment provides a comprehensive treatment of leadership theories and helps practitioners integrate this knowledge into their assessment work. Synthesizing leadership theories into maneagable concepts relevant to the college and university context, this useful guide helps assessment leaders address complex institutional situations and develop their own unique philosophy of assessment and leadership style. In the face of ongoing challenges such as data accessibility, data security, a shifting accreditation environment, complex politics, & lack of resources, this book is a critical guide for assessment leaders who want to take command of their practice.

Routledge Market: Education February 2019: 229 x 152: 236pp Hb: 978-0-815-39675-8: £105.00 Pb: 978-0-815-39676-5: £32.99 eBook: 978-1-351-18100-6 * For full contents and more information, visit: www.routledge.com/9780815396758

International Collaborations for the Enhancement of Learning Edited by Masahiro Tanaka Using a range of international examples to compare the reality, purpose and effect of student engagement in universities across the globe, this book argues that teachers and students need to collaborate to improve the quality of university education and student learning. With case studies from ten countries covering a variety of cultural and environmental settings, it focusses on ways of working with students to produce applicable, implementable strategies for universities the world over. This book is essential reading for educational researchers, institutional leaders and all concerned with the implementation and progression of student engagement and quality assurance in higher education.

Routledge Market: Education January 2019: 234x156: 172pp Hb: 978-0-367-13282-8: £105.00 Pb: 978-0-367-13283-5: £29.99 eBook: 978-0-429-02564-8 * For full contents and more information, visit: www.routledge.com/9780367132828

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Re-envisioning the Public Research University

The Education Ecology of Universities

Tensions and Demands

Integrating Learning, Strategy and the Academy

Edited by Andrew Furco, Robert Bruininks, Robert J. Jones and Kateryna Kent Series: Routledge Research in Higher Education

Robert A. Ellis and Peter Goodyear Series: Research into Higher Education

In this edited collection, contributors explore how contemporary tensions and demands on public research universities influence and transform institutional policies, structures, and culture as these institutions strive to remain relevant and competitive. With a focus on one Midwestern university, this volume hones in on how public research universities repurpose themselves to address many contemporary challenges, including globalization, interdisiplinarity, public engagement, and the role of technology in higher education. Each chapter identifies a critical issue that today’s public research universities face and offer diverse perspectives on ways to navigate and overcome these tensions.

Arguing that university teaching and learning ecosystems can be assessed in terms of their balance, feedback and self-correction, The Education Ecology of Universities demonstrates the benefits of institutional flexibility and self-awareness. Examining issues such as new pedagogies, campus renewal, and digital agendas, the book highlights the opportunities and challenges facing universities, and then uses the Australian higher education sector as a case study to predict what issues are likely to arise internationally over the next 10 years.

Routledge Market: Education May 2019: 229 x 152: 260pp Hb: 978-1-138-08737-8: £105.00 eBook: 978-1-315-11052-3 * For full contents and more information, visit: www.routledge.com/9781138087378

Routledge Market: Higher Education April 2019: 234x156: 264pp Hb: 978-0-815-35364-5: £105.00 Pb: 978-0-815-35365-2: £29.99 eBook: 978-1-351-13586-3 * For full contents and more information, visit: www.routledge.com/9780815353645

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Rethinking Student Belonging in Higher Education

Transforming Higher Education Through Universal Design for Learning

From Bourdieu to Borderlands Kate Carruthers Thomas Arguing for an understanding of belonging in higher education as relational, complex and negotiated, particularly in reference to ‘non-traditional’ students, this book counters prevailing normative assumptions as to what it means to belong and how institutional policy is shaped and implemented around traditional students. Bringing theoretical insights into institutional areas of policy and practice this book reframes belonging within a neo-liberal, marketised higher education sector, which continues to draw in students from diverse backgrounds, but is yes to account for their differences.

Routledge Market: Education December 2018: 216x138: 88pp Hb: 978-1-138-31137-4: £45.00 eBook: 978-0-429-45890-3 * For full contents and more information, visit: www.routledge.com/9781138311374

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An International Perspective Edited by Seán Bracken, Worcester University, UK and Katie Novak Providing insight into the background, theory and practical applications of Universal Design for Learning (UDL) in the Higher Education sector; this book examines and shares best practice in UDL implementation worldwide to provide institutions with strategies to increase accessibility and engagement. Every chapter provides a different perspective of how UDL has helped meet the needs of all students to ensure that education is accessible, culturally responsive, and socially just. Educational leaders and researchers across the globe assist in making this publication a crucial read for those who want to make a positive difference in Higher Education provision and outcomes.

Routledge Market: Education/Higher Education March 2019: 234x156: 368pp Hb: 978-0-815-35472-7: £105.00 eBook: 978-1-351-13207-7 * For full contents and more information, visit: www.routledge.com/9780815354727

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INCLUSION AND SPECIAL EDUCATIONAL NEEDS 2nd Edition

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Developing Early Literacy Skills

Draw-along Silver Matilda

Practical Ideas and Activities

Get to Know Me: Depression

Katharine Bodle Developing Early Literacy Skills is a practical resource for professionals working with pre-school children showing early signs of specific learning difficulties or older children lacking basic literacy skills. It includes over 100 engaging activities to develop literacy skills, including rhyme, the alphabet, phonological awareness, reading and writing. This second edition is fully updated in line with government policy including the SEND Code of Practice, and contains a new chapter on visual perception and additional information on fine and gross motor skills. Full of tried-and-tested ideas, this resource can be used with larger groups or individually with children in pre-school settings.

Routledge Market: Education March 2019: 297x210: 176pp Pb: 978-1-138-36057-0: £34.99 eBook: 978-0-429-43306-1 Prev. Ed Pb: 978-0-863-88538-9 * For full contents and more information, visit: www.routledge.com/9781138360570

Louise Lightfoot and Catherine Hicks Series: Get To Know Me Draw-along Silver Matilda is an activity-based picture book, which encourages children to interact with the story in a creative way – through writing, drawing, scrap booking, collage and activities. Written in a narrative style and with children with depression in mind, readers will meet Matilda, a bird with silver feathers known for her beauty and graceful flight, and will have the opportunity to relate to her thoughts, feelings, behaviours and experiences as she loses her feathers and hides in shame. Encouraging empathy and inclusivity, engagement with the story helps children to understand and process information, and aids long-term recall.

Routledge Market: Education March 2019: 297x210: 50pp Pb: 978-0-815-34946-4: £11.99 eBook: 978-1-351-16472-6 * For full contents and more information, visit: www.routledge.com/9780815349464

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2nd Edition

Draw on Your Relationships Margot Sunderland, Director of Education and Training at The Centre for Child Mental Health London and Nicky Armstrong, Illustrator Series: Draw On Draw on Your Relationships is a bestselling resource for therapists and educators working with people of all ages to help them express, communicate and deal more effectively with their relationships, using images as a starting point.

Help individuals begin to explore their relationships by completing the easy picture exercises. Encourage people to rehearse other ways of forming, handling and strengthening relationships by trying out alternatives safely on paper.

This revised and updated second edition also contains a new section on how to use the superbly emotive The Relationship Cards to facilitate deeper therapeutic conversations.

Routledge Market: Education February 2019: 297x210: 174pp Pb: 978-1-138-07070-7: £44.99 eBook: 978-1-315-11495-8 Prev. Ed Pb: 978-0-863-88629-4 * For full contents and more information, visit: www.routledge.com/9781138070707

Draw-along Tidy Tim Get to Know me: OCD Louise Lightfoot and Catherine Hicks Series: Get To Know Me Draw-along Tidy Tim is an activity-based picture book, which encourages children to interact with the story in a creative way through writing, drawing, scrap booking, collage and activities.

Written in a narrative style and with children with OCD in mind, readers will meet Tim, an octopus whose swirly whirly feelings make him spend all day cleaning and tidying his house instead of going out and making friends, and will have the opportunity to relate to his thoughts, feelings, behaviours and experiences as he untangles his feelings. Encouraging empathy and inclusivity, engagement with the story helps children to understand and process information, and aids long-term recall.

Routledge Market: Education March 2019: 297x210: 42pp Pb: 978-0-815-34951-8: £11.99 eBook: 978-1-351-16456-6 * For full contents and more information, visit: www.routledge.com/9780815349518

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Draw-along Sammy Sloth

Dyscalculia: from Science to Education

Get to Know Me: Anxiety

Brian Butterworth, University College London, UK

Louise Lightfoot and Catherine Hicks Series: Get To Know Me

In this ground-breaking text, Professor Butterworth explains the latest research in the science of dyscalculia in a clear, non-technical way. He shows that dyscalculia is caused by a core deficit in the ability to accurately and swiflty represent the number of objects in a set, an ability that underpins learning arithmetic, and clearly differentiates dyscalculia from other forms of early maths learning difficulties. Linking research to pedagogical practice, Butterworth explains how science can be used for the identification of dyscalculia, and for the development of strategies to best help affected learners acquire arithmetical competence and strengthen their ability to process

Draw-along Sammy Sloth is an activity-based picture book, which encourages children to interact with the story in a creative way – through writing, drawing, scrap booking, collage and activities. Written in a narrative style and with children with depression in mind, readers will meet Sammy, a sloth who lives in a beautiful tree by the sea, and will have the opportunity to relate to his thoughts, feelings, behaviours and experiences as he begins to feel funny and strange. Encouraging empathy and inclusivity, engagement with the story helps children to understand and process information, and aids long-term recall.

Routledge Market: Education March 2019: 297x210: 32pp Pb: 978-0-815-34942-6: £11.99 eBook: 978-1-351-16484-9 * For full contents and more information, visit: www.routledge.com/9780815349426

numerosities.

Routledge Market: Education/ SEN December 2018: 246x174: 188pp Hb: 978-1-138-68860-5: £105.00 Pb: 978-1-138-68861-2: £24.99 eBook: 978-1-315-53811-2 * For full contents and more information, visit: www.routledge.com/9781138688605

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

INCLUSION AND SPECIAL EDUCATIONAL NEEDS

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Girls and Autism Educational, Family and Personal Perspectives Edited by Barry Carpenter, Oxford Brookes University, UK., Francesca Happe, King's College London, UK. and Jo Egerton

Principles and Practices of Working with Pupils with Special Educational Needs and Disability A Student Guide Trevor Cotterill Providing insight into current research, and comprehensive guidance on recent legislation and policy, this key text offers anyone working or preparing to work with children with SEND with essential academic and theoretical understanding to underpin and inform existing and future practice. Chapters broach current issues and debates relating to practice, and examine recent advances in research, policy and legislation in areas including education, health and social care. Case studies, points for reflection and clearly signposted activities give readers the opportunity to develop a thorough understanding of the complexities surrounding SEND and relate these to their own practice.

As current research reveals a much more balanced male:female ratio in autism, this book provides crucial insight into autistic girls’ experiences, helping professionals to recognise, understand, support and teach them effectively. Drawing on the latest research findings, chapters consider why girls have been historically overlooked by diagnostic approaches, explore potential identifying behaviours, and emphasize the challenges and advantages of the condition. Including contributions from autistic girls and women, their family members, from teachers, professionals and psychologists this is an invaluable source of first-hand insights, knowledge and strategies.

Routledge Market: Education February 2019: 246x174: 194pp Hb: 978-0-815-37725-2: £105.00 Pb: 978-0-815-37726-9: £29.99 eBook: 978-1-351-23442-9 * For full contents and more information, visit: www.routledge.com/9780815377252

Routledge Market: Education January 2019: 246x174: 200pp Hb: 978-1-138-57008-5: £105.00 Pb: 978-1-138-57009-2: £24.99 eBook: 978-0-203-70383-0 * For full contents and more information, visit: www.routledge.com/9781138570085

2nd Edition

Methods for Teaching in Early Education

Rethinking Disability

Contexts for Inclusive Classrooms

A Disability Studies Approach to Inclusive Practices

Jennifer Ledford, Vanderbilt University, USA, Justin Lane and Erin Barton

Jan W. Valle and David J. Connor, Hunter College, City University of New York, USA

Methods for Teaching in Early Education is an introductory textbook for early childhood methods courses in either General or Special Education programs. Chapters provide considerations for planning instruction and contemporary guidelines for procedures in early childhood, and explore various strategies and how to choose which strategy to use. Aligned with both NAEYC standards and CEC’s Division for Early Childhood recommended practices, this comprehensive text provides a broad introduction to the teaching methods relevant for today’s inclusive classrooms.

Rethinking Disability, Second Edition offers clear and applicable suggestions for creating dynamic and inclusive classroom cultures, getting to know students, selecting appropriate instructional and assessment strategies, co-teaching, and promoting an inclusive school culture. This second edition is fully revised and updated to include a brief history of disability through the ages, the relevance of current educational policies to inclusion, technology in the inclusive classroom, intersectionality and its influence upon inclusive practices, working with families, and issues of transition from school to

Routledge Market: Education March 2019: 254 x 178: 288pp Hb: 978-1-138-08853-5: £125.00 Pb: 978-1-138-08854-2: £66.99 eBook: 978-1-315-10980-0 * For full contents and more information, visit: www.routledge.com/9781138088535

the post-school world.

Routledge Market: Education February 2019: 254 x 178: 296pp Hb: 978-1-138-08584-8: £105.00 Pb: 978-1-138-08586-2: £40.99 eBook: 978-1-315-11120-9 * For full contents and more information, visit: www.routledge.com/9781138085848

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Positive Interactions with At-Risk Children

Sammy Sloth

Enhancing Students’ Wellbeing, Resilience, and Success

Get to Know Me: Anxiety

Mojdeh Bayat, DePaul University, USA and Naseem Jamnia Find the tools and knowledge you need to build resilience in all children from an early age through appropriate interactions and conversations. Presenting a wide range of research in an accessible format, Positive Interactions with At-Risk Children explains how to understand and assess behaviors in the context of children’s developmental stages. Ideal for new and veteran educators alike, this book is an invaluable guide to early years behavior.

Routledge Market: Education February 2019: 254 x 178: 230pp Hb: 978-1-138-08731-6: £95.00 Pb: 978-1-138-08732-3: £26.99 eBook: 978-1-315-11054-7 * For full contents and more information, visit: www.routledge.com/9781138087316

Complimentary Exam Copy

e-Inspection

Louise Lightfoot and Catherine Hicks Series: Get To Know Me In this book, we meet Sammy, a sloth who lives in a beautiful tree by the sea. The story follows Sammy as he wakes up one day feeling funny and strange. pacing up and down he meets Anna the armadillo who tells Sammy that he is silly and has no right to be sad when his life is good. Sammy hears this and feels embarrassed and ashamed of how he has been feeling. Sammy hides away until he meets a kind lizard who shows him kindness and empathy. The book was written with children with anxiety in mind, providing an opportunity to relate to Sammy’s thoughts, feelings, behaviours and experiences. However, children with a range of needs may benefit from the story.

Routledge Market: Education March 2019: 297x210: 32pp Pb: 978-0-815-34953-2: £11.99 eBook: 978-1-351-16452-8 * For full contents and more information, visit: www.routledge.com/9780815349532

New in Paperback

Companion Website

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INCLUSION AND SPECIAL EDUCATIONAL NEEDS Dummy text to keep placeholder

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Silver Matilda

Supporting Children with Anxiety to Understand and Celebrate Difference

Get to Know Me: Depression Louise Lightfoot and Catherine Hicks Series: Get To Know Me In this book, we meet Matilda, a bird with silver feathers known for her beauty and graceful flight. Written in a narrative style and avoiding diagnostic labels, the story follows Matilda as she loses her bright feathers and ashamed, hides away from the world until one day an owl comes and sits with her. The owl shows Matilda empathy and stays with her whilst she recovers and watches as she becomes stronger through her experience. The book was written with children with depression in mind, providing an opportunity to relate to Matilda’s thoughts, feelings, behaviours and experiences. However, children with a range of needs may benefit from the story.

