Education catalogue 2014 by Open University Press

EDUCATION

2014

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i CONTENTS

WELCOME TO OUR 2014 EDUCATION CATALOGUE! We’re delighted to introduce this year’s Education catalogue. Once again we are proud to present a range of exciting new texts that we have been busy developing for you and your students. Highlights include: l In our popular early years list we bring you a helpful range of books on important topics such as outdoor play; the characteristics of effective early learning; Fraser Brown’s long awaited Play and Playwork and a great new textbook to support the new Early Years Teacher qualification. We are also delighted to bring you a new practical resource from bestselling authors Pie Corbett and Julia Strong, Talk for Writing in the Early Years. l In the field of teacher training we introduce some innovative and student friendly books about using the interactive whiteboard; lesson planning; and effective classroom practice. We are also proud to be launching a new text book aimed primarily at the School Direct programme, Learning to Teach, as well as a new third edition of Behaviour in Schools. l In lifelong learning we are excited to be publishing a new textbook that covers the core modules at the heart of the new Education and Training qualifications, as well as a second edition of our bestselling Teaching in Lifelong Learning. l We have several new editions of bestselling textbooks including a third edition of Helen Penn’s Understanding Early Childhood, a second edition of Michael Allen’s popular Misconceptions in Primary Science and a fifth edition of David Hopkin’s seminal A Teacher’s Guide to Classroom Research. We hope you enjoy continuing to use these leading texts. Finally, we are always looking for new authors to develop the highest quality resources for students so if you have an idea for publishing then please get in touch! Fiona Richman, Senior Commissioning Editor, Education (fiona.richman@mheducation.com) Julia Frost, Academic Product Manager (julia.frost@mheducation.com)

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

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

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

Talk for Writing in the Early Years

NEW

How to teach story and rhyme, involving families 2-5 Years Pie Corbett and Julia Strong 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: l

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

Paperback + DVD £32.99 November 2014 208pp

ISBN: 978-0-335-26340-0 eBook: 978-0-335-26541-7

Exploring Outdoor Play in the Early Years

Becoming an Early Years Teacher

Trisha Maynard and Jane Waters (Eds)

Jessica Johnson

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. The first section explores why outdoor play is important in relation to young children’s care and education today and in the past; how outdoor play supports the developing child; and what is seen as a ‘good’ outdoor environment according to children, adults and those working in the field. Section two focuses on policy and practice in the UK, identifying a number of key issues: childinitiated learning; providing for and managing risky play; working with Forest Schools; how practitioners can get the most out of their outdoor spaces. The final section adopts an international perspective and considers outdoor play in Scandinavia, New Zealand and Australia. Contents: Section 1: Outdoor play: The wider context / What's the problem? The wider context / Outdoor play and the Early Years tradition / What makes a good outdoor environment for young children? / Section 2: Policy and Practice in the Early Years / Outdoor play and the UK early years curriculum / Supporting child-initiated play learning outdoors / Preparing for and managing risky play / Working with forest schools / Getting the most out of outdoor spaces / Section 3: International perspectives / Outdoor play in Scandinavia / Outdoor play for young children in New Zealand centres: Protecting, defending, extending / Outdoor play in Australia / Implications for early years practice Paperback £21.99 June 2014 240pp

NEW

Kingston University, UK

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. 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), linking throughout to the statutory and nonstatutory framework and guidance for The Early Years Foundation Stage (DfE, 2012, Early Education, 2012). The final chapter 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. Contents: Professionalism in Early Years: The unique interrelation between care, education and reflective practice / The Early Years teacher role / Building and sustaining relationships: Early Years teaching with babies, young children and parents / Curious engagement: Creating learning opportunities within the Early Years foundation stage / Adapting education and care to respond to the strengths and needs of all children / More than just a post-it! Making accurate and productive use of assessment / A safe learning environment: Safeguarding and promoting the welfare of children / A unique Early Years teacher: Presenting my evidence for assessment Paperback £23.99 August 2014 224pp

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

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

EARLY YEARS NEW EDITION

Early Years Foundations 2/e

NEW

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

Each chapter covers specific topics including: Prime and specific areas of learning and development Observation and assessment Pedagogy Working with parents Difference and diversity

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 arising from the revised EYFS, including the rationale behind the new prime and specific areas of learning, and the new key themes of school readiness and engaging parents.

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 £21.99 2013 216pp

This book adds further support to the EYFS framework and how the areas of learning and development can be put into practice (an area in which the EYFS gives little guidance). So if you’re looking for further support and guidance on EYFS then this book is the book for you! l

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

l l l

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

Effective Practice in the EYFS An Essential Guide

Key features include:

Contents: Introduction / An overview of early education in England / Part 1: Quality and consistency / Play, learning and developing / Necessary paperwork / Enabling pedagogy / Qualifications and quality / Part 2: A Secure foundation / Having real conversations / Physical development and outdoor play / Personal, social and emotional development / Early literacy learning in the contemporary age /The teaching and learning of mathematics / Understanding the world, including ICT / Expressive arts and design / Part 3: Partnership working / The pressures of leading early years services in a changing world / 'Parents as partners' / Integrating health and education / Part Four: Equality of opportunity / School readiness / Playing with gender / Without foundation: The EYFS framework and its creation of needs / International perspectives on the Early Years Foundation Stage Paperback £24.99 February 2014 280pp

Pat Beckley

Director of Early Years Matters, 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.

l l l l

Changes, Challenges and Reflections

Ann Langston

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

The New Early Years Foundation Stage

Facilitating Children's Learning in the EYFS

Vicky Hutchin 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. Contents: The Revised EYFS: A principled framework? / School readiness / The significance of child development in the revised EYFS / Engaging parents in children’s learning / A pedagogy of care and education / Teaching and learning in the prime areas: Birth to three / Teaching and learning in the prime areas: From three to five / Literacy / Mathematics / Understanding the world / Expressive arts and design / Teaching beyond the EYFS: A curriculum for the 21st century? Paperback £19.99 January 2014 224pp

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 £15.99 2013 176pp

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

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

EARLY YEARS BESTSELLER

Starting from the Child 4/e

BESTSELLER

Teaching and Learning in the Foundation Stage 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

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

Leadership in Early Childhood 4/e

Reconceptualizing Leadership in the Early Years

Jillian Rodd

Rory McDowall Clark and Janet Murray

Educational Psychologist, UK

Julie Fisher

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 £24.99 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

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

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 £21.99 2012 192pp

Past, Present and Future The Open University, UK

Angela Anning, David Cottrell, Nick Frost, Josephine Green and Mark Robinson University of Leeds; University of Leeds; Leeds Metropolitan University; University of York, Leeds Metropolitan University, UK

This book was the first in the field of multi-agency teamwork to synthesize theoretical perspectives, research evidence from the ‘real world’ of children’s services, and reflections on policy and practice in inter-agency services in England. Paperback £22.99 2010 168pp

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

Leadership and Management in the Early Years

Peter Baldock

Developing Multi-professional Teamwork for Integrated Children's Services 2/e

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 £22.99 2008 232pp

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

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

EARLY YEARS NEW EDITION

Helen Penn University of East London, UK

Understanding Early Childhood is 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 provides students with a clear, user-friendly introduction to a number of difficult concepts and theories in early childhood education, drawing on research evidence from various countries and reviewing studies about children from different disciplines - including anthropology, economics, history, psychology and sociology. This revised third edition has been updated in the following areas: l l l l l l l l

