Practical and Professional Education Books 2009: New Titles and Key Backlist

David Fulton Books

Routledge Education

Practical and Professional Education Books 2009 New and Key Backlist Titles

www.routledge.com/teachers

www.routledge.com/teachers Welcome to the Routledge and David Fulton

p.3

Practical and Professional Catalogue New Titles & Key Backlist 2009 p.9 Welcome to the Practical and Professional catalogue 2009, which includes brand new Routledge and David Fulton books for 2009 as well as many of our best-selling titles.

With Routledge and David Fulton books now combined, you can find an unrivalled collection of high-quality practical and professional books for teachers, student-teachers, teaching assistants, early years practitioners and other education professionals all in one place.

Throughout the past year we have been asking you what you think – about price, subject areas, authors, buying habits, and any new gaps in the market that we can fill. We love to listen to what you have to say which is why we make it our aim to make our books up-to-date with current topics and initiatives, such as the new Early Years Foundation Stage series, (page 33).

We are always pleased to receive feedback from our readers regarding our books and marketing – see page 13 for information on focus groups and school visits and how you can get involved. If you have any queries or comments email them to Sarah Tweddle, Marketing Executive, at sarah.tweddle@tandf.co.uk What make our books exceptional are the outstanding, well-respected authors that write our books. In celebration of this we have highlighted some of our well-known and dedicated authors throughout the catalogue. Take a look; put a face to the names you know so well, and read what they have to say.

If you are interested in becoming one of our authors and you have an idea for a new book, contact one of our education editors who will be pleased to hear from you.

Ordering your books couldn’t be simpler – use the order form in the middle of this catalogue; or alternatively you can order via our website www.routledge.com/teachers where you will find a complete catalogue of all our titles.

CONTENTS

• English and Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 • Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 • Numeracy and Mathematics . . . . . . . . . . . . . . . . . . . . . . . .14 • Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 • ICT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 • History, Geography & Religious Education . . . . . . . . . . . . . .20 • Citizenship and Pastoral Care . . . . . . . . . . . . . . . . . . . . . . .22 • Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 • Art, Design & Technology and Music . . . . . . . . . . . . . . . . . .27 • Modern Foreign Languages . . . . . . . . . . . . . . . . . . . . . . . . .28 • Physical Education and Sport . . . . . . . . . . . . . . . . . . . . . . . .29 • Thinking Skills and Problem Solving . . . . . . . . . . . . . . . . . . .30 • Early Years and Childcare . . . . . . . . . . . . . . . . . . . . . . . . . .33 • Teaching Assistants and Support Staff . . . . . . . . . . . . . . . . .43 • NQT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 • Learning to Teach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 • Early & Continuing Professional Development . . . . . . . . . . .53 • School Leadership and Educational Management . . . . . . . .55 • Learning Styles, Teaching Skills and Classroom Management59 • Behaviour Management . . . . . . . . . . . . . . . . . . . . . . . . . . .62 • Gifted and Talented . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 • Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 • Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 • Autism and Asperger Syndrome . . . . . . . . . . . . . . . . . . . . .76 • Dyslexia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 • Dyspraxia and Dyscalculia . . . . . . . . . . . . . . . . . . . . . . . . . .79 • Communication and Interaction . . . . . . . . . . . . . . . . . . . . .81 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83 Order Form . . . . . . . . . . . . . . . . . . . . . . . . .Centre of Catalogue

p.14

p.16

p.68

p.71

CONTACTS Trade customers’ representatives, agents and distribution For a list of all trade customers’ representatives, agents and distributors for UK, Rest of World, North America and South America visit: http://www.routledge.com/representatives

Key to Symbols P

Suitable for Primary Teaching

MARKETING Sarah Tweddle Marketing Executive Email: sarah.tweddle@tandf.co.uk

EDITORIAL Annamarie Kino Commissioning Editor – Secondary Education and Early Years (David Fulton) Email: annamarie.kino@tandf.co.uk

Bruce Roberts Commissioning Editor – Primary Education (David Fulton) Email: bruce.roberts@tandf.co.uk

PS

Suitable for Primary and Secondary Teaching

EP

Suitable for Early Years and Primary Teaching

Helen Pritt Commissioning Editor – Primary and Secondary (Routledge)

Suitable for Secondary Teaching

Email: helen.pritt@tandf.co.uk

S FE

Suitable for Further Education Teaching Includes CD

CD

p.34

Lucy Wainwright Acting Commissioning Editor – Special Educational Needs and Gifted & Talented Email: lucy.wainwright@tandf.co.uk

p.76

“Many teachers have found that jumpstarting their lessons with quickfire activities is an ideal way to engage every child.

Jumpstart! Literacy provides a bank of activities to playfully and imaginatively engage children in spelling and sentence construction as well as writing and drama games. The new Jumpstart! Poetry is packed with creative, quirky games as well as poetry writing and reading workshops. Jumpstart! Storymaking is full of story games to develop characterisation, settings and storytelling. Both these new volumes are jampacked with ideas to help you develop 'talk for writing' imaginatively and powerfully. Literacy should be enjoyed by children and teachers because it hinges around the playful, imaginative and a powerful use of language. May creativity flourish and the imagination strengthen - without it, we are lost.” – 2009

NEW

Jumpstart! Storymaking

NEW

Jumpstart! Poetry

P

Jumpstart! Literacy

Games and Activities for Ages 7-12

Games and Activities for Ages 7-12

Pie Corbett

Pie Corbett

Pie Corbett

Series: Jumpstart!

Series: Jumpstart!

Series: Jumpstart!

Jumpstart! Storymaking is a collection of games and activities to develop the creative process of ‘storymaking’. It focuses upon ’storytelling for writing’ as well as creating a whole school culture of storytelling, reading and writing. Storymaking is the process of retelling, innovating and creating new stories.

A David Fulton Book November 2008: A5: 144pp Pb: 978-0-415-46686-8: £11.99

This collection of simpleto-use, fun, multisensory games and creative lesson starters will jumpstart pupils’ enthusiasm for literacy learning. The games will help busy teachers save time using photocopiable spreads, consolidate pupils’ previous learning and

A good poetry idea should help the children feel excited about writing and enable them to think of what to write - developing their imagination, creativity and writing skills.

Jumpstart! Poetry is about involving children as creative writers through writing poems. The book contains a bank of ideas that can be drawn upon when teaching poetry but also at other times to provide a source for creative writing that children relish. There are more than 100 quick warm-ups to fire the brain into a creative mood and to ‘jumpstart’ reading, writing and performing poetry in any key stage 1 or 2 classroom.

Like the best-selling Jumpstart! Literacy, this book contains imaginative ‘quick-fire’ ideas that can be used as creative warm-ups and starters or developed into lessons. There are over 100 provocative and thought-provoking games and activities, intended to ‘jumpstart’ storytelling, reading and writing in any Key Stage 1, 2 or 3 classroom.

A David Fulton Book September 2008: A5: 200pp Pb: 978-0-415-46708-7: £11.99

P

Key Stage 2/3 Literacy Games

P

US $23.95

stimulate memory.

A David Fulton Book 2004: A5: 160pp Pb: 978-1-84312-102-2: £11.99

US $21.95

ENGLISH AND LITERACY – PIE CORBETT

Pie Corbett

MORE JUMPSTARTS!

Jumpstart!

Jumpstart!

Jumpstart!

Jumpstart!

Creativity, p13 Numeracy, p15 Science, p16 Drama, p25

US $23.95

WRITING MODELS SERIES Writing Models aims to help teachers cover every sort of writing type they need; fine tune lessons by following key teaching points for each model; and deliver literacy units to pupils of varying ability using different versions of the same model.

Writing Models Year 3

Writing Models Year 5

P

Pie Corbett

Pie Corbett

Series: Writing Models

Series: Writing Models

A David Fulton Book 2005: A4: 116pp Pb: 978-1-84312-094-0: £15.99

A David Fulton Book 2005: A4: 96pp Pb: 978-1-84312-096-4: £15.99

US $33.95

Writing Models Year 4

US $33.95

Writing Models Year 6

P

Pie Corbett

P

P

Pie Corbett

Series: Writing Models

Series: Writing Models

A David Fulton Book 2005: A4: 128pp Pb: 978-1-84312-095-7: £15.99

A David Fulton Book 2005: A4: 96pp Pb: 978-1-84312-097-1: £15.99

US $33.95

US $33.95

HOW TO TEACH SERIES This series of books are practical manuals for teachers, to be used directly in the classroom. The books begin with a series of language games, designed to warm up creativity and strengthen the imagination. This is followed by a series of creative story workshops, based on the writer's own experience both as a teacher and poet running workshops in schools.

How to Teach Fiction Writing at Key Stage 2

P

How to Teach Poetry Writing at Key Stage 3

PS

How to Teach Story Writing at Key Stage 1

Pie Corbett

Pie Corbett

Pie Corbett

A David Fulton Book 2001: A4: 80pp Pb: 978-1-85346-833-9: £16.99

A David Fulton Book 2002: A4: 80pp Pb: 978-1-85346-915-2: £16.99

A David Fulton Book 2003: A4: 80pp Pb: 978-1-85346-916-9: £16.99

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

P

1

ENGLISH AND LITERACY

NEW COUNTDOWN SERIES SERI ES Steve Bowkett

SPOTLIGHT ON...

Glynis Hannell

These extremely practical resources provide busy teachers and teaching assistants with a collection of worksheets that can be used as instant, educationally appropriate learning activities written specifically with the inclusive classroom in mind.

All the books in this series: • promote effective intervention and inclusion strategies for teachers and teaching assistants • provide materials that are solidly grounded in an understanding of how children learn and

the particular difficulties of children with special needs.

• stimulate discussion and interaction

The Countdown Series saves valuable planning time and gives you all the flexibility you need - teachers might want to utilise either the self-study or ’countdown’ aspects of the book, or simply dip into it for individual lesson activities to fit in with their own programmes of work.

• can be used as part of an individual or small group learning programme for a child with

special needs • provide ’whole class’ materials that can also engage older children or those with a higher

level of achievement • offer teachers quick, fun activities that never require additional resources, special materials

or preparation.

Spotlight on Language

PS

Spotlight on Spelling

Developing children’s writing abilities boosts their confidence, creates enjoyment and relevance in the task and cultivates a range of decision-making and problem-solving skills that can then be applied across the curriculum. The Countdown Series provides all the support you need in helping children to improve their prose, poetry and non-fiction writing.

PS

The Series includes:

A Teacher’s Toolkit of Instant Language Activities

A Teacher’s Toolkit of Instant Spelling Activities

• 60 stand-alone modules that cover all the

Glynis Hannell

Glynis Hannell

• countdown flowchart showing how modules

A David Fulton Book November 2008: A4: 128pp Pb: 978-0-415-47311-8: £16.99

essential aspects of writing a story

A David Fulton Book November 2008: A4: 128pp Pb: 978-0-415-47305-7: £16.99

are linked and how teachers can progress through them with the children • photocopiable activity sheets for each

module that show how to make the decisions and solve the problems that all writers face along the road from first idea to finished piece of work • teachers’ notes for each module with tips

Spotlight on Reading

and guidance including how modules could be used as stand-alone units, but also with suggestions for useful links between modules, and curriculum links

PS

A Teacher’s Toolkit of Instant Reading Activities

Spotlight on Writing

PS

Glynis Hannell

Glynis Hannell A David Fulton Book November 2008: A4: 128pp Pb: 978-0-415-47307-1: £16.99

• a self-study component so that children can

make their own progress through the materials, giving young writers a sense of independence in thinking about their work

A Teacher’s Toolkit of Instant Writing Activities A David Fulton Book November 2008: A4: 128pp Pb: 978-0-415-47308-8: £16.99

• ’headers’ for each module showing where

along the ’countdown path’ you are at that point.

US $30.95

Countdown to Creative Writing

P

Step by Step Approach to Writing Techniques for 7-12 Years Stephen Bowkett

Spotlight on Your Inclusive Classroom

A David Fulton Book October 2008: A4: 208pp Pb: 978-0-415-46855-8: £23.99

PS

A Teacher's Toolkit of Instant Inclusive Activities Glynis Hannell A David Fulton Book November 2008: A4: 128pp Pb: 978-0-415-47306-4: £16.99

2

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

Countdown to Non-Fiction Writing

P

Step by Step Approach to Writing Techniques for 7-12 Years Steve Bowkett A David Fulton Book November 2009: A4: 160pp Pb: 978-0-415-49259-1: £22.99

Countdown to Poetry Writing P

NEW FOR 2009 3RD EDITION

Writing Under Control Edited by Judith Graham and Alison Kelly

Jan Foale and Linda Pagett

Now in its third edition, updated to reflect changes in the Primary National Strategy, this best-selling textbook introduces primary teachers to the key issues in how to teach writing. The authors celebrate writing as an important, exhilarating part of the curriculum with the potential to transform lives, whilst also giving a balanced handling of contentious issues.

Strongly rooted in classroom practice, the book provides comprehensive coverage of differing writing practices and resources. Key features include:

Creative Approaches to Poetry for the Primary Framework for Literacy supports teachers in planning, teaching and, most importantly, enjoying poetry with their pupils.

With an emphasis on creative, cross curricular approaches the authors explore tried and tested methods of teaching poetry in an engaging and comprehensive manner. A carefully considered range of poems has been included in order to expand children’s repertoires in a variety of poetic forms.

•managing specific learning difficulties in writing, such as dyslexia

Step by Step Approach to Writing Techniques for 7-12 Years

•EAL and gender issues in writing

Steve Bowkett

•meeting pupils individual needs A David Fulton Book February 2009: A4: 160pp Pb: 978-0-415-47752-9: £22.99 US $42.95

P

Creative Approaches to Poetry P for the Primary Framework for Literacy

•use of ICT within writing •a detailed inspection of the phonics debate.

This book is essential reading for both trainee teachers and qualified teachers interested in continuing their professional development.

A David Fulton Book June 2009: 246 x 189: 230pp Pb: 978-0-415-48404-6: £21.99

US $41.95

SEE ALSO: READING UNDER CONTROL ON PAGE 7

ENGLISH AND LITERACY

NEW SERI ES

Chapters cover: •how to develop a range of creative approaches to teaching poetry, involving visualisation, drama, choral speaking, performance, discussion and writing •how to engage children from a variety of backgrounds and abilities in experiencing poetry in its many forms •integrating the teaching of poetry with all other areas of the curriculum including ICT and citizenship •effectively linking all work to the KS1 poetry units of the renewed Primary National Framework for Literacy •an innovative model that takes children on a journey beginning before they meet the poem through to becoming poets themselves.

This accessible and user-friendly book includes informative case studies, photographs and children’s work to demonstrate alternative routes to working with poetry.

A David Fulton Book July 2008: A4: 120pp Pb: 978-0-415-46265-5: £16.99

US $28.95

ROUTLEDGE EDUCATION AND DAVID FULTON E-NEWSLETTER Keep up-to-date with all our relevant news and events; hear from our authors; and get details on all new books by signing up to our brand new e-newsletter.

Simply email education@routledge.com to make sure you don’t miss out!

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

3

ENGLISH AND LITERACY

NEW

Descriptosaurus

PS

Supporting Creative Writing for Ages 8–14 Alison Wilcox ’Written with great clarity, creativity and a true understanding of what stimulates and engages the minds of children, Descriptosaurus is an essential resource for pupils, parents and professionals alike. This book is set to influence all who use it and create a generation of new young writers.’ – Francine Oddoye, Deputy Head Teacher, Clifton Hall School, Scotland ’I think Descriptosaurus is a great book. Using it has really improved my writing. I can remember lots of the phrases and I now enjoy writing because I’m not stuck for ideas or words. I have also learnt how to use more interesting words as I can see how they can be used in phrases and sentences and these have inspired me to think up my own ideas.’ – Jamie Stewart (Aged 11) ’I have used Descriptosaurus as a teaching tool to improve descriptive writing. This has been very successful as it has given the children and me another technique to work with. It has particularly opened the children’s eyes to another side of descriptive language and allowed them to raise the standard of their writing.’ – Katherine Vacher, Barfield School Descriptosaurus is the first book for creative writing that is a thematic expansion of a dictionary and a thesaurus. It provides children with a comprehensive resource with which to expand their descriptive vocabulary, experiment with language and sentence structure and build up narratives based around the following areas: •settings – landscapes, settlements and atmosphers •characters – appearance, emotions and personality •creatures – appearance, abilities and habitats.

This model was created as a result of feedback from children as to the resources they required to inspire and assist them with their writing. For reluctant writers or those faced with blank page syndrome, Descriptosaurus provides useful starting points to encourage putting pen to paper.

Using Descriptosaurus will not only inspire children, it will build their confidence and dramatically improve the content of their writing.

A David Fulton Book November 2008: A4: 248pp Hb: 978-0-415-46835-0: £22.99

US $42.95

Creating Writers in the Primary Classroom

P

Practical Approaches to Inspire Teachers and their Pupils

1001 Brilliant Writing Ideas

Creating Writers in the Primary Classroom is packed with practical advice, games and strategies for the classroom based on the authors’ successful experience as teachers and in-service providers. These new approaches will enable teachers to get their children up and moving, experiencing what writers experience, feeling what writers feel and, most important of all, writing how writers write.

A David Fulton Book May 2008: A4: 144pp Pb: 978-0-415-45267-0: £18.99

Creativity and Writing Developing Voice and Verve in the Classroom

Ron Shaw

Teresa Grainger, Kathy Goouch and Andrew Lambirth

How often do you hear your pupils cry ’What can I write about?’ With over 1000 different ‘storystarters’ across a vast range of genres this versatile book provides food for thought for pupils of a wide range of ages and abilities.

Miles Tandy and Jo Howell Creating Writers in the Primary Classroom offers an exciting and refreshing approach to teaching writing in the primary school with very practical suggestions to help build a community of writers in your school where everyone writes and loves writing. Building on the research of recent years and with wholecurriculum provision, it shows teachers how to actively engage children in the writing process, excite them about what they can achieve and help all children to think of themselves as writers.

P

Teaching Inspirational Story-Writing for All Ages

A David Fulton Book 2007: A4: 88pp Pb: 978-0-415-44709-6: £17.99

This accessible yet authoritative book considers and encourages flexible, playful and innovative practices in the teaching of writing, and shows how certain practices can develop children’s creative and linguistic potential and their overall skill.

Routledge 2005: 234 x 156: 224pp Pb: 978-0-415-32885-2: £22.99

US $31.95

Planning Creative Literacy Lessons

P

US $41.95

P

Andrew Lambirth This book provides teachers with structures and ideas to plan creatively and effectively for their children whilst following and enhancing the recommendations of the strategy.

A David Fulton Book 2006: 176pp Pb: 978-1-84312-280-7: £18.99

US $35.95

US $35.95

4

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

NEW FOR 2009

Learning Through Talk

P

Developing Learning Dialogues in the Primary Classroom

The Essential Speaking and Listening Lyn Dawes

Learning Through Talk is a practical handbook designed to help teachers and others working with 5 to 12 year olds develop some of the key skills that enable pupils to use talk effectively to develop their thinking and learning across the curriculum and become independent learners. The book provides a series of motivating and exciting workshop activities, with accompanying photocopiable resources that develop the essential skills of participation, collaboration, building and extending contributions, making challenges and reaching consensus.

The current advice on assessing speaking and listening, and the suggested mechanisms for recording achievement rely on observations of what is happening rather than on the quality of the dialogue. This practical, blended resource helps teachers shift the focus to evaluating the quality of talk as an insight into the learning process. The authors present tried and tested ways of assessing the quality of the talk, involving both pupils and teachers, including the use of a Big Brother style video diary room available on the companion website.

Richard Eke and John Lee Drawing on their research into the quality, quantity and type of talk that happens in the everyday primary classroom, the authors offer insights into the most effective ways of using talk to improve teaching and learning.

They consider broad classroom-based issues, such as:

A David Fulton Book 2006: 246 x 189: 208pp Pb: 978-1-84312-255-5: £19.99

The Essential Speaking and Listening will: •help children to become more aware of how talk is valuable for learning •raise their awareness of how and why to listen attentively and to speak with confidence •encourage dialogue and promote effective group discussion

US $35.95

Unlocking Speaking and Listening Series: Unlocking Series

’The book ... is a good balance between theory and practice and I recommend it to any teacher who wants to reappraise their approaches to pupils’ speaking and listening.’

– English 4-11

•help every child make the most of learning opportunities in whole class and group work contexts.

The inclusive and accessible activities are designed to increase children’s engagement and motivation and help raise their achievement.

Children will be guided to make the links between speaking, listening, thinking and learning, and through the activities they will also be learning important skills for future life.

A David Fulton Book May 2008: A4: 160pp Pb: 978-0-415-44962-5: £19.99

EP

Pamela Hodson and Deborah Jones

•integrate speaking and listening into all curriculum areas

Written by expert contributors from Brunel University, this vital resource offers practical advice on teaching speaking and listening creatively from the Foundation Stage through Key Stages 1 and 2.

A David Fulton Book 2006: 246 x 174: 176pp Pb: 978-1-84312-392-7: £19.99

US $37.95

Chataway

P

This best-selling introductory text updates teachers on national developments and best practice in speaking and listening in the classroom.

This book provides teachers with resources for developing children’s understanding of speaking and listening, and their skills in using talk for learning.

US $42.95

Using Talk Effectively in the Primary Classroom

Teaching Speaking and P Listening in the Primary School Elizabeth Grugeon, Lorraine Hubbard, Carol Smith and Lyn Dawes

Talk for Learning at Key Stage 2

Lizzie Smart and Heather Luxford

A David Fulton Book June 2009: A4 128pp Pb: 978-0-415-48521-0: £22.99

P

ENGLISH AND LITERACY – SPEAKING AND LISTENING

SPEAKING AND LISTENING

US $35.95

EP

Making Communication Count, from Foundation Stage to Key Stage Three

Talk Box

Andrew Burnett and Jackie Wylie Based on the research of the Bristol Language Development Scales (BLADES), Chataway is a structured programme of work designed to help children develop speaking skills.

Lyn Dawes and Claire Sams The ’talk box’ helps children learn to share information, articulate ideas, reason and solve problems together; promoting the development of children’s language and thinking skills throughout the whole of the Key Stage 1 curriculum.

A David Fulton Book 2007: A4: 120pp Pb: 978-1-84312-438-2: £18.99 US $33.95

•What is important about talk?

P

Speaking and Listening Activities for Learning at Key Stage 1

A David Fulton Book 2004: A4: 88pp Pb: 978-1-84312-202-9: £15.99

•what children know about talk when they get to school

US $30.95

•the voice of authority and the voice of the learner

MULTIPLE COPIES AT A DISCOUNT

•whole class teaching for diversity •the experience of boys and girls, and children with special needs •using talk in the Literacy and Numeracy Hours •using talk in science and ICT.

Are you interested in ordering multiple copies of our books?

Contact our Special Sales team at cis@tandf.co.uk

Packed full of quotes from teachers and pupils in action, this innovative guide presents a range of practical ways that teachers can develop their interactions with their pupils to raise standards in all primary schools.

A David Fulton Book August 2008: 234 x 156: 144pp Pb: 978-0-415-34281-0: £19.99

US $35.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

5

ENGLISH AND LITERACY – SPEAKING AND LISTENING / READING

SPEAKING FRAMES

P

Sue Palmer Teachers need no longer wait for an effective and innovative answer to the problem of how to teach speaking and listening. By orally ‘filling in’ a speaking frame, children will learn to listen to, imitate, make innovations in and invent language patterns. The books will also save teachers time with photocopiable sheets, help teaching in groups, pairs and one-on-one, and help guide teachers on assessment.

Speaking Frames – Year 3 Sue Palmer A David Fulton Book 2005: 279 x 216: 80pp Pb: 978-1-84312-109-1: £16.99

Speaking Frames – Year 4 Sue Palmer A David Fulton Book 2005: 279 x 216: 80pp Pb: 978-1-84312-110-7: £16.99

Speaking Frames – Year 5 Sue Palmer A David Fulton Book 2005: 279 x 216: 80pp Pb: 978-1-84312-111-4: £16.99

Speaking Frames – Year 6 Sue Palmer A David Fulton Book 2005: 279 x 216: 80pp Pb: 978-1-84312-112-1: £16.99

READING NEW

Teaching Reading Shakespeare

S

John Haddon ‘John Haddon offers creative, systematic and challenging approaches which don’t bypass the text but engage children with it. He analyses difficulty rather than ignoring it, marrying his own academic understanding with real sensitivity to the pupils’ reactions, and providing practical solutions.’ – Trevor Wright, Senior Lecturer in Secondary English, University of Worcester, and author of How to be a Brilliant English Teacher, also by Routledge, page 11.

‘Teaching Reading Shakespeare is warmly and clearly communicated...raising many significant and difficult issues, and performing a vital and timely service in doing so.’ – Simon Thomson, Globe Education, Shakespeare’s Globe Teaching Reading Shakespeare is for all training and practising secondary teachers who want to help their classes overcome the very real difficulties they experience when they have to ‘do’ Shakespeare.

This series of practical ‘how-to’ books is for teachers, teaching assistants and SENCOs who are in need of fresh ideas to teach pupils in their care who are struggling with basic skills. It provides them with the tools to make good provision for a range of children in their class, and are planned to be a resource from which they can extract ideas and materials without having to plough through chapters of theory and research.

SEE PAGE 15 FOR 33 WAYS TO HELP WITH NUMERACY.

NEW

33 Ways to Help with Reading

P

Supporting Children who Struggle with Basic Skills Raewyn Hickey

•approaching the plays through narrative at Key Stage 3

These practical and fun ideas incorporate a range of learning styles, using kinaesthetic and auditory techniques, which put the emphasis on ‘games’ rather than ‘work’. The activities are therefore ideal for use with children who do not benefit from a traditional approach to reading. The book works step-by-step through activities which cover the key stages in the process of learning to read:

•reading the plays as scripts for performance at Key Stage 3 and beyond

•learning letters

Providing a practical and critical discussion of the ways in which Shakespeare’s plays present problems to the young reader, Teaching Reading Shakespeare considers how these difficulties might be overcome. It provides practical guidance on: •confronting language difficulties, including ‘old words’, meaning, grammar, rhetoric and allusion

•using conversation analysis in helping to read and teach Shakespeare •reading the plays in contextual, interpretive and linguistic frameworks required by examinations at GCSE and A level.

The chapters can be read individually as developed investigations of particular aspects of teaching Shakespeare, or together as an accumulating argument about the teaching of Shakespeare as a practice. A brief Epilogue explores the question of why Shakespeare should be taught at all.

Routledge January 2009: 234 x 156: 192pp Pb: 978-0-415-47908-0: £22.99

6

NEW SERI ES

33 WAYS TO HELP WITH ...

ORDER NOW!

•blending sounds •reading for meaning.

The ‘how to help’ approach of the book is ideal for teachers and teaching assistants wanting to give quality learning experiences for those children experiencing difficulties with reading.

A David Fulton Book October 2008: A4: 120pp Pb: 978-0-415-44887-1: £19.99

US $42.95

See Order Form in centre of catalogue

•recalling frequently used words •hearing sounds in words

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

PS

Stories, Pictures and Reality

Making Stories Work in the Classroom

Two Children Tell

Diane Duncan

Virginia Lowe ’A significant and inspiring contribution to the teaching of children’s literature.’

– Michael Morpurgo ’This is one of the best books I’ve looked at for a while.’ – Graham Smith, PGCE course director, University of Northampton

’[The book] looks fantastic and spot on for our students. [The layout is] most pleasing and accessible.’ – Joanna Moxham, course director for BA QTS undergraduate ITT course Drawing on a series of recently conducted classroom workshops and live interviews with the authors, this inspiring book examines five popular children’s authors: Philip Pullman, J.K. Rowling, Michael Morpurgo, Anthony Browne, Jacqueline Wilson and the genre of comic books.

Teaching Children’s Literature provides detailed literary knowledge about the chosen authors and genres alongside clear, structured guidelines and creative ideas to help teachers, student teachers and classroom assistants make some immensely popular children’s books come alive in the classroom.

This lively, informative and practical book will enable teachers, to plan inspiring and enjoyable lessons which will encourage them to teach children’s literature in an entirely different and inventive way.

Routledge August 2008: 246 x 189: 232pp Pb: 978-0-415-42101-0: £24.99

US $45.95

’Virginia Lowe invites her readers to feel, think and evaluate, even to empathise. Such is the stuff of true literature exemplified in Stories, Pictures and Reality.’ – Viewpoint

Teaching Character Education through Literature Awakening the Moral Imagination in Secondary Classrooms Karen Bohlin

Offering guidance to teachers on including character education within their lessons, this book shows how teachers can provide an encounter with literature that enables students to be more responsive to ethical themes and questions.

’Fascinating study...A very worthwhile professional read.’

– Reading Time ’Certainly on two fronts, Lowes’s book is invaluable. How her children relate to stories and pictures, and how this changes over time, are superbly documented. This information truly is a gold mine.’ – Books for Keeps Routledge 2006: 234 x 156: 208pp Pb: 978-0-415-39724-7: £24.99

S

Routledge 2005: 234 x 156: 224pp Pb: 978-0-415-32202-7: £24.99

US $41.95

Page to Stage Developing Writing, Speaking and Listening Skills in Primary Schools

P

US $47.98

James Carter

The New nasen A-Z of Reading Resources

Exciting and creative approaches that link literacy and oracy in a way that children will enjoy.

PS

Suzanne Baker and Lorraine Petersen Series: David Fulton / Nasen The New nasen A-Z of Reading Resources is a graded list of all current reading schemes complete with guidance on the books’ suitability for readers at different levels of experience and competence.

A David Fulton Book 2004: 279 x 216: 128pp Pb: 978-1-84312-215-9: £16.99 US $33.95

Ready to Read and Write in the Early Years

EP

Meeting Individual Needs

3RD EDITION

Reading Under Control

P

Teaching Reading in the Primary School Judith Graham and Alison Kelly Now in an updated third edition, this best-selling textbook introduces primary teachers to the key issues in how to teach reading. The authors celebrate reading as an important, exhilarating part of the curriculum with the potential to transform lives, whilst also giving a balanced handling of contentious issues. Strongly rooted in classroom practice, the book provides comprehensive coverage of differing reading practices and resources.

A David Fulton Book 2007: 246x174: 176pp Pb: 978-1-84312-461-0: £17.99

P

ENGLISH AND LITERACY – READING

Teaching Children’s Literature

A David Fulton Book 2006: 279 x 216: 144pp Pb: 978-1-84312-441-2: £22.99

Angela Glenn, Jacquie Cousins and Alicia Helps

US $41.95

Series: Tried and Tested Strategies

SEE PAGE 80 FOR MORE INFORMATION ABOUT DAVID FULTON/NASEN SERIES

Focusing on the crucial area of early literacy, this book presents an easy-tounderstand guide to inclusion for pre-school practitioners.

A David Fulton Book 2005: A4: 96pp Pb: 978-1-84312-337-8: £17.99 US $31.95

SEE THE REST OF THE TRIED AND TESTED SERIES ON PAGE 42

US $30.95

SEE ALSO: WRITING UNDER CONTROL ON PAGE 3

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

7

ENGLISH AND LITERACY – SPELLING / ENGLISH TEACHING

SPELLING Activities for Successful Spelling

P

The Essential Guide

How to Manage Spelling Successfully

P

Understanding Spelling

’[This book] should be part of every school’s library ... It is a splendid, sound and helpful book which has a thoughtful but practical approach.’ – Dr Eve Bearne, University of Cambridge, UK

Philomena Ott The essential guide for teachers of anyone with spelling difficulties, from a renowned dyslexia expert.

Covering background information and explanations of the mechanics of spelling, the book also offers invaluable practical guidance.

Philomena Ott ’This is a versatile resource suitable for use with whole class, small groups or one-to-one.

The range of activities makes it appropriate for children or adults seeking to improve their literacy skills, those with specific difficulties or those with English as a second language.’ – Dyslexia Contact, British Dyslexia Association This highly practical activity workbook is linked to the core text How to Manage Spelling Successfully and has been designed to support dyslexic students practise the spelling strategies and methods recommended in that book.

Routledge 2007: A4: 408pp Pb: 978-0-415-38574-9: £42.99

Routledge 2007: 246 x 189: 352pp Pb: 978-0-415-40732-8: £35.99

US $62.95

SEE ALSO: TEACHING CHILDREN WITH DYSLEXIA BY PHILOMENA OTT, PAGE 78

’An essential buy for many trainee teachers.

For schools, [this book] would assist the literacy coordinator in advising staff to help others teach spelling more effectively.’

– Teresa Grainger, Canterbury Christ Church University College, UK Packed with case studies, photographs and examples of children’s work, this unique book sets out the most effective approaches to spelling and provides teachers with a broad set of principles on which to base their teaching.

Routledge 2007: A4: 128pp Pb: 978-0-415-41988-8: £17.99

US $71.95

P

Olivia O’Sullivan and Anne Thomas

US $31.95

ENGLISH TEACHING NEW FOR 2009 3RD EDITION

S

Learning to Teach English in the Secondary School A Companion to School Experience Edited by Jon Davison and Jane Dowson Series: Learning to Teach in the Secondary School Series How do you approach teaching English in the modern classroom?

What is expected of a would-be English teacher?

This best-selling textbook combines theory and practice to present a broad introduction to the opportunities and challenges of teaching English in secondary school classrooms. Each chapter explains the background to debates about teaching the subject and provides tasks, practical teaching approaches and further reading to explore issues and ideas in relation to school experience.

Already a major text for many university teacher education courses, this new edition has been thoroughly updated in the light of recent revisions to the National Curriculum for English, examination syllabuses and the Standards for Qualified Teacher Status. As well as containing critical explorations of the history and definitions of the subject and policies such as the Secondary National Strategy that are appropriate to Professional and Masters level PGCE study, other chapters present a broad range of effective, innovative approaches to teaching such crucial areas as: •reading and writing, speaking and listening; •drama •media studies and information and communications technology •grammar, poetry and language study •Shakespeare •post-16 English language and literature.

Written particularly with the new and student teacher in mind, this book offers principles and practical examples of teaching and learning within a 21st Century context in which new notions of literacy compete with demands of national assessment. Taking these changing principles as a starting point, the text also addresses questions about the nature of initial teacher preparation and raises issues concerning standardsbased teacher education, mentoring in schools and monitoring the development of a student teacher.

Routledge May 2009: 246 x 174: 312pp Pb: 978-0-415-49166-2: £22.99

US $42.95

SEE THE REST OF THE LEARNING TO TEACH IN THE SECONDARY SCHOOL SERIES ON PAGE 49

8

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

Creative English, Creative Curriculum

P

New Perspectives for Key Stage 2

Choosing and Using Fiction and Non-Fiction 3-11

EP

Combining theory with practical examples, Creative English, Creative Curriculum will stimulate students and teachers to be adventurous and creative in their teaching, while covering the main strands of the Primary National Strategy for English: narrative, non-fiction and poetry.

This book: •reflects the new emphases on speaking and listening •contextualises recent changes to the English curriculum, reviewing models of best practice •provides practical examples and research evidence of creative approaches to the teaching of English •considers the cross-curricular aspects in creating a thematic approach to teaching and learning.

This book will appeal to both students and practising teachers in the primary school who either, wish to implement creative approaches to their English teaching, or are undertaking extended study for a Masters Degree.

US $37.95

2ND EDITION

The Really Useful Literacy Book

P

Being Creative with Literacy in the Primary Classroom

A Comprehensive Guide for Teachers and Student Teachers

Paul Gardner

A David Fulton Book June 2009: 246 x 174: 144pp Pb: 978-0-415-46685-1: £19.99

NEW FOR 2009

Margaret Mallett

Tony Martin, Chira Lovat and Glynis Purnell

Looking for time saving ways to choose books relevant to a specific literacy context? Use this book to help you easily choose children’s books to work with and how they can be used to enhance literacy teaching and learning. This informative guide provides a clear analysis of all the text types your pupils will encounter during their primary years, and provides a strong grounding in relevant professional issues, useful journals and websites.

It includes:

Series: The Really Useful Series

•detailed annotated lists of relevant books in each literacy category •advice on how to help children use and enjoy books and other texts •case studies that show they have helped to extend the responses of pupils.

This comprehensive yet accessible guide will aid all early years and primary teachers, and literacy consultants in making quick and effective choices on what books to use when teaching a particular literacy element of the National Curriculum for England and the Primary National Strategy.

A David Fulton Book September 2009: 246 x 174: 352pp Pb: 978-1-84312-322-4: £19.99

The Really Useful Literacy Book provides inventive ideas for the classroom together with an accessible and informative summary of the theories that underpin them.

Written for the primary school teacher, student or trainee teacher, this book will act as a springboard for further inspiration. The authors of this book, all highly experienced literacy specialists, show the reader how to plan units of work with flexibility and creativity, with reference to the literacy learning objectives of the Primary National Strategy.