Routledge Market: Education March 2019: 297x210: 50pp Pb: 978-0-815-34945-7: £11.99 eBook: 978-1-351-16476-4 * For full contents and more information, visit: www.routledge.com/9780815349457

A Get to Know Me Workbook and Guide for Parents and Practitioners Louise Lightfoot and Catherine Hicks Series: Get To Know Me Developed by child psychologist Louise Lightfoot, the Get to Know Me series offers books specific to anxiety, depression and OCD. This book has been created for key adults, including teachers, therapists and parents, as a complement to the picture book and draw-along versions of Sammy Sloth – a traditional narrative story exploring thoughts, feelings and sensations experienced by children with anxiety. The activities in this book offer practical tools and strategies to support the child and those around them in addition to the information specific to the condition to improve understanding of a child’s needs to promote empathy and acceptance.

Routledge Market: Education March 2019: 297x210: 145pp Pb: 978-0-815-34941-9: £34.99 eBook: 978-1-351-16492-4 * For full contents and more information, visit: www.routledge.com/9780815349419

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Social Skills

Supporting Children with Depression to Understand and Celebrate Difference

Developing Effective Interpersonal Communication Alex Kelly, Managing director of Alex Kelly Ltd; Speech therapist, Social Skills and Communication Consultant, UK. Social Skills: Developing Effective Interpersonal Communication is a definitive guide to understanding and meeting the needs of those who have difficulty with social skills. Written in a clear and accessible manner by bestselling author Alex Kelly, this book provides a theoretical framework to the teaching of social skills alongside a range of practical ideas for practitioners. It includes: what we mean by social skills; how social skills develop, and why they sometimes do not; how to assess social skills; how to work effectively in groups or one-to-one settings; and, how to measure the impact of intervention.

Routledge Market: Education / Inclusion November 2018: 246x174: 326pp Hb: 978-1-138-33224-9: £110.00 Pb: 978-1-911-18616-8: £24.99 eBook: 978-1-315-17340-5 * For full contents and more information, visit: www.routledge.com/9781911186168

A Get to Know Me Workbook and Guide for Parents and Practitioners Louise Lightfoot and Catherine Hicks Series: Get To Know Me Developed by child psychologist Louise Lightfoot, the Get to Know Me series offers books specific to anxiety, depression and OCD. This book has been created for key adults, including teachers, therapists and parents, as a complement to the picture book and draw-along versions of Silver Matilda – a traditional narrative story exploring thoughts, feelings and sensations experienced by children with depression. The activities in this book offer practical tools and strategies to support the child and those around them in addition to the information specific to the condition to improve understanding of a child’s needs to promote empathy and acceptance.

Routledge Market: Education March 2019: 297x210: 80pp Pb: 978-0-815-34943-3: £34.99 eBook: 978-1-351-16480-1 * For full contents and more information, visit: www.routledge.com/9780815349433

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Special Learners in School

Supporting Children with OCD to Understand and Celebrate Difference

Understanding Essential Concepts Catherine Routley Active listening and observation skills, memory, comprehension of pattern and sequencing, positional and expressive language, body awareness and emotional intelligence are key to ensuring a child’s access to the school curriculum. Recognising that these can be particular areas of difficulty for pupils with SEND, this book provides a range of photocopiable activities designed to engage and develop children’s skills in the areas of auditory and visual memory, pragmatic and sensory skills. Easily accessible and differentiated for children at lower and upper levels of ability, practical examples and activities can be used immediately, and adapted in line with students’ abilities and progress.

Routledge Market: Education February 2019: 297x210: 94pp Pb: 978-1-138-31249-4: £29.99 eBook: 978-0-429-45819-4 * For full contents and more information, visit: www.routledge.com/9781138312494

A Get to Know Me Workbook and Guide for Parents and Practitioners Louise Lightfoot and Catherine Hicks Series: Get To Know Me Developed by child psychologist Louise Lightfoot, the Get to Know Me series offers books specific to anxiety, depression and OCD. This book has been created for key adults, including teachers, therapists and parents, as a complement to the picture book and draw-along versions of Tidy Tim - a traditional narrative story exploring thoughts, feelings and sensations experienced by children with OCD. The activities in this book offer practical tools and strategies to support the child and those around them in addition to the information specific to the condition to improve understanding of a child’s needs to promote empathy and acceptance.

Routledge Market: Education March 2019: 297x210: 60pp Pb: 978-0-815-34948-8: £34.99 eBook: 978-1-351-16468-9 * For full contents and more information, visit: www.routledge.com/9780815349488

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

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The Inclusive Education Workbook

Virtual Reality, Augmented Reality and Artificial Intelligence in Special Education

Teaching, Learning and Research in the Irregular School Roger Slee, University of South Australia, Australia This unique volume seeks to dismantle the tide of exclusion in education, and encourages teachers to optimise learning for all students. The text extends across classrooms that exist in different contexts and familiarises readers with a range of social & education theories that underscore the practices it describes and advocates. Slee builds a framework for recognising and analysing the structure & culture of educational and social exclusion.

He provides guidance for reforming education policies, programmes, practices & cultures to support all students in rewarding educational experiences and outcomes.

Routledge Market: Education /SEN June 2019: 297x210: 224pp Hb: 978-1-138-28868-3: £90.00 Pb: 978-1-138-28869-0: £24.99 eBook: 978-1-315-26774-6 * For full contents and more information, visit: www.routledge.com/9781138288683

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A Practical Guide to Supporting Students with Learning Differences Ange Anderson This timely resource offers a background in the evidence-based theory and practice of using new technologies in an educational context. Accessible and free of complex jargon, chapters provide information on the development, uses and current terminology used in relation to technologies, and explains how modern equipment and approaches can be used to promote improved communication skills, independent learning, and heightened self-esteem amongst students diagnosed with SEND. Offering a wealth of practical tips, downloadable resources and ideas for engaging with technology in the classroom, the text will support teachers to ensure that students can benefit from exciting technological advances.

Routledge Market: Education February 2019: 246x174: 108pp Hb: 978-0-367-14532-3: £105.00 Pb: 978-0-367-02453-6: £27.99 eBook: 978-0-429-39950-3 * For full contents and more information, visit: www.routledge.com/9780367145323

Tidy Tim Get to Know Me: OCD Louise Lightfoot and Catherine Hicks Series: Get To Know Me In this book, we meet Tim, an octopus with many arms whose swirly whirly feelings make him spend all day cleaning and tidying instead of going out and making friends. Written in a narrative style and avoiding diagnostic labels, the story follows Tim as he meets Jenni the Jellyfish, who helps him untangle his arms and his feelings. The book was written with children with OCD in mind, providing an opportunity to relate to Tim’s thoughts, feelings, behaviours and experiences. However, children with a range of needs may benefit from the story.

Routledge Market: Education March 2019: 297x210: 42pp Pb: 978-0-815-34950-1: £11.99 eBook: 978-1-351-16460-3 * For full contents and more information, visit: www.routledge.com/9780815349501

2nd Edition

Using Drama with Children on the Autism Spectrum A Resource for Practitioners in Education and Health Carmel Conn The second edition of this practical manual has been extensively revised and re-focused in line with current practice and thinking. The resource includes more than 150 activities for use with children aged 5-11 years old. Written for teachers, SENCos, speech & language therapists and dramatherapists, this book shows how using drama with children across the autism spectrum can help to develop social skills; playfulness and pretence; verbal and non-verbal communication; self-awareness and self-esteem. Complete with case studies, photocopiable resources and step-by-step guidance, this will be invaluable for all those who are looking for new ways of engaging children on the autism spectrum.

Routledge Market: Education March 2019: 297x210: 270pp Pb: 978-1-138-36943-6: £34.99 eBook: 978-0-429-42865-4 Prev. Ed Pb: 978-0-863-88601-0 * For full contents and more information, visit: www.routledge.com/9781138369436

Complimentary Exam Copy

e-Inspection

New in Paperback

Companion Website

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INTERNATIONAL AND COMPARATIVE EDUCATION Dummy text to keep placeholder

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Early Childhood Curriculum in Chinese Societies

The Norwegian Mission’s Literacy Work in Colonial and Independent Madagascar

Polices, Practices, and Prospects Yang Weipeng, Singapore University of Social Sciences, Singapore and Hui Li, The University of Hong Kong, Hong Kong Series: Routledge Research in Early Childhood Education Through this book, readers will learn more about how the Chinese context and culture collide with educators’ beliefs about what are the right activities for children and educators in early childhood settings. This book will be the first one of its kind to focus on early childhood curriculum in Chinese societies – from social context and culture to reforms and practices, and finally to the lessons that researchers, policymakers and practitioners could learn, as well as future directions.

Routledge Market: Education, Early Years Education, Curriculum Studies, Comparative Education, Chinese Education April 2019: 234x156: 152pp Hb: 978-1-138-49370-4: £115.00 eBook: 978-1-351-02726-7 * For full contents and more information, visit: www.routledge.com/9781138493704

Ellen Vea Rosnes Series: Routledge Research in Literacy Offering an original historical perspective on literacy work in Africa, this book examines the role of the Norwegian Lutheran mission in Madagascar and sheds light on the motivations that drove colonizing powers’ literacy work. Focusing on both colonial and independent Madagascar, Rosnesexamines howliteracy practices were facilitated through mission schools and the impact on the reading and writing skills to Malagasy children and youth. Analysing how literacy work influenced identity formation and power relations in the Malagasy society, the author offers new insights into the field of language and education in Africa.

Routledge Market: Education November 2018: 229 x 152: 184pp Hb: 978-1-138-73915-4: £105.00 eBook: 978-1-315-18432-6 * For full contents and more information, visit: www.routledge.com/9781138739154

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Education Systems and Social Justice

The Struggle for Citizenship Education in Egypt

Comparing and Contrasting Learning in China and Finland

(Re)Imagining Subjects and Citizens

Fred Dervin, University of Helsinki, Finland and Yongjian Li This book concentrates on the education utopias of China and Finland, focusing on the burning issue of social justice in the education system. Arguing that, although the two countries differ immensely, they could both benefit from sharing and problematizing discussions and practices of social justice in their respective schools, the book questions the meanings of comparing and contrasting in education. The authors propose a perspective that looks into broader contexts, but also into the micro-context of the classroom, to call for the concept of social justice to be strengthened and re-contextualized in order to be a valid comparative point.

Routledge Market: Education January 2019: 234x156: 88pp Hb: 978-1-138-48686-7: £45.00 eBook: 978-1-351-04455-4 * For full contents and more information, visit: www.routledge.com/9781138486867

Edited by Jason Nunzio Dorio, Ehaab D. Abdou and Nashwa Moheyeldine Series: Critical Global Citizenship Education This book offers nuanced analyses of the narratives, spaces, and forms of citizenship education during the aftermath of the January 2011 Egyptian Revolution. By highlighting the impacts of recent transitions on perceptions of citizenship and citizenship education in Egypt, this volume demonstrates that the critical developments in Egypt’s schools, universities and other spaces of education have not been isolated from the debates around local, national, and global meanings of citizenship.

Routledge Market: Education December 2018: 229 x 152: 272pp Hb: 978-0-367-13936-0: £105.00 eBook: 978-0-429-02927-1 * For full contents and more information, visit: www.routledge.com/9780367139360

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The Legacy of Jullien's Work for Comparative Education

Women, Islam and Education

Edited by Charl Wolhuter, North West University, South Africa The field of Comparative and International Educationwas initiated 200 years ago by Marc-Antoine Jullien. This book applies the context of 21st century globalised society to the philanthropic mission which he laid out for the field. This book was first published as a special issue of Compare: A Journal of Comparative and International Education.

Routledge Market: International and Comparative Education December 2018: 246x174: 156pp Hb: 978-0-367-02485-7: £115.00 * For full contents and more information, visit: www.routledge.com/9780367024857

Edited by Goli M. Rezai-Rashti, University of Western Ontario, London, Canada, Golnar Mehran and Shirin Abdmolaei Series: Routledge Critical Studies in Gender and Sexuality in Education Drawing out the complexities and nuances in women’s education in relation to the aftermath of the 1979 Iranian Revolution, this edited collection examines implications of religious-based policies on gender relations as well as the unanticipated outcomes of increasing participation of women in education in Iran. With a focus on the impact of Islamic interpretations and teachings in the post-Revolution context, this volume offers insight into the paradox of increasing educational opportunities for women despite the discriminatory laws and restrictions they face.

Routledge Market: Education March 2019: 229 x 152: 184pp Hb: 978-1-138-23673-8: £105.00 eBook: 978-1-315-30175-4 * For full contents and more information, visit: www.routledge.com/9781138236738

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

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A Bunny Called Noodle

Don't Feed the Dog

Melissa Palmer

Melissa Palmer

This exciting new series provides an easily accessible resource for children who are receiving speech therapy, for children who have delayed speech and language development or for those parents who wish to provide a sound awareness activity for their child.

This first set comprises 11 beautifully illustrated picture books and a professional guide; and focuses on the most commonly targeted sounds in therapy as well as typically early developing speech sounds.

The picture books are bright, fun and engaging. Each title focuses on one sound. Titles include: Who Bit My Tail?, Crocodile’s Can’t Climb Trees and Ben the Bubble Bear.

This exciting new series provides an easily accessible resource for children who are receiving speech therapy, for children who have delayed speech and language development or for those parents who wish to provide a sound awareness activity for their child.

This first set comprises 11 beautifully illustrated picture books and a professional guide; and focuses on the most commonly targeted sounds in therapy as well as typically early developing speech sounds.

The picture books are bright, fun and engaging. Each title focuses on one sound. Titles include: Who Bit My Tail?, Crocodile’s Can’t Climb Trees and Ben the Bubble Bear.

Routledge Market: Education/ Speech and Language Therapy March 2019: 210x148: 32pp Pb: 978-0-367-18533-6: £49.99 * For full contents and more information, visit: www.routledge.com/9780367185336

Routledge Market: Education/ Speech and Language Therapy March 2019: 210x148: 32pp Pb: 978-0-367-18516-9: £49.99 * For full contents and more information, visit: www.routledge.com/9780367185169

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Ben the Bubble Bear

Gus the Gulping Goat

Melissa Palmer

Melissa Palmer

This exciting new series provides an easily accessible resource for children who are receiving speech therapy, for children who have delayed speech and language development or for those parents who wish to provide a sound awareness activity for their child.

This first set comprises 11 beautifully illustrated picture books and a professional guide; and focuses on the most commonly targeted sounds in therapy as well as typically early developing speech sounds.

The picture books are bright, fun and engaging. Each title focuses on one sound. Titles include: Who Bit My Tail?, Crocodile’s Can’t Climb Trees and Ben the Bubble Bear.

This exciting new series provides an easily accessible resource for children who are receiving speech therapy, for children who have delayed speech and language development or for those parents who wish to provide a sound awareness activity for their child.

This first set comprises 11 beautifully illustrated picture books and a professional guide; and focuses on the most commonly targeted sounds in therapy as well as typically early developing speech sounds.

The picture books are bright, fun and engaging. Each title focuses on one sound. Titles include: Who Bit My Tail?, Crocodile’s Can’t Climb Trees and Ben the Bubble Bear.

Routledge Market: Education/ Speech and Language Therapy March 2019: 210x148: 24pp Pb: 978-0-367-18523-7: £49.99 * For full contents and more information, visit: www.routledge.com/9780367185237

Routledge Market: Education/ Speech and Language Therapy March 2019: 210x148: 32pp Pb: 978-0-367-18528-2: £49.99 * For full contents and more information, visit: www.routledge.com/9780367185282

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Crocodiles Can't Climb Trees

Muffin the Fish

Melissa Palmer

Melissa Palmer

This exciting new series provides an easily accessible resource for children who are receiving speech therapy, for children who have delayed speech and language development or for those parents who wish to provide a sound awareness activity for their child.

