OpenUP Education catalogue 2015 by McGraw-Hill Education

EDUCATION

2015

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Education 2015_Layout 1 30/04/2015 18:36 Page i

i CONTENTS

WELCOME TO OUR 2015 EDUCATION CATALOGUE!

1 14 15 16 17 18 19 20 23 24 26 26 27 27 28 30 30 32 36

Early Years Talk for Writing Practical Books Training and Resource Packs Primary Secondary Research Professional Development Leadership and Management Contemporary Issues Higher Education Assessment Subject Teaching Literacy Science Technology/ Mathematic Resources Mathematics Lifelong Learning Inclusion and Special Educational Needs 38 Study Skills 39 Index

In this catalogue we are pleased to highlight our new, recent and bestselling books, with our entire collection available online at www.openup.co.uk. Our wide-ranging and diverse publishing programme includes resources for study and professional development at every level, from early years through primary and secondary schooling to further education and university. Open UP books focus on current issues and challenges, research findings and their application, ideas for teaching, and other topics. So you're certain to find a resource that will enrich your professional role! Brand new titles for 2015 include: l In our popular early years list we are delighted to bring you Two-Year-Olds in Early Settings by Julia Manning-Morton & Maggie Thorp, a new leadership text from Jillian Rodd on Leading Change in Early Years, complemented by Practice Leadership in the Early Years from Mark Hadfield and team, and Inspiring Science in the Early Years edited by Di Stead & Lois Kelly. • In the field of teacher training we are proud to announce Teaching the Primary Foundation Subjects edited by Maggie Webster & Sarah Misra. • We have also developed new editions of some bestselling textbooks, including a fourth edition of Janet Moyles’ much-loved Excellence of Play and a new third edition of An Introduction to Childhood Studies. • In our higher education list we are excited to be publishing Enhancing Learning & Teaching in Higher Education: Engaging with the Dimensions of Practice edited by John Lea to support those seeking HEA fellowship. With our respected reputation and strong emphasis on quality, choosing to publish with us will make you part of a dynamic publishing programme! We value our authors tremendously and offer an excellent level of author care from initial discussion right through to finished product. So if you have an idea for publishing or indeed any comments, questions or feedback on our publishing programme then please do get in touch.

Fiona Richman, Senior Commissioning Editor (Education): fiona.richman@mheducation.com Julia Frost, Academic Product Manager (Education): julia.frost@mheducation.com

HOW TO ORDER This catalogue features our new and bestselling print and eBooks. To see the full range of our titles please visit our website: www.openup.co.uk (Free P&P on online orders over £30 in the UK and Ireland)

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EARLY YEARS NEW

Leading Change in the Early Years

NEW EDITION

Leading Change in the Early Years focuses on the type of leadership skill needed for leading the reform and change agendas that challenge the early years sector. Early years professionals are expected to implement a range of government initiatives, as well as professionally endorsed changes, aimed at raising the quality of early years provision. The ease and success with which such initiatives are implemented relies on the competent leadership of change, that is, knowledge, understanding and expertise in encouraging, supporting and working with everyone involved with implementing and sustaining change. This book offers early years professionals a practical guide to the important elements relevant for meeting the political agenda for quality improvement and the professional challenge of effecting responsible change. Key content includes:

Professor Emerita at Anglia Ruskin University, UK

Retaining its popular approach and style, this new edition continues to demonstrate the excellence of play and its contribution to children's overall learning and development in the early years, and the role of adults in promoting inspirational playful pedagogies. It offers new coverage on topics such as brain development, gender, babies’ play, cultural diversity and inclusion, children as researchers, new technologies, outdoor play and international dimensions. Key features include: • Lively and meaningful cameos to help bring the themes and issues to life • Reflective questions on the issues raised • Useful websites and further reading This is a must-read book for all students studying early childhood, and practitioners who are looking to deepen their understanding of play and playful practices.

Contents: Change in early years provision / Authentic leadership and change / Leadership: The fuel driving quality improvement / Interpersonal relationships: The foundations for effecting change / Interpersonal communication: The key to effecting change / From reactive opposition to proactive receptivity to change / Effecting change through collective endeavor / Sustaining change through a culture of learning

Contents: Part 1: Play is fundamental / Play and the legislated / Starting with play / Brain development and play / Play with children from diverse cultures / Reconfiguring play / Part 2: Play is learning / Babies as musicians, artists and scientists / Hunting and gathering / Play beyond the Foundation Stage / Friendship, culture and playful learning in early childhood education / Young children as researchers in play / Part 3: Playful pedagogies / Re-establishing early years practitioners as play professionals / Permission to play / Developing play pedagogy through critically reflective / Work or play / Personalising transitions / Part 4: Playful curricula / Creative representation / In tune with play / Adventurous play outdoors / Playful explorations and new technologies / Mathematics and the ecology of pretend play / Play, literacy and language learning / Children's fantasy role play / Part 5: Play is universal / Play and the achievement of potential / International dimensions of play and transitions

Paperback £24.99 January 2015 176pp

Paperback £25.99 January 2015 344pp

• The link between competent leadership and successful change • Dimensions, models and processes of change • Leadership skills for effecting change • Strategies for reducing reluctance and resistance This book is ideal for early years leaders who understand the general principles and practice of leadership, but who are interested in exploring and expanding their understanding and expertise in leading reform and change.

ISBN: 978-0-335-26370-7 eBook 978-0-335-26371-4

NEW

Janet Moyles

Jillian Rodd Educational and Developmental Psychologist

The Excellence of Play 4/e

ISBN: 978-0-335-26418-6 eBook 978-0-335-26419-3

OpenUP eBooks are widely available, visit www.openup.co.uk

Two-Year-Olds in Early Years Settings Journeys of Discovery Julia Manning-Morton and Maggie Thorp Both Independent Consultants

This book offers an indepth exploration of the distinctive features of the play, development and learning of two-year-olds, presenting a wealth of information and guidance on how to provide high quality provision for this unique age group. The book mirrors the 'journey' a two-year-old takes through key aspects of their experience, starting with being at home, through their transition into a setting and then through each aspect of provision. This journey of discovery helps you better understand the child’s viewpoint, and to explore and analyse concepts of good quality practice and provision. Opening a window on the world of a two-year-old and capturing what it is like to be two in an early years setting, the book features: • Key theories relating to the development, play and learning of two-year-olds and the implications of these for practice and provision in early childhood settings • Practice case studies that illustrate key aspects of a two-year-old's experience • Reflective questions that will help you to consider the links between the development and learning needs of two-year-olds Contents: Introduction / Home is where I start from / From home to nursery and back again / My guide and interpreter / Meeting people; making friends / Telling my story / Exploring new territories / Losing my way; needing a map / Knowing the territory; making my own way / Exploring and discovering different paths / My guide needs a compass Paperback £21.99 April 2015 208pp

ISBN: 978-0-335-26402-5 eBook 978-0-335-26403-2

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EARLY YEARS NEW

Early Years Foundations 2/e

Practice Leadership in the Early Years

Critical Issues Janet Moyles, Jan Georgeson and Jane Payler (Eds)

Becoming, Being and Developing as a Leader Mark Hadfield, Michael Jopling and Martin Needham University of Cardiff, UK; Northumbria University, UK; Manchester Metropolitan University, UK

This book focuses on the leadership of practice and, in particular, how to bring about changes which improve practice. It draws on research into a group of early years leaders which followed them for almost three years as they attempted to improve provision in their settings as 'change agents' and 'leaders of practice'. Through exploring their successes and failures, the book builds a picture of what it takes to lead improvements in practice. This book develops four principles of practice that many leaders adopt as they innovate. These principles provide basic guidance about how to bring about improvements in practice and are derived from the real-life attempts of both inexperienced and established leaders to improve the quality of provision.

Anglia Ruskin University; University of Winchester; University of Plymouth, UK

Exciting and innovative, the new edition of this bestselling book looks critically at the 2012 Early Years Foundation Stage, supporting practitioners in thinking through their responsibilities when tackling some of the many challenges they encounter, for example, that children are still perceived as 'deficit' in some way and in need of 'being school ready' rather than as developing individuals who have a right to a childhood and appropriate early education. Each chapter covers specific topics including: l l l l l

Prime and specific areas of learning and development Observation and assessment Pedagogy Working with parents Difference and diversity

Paperback £24.99 2014 248pp

With its strong research methodology and skilled analysis, this book provides an excellent insight into the challenges of leadership for quality provision in early years settings. If you are working as a leader in the early years sector, or aspire to a leadership role in the early years, this book is inspiring and essential reading. Contents: Section 1: The nature of leadership in the early years / Practice leadership / Developing practice leaders and leadership capacity / Section 2: Practice leadership in action / Four practice leadership case studies / Section 3: Getting beneath the surface of improving quality / Where to start in your setting / Postscript The future of practice leadership / Appendices / Case study settings / Sustained shared thinking interactions Paperback £22.99 May 2015 216pp

ISBN: 978-0-335-26296-0 eBook: 978-0-335-26297-7

Facilitating Children's Learning in the EYFS

ISBN: 978-0-335-26264-9 eBook: 978-0-335-26265-6

Ann Langston Director of Early Years Matters, UK

This book offers in-depth insights into the revised Early Years Foundation Stage, providing a broad exploration of the changes in the EYFS. Focusing on practice, it considers a range of issues including the rationale behind the new prime and specific areas of learning, and the new key themes of school readiness and engaging parents. Key features include: l l l l

Up-to-date coverage and insight into the revised EYFS Delightful and detailed case studies that help link theory and practice Tips for effective practice Ways to develop teaching and learning appropriately and sensitively in tune with the needs of babies and young children

Essential reading for students entering the early years profession and experienced practitioners. Paperback £21.99 2014 224pp

Effective Practice in the EYFS

The New Early Years Foundation Stage

An Essential Guide Vicky Hutchin

Changes, Challenges and Reflections Pat Beckley Bishop Grosseteste University, UK

This text provides an overview of the proposed changes to the Early Years Foundation Stage framework and raises contemporary issues for early years’ pedagogy and practice. The book discusses the philosophy and rationale underpinning the changes, with consideration of happenings in early years settings and practical suggestions for practitioners to support their process of change. Paperback £22.99 2013 216pp

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

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

Early Years Consultant, UK

A succinct and easy-to-read pocket guide for students and practitioners, making links between how children learn and what adults need to do to support their learning and development within the framework of the EYFS. The book focuses on the new Learning and Development Requirements and provides examples of effective practice. It addresses three key themes which are emerging as areas for further development in the early years: Understanding how children learn, parents as partners and assessment. Paperback £16.99 2013 176pp

Customise your course reading, visit www.mcgrawhillcreate.com/openup

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

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EARLY YEARS BESTSELLER

Leadership in Early Childhood 4/e

Reconceptualizing Leadership in the Early Years

Jillian Rodd

Rory McDowall Clark and Janet Murray

Educational Psychologist, UK

This book reflects the changes affecting leaders in early childhood, including the moves to professionalise the workforce generally and the introduction of EYPS. The book is the seminal text about leadership in the early years and acts as a key source and starting point for any discussion of the topic. It is praised for its good subject overview, its accessible writing style and clear links between theory and practice. Paperback £25.99 2012 304pp

ISBN: 978-0-335-24680-9 eBook: 978-0-335-24681-6

Not for sale in Australia and New Zealand

Developing Early Childhood Services

Both at the University of Worcester, UK

This book explores the realities of leadership in the early years and examines the challenges and opportunities of the profession. As well as discussing current concepts of leadership both within and beyond early years, the book proposes a new concept of leadership for the early years, which recognizes that leadership can come from anywhere within an organization or setting. Drawing on research, the book includes a range of leadership profiles which help to articulate the ways in which practitioners from a range of different professional backgrounds and working in a variety of contexts negotiate leadership on the ground and which help to link the underpinning theory with lived practice. Paperback £22.99 2012 192pp

Past, Present and Future

Leadership and Management in the Early Years

Peter Baldock The Open University, UK

Baldock offers an historical account of the development of early years services in the UK. In the Introduction the author argues the relevance of an historical perspective, and after an Introduction arguing the relevance of an historical perspective, the book offers a brief account of developments from the 16th century to the Second World War, a similarly brief account of developments from the Second World War up until the Conservative victory of 1979, a more detailed account of developments in the period of Conservative Government (1979-1997) and three chapters with a thorough account of developments since 1997. Paperback £22.99 2011 176pp

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

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

From Principles to Practice Caroline Jones and Linda Pound University of Warwick; Educational Consultant, UK

This book encourages practitioners to recognize their active involvement in leadership and management in relation to team work and with parents and other professionals, to ensure appropriate and effective provision for young children. It provides guidance on the responsibilities facing early childhood leaders, features a number of case studies and practical tasks, and enables readers to apply theories and policies to their own work settings. Paperback £23.99 2008 232pp

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

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Education 2015_Layout 1 30/04/2015 18:36 Page 4

EARLY YEARS NEW EDITION

Introduction to Childhood Studies 3/e Mary Jane Kehily (Ed)

Understanding Early Childhood 3/e

Becoming an Early Years Teacher

Helen Penn

Jessica Johnson

University of East London, UK

Kingston University, UK

Open University, UK

This popular and bestselling textbook provides an introduction to the field of childhood studies and offers a broadbased, comprehensive and accessible resource which brings together key themes in the area of childhood studies to provide a timely and scholarly introduction. This new collection includes all the key themes of debate and interest and each chapter is written by an expert in a specific area of childhood studies and many chapters are authored by leading figures in their field. The new third edition builds on the success of earlier editions while incorporating some fresh new chapters on integrated working with children; childhood sexualisation; and child soldiers. Hence the book remains intellectually robust, scholarly and confident in its academic approach. It also introduces additional pedagogy with interactive activities, annotated suggestions for further reading, and end-of-chapter bullet point summaries. Contributors: David Buckingham, Diana Gittins, Chris Jenks, Glenda MacNaughton, Heather Montgomery, Jane Read, Wendy Stainton Rogers, Mats Utas, Valerie Walkerdine, Martin Woodhead

An introductory textbook for students on a range of early years, early childhood and childhood studies courses which offers broad and insightful perspectives across a range of themes on the ways in which we understand and study young children. The book is a clear user-friendly, draw on research evidence from various countries and reviewing studies about children from different disciplines - including anthropology, economics, history, psychology and sociology. Updated areas include: l New chapter on interdisciplinary working l Focus on neuroscience l Pedagogic tools including reflective questions Paperback £23.99 2014 240pp

ISBN: 978-0-335-26268-7 eBook: 978-0-335-26269-4

Effective Leadership and Management in the Early Years

The book contains a brief background to Early Years provision in England and career development, with activities for trainees help them to identify their own journeys and claim their own professional identity. The core structure for the chapters is based upon the eight Teachers’ Standards (Early Years) (DfE, 2013). The book supports trainees for Early Years Teacher Status in gathering assessment evidence of personal practice and ability to lead and support others within provision across the age range birth to five years. Paperback £23.99 2014 224pp

Janet Moyles Anglia Ruskin University, UK

Contents: Understanding childhood: An introduction to some key themes and issues Section 1: Studying childhood / Childhood Studies: Past, present and future / The historical construction of childhood / Section 2: Sociocultural approaches / The sociology of childhood / Developmental psychology and the construction of the child / Anthropological approaches to childhood / Section 3: Policy perspectives / Promoting better childhoods / Children’s Rights and educational provision / Working with children: An integrated approach / Section 4: Emergent issues / New media, new childhoods? / Childhood sexualisation / Children in conflict: The case of child soldiers / The future of childhood?

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

Paperback £23.99 September 2015 296pp

Paperback £24.99 2006 192pp

ISBN: 978-0-335-26428-5 eBook 978-0-335-26429-2

This book brings together relevant knowledge and skills in a way that challenges trainees to think critically about key theories of early learning and development and their role as Early Years Teachers. Practical examples, including case studies, are given as a means of reflection for both practitioners and those new to the field.

