Education: Research and Reference Books 2008 (UK)

Routledge Education

New Titles and Key Backlist

Research and Reference Books

International Catalogue 2008

www.routledge.com/education

Highlights

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CONTENTS Adult and Lifelong Learning . . . . . . . . . . . . . . .1 Childhood Studies . . . . . . . . . . . . . . . . . . . . . .5 Sen/Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . .8 ESL/Bilingualism . . . . . . . . . . . . . . . . . . . . . . .13 Language and Literacy . . . . . . . . . . . . . . . . . .16 Education Policy and Politics . . . . . . . . . . . . . .18 Leadership, Management and Administration . .23 Higher Education . . . . . . . . . . . . . . . . . . . . . .26 Open/Distance and E-Learning . . . . . . . . . . . .36 Reseach Methods . . . . . . . . . . . . . . . . . . . . . .40 Sociology of Education . . . . . . . . . . . . . . . . . .47 Teacher Education . . . . . . . . . . . . . . . . . . . . .52 Theory of Education . . . . . . . . . . . . . . . . . . . .53 Handbooks and Reference . . . . . . . . . . . . . . .56 Order Form . . . . . . . . . . . . .Centre of Catalogue

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EDUC0823

ADULT AND LIFELONG LEARNING The Routledge International Handbook of Lifelong Learning

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NEW

Edited by Peter Jarvis, University of Surrey, UK As lifelong learning grows in popularity, few comprehensive pictures of the phenomenon have emerged. The Routledge International Handbook of Lifelong Learning provides a disciplined and complete overview of lifelong learning internationally.

The theoretical structure puts the learner at the centre and the book emanates from there, pointing to the social context beyond the learner. Up-to-the-minute syntheses from many of the leading international experts in the field give vital snapshots of this rapidly evolving subject from wide-ranging perspectives including: Learning throughout Life; Sites of Lifelong Learning; Modes of Learning; Policies; Social Movements; Issues in Lifelong Learning; Geographical Dimensions.

This authoritative volume, essential reading for academics in the field of Lifelong Learning, examines the complexities of the subject within a systematic global framework and places it in its socio-historic context.

August 2008: 246x174: 480pp Hb: 978-0-415-41904-8: £110.00

Foucault and Lifelong Learning

NEW

Governing the Subject Edited by Andreas Fejes, Linköping University, Sweden and Katherine Nicoll, University of Stirling, UK Over the last twenty years there has been increasing interest in the work of Michel Foucault in the social sciences and in particular with relation to education. This, the first book to draw on his work to consider lifelong learning, explores the significance of policies and practices of lifelong learning to the wider societies of which they are a part.

With a breadth of international contributors and sites of analysis, this book offers insights into such questions as: What are the effects of lifelong learning policies within sociopolitical systems of governance? What does lifelong learning do to our understanding of ourselves as citizens? How does lifelong learning act in the regulation and re-ordering of what people do?

The book suggests that understanding of lifelong learning as contributory to the knowledge economy, globalisation or the new work order may need to be revised if we are to understand its impact more fully. It therefore makes a significant contribution to the study of lifelong learning.

January 2008: 234x156: 208pp eBook: 978-0-203-93341-1 • Hb: 978-0-415-42402-8: £80.00 • Pb: 978-0-415-42403-5: £22.99

Globalization, Lifelong Learning and the Learning Society Sociological Perspectives Peter Jarvis, University of Surrey, UK Series: Lifelong Learning and the Learning Society This book critically assesses the learning that is required and provided within a learning society and gives a detailed sociological analysis of the emerging role of lifelong learning with examples from around the globe.

Divided into three clear parts the book: looks at the development of the knowledge economy; provides a critique of lifelong learning and the learning society; focuses on the changing nature of research in the learning society. The author, well-known and highly respected in this field, examines how lifelong learning and the learning society have become social phenomena across the globe. He argues that the driving forces of globalisation are radically changing lifelong learning and shows that adult education/learning only gained mainstream status because of these global changes and as learning became more work orientated.

2007: 234x156: 256pp eBook: 978-0-203-96440-8 • Hb: 978-0-415-35542-1: £80.00 • Pb: 978-0-415-35543-8: £23.99

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ADULT AND LIFELONG LEARNING Lifelong Learning Concepts and Contexts Edited by Jim Crowther, University of Edinburgh, UK and Peter Sutherland, University of Stirling, UK Lifelong learning has developed enormously as a distinct area of study within education in recent years not least because numerous governments and educational strategists have become very vocal supporters of new ways of learning throughout all stages of life.

This guide to the topic brings together new writing from some of the leading thinkers in the field to offer a broad ranging and detailed snapshot of the position to date. The book provides a critical summary of current developments in understanding adult learning and the social context in which they are located. This provides a background for the framing of issues and the problems that emerge in institutional and non-formal contexts of lifelong learning. Students undertaking courses of study in this area as well as a wide range of undergraduate and postgraduate students in a variety of professional areas will find the material essential reading.

2007: 234x156: 264pp eBook: 978-0-203-93620-7 • Hb: 978-0-415-35372-4: £75.00 • Pb: 978-0-415-44305-0: £23.99

Reconceptualising Lifelong Learning Feminist Interventions Sue Jackson, University of London, UK and Penny Jane Burke, University of London, UK Arising from work by the Gender and Lifelong Learning Group of the Gender and Education Association, this book presents reconceptualisations of lifelong learning. It argues that the current field of lifelong learning is based on certain hidden values and assumptions and examines the mechanisms by which exclusionary discourses and practices are reproduced and maintained.

The book opens up ways of conceptualising learning that takes into account multiple and shifting formations of learners from different social contexts. The authors broaden what counts as learning and who counts as a learner, offering different understandings of lifelong learning that are able to include currently marginalised values and principles.

Organised in four sections the book looks at: reclaiming - it draws on feminist and poststructural conceptual frameworks to create a critical analysis of the current ’field’ of lifelong learning; retelling - it tells the tales of different multi-positions in lifelong learning; revisioning - it moves from narrative to analysis and the authors present their revisioning of learning which provide the tools to reconceptualise the field of lifelong learning; reconstructing - it furthers the discussion to outline new approaches to and practices in lifelong learning.

2007: 234x156: 248pp eBook: 978-0-203-94745-6 • Hb: 978-0-415-37614-3: £80.00 • Pb: 978-0-415-37615-0: £22.99

Researching Widening Access to Lifelong Learning Issues and Approaches in International Research Edited by Michael Osborne, University of Stirling, Jim Gallacher and Beth Crossan, both at Glasgow Caledonian University, UK This authoritative volume is a truly international contribution to the worldwide debate on how best to widen access to lifelong learning.

The first section of the book comprises research studies from around the world, reflecting the diversity of contexts in which widening access is researched and considers issues central to the access debate, including different understandings of the concept of access, organisational and structural change, curriculum development, entry policies, performance and retention and labour market outcomes.

The second section illustrates diverse and innovative methodological approaches that have been employed by researchers in the field, and considers the range of approaches available. Given the growing concern around the world on the need to combat social exclusion and to improve economic circumstances through access to lifelong learning, this book acts as a unique reference point informing the ongoing debate, exploring the relationships between research, policy and practice.

2007: 234x156: 256pp eBook: 978-0-203-30030-5 • Hb: 978-0-415-32236-2: £85.00 • Pb: 978-0-415-40964-3: £23.99

ADULT AND LIFELONG LEARNING

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2nd Edition

Learning to Teach Adults An Introduction Nicholas Corder, Former trainer of FE tutors at Buckinghamshire LEA, and latterly Warwick and Oxford Brookes Universities, UK Learning to Teach Adults is an indispensable guide for anyone who teaches, or is planning to teach adults. This comprehensive yet light-hearted book gives sensible advice on the business of teaching and training, and is relevant for any subject taught, be it archery or zoology. Writing with passion and humour, the author provides helpful tips, ideas and practical examples throughout.

2007: 234x156: 176pp eBook: 978-0-203-93594-1 • Hb: 978-0-415-42362-5: £75.00 • Pb: 978-0-415-42363-2: £21.99

Social Capital, Lifelong Learning and the Management of Place An International Perspective Edited by Michael Osborne and Kate Sankey, both at University of Stirling, UK and Bruce Wilson, RMIT University, Melbourne, Australia With contributions from around the world, this book brings together inter-related research from three fields: social capital, place management and lifelong learning regions.

Providing valuable insight into the management of place and the development of learning at a regional level, the book presents international research that underpins the development and implementation of policies and practices that improve the quality of living and working circumstances at both local and regional levels.

International in scope and at the cutting edge of research into this growing field that links lifelong learning to place, the book will appeal both to academics undertaking research in this burgeoning field and to those involved in lifelong learning at local, national and international level.

2007: 234x156: 264pp eBook: 978-0-203-94553-7 • Hb: 978-0-415-42795-1: £80.00 • Pb: 978-0-415-42796-8: £22.99

US $14.95

How We Learn Learning and Non-Learning in School and Beyond Knud Illeris, Danish University of Education, Denmark How We Learn, deals with the fundamental issues of the processes of learning, critically assessing different types of learning and obstacles to learning. It also considers a broad range of other important questions in relation to learning such as: modern research into learning and brain functions; self-perception, motivation and competence development; teaching, intelligence and learning style; learning in relation to gender and life age.

The book provides a comprehensive introduction to both traditional learning theory and the newest international research into learning processes, while at the same time being an innovative contribution to a new and more holistic understanding of learning including discussion on school-based learning, net-based learning, workplace learning and educational politics. How We Learn examines all the key factors that help to create a holistic understanding of what learning actually is and why and how learning and non-learning take place. It is also however a refreshing and thought-provoking piece of scholarly work as it adds new research material, new understandings and new points of view.

2007: 234x156: 304pp eBook: 978-0-203-93989-5 • Hb: 978-0-415-43846-9: £75.00 • Pb: 978-0-415-43847-6: £19.99 US $17.95

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ADULT AND LIFELONG LEARNING The Concepts and Practices of Lifelong Learning Brenda Morgan-Klein and Michael Osborne, both at University of Stirling, UK ’Morgan-Klein and Osborne are key researchers in the field of lifelong learning.

Their book is very well researched, and approaches contested topics in a pleasingly balanced way ... The book is a welcome addition to the literature, and will be a useful text for learning and teaching in the fields of education and sociology. It will also be relevant for consideration in employability modules in any university discipline.’ – ESCalate, Higher Education Academy This textbook gives a wide-ranging, research-informed introduction to issues in lifelong learning across a variety of educational settings and practices. Its very accessible approach is multi-disciplinary drawing on sociology and psychology in particular. In addition, issues are discussed within an international context. While there has been a proliferation of texts focussing on particular areas of practice such as higher education, there is little in the way of a broad overview.

2007: 234x156: 168pp eBook: 978-0-203-93276-6 • Hb: 978-0-415-42860-6: £75.00 • Pb: 978-0-415-42861-3: £19.99

The Pedagogy of Lifelong Learning Understanding Effective Teaching and Learning in Diverse Contexts Edited by Mike Osborne and Muir Houston, both at University of Stirling, UK and Nuala Toman, Glasgow Caledonian University, UK Presenting a snapshot of contemporary international research into the pedagogy of lifelong learning and teaching, this book focuses on a wide range of issues related to lifelong learning, including higher education, community-based learning and literacy practices in continuing education. It highlights the fact that the wide-ranging conclusions they draw have vital implications for this rapidly changing field.

2007: 234x156: 248pp eBook: 978-0-203-94529-2 • Hb: 978-0-415-42494-3: £80.00 • Pb: 978-0-415-42495-0: £23.99

Inspection Copies You can request an Inspection Copy of books showing the magnifying glass logo.

Please go to our website and click the "Request Examination Copy" link on the books record page.

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US $17.95

CHILDHOOD STUDIES

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The Routledge Reader in Early Childhood Education Edited by Elizabeth Wood, University of Exeter, UK Early childhood education has always provoked passionate feelings amongst stakeholders at all levels, from practitioners working with children and families in pre-school and school settings, to advisers, managers, politicians, and academics The purpose of this Reader is to examine change, transformation and continuity, and to present indicative scholarship in relation to five key themes: theoretical perspectives on learning; curriculum and pedagogy; play; policy; professionalism and research methods.

Within each theme, the readings have been chosen to exemplify national and international perspectives and trends. This is not to present a homogenised view of early childhood provision and services across cultural contexts; rather the intention is to take a critical perspective on past, present and future directions, and to identify some of the challenges, dilemmas and contradictions posed in research and scholarship.

2007: 234x156: 352pp Hb: 978-0-415-45151-2: £85.00 US $170.00 • Pb: 978-0-415-45152-9: £23.99

Inside Role-Play in Early Childhood Education

NEW

Researching Young Children’s Perspectives Sue Rogers, University of Plymouth, UK and Julie Evans, College of St Mark and St. John, Plymouth, UK Based on extensive research, and grounded in everyday classroom practice, the authors of this book explore important issues surrounding play in the early years curriculum. The book presents children’s views on, and response to their role-play environment, alongside examples of good classroom practice, and addresses vital questions such as: Will structuring role play replace children’s own attempts to create scenarios that grow out of their interests and relationships? Has an over-emphasis on subjects like literacy and numeracy eclipsed the important processes inherent in children’s social play? How we can ensure that provision for role play fully benefits all young children?

Critically, the authors present the child’s perspective on play in schools throughout, and argue firmly against a formal, inflexible learning environment for young children. This book will be fascinating to all students on primary education undergraduate courses and early childhood studies. Researchers and course leaders will also find this book a groundbreaking read.

January 2008: 234x156: 152pp eBook: 978-0-203-93030-4 • Hb: 978-0-415-40496-9: £75.00 • Pb: 978-0-415-40497-6: £22.50

Dialogue and the Development of Children’s Thinking A Sociocultural Approach Neil Mercer, University of Cambridge, UK and Karen Littleton, The Open University, UK This book draws on extensive research to provide a ground-breaking new account of the relationship between dialogue and children’s learning development. It closely relates the research findings to real-life classrooms, so that it is of practical value to teachers and students concerned that their children are offered the best possible learning opportunities.

The authors provide a clear, accessible and well-illustrated case for the importance of dialogue in children’s intellectual development and support this with a new and more educationally relevant version of socio-cultural theory, which explains the fascinating relationship between dialogues and learning. In educational terms, a sociocultural theory that relates social, cultural and historical processes, interpersonal communication and applied linguistics, is an ideal way of explaining how school experience helps children learn and develop.

2007: 234x156: 176pp eBook: 978-0-203-94665-7 • Hb: 978-0-415-40478-5: £75.00 • Pb: 978-0-415-40479-2: £23.99

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CHILDHOOD STUDIES Diversities in Early Childhood Education Rethinking and Doing Edited by Celia Genishi and A. Lin Goodwin, both at Columbia University, USA Series: Changing Images of Early Childhood Drawing from the current literature on ability, class, culture, ethnicity, gender, languages, race, and sexual orientation, the book presents a forward-looking account of how diversity could improve the educational experience of children from birth to grade three.

2007: 6 x 9: 312pp eBook: 978-0-203-93904-8 • Hb: 978-0-415-95713-7: £70.00 • Pb: 978-0-415-95714-4: £17.99

Forming Ethical Identities in Early Childhood Play Brian Edmiston, Ohio State University, USA Series: Contesting Early Childhood Through compelling examples, Brian Edmiston presents the case for why and how adults should play with young children to create with them a ’workshop for life’.

In a chapter on ’mythic play’ Edmiston confronts adult discomfort over children’s play with pretend weapons, as he encourages adults both to support children’s desires to experience in imagination the limits of life and death, and to travel with children on their transformational journeys into unknown territory.

This book provides researchers and students with a sound theoretical framework for reconceptualising significant aspects of pretend play in early childhood. Its many practical illustrations make this a compelling and provocative read for any student taking courses in Early Childhood Studies.

2007: 216x138: 224pp eBook: 978-0-203-93473-9 • Hb: 978-0-415-43547-5: £80.00 • Pb: 978-0-415-43548-2: £21.99

2nd Edition

Play and Literacy in Early Childhood Research From Multiple Perspectives Edited by Kathleen A. Roskos, John Carroll University, USA and James F. Christie, Arizona State University, USA This volume presents studies and research syntheses on the significance of play in the literacy development of young children and pushes the study of play and literacy into new areas. Play and Literacy in Early Childhood is intended for researchers and practitioners in the fields of early childhood education and early literacy development and as text for upper-level courses in these areas.

2007: 6 x 9: 264pp eBook: 978-1-4106-1777-4 • Hb: 978-0-8058-5639-2: £70.00 • Pb: 978-0-8058-5640-8: £21.50

CHILDHOOD STUDIES

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2nd Edition

Beyond Quality in Early Childhood Education and Care Languages of Evaluation Gunilla Dahlberg, Institute of Education, Stockholm, Sweden, Peter Moss, Thomas Coram Research Unit, Institute of Education, UK and Alan Pence, University of Victoria, Canada Taking a broad approach, this second edition of Beyond Quality in Early Childhood Education and Care relates issues of early childhood to the sociology of childhood, philosophy, ethics, political science and other fields and to an analysis of the world we live in today. It places these issues in a global context and draws on work from Canada, Sweden and Italy, including the world famous nurseries in Reggio Emilia.

Working with postmodern ideas, this book questions the search to define and measure quality in the early childhood field and its tendency to reduce philosophical issues of value to purely technical and managerial issues of expert knowledge and measurement.

The authors argue that there are other ways than the ’discourse of quality’ for understanding and evaluating early childhood pedagogical work and relate these to alternative ways of understanding early childhood itself and the purposes of early childhood institutions.

2006: 234x156: 216pp eBook: 978-0-203-96615-0 • Hb: 978-0-415-41848-5: £85.00 • Pb: 978-0-415-41849-2: £22.50

Developing Thinking and Understanding in Young Children An Introduction for Students Sue Robson, University of Roehampton, UK Invaluable for anyone looking to understand young children’s thinking, this essential textbook helpfully combines introductions to theories about thinking with observations from real-life practice.

The author accompanies every topic with observations from the classroom, supported by her own critical analysis linking theory to practice throughout.

2006: 246x174: 224pp eBook: 978-0-203-00860-7 • Hb: 978-0-415-36107-1: £80.00 • Pb: 978-0-415-36108-8: £18.99

The Developing Child in the 21st Century A Global Perspective on Child Development Sandra Smidt, Independent Education Consultant, UK Taking a child-centred view of education and learning, this multidisciplinary exploration of childhood shows how children make sense of the world through everything they come into contact with, and all their interactions. The book takes a broad assessment of all children’s roles and experiences, covering a diverse range of topics.

2006: 246x174: 160pp eBook: 978-0-203-96888-8 • Hb: 978-0-415-38569-5: £75.00 • Pb: 978-0-415-38570-1: £16.99

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SEN/INCLUSION The Routledge International Companion to Gifted Education

NEW

Edited by Tom Balchin, Brunel University, UK, Barry Hymer, Education Consultant, UK and Dona Matthews, City University of New York, USA The Routledge International Companion to Gifted Education is a ground-breaking collection of fully-referenced chapters written by many of the most highly-respected authorities on the subject from around the world. These fifty contributors include distinguished scholars who have produced many of the most significant advances to the field over the past few decades, like Joseph Renzulli and Robert Sternberg, alongside authorities who ask questions about the very concepts and terminology embodied in the field – scholars such as Carol Dweck and Guy Claxton.

The international aspect of the Companion, and its juxtaposition of points of view – whereby chapters are deliberately positioned and accompanied by editorial commentary to highlight the contrasts with each other,– ensures that different views are addressed, allowing the reader to absorb and reflect upon the many perspectives on each issue.

August 2008: 246x174: 376pp Hb: 978-0-415-46136-8: £90.00 • Pb: 978-0-415-46137-5: £26.99

The Routledge Companion to Dyslexia

NEW

Edited by Gavin Reid, Moray House School of Education, University of Edinburgh, UK, Gad Elbeheri, Ministry of Education Kuwait Dyslexia Association, Deborah Knight, Rollins Centre for Language & Learning, Atlanta Speech School, USA and Janice Wearmouth, University of Wellington, Education, New Zealand The Routledge Companion to Dyslexia is a ground-breaking survey of the whole field of dyslexia by a distinguished international team of contributors.

The Routledge Companion to Dyslexia is a superb resource for anyone interested in the subject, whether in education or related subjects such as psychology or neurology. Fully indexed and cross-referenced, with helpful further reading sections at the end of each entry, it is ideal for those coming to the field of dyslexia for the first time as well as students and practitioners already familiar with the subject.

December 2008: 246x174: 380pp Hb: 978-0-415-43078-4: £85.00 • Pb: 978-0-415-43079-1: £25.00

US $17.95

Educating the Gifted in Mainstream Schools

NEW

Stories of Change Karen Rogers, University of New South Wales, Australia After following the progress of 250 mildly, moderately and highly gifted children ranging in age from three to fourteen, this book uses the results to help teachers know what to do when faced with a child in their mainstream class who is considered ’gifted and talented’.

Some of the fifteen schools visited embraced their pupils’ learning needs in remarkably inventive and generous ways, whilst other schools simply ignored their pupils’ special needs. This book tells the stories of both the successful schools, identifying the characteristics of their teachers and managers, the available resources and of the children and families themselves - as well as investigating what lessons can be learned from the schools less August 2008: 234x156: 224pp Hb: 978-0-415-37604-4: £70.00 • Pb: 978-0-415-37605-1: £22.50

US $19.95

SEN/INCLUSION

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5th Edition

Commonsense Methods for Children with Special Educational Needs Peter Westwood, Educational Consultant, Macau, South China ’A useful guide for those who read the whole book or just dip into relevant chapters to promote thinking on responding to the wide diversity of challenge that all teachers are required to acquire expertise in.’ – Special Needs Information Press Praise for previous editions: ’This is a book which should be required reading for all Secretaries of State for Education...It was easy to read and ought to find a place in as many staff libraries as possible – and might serve as a starting point for training day discussions.’ – Education Review ’A must for teachers in training and a useful acquisition for teachers in the classroom.’ – British Journal of Special Education This new edition of this successful title provides teachers with an immediate and comprehensive source of practical strategies for meeting children’s special needs in regular classrooms.

Offering practical advice on a wide range of suitable intervention methods, this is essential reading for practising teachers and student teachers worldwide.

2007: 234x156: 272pp eBook: 978-0-203-96436-1 • Hb: 978-0-415-41581-1: £90.00 • Pb: 978-0-415-41582-8: £19.99

What Really Works in Special and Inclusive Education Using Evidence-Based Teaching Strategies David Mitchell, University of Waikato, New Zealand.

What Really Works in Special and Inclusive Education presents educators of learners with special educational needs with a range of strategies they can implement right away in the classroom. David Mitchell, a leading writer in special and inclusive education, has distilled a huge range of recent studies that have the most genuine potential for improving the practices of teachers and schools, in order to help them produce high-quality learning and social outcomes for all.

Each of the twenty-four strategies included in the book has a substantial research base, a sound theoretical rationale, clear practical guidelines on how they can be employed, as well as cautions about their use.

This ground-breaking book will be welcomed by any teacher working in special and inclusive education settings who has neither the time nor the inclination to engage with theory-heavy research, yet wants to ensure that their teaching strategies are up-to-theminute and proven to be the most effective best practices. Researchers, teacher educators and psychologists will also find this book informative and unique in its scope.