Refreshed political and policy context New chapter on interdisciplinary working Updated developments in the issues of international perspectives and economics Broader discussion to cover families and communities; curriculum and pedagogy Focus on neuroscience More coverage of professionalization and qualification levels for early years practitioners Further coverage of ethics Pedagogic tools including reflective questions

Contents: Remembering childhood / Researching reality / Not Piaget again / Genes, neurons and ancestors / On the other side of the world / Past, present and future / Children's rights / What it costs / Practice makes no difference / An interdisciplinary approach Paperback £23.99 June 2014 304pp

Outdoor Learning

Understanding Early Childhood 3/e

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

Effective Leadership and Management in the Early Years

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 £21.99 2012 144pp

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

Janet Moyles Anglia Ruskin University, UK

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 £24.99 2006 192pp

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

An Introduction to Childhood Studies 2/e

Contemporary Perspectives on Early Childhood Education

Mary Jane Kehily (Ed) The Open University, UK

Nicola Yelland (Ed) Hong Kong IoE, HK

This book considers and interrogates a range of new and critical issues. It discusses both fundamental and emerging topics in the field, and presents them in the context of reflective and contemporary frameworks. Bringing together leading experts whose work is at the cutting edge of contemporary early childhood education theory and research across the world, this book considers the care and education of young children from a global perspective and deals with issues and groups of children or families that are often marginalized. Paperback £21.99 2010 288pp

This book brings together the key themes of childhood studies in a broad and accessible introduction for students and practitioners working in this area. Revised throughout and including new chapters updated to take into account recent changes in the field. Paperback £23.99 2008 216pp

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

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

EARLY YEARS International Perspectives on Early Childhood Education and Care

Influencing Early Childhood Education Key Figures, Philosophies and Ideas

Jan Georgeson and Jane Payler (Eds)

Linda Pound Independent Educational Consultant, UK

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. Paperback £24.99 2013 288pp

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

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 £22.99 2011 232pp

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

This accessible book demystifies the links between theory and practice for those studying in the field of early childhood. The book encourages those new to research to develop their investigations as straightforward narrative accounts of the phenomenon that they are investigating. Throughout the book the authors demonstrate the influence of theoretical perspectives on their own practice and research. They articulate how this adds depth to their studies by linking into wider and more enduring themes. Paperback £22.99 2011 192pp

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

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

NEW

Exploring Well-being in the Early Years Julia Manning-Morton (Ed) Early Years Consultant

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 wellbeing in early childhood settings, such as adultchild relationships, quality interactions, physical play and creative expression. For all students and practitioners who want to put young children’s well-being at the forefront of their practice this is a fascinating, thought provoking and illuminating read. Contents: Introduction: Talking about well-being in early childhood: The London Metropolitan University and National Children’s Bureau young children’s well-being project / Part 1: Young children’s well-being in context / Thinking about well-being in early childhood / The historical and social policy contexts of well-being / Young children’s well-being in times of austerity / Part 2: Supporting young children’s well-being in provision and practice / Feeling good: Emotional well-being and social relationships / Play, playfulness and young children’s well-being / Creativity, imagination and well-being / physical well-being: autonomy, exploration and risk taking / Health and well-being: Food and mealtimes / Supporting the well-being of children with disabilities and their families / Part 3: The wellbeing of adults living and working with babies and young children / The well-being of adults living with babies and young children / The wellbeing of early childhood practitioners / Leading the well-being of early years teams Paperback £22.99 January 2014 216pp

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

EARLY YEARS

Infants and NEW Toddlers in Early Years Settings

NEW

Sheila Degotardi and Emma Pearson

Helping Young Children Become Learners for Life

Macquarie University, Australia; IoE, Brunei

Helen Moylett (Ed)

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. The book also considers real life data, gathered from projects in which the authors have been involved.

Early Years Consultant, UK

Multiple Relationships, Multiple Perspectives

Each chapter addresses a specific topic related to relationship-based approaches, and draws on research findings from international research and theoretical literature. Contents: Introduction / Relationship-based approaches in early years settings: Definitions and challenges in wider context / Evidence-based practice and practice-based evidence / What kind of relationship? / Forming relationships: Transitioning into the group early childhood setting / Relationships with adults: Conceptualizing and reconceptualizing love, caregiving and teaching / Relationships with peers: Togetherness, friendships and play / Relationships with the physical environment: Understanding the world and its objects / Conclusions: Multiple relationships, multiple perspectives Paperback £22.99 September 2014

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

The key argument of The Characteristics of Effective Early Learning is that 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 l

l l

Quality in Early Childhood Services

Characteristics of Effective Early Learning

An International Perspective 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. 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 2011 232pp

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, imaginatively solving problems Examines appropriate approaches to observation, assessment and planning Supports practitioners in reporting on how children demonstrate these characteristics for the revised EYFS profile

Rich in practical examples and case studies, this is an essential read for early years students and practitioners who want to find out more about how to promote the characteristics of effective early learning in their practice. Contents: How young children learn: Introduction and overview / The importance of self-regulation for learning from birth / Playing and exploring / Active learning / Creating and thinking critically / Observing, assessing and planning for how young children are learning / Early years settings as learning communities / Improving how children learn in primary schools: Building on early years Paperback £19.99 January 2014 160pp

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

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

Developing Reflective Practice in the Early Years 2/e Alice Paige-Smith and Anna Craft (Eds) The Open University; University of Exeter, UK

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: l l l l l

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 Coverage of social work, education, health and discussion of the role of the early years professional Safe-guarding children and child protection through joint-working

Paperback £23.99 2011 224pp

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

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

“This scholarly book will never gather dust on a shelf. It is highly readable and helpful for lead practitioners in taking forward their work in very practical ways. It will also inform policy makers and future planning about how to give babies the best start in life. A doubly good book, which has been a treat to read.” Professor Tina Bruce CBE, University of Roehampton, UK This book considers babies’ development with a view to disseminating good practice in out-of-home daycare for babies and young children. It is informed by the Baby Room Project - which examined the practices, attitudes and qualifications of those working with the youngest children in formal daycare settings. Drawing on unique snapshots of practice and original research evidence the book considers development issues related to the care of babies and creates a ‘Baby Room Charter’. In particular, the book focuses on: l

l l l

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

Paperback £21.99 2013 168pp

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

Interprofessional Working in Practice

The Role of the Adult in Early Years Settings

Learning and Working Together for Children and Families

Janet Rose and Sue Rogers

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

Written by a multi-professional team of contributors the book relates the rhetoric of interprofessionalism to discussion and examples of practice. The chapters are grouped into related strands of context, learning, working and current and future challenges and are illustrated with case studies of practice dilemmas. The authors, drawing on their experiences of a wide range of professional heritages and contexts, propose that a new professionalism is required in an interprofessional world. They emphasize that it is only by using interprofessional understanding and awareness when engaging with practice issues that professionals will develop the safety and quality in work with children that is now required. Paperback £22.99 2011 200pp