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

Customise your course reading, visit www.mcgrawhillcreate.com/openup

ISBN: 978-0-335-26444-5 eBook: 978-0-335-26445-2

Education 2015_Layout 1 30/04/2015 18:36 Page 5

EARLY YEARS International Perspectives on Early Childhood Education and Care

Exploring Well-being in the Early Years Early Years Consultant

Plymouth University, UK; University of Winchester, UK

Whilst many approaches such as Reggio Emilia, Te Whariki and Head Start are widely admired, it is important for reflective practitioners to understand the motivation which gave rise to these influential approaches in their original context, also to broaden understanding through information on less widely known systems. The book provides students with a good grounding in the international context of early years, the provenance of different early years approaches and principles, and the influences on their own countries’ provision.

Drawing on research with parents, children and a range of professionals in the early childhood field, this book raises a number of important issues and clarifies priorities that need to be kept at the forefront of practice and provision, such as the fundamental importance of prioritizing children and families’ socio-cultural contexts, addressing inequalities and developing a listening culture. Importantly, there is also focus on appropriate pedagogical approaches and aspects of practice that support children’s well-being in early childhood settings, such as adult-child relationships, quality interactions, physical play and creative expression. Paperback £23.99 2014 216pp

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

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

Julie Fisher Early Years Adviser, UK

This book supports early years practitioners to be advocates for young children and their learning needs. In this edition, Julie outlines the theories and research to underpin best early years practice. The book includes the latest research on early brain development and reference to recent government initiatives including the revised Early Years Foundation Stage. The book challenges practitioners to consider: l

l l

Influencing Early Childhood Education

Making Sense of Theory and Practice in Early Childhood

Linda Pound

Tim Waller, Judy Whitmarsh and Karen Clarke (Eds)

Independent Educational Consultant, UK

All at the University of Wolverhampton, UK

This accessible book demystifies the links between theory and practice for those studying in the field of early childhood. The book encourages those new to research to develop their investigations as straightforward narrative accounts of the phenomenon that they are investigating. Throughout the book the authors demonstrate the influence of theoretical perspectives on their own practice and research. They articulate how this adds depth to their studies by linking into wider and more enduring themes. Paperback £23.99 2011 192pp

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

This book offers an informed and insightful approach to the wealth of theories and figures that underpin current practice in early childhood care and education. From the earliest pioneers to more current approaches, Linda Pound explores the thinking and ideas behind a range of well known early years figures, key theorists and movements and shows how they have influenced the development of early childhood education. As well as placing them in an historical context, the author identifies connections between them in order to build a complete picture of the development of early childhood education and influential theories and approaches to learning. Paperback £23.99 2011 232pp

How to build on children’s innate desire to learn and their competence and autonomy as effective early learners How to plan environments indoors and out that make learning irresistible How daily observation of children informs and underpins planning for their individual and unique learning needs

Paperback £24.99 2013 264pp

Key Figures, Philosophies and Ideas

The Power of Ideas

Starting from the Child 4/e Teaching and Learning in the Foundation Stage

Julia Manning-Morton (Ed)

Jan Georgeson and Jane Payler (Eds)

Paperback £24.99 2013 288pp

BESTSELLER

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

OpenUP eBooks are widely available, visit www.openup.co.uk

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

Education 2015_Layout 1 30/04/2015 18:36 Page 6

EARLY YEARS NEW

The Relationship Worlds of Infants and Toddlers

Inspiring Science in the Early Years

Multiple Perspectives from Easrly Years Theory and Practice

Exploring Good Practice By Lois Kelly and Di Stead

Sheila Degotardi and Emma Pearson

Both Educational Consultants

This book explores the science inherent in good early years practice and provides a rich range of ideas to inspire you to ‘have a go’ in your setting. It provides a balance between theory which underpins good practice and plenty of ideas of how you might put the theory into practice. With a focus on how children learn about the world they live in and activities intended to develop scientific understanding the book offers an holistic approach, with key topics including: • How children construct scientific meaning • Tuning into children's initial scientific understanding • How play supports the development of children's science ideas • Providing a rich environment for learning early years science • Developing children's scientific experiences

Macquarie University, Australia; IoE, Brunei

Young children learn and develop in a network of relationships: This book emphasises that each relationship has its own specific features, functions and learning/teaching affordances. It also acknowledges that children’s participation in relationship-based experiences in early childhood contexts is impacted by their own perspectives and those of significant others in their lives. The book therefore argues that multiple lenses are relevant to understanding relationships and the opinions, values and priorities of different stakeholders. Each chapter addresses a specific topic related to relationship-based approaches, and draws on research findings from international research and theoretical literature. Paperback £22.99 2014 168pp

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

This book places outdoor learning in an historical, social and political context, exploring our changing understandings of children, childhood and the use of the outdoors. It shows how ideas phase in and out of use, depending upon the times or context, and encourages you to reflect on present day attitudes to outdoor learning. Considering outdoor learning in an historical context helps you understand the contribution of previous educational thinkers on today’s views and practices, alongside more modern influences. The main historical thinkers considered include Comenius, Pestalozzi, Froebel, and Margaret McMillan, as well as the views of more modern contributors such as Gosta Frohm and the Forest Schools movement. Paperback £22.99 2012 144pp

ISBN: 978-0-335-26300-4 eBook: 978-0-335-26301-1

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

Developing Reflective Practice in the Early Years 2/e

This handy guide is ideal to support you if you are studying on an early years course, or if you are an established early years professional who wishes to enrich early scientific learning in your setting.

Alice Paige-Smith and Anna Craft (Eds) The Open University; University of Exeter, UK

Contents: Is science important in the early years? / Developing budding scientists / The role of talk and developing scientific language in the early years / Starting points to inspire science in the early years / How can continuous provision inspire early years science? / Inspiring early years science through role play / Exploring toys and other resources to inspire science in the early years / Using technology to inspire science in early years / Planning early years science experiences

This book covers areas related to the training and development of the early years practitioner, such as social and emotional development and leadership. It includes practical case studies and relates coverage to relevant policy issues and documents. The second edition provides:

Paperback £21.99 January 2015 168pp

ISBN: 978-0-335-26452-0 eBook 978-0-335-26453-7

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Coverage on inclusion and the development of the notion of justice Consideration of how the EYP can work in a multidisciplinary team Reflective questions and extended case studies Safe-guarding children and child protection through joint-working (social work, health)

Paperback £23.99 2011 224pp

Customise your course reading, visit www.mcgrawhillcreate.com/openup

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

Education 2015_Layout 1 30/04/2015 18:36 Page 7

EARLY YEARS The Baby Room Principle, Policy and Practice Kathy Goouch and Sacha Powell Both at Canterbury Christ Church University, UK

Interprofessional Working in Practice

Characteristics of Effective Early Learning

Learning and Working Together for Children and Families

Helping Young Children Become Learners for Life

Lyn Trodd and Leo Chivers (Eds)

Helen Moylett (Ed)

This book considers babies’ development and is good practice in out-of-home daycare for babies and young children. It is informed by the Baby Room Project - which examined the practices, attitudes and qualifications of those working with the youngest children in formal daycare settings.

Written by a multi-professional team of contributors the book relates the rhetoric of interprofessionalism to discussion and examples of practice.

Drawing on unique snapshots of practice and original research evidence the book considers development issues related to the care of babies. In particular, the book focuses on:

The chapters are grouped into related strands of context, learning, working and current and future challenges and are illustrated with case studies of practice dilemmas.

l l l l

Both at the University of Hertfordshire, UK

The authors, drawing on their experiences of a wide range of professional heritages and contexts, propose that a new professionalism is required in an interprofessional world. They emphasize that it is only by using interprofessional understanding and awareness when engaging with practice issues that professionals will develop the safety and quality in work with children that is now required.

Baby care professionals The complexity of relationships Talk: fully explored with challenging evidence Environments: The spaces within which adults and babies play, relate and relax are examined with clear recommendations for practice

Paperback £22.99 2013 168pp

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

Paperback £23.99 2011 200pp

How children learn is as important as what they learn. This book helps you understand how to support the learning and development of young children through promoting the characteristics of effective early learning: Play and exploring, active learning, and creating and thinking critically. The book: l

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

Quality in Early Childhood Services

Janet Rose and Sue Rogers University of Gloucestershire; IOE, University of London, UK

An International Perspective

This essential book focuses on the adult role within early years education and care. The book introduces the concept of the 'plural practitioner', which acknowledges that the role of the adult in early years settings is complex and entails many different responsibilities.

Helen Penn University of East London, UK

This book examines how quality and good practice and care is interpreted and implemented in a variety of settings and circumstances, globally as well as nationally.

The book includes discussion of the seven different dimensions of the adult role - to help practitioners reflect on the multiple and complex ways in which they work with young children: The critical reflector, the carer, the communicator, the facilitator, the observer, the assessor and the creator.

Drawing on a lifetime of practice in a variety of roles and in particular using her experience of research and policy making in a wide variety of countries, the author discusses issues of quality and practice in early education and care.

Paperback £22.99 2012 176pp

Paperback £23.99 2011 232pp

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

Early Years Consultant, UK

Investigates how children engage in learning through playing and exploring, and are motivated through active learning Explores how children become creative and critical thinkers able to review their own learning and thinking Examines appropriate approaches to observation, assessment and planning Supports practitioners in reporting on how children demonstrate these characteristics for the revised EYFS profile

Paperback £21.99 2014 160pp

The Role of the Adult in Early Years Settings

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

OpenUP eBooks are widely available, visit www.openup.co.uk

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

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EARLY YEARS NEW

Inclusion in the EYFS Kay Mathieson Director of Linden Learning Ltd, UK

This book considers the impact on early years settings of two key pieces of government documentation: The revised EYFS and the new Special Educational Needs Code of Practice, which presents a radical shakeup of the SEN system. The book starts by considering this political and legislative context and what this means for early years provision before moving on to look at what this means from a more practical perspective in early years settings - for example what 'enabling environments' and the 'prime areas of learning' mean and look like in practice for babies and young children with SEN. In addition the book draws upon parents' and children's perspectives to assist professionals in devising an individual and setting action plan for babies and young children with SEN. Contents: Part 1: The developmental perspective / Personal social emotional development / Communication and language / Physical development – early milestones / Parent and practitioner observations / The 2-year developmental check and engaging with parents / Part 2: Realistic expectations / The unique child – planning and assessment / A sense of self and others through the prime areas of learning / The implications of specific conditions and syndromes / Part 3: Implications for provision / Characteristics of inclusive early years provision Paperback £21.99 April 2015 240pp

ISBN: 978-0-335-26270-0 eBook: 978-0-335-26271-7

A - Z of Inclusion in Early Childhood

Promoting NEW Positive Behaviour in the Early Years

Mary Dickins London Metropolitan University, UK

Karen Morris University of Winchester, UK

Behaviour remains a key concern for many working or aspiring to work with children and families. Written in a clear and readable style, this book considers theory and recent research on children’s social and emotional development, highlighting the implications for effective practice in promoting positive behaviour. The book encourages you to gain a broad picture of factors underpinning more challenging behaviour and to work positively and sensitively with children and families. By carefully considering the factors which support or undermine the fulfilment of children’s basic psychological needs, fresh light is shed on some children’s behaviour. The approach also generates constructive ways of addressing unmet needs and considers the child’s voice throughout. With an emphasis firmly on finding ways to promote positive behaviour and to equip you with effective strategies to help the child, the book includes: • A strong evidence base • Case snippets to bring the approach and advice to life • A rich range of helpful strategies • Consideration of a range of viewpoints, including those of parents and practitioners • Links with the Early Years Foundation Stage If you are working or training to work with young children this book has a highly practical emphasis that will help you use theory to devise effective strategies to support children. Contents: Attachment and the development of a 'safe base' / Attachment, exploration and boundaries / Other minds / The zone of Proximal Development and Tools of the Mind / Executive functions / Mindsets / Information processing approaches / Children with additional needs / Individual planning for challenging behaviour / Working with families Paperback £21.99 July 2015 232pp

ISBN: 978-0-335-26298-4 eBook: 978-0-335-26299-1

The concept of inclusion is complex and messy and has never been fully clarified in legislation and guidance. This book helps those working with young children and their families to better understand the concept of inclusive practice, by identifying the challenges and barriers to inclusion for all children. The book: l

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Is based on a broad understanding of inclusion that embraces all forms of difference including race, gender, ability and class Draws on good practice developed over the years and describes challenges for the future Brings the reader up to date with current theory, analysis, controversies and debates

Paperback £21.99 2014 216pp

ISBN: 978-0-335-24678-6 eBook: 978-0-335-24679-3

Understanding Autism in The Early Years Prithvi Perepa University of Northampton, UK

The author opens with an introduction to autism spectrum, explaining the main features of the condition and a discussion of the diversity of the spectrum, including how autism affects every child differently. It then provides in-depth information on some of the characteristics which can lead to a child being diagnosed as having an autism spectrum disorder, as well as information on available screening tools. The book provides a focus on the three areas of difficulties that children with autism have - social interaction, social communication and imagination and play - and the role that the early years practitioners can have, including how they can best work with parents. Paperback £22.99 2013 152pp

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

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EARLY YEARS Parents and Professionals in Early Childhood Settings

Safeguarding Babies and Young Children

Both at Manchester Metropolitan University, UK

The book addresses the issues that emerge from the care and education of young children. Staff and parents in early childhood settings can find ample advice about how to promote good communication, but much of that advice prescribes an established set menu of communication tools, such as newsletters, notebooks and message boards that rarely respond to what staff and families say about relationships between them.

This practical and challenging book focuses on the relationship that early years professionals have with babies, young children and their families/carers.

The authors draw on research with hundreds of parents, staff and students and explore relationships between staff and families through a series of 'Issue Stories'. Each story features the voices and perspectives of 'real' staff and families and captures their various understandings, desires and feelings about a complex, difficult issue. The authors support each 'Issue Story' with snippets from international research, 'Fairness Alerts' that highlight unfair thinking habits and show how to challenge them, plus some 'points to ponder' and 'points to discuss'. ISBN: 978-0-335-24373-0 eBook: 978-0-335-24374-7

Choices in Theory and Practice Glenda Mac Naughton and Gillian Williams

John Powell and Elaine Louise Uppal

Both at the University of Melbourne, Australia

Paperback £23.99 2011 232pp

Teaching Young Children 2/e

A Guide for Early Years Professionals

Glenda Mac Naughton and Patrick Hughes

The book recognises the main principles that underpin effective safeguarding practices and explores the application of a range of key tools that will facilitate a sense of empowerment for practitioners dealing with safeguarding issues. The authors emphasize the importance of preventative interventions as a positive means of impacting on the lives of children and their families. They do this through such processes as the Common Assessment Framework, as well as maintaining the need within the system for responses to be made to urgent concerns that are closely related to safeguarding and child protection processes. With practical case studies throughout, the book helps you: • Understand what your responsibilities are • Decide what appropriate action should be taken • Develop a means of coping with this sensitive area • Make sense of current policies and procedures This book is essential reading for all early years students and professionals who wish to explore and rehearse various safeguarding situations in preparation for practice. Paperback £23.99 2012 208pp

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

University of Melbourne; Early Childhood Consultant, Australia

This book presents early childhood students and staff with a broad and diverse range of teaching techniques to support children's learning. It examines 26 techniques ranging from simple ones, such as describing and listening, to more complex methods, such as deconstruction and scaffolding A detailed evaluation of each strategy enables childcare staff, early childhood teachers and students to expand their repertoire of teaching strategies and to critically evaluate their own teaching in early childhood settings. Contents: Part 1: Teaching and the environment / Positioning equipment and materials / Collecting Scheduling / Part 2: General teaching Techniques / Demonstrating / Describing / Encouraging, praising and helping / Facilitating / Feedback / Grouping / Listening / Modelling / Positioning people / Questioning / Reading / Recalling / Singing / Suggesting / Telling and instructing / Part 3: Specialist teaching techniques / Coconstructing / Community building / Decolonising / Deconstructing / Democratising / Documenting / Empowering / Philosophising / Problem-solving Reinforcing / Scaffolding / Task analysis / Part 4: Educational philosophies, goals and teaching techniques / Building a strategic approach to teaching techniques Paperback £23.99 2008 448pp