This first set comprises 11 beautifully illustrated picture books and a professional guide; and focuses on the most commonly targeted sounds in therapy as well as typically early developing speech sounds.

The picture books are bright, fun and engaging. Each title focuses on one sound. Titles include: Who Bit My Tail?, Crocodile’s Can’t Climb Trees and Ben the Bubble Bear.

This exciting new series provides an easily accessible resource for children who are receiving speech therapy, for children who have delayed speech and language development or for those parents who wish to provide a sound awareness activity for their child.

This first set comprises 11 beautifully illustrated picture books and a professional guide; and focuses on the most commonly targeted sounds in therapy as well as typically early developing speech sounds.

The picture books are bright, fun and engaging. Each title focuses on one sound. Titles include: Who Bit My Tail?, Crocodile’s Can’t Climb Trees and Ben the Bubble Bear.

Routledge Market: Education/ Speech and Language Therapy March 2019: 210x148: 24pp Pb: 978-0-367-18530-5: £49.99 * For full contents and more information, visit: www.routledge.com/9780367185305

Routledge Market: Education/ Speech and Language Therapy March 2019: 210x148: 16pp Pb: 978-0-367-18534-3: £49.99 * For full contents and more information, visit: www.routledge.com/9780367185343

Complimentary Exam Copy

e-Inspection

New in Paperback

43

Companion Website

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Polly's Pink Paint

Speech Bubbles 1 User Guide

Melissa Palmer

Supporting Speech Sound Development in Children

This exciting new series provides an easily accessible resource for children who are receiving speech therapy, for children who have delayed speech and language development or for those parents who wish to provide a sound awareness activity for their child.

This first set comprises 11 beautifully illustrated picture books and a professional guide; and focuses on the most commonly targeted sounds in therapy as well as typically early developing speech sounds.

The picture books are bright, fun and engaging. Each title focuses on one sound. Titles include: Who Bit My Tail?, Crocodile’s Can’t Climb Trees and Ben the Bubble Bear.

Melissa Palmer

Routledge Market: Education/ Speech and Language Therapy March 2019: 210x148: 24pp Pb: 978-0-367-18525-1: £49.99 * For full contents and more information, visit: www.routledge.com/9780367185251

This exciting new series provides an easily accessible resource for children who are receiving speech therapy, for children who have delayed speech and language development or for those parents who wish to provide a sound awareness activity for their child.

This first set comprises 11 beautifully illustrated picture books and a professional guide; and focuses on the most commonly targeted sounds in therapy as well as typically early developing speech sounds.

The picture books are bright, fun and engaging. Each title focuses on one sound. Titles include: Who Bit My Tail?, Crocodile’s Can’t Climb Trees and Ben the Bubble Bear.

Routledge Market: Education/ Speech and Language Therapy March 2019: 210x148 Pb: 978-1-138-54444-4: £49.99 * For full contents and more information, visit: www.routledge.com/9781138544444

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Sally's Sandcastles

Steven the Snail

Melissa Palmer

Melissa Palmer

This exciting new series provides an easily accessible resource for children who are receiving speech therapy, for children who have delayed speech and language development or for those parents who wish to provide a sound awareness activity for their child.

This first set comprises 11 beautifully illustrated picture books and a professional guide; and focuses on the most commonly targeted sounds in therapy as well as typically early developing speech sounds.

The picture books are bright, fun and engaging. Each title focuses on one sound. Titles include: Who Bit My Tail?, Crocodile’s Can’t Climb Trees and Ben the Bubble Bear.

This exciting new series provides an easily accessible resource for children who are receiving speech therapy, for children who have delayed speech and language development or for those parents who wish to provide a sound awareness activity for their child.

This first set comprises 11 beautifully illustrated picture books and a professional guide; and focuses on the most commonly targeted sounds in therapy as well as typically early developing speech sounds.

The picture books are bright, fun and engaging. Each title focuses on one sound. Titles include: Who Bit My Tail?, Crocodile’s Can’t Climb Trees and Ben the Bubble Bear.

Routledge Market: Education/ Speech and Language Therapy March 2019: 210x148: 24pp Pb: 978-0-367-18535-0: £49.99 * For full contents and more information, visit: www.routledge.com/9780367185350

Routledge Market: Education/ Speech and Language Therapy March 2019: 210x148: 24pp Pb: 978-0-367-18536-7: £49.99 * For full contents and more information, visit: www.routledge.com/9780367185367

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Speech Bubbles 1 (Picture Books and Guide)

Where's Mummy Mouse?

Supporting Speech Sound Development in Children

Melissa Palmer

Melissa Palmer

This exciting new series provides an easily accessible resource for children who are receiving speech therapy, for children who have delayed speech and language development or for those parents who wish to provide a sound awareness activity for their child.

This first set comprises 11 beautifully illustrated picture books and a professional guide; and focuses on the most commonly targeted sounds in therapy as well as typically early developing speech sounds.

The picture books are bright, fun and engaging. Each title focuses on one sound. Titles include: Who Bit My Tail?, Crocodile’s Can’t Climb Trees and Ben the Bubble Bear.

Speech Bubbles 1 is the first set in an exciting new series of picture books designed to be used by Speech Language Therapists/Pathologists, parents/caregivers, and teachers with children who have delayed or disordered speech sound development, children receiving speech therapy, or by those wanting to provide sound awareness activities for their children.

The set includes eleven picture books that each target a different speech sound within the story. The set is also accompanied by a user guide with notes for professionals and caregivers alike. Eleven different speech sounds have been chosen that are early developing sounds, or sounds commonly targeted in speech language therapy.

Routledge Market: Education/ Speechmark March 2019: 210x148: 608pp Pack: 978-0-367-18552-7: £49.99 * For full contents and more information, visit: www.routledge.com/9780367185527

Routledge Market: Education/ Speech and Language Therapy March 2019: 210x148: 32pp Pb: 978-0-367-18531-2: £49.99 * For full contents and more information, visit: www.routledge.com/9780367185312

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

LANGUAGE AND COMMUNICATION DIFFICULTIES

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Who Bit My Tail?

Melissa Palmer This exciting new series provides an easily accessible resource for children who are receiving speech therapy, for children who have delayed speech and language development or for those parents who wish to provide a sound awareness activity for their child.

This first set comprises 11 beautifully illustrated picture books and a professional guide; and focuses on the most commonly targeted sounds in therapy as well as typically early developing speech sounds.

The picture books are bright, fun and engaging. Each title focuses on one sound. Titles include: Who Bit My Tail?, Crocodile’s Can’t Climb Trees and Ben the Bubble Bear.

Routledge Market: Education/ Speech and Language Therapy March 2019: 210x148: 24pp Pb: 978-0-367-18520-6: £49.99 * For full contents and more information, visit: www.routledge.com/9780367185206

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OPEN AND DISTANCE EDUCATION AND ELEARNING Dummy text to keep placeholder

Adaptive Learning Opportunities Toward a More Personal Education

4th Edition

Handbook of Distance Education Edited by Michael Grahame Moore, Pennsylvania State University Penn State University/University Park Campus Pennsylvania State University and William C. Diehl

Gary J Natriello, Teachers College, Columbia University, USA Series: New Learning Times Adaptive Learning Opportunities provides an introduction to adaptive learning technologies as a way to create personal educational opportunities for students at a variety of stages across a range of areas of study. By design, adaptive educational systems present personalized educational experiences optimized for each individual learner. The book addresses formal and informal learning, focuses on concrete examples, and emphasizes tools that promise to reduce the cost of learning. A continuously updated website hosted

by Columbia University’s EdLab will feature extended case studies, multimedia presentations, evolving information on the topic, and more.

Routledge Market: Education June 2019: 229 x 152: 192pp Hb: 978-0-415-82533-7: £85.00 Pb: 978-0-415-82534-4: £26.99 eBook: 978-0-203-38398-8 * For full contents and more information, visit: www.routledge.com/9780415825337

The Handbook of Distance Education, 4th Edition is a comprehensive compendium of research in the field of distance education. The volume is divided into four sections covering the historical and theoretical foundations of distance education, attributes of teaching and learning using technology, management and administration, and different audiences and providers. Throughout, leading scholars address future research needs and directions based on current research, established practices, and recent changes to implementation, pedagogy, and policy across contexts.

Routledge Market: Education December 2018: 254 x 178: 580pp Hb: 978-1-138-23899-2: £220.00 Pb: 978-1-138-23900-5: £85.99 eBook: 978-1-315-29613-5 Prev. Ed Hb: 978-0-415-89764-8 * For full contents and more information, visit: www.routledge.com/9781138238992

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Designing Effective Digital Badges

Internationalising Higher Education and the Role of Virtual Exchange

Applications for Learning Joey R. Fanfarelli and Rudy McDaniel Designing Effective Digital Badges is a hands-on guide to the principles, implementation, and assessment of digital badging systems. Informed by the fundamental concepts and research-based characteristics of effective badge design, this book uses real-world examples to convey the advantages and challenges of badging and showcase its application across a variety of contexts. Professionals in education, game development, mobile app development, and beyond will find strategies for practices such as credentialing, goal-setting, and motivation of their students.

Routledge Market: Education / Technology February 2019: 229 x 152: 208pp Hb: 978-1-138-30612-7: £105.00 Pb: 978-1-138-30613-4: £31.99 eBook: 978-0-203-72855-0 * For full contents and more information, visit: www.routledge.com/9781138306127

Robert O'Dowd, Universidad de León, Spain Series: Routledge Research in Higher Education Internationalising Higher Education and the Role of Online Intercultural Exchange introduces ‘Online Intercultural Exchange' (OIE) as an innovative form of online learning which involves engaging classes of learners in interaction and collaboration with partner classes in distant locations. This volume will provide a detailed introduction to this fascinating activity by reviewing the myriad of ways OIE is being carried out across universities. Further to this, it will also provide evidence of and arguments for the integration of OIE in university internationalisation policies and course curricula.

Routledge Market: Education February 2019: 234x156 Hb: 978-1-138-22806-1: £105.00 * For full contents and more information, visit: www.routledge.com/9781138228061

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2nd Edition

Developing and Maintaining Your Personal Learning Network

Real World Instructional Design

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 June 2019: 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/9781138655188

An Iterative Approach to Designing Learning Experiences Katherine Cennamo, Professor of Learning Sciences and Technologies, Virginia Polytechnic Institute and State University, USA and Debby Kalk An ideal textbook for instructional designers in training, Real World Instructional Design emphasizes the collaborative, iterative nature of instructional design. Positing instructional design as a process of simultaneous rather than sequential tasks with learner-centered outcomes, this volume engages with the essential building blocks of systematically designed instruction: learner needs and characteristics, goals and objectives, instructional activities, assessments, and formative evaluations.

This streamlined second edition updates its coverage of culture and technologies in learning and presents a more timeless approach to instructional design skills.

Routledge Market: Education / Technology December 2018: 254 x 178: 386pp Hb: 978-1-138-55989-9: £115.00 Pb: 978-1-138-55990-5: £55.99 eBook: 978-0-203-71220-7 * For full contents and more information, visit: www.routledge.com/9781138559899

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

OPEN AND DISTANCE EDUCATION AND ELEARNING

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Researching Learning, Insight, and Transformation in Online Talk Trena Paulus and Alyssa Wise Researching Learning, Insight, and Transformation in Online Talk provides a comprehensive approach to analyzing online talk in formal and informal education for evidence of insights and transformations. The book addresses major teaching and learning challenges that have arisen as learning is increasingly supported by social media, mobile apps, forums, and online courses and programs in K-12 and higher education. Exploring epistemological stances related to language and cognition, meaningful units and boundaries of analysis, inferential and interpretive approaches to data analyses, and more, this conceptual resource will help social science researchers design conceptually congruent research studies of online talk.

Routledge Market: Education May 2019: 229 x 152: 144pp Hb: 978-1-138-24057-5: £90.00 Pb: 978-1-138-24058-2: £29.99 eBook: 978-1-315-28325-8 * For full contents and more information, visit: www.routledge.com/9781138240575

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Responsible Analytics and Data Mining in Education Global Perspectives on Quality, Support, and Decision Making Edited by Badrul H. Khan, McWeadon Education, USA, Joseph Rene Corbeil and Maria Elena Corbeil Responsible Analytics and Data Mining in Education addresses the thoughtful and purposeful navigation, evaluation, and implementation of these emerging forms of educational data analysis. Chapter authors from around the world explore how data analytics can be used to improve course and program quality; how the data and its interpretations may inadvertently impact students, faculty, and institutions; the quality and reliability of data, as well as accuracy of data-based decisions; ethical implications surrounding the collection, distribution, and use of student-generated data; and more.

Routledge Market: Education December 2018: 229 x 152: 292pp Hb: 978-1-138-30588-5: £105.00 Pb: 978-1-138-30590-8: £36.99 eBook: 978-0-203-72870-3 * For full contents and more information, visit: www.routledge.com/9781138305885

5th Edition

The ID CaseBook Case Studies in Instructional Design Peggy A. Ertmer, James A. Quinn and Krista D. Glazewski The revised and updated fifth edition of The ID CaseBook provides instructional design students with twenty-six realistic, open-ended case studies that encourage adept problem-solving across a variety of client types and through all stages of the process. After an introduction to the technique of case-based reasoning, the book offers three sections dedicated to K-12, post-secondary, and corporate clients, respectively, each composed of varied, detailed cases created by instructional design experts. The cases and their accompanying discussion questions encourage students to analyze the available information, develop action plans, and consider alternative possibilities in resolving problems.

Routledge Market: Education / Technology April 2019: 254 x 178: 312pp Hb: 978-1-138-55229-6: £105.00 Pb: 978-1-138-55230-2: £48.99 eBook: 978-1-315-14808-3 * For full contents and more information, visit: www.routledge.com/9781138552296

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PRIMARY/ELEMENTARY EDUCATION Dummy text to keep placeholder

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Jumpstart! Assemblies

Teachers' and Families' Perspectives in Early Childhood Education and Care

Ideas and Activities For Assemblies in Primary Schools John Foster Series: Jumpstart Jumpstart! Assemblies contains fun-packed activities and ideas for assemblies for primary schools, consisting of detailed plans covering a wide range of topics, including personal relationships, emotions, bullying, internet safety and health issues, conservation and the environment, conflict, and religious festivals and holidays such as Chinese New Year, Diwali, Hannukah and Christmas. The book provides a structure for each assembly that can be easily followed with a minimum of preparation and includes the essential facts that the teacher taking the assembly needs to know about the topic. An invaluable aid for anyone organising assemblies!

Routledge Market: Education December 2018: 210x148: 124pp Hb: 978-1-138-54253-2: £105.00 Pb: 978-1-138-54254-9: £14.99 eBook: 978-1-351-00844-0 * For full contents and more information, visit: www.routledge.com/9781138542532

Early Childhood Education in the 21st Century Vol II Edited by Sivanes Phillipson, Swinburne University of Technology, Australia and Susanne Garvis, University of Gothenberg, Sweden Series: Evolving Families This volume focuses on teacher and family perspectives of early childhood education and care from 19 different countries around the world. The aim of this volume is to articulate the key components of teacher education and family practices that impact young children’s education and care. Offering a unique insight into how teachers and families work together in different countries, the book is essential reading for early childhood educators, researchers, early childhood organisations, policy makers and those interested to know more about early childhood within an international perspective.