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

University of Gloucestershire; IOE, University of London, UK

“This book offers a unique and critical approach to the theme of adults working in early years settings through a focus on seven key dimensions encompassed in the term 'the plural practitioner'. The discussion is strongly underpinned by a consideration of the two important principles of child centredness and social justice. The authors also draw on multiple perspectives, including the role of neuroscience and socio cultural perspectives, to consider who these early years professional are and the complexity of what they bring to their work.” Linda Miller, Professor Emeritus, Early Years, The Open University, UK This essential book focuses on the adult role within early years education and care. The book introduces the concept of the 'plural practitioner', which acknowledges that the role of the adult in early years settings is complex and entails many different responsibilities. The idea of the ‘plural practitioner’ is embedded in theory and research, providing a robust rationale and framework to help early years practitioners understand a range of theories and relate them to their work with young children. The book includes: l

l l

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

Paperback £21.99 2012 167pp

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

EARLY YEARS NEW

A - Z of Inclusion in Early Childhood

NEW

Kay Mathieson

London Metropolitan University, UK

l l l

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

Contents: Attitude, Anti-discriminatory practice, Autistic Spectrum Disorder, Assessment / Behaviour, Bilingualism, Belonging / Communication, Culture / Disability, Difficulties with learning, Diversity, Developmental perspectives / Early intervention, Entitlement / Families, Food / Gender equality, Groundwork / Health, Health inequality, HIV, Housing / Inequality, Intelligence / Joining in / Key person, Knowledge / Listening to children, Legislation for equality / Management and leadership, Mixed heritage / Negotiation and conflict resolution, Networking / Observation, Outreach / Parental Involvement, Parenting and disability, Poverty / Quality in early education, Questions that children ask / Racism, Refugees and asylum seekers / Sensory impairment, Safety and risk, Sexuality, Social class / Teamwork, Travellers and gypsies, Terminology / United Nations Convention on the Rights of the Child, Unique child, Underachievement / Voices of practitioners / Well-being / Xenophobia and Xenoracism / Young children and identity / Zone of proximal development, Zenith Paperback £19.99 January 2014 240pp

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

Prithvi Perepa

Director of Linden Learning Ltd, UK

Mary Dickins

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. Essential reading for early years professionals and students, the book:

Understanding Autism in The Early Years

Inclusion in the EYFS

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 setting - 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 September 2014 208pp

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

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 £21.99 2013 152pp

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

Studying Early Years A Guide to Work-Based Learning Anne Rawlings with Daryl Maisey, Jo Dallal and Helen Sutherland All at Kingston University, UK

The text and structure of this book supports a framework for the challenges and changes that early years practitioners face on a day-to-day basis. It identifies and presents dilemmas and issues that prompt the reader to articulate how they make decisions and why. The authors draw on a wide range of current research that illustrates how older theories have influenced current practice, and explores how boundaries between different disciplines can be illuminated to enable effective future working. Paperback £21.99 2008 160pp

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

EARLY YEARS Parents and Professionals in Early Childhood Settings

Supporting Language and Literacy Development in the Early Years 2/e 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: 978-0-335-23427-1 eBook: 978-0-335-23802-6

Teaching Young Children 2/e

Safeguarding Babies and Young Children A Guide for Early Years Professionals

Glenda Mac Naughton and Patrick Hughes

John Powell and Elaine Louise Uppal

Both at the University of Melbourne, Australia

Marian Whitehead

The book addresses the issues that emerge from the care and education of young children. Staff and parents in early childhood settings can find ample advice about how to promote good communication, but much of that advice prescribes an established set menu of communication tools, such as newsletters, notebooks and message boards that rarely respond to what staff and families say about relationships between them. The authors draw on research with hundreds of parents, staff and students and explore relationships between staff and families through a series of 'Issue Stories'. Each story features the voices and perspectives of 'real' staff and families and captures their various understandings, desires and feelings about a complex, difficult issue. The authors support each 'Issue Story' with snippets from international research, 'Fairness Alerts' that highlight unfair thinking habits and show how to challenge them, plus some 'points to ponder' and 'points to discuss'. Paperback £23.99 2011 232pp

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

Both at Manchester Metropolitan University, UK

This book explores the role of early years practitioners both in relation to child protection and the wider responsibility of safeguarding, as enshrined in the Children Act 2004, and has an emphasis on developing more effective, holistic and integrated practice. Following a brief history and overview of a number of issues and their relevance for practice, the book presents a problem resolution approach to safeguarding babies and young children through a process that invites the reader to rehearse their possible approaches to a set of scenarios through a number of case studies. The final part of the book draws together the potential messages for practice and again invites the reader to consider how they might apply them to their own practice. Paperback £22.99 2012 208pp

Choices in Theory and Practice Glenda Mac Naughton and Gillian Williams University of Melbourne; Early Childhood Consultant, Australia

This book presents early childhood students and staff with 26 teaching techniques to support children's learning. These techniques range from simple ones, such as describing and listening, to more complex methods, such as deconstruction and scaffolding. Paperback £23.99 2008 448pp

ISBN: 978-0-335-23592-6

Not available in Australia, New Zealand or Asia

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

EARLY YEARS NEW

Making Sense of Play

Reflections on Practice

Perry Else

Leeds Metropolitan University, UK

This book straightforwardly describes how adults can support children’s free play, with an approach that is holistic, inclusive and practical, giving clear explanations of tools to help understand better ways of relating to and providing for playing children. This book will extend the models of the Integral Play Framework and the Play Cycle and adds details and applications to help practitioners implement the ideas day to day. The author makes clear how the Integral Play Framework works, how it makes sense of other models and how it can be used to help plan provision for playing children physically, socially, cognitively and culturally. Practice with playing children is explored in line with introductory and extended understandings of the Play Cycle or ‘play process’. Key terms are put in plain words, with varied examples to show how they may be used. These models are then used to explore creativity, the ways in which children play, how provision might be improved and how the approaches can be used to research practice Contents: Introduction / Making sense of play – The Integral Play Framework / Interacting with children – The Play Cycle / Reflective practice – the U model (Senge et al) / Developing understanding – a holistic approach / Developing understanding – playing children / Making sense of creativity – creative approaches to work with children / Making sense of other views / What kids get up to – Everydayness and the darker side of play / Supporting children’s playing – application of the IPF model / Research approaches / Appendices ISBN: 978-0-335-24710-3 eBook: 978-0-335-24711-0

Foundations of Playwork

Play and Playwork

Supporting Children in Their Play Sheffield Hallam University, UK

Paperback £21.99 August 2013 208pp

NEW

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

Fraser Brown 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 activity, 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.

“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 This book provides a holistic overview of contemporary play and playwork. Straightforward and accessible, it covers topics such as playwork identity; play environments; the role of the playworker; values and ethics; play and playwork theory; also a special chapter at the cutting edge of 21st century play theory. Paperback £21.99 2008 344pp

Rather than abandon SPICE altogether, Fraser has developed the SPICE ideas to include eleven generic headings:

Playwork Theory and Practice

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.

Fraser Brown (Ed) Leeds Metropolitan University, UK

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.

The thinking that underpins the eleven headings form the basis for the structure of the book and the concluding chapter draws substantially on Fraser's 'compound flexibility' concept, which he explains in greater depth. Contents: Preface / Introduction / Freedom from and freedom to ... / Flexibility / Socialization and social interaction / Physical activity / Intellectual stimulation / Creativity and problem solving / Emotional equilibrium / Self discovery / Ethical stance / Child-adult relationships / General appeal / A new theory for playwork / Appendices / Bibliography Paperback £21.99 October 2014 216pp

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

Paperback £21.99 2002 224pp

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

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

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

EARLY YEARS Observation

Doing Ethical Research with Children

Origins and Approaches in Early Childhood

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

Paperback £21.99 2012 136pp

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

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

Bringing it all Together

Both at Australian Catholic University, Australia

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.