2007: 234x156: 256pp eBook: 978-0-203-02945-9 • Hb: 978-0-415-36926-8: £75.00 • Pb: 978-0-415-36925-1: £20.99 US $17.95

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SEN/INCLUSION International Perspectives on Diversity and Inclusive Education Studies from America, Europe and India Edited by Gajendra K. Verma, University of Manchester, UK, Christopher Bagley, University of Southampton, UK and Madan Jha, University of Oxford, UK In light of new theories of multiculturalism and globalization, this insightful book compares approaches to the educational inclusion of diverse minorities – such as the ethnic and linguistic minorities in America. Drawing on their extensive experience, the contributors examine: accounts from cross-cultural cognitive psychology on the special interests and educational needs of certain ethnic groups; research on social class divisions, neighbourhood poverty and school exclusions in Britain; educational developments for inclusion of minorities in Europe, Greece and Eastern Europe; India’s educational policies surrounding its struggle to achieve ’education for all’ in a nation at the threshold of economic prosperity.

This book is unique in its breadth, and scope of its integration of educational policy data generated by different countries, with contrasted minority populations, all at different stages of development.

2007: 234x156: 232pp eBook: 978-0-203-96133-9 • Hb: 978-0-415-42777-7: £90.00 • Pb: 978-0-415-42778-4: £23.99

Dilemmas of Difference, Inclusion and Disability International Perspectives and Future Directions Brahm Norwich, University of Exeter, UK Education systems in developed countries have come to prioritise the raising of standards, while also pursuing some degree of social inclusion and inclusive schooling.

However, these policies represent different and often conflicting values and approaches to education. Central to these moves has been the specific thrust to include more students with disabilities and special educational needs within general rather than specialist education.

Dilemmas of Difference, Inclusion and Disability integrates recent empirical research and includes an international case study that examines the perspectives of education practitioners and policy makers in specific school systems in the UK, USA and the Netherlands.

2007: 234x156: 240pp eBook: 978-0-203-93886-7 • Hb: 978-0-415-39846-6: £70.00 • Pb: 978-0-415-39847-3: £22.99

US $15.95

Achievement and Inclusion in Schools Lani Florian and Martyn Rouse, both at University of Aberdeen, Scotland, UK and Kristine Black Hawkins, Cambridge University, UK This practical and timely text evaluates the relationship between achievement and inclusion. The authors argue that high levels of inclusion can be entirely compatible with high levels of achievement and that combining the two is essential if all children are to have the opportunity to participate fully in education.

Packed with case studies that explore the benefits and tensions for children, these pages tackle the questions at the core of the issue: What is the nature of the relationship between the inclusion of some children and the achievement of all? Are there strategies which can raise the achievement of all children, whilst safeguarding the inclusion of others who are more vulnerable? What changes can be made to ensure high levels of inclusion as well as high levels of achievement for all children?

2007: 234x156: 176pp eBook: 978-0-203-94522-3 • Hb: 978-0-415-39197-9: £90.00 • Pb: 978-0-415-39198-6: £21.99

SEN/INCLUSION

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Conceptions of Giftedness Socio-Cultural Perspectives Edited by Shane N. Phillipson, Hong Kong Institute of Education, Tai Po, Hong Kong and Maria McCann, Flinders University, Adelaide, Australia The effective education of gifted children is one of the most significant challenges facing educational systems in many countries around the world, made particularly difficult by the forces of globalization. Conceptions of Giftedness describes the unique and varied ways cultures conceive of giftedness. As language influences perception, different ideas of giftedness may embody different ways of thinking, especially in the areas of creativity and problem solving. This important new volume in special education encourages the understanding, appreciation, and preservation of our ’intellectual diversity.’

Contributing authors to this book are authorities in the field of gifted education, and represent a range of languages and cultures, including Western, Chinese, Japanese, Australian Aboriginal and Malay cultures. Each chapter describes giftedness from one cultural perspective within the global context, resulting in both local and global educational implications.

Conceptions of Giftedness appeals to an international audience, and will serve as a primary and/or secondary resource for scholars, teachers, and undergraduate and postgraduate students interested in gifted education. Its distinctive universal perspective will attract sociolinguists and anthropologists, as well as educators.

2007: 6 x 9: 544pp eBook: 978-1-4106-1540-4 • Hb: 978-0-8058-5750-4: £95.00 • Pb: 978-0-8058-5751-1: £31.99

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Education for Inclusive Citizenship Dina Jane Kiwan, University of London, UK This book examines the conceptions of citizenship and the extent to which these conceptions accommodate ethnic and religious diversity in today’s schools.

The author contributes to theoretical thinking on inclusive citizenship through a focus on the policy and curriculum development process of citizenship education in the English secondary school context, and she bases her work on original first-hand account from interviews with key players involved, such as former home secretary David Blunkett, Sir Bernard Crick and other high profile policy-makers. Four main models of citizenship underpinned by political philosopy are proposed and the theoretical and practical implications for diversity of these four models are explicated.

2007: 234x156: 168pp eBook: 978-0-203-93487-6 • Hb: 978-0-415-42367-0: £85.00 • Pb: 978-0-415-42368-7: £24.99

Included or Excluded?

The Challenge of the Mainstream for Some SEN Children Edited by Ruth Cigman, Birkbeck, University of London, UK In a pamphlet published in 2005 Mary Warnock expressed concerns about some of the concepts that she had helped to introduce in the field of special education almost three decades earlier. She argued that the role of special schools was unclear and the pursuit of inclusion had become too ideological.

This highly topical book suggests that distinctions should be made between kinds of special needs and the possibility addressed that some SEN children might be happier and more effective as learners within non-mainstream settings. Her call for a government review to investigate these problems raised its media profile, fuelling the debate. This book pulls together contributions from all sides of the argument.

2006: 234x156: 224pp eBook: 978-0-203-96606-8 • Hb: 978-0-415-40119-7: £80.00 • Pb: 978-0-415-40118-0: £23.99

12

SEN/INCLUSION Critical New Perspectives on ADHD Edited by Gwynedd Lloyd and Joan Stead, both at University of Edinburgh, UK and David Cohen, Florida International University, USA Experts from all over the world take a critical, highly international and often controversial perspective on the ADHD phenomenon.

Critical New Perspectives on ADHD unpicks the myths surrounding the development of this phenomenon and leaves no stone unturned in its search for answers. In a world where moves to educational inclusion are paradoxically paralleled by the ever-increasing use of medication to control children’s behaviour, this book scrutinises current accepted practice and offers alternative perspectives and strategies for teachers and other education professionals.

2006: 234x156: 248pp eBook: 978-0-203-00801-0 • Hb: 978-0-415-36036-4: £80.00 • Pb: 978-0-415-36037-1: £23.99

Diversity in Gifted Education International Perspectives on Global Issues Edited by Gillian Eriksson and Belle Wallace This timely book brings together experts from around the world to share expertise and best practice to form an eclectic collection of the best approaches for teaching gifted and talented children from different cultures.

In addition, details of websites and associations which offer support and advice are also provided, making this book an invaluable resource for academics, researchers, teachers and parents of gifted and talented children.

2006: 234x156: 352pp eBook: 978-0-203-01214-7 • Hb: 978-0-415-36105-7: £85.00 • Pb: 978-0-415-36106-4: £24.99 US $22.95US $17.95

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Visit our up-to-date website for a complete listing of all our titles

www.routledge.com/education

13

ESL/BILINGUALISM Cultures, Contexts, and World Englishes Yamuna Kachru, University of Illinois, Urbana-Champage, USA and Larry E. Smith, Christopher, Smith & Associates, LLC Series: ESL & Applied Linguistics Professional Series This volume aims to familiarize readers with the varieties of world Englishes used across cultures and to create awareness of some of the linguistic and socially relevant contexts and functions that have given rise to them. It emphasizes that effective communication among users of different Englishes requires awareness of the varieties in use and their cultural, social, and ideational functions.

Each chapter includes suggestions for further reading and challenging discussion questions and appropriate research projects designed to enhance the usefulness of this volume in courses such as world Englishes, English in the Global Context, Sociolinguistics, Critical Applied Linguistics, Language Contact and Convergence, Ethnography of Communication, and Crosscultural Communication.

May 2008: 6 x 9: 240pp eBook: 978-0-203-89134-6 • Hb: 978-0-8058-4732-1: £75.00 • Pb: 978-0-8058-4733-8: £21.99

A Synthesis of Research on Second Language Writing in English

$17.95

NEW

Ilona Leki, University of Tennessee, USA, Tony Silva, Purdue University, USA and Alister Cumming, University of Toronto, Canada Synthesizing twenty-five years of the most significant and influential findings of published research on second language writing in English, this volume promotes understanding and provides access to research developments in the field.

This book is designed to help researchers become familiar with the most important research on this topic, to promote understanding of pedagogical needs of L2 writing students, and to introduce graduate students to L2 writing research findings.

A Synthesis of Research on L2 Writing in English is intended for L2 writing researchers world wide, L2 writing practitioners, graduate students in TESOL methods courses, L1 English writing professionals and practitioners, and graduate students in teacher education courses in literacy development, as well as writing centers serving the growing number of L2 writers using those services.

June 2008: 6 x 9: 224pp eBook: 978-0-203-93025-0 • Hb: 978-0-8058-5532-6: £70.00 • Pb: 978-0-8058-5533-3: £22.99

US $19.95

International English in Its Sociolinguistic NEW Contexts Towards a Socially Sensitive EIL Pedagogy Sandra Lee McKay, San Francisco State University, USA and Wendy D. Bokhorst-Heng, National Institute of Education, Center for Research in Pedagogy and Practice, Singapore Series: ESL & Applied Linguistics Professional Series International English in Its Sociolinguistic Contexts, fully recognizes the relationship between social context and language teaching; describes the social and sociolinguistic factors that affect the teaching and learning of English; examines how the social context is influential in determining which languages are promoted in schools and society and how these languages are taught; is unique in directly relating basic constructs in sociolinguistics to English language teaching; features case studies that illustrate the diversity of English teaching contexts Directed to a wide TESOL and applied linguistics professional readership, this text will be particularly useful and effective for pre-service and in-service professional development in TESOL for K-12 and higher education levels.

June 2008: 6 x 9: 224pp eBook: 978-1-4106-1798-9 • Hb: 978-0-8058-6337-6: £70.00 • Pb: 978-0-8058-6338-3: £21.99

US $17.95

14

ESL/BILINGUALISM Leadership in English Language Education NEW Theoretical Foundations and Practical Skills for Changing Times Edited by MaryAnn Christison, University of Utah, USA and Denise Murray, Macquarie University, Australia Series: ESL & Applied Linguistics Professional Series This book presents both theoretical approaches to leadership and practical skills leaders in English language education need to be effective. Discussing practical skills in detail, and providing readers with the opportunity to acquire new skills and apply them in their own contexts, the text is organized around three themes: The roles and characteristics of leaders; Skills for leading; ELT leadership in practice June 2008: 6 x 9: 240pp eBook: 978-1-4106-1769-9 • Hb: 978-0-8058-6310-9: £70.00 • Pb: 978-0-8058-6311-6: £21.99

Teaching ESL/EFL Listening and Speaking NEW I.S.P. Nation and Jonathan Newton, both at Victoria University of Wellington, New Zealand Series: ESL & Applied Linguistics Professional Series Using a framework based on principles of teaching and learning, this guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their listening and speaking skills and fluency. By following these suggestions, which are organized around four strands – meaning-focused input, meaning-focused output, language-focused learning, and fluency development – teachers will be able to design and present a balanced program for their students.

Teaching ESL/EFL Listening and Speaking, and its companion text, Teaching ESL/EFL Reading and Writing, are similar in format and the kinds of topics covered, but do not need to be used together.

All Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language include a teaching methods component. The texts are designed for and have been field tested in such programs.

August 2008: 6 x 9: 179pp eBook: 978-0-203-89170-4 • Hb: 978-0-415-98969-5: £70.00 • Pb: 978-0-415-98970-1: £15.99

Teaching ESL/EFL Reading and Writing

NEW

I.S.P. Nation, Victoria University of Wellington, New Zealand Series: ESL & Applied Linguistics Professional Series Teaching ESL/EFL Reading and Writing, and its companion text, Teaching ESL/EFL Listening and Speaking, are similar in format and the kinds of topics covered, but do not need to be used together.

All Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language include a teaching methods component. The texts are designed for and have been field tested in such programs.

August 2008: 6 x 9: 160pp eBook: 978-0-203-89164-3 • Hb: 978-0-415-98967-1: £70.00 • Pb: 978-0-415-98968-8: £15.99 US $17.95

ESL/BILINGUALISM

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Inclusive Pedagogy for English Language Learners A Handbook of Research-Informed Practices Edited by Lorrie Stoops Verplaetse and Naomi Migliacci, both at Southern Connecticut State University, USA In this Handbook leading researchers, teacher educators, and expert practitioners speak to current and future educators and educational leaders in understandable language about the research that informs best practices for English language learners integrated into the K-12 public school system.

Inclusive Pedagogy for English Language Learners is intended for current and future educational administrators, all educators who have a keen interest in school reform at the classroom, school, or district level, and staff developers, policy makers, parents and community groups, and anyone interested in the successful education of linguistically and culturally diverse students.

2007: 7 x 10: 384pp eBook: 978-1-4106-1755-2 • Hb: 978-0-8058-5719-1: £75.00 • Pb: 978-0-8058-5720-7: £27.99

$23.95

Teaching Chinese, Japanese, and Korean Heritage Language Students Curriculum Needs, Materials, and Assessment Edited by Kimi Kondo-Brown and James Dean Brown, both at University of Hawaii at Manoa, USA Series: ESL & Applied Linguistics Professional Series This book contributes to building the research knowledge that language teaching professionals need in developing curriculum for the large population of East Asian heritage students (including Chinese, Japanese, and Korean) in countries like the United States, Canada, and Australia, where speakers of East Asian languages are among the fastest growing populations.

2007: 6 x 9: 368pp eBook: 978-1-4106-1653-1 • Hb: 978-0-8058-5877-8: £75.00 • Pb: 978-0-8058-5878-5: £21.99

Undergraduates in a Second Language Challenges and Complexities of Academic Literacy Development Ilona Leki, University of Tennessee at Knoxville, USA This is the first book-length study of bilingual, international, and immigrant students in English writing courses that attempts to fully embed their writing experiences within the broader frame of their personal histories, the human context of their development, and the disciplinary contexts of their majors.

2007: 6 x 9: 352pp eBook: 978-1-4106-1776-7 • Hb: 978-0-8058-5637-8: £49.95 • Pb: 978-0-8058-5638-5: £19.99

US $17.95

Language Policy, Culture, and Identity in Asian Contexts Edited by Amy B.M. Tsui, University of Hong Kong, China and James W. Tollefson, International Christian University, Tokyo, Japan Bringing together scholarship on issues relating to language, culture, and identity, with a special focus on Asian countries, this volume makes an important contribution in terms of analyzing and demonstrating how language is closely linked with crucial social, political, and economic forces, particularly the tensions between the demands of globalization and local identity.

2006: 6 x 9: 296pp eBook: 978-1-4106-1452-0 • Hb: 978-0-8058-5693-4: £75.00 • Pb: 978-0-8058-5694-1: £22.99

16

LANGUAGE AND LITERACY 2nd Edition

NEW

Critical Perspectives on Harry Potter Edited by Elizabeth E. Heilman, Michigan State University, USA As the wild success of the Harry Potter series has given rise to ’Pottermania,’ the adventures of the young sorcerer have inspired multiple movies, countless Websites and blogs, fans clubs and a wide range of paraphernalia. This significant cultural phenomenon constitutes a powerful form of social text, and speaks volumes about the intersections of ideology, popular culture, and childhood. Critical Perspectives on Harry Potter provides overdue analyses of the Potter books as phenomenon, bringing together scholars from various disciplines to examine the impact of the series. This thoroughly updated revised edition includes essays updated to explore the full scope of the 7-book series and new material on what it has meant for a generation of children to grow up with Harry Potter.

This book is not authorized, approved, licensed, or endorsed by J.K. Rowling, Warner Bros. Entertainment Inc., or anyone associated with the Harry Potter books or movie.

July 2008: 6 x 9: 240pp Pb: 978-0-415-96484-5: £17.99

3rd Edition

Social Linguistics and Literacies Ideology in Discourses James Paul Gee, University of Wisconsin-Madison, USA This fully-updated new edition engages with topics such as orality and literacy, the history of literacy, the uses and abuses of literacy in that history, the analysis of language as cultural communication, and social theories of mind and meaning, among many other topics. It represents the most current statement of a widely discussed and used theory about how language functions in society, a theory initially developed in the first edition of the book, and developed in this new edition in tandem with analytic techniques for the study of language and literacy in context, with special reference to cross-cultural issues in communities and schools.

2007: 216x138: 256pp eBook: 978-0-203-94480-6 • Hb: 978-0-415-42775-3: £85.00 • Pb: 978-0-415-42776-0: £22.50

2nd Edition

Teaching English, Language and Literacy Dominic Wyse, University of Cambridge, UK and Russell Jones, Manchester Metropolitan University, UK ’There have been many books published which explore and explain the process of teaching English at primary school level, but if you prefer all your information in one place, then this could be the book for you.’ – Literacy Time This fully updated second edition of Teaching English, Language and Literacy is an essential introduction for anyone learning to teach English at primary school level.

Designed for students on initial teacher training courses, but also of great use to those teachers wanting to keep pace with the latest developments in their specialist subject.

The book covers the theory and practice of teaching English, language and literacy and includes comprehensive analysis of the Primary National Strategy (PNS) Literacy Framework. Each chapter has a specific glossary to explain terms and gives suggestions for further reading.

2007: 234x156: 304pp Hb: 978-0-415-39979-1: £75.00 • Pb: 978-0-415-39980-7: £17.99

LANGUAGE AND LITERACY

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Learning to Read Across Languages Cross-Linguistic Relationships in First- and Second-Language Literacy Development Edited by Keiko Koda, Carnegie Mellon University, Pennsylvania, USA and Annette M. Zehler, Center for Applied Linguistics, Washington D.C., USA This book systematically examines how learning to read occurs in diverse languages, and in so doing, explores how literacy is learned in a second language by learners who have achieved at least basic reading skills in their first language.

This volume provides detailed descriptions of five typologically diverse languages and their writing systems, and offers comparisons of learning-to-read experiences in these languages. Both common and distinct aspects of literacy learning experiences across languages are identified, thus establishing a basis for determining which skills are available for transfer in second-language reading development.

Learning to Read Across Languages is intended for researchers and advanced students in the areas of second-language learning, psycholinguistics, literacy, bilingualism, and crosslinguistic issues in language processing.

2007: 6 x 9: 256pp eBook: 978-0-203-93566-8 • Hb: 978-0-8058-5611-8: £75.00 • Pb: 978-0-8058-5612-5: £22.99

US $17.95

Multimodal Pedagogies in Diverse Classrooms Representation, Rights and Resources Pippa Stein, University of the Witwatersrand, South Africa Multimodal Pedagogies in Diverse Classrooms examines how the classroom can become a democratic space founded on the integration of different histories, modes of representation, feelings, languages and discourses, and is essential reading for anyone interested in the connection between multimodality, pedagogy, democracy and social justice in diverse classrooms.

Dealing with issues such as democracy, politics of difference, diversity, multicultural and multilingual classrooms, this book is as pertinent to readers across the globe as it is to those in South Africa, and will be invaluable and fascinating reading for anyone working or interested in this field.

2007: 234x156: 192pp eBook: 978-0-203-93580-4 • Hb: 978-0-415-40165-4: £75.00

US $17.95

Language and Minority Rights Ethnicity, Nationalism and the Politics of Language Stephen May, University of Waikato, New Zealand Language and Minority Rights – a benchmark volume in the field of language rights and language policy – is an outstanding interdisciplinary analysis which draws together debates on language from widely different academic fields, including the sociology of language, ethnicity and nationalism, sociolinguistics, social and political theory, education, history and law, illustrating these debates via a wealth of different national contexts and examples. It is essential reading for students, teachers and researchers in the sociology of language, sociolinguistics, applied linguistics, language policy and planning, sociology, politics, and education.

2007: 6 x 9: 388pp eBook: 978-1-4106-1766-8 • Pb:978-0-415-96489-0: £24.99

Popular Culture and Representations of Literacy Bronwyn Williams, University of Louisville, USA and Amy Zenger, American University of Beirut, Lebanon.

Series: Routledge Research in Literacy This book explores how everyday literacy practices represented in mainstream movies inevitably influence cultural conceptions of reading and writing from issues of identity to education policy to classroom practices.

2007: 6 x 9: 200pp eBook: 978-0-203-00849-2 • Hb: 978-0-415-36095-1: £75.00

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EDUCATION POLICY AND POLITICS Cyber-Bullying

NEW

Issues and Solutions for the School, the Classroom and the Home Shaheen Shariff, McGill University, Montreal, Canada In this increasingly digital world cyber-bullying has emerged as an electronic form of bullying that is difficult to monitor or supervise because it often occurs outside the physical school setting and outside school hours on home computers and personal phones. These web-based and mobile technologies are providing young people with what has been described as: ‘an arsenal of weapons for social cruelty’.

These issues have created an urgent need for a practical book grounded in comprehensive scholarship that addresses the policy-vacuum and provides practical educational responses to cyber-bullying. Written by one of the few experts on the topic Cyber-Bullying develops guidelines for teachers, head teachers and administrators regarding the extent of their obligations to prevent and reduce cyber-bullying. The book also highlights ways in which schools can network with parents, police, technology providers and community organizations to provide support systems for victims (and perpetrators) of cyber-bullying.

March 2008: 234x156: 328pp eBook: 978-0-203-92883-7 • Hb: 978-0-415-42490-5: £75.00 • Pb: 978-0-415-42491-2: £19.99

The Dangerous Rise of Therapeutic Education

NEW

Kathryn Ecclestone, Oxford Brookes University, UK and Dennis Hayes, Westminster Institute of Education, Oxford Brookes University, UK Kathryn Ecclestone and Dennis Hayes’ controversial and compelling book uses a wealth of examples across the education system, from primary schools to university, and the workplace to show how therapeutic education is turning children, young people and adults into anxious and self-preoccupied individuals rather than aspiring, optimistic and resilient learners who want to learn about the world.

The Dangerous Rise of Therapeutic Education is an eye-opening read for every teacher, student teacher and parent who retains any belief in the power of knowledge to transform people’s lives. Its insistent call for a serious public debate about the emotional state of education should also be at the forefront of the minds of every agent of change within society from parent to policy maker.

July 2008: 234x156: 192pp Hb: 978-0-415-39700-1: £75.00 • Pb: 978-0-415-39701-8: £18.99

Testing Times

US $19.95

NEW

The Uses and Abuses of Assessment Gordon Stobart, University of London, UK Assessment dominates our lives but its good intentions often produce negative consequences. An example that is central to this book is how current forms of assessment encourage shallow ‘for-the-test’ learning. It is true to say that as the volume of assessment increases, confidence in what it represents is diminishing. This book seeks to reclaim assessment as a constructive activity which can encourage deeper learning. To do this the purpose, and fitness-for–purpose, of assessments have to be clear.

Gordon Stobart critically examines five issues that currently have high-profile status: intelligence testing; learning skills; accountability; the ‘diploma disease’ and formative assessment.