ISBN: 978-0-335-23592-6

Not available in Australia, New Zealand or Asia

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EARLY YEARS Making Sense of Play Supporting Children in Their Play

This book straightforwardly describes how adults can support children’s free play, with an approach that is holistic, inclusive and practical, giving clear explanations of tools to help understand better ways of relating to and providing for playing children. Practice with playing children is explored in line with introductory and extended understandings of the Play Cycle or ‘play process’. Key terms are put in plain words, with varied examples to show how they may be used. These models are then used to explore creativity, the ways in which children play, how provision might be improved and how the approaches can be used to research practice. Paperback £21.99 2013 216pp

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

Foundations of Playwork

This book explores the similarities and differences between play and playwork, as well as moving forward current thinking about the traditional model, theory or approach of playwork, commonly referred to as SPICE (Social interaction, Physical, Intellectual stimulation, Creative achievement, Emotional stability). Fraser's work considers the reasons why the SPICE acronym could not be regarded as a sufficiently analytical tool for the playwork profession, including a general lack of rigour in its development and the way that it can lead to the trivialisation of playwork. Areas considered are: 1) freedom, 2) flexibility, 3) socialisation and social interaction, 4) physical activity, 5) intellectual stimulation, 6) creativity and problem solving, 7) emotional equilibrium, 8) self discovery, 9) ethical stance, 10) child-adult interaction, and 11) general appeal. Paperback £22.99 2014 200pp

Victoria University, New Zealand; Anglia Ruskin University, UK

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

A range of practical techniques, both qualitative and quantitative for practitioners A consideration of ethics How to record, analyse and report data ISBN: 978-0-335-24424-9

Playwork Theory and Practice

“Foundations of Playwork is a must read for anyone with an interest in playwork or children's services. It shows the breadth, depth and value of our work with and on behalf of children.” Mike Greenaway, Director of Play Wales

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

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

Valerie N. Podmore and Paulette Luff

Paperback £22.99 2012 136pp

Leeds Metropolitan University; Playwork Trainer and Consultant and Open University, UK

Paperback £22.99 2008 344pp

Origins and Approaches in Early Childhood

Leeds Metropolitan University, UK

Fraser Brown and Chris Taylor (Eds)

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

Observation

Reflections on Practice Fraser Brown

Perry Else Sheffield Hallam University, UK

Play and Playwork

Fraser Brown (Ed)

Observing Harry

Leeds Metropolitan University, UK

Child Development and Learning 0-5

This book brings together theoretical perspectives and practical advice to improve playwork practice. Contributors explore the essence of play; the historical roots of playwork; and the role of play cues in human and animal behaviour. Paperback £22.99 2002 224pp

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

Cath Arnold Pen Green Centre, Corby, UK

This engaging book is about Harry, a determined little boy, who is intrinsically motivated to explore his world from an early age. His family keep a written and video diary of Harry’s play from eight months to five years, at home and at the nursery. The author offers theories about how children learn and applies them to the observations of Harry, providing a unique look at one child’s development. Paperback £22.99 2003 176pp

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

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EARLY YEARS Doing Ethical Research with Children

Observation, Assessment and Planning in the Early Years

Jonathon Sargeant and Deborah Harcourt

Bringing it all Together

Both at Australian Catholic University, Australia

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

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

Paperback £21.99 2012 136pp

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

Pen Green Centre, Corby, UK

This book helps balance theory with proven good practice. Children learn and grow best when their environment is tailored to their developmental needs. This can only be done through careful observation, informed assessment and dynamic planning. The whole cycle is an essential part of effectively embedding the Early Years Foundation Stage (EYFS) in early years settings. The core of the book outlines this process and defines a complete framework to support the whole process, giving a format for effective observation, assessment and planning. It is structured so that each element of the cycle is addressed individually and in order. Subsequently each element of the cycle is dovetailed together to produce a practical, secure cycle for students and practitioners to use. ISBN: 978-0-335-24670-0 eBook: 978-0-335-24671-7

Doing Action Research in Early Childhood Studies

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

A Step-by-Step Guide Glenda Mac Naughton and Patrick Hughes

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

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

Cath Arnold

Stockport College, UK

Paperback £23.99 2013 184pp

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

Doing Your Child Observation Case Study A Step-by-Step Guide

Kathy Brodie

Doing Early Childhood Research 2/e

Paperback £23.99 2010 368pp

NEW

Both at the University of Melbourne, Australia

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

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

Paperback £23.99 2008 208pp

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

OpenUP eBooks are widely available, visit www.openup.co.uk

Many early years students and practitioners can struggle with how to observe children, knowing what makes good observations, as well as how to use them and why they matter so much. This is a very practical 'how to' book on observing young children and preparing a child case study, with helpful guidance on how to go about this, including where and how to begin and proceed; appropriate techniques and related processes as well as possible pitfalls. In addition the book includes examples of good observations which show how your observation can be evaluated, analysed and used. The book covers the whole process of embarking on the study or observation of a child (or children) including sensitive areas or areas to avoid. It begins with choosing a child to study; the ethics of the study; ways of gathering data and tools to use; observations that are useful; short examples of child case studies and longer child case studies; how to select material to include; and, analysing or interpreting the material. One child (Georgia) is used as a focus example throughout the book so that you can really get to grips with how a good child observation study unfolds and develops. Further shorter examples also illuminate the challenges and practicalities of doing your child observation case study. Contents: Introduction / Choosing a child to study / Considering the ethical aspects / Ways of gathering and recording data / Making useful observations / Selecting material to include / Analysing and interpreting what the information is telling us / Examples of child study material / Conclusion Paperback £23.99 June 2015 184pp

ISBN: 978-0-335-26372-1 eBook: 978-0-335-26373-8

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EARLY YEARS NEW

Treasure Baskets and Beyond

International Perspectives on Children's Play

Realizing the Potential of SensoryRich Play

Jaipaul Roopnarine, Michael Patte, James Johnson and David Kuschner (Eds) Syracuse University, Syracuse, NY, USA; Bloomsburg University, Bloomsburg, PA, USA; Pennsylvania State University, PA, USA; University of Cincinnati, Cincinnati, OH, USA

This delightful book gives a glimpse into the rich and diverse play and playful activities of children across developing, recently developed and developed societies. Analysing children's play across many different cultural communities around the globe, each chapter discusses children's play as an activity important for formal and informal education, mental health and childhood well-being, and children's hobbies and past-times. Richly illustrated throughout with vignettes, the book encourages you to critically evaluate the functions that play serves for indigenous cultures and the problems that arise due to the globalization of educational and social resources.

Sue Gascoyne Founder of Play to Z, UK

Sensory-rich play is frequently misunderstood - the true benefits and learning gained from such play are frequently not recognized and therefore its true potential is trivialized or lost. This book helps the reader with confidence to give children the space, problem solving opportunities, freedom and creativity associated with sensory play. It helps the reader understand the importance of sensory play in terms of its powerful effect upon brain development and memory, its problem solving potential and its ability to give meaning to words and concepts. Paperback £22.99 2012 200pp

Paperback £21.99 January 2015 280pp

ISBN: 978-0-335-26288-5 eBook: 978-0-335-26289-2

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

Steven Popper Ofsted Inspector, UK

This book explores children’s war, weapon and superhero play with a view to examining its potential (positive) impact on developing moral values and sensibilities. It links examples of children’s reallife play and perspectives to theories about play, moral development and narrative psychology, and to the many moral themes available for children’s exploration during their engagement with such play. It explores the continuing attraction of classical dualism (i.e. good versus evil) for children and various educational perspectives about this, and the traditional and continuing need for children to receive a good moral education, with reference to many ideas from educational philosophy. Paperback £21.99 2013 184pp

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

The Trouble With Play Playing Outdoors

Susan Grieshaber and Felicity McArdle

This book is compelling reading for students studying play within early years, early childhood or childhood studies or playwork courses. Contents: Introduction / Part 1: Americas and the Caribbean / Yucatec Maya children's play / Brazilian children at play / Play in Caribbean cultural communities / The ecology of play among young children of Mexican origin seasonal farmworkers / The play behaviour of African American children / Play and Asian American children / Traditional Native American children's play / Part 2: Africa / Take me to the (dry) river Kenya / Part 3: Asia and the Pacific region / Understanding Chinese children's play via constructing and reconstructing / Japanese preschoolers rule the classroom through play / 'Children's work is to play' – India / Australian children's play / Part 4: Europe and Turkey / Play in a Swedish preschool context / The capture of play within policy discourses – UK / Children's play in the Estonian context / Play in Turkish cultural context / Synthesis / Index

Rethinking Superhero and Weapon Play

Spaces and Places, Risk and Challenge

Both at Queensland University of Technology, Australia

The Trouble with Play raises questions about fairness and equity, and prompts teachers to understand and implement thoughtful approaches to play in the early years. For many early childhood professionals, play is considered essential to children's development and learning, and is often promoted as a universal and almost magical 'fix'. Although play does have many proven benefits for children, the book proposes that play in the early years is not always innocent, fun and natural. Play can also be political and involve morals and ethics. Romantic assumptions about play suggest it is always about learning and development, and is 'natural'. The text challenges some of the taken-forgranted understandings of play in early childhood education and shows how play is not always innocent or fun, and that it can be unfair and unjust. Paperback £19.99 2010 144pp

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

Helen Tovey Roehampton University, UK

Provision for exciting and challenging play outdoors is often restricted because of an over-emphasis on safety, and also because the value of play outdoors is not well understood. This book offers a clear rationale for why outdoor play is essential in young children’s lives and learning. It asks fundamental questions about the environments we want for young children, as well as examining controversial issues of risk and safety. The author identifies key principles underpinning the design of challenging outdoor play environments and examines how children use and transform space to create imaginary worlds. The role of the adult in supporting and extending children’s free play is examined and implications for practice identified. Paperback £21.99 2007 176pp

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

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EARLY YEARS Engaging Play

Changing Play

Liz Brooker and Susan Edwards (Eds)

Play, Media and Commercial Culture from the 1950s to the Present Day

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

This book takes a detailed look at the complex area of young children's play as it is understood in the early 21st century, and in particular at the relationships between play, learning and teaching which are enacted in early childhood settings, across countries such as England, USA, Sweden, the Netherlands, Australia and New Zealand. The book examines contemporary thinking about the role of play in the early years from a range of perspectives, and offers new ways to understand and define the relationship between learning and play. The contributors bring together theory, practice and research evidence to make their arguments, which are illustrated through a range of international, cross-cultural examples. Paperback £21.99 2010 280pp

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

This book explores changes in the nature of the relationship between play, media and commercial culture through a comparison of play in the 1950s/60s and the present day, examining the continuities and discontinuities in play over time. Challenging deficit notions of play in contemporary society and providing evidence to contest the recurrent myth of the disappearance of play, the book: l

Provides an historical account of changes in the relationship between play, media and commercial culture over the past sixty years Offers fascinating, illuminating and direct accounts of children playing in the 1950s / 60s and today Engages with the work of the renowned folklorists Iona and Peter Opie and reviews their legacy Addresses key issues such as outdoor play, technology and play, and gender and play

The A-Z of Play in Early Childhood

Janet Moyles

Paperback £23.99 2014 200pp

Anglia Ruskin University, UK

Exploring Outdoor Play in the Early Years Trisha Maynard and Jane Waters (Eds)

Jackie Marsh and Julia Bishop Both at the University of Sheffield, UK

Canterbury Christ Church University, UK; Swansea Metropolitan University, UK

The authors explore outdoor play in the early years: The text is underpinned by the recognition of children’s agency and their right to participation whereby children are viewed as capable and competent individuals and learners, inhabiting different cultural contexts and communities. Explores why outdoor play is important in relation to young children’s care and education today and in the past; focuses on policy and practice in the UK, adopts an international perspective and considers outdoor play in Scandinavia, New Zealand and Australia. Paperback £22.99 2014 176pp

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

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

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

Paperback £19.99 2012 192pp

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

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ISBN: 978-0-335-26338-7 eBook: 978-0-335-26339-4

Education 2015_Layout 1 30/04/2015 18:37 Page 14

TALK FOR WRITING NEW

Talk for Writing in the Early Years

BESTSELLER

How to Teach Story and Rhyme, Involving Families 2-5 years

Both are Independent Education Advisors, UK

Pie Corbett’s tried and tested ‘Talk for Writing’ ‘storymaking’ approach has been used in many early years settings across the country as the key strategy for helping children to build up a bank of traditional tales, developing their imaginative and linguistic repertoires. Imitating the text enables children to internalise the language patterns of storytelling, then innovate on them and become confident inventors of their own stories. This book shows early years settings how to set up the approach and how to involve parents, carers and other family members through learning the same stories that the children are learning. This family involvement helps the children’s linguistic development and also increases the confidence of family members in supporting their children. This practical resource offers:

Nine stories and rhymes together with storymaps for nursery-age children, and another nine for Foundation Stage children Fully worked, tried and tested examples of how to establish the ‘Talk for Writing’ approach in early years settings, illustrated by four stories taking staff step by step through the imitation, innovation and invention stages DVD of Pie Corbett workshops with teachers showing ‘Talk for Writing’ in action and demonstrating how to deliver training 2nd DVD with video footage of Nursery and Foundation stage children and parents involved in the approach, plus interviews with teachers and parents

“This is a vibrantly practical and engaging book with a solid foundation in research. This book will be an invaluable resource to teachers in both primary and secondary schools.” Professor Debra Myhill, University of Exeter, UK “This is a tremendously rich and exciting book. It is reassuring, in these days when simple views of literacy and its teaching are the only approaches to win official approval, that authors such as Pie Corbett and Julia Strong are able to outline and explore a much more subtle and complex approach.” Professor David Wray, Director of the Institute of Education, University of Warwick, UK This book, written by bestselling author Pie Corbett, clearly demonstrates how creative reading and talking of a text influences writing. It provides imaginative and practical ideas, using teaching strategies straight from the classrooms where the initial teacher research was developed. The authors explore how to use word and sentence games, as well as drama and shared writing to help raise standards.

Julia Strong Independent Education Advisor, UK

“An exceptionally wellinformed and practical guide to how high quality talk can lead to high quality writing. I strongly recommend it for all teachers across all subjects.” Geoff Barton, Headteacher of King Edward VI School, Suffolk, UK, author and speaker This practical resource takes you step by step through how to establish quality written communication across the secondary curriculum. It includes a wide range of examples from all subject areas with a particular focus on science and mathematics. This practical guide illustrates how every teacher can help students internalise the pattern of language of their subject through focused talk activities related to exemplar text, enabling students to generate the sentence patterns and structures that are key to effective communication in any subject. The resource can be used as a handbook by a literacy coordinator to lead the approach as well as being a source of practical ideas for each subject area. All the ideas have been tried and tested in the classroom. The accompanying DVD provides practical examples and video clips that can be used on training days to help introduce and embed the approach.

The book is enhanced by a DVD, which includes annotated examples of illustrative texts from the book and sequencing games. It also includes video footage of Pie Corbett’s workshops, showing the 'Talk for Writing' approach in action.