Observation, Assessment and Planning in the Early Years

Jonathon Sargeant and Deborah Harcourt

Valerie N. Podmore and Paulette Luff

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 £19.99 2012 136pp

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

Kathy Brodie Stockport College, 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. Paperback £22.99 2013 184pp

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

ISBN: 978-0-335-24424-9

Doing Early Childhood Research 2/e

Observing Harry Child Development and Learning 0-5

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

Cath Arnold Pen Green Centre, Corby, UK

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

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

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

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

Paperback £21.99 2003 176pp

Paperback £23.99 2010 368pp

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

Doing Action Research in Early Childhood Studies

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

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 + CD £23.99 2008 208pp

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

EARLY YEARS

Changing Play

Treasure Baskets and Beyond

NEW

Play, Media and Commercial Culture from the 1950s to the Present Day Jackie Marsh and Julia Bishop

Realizing the Potential of SensoryRich Play

Both at the University of Sheffield, UK

Sue Gascoyne Founder of Play to Z, UK

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. There are many aspects of play which remain the same today as they were sixty years ago, which relate to the purposes of play, the way in which children weave in material from a range of sources in their play, including media, and how they play with each other. Differences in play between now and the mid-twentieth century are due to the very different social and cultural worlds children now inhabit, in which technology is central to many play activities.

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 £21.99 2012 200pp

Challenging deficit notions of play in contemporary society and providing evidence to contest the recurrent myth of the disappearance of play, the book: l

l l

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

Contents: Introduction / Early studies of children’s play and the legacy / Of Iona and Peter Opie / Forms of play / Media, technologies and play / The material cultures of childhood / Play in the institutions of homes and schools / Space and play / Gender, sexuality and play / Conclusion / References Paperback £22.99 February 2014 200pp

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

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 £19.99 2013 184pp

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

The Trouble With Play

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

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

Rethinking Superhero and Weapon Play

Playing Outdoors

Susan Grieshaber and Felicity McArdle

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 £19.99 2007 176pp

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

EARLY YEARS Engaging Play

The A-Z of Play in Early Childhood

Liz Brooker and Susan Edwards (Eds)

Janet Moyles

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

Anglia Ruskin University, UK

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

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

Paperback £19.99 2012 162pp

The Excellence of Play 3/e

Thinking About Play

Janet Moyles (Ed) Anglia Ruskin University, UK

Developing a Reflective Approach Janet Moyles (Ed) Anglia Ruskin University, UK

Play is an entitlement for children and needs to be understood in all its forms by every early years practitioner. More than this, practitioners need to explore in depth their own actions, reactions and responses to children's play experiences. This edited collection supports practitioners in really 'thinking about play' not only in terms of their ideologies and philosophies in relation to play but in their pedagogical approaches. It promotes practitioners' deep-level thinking on the provision they make for young children's play in classrooms and settings and learning that makes sense to children. Paperback £23.99 2010 280pp

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

The latest edition of this bestselling book highlights the importance of play as a tool for learning and teaching, for children and practitioners. The new edition reflects changes in early years policy, featuring 10 new chapters, expanded pedagogical features and a new foreword by an esteemed expert in early years and play, Wendy Scott. The contributors are all experts in their fields and all are passionate about the excellence of play. Paperback £24.99 2010 360pp

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

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

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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

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. 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 £27.99 2011 192pp

Julia Strong Independent Education Advisor, UK

This practical resource takes you step by step through how to establish quality written communication across the secondary curriculum. It includes a wide range of examples from all subject areas with a particular focus on science and mathematics. This practical guide illustrates how every teacher can help students internalise the pattern of language of their subject through focused talk activities related to exemplar text, enabling students to generate the sentence patterns and structures that are key to effective communication in any subject. 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. Paperback + DVD £27.39 2013 206pp

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

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 2014 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: 978-0-335-26541-7

Visit www.talk4writing.com

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PRACTICAL BOOKS BESTSELLER

Moving On to Key Stage 1

Personal WellBeing Lessons for Secondary Schools

Improving Transition from the Early Years Foundation Stage

Positive Psychology in action for 11 to 14 year olds

Julie Fisher Independent Early Years Adviser, UK

Julie Fisher considers recent evidence about how children learn and questions whether current practice in Key Stage 1 will optimize this. She asks whether introducing more child-initiated learning could offer a more appropriate balance of learning opportunities. Paperback £21.99 2010 232pp

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

Children and Young People as Action Researchers

The six concepts are divided as follows: Positive self / Positive body / Positive emotions / Positive mindset / Positive direction / Positive relationships Paperback £27.99 2012 232pp

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

l l l l

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

Fred Sedgwick

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

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

Former Headteacher

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.

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

Any teacher concerned with literacy, however nervous she or he may be about approaching Shakespeare, will find this book practical and inspiring.

Teaching Creative Writing in the Primary School

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

Delight, Entice, Inspire! Julie MacLusky and Robyn Cox

Paperback £22.99 September 2014 216pp

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

Teaching Shakespeare to Develop Children's Writing A Practical Guide: 9-12 years

Ilona Boniwell and Lucy Ryan

A Practical Guide to Supporting Pupil Voice in Schools

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:

NEW

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

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

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

TRAINING AND RESOURCE PACKS 50% OFF CORAM PACKS

Use promo code RESOURCE14 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

www.openup.co.uk/listening

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

Training Pack + DVD 2010 254pp

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

Customise your course reading McGraw-Hill Create™ allows you to create customised eBooks and print books to support your teaching. Create the ultimate book for your course by selecting chapters from different OpenUP books and adding your own notes to create a book that fits perfectly to your module outline.

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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.

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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 £19.99 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 will enable students to consider how their aspirations and vision can be enacted in practical ways in the classroom, providing a means for more experienced teachers to evaluate and analyse their own practice. 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 £22.99 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 £23.99 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

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

SECONDARY

BESTSELLER

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 £21.99 2012 192pp

Preparing to Teach in Secondary Schools 3/e

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

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

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.

Becoming a Teacher 4/e

l l

Issues in Secondary Teaching

Key features include:

BESTSELLER

Justin Dillon and Meg Maguire (Eds) Both at King’s College London, UK

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

Paperback £25.99 2012 424pp

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

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

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

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

RESEARCH Teacher's Guide to Classroom Research 5/e

Quantitative Methods in Educational and Social Research using SPSS

NEW EDITION

David Hopkins IoE, University of London, UK

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. Contents: Preface / A teacher’s guide to classroom research / Classroom research in action / Why classroom research by teachers / Action research and classroom research by teachers / Developing a focus / Principles of classroom observation / Methods of observation in classroom research / Data gathering / Analysing classroom research data / Reporting classroom research / Teaching and learning as the heartland of classroom research / Teacher research, the creation of professional learning communities and the transformation of schooling / Appendix: Ethics for classroom research / Bibliography / Index Paperback £24.99 October 2014 280pp

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

EDUCATION STUDIES Studying Education An Introduction to the Key Disciplines in Education Studies

Andy Tolmie, Daniel Muijs and Erica McAteer

A Teacher's Guide to Classroom Research is a great ‘one-stop’ guide for student or qualified teachers looking to undertake classroom research.

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 £29.39 2011 571pp

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

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 £22.99 2011 232pp

The Challenges of Understanding and Researching Practice

From Design to Implementation Colin Lankshear and Michele Knobel

Andrew Townsend University of Nottingham, UK

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 £22.99 2013 152pp

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

A Handbook for Teacher Research

Action Research

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?