March 2008: 234x156: 224pp eBook: 978-0-203-93050-2 • Hb: 978-0-415-40474-7: £75.00 • Pb: 978-0-415-40475-4: £22.99

US $17.95

EDUCATION POLICY AND POLITICS

19

Education, Globalisation and New Times 21 Years of the Journal of Education Policy Edited by Stephen J. Ball, Institute of Education, University of London, UK, Ivor F. Goodson, University of Brighton, UK and Meg Maguire, Kings College London, UK Series: Education Heritage Education, Globalisation and New Times comprises a selection of the most influential papers published over the twenty-one years of the Journal of Education Policy. Written by many of the leading scholars in the field, these seminal papers cover a variety of subjects, sectors and levels of education, focused around the following major themes: education, globalisation and new times; policy theory and method; policy and equity.

2007: 234x156: 392pp eBook: 978-0-203-96399-9 • Hb: 978-0-415-42598-8: £85.00

US $17.95

2nd Edition

NEW

The Critical Pedagogy Reader Edited by Antonia Darder, University of Illinois at UrbanaChampaign, USA, Marta P. Baltodano, Loyola Marymount University, USA and Rodolfo Torres, University of California, Irvine, USA. Since its publication, The Critical Pedagogy Reader has firmly established itself as the leading collection of classic and contemporary essays by the major thinkers in the field of critical pedagogy. While retaining its comprehensive introduction, this thoroughly revised second edition includes more fully developed section introductions, updated and expanded bibliographies, and up-to-date classroom questions. The book is arranged topically around such issues as class, racism, gender/sexuality, language and literacy, and classroom issues for ease of usage and navigation.

July 2008: 7 x 10: 592pp Pb: 978-0-415-96120-2: £23.99

The Future of Educational Change International Perspectives Edited by Ciaran Sugrue, University of Cambridge, UK Educational Change has been high on the international agenda for the last twenty-five years. This timely book provides a systematic overview and critique of contemporary approaches to educational change from some of the best-known writers and scholars in the field, including Andy Hargreaves, Larry Cuban, Ivor Goodson, Jeannie Oakes, Milbrey McLaughlin, Judyth Sachs and Ann Liebermann.

By highlighting critical lessons from the past, the book aims to set an agenda for policyrelated research and the future trajectories of educational reforms, while also taking into account the dominant rhetorics of international ‘social movements’ and the ‘refracted’ nature of policy agenda at national and local levels.

February 2008: 234x156: 256pp eBook: 978-0-203-93142-4 • Hb: 978-0-415-43107-1: £75.00 • Pb: 978-0-415-43108-8: £22.99

Globalizing Educational Policy

NEW

Bob Lingard, University of Edinburgh, UK and Fazal Rizvi, University of Illinois, USA Leading authors in the field explore the key global drivers of policy change in education and argue that globalization has transformed the terrain within which educational policies are developed and, informed by a range of neo-liberal precepts, affect the ways we think about educational governance. The book provides an overview of critical issues in educational policy, to which this hegemonic view of globalization has grown.

November 2008: 234x156: 224pp Hb: 978-0-415-41625-2: £75.00 • Pb: 978-0-415-41627-6: £22.99

20

EDUCATION POLICY AND POLITICS Education plc Understanding Private Sector Participation in Public Sector Education Stephen J. Ball, Institute of Education, University of London, UK Is the privatisation of state education defendable? Did the public sector ever provide a fair education for all learners?

In Education plc, Stephen Ball provides a comprehensive, analytic and empirical account of the privatisation of education. He questions the kind of future we want for education and what role privatisation and the private sector may have in that future. Using policy sociology to describe and critically analyse changes in policy, policy technologies and policy regimes, he looks at the ethical and democratic impacts of these changes.

This book breaks new ground and builds on Stephen Ball’s previous work on education policy. It should appeal to those researching and studying in the fields of social policy, policy analysis, sociology of education, education research and social economics.

2007: 234x156: 232pp eBook: 978-0-203-96420-0 • Hb: 978-0-415-39940-1: £75.00 • Pb: 978-0-415-39941-8: £22.99

$22.95

Globalizing The Educational Project Making Knowledge in the Postmodern Ian Stronach, Manchester Metropolitan Unviersity, UK This book provides a critical account of how contemporary educational knowledge is put together and presented in the global knowledge economy, redefining the actors in the education process, including principally the child, pupil, and learner, but also the teacher, parent, inspector and policy-maker.

Education is in crisis. The last 20 years have seen the establishment of an orthodoxy based on the standardisation of all sorts of curricula based on national prescription. This orthodoxy is increasingly global. It has been accompanied, and indeed promoted, by the narrow measurement of educational performances of all sorts, their often invalid comparison, and the consequent establishment of a moral economy based on league table positions. International league tables are now the motor of national educational change, from the Pacific Rim to former communist territories, and across most western countries.

This book confronts that controversy and will help bring about the ’turnaround’ that it predicts - away from measurement mania and rampant instrumentality. It will appeal to a wide range of readers who are committed to educational change, from system level to individual professional practice.

October 2008: 234x156: 224pp Hb: 978-0-415-43111-8: £75.00 • Pb: 978-0-415-43112-5: £22.99

US $17.95

The Changing Role of Schools in Asian Societies Schools for the Knowledge Society Kerry J. Kennedy, The Hong Kong Institute of Education, China and John Chi-Kin Lee, The Chinese University of Hong Kong, China Walk into a classroom in Tokyo, New York, London or Rotterdam, and the similarities in structure, activity, purpose and style will outweigh differences in language, dress and ethnic characteristics.

The Changing Role of Schools in Asian Societies is concerned with the debate about the nature of modern schooling in Asia. Traditionally schools are historical constructions reflecting the social, economic and political needs of the societies that invest in them.

As Asia faces the challenges posed by the ‘knowledge economy’, its schools have taken on a new and quite different importance. This informative book outlines the broad policy contexts in which these transformations are taking place and the practical strategies that are needed to meet this objective.

It should be of interest to all those working in education policy and comparative education.

2007: 234x156: 240pp eBook: 978-0-203-93759-4 • Hb: 978-0-415-41200-1: £75.00

US $17.95

EDUCATION POLICY AND POLITICS

21

The Death of Progressive Education How Teachers Lost Control of the Classroom Roy Lowe, Institute of Education, University of London, UK The first authoritative survey of the changing politics of the classroom since the Second World War. It charts the process by which society moved away from being one in which teachers decided both the content of the school curriculum and how it would be taught towards the present situation.

2007: 234x156 eBook: 978-0-203-94595-7 • Hb: 978-0-415-35971-9: £75.00 • Pb: 978-0-415-35972-6: £22.99

Educational Research and Policy-Making Exploring the Border Country Between Research and Policy Edited by Lesley Saunders, General Teaching Council and the University of London, UK This book provides a fascinating insight into the sometimes troubled relationship between ‘research’ and ‘policy-making’ in education. It shows how each of these areas of social and intellectual endeavour is in a state of dynamic change and how, as a result, they are becoming more mutually inter-permeable and posing increasingly challenging problems for each other. It suggests a number of scenarios for the future development of the relationship and throws down some challenges for both communities.

2007: 234x156: 208pp eBook: 978-0-203-93979-6 • Hb: 978-0-415-41174-5: £80.00 • Pb: 978-0-415-41175-2: £22.99

US $17.95

2nd Edition

Globalisation and Pedagogy Space, Place and Identity Richard Edwards, University of Stirling, UK and Robin Usher, Royal Melbourne Institute of Technology University, Australia With different pedagogic practices come different ways of examining them and fresh understandings of their implications and assumptions. It is the examination of these changes and developments that is the subject of this book.

The second edition of this important book has been fully updated and extended to take account of developments in technology, pedagogy and practice, in particular the growth of distance and e-learning.

2007: 234x156: 200pp eBook: 978-0-203-94500-1 • Hb: 978-0-415-42895-8: £80.00 • Pb: 978-0-415-42896-5: £22.99

Knowledge Production Research Work in Interesting Times Edited by Bridget Somekh, Manchester Metropolitan University, UK and Thomas A. Schwandt, University of Illinois at Urbana-Champaign, USA This collection from a highly impressive international group of educational researchers explores epistemological, methodological, and ethical-political issues in the production of knowledge about educational phenomena in contemporary society.

2007: 234x156: 224pp Hb: 978-0-415-44229-9: £80.00 • Pb: 978-0-415-44228-2: £23.99

US $17.95

22

EDUCATION POLICY AND POLITICS Policy Discourses, Gender, and Education Constructing Women’s Status Elizabeth J. Allan, University of Maine, Orono, USA Series: Routledge Research in Education This is an important and timely contribution to equity issues in higher education, which have been a focus of public attention and academic research. It examines the links between gender, race and national identity.

2007: 6 x 9: 240pp eBook: 978-0-203-93961-1 • Hb: 978-0-415-38168-0: £65.00

US $19.95

The RoutledgeFalmer Reader in Education Policy and Politics Edited by Bob Lingard, University of Edinburgh, UK and Jenny Ozga, University of Edinburgh, UK Series: RoutledgeFalmer Readers in Education This Reader brings together selected papers from leading scholars to address the most significant recent development in educational policy and politics: the impact of globalisation. The papers discuss, document and analyse evidence of globalisation’s effects on the new direction of education policies and practices, and in the production of globalised agendas for the redesign of state provision and the governance of education.

2006: 234x156: 288pp eBook: 978-0-203-56720-3 • Hb: 978-0-415-34573-6: £80.00 • Pb: 978-0-415-34574-3: £22.99 US $21.95

To Order For simple and secure online ordering visit:

www.routledge.com/education or use the order form in this catalogue

23

LEADERSHIP, MANAGEMENT AND ADMINISTRATION Connecting Leadership and Learning

NEW

Principles for Practice John MacBeath, David Frost, Sue Swaffield and Joanne Waterhouse, all at University of Cambridge, UK and Neil Dempster, Griffith University, Australia Leading schools is becoming almost daily a more complex and demanding job. Connecting Leadership and Learning reassesses the purpose of schools, the nature of learning and the qualities of leadership that make schools authentic places of learning.

Starting with a review of what we can claim to know – and not know – about learning, leadership and their inter-relationship, this book explores what it means to lead schools that place learning at the centre. Drawing on research from seven different country projects - including the United States, Australia and five European countries.

This book aims to challenge the reader with big ideas about learning and leadership, and to break new ground in thinking about where leadership and learning meet so that practitioners can see how it works in school and classroom practice. It should be of interest to all school leaders and those aspiring to the role.

July 2008: 234x156: 192pp eBook: 978-0-203-89464-4 • Hb: 978-0-415-45292-2: £75.00 • Pb: 978-0-415-45295-3: £22.99

Distributed School Leadership

NEW

Developing Tomorrow’s Leaders Alma Harris, University of Warwick, UK Series: Leading School Transformation This book focuses on the why, how and what of distributed leadership by offering a practical insight into what it looks like in schools. It argues that our new system leaders are already in schools and that the main challenge is to develop them and maximise their collective capacity to make a difference. Drawing on the ‘Developing Leaders Programme’, which aimed to develop young leaders in schools, it provides practical examples and case-study evidence of distributed leadership in action.

July 2008: 216x138: 160pp Hb: 978-0-415-41957-4: £65.00 • Pb: 978-0-415-41958-1: £17.99

Don’t Touch!

US $17.95

NEW

The Educational Story of a Panic Heather Piper and Ian Stronach, both at Manchester Metropolitan Unviersity, UK This is the first book in the UK to explore the problems involved in ‘touching’ children in an educational environment. The book uses real-life examples taken from groundbreaking research into the mentality of today’s risk culture, and highlights a maddening state of affairs in which ordinary well-meaning professionals feel they cannot offer even very young children basic levels of comforting or affection.

This fascinating and long-overdue book examines the ‘no-touch’ pandemic in early years settings, by use of extensive interviews with practitioners, parents and pupils.

March 2008: 234x156: 184pp eBook: 978-0-203-93049-6 • Hb: 978-0-415-42007-5: £80.00 • Pb: 978-0-415-42008-2: £19.99

US $17.95

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LEADERSHIP, MANAGEMENT AND ADMINISTRATION Leading and Developing School-Based Networks

NEW

Mark Hadfield and Christopher Chapman, University of Manchester, UK Leading and Developing School-based Networks takes the reader from the initial inception of a network to considering how to make it sustainable and capable of meeting the future challenges faced by schools and their communities. The book explores a series of important issues facing school leaders as they grapple what has been termed ‘the collaborative reform agenda’.

The authors draw their experience of supporting and leading a range of school networks to outline a number of tried-and-tested leadership approaches and theories. This book will be of interest to school leaders and those researching school leadership.

November 2008: 234x156: 192pp Hb: 978-0-415-46464-2: £75.00 • Pb: 978-0-415-46465-9: £22.99

Human Resource Management in Education

NEW

Contexts, Themes and Impact Bernard Barker, University of Leicester, UK, Justine Mercer, University of Leicester, UK and Richard Bird, Legal Policy Consultant, UK Series: Leadership for Learning Series This book examines the key issues surrounding human resource management in education today. Drawing on a wide variety of empirical research undertaken in different sectors and different countries, including the UK, USA, Hong Kong and the Middle East), the authors critically examine the normative, ‘best practice in people management’ paradigm that currently dominates the field. Finding that it falls short, they instead develop a coherent, consistent alternative perspective on HRM in education, taking full account of recent national and international trends.

This book carefully blends advocacy with evidence to ensure that it is powerfully relevant to both practitioner and academic audiences in the UK and elsewhere.

July 2008: 234x156: 224pp Hb: 978-0-415-41280-3: £75.00 • Pb: 978-0-415-41279-7: £22.99

Strategic Marketing in Education

$19.95

NEW

An Integrated Approach to Leadership Nick Foskett Series: Leadership for Learning Series Considering the nature of education markets, this book looks at the challenges these present for leaders at senior and middle management levels, and the approaches and strategies leaders need to lead schools and colleges effectively in challenging and turbulent environments.

Written as part of the key series Leadership for Learning, the book covers the vital issues in school leadership today, and will be an invaluable resource for head teachers, deputy heads and middle managers.

July 2008: 234x156: 224pp Hb: 978-0-415-37548-1: £75.00 • Pb: 978-0-415-37713-3: £22.99

LEADERSHIP, MANAGEMENT AND ADMINISTRATION

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Raising the Stakes From Improvement to Transformation in the Reform of Schools Brian J. Caldwell, University of Melbourne, Australia and Jim Spinks, Education Consultant, Australia Series: Leading School Transformation ‘The most grounded and incisive treatment of the future of schooling you will ever find. Caldwell and Spinks show in clear and compelling terms how to raise the stakes for each and every student by putting the system to work on a new set of solutions. Brilliantly and specifically insightful and action oriented.’

– Michael Fullan, Ontario Institute for Studies in Education, USA Raising the Stakes provides an understanding of the breadth of resources that are needed in order to provide a quality education to all students so that every individual, organisation and institution can become a stakeholder in the enterprise.

This comprehensive book draws on best practice in several countries to show how resources can be allocated to help achieve high expectations for all schools. The book demonstrates how schools can move from satisfaction with improvement to accepting the challenge to transform.

2007: 216x138 eBook: 978-0-203-93997-0 • Hb: 978-0-415-44045-5: £65.00 • Pb: 978-0-415-44046-2: £17.99

School Inspection & Self-Evaluation Working with the New Relationship John Macbeath, University of Cambridge, UK Written for heads and teachers, this forward-thinking book examines exactly what the relationship between inspection and self-evaluation means for schools and explores some of the underpinning issues, featuring examples of best practice from successful schools.

It is full of useful advice on topics such as how schools can juggle ongoing self-evaluation with OFSTED’s expectations, how to use web sources to best advantage and what can be learnt from experience to lessen the anxiety in the relationship and make it more of a friendly and formative experience for all parties. Drawing on case studies from primary, secondary and special schools, this all-round overview should be of immediate interest to practitioners while also offering students and aspiring heads and teachers a valuable source of detailed information about the processes of inspection and self-assessment.

2006: 234x156: 224pp eBook: 978-0-203-96710-2 • Hb: 978-0-415-39970-8: £80.00 • Pb: 978-0-415-39971-5: £22.99

US $19.95

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HIGHER EDUCATION 3rd Edition

A Handbook for Teaching and Learning in NEW Higher Education Enhancing Academic Practice Edited by Heather Fry, Imperial College London, UK, Steve Ketteridge and Stephanie Marshall, Foundation for Higher Education, UK Praise for previous editions: ‘This book should be essential reading for all new staff engaged in supporting teaching and learning within higher education.’ – Journal of Higher and Further Education ’It is excellent. A book of this quality will always have a place.’

– Educational Developments ’It is a very valuable asset to any university lecturer’s personal library and I cannot recommend it highly enough.’ – Physical Sciences Educational Reviews The Handbook is sensitive to the competing demands of teaching, research and scholarship, academic management. Against the contexts, the book focuses on developing professional academic skills for teaching. Dealing with the rapid expansion of the use of technology in higher education and widening student diversity, the fully updated and expanded edition includes new material on for example, e-learning, lecturing to large groups, formative and summative assessment, and supervising research students.

Written to support the excellence in teaching required to bring about learning of the highest quality, this will be essential reading for all new lecturers, particularly anyone taking an accredited course in teaching and learning in higher education, as well as all those experienced lecturers who wish to improve their teaching. Those working in adult learning and education development will find it a particularly useful resource.

August 2008: 246x189: 392pp eBook: 978-0-203-89141-4 • Pb: 978-0-415-43464-5: £25.00

Higher Education and Sustainable Development

NEW

Paradox and Possibility Stephen Gough, University of Bath, UK and William Scott, University of Bath, UK Series: Key Issues in Higher Education Higher Education and Sustainable Development examines whether it is actually possible to mandate, plan, monitor and evaluate the higher education sector’s route to the production of educated, innovative, independent, self-determining, critical individuals while at the same time achieving a range of wider policy goals on the side.

Illustrated by seven in-depth case studies this book considers the complex interrelationships of a free society and sustainable development in the context of higher education, and aims to makes recommendations for realistic future development. It is essential reading for the international higher education research community, policymakers, university managers, students and non-Governmental organizations in the development, environment and social policy sectors.

January 2008: 234x156: 208pp eBook: 978-0-203-93842-3 • Hb: 978-0-415-41652-8: £75.00

HIGHER EDUCATION Interdisciplinary Learning and Teaching in Higher Education

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NEW

Theory and Practice Edited by Balasubramanyam Chandramohan and Stephen Fallows, University of Chester, UK Interdisciplinary Learning and Teaching in Higher Education explores the issues and tensions provoked by interdisciplinary learning, offering helpful information for: staff development; distance learning; mass communication courses; interdisciplinary science courses.

Grounded in thorough research, this collection is the first of its kind to provide practical advice and guidance from around the world, improving the quality of teaching and learning in interdisciplinary programmes.

May 2008: 6 x 9: 170pp eBook: 978-0-203-92870-7 • Hb: 978-0-415-34131-8: £75.00 • Pb: 978-0-415-34130-1: £24.99

Personal, Academic and Career Development in Higher Education

NEW

SOARing to Success Arti Kumar, Luton University, UK This book is the first to show how to integrate Personal Development Planning (PDP) activities into teaching in higher education. It is packed with; activities, exercises, lesson plans, resources, reflective questionnaires, skills audits and case studies, and with suggestions for how these may be customized to suit different groups of students in different subject areas.

This book will help all staff and educational development professionals, teachers in HE, and advisers and support staff in careers services enable students to build up a personal development record to improve their ability to relate their learning and achievements to employers’ interests and needs and, ultimately, gain employment.

January 2008: 234x156: 296pp eBook: 978-0-203-93834-8 • Hb: 978-0-415-42359-5: £80.00 • Pb: 978-0-415-42360-1: £23.99

Teaching in Transnational Higher Education NEW Enhancing Learning for Offshore International Students Edited by Michelle Wallace and Lee Dunn, both at Southern Cross University, Australia Teaching in Transnational Higher Education examines current trends and challenges that face students, teachers and institutions of higher education around the globe. This book comes at a pivotal moment where many universities are offering their courses in offshore locations. Students who could once not access an international qualification can now do so without leaving their home country.

The book clearly defines and takes an in-depth look at the various types of transnational education, including: institutions that have campuses abroad, teach specific courses abroad, and form partnerships with diverse schools to teach jointly.

The authors choose to highlight a broad sampling of transnational programs including those in: Zambia, China, and the United Arab Emirates among others.

February 2008: 6 x 9: 296pp eBook: 978-0-203-93062-5 • Hb: 978-0-415-42053-2: £75.00 • Pb: 978-0-415-42054-9: £24.99

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HIGHER EDUCATION Towards the Virtuous University

NEW

The Moral Bases of Academic Practice Jon Nixon, University of Sheffield, UK Series: Key Issues in Higher Education A good university is invariably assumed to be one which is managerially effective in terms of its economic efficiency, and is judged in terms of entrepreneurialism, selfpromotion and competitive innovation. This book argues that in the majority of institutions, these goals are being pursued to the exclusion of academic excellence and public service. It proposes that there is a marked lack of intellectual leadership at senior management level within HE institutions and that academic workers must assume responsibility for the moral purposefulness of their institutions. This will not be a retreat into the old values of an elitist ’ivory tower’, but a rejection of the current deeply stratified university system which prematurely selects students for differentiated institutional streams.

May 2008: 6 x 9: 176pp eBook: 978-0-203-41597-9 • Hb: 978-0-415-33533-1: £70.00

Working One-to-One with Students Supervising, Coaching, Mentoring, and Personal Tutoring Gina Wisker, University of Brighton, UK, Kate Exley, Nottingham University, UK, Maria Antonio and Pauline Ridley, both at University of Brighton, UK Series: Key Guides for Effective Teaching in Higher Education Working One-to-One with Students is written for Higher Education academics, adjuncts, teaching assistants and research students who are looking for guidance inside and outside the classroom. This book is a jargon-free, practical guide to improving one-to-one teaching, covering a wide range of teaching contexts, including mentoring students and staff, supervising dissertations and how to approach informal meetings outside of lectures.

Written in an engaging, accessible style and grounded in experience, this book offers a combination of practical advice backed by relevant learning theory.

June 2008: 216x138: 160pp Hb: 978-0-415-36530-7: £70.00 • Pb: 978-0-415-36531-4: £17.99

Critical Thinking An Exploration of Theory and Practice Jennifer Moon, University of Bournemouth, UK In this book, Jenny Moon explores and clarifies critical thinking and provides practical guidance for improving student learning and supporting the teaching process.

Key themes covered include: different views of and approaches to critical thinking with an emphasis on a practical basis that can be translated into use in the classroom; links between learning, thinking and writing; the place of critical thinking alongside other academic activities such as reflective learning and argument; critical thinking and assessment, class environments, staff knowledge and development, writing tasks and oral tasks.

2007: 234x156: 248pp eBook: 978-0-203-94488-2 • Hb: 978-0-415-41178-3: £75.00 • Pb: 978-0-415-41179-0: £22.99

HIGHER EDUCATION

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Human Learning An Holistic Approach Edited by Peter Jarvis, University of Surrey, UK and Stella Parker, University of Nottingham, UK ’Learning is a common yet complex activity. Peter Jarvis and Stella Parker provide a rich, accessible, diverse, and stimulating set of readings that underscore how learning is an essential part of being human.’ – Tom Nesbit, Canadian Association for the Study of Adult Education The study of, and research into, learning forms a central part of educational studies. The well-respected and established authors, Jarvis and Parker, not only focus on the psychological processes of human learning, but they also examine the importance of the relationship between the body and the mind. For the first time, this book considers how our neurological, biological, emotional and spiritual faculties all impact on human learning.