Routledge Market: Education, Early Childhood, Comparative Education, Preschool February 2019: 234x156 Hb: 978-1-138-30394-2: £115.00 eBook: 978-0-203-73054-6 * For full contents and more information, visit: www.routledge.com/9781138303942

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Outdoor Learning Research

The Dialogic Teaching Companion

Insight into forms and functions

A handbook for educators

Edited by Sue Waite, University of Plymouth, UK

Robin Alexander, University of Cambridge, UK

This book brings together international research to inform the development of outdoor learning, with eight of its twenty-two chapters focusing on Forest School. Opportunities and challenges are presented about how outdoor learning is currently enacted and how it can be embedded and assessed for children aged 3-13. The chapters in this book were originally published as articles in Education 3–13: International Journal of Primary, Elementary and Early Years Education

Revealing the findings of Robin Alexander’s high profile CPD programme, involving 5000 students, this practical handbook shows teachers how and why the dialogic approach has a measurable impact on pupils’ outcomes. It combines underpinning theory of a new edition of Alexander’s Towards Dialogic Teaching with step-by-step guidance and resources for the planning, implementation and review of effective dialogic teaching. Together with a website offering audio clips of real teaching to exemplify advice, key topics covered include: conditions for effective talk; whole class teaching; teachers‘ questions, instructions and explanations; and small group and one-to one discussion.

Routledge Market: Education Research / Outdoor Learning December 2018: 246x174: 360pp Hb: 978-1-138-34899-8: £115.00 * For full contents and more information, visit: www.routledge.com/9781138348998

Routledge Market: Education May 2019: 246x174: 160pp Hb: 978-1-138-57034-4: £105.00 Pb: 978-1-138-57035-1: £19.99 eBook: 978-1-351-04014-3 * For full contents and more information, visit: www.routledge.com/9781138570344

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Stimulating Non-Fiction Writing!

Inspiring children aged 7 - 11 Emma Hughes-Evans, St. Thomas of Canterbury Catholic Primary School and Simon Brownhill, University of Cambridge Stimulating Non-Fiction Writing! offers innovative and exciting ways to engage children aged 7 -11 in non-fiction writing, giving professionals the confidence and practical advice that they need to support children in producing quality non-fiction texts in the classroom. Packed full of interesting ideas, resource suggestions and practical activities, the book explores the various ways professionals can purposefully encourage ‘child authors’ to develop their non-fiction writing skills. Tried-and-tested resources, ‘Gold star!’ tips, and practical suggestions are underpinned by research-informed teaching strategies and academic information to strengthen professional practice.

Routledge Market: Education / Primary Education February 2019: 246x174: 176pp Hb: 978-1-138-29802-6: £105.00 Pb: 978-1-138-29803-3: £19.99 eBook: 978-1-315-09887-6 * For full contents and more information, visit: www.routledge.com/9781138298026

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

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Advancing the Development of Urban School Superintendents through Adaptive Leadership

School Design Matters How School Design Relates to the Practice and Experience of Schooling Edited by Harry Daniels, University of Oxford, UK., Andrew Stables, Hau Ming Tse and Sarah Cox, University of Oxford, UK

Sarah Chace Series: Routledge Research in Educational Leadership Based on a case study of urban school superintendents in a leadership development program, this book offers a concrete demonstration of how adaptive leadership is applied and learned. Blending the theory of adaptive leadership with the practice of urban school superintendents, this book also utilizes the analytic lens of transformative learning as developed by Jack Mezirow.

Routledge Market: Education February 2019: 229 x 152: 152pp Hb: 978-1-138-67235-2: £105.00 eBook: 978-1-315-56256-8 * For full contents and more information, visit: www.routledge.com/9781138672352

Presenting qualitative and quantative findings from the unique, multi-disciplinary project, Design Matters?, this timely book explores the complex relationship between school design and practice to consider how environmental aspects impact on day-to-day perceptions, actions and behaviours of pupils, teachers, leaders and professionals in the school community. Experts in their fields, authors acknowledge the significance of socio-cultural contexts, reference relevant policy, and tackle the tensions and contradictions which arise as schools, and professionals in the design and construction sectors collaborate in the creation of buildings which fulfil the needs of diverse, invested parties.

Routledge Market: Education March 2019: 246x189: 208pp Hb: 978-1-138-28010-6: £105.00 Pb: 978-1-138-28011-3: £39.95 eBook: 978-1-315-27241-2 * For full contents and more information, visit: www.routledge.com/9781138280106

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Educational Leadership, Organizational Learning, and the Ideas of Karl Weick

School Leadership in Singapore

Perspectives on Theory and Practice Edited by Bob L. Johnson Jr. and Sharon D. Kruse Grounded in the theory of sociologist Karl Weick, this edited volume explores key concepts of educational leadership and organizational learning. Chapter authors analyse and reflect on the implications of Weick’s thinking on leadership preparation and development. Providing a thorough understanding of the influence of his ideas in education, this volume unpacks the ways in which Weick’s ideas influence and shape organizational learning and educational leadership and policy today.

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A Rasch Perspective Hairon Salleh and Jonathan Wee Pin Goh Series: Routledge Research in Educational Leadership This book provides an interesting summary of key themes on school leadership within East Asian contexts, using Singapore as a case study. Drawing from a study using Rasch analysis and Hierarchical Linear Modelling techniques, the book will provide international readers with an in-depth understanding of school leadership in Singapore through the critical analyses of a range of themes. This book will provide a more nuanced understanding and appreciation of the school leadership phenomenon contextualized within an East Asian context surfacing social, cultural and political forces shaping school leadership.

Routledge Market: Education February 2019: 234x156: 224pp Hb: 978-1-138-22217-5: £105.00 * For full contents and more information, visit: www.routledge.com/9781138222175

Routledge Market: Education February 2019: 229 x 152: 252pp Hb: 978-1-138-08000-3: £105.00 eBook: 978-1-315-11409-5 * For full contents and more information, visit: www.routledge.com/9781138080003

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Leading Change in Teacher Education

Special Education Leadership

Lessons from Countries and Education Leaders around the Globe

Building Effective Programming in Schools

Edited by Thuwayba Al Barwani, Maria Assunção Flores and David Imig Series: Teacher Quality and School Development

David Bateman, Shippensburg University, USA and Jenifer Cline, Montana Department of Education, USA

Focussing on leading change in teacher education, this book includes contributions from international writers who share their reflections and suggestions for a way forward in ever-more challenging circumstances. With discussions covering what has been done, how and why the change happened; the journey itself and the challenges encountered along the way; this book describes the strategies, internal and external drivers and the major challenges confronted by change agents. Suitable for educators and policymakers involved in the design and delivery of teacher preparation programs, this book promotes a discourse among teacher educators around the globe who have been involved in leading change.

Special Education Leadership provides leaders with tools to review programs, implement special education law, and build special education programs that effectively supervise and support teachers. Grounded in theory, this book also includes best practice for day-to-day operations, such as issues of teaching and learning, personnel selection and evaluation, basic financial management, working with parent relations, mental health issues, and legal matters related to special education. This book helps prepare special education administrators and supervisors to survive the pressures of working with students with disabilities while supporting appropriate services and preventing litigation.

Routledge Market: Education December 2018: 234x156: 254pp Hb: 978-1-138-31098-8: £110.00 Pb: 978-1-138-31099-5: £29.99 eBook: 978-0-429-45912-2 * For full contents and more information, visit: www.routledge.com/9781138310988

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Routledge Market: Education March 2019: 254 x 178: 288pp Hb: 978-0-815-38548-6: £120.00 Pb: 978-0-815-38549-3: £36.99 eBook: 978-1-351-20135-3 * For full contents and more information, visit: www.routledge.com/9780815385486

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SCHOOL LEADERSHIP, MANAGEMENT AND ADMINISTRATION 2nd Edition

Students Taking Charge Implementation Guide for Leaders Inside the Learner-Active, Technology-Infused Classroom Nancy Sulla, Innovative Designs for Education, USA, Bosco Tanya and Marks Julie Learn how to create innovative, student-centered learning environments in your school. In this new book, Nancy Sulla provides a powerful framework for designing Learner-Active, Technology-Infused Classrooms, which she has implemented in districts across the country. You’ll find out how to help teachers make their classrooms more personalized, rigorous places in which students take ownership of their work, pose high level questions, work on problems together, and actively seek answers. Each chapter provides a wide variety of practical tools for implementation and teacher observation to help you get started.

Routledge Market: Education April 2019: 160pp Hb: 978-1-138-71385-7: £75.00 Pb: 978-1-138-71387-1: £19.99 eBook: 978-1-315-22917-1 * For full contents and more information, visit: www.routledge.com/9781138713871

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Visible Learning Insights John Hattie, University of Melbourne, Australia and Klaus Zierer, University of Augsburg, Germany Visible Learning Insights presents a fascinating ‘inside view’ of the ground-breaking research of John Hattie. Together, the authors John Hattie and Klaus Zierer embark on a mission to build on the internationally renowned work and combine the power and authority of the research with the real ‘coal face’ experience of schools.

Offering a concise introduction into the "Visible Learning Story", the book provides busy teachers with a guide to why the Visible Learning research is so vital and the difference it can make to learning outcomes.

Routledge Market: Education May 2019: 234x156: 176pp Hb: 978-1-138-54967-8: £105.00 Pb: 978-1-138-54969-2: £22.99 eBook: 978-1-351-00222-6 * For full contents and more information, visit: www.routledge.com/9781138549678

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Whiteucation Privilege, Power, and Prejudice in School and Society Edited by Jeffrey S. Brooks, RMIT University, Australia and George Theoharis This important volume explores how racism operates at various levels of school and society, while also unpacking larger patterns of racist ideology and white privilege as it manifests across various levels of schooling. A diverse set of contributors analyze a particular context of white privilege, providing key research findings, connections to policy, and exemplars of schools and universities that are overcoming these challenges. Whiteucation provides a holistic perspective on how inequitable power dynamics and prejudice exist in schools, ultimately encouraging reflection, dialogue, and inquiry in spaces where white privilege needs to be questioned, interrogated, and dismantled.

Routledge Market: Education December 2018: 229 x 152: 194pp Hb: 978-0-815-36892-2: £105.00 Pb: 978-0-815-36895-3: £35.99 * For full contents and more information, visit: www.routledge.com/9780815368922

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

SCIENCE EDUCATION

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Developing Discussion in Secondary Science

STEM Literacies in Makerspaces

Edited by Lynda Dunlop, University of York, UK, Linda Clarke, University of Ulster, UK and Valerie Mckelvey-Martin

Implications for Learning, Teaching, and Research

Making new organs from stem cells, exploration of space and performance enhancing drugs are all aspects of contemporary science with significant consequences for individuals and society. Developing Discussion in Secondary Science connects these and other exciting, often controversial, contemporary developments in science to ideas in secondary science curricula. It shows how through developing discussion, debate and questioning in the classroom, teachers can promote better understanding of science and improve learning.

Routledge Market: Secondary Education/ Science April 2019: 234x156: 208pp Hb: 978-1-138-85713-1: £90.00 Pb: 978-1-138-85714-8: £24.99 * For full contents and more information, visit: www.routledge.com/9781138857131

Eli Tucker-Raymond, Chèche Konnen Center at TERC, USA and Brian E. Gravel, Tufts University, USA Providing an original framework for the study of makerspaces in a literacy context, this book bridges the scholarship of literacy studies and STEM and offers a window into the practices that makers learn and interact with. Tucker-Raymond and Gravel define and illustrate five key STEM literacies—identifying, organizing, and integrating information; creating and traversing representations; communicating with others for help and feedback during making; documenting processes; and communicating finished products—and demonstrate how these literacies intersect with making communities.

Routledge Market: Science Education March 2019: 229 x 152: 200pp Hb: 978-0-815-36773-4: £110.00 Pb: 978-0-815-36774-1: £35.99 eBook: 978-1-351-25672-8 * For full contents and more information, visit: www.routledge.com/9780815367734

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Evidence-Based Science Activities in Grades 3–5

Teaching Science Thinking

Meeting the NGSS

Using Scientific Reasoning in the Classroom Patrick Brown and James Concannon

Christopher Moore

This book shows elementary teachers how evidence-based science activities help students achieve deeper conceptual understanding. Drawing on a wealth of research, authors Pat Brown and Jim Concannon demonstrate how direct, hands-on experience in the science classroom can enable your students to become more self-reliant learners. They also provide a plethora of model lessons aligned with the Next Generation Science Standards (NGSS) and offer advice on how to create your lesson plans and activities to satisfy the demands of your curriculum.

You and your students will be able to ditch the textbook and embark upon an exciting and rewarding journey to scientific

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.

discovery.

Routledge Market: Education January 2019: 246x174: 78pp Hb: 978-0-815-38339-0: £95.00 Pb: 978-0-815-38342-0: £21.99 eBook: 978-0-815-38344-4 * For full contents and more information, visit: www.routledge.com/9780815383390

Routledge Market: Education November 2018: 246x174: 198pp Hb: 978-1-138-23795-7: £75.00 Pb: 978-1-138-23796-4: £26.99 eBook: 978-1-315-29863-4 * For full contents and more information, visit: www.routledge.com/9781138237957

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Promoting Curiosity in Primary Science Outstanding teaching and learning Judith Roden, Canterbury Christ Church University, UK and James Archer 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 December 2018: 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/9781138945722

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The Big Book of Primary Club Resources: Science and Outdoor Learning Fe Luton and Lian Jacobs These days, running a club is an accepted part of a teacher’s remit, adding additional pressure to an already substantial workload. The Big Book of Primary Club Resources: Science and Outdoor Learning aims to ease that burden, providing a simple week-by-week plan for STEM-focused clubs. Each chapter explores aspects of science, technology, and mathematics in a different context and covers skills and content not in the National Curriculum to ensure the topics do not cross over with classroom lessons. Containing two years' worth of club sessions, this book is an accessible and easy to use guide which provides clear and creative ideas, all of which are easy to resource, set up and run.

Routledge Market: Education December 2018: 297x210: 174pp Hb: 978-1-138-31890-8: £105.00 Pb: 978-1-138-31896-0: £19.99 eBook: 978-0-429-45418-9 * For full contents and more information, visit: www.routledge.com/9781138318908

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Theory and Methods for Sociocultural Research in Science and Engineering Education Edited by Gregory J. Kelly, Pennsylvania State University, USA and Judith L. Green, UC-Santa Barbara, USA Series: Teaching and Learning in Science Series Introducing original methods for integrating sociocultural and discourse studies into science and engineering education, this book provides a much-needed framework for how to conduct qualitative research in this field. The three dimensions of learning identified in the Next Generation Science Standards create a need for research methods that examine the sociocultural components of science education. With cutting-edge studies and examples consistent with the NGSS standards, this book offers comprehensive research methods for integrating discourse and sociocultural practices in science and engineering education.

Routledge Market: Science Education/Research Methods December 2018: 229 x 152: 280pp Hb: 978-0-815-35189-4: ÂŁ105.00 Pb: 978-0-815-35192-4: ÂŁ35.99 eBook: 978-1-351-13992-2 * For full contents and more information, visit: www.routledge.com/9780815351894

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

SECONDARY EDUCATION

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Becoming a Research-Informed School

Design Thinking for Digital Well-being

Why? What? How?

Theory and Practice for Educators Tim Cain, Edge Hill University, UK How do teachers respond to the policy imperative for research-informed practice? How do they find, select, read and understand relevant research? How do they engender evidence-based discussions in research groups? How does research improve their decision making and lead to better teaching? These questions are exciting world-wide attention, especially within the English-speaking world. Drawing on a wide range of school-based research projects, this book explains how teachers and school leaders select, understand and use research to question their thinking, challenge the status quo, change what they do and ultimately, improve the learning experience for all their students.