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

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

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

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

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

PROFESSIONAL DEVELOPMENT NEW

Learning to Teach

NEW

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

What are the nuts and bolts of teaching? What do you, as a trainee teacher or new classroom practitioner, really need to know? What are the day-today essentials that will help you rise to the challenge of your teaching role and become an outstanding teacher? Packed with helpful information and ideas this book will help you approach the practical business of teaching with confidence. 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 teaching with a focus on 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. With its rich range of ideas and useful features this is the ideal textbook for trainee teachers on any teacher-training route, ending with practical help and advice on applications and interviews so that you can make that all important transition from trainee to employee! Contents: Introduction / Observations / Your responsibilities / Managing behaviour / Managing a classroom / Planning lessons / Pupil centred learning / The skill of asking questions / Developing pupil learning skills / Assessment / Using ICT to support your teaching / Delivering outstanding lessons / Your duties as a teacher / Managing a workload / Research and being reflective / The application and interview process Paperback £21.99 March 2014 186pp

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

Developing Interactive Teaching and Learning using the IWB Sara Hennessy, Paul Warwick, Lloyd Brown, Diane Rawlins and Caroline Neale Both at the University of Cambridge, School-Based Practitioners, UK

The aim of this resource is to support a more interactive approach to using the IWB, especially in whole-class teaching. Research into classroom practices shows that more interactive approaches – in particular engaging pupils in dialogue, discussion and enquiry – promote better learning. 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. This professional learning resource has three key elements: l The Teacher Development Resource takes you through discussion, reflection and practical activities that focus on dialogue and the use of the IWB l The Reader explores key issues related to use of the IWB in primary and secondary classrooms, and directly supports the Teacher Development Resource l The Resource Bank offers video examples, sample classroom activities, explanatory screenshots, and IWB lesson templates, all available online

Together with its website containing the resource bank, this is an essential toolkit for qualified and trainee teachers, as well as professional development leaders, mentors and senior leadership teams. Contents: Part A: The Teacher Development Resource / Part B: Reader / Part C: Resource Bank Paperback £24.99 January 2014 152pp

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

NEW

Lesson Planning for Effective Learning Martin Fautley and Jonathan Savage Birmingham City University; IoE; Manchester Metropolitan University, UK

“At last! A plain speaking book on effective lesson planning. Lesson Planning for Effective Learning by Martin Fautley and Jonathan Savage combines theoretical perspectives with really useful, instantly useable examples from everyday practice. Despite the scholarly approach, the 200 pages of this little book retain an essentially conversational quality ensuring that it is equally accessible to students, academics and learning enthusiasts alike.” 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). Contents: Acknowledgements / Introduction / Common / Components of a lesson / Lesson planning itself / Pedagogy and the plan: Bringing it to life / Resources for learning / Differentiation and personalisation: Valuing your pupils / Metaphors for lesson planning and pedagogy / Learning / Assessment and lesson planning / Lesson planning, medium and long term planning / Differences in planning in the primary and Secondary school / Lesson planning / Documentation / Conclusion Paperback £19.99 January 2014 208pp

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

PROFESSIONAL DEVELOPMENT NEW

Effective Classroom Practice

NEW EDITION

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

This original and highly relevant book explores teachers’ effective classroom practice and presents clear messages for teaching quality and teaching standards. Drawing on data collected from a range of teachers, head teachers and pupils about the key factors that contribute to effective teaching in primary and secondary phases of schooling, the book also investigates variations in effective teachers’ classroom practice, including how effective practice is affected by professional life phase and school context. The book explores different patterns of influence on effective classroom practice such as learning climate; classroom relationships; planning; and pupil needs as well as the subsequent effects on classroom practitioners in terms of professional life phase, teacher identity, well-being and educational effectiveness. This detailed analysis provides powerful evidence of the contextual complexities of teachers’ professional work and lives. The text is of direct interest to and has clear implications for school teachers, school leaders, and teachers’ associations who are charged with sustaining and increasing classroom effectiveness. Contents: Changing classroom contexts / Influences and outcomes of effective classroom practice / The effective classroom practice project / Who are the effective teachers? / Observed characteristics of effective classroom practice / Being an effective practitioner / Supporting and sustaining teachers’ capacity to be effective / What are the pupils’ views of effective practice / Professional identity / Professional life phases / Effective teacher, Effective practice Paperback £27.99 October 2013 320pp

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

A-Z of Teaching

Behaviour in Schools 3/e

Jonathan Savage and Martin Fautley

Louise Porter

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

Flinders University, Australia

Manchester Metropolitan University; Birmingham City University, UK

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.

This is an informative, engaging and accessible book about teaching that covers a broad range of content without being superficial.

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.

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

Contents: Part 1: Overview / The nature and causes of behavioural difficulties in schools / Styles of teaching and discipline / Part 2: Controlling discipline / Overview of the controlling model/ Strengthening appropriate behaviours / Reducing inappropriate behaviours / Classroom discipline / Targeted interventions / Individualised interventions / Critique of behaviourism / Part 3: A guidance approach / Overview of a guidance approach / Meeting students’ basic needs: Wellbeing and safety / Meeting students’ need for self-esteem: Worth and competence / Meeting students’ social needs: Affiliation and connection / Meeting students’ need for autonomy: Voice and choice / Meeting students’ ‘luxury’ needs: Purpose and happiness / Facilitating learning: Mastery and accomplishment / Compassionate communication / Providing support / Revealing solutions / Critique of a guidance approach / Part 4: Applications / Attention deficits / Resolving aggression and bullying / Part 5: Beyond the classroom / Collaborating with parents / Supporting teachers / Formulating policy about student behaviour

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

Homework for Learning

This is an essential handbook for all trainee teachers and NQTs and a valuable reference for more experienced teachers who want to develop their approach to complex behavioural challenges.

Paperback £24.99 May 2014 368pp

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

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

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

PROFESSIONAL DEVELOPMENT

BESTSELLER

Creating Learning Without Limits

Realizing the Power of Professional Learning

Mandy Swann, Alison Peacock DBE, Mary Jane Drummond and Susan Hart

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 232pp

University of Auckland, New Zealand

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

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

Paperback £23.99 2011 224pp

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

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

A Guide for Beginning Teachers Debra McGregor and Leslie Cartwright (Eds)

A Guide to Success for PGCE Students

Also available:

Neil Denby, Robert Butroyd, Helen Swift, Jayne Price and Jonathan Glazzard

Learning Without Limits

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 £19.99 July 2008 240pp

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

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

Developing Reflective Practice

Master's Level Study in Education

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

Susan Hart, Annabelle Dixon, Mary Jane Drummond and Donald McIntyre Paperback £23.99 ISBN: 978-0-335-21259-0 2004 296pp eBook: 978-0-335-22571-2

Andrew Green (Ed)

Helen Timperley

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.

Becoming a Reflective English Teacher

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

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

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

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 232pp

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 288pp

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

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

CONTEMPORARY ISSUES NEW

New Literacies 3/e

The Expert Learner

Everyday Practices and Social Learning

Gordon Stobart IoE, University of London, UK

What do Amadeus Mozart, David Beckham, Marie Curie and Bill Gates have in common? Answer: All excel in their diverse areas of music, sport, science and computing. 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 £22.99 2011 304pp

Contents: Introduction / Nothing’s fixed: Tackling ability myths / How experts learn / Digging deep – expectations, self-belief and challenge / Is everybody clear? / Expert diagnosis – the teacher as clinician / Getting and giving feedback – it’s harder than we think / The expert school Paperback £19.99 January 2014 184pp

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

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

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 £21.99 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 £21.99 2010 194pp

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

Colin Lankshear and Michele Knobel

The Expert Learner takes these findings and applies them to education. What opportunities do our institutions offer to our students and how much choice do we really give them? How do we motivate the unmotivated and how do we stretch our higher achieving students? Are we helping learners to think for themselves and to make sense of what they are learning? 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.