Drawing on material from the worlds of science and social science, and with contributions from international authors, this book will be of interest to academics in a wide range of disciplines.

2007: 234x156: 240pp eBook: 978-0-203-46332-1 • Hb: 978-0-415-34098-4: £90.00 • Pb: 978-0-415-43218-4: £24.99

Bestseller 2ND EDITION

Academic Writing A Handbook for International Students Stephen Bailey, University of Nottingham, UK Series: Routledge Study Guides Ideal for overseas students studying at English-medium colleges and universities, this practical writing course enables international students to meet the required standard of writing and use an appropriate style for essays, exams and dissertations. Revised and updated to include extra exercises and material suggested by teachers and students, Academic Writing explains and demonstrates all the key writing skills and is ideal for use in the classroom or for independent study.

2006: 246x174: 272pp Hb: 978-0-415-38419-3: £70.00 • Pb: 978-0-415-38420-9: £15.99

Changing Identities in Higher Education Voicing Perspectives Edited by Ronald Barnett, Institute of Education, UK and Roberto Di Napoli, Imperial College, London, UK Series: Key Issues in Higher Education In this timely and innovative book scholars from Europe, the UK, North America and Australia, explore their own sense of identity, reflecting both on their research and scholarly interests, and their work experiences.

Taking the form of a debate, Changing Identities in Higher Education helps to widen the contemporary space for debates on the future of higher education itself.

With its original, dialogic form and varied content, this book is of interest to all those concerned in current debates about the state and nature of higher education today and those interested in questions of identity. It makes especially useful reading for students of higher education, lecturers in training, academics and managers alike.

2007: 234x156: 240pp eBook: 978-0-203-94490-5 • Hb: 978-0-415-42605-3: £75.00

US $17.95

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HIGHER EDUCATION Curriculum and Imagination Process Theory, Pedagogy and Action Research James McKernan, East Carolina University, USA Curriculum and Imagination describes an alternative ‘process’ model for designing developing, implementing and evaluating curriculum, suggesting that curriculum may be designed by specifying an educational process which contains key principles of procedure.

Curriculum and Imagination provides a rational and logical alternative for all educators who plan curriculum but do not wish to be held captive by a mechanistic ‘ends-means’ notion of educational planning. Anyone studying or teaching curriculum studies, or involved in education or educational planning, will find this important new book fascinating reading.

2007: 234x156: 264pp eBook: 978-0-203-94693-0 • Hb: 978-0-415-41337-4: £80.00 • Pb: 978-0-415-41338-1: £23.99

Enhancing Learning through Formative Assessment and Feedback Alastair Irons, Northumbria University, UK Series: Key Guides for Effective Teaching in Higher Education This book is based on the argument that detailed and developmental formative feedback is the single most useful thing teachers can do for students. It helps to clarify the expectations of higher education and assist all students to achieve their potential.

Underpinned by the relevant theory, the practical advice and examples in this book directly address the issues of how to motivate students to engage in formative assessment effectively and shows teachers how they can provide further useful formative feedback.

2007: 216x138: 176pp eBook: 978-0-203-93433-3 • Hb: 978-0-415-39780-3: £65.00 • Pb: 978-0-415-39781-0: £15.99

Enhancing University Teaching Lessons from Research into Award-Winning Teachers David Kember and Carmel McNaught, both at The Chinese University of Hong Kong Written by experts in the field, this book aims to provide an alternative approach to quality teaching in higher education by deriving a model of good university teaching from the academics which universities have chosen as their best teachers. Awardwinning teachers outline their beliefs and practices as a teacher.

Illustrated with extracts from interviews with the award-winning teachers, and packed with activities and further reading, this textbook provides a set of principles for good teaching internationally.

2007: 234x156: 176pp eBook: 978-0-203-96294-7 • Hb: 978-0-415-41716-7: £75.00 • Pb: 978-0-415-42025-9: £22.99

Grading Student Achievement in Higher Education Signals and Shortcomings Mantz Yorke, Lancaster University, UK Series: Key Issues in Higher Education Using the UK honours degree classifications as a case study, this book appraises the way in which summative assessment in higher education is approached and shows that the foundations of current practices (in the UK and elsewhere) are of questionable robustness. It argues that there is a need to widen the assessment frame if the breadth of valued student achievements is to be recognised adequately.

2007: 234x156: 256pp eBook: 978-0-203-93941-3 • Hb: 978-0-415-39396-6: £80.00

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Improving Student Retention in Higher Education The Role of Teaching and Learning Glenda Crosling, Monash University, Australia, Liz Thomas, Edge Hill University, Widening Participation Research Centre, UK and Margaret Heagney Improving Student Retention in Higher Education provides a practical, curriculum-based response to the current situation in higher education, where participating students emanate from a range of backgrounds; international and lower socioeconomic backgrounds, mature aged students, students with disabilities as well as those for whom higher education is the first family experience.

Underpinned by research indicating that students are more likely to continue with higher education if they are engaged in their studies and have developed networks and relationships with their fellow students, this book presents best practice examples of innovative and inclusive curriculum, from a range of countries.

2007: 234x156: 208pp eBook: 978-0-203-93545-3 • Hb: 978-0-415-39920-3: £75.00 • Pb: 978-0-415-39921-0: £24.99

$17.95

Internationalising Higher Education Edited by Elspeth Jones, Leeds Metropolitan University, UK and Sally Brown, Leeds Metropolitan University, UK With increasing numbers of international students, this book explores how best to broaden the approaches to learning and teaching in the higher/further education environment.

Rather than seeing internationalisation as a problem to be addressed, this text embraces the opportunities for the enrichment of the learning environment through a values-driven approach to internationalisation.

Taking a positive and practical approach to internationalising higher education, the book considers a range of questions about how to bring in global perspectives to the learning environment and education provision. Packed with case studies and vignettes from around the globe, the book proposes that the international student lies at the heart of the university as a source of cultural capital and intentional diversity, enriching the learning experience, enhancing staff experience and building a more powerful learning community.

2007: 234x156: 264pp eBook: 978-0-203-94596-4 • Hb: 978-0-415-41989-5: £75.00 • Pb: 978-0-415-41990-1: £22.99

US $19

International Perspectives on Teaching Excellence in Higher Education Improving Knowledge and Practice Edited by Alan Skelton, University of Sheffield, UK ’This book makes a very valuable contribution to extending people’s understanding of the concept of teaching excellence in higher education. I warmly recommend it to anyone who is in the least bit interested in thinking seriously about this important topic.’ – Professor Roger Murphy Director, Institute for Research into Learning and Teaching, University of Nottingham, UK There has been an explosion of interest in teaching excellence in higher education. Once labelled the ’poor relation’ of the research/teaching divide, teaching is now firmly on the policy agenda; pressure on institutions to improve the quality of teaching has never been greater and significant funding seeks to promote teaching excellence in higher education institutions. This book constitutes the first serious scrutiny of how and why it should be achieved. International Perspectives on Teaching Excellence in Higher Education provides a guide for all those supporting, promoting and trying to achieve teaching excellence in higher education and sets the scene for teaching excellence as a field for serious investigation and critical enquiry.

2007: 234x156: 296pp eBook: 978-0-203-93937-6 • Hb: 978-0-415-40362-7: £80.00

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HIGHER EDUCATION Rethinking Assessment in Higher Education Learning for the Longer Term Edited by David Boud, University of Technology Sydney, Australia and Nancy Falchikov, University of Edinburgh, UK This book revisits assessment in higher education, examining it from the point of view of what assessment does and can do and argues that assessment should be seen as an act of informing judgement and proposes a way of integrating teaching, learning and assessment to better prepare students for a lifetime of learning. It is essential reading for practitioners and policy makers in higher education institutions in different countries, as well as for educational development and institutional research practitioners.

2007: 234x156: 224pp eBook: 978-0-203-96430-9 • Hb: 978-0-415-39778-0: £75.00 • Pb: 978-0-415-39779-7: £23.99

Strategic Leadership of Change in Higher Education What’s New? Edited by Stephanie Marshall, Foundation for Higher Education, UK Drawing on the current research base on the management of change, this book analyzes the key features in planning, delivery and monitoring the impact of planned change initiatives in higher education.

Filled with practical lessons for leadership and change in higher education, this book raises awareness as to how to tackle topical issues and effectively lead universities through major change. With expert commentary and feedback from the stakeholders involved at each institution, Strategic Leadership of Change in Higher Education is essential reading for all those taking on leadership and management positions in higher education.

2007: 234x156: 224pp eBook: 978-0-203-96285-5 • Hb: 978-0-415-41172-1: £75.00 • Pb: 978-0-415-41173-8: £22.99

World Yearbook of Education 2007 Educating the Global Workforce: Knowledge, Knowledge Work and Knowledge Workers Edited by Lesley Farrell, Monash University, Australia and Tara Fenwick, University of Alberta, Canada Series: World Yearbook of Education series The 2007 edition of this respected international volume considers the challenges facing work related education arising from the rapid expansion of the global economy and the impact of this on labour markets and individual workers.

Includes perspectives from the US, UK, Canada, Australia, Africa, Eastern Europe, Central Asia, South America, India and South Africa.

2007: 234x156: 336pp eBook: 978-0-203-96266-4 • Hb: 978-0-415-41603-0: £80.00

US $14.9595

HIGHER EDUCATION

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World Yearbook of Education 2008 Geographies of Knowledge, Geometries of Power: Framing the Future of Higher Education Edited by Debbie Epstein, Cardiff University, UK, Rebecca Boden, University of Wales, Cardiff, Rosemary Deem, Fazal Rizvi, University of Illinois, USA and Susan Wright, Denmark University, Denmark Series: World Yearbook of Education series This volume examines higher education in globalized conditions through a focus on the spatial, historic and economic relations of power in which it is embedded. Distinct geometries of power are emerging as the knowledge production capability of universities is increasingly globalized. Changes in the organization and practices of higher education tend to travel from the ’West to the rest’. Thus, distinctive geographies of knowledge are being produced, intersected by geometries of power and raising questions about the recognition, production, control and usage of university-produced knowledge in different regions of the world.

With its emphasis on the interrelationship of knowledge and power, and its attention to emergent spatial inequalities, Geographies of Knowledge, Geometries of Power: Framing the Future of Higher Education provides a rich and compelling resource for understanding emergent practices and relations of knowledge production and exchange in global higher education.

2007: 6-1/8 x 9-1/4: 352pp Hb: 978-0-415-96378-7: £80.00

$17.95

3rd Edition

Motivation and Learning Strategies for College Success A Self-Management Approach Myron H. Dembo, University of Southern California, USA and Helena Seli This popular text combines theory, research, and applications to teach college students how to become more self-directed learners. Study skills are treated as a serious academic course. Students learn about human motivation and learning as they improve their study skills. The text does not offer ’recipes for success’ or lists of ’quick tips.’ The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behavior.

2007: 7 x 10: 360pp Pb: 978-0-8058-6229-4: £21.99

Helping Doctoral Students Write Pedagogies for Supervision Barbara Kamler, Deakin University, Australia and Pat Thomson, University of Nottingham, UK This essential guide offers a new approach to doctoral writing, written specifically for doctoral supervisors. Rejecting the DIY websites and manuals that promote a privatised skills-based approach to writing research, Kamler and Thomson offer a new framework for scholarly work to help doctorate students produce clear and well-argued dissertations.

2006: 234x156: 192pp eBook: 978-0-203-96981-6 • Hb: 978-0-415-34683-2: £80.00 • Pb: 978-0-415-34684-9: £22.99

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HIGHER EDUCATION 4th Edition

Learning in Groups A Handbook for Face-to-Face and Online Environments David Jaques, Independent Education Constultant, UK and Gilly Salmon, University of Leicester, UK ’This is a truly excellent book. With a solid theoretical underpinning, it is wideranging, accessible, practical and, above all, useful...Whatever your role, if you want to enable groups to function and learn well, read and use this book!’

– Bob Rotheram, Leeds Metropolitan University, UK ’What a great book! One of the all-time great writers on small group work joins forces with the queen of online learning. This book is readable, theoretically rigorous, practical, and excellently presented.’ – Trish Greenhalgh, University College London, UK This Handbook is a comprehensive guide for anyone involved in groupwork, with advice and practical exercises to develop group learning skills for learners and tutors.

Thoroughly updated with valuable new material throughout on group learning and collaborating online.

2006: 246x189: 360pp eBook: 978-0-203-01645-9 • Hb: 978-0-415-36527-7: £90.00 • Pb: 978-0-415-36526-0: £24.99

2nd Edition

Learning Journals A Handbook for Reflective Practice and Professional Development Jennifer A. Moon, University of Bournemouth, UK ’This book is described in the title as a ’handbook’ and that is exactly what is provided. It is not heavily laden with theory on reflection and learning, but there is enough there for those who are new to the topic to find some pointers for follow up. It is invaluable for teachers who wish to find ways of making the journal process come alive for students and I shall certainly be trying out some of her suggested approaches.’ – Barbara Maiden, University of Wolverhampton, UK Fully updated with important new theory and practical material, this second edition of Learning Journals offers guidance on keeping and using journals and gives step-by-step advice on integrating journal writing on taught courses, in training and professional development and in supporting personal development planning (PDP) activities.

2006: 234x156: 208pp Hb: 978-0-415-40376-4: £80.00 • Pb: 978-0-415-40375-7: £23.99

3rd Edition

The Lecturer’s Toolkit A Practical Guide to Assessment, Learning and Teaching Phil Race, Leeds Metropolitan University, UK ’This is a timely book of exploration that seeks illumination from experiences as well as theories.’ – Mary Henkel, Brunel University, UK The Lecturer’s Toolkit is the primary resource for all teachers in higher education, whatever their experience, who are seeking to improve their teaching skills. Developed around detailed, practical guidance on the core elements of effective teaching in HE, it is packed full of accessible advice and helpful tips.

2006: 297x210: 248pp Pb: 978-0-415-40382-5: £24.99

HIGHER EDUCATION

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2nd Edition

The Theory and Practice of Teaching Edited by Peter Jarvis, University of Surrey, UK This book is a complete introduction for all educators who want to understand the techniques, theories and methods of teaching today. It explores the issues that underpin teaching, offering fresh insights with a broad multidisciplinary perspective. It will help teachers at all levels to understand the techniques that they can call upon at different times and situations, and will help to develop more effective teaching practice.

The Theory and Practice of Teaching will be of interest to anyone wanting to develop a deep understanding of the key themes and latest developments in teaching, and is an ideal companion volume to The Theory and Practice of Learning.

2006: 234x156: 272pp eBook: 978-0-203-01644-2 • Hb: 978-0-415-36524-6: £80.00 • Pb: 978-0-415-36525-3: £24.99

The Theory and Practice of Learning Edited by Peter Jarvis, University of Surrey, UK Learning is among the most basic of human activities. The study of learning, and research into learning is becoming a central part of educational studies. This is a comprehensive introduction to contemporary theories and modern practices of learning. Updated and expanded, this second edition should be of interest to teachers, facilitators, human resource developers and students of education. The contents cover: lifelong learning; the social background to learning; cognitivist theory; types of learning; learning using ICT; and philosophical reflections on learning.

2003: 234x156: 208pp eBook: 978-0-203-46565-3 • Hb: 978-0-7494-3931-6: £85.00 • Pb: 978-0-7494-3859-3: £26.99 US $17.95

Inspection Copies You can request an Inspection Copy of books showing the magnifying glass logo.

Please go to our website and click the "Request Examination Copy" link on the books record page.

www.routledge.com/education

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OPEN/DISTANCE AND E-LEARNING e-Learning and Social Networking Handbook

NEW

Resources for Higher Education Robin Mason, The Open University, UK and Frank Rennie, The University of Highlands and Islands Millennium Institute, UK Student engagement with digital learning resources and online social networking are strong forces in education today. How can these resources best be utilized by educators and course designers in higher education? This book aims to provide the reader with enough background information to appreciate the value of social networking, especially for distributed education. Through highlighting the most relevant, interesting, and challenging aspects of e-Learning the book provides practical advice for using social networking tools in course design.

Illustrated by short descriptive case studies, it also highlights contact addresses, websites, and further reading to help readers find resources and enhance their design.

This practical guide will help all those involved in the design and delivery of online learning in higher education make the best choices when preparing courses for distributed learning.

Please visit the authors’ wiki at: www.socialnetworking.wetpaint.com April 2008: 6 x 9: 208pp eBook: 978-0-203-92776-2 • Hb: 978-0-415-42606-0: £75.00 • Pb: 978-0-415-42607-7: £22.99

Plagiarism, the Internet, and Student Learning

NEW

Improving Academic Integrity Wendy Sutherland-Smith, Monash University, Australia Written for Higher Education educators, managers and policy-makers, Plagiarism, the Internet and Student Learning combines theoretical understandings with a practical model of plagiarism and aims to explain why and how plagiarism developed. It offers a new way to conceptualize plagiarism and provides a framework for professionals dealing with plagiarism in higher education.

The evolution of plagiarism, from its birth in Law, to a global issue, poses challenges to international educators in diverse cultural settings. The case studies included are the voices of educators and students discussing the complexity of plagiarism in policy and practice, as well as the tensions between institutional and individual responses. A review of international studies plus qualitative empirical research on plagiarism, conducted in Australia between 2004-2006, explain why it has emerged as a major issue.

May 2008: 6 x 9: 240pp eBook: 978-0-203-92837-0 • Hb: 978-0-415-43292-4: £70.00 • Pb: 978-0-415-43293-1: £22.99

Economics of Distance and Online Learning

NEW

Theory, Practice and Research William Bramble, University of New Mexico, USA and Santosh Panda, Indira Gandhi National Open University, India This book provides a comprehensive overview of the organizational models of distance and online learning from an international perspective and from the point of view of economic planning, costing and management decision-making. The book points to directions for the further research and development in this area, and will promote further understanding and critical reflection on the part of administrators, practitioners and researchers of distance education. The experiences and perspectives in distance education in the US are balanced with those in other areas of the world.

March 2008: 6 x 9: 312pp eBook: 978-0-203-89298-5 • Hb: 978-0-415-96388-6: £70.00 • Pb: 978-0-415-96389-3: £22.99

OPEN/DISTANCE AND E-LEARNING

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Preparing for Blended e-Learning Allison Littlejohn, Glasgow Caledonian University, UK and Chris Pegler, Institute of Technology, Open University, UK Series: Connecting with E-learning Blended and online learning skills are rapidly becoming essential for effective teaching and learning in universities and colleges. Covering theory where useful but maintaining an emphasis on practice, this book provides teachers and lecturers with an accessible introduction to e-learning.

Packed with practical advice and ideas, this book provides the core skills and knowledge that teachers in HE and FE need when starting out and further developing their teaching course design for blended and online learning.

2007: 216x138: 272pp eBook: 978-0-203-96132-2 • Hb: 978-0-415-40360-3: £75.00 • Pb: 978-0-415-40361-0: £22.99

The Educational Potential of e-Portfolios Supporting Personal Development and Reflective Learning Lorraine Stefani, University of Auckland, New Zealand, Robin Mason, and Chris Pegler, both at The Open University, Milton Keynes, UK Series: Connecting with E-learning E-portfolios are a valuable learning and assessment tool. They can serve as an administrative tool to manage and organise work, to present course assignments and act as the medium for learners to record their learning goals, outcomes and achievements.

They encourage personal reflection and involve the exchange of ideas and feedback. e-Portfolios is a comprehensive, practical guide for lecturers and staff developers who need to know more about the development of purposeful e-portfolios for supporting students in reflecting on their learning.

2007: 216x138: 200pp eBook: 978-0-203-96129-2 • Hb: 978-0-415-41213-1: £75.00 • Pb: 978-0-415-41214-8: £17.99

Educational Technology A Definition with Commentary Edited by Al Januszewski, SUNY Potsdam, USA and Michael Molenda, Indiana University, Bloomington, USA Sponsored by the Association for Educational Communications and Technology (AECT), this book presents a definition of the field of study and practice known as educational technology or instructional technology.

This book is appropriate for anyone working in the field of educational technology: students, instructors, researchers and in-service providers.

2007: 6 x 9: 384pp Hb: 978-0-8058-5860-0: £70.00 • Pb: 978-0-8058-5861-7: £21.99

Virtual Learning Environments Using, Choosing and Developing your VLE Martin Weller, The Open University, UK Virtual learning environments (VLEs) are widely spread in higher education, yet they are often under utilised by the institutions that employ them. This book addresses the need to move beyond thinking about the VLE simply in terms of the particular package that an institution has adopted, and viewing it as a significant educational technology that will shape much of the teaching and learning process in the coming years.

It contains essential advice for those choosing a VLE and encourages all those involved in the deployment of a VLEs to use them more productively in order to create engaging learning experiences.

2007: 234x156: 192pp eBook: 978-0-203-96434-7 • Hb: 978-0-415-41430-2: £75.00 • Pb: 978-0-415-41431-9: £24.99

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OPEN/DISTANCE AND E-LEARNING A Practical Guide to Problem-based Learning Online Maggi Savin-Baden Providing an overview of the current state of problem based learning online, this book examines why we’re moving from face-to-face to online provision, considers existing forms of provision, outlines common mistakes and strategies to avoid future problems, and shows how to effectively facilitate learning.

2007: 234x156: 168pp eBook: 978-0-203-93814-0 • Hb: 978-0-415-43787-5: £75.00 • Pb: 978-0-415-43788-2: £22.99

Project Managing E-Learning A Handbook for Successful Design, Delivery and Management Maggie McVay Lynch, Portland State University, USA and John Roecker, Project Management Institute, USA Project Managing E-learning provides an essential framework, based on the globally accepted IPECC model, for planning, designing, delivering, managing and evaluating elearning projects successfully. It focuses on practical, easy-to-understand methods and offers applications of project management principles in the real world. Illustrated by case studies of projects undertaken in business and academia it provides a step-by-step guide and highlights where projects typically fail.

The practical framework and sound advice offered in Project Managing E-learning is essential reading for all those who want to successfully implement and manage high quality e-learning in both academic and corporate training settings on time and to budget.

2007: 234x156: 208pp eBook: 978-0-203-94699-2 • Hb: 978-0-415-77219-8: £75.00 • Pb: 978-0-415-77220-4: £22.99

Reconsidering Open and Distance Learning in the Developing World Meeting Students’ Learning Needs David Kember, The Chinese University of Hong Kong Series: The Open and Flexible Learning Series Distance learning is now more prevalent in the developing world than ever before. This book reconsiders the suitability and success of established modes of distance learning for current contexts in the developing world.

Drawing upon research into students conceptions of, and approaches to learning, this critical analysis of the state of open and flexible learning examines the characteristics, needs and learning approaches of students, considering whether or not current provision is successful, what changes are necessary, and, crucially, how student retention can be improved.

2007: 234x156: 224pp eBook: 978-0-203-96654-9 • Hb: 978-0-415-40139-5: £75.00 • Pb: 978-0-415-40140-1: £22.99

US $15.95

2nd Edition

Open and Distance Learning in the Developing World Hilary Perraton, Von Hügel Institute, St Edmund’s College, Cambridge, UK Series: Routledge Studies in Distance Education This revised and updated edition of this successful textbook sets the expansion of distance education in the context of general educational change, and explores its use for basic and non-formal education, schooling, teacher training and higher education.