Paperback + DVD £28.99 2013 256pp

Paperback + DVD £28.99 2011 216pp

Visit www.talk4writing.com

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

Visit www.talk4writing.com

Downloadable versions of the stories together with amendable version of the story maps

Paperback + DVD £32.99 November 2015 208pp

Talk for Writing in Secondary Schools How to Achieve Effective Reading, Writing and Communication Across the Curriculum

Pie Corbett and Julia Strong

Both are Independent Education Advisors, UK

BESTSELLER

How to Teach Non-Fiction Writing 5-12 years

Pie Corbett and Julia Strong

Talk for Writing Across the Curriculum with DVD

ISBN: 978-0-335-26340-0 eBook: 978-0-335-26341-7

Visit www.talk4writing.com

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

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PRACTICAL BOOKS BESTSELLER

Moving On to Key Stage 1 Improving Transition from the Early Years Foundation Stage Julie Fisher Independent Early Years Adviser, UK

Julie Fisher considers recent evidence about how children learn and questions whether current practice in Key Stage 1 will optimize this. She asks whether introducing more child-initiated learning could offer a more appropriate balance of learning opportunities. Paperback £22.99 2010 232pp

Paperback £27.99 2012 232pp

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

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

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

Paperback + CD £29.99 2012 160pp

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

A Practical Guide: 912 years

Ilona Boniwell and Lucy Ryan

Former Headteacher

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

Teaching Creative Writing in the Primary School

Rita Cheminais

Positive Psychology in action for 11 to 14 year olds

The six concepts are divided as follows: Positive self / Positive body / Positive emotions / Positive mindset / Positive direction / Positive relationships

A Practical Guide to Supporting Pupil Voice in Schools

Teaching Shakespeare to Develop Children's Writing

This book offers practitioners working with 11 to 14 year olds a highly practical education resource for running personal well-being lessons, backed up by scientific research from the field of positive psychology. The book covers six core concepts with six lessons in each section. This will allow you to run a programme with between 6 to 36 lessons. You will also be able to gain access to useful downloadable resources which accompany this book.

Children and Young People as Action Researchers

Personal WellBeing Lessons for Secondary Schools

l’Ecole Centrale Paris, France; University of East London, UK

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

Delight, Entice, Inspire!

Fred Sedgwick Shakespeare too difficult! No. His works belong to everyone who speaks, or who wants to speak English. In this exciting and accessible book, Fred Sedgwick, who has been teaching Shakespeare to KS2 children for many years, offers techniques for introducing some of the plays – starting with A Midsummer Night’s Dream - to children between the ages of nine and twelve. These ideas will help them to write, act and draw in the grip of the greatest of writers. Above all, they will help them to enjoy Shakespeare’s words, and extend the power of their own words. Any teacher concerned with literacy, however nervous she or he may be about approaching Shakespeare, will find this book practical and inspiring. Contents: Introduction / A Midsummer Night's Dream / The Tempest / Macbeth / Romeo and Juliet / Two history plays: Henry IV and Henry V / Stimulating children's writing – sonnets and shorter play extracts Paperback £22.99 2014 280pp

Julie MacLusky and Robyn Cox University of Worcester, UK; Australian Catholic University, Australia

The book supports and develops creative writing activity in the primary curriculum, offering a balanced mix of both theoretical background and practical writing ideas. The book also provides a range of creative writing ideas/exercises for use in the classroom that are transferable between curriculum areas. The structured and well-tested exercises will help to develop fundamental, transferable tools of story telling that will improve pupil's confidence in all areas of writing. Paperback £19.99 2011 240pp

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

OpenUP eBooks are widely available, visit www.openup.co.uk

ISBN: 978-0-335-26322-6 eBook: 978-0-335-26323-3

Education 2015_Layout 1 30/04/2015 18:37 Page 16

TRAINING AND RESOURCE PACKS 50% OFF CORAM PACKS Use promo code CORAM when ordering For information about bulk orders please contact us at enquiries@openup.co.uk

The Reader examines the rationale for listening more, including the research, legislation and theoretical background supporting the importance of listening to young children. The Shared Experiences focus on the practical issues of how to listen to young children, sharing the experiences from a range of early years settings. This section includes: l

l l

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

Extended Listening, the concluding section, offers a range of activities encouraging the reader to explore how to extend listening to young children within their setting. It is suitable for a diverse range of settings - at home, in playgroups, nurseries or early years centres, in child-minding settings, schools, parent and family centres, Sure Start initiatives, homeless centres asylum / refugee centres, and centres for children with disabilities or special needs.

Listening to Young Children 2/e Penny Lancaster and Perpetua Kirby

Training Pack + DVD 2010 254pp

On behalf of Coram, London, UK

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

Enables practitioners and parents to develop and offer young children real opportunities to express their views of experiences and events in their daily lives

Promotes children's participation in decision making and problem-solving processes about matters that concern them

Acknowledges the existing strengths of families and communities by building on their capacity to participate actively

£173.99 £86.99 ISBN: 978-0-335-24127-9

Flexible content options

The new edition has been comprehensively revised and updated and includes the following: The Introduction provides an overview of the history of the ‘Listening to Young Children’ project, as well as an introduction to the pack and advice on how best to use it.

www.mcgrawhillcreate.com/openup

Customise your course reading, visit www.mcgrawhillcreate.com/openup

Education 2015_Layout 1 30/04/2015 18:37 Page 17

PRIMARY Values and Vision in Primary Education

Developing Creativity in the Primary School

Kathleen Taylor and Richard Woolley (Eds)

Jill Jesson Sheffield Hallam University, UK

Bishop Grosseteste University; University of Worcester, UK

“A book putting children at the centre of education is a rare delight. It sloughs away the boredom of government directives and the ‘compliant culture’ (Compton) that follows. The text is evocatively written and, like a good novel, has memorable nuggets at regular intervals: e.g. Taylor’s ‘curiosity is all about possibilities.’ The book delivers practical approaches for student/teachers by practitioners. It is refreshing in its willingness to articulate values. Kimaliro and Woolley present the challenge for us all: 'how can teachers make possible the dreams that are to shape tomorrow’s pathways?” Dr Trevor Kerry, Emeritus Professor, University of Lincoln, UK and Visiting Professor, Bishop Grosseteste University, UK

The book looks at theories of creativity as developed through research projects by the leaders in this field in the context of what these tell us about group and individual creativity. It considers recent developments in the creative curriculum, and techniques embedded in approaches such as Philosophy for Children, Mantle of the Expert and Enterprise Education. The main focus is the difference between developing group and individual creativity and working on the idea that if teachers are to teach children to be creative they need to develop their own creativity first. Paperback £21.99 2012 208pp

Against a backdrop of government initiatives and strategies it is essential that teachers have a vision for the roles and purposes of education. This book provides teachers and student teachers with the scaffolding to develop reflective practice as they journey towards an evolving philosophy of education. It enables students to consider how their aspirations and vision can be enacted in practical ways in the classroom, providing a means for more experienced teachers to evaluate and analyse their own practice. The structure of both the book and its individual chapters guides the reader through supported reflective activities and case study exemplar materials so that the exploration of educational philosophy is thoroughly grounded in professional practice. Overall the book provides a unique perspective on the applied philosophy of education that is not found in any other text. Paperback £23.99 2013 256pp

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

BESTSELLER

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

Primary Languages in Practice

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

This book provides a range of practical ideas to support the beginning teacher and is written in a lively, thoughtprovoking way, with short, accessible chapters, cameos, useful recommendations for further study and end of chapter questions for reflection. It includes up-to-date research and issues that teachers may face and features several new chapters on leadership issues, accountability, diversity and inclusion, and new brain research. It reflects the revised QTS Standards and provides more links to Early Years Professional Status. Paperback £24.99 2011 336pp

Meaning and Purpose in Learning and Teaching

King's College London; University of Manchester, UK

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

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

New Perspectives in Primary Education

Jane Jones and Angela McLachlan

Paperback £21.99 2009 160pp

Beginning Teaching, Beginning Learning 4/e In Early Years and Primary Education

A Guide to Teaching and Learning

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

Sue Cox University of East Anglia, UK

This book provides reflective primary teachers, teachers in training and researchers with insights into new ways of thinking about and developing primary education. The book addresses some of the conflicts in the demand for performance on the one hand and teachers’ responsiveness to children and their learning on the other. An underlying premise of the book is that in order to challenge some of the entrenched practices and thinking, teachers need to be able to take reasoned pedagogical decisions that are informed by principles. Paperback £22.99 2011 264pp

OpenUP eBooks are widely available, visit www.openup.co.uk

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

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SECONDARY Teaching 14-19

BESTSELLER

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

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

Practical strategies Hints and tips for use in teaching Case studies Tasks and exercises

Paperback £22.99 2012 192pp

BESTSELLER

Personal WellBeing Lessons for Secondary Schools

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

Positive Psychology in action for 11 to 14 year olds

Valerie Brooks, Ian Abbott and Prue Huddlestone (Eds)

l’Ecole Centrale Paris, France; UEL, UK

All at the University of Warwick, UK

“This is a book that does exactly what it says on the tin, i.e. prepare new entrants for the profession of teaching. It provides insightful introductions to those key areas that new entrants are most fearful of - behaviour management and lesson planning - without losing sight of the wider context of teaching and education. As a 14-19 specialist I am particularly pleased to see a chapter devoted to the current status of 14-19 curriculum reform.” Helena Knapton, Course Leader in Business Education, Edge Hill University,UK This revised third edition explores new themes that have emerged and that need consideration, such as APP (Assessing Pupil Progress); ‘free’ schools; the Behaviour for Learning initiative; e-safety and digital technologies.

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

Becoming a Teacher 4/e

Key features include:

Issues in Secondary Teaching

l l

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

Justin Dillon and Meg Maguire (Eds)

Both at King’s College London, UK

Paperback £25.99 2012 424pp

This new edition features five new chapters and a significant revision and update of all chapters in the light of policy directives and other changes. The book draws on contemporary research studies and empirical evidence to support informed and critical reflection about learning and teaching. It provides a broader context for education by addressing fundamental areas such as classroom management, adolescence and assessment for learning. Paperback £24.99 2011 416pp

Preparing to Teach in Secondary Schools 3/e

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

Ilona Boniwell and Lucy Ryan

“Ilona Boniwell and Lucy Ryan’s book is exactly what teachers require. “It fits with the teachers’ needs in terms of how and what to teach when positive education is a concern.The different aspects of their program are detailed in 36 lessons, with theoretical background and practical tips, the “Lesson Plan” and “How to” parts, which are very useful. This structure is very convenient. This is not only a book but also a very interesting tool designed for each teacher in charge of pupils aged from 11 to 14.” Dr Charles Martin-Krumm, University Western Brittany, France This book offers practitioners working with 11 to 14 year olds a highly practical education resource for running personal well-being lessons, backed up by scientific research from the field of positive psychology. The book covers six core concepts with six lessons in each section. This will allow you to run a programme with between 6 to 36 lessons. You will also be able to gain access to useful downloadable resources which accompany this book. The six concepts are divided as follows: Positive self / Positive body / Positive emotions / Positive mindset / Positive direction / Positive relationships Paperback £27.99 2012 232pp

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

Customise your course reading, visit www.mcgrawhillcreate.com/openup

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

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RESEARCH Teacher's Guide to Classroom Research 5/e David Hopkins IoE, University of London, UK

A Teacher's Guide to Classroom Research is a great ‘one-stop’ guide for students or qualified teachers looking to undertake classroom research. Through its friendly, supportive and authoritative approach, the book tackles the big issues and questions of education research and offers a clear framework for doing classroom research. The updated fifth edition retains all the features that have made it so popular over the past thirty years – such as a rich range of insightful case studies demonstrating successful classroom research in practice - whilst offering expanded coverage of appropriate research methods and helpful ‘Key Point’ summaries. Whether you are a trainee teacher undertaking some form of classroom-based research as an essential element of your teacher training course, or a qualified teacher doing research to explore your practice, this classic and seminal text guides and supports you throughout the entire process from initial research idea to final dissemination. Paperback £24.99 2014 280pp

Quantitative Methods in Educational and Social Research using SPSS

A Handbook for Teacher Research

Andy Tolmie, Daniel Muijs and Erica McAteer

James Cook University and Central Queensland University, Australia; Montclair State University, USA

From Design to Implementation Colin Lankshear and Michele Knobel

IoE, London; University of Southampton; IoE, London UK

Written for those with limited contact with quantitative methods, this text helps the reader to build up the basis of a professional understanding in a series of clear steps featured on the accompanying CD. The book focuses from the start on the concept of modelling patterns in data via numerical representations. The implications of the modelling approach are taken all the way back to the stages of research design and sampling. Using this as a lens, the book then moves on to explain carefully a full range of statistical techniques. Paperback + CD £29.99 2011 571pp

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

This book provides a comprehensive and detailed approach to teacher research as systematic, methodical and informed practice. It identifies five requirements for all kinds of research, and provides clear and accessible guidelines for teachers to use in conducting their own classroom-based studies. Informed by the authors’ own wide-ranging experiences, A Handbook of Teacher Research provides everything the teacher researcher needs in order to conduct good quality practitioner research. Paperback £24.99 2004 412pp

The Challenges of Understanding and Researching Practice

Studying Education An Introduction to the Key Disciplines in Education Studies

Andrew Townsend University of Nottingham, UK

Action research as an approach aims to generate knowledge and achieve principled change. This book explores the overarching features and a variety of models of action research. The author queries the following: How can practice be understood and developed? What part can action research play in that process? What principles lie at the heart of action research? How can action research bring about democratic and collaborative changes to practice? These and other questions are answered in this book which offers both a practical step-by-step guide to action research and an examination and reflection of the underlying principles and challenges in order to achieve embedded and sustainable change. Paperback £23.99 2013 152pp

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

EDUCATION STUDIES

Action Research

ISBN: 978-0-335-26468-1 eBook: 978-0-335-26469-8

Barry Dufour and Will Curtis (Eds) Both at De Montfort University, UK

The book provides an introduction to the main education disciplines in one handy volume. Each chapter begins with a brief overview and history, followed by a selection of key themes and topics within the discipline. Chapters include a number of features such as boxed summaries of key theorists and researchers, extended tasks for the reader, and suggestions for further reading and research. Paperback £23.99 2011 208pp

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

OpenUP eBooks are widely available, visit www.openup.co.uk

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

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PROFESSIONAL DEVELOPMENT NEW

Learning to Teach

Teaching the Primary Foundation Subjects

Lesson Planning for Effective Learning

Jonathan Glazzard, Neil Denby and Jayne Price All at the University of Huddersfield, UK

What are the nuts and bolts of teaching? Packed with helpful information and ideas this book will help you approach the practical business of teaching with confidence.

Maggie Webster and Sarah Misra (Eds) Edge Hill University; Staffordshire University, UK

This handy textbook offers a one-stop compendium on teaching the extensive range of primary foundation subjects. It takes an innovative 'three lens' approach which considers the Identity and Pedagogy of each of the foundation subjects, as well as presenting a Toolkit of teaching activities. This useful framework helps you develop your knowledge and understanding of the foundation subjects, as well as how to plan, assess and teach these diverse subjects. The book also helps you understand the value that the foundation subjects bring and enables you to reflect on why and how to teach them in a creative, imaginative and inspirational way. In particular the book offers:

Exciting, accessible and conversational it is designed to give you an overview of pedagogy and how it can be put into practice. It offers a comprehensive overview of the essential aspects of learning how to teach. This includes learning from colleagues through observation, planning and delivering lessons, classroom presence and control along with specific advice on asking questions, assessment and the use of technology in the classroom. Paperback £22.99 2014 160pp

ISBN: 978-0-335-26328-8 eBook: 978-0-335-26329-5

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

“At last! A plain speaking book on effective lesson planning. ” Andrew R. Mackereth, Headteacher, Heart of England School Lesson planning is an essential component of every teacher's practice. Whilst lesson planning does, by nature, take place before the lesson, there are important links between planning and teaching that this book will explore. The development of a teacher's craft is built explicitly on a rigorous approach to planning, which goes beyond just written preparation and includes a process of mental preparation, anticipation, rehearsal and performance (all of which are elements and key facets of a skilful pedagogy). Paperback £21.99 2014 216pp

• A clear structure that is easy to follow • A concise overview of the curriculum requirements for each subject • Great teaching ideas for each subject to try out in the classroom • Links to academic research and practical experiences from the classroom With its rich range of creative and practical teaching activities, and underpinned by the pedagogy and identity of each discipline, this is essential reading for beginning and early career teachers. Contents: Introduction / Art and Design / Computing / Design and Technology / Geography / History / Languages / Music / Physical Education / Religious Education / Learning beyond the classroom Paperback £24.99 April 2015 200pp

ISBN: 978-0-335-26376-9 eBook: 978-0-335-26377-6

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

Teaching to Avoid Plagiarism How to Promote Good Source Use Diane Pecorari Linnaeus University, Sweden

There is a growing acknowledgement that plagiarism is a complex issue requiring thoughtful and sensitive handling. This book provides university teachers and learning and development support staff with the resources necessary to help students avoid plagiarism and use sources in appropriate and effective ways. Paperback £24.99 2013 208pp

Customise your course reading, visit www.mcgrawhillcreate.com/openup

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

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PROFESSIONAL DEVELOPMENT Effective Classroom Practice

Behaviour in Schools 3/e

This original and highly relevant book explores teachers’ effective classroom practice and presents clear messages for teaching quality and teaching standards. Drawing on data collected from a range of teachers, head teachers and pupils about the key factors that contribute to effective teaching in primary and secondary phases of schooling, the book also investigates variations in effective teachers’ classroom practice, including how effective practice is affected by professional life phase and school context. ISBN: 978-0-335-24712-7 eBook: 978-0-335-24713-4

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

Flinders University, Australia

The new edition of this best selling textbook provides a systematic and thoroughly updated overview of the major theories and styles of discipline in schools.