This fully updated second edition contains a brand new chapter based on working with museums and galleries in order to expand children’s literary creativity. Using as their base three ‘big ideas’ – contexts and coherence, motivation, and content and process – the authors lead the reader through a set of principles and practices which, when applied to familiar elements of the literacy strategy, will encourage teachers to formulate their own exciting, creative and flexible literacy teaching.

Routledge January 2008: A4: 304pp Pb: 978-0-415-43165-1: £18.99

ENGLISH AND LITERACY – ENGLISH TEACHING

NEW FOR 2009

US $33.95

US $37.95

SEE PAGE 12 FOR ALL BOOKS IN THE REALLY USEFUL SERIES

NEW SERI ES Everyone knows the usual homework drill: pupils take a worksheet home, fill it in, and return it to the teacher to be marked and

ACTIVE HOMEWORK

recorded. With the government suggesting that by years 5 and 6 children should get 30 minutes of homework every evening, national tests to prepare for in year 6 and a sea of homework books with nothing but worksheets in them, it’s no wonder that time-pressured teachers see their homework options as somewhat limited.

The Active Homework series offers teachers an all-round solution to this problem. Rather than being a set of worksheets that pupils have to ‘fill in’ and teachers have to ‘mark and record’, it’s a suite of activities, aligned to the national curriculum subject and topic areas, that children can do – and discuss – at home. If they want to, parents can comment or feedback to the teacher by using the evaluation slip provided. Teachers can reinforce learning during follow-up discussions in the classroom.

The activities will foster active and collaborative learning in pupils, are easy and quick for teachers to manage and, importantly, invite parents or other family members to get involved with the child’s learning. Many of the activities are illustrated to increase appeal to pupils.

English Homework for Key Stage 2

P

Science Homework for Key Stage 2

P

Maths Homework for Key P Stage 2 – Coming soon in 2010

Activity-Based Learning

Activity-Based Learning

Activity-Based Learning

Andrea McGowan, Colin Forster and Dave Brookes

Colin Forster, Vicki Parfitt, Andrea McGowan and Dave Brookes

Colin Forster, Vicki Parfitt, Andrea McGowan and Dave Brookes

Series: Active Homework

Series: Active Homework

Series: Active Homework

A David Fulton Book August 2009: A4: 96pp Pb: 978-0-415-47455-9: £14.99

A David Fulton Book August 2009: A4: 96pp Pb: 978-0-415-47454-2: £14.99

A David Fulton Book 2010: A4: 96pp Pb: 978-0-415-49625-4: £14.99

US $28.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

9

ENGLISH AND LITERACY – ENGLISH TEACHING

NEW FOR 2009

The Expert Teacher of English

S

NEW FOR 2009 3RD EDITION

Andrew Goodwyn

English Teaching in the Secondary School

Series: The Expert Teacher

Linking Theory and Practice

Increasing attention is being paid to the concept of the expert teacher or leading teacher - that is, someone who can model and demonstrate excellent teaching and coach and develop others.

This book has been written for all secondary English teachers who have aspirations to be expert teachers.

It will be of particular interest if you are looking to become an Advanced Skills Teacher or if you are looking to cross the threshold. However the book will also be of interest to teachers who are new to teaching or who are more experienced and are looking to improve their classroom practice.

Drawing on the power of the English subject knowledge base, the book will: •help you reflect on the concept of expertise •consider the nature of English teaching •outline what it is that expert teachers do

S

Mike Fleming and David Stevens English Teaching in the Secondary School is a comprehensive guide to the theory and practice of teaching English in secondary schools. The authors demonstrate how English can be taught in a way which fulfils National Curriculum requirements but is also not too narrow in focus.

This new edition includes discussion of key developments including: •the Every Child Matters agenda •broader approaches to thinking about the curriculum changes to Key Stage 3 and 14-19 curriculum •revised GCSE specifications including introduction of functional skills and developments at A level.

It also takes a more international look discussing developments in Europe and references to internationalisation and globalisation, and includes a chapter on research which is aimed at helping trainees to write at this level.

This book forms essential reading for practising teachers, lecturers and PGCE students, and is suitable for those engaging in M level study.

A David Fulton Book November 2009: 246 x 189: 288pp Pb: 978-0-415-46502-1: £19.99

•examine concepts of teaching as performance

US $35.95

•consider the notion of the extended professional.

Ultimately this book is encouraging and stimulating and provides a framework for sustained personal and professional development.

Routledge September 2009: 234 x 156: 224pp Pb: 978-0-415-31696-5: £18.99 US $37.95

LEARNING TO TEACH SERIES – NEW FOR 2009 The Learning to Teach in the Primary School Series has been designed to complement the best selling Routledge textbook Learning to Teach in the Primary School, page 52. Drawing upon recent research which indicates the rich potential of creative teaching and learning, it explores what it means to teach creatively in the primary phase. Through lively, well informed texts offering support for student teachers and practitioners who want to develop more imaginative approaches to teaching and learning, the books highlight the importance of the teachers’ own creative engagement and share a wealth of innovative ideas to enrich pedagogy and practice.

NEW FOR 2009

Teaching English Creatively

P

A Creative Approach Teresa Cremin With Maureen Lewis, Henrietta Dombey and Eve Bearne Series: Learning to teach in the Primary School What does it mean to teach English creatively to primary school children?

Do we teach English, language or literacy, and does it matter what we call it and what it includes?

This lively, practical book offers support and ideas to students training to be primary teachers that will enrich their knowledge and pedagogic experience.

The book is stimulating and accessible and includes a wealth of practical activities, case studies, examples of existing good practice and a range of tried-and-tested teaching strategies for immediate use in the classroom, together with examples of children’s work.

Written by authors who teach on ITT courses and so know English teaching inside-out, this book will help students to achieve QTS by reflecting the demands of the new ITT standards and the new literacy framework.

Routledge July 2009: A4: 160pp Pb: 978-0-415-43502-4: £18.99

10

ORDER NOW!

US $33.95

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

P

The Story of The National Literacy Strategy John Stannard and Laura Huxford A vital introduction and critical appraisal for practitioners and students, The Literacy Game examines the origins, evolution and impact of the NLS, and provides a fully comprehensive contribution to the teaching of literacy and the management of educational change.

Routledge 2007: 234 x 156: 224pp Pb: 978-0-415-41701-3: £19.99

US $35.95

Active Assessment in English

PS

Thinking Learning and Assessment In English

’One of the key successes of this CD resource is that the activities assess the learning processes involved in childrens’ learning in English, not just the analysis of written outcomes, as is so often the case ... I think this is a very useful resource for assessing active learning in English. It would be a useful purchase for the latter end of Key Stage 2.’ – Teacher Review, Literacy Time Plus

US $79.95

Improving Primary Literacy

P

Linking Home and School

Anthony Feiler, Jane Andrews, Pamela Greenhough, Martin Hughes, David Johnson, Mary Scanlan and Wan Ching Yee Series: Improving Practice (TLRP) How can primary teachers enlist the support of parents in helping children’s literacy learning? How can teachers use the learning that takes place in children’s lives outside school? What can parents do to support their children’s literacy learning? How can teachers engage parents they find ‘hard to reach’?

Using fascinating case studies of young children from a diverse range of family backgrounds and providing tried-and-tested practical activities that can easily be used in the busy classroom, this book provides new ways for teachers to improve children’s learning of literacy skills.

Routledge 2007: A4: 96pp Pb: 978-0-415-36394-5: £17.99

US $31.95

SEE PAGE 32 FOR MORE INFORMATION ON THE IMPROVING PRACTICE SERIES

EP

English 3–11

EP

A Guide for Teachers David Waugh and Wendy Jolliffe

Chris Horner and Vicki Ryf Series: Creative Teaching ’This book is a welcome addition to support Literacy teaching in the primary school.

Creative Teaching should be required reading for all NQTs and find a place in every staff room in the country. It will be invaluable to any teacher new to a year group or key stage, as it takes us back to the roots of good primary practice and why we ‘do’ teaching, enabling us to take a step back to review the big picture.’ – NATE A David Fulton Book 2007: 246 x 171: 304pp Pb: 978-1-84312-260-9: £18.99

Brenda Keogh, John Dabell and Stuart Naylor

A David Fulton Book 2007: A4: 160pp Pb: 978-1-84312-469-6: £42.99

Creative Teaching: English in the Early Years and Primary Classroom

’This book provides accessible practical guidance, reflective activities, a range of comprehensive research and some extremely useful summaries of the historical and political debates which have featured since the 1960s on the teaching of reading, writing and the place and value of talk.’ – NATE A David Fulton Book 2007: 246 x 174: 304pp Pb: 978-1-84312-443-6: £19.99

US $33.95

2ND EDITION

Unlocking Literacy

EP

A Guide for Teachers US $33.95

Robert Fisher and Mary Williams

How to be a Brilliant English Teacher

S

Series: Unlocking Series This book helps to ’unlock’ the mysteries behind helping children learn to read, write, speak and listen, backing up practical suggestions with well-researched theory.

Trevor Wright ’This is a very good book, written by someone who clearly knows the job of English teaching.’ – NATE ’However you see yourself as an English teacher there is something in this compact and intelligent book for you. What Trevor Wright does is to keenly focus on interactive and practical approaches to teaching English and gives superb examples of good practice... Buy this book, it will be money well spent!’ – Ross Cotter, reviewed on Amazon Routledge 2005: 216 x 138: 192pp Pb: 978-0-415-33246-0: £16.99

A David Fulton Book 2006: 246 x 189 Pb: 978-1-84312-386-6: £19.99

ENGLISH AND LITERACY – ENGLISH TEACHING

The Literacy Game

US $35.95

These engaging activities focus upon the word level strand of the literacy strategy, in particular the vocabulary extension element.

P

Word Power Activities for Years 3 and 4 Terry Saunders

US $30.95

A David Fulton Book 2005: 279 x 216: 80pp Pb: 978-1-84312-141-1: £14.99

3RD EDITION

The Primary English Encyclopedia

P

The Heart of the Curriculum Margaret Mallett Review from 1st Edition: ’Do you know your diphthongs from your digraphs? Are you au fait with all the main reading programmes published in the UK? And can you really tell the difference between a legend, a myth and a fable? If you have any doubt about saying yes to any of these questions, fear not: the answers are all in The Primary English Encyclopedia. This fantastic resource contains such a comprehensive coverage of literacy topics that it will undoubtedly become one of the most regularly consulted titles on your bookshelf.’ – Literacy Time Plus A David Fulton Book 2007: 246 x 174: 416pp Pb: 978-0-415-45103-1: £24.99

Word Power Activities for Years 5 and 6 Terry Saunders A David Fulton Book 2005: 279 x 216: 80pp Pb: 978-1-84312-142-8: £14.99

US $47.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

11

ENGLISH AND LITERACY – ENGLISH TEACHING

Language Knowledge for Secondary Teachers

S

Alison Ross and Philippa Hunt By showing how language teaching can be a fun and enjoyable experience, this book offers a refreshing resource for any secondary teacher (at Key Stages 3, 4, and A-level) daunted by the prospect of teaching grammar and language.

Literacy and ICT in the Primary School

P

Grammar Survival

A Creative Approach to English

Geoff Barton This book is for anyone who finds teaching grammar an uphill struggle. Focusing on what teachers need to know for the classroom, this book provides the essential knowledge to teach grammar effectively.

Andrew Rudd and Alison Tyldesley By clearly outlining how ICT can enhance and improve children’s learning, this book unlocks the full potential of ICT within the classroom.

Stimulating, useful and free of jargon this book will support both trainee and qualified teachers.

A David Fulton Book 2006: 246 x 174: 200pp Pb: 978-1-84312-358-3: £20.99 US $37.95

A David Fulton Book 2006: 246 x 174: 160pp Pb: 978-1-84312-374-3: £17.99

PS

A Teacher’s Toolkit

A David Fulton Book 2006: 279 x 216: 96pp Pb: 978-1-84312-343-9: £16.99

US $28.95

US $31.95

FOR MORE ICT BOOKS SEE PAGE 18

LITERACY PLAY FOR THE EARLY YEARS

EP

Collete Driftte This series of books uses fiction, non-fiction and poetry texts, as well as phonics, as a basis to help young children in the Early Years develop their literacy skills. It brings together the early learning goals of the foundation stage and the national literacy strategy objectives, using structured play, games and fun activities to put across the relevant teaching points in an enjoyable way, while simultaneously nurturing a love of literature. Each book presents structured activities based around suggested focus texts.

Literacy Play for the Early Years Book 1

Literacy Play for the Early Years Book 3

Learning Through Fiction

Learning Through Poetry

Collette Drifte

Collette Drifte

A David Fulton Book 2003: 279 x 216: 80pp Pb: 978-1-85346-956-5: £15.99

A David Fulton Book 2003: 279 x 216: 80pp Pb: 978-1-85346-958-9: £15.99

Literacy Play for the Early Years Book 2

Literacy Play for the Early Years Book 4

Learning Through Non Fiction

Learning Through Phonics

Collette Drifte

Collette Drifte

A David Fulton Book 2003: 279 x 216: 80pp Pb: 978-1-85346-957-2: £15.99

A David Fulton Book 2003: 279 x 216: 80pp Pb: 978-1-85346-959-6: £15.99

THE REALLY USEFUL SERIES The Really Useful Series provides classroom teachers with creative ideas for imaginative lessons, together with user-friendly and informative summaries of the theories that underpin them. These easy to use books support and extend teachers' knowledge and help deliver the National Curriculum in an engaging way. Written for new and experienced teachers alike, The Really Useful Series of books are essential companions for training and teaching in the early years and primary classroom.

The Really Useful Literacy Book, page 9 The Really Useful Creativity Book, page 13 The Really Useful Maths Book, page 15 The Really Useful Science Book, page 17 The Really Useful Book of ICT in the Early Years, page 18

12

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

CREATIVITY

CREATIVITY NEW

The Really Useful Creativity Book

P

Dominic Wyse and Pam Dowson Series: The Really Useful Series What is creativity and how do we teach it?

The Really Useful Creativity Book provides approaches and ideas that will enable children to develop their creativity. Written for the primary school teacher, student or trainee teacher, the book shows you how creativity can flourish in your classroom.

With examples of practice included throughout, the issues covered include: • everyday creativity – ideas to get started on straight away • planning – with ideas for cross-curricular planning, and many other ways to plan for creativity • creativity and the environment – starting with the classroom and school, then going further afield • creative partnerships – working with other people to stimulate children’s creativity • the drama of creativity – showing how teachers can adopt the mantle of the expert • thinking about creativity – thinking skills for your children, and ways of thinking for you.

This lively, stimulating book will help busy teachers working with the National Curriculum to develop children’s creativity.

Routledge October 2008: A4: 128pp Pb: 978-0-415-45696-8: £19.99

Essential Creativity in the Classroom

P

Inspiring Kids

SEE PAGE 12 FOR ALL BOOKS IN THE REALLY USEFUL SERIES US $35.95

Practical Creativity at Key Stages 1 & 2

P

Packed with proven practical advice this dip-in guide identifies the best ways of supporting pupils as they navigate their exciting journey through a world of learning and discovery.

Steve Bowkett Series: Jumpstart!

Jane Bower Divided into themes and using photocopiable sheets, this book emphasises the importance of allowing children to express their feelings through dance and drama, and encourages the teacher to view drama as a different method of learning.

Routledge 2006: 198 x 129: 192pp Pb: 978-0-415-36881-0: £16.99 US $28.95

Routledge 2005: A4: 112pp Pb: 978-0-415-34285-8: £19.99

P

Games and Activities for Ages 7–14

40 Inspiring Lessons in Drama, Dance, Art and Literacy

Kaye Thorne

Jumpstart! Creativity

Jumpstart Creativity! is a book of games and activities that any primary teacher can do quickly, at the beginning of a lesson or as a time-filler, with little preparation. They grab children’s attention and get them focussed on learning.

A David Fulton Book 2007: A5: 176pp Pb: 978-0-415-43273-3: £11.99

US $21.95

US $35.95

SEE PAGE 1 FOR MORE JUMPSTART! BOOKS

FEEDBACK We are always interested in hearing from teachers. If you would like to offer feedback on any of our books or marketing then please email sarah.tweddle@tandf.co.uk FREE BOOKS FOR YOUR TIME If you would be happy to be included in a focus group just email with ‘Yes please to focus group’ in your subject line and we will contact you to arrange a time.

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

13

NUMERACY AND MATHEMATICS

NUMERACY AND MATHEMATICS NEW SERI ES

MOVE ON MATHS John Taylor

Move on Maths! offers versatile, tried and tested maths resources for you to use in the way that is most suitable for your pupils. The units give you flexible ideas, rather then prescriptive lessons and support the Renewed Primary Framework for mathematics. The PNS Framework objectives are clearly shown for every sheet, followed by unit learning outcomes, so it’s easy to choose the right worksheet to suit you and your children’s needs. The books: • contain more than fifty stand-alone photocopiable units in four strands to be used in class or as homework tasks, complete with teachers’ notes and answers to help your planning • broadens understanding of four key numeracy strands from the Renewed Primary Framework: using and applying mathematics; understanding

shape; measuring; handling data • contains a bank of short, sharp exercises, problems and fun starter activities and games to kick start your maths lesson with the whole class • includes challenges to extend your gifted and talented learners or early finishers • covers PNS Framework objectives and learning outcomes for a two year span • ideal for mixed-age classes.

Move On Maths! Ages 7-9

P

Move On Maths! Ages 9-11

50+ Flexible Maths Activities

50+ Flexible Maths Activities

John Taylor

John Taylor A David Fulton Book March 2009: A4: 184pp Pb: 978-0-415-47153-4: £22.99

P

A David Fulton Book May 2009: A4: 184pp Pb: 978-0-415-47154-1: £22.99

NEW FOR 2009

NEW

Improving Primary Mathematics

P

3RD EDITION

Linking Home and School

Mathematics in the Primary School

Jan Winter, Jane Andrews, Pamela Greenhough, Martin Hughes, Leida Salway and Wan Ching Yee

A Sense of Progression

Series: Improving Practice (TLRP) Improving Primary Mathematics provides primary teachers with practical ideas about how to bring these two worlds closer to improve children’s mathematics learning.

Christine Hopkins, Sue Gifford, Sandy Pepperell and Peter Tallant Now in its third edition, Mathematics in the Primary School has been updated to reflect recent mathematics curriculum documentation and revised standards for QTS. Key areas include:

Using a number of fascinating case studies focusing on children’s experiences of mathematics both inside and outside the classroom, the book asks:

•the role of talk in learning maths

•How do children use mathematics in their everyday lives?

•development of children’s reasoning

•How can teachers use this knowledge to improve children’s learning in school?

•What activities can teachers use with parents to help share the ways that schools teach mathematics?

•What can parents do to support their children’s learning of mathematics?

All those involved in planning, teaching and supporting primary mathematics will benefit from new insights into how learning at home and at school can be brought together to strengthen and improve children’s learning of mathematics.

Routledge February 2009: A4: 96pp Pb: 978-0-415-36393-8: £19.99

•teacher questioning •creative engagement with maths •assessment for learning and self assessment •suggested resources for teachers including ICT. Important principles and teaching approaches are identified, including the use of calculators and computers, and there is an emphasis on mental mathematics and problem solving supporting key issues raised by the Williams review (2008). Case studies are used throughout to illustrate how different teaching approaches are put into practice and how children respond to them, and there is advice on planning, organisation and assessment of mathematical learning in the classroom.

A David Fulton Book April 2009: 246 x 174: 208pp Pb: 978-0-415-48879-2: £21.99

US $37.95

P

US $41.95

SEE PAGE 32 FOR MORE INFORMATION ON THE IMPROVING PRACTICE SERIES

14

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

P

Teaching Foundation Mathematics

S

Supporting Children who Struggle with Basic Skills

A Guide for Teachers of Older Students with Learning Difficulties

Brian Sharp

Nadia Naggar-Smith

Series: 33 Ways to Help with....

Series: David Fulton / Nasen

Thirty Three Ways to Help with Numeracy equips teachers and teaching assistants with a wide range of practical resources to help children who are having difficulties learning the basic skills of numeracy.

A David Fulton Book October 2008: A4: 136pp Pb: 978-0-415-46896-1: £19.99

US $37.95

This fully photocopiable resource will provide essential materials for anyone teaching pre-entry or foundation Maths in secondary schools and further education.

Teaching Foundation Mathematics is developed to provide age appropriate material for adult learners with moderate to severe learning difficulties and/or disabilities and for children, over twelve, with special needs.

A David Fulton Book January 2008: A4: 200pp Pb: 978-0-415-45164-2: £24.99

FOR MORE INFORMATION ON THIS SERIES SEE PAGE 6

Supporting Mathematical Thinking

These books present a series of activities that can be used with whole classes to provide a curriculum for the teaching of problem solving and the development of thinking skills.

Series: David Fulton / Nasen

P

Edited by Anne Watson, Jenny Houssart and Caroline Roaf This book looks at how practitioners have focused on the fully educational application intellect to the problem of developing mathematical thinking among one’s pupils.

P

A David Fulton Book 2006: 279 x 216: 160pp Pb: 978-1-84312-362-0: £22.99

A Guide to Teaching Problem Solving and Thinking Skills

Lynne McClure and Jennifer Piggott Series: The Gifted and Talented Series Meeting the Needs of Your Most Able Pupils: Mathematics provides specific guidance on: •recognising high ability and potential •planning, differentiation, extension and enrichment in Mathematicss •teacher questioning skills •support for more able pupils with special educational needs (dyslexia, ADHD, sensory impairment) •homework •recording and assessment

US $47.95

USING AND APPLYING MATHEMATICS

Using and Applying Mathematics at Key Stage 1

Meeting the Needs of Your PS Most Able Pupils: Mathematics

•beyond the classroom: visits, competitions, summer schools, masterclasses, links with universities, businesses and other organisations.

A David Fulton Book 2007: A4: 160pp Pb: 978-1-84312-328-6: £26.99

Creative Teaching: EP Mathematics in the Early Years and Primary Classroom Mary Briggs and Sue Davis Series: Creative Teaching Creative teaching is not only for the arts: this unique and stimulating book shows how mathematics and mathematics teaching can be creative, exciting and enjoyable.

Elaine Sellers and Sue Lowndes

Using and Applying Mathematics at Key Stage 2

Jumpstart! Numeracy

P

Maths Activities and Games for Ages 5-14 John Taylor

P

A Guide to Teaching Problem Solving and Thinking Skills Elaine Sellars and Sue Lowndes A David Fulton Book 2003: 279 x 216: 98pp Pb: 978-1-85346-960-2: £16.99

Series: Jumpstart!

These fun sessions will jumpstart pupils’ enthusiasm for mathematical learning.

A David Fulton Book 2004: A5: 96pp Pb: 978-1-84312-264-7: £11.99

A David Fulton Book 2007: 246 x 174: 160pp Pb: 978-1-84312-462-7: £18.99 US $31.95

Primary Mathematics for Teaching Assistants

P

Sylvia Edwards

US $19.95

This easy-to-use and accessible book has been specifically written for teaching assistants. It is packed with practical activities, ideas and strategies to help you to enhance your pupils’ numeracy and mathematics skills and build on your own subject

The Really Useful Maths Book P A Guide to Interactive Teaching Tony Brown and Henry Liebling Series: The Really Useful Series ’A rich resource which will help a teacher who likes to take risks to enable, inspire and support.’ – TES magazine Written for all those who want children to enjoy the challenge of learning mathematics, The Really Useful Maths Book presents teachers with exciting and varied ideas for introducing mathematics to children.

Routledge 2005: A4: 216pp Pb: 978-0-415-25208-9: £19.99

US $49.95

FOR ALL THE TITLES IN THE GIFTED AND TALENTED SERIES SEE PAGE 66

US $41.95

A David Fulton Book 2003: 279 x 216: 56pp Pb: 978-1-85346-961-9: £16.99

NUMERACY AND MATHEMATICS

33 Ways to Help with Numeracy

US $35.95

knowledge.

A David Fulton Book 2007: A4: 112pp Pb: 978-1-84312-428-3: £16.99

US $31.95

Meeting SEN in the Curriculum: Maths

PS

Brian Sharp A David Fulton Book 2004: 279 x 216: 160pp Pb: 978-1-84312-158-9: £27.99

US $51.95

FOR ALL THE TITLES IN THE MEETING SEN IN THE CURRICULUM SERIES SEE PAGE 74

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

15

SCIENCE

SCIENCE NEW FOR 2009

Jumpstart! Science

P

NEW FOR 2009 2ND EDITION

Games and Activities for Ages 5-11

Science 5-11

Rosemary Feasey

A Guide for Teachers

Series: Jumpstart!

Edited by Alan Howe, Dan Davies, Kendra McMahon, Lee Towler, Tonie Scott and Chris Collier

Jumpstart! Science provides teachers with a range of lively, short, fun activities and games to support teaching and learning in different aspects of the science curriculum. It encourages teachers to develop creative approaches to motivating and engaging children in science. The activities are aimed at a number of areas of science from learning scientific words to recalling information and problem solving.

There are more than 55 engaging science games and activities in this book to ‘jumpstart’ science lessons in every Key Stage 1 and 2 classroom.

A David Fulton Book March 2009: A5: 96pp Pb: 978-0-415-48212-7: £11.99

P

This new edition of the best-selling textbook Science 5-11 provides a synthesis of ideas about teaching and learning that focuses on answering the question ‘How best should I teach science?’ Offering a practical and innovative guide which is ideal for students, trainee and practising teachers, the book provides full information on the appropriate science topics for key stage 1 and 2, outlining the subject knowledge that a teacher needs, the curriculum requirements and the best ways to go about teaching.

P

Activity-based Learning Colin Forster, Vicki Parfitt, Andrea McGowan and Dave Brookes Series: Active Homework Science Homework for Key Stage 2 isn’t a set of worksheets that pupils have to ‘fill in’ and teachers have to ‘mark and record’, it’s a suite of activities, aligned to the national literacy strategy topic areas, that teachers can use as extension activities or give to pupils to do independently at home. Best of all the activities will foster active and collaborative learning in pupils and are easy and quick for teachers to manage.

This book has activities that align with the halftermly topics set out in the QCA scheme of work for key stage 2 science. Each unit of work includes five activities (for a total of 125 activities). A blank template is included for teachers to create their own discussion or activity based homework task.

A David Fulton Book August 2009: A4: 96pp Pb: 978-0-415-47454-2: £14.99

US $28.95

FOR MORE INFORMATION ON THIS SERIES SEE PAGE 9

•how science can be linked to other subjects in a creative and cross-curricular way •citizenship and education for sustainable development.

A David Fulton Book April 2009: 246 x 189: 288pp Pb: 978-0-415-48045-1: £19.99

•the move towards a cross-curricular approach in primary schools

•the widespread emphasis on teaching and learning through inquiry •the recognition of the importance of discussion, dialogue and argumentation •changes in curriculum management and planning.

A David Fulton Book March 2009: 246 x 189: 312pp Pb: 978-0-415-46527-4: £19.99

US $37.95

Meeting the Needs of Your Most Able Pupils: Science Series: The Gifted and Talented Series

This book provides specific guidance on: •recognising high ability and multiple intelligences •planning, differentiation and extension/ enrichment •teacher questioning skills •support for more able pupils with special educational needs (dyslexia, ADHD, sensory impairment) •homework •recording and assessment •beyond the classroom: visits, competitions, summer schools, masterclasses, links with universities, businesses and other organisations.

NEW

Teaching Problem-Solving and Thinking Skills through Science

ORDER NOW!

See Order Form in centre of catalogue

Belle Wallace, Andrew Berry and Diana Cave This highly practical resource book presents ways in which teachers can help to develop children’s problem-solving and thinking skills through a range of exciting science topics. The book contains classroom-based activities which have been trialled and evaluated by teachers and children, and helpfully shows how the skills developed through rigorous scientific investigations can be used across all areas of the curriculum.

US $49.95

FOR ALL TITLES IN THE GIFTED AND TALENTED SERIES SEE PAGE 66

+44 (0)1235 400524

P

Exciting Cross-Curricular Challenges for Foundation Phase, Key Stage One and Key Stage Two

The book contains learning objectives for each activity, step by step guidelines for carrying out each problem-solving activity, basic equipment that’s needed, examples of learner’s work and guidelines for assessment.

A David Fulton Book October 2008: A4: 168pp Pb: 978-0-415-45035-5: £19.99

16

US $37.95

PS

Tim Alderman

A David Fulton Book April 2008: A4: 152pp Pb: 978-1-84312-277-7: £26.99

The fifth edition has been updated to reflect:

•what recent studies of the brain can tell us about learning

•how ICT can be incorporated into lessons

Science Homework for Key Stage 2

The new edition of this best-selling textbook provides an up-to-date discussion of the many aspects of teaching primary science, maintaining its strong focus on constructivist learning and the role of social interaction in learning. With emphasis on the child-centred approach, the book also promotes the importance of fostering motivation for learning through enjoyment and giving children some control of their activities.

•how assessment and records can be used to help learning

•how children might record their ideas and findings

NEW FOR 2009

P

•recent developments in the use of ICT by teachers and pupils

•the possibilities for talk and discussion within science lessons

FOR MORE JUMPSTART! BOOKS SEE PAGE 1

The Teaching of Science in Primary Schools Wynne Harlen OBE and Anne Qualter

Fully updated to include: US $23.95

NEW FOR 2009 5TH EDITION

Fax: +44 (0)20 7017 6699

US $35.95

www.routledge.com/teachers

S

Getting Science

P

Active Assessment for Science PS

The Teacher’s Guide to Exciting and Painless Primary School Science

Thinking, Learning and Assessment in Science

Douglas P. Newton

Brian Clegg

Series: Routledge Teaching Guides

Getting Science sets out to engage the sense of wonder. The science in this book is not for the children, but for the adults who have to explain it.

Starting with a whirlwind tour of the great milestones of modern science, Getting Science goes on to take each of the main curriculum topics and give it a new twist. It provides the information needed to understand the key topics better and be able to put them across with enthusiasm and energy.

Stuart Naylor, Brenda Keogh and Anne Goldworthy

This practical and accessible workbook is designed to support student teachers as they develop their basic teaching skills and increase their broader knowledge and understanding for teaching science. Newly qualified and beginning teachers should also find it useful.

It contains all the advice, guidance and resources new and student science teachers need to reflect on and develop their teaching practice, helping them to plan lessons across the subject in a variety of teaching situations. Helpful features include: •case studies •examples of pupils’ work •examples of existing good practice

Routledge 2007: 246 x 189: 160pp Pb: 978-0-415-42199-7: £16.99

A David Fulton Book 2006: 224pp Pb: 978-1-84312-259-3: £18.99

US $35.95

FOR ALL TITLES IN THE ROUTLEDGE TEACHING GUIDES SEE PAGE 50

P

Linda Gillard Specifically structured around the QCA schemes of work, this book focuses upon developing the science subject knowledge of the reader up to the standards needed for QTS. A David Fulton Book 2006: 246 x 189: 208pp Pb: 978-1-84312-188-6: £18.99 US $33.95

Creative Science

P

Achieving the WOW Factor with 5-11 Year Olds

US $33.95

Rosemary Feasey Through a refreshing blend of theory and practice this book provides stimulating material to develop creative approaches to science in the classroom.

3RD EDITION

PS

Edited by Keith Taber ’If you are an educational researcher, or a teacher profoundly interested in developing gifted students, this reasonably priced book may be for you.’

– Education in Chemistry ’This book is a very rich source of information about the characteristics and learning needs of students who are deemed to be gifted and provides approaches to teaching that may help such pupils develop... The fascinating nature of the topic and the exceptionally well written chapters make it a worthwhile read for all involved in science education.’

– School Science Review

US $60.00

EP

This book provides ideas and suggestions on how to interpret and develop the primary science curriculum in an interesting and challenging way.

•web links for further reading on evidence-based practice.

Routledge 2007: 234 x 156: 256pp Pb: 978-0-415-39534-2: £19.99

Science Knowledge for Primary Teachers

Series: Creative Teaching

•activities in each chapter to help student history teachers analyse their learning and performance

Science Education for Gifted Learners

US $79.95

Understanding the Science in the QCA Scheme

US $30.95

Creative Teaching: Science in the Early Years and Primary Classroom

•photocopiable resources and training materials

Using a highly creative approach, this book explains in detail how assessment, thinking and learning can be integrated in science lessons.

A David Fulton Book 2005: 216 x 140: 144pp Pb: 978-1-84312-145-9: £42.99

Ann Oliver

•a range of tried-and-tested teaching strategies

Routledge March 2008: A4: 120pp Pb: 978-0-415-45364-6: £18.99

CD

SCIENCE

A Practical Guide to Teaching Science in the Secondary School

The Really Useful Science Book

P

A Framework of Knowledge for Primary Teachers

A David Fulton Book 2005: 279 x 216: 160pp Pb: 978-1-84312-305-7: £19.99

Steve Farrow Series: The Really Useful Series ‘If you are training to teach, or are already teaching in a primary school, you need this book. Your one stop place for everything you need to teach children, written in a clear and concise way…this is an invaluable resource you will use often.’

– Amazon

US $37.95

Using Science to Develop PS Thinking Skills at Key Stage 3 Pat O’Brien

Written for classroom teachers and those in training, this book has been designed to support and extend teachers’ and students’ own knowledge and understanding of science.

Routledge 2006: A4: 240pp Pb: 978-0-415-38593-0: £19.99

This book presents a series of practical activities designed to help teachers build an effective science curriculum for more able children.

A David Fulton Book 2004: 279 x 216: 144pp Pb: 978-1-84312-037-7: £18.99 US $31.95

US $35.95

SEE PAGE 12 FOR ALL BOOKS IN THE REALLY USEFUL SERIES

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

17

ICT

ICT NEW

The Really Useful Book of ICT EP in the Early Years

NEW

Edited by Harriet Price

Harnessing Technology for Every Child Matters and Personalised Learning

Series: The Really Useful Series

John Galloway

Practitioners and students wishing to know how very young children develop an awareness of ICT will find this text invaluable.

ICT has arguably one of the biggest impacts on everyday 21st century life, so its inclusion in the Early Years Foundation Stage curriculum reflects the need to encourage forward-looking practice in classrooms and nurseries.

PS

Services for Children are changing in many ways, not least schools: new ones are being built; more practitioners fulfil diverse roles; the testing and assessment regime is changing; and new technologies enable us to teach pupils both well-established and completely new curriculum areas, in ways that are more engaging.

•promote independence in children’s use of ICT through resources like digital cameras and role-play toys •explore the nature of creativity through ICT, using it to support the more traditional areas of art, music, dance and writing

A David Fulton Book November 2008: 234 x 156: 176pp Pb: 978-0-415-45871-9: £19.99

•use ICT to enhance the physical and sensory aspects of outdoor learning experiences •harness the potential of ICT in reaching children with a variety of different learning needs, particularly those with profound and multiple learning difficulties, or autistic spectrum disorders •value children’s home experiences of ICT and build on what they already know, and how to work with parents in developing their child’s ICT capability.

Routledge December 2008: A4: 200pp Pb: 978-0-415-43418-8: £18.99

US $35.95

SEE PAGE 12 FOR ALL BOOKS IN THE REALLY USEFUL SERIES

The Digital Classroom Harnessing Technology for the Future of Learning and Teaching

PS

Peter John and Steve Wheeler Based on a major research project (the InterActive Project), this book explores and illustrates how digital technologies can transform learning across the curriculum. Using a wide range of educational settings – primary, secondary, school and home – it will help practitioners think about, plan and execute effective learning in their classrooms and beyond.

A David Fulton Book 2007: 246 x 174: 160pp Pb: 978-1-84312-445-0: £17.99

This book looks at how an entire school system is starting to transform learning through ICT and asks what it takes to change learning through technology in what we call ’e-schooling’, considering the costs and benefits of such an ‘e-education’.

A David Fulton Book 2007: 246 x 174: 208pp Pb: 978-1-84312-380-4: £19.99

US $35.95

Unlocking Learning and Teaching with ICT

P

Identifying and Overcoming Barriers Helena Gillespie Series: Unlocking Series By identifying the barriers that can still exist in the successful integration of ICT in schools, this book aims to suggest ways in which these barriers may be overcome. Current and past policy and practice is examined.

US $37.95

A Practical Guide to Teaching ICT in the Secondary School

PS

Global Messages from a Small Island Roger Austin and John Anderson

Underpinning these transformations are three core policies: Every Child Matters, Personalised Learning, and Harnessing Technology. Combined, they are at the heart of changes to children and young peoples’ experiences of school. This book considers these policies and their interlinked relationship, making it an essential resource for training and practising teachers, school leaders, and all those involved in educational transformation.