Routledge Market: Education December 2018: 234x156: 232pp Hb: 978-1-138-30862-6: £105.00 Pb: 978-1-138-30864-0: £24.99 eBook: 978-1-315-14303-3 * For full contents and more information, visit: www.routledge.com/9781138308626

Fiona C. Chambers, Anne Jones, University College Cork, Ireland, Orla Murphy, University College Cork, Ireland and Rachel Sandford, Loughborough University, UK This expert guide supports training teachers in understanding how the ubiquitous technologies they use in their home and school lives can be harnessed effectively. It offers a framework for safely embracing new technologies and explores key issues including: Separating personal and professional perspectives; understanding how your data is used; social media use; managing digital stress and distraction; using technology effectively to enhance teaching and learning, and not as a ‘bolt on’ approach; dealing with sensitive subjects; supporting parents in parents in maintaining digital well-being; and, crucially, ensuring pupils enjoy digital literacy and safety online.

Routledge Market: Education December 2018: 246x174: 202pp Hb: 978-1-138-57805-0: £105.00 Pb: 978-1-138-57807-4: £24.99 eBook: 978-1-351-26544-7 * For full contents and more information, visit: www.routledge.com/9781138578050

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Boys Don't Try? Rethinking Masculinity in Schools

Ethical Leadership for a Better Education System

Matt Pinkett and Mark Roberts, Tavistock College, Devon

What Kind of People Are We? Carolyn Roberts

There is a problem in our schools: boys are struggling and teachers often feel powerless to face up to the masculinity issue. In this groundbreaking book, Matt Pinkett and Mark Roberts argue that schools can and must do more to get boys back on track. Current pedagogical approaches, focusing upon the idea of ‘engaging’ boys are well-intentioned, but often damaging and misguided. Drawing upon key research, as well as anecdotal evidence and expert advice, the book provides practical guidance on exclusion, mental health, the engagement myth, sex and body image, and much more, challenging the perceptions of teachers and school leaders, and enabling male pupils to enjoy the same success as girls.

Routledge Market: Education April 2019: 246x174: 176pp Hb: 978-0-815-35017-0: £105.00 Pb: 978-0-815-35025-5: £16.99 eBook: 978-1-351-16372-9 * For full contents and more information, visit: www.routledge.com/9780815350170

How can head teachers live up to expectations? What makes them fail? What keeps the profession in good standing in the taxpayer’s eye, and what undermines it? This book sets out a new vision for school leadership, moving beyond leadership styles and best practice to reflect on the intrinsic motivation in becoming a leader within a school setting, and proposing a way for the profession to develop and maintain ethical standards.

Chapters explore the 2017-18 Commission on Ethical Leadership in Schools, considering the core principles and behaviours we should expect from our school leaders, and providing a clear, ethical code for thinking about and reinforcing ethical standards in schools.

Routledge Market: Education February 2019: 246x174: 162pp Hb: 978-1-138-50441-7: £105.00 Pb: 978-1-138-50442-4: £19.99 eBook: 978-1-315-14600-3 * For full contents and more information, visit: www.routledge.com/9781138504417

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8th Edition

Critical Religious Education in Practice

Learning to Teach in the Secondary School

A Teacher's Guide for the Secondary Classroom

A Companion to School Experience

Christina Easton, Angela Goodman, Andrew Wright, Kings College London, UK and Angela Wright Critical Religious Education serves as an accessible handbook to help teachers put Critical Religious Education (CRE) into practice.

The book offers straightforward guidance, unpicking some of the key difficulties that teachers encounter when implementing this high-profile pedagogical approach. In-depth explanations of CRE pedagogy, accompanied by detailed lesson plans and activities, as well as online resources, will give teachers the confidence they need to inspire debate in the classroom, tackling issues as controversial as the authority of the Qur’an and the relationship between science and religion.

Routledge Market: Education March 2019: 297x210: 192pp Hb: 978-1-138-12321-2: £105.00 Pb: 978-1-138-12322-9: £24.99 eBook: 978-1-315-64898-9 * For full contents and more information, visit: www.routledge.com/9781138123212

Complimentary Exam Copy

e-Inspection

Edited by Susan Capel, Brunel University, UK, Marilyn Leask, University of Bedfordshire, UK and Sarah Younie Series: Learning to Teach Subjects in the Secondary School Series For all undergraduate, postgraduate and school-based routes to qualified teacher status, Learning to Teach in the Secondary School is an essential introduction to the key skills and knowledge needed to become a secondary teacher. Underpinned by evidence-informed practice and focussing on what you need to know to thrive in the classroom, the eighth edition is fully updated in light of changes in the field, covers new topics and provides additional guidance on topics such as developing your resilience, using digital technologies, closing the achievement gap and using data to inform your teaching and pupil learning.

Routledge Market: Secondary Education April 2019: 246x189: 520pp Hb: 978-1-138-30755-1: £105.00 Pb: 978-1-138-30759-9: £28.99 eBook: 978-1-315-14240-1 Prev. Ed Hb: 978-1-138-78769-8 * For full contents and more information, visit: www.routledge.com/9781138307551

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Meet the Parents

The Research Informed Teacher

How Schools Can Work Effectively with Families to Support Children's Learning

How to translate research into practice

Dorothy Lepkowska and Julie Nightingale

This book covers the emerging evidence base in education research, presenting the various misconceptions and myths about classroom practice, to key discoveries on the science of learning in accessible language with practical tips on how to harness this knowledge in the classroom and at a whole school level. From key findings on what actually works in terms of revision, behaviour, motivation, literacy, group work, homework, independent learning, feedback and performance, The Research Informed Teacher aims to empower teachers and school leaders to be able to make decisions on how to improve outcomes based on solid research and evidence.

Meet the Parents is an essential guide for school leaders and classroom teachers looking to build stronger and more productive relationships with the families of pupils. This book uses more than forty years of experience to explain techniques for uniting families with a range of backgrounds and a variety of circumstances, and highlights the most successful approaches for encouraging and developing the home-school partnership. Drawing on case studies and real-life examples, Lepkowska and Nightingale unpick the reasons behind barriers to learning, and examine the issues that cause parents to be demotivated from engaging with schools.

Routledge Market: Education March 2019: 210x148: 144pp Hb: 978-1-138-48945-5: £105.00 Pb: 978-1-138-48946-2: £22.99 eBook: 978-1-351-03754-9 * For full contents and more information, visit: www.routledge.com/9781138489455

Carl Hendrick, Wellington College, UK

Routledge Market: Education June 2019: 210x148: 256pp Hb: 978-1-138-23440-6: £90.00 Pb: 978-1-138-23441-3: £16.99 * For full contents and more information, visit: www.routledge.com/9781138234406

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Teaching Nineteenth Century Literature

The Science of Learning

An Essential Guide for Secondary Teachers

77 Studies That Every Teacher Needs to Know

Rachel Fenn, École Jeannine Manuel in London, UK and Anna McGlynn, Weald of Kent Grammar School, UK Supporting and inspiring teachers as they introduce nineteenth century texts to their students and nurture their interest and enthusiasm for the genre, Teaching Nineteenth Century Literature provides a grounding in the major historical events of the century, describes pedagogical approaches to teaching fiction and poetry, and offers step-by-step guidance on the use of literary resources. Chapters offer advice on overcoming the particular challenges of the genre, including unwieldy plots, complex vocabulary and unfamiliar sentence structures, and offer a range of detailed activities, photocopiable lesson plans, and extracts for use in the classroom.

Routledge Market: Education March 2019: 246x174: 192pp Hb: 978-1-138-47916-6: £105.00 Pb: 978-1-138-47917-3: £19.99 eBook: 978-1-351-06642-6 * For full contents and more information, visit: www.routledge.com/9781138479166

Bradley Busch, Innerdrive and Edward Watson, Innerdrive Supporting teachers in the quest to help students learn as effectively and efficiently as possible, The Science of Learning translates 77 of the most important and influential studies on the topic of learning into accessible and easily digestible overviews. Demystifying key concepts and translating research into practical advice for the classroom, this unique resource will increase teachers’ understanding of crucial psychological research so they can help students improve how they think, feel and behave in school. From large to small scale studies, from the quirky to the iconic, chapters down complicated research to provide teachers with the need-to-know facts and implications of each study.

Routledge Market: Education April 2019: 210x148: 176pp Hb: 978-1-138-61769-8: £105.00 Pb: 978-1-138-61770-4: £18.99 eBook: 978-0-429-46154-5 * For full contents and more information, visit: www.routledge.com/9781138617698

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The Magic of Mentoring

Understanding and Dealing with Cyberbullying

Developing Others and Yourself

A guide for Teachers

Carol Thompson, Bedfordshire University, UK

Dawn Hewitson, Claire Hawkins and Sue Canning

The Magic of Mentoring offers an introduction to the theory and practice of successful mentoring together with a unique focus on how mentors can reflect on the skills they bring to the role and those they still need to develop. Ideal for all those studying coaching or mentoring on a formal programme or for anyone who mentors others in formal or informal settings, it is intended to be a short course or dipped into for specifc guidance. It outlines all aspects of mentoring, emphasising the importance of personal development to improve the experience of your mentees, build your confidence, enhance your transferable skills and advance your own professional practice and relationships.

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: Mentoring/ Education/ Business February 2019: 210x148: 246pp Hb: 978-1-138-30965-4: £105.00 Pb: 978-1-138-30966-1: £22.99 eBook: 978-1-315-14347-7 * For full contents and more information, visit: www.routledge.com/9781138309654

Routledge Market: Education June 2019: 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/9781138022249

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

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Agency in Teacher Supervision and Mentoring

Navigating Teacher Licensure Exams

Reinvigorating the Practice

Success and Self-Discovery on the High-Stakes Path to the Classroom

Alisa Bates and Mary D. Burbank Series: Routledge Research in Teacher Education Offering an in-depth examination of field supervision and the role of the university supervisors in preparing teachers, this book addresses the challenges of providing novice teachers with quality supervision through the support and guidance of teacher education programs. Through a research-based lens, Bates and Burbank discuss the role, responsibilities, and opportunities of the university supervisor. Critically examining the supervisor as an agent of change who is positioned to empower early career teachers, the authors dissect the necessary preparation and support new teachers need in contemporary K-12 classrooms.

Emery Petchauer Navigating Teacher Licensure Exams offers practical, empirically sourced insights into the high-stakes licensure exams required in most states for teacher certification. This unique resource foregrounds the experiences of diverse preservice teachers to understand how they organize their preparation efforts and navigate the high-pressure space of this important testing event.

By situating these exams within their social and psychological contexts, presenting real-life cases of success and failure, and confronting innate perceptions of standardized tests, the book provides essential and highly practical support for preservice teachers, teacher educators, and departmental resource libraries.

Routledge Market: Education January 2019: 229 x 152: 156pp Hb: 978-0-415-78821-2: £105.00 * For full contents and more information, visit: www.routledge.com/9780415788212

Routledge Market: Education December 2018: 229 x 152: 180pp Hb: 978-0-815-34806-1: £105.00 Pb: 978-0-815-34807-8: £26.99 eBook: 978-1-351-16816-8 * For full contents and more information, visit: www.routledge.com/9780815348061

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An Ecosystem for Research-Engaged Schools

Pedagogical Equilibrium

Reforming Education Through Research

The Development of Teachers’ Professional Knowledge

Edited by David Godfrey and Chris Brown

Jennifer Mansfield, Monash University

Elements and dimensions of a research-engaged school eco-system are explored by experts in the field of educational improvement. Each chapter looks at multiple aspects of the system, from the concept of research-informed learning organisations and research-based initial teacher education, to an accountability system that supports learning through enquiry.

Ground breaking research is presented to portray the issues and case studies that exemplify innovative practice. This book is suitable for anyone interested in the potential for an ecosystem of learning and innovation in our schools where the structures, cultures, practices and policies align to promote research engagement.

Pedagogical Equilibrium offers a timely reconceptualization of teacher knowledge development, arguing that the opportunity for valuable learning occurs every time a teacher experiences unsettling feelings of uncertainty, perplexity or surprise. Through detailed examples, the complexity of teaching landscapes is demonstrated and readers are offered a new framework for scaffolding their thinking through the lens of moments that challenge to their sense of equilibrium. This book will be a highly valuable resource for educational researchers, teacher educators, in-service teachers, school leadership and other educational stakeholders.

Routledge Market: Education April 2019: 234x156: 240pp Hb: 978-1-138-57445-8: £105.00 Pb: 978-1-138-57446-5: £29.99 eBook: 978-0-203-70102-7 * For full contents and more information, visit: www.routledge.com/9781138574458

Routledge Market: Education/Teaching February 2019: 234x156: 224pp Hb: 978-0-367-08659-6: £115.00 eBook: 978-0-429-05357-3 * For full contents and more information, visit: www.routledge.com/9780367086596

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Multiple Dimensions of Teaching and Learning for Occupational Practice

Philosophising the Dialogos Way towards Wisdom in Education

Edited by Sai Loo, University College, London Multiple Dimensions of Teaching and Learning for Occupational Practice offers a collection of international perspectives on work-related education and training at further/TVET, higher and professional levels. The book provides a new area of study of occupational education with tripartite dimensions concerning learning, teaching and working.

Routledge Market: Education December 2018: 234x156: 248pp Hb: 978-1-138-58571-3: £115.00 eBook: 978-0-429-50511-9 * For full contents and more information, visit: www.routledge.com/9781138585713

Complimentary Exam Copy

e-Inspection

Between Critical Thinking and Spiritual Contemplation Guro Hansen Helskog, University of South East Norway, Norway Philosophising the Dialogos Way towards Wisdom in Education proposes the innovative and holistic Dialogos approach to practical philosophy as a way of facilitating wisdom-oriented pedagogy. The book encourages individual and collective development through dialectical interplays between personal life, philosophical concepts and subject matter.

Philosophising the Dialogos Way towards Wisdom in Education will be of great interest to academics, researchers and students in the fields of teacher education, philosophy of education and higher education. It will also appeal to teachers and teacher educators in secondary and higher education.

Routledge Market: Education February 2019: 234x156: 304pp Hb: 978-1-138-49099-4: £115.00 eBook: 978-1-351-03398-5 * For full contents and more information, visit: www.routledge.com/9781138490994

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Rethinking Schools and Renewing Energy for Learning

Teaching Gender and Sexuality at School

Research, Principles and Practice Kris Van den Branden, Catholic University of Leuven, Belgium Series: Routledge Research in Education Rethinking Schools and Renewing Energy for Learning presents a comprehensive view on the major challenges educators face in the 21st century, and the ways in which schools can make a difference. It describes key principles that can serve as guidelines for tackling those challenges in an effective and manageable way, looking both at what children should learn, and what they want to learn.

Rethinking Schools and Renewing Energy for Learning will be of great interest to academics, postgraduate students, teacher educators, and scholars in the field of education, specifically interested in primary education, secondary education, teacher education and education policy.

Routledge Market: Education February 2019: 234x156: 192pp Hb: 978-1-138-48693-5: £115.00 eBook: 978-1-351-04431-8 * For full contents and more information, visit: www.routledge.com/9781138486935

Letters to Teachers Tara Goldstein, University of Toronto, Canada In a set of compelling letters to teachers, Tara Goldstein addresses a full range of issues facing lesbian, gay, bisexual, transgender, and queer (LGBTQ) students and families at elementary and secondary school. Moving and energizing, Teaching Sexuality and Gender at School provides readers with the knowledge and resources they need to create safer and more positive classrooms them and discusses what it takes to build authentic, trusting relationships with LGBTQ students and families.

Routledge Market: Education December 2018: 229 x 152: 222pp Hb: 978-1-138-38713-3: £115.00 Pb: 978-1-138-38714-0: £34.99 eBook: 978-0-429-42642-1 * For full contents and more information, visit: www.routledge.com/9781138387133

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Teacher Education in the Trump Era and Beyond

Teaching to Transform Urban Schools and Communities

Preparing New Teachers in a Contentious Political Climate Edited by Laura Baecher, Megan Blumenreich, Shira Eve Epstein and Julie Horwitz Series: Routledge Research in Teacher Education This book aims to start the conversation about how the consequences of the historic 2016 election can be addressed in the teacher education classroom. Taking as its starting point the Trump administration’s dramatic influence on education, educational policy, the culture in schools, and the safety of children, contributors demonstrate how teacher educators across the United States are adapting their curriculum. The chapters represent a variety of aspects of teacher support and preparation, and address practices such as rejecting xenophobia, developing critical thinking, and responding to children’s emotional lives.