2006: 234x156: 256pp eBook: 978-0-203-98386-7 • Hb: 978-0-415-39397-3: £65.00 • Pb: 978-0-415-39398-0: £22.99

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OPEN/DISTANCE AND E-LEARNING The e-Revolution and Post-Compulsory Education Using e-Business Models to Deliver Quality Education Edited by Jos Boys, London Metropolitan University, UK and Peter Ford, Nottingham University, UK

Moving debates about ICT and higher education beyond a simple focus on e-learning, this book takes into consideration the provision of post-secondary education as a whole.

Discussing what is meant by e-business, why e-business approaches are relevant to universities and colleges and the key issues this raises for post-secondary education, this book is essential reading for all leaders, managers and heads of e-learning in higher and further education.

2007: 234x156: 176pp Hb: 978-0-415-41986-4: £75.00 • Pb: 978-0-415-41987-1: £22.99

US $17.95

Rethinking Pedagogy for a Digital Age Designing and Delivering E-Learning Helen Beetham, University of Bristol, UK and Rhona Sharpe, Oxford Brookes University, UK Incorporating a variety of contexts – face-to-face, self-directed, blended and distance learning modes – this book examines different perspectives on effectively designing and delivering learning activities to ensure that future development is pedagogically sound, learner focused and accessible.

Illustrated by case studies from the disciplines and with a helpful appendix of tools and resources for researchers, practitioners and teachers, this book is an essential guide to effective design and implementation of sound e-learning activities.

2007: 234x156: 288pp eBook: 978-0-203-96168-1 • Hb: 978-0-415-40873-8: £75.00 • Pb: 978-0-415-40874-5: £22.99

US $23.95

Contemporary Perspectives in E-Learning Research Themes, Methods and Impact on Practice Edited by Gráinne Conole, The Open University, UK and Martin Oliver, Institute of Education, UK Series: The Open and Flexible Learning Series E-learning is at an exciting point in its development; this book aims to define e-learning as a field of research, highlighting the complex issues, activities and tensions that characterize the area.

2006: 234x156: 288pp eBook: 978-0-203-96626-6 • Hb: 978-0-415-39393-5: £85.00 • Pb: 978-0-415-39394-2: £25.99

Learner Autonomy and CALL Environments Klaus Schwienhorst Series: Routledge Studies in Computer Assisted Language Learning The book describes, in theory and through the presentation of empirical research, how we can develop learner autonomy and work towards reflective and communicative learners that are not afraid to experiment with language and language learning in CALL environments.

2007: 6 x 9: 336pp eBook: 978-0-203-01220-8 • Hb: 978-0-415-36190-3: £65.00

$19.95

40

RESEARCH METHODS Academic Writing and Publishing

NEW

A Practical Handbook James Hartley, University of Keele, UK Academic Writing and Publishing will show academics (mainly in the social sciences) how to write and publish research articles. Its aim is to supply examples and brief discussions of recent work in all aspects of the area in short, sharp chapters. It should serve as a handbook for postgraduates and lecturers new to publishing. The book is written in a readable and lively personal style. The advice given is direct and based on up to date research that goes beyond that given in current textbooks.

April 2008: 234x156: 208pp eBook: 978-0-203-92798-4 • Hb: 978-0-415-45321-9: £75.00 • Pb: 978-0-415-45322-6: £19.99

Guide to Publishing a Scientific Paper

NEW

Ann M. Körner, Professional editor and writer, USA Guide to Publishing a Scientific Paper provides researchers in every field of the biological, physical and medical sciences with all the information necessary to prepare, submit for publication, and revise a scientific paper.

The advice provided conforms to the most up-to-date specifications and even the seasoned writer will learn how procedures have changed in recent years, in particular with regard to the electronic submission of manuscripts.

Every scientist who is preparing to write a paper should read this book before embarking on the preparation of a manuscript. This useful book also includes samples of letters to the Editor and responses to the Editor’s comments and referees’ criticism. In addition, as an Appendix, the book includes succinct advice on how to prepare an application for funding.

January 2008: 216x138: 120pp eBook: 978-0-203-93875-1 • Hb: 978-0-415-45265-6: £55.00 • Pb: 978-0-415-45266-3: £9.99

2nd Edition

NEW

Doing Research/Reading Research A Mode of Interrogation for Education Andrew Brown, University of London, UK and Paul Dowling, University of London, UK This best-selling text provides a scheme which enables the beginning researcher to organize and evaluate the research that they read and to plan and implement small scale research projects of their own. The authors also give structured, practical guidance on the development of a research question, techniques of data collection, qualitative and quantitative forms of analysis, and the writing and dissemination of research.

August 2008: 246x174: 200pp Hb: 978-0-415-37601-3: £80.00 • Pb: 978-0-415-37602-0: £23.99

RESEARCH METHODS 2nd Edition

41

NEW

Research With Children Perspectives and Practices Edited by Pia Christensen, The Research Unit for General Practice, Denmark and Allison James, University of Sheffield, UK Research with Children is a unique resource book on the methodology of childhood research. Leading and new researchers within the social studies of childhood discuss central questions of epistemology and methodology, demonstrating the links between theory and practice. The theoretical and practical questions are set out in a clear and well-argued fashion and will therefore appeal both to the newcomer to childhood studies and to experienced researchers in the field.

March 2008: 234x156: 312pp Pb: 978-0-415-41684-9: £22.99

Researching Education from the Inside

NEW

Investigating Institutions from Within Edited by Pat Sikes, University of Sheffield, UK and Anthony Potts Researching Education from the Inside focuses on research projects that are undertaken by people who already have an attachment to the institutions or social groups on which their investigations are based. In some cases their insider positioning is primarily important because it gets them access to the particular people and/or the phenomena that they want to investigate. At other times, however, aspects of their own ‘insidership’ will, in itself, come under scrutiny. Insider researchers need to consider five distinct stages that can lead to ethical dilemmas, namely: Entering the field, Being in the field, Leaving the field, Writing, and Disseminating the results.

January 2008: 234x156: 200pp eBook: 978-0-203-93235-3 • Hb: 978-0-415-43593-2: £75.00 • Pb: 978-0-415-43594-9: £22.99

The Authentic Dissertation

$17.95

NEW

Alternative Ways of Knowing, Research and Representation Four Arrows AKA Don Trent Jacobs, Northern Arizona University, USA The Authentic Dissertation is a road map for students who want to make their dissertation more than a series of hoop-jumping machinations that cause them to lose the vitality and meaningfulness of their research. Students and tutors are presented with practical guidance for the kind of alternative dissertations that many educators believe are needed to move Doctoral and Master’s level work beyond the limitations that currently stifle authentic contributions for a better world.

April 2008: 234x156: 240pp Hb: 978-0-415-44222-0: £75.00 US $150.00 • Pb: 978-0-415-44223-7: £22.99

The Methodological Dilemma

NEW

Creative, Critical and Collaborative Approaches to Qualitative Research Edited by Kathleen Gallagher, University of Toronto, Canada This thought-provoking book challenges the way research is planned and undertaken and equips researchers with a variety of creative and imaginative solutions to the dilemmas of method and representation that plague qualitative research.

Fascinating and inspiring reading for any researcher in the Social Sciences this comprehensive collection encourages the reader to imagine the world in evermore complex and interesting ways and discover new routes to understanding.

May 2008: 234x156: 256pp eBook: 978-0-203-92717-5 • Hb: 978-0-415-46061-3: £75.00 • Pb: 978-0-415-46062-0: £23.99

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RESEARCH METHODS Using Social Theory in Educational Research

NEW

A Practical Guide Mark Dressman, University of Illinois at Urbana-Champaign, USA Using Social Theory in Educational Research is organised to help practising educators and novice researchers who have little familiarity with social theory to: be introduced to major schools of social theory, their basic concepts, and their general applicability to educational issues; develop an understanding of and appreciation for its potential to improve their own practice; gain practical insight into how theory can function as a warrant, or support, for data interpretation; through the use of multiple practical examples, learn how to integrate theory into their own work more effectively March 2008: 234x156: 184pp Hb: 978-0-415-43640-3: £75.00 • Pb: 978-0-415-43641-0: £19.99

Doing Visual Research with Children and NEW Young People Edited by Pat Thomson, University of Nottingham, UK Visual media offers powerful communication opportunities. Doing Visual Research with Children and Young People explores the methodological, ethical, representational and theoretical issues surrounding image-based research with children and young people and provides well-argued and illustrated resources to guide novice and experienced researchers through the challenges as well as the benefits of visual research.

New digital technologies have made it easier and cheaper to work with visual media. Pat Thomson brings together researchers from an international body of researchers working at the forefront of the field with a range of media to produce research data and communicate findings. Situating their discussions of visual research approaches within the context of actual research projects in communities and schools, the book offers practical pointers to the conduct of research and covers a range of important.

This book will be an ideal guide for researchers both at undergraduate and postgraduate level across discipline including education, youth and social work, health and nursing, criminology and community studies. It will also act as an up-to-minute resource on this rapidly changing approach for practitioners working in the field.

May 2008: 234x156: 240pp Hb: 978-0-415-43109-5: £75.00 • Pb: 978-0-415-43110-1: £22.99

Full Table of Contents For full table of contents on all titles featured in this catalogue, visit:

www.routledge.com/education

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RESEARCH METHODS Voice in Qualitative Inquiry

NEW

Challenging Conventional, Interpretive, and Critical Conceptions in Qualitative Research Edited by Alecia Youngblood Jackson, Appalachian State University, USA and Lisa A. Mazzei, Manchester Metropolitan University, UK Voice in Qualitative Inquiry is a critical response to conventional, interpretive, and critical conceptions of voice in qualitative inquiry. A select group of contributors focus collectively on the question, ’What does it mean to work the limits of voice?’ from theoretical, methodological, and interpretative positions, and the result is an innovative challenge to traditional notions of voice.

The thought-provoking book will shift qualitative inquiry away from uproblematically engaging in practices and interpretations that limit what ’counts’ as voice and therefore data. The loss and betrayal of comfort and authority when qualitative researchers work the limits of voice will lead to new disruptions and irruptions in making meaning from data and, in turn, will add inventive and critical dialogue to the conversation about voice in qualitative inquiry.

This compelling collection will challenge those who conduct qualitative inquiry to think differently about how they collect, analyze, and represent meaning using the voices of others, as well as their own.

August 2008: 234x156: 248pp eBook: 978-0-203-89188-9 • Hb: 978-0-415-44220-6: £75.00 • Pb: 978-0-415-44221-3: £22.99

US $13.95

Bestseller 6TH EDITION

Research Methods in Education Louis Cohen, Loughborough University, UK, Lawrence Manion and Keith Morrison, Inter-University Institute of Macau, China ’Research Methods in Education contains much theoretical material, but this is supported by many practical examples and down-to-earth guidance...if you already have a copy of the 5th edition, I would suggest you consider upgrading ...

If you plan to undertake serious educational research in your discipline, Research Methods in Education is an invaluable addition to your bookshelf.’

– Bioscience Education, The Higher Education Academy This fully updated sixth edition of the international bestseller Research Methods in Education covers the whole range of methods currently employed by educational research at all stages. It is divided into five main parts: the context of educational research; planning educational research; styles of educational research; strategies for data collection and researching; and data analysis. The book also contains references to a comprehensive dedicated website of accompanying materials.

2007: 246x189: 656pp eBook: 978-0-203-02905-3 • Hb: 978-0-415-37410-1: £85.00 • Pb: 978-0-415-36878-0: £24.99

Radical Research Designing, Developing and Writing Research to Make a Difference John Schostak, Manchester Metropolitan University, UK and Jill Schostak, University of East Anglia, UK Radical Research explores the view that research is not a neutral tool to be employed without bias in the search for truth. Rather the radical roots of research are to be seen in the focus on freedom and emancipation from blind allegiance to tradition, ‘common sense’, religion, or powerful individuals and organisations.

Radical Research introduces and draws upon leading contemporary debates and data gathered from a diversity of funded projects in; health, education, police training, youth and community, schools, business, and the use of information technology.

2007: 234x156: 304pp eBook: 978-0-203-93992-5 • Hb: 978-0-415-39927-2: £80.00 • Pb: 978-0-415-39928-9: £23.99

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RESEARCH METHODS Quantitative Data Analysis in Education A Critical Introduction Using SPSS Paul Connolly, Queens University, Belfast ’Thank you! In his book Quantitative Data Analysis in Education using SPSS, Professor Paul Connolly has produced a masterpiece for researchers who ’Don’t do numbers’, and have found themselves having amassed a desk full of quantitative data now needing analysis Empathetic, incredulous, ingenious! ... I have no hesitation in recommending this book to students and researchers who need a working knowledge of using SPSS.’ – ESCalate, Higher Education Academy This book provides a refreshing and user-friendly guide to quantitative data analysis in education for students and researchers. It assumes absolutely no prior knowledge of quantitative methods or statistics. Beginning with the very basics, it provides the reader with the knowledge and skills necessary to be able to undertake routine quantitative data analysis to a level expected of published research.

The book will appeal not only to undergraduate and postgraduate students but also to more established and seasoned educational researchers and lecturers and professors who have tended to avoid or shy away from quantitative methods.

2007: 246x174: 288pp eBook: 978-0-203-94698-5 • Hb: 978-0-415-37297-8: £80.00 • Pb: 978-0-415-37298-5: £19.99

Using Narrative Inquiry as a Research Method An Introduction to Using Critical Event Narrative Analysis in Research on Learning and Teaching Leonard Webster and Patricie Mertova, both at Monash University, Australia This book provides a much needed up-to-date introduction to the topic of narrative enquiry – which has seen a growing interest in recent years. Narrative inquiry provides researchers with a framework through which they can investigate the ways humans experience the world depicted through their stories. The book looks at how this method can effectively be applied as a means of research in a range of contexts, including flexible, open and distance or workplace learning.

2007: 234x156: 152pp eBook: 978-0-203-94626-8 • Hb: 978-0-415-37905-2: £80.00 • Pb: 978-0-415-37906-9: £19.99

US $17.95

An Ethical Approach to Practitioner Research Dealing with Issues and Dilemmas in Action Research Edited by Anne Campbell, Liverpool Hope University, UK and S. Groundwater-Smith, University of Sydney, Australia Practice based research is burgeoning in a number of professional areas. An Ethical Approach to Practitioner Research covers a comprehensive range of issues and dilemmas encountered in practitioner and action research contexts. While principally focused upon practitioner inquiry in education it takes account of, and acknowledges that others engaged in professional practice such as in legal, nursing and social care contexts, face similar issues and dilemmas. It aims to stimulate ethical thinking and practice in enquiry and research contexts.

Drawing on the expertise of international researchers and academics from America, Australia and Europe, the book provides invaluable support to the novice researcher and illuminates some of the more intricate issues for the more experienced research practitioner.

2007: 234x156: 208pp eBook: 978-0-203-93927-7 • Hb: 978-0-415-43087-6: £80.00 • Pb: 978-0-415-43088-3: £23.99

RESEARCH METHODS HEADING

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Exploring Educational Research Literacy Gary Shank and Launcelot Brown, both at Duquesne University, USA Exploring Educational Research Literacy offers beginning classroom teachers a comprehensive introduction to the topic of educational research literacy-that is, the ability to read educational research articles in a systemic and critical way. Many beginning teacher education students are expected to be familiar with the latest research in their field, but are not necessarily researchers themselves. In fact, many new students have had little exposure to educational research.

In this accessible text, Gary Shank and Launcelot Brown give students step-by-step guidance through the often baffling process of learning a new ’language’ of research methods.

2007: 6 x 9: 264pp Hb: 978-0-415-95526-3: £70.00 • Pb: 978-0-415-95527-0: £20.99

Networking Practitioner Research Colleen McLaughlin, Kristine Black-Hawkins, and Donald McIntyre, all at University of Cambridge, UK and Andrew Townsend, University of Nottingham, UK This book provides readers with a strong theoretical framework for school-based research as well as valuable advice on the ways in which networks of specialist groups can work together to create a broad-ranging approach to educational research. Through a critical examination of existing research and current thinking, the authors draw out implications for the effective policy and practice of school-based research.

Illustrated throughout with case studies and including a full and detailed literature review, this book will be a vital resource for all academics pursuing research into education.

2007: 234x156: 256pp eBook: 978-0-203-08611-7 • Hb: 978-0-415-38845-0: £75.00 • Pb: 978-0-415-38846-7: £23.99

2nd Edition

Teachers Investigate Their Work An Introduction to Action Research across the Professions Herbert Altricher, University of Linz, Austria, Allan Feldman, University of Massachusetts, USA, Peter Posch, Universitat Klagenfurt, Austria and Bridget Somekh, Manchester Metropolitan University, UK Teachers Investigate Their Work introduces the methods and concepts of action research through examples drawn from studies carried out by teachers. The book is arranged as a handbook with numerous sub-headings for easy reference and fourty-one practical methods and strategies to put into action, some of them flagged as suitable `starters’.

Throughout the book, the authors draw on their international practical experience of action research, working in close collaboration with teachers.

2007: 234x156: 320pp eBook: 978-0-203-97897-9 • Hb: 978-0-415-37795-9: £80.00 • Pb: 978-0-415-37794-2: £23.99

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RESEARCH METHODS The Dynamics of Educational Effectiveness A Contribution to Policy, Practice and Theory in Contemporary Schools Bert P.M. Creemers, University of Groningen, the Netherlands and Leonidas Kyriakides, University of Cyprus, Cyprus Series: Contexts of Learning This book brings together the current thinking and research of two major investigators in the field of educational effectiveness. After defining educational effectiveness, the authors analyse the various theories and strands of research within educational effectiveness, especially with respect to the comprehensive model developed by Creemers.

Written by one of the worlds leading experts in the field, this book will both elucidate our current understanding of educational effectiveness and carry the discipline forward by proposing profound changes to accepted views.

2007: 234x156: 320pp eBook: 978-0-203-93918-5 • Hb: 978-0-415-38951-8: £80.00 • Pb: 978-0-415-39953-1: £22.99

US $15.95

Thesis and Dissertation Writing in a Second Language A Handbook for Supervisors Brian Paltridge, University of Sydney, Australia and Sue Starfield, University of New South Wales, Australia The relationship of supervisor to student has traditionally been seen as one of apprenticeship, in which much learning is tacit, with the expectation that the student will become much like the tutor. The changing demographics of higher education in conjunction with imperatives of greater accountability and support for research students have rendered this scenario both less likely and less desirable and unfortunately many supervisors are challenged by the task of guiding non-native speaker students to completion.

2007: 234x156: 200pp eBook: 978-0-203-96081-3 • Hb: 978-0-415-37170-4: £80.00 • Pb: 978-0-415-37173-5: £19.99

US $17.95

Planning Your Qualitative Research Project An Introduction to Interpretivist Research in Education Tom O’Donoghue, University of Western Australia, Australia This is a key text for any student embarking on a qualitative research project, it provides worked examples and valuable models which can be used as guides for plans and proposals, answering key questions and providing a comprehensive guide to a student’s project.

2006: 234x156: 240pp eBook: 978-0-203-96772-0 • Hb: 978-0-415-41484-5: £80.00 • Pb: 978-0-415-41485-2: £19.99

COMING IN 2009

Qualitative Research in International Settings David Stephens, Oslo University College, Norway January 2009: 234x156: 256pp eBook: 978-0-203-46476-2 • Hb: 978-0-415-28057-0: £80.00 • Pb: 978-0-415-28058-7: £24.99

HEADING SOCIOLOGY OF EDUCATION Racism and Education

47

NEW

Coincidence or Conspiracy?

David Gillborn, University of London, UK ’...a wonderful, rich book with a bold, audacious premise, clear writing, and a reader-friendly structure and plot line.’ – Richard Delgado, University of Pittsburgh School of Law, USA David Gillborn has been described as Britain’s ‘most influential race theorist in education’. In this book he dissects the role of racism across the education system; from national policies to school-level decisions about discipline and academic selection.

Racism and Education takes critical antiracist analyses to a new level and represents a fundamental challenge to current assumptions in the field. With a preface by Richard Delgado, one of the founders of critical race theory.

March 2008: 234x156: 272pp eBook: 978-0-203-92842-4 • Hb: 978-0-415-41897-3: £75.00 • Pb: 978-0-415-41898-0: £22.99

Telling Stories to Change the World

NEW

Global Voices on the Power of Narrative to Build Community and Make Social Justice Claims Rickie Solinger, historian and curator, Madeline Fox, The City University of New York and Kayhan Irani, artist and activist Telling Stories to Change the World is a powerful collection of essays about communitybased and interest-based projects where storytelling is used as a strategy for speaking out for justice. Contributors from locations across the globe-including Uganda, Darfur, China, Afghanistan, South Africa, New Orleans, and Chicago-describe grassroots projects in which communities use narrative as a way of exploring what a more just society might look like and what civic engagement means.

May 2008: 6 x 9: 280pp eBook: 978-0-203-92806-6 • Hb: 978-0-415-96079-3: £70.00 • Pb: 978-0-415-96080-9: £17.99

6-VOLUME SET

NEW

History of Multicultural Education Edited by Carl A. Grant and Thandeka K. Chapman, both at University of Wisconsin, Milwaukee, USA This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. By collecting and providing a framework for key publications spanning the past thirty-forty years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society.

These volumes do not promote any one scholar’s or group’s vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Volume 1: Conceptual Frameworks and Curricular Content; Volume 2: Foundations and Stratifications; Volume 3: Instruction and Assessment; Volume 4: Policy and Governance; Volume 5: Students and Student Learning; Volume 6: Teachers and Teacher Education.

The historical time line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time.

Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.

February 2008: 6 x 9 Hb: 978-0-415-98889-6: £360.00

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SOCIOLOGY OF EDUCATION Cultural Education-Cultural Sustainability Minority, Diaspora, Indigenous and Ethno-Religious Groups in Multicultural Societies Edited by Zvi Bekerman, Hebrew University of Jerusalem, Israel and Ezra Kopelowitz, Research Success Technologies, Israel This volume is a path-breaking contribution to the study of efforts of diaspora, indigenous, and minority groups, broadly defined, to use education (formal and informal) to sustain cultural continuity while grappling with the influences and demands of wider globalizing, nationalizing, or other homogenizing and assimilatory forces.

Academics will find this an excellent reference book. Practitioners will draw inspiration in learning of others’ efforts to sustain cultures, and will engage in critical reflection on their own work vis-à-vis that of others. Teachers will realize they do not stand alone in their educational efforts and will uncover new strategies and methodologies through which to approach their work.

January 2008: 6 x 9: 448pp eBook: 978-0-203-93836-2 • Hb: 978-0-8058-5724-5: £75.00

Educating the Gendered Citizen

NEW

Madeleine Arnot, University of Cambridge, UK Focusing on the relationship between gender, education and citizenship, this book explores, from a feminist perspective, how the concept of citizenship has been used in relation to gender, and how young people are being prepared for male and female forms of citizenship.

June 2008: 234x156: 224pp Hb: 978-0-415-40805-9: £75.00 • Pb: 978-0-415-40806-6: £22.99

Race, Gender and Educational Desire

NEW

Why Black Women Succeed and Fail Heidi Safia Mirza, Middlesex University, UK ‘This book is a great genealogy of black women‘s unrecognised contributions within both education and the wide social context. I think it constitutes an important piece of work that is totally missing from the existing literature’ – Diane Reay, Professor of Education, Cambridge University, UK Drawing on a collection of essays on black feminist educational theory, this book builds on our existing knowledge of the dynamics of race and gender in education, but takes it in new and challenging directions Heidi Mirza, a leading black academic, focuses on the interaction between gender and race with the central aim of understanding the way these social locations and identity positions are constructed and shape everyday educational experiences of black and ethnic minority women.