This book enables you to help young children develop their knowledge, understanding and skill in the use of ICT, with chapters from contributors with a wide range of practical experience. Full of ideas and new thinking, this practical guide shows you how to:

e-Schooling

S

A David Fulton Book 2006: 246 x 174: 143pp Pb: 978-1-84312-376-7: £19.99

Steve Kennewell US $35.95

Series: Routledge Teaching Guides Providing a wealth of practical activities and materials, this workbook is designed to support student and newly qualified teachers as they develop their basic teaching skills. A Practical Guide to Teaching ICT in the Secondary School draws on the best available research concerning student-teachers’ needs and approaches to learning.

2007: A4: 152pp Pb: 978-0-415-40299-6: £18.99

The Young Person’s Guide to the Internet The Essential Website Reference Book for Young People, Parents and Teachers Kate Hawthorne and Daniela Sheppard

This unique guide provides information on carefully researched educational and recreational websites.

Divided into categories, including all National Curriculum subjects, it saves time and money and reduces the risk of accessing unsuitable sites.

US $33.95

FOR ALL TITLES IN THE ROUTLEDGE TEACHING GUIDES SEE PAGE 50

Understanding and Teaching the ICT National Curriculum

PS

Routledge 2005: 246 x 174: 224pp Pb: 978-0-415-34505-7: £18.99

US $33.95

P

Franc Potter and Carol Darbyshire This introductory book provides both trainee and practising teachers with a clear understanding of the ICT National Curriculum and how to teach it.

A David Fulton Book 2005: 246 x 189: 200pp Pb: 978-1-84312-133-6: £19.99

US $30.95

US $35.95

18

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

HOW TO USE AN INTERACTIVE WHITEBOARD REALLY EFFECTIVELY

These books help teachers get to grips with using software and offers advice on the different classroom management, differentiation and learning styles issues involved in using a whiteboard in a classroom context.

How to Use an Interactive Whiteboard Really Effectively in Your Primary Classroom

How to Use an Interactive Whiteboard Really Effectively in your Secondary Classroom

Jenny Gage

Jenny Gage A David Fulton Book 2004: 279 x 216: 128pp Pb: 978-1-84312-235-7: £21.99

CD

PS

ICT

CD

A David Fulton Book 2006: 279 x 216: 128pp Pb: 978-1-84312-262-3: £21.99

TEACHING ICT THROUGH THE PRIMARY CURRICULUM

This series is a one-stop resource which defines progression in primary ICT and gives accessible guidance on how to teach ICT effectively and successfully in subject contexts.

Progression in Primary ICT

Learning ICT in the Arts

Learning ICT with Science

Richard Bennett, Andrew Hamill and Tony Pickford

Andrew Hamill

Andrew Hamill A David Fulton Book 2006: A4: 124pp Pb: 978-1-84312-313-2: £21.99

Series: Teaching ICT through the Primary Curriculum Suitable for all practising and trainee primary teachers, this book presents an overview of the current context of ICT teaching within the primary classroom and an analysis of how to progress with it in order to enhance learning.

A David Fulton Book 2006: 248x174: 128pp Pb: 978-1-84312-308-8: £18.99

Learning ICT with English

P

A David Fulton Book 2006: A4: 128pp Pb: 978-1-84312-311-8: £21.99

Learning ICT with Maths

Richard Bennett A David Fulton Book 2006: A4: 148pp Pb: 978-1-84312-309-5: £21.99

Richard Bennett

Learning ICT in the Humanities

A David Fulton Book 2006: A4: 144pp Pb: 978-1-84312-310-1: £21.99

Tony Pickford A David Fulton Book 2006: A4: 116pp Pb: 978-1-84312-312-5: £21.99

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

19

HISTORY, GEOGRAPHY AND RELIGIOUS EDUCATION

HISTORY, GEOGRAPHY & RELIGIOUS EDUCATION NEW FOR 2009 2ND EDITION

Learning to Teach Geography in the Secondary School

S

Meeting the Needs of Your Most Able Pupils: Geography Jane Ferretti

Series: Learning to Teach in the Secondary School Series

It will also help them to acquire a deeper understanding of geography’s role, purpose and potential in secondary education. The book explores how teachers may use geography as a vehicle for preparing pupils for uncertain environmental, cultural, social and economic futures.

US $42.95

FOR ALL TITLES IN THE LEARNING TO TEACH IN THE SECONDARY SERIES SEE PAGE 49

US $51.95

•planning challenge, differentiation and enrichment in Geography •using questioning to challenge the more able •support for more able pupils with special educational needs (dyslexia, ADHD, sensory imapirment etc.)

•beyond the classroom: visits, competitions, summer schools, masterclasses, links with other institutions.

A David Fulton Book 2007: A4: 136pp Pb: 978-1-84312-335-4: £26.99

FOR ALL TITLES IN THE MEETING SEN IN THE CURRICULUM SERIES SEE PAGE 74

Geography 3-11 Hilary Cooper, Simon Asquith and Chris Rowley

Written in association with the Geographical Association, this book will help both trainee and experienced teachers to integrate geography as an essential part of the primary curriculum.

US $49.95

Teaching the Global Dimension P Key Principles and Effective Practice

A David Fulton Book 2006: 246 x 174: 200pp Pb: 978-1-84312-421-4: £18.99

Edited by David Hicks and Cathie Holden Inspiring, thoughtprovoking and highly practical, this book shows how teachers at any stage in their career can effectively and successfully bring a global dimension to the taught curriculum.

Routledge 2007: 234 x 156: 232pp Pb: 978-0-415-40449-5: £21.99 US $37.95

Learning and Teaching with Maps

P

Patrick Wiegand ’[This book] should awaken all readers to the exhilaration that can be generated about the world when teaching and learning with maps is deliberate and sound.’ – The Professional Geographer

P

A Guide for Teachers

FOR ALL TITLES IN THE GIFTED AND TALENTED SERIES SEE PAGE 66

Chapters on teaching strategies, learning, fieldwork and assessment place the learner at centre stage, and the book aims to encourage effective teaching through direct advice and activities which beginning teachers can undertake, either individually or in groups.

Routledge June 2009: 246 x 174: 432pp Pb: 978-0-415-43786-8: £23.99

A David Fulton Book 2005: 160pp Pb: 978-1-84312-162-6: £27.99

•recognising high ability and potential

Reviews from 1st Edition -

Learning to Teach Geography in the Secondary School will provide intending and practising teachers of geography with the practical skills to design, teach and evaluate varied and exciting lessons.

PS

Diane Swift Meeting the Needs of Your Most Able Students: Geography provides specific guidance on:

Edited by David Balderstone and David Lambert

How can you teach geography effectively in the classroom?

Meeting SEN in the Curriculum: Geography

Series: The Gifted and Talented Series

A Companion to School Experience

’This is a practical and visionary book, as well as being superbly optimistic. It has as much to offer the experienced teacher as the novice and could be used to reinvigorate geography departments everywhere. Practical activities and ideas are set within a carefully worked out, authoritative, conceptual framework.’

– The Times Educational Supplement

PS

US $33.95

SCHOOL LIBRARIAN? Are you a school librarian and want £50 worth of M&S vouchers?

Each half term we will be looking for schools to visit with a selection of our books to showcase to teachers. If you can set up a table for us in the library or school hall and would be happy for us to visit then please email education@routledge.com with your interest. If you arrange it, we will give you £50 worth of M&S vouchers as a way of thanks.

A comprehensive and authoritative account of how primary school children and teachers can use maps to enhance learning and deepen understanding of this essential skill.

Routledge 2006: 246 x 174: 176pp Pb: 978-0-415-31210-3: £23.99

20

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

US $42.95

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

Learning to Teach History in the Secondary School

S

Creative Teaching: History in the Primary Classroom Rosie Turner-Bisset

A Companion to School Experience

Designed specifically for teachers with little subject knowledge or experience in history, this book provides trainees with the confidence they need to teach primary history.

Edited by James Arthur, Terry Haydn, Martin Hunt and Alison Stephen Series: Learning to Teach in the Secondary School Series ’An excellent companion to Learning to Teach in Secondary School ... full of good ideas and better advice ... Mentors will certainly want to use it, and so, I’m sure, will the rest of the history department ... Make sure they buy one, and keep your copy under lock and key.’ – Michael Duffy, Times Educational Supplement ’A very well written and readable book.

Overall, this is an excellent book and one which students and teachers outwith England would find a valuable addition to their library.’ – Scottish Association of Teachers of History. Resources Review In some hands, history can be an inspirational and rewarding subject, yet in others it can seem dry and of little relevance. The aim of this textbook is to enable student teachers to learn to teach history in a way that pupils will find interesting, enjoyable and purposeful. It incorporates a wide range of ideas about the teaching of history with practical suggestions for classroom practice.

This is the third edition of a textbook that has established itself as the leading text for student teachers of history. It has been thoroughly updated, with a revised chapter on the use of ICT in history teaching and major new sections in the areas of inclusion, resources, assessment and professional development. It provides an array of references and materials that give a sound theoretical foundation for the teaching of history, including weblinks to further resources. A range of tasks enable students to put their learning into practice in the classroom.

Routledge May 2008: 246 x 174: 304pp Pb: 978-0-415-43785-1: £23.99

P

A David Fulton Book 2005: 246 x 189: 200pp Pb: 978-1-84312-115-2: £18.99 US $33.95

History 3-11

P

A Guide for Teachers Hilary Cooper ’The most comprehensive coverage of the issues facing primary history teachers of all the available texts.’

– Teacher Trainer on The Teaching of History in Primary Schools

2ND EDITION

Learning to Teach Religious Education in the Secondary School A Companion to School Experience Edited by L. Philip Barnes, Andrew Wright and Ann-Marie Brandom Series: Learning to Teach in the Secondary School Series

Learning to Teach Religious Education in the Secondary School provides insights from current educational theory and the best contemporary classroom teaching and learning, and suggests tasks, activities and further reading that are designed to enhance the quality of initial school experience for the student teacher.

Key themes addressed include: •the place of Religious Education in the curriculum •state and faith community schooling

’The essential reference book of the profession for the teaching of History in primary schools.’ – Teacher trainer on The Teaching of History in Primary Schools

•developing schemes of work

A David Fulton Book 2006: 246 x 174: 232pp Pb: 978-1-84312-459-7: £18.99

•collective worship.

US $33.95

Meeting SEN in the Curriculum: History

PS

Richard Harris and Ian Luff A David Fulton Book 2004: 279 x 216: 160pp Pb: 978-1-84312-163-3: £27.99 US $51.95

S

•language and religious literacy •teaching religion at 16 plus •religion and moral education This revised edition has been thoroughly updated throughout to take account of changes to policy and the curriculum. It includes two additional chapters on ‘Religious Education and Citizenship’ and ‘Teaching Religious Education at A level’, as well as new versions of three original chapters ‘Teaching Children with Special Educational Needs’, ‘Religious Education and Moral Education’ and ‘Resources for Religious Education’.

Routledge June 2008: 246 x 174: 312pp Pb: 978-0-415-42046-4: £23.99

HISTORY, GEOGRAPHY AND RELIGIOUS EDUCATION

3RD EDITION

US $43.95

FOR ALL TITLES IN THE LEARNING TO TEACH IN THE SECONDARY SCHOOL SERIES SEE PAGE 49

US $45.95

FOR ALL TITLES IN THE LEARNING TO TEACH IN THE SECONDARY SCHOOL SERIES SEE PAGE 49

FOR ALL TITLES IN THE MEETING SEN IN THE CURRICULUM SERIES SEE PAGE 74

PS Meeting SEN in the Curriculum: Religious Education Dilwyn Hunt and Elisabeth Barratt-Hacking

2ND EDITION

A Practical Guide to Teaching S History in the Secondary School Edited by Martin Hunt Series: Routledge Teaching Guides A practical workbook with guidance, ideas, tasks and photocopiable resources to help trainee history teachers develop imaginative approaches to presenting their subject in a classroom and promote pupils’ learning.

Teaching Religious Education 4-11

A David Fulton Book 2004: 279 x 216: 160pp Pb: 978-1-84312-167-1: £26.99

EP

US $46.95

Derek Bastide This second edition is an accessible, practical guide for primary teachers. It covers the teaching of RE at the Foundation Stage, Key Stage 1 and Key Stage 2.

Routledge 2006: A4: 192pp Pb: 978-0-415-28781-4: £20.99

FOR ALL TITLES IN THE MEETING SEN IN THE CURRICULUM SERIES SEE PAGE 74

US $37.95

Routledge 2006: A4: 120pp Pb: 978-0-415-37024-0: £18.99 US $33.95

FOR ALL TITLES IN THE ROUTLEDGE TEACHING GUIDES SEE PAGE 50

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

21

CITIZENSHIP AND PASTORAL CARE

CITIZENSHIP AND PASTORAL CARE Mal Leicester Mal Leicester is Emeritus Professor of Teaching and Learning at the University of Nottingham. She has published widely on educational matters and passionately believes in the power of story as a cross curricular educational tool. She has used this storypower in her Routledge collections – for school assemblies, values development and pastoral care, inclusive education, circle time, literacy and most recently for environmental education and citizenship. Mal is happy to visit schools as an author to talk about creative writing or any other aspect of her work. (For further information contact Mal at 01889 801107 or twelvetrees@mac.com).

NEW FOR 2009

Environmental Learning for Classroom and Assembly at KS1 & KS2

P

Stories about the Natural World

Stories for Circle Time and Assembly Developing Literacy Skills and Classroom Values

The authors follow the tried and tested format of Stories for Classroom and Assembly and Stories for Circle Time and Assemblies. Each of the ten chapters includes an original themed story and is packed with lesson plans and cross-curriculum learning activities designed to save teachers’ valuable time. Leicester and Taylor combine the wonder of storytelling with topical environmental issues, covering plants, creatures and the planet.

A David Fulton Book March 2009: 246 x 174: 136pp Pb: 978-0-415-46707-0: £18.99

22

ORDER NOW!

EP

Ideas and Inspiration for Active Learning Mal Leicester ’This book is particularly strong on links to personal, social and emotional development.

For each story, links are drawn with associated values, emotions and relationships. This is an original and useful resource, strong on theory, well laid out and highly practical.’

– The Teacher

This fun resource is full of lively stories, poems and songs. It can be dipped into for ideas and activities to encourage active and responsible participation, to stimulate discussion and to enhance literacy skills and citizenship education.

Routledge 2005: 246 x 174: 176pp Pb: 978-0-415-35535-3: £23.99 US $41.95

Stories for Classroom and Assembly

P

Active Learning in Values Education at Key Stages One and Two

This book provides original, themed stories and associated learning activities to promote young children’s cognitive and emotional development.

Routledge 2006: 246 x 174 Pb: 978-0-415-37603-7: £24.99

US $47.98

Mal Leicester Emphasising the importance of 'the story' as a springboard to learning, this teachers' resource book consists of fifteen learning sessions for use as one-hour classroom lessons or as the basis for a school assembly Routledge 2003: 246x174: 168pp Pb: 978-0-415-28699-2: £25.99

US $35.95

See Order Form in centre of catalogue

Early Years Stories for the Foundation Stage

Mal Leicester

Mal Leicester and Denise Taylor In Environmental Learning for Classroom and Assembly at KS1 & KS2, the highly successful and popular author Mal Leicester teams up with the conservationist Denise Taylor to teach children about wildlife and environmental conservation through the art of storytelling. Reflecting the child’s world, the book works outwards from home to garden to neighbourhood to the countryside and seaside and to the planet as a whole. At each level, appreciating, conserving, and enhancing our environment is considered.

P

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

NEW FOR 2009 2ND EDITION

Learning to Teach Citizenship in the Secondary School

S

Edited by Liam Gearon

’The latest book in a major series aimed at PGCE students and practising teachers...it is a comprehensive and illuminating resource on both citizenship and citizenship education.

Part one provides an excellent and thoughtful introduction to local, national and international citizenship. Part two is more mixed, with chapters on the complexities of citizenship education, pupils’ learning, the role of language and special educational needs. Part three provides the nuts and bolts of the book, with sound chapters on developing schemes of work, assessment and resources.’ – Professor David Hicks, TES Citizenship is a wide-ranging subject that can be taught in its own right, or through other curriculum subjects and activities. This fully updated new edition is intended for students training to teach Citizenship as a first or second subject, and will also be immensely helpful to experienced teachers who have opted to take responsibility for this exciting subject.

With key objectives and tasks for each chapter, this book will help teachers to improve their understanding of Citizenship education and to help their pupils understand their roles as citizens.

S

Series: Routledge Teaching Guides A workbook of practical activities for new and student teachers, encouraging users to analyse learning and performance. Includes case studies and examples of current good practice for inspiration and guidance.

US $33.95

FOR ALL TITLES IN THE ROUTLEDGE TEACHING GUIDES SEE PAGE 50

This is an invaluable resource for teachers and classroom assistants.

Covering the PHSE/citizenship national curriculum for key stage 2 this practical companion provides a year’s worth of circle time sessions with photocopiable assessment sheets.

Based on the extensive teaching experience of Daphne Gutteridge and Viv Smith, the user-friendly lesson plans enable the teacher to confidently tackle areas including: •developing self confidence •preparing to play an active role as citizens •developing a safe, healthy lifestyle

•the role of PSHE, and the role of the co-ordinator

•respecting the differences between people.

•deciding how to plan and what to teach in the PSHE curriculum •sensitive issues: drugs, sex and relationships •PSHE in the whole school curriculum •citizenship education •setting up a school council •monitoring, assessing, evaluating and reporting

Each lesson is linked to the Every Child Matters outcomes and the SEAL initiative (Social and Emotional Aspects of Learning). Opportunities for assessment and follow-up work are clearly built into each lesson and pupils are encouraged to review their own learning.

A David Fulton Book January 2008: A4: 88pp Pb: 978-0-415-44592-4: £15.99

US $30.95

•useful activities / INSET sessions for staff.

The book also includes useful further support material at the end of each chapter, including a range of handy photocopiable resources for the busy PSHE co-ordinator.

Routledge July 2009: A4: 280pp Pb: 978-0-415-47028-5: £37.99

First Steps to Emotional Literacy

PS

A Programme for Children in the FS & KS1 and for Older Children who have Language and/or Social Communication Difficulties Kate Ripley

US $96.95

CD

P

40+ Ideas for Multi-Faith Assemblies for 5-11 Years

Edited by Liam Gearon

Routledge 2006: A4: 128pp Pb: 978-0-415-36741-7: £18.99

Providing much needed support for both current and newly appointed PSHE co-ordinators as well as being a useful reference for head teachers, teachertrainers and classroom practice - this essential handbook sets out clearly and accessibly exactly what secondary schools will be expected to cover. Published in partnership with the PSHE Subject Association it offers a variety of useful strategies and tips for organising an effective PSHE programme, and includes chapters on:

Activity Assemblies to Promote Peace

FOR ALL TITLES IN THE LEARNING TO TEACH IN THE SECONDARY SCHOOL SERIES SEE PAGE 49

A Practical Guide to Teaching Citizenship in the Secondary School

Daphne Gutteridge and Vivien Smith

NEW

US $45.95

P

A Year’s Plan for Key Stage 2 Teachers

Colin Noble, Graham Hofmann and Val Flintoff

Series: Learning to Teach in the Secondary School Series

Routledge June 2009: 246 x 174: 304pp Pb: 978-0-415-48029-1: £22.99

S

The Secondary PSHE Co-Ordinator’s Handbook

Using Circle Time for PHSE and Citizenship

CITIZENSHIP AND PASTORAL CARE

NEW FOR 2009 2ND EDITION

Elizabeth Peirce Teaching children about peace and peaceful strategies, learning to handle conflict creatively, tackling injustice and racial prejudice, is imperative and relevant for today’s children. Packed with topical ideas for the primary school teacher, this book offers material for 40+ primary assemblies, easy to use in an assembly or for preparation.

’A useful resource for SENCOs and PSHE coordinators.’ – Teacher Review, Literacy Time Plus

Helping children to label their own emotions before they can focus on understanding other people’s, this comprehensive programme is designed to assist early years practitioners help children to achieve these first important steps.

A David Fulton Book 2007: A4: 88pp Pb: 978-1-84312-415-3: £27.99

US $53.95

A great resource to dip into for one-off assemblies or follow as a programme of themed assemblies for a term, it is helpfully split into topic areas on peace which include: cooperation; children’s writing; places and challenges; assembly plays; environment and stories.

Each assembly starts with a drama, story or interactive activity, followed by a prayer and ‘reflection’ and a hymn or a song. There are suggestions for questions and ideas for developing the theme which include using masks and puppets, as well as stories from six major world religions: Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism.

A David Fulton Book June 2008: 246 x 174: 176pp Pb: 978-0-415-46682-0: £23.99

US $45.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

23

CITIZENSHIP AND PASTORAL CARE

LITTLE BOOKS OF LIFE SKILLS The strategies and activities in the Little Books of Life Skills will help children see themselves as champions of their own world, a critical step in meeting the outcomes of the Every Child Matters agenda. Each title in the series will help children get the skills they need to enjoy and achieve – in school and beyond.

Helping your Pupils to Work Cooperatively

Helping Your Pupils to be Resilient

Helping Your Pupils to Ask Questions

Kath Murdoch and Jeni Wilson

Jen Allen, Michele Murray and Kelli Simmons

Sally Godinho and Jeni Wilson

A David Fulton Book 2007: A5: 72pp Pb: 978-0-415-44731-7: £9.99

Helping your Pupils to Think for Themselves Jeni Wilson and Kath Murdoch A David Fulton Book 2007: A5: 72pp Pb: 978-0-415-44730-0: £9.99

Getting to Know Me

P

John Taylor The lessons in Getting to Know Me aim to foster positive attitudes towards self and others. The book contains worksheets, games, cards and study grids to assist teachers in their day-to-day work in the classroom.

A David Fulton Book 2006: 279 x 216: 104pp Pb: 978-1-84312-414-6: £17.99

A David Fulton Book 2007: A5: 72pp Pb: 978-0-415-44728-7: £9.99

5

A David Fulton Book 2007: A5: 72pp Pb: 978-0-415-44727-0: £9.99

.95

Helping Your Pupils to Communicate Effectively and Manage Conflict Lynette Longaretti and Robyn English A David Fulton Book 2007: A5: 72pp Pb: 978-0-415-44729-4: £9.99

Meeting SEN in the Curriculum: Citizenship

PS

Alan Combes A David Fulton Book 2004: 279 x 216: 160pp Pb: 978-1-84312-169-5: £27.99 US $51.95

US $31.95

FOR ALL TITLES IN THE MEETING SEN IN THE CURRICULUM SERIES SEE PAGE 74

P

Dramatherapy

Raising Children’s Self-Esteem and Developing Emotional Stability Penny McFarlane This book covers: •tried and tested practical activities to use with children

The Emotional Literacy Handbook

P

A Guide for Schools James Park, Alice Haddon and Harriet Goodman Demonstrating how schools can reduce conflict and bullying, this title promotes tolerance and stimulates a positive attitude to teaching and learning by creating an emotionally literate environment.

•simple explanations of how and why dramatherapy works •informative case studies that show activities being used in practice.

A David Fulton Book 2006: 279 x 216: 140pp Pb: 978-1-84312-265-4: £22.99

P

US $41.95

A David Fulton Book 2004: 254 x 178: 152pp Pb: 978-1-84312-060-5: £24.99 US $42.95

24

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

DRAMA

DRAMA NEW SERI ES

CREATING DRAMA Miles Tandy and Jo Howell

These highly practical books give you all the ideas you need to make drama an exciting, regular and integral part of your school’s curriculum.

Helpfully and accessibly structured, it offers detailed suggestions for work for each year group in Reception and Key Stage 1 and 2 covering drama and literacy, drama and the whole curriculum, film, media and ICT, and drama for performance.

P

Every one of the units has been carefully trialled in a primary school and includes comments from the teachers and children who worked on it. Each unit follows the same clear structure which you may choose to follow in detail or adapt to fit with you own plans and the needs of your own pupils.

•Where this unit fits in – how it relates to the other plans, progression in drama, the Renewed Framework, and the rest of the curriculum for this age group •Key learning – clear learning objectives and expected outcomes for drama and, where appropriate, for other areas of the curriculum •Resources – what you will need to teach this work in terms of space, materials and other resources •Steps for teaching and learning – very clear step-by-step guidance on putting the work into practice •Guidance on assessment – what to look for from groups and individuals, and how to record it and use it in further planning •Linking to writing – how you can use this unit to help you develop writing across the whole primary curriculum •Adapting this unit for other content – for example, if it is the role play area as a motorcycle shop, how you would adapt the ideas for other role play ideas – if you’re doing the Saxons rather than the Romans, what you might change, take out or add •Comments from teachers and children. Based on the authors’ extensive experience as teachers and in-service trainers, this series will offer you all that you need to develop excellent and exciting practice in drama right through your primary school.

Creating Drama with 4-7 Year Olds

Creating Drama with 7-11 Year Olds

Lesson Ideas to Integrate Drama into the Primary Curriculum

Lesson Ideas to Integrate Drama into the Primary Curriculum

Miles Tandy and Jo Howell

Miles Tandy and Jo Howell

A David Fulton Book December 2009: A4: 84pp Pb: 978-0-415-48349-0: £18.99

A David Fulton Book December 2009: A4: 108pp Pb: 978-0-415-48350-6: £19.99

NEW FOR 2009

JUMPSTART! Jumpstart! Drama Games and Activities for Ages 5-11 Teresa Cremin, Roger McDonald, Emma Goff and Louise Blakemore Series: Jumpstart!

Jumpstart! Drama contains more than forty engaging, practical, easy-to-do and highly motivating drama activities which will appeal to busy primary teachers who wish to enliven their practice and make more use of drama in line with the Framework for Literacy.

All the activities connect to well-known texts, which are popular in primary classrooms, and the conventions described can be used in a variety of subjects, suiting a wide range of learning styles. The book is organised around four sections, which can be dipped into, each providing rich and accessible ideas to stimulate drama in the classroom, helping teachers to: •use stories as a basis for drama work •use poetry as a stimulus for drama •teach non-fiction through the use of drama •develop role play areas and the drama opportunities they provide.

Ideal for busy primary teachers who wish to encourage their pupils in drama, Jumpstart! Drama will help teachers to use literary and non fiction texts in a dramatic and motivating manner.

A David Fulton Book April 2009: A5: 96pp Pb: 978-0-415-48248-6: £11.99

SEE PAGE 1 FOR ALL THE JUMPSTART! BOOKS

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

25

DRAMA

NEW 3RD EDITION

NEW

Young at Art

Beginning Drama 4-11

EP

Joe Winston and Miles Tandy ‘As someone engaged in teacher education, I strongly recommend this book to all student teachers at primary level...and to practising teachers new to drama.’

– Research in Drama Education This third edition of Beginning Drama 4-11 is fully updated and revised in light of the renewed Framework for Teaching Literacy, and provides an introduction for early years and primary school teachers who are new to drama and for student teachers who wish to specialise in the teaching of drama.

It offers step-by-step guidance to help teachers and children grow in confidence in their use of drama, and shows clearly how drama can contribute to work in English, and learning across the curriculum, as well as to the broader cultural life of the school.

A David Fulton Book October 2008: 246 x 189: 144pp Pb: 978-0-415-47583-9: £19.99

2ND EDITION

PS

Jonothan Neelands ’Beginning Drama 11–14 will be of interest to student teachers on PGCE courses or to experienced teachers wishing to examine the pedagogy of drama teaching.’ – English Drama Media

Practical Projects for Secondary Schools

Christine Hatton and Sarah Lovesy

Martin Lewis and John Rainer

Young at Art is a practical guide to playbuilding for teachers working with students at an upper primary and secondary level. Focusing on an area often neglected in traditional drama text books, the book covers the process of devising drama, and the teacher’s role in facilitating students to collectively become playwrights, actors, designers, directors and critics of their ensemble work. The playbuilding process is covered in a structured manner, which includes:

’Martin Lewis and John Rainer’s book is an effective, practical set of projects for teachers suitable for key stage 3/4. It offers a wealth of material, which has the potential to engage pupils with a range of abilities ... This publication will prove invaluable in any drama classroom.’ – TES

•Mapping the Territory: identifying critical issues relating to teaching and learning in playbuilding, and laying the basic foundations of understandings and practice.

•Levels at Work: offering three approaches to playbuilding, catering for a range of learning experiences.

An essential guide for all drama teachers, Young at Art covers practical teaching issues and strategies for working with groups of students to help them perform their playbuilt stories to an audience, as well as techniques for student assessment and evaluation, providing a wealth of exemplary starting points and approaches. The book offers detailed guidance on working with students to help facilitate the collaborative creative and reflective processes, offering practical ideas and structures which can be easily implemented in the classroom.

Routledge 2005: A4: 192pp Pb: 978-0-415-31908-9: £41.99

Improve your Primary School Through Drama

EP

A Practical Guide to Teaching Drama to Children in the Foundation Stage

A David Fulton Book 2006: 144pp Pb: 978-1-84312-306-4: £18.99

’Innovative and daring, this book helps children communicate and cope with feelings...Should you buy? Yes. Used sensitively, it will equip children to support themselves during difficult, emotional times.’ – Literacy Time

Helping you to plan and deliver drama as a key tool for improving literacy, this book is packed with ’read it and run with it’ activities.

Full of suggestions, actitivies and sample session plans that are set alongside intended ‘learning objectives’ of the Foundation Stage, this book shows early years practitioners how to teach drama and stagework to children from 3 – 5 years.

Routledge 2007: 216 x 138: 128pp Pb: 978-0-415-42169-0: £15.99

P

Rosanna Morales

Bringing Books to Life Through Drama for 4-7 year olds

Series: The Nursery World/Routledge Essential Guides for Early Years Practitioners

US $35.95

Empowering Your Pupils Through Role-Play

Kay Hiatt

Debbie Chalmers

P

Using drama right across the curriculum to improve and invigorate teaching and learning, this book provides whole school and individual class approaches underpinned by sound theory and implemented in a real primary school.

EP

Drama Play

US $79.95

Exploring Emotions and Building Resilience

US $35.95

US $31.95

Drama 3 - 5

’This book is full of promise, and will no doubt provide teachers of drama with food for thought.’ – English Drama Media

Rachel Dickinson and Jonothan Neelands

A David Fulton Book October 2008: 246 x 174: 208pp Pb: 978-0-415-45478-0: £19.99

A David Fulton Book 2004: 229 x 152: 112pp Pb: 978-1-84312-086-5: £16.99

S

Classroom Playbuilding in Practice

•Playbuilding for All: explores theatre practitioners’ techniques, working with students’ personal stories and narratives and playbuilding with a contemporary edge.

US $37.95

Beginning Drama 11-14

PS

Teaching Classroom Drama and Theatre

A David Fulton Book 2006: A4: 96pp Pb: 978-1-84312-178-7: £16.99

A David Fulton Book 2007: A4: 128pp Pb: 978-0-415-44708-9: £19.99

US $35.95

US $30.95

US $26.95

FOR ALL TITLES IN THE NURSERY WORLD SERIES SEE PAGE 36

26

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

NEW FOR 2009

2ND EDITION

2ND EDITION

Edited by Julie Evans and Chris Philpott

Learning to Teach Design and Technology in the Secondary School

Series: Routledge Teaching Guides

A Companion to School Experience

Nicholas Addison and Lesley Burgess

A Practical Guide to Teaching Music in the Secondary School provides valuable support, guidance and creative new ideas for all student teachers, mentors and practising teachers who want to develop their music teaching. Written to accompany the successful textbook Learning to Teach Music in the Secondary School, it will help you understand important current developments and explore new possibilities for teaching and learning.

Edited by Gwyneth Owen-Jackson

Series: Learning to Teach in the Secondary School Series

A Practical Guide to Teaching S Music in the Secondary School

Considering the revised KS3 curriculum and the 14-19 agenda in music, it seeks to broaden the perspectives of music teachers through engaging with collaborative practice, transitions and cross-curricular work.

Routledge April 2009: A4: 104pp Pb: 978-0-415-48258-5: £18.99

US $35.95

2ND EDITION

Learning to Teach Music in the Secondary School A Companion to School Experience Christopher Philpott and Gary Spruce Series: Learning to Teach in the Secondary School Series Packed full with tasks, activities and reflections to help student-teachers to integrate the theory and practice of music education, this book aims to develop open and reflective practitioners who will critically examine their own and others’ ideas about music education and the way in which children learn music.

2006: 246x174: 304pp Pb: 978-0-415-35105-8: £22.99

S

A Companion to School Experience

Series: Learning to Teach in the Secondary School Series This second edition helps student-teachers develop their subject knowledge and professional knowledge and skills. It looks at the theory underpinning important issues and links this to practice in the classroom.

Fully updated to take account of changes in the curriculum, there are new chapters on: teaching graphics, 14-19 vocational qualifications and cross-curricular links to literacy, numeracy, citizenship and sustainability.

Bringing together insights from current educational theory and the best contemporary classroom teaching and learning, this book will prove an invaluable resource in enhancing the quality of initial school experience for the student teacher.

Routledge May 2008: 246 x 174: 264pp Pb: 978-0-415-46493-2: £23.99

Learning to Teach Art and Design in the Secondary School

US $42.95

A Practical Guide to Teaching Design and Technology in the Secondary School

'I believe this book will become a beginning teacher's bible. It bridges the gap created by teaching practice...and collegebased learning...It will enable students to access information easily, either to develop their own practice or for written assignments.' – TES

ART, DESIGN & TECHNOLOGY AND MUSIC

ART, DESIGN & TECHNOLOGY AND MUSIC

Learning to Teach Art and Design in the Secondary School advocates art, craft and design as useful, critical, transforming, and therefore fundamental to a plural society. It offers a conceptual and practical framework for understanding the diverse nature of art and design in education at KS3 and the 14-19 curriculum. It provides support and guidance for learning and teaching in art and design, suggesting strategies to motivate and engage pupils in making, discussing and evaluating visual and material culture.

2007: 246x174: 360pp Pb: 978-0-415-37773-7: £23.99

SEE ALL TITLES IN THE ROUTLEDGE TEACHING GUIDES ON PAGE 50

Gwyneth Owen-Jackson Series: Routledge Teaching Guides Containing a wealth of practical activities and materials that provide excellent opportunities to analyse learning and performance within Design and Technology, this book also includes case studies and examples of existing good practice and a range of tried-andtested strategies. Specially designed to be written in directly, it provides a useful record of progress and is accompanied by a supporting website.

SEE ALL TITLES IN THE LEARNING TO TEACH IN THE SECONDARY SCHOOL SERIES ON PAGE 49

2007: A4: 144p Pb: 978-0-415-42369-4: £18.99

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

27

MODERN FOREIGN LANGUAGES

MODERN FOREIGN LANGUAGES NEW FOR 2009

An Essential Introduction to Language and Linguistics for Teachers

S

Jean Stilwell Peccei Without assuming any prior knowledge of the subject, this textbook offers students on initial teacher education and PGCE courses all they ever need to know about the four main areas of language and linguistics:

3RD EDITION

Learning to Teach Modern Foreign Languages in the Secondary School

Series: The Gifted and Talented Series

Norbert Pachler, Ann Barnes and Kit Field

Meeting the Needs of Your Most Able Pupils in Modern Foreign Languages covers the areas that all MFL teachers need to be aware of: recent government legislation, national initiatives and departmental policy. The book provides subject specific guidance, illustrated with case studies on the following areas:

Series: Learning to Teach in the Secondary School Series Reviews from 2nd Edition ’It is an excellent reference resource presenting clear, straightforward, factual information on all current issues facing MFL student teachers ...

Also an excellent reference guide during the first years of teaching’ – Mentoring and Tutoring

•morphology – the structure of words, definitions of basic concepts like morpheme and root affix and the tools we use for forming new words in English

I would regard this book as indispensable for both HE tutors and mentors, and an important book to recommend to all MFL students’ – Langauge Learning Journal

•grammar – nouns, pronouns, adjectives and adverbs, and how words are expanded into phrases, sentence structure and meaning, punctuation and an introduction to the notion of the clause, subordinate clause and compound sentences.

A Practical Guide to Teaching S Modern Foreign Languages in the Secondary School

This fully revised, third edition has been thoroughly updated to take account of recent policy and curriculum changes. And, with the recent increased emphasis on teachers as researchers, and the alignment of many PGCE courses, with Masters level criteria, reference to important concepts and theoretical positions have been strengthened with strong reference to their relevance in the context of professional practice. A new chapter discussing the findings of research on Second Language Acquisition and Foreign Language Learning has been added.

Other chapters cover a wide range of relevant topics, including:

Edited by Norbert Pachler and Ana Redondo

•teaching methods and learning strategies

Series: Routledge Teaching Guides

•teaching in the target language and developing cultural awareness

US $37.95

’What makes this book so good is its practical design and clear layout.