BESTSELLER

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

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

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

Educational Neuroscience in the Classroom

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 £22.99 2013 264pp

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

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 £21.99 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

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

ASSESSMENT

BESTSELLER

Assessment for Learning Putting it into Practice

BESTSELLER

Paul Black, Chris Harrison, Clare Lee, Bethan Marshall and Dylan Wiliam

Paperback £24.99 2003 152pp

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

University of Hong Kong; Educational Consultant, Australia

This bestselling book for HE teachers and administrators interested in assuring effective teaching. The authors outline the constructive alignment of outcomes based teaching, including how to implement it and why it is a good idea to do so. Clearly organized and written, with practical examples, the new edition is thoroughly updated. Paperback £32.99 2011 480pp

Developing Teacher Assessment

Michael Shattock

Queen’s University Belfast; University of Bristol; University of Glasgow; University of London; Assessment Consultant, UK

The authors, all members of the influential Assessment Reform Group, argue that the targetdriven approach of external testing leads to problems, including 'teaching to the test' to the detriment of the wider curriculum, and motivational problems. In this book, they tackle the differences between formative and summative assessment. Paperback £21.99 2010 208pp

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

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

Making Policy in British Higher Education 1945-2011

John Gardner, Wynne Harlen, Louise Hayward, Gordon Stobart and Martin Montgomery

This book explores the processes involved in developing assessment practice. It argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion.

Teaching for Quality Learning at University 4/e John Biggs and Catherine Tang

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.

Researching Higher Education 2/e

HIGHER EDUCATION

IoE, University of London, UK

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. l l l

Malcolm Tight Lancaster University, UK

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

Analysis of published research by topic, method, theory and level l Detailed discussion of selected examples of published research l Suggestions on under-researched topics l Guidance on publication outlets Consideration is given to research design and questions, funding, progressing research projects, publication and dissemination. Paperback £29.99 2012 296pp

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

Paperback £37.99 2012 280pp

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

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

SUBJECT TEACHING Teaching and Learning History 11-18

Primary PE Unlocking the Potential Anne Williams and Joanne Cliffe

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

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

Paperback £19.99 2011 176pp

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

LITERACY Developing Writers

Understanding the Past

Winchester University; University of Birmingham; UK

Teaching and Learning in the Digital Age

Chris Husbands, Alison Kitson and Susan Steward

Richard Andrews and Anna Smith

All at the IoE, University of London, UK

This book provides a comprehensive and radical guide to the challenges facing history and history teaching in contemporary schools. The authors draw on an exceptional range of material, including international research literature, national and school curricula, professional practices and the voices of pupils themselves. The book confronts head on some of the major challenges facing history teaching: the challenge of 'relevance', the challenge of 'difficulty' and the moral and ethical challenges involved in building understandings of the past in increasingly diverse schools. Paperback £22.99 2011 200pp

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

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

Why does performance in writing tend to lag behind that in reading? Are the productive skills of speaking and writing more difficult because they require the learner to make something new? These and other perennial questions are answered in the course of the book, which also takes a fresh look at what it means to learn and develop as a writer. The authors argue that although existing theories have provided insights into the teaching and learning of writing, we need to bring such theories up to date in the digital and multimodal age. The authors propose a new theory and model for teaching and learning writing in the digital age and review existing theories. Paperback £21.99 2011 224pp

Improving Teaching and Learning in Physical Education

Teaching Geography 11-18 David Lambert and John Morgan

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

Both at IoE, University of London, 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.

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

Paperback £22.99 2009 240pp

Paperback £23.99 2010 192pp

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

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

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

Understanding Phonics and the Teaching of Reading

A Conceptual Approach

Harvey Grout and Gareth Long

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

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

SCIENCE AND TECHNOLOGY

Creative Ways to Teach Primary Science

NEW EDITION

NEW

Alan Cross and Jonathan Board

Michael Allen

University of Manchester; Mauldeth Road primary School, UK

Kingston University, UK

This book draws on the best ideas about teaching primary science, using an evidence-based approach. It recognizes that there are some proven and more effective methods for teaching primary science, whilst recognizing that teachers have an important role in interpreting these principles and ideas in tailoring approaches to the pupils in their class and the science being taught. The book 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. The authors explain why the methods presented are successful and encourage readers to apply these techniques creatively to new situations. The book will be a ‘one stop shop’ for ideas to take forward and for readers to trial themselves. Contents: Part 1: Real science / Putting things into context – real science, children as researchers / Exploration and investigations – putting children in the driving seat / ICT – wikis, blogs, IWBs, voicethread, video conferencing, Excel auto graphing, podcasting / Part 2: Representing, challenging and developing Ideas / Using stories - including children's literature / Models and analogies / Photography and imagery / Demonstrations / Dance and drama / Playground science / Writing and thinking frames / Cross-curricular approaches Paperback £21.99 September 2014 192pp

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

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. Highlights of the second edition include: l l l

Developing Independent Learning in Science

Misconceptions in Primary Science 2/e

Updated in line with the new primary science National Curriculum Programme of Study

Practical Ideas and Activities for 7-12 Year Olds Liz Lakin University of Dundee, UK

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

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

Incorporates the latest research findings

Teaching with Technologies

Covers the new National Curriculum elements and other more advanced material including Drugs, Energy, the Environment and Evolution

The Essential Guide Includes new boxed features: Did you Know?, Famous Scientists, and Be Safe

Sarah Younie and Marilyn Leask De Montfort University, UK, Bedfordshire University, UK

This easy to navigate and friendly guide is a superb toolkit to support you as you prepare to teach in the primary school. Contents: Preface / How to use this book / Part 1: Introduction / How do people learn science? / How can we elicit, recognize and correct science misconceptions? / Part 2: Biology / Concept of living / Classification / Circulation / Breathing / Nutrition / Feeding relationships / Microbes and disease / Heredity and variation / Part 3: Chemistry / Chemical changes in materials / Particles / States of matter / Earth science / Part 4: Physics / Forces / Floating and sinking / Electricity and magnetism / Light / Sound / Earth and space / Energy / Science glossary / Bibliography / Index Paperback £23.99 February 2014 328pp

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

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 £22.99 2013 224pp

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

SCIENCE AND TECHNOLOGY BESTSELLER

Essential Primary Science

Primary Science

Focusing on the necessary science knowledge required for trainee primary school teachers, the authors equip you with the tools you need to teach science. Each chapter identifies both what the teacher needs to know and what the pupil needs to understand as well as ways to teach primary science. The basic principles which any student or teacher can apply to every science lesson in order to achieve engaging and challenging lessons are explained in the introductory chapter. Each chapter then breaks down the topic in to what the teacher needs to understand and what the pupils need to learn at different key stages.

University of Cumbria, UK

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

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

Paperback £22.99 2010 216pp

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

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

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 Sheffield Hallam University; Leading Expert in Primary Science, UK

This truly innovative book supports primary schools in promoting the nature of pupil independence in choosing when and why to take their learning outside the classroom boundaries. This approach builds on the good practice begun in Foundation Stage and ensures that children's personal capabilities are further developed in relation to their understanding and skills in science by working in the school environment. Paperback £22.99 2011 160pp

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

Developing Effective Cross-Curricular Links

Neil Rutledge

University of Manchester; Primary Science Consultant, UK

Paperback £22.99 2009 328pp

Enhancing Primary Science

Teaching the Tricky Bits

Alan Cross and Adrian Bowden

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 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

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.

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)

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 152pp

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

This book offers an overview of the major areas of research and scholarship in science education.