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

Paperback £27.99 2014 216pp

A-Z of Teaching

Louise Porter

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

Drawing on the latest international research, the book outlines how teachers can develop a personal style in classroom management based on a sound understanding of theory. The emphasis is on proactive, authoritative approaches to discipline to engage students and facilitate the achievement of educational and social goals. The author shows how it is within the power of schools and teachers to create conditions in which even disadvantaged or disenchanted students strive to learn. Paperback £24.99 2014 368pp

Sara Hennessy, Paul Warwick, Lloyd Brown, Diane Rawlins and Caroline Neale Both at the University of Cambridge, School-Based Practitioners, UK

This unique resource offers practical support and examples that help develop teaching practices that are more productive for learning, focused around use of the IWB. It consists of: l

The Teacher Development Resource takes you through discussion, reflection and practical activities that focus on dialogue and the use of the IWB The Reader explores key issues related to use of the IWB in primary and secondary classrooms, and directly supports the Teacher Development Resource The Resource Bank offers video examples, sample classroom activities, explanatory screenshots, and IWB lesson templates, all available online

Paperback £24.99 2014 152pp

This is an informative, engaging and accessible book about teaching that covers a broad range of content without being superficial. Each entry includes a short definition of the term, followed by key ideas and key applications of the topic, concluded with some key questions for the reader to consider as they seek to develop their own pedagogy in this particular topic area. Paperback £19.99 2013 248pp

ISBN: 978-0-335-26272-4 eBook: 978-0-335-26273-1

Developing Interactive Teaching and Learning using the IWB

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

Homework for Learning 300 Practical Strategies Gerry Czerniawski and Warren Kidd Both at the University of East London, UK

This is an essential resource for those who are looking for new and creative ways of engaging and motivating their learners. To do this, it contains suggestions for a variety of assessment opportunities and a range of practical and accessible ideas to motivate and stimulate learning. Homework is not just a strategy for raising achievement. When skillfully deployed, it can instill passion, motivation and enthusiasm for the subject in the hearts and minds of all learners irrespective of ability. Properly structured and facilitated homework can add one year to a student's full time education, as well as providing teachers with invaluable evidence of learner engagement with their subject and their teaching strategies. Paperback £21.99 2013 196pp

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

OpenUP eBooks are widely available, visit www.openup.co.uk

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

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PROFESSIONAL DEVELOPMENT

BESTSELLER

Creating Learning Without Limits

Realizing the Power of Professional Learning

Mandy Swann, Alison Peacock DBE, Mary Jane Drummond and Susan Hart University of Cambridge; The Wroxham School; Both retired, UK

This book tells the story of how one primary school community worked to build a learning environment that is inclusive, humane and enabling for everybody, a place free from the damaging effects of fixed ability thinking and practices. Drawing on compelling accounts of everyday life in the school, it describes how, in just a few years, the school (once in special measures) grew into a thriving community, with distinctive views of learning, curriculum and pedagogy, monitoring and accountability that found expression in every aspect of school life. The work of the school community was guided by the findings of a previous project, Learning without Limits (Hart, Dixon, Drummond and McIntyre 2004), an empirical study of the classroom practice of individual teachers who had rejected the concept of fixed ability. Creating Learning without Limits explores what becomes possible when the same ideas and principles are used creatively to guide and inspire whole school improvement. This book engages with the struggles and difficulties encountered by the staff as they set about learning to reshape pedagogy and curriculum by reference to their shared values of inclusion, social justice and human educability. It gives a detailed analysis of how the headteacher harnessed the power of collective action. Paperback £24.99 2012 168pp

University of Auckland, New Zealand

Debra McGregor and Leslie Cartwright (Eds)

l l l

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

Paperback £23.99 2011 224pp

A Guide to Success for PGCE Students Neil Denby, Robert Butroyd, Helen Swift, Jayne Price and Jonathan Glazzard

Learning Without Limits Susan Hart, Annabelle Dixon, Mary Jane Drummond and Donald McIntyre

All based at University of Huddersfield, UK

This book will guide you through and demystify the process of thinking, researching, writing and achieving at Master's level. It offers an insight into the knowledge, tools and skills that need to be developed for a successful outcome in an educational context. Paperback £21.99 2008 240pp

Both at the University of Wolverhampton, UK

This book is a rich mix of practical advice and application of theory. The case studies allow the reader to have rare access to insightful examples of the ways reflection can support them in addressing diverse problems such as managing behaviour, planning for creativity, fitting into the ethos of the school or college and developing their questioning techniques. Paperback £23.99 2011 328pp

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

ASSESSMENT BESTSELLER

Assessment for Learning Putting it into Practice Paul Black, Chris Harrison, Clare Lee, Bethan Marshall and Dylan Wiliam

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

Master's Level Study in Education

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

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

A Guide for Beginning Teachers

The book begins by identifying the shifts that need to happen for the power of professional learning to be realized in promoting student engagement, learning and well-being. Some shifts in thinking include:

Also available:

Paperback £23.99 2004 296pp

Helen Timperley

This book develops an approach to professional learning that has motivated teachers and resulted in impressive improvements in student learning, particularly for students who traditionally underachieve in school. As the underpinning research shows, the approach has proven successful in several countries with consistently positive outcomes.

Developing Reflective Practice

King’s College, London; King’s College, London; Adviser, Warwickshire LEA,; King’s College, London; IoE, University of London, UK

Research studies provide evidence that formative assessment raises students’ test scores. This bestseller provides teachers and other leaders with ideas and advice for using formative assessment in their classrooms. It draws on research in UK secondary schools and describes specific useful practices and underlying ideas about learning. Paperback £24.99 2003 152pp

ISBN: 978-0-335-23414-1 eBook: 978-0-335-23639-8

Customise your course reading, visit www.mcgrawhillcreate.com/openup

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

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LEADERSHIP AND MANAGEMENT Exploding the Myths of School Reform

Successful School Leadership

David Hopkins

Linking with Learning and Achievement

IoE, University of London, UK

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

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

Paperback £23.99 2013 344pp

ISBN: 978-0-335-26314-1 eBook: 978-0-335-26315-8

Christopher Day, Pam Sammons, Ken Leithwood, David Hopkins, Qing Gu, Eleanor Brown and Elpida Ahtaridou University of Nottingham; University of Oxford; University of Toronto; IoE, London; University of Nottingham; University of Nottingham, LSN, UK

This book examines the nature of successful school leadership. As well as providing a contemporary overview of international research and thinking about successful school leadership, it identifies similar and distinguishing features of successful leadership in different sectors; between heads of different experience; and between schools in different socio-economic circumstances.

Every School a Great School David Hopkins IoE, University of London, UK

The book argues that for every school to become a great school it requires a move from individual school improvement efforts and short term objectives to a sustainable system-wide response that seeks to re-establish a balance between national prescription and schools leading reform. Achieving this goal requires strategies that not only continue to raise standards, but also build capacity within the system. David Hopkins identifies four key educational 'drivers' - personalized learning; networking and innovation; professional teaching and intelligent accountability - that, if pursued, have the potential to deliver 'every school a great school'. Paperback £23.99 2007 216pp

The book introduces the notions of 'layered leadership' and 'progressive trust' as key features of successful leadership, also discussing issues of sustainability and resilience in context. Finally it considers how successful school leadership connects to pupil success, exploring the leadership strategies used by successful heads in a range of primary and secondary schools whose pupil attainment results had improved over a three year period during their headship. Paperback £22.99 2011 304pp

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

OpenUP eBooks are widely available, visit www.openup.co.uk

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

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CONTEMPORARY ISSUES The Expert Learner

New Literacies 3/e

Gordon Stobart

Everyday Practices and Social Learning

IoE, University of London, UK

The Expert Learner challenges the widely held belief that excellence is the result of innate ability and shows how ability is developed through applied learning and deliberate practice. Drawing on studies about expertise the book highlights the importance of: l l l l l l

Providing opportunities and support to develop skills Being motivated to succeed Undergoing extensive deliberate practice Building powerful mental models to handle and organise information Receiving continuous and effective feedback to improve performance Developing self-regulation to monitor performance

James Cook University, Australia; Montclair State University, USA

“Like a compass guiding you to what’s important and why in this rapidly evolving field, this new edition is utterly stimulating but also thoughtful and measured.” Daniel Cassany, Literacy Researcher and Teacher, Universitat Pompeu Fabra, Barcelona, Spain New Literacies explores new literacies, knowledge and classroom practices in light of growing electronic information and communication techniques. This edition includes new chapters on Online Social Networking and Social Learning. It features a substantial examination of social practices, providing a theoretical foundation for the book. This is an essential text for undergraduate and postgraduate students, those pursuing a PhD, educators and academics, and other policy writers and curriculum developers working in digital literacy,

Paperback £21.99 2014 208pp

Paperback £23.99 2011 296pp

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

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

“This immensely readable book explains the developments of learning theory and then applies those developments to classroom practice and takes that next vital step of explaining what that means for a learner.” Professor Mick Waters, Chairman of The Curriculum Foundation, UK “An intelligent book about intelligence, the many things that go into it, and how educators can help students to get more of the cornucopia.” Professor David Perkins, Harvard University, USA 20th century schools presumed that students' intelligence was largely fixed. 21st century science says that intelligence is expandable - and in a variety of ways. New Kinds of Smart argues that this shift in the way we think about young minds opens up hitherto unexplored possibilities for education.

Louise Archer, Sumi Hollingworth and Heather Mendick

For the first time ever, New Kinds of Smart brings together all the main strands of research about intelligence in one book and explains these new ideas to practising teachers and educators. Each chapter presents practical examples, tools and templates so that each new strand of thinking can be woven into their work as teachers and into their lives as learners.

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

Paperback £22.99 2010 232pp

Urban Youth and Schooling

This book critically engages with contemporary notions of 'at risk' youth. It explores the complexity of urban young people's relationships with education and schooling and discusses strategies for addressing these issues. Drawing on a two year study of urban 14-16 year olds, educational professionals and parents, the book focuses in depth on the views and experiences of ethnically diverse young Londoners who had been identified by their schools as 'at risk of dropping out of education' and as 'unlikely to progress into post16 education'. Paperback £22.99 2010 194pp

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

Colin Lankshear and Michele Knobel

With its rich source of ideas for expert teaching and learning, this book looks at some of the ways we can achieve ‘wide-awake’ thinking in the classroom. ISBN: 978-0-335-24730-1 eBook: 978-0-335-24731-8

BESTSELLER

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

Customise your course reading, visit www.mcgrawhillcreate.com/openup

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

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CONTEMPORARY ISSUES Expansive Education

Approaches to Creativity

Teaching Learners for the Real World

A Guide for Teachers

Debunking Myths in Education

Orison Carlile and Anne Jordan

Philip Adey and Justin Dillon (Eds and contributors)

Both at Waterford Institute of Technology, Ireland

Late of King's College London; King’s College London UK

This book offers a comprehensive guide to ideas on creativity in education, along with the major theories related to creativity.

“This is an important and welcome book. Readers can see the faults of simplistic judgments, neglect of evidence, dismissal of researchers, and injudicious implementation.” Paul Black, Emeritus Professor, King’s College London, UK

Bill Lucas, Guy Claxton and Ellen Spencer All at the University of Winchester, UK

Teachers from schools across the world believe that there is more to education than success in examinations. Many practitioners are becoming increasingly familiar with expansive education concepts such as learning dispositions, habits of mind, and expandable intelligence, and are striving to instill these valuable mind-sets into their pupils. In this groundbreaking and visionary book, acclaimed authors Lucas, Claxton and Spencer define, consolidate and reinforce this revolutionary shift. Expansive Education showcases a growing number of schools that are developing methods of teaching and learning that deliberately cultivate powerful learners. Drawing on established theory as well as current research and practice, this essential resource encapsulates the best of these approaches, and demonstrates discernible links to achievement gains and learner engagement.

The popular topic of creativity has given rise to a large number of theoretical positions, sometimes contradictory or contested. This book clarifies and organises these approaches so that teachers understand where particular pedagogical and curricular practices originate and can develop them coherently. Paperback £23.99 2012 328pp

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

Paperback £23.99 2013 240pp

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

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

The Brain at School Educational Neuroscience in the Classroom

The book offers: l

John G. Geake Late of University of New England, Australia

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

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

Paperback £22.99 2009 248pp

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

BESTSELLER

Bad Education

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

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

Paperback £23.99 2012 264pp

OpenUP eBooks are widely available, visit www.openup.co.uk

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

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HIGHER EDUCATION NEW

BESTSELLER

Enhancing Learning and Teaching in Higher Education Engaging with the Dimensions of Practice

Researching Higher Education 2/e

John Biggs and Catherine Tang

Malcolm Tight Lancaster University, UK

University of Hong Kong; Educational Consultant, Australia

This authoritative book couples an overview of the principal current areas of research into higher education with a guide to the processes involved in undertaking such research.

This bestselling book is suitable for HE teachers and administrators interested in assuring effective teaching.

John Lea John Lea Canterbury Christ Church University

The core purpose of this distinctive book is to offer academics working in higher education practical support in achieving formal accreditation of their teaching practice with the Higher Education Academy (HEA). It maps a range of key themes against the UKPSF (United Kingdom Professional Standards Framework) and is relevant both to those who are in the process of preparing an application for an HEA fellowship and to those who are preparing assignments they might be producing for a PG Cert (HE) programme. The book explains the dimensions of practice in detail and offers readers suggestions for ways in which they might engage with particular aspects of the UK PSF at the end of each section and thus evidence the quality of their teaching practice. Each section also offers suggestions on ways to develop teaching as related to the themes.

Teaching for Quality Learning at University 4/e

The authors outline the constructive alignment of outcomes based teaching, including how to implement it and why it is a good idea to do so. Clearly organized and written, with practical examples, the new edition is thoroughly updated. Paperback £32.99 2011 480pp

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

Making Policy in British Higher Education 1945-2011 Michael Shattock

Comprehensively updated throughout, this new edition examines the current state of higher education research with brand new case studies and has been expanded to include North American work. The book also includes: Analysis of published research by topic, method, theory and level l Detailed discussion of selected examples of published research l Suggestions on under-researched topics l Guidance on publication outlets l

Consideration is given to research design and questions, funding, progressing research projects, publication and dissemination. Paperback £29.99 2012 296pp

IoE, University of London, UK

Its distinctive features include: • Linking explicitly to the UK PSF (UK Professiona Standards Framework) and offering practical advice to those making a fellowship application. • Integrating this practical element with some of the wider debates about the purpose of higher education • Incorporating a thread of student engagement throughout the book, including students' own perspectives on the themes of the book.