I would recommend this book as a companion to developing teaching practice of MFL trainee teachers and NQTs, as it provides a well balanced selection of tasks and guidance for further reading and research.’ – ESCalate, Higher Education Academy This practical guide offers valuable support for student-teachers and teachers in their early professional development. It provides detailed and up to date examples of theory in practice, and includes practical advice about planning and teaching MFL in the classroom.

Routledge 2006: A4: 152pp Pb: 978-0-415-39328-7: £18.99

•recognizing high potential or ability •multiple intelligences and learning styles •classroom provision

•the teaching of grammar

•planning differentiation, extension and enrichment •teacher questioning skills •homework •recording and assessment •beyond the classroom: visits, residentials, competitions, summer schools, masterclasses, links with universities, businesses and other organizations.

A David Fulton Book March 2008: A4: 160pp Pb: 978-1-84312-332-3: £26.99

•the use of ICT in modern foreign language teaching.

SEE ALL TITLES IN THE GIFTED AND TALENTED SERIES ON PAGE 66

P

A Guide for Teachers Jane Jones and Simon Coffey Providing snapshots of good practice as well as a bank of practical ideas to help integrate foreign language teaching into the curriculum, this book will be key reading for all current and trainee teachers involved in the successful implementation of primary MFL.

US $42.95

SEE ALL TITLES IN THE LEARNING TO TEACH IN THE SECONDARY SCHOOL SERIES ON PAGE 49

Meeting Special Needs in Modern Foreign Languages

PS

Sally McKeown A David Fulton Book 2004: 279 x 216: 160pp Pb: 978-1-84312-165-7: £27.99

US $49.95

Modern Foreign Languages 5-11

•differentiation and assessment

Routledge July 2008: 246 x 174: 416pp Pb: 978-0-415-43241-2: £23.99

•support for more able students with learning difficulties (ADHD, dyslexia, sensory impairment)

A David Fulton Book 2006: 246 x 174: 176pp Pb: 978-1-84312-390-3: £18.99

US $51.95

US $33.95

US $33.95

SEE ALL TITLES IN THE ROUTLEDGE TEACHING GUIDES SERIES ON PAGE 50

ORDER NOW!

PS

Gretchen Ingram

•lexical semantics – a beginner’s guide to the most useful concepts for teachers in terms of the development of children’s vocabularly and writing skills

Routledge July 2009: A4: 180pp Pb: 978-0-415-42175-1: £19.99

Meeting the Needs of Your Most Able Pupils: Modern Foreign Languages

A Companion to School Experience

•phonology – the sounds of words, how speech sounds are produced

28

S

See Order Form in centre of catalogue

SEE ALL TITLES IN MEETING SEN IN THE CURRICULUM SERIES ON PAGE 74

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

Creative Approaches to Physical Education

PHYSICAL EDUCATION AND SPORT

PHYSICAL EDUCATION AND SPORT PS

Helping Children to Achieve their True Potential Edited by Jim Lavin Creative Approaches to Physical Education provides guidance on how to develop innovative new approaches to the delivery of each area of the National Curriculum for PE at Key Stages 2 and 3.

The ideas have all been successfully developed in schools where every child has been encouraged to find success and to express themselves in new ways that surprise and delight teachers. Pupils feel ownership of their learning and pride in their achievements, fostering interest, creativity and motivation.

Ideal for non-specialist and specialist PE teachers, and trainee teachers alike, this book: •explores the PE curriculum in a much wider sense than traditional approaches allow •covers the key areas of physical education such as games, dance and gymnastics •inspires us to look afresh at how we can exploit the learning potential of the outdoors •shows how children use skills to express themselves creatively •gives innovative suggestions for the use of ICT in PE teaching to encourage independent, personalised leaning •examines how physical education can be linked with other subjects in a creative way.

This book offers teachers and all those who work with young people alternative approaches and activities that allow young people to express their creative side through physical activity and discover active healthy interests that will last a lifetime.

Routledge April 2008: 246 x 174: 168pp Pb: 978-0-415-44588-7: £17.99

US $35.95

Meeting the Needs of Your Most Able Pupils in Physical Education & Sport

PS

Dave Morley and Richard Bailey

Physical Education and Development 3–11 A Guide for Teachers

An accessible guide, this book allows all nonspecialist primary teachers to approach the subject of PE with confidence, encouraging a better understanding of its role within schools and the special contribution it can make to children’s lives.

Meeting the Needs if Your Most Able Pupils in PE/Sports Studies provides specific guidance on: •recognizing high ability and multiple intelligences •planning, differentiation and extension/ enrichment •support for more able pupils with learning difficulties •homework •recording and assessment •beyond the classroom: visits, residentials, competitions, summer schools, masterclasses, links with other institutions.

A David Fulton Book 2006: A4: 160pp Pb: 978-1-84312-334-7: £26.99

A Practical Guide to Teaching Physical Education in the Secondary School

S

Susan Capel, Peter Breckon and Jean O’Neill

Jonathan Doherty

Series: The Gifted and Talented Series

•teacher questioning skills

EP

A David Fulton Book 2007: 246 x 174: 240pp Pb: 978-1-84312-456-6: £17.99

Series: Routledge Teaching Guides An invaluable, practical workbook for physical education studentteachers as they develop their practice in the secondary school.

Activities in each chapter provide a toolkit to help student PE teachers to analyse their learning and performance.

US $31.95

S

Learning to Teach Physical Education in the Secondary School

Routledge 2006: A4: 176pp Pb: 978-0-415-36111-8: £18.99

US $33.95

SEE ALL TITLES IN THE ROUTLEDGE TEACHING GUIDES SERIES ON PAGE 50

A Companion to School Experience Susan Capel

US $49.95

SEE ALL TITLES IN THE GIFTED AND TALENTED SERIES PAGE 66

Series: Learning to Teach in the Secondary School Series The second edition of this popular textbook draws together background information about teaching and about PE, basic teaching skills specifically related to physical education and broader knowledge and understanding of issues in the wider context of PE. 2004: 246x174: 360pp Pb: 978-0-415-33636-9: £22.99

SEE ALL TITLES IN THE LEARNING TO TEACH IN THE SECONDARY SCHOOL SERIES ON PAGE 49 E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

29

THINKING SKILLS AND PROBLEM SOLVING

THINKING SKILLS AND PROBLEM SOLVING BELLE WALLACE Belle Wallace researched to define and then to trial a Problem-Solving and Thinking Skills Framework that would be inclusive for all learners, and yet would encourage differentiation and personalised learning. Through extensive action research, teachers and learners contributed to the development of TASC: Thinking Actively in a Social Context. The TASC Framework is now used extensively both nationally and internationally, and recent evaluation across 4,000 classrooms has shown that when the TASC Framework is embedded across the curriculum, learners’ motivation, commitment and self-esteem rise alongside a rise in standards of achievement.

NEW

Teaching Problem-Solving and EP Thinking Skills through Science

Thinking Skills and Problem-Solving - An Inclusive Approach

P

A Practical Guide for Teachers in Primary Schools

Belle Wallace, Andrew Berry and Diana Cave

’The authors have bravely faced the challenge of designing a framework for an inclusive approach aimed at teaching children to think effectively. This contribution to the literature is of great theoretical and practical value and is highly recommended for all people (from trainee teachers to experienced educators) involved in enabling children to become aware of diversity through a globally relevant curriculum while applying appropriate thinking skills in order to solve problems effectively.’ – Gifted Education International

Belle Wallace and Richard Bentley 'This valuable contribution opens the way to increasing children's motivation to learn through a thinking skills framework so that they may acquire tools for lifelong learning.'

– Gifted Education International

Belle Wallace, June Maker and Diana Cave

This highly practical resource book presents ways in which teachers can help to develop children’s problem-solving and thinking skills through a range of exciting science topics. The book contains classroom-based activities which have been trialled and evaluated by teachers and children, and helpfully shows how the skills developed through rigorous scientific investigations can be used across all areas of the curriculum.

The book contains learning objectives for each activity, step by step guidelines for carrying out each problem-solving activity, basic equipment that’s needed, examples of learner’s work and guidelines for assessment. This book is a mustbuy for all early years and primary school teachers keen to encourage an inclusive but differentiated approach to the development of problem-solving and thinking skills in their pupils.

A David Fulton Book 2005: 279 x 216: 160pp Pb: 978-1-84312-107-7: £19.99

A David Fulton Book 2002: 160pp Pb: 978-1-85346-767-7: £21.99

Using History to Develop Thinking Skills at Key Stage 2

P

Belle Wallace This practical resource book presents ways in which teachers can help to develop children's problem solving and thinking skills through a range of history topics.

US $35.95

Teaching Thinking Skills P Across the Primary Curriculum

A David Fulton Book 2003: 112pp Pb: 978-1-85346-928-2: £18.99

A Practical Approach for All Abilities Edited by Belle Wallace

US $35.95

Teaching Thinking Skills Across the Early Years

PS

A Practical Approach for Children Aged 9-14

Exciting Cross-Curricular Challenges for Foundation Phase, Key Stage One and Key Stage Two

A David Fulton Book October 2008: A4: 168pp Pb: 978-0-415-45035-5: £19.99

Teaching Thinking Skills Across the Middle Years

EP

A Practical Approach for Children Aged 4-7 Edited by Belle Wallace This book helps teachers incorporate problemsolving and thinking skills into the National Curriculum at the Foundation Phase and Key Stage 1.

A David Fulton Book 2002: 279 x 216: 178pp Pb: 978-1-85346-842-1: £21.99

’The authors have succeeded in compiling an excellent guide, relevant not only to teachers, teacher trainers, teaching assistants, student teachers and parents of Key Stage 1 children, but one which offers principles which can (and should) be applied across all education phases and subjects.’ – Gifted Education International A David Fulton Book 2001: 128pp Pb: 978-1-85346-766-0: £21.99

Teaching the Very Able Child

PS

Developing a Policy and Adopting Strategies for Provision Belle Wallace This book provides practical help on meeting their needs within the mainstream school, and advice on formulating and developing effective whole-school policy.

A David Fulton Book 2000: 112pp Pb: 978-1-85346-705-9: £19.99

US $37.95

US $37.95

30

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

P

A Programme for Developing Thinking Skills in 7 to 12 Year Olds Smart Thinking helps primary school teachers to develop their pupil’s capacities to become deep thinkers and independent learners. Supporting the creation of a thoughtful classroom that provides opportunities for pupil’s negotiation, goal setting and decision making, this book encourages the teaching of reflection and metacognition, providing pupils with the tools they need to be able to evaluate and regulate their own thinking.

Key aspects of teaching and learning covered include: •planning for learning by setting individual goals •selecting, using and monitoring appropriate strategies •identifying own thinking processes •making reasoned judgements •asking powerful questions •being careful observers.

US $37.95

P

Learn to Think Basic Exercises in the Core Thinking Skills for Ages 6-11 John Langrehr

Research suggests that pupils require activities that encourage them to think flexibly about possibilities and to make independent judgements.

Learn to Think takes a cross-curriculum approach and offers a wide range of exercises in all significant thinking skills areas: •organisational •analytical •evaluative •creative.

This book introduces the basic core thinking processes used to connect and make sense of information through a range of skill based sections which provide the basis of a thinking skills programme for pupils. It is complete with introductory notes and examples, pupil work sheets, suggested answers and further useful questions. The resources are fully photocopiable and are suitable for 6-11 year olds.

A David Fulton Book May 2008: A4: 96pp Pb: 978-0-415-46590-8: £15.99

US $31.95

P

NEW

Learning for Themselves

Carol McGuinness, Carol Curry, Angela Eakin and Noel Sheehy

Kath Murdoch and Jeni Wilson Learning for Themselves offers teachers a repertoire of effective strategies and frameworks to nurture independent learning. The chapters are organised into four broad areas:

Series: Improving Practice (TLRP) Thinking Lessons for Thinking Classrooms will help primary schools seeking new ways to promote children’s thinking. Focusing on skills such as: information processing, reasoning, enquiry, being creative, evaluating, problemsolving, decision-making and working with others, the book shows teachers how to design and teach thinking lessons across the curriculum.

The book is based on a project called ’Activating Children’s Thinking Skills’, during which the authors found that an effective way of working with children was to teach a curriculum topic and a specific pattern of thinking, together. All the activities have been tried-and-tested in busy primary schools. For those teachers who are ready to advance their practice, it explores issues related to planning schemes of work, progression in developing thinking skills, observing and assessing thinking, as well as advice related to how teachers can share their practice.

Routledge May 2009: A4: 144pp Pb: 978-0-415-45454-4: £19.99

P

Pathways for Thinking and Independent Learning in the Primary Classroom

Tools for Teachers

Jeni Wilson and Lesley Wing Jan

A David Fulton Book January 2009: A4: 128pp Pb: 978-0-415-48700-9: £19.99

NEW FOR 2009

Thinking Lessons for Thinking Classrooms

•learning preferences •thinking •inquiry •personal challenges.

Each section includes learning tasks covering commonly addressed topics in primary school curriculums, with each task designed to be adapted by students and teachers to suit particular interests and a range of teaching and learning goals.

Photocopiable learning proformas for each task, and additional proforma resources are included to assist teachers and pupils when planning, managing, monitoring and keeping records associated with independent learning. Saving valuable planning time for teachers, this book offers a creative and effective way to encourage pupil’s independence and will appeal to all teachers who aim to equip their pupils with transferable skills.

A David Fulton Book January 2009: A4: 136pp Pb: 978-0-415-48699-6: £19.99

THINKING SKILLS AND PROBLEM SOLVING

NEW

Smart Thinking

US $37.95

US $39.95

2ND EDITION

FOR ALL TITLES IN THE IMPROVING PRACTICE SERIES SEE PAGE 32

Tricky Thinking Problems Advanced Activities in Applied Thinking Skills for Ages 6-11

Children as Philosophers

P

Joanna Haynes Since the publication of the first edition of Children as Philosophers in 2002 there has been an enormous growth of interest in philosophy with children.

John Langrehr and Jan Langrehr Tricky Thinking Problems explores the advancement of creative and critical thinking, and the activities are designed to help pupils test and develop such processes. A series of fascinating challenges are used to stimulate cognitive organisation in areas such as categories, similarities, differences, ordering, analysing, predicting and many more.

Pupils will enjoy developing their range of different thinking skills as they complete the resources based on topics such as animals, weather, communications and food. Rather than being told which particular thinking skill to use, the questions are designed to encourage pupils to pick and choose a range of skills and apply them creatively.

A David Fulton Book May 2008: A4: 68pp Pb: 978-0-415-46591-5: £14.99

US $28.95

P

Learning Through Enquiry and Dialogue in the Primary Classroom

This fully revised second edition suggests ways in which you can introduce philosophical enquiry to your Personal, Social and Health Education and Citizenship teaching and across the curriculum.

This fascinating book is an invaluable resource for all teachers and trainees seeking a thoughtful and contextualised introduction to the theory and practice of philosophical enquiry with children, including: •expanded discussion on children’s voice and participation at school •the theory and practice of dialogical approaches to teaching and learning •new evidence of the educational impact of philosophy with children in the classroom •what should inform the professional choice of resources for teaching philosophy •wider international debates about learning styles, skills and intelligence.

Routledge May 2008: 216 x 138: 192pp Pb: 978-0-415-44681-5: £22.99

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

US $44.95

31

THINKING SKILLS AND PROBLEM SOLVING

USING LITERACY TO DEVELOP THINKING SKILLS P

These creative off-the-shelf activities will spark children’s thinking skills through speaking, listening, reading and writing.

Using Literacy to Develop Thinking Skills with Children Aged 5 -7

Using Literacy to Develop Thinking Skills with Children Aged 7-11

Paula Iley

Paula Iley A David Fulton Book 2006: A4: 128pp Pb: 978-1-84312-282-1: £18.99

Philosophy in the Classroom

P

Improving your Pupils’ Thinking Skills and Motivating Them to Learn

A David Fulton Book 2006: A4: 128pp Pb: 978-1-84312-283-8: £18.99

Critical Thinking

Think About It!

P

Thinking Skills Activities for Years 3 and 4

Jennifer Moon

Jacquie Buttriss and Ann Callander

Ron Shaw

In this book, Jenny Moon explores and clarifies critical thinking, and provides practical guidance for improving student learning and supporting the teaching process.

Ever had difficulty inspiring your children to consider and discuss philosophical concepts?

This book helps teachers tap in to children’s natural wonder and curiosity. The practical lesson plans encourage children to express their own points of view.

A David Fulton Book 2007: A4: 72pp Pb: 978-0-415-44710-2: £18.99

FE

An Exploration of Theory and Practice

Routledge 2007: 234 x 156: 248pp Pb: 978-0-415-41179-0: £24.99 US $45.95

Engage pupils’ interest and imagination with these thirty-six stand-alone lesson plans. These thought-provoking activities are suitable for pupils of all abilities and will also help improve their literacy skills.

A David Fulton Book 2006: A4: 128pp Pb: 978-1-84312-234-0: £15.99 US $30.95

THE IMPROVING PRACTICE SERIES

US $33.95

Books in the Improving Practice series present tried-and-tested advice to encourage and support teachers in exploring new ways of enhancing learning experiences and improving educational outcomes of all sorts.

Each book is eminently practical yet underpinned by research from the Teaching and Learning Research Programme (TLRP), the UK’s largest ever coordinated education enquiry.

• Improving Primary Literacy, p11 • Improving Primary Mathematics, p14 • Thinking Lessons for Thinking Classrooms, p31 • Promoting Effective Group Work in the Primary Classroom, p59 • Learning How to Learn, p60

32

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

PRACTICAL GUIDANCE IN THE EARLY YEARS FOUNDATION STAGE

NEW

Edited by Sandy Green This highly practical series links fully and comfortably to the Early Years Foundation Stage making the implementation of the practice guidance within your setting easy. Each book provides a theoretical background on which good practice is based, helping practitioners provide children with a relevant, age appropriate, exciting and challenging curriculum in each area of learning.

Personal, Social and Emotional Development in the Early Years Foundation Stage

Knowledge and Understanding of the World in the Early Years Foundation Stage

Physical Development in the Early Years Foundation Stage

Sue Sheppy

Stella Louis

This book will both raise the awareness of readers as to what physical development actually entails, and help them provide learning opportunities for young children that are relevant, realistic and challenging.

The author guides practitioners in the provision of opportunities for children to be active and interactive and to use their senses to learn about the world around them.

Using the clear and accessible material in this book practitioners will be guided through the process of helping children develop an understanding of themselves; to help them gain independence and to become excited and motivated about their learning.

A David Fulton Book December 2008: 234 x 156: 192pp Pb: 978-0-415-47180-0: £16.99

Creative Development in the Early Years Foundation Stage Pamela May The clear and practical information in this book will help practitioners in supporting and developing the natural curiosity of children, helping them explore and express their own ideas through a variety of activities including music art and dance.

A David Fulton Book December 2008: 234 x 156: 144pp Pb: 978-0-415-47653-9: £16.99

Communication, Language and Literacy in the Early Years Foundation Stage Helen Bradford Children’s early communication needs careful nurturing and support. Practitioners will be both challenged and supported by this book which focuses on the skills needed for language and literacy and all aspects of children’s interaction with others.

The information and practical ideas in this book will assist early years professionals in helping children make sense of their developing world, explore their environment and discover their own preferences.

Knowledge and understanding of the world cuts across all of the EYFS guiding themes and this book will encourage practitioners to think about and develop their own understanding of the implications for inclusion, respect for oneself and for others irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, gender, disabilities or abilities.

A David Fulton Book December 2008: 234 x 156: 176pp Pb: 978-0-415-47304-0: £16.99

Angela D. Nurse

EARLY YEARS AND CHILDCARE

EARLY YEARS AND CHILDCARE

A David Fulton Book January 2009: 234 x 156: 112pp Pb: 978-0-415-47905-9: £16.99

Planning for the Early Years Foundation Stage Sandra Smidt

Problem Solving, Reasoning and Numeracy in the Early Years Foundation Stage Anita M. Hughes This book offers an in-depth understanding of children’s thinking skills from a psychological perspective. The book introduces the Learning Tools model, a vital cognitive tool used by children to learn and solve problems, and gives practical ideas on how practitioners can use everyday materials to promote problem solving and early numeracy skills through play.

Readers are encouraged to reflect on their own practice and understanding to help them provide learning opportunities to meet the unique needs of all children in their setting.

Planning across the Early Years Foundation Stage complements the six curriculum area books in this series by explaining the basis of clear planning and how it links to careful observation and assessment. Useful examples are provided throughout, Planning across the Early Years Foundation Stage will raise awareness of what is needed within early years settings, explain the who, when and whys of observation, assessment and planning, and make useful links to each of the other books in the series.

A David Fulton Book February 2009: 234 x 156: 128pp Pb: 978-0-415-47729-1: £16.99

SAVE MONEY

Practical Guidance in the Early Years Foundation Stage Set Pb: 978-0-415-47862-5: £98.00

A David Fulton Book December 2008: 234 x 156: 160pp Pb: 978-0-415-47654-6: £16.99

The learning opportunities for children need to be relevant for their age group, realistic and challenging.

December 2008: 234x156: 134pp Pb: 978-0-415-47427-6: £16.99

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

33

EARLY YEARS AND CHILDCARE – PLAY AND LEARNING

PLAY AND LEARNING NEW FOR 2009 3RD EDITION

Planning for Children’s Play and Learning

Healthy, Active and Outside!

3RD EDITION

Janice Filer

Management and Innovation ’There’s a growing awareness that for the good of their health, children need to be out and about more, with their friends, exploring the outdoor world in their own way.’ – Nicola Butler, Director of the Free Play Network

Meeting Children’s Needs in the Later Stages of EYFS Jane Drake Review from 1st Edition ’An excellent and accessible book with a lot of useful ideas.

Provides cross-curricular learning in the Foundation Stage.’

– Kate Wilkinson, University of Chester, UK Updated in line with current policy and practice, this new edition fully reflects the Early Years Foundation Stage themes, principles, commitments and guidance, and recognises the importance of play as a context for teaching, learning and assessment. With explicit links to the EYFS learning and development grids and the early learning goals, it includes practical guidance and ideas on: •creating stimulating learning environments indoors and out •planning exciting focus activities and experiences •responding to children’s individual interests and supporting personalised learning •sound observational practice and how to assess children’s learning and development within the EYFS framework •developing genuine partnerships with parents and learning links with home.

Incorporating ’Key Points for Good Practice’ within each chapter, and direct links to the EYFS ’Principles into Practice’ cards as well as EYP standards, this is a key text for all practitioners working with children in the later stages of the Early Years Foundation Stage.

A David Fulton Book March 2009: 246 x 174: 224pp Pb: 978-0-415-48597-5: £19.99

US $35.95

NEW FOR 2009

Running an Outdoors Programme in the Early Years

'The author has presented a thorough background to the benefits of learning outdoors, along with practical advice on how to establish an effective outdoor space... The amount of information presented, in the forms of theory, guidance and practical resources, make it an excellent resource for any practitioner wishing to develop their outdoor provision' – Early Years Update This book not only supports ’playing out’ as an integral part of children’s natural growth and development, but also provides early years workers with a full programme of outdoor physical activities to promote physical, social and behavioural skills.

The programme can be adapted to suit any timescale - from a whole term to one or two days.

Outdoor Play in the Early Years Helen Bilton This book offers a complete guide to outdoor play, provision and learning in the Early Years and beyond. It aims to explain why we should bother with outdoor play, what children learn from working outside, how to set up and manage the space and what to provide. It discusses the role of the adult in ensuring the outdoors is a successful space.

It is written for all those who have an interest in making sure outdoors is an effective teaching and learning environment- for those working in Early Years settings, for those running or taking relevant initial teacher education and professional development courses as well as those pursuing vocational courses or status. It includes photographs and case studies throughout and in each chapter offers discussion topics, questions and activities to further aid understanding.

A David Fulton Book September 2009: 246 x 189: 200pp Pb: 978-0-415-45477-3: £17.99 US $31.95

Key features include showing practitioners: •how to make the most of their outdoor area for all children •step by step explanations to the outdoor activities •how to engage participants (including parents) •how to set up and plan activities •ideas for group and individual assessment •how to carry out risk assessments •how an outdoors programme can change children’s lives for the better.

A David Fulton Book January 2008: A4: 192pp Pb: 978-0-415-43652-6: £17.99

US $33.95

3RD EDITION

Teaching and Learning in the Early Years Edited by David Whitebread and Penelope Coltman ’Teaching and Learning in the Early Years is a comprehensive text... Each chapter of the book contains useful practical advice for the reader to support the theoretical content.’ – Early Years Update Reviews from previous edition: ’Very readable, well presented and well balanced ... It is packed with good ideas for quality early years practices.’ – Early Years ’Excellent book in an area where very little exists. A wealth of information in the chapters covering all areas of the curriculum. A must for anyone working in Early Years Education.’ – Ms M. Bowen, North East Wales Institute Based on the basic truth that an effective early years curriculum must start with the children, this book focuses on their needs and their potential. The best teaching must have a strong element of fun, wonder and excitement: David Whitebread and Penny Coltman show how play is a crucial part of this.

This 3rd edition has been fully revised and updated in light of the introduction of the Early Years Foundation Stage, and includes completely new chapters concerned with classroom organisation to support independent learning, outdoor learning, speaking and listening and mathematics in the early years.

The authors review all major areas of the Foundation Stage and Key Stage 1 curriculum and a range of basic issues and principles.

The book is essential reading for all Foundation Stage and Key Stage 1 trainee teachers, their tutors and mentors, and serving teachers working with children in the 3-7 age range wishing to reflect upon and develop their practice.

Routledge January 2008: 246 x 174: 456pp Pb: 978-0-415-42479-0: £21.99

34

ORDER NOW!

US $41.95

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

Creating a Space to Grow

The Treasure Basket and Heuristic Play

The Process of Developing your Outdoor Learning Environment

Anita Hughes This book provides:

Gail Ryder-Richardson Packed full of strategies and activities for enhancing outdoor play, this practical guide will enable practitioners to recognise the true value that outdoor spaces can have on a child’s educational development.

•a new approach to understanding and providing for the play and learning for the under 3s •accessible explanations about what babies do and how this links with later conceptual thinking •very practical ideas and activities for use in the nursery or at home.

A David Fulton Book 2006: 112pp Pb: 978-1-84312-429-0: £14.99

Activities, Ideas and Inspiration for the Early Years

The books in this exciting series have been written to closely mirror major modules in the GNVQ in Childcare (levels 1 & 2). Packed full of illustrations, practical ideas, support and advice, this series addresses the key issues arising from working in today’s nursery and school environments.

Benefit from the experiences of our highly qualified authors to help you captivate and inspire the children in the early years of their education.

Helen Bilton

Learning and Development in the Early Years Pamela May, Erica Ashford and Gillian Bottle ’[This book is] very useful not only for personal study, but also as a tool to support teams to develop their overall approach to supporting young children’s learning and development.’ – Early Years Update ’The chapters could be used as separate units and would be a useful tool to enable individual practitioners, small teams and whole staff groups to look in depth at their provision.’

– Early Education

US $33.95

Nature and Young Children Encouraging Creative Play and Learning in Natural Environments Ruth Wilson ’For practitioners who are working to improve their outdoor provision Nature and Young Children includes many useful, practical ideas, especially in the boxed sections which provide excellent checklists for reviewing learning and development opportunities in natural environments.’ – Early Years Update From adding richness and variety to learning, to redesigning a playground, this highly accessible text will provide early years practitioners with a wealth of ideas on how to foster creative play and learning in the outdoor environment.

A David Fulton Book 2007: 234 x 156: 112pp Pb: 978-0-415-42872-9: £17.99

US $33.95

Playing Outside US $27.95

Sound Beginnings

A David Fulton Book 2006: 246 x 174: 176pp Pb: 978-1-84312-422-1: £17.99

A David Fulton Book 2006: 96pp Pb: 978-1-84312-304-0: £18.99

THE NURSERY WORLD/ROUTLEDGE ESSENTIAL GUIDES FOR EARLY YEARS PRACTITIONERS

This book provides clear and detailed guidance on all aspects of outdoor play.

A David Fulton Book 2005: 279 x 216: 112pp Pb: 978-1-84312-067-4: £17.99

NEW

Music 3-5 Susan Young This book gives information, ideas and principles for music with three to five year olds that are both down-to-earth and up-to-date. Written in a style which is engaging and readable, it integrates recent theory and practice illustrating the discussion with examples and ideas taken from real life.

US $31.95

Learning Outdoors Improving the Quality of Young Children’s Play Outdoors Helen Bilton, Karen James, Ann Wilson and Maggie Woonton This book shows how to develop an outdoor learning environment properly for young children and how adult supporters should behave in this space.

A David Fulton Book 2005: 279 x 216: 144pp Pb: 978-1-84312-350-7: £18.99 US $33.95

Chapters in this inspiring and engaging book show practitioners how to: •connect with the educational concepts and principles of using music in early years settings

EARLY YEARS AND CHILDCARE – PLAY AND LEARNING

Developing Play for the Under 3s

•recognise and understand children’s musical starting points •foster creativity through music •support listening and communication through music •learn the key areas of listening, singing, using instruments and dancing •develop children’s musical understanding •widen opportunities for music through resources, new technologies and visiting artist projects.

Routledge July 2008: 216 x 138: 136pp Pb: 978-0-415-43057-9: £15.99

CAN’T FIND WHAT YOUR LOOKING FOR? Visit our up-to-date website for a complete listing of all our books at www.routledge.com/teachers

US $31.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

35

EARLY YEARS AND CHILDCARE – PLAY AND LEARNING

Thinking and Learning about Mathematics in the Early Years Linda Pound The introduction of the Foundation Stage has led to practitioners seeking ways to teach maths which are more in line with the creative and playful ways young children learn other subjects.

Linda Pound draws on current thinking about children’s mathematical development to show how you can encourage and enhance the numeracy skills of any child in the early years by linking maths to every-day life situations and making it a playful and enjoyable cross-curricular activity.

This highly practical and engaging text includes chapters on: •why maths is often seen as ’hard’ and what practitioners can do to help young children be more successful •how to make maths more fun and playful, using games, humour, stories and rhymes •using music and dance to enhance mathematical understanding •encouraging children to see the connection between maths and everyday experiences through, for example sorting, matching and guessing

SHORTLISTED FOR THE NASEN BOOK THAT SUPPORTS SEN AND DISABILITY ISSUES AWARD 2008

Understanding Children’s Development in the Early Years

Supporting Multilingual Learners in the Early Years

Christine MacIntyre

Many Languages - Many Children Sandra Smidt ’By looking in depth at the acquisition of language the book provides an insightful and interesting read for all practitioners, not just those directly concerned with supporting multilingual children.’

– Early Years Update Are children who are exposed to more than one language from birth at an advantage or a disadvantage when starting school? This book examines the practical issues involved in the education of multilingual children.

Routledge 2007: 216 x 138: 160pp Pb: 978-0-415-43801-8: £15.99

Susan Hay

Jenny Mosley The UK’s leading expert on circle time offers guidance through tick-sheets and lesson plans to explain effective ways of using this early years teaching method. This fun guide was developed to closely mirror a major module in the GNVQ in Childcare.

Routledge 2007: 216 x 138: 128pp Pb: 978-0-415-42169-0: £15.99

ORDER NOW!

See Order Form in centre of catalogue

Based on the lives of real children and typical situations in early years settings, early years practitioners will find this book invaluable in helping them care for and educate young children with additional learning difficulties.

Routledge 2005: 216 x 138: 160pp Pb: 978-0-415-36215-3: £15.99

Observing, Assessing and Planning for Children in the Early Years Sandra Smidt Using the theories of people famous in this field for their observatory skills, and using case studies to apply these to the day-today nursery environment, this introductory text is a must for all involved in the development of young children.

Playing and Learning Outdoors Making Provision for High Quality Experiences in the Outdoor Environment Jan White ’Playing and Learning Outdoors offers early years practitioners realistic advice and guidance on developing effective practice when working with young children outdoors ... [It] is well structured, easily read and very fairly priced. The book deserves its place in Nursery World’s series of essential guides for early years practitioners.’

– Early Years Update

Routledge 2005: 216 x 138: 128pp Pb: 978-0-415-33974-2: £15.99

Helping with Behaviour Establishing the Positive and Addressing the Difficult in the Early Years Sue Roffey This book shows how to establish good practice in early years settings so that all children can develop positive interactions with one another, explains the features of an ’emotionally literate’ environment and provides lots of practical ideas.

’White aptly describes the world of learning through play outdoors for children. The book covers a variety of modes of play, from water play to creative play to movement.’

– CHOICE Routledge 2007: 216 x 138: 152pp Pb: 978-0-415-41211-7: £14.99

Routledge 2005: 216 x 138 Pb: 978-0-415-34289-6: £17.99

36

Listening to the Children Christine Macintyre

Full of suggestions, actitivies and sample session plans that are set alongside intended ‘learning objectives’ of the Foundation Stage, this book shows early years practitioners how to teach drama and stagework to children from 3 – 5 years.

A Practitioner’s Guide

Circle Time for Young Children

Identifying Additional Learning Needs in the Early Years

Debbie Chalmers

Essential Nursery Management

Routledge 2007: 216 x 138: 216pp Pb: 978-0-415-43072-2: £17.99

Routledge 2007: 216 x 138: 144pp Pb: 978-0-415-41288-9: £15.99

A Practical Guide to Teaching Drama to Children in the Foundation Stage

Routledge March 2008: 216 x 138: 128pp Pb: 978-0-415-43236-8: £15.99

From leadership skills, to financial management, this fully revised edition of Essential Nursery Management contains real-life case studies and examples of policies and rotas.

’This book provides a very accessible approach to building a better understanding of young children and their development and will be an interesting and useful read for both experienced early years practitioners and for students who are just beginning to build their practical experience.’ – Early Years Update

Drama 3 - 5

•creating an environment for mathematical development, indoors and out.

’Throughout the book the author’s passion for quality provision for young children and their families shines through. This, coupled with the wealth of practical information makes this a fascinating read for both childcare students and managers.’

– Early Years Update

Questions Practitioners Frequently Ask

Routledge 2005: 216 x 138: 168pp Pb: 978-0-415-34291-9: £15.99

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

This exciting topic-based series offers early years practitioners collections of activities based on familiar themes. The activities can be easily implemented and readily incorporated into curriculum planning through links made to the Foundation Stage curriculum.

Flight

Water

Sue Sheppy

Carolyn Hewitson

A David Fulton Book 2005: A4: 96pp Pb: 978-1-84312-288-3: £16.99

A David Fulton Book 2006: A4: 96pp Pb: 978-1-84312-344-6: £16.99

Ourselves

The Sea

Helen Shelbourne

Sue Sheppy

A David Fulton Book 2006: A4: 96pp Pb: 978-1-84312-290-6: £16.99

A David Fulton Book 2006: A4: 96pp Pb: 978-1-84312-289-0: £16.99

Woodland Creatures

Bears

Helen Shelbourne

Helen Shelbourne

A David Fulton Book 2005: A4: 96pp Pb: 978-1-84312-291-3: £16.99

A David Fulton Book 2006: A4: 96pp Pb: 978-1-84312-294-4: £16.99

8.95

5

READY, STEADY, PLAY! Guaranteed fun for children and practitioners alike, the Ready Steady Play! series provides lively and stimulating activities for children.

Ready, Steady Play! helps practitioners to: •develop activities easily, using suggested guidelines •ensure that health and safety issues are taken into account •plan play that links to the early years curriculum.

Books, Stories and Puppets

Nature, Living and Growing

Sandy Green

Sue Harper

A David Fulton Book 2006:A4: 104pp Pb: 978-1-84312-148-0: £16.99

A David Fulton Book 2005: A4: 96pp Pb: 978-1-84312-114-5: £16.99

Festivals

Play using Natural Materials

Carolyn Hewitson

Alison Howe

A David Fulton Book 2006: A4: 80pp Pb: 978-1-84312-101-5: £16.99

A David Fulton Book 2006: A4: 80pp Pb: 978-1-84312-099-5: £16.99

Displays and Interest Tables

Role Play

Jayne Olpin

Sandy Green

A David Fulton Book 2005: A4: 80pp Pb: 978-1-84312-267-8: £16.99

A David Fulton Book 2005: A4: 88pp Pb: 978-1-84312-147-3: £16.99

Music and Singing

Construction

Julie Durno

Lorna Boyd

A David Fulton Book 2006: A4: 80pp Pb: 978-1-84312-276-0: £16.99

A David Fulton Book 2006: A4: 80pp Pb: 978-1-84312-098-8: £16.99

5

EARLY YEARS AND CHILDCARE – PLAY AND LEARNING

EXPLORING PLAY

Food and Cooking Sandy Green A David Fulton Book 2006: A4: 80pp Pb: 978-1-84312-100-8: £16.99

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

37

EARLY YEARS AND CHILDCARE – HEALTH AND DEVELOPMENT

HEALTH AND DEVELOPMENT NEW 2ND EDITION

Care and Education in Early Childhood

NEW FOR 2009

Developing Attachment in Early Years Settings

A Student’s Guide to Theory and Practice

Nurturing Secure Relationships from Birth to Five Years

Audrey Curtis and Maureen O’Hagan

Veronica Read

This fully updated and revised new edition, rewritten to include the new Early Years Foundation Stage, now meets the needs of students on Foundation degrees, Early Childhood Degrees and the new Early Years Professional qualification.