This ground-breaking book reveals the emotional and social consequences of gendered difference and racial division as experienced by black women teachers and students in schools and universities. The author seeks to find answers to questions such as: Why do young black women students seek out educational paths to success?; What does it mean to be a black woman teacher or lecturer?; and Why is black female empowerment important in understanding the dynamics of social change?

By taking us on a personal and political journey, the book challenges the myth of the ‘black female superwoman‘ , and gives an insider‘s account of how gender and race difference is experienced, and in so doing clarifies our understanding of the multiple and complex ways inequality works.

July 2008: 234x156: 224pp Hb: 978-0-415-44875-8: £75.00 • Pb: 978-0-415-44876-5: £22.99

SCIOLOGY OF EDUCATION HEADING

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Bringing Knowledge Back In From Social Constructivism to Social Realism in the Sociology of Education Michael Young, Institute of Education, London, UK Bringing Knowledge Back In draws on recent developments in the sociology of knowledge to propose answers to these key, but often overlooked, educational questions. Michael Young traces the changes in his own thinking about the question of knowledge in education since his earlier books Knowledge and Control and The Curriculum of the Future.

He argues for the continuing relevance of the writings of Durkheim and Vygotsky and the unique importance of Basil Bernstein’s often under-appreciated work. He illustrates the importance of questions about knowledge by investigating the dilemmas faced by researchers and policy makers in a range of fields. He also considers the broader issue of the role of sociologists in relation to educational policy in the context of increasingly interventionist governments.

This compelling and provocative book will be essential reading for anyone involved in research and debates about the curriculum as well as those with a specific interest in the sociology of education.

2007: 234x156: 272pp eBook: 978-0-203-07366-7 • Hb: 978-0-415-32120-4: £75.00 • Pb: 978-0-415-32121-1: £22.99

Marxism and Educational Theory Origins and Issues Mike Cole, Bishop Grosseteste University College Lincoln, UK Mike Cole considers the origins and developments within the evolution of Marxist theory and postmodern theory. He analyses how Marxism and postmodernism are articulated within the sociology of education since its inception up to the present.

2007: 234x156: 208pp eBook: 978-0-203-39732-9 • Hb: 978-0-415-33170-8: £75.00 • Pb: 978-0-415-33171-5: £24.99

Sociology of Education A Critical Reader Edited by Alan R. Sadovnik, Rutgers University, USA This comprehensive Reader examines the most pressing topics in sociology and education and exposes students to examples of sociological research on schools. Drawing from classic and contemporary scholarship, noted sociologist Alan Sadovnik has chosen readings that examine current issues and reflect diverse theoretical approaches to studying the effects of schooling and society.

2007: 7 x 10: 552pp Hb: 978-0-415-95496-9: £70.00 • Pb: 978-0-415-95497-6: £21.99

2nd Edition

Teaching for Diversity and Social Justice Edited by Lee Anne Bell, Barnard College, USA, Maurianne Adams and Pat Griffin, both at University of Massachusetts, Amherst, USA For nearly a decade, Teaching for Diversity and Social Justice has been the definitive sourcebook of theoretical foundations and curricular frameworks for social justice teaching practice. This thoroughly revised second edition continues to provide teachers and facilitators with an accessible pedagogical approach to issues of oppression in classrooms. Building on the groundswell of interest in social justice education, the second edition offers coverage of current issues and controversies while preserving the hands-on format and inclusive content of the original.

2007: 7 x 10: 496pp eBook: 978-0-203-94082-2 • Hb: 978-0-415-95199-9: £70.00 • Pb: 978-0-415-95200-2: £21.99

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SOCIOLOGY OF EDUCATION Gender Education & Equality in a Global Context Conceptual Frameworks and Policy Perspectives Shailaja Fennell, University of Cambridge, UK and Madeleine Arnot, University of Cambridge, UK An invaluable introduction to the range of conceptual frameworks and innovative research methods that address issues of gender education and development.

2007: 234x156: 216pp eBook: 978-0-203-93959-8 • Hb: 978-0-415-41944-4: £75.00

No Child Left Behind and the Reduction of the Achievement Gap Sociological Perspectives on Federal Educational Policy Edited by Alan R. Sadovnik, Rutgers University, USA, Jennifer A. O’Day and George W. Bohrnstedt, both at American Institutes for Research, USA and Kathryn M. Borman, University of South Florida, USA This collection presents the first-ever sociological analysis of the No Child Left Behind Act. More importantly, these leading sociologists consider whether NLCB can or will accomplish its major goal: to eliminate the achievement gap by 2014.

2007: 6 x 9: 424pp Hb: 978-0-415-95530-0: £70.00 • Pb: 978-0-415-95531-7: £18.99

The RoutledgeFalmer Reader in Gender & Education Edited by Madeleine Arnot, University of Cambridge, UK and Mairtin Mac An Ghaill, University of Birmingham, UK Series: RoutledgeFalmer Readers in Education Here Madeleine Arnot and Mairtin Mac An Ghaill bring together a wide range of lively and informative material in this unique reader to present an international perspective on topical issues in gender and education, focusing on enduring trends in the field.

2006: 234x156: 304pp eBook: 978-0-203-56723-4 • Hb: 978-0-415-34575-0: £80.00 • Pb: 978-0-415-34576-7: £22.99

Critical Race Theory in Education All God’s Children Got a Song Edited by Adrienne D. Dixson, Ohio State University, USA and Celia K. Rousseau, University of Memphis, USA This volume presents a comprehensive chorus of answers to the question of how and why Critical Race Theory should be applied to educational scholarship.

2006: 6 x 9: 224pp Hb: 978-0-415-95291-0: £75.00 • Pb: 978-0-415-95292-7: £19.99

SOCIOLOGY OF EDUCATION

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Race, Culture, and Education The Selected Works of James A. Banks James A. Banks, University of Washington, Seattle, USA ’Banks is more than a founding father; he’s a rigorous, pioneering thinker and the pre-eminent black academic of my lifetime ... His definition of social science is the best and most compelling I have ever read.’ – Tim Brighouse ’Banks recognises and welcomes complexity, complexity and depth characterise his writing. Straightforward, clear and often profound, it has influenced two generations of professionals working against racial injustice.’ – Race Equality Teaching, Vol 25, No 1 ’This book does an exemplary job of capturing the breadth, depth, complexity, and analytic sophistication of Professor Bank’s work.’ – Teachers College Record Considered the father of multicultural education in the US and known throughout the world as one of the field’s most important founder, theorist and researcher, James A. Banks has collected here twenty-one of his most important and best works from across the span of his career.

2006: 234x156: 256pp eBook: 978-0-203-08858-6 • Hb: 978-0-415-39819-0: £80.00 • Pb: 978-0-415-39820-6: £22.99

Doing Multicultural Education for Achievement and Equity Carl A. Grant, University of Wisconsin, Madison, USA and Christine E. Sleeter, California State University, Monterey Bay, USA Doing Multicultural Education for Achievement and Equity is a hands-on, reader-friendly multicultural education textbook that aims to actively engage education students in critical reflection and self examination as they prepare to teach in increasingly diverse classrooms. As it promotes an understanding of the history of and need for multicultural education in schools, Carl Grant and Christine Sleeter’s book connects multicultural education to preservice teachers’ personal and professional spaces and, further, to an understanding of equity in school and society.

2007: 7 x 10: 280pp Hb: 978-0-415-95183-8: £70.00 • Pb: 978-0-415-95184-5: £21.99

Gender, Schooling and Global Social Justice Elaine Unterhalter, University of London, UK Series: Foundations and Futures of Education Timely and original and organised clearly into three accessible parts, this book examines gender equality in schooling as an aspiration of global social justice.

2006: 234x156: 224pp eBook: 978-0-203-96584-9 • Hb: 978-0-415-35921-4: £80.00 • Pb: 978-0-415-35922-1: £22.99

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TEACHER EDUCATION 2nd Edition

NEW

Back to the Basics of Teaching and Learning ‘Thinking the World Together’ David W. Jardine, Patricia Clifford and Sharon Friesen, all at Galileo Educational Network Association, University of Calgary, USA This book is about an ecological-interpretive image of ’the basics.’ Essays detailing everyday, lived events in classrooms life are presented to help readers see beneath the surface ordinariness of these events to uncover and examine the underlying complex and contested meanings they contain. Readers are invited to imagine would happen to our understanding of teaching and learning if we stepped away from the image of basics-as-breakdown under which education labours today ñ an image of fragmentation, isolation, and the consequent dispensing, manipulation and control of the smallest, simplest, most meaningless bits and pieces of the living inheritances that are entrusted to teachers and learners in schools. By involving readers in re-thinking the idea of the ’basics’ in educational theory and practice, this book offers a more generous, rigorous, difficult, and pleasurable image of what this term might mean in the living work of teachers and learners.

This is a valuable text for practicing teachers and student-teachers interested in re-imagining what is basic to their work and the work of their students. It also provides examples of interpretive inquiry that will be helpful for graduate students and scholars in the areas of curriculum, teaching and learning who are interested in pursuing this form of research and writing.

June 2008: 6 x 9: 288pp eBook: 978-1-4106-1774-3 • Pb: 978-0-8058-6320-8: £25.99

Enacting a Pedagogy of Teacher Education Values, Relationships and Practices Edited by Tom Russell, Queen’s University, Canada and John Loughran, Monash University, Australia Building on John Loughran’s latest work Enacting a Pedagogy of Teacher Education, this book focuses on how individuals enact pedagogy in the context of teacher education.

With teacher educators actually teaching while showing student-teachers how to teach, the quality of teacher education improves.

Bringing together contributions from internationally known teacher educators, a school administrator who supports teachers’ professional learning, someone studying to become a teacher educator and someone studying to become a teacher, the book examines enacting educational and pedagogical values in personal practice and developing the interpersonal relationships that are so essential to quality teaching and learning.

2007: 234x156: 208pp eBook: 978-0-203-96244-2 • Hb: 978-0-415-41899-7: £75.00 • Pb: 978-0-415-41900-0: £22.99

Developing a Pedagogy of Teacher Education Understanding Teaching & Learning about Teaching John Loughran, Monash University, Australia This book describes and explores the complex nature of teaching and of learning about teaching, illustrating how important teacher educators’ professional knowledge is.

2005: 234x156: 208pp eBook: 978-0-203-01967-2 • Hb: 978-0-415-36730-1: £85.00 • Pb: 978-0-415-36727-1: £22.99

THEORY OF EDUCATION Essays on Pedagogy

53

NEW

Robin Alexander, University of Cambridge, UK Pedagogy is at last gaining the attention in English-speaking countries which it has long enjoyed elsewhere.

The book includes chapters on a number of themes, expertly woven together: the problems of recent political interventions in pedagogy; the benefits and hazards of international comparison; the centrality of talk to learning and teaching; how education and pedagogy might respond to a world in peril; and the scope and character of pedagogy itself, as a field of enquiry and action.

July 2008: 234x156: 200pp Hb: 978-0-415-45482-7: £75.00 • Pb: 978-0-415-45483-4: £22.99

Vygotsky and Research

NEW

Harry Daniels, University of Bath, UK This book provides readers with an overview of the implications for research of the theoretical work which acknowledges a debt to the writings of L.S. Vygotsky. A concise introduction to Vygotsky’s original thesis and discussions on his approach to research methods in given, this is followed by an exploration of the research practices which have arisen in fields developed on the basis of his original thesis. These include: Socio-cultural studies with a focus on mediated action; Distributed Cognition, Situated Cognition and Activity Theory.

August 2008: 234x156: 216pp eBook: 978-0-203-89179-7 • Hb: 978-0-415-39592-2: £75.00 • Pb: 978-0-415-39593-9: £22.99

Ten Steps to Complex Learning A Systematic Approach to Four-Component Instructional Design Jeroen J.G. van Merrienboer and Paul A. Kirschner, both at Open University of the Netherlands, Heerlen, the Netherlands Ten Steps to Complex Learning presents in ten steps a path from a training problem to a training solution in a way that students, practitioners, (both instructional designers and teachers) and researchers can understand and use. Practitioners in the field of instructional design may use this book as a reference guide to support their design of courses, materials, and/or environments for complex learning. Students in the field of instructional design should use this book to broaden their knowledge of the design of training programs for complex learning.

2007: 6 x 9: 320pp eBook: 978-1-4106-1805-4 • Hb: 978-0-8058-5792-4: £75.00 • Pb: 978-0-8058-5793-1: £24.50

Critical Essays on Major Curriculum Theorists David Scott, University of Lincoln, UK This book is a critical appreciation of the work of sixteen leading curriculum theorists, taking account of the writings of a balance of established thinkers and curriculum analysts from the fields of education, philosophy, sociology and psychology. Together these commentators offer a broad perspective with views from the UK, the US and Europe, and from a range of political stances ranging from radical conservatism through liberalism to socialism and libertarianism.

2007: 234x156: 176pp eBook: 978-0-203-46188-4 • Hb: 978-0-415-33984-1: £75.00 • Pb: 978-0-415-33983-4: £22.99

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THEORY OF EDUCATION Spatial Theories of Education Policy and Geography Matters Edited by Kalervo Gulson, Charles Stuart University, Australia and Colin Symes, Macquarie University, Australia Series: Routledge Research in Education This collection of original work draws on the ’spatial turn’ in contemporary social theory.

Drawing on theories of space allows for a more sophisticated understanding of the competing rationalities underlying educational policy change, social inequality and cultural practices. The contributors to this book work a spatial dimension into the consideration of educational phenomena and illustrate its explanatory potential in a range of domains: urban renewal, globalization, race, markets and school choice, suburbanization, regional and rural settings, and youth and student culture.

2007: 234x156: 298pp eBook: 978-0-203-94098-3 • Hb: 978-0-415-40395-5: £75.00

In Search of Pedagogy Volumes I&II Jerome S. Bruner, New York University, USA Jerome Bruner is one of the best-known and most influential psychologists of the twentieth century. His theories about cognitive development dominate psychology around the world today, but it is in the field of education where his influence has been especially felt.

In this two volume set, Bruner has selected and assembled his most important writings about education. Volume I spans the twenty years from 1957 to 1978 and Volume II covers 1979 to 2006.

Both volumes start with a specially written introduction by Bruner, in which he gives an overview of the period and contextualises his selection of papers. The articles and chapters then reveal the thinking, the concepts and the empirical research of that time that have made Bruner one of the most respected and cited educational authorities of our time.

In Search of Pedagogy Volume I The Selected Works of Jerome Bruner, 1957-1978 Jerome S. Bruner, New York University, USA 2006: 234x156: 224pp eBook: 978-0-203-08860-9 • Hb: 978-0-415-38668-5: £80.00 • Pb: 978-0-415-38670-8: £18.99

In Search of Pedagogy Volume II The Selected Works of Jerome Bruner, 1979-2006 Jerome S. Bruner, New York University, USA 2006: 234x156: 256pp eBook: 978-0-203-96548-1 • Hb: 978-0-415-38675-3: £80.00 • Pb: 978-0-415-38676-0: £18.99

In Search of Pedagogy, Volumes I & II The Selected Works of Jerome S. Bruner, 1957-1978 & 1979-2006 Jerome S. Bruner, New York University, USA Hb: 978-0-415-38682-1: £135.00 • Pb: 978-0-415-38689-0: £29.99

2-Volume Set

THEORY OF EDUCATION

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The Development and Education of the Mind The Selected Works of Howard Gardner Howard Gardner, Harvard Graduate School of Education, USA ’Every so often you encounter a book that excites you so much you can’t stop talking about it. You urge others to read it and are tempted to buy multiple copies to make sure they do. Howard Gardner’s selection of his own works is one of those books. ... It’s in the classroom that Gardner’s theories have most appeal for they confirm what teachers know from their everyday experience: that students think and learn in many different ways. ... I cannot recommend it strongly enough.’ – Tim Brighouse, Times Educational Supplement, Book of the Week Leading American psychologist and educator Howard Gardner has assembled his most important writings about education. Spanning over thirty years, this collection reveals the thinking, the concepts and the empirical research that have made Gardner one of the most respected and cited educational authorities of our time.

2005: 234x156: 280pp eBook: 978-0-203-01968-9 • Hb: 978-0-415-36729-5: £85.00 • Pb: 978-0-415-36728-8: £19.99

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HANDBOOKS AND REFERENCE The Routledge International Encyclopedia of Education

NEW

Edited by Gary McCulloch and David Crook, both at Institute of Education, University of London, UK ‘The Routledge International Encyclopedia of Education is a major achievement. The breadth of its coverage is impressive and the writing is crisp and clear. This is a book that deserves a long life.’ – Michael W. Apple, University of Wisconsin, Madison, USA ‘This wonderful book is a treasure trove of information for experts as well as novices. Its coverage is truly impressive.

It’s not only a useful reference book, it’s fascinating to dip into at random. Like all good books, it stimulates you to find out more.’ – Sally Power, School of Social Sciences, Cardiff University, Wales, UK ‘This encyclopedia is an excellent compilation of short articles on a range of concepts and themes necessary for an understanding of current developments in education. Global in its scope, it provides accounts that are not only historically informed but also point to new directions in educational research.’ – Fazal Rizvi, University of Illinois at Urbana-Champaign, USA • The only single volume reference to provide a survey of a wide range of topics relating to education in over 30 years • Over 200 contributors from around the world • Approx 750 pages and 600 different entries • Covers both the practice and theory of education • Links historical with contemporary • Looks at the different sectors and phases of education.

The Routledge International Encyclopedia of Education is a unique and major resource for the field of education. It is a comprehensive, single-volume work, arranged alphabetically and comprising around 600 entries.

The entries range from definitions of key educational concepts and terms to biographies of key educators and specially written substantial essays on major educational topics. The volume includes authoritative and critical commentary on historical and contemporary themes; examinations of continuities, changes and emerging issues; and discussions of the educational traditions and features of major countries and continents.

Features contributors drawn from all over the globe, including; Australia, Brazil, Canada, China, Finland, India, Israel, Japan, New Zealand, South Africa, the United Kingdom and the United States.

March 2008: 246x174: 760pp Hb: 978-0-415-27747-1: £125.00

HANDBOOKS AND REFERENCE 2nd Edition

57

NEW

Handbook of International Research in Mathematics Education Edited by Lyn D. English, Queensland University of Technology, Australia The Second Edition continues the mission of bringing together important new mathematics education research that makes a difference in both theory and practice. It updates and extends the Handbook’s original key themes and issues for international research in mathematics education for the 21st century.

This edition also examines catalysts that have gained increased import in recent years including a stronger focus on the teacher and teacher practice, a renewed interest in theory development, an increased focus on the mathematics needed in work place settings, and a proliferation of research designs and methodologies that have provided unprecedented opportunities for investigating (and ultimately improving) mathematical teaching and learning.

May 2008: 7 x 10: 944pp eBook: 978-0-203-93023-6 • Hb: 978-0-8058-5875-4: £125.00 • Pb: 978-0-8058-5876-1: £54.95

Handbook of Research on New Literacies

NEW

Edited by Julie Coiro, University of Rhode Island, USA, Michele Knobel and Colin Lankshear, both at Montclair State University, New Jersey, USA and Donald J. Leu, New Literacies Project, University of Connecticut, USA Situated at the intersection of two of the most important areas in educational research today – literacy and technology – this Handbook draws on the potential of each while carving out important new territory. It provides leadership for this newly emerging field, directing scholars to the major issues, theoretical perspectives, and interdisciplinary research concerning new literacies.

The Handbook of Research on New Literacies is intended for the literacy research community including scholars and students from the traditional reading and writing research communities in education and educational psychology as well as those from information science, cognitive science, psychology, sociolinguistics, computer mediated communication, and other related areas that find literacy to be an important area of investigation.

March 2008: 7 x 10: 1096pp Hb: 978-0-8058-5651-4: £125.00 • Pb: 978-0-8058-5652-1: £50.00

Handbook of Social Justice in Education

NEW

William C. Ayers, University of Illinois at Chicago, USA, Therese Quinn, The School of the Art Institute of Chicago, USA and David Omatoso Stovall, University of Illinois at Chicago, USA The Handbook of Social Justice Education – a comprehensive, up-to-date review of the field – addresses, from multiple perspectives, education theory, research, and practice in historical and ideological context, with an emphasis on social movements for justice. Each of the nine sections explores a primary theme of social justice and education.

Timely and essential, this is a must-have volume for researchers, professionals, and students across the fields of educational foundations, multicultural/diversity education, educational policy, and curriculum and instruction.

June 2008: 7 x 10 Hb: 978-0-8058-5927-0: £125.00 • Pb: 978-0-8058-5928-7: £50.00

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HANDBOOKS AND REFERENCE International Handbook of Research on Conceptual Change

NEW

Stella Vosniadou, University of Athens, Greece Series: Educational Psychology Handbook The study of conceptual change traces its heritage to the notions of paradigm (networks of shared beliefs, concepts, practices) and paradigm shift made famous by Thomas Kuhn in his book, The Structure of Scientific Revolutions. Kuhn’s work was quickly linked to developmental psychology (how knowledge develops) and to science education (teaching big, new ideas). This book is the first comprehensive review of the conceptual change movement and of the impressive research it has spawned on how knowledge develops and can be taught in different content areas. Because of its interdisciplinary focus chapter authors were instructed to write in a manner comprehensible to researchers and students from different fields.

June 2008: 7 x 10 Hb: 978-0-8058-6044-3: £140.00 • Pb: 978-0-8058-6045-0: £55.00

The Routledge International Handbook of NEW Critical Education Edited by Michael W. Apple, University of Wisconsin, Madison, USA, Wayne Au and Luis Armando Gandin This is the first authoritative reference work to provide a comprehensive analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors’ to this volume push further to also think critically about education’s relationship to economic, political, and cultural power. The various sections of this book integrate into their analyses the conceptual, political, pedagogic, and practical histories, tensions, and resources that have established critical education as one of the most vital and growing movements within the field of education.

November 2008: 7 x 10: 672pp Hb: 978-0-415-95861-5: £110.00

Handbook of Design Research Methods in NEW Education Innovations in Science, Technology, Engineering, and Mathematics Anthony Eamonn Kelly, George Mason University, Virginia, USA, Richard A. Lesh, Indiana University, USA and John Y. Baek, George Mason University, Virginia, USA The Handbook of Design Research Methods in Education - the defining book for the field fills a need in how to conduct design research by those doing so right now. The chapters represent a broad array of interpretations and examples of how today’s design researchers conceptualize this emergent methodology across areas as diverse as educational leadership, diffusion of innovations, complexity theory, and curriculum research.

This volume is designed as a guide for doctoral students, early career researchers and cross-over researchers from fields outside of education interested in supporting innovation in educational settings through conducting design research.

June 2008: 7 x 10: 544pp eBook: 978-1-4106-1794-1 • Hb: 978-0-8058-6058-0: £135.00

• Pb: 978-0-8058-6059-7: £60.00

HANDBOOKS AND REFERENCE

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Handbook of Research on Science Education Edited by Sandra K. Abell, University of Missouri, USA and Norman G. Lederman, Illinois Institute of Technology, USA This state-of-the art research handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built.

The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community.