Routledge Market: Education December 2018: 229 x 152: 140pp Hb: 978-1-138-60287-8: £105.00 * For full contents and more information, visit: www.routledge.com/9781138602878

The Power of Classroom Teachers Edited by Etta R. Hollins, University of Missouri, Kansas City, USA For preservice candidates and novice teachers feeling underprepared to teach in urban schools, this book offers a framework for conceptualizing, planning, and engaging in powerful teaching. Veteran teacher educator Etta Hollins builds on previous work to focus on restorative practices that emphasize the purpose and process of teaching. These practices are designed to improve academic performance, transform the social context in low-performing urban schools, and improve the quality of life in the local community.

Focus Questions and a dedicated Application to Practice section in each chapter further guide learning and help make real-word connections.

Routledge Market: Urban Education/Teaching Practice/Professional Development March 2019: 229 x 152: 176pp Hb: 978-0-415-39913-5: £95.00 Pb: 978-1-138-71433-5: £29.99 eBook: 978-1-315-23083-2 * For full contents and more information, visit: www.routledge.com/9780415399135

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Teachers, Gender and the Feminisation Debate

Values and Professional Knowledge in Teacher Education

Marie-Pierre Moreau, University of Roehampton, UK Teachers, Gender and the Feminisation Debate critically engages with the claim that teaching is a feminised profession and offers a comprehensive and authoritative analysis of the way gender and power play out in the lives of male and female teachers.

Informed by social constructivist, feminist theories of work and education, the book adopts a relational and intersectional approach to gender.

Routledge Market: Education December 2018: 234x156: 144pp Hb: 978-1-138-70737-5: £115.00 eBook: 978-1-315-20143-6 * For full contents and more information, visit: www.routledge.com/9781138707375

Nick Mead, Oxford Brookes University, United Kingdom.

Series: Routledge Research in Teacher Education Values and Professional Knowledge in Teacher Education provides distinctive insights into potential strengths to develop trainee teachers’ values within school-based training. Looking at the personal moral and political values of trainees as fundamental to strategic and critical professional knowledge, the book considers a key question about training contexts: to what extent is teacher education embedded in the purpose and rationale of the school so that trainees’ values, and consequently their autonomy and identity, can flourish? The book is research-focused and offers case-studies that offer vicarious experiences which resonate with the professional needs and concerns of teacher educators.

Routledge Market: Education February 2019: 234x156: 176pp Hb: 978-1-138-54463-5: £115.00 eBook: 978-1-351-00334-6 * For full contents and more information, visit: www.routledge.com/9781138544635

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

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A Guide to Faculty-Led Study Abroad

Black American Students’ Achievement in the Suburbs

How to Create a Transformative Experience Lydia M. Andrade, The University of the Incarnate Word, USA, Scott Alan Dittloff, University of the Incarnate Word, USA and Lopita Nath, University of the Incarnate Word, USA A Guide to Faculty-Led Study Abroad provides practical information on the curricular and administrative considerations necessary to design and implement a course-based study abroad experience of the highest quality. From techniques to funding the trip, to legal considerations, curricular development and cultural preparation, this book explains how to create a meaningful and valuable international experience in a variety of settings and formats. The study abroad novice and experienced faculty or administrator alike will benefit from this step-by-step guide on how to create a truly transformative, course-based study abroad experience.

Routledge Market: Education March 2019: 229 x 152: 184pp Hb: 978-0-815-37693-4: £110.00 Pb: 978-0-815-37696-5: £30.99 eBook: 978-1-351-23506-8 * For full contents and more information, visit: www.routledge.com/9780815376934

Academic Success through Family Engagement Vilma Seeberg, Kent State University, USA Series: Routledge Research in Educational Equality and Diversity This volume reframes the negative national conversation around educational deficits and academic achievement of Black American students. Echoing John Ogbu’s Black American Students in an Affluent Suburb (2003) this volume provides positive counterstories of Black students’ and parents’ engagement and negotiation through elite suburban public school.

It then offers practical strategies for addressing racial inequalities that can be used by families and school staff to produce lasting positive changes in equity and opportunity, and close the achievement gaps in growing racially and socio-economically diverse school districts.

Routledge Market: Education January 2019: 229 x 152: 144pp Hb: 978-1-138-86020-9: £105.00 eBook: 978-1-315-71665-7 * For full contents and more information, visit: www.routledge.com/9781138860209

2nd Edition

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A Practical Guide to Teaching Mathematics in the Secondary School

Flip the System Australia What Matters in Education Edited by Deborah M. Netolicky, Jon Andrews and Cameron Paterson

Edited by Clare Lee, The Open University, UK and Robert Ward-Penny, University of Warwick, UK Series: Routledge Teaching Guides

The Australian education system currently gives the most voice, power and agency to governments and policy makers largely disconnected from teachers. Changing education from the ground up, this book foregrounds the diverse, provocative voices of school practitioners – those working at the whiteboard, in the playground, in the boardroom – that are often ignored in education reform, and yet are crucial voices to drive change.

These varied perspectives focus not on deficits of the current system, but on what they offer as alternative, empowering narratives for education: collaborative expertise; leadership; professional learning; teacher voice and autonomy, social justice,

A Practical Guide to Teaching Mathematics in the Secondary School offers straightforward advice, inspiration and a wide range of tried and tested strategies to ensure success in the secondary classroom. Illustrated throughout, this fully updated second edition includes chapters on using ICT safely and effectively and promoting a positive learning environment, as well as case studies of good practice and samples of pupil’s work. Packed with photocopiable resources and covering all key aspects of mathematics teaching, it is an essential companion for all training and newly qualified mathematics teachers.

Routledge Market: Education April 2019: 297x210: 144pp Hb: 978-1-138-48120-6: £105.00 Prev. Ed Hb: 978-1-138-17386-6 * For full contents and more information, visit: www.routledge.com/9781138481206

and pedagogies.

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Academic Language in ELL Mathematics Education

Handbook of the Cultural Foundations of Learning

A Content and Language-Integration Approach

Edited by Na'ilah Suad Nasir, Carol Lee and Roy Pea

Karen Terrell

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.

This book documents the possible effects of a content and language-integration approach, designed to prepare mathematics teachers to instruct English learners. Based on the claim that proficiency in mathematics requires more than computations, but also communication, this book proposes the infusion of secondary mathematics methods courses with second language acquisition instruction. By presenting empirical evidence of linguistically responsive pedagogical practices in secondary-level mathematics classrooms, this volume highlights instruction strategies, and offers a critical look at the construct of mathematics teacher education for non-native English learners.

Routledge Market: Education January 2019: 229 x 152: 216pp Hb: 978-1-138-47999-9: £105.00 eBook: 978-1-351-06414-9 * For full contents and more information, visit: www.routledge.com/9781138479999

Complimentary Exam Copy

e-Inspection

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Routledge Market: Education/Teacher December 2018: 234x156: 262pp Hb: 978-1-138-36761-6: £105.00 Pb: 978-1-138-36786-9: £17.99 eBook: 978-0-429-42962-0 * For full contents and more information, visit: www.routledge.com/9781138367616

Routledge Market: Education June 2019: 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/9780415839044

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Learning Under the Lens Applying Findings from the Science of Learning to the Classroom Edited by Annemaree Carroll, University of Queensland, Australia, Ross Cunnington, The University of Queensland, Australia and Annita Nugent, University of Queensland, Australia Series: Local/Global Issues in Education Science of Learning – Research to Reality focuses on the emerging, and sometimes misunderstood, science of learning as a field of research and its relevance in the real-world learning context. It showcases examples of research in the field, and the potential for it's findings to direct policy, influence educator practice and impact student learning outcomes. The book features contributions from leading researchers and policy makers from Australia, Europe, Asia, the United States and South America, and is constructed to provide both an international and local perspective on the science of learning.

Routledge Market: Education/Research March 2019: 234x156: 216pp Hb: 978-0-367-13582-9: £105.00 Pb: 978-0-367-13663-5: £29.99 eBook: 978-0-429-02783-3 * For full contents and more information, visit: www.routledge.com/9780367135829

Teaching and Learning about Difference through Social Media Reflection, Engagement, and Self-assessment Lillian Vega-Castaneda and Mario Castaneda Drawing on critical literacy techniques, the authors examine the ways difference and diversity are represented in online conversation, including attention to bias, fact, and explicit and implied messages. Each chapter includes discussion questions, self-reflection and assessment activities, and suggestions for further reading, to encourage a more informed dialogue and critical conversation with students.

Ideal for courses in diversity and social justice education and beyond, this content and practice-based text integrates the identification of issues of difference and diversity with suggestions for distinct teaching strategies in the social media age.

Routledge Market: Education January 2019: 229 x 152: 176pp Hb: 978-0-815-37628-6: £110.00 Pb: 978-0-815-37629-3: £36.99 eBook: 978-1-351-23821-2 * For full contents and more information, visit: www.routledge.com/9780815376286

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Enhancing Teacher Education, Development, and Evaluation

Teaching Business and Economics in Secondary Schools

Lessons Learned from Educational Reform

The essential guide

Alyson L. Lavigne and Thomas L. Good

Andrew Redfern, Sheffield High School, UK and Keith Hirst, Horizon Community College, Barnsley, UK.

Enhancing Teacher Education, Development, and Evaluation examines the complex role that recent educational reforms have played in the teaching profession. Five concise yet comprehensive chapters invite teacher and principal educators, teachers and school leaders in training, district administrators, policymakers, and other stakeholders to better understand the implications of and possible paths beyond misguided reform efforts. An overview of the recent past and an inspiration for the immediate future, this definitive analysis offers insights into how more reasonable, empirically derived strategies will ultimately foster more successful schools.

Routledge Market: Education April 2019: 229 x 152: 216pp Hb: 978-1-138-64088-7: £90.00 Pb: 978-1-138-64089-4: £21.99 eBook: 978-1-315-63089-2 * For full contents and more information, visit: www.routledge.com/9781138640887

This book examines the key skills and qualities that lead to outstanding teaching and learning for Business and Economics teachers. Highly practical and fully up-to-date with the latest curriculum reforms, it includes chapters on the business of social media, using games theory to teach key principles, how to gain support from real businesses, using visual tools explain complex theories and how to help students to understand quantitative techniques. Packed with fun, engaging and effective strategies for the most common topics taught in the business and economics classroom, this will be an invaluable resource to every teacher of business-related subjects.

Routledge Market: Education / Business and Economics February 2019: 246x174: 192pp Hb: 978-1-138-67546-9: £90.00 Pb: 978-1-138-67554-4: £21.99 eBook: 978-1-315-56063-2 * For full contents and more information, visit: www.routledge.com/9781138675469

2nd Edition

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Small Group Teaching

Teaching Chinese as a Second Language

Tutorials, Seminars and Workshops

The Way of the Learner

Kate Exley, The University of Leeds, UK, Reg Dennick, University of Nottingham, UK and Andrew Fisher Series: Key Guides for Effective Teaching in Higher Education This comprehensive guide for new university teachers brings together straightforward and practical advice on small group teaching alongside examples of practice across disciplines.

Written in a highly accessible style, it covers topics such as the foundations of small group teaching; methods and techniques; and advice on inclusive and non-discriminatory practice.

Now fully updated, this new edition also takes into account changes in technology and the expectation of students, includes examples of practice from a variety of institutions, and offers learning resources and reading suggestions throughout.

Routledge Market: Higher Education February 2019: 216x138: 224pp Hb: 978-1-138-59063-2: £105.00 Pb: 978-1-138-59065-6: £24.99 eBook: 978-0-429-49089-7 Prev. Ed Hb: 978-0-415-30716-1 * For full contents and more information, visit: www.routledge.com/9781138590632

Jane Orton and Andrew Scrimgeour Series: ESL & Applied Linguistics Professional Series Grounded in analysis of Chinese and international educational concepts and classroom techniques currently used to teach Chinese as a Second Language, and a thorough review of recent research in the field, this volume identifies the learning challenges of the language for native English speakers. Orton and Scrimgeour assess the gap in knowledge and skills between learners’ initial and future proficiency levels as L2 Chinese speakers, map their needs as learners towards achieving a high language proficiency, and set out an informed, integrated teaching orientation and practice for the Chinese classroom that responds to those needs.

Routledge Market: Education/Bilingualism February 2019: 229 x 152: 208pp Hb: 978-0-815-38304-8: £105.00 Pb: 978-0-815-38305-5: £38.99 eBook: 978-1-351-20687-7 * For full contents and more information, visit: www.routledge.com/9780815383048

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Teaching Powerful Primary Geography

The Phenomenological Heart of Teaching and Learning

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

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.

Routledge Market: Education/Primary Geography February 2019: 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/9781138226500

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Theory, Research, and Practice in Higher Education Katherine Greenberg, Brian Sohn, Neil Greenberg, Howard R Pollio, Sandra Thomas and John Smith Series: Routledge Research in Education This book presents a carefully constructed framework for teaching and learning informed by philosophical and empirical foundations of phenomenology. Based on an extensive, multi-dimensional case study focused around the ‘lived experience’ of college-level teaching preparation, classroom interaction, and students’ reflections, this book presents evidence for the claim that the worldviews of both teachers and learners affect the way that they present and receive knowledge.

Routledge Market: Education December 2018: 229 x 152: 216pp Hb: 978-0-815-37183-0: £105.00 eBook: 978-1-351-24590-6 * For full contents and more information, visit: www.routledge.com/9780815371830

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Teaching Writing to Children in Indigenous Languages

Thinking Skills and Creativity in Second Language Education

Instructional Practices from Global Contexts

Edited by Li Li, The University of Exexter, UK Series: Research on Teaching Thinking and Creativity

Edited by Ari Sherris and Joy Kreeft Peyton Series: Routledge Research in Education This volume brings together studies of instructional writing practices and the products of those practices from diverse Indigenous languages and cultures. By analyzing a rich diversity of contexts—Finland, Ghana, Hawaii, Mexico, Papua New Guinea, and more—through biliteracy, complexity, and genre theories, this book explores and demonstrates critical components of writing pedagogy and development. Because the volume focuses on Indigenous languages, it questions center-margin perspectives on schooling and national language ideologies, which often limit the number of Indigenous languages taught, the domains of study, and the age groups included.

Routledge Market: Education February 2019: 229 x 152: 296pp Hb: 978-1-138-48535-8: £105.00 eBook: 978-1-351-04967-2 * For full contents and more information, visit: www.routledge.com/9781138485358

In second language education, research suggests cognition and language development is closely related. In particular, developing thinking skills may promote higher levels of language proficiency and really learning a language implies learning to think in that language. Thinking Skills and Creativity in Second Language Education presents a range of investigations exploring the relationship between thinking skills and creativity and second language education. Focusing on many approaches including cognitive, affective, social and emotional, this international book provides an in-depth understanding of the link between second language development and thinking skills.