The authors draw on their extensive early years experience to provide a comprehensive and up-to-date review of the key issues in the field of early childhood care and education.

Topics covered include: •an overview of the principles of effective practice discussions on equal opportunities and children’s rights •an update of the latest development theories relating to brain development and how children learn and the difficulties children may face in their learning •investigations into what working with parents really means

A Handbook for Professionals Working in Schools and Early Years Settings Abigail Sterne, Liz Poole, Donna Chadwick and Catherine Lawler Schools can provide vital support for children affected by domestic violence, and this book offers a wealth of information and strategies for staff. It is grounded in research and includes:

Developing Attachment in Early Years Settings is about how you can help yourself to prepare for the care of individual babies and children in your settings.

Without good attachment relationships, children’s development and learning can be compromised. This highly practical book offers an interpretation of the Early Years Foundation Stage infused with attachment principles into practice. It explains the importance of emotional ‘holding’ and the nurturing of individual relationships within group child care. Each chapter includes a personal reflection exercise and ‘What you can do?’ section, offering suggestions for daily practice.

A David Fulton Book June 2009: 234 x 156: 128pp Pb: 978-0-415-49164-8: £16.99

Allan Dyson and Lucy Meredith This book offers: •advice and recipe ideas for feeding young children properly

•summaries of key management issues and useful information on how to address them

•the impact of domestic violence on children and young people •what pupils need from their schools understanding and responding to signs of distress •helping pupils to talk and understand •responding to challenging or withdrawn behaviour •pupil safety and child protection •teaching about domestic violence •specialist domestic violence services and other agencies that support schools.

US $31.95

Feeding the Under 5s

•consideration of the different early years systems in operation

This practical book is written by education professionals for education professionals and will be of interest to all children’s services directorates as well as a range of professionals in education, social care, health and the voluntary sector.

A David Fulton Book September 2009: A4: 96pp Pb: 978-0-415-46551-9: £16.99

US $31.95

•ways to improve young children’s understanding of food and nutrition

•comparison with European perspectives on early years care and education •the importance of play in children’s early learning.

Routledge November 2008: 246 x 174: 208pp Pb: 978-0-415-45757-6: £21.99

NEW FOR 2009

Domestic Violence and Children

•contemporary evidence and policies recommended by expert advisory bodies

US $41.95

•underlying reasons behind nutritional guidelines and food safety advice, and practical ways to implement them.

A David Fulton Book 2006: 279 x 216: 96pp Pb: 978-1-84312-388-0: £18.99

US $33.95

HOW TO... ’The layout and presentation of the text, with bullet points, checklists and sample policy documents make the books useful for staff training sessions as well as a reference point for practitioners with management responsibility for any aspect of early years practice.’ – Early Years Update

Written in accordance with national health and safety standards, these books are an essential purchase for anyone working in an early years setting looking to certify that their nursery environment is one of safety and fun.

How to Keep Young Children Safe

How to Avoid Illness and Infection

How to do a Health and Safety Audit

Lynn Parker

Lynn Parker

Lynn Parker

A David Fulton Book 2006: A4: 96pp Pb: 978-1-84312-301-9: £17.99

A David Fulton Book 2006: A4: 128pp Pb: 978-1-84312-299-9: £17.99

A David Fulton Book 2006: A4: 88pp Pb: 978-1-84312-303-3: £17.99 US $31.95

38

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

This handy little series of books links directly to the Government’s Birth to Three Matters Framework (DfES 2002). They provide information and ideas for you to read and digest at your own pace, then implement or share with your team.

Helping Children to be Competent Learners

Helping Children to be Strong

Ann Roberts and Avril Harpley

Helping Children to be Strong covers:

Helping Children to be Competent Learners covers:

•me, myself and I

Ann Roberts and Avril Harpley

•making connections

•being acknowledged and affirmed

•being imaginative

•developing self-assurance

•being creative

•a sense of belonging.

•representing.

A David Fulton Book 2007: 246 x 174: 96pp Pb: 978-1-84312-451-1: £9.99

A David Fulton Book 2007: 246 x 174: 104pp Pb: 978-1-84312-450-4: £9.99

Helping Children to Stay Healthy Helping Children to be Skilful Communicators

Ann Roberts and Avril Harpley

Ann Roberts and Avril Harpley

•emotional well-being

Helping Children to be Skilful Communicators covers:

•growing and developing

•being together

A David Fulton Book 2006: 248 x 174: 80pp Pb: 978-1-84312-448-1: £9.99

•finding a voice

Helping Children to Stay Healthy covers:

•keeping safe

•listening and responding •making meaning.

A David Fulton Book 2006: 248 x 174 Pb: 978-1-84312-449-8: £9.99

MANAGEMENT AND STAFF DEVELOPMENT NEW

RECLAIMING CHILDHOOD

“One of the reasons I decided to write this book was because I felt children today were losing out on many childhood experiences that I took for granted. My experience as a primary school teacher and the research for my doctorate in Developmental Psychology drove home to me how important unsupervised play is for children's social, emotional, cognitive and physical development.

Children need to be given space away from adults’ watchful eyes - in order to play, experiment, take risks (within a sensible framework provided by adults), test boundaries, have arguments, fight, and learn how to resolve conflicts. This has been my firm belief since I started to study child development; and watching the speed at which that free space is becoming eroded by a culture that prizes ‘safety’ above all else has weighed upon me as a grave concern. In Reclaiming Childhood I suggest ways we can work to improve children’s experiences, as well as those of parents, teachers and ‘strangers’ simply by taking a step back from panic and doom-mongering.” – Helene Guldberg

Reclaiming Childhood Freedom and Play in an Age of Fear Helene Guldberg ‘This is a powerful and passionate book that explains why so much of what we say about children is so wrong.’

– Frank Furedi, author of Paranoid Parenting ‘Reclaiming Childhood is a lovely blend of developmental theory and up-to-date research, a deep knowledge of children, and good old common sense. This bracing book is a gift to children everywhere.’ – David Anderegg, author of Worried All the Time and Nerds Children are cooped up, passive, apathetic and corrupted by commerce or so we are told.

Reclaiming Childhood confronts the dangerous myths spun about modern childhood. Yes, children today are losing out on many experiences past generations took for granted, but their lives have improved in so many other ways. This book exposes the stark consequences on child development of both our low expectations of fellow human beings and our safety-obsessed culture. Rather than pointing the finger at soft ‘junk’ targets and labelling children as fragile and easily damaged, Helene Guldberg argues that we need to identify what the real problems are – and how much they matter.

Routledge January 2009: 234 x 156: 216pp Pb: 978-0-415-47723-9: £16.99

EARLY YEARS AND CHILDCARE – HEALTH AND DEVELOPMENT / MANAGEMENT AND STAFF DEVELOPMENT

HELPING CHILDREN SERIES

US $31.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

39

EARLY YEARS AND CHILDCARE – MANAGEMENT AND STAFF DEVELOPMENT

SANDRA SMIDT “I came to be a writer/editor late in life after a first degree in psychology, working in playgroups, training to become a teacher, teaching young children and later adults and all the while thinking about children, what powerful thinkers they are and how seriously they work to make sense of all aspects of their experiences and their lives. I observe children and listen to them in the street, on buses, in the houses of friends or family and in schools and settings. And I observe their interactions with those around them and notice how often they lead the interaction, and how some adults seem to be able to really tune into what it is the child is concerned with, whilst others find this impossible. Through my work with inner-city children and their carers and educators in the UK and with children and adults in South Africa I have developed a strong sense of the impact of poverty, injustice, discrimination and inequity on the learning and development of children. The books I write are aimed at those who are interested in young children, who are involved in caring for and educating them or who want to think more deeply about received wisdom in the field. I aim to make difficult ideas accessible to all (as in the case of the Introducing Vygotsky), to challenge those who promote only a Western view of child development (as in Key Issues), to demystify dangerous myths about language and culture (as in Supporting Multilingual Learners in the Early Years) and to offer an approach to understanding children and their development that is social, cultural and removed from targets and league tables and testing. Read my books to see if I succeed in achieving these goals!” – 2009

NEW FOR 2009

3RD EDITION

2ND EDITION

Introducing Vygotsky

A Guide to Early Years Practice

Key Issues in Early Years Education

A Guide for Practitioners and Students in Early Years Education

Sandra Smidt

A Guide for Students

Sandra Smidt

Edited by Sandra Smidt

Sandra Smidt takes the reader on a journey through the key concepts of Lev Vygotsky, one of the twentieth century’s most influential theorists in the field of early education.

His ground-breaking principles of early learning and teaching are unpicked here using every-day language, and critical links between his fascinating ideas are revealed.

The second edition of this book builds on what was significant about the first edition, namely the mix of articles written by experts in the field of early childhood and students studying on early childhood degrees. The ‘experts’ are national and international writers and researchers including Lilian Katz, Janet Moyles and Mary Jane Drummond as well as teachers and academics. The students include some people who were students ten years ago but have gone on to put into practice what they were writing then and students who are currently studying on a range of degrees in a number of universities.

The reader encounters a range of voices and styles, a blend of underpinning theory and real life examples drawn from a diversity of early childhood classes and settings. Each article is written in a voice that should be accessible to all readers and the goal of the authors is to link theory with practice, bringing theory to life through illustrating points with examples drawn from real teachers, real practitioners and real children.

Routledge August 2009: 216 x 138: 260pp Pb: 978-0-415-46525-0: £18.99

This accessible text is illustrated throughout with examples drawn from real-life early years settings and the concepts discussed include:

’There is much useful information in this book and the practical examples and anecdotes are particularly effective.’

– Early Years Update This is a practical, accessible guide to early years practice. The author examines current theories about how children learn best and focuses on how we can support and extend the learning of young children.

Routledge 2007: 234 x 156: 200pp Pb: 978-0-415-41604-7: £18.99

US $31.95

The Developing Child in the 21st Century A Global Perspective on Child Development Sandra Smidt 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.

•mediation and memory •culture and cultural tools •mental functions •language, concepts and thinking •activity theory •play and meaning.

Routledge December 2008: 234 x 156: 192pp Pb: 978-0-415-48057-4: £17.99 US $33.95

Sandra Smidt The Nursery World/Routledge Essential Guides series Using the theories of people famous in this field for their observatory skills, and using case studies to apply these to the day-to-day nursery environment, this introductory text is a must for all involved in the development of young children.

Routledge 2005: 216x138: 128pp Pb: 978-0-415-33974-2: £15.99

SEE PAGE 36 FOR MORE INFORMATION ON THIS BOOK AND SERIES

ORDER NOW!

Introducing Vygotsky is an invaluable companion for anyone involved with children in the early years. The introduction of Vygotsky’s key concepts is followed by discussion of the implications of these for teaching and learning.

Routledge 2006: 246 x 174: 160pp Pb: 978-0-415-38570-1: £17.99

US $35.95

Observing, Assessing and Planning for Children in the Early Years

40

NEW

See Order Form in centre of catalogue

SHORTLISTED FOR THE NASEN BOOK THAT SUPPORTS SEN AND DISABILITY ISSUES AWARD 2008

US $31.95

Supporting Multilingual Learners in the Early Years Many Languages - Many Children The Nursery World/Routledge Essential Guides series Are children who are exposed to more than one language from birth at an advantage or a disadvantage when starting school? This book examines the practical issues involved in the education of multilingual children.

Routledge 2007: 216x138: 152pp Pb: 978-0-415-43801-8: £15.99

SEE PAGE 36 FOR MORE INFORMATION ON THIS BOOK AND SERIES

+44 (0)1235 400524

SANDRA SMIDT HAS ALSO WRITTEN PLANNING FOR THE EARLY YEARS FOUNDATION STAGE. FOR MORE INFORMATION ON THIS BOOK AND THE PRACTICAL GUIDANCE IN THE EYFS SEE PAGE 33.

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

An Encounter with Reggio Emilia Children’s Early Learning made Visible

Understanding the Reggio Approach

Linda Kinney and Pat Wharton ’An Encounter with Reggio Emilia is easy to read. Throughout the book’s 96 pages the language is easily understood, the story of progress is easily followed and the main points in the text are presented very clearly ... This book would be very useful as a key text for learning groups of early years professionals to use as the basis for shared discussion.’ – Early Years Update

Early Years Education in Practice Pat Brunton and Linda Thornton A much-needed source of information for those wishing to extend and consolidate their understanding of the Reggio Approach and philosophy.

This book: •provides an overview of the historical and social background of the Reggio Approach •encourages practitioners to look at their individual settings and existing practice in relation to the Approach •focuses upon key ideas that practitioners can consider when reviewing and redesigning their practice

This unique and inspiring book is based upon a documentary approach successfully implemented by Stirling Council in Scotland, whose pre-school educators experienced dramatic improvements in their understanding of how young children learn.

Routledge 2007: A4: 96pp Pb: 978-0-415-43421-8: £22.99

US $42.95

•includes sections entitled ’Things to Think About’ that can serve as an agenda for training sessions •can be used as a training framework for those undertaking Continuing Professional Development.

A David Fulton Book May 2009: 246 x 174: 128pp Pb: 978-0-415-48247-9: £19.99

US $37.95

EARLY YEARS PHILOSOPHY SERIES This easy to read series introduces some of the most important early years philosophies and shows how good aspects of them could be incorporated into your setting.

Each book provides: • an outline of the background to the approach • clear explanations of the relevance to contemporary thinking • suggestions to help you to plan a successful learning environment • examples of what each individual philosophy actually looks like in practice.

Bringing the Reggio Approach to your Early Years Practice Linda Thornton and Pat Brunton

Bringing the High Scope Approach to your Early Years Practice

It includes:

Nicky Holt

•an explanation of how the approach works in its original Italian home town, Reggio Emilia

It includes:

•examples of how Reggio has been included in UK settings •suggestions for activities

•an explanation of Active Learning, including materials, manipulation, choice, language and support

•advice on planning for the Reggio approach.

•pan-do-review activities

A David Fulton Book 2007: 234 x 156: 104pp Pb: 978-1-84312-430-6: £9.99

•planning and assessment methods.

Bringing the Montessori Approach to your Early Years Practice

•details about the High/Scope Wheel of Learning

A David Fulton Book 2007: 234 x 156 Pb: 978-1-84312-431-3: £9.99

Barbara Isaacs

Bringing the Steiner Waldorf Approach to your Early Years Practice

It includes:

Janni Nicol

•details about the Montessori approach

It includes:

•examples from specialist Montessori schools and nurseries

•an overview of Child Development from a Steiner perspective

•examples of non-specialist settings implementing Montessori principles for the benefit of the children

•an explanation of Movement Based Learning, Imitation and example, reverence, protection of the senses and much more

•practical activities

•ideas for activities, crafts, truly creative play Singing, Music and Movement, Storytelling and Puppetry; the outdoors, festivals and seasons

•advice on planning and assessment methods.

A David Fulton Book 2007: 234 x 156: 96pp Pb: 978-1-84312-432-0: £9.99

5

EARLY YEARS AND CHILDCARE – MANAGEMENT AND STAFF DEVELOPMENT

NEW FOR 2009 2ND EDITION

•advice on Parent and Child Groups, Parenting, and Working with Parents.

A David Fulton Book 2007: 234 x 156 Pb: 978-1-84312-433-7: £9.99

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

41

EARLY YEARS AND CHILDCARE – MANAGEMENT AND STAFF DEVELOPMENT

TRIED AND TESTED STRATEGIES

Key Persons in the Nursery Building Relationships for Quality Provision

Written for practitioners who work in pre-school settings, this highly practical series teaches how to respond instantly and effectively to problems using hands-on strategies.

NEW

Managing Extreme Behaviours in the Early Years Angela Glenn, Alicia Helps and Jacquie Cousins Increasing numbers of children attending pre- school provision have led to increasing referrals to the advisory services for behavioural issues.

Children appear to be having difficulty conforming to social expectations in educational settings and are presenting us with more extreme behaviours. In spite of much advice already available in the form of written material, books and TV programmes, there appears to be an increase in behaviours reported and in practitioners searching for managing strategies.

The suggested strategies in this book are based upon long, varied experiences in real life situations and have a grounding in practice, designed to be manageable, realistic and relevant to educational settings.

The Key Persons approach is a corner stone of good practice in the nursery.

This book gets to grips with what it is, the theory behind it and the practicalities of implementation.

Play and Learning in the Early Years An Inclusive Approach Angela Glenn, Jacquie Cousins and Alicia Helps This book has been put together from course notes and materials used by the authors in their work with pre-school practitioners. It includes photocopiable record sheets, practical case studies and much more.

A David Fulton Book 2005: A4: 88pp Pb: 978-1-84312-336-1: £17.99

A David Fulton Book 2005: 235 x 156: 180pp Pb: 978-1-84312-079-7: £16.99 US $30.95

Essential Skills for Managers of Child-Centred Settings Emma Isles-Buck and Shelly Newstead Focusing on how managers should behave in order to ensure that they and their team members are providing an excellent service to all children in their care, this book provides a balance of accessible theory and practical application for a wide range of settings.

Ready to Read and Write in the Early Years Meeting Individual Needs Angela Glenn, Jacquie Cousins and Alicia Helps Focusing on the crucial area of early literacy, this book presents an easy-tounderstand guide to inclusion for pre-school practitioners.

A David Fulton Book November 2008: A4: 96pp Pb: 978-0-415-46709-4: £16.99

A David Fulton Book 2005: A4: 96pp Pb: 978-1-84312-337-8: £16.99

Behaviour in the Early Years Angela Glen, Jacquie Cousins and Alicia Helps This book includes a photocopiable assessment kit and helpful explanations of responsibilities. Short case studies illustrate how strategies work in practice.

Elinor Goldschmeid, Peter Elfer and Dorothy Selleck

A David Fulton Book 2005: 235 x 156: 160pp Pb: 978-1-84312-034-6: £16.99

US $31.95

Planning and Using Time in the Foundation Stage Jill Williams and Karen McInnes This book provides an in-depth analysis of how effective use of time can be beneficial for parents, children and staff in early years setting.

Removing Barriers to Learning in the Early Years Angela Glenn, Jaquie Cousins and Alicia Helps

A David Fulton Book 2005: A4: 88pp Pb: 978-1-84312-104-6: £16.99

A David Fulton Book 2005: 160pp Pb: 978-1-84312-279-1: £17.99

This book shows how different types of SEN can impact on a child’s learning and what practitioners can do to help.

FOR MORE BEHAVIOUR BOOKS SEE PAGE 62

A David Fulton Book 2005: A4: 88pp Pb: 978-1-84312-338-5: £17.99

US $33.95

Setting the Scene for Positive Behaviour in the Early Years A Framework for Good Practice Jason Swale

Developing Early Years Practice

The New Early Years Professional

Linda Miller, Carrie Cable and Jane Devereux

Dilemmas and Debates

This book provides readers working in a diverse range of early years settings with the underpinning knowledge required to increase their effectiveness in working with young children.

Edited by Angela D. Nurse ’The multidisciplinary approach that the authors provide brings together in one place a range of thoughtprovoking information which will be enormously useful for anyone student or experienced practitioner - keen to grasp the ’big picture’.

– Early Years Update

A David Fulton Book 2005: 220pp Pb: 978-1-84312-317-0: £18.99 US $33.95

A David Fulton Book 2007: 246 x 174 Pb: 978-1-84312-423-8: £18.99

42

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

This highly practical book shows how staff in early years settings can implement simple changes to make positive behaviour a reality for all. Based on his vast experience in the field, the author provides an array of positive behaviour strategies that can be successful with the widest variety of children, whatever the reason for their behaviour.

Routledge 2006: A4: 104pp Pb: 978-0-415-37312-8: £21.99

US $37.95

US $33.95

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

ANNE WATKINSON “Teaching assistants (TAs) are now a valued and accepted part of the British school scene. Many teachers wonder how they ever coped without them. Their numbers have increased dramatically over the last fifteen years since Anne has been involved with training them. More importantly perhaps, the roles that they have carried out have diversified, specialised and recognised nationally. National Standards have been written and revised, higher level teaching assistants (HLTAs) and foundation degrees have been established. As a teacher and headteacher of two schools Anne recognised their worth and was only too delighted, as a local authority senior advisor, to support their development and privileged to undertake PhD research into their effectiveness. She helped the then DfEE to develop the first induction materials for TAs and later the then TTA with the development of the HLTA standards.

She has continued to support TAs with the various levels of books now in the Routledge/ David Fulton list. While there is still no basic qualification required by TAs nor a requirement on school leaders to appraise or train their support staff, research shows that where senior staff review TAs’ performance and support TAs’ continuous professional development, standards of teaching and learning in the school are improved. Where deployment and management is fitted to the needs of both pupils and staff, standards rise.

The books can be used as standalone support for individuals whether or not they are going on a course, or to support whole school professional development. The second editions reflect the changes in legislation, standards and curricular developments in schools in the last few years but still are based on established sound good practice. The new editions also recognise the increase complexity of the roles being carried out by TAs, particularly in supporting learning of all pupils not just those with an identified special educational need.”

NEW FOR 2009 2ND EDITION

The Essential Guide for Experienced Teaching Assistants

2ND EDITION

The Essential Guide for Competent Teaching Assistants Meeting the National Occupational Standards at Level 2

Meeting the National Occupational Standards at Level 3

Anne Watkinson

Anne Watkinson

Series: The Essential Guides for TAs This new edition is fully revised and extended to incorporate and respond to all new materials required to meet the 2007 standards. Taking into account current initiatives including Workforce Remodelling and the Every Child Matters agenda, the book can be used to support NVQs, or other Teaching Assistant awards at level 2, or can be used simply to supplement good practice.

Series: The Essential Guides for TAs This new edition incorporates and responds to all new materials and initiatives required to meet the revised and expanded 2007 standards.

The Essential Guide for Experienced Teaching Assistants: •actively engages the reader in activities, developing reflective practice while giving the theoretical background to school-based work •gives insight and information about pupils individual needs •helps Teaching Assistants develop curriculum-based skills to enable more effective pupil, teacher and classroom support •emphasises that Teaching Assistants are team members, supporting the school and being supported by the school •enables Teaching Assistants to operate more independently, using their knowledge and initiative.

A David Fulton Book January 2009: A4: 272pp Pb: 978-0-415-46049-1: £18.99

Contributions from specialist advisers ensure that the ideas and techniques are up to date, relevant and the best practice. All phases of education are covered, from the early years to later secondary years, and references are made to sources of further information throughout the book.

A David Fulton Book July 2008: A4: 224pp Pb: 978-0-415-46048-4: £19.99

US $33.95

Leading and Managing Teaching Assistants A Practical Guide for School Leaders, Managers, Teachers and HigherLevel Teaching Assistants

US $35.95

Anne Watkinson

Learning and Teaching The Essential Guide for Higher Level Teaching Assistants Anne Watkinson Learning and Teaching concentrates on the practical teaching skills that an HLTA needs to be able to use in the classroom. It offers guidance and support on fulfilling the standards and succeeding in the classroom role.

A David Fulton Book 2006: 279 x 216: 176pp Pb: 978-1-84312-251-7: £16.99

TEACHING ASSISTANTS AND SUPPORT STAFF

TEACHING ASSISTANTS AND SUPPORT STAFF

This comprehensive, practical book deals with how to utilise Teaching Assistants effectively. Written by a recognised authority on teaching assistants this supportive and stimulating book is complemented with effective strategies for managing TAs. A David Fulton Book 2007: A4: 240pp Pb: 978-0-415-45306-6: £19.99

US $37.95

US $31.95

SEE PAGE 44 FOR MORE BOOKS BY ANNE WATKINSON

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

43

TEACHING ASSISTANTS AND SUPPORT STAFF

NEW

NEW

NEW

A Teaching Assistant’s Guide to Completing NVQ Level 3

Making the Most of Your Teaching Assistant

Supporting Teaching and Learning in Schools

Supporting Teaching and Learning in Schools

Good Practice in Primary Schools

Susan Bentham and Roger Hutchins

Sue Briggs and Sue Cunningham

A Handbook for Higher Level Teaching Assistants

A Teaching Assistant’s Guide to Completing NVQ Level 3 is a must-have for all teaching assistants embarking on this course, and invaluable reading for tutors and assessors.

This essential guide: •gives detailed guidance on how to collect evidence from a variety of sources to match performance indicators •provides photocopiable templates for teacher/teaching assistant discussions on roles and responsibilities, appraisals and self-appraisals

Making the Most of Your Teaching Assistant is an essential handbook for every SENCo and teacher responsible for managing Teaching Assistants. Based firmly in the classroom and focused on supporting pupil progress it provides clear guidance and practical support in deploying, training and monitoring the effectiveness of Teaching Assistants. This easy-to-use book: •sets the current context of the development of the role of Teaching Assistants within that of wider workforce reforms

•gives examples of IEPs and Behaviour Plans

•advises on how best to advertise, recruit and interview Teaching Assistants

•provides the necessary underpinning knowledge in a clear and reader-friendly manner

•proposes a process for the successful induction of new Teaching Assistants

•provides summaries of relevant legislation and national documents.

•explores a variety of ways in which you can deploy your Teaching Assistants, emphasising the importance of teamwork and defining roles and responsibilities

Following the new and updated occupational standards (2007) for Supporting Teaching and Learning in Schools, this textbook offers truly invaluable advice for NVQ level 3 students.

Including extracts of imaginary evidence, the book follows the experiences of imaginary candidates, showing how they successfully put forward their portfolios of evidence to complete the course.

Routledge September 2008: 246 x 174: 304pp Pb: 978-0-415-43244-3: £19.99 US $35.95

NEW FOR 2009 2ND EDITION

•suggests how schools can monitor and evaluate the impact of the work of their Teaching Assistants on the academic and social progress of all their pupils •provides forms and other resources that can be photocopied and used immediately to support the work of Teaching Assistants

Edited by Sarah Younie, Susan Capel and Marilyn Leask Supporting Teaching and Learning in Schools is an accessible, user-friendly handbook designed to provide practical guidance and ideas to support Higher Level Teaching Assistants (HLTAs). It covers the knowledge and skills needed by HLTAs to work effectively with pupils, teachers, parents and other professionals concerned with the well-being of children.

The book relates directly to the standards for HLTAs but also provides a deeper grounding in pedagogy and the role of the teacher and the HLTA in creating productive learning environments. The text is illuminated with examples of existing good practice, and a range of tried-and-tested strategies to help HLTAs develop in all aspects of their work.

The book can be used alongside the popular Routledge Learning to Teach in the Secondary School series, which gives detailed examples of theory and practice about teaching and learning for trainee teachers.

Routledge December 2008: 246 x 174: 208pp Pb: 978-0-415-35884-2: £17.99 US $31.95

•gives many examples of current best practice with scenarios and case studies based on real events in real schools.

A David Fulton Book December 2008: A4: 96pp Pb: 978-0-415-45721-7: £19.99

A Teaching Assistant’s Guide to Completing NVQ Level 2

US $37.95

MORE ANNE WATKINSON BOOKS

How to Meet your Performance Indicators

Managing Teaching Assistants

Susan Bentham and Roger Hutchins This fully revised and updated Teaching Assistant’s Guide to Completing NVQ Level 2, is based on the new and up-dated National Occupational Standards and will be considered a ‘must-have’ for all teaching assistants embarking on this course.

A key element of your NVQ Teaching Assistant course is to show evidence that you can apply your knowledge to everyday classroom activities, and students often find this their biggest change. As well as providing underpinning knowledge for all mandatory and optional units, this book offers a range of tried-and-tested materials and practical advice on how to gather the evidence needed to complete this qualification.

Routledge November 2009: 246 x 174: 192pp Pb: 978-0-415-49018-4: £17.99

A Guide for Headteachers, Managers and Teachers

Professional Values and Practice The Essential Guide for Higher Level Teaching Assistants Professional Values and Practice concentrates on the more theoretical aspects of the HLTA role: professionalism, relationships, statutory frameworks and knowing your limits. It offers guidance and support on fulfilling the standards and succeeding both inside and outside of the classroom.

This book provides comprehensive, informed practical support to those managing and teaching assistants.

2003: 234x156: 208pp Pb: 978-0-415-26994-0: £25.99

Assisting Learning and Supporting Teaching A Practical Guide for the Teaching Assistant in the Classroom This book offers advice on personal development, explaining what training is available to TAs and how to ask for this.

2002: 112pp Pb: 978-1-85346-794-3: £16.99

2006: 144pp Pb: 978-1-84312-250-0: £16.99

US $33.95

44

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

2ND EDITION

A Practical Guide for Teaching Assistants

Primary ICT for Teaching Assistants

A Handbook for Lunchtime Supervision

Rita Cheminais

John Galloway

Practical Guide for Primary Schools Shirley Rose Review of 1st Edition: ’There are good case studies, training activities, clear explanations.’ – TES Everything you need to know about supervising primary pupils during the lunchtime break is covered in this handbook.

Lunchtime supervisors and teaching assistants with all levels of experience will benefit from this book. Head teachers or senior managers of lunchtime teams can use it as a training manual.

This new edition is fully updated with links to Every Child Matters, recent changes in legislation on child protection and the career and development of Lunchtime Supervisor. It now includes two new chapters on healthy eating and the role of the Teaching Assistant at Lunchtime.

It provides guidance on important issues and includes activities to supplement advice, and examples of good practice.

A David Fulton Book September 2009: A4: 128pp Pb: 978-0-415-49226-3: £19.99 The first edition was called ‘A Handbook for Lunchtime Supervisers and their Managers’ US $37.95

FAQs for TAs Practical Advice and Working Solutions for Teaching Assistants Elizabeth Holmes

Every Child Matters

This essential and groundbreaking resource for all practising and aspiring teaching assistants brings together all the crucial information necessary to support the full diversity of learners, from Early Years to Key Stage 4 in one comprehensive volume.

Based on the revised National Occupational Standards for teaching assistants, this book effectively supports the personalised learning and Every Child Matters (ECM) well-being of children and young people in schools.

Every Child Matters: A Practical Guide for Teaching Assistants provides a clear description of what the ECM agenda means for TAs and how it will impact on their role. It is also a valuable resource for all those line managing and supporting the continuing professional development of teaching assistants, from local authorities, FE and HE organisations.

A David Fulton Book April 2008: A4: 152pp Pb: 978-0-415-45876-4: £16.99

This book shows how teachers can support students within the ICT programme of study even if not a confident ICT user.

A David Fulton Book 2007: A4: 104pp Pb: 978-1-84312-446-7: £16.99 US $31.95

ICT for Teaching Assistants John Galloway Clearly explaining why computers are so important for teaching and learning, this book addresses common concerns of teaching assistants and offers advice on how these can be overcome in order to fully exploit the potential of ICT in school.

US $30.95

A David Fulton Book 2006: 150pp Pb: 978-1-84312-203-6: £16.99

For more books by Rita Cheminais see page 68

FOR MORE BOOKS ON ICT SEE PAGE 18

Key Issues for Teaching Assistants

Primary Science for Teaching Assistants

Working in Diverse and Inclusive Classrooms

Rosemary Feasey This easy-to-use and accessible book has been specifically written for teaching assistants. It is packed with practical activities, ideas and strategies to help you to enhance your pupils’ scientific understanding.

Edited by Gill Richards and Felicity Armstrong ’Aimed at people who are thinking of becoming teaching assistants and those new to the job, this book has plenty of useful information.’

– Learning Support Magazine

FAQs for TAs is a friendly and accessible guide covering the core questions that both new and existing Teaching Assistants may have about their jobs.

Routledge 2007: 216 x 138: 192pp Pb: 978-0-415-41105-9: £16.99

US $31.95

TEACHING ASSISTANTS AND SUPPORT STAFF

NEW FOR 2009

This book is an essential companion for any teaching assistant who wants to understand more about inclusion and diversity in today’s classrooms.

Routledge 2007: 234 x 156: 176pp Pb: 978-0-415-43425-6: £17.99

A David Fulton Book 2007: A4: 88pp Pb: 978-1-84312-447-4: £16.99

US $31.95 US $31.95

FOR MORE SCIENCE BOOKS SEE PAGE 16

Practical Tips for Teaching Assistants

US $28.95

For more books by Elizabeth Holmes see page 47

Susan Bentham and Roger Hutchins Packed full of practical suggestions, tips, advice and up-to-date factual information, this book provides a troubleshooting guide to help teaching assistants at all levels deal with a wide variety of classroom situations.

Routledge 2005: 216 x 138: 144pp Pb: 978-0-415-35472-1: £16.99

US $30.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

45

TEACHING ASSISTANTS AND SUPPORT STAFF

Primary Mathematics for Teaching Assistants

A Handbook for Learning Support Assistants

Supporting Reading

Sylvia Edwards

Teachers and Assistants Working Together

Series: Helping Hands

This easy-to-use and accessible book has been specifically written for teaching assistants. It is packed with practical activities, ideas and strategies to help you to enhance your pupils’ numeracy and mathematics skills and build on your own subject knowledge.

A David Fulton Book 2007: A4: 112pp Pb: 978-1-84312-428-3: £16.99

Glenys Fox Written in the context of recent legislation in England and guidance to schools, this is a practical handbook for learning support assistants and teachers working with them.

’It is very readable, simple to use and an excellent resource. I would recommend this book to any member of staff in primary schools who supports children with their reading.’

– Learning Support

A David Fulton Book 2003: A4: 104pp Pb: 978-1-84312-081-0: £17.99

A David Fulton Book 2004: 234 x 156: 128pp Pb: 978-1-84312-210-4: £15.99

US $31.95

US $31.95

FOR MORE MATHS BOOKS SEE PAGE 14

Supporting Children with Behaviour Difficulties A Guide for Assistants in Schools

The Teaching Assistant’s Guide

US $31.95

A Teaching Assistant’s Guide to Primary Education

Series: Helping Hands Angela Wilson analyses how you can develop speaking and listening skills, offering advise and guidance on a variety of learning styles and a breakdown of main principles of speaking and listening.

A David Fulton Book 2005: A4: 112pp Pb: 978-1-85346-764-6: £22.99 US $41.95

A David Fulton Book 2004: 234 x 156: 124pp Pb: 978-1-84312-211-1: £15.99

Supporting Spelling SEE MORE OF THE BEHAVIOUR BOOKS ON PAGE 62

Help Students Improve Their Study Skills A Handbook for Teaching Assistants in Secondary Schools Jane Dupree

Joan Dean

This book offers advice and guidance needed to support effectively the reading skills, writing skills, memory, revision and exam technique of your pupils in order for them to take responsibility competently for their own study.

Written by a top expert in the field of primary education, this essential guide for trainee teaching assistants covers every aspect of what you need to know, and uses case studies of real life scenarios to make this a detailed yet jargon-free guide.

Routledge 2005: 216 x 138: 160pp Pb: 978-0-415-35234-5: £16.99

Angela Wilson

This practical guide is written to help assistants in supporting children who have behavior difficulties.

Linda Hammersley-Fletcher, Michelle Lowe and Jim Pugh This textbook, designed to meet the needs of foundation degree students, provides an accessible overview of the teaching assistant’s role, incorporating practical tasks that will challenge students and improve their day-to-day practice.

Supporting Speaking and Listening

Glenys Fox

An Essential Textbook for Foundation Degree Students

Routledge 2006: 246 x 174: 176pp Pb: 978-0-415-34568-2: £18.99

Angela Wilson and Julie Scanlon

Sylvia Edwards Series: Helping Hands ’This book claims to be packed with practical activities to help teaching assistants support children’s literacy - and it is... This week I have used one of the activities from the book with a small group of children who enjoyed our session and asked when we’d be doing it again.’ – Learning Support A David Fulton Book 2004: 234 x 156: 120pp Pb: 978-1-84312-208-1: £15.99

Supporting Writing Sylvia Edwards

A David Fulton Book 2006: A4: 128pp Pb: 978-1-84312-263-0: £16.99

Series: Helping Hands Sylvia Edwards analyses how you can develop writing skills, offers advise and guidance on a variety of learning styles and a breakdown of writing principles.

US $31.95

US $30.95

Successful Study A Teaching Assistant’s Guide to Managing Behaviour in the Classroom

Skills for Teaching Assistants Christine Ritchie and Paul Thomas Specifically written with the needs of teaching assistants who are undertaking the foundation degree, this book clearly explains what is expected from study in Higher Education and how this can be put into practice.