An authoritative account of the evolution of policy in British higher education drawing extensively on previously untapped archival sources. This book shows how policy has been made in British higher education and how policies, and often their unintended results, have determined the shape of higher education – nationally and institutionally. Highlights the role of the Treasury in determining the resource base for the expansion of student numbers Identifies patterns of policymaking and decisiontaking that are distinctive to British HE, as compared to other European countries Offers a new interpretation of the development of British higher education

Contents: Introduction / Section 1: Working in Higher Education / Section 2: Enhancing student learning / Section 3: The nature of academic time / Section 4: The nature of academic space / Section 5: The nature of academic purpose / Section 6: Students as partners in learning / Section 7: The landscape of Higher Education / Conclusion

Paperback £29.99 August 2015 320pp

Paperback £37.99 2012 280pp

ISBN: 978-0-335-26416-2 eBook: 978-0-335-26417-9

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

Customise your course reading, visit www.mcgrawhillcreate.com/openup

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

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SUBJECT TEACHING Becoming a Reflective English Teacher

Teaching and Learning History 11-18

Andrew Green (Ed)

Understanding the Past

Brunel University, UK

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

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

Paperback £23.99 2011 240pp

Harvey Grout and Gareth Long University of Southampton and University of Reading; ; University College Plymouth, St Mark and St John, UK

This practical book aims to help trainee teachers with every aspect of the PE lesson, from planning and lesson organization to behaviour management, health and safety and assessment. Drawing on a wealth of pedagogy and theory, PE teachers can enhance the quality of their teaching and develop successful learners. Paperback £22.99 2009 240pp

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

Supporting Language and Literacy Development in the Early Years 2/e

All at the IoE, University of London, UK

This book provides a comprehensive and radical guide to the challenges facing history and history teaching in contemporary schools.

The book confronts head on some of the major challenges facing history teaching: the challenge of 'relevance', the challenge of 'difficulty' and the moral and ethical challenges involved in building understandings of the past in increasingly diverse schools. Paperback £23.99 2011 200pp

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

Marian Whitehead Independent Language and Early Years Consultant, UK

Radically rewritten and updated in light of new research and developments, this book gives clear guidance to early years practitioners on how to support young children's language and literacy development. The book covers the age range 0-7 years and highlights the speed and complexity of this period of growth in children's thinking, communicative abilities, language, social and cultural awareness and physical skills. Child observations and case studies and photographs are used to demonstrate the learning that goes on in a variety of homes and early years settings. Paperback £22.99 2009 200pp

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

Improving Teaching and Learning in Physical Education

LITERACY

Chris Husbands, Alison Kitson and Susan Steward

The authors draw on an exceptional range of material, including international research literature, national and school curricula, professional practices and the voices of pupils themselves.

Teaching Geography 11-18 David Lambert and John Morgan Both at IoE, University of London, UK

Paperback £23.99 2010 192pp

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

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

Understanding Phonics and the Teaching of Reading

A Conceptual Approach

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

Critical Perspectives Kathy Goouch and Andrew Lambirth (Eds) Both at Canterbury Christ Church University, UK

This groundbreaking book offers critical perspectives on the teaching of reading and phonics, and also combines academic perspectives with the insights of parents and practitioners. Each chapter explores the processes involved as children engage in reading, from their interactions with texts in the very earliest stages through to the primary phase. The book shows how some contemporary understandings of reading are based on over simplistic and rationalised ideas about the reading process. Paperback £21.99 2008 216pp

OpenUP eBooks are widely available, visit www.openup.co.uk

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

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SCIENCE

NEW EDITION

Essential Primary Science 2/e

Exploring Good Practice

University of Manchester, UK; Primary science specialist teacher; Company director of Travelling Science Ltd

Di Stead and Lois Kelly

Highly respected and widely used, Essential Primary Science 2E blends essential subject knowledge with a vast array of teacher activities. Updated and revised throughout to reflect the requirements of the new National Curriculum, it covers the essential knowledge and understanding that you need; plus it offers over 200 great ideas for teaching primary science at KS1 and KS2 - so no more late nights thinking up creative new ways to teach key concepts! Written in a friendly and supportive style this new edition offers: • Over 200 original and new activities to complement the new curriculum, ready for you to try out in the classroom • Tips on how to ensure each lesson includes both practical and investigative elements • Suggestions on how to make your lessons engaging, memorable and inclusive • How to deal with learners' common scientific misconceptions in each topic • Two new chapters on working scientifically and how to tackle assessment • New up-to-date web links to quality free resources Drawing on their own extensive teaching experience and understanding of the new National Curriculum, the authors provide the essential guide to teaching primary science for both trainee teachers and qualified teachers who are not science specialists. Contents: Acknowledgements / Knowledge and understanding of science / Working scientifically / Assessment in primary science / Life processes – plants / Life processes – animals / Variation and diversity / Environment / Materials / Rocks and soil / Forces / The Earth in space / Electricity / Sound / Light / Appendices / Bibliography / Index ISBN: 978-0-335-26334-9 eBook: 978-0-335-26335-6

Misconceptions in Primary Science 2/e

Inspiring Science in the Early Years

Alan Cross and Adrian Bowden

If you are teaching - or learning - to teach primary science, this is the toolkit to support you!

Paperback £24.99 September 2014 424pp

NEW

Teacher educator and education; Educational consultant

Michael Allen Kingston University, UK

The new edition of this bestselling book has been expanded to offer even more support and practical advice for dealing with the common misconceptions encountered in the primary science classroom and offers appropriate teaching strategies to help you during your primary science teaching. Michael Allen describes over 100 common misconceptions and their potential origins, and then offers creative activities to help you grasp the underlying scientific concepts and bring them alive in the classroom, as well as practical strategies to improve pupil learning. Paperback £23.99 2014 328pp

• How children construct scientific meaning • Tuning into children's initial scientific understanding • How play supports the development of children's science ideas • Providing a rich environment for learning early years science • Developing children's scientific experiences

ISBN: 978-0-335-26266-3 eBook: 978-0-335-26267-0

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

Liz Lakin University of Dundee, UK

ISBN: 978-0-335-26452-0 eBook 978-0-335-26453-7

This book is presented in a mixed format using both diagrammatic and textual stimulus. It offers tips and suggestions to achieve effective teaching and learning, and raises standards by enabling the pupil to become independent and responsible for their own learning; autonomous in their thinking and creative and critical in their understanding. Each chapter presents tried and tested ideas, strategies and activities for the development of higher-order skills such as application, synthesis, evaluation and reflection, to use with pupils across the dependency spectrum. Paperback £21.99 2013 144pp

Customise your course reading, visit www.mcgrawhillcreate.com/openup

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

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SCIENCE Creative Ways to Teach Primary Science

Primary Science

University of Cumbria, UK

This book draws on the best ideas about teaching primary science, using an evidencebased approach. It encourages creativity and experimentation in teaching primary science, both of which are regularly recognised as features of outstanding teaching. Although creativity is one of the most powerful indicators of successful teachers, the key to creativity is willingness to take a risk and to accept uncertainty. This book provides a ‘helping hand’ for those who may be more risk averse in the classroom by presenting a range of teaching methods that are proven to work, whilst encouraging teachers to develop all ideas themselves.

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

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

Paperback £23.99 2010 216pp

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

ISBN: 978-0-335-24765-3 eBook: 978-0-335-24766-0

Science Beyond the Classroom Boundaries for 7-11 Year Olds

Science Beyond the Classroom Boundaries for 3-7 Year Olds

Lynne Bianchi and Rosemary Feasey

Lynne Bianchi and Rosemary Feasey Sheffield Hallam University; Leading Expert in Primary Science, UK

Sheffield Hallam University; Leading Expert in Primary Science, UK

The authors have taken a bold step in terms of a whole school approach to the science curriculum being taught outside. With a shift from indoors to outdoors, the book tackles a range of practical considerations and challenges for both the school and the pupil.

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

It is a must read for students on ITT courses and Key Stage 2 teachers who are keen to move their settings forward and provide appropriate progression throughout the primary years.

Paperback £22.99 2011 160pp

Paperback £22.99 2011 152pp

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

Developing Effective Cross-Curricular Links

Neil Rutledge

University of Manchester; Mauldeth Road primary School, UK

Paperback £22.99 2014 284pp

Enhancing Primary Science

Teaching the Tricky Bits

Alan Cross and Jonathan Board

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

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

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

Paperback £22.99 2012 200pp

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

Good Practice in Science Teaching 2/e Jonathan Osborne and Justin Dillon (Eds) Stanford University, USA; King’s College London, UK

ISBN: 978-0-335-24132-3 eBook: 978-0-335-24134-7

This book offers an overview of the major areas of research and scholarship in science education. Paperback £24.99 2010 256pp

OpenUP eBooks are widely available, visit www.openup.co.uk

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

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TECHNOLOGY / MATHEMATICS RESOURCES Teaching with Technologies Sarah Younie and Marilyn Leask

Understanding Children's Mathematical Graphics

Developing Children's Mathematical Graphics

De Montfort University, UK, Bedfordshire University, UK

Beginnings in Play

Elizabeth Carruthers and Maulfry Worthington

The Essential Guide

Elizabeth Carruthers and Maulfry Worthington

This book provides teachers with coherent and balanced coverage of research on digital and web-based technologies. This book focuses on the current state of play with the integration of digital technologies into school-based teaching and learning. As well as a comprehensive analysis of developments to date it identifies 'what works' with technology and education. The book provides a baseline for effective ICT practice, offering comprehensive coverage of the field as well as a critically informed overview of the research which informs practice. Paperback £23.99 2013 248pp

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

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

This book challenges traditional beliefs and practices of teaching 'written' mathematics in early childhood. It gives theoretical underpinnings and offers exciting insights and context to children's early mathematical thinking and, in particular, into children's mathematical graphics, showing how this supports their understanding of the abstract symbolic language of mathematics. The book looks at the power of children's own marks, symbols and other graphical representations to convey meanings, exploring how they support complex thinking. The authors explore the relationship between children's play and meaning making. Rather than viewing mathematics as a separate subject or as a set of basic 'skills' to be transmitted, they demonstrate that in supportive learning cultures children develop their own mathematical thinking to solve problems. The book includes numerous case studies and draws on the authors’ latest research. Paperback £22.99 2011 288pp

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

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

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

l l

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

The authors challenge the traditional beliefs and practices of teaching 'written' mathematics in early childhood. They look at the power of children's own marks, symbols and other graphical representations to convey meanings, exploring how they support complex thinking. Rather than viewing mathematics as a separate subject or as a set of basic 'skills' to be transmitted, they demonstrate that children develop their own mathematical thinking to solve problems. The pack includes: A copy of the book Understanding Children's Mathematical Graphics: Beginnings in Play giving a theoretical underpinning and context to children's mathematical thinking through their own mathematical graphics An A4 CPD booklet outlining in detail numerous sessions - including prompts for discussion and activities, learning points, photocopiable materials and guidance on how to run the sessions

50% off Developing Children's Mathematical Graphics Use promo code CARRUTHERS when ordering For information about bulk orders please contact us at enquiries@openup.co.uk

A CD comprising of Powerpoint slides, examples and resources to include in the CPD sessions Laminated examples of children's graphics with short written explanations Training Pack and CD 2011

Customise your course reading, visit www.mcgrawhillcreate.com/openup

£172.99 £86.49 ISBN: 978-0-335-23774-6

Education 2015_Layout 1 30/04/2015 18:37 Page 31

MATHEMATICS

Essential Primary Mathematics

Improving Primary Mathematics

Caroline Rickard

Teaching and Learning

University of Chichester, UK

Mary McAteer (Ed)

This book outlines the essential knowledge required, shares some simple activities designed to support children in developing as mathematicians and details some common misconceptions whilst aiming to instil an enthusiasm for mathematics.

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

This book uniquely offers the approach of linking together essential knowledge with activities that exemplify that knowledge in practice. Similarly to its companion, Essential Primary Science, the book covers essential subject knowledge, with further reading signposted, focusing on the aspects of mathematics (knowledge and practice) which both students and some teachers find challenging.

Paperback £23.99 2013 336pp

Edge Hill University, UK

Topics covered include: l l

The content draws upon the author’s experience of teaching both children and student teachers, and working alongside students and classroom teachers when students are on school experience. The types of activity included are simple enough to be easily adaptable for use within different areas of mathematics and with different ages and abilities.

BESTSELLER

Mathematical misconceptions; evidence-based teaching and learning (Mathematics beyond the classroom); The role of talk and games in developing understanding; ICT (and mathematics)

Paperback £22.99 2012 240pp

Issues in Teaching Numeracy in Primary Schools 2/e Ian Thompson (Ed) Visiting Professor, Edge Hill University, UK

Issues in Teaching Numeracy in Primary Schools is a bestselling book for all trainee and practising primary school teachers, classroom assistants and mathematics specialist teachers. It provides an accessible guide to a wide range of research evidence about teaching and learning mathematics.

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

Major changes in the primary mathematics curriculum over the last 15 years – such as the National Numeracy Strategy, the Primary National Strategy, the Early Years Foundation Stage, the Williams, Rose and Alexander Reviews - have all greatly influenced the structure of this new edition.

Primary Mathematics

Paperback £23.99 2010 288pp

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

Teaching for Understanding

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

Patrick Barmby, Lynn Bilsborough, Tony Harries and Steve Higgins

BESTSELLER

All at Durham University, UK

This book aims to support and develop teachers' understanding of the key primary mathematics topics. It takes an innovative approach by defining exactly what is meant by 'understanding' and uses this model to examine and explain various mathematical topics. The authors emphasize the importance of the different representations that can be used for mathematical concepts and inform the reasoning process. By focusing on understanding, the book also draws attention to common misconceptions that teachers may encounter in the classroom. Paperback £23.99 2009 232pp

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

Teaching and Learning Early Number 2/e Ian Thompson (Ed) Edge Hill University, UK

This bestselling guide for all trainee and practising Early Years teachers and classroom assistants. It provides an accessible guide to a wide range of research evidence about the teaching and learning of early number. The new and updated chapters can be read in a standalone fashion and many are cross referenced to other parts of the book where specific ideas are dealt with in a different manner Paperback £23.99 2008 256pp

OpenUP eBooks are widely available, visit www.openup.co.uk

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

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LIFELONG LEARNING Teaching in Lifelong Learning 2/e

Achieving Your Award in Education and Training

A Guide to Theory and Practice

Liz Keeley-Browne

James Avis, Roy Fisher and Ron Thompson (Eds)

Revised and updated throughout to reflect the current policy environment, it considers the essential aspects of teaching such as planning and assessment and other key areas including working with different kinds of learners, group learning, individual tutoring, and mentoring and coaching. New content for the second edition includes: l l l

Updating of the policy environment, particularly in light of the Lingfield Review 14–16 provision in education and training Higher education within the context of further education

Teaching in Lifelong Learning: A Guide to Theory and Practice is core reading for those teaching or preparing to teach in the Sector, including those studying for CertEd/PGCE and related awards such as the Level 4 Certificate and Level 5 Diploma in Education and Training. Contributors: Lyn Ashmore, Wayne Bailey, Liz Bennett, Chris Blamires, Steve Burton, Julie Dalton, Liz Dixon, Amanda Fulford, Josie Harvey, Alison Iredale, Ann Jennings, David Lord, Frances Marsden, Margaret McLay, Bernard McNicholas, Louise Mycroft, David Neve, Penny Noel, Ros Ollin, Kevin Orr, David Powell, Sandra Rennie, Barbara Reynolds, Cheryl Reynolds, Denise Robinson, Emma Salter, Judith Schoch, Robin Simmons, Martin Suter, Dave Swindells, Paul Thomas, Jonathan Tummons, Martyn Walker, Jane Weatherby, Sarah Williamson, Andrew Youde Paperback £26.99 2014 308pp

ISBN: 978-0-335-26332-5 eBook: 978-0-335-26333-2

The book addresses the core modules of the new level IV certificate in education and training, with focus given to the five core practical teaching skill units: l l l l l

Understanding roles and responsibilities Planning to meet the needs of learners Delivering teaching or training Assessing learners Using resources

In addition it itemizes the hours of study intended, explains and supports the requirement for three teaching observations and covers the requirements of the minimum core for teaching literacy and numeracy. With its comprehensive approach and coverage of all the practical requirements this is an ideal handbook for students looking to achieve the new level IV certificate in education and training. Key features include: • A structure which follows the essential module content for the Certificate qualification • One optional module, in addition to the core practical teaching skill modules, which is required to achieve full certification • A grid at the end of each chapter for you to check your learning against the learning outcomes identified for the Certificate course • Tasks and activities designed to develop your skills gradually as you work through the text • Support in developing your reflective practice skills Paperback £16.99 2014 208pp

ISBN: 978-0-335-26436-0 eBook: 978-0-335-26437-7

Teaching and Training in Lifelong Learning 4/e Andy Armitage, Jane Evershed, Dennis Hayes, Alan Hudson, Janis Kent, Shirley Lawes, Sabrina Poma and Mandy Renwick

Westminster Centre for Excellence in Teacher Training / Head of Lifelong Learning, UK

University of Huddersfield, UK

Addressing the new Professional Standards for Teachers and Trainers the new edition of this bestselling textbook offers a helpful balance of theory and practice, introducing key theories and concepts relating to learning and assessment as well as providing practical advice on teaching.