Routledge Market: Education June 2019: 234x156: 176pp Hb: 978-1-138-29793-7: £90.00 Pb: 978-1-138-29794-4: £27.99 * For full contents and more information, visit: www.routledge.com/9781138297937

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The Learning and Teaching of Calculus 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 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 January 2019: 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/9780415831062

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INDEX BY TITLE 10 Perspectives on Innovation in Education ............. 2

A Academic Language in ELL Mathematics Education .............................................................................. 57 Action Research for English Language Arts Teachers ................................................................................. 32 Adaptive Learning Opportunities ............................... 46 Advancing the Development of Urban School Superintendents through Adaptive Leadership ............................................................................. 49 Advocacy in English Language Teaching and Learning ................................................................................. 32 Affect in Literacy Learning and Teaching ................ 32 Agency in Teacher Supervision and Mentoring ............................................................................. 55 American Education ......................................................... 14 Animals in Early Childhood Education ....................... 9 Applying Indigenous Research Methods ................. 26 Art as Unlearning .................................................................. 4 Art Rooms as Centers for Design Education ............. 4 Asian Education Miracles ............................................... 14 Attainment and Executive Functioning in the Early Years ........................................................................................... 9

B Basic Counselling Skills for Teachers .......................... 14 Basil Bernstein, Code Theory, and Education .......... 26 Battling Boredom, Part 1 ................................................... 5 Becoming a Research-Informed School ................... 53 Belonging and Social Inclusion for People with Intellectual Disabilities ..................................................... 26 Ben the Bubble Bear .......................................................... 43 Best Practices in Educational Therapy ...................... 14 Big Book of Primary Club Resources: Creative Arts, The .............................................................................................. 4 Big Book of Primary Club Resources: Science and Outdoor Learning, The .................................................... 51 Black American Students’ Achievement in the Suburbs .................................................................................. 57 Black Women Theorizing Curriculum Studies in Colour and Curves ............................................................................ 36 Boosting School Belonging ........................................... 31 Boys Don't Try? Rethinking Masculinity in Schools ................................................................................... 53 Bunny Called Noodle, A ................................................... 43

C Career Guidance for Emancipation ........................... 14 Challenging the Intersection of Policy with Pedagogy ................................................................................. 9 Christian Higher Education and Postmodernity ..................................................................... 36 Classifying Fashion, Fashioning Class ...................... 14 Classroom Management Simplified .......................... 15 Communication for the Early Years ............................. 9 Conducting Research in Early Childhood Education ................................................................................. 9 Confidence in Critical Thinking .................................... 36 Confronting Educational Policy in Neoliberal Times ....................................................................................... 15 Considering Racialised Contexts in Education .............................................................................. 15 Contemporary Issues in Higher Education ............. 36 Contending with Gun Violence in the English Language Classroom ....................................................... 32 Content-Area Literacy Strategies That Work ........... 32

Context, Autonomy and Social Justice in English School Reforms ................................................................... 26 Creating Your Dream Elementary Classroom from the Inside Out .............................................................................. 15 Creative Teaching: English in the Primary Classroom ............................................................................. 15 Critical Content Analysis of Visual Images in Books for Young People ....................................................................... 15 Critical Literacy with Adolescent English Language Learners .................................................................................. 32 Critical Readings on Latinos and Education ........... 16 Critical Religious Education in Practice .................... 53 Critical Studies of Education in Asia .......................... 16 Crocodiles Can't Climb Trees ......................................... 43 Culturally Relevant Teaching in the English Language Arts Classroom .................................................................... 16 Culturally Sustaining Early Literacy Teaching ................................................................................ 33 Culture and Education .................................................... 16

D Dangerous Rise of Therapeutic Education, The ............................................................................................ 23 Decolonizing Foreign Language Education ............. 7 Deliberative Democracy and Education for Democratic Citizenship ................................................... 26 Democracy, Education and Research ....................... 16 Design Thinking for Digital Well-being .................... 53 Designing Effective Digital Badges ............................. 46 Developing and Maintaining Your Personal Learning Network .................................................................................. 46 Developing Discussion in Secondary Science .................................................................................... 51 Developing Early Literacy Skills .................................... 38 Dialogic Teaching Companion, The .......................... 48 Digital Childhood .............................................................. 10 Don't Feed the Dog ........................................................... 43 Draw on Your Relationships .......................................... 38 Draw-along Sammy Sloth ............................................. 38 Draw-along Silver Matilda ............................................. 38 Draw-along Tidy Tim ....................................................... 38 Dyscalculia: from Science to Education ................... 38 Dyslexia and Gender Bias ............................................... 16

Enabling Environments for Babies and Young Children .................................................................................. 10 Enhancing Teacher Education, Development, and Evaluation ............................................................................. 58 Equity, Exclusion and Everyday Science Learning ................................................................................. 18 Essential Skills for Managers of Child-Centred Settings ................................................................................... 10 Essential Truths for Principals ....................................... 18 Essential Truths for Teachers ......................................... 18 Establishing a Classroom Context for Effective Formative Assessment ........................................................ 8 Ethical Leadership for a Better Education System ..................................................................................... 53 Evidence-Based Science Activities in Grades 3–5 ............................................................................................ 51 Expressive Arts and Design in the Early Years ........................................................................................ 10

F Fast Childcare in Public Preschools ............................

Feminist Theory in Diverse Productive Practices .................................................................................

Flip the System Australia .................................................

From Conception to Two Years ...................................

27 18 57 10

G Gender and Care in Teaching Young Children ..................................................................................

Girls and Autism .................................................................

Global Perspectives on Language Assessment ...........................................................................

Guide to Faculty-Led Study Abroad, A ......................

Gus the Gulping Goat .......................................................

11 39 19 57 43

H Handbook of Distance Education .............................. 46 Handbook of Reading Research, Volume V ............ 33 Handbook of the Cultural Foundations of Learning ................................................................................. 57 How to be a Better Scientist ............................................. 2

E

I

Early Childhood Curriculum in Chinese Societies .................................................................................. 42 Ecosystem for Research-Engaged Schools, An .............................................................................................. 55 Educating with Digital Storytelling ............................ 17 Education and Ethics ....................................................... 17 Education Ecology of Universities, The ..................... 37 Education for Sustainable Development in the Postcolonial World ............................................................ 26 Education in East Jerusalem ......................................... 17 Education Policy for the Promotion of Trilingual Education at Primary Level ............................................ 17 Education Policy, Neoliberalism, and Leadership Practice ................................................................................... 17 Education Research and the Media ........................... 17 Education Systems and Social Justice ...................... 42 Education Write Now, Volume II .................................... 2 Education, Inequality and Social Class ..................... 18 Education, Welfare, and the Knowledge Economy ................................................................................ 27 Educational Leadership, Organizational Learning, and the Ideas of Karl Weick ............................................ 49 Emergent Science .............................................................. 10 Emotional Literacy ............................................................... 5

ID CaseBook, The ................................................................ 47 Ideology and Curriculum ................................................ 27 Ilan Gur-Ze'ev and Education ....................................... 19 Implicit Bias in Schools .................................................... 19 Improving Case Based Learning in Higher Education .............................................................................. 36 Improving Schools Using Systems Leadership ............................................................................. 19 Improving Student Behavior ......................................... 19 Including Children and Young People with Special Educational Needs and Disabilities in Learning and Life ............................................................................................ 27 Inclusive Education Workbook, The ........................... 41 Index for Social Emotional Technologies ................ 19 Indigenous Children’s Survivance in Public Schools ................................................................................... 27 Influencing High Student Achievement through School Culture and Climate .......................................... 20 Inspiring Learning Through Cooking ........................ 11 Interdisciplinary Future of Engineering Education, The ............................................................................................ 24 Internationalising Higher Education and the Role of Virtual Exchange ................................................................ 46 Internationalizing Early Childhood Curriculum ............................................................................ 11

Jumpstart! Assemblies ..................................................... 48

L Language and the Joint Creation of Knowledge ............................................................................ 31 Languaging Relations for Transforming the Literacy and Language Arts Classroom .................................... 33 Leadership of Higher Education Assessment .......... 37 Leading Change in Teacher Education .................... 49 Leading Schools to Learn, Grow, and Thrive ........... 20 Learning and Connecting in School Playgrounds ......................................................................... 20 Learning and Teaching of Calculus, The ................. 59 Learning and Teaching of Mathematical Modelling, The ............................................................................................ 24 Learning to Plan Modern Language Lessons .................................................................................... 20 Learning to Teach English in the Secondary School ..................................................................................... 33 Learning to Teach in the Secondary School ........... 53 Learning Under the Lens ................................................. 58 Learning with the Unconscious ................................... 20 Legacy of Jullien's Work for Comparative Education, The ............................................................................................ 42 Leveling Math Workstations in Grades K–2 ............ 20 Liberating Learning ........................................................... 27 Listening to Children's Advice about Starting School and School Age Care ........................................................ 11 Literacy of Play and Innovation, The ......................... 13 Literature and Philosophical Play in Early Childhood Education .............................................................................. 21

M Magic of Mentoring, The ................................................ 54 Meet the Parents ................................................................. 54 Messy Play in the Early Years ......................................... 11 Methods for Teaching in Early Education ............... 39 Millennial Teacher Identity Discourses ..................... 21 Muffin the Fish ..................................................................... 43 Multidisciplinary Approaches to Art Learning and Creativity .................................................................................. 4 Multiple Dimensions of Teaching and Learning for Occupational Practice ..................................................... 55

N Narrative and Metaphor in Education ..................... 28 Navigating Teacher Licensure Exams ....................... 55 Neoliberalism and Market Forces in Education .............................................................................. 28 Norwegian Mission’s Literacy Work in Colonial and Independent Madagascar, The .................................... 42

O Oral History Education, Public Schooling, and Social Justice ..................................................................................... 21 Outdoor Learning in the Early Years .......................... 11 Outdoor Learning Research .......................................... 48

P Paradigm Shift in Education ......................................... 21 Patriotic Schools and Anti-Colonialism in Hong Kong ........................................................................................ 21 Pedagogical Equilibrium ................................................ 55 Pedagogies and Policies for Publishing Research in English .................................................................................... 33

J

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INDEX BY TITLE Pedagogies for Diverse Contexts ................................. 12 Pedagogy in the Novels of J.M. Coetzee ................... 33 People’s History of American Higher Education, A ................................................................................................. 36 Performative Approaches in Arts Education ............. 4 Perspectives on Play .......................................................... 12 Phenomenological Heart of Teaching and Learning, The ............................................................................................ 59 Philosophical Inquiry with Children ........................... 21 Philosophising the Dialogos Way towards Wisdom in Education ......................................................................... 55 Playwork Theory into Practice ...................................... 12 Politics and Pedagogy of Digital Participation ........................................................................ 22 Politics of Alternative Teacher Certification, The ............................................................................................ 29 Politics of Education Policy in an Era of Inequality, The ............................................................................................ 24 Polly's Pink Paint ................................................................. 44 Positive Interactions with At-Risk Children ............. 39 Practical Guide to Action Research and Teacher Inquiry, A ................................................................................... 9 Practical Guide to Teaching Mathematics in the Secondary School, A ......................................................... 57 Practical Research Methods in Education ............... 22 Precariousness and the Performances of Welfare ................................................................................... 28 Preparing for Play in Early Childhood Education .............................................................................. 12 Principles and Practices of Working with Pupils with Special Educational Needs and Disability ............... 39 Professional Collaboration with Purpose ................ 28 Professional Development ............................................... 2 Promoting Curiosity in Primary Science ................... 51 Public Education Reform and Network Governance .......................................................................... 28 Pupil, Teacher and Student Voice in Educational Institutions ............................................................................ 22 Putting Learning Before Technology! ........................ 31

R Re-envisioning the Public Research University ............................................................................... 37 Re-theorizing Literacy Practices ................................... 34 Reading for Life ................................................................... 34 Real World Instructional Design .................................. 46 Reconceptualising Educational Assessment .......... 31 Redesigning Pedagogies in Innovative Learning Spaces ..................................................................................... 28 Reflective Practice in Education Made Real .............. 8 Refugees, Interculturalism and Education .............. 22 Reimagining Contract Law Pedagogy ..................... 22 Reinventing Education .................................................... 29 Relationships and Sex Education (RSE) Lesson Ideas for the 21st Century ............................................................. 8 Religious Education as a Dialogue with Difference .............................................................................. 18 Research Informed Teacher, The ................................. 54 Research Methodologies of School Psychology ............................................................................ 22 Researching Emotions in Early Childhood .............. 29 Researching Learning, Insight, and Transformation in Online Talk ....................................................................... 47 Responsible Analytics and Data Mining in Education .............................................................................. 47 Rethinking Disability ......................................................... 39

Rethinking Languages Education .............................. 34 Rethinking Play as Pedagogy ....................................... 12 Rethinking Schools and Renewing Energy for Learning ................................................................................. 56 Rethinking Student Belonging in Higher Education .............................................................................. 37 Rhetorical Turn in Education, The ............................... 24 Role and Influence of Prison Education, The ........... 24 Routledge International Handbook of Language Education Policy in Asia, The ........................................... 7 Routledge International Handbook of Learning with Technology in Early Childhood, The .......................... 13

S Sally's Sandcastles ............................................................. 44 Sammy Sloth ....................................................................... 39 School Design Matters ..................................................... 49 School in the United States, The .................................. 30 School Leadership in Singapore .................................. 49 School Psychology Supervisor’s Toolkit, The ........... 24 School-Based Consultation for Students with Autism Spectrum Disorder ............................................................. 23 School-wide Positive Behaviour Interventions and Supports ................................................................................... 5 Science of Learning, The ................................................. 54 Self-Discovery ......................................................................... 5 Silver Matilda ....................................................................... 40 Skills for Human Development .................................... 29 Small Group Teaching ..................................................... 58 Social Policy and the Achievement Gap in Education .............................................................................. 29 Social Skills ............................................................................ 40 Sociology and Education ............................................... 29 Special Education Leadership ...................................... 49 Special Learners in School .............................................. 40 Speech Bubbles 1 (Picture Books and Guide) .......... 44 Speech Bubbles 1 User Guide ........................................ 44 Starting with Gender in International Higher Education Research .......................................................... 23 STEM Literacies in Makerspaces .................................. 51 Steven the Snail .................................................................. 44 Stimulating Non-Fiction Writing! ............................... 48 Storying the World ............................................................. 23 Strategic Leadership of Change in Higher Education ................................................................................. 2 Struggle for Citizenship Education in Egypt, The ............................................................................................ 42 Student Engagement and Quality Assurance in Higher Education .............................................................................. 37 Students Taking Charge Implementation Guide for Leaders ................................................................................... 50 Supporting Children and Young People with Anxiety .................................................................................... 23 Supporting Children with Anxiety to Understand and Celebrate Difference ......................................................... 40 Supporting Children with Depression to Understand and Celebrate Difference ................................................ 40 Supporting Children with OCD to Understand and Celebrate Difference ......................................................... 40 Supporting Early Mathematical Development ....................................................................... 12 Supporting Self-directed Learning in Science and Technology .............................................................................. 2

T Teacher Education for English as a Lingua Franca ..................................................................................... 34 Teacher Education in the Trump Era and Beyond .................................................................................... 56

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Teacher Evaluation as Cultural Practice ..................... 7 Teachers' and Families' Perspectives in Early Childhood Education and Care .......................................................... 48 Teachers, Gender and the Feminisation Debate .................................................................................... 56 Teaching and Learning about Difference through Social Media ......................................................................... 58 Teaching and Researching ELLs’ Disciplinary Literacies ................................................................................ 34 Teaching Business and Economics in Secondary Schools ................................................................................... 58 Teaching Chinese as a Second Language .............. 58 Teaching Complex Ideas ................................................... 3 Teaching Gender and Sexuality at School .............. 56 Teaching Language Variation in the Classroom ............................................................................. 34 Teaching Nineteenth Century Literature ................. 54 Teaching Powerful Primary Geography ................... 59 Teaching Science Thinking ............................................ 51 Teaching to Transform Urban Schools and Communities ....................................................................... 56 Teaching Writing to Children in Indigenous Languages ............................................................................ 59 Technology Applications in School Psychology Consultation, Supervision, and Training ................. 23 Tension and Contention in Language Education for Latin@s in the United States ............................................ 7 Theory and Methods for Sociocultural Research in Science and Engineering Education .......................... 52 Thinking Philosophically about Education ............ 25 Thinking Skills and Creativity in Second Language Education .............................................................................. 59 Tidy Tim .................................................................................. 41 Transformation of Initial Teacher Education, The ............................................................................................ 30 Transforming Higher Education Through Universal Design for Learning ........................................................... 37 Transforming Literacy Education for Long-Term English Learners .................................................................. 35

61

What English Language Teachers Need to Know Volume I .................................................................................... 7 What's the Buzz? ................................................................. 31 What’s the Buzz with Teenagers? .................................. 5 When the Sun Fell Out of the Sky ................................... 6 Where's Mummy Mouse? ............................................... 44 Whiteucation ....................................................................... 50 Who Bit My Tail? ................................................................. 45 Women, Islam and Education ..................................... 42

Y Young Children’s Civic Mindedness ........................... 30 Young People’s Journeys into Creative Work ............ 3

U Understanding and Dealing with Cyberbullying ....................................................................... 54 Understanding Critical Race Research Methods and Methodologies .................................................................... 30 Understanding Pedagogic Documentation in Early Childhood Education ....................................................... 13 Urban Myths about Learning and Education .............................................................................. 31 Using Drama with Children on the Autism Spectrum ............................................................................... 41 Using ESL Students’ First Language to Promote College Success ...................................................................................... 7 Using Research Evidence in Education Practice ................................................................................... 30 Using Solution Focused Practice in Schools ............. 5

V Values and Professional Knowledge in Teacher Education ..............................................................................