Susan Bentham Using a range of case studies and discussed from a teaching assistant perspective, this guide looks at common behaviour problems in the classroom, explaining typical causes of misbehaviour and what can be done to tackle and tame disruptive pupils.

Routledge 2005: A4: 112pp Pb: 978-0-415-35119-5: £17.99

46

ORDER NOW!

A David Fulton Book 2005: 246 x 189: 100pp Pb: 978-1-84312-106-0: £15.99

A David Fulton Book 2004: 234 x 156: 144pp Pb: 978-1-84312-209-8: £14.99

FOR MORE LITERACY BOOKS SEE PAGE 2

US $28.95

US $30.95

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

NQT

NQT ELIZABETH HOLMES “No-one could deny that teaching is a demanding job, especially when you are starting out as an NQT, but it’s also an incredibly positive and rewarding one. I find it an immense privilege to write for NQTs and other school staff and I’m always aware that well-being has to be at the forefront of the workable solutions I offer for many of the issues that are faced in the classroom. It’s only when we take care of ourselves that we’re able to teach to the best of our ability, which is exactly what I hope my books will help you to achieve!”

2ND EDITION

FAQs for School Inspection

FAQs for NQTs

The Newly Qualified Teacher’s Handbook

Practical Advice and Working Solutions

Practical Advice and Working Solutions for Newly Qualified Teachers

Elizabeth Holmes

Elizabeth Holmes

School inspections still have the potential to spread fear and panic through even the best-run schools, but this practical book will remove all of the anxiety, with its proven advice to help ensure a successful inspection.

’A lifesaver in your first year.’ – The Times Educational Supplement The Newly Qualified Teacher’s Handbook is an essential companion for all new teachers. Practical, comprehensive and lively, this invaluable guide covers all aspects of your first crucial months and years, and will set your teaching career off on the right track.

This updated and expanded new edition is the first book to draw on the new Induction Regulations for NQTs for September 2008 onwards. It gives tried and tested advice on everything you need to know, from induction to inspection, from getting your first job to continuing development. New features include: a revised first chapter covering key areas of concern for trainees and NQTs; the updated statement of professional values and a comprehensive appendix detailing the code of conduct for teachers; and further reading and references.

The Newly Qualified Teacher’s Handbook is an indispensable survival guide for all NQTs and trainees who want to sail swiftly and successfully through the first years of their teaching career.

Routledge August 2008: 234 x 156: 288pp Pb: 978-0-415-44596-2: £19.99

Ideal for all teachers, whether newly qualified or with decades of experience, FAQs for School Inspection will guide the reader calmly through the pre- and postinspection stages, offering valuable insights into what can happen during the inspection itself.

Covering recent legislative changes and everything to do with school inspection, it outlines the teacher/inspector relationship and gives advice on coping with the potential stresses of inspections.

Complete with advice on using inspection to further personal and professional development, this ready-reference guide will allow teachers to play a confident and influential role in school inspection.

Elizabeth Holmes Based on real questions with common themes highlighted through Holmes’ work as an online agony aunt, the author offers authoritative and useful answers to the problems faced by new and trainee teachers as they make the transition from student to teacher.

Routledge 2006: 216 x 138: 184pp Pb: 978-0-415-36796-7: £18.99

Teacher Well-Being Looking After Yourself and Your Career in the Classroom Elizabeth Holmes Elizabeth Holmes uses case studies to provide practical advice and solutions to enable teachers to experience less negative stress in their lives, and understand the links between the way they function in the classroom and their personal well-being.

Routledge December 2008: 216 x 138: 176pp Pb: 978-0-415-33499-0: £18.99 US $37.95

FAQs for TAs Practical Advice and Working Solutions for Teaching Assistants

US $35.95

Elizabeth Holmes ’Aimed at people who are thinking of becoming teaching assistants and those new to the job, this book has plenty of useful information.’

– Learning Support

US $31.95

Routledge 2005: 234 x 156: 220pp Pb: 978-0-415-33498-3: £18.99

US $31.95

FAQs for TAs is a friendly and accessible guide covering the core questions that both new and existing teaching assistants may have about their jobs.

Routledge 2007: 216 x 138: 192pp Pb: 978-0-415-41105-9: £16.99

US $28.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

47

NQT

NEW FOR 2009

NEW

2ND EDITION

How to be a Brilliant Teacher

The Insider’s Guide for New Teachers

Trevor Wright This cheerful and accessible book is packed with direct and practical advice drawn from the author’s extensive and successful personal experience as teachertrainer, teacher and examiner. It sets out clear and practical guidelines to support and enhance your teaching skills.

Succeed in Training and Induction Sara Bubb The first edition of The Insider’s Guide for New Teachers was an accessible, engaging survival guide to getting new teachers through training and the first year of their jobs. The author writes a popular weekly ‘agony aunt’ column for the Times Educational Supplement and the book was peppered with illuminating anecdotes and authoritative advice that proved vital to new teachers, including sections on: •choosing and getting on a training course •what you have to do to get Qualified Teacher Status, including the skills tests •succeeding on the course – study skills, planning lessons, managing behaviour and being observed •looking after yourself and managing time.

Updated with all the latest information and advice, the new edition will be an indispensable guide to success in training and induction, and will take new teachers stage-by-stage from training to tackling their first job. It will look in-depth at the job hunting process, applications and interviews, ways to make the most of induction, and methods for managing time.

Routledge June 2009: 216 x 138: 192pp Pb: 978-0-415-49932-3: £16.99

How to be a Brilliant Teacher is aimed at teachers who want to develop their careers, or just be better teachers, by monitoring their own improvement. In order to do this, they may need to re-connect with theory, to consider their own practice explicitly, and to begin to see themselves as researchers. This book suggests how to get started. It is anecdotal and readable, and may be dipped into for innovative lesson ideas or read from cover-to-cover as a short, enjoyable course which discovers exciting principles in successful, practical experience.

Starting to Teach in the Secondary School Edited by Susan Capel, Marilyn Leask, Tony Turner and Ruth Heilbronn ’What you get from this broad academic perspective is an authentic picture of school life, much of it supported by research evidence...The overall strength of the book is the ambitious range of topics, which even includes a couple of paragraphs on confronting technophonbia.’

– TES Routledge 2004: 246 x 174: 312pp Pb: 978-0-415-33817-2: £22.99

A Guide to Starting your Career in the Secondary School Michael Hammond Chart your next steps in teaching from finishing your teacher training programme, your probationary year, and then into the settled routine of the second and third years of teaching, with practical guidance and descriptions of other teachers’ experiences.

Routledge September 2008: 216 x 138: 176pp Pb: 978-0-415-41108-0: £16.99 US $31.95

The Newly Qualified Secondary Teacher’s Handbook

Kevan Bleach

US $42.95

Next Steps in Teaching

If How to be a Brilliant Trainee Teacher, p52 helped you during your training, this book will continue to provide valuable support to you as you move forward in the profession.

Meeting the Standards in Secondary and Middle Schools US $31.95

2ND EDITION

Routledge 2005: 216 x 138: 224pp Pb: 978-0-415-31734-4: £19.99

US $33.95

The aim of the book is to help teachers set ambitious personal and professional expectations through which they will realise their full potential.

A Newly Qualified Teacher’s Manual How to Meet the Induction Standards Sara Bubb Based on over two years experience of running courses and researching provision for NQTs, Sara Bubb looks at what NQTs are entitled to and how to make the most of it

A David Fulton Book 2000: 160pp Pb: 978-1-85346-682-3: £18.99 US $35.95

A David Fulton Book 2004: 279 x 216: 128pp Pb: 978-1-84312-046-9: £17.99

FULL TABLE OF CONTENTS

US $31.95

Visit www.routledge.com/teachers for a full table of contents on all titles featured in this catalogue.

48

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

LEARNING TO TEACH IN THE SECONDARY SCHOOL SERIES Series Editor: Susan Capel, Brunel University, UK, Marylin Leask, Teacher Training Agency, UK and Tony Turner, Formerly of Institute of Education, University of London, UK Designed for all students learning to teach in secondary schools, and particularly those on school-based Initial Teacher Training courses, the books in this best-selling series provide students in schools and higher education institutions with the theoretical and practical guidance they need to teach their subject expertly

NEW FOR 2009

NEW FOR 2009

2ND EDITION

A Companion to School Experience

Learning to Teach Geography in the Secondary School

Learning to Teach Art and Design in the Secondary School

Edited by Susan Capel, Marilyn Leask and Tony Turner

A Companion to School Experience

A Companion to School Experience

5TH EDITION

2ND EDITION

Learning to Teach in the Secondary School

A sound and practical introduction to the knowledge and skills needed to qualify as a teacher, the 5th edition of Learning to Teach in the Secondary School is designed to help you develop the qualities that lead to good practice and a successful future

Nicholas Addison and

David Balderstone and David Lambert

Lesley Burgess Routledge 2007: 246 x 174: 360pp Pb: 978-0-415-37773-7: £23.99

Routledge June 2009: 246 x 174: 432pp Pb: 978-0-415-43786-8: £23.99

NEW

2ND EDITION

Learning to Teach Music in the Secondary School

3RD EDITION

in education.

Learning to Teach Modern Foreign Languages in the Secondary School

Routledge April 2009: 246 x 189: 544pp Pb: 978-0-415-47872-4: £23.99

5.95

NEW FOR 2009

A Companion to School Experience

3RD EDITION

Learning to Teach English in the Secondary School

Norbert Pachler, Ann Barnes and Kit Field

Jane Dowson Routledge May 2009: 246 x 174: 312pp Pb: 978-0-415-49166-2: £22.99

Liam Gearon

Routledge 2006: 246 x 174: 304pp Pb: 978-0-415-35105-8: £22.99

NEW

Learning to Teach Design and Technology in the Secondary School

Learning to Teach History in the Secondary School

A Companion to School Experience

A Companion to School Experience

Gwyneth Owen-Jackson

NEW FOR 2009

Routledge June 2009: 246 x 174: 304pp Pb: 978-0-415-48029-1: £22.99

Christopher Philpott and Gary Spruce

3RD EDITION

Edited by Jon Davison and

A Companion to School Experience

A Companion to School Experience

Routledge 2008: 246 x 174: 402pp Pb: 978-0-415-43241-2: £23.99

A Companion to School Experience

Learning to Teach Citizenship in the Secondary School

LEARNING TO TEACH

LEARNING TO TEACH

Routledge 2008: 246 x 174: 244pp Pb: 978-0-415-46493-2: £23.99

James Arthur, Terry Haydn, Martin Hunt and Alison Stephen Routledge 2008: 246 x 174: 290pp Pb: 978-0-415-43785-1: £23.99

5

2ND EDITION

Learning to Teach Religious Education in the Secondary School

2ND EDITION

Learning to Teach Science in the Secondary School A Companion to School Experience

A Companion to School Experience Philip L. Barnes, Andrew Wright and Ann-Marie Brandom Routledge 2008: 246 x 174: 296pp Pb: 978-0-415-42046-4: £23.99

Jenny Frost and Tony Turner Routledge 2006: 246 x 174: 336pp Pb: 978-0-415-28780-7: £22.99

5

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

49

LEARNING TO TEACH

LEARNING TO TEACH IN THE SECONDARY SCHOOL SERIES CONTINUED..

2ND EDITION

2ND EDITION

Learning to Teach Mathematics in the Secondary School

Learning to Teach Physical Education in the Secondary School

A Companion to School Experience

A Companion to School Experience

Peter Johnston-Wilder, Sue Johnston-Wilder, David Pimm and

Susan Capel

John Westwell

Routledge 2004: 246 x 174: 360pp Pb: 978-0-415-33636-9: £22.99

Learning to Teach ICT in the Secondary School A Companion to School Experience Steve Kennewell, John Parkinson and Howard Tanner Routledge 2002: 246 x 174: 232pp Pb: 978-0-415-27669-6: £22.99

Routledge 2005: 246 x 174: 360pp Pb: 978-0-415-34282-7: £22.99

5

ROUTLEDGE TEACHING GUIDES Series Editors: Susan Capel, Brunel University, UK and Marilyn Leask, Teacher Training Agency, UK This series of practical workbooks complements and extends the Learning to Teach in the Secondary School series on previous page. The workbooks, many written by the same authors as the textbooks, focus on practical application and therefore reinforce student-teachers’ understanding and support them in their development as teachers. The practical activities can be undertaken individually, in pairs or as group work. The books have been designed so that student-teachers can write in them and so keep an ongoing record of their work.

A Practical Guide to Teaching Science in the Secondary School Douglas P. Newton Routledge 2008: A4: 108pp Pb: 978-0-415-45364-6: £18.99

A Practical Guide to Teaching Design and Technology in the Secondary School

A Practical Guide to Teaching Modern Foreign Languages in the Secondary School

Gwyneth Owen-Jackson

Norbert Pachler and Ana Redondo

Routledge 2007: A4: 144pp Pb: 978-0-415-42369-4: £18.99

Routledge 2006: A4: 152pp Pb: 978-0-415-39328-7: £18.99

NEW FOR 2009

A Practical Guide to Teaching Music in the Secondary School Julie Evans and Chris Philpott Routledge April 2009: A4: 104pp Pb: 978-0-415-48258-5: £18.99

A Practical Guide to Teaching Citizenship in the Secondary School

A Practical Guide to Teaching History in the Secondary School Martin Hunt Routledge 2006: A4: 120pp Pb: 978-0-415-37024-0: £18.99

See Order Form in centre of catalogue

Routledge 2006: A4: 176pp Pb: 978-0-415-36111-8: £18.99

Steve Kennewell Routledge 2007: A4: 152pp Pb: 978-0-415-40299-6: £18.99

Routledge 2006: A4: 128pp Pb: 978-0-415-36741-7: £18.99

ORDER NOW!

Susan Capel, Peter Breckon and Jean O’Neill

A Practical Guide to Teaching ICT in the Secondary School

Liam Gearon

50

A Practical Guide to Teaching Physical Education in the Secondary School

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

NEW FOR 2009

A Guide to Teaching Practice Louis Cohen, Lawrence Manion and Keith Morrison ’In a brief overview such as this it is impossible to do full justice to such a detailed book of almost five hundred pages. In essence it covers just about everything a student teacher needs to know in a single volume.’ – British Journal of Educational Studies ’This is a welcome new edition of what has become something of a standard text for student teachers.’ – British Journal of Educational Studies

Encyclopedia of Primary Education

Principles of Primary Education

Denis Hayes

This study guide has been revised to give practical guidance on the new standards for Qualified Teacher Status (QTS) and updated in line with the latest special needs Code of Practice and recent legislation. It is a firm base for student teachers on all types of initial teacher education courses - PGCE, BA (QTS), BEd and modular - and for those returning to primary teaching after a career break. It also serves as a ’refresher course’ for experienced teachers, especially those transferring to primary teaching from other phases of education.

Pat Hughes

Unique in its field the Encyclopedia of Primary Education brings together a wide ranging body of information relating to current educational practice in a single indispensable volume.

Providing a series of descriptions, definitions and explanations that engage with important conceptual ideas in primary education, this handy reference work will be invaluable to all currently teaching or training to teach at primary level, alongside anyone with an interest and passion for primary education.

Containing over 400 entries, the encyclopedia incorporates: •top ten lists of milestones in educational research

’The new fifth edition is quite outstanding.’

– Michael Duffy, TES

•curriculum subjects, themes and topics

A Guide to Teaching Practice is the most comprehensive text available for students on initial teacher training courses in the UK. The book’s focus on the quality of teaching and learning and consideration of the latest regulations and guidelines ensures that it fits comfortably within TDA and OfSTED frameworks.

•a who’s who of current and historical figures in education

Routledge 2004: 246 x 189: 480pp Pb: 978-0-415-30675-1: £22.99

US $42.95

NEW FOR 2009

•theories, policies and educational controversies

•pedagogical terms relating to teaching and learning •commentaries on current issues in primary education.

With suggestions for further reading throughout, and reference to the practical application of theory, policy and pedagogy, this book forms essential reading for all studying education.

A David Fulton Book December 2009: 246 x 189: 320pp Pb: 978-0-415-48518-0: £24.99

4TH EDITION

Becoming a Teacher

Foundations of Primary Teaching

Andrew J. Hobson, Angi Malderez and Louise Tracey

Denis Hayes

Do you need reassurance that you are on the right path?

If so, this lively book, built on the experience of thousands of people just like you, is exactly what you need. Written by experts with backgrounds in teaching, supporting teacher learning and researching teacher training, and based on a major study of nearly 5,000 beginner teachers, it provides an authentic insight into what lies ahead when becoming a teacher.

The book, which incorporates extensive conversations with large numbers of student and newly qualified teachers, will also serve as the ideal course companion when undertaking your Initial Teacher Training programme. It includes practical ideas and strategies for coping with various aspects of life as a student teacher.

Routledge March 2009: 216 x 138: 184pp Pb: 978-0-415-43334-1: £14.99

US $28.95

A David Fulton Book April 2008: 246 x 189: 312pp Pb: 978-0-415-45324-0: £21.99

US $41.95

NEW

Primary Teaching Today Denis Hayes

Navigating Initial Teacher Training

Do you want to know more about the variety of types of training on offer?

Sufficiently rooted in practicalities to bridge the notorious theory/practice divide, the book is challenging and inspiring. Its friendly, supportive and interactive style enables the reader to take control of the learning process and there are planning sheets, pro-formas and reminders to develop effective classroom practice.

An Introduction

US $47.95

Are you considering or already training to become a teacher?

3RD EDITION

LEARNING TO TEACH

5TH EDITION

’It is so refreshing to read a book about primary teaching that takes the child, and learning and teaching as its focal points. So often books in this area are so impersonal with their focus on subjects and raising standards.’

– Paul Lunn, Northumbria University, UK The need to achieve the latest QTS standards for teaching can often stifle innovation and reflective thinking. Written specifically to help guide student teachers through their training, this book provides a comprehensive introduction to all aspects of teaching within the primary school. It helps student teachers to achieve both the requirements for Qualified Teacher Status, and also a fuller understanding and appreciation of teaching as an evolving and reflective profession.

Primary Teaching Today takes the reader ‘behind the scenes’ and alerts them to the fundamental attitudes and practices that every new primary teacher must acquire to make a success of their work and, crucially, to get maximum enjoyment while doing so.

With a friendly narrative style and refreshing candour, the book focuses as much on what primary teachers should aspire to be as it does on what teachers are meant to do.

Thus, the early chapters orientate towards the attributes for which teachers should persevere; the later chapters are more heavily weighted towards the implications for classroom practice and work in school. The final chapter offers a variety of exercises and tasks to deepen thinking and enhance professional learning, linked to the QTS Standards.

A David Fulton Book November 2008: 234 x 156: 224pp Pb: 978-0-415-47554-9: £16.99 US $31.95

With new material on inclusion, SEN, legal issues, ICT and teaching assistants, this new edition remains essential reading for all student teachers on initial teacher training courses at the primary level.

A David Fulton Book May 2008: 246 x 189: 424pp Pb: 978-0-415-45232-8: £20.99

US $35.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

51

LEARNING TO TEACH

Learning to Teach in the Primary School James Arthur and Teresa Cremin This comprehensive new textbook provides valuable support to student teachers on primary ITT, BEd and PGCE courses. It provides a sound and practical introduction to the teaching skills as well as the underlying theory.

Written by experts in primary school teaching, the book is divided into twenty-three sections and covers: •becoming a teacher •exploring the nature of learning •planning for learning •approaches to the curriculum •recent developments in primary education •diversity and inclusion •assessment •partnership in practice •your professional development.

Each chapter contains a brief introduction to the key concepts, issues and skills, and provides learning activities in the form of tasks. Annotated lists of further reading are included for students who want to explore topics in more detail.

Routledge 2006: 246 x 189: 352pp Pb: 978-0-415-35928-3: £21.99

Understanding Primary Education Developing Professional Attributes, Knowledge and Skills Edited by Penelope Harnett Understanding Primary Education will help trainees and newly qualified teachers reflect on the professional decisions they need to make within their planning and classroom practice.

Routledge 2007: 234 x 156: 208pp Pb: 978-0-415-39924-1: £19.99 US $37.95

Primary Education: The Key Concepts Denis Hayes Series: Routledge Key Guides Presenting a balance of theoretical insight and practical advice, this well-informed text is a clear and accessible guide to the key issues relating to primary education.

Routledge 2005: 216 x 138: 224pp Pb: 978-0-415-35483-7: £14.99 US $29.95

Professional Studies in the Primary School Thinking Beyond the Standards Eve English and Lynn Newton Written specifically for Professional Studies modules in primary education, this book will guide trainees in the early stages of their careers to become the imaginative teachers we need in our primary schools.

A David Fulton Book 2005: 246 x 189: 192pp Pb: 978-1-84312-206-7: £18.99

52

ORDER NOW!

How to be a Brilliant Trainee Teacher

Preparing to Teach

Trevor Wright

Edited by Jeff Battersby and John Gordon

Learning from Experience

’I just wanted to say how refreshing it is to read such good sense written in jargon-free English. The book encapsulates and articulates exactly what being a trainee is all about. Please accept my congratulations and compliments - it is the best book on teacher training I have read.’ – Phil Horsfall (PGCE Curriculum Area Leader for MFL, University of York) ’This book is an impressive collection of myth busting and inspirational tips about how to get to grips with the challenge of life as a trainee.’ - Learning and Teaching Update Routledge 2007: 216 x 138: 176pp Pb: 978-0-415-41110-3: £16.99

’Very readable, and very likely to clarify the training experience helpfully for the intended reader.’

– Teacher Trainer Preparing for your teacher training course? This book gives you a flavour of what it will be like. The authors take you through the various ’rites of passage’ that you will encounter including real-life stories from student-teachers on PGCE courses.

Routledge 2006: 216 x 138: 224pp Pb: 978-0-415-30096-4: £17.99

Becoming a Secondary School Teacher How to Make a Success of your Initial Teacher Training

US $30.95

Secondary Education: The Key Concepts

Peter Fleming Series: Becoming a Secondary School Teacher

Jerry Wellington

This book addresses whole-school issues and professional values in secondary school.

Providing guidance and practical tips, it is invaluable for students embarking on teacher training programmes.

Series: Routledge Key Guides ’Wellington’s treatment of the concepts that he does include is lucid, accessible and on the whole helpful. He is not afraid to include his own views where he considers this pertinent, and in the main offers a reasoned, sensible account of a range of concepts and their histories. His decision to add references and possible websites to each entry for further exploration adds a useful dimension to this volume.’ – British Journal of Educational Technology Routledge 2006: 216 x 138: 208pp Pb: 978-0-415-34404-3: £14.99

US $31.95

A David Fulton Book 2004: 246 x 189: 188pp Pb: 978-1-84312-103-9: £20.99

US $35.95

US $26.95

US $31.95

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

NEW FOR 2009

NEW FOR 2009

NEW FOR 2009

Why Do I Need a Teacher When I’ve got Google?

The Art of Teaching Balancing School Relations

Setting Up Parental Support in Schools and Early Years Settings

Things Every Teacher Should Know

Cedric Cullingford

A Practical Guide

Ian Gilbert

A central dilemma for teachers is finding ways to deal with the multiple perspectives and demands of pupils, parents, school management, and external forces.

Janice Filer

For over a decade Ian Gilbert has been working with young people and their teachers around the world to help them develop the thinking, learning, creativity and motivation for success in school and beyond. But the world is changing at an alarming rate, the future is upon us and so much of what goes on in the classroom is still designed to create successful twentieth century citizens who will do what they are told and not cause too much of a fuss.

And unless things change we will all be left behind.

The Art of Teaching explores the tension between teaching and learning that all teachers experience. Presenting a series of insights into the art of teaching from the perspectives of those individuals most closely involved in the schooling process, the book explores pupil voice in schools, and experiences of teaching and learning from the pupil perspective. Providing an opportunity for self reflection, the book also examines teachers’ relationships with parents, external agencies and their attitudes towards pupils.

A David Fulton Book July 2009: 234 x 156: 170pp Pb: 978-0-415-49251-5: £19.99

Guidance is given on how to: •set up the parenting rooms •manage safety issues •carry out risk assessments

US $37.95

•support family learning

With his customary combination of hard-hitting truths, practical classroom ideas and irreverent sense of humour, Ian Gilbert has written something that should be required reading for everyone involved in educating young people.

•engage parents and retain their interest & attendance •use screening tools to collect date and document changes in behaviour.

If you are a teacher, the future of the world needs you to be great – this book will show you why. And how.

Routledge July 2009: 198 x 129 Pb: 978-0-415-46833-6: £12.99

Setting up parent support activities provides even the most vulnerable families with positive experiences that will enhance the learning taking place in schools and settings for all children, particularly children with behavioural and emotional difficulties. This book provides step-by-step guidance for setting up parenting programmes and other initiatives to support parents in early years settings and primary schools. The book also gives practical advice on how to set up inclusive programmes which support families in order to encourage good home-school relations.

EARLY & CONTINUING PROFESSIONAL DEVELOPMENT

EARLY & CONTINUING PROFESSIONAL DEVELOPMENT

This easy-to-use guidebook includes examples of structured activities, templates for group and individual assessment, and photocopiable sheets.

Short case studies are used throughout to show how different approaches and parent support programmes work in practice.

US $24.95

NEW

Good Teachers, Good Schools

A David Fulton Book November 2009: A4: 160pp Pb: 978-0-415-48065-9: £22.99

US $42.95

How to Create a Successful School David Hudson ’Good schools think with people and not to people’ argues David Hudson in this thought-provoking practical guide for those wanting to bridge the gap between middle and senior management roles, and make a difference in their schools.

Accessibly and engagingly written and packed with real-life examples, this book will prove essential reading for ambitious teachers and deputy heads everywhere. Whilst many management books tend to overcomplicate, David writes with refreshing clarity and simplicity of thought. He sets out to inspire his readers to improve their practice and offers tried and tested strategies and solutions.

Transferring your Teaching Skills into the Wider World Life Beyond the Classroom Deborah Lewis and Hilary White Are you seeking to use your subject knowledge and teaching skills beyond the classroom? This book will help you focus on how you can use your many transferable skills in a variety of contexts and settings across the educational sector and beyond.

Good Teachers, Good Schools is a must have read for anyone interested in a senior school leadership role and for those leaders keen to improve their leadership style. The book covers every aspect of school leadership, from the decisions senior school leaders need to make such as running meetings, staffing and communication with staff and pupils, to the difference between management and leadership and curriculum involvement including monitoring evaluation and self-evaluation. David Hudson encapsulates many principles that have made him a successful school leader.

Routledge 2007: 216 x 138: 280pp Pb: 978-0-415-42870-5: £16.99

A David Fulton Book September 2008: 216 x 138: 152pp Pb: 978-0-415-47132-9: £16.99 US $31.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

US $30.95

53

EARLY & CONTINUING PROFESSIONAL DEVELOPMENT

Teacher Well-Being Looking After Yourself and Your Career in the Classroom Elizabeth Holmes Elizabeth Holmes uses case studies to provide practical advice and solutions to enable teachers to experience less negative stress in their lives, and understand the links between the way they function in the classroom and their personal well-being.

Routledge 2005: 234 x 156: 220pp Pb: 978-0-415-33498-3: £18.99

US $31.95

For more books by Elizabeth Holmes see page 47

Study Skills for Foundation Degrees

Action Research for Teachers

Dorothy Bedford and Elizabeth Wilson

Jean McNiff

Study Skills for Foundation Degrees will prepare and guide you through the broad range of studyrelated issues you can expect to encounter in a clear and accessible manner. By helping you to develop a broad range of study skills essential for success on any FD course, you’ll soon have the confidence to rise to any challenge!

A David Fulton Book 2006: 248x174: 176pp Pb: 978-1-84312-464-1: £11.99

US $33.95

Teacher Professional Development in Schools and Colleges

Claire Hayes The author introduces a tried-and-tested coping framework, based on the principles of cognitive behavioural therapy. She shows how using this framework in everyday life can make a really positive difference to teachers’ lives and will equip them to tackle key challenges in the classroom.

John Howson

A David Fulton Book 2005: 279 x 216: 176pp Pb: 978-1-84312-321-7: £19.99

A Practical Guide to Mentoring, Coaching and Peer-Networking

The Coping Triangle

A Guide for Teachers

Assuming no prior knowledge of research methods and techniques, this book is the perfect companion for teachers at all levels undergoing professional development who need to enhance their formal reflection skills.

US $18.95

Stress Relief for Teachers

Taking Control of Your Teaching Career

Based upon John Howson’s popular Times Educational Supplement column, this is a practical and accessible guide designed to help teachers take charge of their careers and put themselves in the driving seat.

A Practical Guide

Routledge 2005: 234 x 156: 160pp Pb: 978-0-415-36934-3: £22.99

Geoff Hampton, Christopher Rhodes and Michael Stokes ’This book is founded in real experience, and filled with insights that are of direct benefit to everyone who has some responsibility for helping experienced teachers (and college lecturers) to develop further.’ – Times Education Supplement Routledge 2004: A4: 152pp Pb: 978-0-415-31778-8: £37.50

US $41.95

US $67.95

Routledge 2006: 216 x 138: 176pp Pb: 978-0-415-34435-7: £17.99 US $31.95

CHILDREN, THEIR WORLD, THEIR EDUCATION – NEW FOR 2009!

The State and Future of Primary Education

Research in Primary Education

Final Report of the Primary Review Volume 1

Final Report of The Primary Review

Robin Alexander

Robin Alexander

What are the lives and needs of children and what is the condition of childhood today?

Research in Primary Education is the second of two volumes arising from The Primary Review - the most comprehensive enquiry into English primary education since the publication of the Plowden Report in 1967.

Containing 30 chapters based on the published research commissioned

by The Primary Review, this authoritative collection of critical commentaries from over 70 contributors enables readers to dig deep into what research has to say about the present state and future prospects of primary education.

What are the conditions and prospects of the society and world in which today’s children are growing up?

What is the present state and future prospects of England’s public system of primary education?

These three central questions about childhood and the state and future prospects of primary education are addressed in Children, their world, their Education, the first of two volumes arising from the Primary Review - the most comprehensive and authoritative enquiry into English primary education since the publication of the Plowden Report in 1967. Written in an eminently accessible style, and based on data of extraordinary range and richness, this book presents the background, analysis and findings of the Primary Review, together with conclusions and recommendations for the future.

June 2009: 246x174: 704pp Hb: 978-0-415-54869-4: £125.00

June 2009: 246x174: 304pp Hb: 978-0-415-55136-6: £75.00 Pb: 978-0-415-54871-7: £24.99

54

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

NEW FOR 2009

Leadership Mindsets Innovation and Learning in the Transformation of Schools Linda Kaser and Judy Halbert Series: Leading School Transformation The evidence is clear school leaders make a difference to the learning of the pupils they serve.

And yet, not all leaders have the same degree of impact. What are the factors that make the difference to student learning? Why are some leaders able to raise student achievement in schools in the most challenging circumstances whilst other leaders struggle to simply maintain the status quo?

Drawing from international case study research over many years, from the experience of hundreds of school leaders serving widely diverse communities, Judy Halbert and Linda Kaser argue that there are six distinct mindsets that characterise the way successful, learningoriented leaders operate and make sense of their professional world. These leaders are: •motivated by intense moral purpose •knowledgeable about current models of learning •consistently inquiry-oriented •able to build trusting relationships •evidence-informed •able to move to wise action.

Leadership Mindsets has been written specifically for aspiring to newly-appointed school leaders who are determined and motivated to create quality and equality for learners in the schools they serve, through networks of inquiry, learning and support.

Routledge February 2009: 216 x 138: 160pp Pb: 978-0-415-47694-2: £22.99

NEW FOR 2009

School Leadership - Heads on the Block?

NEW FOR 2009

A Good School for Every Child Cyril Taylor Sir Cyril Taylor has been at the heart of English education for over two decades, serving as an adviser to ten successive UK Education Secretaries and Four Prime Ministers, both Conservative and Labour, including Margaret Thatcher and Tony Blair.

Pat Thomson 'The cover of this book says it all - the impossibilities of leadership within the current education policy regime. Pat Thomson outlines in graphic and sometimes shocking detail the complexities of school headship. The book blows away the complacent niceties of leadership theories in an account of the risks, stresses and dissatisfactions of real leadership in real schools.' – Stephen J Ball, Karl Mannheim Professor of Sociology of Education, University of London Most teachers become heads for idealistic reasons, wanting to make a difference to the lives of children and young people. Yet serving heads suggest the job is getting harder, talking openly about stress and leaving the job. Many teachers now see headship as a risky business, and succession planning, while necessary, will not on its own be sufficient to attract the diverse range of applicants required to satisfactorily fill leadership positions.

School Leadership - Heads on the Block? addresses this shortage. It suggests there is no crisis in supply per se, but that schools in some locations find it difficult to attract the ‘right people with the right stuff’. The book examines the expectations of heads, the hours they are expected to work and the nature of everyday demands. It proposes that ‘sudden death’ accountabilities act as a major disincentive to potential applicants, and outlines a series of policy measures to tackle the kinds of daily pressures heads now experience.

His passion for education has led directly to real school improvement, from the creation of City Technology Colleges to specialist schools and academies, which together now constitute over nine in ten secondary schools in England. The Specialist Schools and Academies Trust, the body he founded, is now a leading force in school improvement worldwide.

A Good School for Every Child draws on that wealth of experience. While offering an insider’s look at some of the key challenges in education, it is also an invaluable guide for parents and teachers interested in how our schools work today.

SCHOOL LEADERSHIP AND EDUCATIONAL MANAGEMENT

SCHOOL LEADERSHIP AND EDUCATIONAL MANAGEMENT

A David Fulton Book February 2009: 246 x 174: 200pp Pb: 978-0-415-48253-0: £19.99

US $37.95

NEW FOR 2009

Education for All The Future of Education and Training for 14-19 year-olds Richard Pring, Geoffrey Hayward, Ann Hodgson, Jill Johnson, Gareth Rees, Ken Spours, Ewart Keep, Alis Oancea and Stephanie Wilde What counts as an educated 19 year old today?

Are the models of education we have inherited from the past sufficient to meet the needs of all young people as well as the social and economic needs of the wide community?

Routledge February 2009: 234 x 156: 192pp Pb: 978-0-415-43075-3: £22.99

US $42.95

US $42.95

Education for All addresses these questions in the light of evidence collected over five years by the Nuffield Review of 14-19 Education and Training – the most thorough investigation of every aspect of this key educational phase for twenty years. Written by the co-directors of the Nuffield Review, Education for All provides a critical, comprehensive and thoroughly readable overview of 14-19 education and training and makes suggestions for the kind of education and training that should be provided over the coming decade and beyond.

May 2009: 234x156: 232pp Pb: 978-0-415-54722-2: £19.99

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

55

SCHOOL LEADERSHIP AND EDUCATIONAL MANAGEMENT

NEW FOR 2009

Integrated Children’s Centres Overcoming Barriers to Truly Integrated Services

FAQs for School Inspection

Guilty Until Proved Innocent?

Elizabeth Holmes

Pat Sikes and Heather Piper

The government’s intention is to have 3500 children’s centres by 2010. Integrated Children’s Centres represents a revolutionary shift in the way in which children’s services are offered to families. The notion of a one-stop shop to meet local community needs provides the possibility of high quality health, education and care services provided in a client-friendly accessible manner, that empowers local people to support the design and delivery of services.

This book draws on in-depth, qualitative research exploring the experiences, perceptions and understandings of those who have been falsely accused of sexual misconduct with pupils or young people, and of others affected by or involved in, the accusation process (e.g. family members, friends, colleagues). As well as presenting the findings in a storied, often shocking form, the book also discusses the dilemmas and difficulties the authors themselves have faced researching this field. These include:

Integrated Children’s Centres looks at the way in which the Children’s Centre development has built upon research and experience of initiatives such as the HeadStart programme in America and the SureStart programme. It explores the component elements of truly integrative services and the key players in ensuring positive outcomes: families, the local authority, PCT, private and voluntary sector, faith groups. It also looks at the challenges faced by Centres, most particularly the difficulty of ensuring that professional cultures come together in a spirit of true collaboration. From case study material it examines what can be achieved, while it reviews the barriers to success.

A David Fulton Book July 2009: 234 x 156: 224pp Pb: 978-0-415-47915-8: £22.99

•ethical and methodological concerns around whether or not the teachers had indeed been falsely accused or were guilty and were taking advantage of our project to construct an alternative, innocent identity •the difficulty of obtaining institutional ethical clearance to undertake and also to publish research which challenges taken for granted tenets •the reluctance of funders to support research in controversial and sensitive areas.