BESTSELLER

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

This bestselling book examines the breadth of lifelong learning from Adult and Further Education through to training in private and public industry and commerce. Including recent initiatives and developments in the field, it is the definitive textbook on learning, teaching, resources, course planning and assessment in all areas of post-compulsory education and training. The authors examine key areas through topical discussion, practical exercises, theory, reading, analysis, information, and examples of student work. Paperback £26.99 2012 352pp

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

A-Z of Lifelong Learning Jonathan Tummons and Ewan Ingleby Both at Teesside University, UK

This book covers a list of key topics that are central or even ‘troublesome’ in lifelong learning. Each entry offers a critically informed and up-todate introduction to the topic at hand, drawing on existing literature and research. It provides a meaningful and relevant overview for those taking a wide variety of lifelong learning qualifications, who will value the relatively brief treatment of each topic. Paperback £19.99 2014 176pp

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ISBN: 978-0-335-26324-0 eBook: 978-0-335-26325-7

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LIFELONG LEARNING SECTOR Outstanding Teaching in Lifelong Learning

Teaching in the Lifelong Learning Sector 2/e

Harriet Harper

Peter Scales

The Higher Education Academy, UK

University of Derby, UK

What makes a lesson outstanding? This book describes what expert teachers do in classrooms, workshops, laboratories and workplaces and examines why they are so successful. The evidence emerges from twenty real lessons judged by Her Majesty's Inspectors to be outstanding. The book examines the features these lessons have in common. The shared characteristics focus on the ways in which teachers plan, teach and assess in order to ensure that all their students work hard, enjoy learning and achieve high standards. As well as examining the most frequently used approaches to teaching and assessment in these outstanding lessons, the author dispels commonly-held myths about lesson observations undertaken during inspection. Descriptions and analyses of the twenty lessons provide the backdrop to stimulating discussions about pedagogy, context-specific learning and notions of excellence. Paperback £21.99 2013 144pp

The book covers key topics such as reflective teaching, communication, learning theories, and assessment for learning. In addition there are new chapters on: Behaviour for learning; A curriculum for inclusive learning; The lifelong learning sector and Functional skills. This edition also includes more student journal extracts, case studies and developmental activities. Paperback £26.99 2012 344pp

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

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

Teaching Adult Numeracy Principles and Practice Graham Griffiths and Rachel Stone (Eds) IoE, University of London; Sheffield Hallam University, UK

This is the first book in the UK to target adult numeracy teacher training. This text is useful to both trainee teachers and their trainers. It covers current theoretical and policy perspectives and provides critical comments in the field of adult numeracy. Each chapter is grouped into three sections: Policy and social context, specialist pedagogical knowledge, and inclusivity. As a companion to initial teacher training courses in adult numeracy, this book covers so many of the major issues faced by teachers of adult numeracy making. It surveys the relevant literature, discusses implications for teaching practice and provides a critical perspective for future developments. It is also relevant for Continuing Professional Development for experienced teachers. Paperback £26.99 2013 336pp

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

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

ISBN: 978-0-335-26262-5 eBook: 978-0-335-26263-2

This handbook gives support to anyone involved in teaching English to speakers of other languages who are already living in an English-speaking country, and learning English at the same time as needing to use it on a day-to-day basis. The authors suggest tips and strategies for trainee and new teachers faced with the challenges of meeting the diverse needs of their students. Reflective tasks throughout encourage readers to make links between the theory and their own experience. Paperback £25.99 2009 296pp

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

Teaching Adult Literacy Principles and Practice Nora Hughes and Irene Schwab (Eds) Both at IoE, University of London, UK

This book is ideal for anyone involved with teaching adult literacy who wants to develop more informed and creative ways to help people learn. Based around the new adult literacy 'subject specialist' teaching qualifications in England, it offers support and practical tips to link theory with practice. Sections cover the social context of literacy and literacy learners, language awareness, teaching the four skills - reading, writing, speaking and listening planning and assessment, and inclusive practice. Paperback £23.99 2010 392pp

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

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LIFELONG LEARNING Powerful Techniques for Teaching in Lifelong Learning

Teaching Adults 4/e Alan Rogers and Naomi Horrocks University of Nottingham and University of East Anglia, UK; Education Consultant, UK

Stephen Brookfield University of St. Thomas, Minneapolis, USA

“As Brookfield explores the pervasive nature of power in teaching, Stephen Brookfield takes us inside his own teaching, offering a treasure trove of practical ideas ‘what works and what doesn’t work’ in pursuit of democratic educational practices. While reading, I felt as though I was talking with a colleague about his struggles, his strategies, and some of what he has learned across forty years of teaching adults. If you want to see how one of the most widely read academics in adult education brings his scholarship into pedagogical practices, read this book! It will be something you go to time and again for ways to make your teaching more democratic.” Dan Pratt, Ph.D., Professor and Senior Scholar, University of British Columbia, Canada This practical handbook is written in a conversational style, it draws on the author’s vast experience and offers numerous examples of practical applications for teaching older learners including teaching critical thinking, using discussion, incorporating technology and becoming critically reflective. In addition the book tackles some of the major challenges and problems you are likely to face in teaching older learners such as addressing inequality and diversity and dealing with resistance. The book is informed by a particular understanding of what constitutes a powerful technique. For a technique to be considered powerful it must contain two elements. First, it must take into account the power relationships that exist in the adult classroom. Second, a powerful technique is one that - in keeping with adult learning philosophy empowers students and develops in them a sense of their own agency and a heightened self-confidence in their abilities as learners. Paperback £22.99 2013 184pp

Creative Teaching Approaches in the Lifelong Learning Sector

This book will help anyone who is engaged in teaching adults: whether you are working with groups or individuals, in a formal or informal setting, face-to-face or via distance learning channels, it will help you to develop a relationship with your student learners while increasing your understanding of yourself as a teacher. The authors examine different aspects of teaching including: • What is meant by adult learning and what are the main characteristics of adult learners? • What is the nature of learning and how does theory relate to practice? • How do teachers plan learning, set goals and objectives and most importantly how does a teacher know when learning has taken place? Each chapter contains a series of activities to help you relate what you are reading to your own experiences. Key features include: • Research on unconscious and conscious learning • Adult learning in formal and non-formal education programmes • Fully updated and extended activities • Opportunity for teachers to pause and reflect on their role as teachers This popular book is valuable reading for experienced teachers who wish to reflect on and improve their practice. It is also useful reading for those who are new to teaching and workplace trainers. Paperback £26.99 2010 360pp

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

“In addition to presenting practical ideas for individuals to use, Brendon Harvey and Josie Harvey’s book is uniquely valuable in addressing institutional challenges that can face those introducing new creative ways of working, as well as providing counsel on how the lecturer/trainer/teacher can protect their own well-being when stepping into creative territory.” Dr Clare Rigg, Head of Department of Business, Hotel, Catering & Tourism, Institute of Technology Tralee, County Kerry, Ireland This book illustrates a variety of approaches, offering insights and conclusions drawn from a rich range of practice examples and highlighting the potential pitfalls of creative practices. The book tackles crucial issues such as: l l l l l

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

Throughout the book there are activities, reflection points and extension tasks, as well as the frequent use of symbols and cross-referencing notes to help you see the links between sections. Paperback £22.99 2012 224pp

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

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

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

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LIFELONG LEARNING Doing your Research Project in the Lifelong Learning Sector

Reflective Practice for Teaching in Lifelong Learning

Enhancing Learning through Technology in Lifelong Learning

Jonathan Tummons and Vicky Duckworth

Ian Rushton and Martin Suter

University of Teesside; Edge Hill University, UK

Both at the University of Huddersfield, UK

Fresh Ideas, Innovative Strategies

Practitioner, small-scale or action research is common component of study on CertEd / PGCE and BA programmes for teachers and trainers working in the lifelong learning sector. It is also encouraged as a CPD activity for teachers and trainers working towards maintaining their QTLS status, and a worthwhile goal in its own right that allows practitioners to extend and develop their practice. This book will guide new researchers through the different stages of small-scale or practitioner research, from planning a research topic and framing research questions, through the process of data collection and analysis, and finally to writing up and presentation. It presents up-to-date analyses and arguments relating to research in a friendly and accessible style, carefully unpacking and defining the different terms, concepts and theories. Paperback £21.99 2012 200pp

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

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

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

Paperback £21.99 2012 120pp

Adults Learning 5/e Jenny Rogers Coaching Ltd, UK

This edition uses examples and case studies to unravel the myths about teaching adults and to highlight the rewards of an often complex task. It addresses questions such as: How do adults really learn? How do I handle the first class or session? How can I put over my material in a way that will interest and excite people?

Paperback £24.99 2007 272pp

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

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

This book provides an introduction to CPD in the LLS and a guide to understanding and using the CPD process. Paperback £22.99 2011 176pp

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

This book provides an essential resource for both new and experienced teachers, trainers and lecturers looking to harness the benefits of technology in their approaches to teaching, learning and assessment. Underpinned by a theoretical and critical discussion, the book presents a rationale for the use of technology in today's 21st century classrooms with digitally literate learners. It offers 25 activities that are presented in a user-friendly and accessible format, illustrated with case studies from across the sector to bring the ideas to life. Paperback £22.99 2013 160pp

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

Contemporary Issues in Lifelong Learning

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

Continuing Professional Development in the Lifelong Learning Sector

Jenny Rogers

l l l

Vicky Duckworth and Jonathan Tummons Edge Hill University; Teesside University, UK

This book encourages readers to become critical, questioning practitioners in the LLS. By using reflective tasks which focus on key issues and debates in the LLS today. The themes are presented in an accessible yet scholarly format, and are underpinned by recent research as well as policy analysis. Paperback £22.99 2010 144pp

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

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

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INCLUSION AND SPECIAL EDUCATIONAL NEEDS Understanding Autism in the Early Years

Contemporary Issues in Special Educational Needs

Prithvi Perepa University of East London, UK

This book offers in-depth information on some of the key features which can lead to a child being diagnosed with autism and discusses the diversity of the spectrum, as well as presenting information on available screening tools. The book considers the main areas of difficulties that children with autism display and explores the role that early years practitioners have in supporting the child and helping them to develop appropriate communication and social skills. Each chapter includes reflective activities, key points and further sources of information which enable you to apply the information within your own context, expand your knowledge and understanding on specific topics. Paperback £22.99 2013 152pp

Considering the Whole Child David Armstrong and Garry Squires (Eds) Both at the University of Manchester, UK

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

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

Special Teaching for Special Children?

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

Paperback £22.99 2012 152pp

Pedagogies for Inclusion

Inclusive Education

Ann Lewis and Brahm Norwich (Eds) University of Birmingham; University of Exeter, UK

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

Chris Boyle and Keith Topping (Eds) Charles Sturt University, Australia; University of Dundee, UK

“Focusing on both theory and practice, this timely volume provides a refreshing set of challenges to all of us who are committed to the development of more inclusive education systems. The presentation of ideas and experiences from different countries is particularly powerful in this respect.” Professor Mel Ainscow, University of Manchester, UK There is a plethora of material on the subject of school inclusion. However, this material is often weighted towards offering definitions and theories of inclusion. Whilst these are useful and important for understanding international perspectives and approaches, the practical scenarios encountered by teachers, by definition, operate on a completely different level. The aim of this book is to highlight such success. This approach has a focus on the realistic aspect of practising inclusive education and facilitating all levels of teacher educational experience to be clear about what variables are likely to make a difference in practice. This is a book that concentrates on how to make inclusion work from the view of internationally established practitioners in the field of teacher education. Paperback £24.99 2012 240pp

Readings and Reflections

This book addresses the question of what is special, if anything, about teaching children with special or exceptional learning needs – including pupils with low attainment, learning difficulties, language difficulties, emotional / behavioural problems or sensory needs. Paperback £24.99 2004 256pp

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

What Works in Inclusion?

Gary Thomas and Mark Vaughan (Eds) University of Leeds; Centre for Studies in Inclusive Education, Bristol, UK

This book examines the key influences behind the moves towards inclusive education and inclusion in mainstream society. The first of its kind anywhere in the world, this seminal work features more than 50 extracts from key documents and classic texts, alongside illuminating commentaries by two experts in the field. Paperback £24.99 2004 240pp

ISBN: 978-0-335-20724-4

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

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INCLUSION AND SPECIAL EDUCATIONAL NEEDS Transforming the Role of the SENCO

BESTSELLER

Achieving the National Award for SEN Coordination Fiona Hallett and Graham Hallett (Eds)

Special Educational Needs, Inclusion and Diversity 2/e

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

Norah Frederickson and Tony Cline

Both at Canterbury Christ Church University, UK

Whilst recognizing the complex and difficult nature of many special educational needs, the authors place a firm emphasis on inclusion and suggest practical strategies to enable professionals to maximize inclusion at the same time as recognizing and supporting diversity. Paperback £32.99 2009 528pp

Developing an Effective Whole School Approach Alison Ekins and Peter Grimes

This key text offers a balance between theory, research and practice, as well as a unique analysis of the implications of the effects of linguistic, cultural and ethnic diversity on special educational needs.

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

Inclusion

A Textbook University College London and Buckinghamshire LEA; University College London and University of Bedfordshire, UK

Edge Hill University; University of Cumbria, UK

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

This book examines and offers solutions to the challenges faced by schools in ensuring that all students are enjoying, participating and achieving in education. It argues that self evaluation lies at the heart of truly inclusive school development. It focuses on supporting schools in understanding and using school based systems and processes in a joined up, meaningful and strategic way to impact positively upon the progress and participation of all pupils. With case studies, examples, templates and models, this practical book responds to the day to day needs of the SENCO, teacher, leader in evaluating and meeting the needs of all pupils effectively. Paperback £23.99 2009 240pp

This book has been designed to complement the National Award for SEN Coordination and will be a key text for all serving and aspiring SENCOs. Paperback £26.99 2010 240pp

Deconstructing Special Education and Constructing Inclusion 2/e Gary Thomas and Andrew Loxley University of Birmingham; Trinity College Dublin, UK

The authors examine the consequences of the intellectual foundations of special education, the impact this has on popular thinking about learning difficulty and how these theories influence our views about children who are different. Paperback £24.99 2007 176pp

A Beginning Teacher's Guide to Special Educational Needs

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

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

Janice Wearmouth Liverpool Hope University, UK

Special needs provision in schools continues to be a major source of anxiety for teachers and other educators, politicians and parents. For newly qualified teachers, particularly, but for other teachers and school governors as well, being faced with students labelled as 'having special educational needs' can be a daunting prospect. This book addresses these issues in a practical and straightforward way, offering beginning teachers a guide to the theory and practice surrounding SEN. Paperback £24.99 2008 256pp

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

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

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STUDY SKILLS

How to Get a PhD

Succeeding with your Master’s Dissertation 3/e

NEW

A Handbook for Students and their Supervisors 6/e

Fellow of Higher Education Academy

How to Get a PhD is the market leading, classic book for PhD students and their supervisors. It provides a practical, down to earth and realistic approach to studying for a PhD and offers support and reassurance for both students and supervisors. This new edition has been extensively updated to reflect changes in the HE sector, the PhD process and student demographics and behaviour. Contents: On becoming a research student / Getting into the system / The nature of the PhD qualification / How not to get a PhD / How to do research / The form of a PhD thesis / How to manage your supervisors / Writing your PhD / The PhD process / Challenges you may encounter throughout your PhD / The examination system / How to supervise and examine / Institutional responsibilities Paperback £21.99 September 2015 360pp

ISBN: 978-0-335-26412-4 eBook: 978-0-335-26413-1

This is key reading for any social science, business, humanities or healthcare student required to complete a dissertation as part of their studies. Paperback £23.99 2014 376pp

A Guide for First-time Researchers

The Good Research Guide 5/e

Judith Bell and Stephen Waters

Martyn Denscombe

This is the market leading book for anyone doing their research project. Clear, concise and extremely readable, this book provides a practical, step-by-step guide to doing a research project from start to finish. This edition includes: Information on using online surveys New chapter on the use of social media in small scale research

This practical, no-nonsense guide is vital reading for undergraduate or postgraduate students and for professionals. Paperback £21.99 2014 320pp

• Essential material on the benefits of using university library databases and social media in research • A chapter on good referencing and avoiding plagiarism, plus coverage of research ethics • Expanded material on submitting a research proposal, including sample proposal forms for guidance • Advice on the emotional journey and where to find assistance and support • Information on further reading.