Virtual Reality, Augmented Reality and Artificial Intelligence in Special Education ................................

Virtues in the Public Sphere ............................................

Visible Learning Insights .................................................

56 41 25 50

W

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INDEX BY AUTHOR

A Abbott, Ian ............................................................................. 30 Ajmal, Yasmin ......................................................................... 5 Al Barwani, Thuwayba .................................................... 49 Alayan, Samira ..................................................................... 17 Alcock, Sophie ..................................................................... 12 Alexander, Robin ................................................................ 48 Alford, Jennifer .................................................................... 32 Allen, Kelly-Ann ................................................................... 31 Alsup, Janet ........................................................................... 21 Anderson, Ange .................................................................. 41 Andrade, Lydia M. .............................................................. 57 Annette, John ...................................................................... 26 Apple, Michael ..................................................................... 27 Appleford, Katherine ....................................................... 14 Arber, Ruth ............................................................................. 34 Arday, Jason .......................................................................... 15 Arthur, James ....................................................................... 25

B Baecher, Laura ..................................................................... 56 Baldacchino, John ................................................................ 4 Baroutsis, Aspa .................................................................... 17 Bateman, David ................................................................... 49 Bates, Alisa .............................................................................. 55 Bayat, Mojdeh ...................................................................... 39 Beach, Richard ..................................................................... 33 Bilton, Helen .......................................................................... 11 Blackmore, Jill ....................................................................... 28 Bloome, David ..................................................................... 34 Bodle, Katharine ................................................................. 38 Bower, Corey ........................................................................ 29 Bracken, Seán ....................................................................... 37 Brandenburg, Robyn .......................................................... 8 Braverman, Ami .................................................................. 19 Brazer, S. David .................................................................... 20 Breaux, Elizabeth ................................................................ 15 Brock, Avril .............................................................................. 12 Brooks, Jeffrey S. ................................................................. 50 Brooks, Maneka ................................................................... 35 Brown, Nancy ....................................................................... 11 Brown, Patrick ...................................................................... 51 Buckelew, Mary ................................................................... 32 Burgh, Gilbert ....................................................................... 21 Burwell, Catherine ............................................................. 22 Busch, Bradley ...................................................................... 54 Busch, Steven ....................................................................... 20 Butterworth, Brian ............................................................. 38

C Cain, Tim .................................................................................. 53 Capel, Susan .......................................................................... 53 Carmichael, Patrick ........................................................... 36 Carpenter, Barry .................................................................. 39 Carroll, Annemaree ........................................................... 58 Carruthers Thomas, Kate ............................................... 37 Casas, Jimmy ........................................................................... 2 Catarci, Marco ...................................................................... 22 Cennamo, Katherine ........................................................ 46 Chace, Sarah ......................................................................... 49 Chambers, Fiona ................................................................ 53 Chan, Philip Wing Keung .............................................. 28 Cheng, Yin Cheong .......................................................... 21 Chitpin, Stephanie ............................................................ 15 Conn, Carmel ....................................................................... 41 Corcoran, James N. ........................................................... 33 Cotterill, Trevor .................................................................... 39 Couper, Llyween ................................................................ 20 Cousins, Sarah ...................................................................... 29 Curtis, Will ............................................................................... 29

D Dahlstedt, Magnus ............................................................ 28 Daniels, Harry ....................................................................... 49 Dansie, Tim ............................................................................ 14 Datnow, Amanda .............................................................. 28 Davison, Jon .......................................................................... 33 Dawson, Emily ..................................................................... 18 De Bruyckere, Pedro ......................................................... 31 DeCuir-Gunby, Jessica T. ............................................... 30 del Carmen Salazar, Maria ............................................... 7 Dervin, Fred ........................................................................... 42

Devereaux, Michelle D. ..................................................

Dockett, Sue ..........................................................................

Dorio, Jason ...........................................................................

Dunlop, Lynda .....................................................................

34 11 42 51

E Easton, Christina .................................................................

Ecclestone, Kathryn ..........................................................

Edwards Williams, Kirsten T. ........................................

Egan, Arlene ..........................................................................

Ellis, Robert A. .......................................................................

Ertmer, Peggy A. .................................................................

Exley, Kate ...............................................................................

53 23 36 36 37 47 58

F Fanfarelli, Joey .....................................................................

Fenn, Rachel ..........................................................................

Fischer, Aaron J. ..................................................................

Formosinho, Joao ..............................................................

Foster, John ...........................................................................

Fraser, James W. .................................................................

Fuller, Matthew B. ..............................................................

Furco, Andrew .....................................................................

46 54 23 13 48 30 37 37

G Gallard, Diahann .................................................................... 9 Gascoyne, Sue ..................................................................... 11 Gasman, Marybeth ........................................................... 36 Gebhard, Meg ...................................................................... 34 Gibbs, Leanne ......................................................................... 9 Godfrey, David ..................................................................... 55 Goei, Sui ...................................................................................... 5 Goldstein, Tara ..................................................................... 56 Goodson, Ivor F. .................................................................. 16 Green, Timothy D. ............................................................. 46 Greenberg, Katherine ...................................................... 59 Guilherme, Alexandre ..................................................... 19 Guiney, Meaghan C. ......................................................... 24 Gullo, Gina Laura ................................................................ 19

H Hall, Kathy ............................................................................... 31 Hanne, Michael ................................................................... 28 Harris, Bryan ............................................................................. 5 Hattie, John ........................................................................... 50 Hauver, Jennifer .................................................................. 30 Helskog, Guro Hansen .................................................... 55 Henderson, Emily ............................................................... 23 Hendrick, Carl ....................................................................... 54 Herrick, Elizabeth ............................................................... 23 Hewitson, Dawn ................................................................. 54 Hodgins, Denise ................................................................. 11 Hollins, Etta R. ....................................................................... 56 Hooley, Tristram ................................................................. 14 Horner, Chris ......................................................................... 15 Horsford, Sonya Douglass ............................................ 24 Hoyle, Alice ............................................................................... 8 Hughes, Jenny ..................................................................... 28 Hughes-Evans, Emma ..................................................... 48 Hunt, Becky ............................................................................ 15 Hutcheson, Philo ................................................................ 36

I Ince, Amanda .......................................................................... 9 Irwin, Rita ................................................................................ 23

J Jackson, Liz ............................................................................ 18 Johansson, Viktor ............................................................... 21 Johnson Jr., Bob .................................................................. 49 Johnson, Andrew ................................................................. 2 Johnson, Holly ..................................................................... 15 Johnson, Kelley ................................................................... 26 Johnston, Jane ..................................................................... 10

L Lambert, Mike ...................................................................... 22 Lau, Chui Shan ..................................................................... 21 Lavigne, Alyson L. .............................................................. 58 Le Messurier, Mark ............................................................... 5 Le Messurier, Mark ............................................................ 31 Leander, Kevin ..................................................................... 32 Ledford, Jennifer ................................................................ 39 Lee, Clare ................................................................................. 57 Lepkowska, Dorothy ........................................................ 54 Li, Li ............................................................................................. 59 Liem, Gregory Arief ........................................................... 14 Lightfoot, Louise ................................................................ 38 Lightfoot, Louise ................................................................ 38 Lightfoot, Louise ................................................................ 38 Lightfoot, Louise ................................................................ 39 Lightfoot, Louise ................................................................ 40 Lightfoot, Louise ................................................................ 40 Lightfoot, Louise ................................................................ 40 Lightfoot, Louise ................................................................ 40 Lightfoot, Louise ................................................................ 41 Lim, Leonel ............................................................................ 16 Linville, Heather A. ............................................................ 32 Loo, Sai ..................................................................................... 55 Luton, Fe .................................................................................... 4 Luton, Fe ................................................................................. 51

M M. Dolan, Anne .................................................................... 59 Macdonald, Ian .................................................................... 19 Macedo, Donaldo ................................................................. 7 Mackay, Cheryl .................................................................... 20 Mansfield, Jennifer ............................................................ 55 Marshall, Stephanie ............................................................. 2 Martinez, Glenn A. ................................................................ 7 McGrath, Caroline .............................................................. 12 McGrath, Simon .................................................................. 29 McKenney, Elizabeth L.W. ............................................. 23 McTavish, Anni .................................................................... 10 Mead, Nick ............................................................................. 56 Mercer, Neil ........................................................................... 31 Meseci Giorgetti, Filiz ...................................................... 16 Moje, Elizabeth .................................................................... 33 Montgomery, Diane ......................................................... 16 Moore, Christopher .......................................................... 51 Moore, Michael Grahame ............................................. 46 Moreau, Marie-Pierre ....................................................... 56 Morganti, Annalisa ............................................................ 19 Murillo Jr, Enrique G ......................................................... 16 Murray, Denise E. .................................................................. 7

N Nash, Kindel Turner ..........................................................

Nasir, Na'ilah Suad .............................................................

Natriello, Gary J ...................................................................

Netolicky, Deborah M. ....................................................

Newstead, Shelly ................................................................

Newstead, Shelly ................................................................

Newton, Nicki .......................................................................

Ng-a-Fook, Nicholas .........................................................

Niss, Mogens ........................................................................

Norman, Amanda ..............................................................

33 57 46 57 10 12 20 21 24 10

O O'Dowd, Robert ..................................................................

O'Grady, Anne ......................................................................

O'Grady, Kevin .....................................................................

Orton, Jane ............................................................................

46 24 18 58

P

K Kaganoff, Ann Parkinson ...............................................

Kapranos, Plato ...................................................................

Keddie, Amanda .................................................................

Kelly, Alex ................................................................................

Kelly, Gregory J. ................................................................... 52 Kent, Julie .................................................................................. 9 Kettler, Ryan J. ...................................................................... 22 Khan, Badrul H. .................................................................... 47 Kirkpatrick, Andy ................................................................... 7 Knutson, Karen ....................................................................... 4 Kucirkova, Natalia ............................................................... 13

14 24 26 40

Palmer, Melissa ....................................................................

Palmer, Melissa ....................................................................

Palmer, Melissa ....................................................................

Palmer, Melissa ....................................................................

43 43 43 43

Palmer, Melissa .................................................................... 43 Palmer, Melissa .................................................................... 43 Palmer, Melissa .................................................................... 44 Palmer, Melissa .................................................................... 44 Palmer, Melissa .................................................................... 44 Palmer, Melissa .................................................................... 44 Palmer, Melissa .................................................................... 44 Palmer, Melissa .................................................................... 44 Palmer, Melissa .................................................................... 45 Papageorgiou, Spiros ...................................................... 19 Parmegiani, Andrea ............................................................. 7 Paulus, Trena ........................................................................ 47 Pence, Alan ............................................................................ 12 Petchauer, Emery ............................................................... 55 Pettersen, Jan ....................................................................... 10 Phillipson, Sivanes ............................................................. 48 Pinkett, Matt .......................................................................... 53 Poitras Pratt, Yvonne ....................................................... 17 Prats Porcar, Elena ............................................................. 17 Pring, Richard ....................................................................... 25

R Rankin, Hollie ........................................................................... 6 Redfern, Andrew ................................................................ 58 Rennie, Léonie J. .................................................................... 2 Rezai-Rashti, Goli M. ......................................................... 42 Rickinson, Mark ................................................................... 30 Rincón-Gallardo, Santiago ........................................... 27 Rine, P Jesse .......................................................................... 36 Roberts, Carolyn ................................................................. 53 Roden, Judith ....................................................................... 51 Rogers, Michelle ................................................................. 10 Rosnes, Ellen Vea ................................................................ 42 Routley, Catherine ............................................................. 40 Ruday, Sean ........................................................................... 16 Ruiz-Primo, Maria Araceli ................................................. 8 Rutten, Kris ............................................................................. 24

S Sabzalian, Leilani ................................................................ 27 Salleh, Hairon ....................................................................... 49 Saracho, Olivia N. .................................................................. 9 Seeberg, Vilma ..................................................................... 57 Sefton-Green, Julian ........................................................... 3 Semetsky, Inna .................................................................... 20 Shaffer, Shelly ....................................................................... 32 Sherris, Ari ............................................................................... 59 Singh, Parlo ............................................................................ 26 Slee, Roger ............................................................................. 41 Smeyers, Paul ....................................................................... 17 Souto-Otero, Manuel ....................................................... 27 Starr, Karen ............................................................................. 17 Steele, Danny ....................................................................... 18 Stone, Lyn ............................................................................... 34 Strutt, Suzie ............................................................................ 11 Sulla, Nancy ........................................................................... 50 Sunderland, Margot ......................................................... 38 Sutterby, John ...................................................................... 12 Swain, Warren ...................................................................... 22 Szekely, George ..................................................................... 4

T Tamir, Eran .............................................................................

Tanaka, Masahiro ...............................................................

Tarc, Aparna Mishra ..........................................................

Terrell, Karen .........................................................................

Thedvall, Renita ...................................................................

Thompson, Carol ...............................................................

Thompson, Patrick ............................................................

Thompson, Ron ..................................................................

Tikly, Leon ...............................................................................

Tucker-Raymond, Eli ........................................................

29 37 33 57 27 54 59 18 26 51

U Urban, Wayne J. .................................................................. 14

V Valle, Jan W. ........................................................................... 39 Van den Branden, Kris ..................................................... 56 Vega-Castaneda, Lillian .................................................. 58

W

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INDEX BY AUTHOR

63

Waite, Sue ............................................................................... 48 Waller, Richard ..................................................................... 29 Waterhouse, Alison ............................................................. 5 Waterhouse, Alison ............................................................. 5 Wearmouth, Janice ........................................................... 22 Webster, Rob ........................................................................ 27 Weipeng, Yang .................................................................... 42 Wentzel, Arnold ..................................................................... 3 Whitaker, Todd .................................................................... 18 Whitters, Hazel G. .................................................................. 9 Wilfong, Lori G. .................................................................... 32 Windchief, Sweeney ........................................................ 26 Wolhuter, Charl ................................................................... 42 Wood, Christiane ............................................................... 13

Z Zein, Subhan ........................................................................ 34 Zepeda, Sally J. ....................................................................... 2 Zierer, Klaus ........................................................................... 31 Zoul, Jeffrey .............................................................................. 2 Østern, Anna-Lena ............................................................... 4

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