Routledge December 2009: 234 x 156: 192pp Pb: 978-0-415-48118-2: £22.99

Practical Advice and Working Solutions School inspections still have the potential to spread fear and panic through even the best-run schools, but this practical book will remove all of the anxiety, with its proven advice to help ensure a successful inspection.

Ideal for all teachers, whether newly qualified or with decades of experience, FAQs for School Inspection will guide the reader calmly through the pre- and post-inspection stages, offering valuable insights into what can happen during the inspection itself. Covering recent legislative changes and everything to do with school inspection, it outlines the teacher/inspector relationship and gives advice on coping with the potential stresses of inspections.

Complete with advice on using inspection to further personal and professional development, this ready-reference guide will allow teachers to play a confident and influential role in school inspection.

US $42.95

NEW FOR 2009

US $42.95

NEW FOR 2009

Learning to Fail How Society Lets Young People Down Fran Abrams A major part of this book’s focus is on the part played by poverty and community breakdown in causing young people to drop out.

The book looks closely, too, at parental attitudes.

Expectations - high and low - have been shown repeatedly in research studies to be a key determinant of how a child will fare at school. These factors have long been established as major determinants of educational success or failure, but this book also examines some more modern phenomena.

What, for example, is the real influence of youth culture, of the television and of the media? In this fast-changing world, are young people left struggling without clear guidance on what they can really expect to achieve, and what they have to do to achieve it?

US $37.95

For more books by Elizabeth Holmes see page 47

Mark Hadfield and Christopher Chapman Based around the lifecycle of a network, Leading School-Based Networks traces the development of a network from its initial inception, exploring the ways in which it can be sustained and remain capable of meeting the future challenges faced by schools and their communities. The book explores a series of important issues facing school leaders, including: •the benefits of investing time and energy in networks with other schools and communities •the particular problems faced by schools and the education system which are best tackled by network-based solutions •the advantages for schools and communities of engaging with collaborative reform agenda •the ways in which networks can be managed, and the differences between leading a school or a team and a network •the elements which make an effective network.

Routledge October 2009: 234 x 156: 192pp Pb: 978-0-415-48396-4: £14.99

Routledge March 2009: 234 x 156: 184pp Pb: 978-0-415-46465-9: £22.99

See Order Form in centre of catalogue

Routledge December 2008: 216 x 138: 176pp Pb: 978-0-415-33499-0: £18.99

Leading School-Based Networks

Blending interviews with those most closely affected together with views from key commentators and experts, the author creates a vivid picture of a system and societal failure that is at once both embarrassing and avoidable.

ORDER NOW!

NEW

Researching Allegations of Sexual Misconduct in Education

Carole Beaty

US $28.95

56

NEW FOR 2009

The book draws on UK and international research to discuss the development and leadership of networks and to outline a number of tried-and-tested leadership approaches.

+44 (0)1235 400524

SCHOOL LEADERSHIP AND MANAGEMENT CATALOGUE Request a copy of the new School Leadership and Management catalogue – which highlights practical books along with research level school leadership books. The catalogue is structured to show how the books fit in with the 2004 National Standards for Head Teachers.

Email education@routledge.com to request your copy

US $42.95

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

Connecting Leadership and Learning

Developing Tomorrow’s Leaders

Principles for Practice

Inspirational – and Cautionary – Tales for Would-be School Leaders

Alma Harris

Edited by John MacBeath and Neil Dempster

Gerald Haigh

Tomorrow’s schools will need new forms of leadership. The old hierarchical models of leadership simply do not fit any longer. We need to develop new leaders at all levels of the system if we are serious about sustaining improvement and change.

But, how do we go about this?

The 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 casestudy evidence of distributed leadership in action.

Routledge July 2008: 216 x 138: 192pp Pb: 978-0-415-41958-1: £17.99

A Guide to School Attendance Ben Whitney Improving school attendance remains a contentious topic and is a high priority for the DCFS, local authorities and schools. Thousands of sessions are missed every day; a waste of money, resources and, most of all, of opportunity. A school’s practice is now subject to scrutiny as never before, with targets and standard procedures required. A Guide to School Attendance provides a detailed practical guide for school leaders and managers, teachers, Education Welfare Officers and other attendance workers in schools and local authorities.

New Registration Regulations have been in force since September 2006. All state-maintained schools have a legal duty to combat unauthorised absence, to maintain a twice-daily attendance record for every pupil and have attendance policies and procedures ready for OFSTED inspections.

A David Fulton Book June 2008: 234 x 156: 144pp Pb: 978-0-415-46585-4: £22.99

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 – the authors offer five key principles for practice:

Routledge 2007: 216 x 138: 160pp Pb: 978-0-415-43792-9: £16.99 US $30.95

Raising the Stakes From Improvement to Transformation in the Reform of Schools

•a focus on learning

Brian J. Caldwell and Jim Spinks

•an environment for learning

Series: Leading School Transformation

•a learning dialogue

’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

•shared leadership •accountability; internal and external.

US $35.95

Based upon Gerald Haigh’s acclaimed weekly column in the Times Educational Supplement, this book is a lively and refreshing look at what it takes to get on in teaching.

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.

Series: Leading School Transformation

Based on rigorous research yet thoroughly grounded in practice, 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.

Routledge July 2008: 234 x 156: 208pp Pb: 978-0-415-45295-3: £22.99

US $45.95

Setting Up and Running a Peer Listening Scheme

Routledge 2007: 216 x 138 Pb: 978-0-415-44046-2: £18.99

US $33.95

Kathy Salter There isn’t a school in the land that wouldn’t benefit from a well-run peer listening scheme – here is the ‘how to do it’ guidance that will help busy practitioners to put in place something that really works.

Routledge 2007: A4: 144pp Pb: 978-0-415-43768-4: £21.99

SCHOOL LEADERSHIP AND EDUCATIONAL MANAGEMENT

Distributed School Leadership

US $37.95

US $42.95

NO-NONSENSE SERIES These books provide heads with a refleshingly frank, no-nonsense insight into current issues in school leadership and management. Succinct, short and accessible - each title in this series can be read in an afternoon, giving you time to get on with running the school!

Managing Finance, Premises and Health & Safety

Inclusion

Steps in Leadership

Linda Evans

Huw Thomas

David Miller, John Plant and Paul Scaife

A David Fulton Book 2007: 216 x 138: 120pp Pb: 978-1-84312-453-5: £9.99

A David Fulton Book 2007: 216 x 138: 96pp Pb: 978-1-84312-454-2: £12.99

A David Fulton Book 2007: 216 x 138: 80pp Pb: 978-1-84312-434-4: £12.99

.95

Inspection and Accountability Making your Way in Headship

Bill Laar

Gerald Haigh and Anne Perry

A David Fulton Book 2006: 216 x 138: 80pp Pb: 978-1-84312-436-8: £12.99

A David Fulton Book 2007: 216 x 138: 104pp Pb: 978-1-84312-435-1: £12.99

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

57

SCHOOL LEADERSHIP AND EDUCATIONAL MANAGEMENT

Making Minds

Education plc

What’s Wrong with Education - and What Should We Do about It?

Understanding Private Sector Participation in Public Sector Education

Paul Kelley

Stephen J. Ball ’Could science be about to change the way children learn? [Kelley] is hoping to answer some of education’s biggest questions.’

– James Westhead, Education Correspondent, BBC TV News

’[Kelley is] at the forefront of scientific and technological advancement in schools.’

– The Times Educational Supplement ’[Challenging] the way politics, prejudice and received wisdom shape what goes on in school.’ – Mary Braid, The Sunday Times ’A scathing attack on the current test and exams regime . . . food for thought.’

– Richard Garner, The Independent

US $41.95

Surviving and Succeeding in Senior School Management

2ND EDITION

Paul Blum Explores all the vital aspects of the senior school manager’s job from day to day, ideal as a career guide to aspiring managers as well as a practical manual for current managers on how to optimise their effectiveness.

Routledge 2006: 216 x 138: 160pp Pb: 978-0-415-39260-0: £23.99

2005: 234 x 156: 240pp Pb: 978-0-415-27952-9: £27.50 US $41.95

2ND EDITION

Excellence in Education

Margaret Adams

The Making of Great Schools This book outlines a range of strategies to help teachers to achieve the right work-life balance for them. It can also be used for whole school staff development programmes – after all work-life balance is the responsibility of head-teachers and governors too.

Rita Cheminais

Routledge 2006: 279 x 216: 112pp Pb: 978-1-84312-391-0: £15.99

Cyril Taylor and Conor Ryan Looking at such areas as leadership, staffing, targetsetting, discipline and order, curriculum innovation and individual learning, the book offers a blueprint to head teachers and others trying to develop excellent schools.

A David Fulton Book 2006: 279 x 216: 320pp Pb: 978-1-84312-402-3: £16.99 US $31.95

US $28.95

Special Educational Needs and School Improvement

School Inspection & Self-Evaluation

Practical Strategies for Raising Standards

Working with the New Relationship

Jean Gross and Angela White

John Macbeath

Providing a practical guide to strategic management in the field of special educational needs, this text gives the reader a framework for raising achievement throughout the school.

Written for heads and teachers but also containing useful pointers for inspectors, this forward-thinking book examines exactly what the relationship between inspection and self-evaluation means for schools.

US $35.95

For more books by Rita Cheminais see page 68

A David Fulton Book 2003: 279 x 216: 152pp Pb: 978-1-84312-011-7: £23.99 US $42.95

Routledge 2006: 234 x 156: 224pp Pb: 978-0-415-39971-5: £23.99

See Order Form in centre of catalogue

This revised edition of a popular text takes into account new Government initiatives on competency frameworks to guide the development of teachers and those in middle and senior management.

A Practical Guide for Teachers

A Practical Guide

ORDER NOW!

Brent Davies and Linda Ellison

Work-Life Balance

Extended Schools and Children’s Centres

58

School Leadership in the 21st Century

US $49.95

US $35.95

A David Fulton Book 2007: A4: 176pp Pb: 978-1-84312-475-7: £19.99

FOR MORE INFORMATION ON THE IMPROVING PRACTICES SERIES SEE PAGE 32

Getting In and Getting On

A David Fulton Book 2007: 234 x 156: 152pp Pb: 978-1-84312-467-2: £19.99

Featuring helpful checklists, models of good practice, templates and photocopiable resources that can be used in development work, this highly practical book will be an invaluable resource for anyone involved with implementing Every Child Matters in extended schools and children’s centres.

Routledge 2006: 216 x 138: 232pp Pb: 978-0-415-37279-4: £23.99

US $42.95

Working Together in Children’s Services Addressing a range of theoretical perspectives and contexts to stimulate students and practitioners critical thinking about the issues of multi-agency working.

Delineates a wider definition of inclusion to meet the needs of all those children who are currently marginalised by the school system, and asks how this situation can be remedied.

Routledge 2007: 234 x 156: 232pp Pb: 978-0-415-39941-8: £23.99

US $35.95

Damien Fitzgerald and Janet Kay

Mel Ainscow, Tony Booth and Alan Dyson Series: Improving Learning

Breaking new ground and building on the author’s established work on education policy, this book gives a full analytical and empirical account of the privatisation of education.

’Making the British Establishment foam at the mouth.’ – Francis Beckett, The Independent Routledge 2007: 234 x 156: 200pp Pb: 978-0-415-41411-1: £18.99

Improving Schools, Developing Inclusion

+44 (0)1235 400524

FOR MORE SPECIAL EDUCATIONAL NEEDS BOOKS SEE PAGE 71 US $41.95

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

NEW FOR 2009

NEW FOR 2009

NEW

Classroom DIY

Transforming Thinking

2ND EDITION

Step-by-Step Guide to Setting Up a Creative Learning Environment

Philosophical Inquiry in the Primary and Secondary Classroom

Ways of Learning

Maija Leimanis-Wyatt

McCall Catherine

For any teacher who has ever had to create a really great classroom out of next to nothing.

Essential reading for anyone who seeks to prepare active citizens for the twenty-first century, this long-awaited book considers Philosophical Inquiry, an empowering teaching method that can lead to significant improvements in confidence and articulacy, and produce positive effects in other school activities and in interactions in the wider world.

This book will provide a practical, step-by-step guide that will enable any primary teacher to make a spectacular job of setting up their room using what they’ve been given.

By the end of the book, the reader should be able to: •be confident that their room is laid out in the best way possible, with furniture organised appropriately and put to its best use •know how to create an inviting environment for children that is stimulating and conducive to learning •understand that the way in which they set up their classroom can have a dramatic effect on how easy it is to manage their children •know how to ensure that their senior management’s expectations are met.

A David Fulton Book December 2009: A4: 96pp Pb: 978-0-415-45877-1: £15.99

Alan Pritchard Teachers are very good at providing excellent opportunities for children’s learning to progress.

Often, without fully understanding the reasons why, teachers encourage learning in their charges which works very well, and is a very good approach at a particular time with a particular child or group of children. With greater insight into what is currently known about the processes of learning and about individual learning preferences, teachers are able to provide even better learning situations which are even more likely to lead to effective learning. This book seeks to provide the detail which teachers can make use of in their planning and teaching in order to provide even better opportunities for effective and lasting learning.

US $30.95

Unlocking Assessment Understanding for Reflection and Application Edited by Sue Swaffield Series: Unlocking Series This book explores the values, principles, research and theories that underpin our understanding and practice of assessment. It also provides practical suggestions and examples, and addresses some key points about the future development of assessment. The book makes accessible complex but crucial ideas and issues, so that teachers can be more confident and proactive in shaping assessment in their classrooms, in ways that support learning and avoid unintentional harmful consequences.

A David Fulton Book March 2008: 246 x 174: 200pp Pb: 978-0-415-45313-4: £19.99

Readers are guided through the creation of a Community of Philosophical Inquiry (CoPI) in the early years, the classrooms of primary and secondary schools, the community centre and beyond, with practical ideas to make CoPI work.

With examples ranging from five year old children to underachieving teenagers, and even senior citizens, the book shows how participation in a CoPI develops:

Learning Theories and Learning Styles in the Classroom

US $33.95

•the skills of reasoning, critical and creative thinking

A David Fulton Book October 2008: 234 x 156: 136pp Pb: 978-0-415-46608-0: £17.99

US $33.95

•concept formation and judgment

US $39.95

•the virtues of intellectual honesty and bravery.

A David Fulton Book March 2009: 234 x 156: 192pp Pb: 978-0-415-47668-3: £18.99

US $35.95

LEARNING STYLES, TEACHING SKILLS AND CLASSROOM MANAGEMENT

LEARNING STYLES, TEACHING SKILLS AND CLASSROOM MANAGEMENT

FOR MORE BOOKS ON THINKING SKILLS SEE PAGE 31

Promoting Effective Group Work in the Primary Classroom A Handbook for Teachers and Practitioners Ed Baines, Peter Blatchford, Peter Kutnick, with Anne Chowne, Cathy Ota and Lucia Berdondini Series: Improving Practice (TLRP) Packed with valuable strategies for teachers and fun activities for children, this book is a must for any school wishing to make group work a more effective and successful way of learning. Teachers who have become more confident with the approaches developed for this book find that their classes are better behaved, children spend more time on task and they become less dependent on the teacher.

The book shows teachers how to create an inclusive and supportive classroom by developing the social, communicative and group working skills of all pupils.

Tried-and-tested, step-by-step approaches encourage both children and their teachers to develop supportive relationships that have been found to facilitate academic performance, positive social behaviour and motivation.

Routledge July 2008: A4: 136pp Pb: 978-0-415-41687-0: £20.99

FOR MORE INFORMATION ON THE IMPROVING PRACTICE SERIES SEE PAGE 32

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

59

LEARNING STYLES, TEACHING SKILLS AND CLASSROOM MANAGEMENT

Creating a Learner-centred Primary Classroom Learner-centered Strategic Teaching Kath Murdoch and Jeni Wilson Creating a Learner-centred Primary Classroom is an essential resource to improve teaching practice, examining the key elements that contribute to a learner-centred classroom, and offering strategies to encourage children to take a shared role in their learning.

Including case studies describing teachers’ methods for linking theory to practice, this userfriendly, photocopiable resource demonstrates how to: •construct a learning community •encourage collaborative learning •share strategies for engaging individual learners

Broodings from the Back of the Class

Key Concepts for Understanding Curriculum

Libby Purves This lively selection brings together journalist and broadcaster Libby Purves’ experiences as journalist, parent, governor and former pupil, displaying her eclectic and provocative opinions and ideas on teaching and learning.

Series: Teachers’ Library Key Concepts for Understanding Curriculum is an invaluable guide for all involved in curriculum matters. Now fully updated, this revised and enlarged fourth edition provides not only a solid grounding in the subject but also covers the latest trends and issues affecting the field. Written in Marsh’s clear and accessible style, the book details the strengths, weaknesses and controversies around major concepts in curriculum, including:

•link assessment procedures to learning

•teaching perspectives

•showcase the practice and outcomes of purposeful curriculum planning.

•collaborative involvement in curriculum

Any teacher who wants to practically tailor their teaching practice to meet the needs of individual learners will find this an invaluable resource.

4TH EDITION

Now updated with new chapters on curriculum models, school-based curriculum development, learning studies, ICT developments in assessment, the new edition also includes extra detail on standards and essential learning factors that have recently been introduced in a number of countries, including the UK, USA and Australia.

Organising Learning in the Primary School Classroom

Routledge December 2008: 234 x 156: 224pp Pb: 978-0-415-46578-6: £25.99

US $30.95

Illustrated by Bill Stott

Colin J. Marsh

•curriculum planning and development

A David Fulton Book March 2008: A4: 128pp Pb: 978-0-415-45432-2: £16.99

A Little Learning

4TH EDITION

•provide a scaffold for strategic thinking in the classroom

•curriculum management

Routledge 2007: 216 x 138: 256pp Pb: 978-0-415-41709-9: £15.99

US $26.95

Creating Leaders in the Classroom How Teachers Can Develop a New Generation of Leaders Hilarie Owen In this book, Hilarie Owen shares her extensive knowledge and experience with teachers and parents alike, enabling them to develop leadership talent and pass these skills on to children of all ages.

•curriculum ideology.

Routledge 2006: 234 x 156: 192pp Pb: 978-0-415-39995-1: £19.99 US $35.95

The Complete Classroom

US $49.95

Joan Dean

Issues and Solutions for Teachers Praise for previous editions:

Learning How to Learn

’This is an excellent book for teachers and essential reading for anyone who works in primary classrooms.’

– Perspective

Edited by Mary James, Bethan Marshall, Robert McCormick, David Pedder, Richard Procter, Sue Swaffield, Dylan Wiliam, Paul Black, Patrick Carmichael, Colin Conner, Peter Dudley, Alison Fox, David Frost, Leslie Honour and John MacBeath

’[Joan Dean’s] considerable ability to absorb ideas, analyse and organise the information lead to a clear exposition. Add to that her preference for plain language and it is no surprise, though it is a pleasure, that the book is so readable.’

– Education Today Since the publication of the first edition, Organising Learning in the Primary School Classroom has been recognised as an indispensable guide for primary school teachers in their quest for more effective practice in the classroom. It gives help on everyday problems of classroom organisation: how to group children, how to set out a classroom physically, how to make the most efficient use of time and resources.

Now in its fourth edition, the book retains these strengths but has been brought right up to date with the many changes that are taking place nationally and globally. The book begins with a survey of these recent changes and goes on to consider their implications for teachers if today’s schools are to prepare children for what is, to some extent, an unknown future.

July 2008: 234 x 156: 296pp Pb: 978-0-415-46519-9: £21.99

60

NEW

ORDER NOW!

US $41.95

See Order Form in centre of catalogue

Steven Hastings

Tools for Schools

Based on the acclaimed series ’The Issue’ in the Times Educational Supplement, this book brings together Steven Hastings’ vast experience and offers a comprehensive overview of the challenges and concerns facing modern schools.

Series: Improving Practice (TLRP) ’[This book] contains a set of extremely important, well researched and well tested in-service resources for primary and secondary school teachers on learning how to learn through assessment for learning...The book is strongly recommended for any teachers interested in improving their pupils’ motivation, cooperation and understanding in the classroom. The writing is clear and jargon-free, the book’s purpose and structure are always self-evident, and its four parts are packed with ideas, facts, examples, materials and workshop actiivities.’ – British Journal of Educational Technology Routledge 2006: A4: 112pp Pb: 978-0-415-40026-8: £20.99

US $37.95

Routledge 2006: 216 x 138: 192pp Pb: 978-0-415-39262-4: £18.99

US $35.95

Classroom Karma Positive Teaching, Positive Behaviour, Positive Learning David Wright Written by a teacher for teachers, Classroom Karma is essential reading for all those looking to establish a successful learning environment where pupils feel valued and motivated in the primary classroom and beyond.

A David Fulton Book 2006: 234 x 156: 176pp Pb: 978-1-84312-354-5: £15.99 US $28.95

FOR MORE INFORMATION ON THE IMPROVING PRACTICE SERIES SEE PAGE 32

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

Oranges and Lemons

Get Their Attention!

Life in an Inner City Primary School

Ian Gilbert

Wendy Wallace

Handling Conflict and Confrontation in Secondary Classrooms

’This is now one of my top five education books. I was absorbed and uplifted by it and my own practice as a teacher will undoubtedly change as a result. Surely there can be no higher recommendation.’

– Geoff Barton, Times Educational Supplement Routledge 2002: 198 x 129: 208pp Pb: 978-0-415-26619-2: £15.99

’If I had to recommend one book to explain what has happened to Britain’s schools in the past 20 years, this would be it...I approached Oranges and Lemons with high hopes. Wallace exceeded them.’

– New Statesman

Classroom management is key to a successful teaching career. This book has survival advice for NQTs as well as ideas to develop the skills of more experienced teachers.

A David Fulton Book 2004: 229 x 152: 144pp Pb: 978-1-84312-080-3: £15.99

’This is a highly readable account of a year in the life of Edith Neville Primary School.’ – Church Times

US $30.95

US $26.95

Routledge 2005: 234 x 156 Pb: 978-0-415-35909-2: £15.99

2ND EDITION

Assessing Children’s Learning Mary Jane Drummond This book offers an alternative to objective, mechanical approaches to assessment and shows the process in which teachers look at children’s learning, strive to understand it, and then put their understanding to good use.

A David Fulton Book 2004: 229 x 152: 208pp Pb: 978-1-84312-040-7: £18.99

Sean O’Flynn, Harry Kennedy and Michelle Macgrath

2ND EDITION US $28.95

Constructivist Approaches

Monitoring, Assessment, Recording, Reporting and Accountability

Edited by Mary McMahon and Wendy Patton

Meeting the Standards

Career Counselling

With massive irreversible changes in the employment market and society, careers counsellors will find this book useful in modernising their practice in line with a more holistic ’constructivist’ approach.

Rita Headington

Routledge 2005: 234 x 156 Pb: 978-0-415-38563-3: £23.99

US $35.95 US $45.95

Meeting the Learning Needs of All Children Personalised Learning in the Primary School Joan Dean This book offers practical solutions to meeting the needs of increasingly diverse groups of pupils and provides appropriate learning environments for all.

Providing Support and Supervision An Introduction for Professionals Working with Young People Edited by Hazel Reid and Jane Westergaard Written by a collection of academic and practicebased experts, this vital new guide helps readers to understand the underlying concepts behind support to, and supervision of, those involved in integrated youth support systems.

Routledge 2006: A4: 96pp Pb: 978-0-415-39427-7: £17.99 US $31.95

Teaching, Learning and Psychology

Routledge 2005: 234 x 156: 184pp Pb: 978-0-415-37607-5: £24.99

Writing primarily for student and newly qualified teachers, whose classroom experience is necessarily limited, the author takes pains to elucidate why to assess, what to assess and how to assess.

A David Fulton Book 2004: 254 x 178: 144pp Pb: 978-1-85346-962-6: £20.99

LEARNING STYLES, TEACHING SKILLS AND CLASSROOM MANAGEMENT

Essential Motivation in the Classroom

US $45.95

Jane Yeomans and Christopher Arnold ’This is a publication linking practice and theory in an approachable way.’

– The Teacher Presenting a range of psychological theories in a non-technical and readable style, this book shows how psychology can be used to effectively deliver educational objectives and enhance children’s learning.

A David Fulton Book 2006: 200pp Pb: 978-1-84312-401-6: £17.99

2ND EDITION

An Introduction to Classroom Observation Ted Wragg In this best-seller, Ted Wragg covers different ways of observing and analysing classroom practice in different contexts.

Routledge 1999: 246 x 174: 176pp Pb: 978-0-415-19440-2: £24.99 US $45.95

US $31.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

61

BEHAVIOUR MANAGEMENT

BEHAVIOUR MANAGEMENT CHRISTINE MACINTYRE “Over the years I have worked with many caring, committed practitioners and hundreds of children, some with learning differences and disabilities, some with gifts and talents and some with asynchronous development, i.e. both. These generous students with their parents and carers have shared their experiences – mostly happy but some sad – and I have tried to record their accounts accurately in the books that Routledge have published so professionally. This is so that other parents, practitioners and children may consider their actions and reflections and use or amend them in their own practice.

It has been so interesting to note that despite all the changes in education the essential components remain. The key is that every child deserves very good teaching and in essence that means that practitioners have to have eyes that can spot the developmental stages in each child across the four aspects of development (Social, emotional, motor and intellectual) and prepare learning opportunities to enhance the competences the children have. Alongside that of course is the need to determine the kinds of things that are preventing children reaching their potential and taking steps to overcome them. The key message I have tried to convey in all of my books is that we must give children roots so that they may have wings, for after all it is to the young that the future belongs. Thank you to all those who have taken time to read and I hope enjoy the texts.”

NEW FOR 2009

NEW FOR 2009

Bullying & Young Children

Dyspraxia in the Early Years

Understanding the Issues and Tackling the Problem

Dyspraxia 5-14 A Practical Guide

Identifying and Supporting Children with Movement Difficulties

Christine Macintyre

Christine Macintyre

Christine Macintyre

Series: David Fulton/Nasen

Series: David Fulton/Nasen

What is it that makes some children bully and some become victims?

Christine Macintyre explores this highly emotive topic, asking why as many as 1 in 12 school children are bullying victims, and will show in a highly practical way, what can be done to support the children and help staff improve their own practice.

A David Fulton Book November 2008: 246x174: 116pp Pb: 978-0-415-47684-3: £19.99

A David Fulton Book May 2009: 246 x 174: 136pp Pb: 978-0-415-54396-5: £19.99

This book will provide help and guidance on: •enhancing the self-esteem of the affected children, showing how new-found confidence will enable children to offset the effects of being bullied or indeed being a bully •how to tell parents their child is bullying or being bullied, and how to build up a meaningful and mutually supportive relationship with them

Gifted and Talented Children 4-11 Understanding and Supporting their Development

Routledge April 2009: A4: 112pp Pb: 978-0-415-48496-1: £16.99

ORDER NOW!

US $31.95

See Order Form in centre of catalogue

Understanding Children's Development in the Early Years Questions Practitioners Frequently Ask Christine Macintyre

Christine Macintyre Can you recognise and tell the difference between gifted and talented children? Do you know how to provide the support they need?

This highly practical and accessible book is full of case studies and helpful advice on how to enhance our understanding of children in early years.

Responding directly to current thinking in education, this book raises practitioners’ expectations, and shows you how to identify children in your class as gifted and talented.

Routledge 2007: 216x138: 144pp Pb: 978-0-415-41288-9: £15.99

•creating a learning environment that prevents the desire for children to bully.

Based on case studies giving first hand accounts of real-life situations, and evaluations of strategies that have been tried and tested, this book suggests fresh and inspiring ways of tackling a problem faced by many practitioners today.

New topic areas covered in this comprehensive and practical new edition include terminology and labelling (in light of current inclusion guidelines and age specific activities and the effect of urging children to do things before they are ready (eg. writing).

This fully revised and updated edition of Christine Macintyre’s invaluable companion explains the difficulties faced by children with dyspraxia in growing up, and offers suggestions as to how these might be alleviated.

What can you do if despite your best efforts, a child keeps on taunting another?

62

NEW

2ND EDITION

A David Fulton Book May 2008: A4: 112pp Pb: 978-0-415-46492-5: £19.99

+44 (0)1235 400524

US $35.95

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

Identifying Additional Learning Needs in the Early Years

Planning the Pre-5 Setting

Enhancing Learning through Play

Practical Ideas and Activities for the Nursery

Listening to the Children

Christine Macintyre and Kim McVitty

A Developmental Perspective for Early Years Settings

This is an essential guide to organising, resourcing and teaching in pre-school settings.

Christine Macintyre Series: The Nursery World/Routledge Essential Guides Based on the lives of real children and typical situations in early years settings, early years practitioners will find this book invaluable in helping them care for and educate young children with additional learning difficulties.

Christine Macintyre This book shows how play can complement and enhance the social, emotional, perceptual motor and intellectual development of children in their early years.

A David Fulton Book 2004: 114pp Pb: 978-1-84312-058-2: £18.99

A David Fulton Book 2001: 128pp Pb: 978-1-85346-761-5: £16.99

Routledge 2005: 216x138: 160pp Pb: 978-0-415-36215-3: £15.99

Play for Children with Special Needs

Early Intervention in Movement

Including Children Aged 3-8

Practical Activities for Early Years Settings

Christine Macintyr

Christine Macintyre This book will help practitioners to ensure that they are doing all they can to include children with special educational needs.

Identifying and Supporting Children with Specific Learning Difficulties Looking Beyond the Label to Support the Whole Child

This text is full of practical ideas to help all early years children enjoy developing their movement abilities.

A David Fulton Book 2002: 88pp Pb: 978-1-85346-870-4: £21.99

A David Fulton Book 2002: 142pp Pb: 978-1-85346-935-0: £17.99

Pamela Deponio and Christine Macintyre By highlighting the myriad of over-laps between learning difficulties, as well as questioning many assumptions about certain conditions, the authors take a uniquely holistic angle on inclusive education.

BEHAVIOUR MANAGEMENT

CHRISTINE MACINTYRE CONTINUED

Jingle Time Christine Macintyre and Mike Carter This book provides a dip-in selection of jingles rhyming songs - which can be used as a stimulus with young children (ages 4-8) for many kinds of learning.

Routledge 2003: 234x156: 128pp Pb: 978-0-415-31495-4: £19.99

A David Fulton Book 2003: 96pp Pb: 978-1-84312-027-8: £16.99

NEW FOR 2009

NEW FOR 2009

Teaching Tough Kids

Behaviour for Learning

Simple and Proven Strategies for Student Success

Proactive Approaches to Behaviour Management

Mark Le Messurier

Simon Ellis and Janet Tod This book delivers a collection of emotionally connecting ideas to sustain the organisational and behavioural transformations of all students, especially those who ’do it tough’.

Highlighting the value of promoting positive, affective connection with students, this practical book presents ways to incorporate these inclusive ideas into your everyday practice with no extra effort.

In this inspiring book, teachers can learn how to:

Behaviour for Learning offers teachers a clear conceptual framework for making sense of the many behaviour management strategies on offer, allowing them to make a critical assessment about their appropriateness and effectiveness in the classroom.

•strengthen organisation patterns

Teachers need to be asking themselves the question ’How can I improve a child’s learning?’ rather than ’How can I get them to behave?’ The authors present a unique focus on the relationships which underpin learning, placing an emphasis on the development of ‘learning behaviours’, and endorses Ofsted’s view that it is essential to evaluate the efficacy of behaviour management against progress in learning.

•access nurturing and flexible systems

Essentially, this book will help teachers:

•improve behaviour and deal with bullying.

•decide what strategy is best for individuals in their classroom

•build student connectedness to learning •support emotional stability

Teaching Tough Kids is a timely reminder that many students have to rely on the warm connections and guidance offered by teachers and mentors to stay in touch with their goals, and this book will not fail to create radical changes in your classroom.

A David Fulton Book July 2009: A4: 160pp Pb: 978-0-415-46060-6: £22.99

•be aware of the evidence / theoretical base that underpins that strategy use •be able to evaluate the effectiveness of that strategy.

A David Fulton Book April 2009: 246 x 174: 304pp Pb: 978-1-84312-466-5: £21.99

US $42.95

US $41.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

63

BEHAVIOUR MANAGEMENT

NEW

Cyber-Bullying

2ND EDITION

Managing Extreme Behaviours in the Early Years

Issues and Solutions for the School, the Classroom and the Home

Surviving and Succeeding in Difficult Classrooms

Angela Glenn, Alicia Helps and Jacquie Cousins

Shaheen Shariff

Paul Blum

’This book provides a fascinating and considered insight into a phenomenon advancing almost as quickly as technology itself....the book offers many ways of joining together to combat cyber bullying, while providing a comprehensive and scholarly study of the subject.’

– Children and Young People Now

’[This book] is a treatise offering a coherent, thoughtful and convincing argument bemoaning aspects of our education system that gets in the way of good teaching and giving sound advice about working in that system. It is also a handy reference text which can be dipped into. Used like this, it will become a key and much used component of a teacher’s survival kit that will ensure survival and success.’ – TES

Series: Tried and Tested Strategies Increasing numbers of children attending pre school provision have led to increasing referrals to the advisory services for behavioural issues.

Children appear to be having difficulty conforming to social expectations in educational settings and are presenting us with more extreme behaviours. The suggested strategies in this book are based upon long, varied experiences in real life situations and have a grounding in practice, designed to be manageable, realistic and relevant to educational settings. They cover the following behaviours: •self harm •hitting

These emerging 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.

•running away •sexualised behaviour •refusal to talk •uncooperative behaviour •aggressive behaviour.

A David Fulton Book November 2008: A4: 96pp Pb: 978-0-415-46709-4: £16.99

US $33.95

Routledge March 2008: 234 x 156: 328pp Pb: 978-0-415-42491-2: £19.99

SEE ALL BOOKS IN THE SERIES ON PAGE 42

NEW

Understanding Pupil Behaviour Classroom Management Techniques for Teachers Ramon Lewis This book describes a system of successful classroom behaviour management techniques developed by the author over more than twenty-five years. It outlines the difficulties confronting teachers trying to manage pupils’ misbehaviour in school.

In Understanding Pupil Behaviour Ramon Lewis explains how pupils’ behaviour can be categorised and how techniques can be introduced to deal with each category, however challenging the behaviour might be. The book goes on to provide a framework for long-term commitment by teachers to produce effective interactions with students.

Teachers, PGCE students and educational advisers looking for a handy guide to tried-andtested behaviour management strategies, as well as those wanting a resource for delivering INSET training on the subject, will find all they need in this accessible book.

A David Fulton Book December 2008: 234 x 156: 184pp Pb: 978-0-415-48353-7: £17.99 US $33.95

64

ORDER NOW!

See Order Form in centre of catalogue

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’.

US $35.95

Constructive Talk in Challenging Classrooms Strategies for Behaviour Management and Talk-Based Tasks Valerie Coultas ’Valerie Coultas’s book on talk is primarily addressed to secondary English teachers, especially those who enjoy the challenge and lively contexts of inner city classrooms, providing the teaching equivalent of white water rafting. She has a lot of experience of working with pupils whose reading and writing skills are weak, but who bring to the classroom enormous energy and a wealth of experience combined with the ability to creatively express themselves orally in many different languages and vernaculars. She provides lots of practical and well-tried ways in turning that talk towards a learning purpose rather than stifling it through demands for silent reading and writing ...

This is an ideal book for the inexperienced teacher who wants to make a difference ... I would like all English departments to buy this book, try out the strategies in the classroom, and then persuade colleagues in other subjects to try them out to.’

– English Drama Media Routledge 2006: 216 x 138: 176pp Pb: 978-0-415-40343-6: £22.99

+44 (0)1235 400524

Routledge 2006: 198 x 129: 160pp Pb: 978-0-415-39720-9: £18.99

US $33.95

’Whole-Brain’ Behaviour Management in the Classroom Every Piece of the Puzzle Chris Derrington and Hilary Goddard ’Up to date, broad and insightful. A comprehensive look at the ingredients that can help to make a teacher succussful when faced with challenging behaviour...This book is my first recommendation when asked by teachers for a useful read on behaviour management.’ – Stuart Coupe, Behaviour Support Advisory Teacher, UK Routledge 2007: 216 x 138: 232pp Pb: 978-0-415-41181-3: £22.99

US $42.95

Turning the Tables on Challenging Behaviour A Practitioner’s Perspective to Transforming Challenging Behaviours in Children, Young People and Adults with SLD, PMLD or ASD Peter Imray Containing real-life case studies, strategies for identification, and handy hints and tips throughout, this is the authoritative guide to tackling challenging behaviour and working effectively with children, young people and adults with severe learning difficulties (SLD), profound and multiple learning difficulties (PMLD) and autistic spectrum disorders (ASD).