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

Paperback £24.99 2010 256pp

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

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

MATHEMATICS

Essential 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. 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. Paperback £24.99 2013 336pp

Improving Primary Mathematics

BESTSELLER

Edge Hill University, UK

Topics covered include: l l

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 £22.99 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 £22.99 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 £22.99 2008 256pp

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

MATHEMATICS Understanding Children's Mathematical Graphics

Developing Children's Mathematical Graphics

Beginnings in Play

Elizabeth Carruthers and Maulfry Worthington

Elizabeth Carruthers and Maulfry Worthington 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 £21.99 2011 288pp

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

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 RESOURCE14 when ordering For information about bulk orders please contact us at enquiries@openup.co.uk

Customise your course reading

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

McGraw-Hill Create™ allows you to create customised eBooks and print books to support your teaching. Create the ultimate book for your course by selecting chapters from different OpenUP books and adding your own notes to create a book that fits perfectly to your module outline.

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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

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

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LIFELONG LEARNING SECTOR

NEW EDITION

Teaching in Lifelong Learning 2/e

Achieving Your NEW Award in Education and Training

A Guide to Theory and Practice

Liz Keeley-Browne

James Avis, Roy Fisher and Ron Thompson (Eds) 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. 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

Contents: Part 1: Introduction to lifelong learning / Introduction to the lifelong learning sector / Teacher education for lifelong learning / Theory and practice / Professionalism / Theorizing the work-based learning of teachers / Equality and diversity / Part 2: Teaching in the lifelong learning sector / Learning and learners / The curriculum in the lifelong learning sector / Practical teaching / Learning and teaching with technology / Assessment / Subject specialist pedagogy / Reflective practice / Coaching and mentoring / Part 3: Working in the lifelong learning sector / Getting to know the organization / Health, safety and well-being / Course management and administration / Evaluation and quality assurance / Career planning and continuing professional development / Bibliography / Index Paperback £26.99 August 2014 368pp

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

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. Contents: Introduction / Understanding the roles and responsibilities and relationships in education and training / Planning to meet the needs of learners / Delivering teaching or training / Assessing learners / Using resources in education and training Paperback £16.99 August 2014 160pp

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

NEW

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-to-date 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. Contents: A: Adult learners; Agency; Andragogy; Assessment; Audit / B: Benefits of learning; Body language; Brain-based learning theory; Behaviour / C: Community education; Curriculum; Communication; Collaboration; Continuing education / D: Differentiation; Development; Disabilities; Distance learning / E: E-learning; Employability; Empowerment; Experiential learning; Edutainment / F: Family learning; Flexible learning; Formal learning; Further education / G: Gender; Generic skills / H: Higher education; Human capital / I: ICT; IQER; Identities; Informal learning / J: Jargon; Judgements / K: Key skills; Knowledge / L: Learning; Lesson planning; Lifelong learning; Learning and Skills Improvement Service; Liberal tradition / M: Managerialism; Mentoring; Motivation theories / N: NIACE; NVQs / O: Observations; Outreach; Older learners / P: Parttime tutors; Pastoral care; Pedagogy; Professionalism; Personalised learning; Professional learning; Policy / Q: Quality assurance; Qualifications / R: Recreational learning; Reflective practice; Research; Resources / S: Skills; Social benefits; Social mobility; Selfdirected learning / T: Teaching; Training; Theory / U: U3A; Unit of work; Under-achievement; Understanding / V: Values; Vocational education; Vocationalism; Voice / W: Widening participation; Work-based learning; WEA; Wolf Report / Y: Young people / Z: ZPD Paperback £19.99 May 2014 192pp

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

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

LIFELONG LEARNING SECTOR Outstanding Teaching in Lifelong Learning

BESTSELLER

Harriet Harper The Higher Education Academy, UK

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

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 £19.99 2013 144pp

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 £25.99 2012 352pp

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

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 £24.99 2013 336pp

Teaching Adult Literacy Principles and Practice Nora Hughes and Irene Schwab (Eds)

Ann Paton and Meryl Wilkins (Eds)

University of Derby, UK

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.

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

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 £23.99 2009 296pp

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

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

Principles and Practice

Peter Scales

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

Teaching Adult Numeracy

Teaching Adult ESOL

Teaching in the Lifelong Learning Sector 2/e

Paperback £25.99 2013 344pp

Teaching and Training in Lifelong Learning 4/e

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

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 2009 392pp

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

LIFELONG LEARNING SECTOR 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 & 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 £24.99 2013 184pp

Creative Teaching Approaches in the Lifelong Learning Sector

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

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

Paperback £24.99 2010 360pp

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

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 £21.99 2012 224pp

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

LIFELONG LEARNING SECTOR 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 £19.99 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 l l 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 £19.99 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: l

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

Paperback £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 £21.99 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 £21.99 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

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

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 £21.99 2013 152pp

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

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

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 £21.99 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

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)

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

Paperback £25.99 2010 240pp

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

Both at Canterbury Christ Church University, 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 £22.99 2009 240pp

A Beginning Teacher's Guide to Special Educational Needs

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

Deconstructing Special Education and Constructing Inclusion 2/e

Norah Frederickson and Tony Cline

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

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

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.

Paperback £31.99 2009 528pp

Inclusion

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

Edge Hill University; University of Cumbria, UK

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

Special Educational Needs, Inclusion and Diversity 2/e

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

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

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

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

STUDY SKILLS

Doing Your Research Project 6/e

NEW EDITION

The Good Research Guide 5/e

Just Write It! NEW EDITION

How to Develop TopClass University Writing Skills

A Guide for First-time Researchers

For Small Scale Research Projects

Greta Solomon

Judith Bell and Stephen Waters

Martyn Denscombe

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

De Montfort University, UK

Freelance Professional Writer, Journalist, Writing Tutor and PR Practitioner, UK

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: l l l l

Information on using online surveys Information on online interviewing and using online platforms for observation, e.g. Skype, Google Hangouts New chapter on the use of social media in small scale research Updated chapter on literature searching

This practical, no-nonsense guide is vital reading for undergraduate or postgraduate students and for professionals. Contents: Part 1: Preparing the ground / Part 2: Selecting methods of data collection / Part 3: Interpreting the evidence and reporting the findings Paperback £21.99 August 2014 328pp

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 smallscale 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. Contents: Part 1: Strategies For Social Research / Part 2: Methods of social research / Part 3: Analysis / Quantitative data Paperback £21.99 September 2014 440pp

Just Write It! teaches students to unblock their preconceptions and negative thoughts about writing. This helps them to achieve the marks that they are capable of and to realize their full potential. Quizzes, exercises and checklists allow students to assess their current writing behaviour and track their improvement. Students are first introduced to general skills and techniques before learning how to apply these skills to the most common types of writing they are likely to face. Paperback £11.99 2013 192pp

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

Teaching to Avoid Plagiarism

The New Academic

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

How to Promote Good Source Use

A Strategic Handbook Shelda Debowski

Diane Pecorari

University of Notre Dame, Australia

A guide to success for any young or inexperienced individual wishing to build a university career.