2007: 7 x 10: 1344pp eBook: 978-1-4106-1531-2 • Hb: 978-0-8058-4713-0: £185.00 • Pb: 978-0-8058-4714-7: £60.00

2nd Edition

Handbook of Distance Education Edited by Michael Grahame Moore, Pennsylvania State University, USA The second edition of this award-winning book continues the mission of its predecessor, to provide a comprehensive compendium of research in all aspects of distance education, arguably the most significant development in education over the past quarter century.

While the book deals with education that uses technology, the focus is on teaching and learning and how its management can be facilitated through technology.

It six provides a unique review of distance education as a component of a global culture.

2007: 7 x 10: 720pp eBook: 978-1-4106-1764-4 • Hb: 978-0-8058-5847-1: £105.00

Handbook of Research in Education Finance and Policy Edited by Helen F. Ladd, Duke University and Edward B. Fiske Sponsored by the American Education Finance Association (AEFA), this groundbreaking new handbook assembles in one place the existing research-based knowledge in education finance and policy, thereby helping to define this evolving field of research and practice. It provides a readily available resource for anyone seriously involved in education finance and policy in the United States and around the world.

2007: 7 x 10: 784pp eBook: 978-0-203-96106-3 • Hb: 978-0-8058-6144-0: £105.00 • Pb: 978-0-8058-6145-7: £50.00

Handbook of Research in School Consultation Edited by William P. Erchul, North Carolina State University, USA and Susan M. Sheridan The field of school consultation, which is centered principally in school psychology and cuts across related disciplines such as special education and school counseling, has never had a comprehensive volume that examines its research perspectives and methodologies, its models of practice, and its future research directions. That is the mission of this Handbook. It provides both producers and consumers of school consultation with an invaluable snapshot of its current boundaries and rapidly growing content.

This book is intended for researchers, graduate students, and practitioners in school psychology and related human service disciplines, including special education, counselor education, counseling psychology, and school social work.

2007: 7 x 10: 408pp eBook: 978-1-4106-1838-2 • Hb: 978-0-8058-5335-3: £100.00 • Pb: 978-0-8058-5336-0: £45.00

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HANDBOOKS AND REFERENCE Handbook for Arabic Language Teaching Professionals in the 21st Century Edited by Kassem M. Wahba This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. It approaches the field from many different perspectives and provides readers the opportunity to consider the role, status and content of Arabic language teaching in the world today.

2006: 7 x 10: 512pp Pb: 978-0-8058-5102-1: £42.50

2nd Edition

Handbook of Educational Psychology Edited by Alexander Patricia, University of Maryland/College Park, USA and Philip Winne, Simon Fraser University, Canada Sponsored by Division 15 of APA, the second edition of this groundbreaking book has been expanded to 41 chapters that provide unparalleled coverage of this far-ranging field. Internationally recognized scholars contribute up-to-date reviews and critical syntheses of the following areas: foundations and the future of educational psychology, learners’ development, individual differences, cognition, motivation, content area teaching, socio-cultural perspectives on teaching and learning, teachers and teaching, instructional design, teacher assessment, and modern perspectives on research methodologies, data, and data analysis.

2006: 8-1/2 x 11: 1080pp Hb: 978-0-8058-4937-0: £164.95 • Pb: 978-0-8058-5971-3: £55.50

International Handbook of Literacy and Technology Volume II Edited by Michael C. McKenna, University of Virginia, Charlottesville, USA, Linda D. Labbo, University of Georgia, Athens, USA, Ronald D. Kieffer, Ohio Northern University, Lima, USA and David Reinking, Clemson University, Clemson, USA This Handbook provides a comprehensive and international representation of state-ofthe art research, theory, and practice related to principal areas in which significant developments are occurring in the study of literacy and technology. It offers a glimpse of the commonalities faced by literacy educators around the world, together with specific challenges raised by unique circumstances.

2006: 7 x 10: 440pp eBook: 978-0-203-92913-1 • Hb: 978-0-8058-5087-1: £80.00 • Pb: 978-0-8058-5088-8: £32.50

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ADULT AND LIFELONG LEARNING Page: 1 The Routledge International Handbook of Lifelong Learning Edited by Peter Jarvis August 2008: 246x174: 480pp ____Hb: 978-0-415-41904-8: £110.00

US $199.00

Foucault and Lifelong Learning Governing the Subject

Reconceptualising Lifelong Learning Feminist Interventions Sue Jackson and Penny Jane Burke 2007: 234x156: 248pp ____Hb: 978-0-415-37614-3: £80.00 ____Pb: 978-0-415-37615-0: £22.99

Issues and Approaches in International Research Edited by Michael Osborne, Jim Gallacher and Beth Crossan 2007: 234x156: 256pp ____Hb: 978-0-415-32236-2: £85.00 ____Pb: 978-0-415-40964-3: £23.99

January 2008: 234x156: 208pp ____Hb: 978-0-415-42402-8: £80.00 ____Pb: 978-0-415-42403-5: £22.99

2ND EDITION

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US $160.00

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Researching Widening Access to Lifelong Learning

Edited by Andreas Fejes and Katherine Nicoll

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Learning to Teach Adults Globalization, Lifelong Learning and the Learning Society

An Introduction

Sociological Perspectives

2007: 234x156: 176pp ____Hb: 978-0-415-42362-5: £75.00 ____Pb: 978-0-415-42363-2: £21.99

Peter Jarvis 2007: 234x156: 256pp ____Hb: 978-0-415-35542-1: £80.00 ____Pb: 978-0-415-35543-8: £23.99

1

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Nicholas Corder US $150.00

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Social Capital, Lifelong Learning and the Management of Place

Lifelong Learning

An International Perspective

Concepts and Contexts Edited by Jim Crowther and Peter Sutherland

Edited by Michael Osborne, Kate Sankey and Bruce Wilson

2007: 234x156: 264pp ____Hb: 978-0-415-35372-4: £75.00 ____Pb: 978-0-415-44305-0: £23.99

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ORDER FORM

2

How We Learn Learning and Non-Learning in School and Beyond

Diversities in Early Childhood Education

Knud Illeris

Rethinking and Doing

2007: 234x156: 304pp ____Hb: 978-0-415-43846-9: £75.00 ____Pb: 978-0-415-43847-6: £19.99

Edited by Celia Genishi and A. Lin Goodwin US $150.00

2007: 6 x 9: 312pp ____Hb: 978-0-415-95713-7: £70.00 ____Pb: 978-0-415-95714-4: £17.99

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The Concepts and Practices of Lifelong Learning Brenda Morgan-Klein and Michael Osborne 2007: 234x156: 168pp ____Hb: 978-0-415-42860-6: £75.00 ____Pb: 978-0-415-42861-3: £19.99

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Forming Ethical Identities in Early Childhood Play Brian Edmiston

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2007: 216x138: 224pp ____Hb: 978-0-415-43547-5: £80.00 ____Pb: 978-0-415-43548-2: £21.99

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The Pedagogy of Lifelong Learning Understanding Effective Teaching and Learning in Diverse Contexts

2ND EDITION

Edited by Mike Osborne, Muir Houston and Nuala Toman

Research From Multiple Perspectives

2007: 234x156: 248pp ____Hb: 978-0-415-42494-3: £80.00 ____Pb: 978-0-415-42495-0: £23.99

Edited by Kathleen A. Roskos and James F. Christie 2007: 6 x 9: 264pp ____Hb: 978-0-8058-5639-2: £70.00 ____Pb: 978-0-8058-5640-8: £21.50

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CHILDHOOD STUDIES

Play and Literacy in Early Childhood

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2ND EDITION Page: 5

Beyond Quality in Early Childhood Education and Care Languages of Evaluation

The Routledge Reader in Early Childhood Education Edited by Elizabeth Wood 2007: 234x156: 352pp ____Hb: 978-0-415-45151-2: £85.00 ____Pb: 978-0-415-45152-9: £23.99

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Gunilla Dahlberg, Peter Moss and Alan Pence 2006: 234x156: 232pp ____Hb: 978-0-415-41848-5: £85.00 ____Pb: 978-0-415-41849-2: £22.50

Developing Thinking and Understanding in Young Children

Inside Role-Play in Early Childhood Education

An Introduction for Students

Researching Young Children’s Perspectives

2006: 246x174: 224pp ____Hb: 978-0-415-36107-1: £80.00 ____Pb: 978-0-415-36108-8: £18.99

Sue Rogers and Julie Evans January 2008: 234x156: 152pp ____Hb: 978-0-415-40496-9: £75.00 ____Pb: 978-0-415-40497-6: £22.50

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Sue Robson US $160.00

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The Developing Child in the 21st Century

Dialogue and the Development of Children’s Thinking

A Global Perspective on Child Development

A Sociocultural Approach

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Neil Mercer and Karen Littleton 2007: 234x156: 176pp ____Hb: 978-0-415-40478-5: £75.00 ____Pb: 978-0-415-40479-2: £23.99

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Sandra Smidt US $150.00

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SEN/INCLUSION

Page: 8

International Perspectives and Future Directions

The Routledge International Companion to Gifted Education Edited by Tom Balchin, Barry Hymer and Dona Matthews September 2008: 246x174: 376pp ____Hb: 978-0-415-46136-8: £90.00 ____Pb: 978-0-415-46137-5: £26.99

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The Routledge Companion to Dyslexia Edited by Gavin Reid, Gad Elbeheri, Deborah Knight and Janice Wearmouth December 2008: 246x174: 380pp ____Hb: 978-0-415-43078-4: £85.00 ____Pb: 978-0-415-43079-1: £25.00

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Educating the Gifted in Mainstream Schools Stories of Change Karen Rogers December 2008: 234x156: 224pp ____Hb: 978-0-415-37604-4: £70.00 ____Pb: 978-0-415-37605-1: £22.50

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Commonsense Methods for Children with Special Educational Needs Peter Westwood US $180.00

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What Really Works in Special and Inclusive Education Using Evidence-Based Teaching Strategies David Mitchell 2007: 234x156: 256pp ____Hb: 978-0-415-36926-8: £75.00 ____Pb: 978-0-415-36925-1: £20.99

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Achievement and Inclusion in Schools Lani Florian, Martyn Rouse and Kristine Black Hawkins 2007: 234x156: 176pp ____Hb: 978-0-415-39197-9: £90.00 ____Pb: 978-0-415-39198-6: £21.99

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Conceptions of Giftedness Socio-Cultural Perspectives Edited by Shane N. Phillipson and Maria McCann 2007: 6 x 9: 544pp ____Hb: 978-0-8058-5750-4: £95.00 ____Pb: 978-0-8058-5751-1: £31.99

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Education for Inclusive Citizenship US $140.00

5TH EDITION

2007: 234x156: 272pp ____Hb: 978-0-415-41581-1: £90.00 ____Pb: 978-0-415-41582-8: £19.99

Brahm Norwich

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Dina Jane Kiwan 2007: 234x156: 168pp ____Hb: 978-0-415-42367-0: £85.00 ____Pb: 978-0-415-42368-7: £24.99

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Included or Excluded?

The Challenge of the Mainstream for Some SEN Children Edited by Ruth Cigman 2006: 234x156: 224pp ____Hb: 978-0-415-40119-7: £80.00 ____Pb: 978-0-415-40118-0: £23.99

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Critical New Perspectives on ADHD Edited by Gwynedd Lloyd, Joan Stead and David Cohen 2006: 234x156: 248pp ____Hb: 978-0-415-36036-4: £80.00 ____Pb: 978-0-415-36037-1: £23.99

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International Perspectives on Diversity and Inclusive Education

Diversity in Gifted Education

Studies from America, Europe and India

Edited by Gillian Eriksson and Belle Wallace

Edited by Gajendra K. Verma, Christopher Bagley and Madan Jha

2006: 234x156: 352pp ____Hb: 978-0-415-36105-7: £85.00 ____Pb: 978-0-415-36106-4: £24.99

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International Perspectives on Global Issues

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3 ORDER FORM

Dilemmas of Difference, Inclusion and Disability

ORDER FORM

4

ESL/BILINGUAISM

Page: 13

Inclusive Pedagogy for English Language Learners A Handbook of Research-Informed Practices

Cultures, Contexts, and World Englishes Yamuna Kachru and Larry E. Smith May 2008: 6 x 9: 256pp ____Hb: 978-0-8058-4732-1: £75.00 ____Pb: 978-0-8058-4733-8: £21.99

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Ilona Leki, Tony Silva and Alister Cumming US $130.00

Teaching Chinese, Japanese, and Korean Heritage Language Students Curriculum Needs, Materials, and Assessment Edited by Kimi Kondo-Brown and James Dean Brown 2007: 6 x 9: 368pp ____Hb: 978-0-8058-5877-8: £75.00 ____Pb: 978-0-8058-5878-5: £21.99

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International English in Its Sociolinguistic Contexts

Undergraduates in a Second Language Challenges and Complexities of Academic Literacy Development

Towards a Socially Sensitive EIL Pedagogy

Ilona Leki

Sandra Lee McKay and Wendy D. Bokhorst-Heng

2007: 6 x 9: 352pp ____Hb: 978-0-8058-5637-8: £49.95 ____Pb: 978-0-8058-5638-5: £19.99

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A Synthesis of Research on Second Language Writing in English June 2008: 6 x 9: 224pp ____Hb: 978-0-8058-5532-6: £70.00 ____Pb: 978-0-8058-5533-3: £22.99

Edited by Lorrie Stoops Verplaetse and Naomi Migliacci

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Leadership in English Language Education Theoretical Foundations and Practical Skills for Changing Times

Language Policy, Culture, and Identity in Asian Contexts Edited by Amy B.M. Tsui and James W. Tollefson 2006: 6 x 9: 296pp ____Hb: 978-0-8058-5693-4: £75.00 ____Pb: 978-0-8058-5694-1: £22.99

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Edited by MaryAnn Christison and Denise Murray June 2008: 6 x 9: 240pp ____Hb: 978-0-8058-6310-9: £70.00 ____Pb: 978-0-8058-6311-6: £21.99

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Teaching ESL/EFL Listening and Speaking I.S.P. Nation and Jonathan Newton August 2008: 6 x 9: 179pp ____Hb: 978-0-415-98969-5: £70.00 ____Pb: 978-0-415-98970-1: £15.99

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LANGUAGE AND LITERACY 2ND EDITION

Critical Perspectives on Harry Potter Edited by Elizabeth E. Heilman July 2008: 6 x 9: 240pp ____Pb: 978-0-415-96484-5: £17.99

US $32.95

Teaching ESL/EFL Reading and Writing 3RD EDITION

I.S.P. Nation August 2008: 6 x 9: 160pp ____Hb: 978-0-415-98967-1: £70.00 ____Pb: 978-0-415-98968-8: £15.99

Social Linguistics and Literacies US $125.00

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Page: 16

Ideology in Discourses James Paul Gee 2007: 216x138: 256pp ____Hb: 978-0-415-42775-3: £85.00 ____Pb: 978-0-415-42776-0: £22.50

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2ND EDITION

Dominic Wyse and Russell Jones 2007: 234x156: 304pp ____Hb: 978-0-415-39979-1: £75.00 ____Pb: 978-0-415-39980-7: £17.99

Kathryn Ecclestone and Dennis Hayes July 2008: 234x156: 192pp ____Hb: 978-0-415-39700-1: £75.00 ____Pb: 978-0-415-39701-8: £18.99

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Testing Times Learning to Read Across Languages

The Uses and Abuses of Assessment

Cross-Linguistic Relationships in First- and SecondLanguage Literacy Development

Gordon Stobart

Edited by Keiko Koda and Annette M. Zehler 2007: 6 x 9: 256pp ____Hb: 978-0-8058-5611-8: £75.00 ____Pb: 978-0-8058-5612-5: £22.99

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Multimodal Pedagogies in Diverse Classrooms Representation, Rights and Resources

Education, Globalisation and New Times 21 Years of the Journal of Education Policy Edited by Stephen J. Ball, Ivor F. Goodson and Meg Maguire 2007: 234x156: 392pp ____Hb: 978-0-415-42598-8: £85.00

Pippa Stein 2007: 234x156: 192pp ____Hb: 978-0-415-40165-4: £75.00

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2ND EDITION

Language and Minority Rights

The Critical Pedagogy Reader

Ethnicity, Nationalism and the Politics of Language

Edited by Antonia Darder, Marta P. Baltodano and Rodolfo Torres

Stephen May

July 2008: 7 x 10: 592pp ____Pb: 978-0-415-96120-2: £23.99

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Popular Culture and Representations of Literacy Bronwyn Williams and Amy Zenger 2007: 6 x 9: 200pp ____Hb: 978-0-415-36095-1: £75.00

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EDUCATIONAL POLICY AND POLITICS Page: 18

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The Future of Educational Change International Perspectives Edited by Ciaran Sugrue February 2008: 234x156: 256pp ____Hb: 978-0-415-43107-1: £75.00 ____Pb: 978-0-415-43108-8: £22.99

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Globalizing Educational Policy Bob Lingard and Fazal Rizvi November 2008: 234x156: 224pp ____Hb: 978-0-415-41625-2: £75.00 ____Pb: 978-0-415-41627-6: £22.99

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Cyber-Bullying Issues and Solutions for the School, the Classroom and the Home Shaheen Shariff March 2008: 234x156: 328pp ____Hb: 978-0-415-42490-5: £75.00 ____Pb: 978-0-415-42491-2: £19.99

Education plc Understanding Private Sector Participation in Public Sector Education Stephen J. Ball

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2007: 234x156: 232pp ____Hb: 978-0-415-39940-1: £75.00 ____Pb: 978-0-415-39941-8: £22.99

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5 ORDER FORM

Teaching English, Language and Literacy

The Dangerous Rise of Therapeutic Education

6

Globalizing the Educational Project

ORDER FORM

Making Knowledge in the Postmodern

Policy Discourses, Gender, and Education

Ian Stronach

Constructing Women’s Status

December 2008: 234x156: 224pp ____Hb: 978-0-415-43111-8: £75.00 ____Pb: 978-0-415-43112-5: £22.99

Elizabeth J. Allan US $150.00

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The Changing Role of Schools in Asian Societies Schools for the Knowledge Society Kerry J. Kennedy and John Chi-Kin Lee 2007: 234x156: 240pp ____Hb: 978-0-415-41200-1: £75.00

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The Death of Progressive Education How Teachers Lost Control of the Classroom Roy Lowe 2007: 234x156 ____Hb: 978-0-415-35971-9: £75.00 ____Pb: 978-0-415-35972-6: £22.99

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The RoutledgeFalmer Reader in Education Policy and Politics Edited by Bob Lingard and Jenny Ozga 2006: 234x156: 288pp ____Hb: 978-0-415-34573-6: £80.00 ____Pb: 978-0-415-34574-3: £22.99

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LEADERSHIP, MANAGEMENT AND ADMINISTRATION Page: 23

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Educational Research and Policy-Making

Connecting Leadership and Learning

Exploring the Border Country Between Research and Policy

John MacBeath, David Frost, Sue Swaffield, Joanne Waterhouse and Neil Dempster

Edited by Lesley Saunders

July 2008: 234x156: 192pp ____Hb: 978-0-415-45292-2: £75.00 ____Pb: 978-0-415-45295-3: £22.99

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Principles for Practice

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Distributed School Leadership 2ND EDITION

Developing Tomorrow’s Leaders

Globalisation and Pedagogy

Alma Harris

Space, Place and Identity Richard Edwards and Robin Usher

July 2008: 216x138: 160pp ____Hb: 978-0-415-41957-4: £65.00 ____Pb: 978-0-415-41958-1: £17.99

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Don’t Touch!

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The Educational Story of a Panic

Knowledge Production

Heather Piper and Ian Stronach

Research Work in Interesting Times

March 2008: 234x156: 184pp ____Hb: 978-0-415-42007-5: £80.00 ____Pb: 978-0-415-42008-2: £19.99

Edited by Bridget Somekh and Thomas A Schwandt 2007: 234x156: 224pp ____Hb: 978-0-415-44229-9: £80.00 ____Pb: 978-0-415-44228-2: £23.99

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Leading and Developing School-based Networks Mark Hadfield and Christopher Chapman November 2008: 234x156: 192pp ____Hb: 978-0-415-46464-2: £75.00 ____Pb: 978-0-415-46465-9: £22.99

US $150.00

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Interdisciplinary Learning and Teaching in Higher Education

Contexts, Themes and Impact

Theory and Practice

Bernard Barker, Justine Mercer and Richard Bird

Edited by Balasubramanyam Chandramohan and Stephen Fallows

July 2008: 234x156: 224pp ____Hb: 978-0-415-41280-3: £75.00 ____Pb: 978-0-415-41279-7: £22.99

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Strategic Marketing in Education

Personal, Academic and Career Development in Higher Education

An Integrated Approach to Leadership Nick Foskett July 2008: 234x156: 224pp ____Hb: 978-0-415-37548-1: £75.00 ____Pb: 978-0-415-37713-3: £22.99

SOARing to Success Arti Kumar

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January 2008: 234x156: 296pp ____Hb: 978-0-415-42359-5: £80.00 ____Pb: 978-0-415-42360-1: £23.99

Raising the Stakes From Improvement to Transformation in the Reform of Schools Brian J. Caldwell and Jim Spinks 2007: 216x138 ____Hb: 978-0-415-44045-5: £65.00 ____Pb: 978-0-415-44046-2: £17.99

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Teaching in Transnational Higher Education Enhancing Learning for Offshore International Students

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Edited by Michelle Wallace and Lee Dunn

School Inspection & Self-Evaluation Working with the New Relationship John Macbeath 2006: 234x156: 224pp ____Hb: 978-0-415-39970-8: £80.00 ____Pb: 978-0-415-39971-5: £22.99

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Towards the Virtuous University The Moral Bases of Academic Practice

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Jon Nixon May 2008: 6 x 9: 176pp ____Hb: 978-0-415-33533-1: £70.00

HIGHER EDUCATION

Page: 26

Working One-to-One with Students Supervising, Coaching, Mentoring, and Personal Tutoring

3RD EDITION

A Handbook for Teaching and Learning in Higher Education Enhancing Academic Practice Edited by Heather Fry, Steve Ketteridge and Stephanie Marshall August 2008: 246x189: 488pp ____Pb: 978-0-415-43464-5: £25.00

US $140.00

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Gina Wisker, Kate Exley, Maria Antoniou and Pauline Ridley June 2008: 216x138: 232pp ____Hb: 978-0-415-36530-7: £70.00 ____Pb: 978-0-415-36531-4: £17.99

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Critical Thinking An Exploration of Theory and Practice Jennifer Moon

Higher Education and Sustainable Development Paradox and Possibility Stephen Gough and William Scott January 2008: 234x156: 208pp ____Hb: 978-0-415-41652-8: £75.00

US $150.00

2007: 234x156: 248pp ____Hb: 978-0-415-41178-3: £75.00 ____Pb: 978-0-415-41179-0: £22.99

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7 ORDER FORM

Human Resource Management in Education

ORDER FORM

8

Human Learning An Holistic Approach

Improving Student Retention in Higher Education

Edited by Peter Jarvis and Stella Parker

The Role of Teaching and Learning

2007: 234x156: 240pp ____Hb: 978-0-415-34098-4: £90.00 ____Pb: 978-0-415-43218-4: £24.99

Glenda Crosling, Liz Thomas and Margaret Heagney US $180.00

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2007: 234x156: 208pp ____Hb: 978-0-415-39920-3: £75.00 ____Pb: 978-0-415-39921-0: £24.99

US $125.00

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2ND EDITION

Academic Writing

Internationalising Higher Education

A Handbook for International Students

Edited by Elspeth Jones and Sally Brown

Stephen Bailey

2007: 234x156: 264pp ____Hb: 978-0-415-41989-5: £75.00 ____Pb: 978-0-415-41990-1: £22.99

2006: 246x174: 272pp ____Hb: 978-0-415-38419-3: £70.00 ____Pb: 978-0-415-38420-9: £15.99

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Changing Identities in Higher Education

International Perspectives on Teaching Excellence in Higher Education Improving Knowledge and Practice

Voicing Perspectives

Edited by Alan Skelton

Edited by Ronald Barnett and Roberto Di Napoli

2007: 234x156: 296pp ____Hb: 978-0-415-40362-7: £80.00

2007: 234x156: 240pp ____Hb: 978-0-415-42605-3: £75.00

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US $140.00

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Curriculum and Imagination

Rethinking Assessment in Higher Education

Process Theory, Pedagogy and Action Research

Learning for the Longer Term

James McKernan

Edited by David Boud and Nancy Falchikov

2007: 234x156: 264pp ____Hb: 978-0-415-41337-4: £80.00 ____Pb: 978-0-415-41338-1: £23.99

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2007: 234x156: 224pp ____Hb: 978-0-415-39778-0: £75.00 ____Pb: 978-0-415-39779-7: £23.99

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Enhancing Learning through Formative Assessment and Feedback

Strategic Leadership of Change in Higher Education

Alastair Irons

What’s New?