Doing Your Research Project 6/e

Former lecturer; Social Digital Coach with the Digitise Youth Academy, UK

l l

Thoroughly revised and updated, this essential handbook takes the student from research proposal, through literature reviews, research methods, and writing up, through to submission and marking, featuring:

ISBN: 978-0-335-26446-9 eBook: 978-0-335-26447-6

ISBN: 978-0-335-26448-3 eBook: 978-0-335-26449-0

For Small Scale Research Projects De Montfort University, UK

The Good Research Guide has established itself as THE introductory book on the basics of social research. It provides practical and straightforward guidance for those who need to conduct small-scale research projects as part of their undergraduate, postgraduate or professional studies, covering all the major issues and concerns from start to finish. This brand new 5th edition is thoroughly updated throughout and includes developments in research such as the use of social media, internet research and online surveys. Paperback £22.99 2014 376pp

ISBN: 978-0-335-26470-4 eBook: 978-0-335-26471-1

How to Survive Your Viva Defending a Thesis in an Oral Examination 3/e

John Biggam

Estelle M. Phillips and Derek S. Pugh Independent educational consultant; Open University Business School, UK

NEW

Rowena Murray University of the West of Scotland, UK

How to Survive Your Viva 3e is a concise, practical introduction that equips students with the skills they need to defend their thesis or dissertation. The oral examination requires the highest standard of communication skills. The book ensures you are ready for what can be a complex and intimidating experience, telling you what to expect, how to practise and prepare, what questions you might be asked and how to ensure your responses support your thesis. Thoroughly updated but retaining its well-loved style, this 3rd edition provides: • Planning tools for you to employ, plus summaries at the start of each chapter to help you prepare • Checklists of how to do well in your oral examination, with action points to clarify what you should do next • Example questions with samples of strong and weak answers, plus narratives of students’ real viva experiences • More on research into viva questions and different types of questions you may be asked, including specialist ones in your discipline • Advice on condensing your rationale, framework, methods and findings into a short verbal statement • New material on maintaining positive body language, posture and eye contact for an assertive and calm viva The third edition is the essential handbook for all students and researchers anticipating an undergraduate, Masters or doctoral examination. It is also an invaluable reference for supervisors, tutors and examiners. Contents: Orientation / What is a viva? / Roles and responsibilities / Countdown to the viva / Questions / Answers / Interactions / Practice / Outcomes Paperback £21.99 April 2015 192pp

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ISBN: 978-0-335-26388-2 eBook: 978-0-335-26389-9

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INDEX Brooks, V, Abbott, I and Huddlestone, P 18 Brown, F 10 Brown, F and Taylor, C 10

A Achieving Your Award in Education and Training 32 Action Research 19 Adey, P and Dillon J 25 Adults Learning 5/e 35 Allen, M 28 Approaches to Creativity 25 Archer, L, Hollingworth, S and Mendick, H 24 Armitage, A, Evershed, J, Hayes, D, Hudson, A, Kent, J, Lawes, S, Poma, S and Renwick, M 32 Armstrong, D and Squires, G 36 Arnold, C 10, 11 Assessment for Learning 22 Avis, J, Fisher, R, and Thompson, R 32 A-Z of Inclusion in Early Childhood 8 A-Z of Lifelong Learning 32 A-Z of Play in Early Childhood, The 13 A-Z of Teaching 21

B Baby Room, The 7 Bad Education 25 Baldock, P 3 Barmby, P, Bilsborough, L, Harries, T and Higgins S 31 Becoming an Early Years Teacher 4 Becoming a Reflective English Teacher 27 Becoming a Teacher 4/e 18 Beginning Teacher’s Guide to Special Educational Needs, A 37 Beginning Teaching, Beginning Learning 4/e 17 Behaviour in Schools 3/e 21 Beckley, P 2 Bell, J and Waters, S 38 Bianchi, L and Feasey, R 29 Biggam, J 38 Biggs, J and Tang, C 26 Black, P, Harrison, C, Lee, C Marshall, B and William, D 22 Boniwell, I and Ryan, L 15, 18 Bostock, J and Wood, J 18 Boyle, C and Topping, K 36 Brain at School, The 25 Brodie, K 11 Brooker, L and Edwards, S 13 Brookfield, S 34

Carlile, O and Jordan, A 25 Carruthers, E and Worthington, M 38 Changing Play 13 Characteristics of Effective Early Learning 7 Children and Young People as Action Researchers 15 Cheminais, R 15 Contemporary Issues in Lifelong Learning 35 Contemporary Issues in Special Educational Needs 36 Continuing Professional Development in the Lifelong Learning Sector 35 Corbett, P and Strong, J 14 Cox, S 17 Creating Learning Without Limits 22 Creative Teaching Approaches in the Lifelong Learning Sector 34 Creative Ways to Teach Primary Science 29 Cross, A and Board, J 29 Cross, A and Bowden, A 28 Czerniawski, G and Kidd, W 21

D Day, C, Sammons, P, Leithwood, K Hopkins, D, Gu, Q, Brown, E and Ahtaridou, E 23 Deconstructing Special Education and Constructing Inclusion 2/e 37 Degotardi, S and Pearson, E 6 Denscombe, M 38 Denby, N, Butroyd, R, Swift, H, Price, J and Glazzard, J 22 Developing Children’s Mathematical Graphics 30 Developing Creativity in the Primary School 17 Developing Early Childhood Services 3 Developing Independent Learning in Science 28 Developing Interactive Teaching and Learning using the IWB 21 Developing Reflective Practice 22 Developing Reflective Practice in the Early Years 2/e 6 Dickins, M 8 Dillon, J and Maguire, M 18

Doing Action Research in Early Childhood Studies 11 Doing Early Childhood Research 2/e 11 Doing Ethical Research with Children 11 Doing Your Child Observation Case Study 11 Doing Your Research Project 6/e 38 Doing Your Research Project in the Lifelong Learning Sector 35 Duckworth, V and Tummons, J 35 Dufour, B and Curtis, W 19

E Early Years Foundations 2/e 2 Effective Classroom Practice 21 Effective Leadership and Management in the Early Years 4 Effective Practice in the EYFS 2 Ekins, A and Grimes, P 37 Else, P 10 Engaging Play 13 Enhancing Learning and Teaching in Higher Education 26 Enhancing Learning through Technology in Lifelong Learning 35 Enhancing Primary Science 29 Essential Primary Mathematics 31 Essential Primary Science 28 Every School a Great School 23 Excellence of Play, The 1 Expansive Education 25 Expert Learner, The 24 Exploding the Myths of School Reform 23 Exploring Outdoor Play in the Early Years 1 Exploring Well-being in the Early Years 5

F Facilitating Children’s Learning in the EYFS 2 Fautley, M and Savage, J 20, 21 Fisher, J 5, 15 Foundations of Playwork 10 Frederickson, N and Cline, T 37

G Gascoyne, S 12 Geake, J.G 25 Georgeson, J and Payler, J 5 Glazzard, J, Denby, N and Price, J 20 Good Practice in Science Teaching 2/e 29

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INDEX K

Good Research Guide 5/e, The 38 Goouch, K and Powell, S 7 Green, A 27 Grieshaber, S and McArdle, F 12 Griffiths, G and Stone, R 33 Grout, H and Long, G 27

Keeley-Browne, L 32 Kehily M. J 4 Kelly, L and Stead, D 6, 29 Kington, A, Sammons, P, Day, C, Regan, E, Brown, E and Ko, J 21

Hadfield, M, Jopling, M and Needham, M 2 Hallett, F and Hallett, G 37 Handbook for Teacher Research, A 19 Harper, H 33 Hart, S, Dixon, A, Drummond, M and McIntyre, D 22 Harvey, B and Harvey, J 34 Hennessy, S, Warwick, P, Brown, L, Rawlins, D, and Neale, C 21 Homework for Learning 21 Hopkins, D 19, 23 How to Get a PhD 38 How to Survive Your Viva 3/e 38 Hughes, N and Schwab, I 33 Husbands, C, Kitson, A and Steward, S 27 Hutchin, V 2

Lakin, L 28 Lambert, D and Morgan, J 27 Lancaster, P and Kirby, P 16 Langston, A 2 Lankshear, C and Knobel, M 19, 24 Lea 26 Leadership and Management in the Early Years 3 Leadership in Early Childhood 4/e 3 Leading Change in the Early Years 1 Learning to Teach 20 Lesson Planning for Effective Learning 20 Lewis, A and Norwich, B 36 Listening to Young Children 2/e 16 Lucas, B and Claxton, G 24 Lucas, B Claxton, G and Spencer E 25

Improving Primary Mathematics 31 Improving Teaching and Learning in Physical Education 27 Inclusion 37 Inclusive Education 36 Inclusion in the EYFS 8 Influencing Early Childhood Education 5 Ingle, S and Duckworth, V 35 Inspiring Science in the Early Years 6 International Perspectives on Children's Play 12 International Perspectives on Early Childhood Education and Care 5 Interprofessional Working in Practice 7 Introduction to Childhood Studies, An 3/e 4 Issues in Teaching Numeracy in Primary Schools 2/e 31

MacLusky, J and Cox, R 15 Mac Naughton, G and Hughes, P, 9, 11 Mac Naughton, G, Rolfe, S and Siraj-Blatchford, I 11 Mac Naughton, G and Williams, G 9 Making Policy in British Higher Education 1945-2011 26 Making Sense of Play 10 Making Sense of Theory and Practice in Early Childhood 5 Manningâ&#x20AC;&#x201C;Morton, J 5 Manning-Morton, J and Thorp, M 1 Marsh, J and Bishop, J 13 Masterâ&#x20AC;&#x2122;s Level Study in Education 22 Mathieson, K 8 Maynard, T and Waters, J 1 McAteer, M 31 McDowall Clark, R and Murray, J 3 McGregor, D and Cartwright, L 22 Misconceptions in Primary Science 2/e 28 Morris, K 8 Moving On to Key Stage 1 15

J Jesson, J 17 Johnson, J 4 Jones, C and Pound, L 3 Jones J and McLachlan, A 17 Joyce, R 4

Moyles, J, Georgeson, J and Payler, J 2, 17 Moyles, J 1, 4, 13 Moylett, H 7 Murray, R 38

N New Early Years Foundation Stage, The 2 New Kinds of Smart 24 New Literacies 3/e 24 New Perspectives in Primary Education 17

O Observation 10 Observation Assessment and Planning in the Early Years 11 Observing Harry 10 Osborne, J and Dillon, J 29 Outdoor Learning 6 Outstanding Teaching in Lifelong Learning 33

P Paige-Smith, A and Craft, A 6 Parents and Professionals in Early Childhood Settings 9 Paton, A and Wilkins, M 33 Pecorari, D 20 Perepa, P 8, 36 Personal Well-Being Lessons for Secondary Schools 15, 18 Penn, H 4, 7 Phillips, E. M, and Pugh, D. S 38 Playing Outdoors 12 Play and Playwork 10 Playwork 10 Podmore, V.N and Luff, P 10 Porter, L 21 Powell, J and Uppal, E, L, 9 Powerful Techniques for Teaching in Lifelong Learning 34 Popper, S 12 Pound, L 5 Practice Leadership in the Early Years 2 Preparing to Teach in Secondary Schools 3/e 18 Primary Languages in Practice 17 Primary Mathematics 31 Primary PE 27 Primary Science 29 Promoting Positive Behaviour in the Early Years 8

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INDEX QR Quality in Early Childhood Services 7 Quantitative Methods in Educational and Social Research using SPSS 19 Realizing the Power of Professional Learning 22 Reconceptualising Leadership in the Early Years 3 Reflective Practice for Teaching in Lifelong Learning 35 The Relationship Worlds of Infants and Toddlers 6 Researching Higher Education 2/e 26 Rethinking Superhero and Weapon Play 12 Rickard, C 31 Rodd, J 1, 3 Rogers, A and Horrocks, N 34 Rogers, J 35 Role of the Adult in Early Years Settings, The 7 Roopnarine, J, Patte, M, Johnson, J and Kuschner, D 12 Rose, J and Rogers, S 7 Rushton, I and Suter, M 35 Rutledge, N 29

S Safeguarding Babies and Young Children 9 Sargeant, J and Harcourt, D 11 Savage, J and Fautley, M 21 Scales, P 33 Scales, P, Pickering, J, Senior, L, Headley, K, Garner, P and Boulton, H 35 Science Beyond the Classroom Boundaries for 3-7 Year Olds 29 Science Beyond the Classroom Boundaries for 7-11 Year Olds 29 Sedgwick, F 15 Special Educational Needs, Inclusion and Diversity 2/e 37 Special Teaching for Special Children? 36 Shattock, M 26 Starting from the Child 4/e 5 Stobart, G 24 Stead, D and Kelly, L 28 Strong, J 14 Studying Education 19 Succeeding with your Master’s Dissertation 3/e 38

Successful School Leadership 23 Supporting Language and Literacy Development in the Early Years 2/e 27 Swann, M, Peacock, A, Drummond, M and Hart, S 22

Tummons, J and Duckworth, V 35 Tummons, J and Ingleby, E 32 Two-Year-Olds in Early Years Settings Journeys of Discovery 1

Understanding Autism in the Early Years 8, 36 Understanding Children’s Mathematical Graphics 30 Understanding Early Childhood, 3/e 4 Urban Youth and Schooling 24

Talk for Writing Across the Curriculum with DVD 14 Talk for Writing in Secondary Schools 14 Talk for Writing in the Early Years 14 Taylor, K and Woolley, R 17 Teacher’s Guide to Classroom Research 5/e 19 Teaching 14-19 18 Teaching Adults 4/e 34 Teaching Adult ESOL 33 Teaching Adult Literacy 33 Teaching Adult Numeracy 33 Teaching and Learning Early Number 2/e 31 Teaching and Learning History 11-18 27 Teaching and Training in Lifelong Learning 4/e 32 Teaching Creative Writing in the Primary School 15 Teaching for Quality Learning at University 4/e 26 Teaching Geography 11-18 27 Teaching in Lifelong Learning 2/e 32 Teaching in the Lifelong Learning Sector 2/e 33 Teaching Shakespeare to Develop Children’s Writing 15 Teaching the Primary Foundation Subjects 20 Teaching to Avoid Plagiarism 20 Teaching with Technologies 30 Teaching Young Children 2/e 9 Thomas, G and Loxley, A 37 Thomas, G and Vaughan, M 36 Thompson, I 31 Tight, M 26 Timperley, H 22 Tolmie, A, Muijs, D and McAteer, E 19 Tovey, H 12 Townsend, A 19 Transforming the Role of the SENCO 37 Treasure Baskets and Beyond 12 Trodd, L, and Chivers, L 7 Trouble with Play, The 12

VW Values and Vision in Primary Education 17 Waller, T, Whitmarsh, J and Clarke, K 5 Wearmouth, J 37 Webster, M and Misra, S 20 What Works in Inclusion? 36

Y Younie, S and Leask, M 30

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