Writing for Academic Journals 3/e Rowena Murray University of the West of Scotland, UK

This book unravels the process of writing academic papers. The text has been comprehensively updated to include the most recent research and theory in order to provide new knowledge on writing across the disciplines. Paperback £22.99 2013 264pp

ISBN: 978-0-335-26302-8 eBook: 978-0-335-26303-5

In today’s academic environment, new and earlycareer academics need to operate strategically as teachers, researchers and leaders in order to establish themselves and progress in their careers. This book explores the various platforms an academic must straddle, providing practical and valuable guidance on how they might best be managed in order to achieve career success. Paperback £26.99 2012 264pp

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

Malardalen University, Sweden

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

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

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

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

INDEX 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 Andrews, R and Smith, A 27 Anning, A, Cottrell, D Frost, N, Green, J and Robinson, M 3 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 33 Armstrong, D and Squires, G 36 Arnold, C 11 Assessment for Learning 26 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 30 Becoming an Early Years Teacher 1 Becoming a Reflective English Teacher 22 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, Waters, S 38 Bianchi, L and Feasey, R 29 Biggs, J and Tang, C 26 Black, P, Harrison, C, Lee, C Marshall, B and William, D 26 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 Brooks, V, Abbott, I and Huddlestone, P 18 Brown, F 10 Brown, F and Taylor, C 10

C Carlile, O and Jordan, A 25 Carruthers, E and Worthington, M 31 Changing Play 12 Characteristics of Effective Early Learning 6 Children and Young People as Action Researchers 15 Cheminais, R 15 Contemporary Issues in Lifelong Learning 35 Contemporary Issues in Special Educational Needs 36 Contemporary Perspectives on Early Childhood Education 4 Continuing Professional Development in the Lifelong Learning Sector 35 Corbett, P and Strong, J 1, 14 Cox, S 17 Creating Learning Without Limits 22 Creative Teaching Approaches in the Lifelong Learning Sector 34 Creative Ways to Teach Primary Science 28 Cross, A and Board, J 28 Cross, A and Bowden, A 29 Czerniawski, G and Kidd, W 21

D Day, C, Sammons, P, Leithwood, K Hopkins, D, Gu, Q, brown, E and Ahtaridou, E 23 Debowski, S 38 Deconstructing Special Education and Constructing Inclusion 2/e 37 Degotardi, S and Pearson, E 6 Denscombe, M 38 Derby, N, Butroyd, R, Swift, H, Price, J and Glazzard, J 22 Developing Children’s Mathematical Graphics 31 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 20

Developing Multi-professional Teamwork for Integrated Children’s Services 2/e 3 Developing Reflective Practice 22 Developing Reflective Practice in the Early Years 2/e 6 Developing Teacher Assessment 26 Developing Writers 27 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 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 through Technology in Lifelong Learning 35 Enhancing Primary Science 29 Essential Primary Mathematics 30 Essential Primary Science 29 Every School a Great School 23 Excellence of Play, The 13 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 Fisher, J 3, 15 Foundations of Playwork 10 Frederickson, N and Cline, T 37

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INDEX

Gardner, J, Harlen, W, Hayward, Stobart, G and Montgomery, M 26 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 Good Research Guide 5/e, The 38 Goouch, K and Lambirth A 27 Goouch, K and Powell, S 7 Green, A 22 Grieshaber, S and McArdle, F 12 Griffiths, G and Stone, R 33 Grout, H and Long, G 27

Jesson, J 17 Johnson, J 1 Jones, C and Pound, L 3 Jones J and McLachlan, A 17 Joyce, R 4 Just Write It! 38

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 Leadership and Management in the Early Years 3 Leadership in Early Childhood 4/e 3 Learning to Teach 20 Learning Without Limits 22 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

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, Diane Rawlins and Caroline Neale , P 20 Homework for Learning 21 Hopkins, D 19, 23 Hughes, N and Schwab, I 33 Husbands, C, Kitson, A and Steward, S 27 Hutchin, V 2

I Improving Primary Mathematics 30 Improving Teaching and Learning in Physical Education 27 Inclusion 37 Inclusive Education 36 Inclusion in the EYFS 8 Infants and Toddlers in Early Years Settings 6 Influencing Early Childhood Education 5 Ingle, S and Duckworth, V 35 International Perspectives on Early Childhood Education and Care 5 Interprofessional Working in Practice 7 Introduction to Childhood Studies, An 2/e 4 Issues in Teaching Numeracy in Primary Schools 30

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

M MacLusky, J and Cox, R 15 Mac Naughton, G and Hughes, 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 Marsh, J and Bishop, J 12 Masterâ&#x20AC;&#x2122;s Level Study in Education 22 Mathieson, K 8 Maynard, T and Waters, J 1

McAteer, M 30 McDowall Clark, R and Murray, J 3 McGregor, D and Cartwright, L 22 Misconceptions in Primary Science 2/e 28 Moving On to Key Stage 1 15 Moyles, J, Georgeson, J and Payler, J 2, 17 Moyles, J 4, 13 Moylett, H 6 Murray, R 38

N New Academic, The 38 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 11 Observation Assessment and Planning in the Early Years 11 Observing Harry 11 Osborne, J and Dillon, J 29 Outdoor Learning 4 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 38 Perepa, P 8, 36 Personal Well-Being Lessons for Secondary Schools 15, 18 Penn, H 4, 6 Playing Outdoors 12 Play and Playwork 10 Playwork 10 Podmore, V.N and Luff, P 11 Porter, L 21 Powell, J and Uppal, E 9 Powerful Techniques for Teaching in Lifelong Learning 34 Popper, S 12 Pound, L 5 Preparing to Teach in Secondary Schools 3/e 18 Primary Languages in Practice 17

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INDEX Primary Mathematics 30 Primary PE 27 Primary Science 29

QR Quality in Early Childhood Services 6 Quantitative Methods in Educational and Social Research using SPSS 19 Rawlings, A, Maisey, D, Dallal, J and Sutherland, H 8 Realizing the Power of Professional Learning 22 Reconceptualising Leadership in the Early Years 3 Reflective Practice for Teaching in Lifelong Learning 35 Researching Higher Education 2/e 26 Rethinking Superhero and Weapon Play 12 Rickard, C 30 Rodd, J 3 Rogers, A and Horrocks, N 34 Rogers, J 35 Role of the Adult in Early Years Settings, The 7 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 Solomon, G 38 Special Educational Needs, Inclusion and Diversity 2/e 37 Special Teaching for Special Children? 36 Shattock, M 26 Starting from the Child 4/e 3 Stobart, G 24 Strong, J 14 Studying Early Years 8 Studying Education 19

Successful School Leadership 23 Supporting Language and Literacy Development in the Early Years 2/e 9 Swann, M, Peacock, A, Drummond, M and Hart, S 22

T Talk for Writing Across the Curriculum with DVD 14 Talk for Writing in Secondary Schools 14 Talk for Writing in the Early Years 1, 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 30 Teaching and Learning History 11-18 27 Teaching and Training in Lifelong Learning 4/e 33 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 to Avoid Plagiarism 38 Teaching with Technologies 28 Teaching Young Children 2/e 9 Thinking About Play 13 Thomas, G and Loxley, A 37 Thomas, G and Vaughn, M 36 Thompson, I 30 Tight, M 26 Timperley, H 22 Tolmie, A, Muijis, 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

Tummons, J and Duckworth, V 35 Tummons, J and Ingleby, E 32

U Understanding Autism in the Early Years 8, 36 Understanding Children’s Mathematical Graphics 31 Understanding Early Childhood, 3/e 4 Understanding Phonics and the Teaching of Reading 27 Urban Youth and Schooling 24

VW Values and Vision in Primary Education 17 Waller, T, Whitmarsh, J, and Clarke, K 5 Wearmouth, J 37 What Works in Inclusion? 36 Whitehead, M 9 Williams, A and Cliffe, J 27 Writing for Academic Journals 3/e 38

Y Yelland, N 4 Younie, S and Leask, M 28

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