2007: 216x138 ____Hb: 978-0-415-39780-3: £65.00 ____Pb: 978-0-415-39781-0: £15.99

Edited by Stephanie Marshall US $125.00

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Enhancing University Teaching Lessons from Research into Award-Winning Teachers

World Yearbook of Education 2007

David Kember and Carmel McNaught

Educating the Global Workforce: Knowledge, Knowledge Work and Knowledge Workers

2007: 234x156: 176pp ____Hb: 978-0-415-41716-7: £75.00 ____Pb: 978-0-415-42025-9: £22.99

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Grading Student Achievement in Higher Education Signals and Shortcomings Mantz Yorke 2007: 234x156: 256pp ____Hb: 978-0-415-39396-6: £80.00

Edited by Lesley Farrell and Tara Fenwick

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2007: 234x156: 336pp ____Hb: 978-0-415-41603-0: £80.00

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9

2ND EDITION

Geographies of Knowledge, Geometries of Power: Framing the Future of Higher Education

The Theory and Practice of Teaching

Edited by Debbie Epstein, Rebecca Boden, Rosemary Deem, Fazal Rizvi and Susan Wright

2006: 234x156: 272pp ____Hb: 978-0-415-36524-6: £80.00 ____Pb: 978-0-415-36525-3: £24.99

2007: 6-1/8 x 9-1/4: 352pp ____Hb: 978-0-415-96378-7: £80.00

Edited by Peter Jarvis US $160.00

US $47.95

US $150.00

2ND EDITION 3RD EDITION

The Theory and Practice of Learning

Motivation and Learning Strategies for College Success

Edited by Peter Jarvis, John Holford and Colin Griffin

A Self-management Approach

2003: 234x156: 208pp ____Hb: 978-0-7494-3931-6: £85.00 ____Pb: 978-0-7494-3859-3: £26.99

US $170.00

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Myron H. Dembo and Helena Seli 2007: 7 x 10: 360pp ____Pb: 978-0-8058-6229-4: £21.99

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Helping Doctoral Students Write

OPEN/DISTANCE AND ELEARNING Page: 36

Pedagogies for Supervision Barbara Kamler and Pat Thomson 2006: 234x156: 192pp ____Hb: 978-0-415-34683-2: £80.00 ____Pb: 978-0-415-34684-9: £22.99

US $160.00

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e-Learning and Social Networking Handbook Resources for Higher Education Robin Mason and Frank Rennie

4TH EDITION

April 2008: 6 x 9: 208pp ____Hb: 978-0-415-42606-0: £75.00 ____Pb: 978-0-415-42607-7: £22.99

Learning in Groups A Handbook for Face-to-Face and Online Environments David Jaques and Gilly Salmon 2006: 246x189: 360pp ____Hb: 978-0-415-36527-7: £90.00 ____Pb: 978-0-415-36526-0: £24.99

Improving Academic Integrity Wendy Sutherland-Smith May 2008: 6 x 9: 240pp ____Hb: 978-0-415-43292-4: £70.00 ____Pb: 978-0-415-43293-1: £22.99

Learning Journals A Handbook for Reflective Practice and Professional Development Jennifer A. Moon

US $130.00

US $41.95

Economics of Distance and Online Learning Theory, Practice and Research

US $160.00

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3RD EDITION

The Lecturer’s Toolkit A Practical Guide to Assessment, Learning and Teaching Phil Race 2006: 297x210: 248pp ____Pb: 978-0-415-40382-5: £24.99

Plagiarism, the Internet, and Student Learning

US $180.00

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2ND EDITION

2006: 234x156: 208pp ____Hb: 978-0-415-40376-4: £80.00 ____Pb: 978-0-415-40375-7: £23.99

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US $41.95

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William Bramble and Santosh Panda March 2008: 6 x 9: 312pp ____Hb: 978-0-415-96388-6: £70.00 ____Pb: 978-0-415-96389-3: £22.99

US $125.00

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Preparing for Blended e-learning Allison Littlejohn and Chris Pegler 2007: 216x138: 272pp ____Hb: 978-0-415-40360-3: £75.00 ____Pb: 978-0-415-40361-0: £22.99

US $150.00

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ORDER FORM

World Yearbook of Education 2008

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10

The Educational Potential of e-Portfolios Supporting Personal Development and Reflective Learning Lorraine Stefani, Robin Mason and Chris Pegler 2007: 216x138: 200pp ____Hb: 978-0-415-41213-1: £75.00 ____Pb: 978-0-415-41214-8: £17.99

US $150.00

2ND EDITION

Open and Distance Learning in the Developing World Hilary Perraton 2006: 234x156: 256pp ____Hb: 978-0-415-39397-3: £65.00 ____Pb: 978-0-415-39398-0: £22.99

US $130.00

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Educational Technology

The e-Revolution and Post-Compulsory Education

A Definition with Commentary

Using e-Business Models to Deliver Quality Education

Edited by Al Januszewski and Michael Molenda

Edited by Jos Boys and Peter Ford

2007: 6 x 9: 384pp ____Hb: 978-0-8058-5860-0: £70.00 ____Pb: 978-0-8058-5861-7: £21.99

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Virtual Learning Environments

Rethinking Pedagogy for a Digital Age

Using, Choosing and Developing your VLE

Designing and Delivering E-Learning

Martin Weller

Helen Beetham and Rhona Sharpe

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A Practical Guide to Problem-based Learning Online

Contemporary Perspectives in E-Learning Research

Maggi Savin-Baden

Themes, Methods and Impact on Practice

2007: 234x156: 168pp ____Hb: 978-0-415-43787-5: £75.00 ____Pb: 978-0-415-43788-2: £22.99

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2006: 234x156: 288pp ____Hb: 978-0-415-39393-5: £85.00 ____Pb: 978-0-415-39394-2: £25.99

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Project Managing E-Learning A Handbook for Successful Design, Delivery and Management Maggie McVay Lynch and John Roecker 2007: 234x156: 208pp ____Hb: 978-0-415-77219-8: £75.00 ____Pb: 978-0-415-77220-4: £22.99

US $150.00

Learner Autonomy and CALL Environments Klaus Schwienhorst 2007: 6 x 9: 336pp ____Hb: 978-0-415-36190-3: £65.00

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Reconsidering Open and Distance Learning in the Developing World Meeting Students’ Learning Needs

RESEARCH METHODS

Page: 40

David Kember 2007: 234x156: 224pp ____Hb: 978-0-415-40139-5: £75.00 ____Pb: 978-0-415-40140-1: £22.99

Academic Writing and Publishing US $150.00

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A Practical Handbook James Hartley April 2008: 234x156: 208pp ____Hb: 978-0-415-45321-9: £75.00 ____Pb: 978-0-415-45322-6: £19.99

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Guide to Publishing a Scientific Paper January 2008: 216x138: 120pp ____Hb: 978-0-415-45265-6: £55.00 ____Pb: 978-0-415-45266-3: £9.99

Doing Visual Research with Children and Young People Edited by Pat Thomson

US $110.00

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May 2008: 234x156: 240pp ____Hb: 978-0-415-43109-5: £75.00 ____Pb: 978-0-415-43110-1: £22.99

US $150.00

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2ND EDITION

Doing Research/Reading Research

Voice in Qualitative Inquiry

A Mode of Interrogation for Education Dr Paul Dowling and Andrew Brown

Challenging conventional, interpretive, and critical conceptions in qualitative research

August 2008: 246x174: 200pp ____Pb: 978-0-415-37602-0: £23.99

Edited by Alecia Youngblood Jackson and Lisa A. Mazzei

US $45.95

2ND EDITION

Research With Children

September 2008: 234x156: 248pp ____Hb: 978-0-415-44220-6: £75.00 ____Pb: 978-0-415-44221-3: £22.99

US $150.00

US $42.95

Edited by Pia Christensen and Allison James

6TH EDITION

March 2008: 234x156: 312pp ____Pb: 978-0-415-41684-9: £22.99

Research Methods in Education US $42.95

Louis Cohen, Lawrence Manion and Keith Morrison

Researching Education from the Inside Investigating Institutions from Within

2007: 246x189: 656pp ____Hb: 978-0-415-37410-1: £85.00 ____Pb: 978-0-415-36878-0: £24.99

US $170.00

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Radical Research US $150.00

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The Authentic Dissertation Alternative Ways of Knowing, Research and Representation

Designing, Developing and Writing Research to Make a Difference John Schostak and Jill Schostak 2007: 234x156: 304pp ____Hb: 978-0-415-39927-2: £80.00 ____Pb: 978-0-415-39928-9: £23.99

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Four Arrows AKA Don Trent Jacobs June 2008: 234x156: 240pp ____Hb: 978-0-415-44222-0: £75.00 ____Pb: 978-0-415-44223-7: £22.99

US $150.00

Quantitative Data Analysis in Education

US $42.95

A Critical Introduction Using SPSS

The Methodological Dilemma

Paul Connolly

Creative, critical and collaborative approaches to qualitative research

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Using Social Theory in Educational Research

An Introduction to Using Critical Event Narrative Analysis in Research on Learning and Teaching Leonard Webster and Patricie Mertova 2007: 234x156: 152pp ____Hb: 978-0-415-37905-2: £80.00 ____Pb: 978-0-415-37906-9: £19.99

A Practical Guide Mark Dressman March 2008: 234x156: 184pp ____Hb: 978-0-415-43640-3: £75.00 ____Pb: 978-0-415-43641-0: £19.99

Using Narrative Inquiry as a Research Method

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11 ORDER FORM

Ann M. Körner

ORDER FORM

12

An Ethical Approach to Practitioner Research

Planning Your Qualitative Research Project

Dealing with Issues and Dilemmas in Action Research

An Introduction to Interpretivist Research in Education

Edited by Anne Campbell and S. Groundwater-Smith 2007: 234x156: 208pp ____Hb: 978-0-415-43087-6: £80.00 ____Pb: 978-0-415-43088-3: £23.99

Tom O’Donoghue US $160.00

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Exploring Educational Research Literacy Gary Shank and Launcelot Brown 2007: 6 x 9: 264pp ____Hb: 978-0-415-95526-3: £70.00 ____Pb: 978-0-415-95527-0: £20.99

2006: 234x156: 240pp ____Hb: 978-0-415-41484-5: £80.00 ____Pb: 978-0-415-41485-2: £19.99

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Qualitative Research in International Settings David Stephens

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Networking Practitioner Research Colleen McLaughlin, Kristine Black-Hawkins, Donald McIntyre and Andrew Townsend 2007: 234x156: 256pp ____Hb: 978-0-415-38845-0: £75.00 ____Pb: 978-0-415-38846-7: £23.99

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SOCIOLOGY OF EDUCATION

Page: 47

US $42.95

Racism and Education

2ND EDITION

Teachers Investigate Their Work An Introduction to Action Research Across the Professions

Coincidence or Conspiracy?

David Gillborn

Herbert Altricher, Allan Feldman and Peter Posch

March 2008: 234x156: 272pp ____Hb: 978-0-415-41897-3: £75.00 ____Pb: 978-0-415-41898-0: £22.99

2007: 234x156: 320pp ____Hb: 978-0-415-37795-9: £80.00 ____Pb: 978-0-415-37794-2: £23.99

Telling Stories to Change the World

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The Dynamics of Educational Effectiveness A Contribution to Policy, Practice and Theory in Contemporary Schools

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Global Voices on the Power of Narrative to Build Community and Make Social Justice Claims Rickie Solinger, Madeline Fox and Kayhan Irani May 2008: 6 x 9: 280pp ____Hb: 978-0-415-96079-3: £70.00 ____Pb: 978-0-415-96080-9: £18.99

US $130.00

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Bert P.M. Creemers and Leonidas Kyriakides 2007: 234x156: 320pp ____Hb: 978-0-415-38951-8: £80.00 ____Pb: 978-0-415-39953-1: £22.99

6 -VOLUME SET US $160.00

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History of Multicultural Education Edited by Carl A. Grant and Thandeka K. Chapman

Thesis and Dissertation Writing in a Second Language

February 2008: 6 x 9 ____Hb: 978-0-415-98889-6: £360.00

A Handbook for Supervisors Brian Paltridge and Sue Starfield

Cultural Education-Cultural Sustainability

2007: 234x156: 200pp ____Hb: 978-0-415-37170-4: £80.00 ____Pb: 978-0-415-37173-5: £19.99

Minority, Diaspora, Indigenous and Ethno-Religious Groups in Multicultural Societies

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US $37.95

US $650.00

Edited by Zvi Bekerman and Ezra Kopelowitz January 2008: 6 x 9: 448pp ____Hb: 978-0-8058-5724-5: £75.00

US $135.00

Educating the Gendered Citizen

Madeleine Arnot September 2008: 234x156: 224pp ____Hb: 978-0-415-40805-9: £75.00 ____Pb: 978-0-415-40806-6: £22.99

Shailaja Fennell and Madeleine Arnot US $150.00

Why Black Women Succeed and Fail Heidi Safia Mirza US $150.00

US $42.95

Bringing Knowledge Back In From Social Constructivism to Social Realism in the Sociology of Education Michael Young 2007: 234x156: 272pp ____Hb: 978-0-415-32120-4: £75.00 ____Pb: 978-0-415-32121-1: £22.99

2007: 234x156: 216pp ____Hb: 978-0-415-41944-4: £75.00

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Race, Gender and Educational Desire

July 2008: 234x156: 224pp ____Hb: 978-0-415-44875-8: £75.00 ____Pb: 978-0-415-44876-5: £22.99

Conceptual Frameworks and Policy Perspectives

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Marxism and Educational Theory

No Child Left Behind and the Reduction of the Achievement Gap Sociological Perspectives on Federal Educational Policy Edited by Alan R. Sadovnik, Jennifer A. O’Day, George W. Bohrnstedt and Kathryn M. Borman 2007: 6 x 9: 424pp ____Hb: 978-0-415-95530-0: £70.00 ____Pb: 978-0-415-95531-7: £18.99

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The RoutledgeFalmer Reader in Gender & Education Edited by Madeleine Arnot and Mairtin Mac An Ghaill 2006: 234x156: 304pp ____Hb: 978-0-415-34575-0: £80.00 ____Pb: 978-0-415-34576-7: £22.99

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Origins and Issues

Critical Race Theory in Education

Mike Cole 2007: 234x156: 208pp ____Hb: 978-0-415-33170-8: £75.00 ____Pb: 978-0-415-33171-5: £24.99

All God’s Children Got a Song US $150.00

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Sociology of Education

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A Critical Reader

Race, Culture, and Education

Edited by Alan R. Sadovnik 2007: 7 x 10: 552pp ____Hb: 978-0-415-95496-9: £70.00 ____Pb: 978-0-415-95497-6: £21.99

The Selected Works of James A. Banks US $130.00

US $39.95

2006: 234x156: 256pp ____Hb: 978-0-415-39819-0: £80.00 ____Pb: 978-0-415-39820-6: £22.99

2ND EDITION

Teaching for Diversity and Social Justice Edited by Lee Anne Bell, Maurianne Adams and Pat Griffin 2007: 7 x 10: 496pp ____Hb: 978-0-415-95199-9: £70.00 ____Pb: 978-0-415-95200-2: £21.99

James A. Banks

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Doing Multicultural Education for Achievement and Equity Carl A. Grant and Christine E. Sleeter 2007: 7 x 10: 280pp ____Hb: 978-0-415-95183-8: £70.00 ____Pb: 978-0-415-95184-5: £21.99

US $130.00

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13 ORDER FORM

Sociological Perspectives on National and Global Agendas

Gender Education & Equality in a Global Context

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14

Gender, Schooling and Global Social Justice

Vygotsky and Research

Elaine Unterhalter

August 2008: 234x156: 216pp ____Hb: 978-0-415-39592-2: £75.00 ____Pb: 978-0-415-39593-9: £22.99

2006: 234x156: 224pp ____Hb: 978-0-415-35921-4: £80.00 ____Pb: 978-0-415-35922-1: £22.99

Harry Daniels US $150.00

US $45.95

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Ten Steps to Complex Learning

TEACHER EDUCATION

A Systematic Approach to Four-Component Instructional Design Page: 52

2007: 6 x 9: 320pp ____Hb: 978-0-8058-5792-4: £75.00 ____Pb: 978-0-8058-5793-1: £24.50

2ND EDITION

Back to the Basics of Teaching and Learning Thinking the World Together

Critical Essays on Major Curriculum Theorists 2007: 234x156: 176pp ____Hb: 978-0-415-33984-1: £75.00 ____Pb: 978-0-415-33983-4: £22.99

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Spatial Theories of Education

Enacting a Pedagogy of Teacher Education

Policy and Geography Matters Edited by Kalervo Gulson and Colin Symes

Values, Relationships and Practices

2007: 234x156: 298pp ____Hb: 978-0-415-40395-5: £75.00

Edited by Tom Russell and John Loughran 2007: 234x156: 208pp ____Hb: 978-0-415-41899-7: £75.00 ____Pb: 978-0-415-41900-0: £22.99

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David Scott

David W. Jardine, Patricia Clifford and Sharon Friesen June 2008: 6 x 9: 288pp ____Pb: 978-0-8058-6320-8: £25.99

Jeroen J.G. van Merrienboer and Paul A. Kirschner

US $130.00

In Search of Pedagogy Volume I

US $150.00

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The Selected Works of Jerome Bruner, 1957-1978

Developing a Pedagogy of Teacher Education Understanding Teaching & Learning about Teaching

Jerome S. Bruner 2006: 234x156: 224pp ____Hb: 978-0-415-38668-5: £80.00 ____Pb: 978-0-415-38670-8: £18.99

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John Loughran 2005: 234x156: 208pp ____Hb: 978-0-415-36730-1: £85.00 ____Pb: 978-0-415-36727-1: £22.99

In Search of Pedagogy Volume II The Selected Works of Jerome Bruner, 1979-2006

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Jerome S. Bruner 2006: 234x156: 256pp ____Hb: 978-0-415-38675-3: £80.00 ____Pb: 978-0-415-38676-0: £18.99

THEORY OF EDUCATION

US $150.00

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Page: 53

In Search of Pedagogy, 2-Volume Set

Essays on Pedagogy

The Selected Works of Jerome S. Bruner, 1957-1978 & 1979-2006

Robin Alexander

Jerome S. Bruner

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___ Hb: 978-0-415-38682-1: £135.00 ___ Pb: 978-0-415-38689-0: £29.99 US $56.95

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The Routledge International Handbook of Critical Education

The Selected Works of Howard Gardner

Edited by Michael W. Apple, Wayne Au and Luis Armando Gandin

Howard Gardner 2005: 234x156: 280pp ____Hb: 978-0-415-36729-5: £85.00 ____Pb: 978-0-415-36728-8: £19.99

November 2008: 7 x 10: 672pp ____Hb: 978-0-415-95861-5: £110.00

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HANDBOOKS AND REFERENCE

Handbook of Design Research Methods in Education Page: 56

The Routledge International Encyclopedia of Education

Innovations in Science, Technology, Engineering, and Mathematics Learning and Teaching Anthony Eamonn Kelly, Richard A. Lesh and John Y. Baek June 2008: 7 x 10 ____Hb: 978-0-8058-6058-0: £135.00 ____Pb: 978-0-8058-6059-7: £60.00

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Edited by Gary McCulloch and David Crook March 2008: 246x174: 760pp ____Hb: 978-0-415-27747-1: £125.00

US $250.00

Handbook of Research on Science Education

2ND EDITION

Edited by Sandra K. Abell and Norman G. Lederman

Handbook of International Research in Mathematics Education

2007: 7 x 10: 1344pp ____Hb: 978-0-8058-4713-0: £185.00 ____Pb: 978-0-8058-4714-7: £60.00

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Edited by Lyn D. English May 2008: 7 x 10: 944pp ____Hb: 978-0-8058-5875-4: £125.00 ____Pb: 978-0-8058-5876-1: £54.95

2ND EDITION US $250.00

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Handbook of Distance Education Edited by Michael Grahame Moore

Handbook of Research on New Literacies

2007: 7 x 10: 720pp ____Hb: 978-0-8058-5847-1: £105.00

Edited by Julie Coiro, Michele Knobel, Colin Lankshear and Donald J. Leu

Handbook of Research in Education Finance and Policy

March 2008: 7 x 10: 1096pp ____Hb: 978-0-8058-5651-4: £125.00 ____Pb: 978-0-8058-5652-1: £50.00

US $225.00

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Handbook of Social Justice in Education William C. Ayers, Therese Quinn and David Omatoso Stovall June 2008: 7 x 10 ____Hb: 978-0-8058-5927-0: £125.00 ____Pb: 978-0-8058-5928-7: £50.00

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Edited by Helen F. Ladd and Edward B. Fiske 2007: 7 x 10: 784pp ____Hb: 978-0-8058-6144-0: £105.00 ____Pb: 978-0-8058-6145-7: £50.00

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Handbook of Research in School Consultation Edited by William P. Erchul and Susan M. Sheridan

US $250.00

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International Handbook of Research on Conceptual Change Stella Vosniadou June 2008: 7 x 10 ____Hb: 978-0-8058-6044-3: £140.00 ____Pb: 978-0-8058-6045-0: £55.00

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Handbook for Arabic Language Teaching Professionals in the 21st Century Edited by Kassem M. Wahba

US $99.95

2006: 7 x 10: 512pp ____Pb: 978-0-8058-5102-1: £42.50

US $62.95

15 ORDER FORM

The Development and Education of the Mind

16

2ND EDITION

ORDER FORM

Handbook of Educational Psychology

International Handbook of Literacy and Technology

Edited by Alexander Patricia and Philip Winne

Volume II

2006: 8-1/2 x 11: 1080pp ____Hb: 978-0-8058-4937-0: £164.95 ____Pb: 978-0-8058-5971-3: £55.50

Edited by Michael C. McKenna, Linda D. Labbo, Ronald D. Kieffer and David Reinking

US $275.00

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US $52.95

2006: 7 x 10: 440pp ____Hb: 978-0-8058-5087-1: £80.00 ____Pb: 978-0-8058-5088-8: £32.50

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