Routledge 2007: A4: 136pp Pb: 978-0-415-43758-5: £21.99

US $35.95

US $41.95

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

The Rob Long Omnibus Edition of Better Behaviour

Better Behaviour

Obsessive Compulsive Disorders

Series: David Fulton / Nasen

Series: David Fulton / Nasen

Rob Long

A David Fulton Book 2005: 279 x 216: 32pp Pb: 978-1-84312-363-7: £8.99

A David Fulton Book 2005: 279 x 216: 32pp Pb: 978-1-84312-366-8: £8.99

Children’s Thoughts and Feelings

The Art of Positive Communication

Series: David Fulton / Nasen ’This book is a tool not only for SENCOs but also for class and curriculum teachers perhaps it would be a good idea to buy a couple and pass them round the staffroom!

[This book] would supplement any of the dusty tomes that you doubtless already have on your shelves - it is actually a breath of fresh air and well worth buying!’ – Special

Series: David Fulton / Nasen

Series: David Fulton / Nasen

A David Fulton Book 2005: 279 x 216: 32pp Pb: 978-1-84312-368-2: £8.99

A David Fulton Book 2005: 279 x 216: 24pp Pb: 978-1-84312-367-5: £11.99

Loss and Separation Series: David Fulton / Nasen

Working with Groups

A David Fulton Book 2005: 279 x 216: 24pp Pb: 978-1-84312-364-4: £8.99

Series: David Fulton / Nasen

This omnibus edition of Rob Long’s best selling Better Behaviour series brings together his eight titles in one handy volume.

Motivation

A David Fulton Book 2007: A4: 224pp Pb: 978-1-84312-470-2: £30.00

A David Fulton Book 2005: 279 x 216: 32pp Pb: 978-1-84312-365-1: £8.99

A David Fulton Book 2005: 279 x 216: 32pp Pb: 978-1-84312-371-2: £8.99

Yeah Right! Adolescents in the Classroom

Series: David Fulton / Nasen

Series: David Fulton / Nasen A David Fulton Book 2005: A5: 32pp Pb: 978-1-84312-370-5: £8.99

FOR MORE INFORMATION ON THE DAVID FULTON/NASEN SERIES SEE PAGE 80

Managing Pupil Behaviour

Intervening Early

Key Issues in Teaching and Learning

Promoting Positive Behaviour in Young Children

Terry Haydn ’It was refreshing to read a book that goes to the heart of managing behaviour in the classroom.’

– ChildrenNow Based on tried-and-tested strategies and set in contexts that provide routes through to the concerns of practising and aspiring teachers, it will equip them with new skills for classroom practice.

Routledge 2006: 246 x 174 Pb: 978-0-415-28782-1: £18.99

Sue Roffey and Terry O’Reirdan

Nicky Hutchinson and Hilary Smith

A Guide for Understanding and Support Theodora Papatheodorou ’This book is highly recommended for all existing and prospective practitioners working with young children and has particular significance, given the important role early years professionals now play within the current context of government policies for early intervention.’ – Early Years

The book’s special format allows the reader to look up the specific type of behaviour and see a range of tactics to help him or her deal with the situation in the short term, and then to consider what might be done in the longer term to prevent recurrence.

Providing much-needed guidance on how to identify children’s needs and focus their support most effectively, this book features practical strategies and informative case studies to show how solutions work in practice.

A David Fulton Book 2003: A4: 88pp Pb: 978-1-84312-135-0: £18.99

A David Fulton Book 2003: 279 x 216: 96pp Pb: 978-1-85346-971-8: £22.99 US $41.95

US $33.95

Behaviour in the Early Years

Behaviour Problems in the Early Years

Routledge 2005: 216 x 138: 160pp Pb: 978-0-415-28698-5: £22.99

Plans for Better Behaviour in the Primary School

US $31.95

2ND EDITION

BEHAVIOUR MANAGEMENT

ROB LONG BETTER BEHAVIOUR SERIES

Angela Glenn, Jacquie Cousins and Alicia Helps Series: Tried and Tested Strategies Written for practitioners who work in pre-school settings and parents, this work teaches how to respond instantly and effectively to problems using hands-on strategies.

A David Fulton Book 2005: 279 x 216: 88pp Pb: 978-1-84312-104-6: £16.99

How to Stop Bullying in Your School George Varnava By providing teachers with a practical intervention program to prevent bullying in their schools, this book gives the reader tried and tested strategies to tackle a very challenging problem.

A David Fulton Book 2002: 279 x 216: 112pp Pb: 978-1-85346-938-1: £21.99

US $37.95

Adolescent Problems Doula Nicolson and Harry Ayers

US $31.95

SEE ALL BOOKS IN THIS SERIES ON PAGE 42

This is a reference book on adolescent emotional and behavioural problems, covering a range of psychological theories and approaches in a readable style.

A David Fulton Book 2004: 279 x 216: 144pp Pb: 978-1-84312-140-4: £21.99

US $41.95

US $37.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

65

GIFTED AND TALENTED

GIFTED AND TALENTED Gifted and Talented Children 4-11

For more Christine Macintyre books see pages 62-63

Understanding and Supporting their Development Christine MacIntyre Can you recognise and tell the difference between gifted and talented children? Do you know how to provide the support they need?

Responding directly to current thinking in education, this book raises practitioners’ expectations, and shows you how to identify children in your class as gifted and talented.

Christine Macintyre addresses the nature/nurture debate in relation to gifted and talented children, and discusses related topics such as the norms of development and domains of learning.

Essential reading for all primary teachers and teaching assistants, this fascinating book is full of practical suggestions enabling you to: •recognise the innate nature of giftedness •provide the teaching required for talent to emerge •understand the experiences of gifted and talented children •develop activities to challenge and encourage your gifted and talented children to widen their repertoire of skills and abilities.

A David Fulton Book May 2008: A4: 112pp Pb: 978-0-415-46492-5: £19.99

US $35.95

THE GIFTED AND TALENTED SERIES Edited by Gwen Goodhew ‘Series editor Gwen Goodhew has commissioned experienced practitioners from each subject area to write with a particular audience in mind - their subjectspecialist colleagues, and so each book is written in a style that speaks directly to heads of department and class teachers within a particular discipline. This is a real strength of the series and gives it a great deal of credibility... Photocopiable pages provide valuable, time-saving teacher and student resources, with additional material on accompanying CDs or available online.’

- Gifted and Talented Update The Gifted and Talented Series provides specific guidance on: •recognising high ability and multiple intelligences •planning differentiation, extension and enrichment •teacher questioning skills

Meeting the Needs of Your Most Able Pupils in Physical Education & Sport

Dilwyn Hunt

Dave Morley and Richard Bailey

A David Fulton Book 2007: A4: 144pp Pb: 978-1-84312-278-4: £26.99

A David Fulton Book 2006: A4: 160pp Pb: 978-1-84312-334-7: £26.99

Meeting the Needs of Your Most Able Pupils: Mathematics

Meeting the Needs of Your Most Able Pupils in Music

Lynne McClure and Jennifer Piggott

Jonathan Savage

A David Fulton Book 2007: A4: 160pp Pb: 978-1-84312-328-6: £26.99

A David Fulton Book 2006: A4: 176pp Pb: 978-1-84312-347-7: £26.99

Meeting the Needs of Your Most Able Pupils: Science

Meeting the Needs of Your Most Able Pupils in Design and Technology

Tim Alderman A David Fulton Book April 2008: A4: 152pp Pb: 978-1-84312-277-7: £26.99

•homework

Kim Earle

•recording and assessment

A David Fulton Book 2006: A4: 136pp Pb: 978-1-84312-331-6: £26.99

Steve Barnes A David Fulton Book 2007: A4: 160pp Pb: 978-1-84312-287-6: £26.99

$49.95

Meeting the Needs of Your Most Able Pupils: Geography Jane Ferretti A David Fulton Book 2007: A4: 136pp Pb: 978-1-84312-335-4: £26.99

ORDER NOW!

See Order Form in centre of catalogue

CD

CD

A David Fulton Book 2006: A4: 192pp Pb: 978-1-84312-330-9: £26.99

Meeting the Needs of Your Most Able Pupils in Art

Meeting the Needs of Your Most Able Pupils: History

CD

Louise Davies

•support for more able pupils with special educational needs

•beyond the classroom: visits, competitions, summer schools, masterclasses, links with universities, businesses and other organisations.

66

Meeting the Needs of Your Most Able Pupils in Religious Education

CD

Meeting the Needs of Your Most Able Pupils: Modern Foreign Languages Gretchen Ingram A David Fulton Book March 2008: A4: 160pp Pb: 978-1-84312-332-3: £26.99

Meeting the Needs of Your Most Able Pupils: English

CD

Erica Glew A David Fulton Book 2007: A4: 136pp Pb: 978-1-84312-261-6: £26.99

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

Gifted and Talented Children with Special Educational Needs

Keith S. Taber

Double Exceptionality

Making Inclusion Work for More Able Learners

Diane Montgomery

Edited by Chris Smith

'If you are an educational researcher, or a teacher profoundly interested in developing gifted students, this reasonably priced book may be for you.'

– Education in Chemistry 'This book is a very rich source of information about the characteristics and learning needs of students who are deemed to be gifted and provides approaches to teaching that may help such pupils develop... The fascinating nature of the topic and the exceptionally well written chapters make it a worthwhile read for all involved in science education' – School Science Review Routledge 2007: 243x156: 256pp Pb: 978-0-415-39534-2: £19.99

In this single volume, a range of top experts discuss and examine their arguments for and against the inclusion of gifted learners, challenging the assumptions that educational inclusion relates only to those pupils with learning difficulties.

’Those who want to expand their 2e library, this book would serve as a good reference.’

– Twice-Exceptional Newsletter A David Fulton Book 2003: 279 x 216: 192pp Pb: 978-1-85346-954-1: £19.99 US $33.95

Routledge 2005: 234 x 156: 240pp Pb: 978-0-415-36110-1: £24.99

Gifted and Talented Education from A-Z

Exceptionally Gifted Children

Series: David Fulton / Nasen Containing comprehensive listings and definitions of common terms in able, gifted and talented education, it also includes other aspects that you might need to learn about, find or use - all in a in a teacher-friendly format.

International Perspectives on Global Issues Edited by Gillian Eriksson and Belle Wallace

US $42.95

2ND EDITION

Jacquie Buttriss and Ann Callander

Diversity in Gifted Education

’This is the most demanding book I have had to review because it is difficult to do it justice... It is thought provoking, erudite, accessible and informed. It is a must for anyone who has a serious interest in gifted education and who wants to extend and enrich their thinking on what we really mean by disadvantage and how to move forward to realising equity and excellence for all.’ – Sue Mordecai, Senior Adviser in Education, Bromley, London, UK

Including the Gifted and Talented

GIFTED AND TALENTED

Science Education for Gifted Learners

Miraca U.M. Gross Providing practical guidance on how gifted children can be identified and assisted, this new edition of a classic text will be essential reading for all teachers and parents of gifted and talented children.

Routledge 2003: 246 x 174: 320pp Pb: 978-0-415-31491-6: £27.99

US $51.95

Teaching Gifted Children 4-7 A David Fulton Book 2004: 216 x 138: 128pp Pb: 978-1-84312-256-2: £14.99

A Guide for Teachers Valsa Koshy US $27.95

This book offers practical guidelines on how to identify gifted and talented young children and looks at ways to enhance their learning opportunities.

FOR MORE INFORMATION ON THE DAVID FULTON/NASEN SERIES SEE PAGE 80 2ND EDITION

A David Fulton Book 2002: 279 x 216: 122pp Pb: 978-1-85346-877-3: £21.99

Gifted Education Identification and Provision

US $37.95

’[This book] provides a compelling, comprehensive, and cogent overview of gifted education, which in turn makes its insights into ways of accommodating and serving diverse learners all the more insightful and useful.’ – Gifted Education International Routledge 2006: 234 x 156: 352pp Pb: 978-0-415-36106-4: £25.99

US $44.95

For more books by Belle Wallace see page 30

David George This second edition provides busy teachers, other educational professsionals and parents with user-friendly text and worksheets to enable them to identify and provide provision for gifted children.

A David Fulton Book 2003: 279 x 216: 120pp Pb: 978-1-85346-972-5: £21.99

Teaching Mathematics to Able Children Valsa Koshy This book enables teachers to effectively meet the needs of their most able mathematicians.

A David Fulton Book 2001: 144pp Pb: 978-1-85346-687-8: £21.99 US $37.95

US $37.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

67

INCLUSION

INCLUSION RITA CHEMINAIS Rita Cheminais has been a longstanding popular author with Routledge Education/David Fulton for ten years, writing successful books on SEN, Inclusion and Every Child Matters. The Pocket Guide to Every Child Matters will be Rita’s twelfth publication.

Rita has been at the leading edge of writing the first ever publications relating to the government’s Every Child Matters (ECM) initiative. Her series of practical guides on ECM for SENCOs, teachers and teaching assistants have been best sellers.

Rita Cheminais has thirty three years experience in the field of education working as a teacher, SENCO, OFSTED Inspector, General, Senior and Principal Adviser for SEN & Inclusion, as a School Improvement Partner, author, international conference keynote speaker, and currently as a Freelance Education Consultant with her own business Every Child Matters (ECM) Solutions.

If you would like further information about procuring Rita’s high quality services for consultancy, training and conference keynote speaking on Every Child Matters then visit her website: www.ecm-solutions.org.uk or email: admin@ecm-solutions.org.uk

NEW FOR 2009

The Pocket Guide to Every Child Matters An at the Glance Overview for the Busy Teacher

Engaging Pupil Voice to Ensure that Every Child Matters

Every Child Matters: A New Role for SENCos

A Practical Guide

A Practical Guide

Rita Cheminais

Rita Cheminais The aim of this pocket guide is to provide an at-a-glance overview and insight into Every Child Matters for busy trainee, newly qualified and experienced teachers, working with pupils in a range of educational settings, who want a quick point of reference in order to know how:

Rita Cheminais This very practical up-to-the-minute book is an invaluable and essential resource for all those working directly with pupils in schools and other educational settings, who wish to strengthen the engagement of pupil voice in their every day practice.

This book covers:

•the origin, concept and principles of pupil voice •the rights of children and young people in society today

•the concept, aims and principles of Every Child Matters influences their practice

•how the latest pupil voice national surveys and reports inform ECM

•to develop a shared vision and ethos for Every Child Matters

•ECM practice at whole school, classroom and community levels

•Every Child Matters policy informs practice

•effective practical approaches for gathering pupils views and enhancing their participation to inform and influence ECM decision-making

•to develop effective teamwork and collaborative partnership working •to embed Every Child Matters outcomes in personalised learning •to monitor and evaluate the impact of Every Child Matters at classroom level.

The Pocket Guide to Every Child Matters is an invaluable, good value, user-friendly resource for all busy Children’s Workforce practitioners, working directly with pupils in classrooms.

A David Fulton Book November 2009: 234 x 156: 104pp Pb: 978-0-415-47917-2: £13.99 US $26.95

How to Create the Inclusive Classroom

A David Fulton Book July 2008: A4: 128pp Pb: 978-0-415-46854-1: £19.99

A Practical Guide

A Practical Guide for Teachers Rita Cheminais In this groundbreaking and forward-looking resource, Rita Cheminais clearly explains the impact of the Every Child Matters agenda for teachers working in a range of educational settings.

A David Fulton Book 2006: A4: 128pp Pb: 978-1-84312-463-4: £18.99 US $31.95

Every Child Matters A Practical Guide for Teaching Assistants Rita Cheminais

Rita Cheminais

This book provides a clear description of what the ECM agenda means for TAs and how it will impact on their role. It is also a valuable resource for all those line managing and supporting the continuing professional development of teaching assistants.

This completely revised and updated edition, relevant to trainee, newly qualified and experienced teachers, as well as teaching assistants, covers the essential and most recent developments in Special Educational Needs (SEN), including Every Child Matters (ECM).

A David Fulton Book 2004: 279 x 216: 80pp Pb: 978-1-84312-240-1: £23.99 US $44.95

August 2009: A4: 96pp Pb: 978-0-415-49583-7: £19.99

+44 (0)1235 400524

US $37.95

Every Child Matters

NEW FOR 2009

This book’s at-a-glance format provides practitioners with a handy self-help resource.

See Order Form in centre of catalogue

A David Fulton Book 2005: A4: 104pp Pb: 978-1-84312-406-1: £19.99

US $37.95

Special Educational Needs for Newly Qualified and Student Teachers

Rita Cheminais

ORDER NOW!

’A very valuable book that will provide essential guidance for all SENCos.’ – SNIP (Special Needs Information Press)

•evaluating the impact and outcomes of pupil voice on effecting change, in line with OFSTED and other national standards requirements.

Removing Barriers to Learning

68

’This is an indispensable guide for SENCOs who are beginning to see thier role change in light of the Every Child Matters policy agenda.’

– SENCO Update

A David Fulton Book April 2008: A4: 152pp Pb: 978-0-415-45876-4: £16.99

Fax: +44 (0)20 7017 6699

US $30.95

www.routledge.com/teachers

A Practical Guide Rita Cheminais Featuring helpful checklists, models of good practice, templates and photocopiable resources that can be used in development work, this highly practical book will be an invaluable resource for anyone involved with implementing Every Child Matters in extended schools and children’s centres.

A David Fulton Book 2007: A4: 176pp Pb: 978-1-84312-475-7: £19.99

Closing the Inclusion Gap Special and Mainstream Schools Working in Partnership Rita Cheminais Providing hands-on practical support, this book can be used to organise and develop the consultancy role of special school team members.

CD

A David Fulton Book 2004: 80pp Pb: 978-1-84312-085-8: £21.99

NEW FOR 2009

A Handbook for Inclusion Managers

NEW

Steering your School towards Inclusion

Harnessing Technology for Every Child Matters and Personalised Learning

Ann Sydney

John Galloway

Series: David Fulton / Nasen Are you responsible for inclusion in your school?

You may not have the dayto-day responsibility for teaching individual pupils or groups, but you now have a strategic role that covers a whole lot more than special educational needs. Your role is to steer your school in the direction of inclusion. This book sets you off with a wide range of information and plenty of ideas and provides a stimulus for reflection on your practice.

This comprehensive and accessible text will help you to create and manage an inclusive school, covering a wide range of knowledge and skills including: •recent legislation •how to interpret data to judge how well different groups in your school are achieving •where the money comes from •getting the best from your staff •how to get accreditation for your work on inclusion •what inclusive teaching and learning looks like •the Common Assessment Framework

Services for Children are changing in many ways, not least schools: new ones are being built; more practitioners fulfil diverse roles; the testing and assessment regime is changing; and new technologies enable us to teach pupils both wellestablished and completely new curriculum areas, in ways that are more engaging.

INCLUSION

Extended Schools and Children's Centres

Underpinning these transformations are three core policies: Every Child Matters, Personalised Learning, and Harnessing Technology. Combined, they are at the heart of changes to children and young peoples’ experiences of school. This book considers these policies and their interlinked relationship, making it an essential resource for training and practicing teachers, school leaders, and all those involved in educational transformation.

How far these policies will transform schools and services for children and young people remains to be seen. Consideration is given to the barriers to their success, the issues that impinge upon them, and questions asked about their capacity to bring about long-term, systemic, change.

A David Fulton Book November 2008: 234 x 156: 176pp Pb: 978-0-415-45871-9: £19.99 US $37.95

•working with special schools

Developing Inclusive School Practice

•community cohesion

A Practical Guide

•working on an inclusion strategy.

Rita Cheminais

A David Fulton Book July 2009: 246 x 174: 160pp Pb: 978-0-415-49198-3: £19.99

This practical and comprehensive book for Inclusion Coordinators (SENCOs) covers all the essential aspects of how to manage inclusion more effectively.

A David Fulton Book 2001: 80pp Pb: 978-1-85346-800-1: £21.99

Inclusion and School Improvement A Practical Guide Rita Cheminais This practical comprehensive book for senior managers and inclusion coordinators covers all the essential aspects of how to manage inclusion more effectively.

A David Fulton Book 2002: 116pp Pb: 978-1-84312-005-6: £32.99

•reporting to governors, parents and Ofsted

FOR MORE BOOKS ON ICT SEE PAGE 18

NEW

Spotlight on Your Inclusive Classroom

US $37.95

NEW FOR 2009

Diversity and Personalised Learning

A Teacher’s Toolkit of Instant Inclusive Activities Glynis Hannell Spotlight on Your Inclusive Classroom offers teachers an interesting miscellany of topics and activities to stimulate, engage, challenge, entertain and extend all pupils’ thinking skills and knowledge base.

John Visser Series: David Fulton / Nasen This book updates and draws on the earlier well known NASEN publication, Differentiation: Making it Work. It is updated to take account of continuing research and professional activity, widening its remit to include diversity together with differentiation. The book builds on the continuing need and demand for a range of provision to be made available to meet the special educational needs of children with learning difficulties and/or disabilities.

In addressing diversity and differentiation the book is positioned within the school improvement agenda. The book provides a balance between the teaching of individuals, and the broader teaching and learning context.

Taking a cyclical approach, the author focuses on evidence-based outcomes, evaluation, and relevant aspects of technology, life-based issues, all set within the general business of teaching and learning.

A David Fulton Book July 2009: A4: 80pp Pb: 978-0-415-46752-0: £18.99

This extremely practical resource provides busy teachers and teaching assistants with a collection of worksheets that can be used as instant, educationally appropriate learning activities written specifically with the inclusive classroom in mind.

A David Fulton Book November 2008: A4: 128pp Pb: 978-0-415-47306-4: £16.99

US $30.95

SEE ALL TITLES IN THIS SERIES ON PAGE 2 FOR MORE INFORMATION ON THE DAVID FULTON/NASEN SERIES SEE PAGE 80

US $35.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

69

INCLUSION

Teaching Children English as an Additional Language

Social Inclusion in Schools Improving Outcomes, Raising Standards

Partnerships for Inclusive Education

A Programme for 7-11 Year Olds

Ben Whitney

A Critical Approach to Collaborative Working

Caroline Scott

Series: David Fulton / Nasen ‘This is a very useful resource that has a place in every school. It is thorough and easy to use for either a trained TA or class-teacher.

Most importantly it will set children with EAL on the road to success.’

– Headteacher, Tower Hamlets

Teaching Children English as an Additional Language is a 10-week teaching programme of units and lesson activities for children aged 7–11 (Key Stage 2) new to English. It will help these children learn some very basic English sentences, questions and vocabulary, to get them through regular day-to-day routines more easily. By offering a flexible step by step approach this book helps EAL teachers to: •identify learners’ individual needs

A David Fulton Book 2007: A4: 128pp Pb: 978-1-84312-474-0: £19.99

Gianna Knowles

CD

Written to support all teaching and learning staff in developing good inclusive practice, this book provides knowledge and understanding about a range of inclusion issues.

The programme also contains emergency lessons to support learners in the first three days, cross curricular links, ways of using a home-school learning book and an opportunity for the child to make a booklet about themselves.

This book explains the challenges that children with SEN attending mainstream schools face, and how teachers and support staff can ease their way.

A David Fulton Book 2005: 279 x 216: 128pp Pb: 978-1-84312-351-4: £22.99

A David Fulton Book 2006: 220pp Pb: 978-1-84312-420-7: £18.99

US $41.95

US $33.95

Inclusion US $47.95

English as an Additional Language

Mapping SEN

How to do it in Secondary Schools

Routes through Identification to Intervention

Sue Briggs

Amanda Kirby

English as an Additional Language is packed full of straightforward ideas to help teachers get a grip on good classroom practice.

Providing practical guidance on enhancing learning through ICT in English, this book is made up of a series of projects that supplement, augment and extend the QCA ICT scheme.

A David Fulton Book 2006: A4: 116pp Pb: 978-1-84312-186-2: £21.99

A David Fulton Book 2006: 64pp Pb: 978-1-84312-460-3: £22.99

Key Features of Practice Liz Haslam, Yvonne Wilkin and Edith Kellet

CD

US $41.95

US $37.95

Success with Inclusion 1001 Teaching Strategies and Activities that Really Work ’This book would be especially useful for new SENCOs, but would also offer a useful resource for established colleagues, either as an aide-memoire or in providing support for their mainstream colleagues.’ – Nasen Special Success with Inclusion provides over 1000 specific strategies to help identified areas of difficulty or advanced development.

CD

Written by an experienced and sympathetic Inclusion Coordinator, Inclusion covers planning and setting targets using P scales and IEPs, photocopiable sheets and templates.

A David Fulton Book 2006: 279 x 216: 128pp Pb: 978-1-84312-187-9: £22.99

US $41.95

Inclusion in the Early Years

Included or Excluded?

Stories of Good Practice

The Challenge of the Mainstream for Some SEN Children

Phyllis Jones Based upon the author’s own research, this book invites readers to compare teachers’ accounts of their best lessons and provides useful discussion and viewpoints about inclusive pedagogy over a variety of learning contexts.

Edited by Ruth Cigman Foreword by Baroness Warnock 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.

Glynis Hannell

ORDER NOW!

Meeting SEN in Primary Classrooms Sue Briggs

•assess pupils to inform future planning.

70

US $41.95

Inclusion and How to Do It

Supporting Inclusive Practice

•support teaching through speaking and listening

A David Fulton Book 2007: A4: 184pp Pb: 978-0-415-44534-4: £25.99

Liz Todd presents a new way of thinking about partnerships and demonstrates how teachers and education professionals can implement more effective strategies to truly understand how partnerships can meet the needs of everyone involved.

Routledge 2006: 216 x 138: 200pp Pb: 978-0-415-29845-2: £22.99

US $33.95

FOR MORE INFORMATION ON THE DAVID FULTON/NASEN SERIES SEE PAGE 80

•teach grammar and vocabulary

A David Fulton Book August 2008: A4: 208pp Pb: 978-0-415-45231-1: £24.99

Liz Todd

By emphasising the Every Child Matters agenda and the importance of joinedup partnership approaches with other professionals and agencies, this book is essential reading for all practitioners working to support pupils at risk of exclusion.

Routledge 2006: 234 x 156: 224pp Pb: 978-0-415-40118-0: £23.99

A David Fulton Book 2006: 235 x 156: 80pp Pb: 978-1-84312-121-3: £17.99

US $31.95

US $45.95

US $47.95

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

MICHAEL FARRELL “Over the past twenty years, I have been very fortunate in my association with Routledge exploring important developments in special education. A central issue is academic achievement and personal and social development, indicated in Key Issues in Special Education (2005). Evidence of effective approaches for different types of disability and disorder was reflected in The Effective Teacher’s Guides (2005) and in Educating Special Children (2009). In Inclusion at the Crossroads (2004), I outlined some of the problems with supposed ‘inclusion’. Where pressures for inclusion implied undervaluing special schools, it was necessary to present evidence for the excellent work of special school in Celebrating the Special School (2006) and The Special School’s Handbook (2007). Some of these topics were set out for student teachers in Understanding Special Educational Needs (Routledge, 2003). It has also been very rewarding to develop successive editions of The Special Education Handbook now in 2009 enjoying its fourth edition.”

NEW FOR 2009

The Special School’s Handbook

Educating Special Children

4TH EDITION

Key Issues for All

The Special Education Handbook

Michael Farrell

An Introduction to Provision for Pupils with Disabilities and Disorders

An A-Z Guide for Students and Professionals

Series: David Fulton / Nasen

Michael Farrell

Praise for 3rd Edition: ‘This book will be especially useful to teachers in training, staff wanting to follow up specific aspects of particular disabilities and parents wanting to find out more about how the education system responds to children with special educational needs.’

– Special!

‘I find it useful, easy to use and informative, just like a handbook should be, and am happy to recommend it to colleagues and parents alike.’ – Special Children

A David Fulton Book 2007: 234 x 156: 184pp Pb: 978-0-415-41686-3: £25.99

Educating Special Children is an indispensable companion for anyone requiring an overview of provision that has proved effective for children with learning disorders and disabilities.

US $44.95

Celebrating the Special School Michael Farrell Challenging the assumption that special schools are a second-best educational option for pupils, this book celebrates the success and importance of special schools within England and the support of local education authorities (LEAs) in maintaining them.

This updated fourth edition of an essential reference book provides a comprehensive guide to the field of SEN. All entries have been reviewed to ensure that they reflect current practice, and extra resources such as internet sites are added. Focusing on both current UK and international educational frameworks, the author has gathered into one A to Z volume a wide range of information essential to good SEN practice in mainstream and special schools. A thematic index helps the reader plot a course through topics of current interest.

A David Fulton Book 2006: 234 x 156: 112pp Pb: 978-1-84312-407-8: £17.99

A David Fulton Book June 2009: 234 x 156: 160pp Pb: 978-0-415-49020-7: £21.99

Inclusion at the Crossroads

US $41.95

A Guide for Student Teachers Michael Farrell This is an ideal, highly accessible text for student and new qualified teachers who need a reliable introduction to vital issues within Special Educational Needs.

Routledge 2003: 216x138: 176pp Pb: 978-0-415-30823-6: £17.99

Dr Michael Farrell guides the reader through what can be labrythine of complexities of special education, providing educators with a road map to the most effective methods of provision currently being used.

This book explores issues surrounding: •communication disorders and Autism and Asperger’s Syndrome •developmental co-ordination disorders •reading, writing and mathematics disorders •disorders of conduct, anxiety and depression •attention deficit hyperactivity disorder •mild, moderate to severe, and profound cognitive impairment •sensory impairments

US $31.95

•orthopaedic and motor disabilities, health impairments and traumatic brain injury.

Special Education - Concepts and Values

Understanding Special Educational Needs

’This book is an authoritative overview of contributions from many disciplines to special education for young people with a wide range of disabilities. It is a vital resource for students and professionals alike.’

– Alan Carr, University College Dublin, Ireland

With a no-nonsense, non-academic approach, and with each chapter featuring think points and suggestions for further study, The Special School’s Handbook contains a wealth of invaluable information, resources and advice and is a handy reference book which staff can dip in and out of.

Michael Farrell

SPECIAL NEEDS

SPECIAL NEEDS

Michael Farrell Answering challenging questions such as: Does the term SEN mean anything any more? and is SEN biologically or socially determined? This book makes sense of the controversy surrounding Special Educational Needs with clear sign posted information.

A David Fulton Book April 2008: 234 x 156: 384pp Pb: 978-0-415-46315-7: £19.99

US $33.95

Key Issues In Special Education Michael Farrell In this highly practical book, Michael Farrell unpicks and clarifies the role of educational standards in today's schools.

Routledge 2005 Pb: 978-0-415-35424-0: £23.99

A David Fulton Book 2004: 128pp Pb: 978-1-84312-118-3: £23.99

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

71

SPECIAL NEEDS

MICHAEL FARRELL CONTINUED NEW DIRECTIONS IN SPECIAL EDUCATIONAL NEEDS SERIES The Effective Teacher’s Guide to Autism and Communication Difficulties

The Effective Teacher’s Guide to Dyslexia and other Specific Learning Difficulties

The Effective Teacher’s Guide to Sensory Impairment and Physical Disability

Practical Strategies

Practical Strategies

Practical Strategies

Michael Farrell

Michael Farrell

Michael Farrell

Routledge 2005: A4: 112pp Pb: 978-0-415-36039-5: £18.99

Routledge 2005: A4: 96pp Pb: 978-0-415-36040-1: £18.99

US $33.95

US $33.95

Routledge 2005: A4: 104pp Pb: 978-0-415-36042-5: £21.99 US $39.95

The Effective Teacher’s Guide to Behavioural, Emotional and Social Difficulties

The Effective Teacher’s Guide to Moderate, Severe and Profound Learning Difficulties

Practical Strategies

Practical Strategies Michael Farrell

Michael Farrell Routledge 2005: A4: 104pp Pb: 978-0-415-36038-8: £18.99

Routledge 2005: A4: 104pp Pb: 978-0-415-36041-8: £21.99

US $33.95

US $39.95

5TH EDITION

Beating Bureaucracy in Special Educational Needs

The SENCO Handbook

Jean Gross

Working within a Whole-School Approach

Series: David Fulton / Nasen

Elizabeth Cowne The fifth edition of this best-selling SENCO Handbook provides up-to-date information and advice in relation to three key government publications: Removing Barriers to Achievement: The Government’s Strategy for SEN (2004); Every Child Matters: Change for Children in Schools (2004); and the Disability Discrimination Act (2005), particularly the disability equality duty and accessibility plan.

This comprehensive companion: •introduces the reader to the key concepts and issues of SEN and inclusion •provides detailed information for SENCOs, head teachers and governors about developing whole-school policy and practice for children and young people with SEN •advises on essential aspects of the SENCOs’ role including the management of support staff, working in partnership with parents and outside agencies, and the improvement of teaching and learning.

•enables those working in education to debate, discuss and reflect on the issues presented in relation to their work in schools or other settings •includes a photocopiable section of staff development activities •gives information on further reading and source materials.

A David Fulton Book June 2008: A4: 144pp Pb: 978-0-415-45367-7: £22.99

72

ORDER NOW!

Are you overwhelmed by the amount of paperwork that SEN generates in your school? Would you like to spend more time actually improving the quality of teaching and learning for pupils with SEN or disabilities? If so, this is an essential book for you.

Containing practical strategies for reducing the number of individual education plans and review meetings, Beating Bureaucracy in Special Educational Needs will help you to use existing systems for target setting, recording and planning – personalised systems that are used for all children as part of everyday teaching practices. The book showcases the work of four schools that have successfully developed ways of planning provision, working with parents, and supporting staff development.

This invaluable resource will help you (in the words of one SENCO) ‘get your life back’. Adopting the new and more effective ways of working presented here will reduce the bureaucratic burden on your school – whilst at the same time improving the impact of your SEN provision on children’s learning and well-being.

A David Fulton Book March 2008: A4: 224pp Pb: 978-0-415-44114-8: £19.99

US $35.95

FOR MORE INFORMATION ON THE DAVID FULTON/NASEN SERIES SEE PAGE 80

US $42.95

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

The Routledge 33 Ways series of practical ‘how-to’ books is for teachers, teaching assistants and SENCOs who are in need of fresh ideas to teach pupils in their care who are struggling with basic skills. It provides them with the tools to make good provision for a range of children in their class, and are planned to be a resource from which they can extract ideas and materials without having to plough through chapters of theory.

NEW

NEW

33 Ways to Help with Reading

33 Ways to Help with Numeracy

Supporting Children who Struggle with Basic Skills

Supporting Children who Struggle with Basic Skills

Raewyn Hickey

Brian Sharp 33 Ways to Help with Reading equips teachers and teaching assistants with a wide range of practical resources to help children who are having difficulties learning the basic skills of reading.

33 Ways to Help with Numeracy equips teachers and teaching assistants with a wide range of practical resources to help children who are having difficulties learning the basic skills of numeracy.

These practical and fun ideas incorporate a range of learning styles, using kinaesthetic and auditory techniques, which put the emphasis on ‘games’ rather than ‘work’. The activities are therefore ideal for use with children who do not benefit from a traditional approach to reading. The book works step-by-step through activities which cover the key stages in the process of learning to read:

Any materials needed are readily available in the classroom or are provided here to photocopy. The activities are designed using a range of different learning styles to:

SPECIAL NEEDS

33 WAYS TO HELP WITH...

•build learners’ confidence and self esteem •develop reasoning and thinking about physical number situations

•learning letters

•encourage discussions

•recalling frequently used words

•explore numbers by doing.

A David Fulton Book October 2008: A4: 136pp Pb: 978-0-415-46896-1: £19.99

•hearing sounds in words •blending sounds •reading for meaning.

COMING SOON

A David Fulton Book October 2008: A4: 120pp Pb: 978-0-415-44887-1: £19.99

33 Ways to Help with Writing

5

Supporting Children who Struggle with Basic Skills Raewyn Hickey A David Fulton Book October 2009: A4: 96pp Pb: 978-0-415-55340-7: £19.99

NEW FOR 2009

P Levels in Mainstream Settings Meeting the Needs of all Pupils Lorraine Petersen and Ann Fergusson Series: David Fulton / Nasen This new and practical book with QCA endorsement will be an invaluable resource for SENCOs and other staff to learn how to use the P levels effectively. The P scales help teachers to set appropriate and achievable targets for pupils with special educational needs and also provide a framework of common performance measures for benchmark information, and for the calculation of valueadded improvement for pupils working at these levels.

Since 2007 all schools have to be able to incorporate P level data in reporting on pupils’ progress, this book gives ready-made objectives for using in individual education plans and helps teachers to differentiate work, across the curriculum, for pupils within a wide range of ability.

A David Fulton Book September 2009: A4: 112pp Pb: 978-0-415-43791-2: £18.99

US $35.95

FOR MORE INFORMATION ON THE DAVID FULTON/NASEN SERIES SEE PAGE 80

Teaching Pupils with Visual Impairment A Guide to Making the School Curriculum Accessible Gwasg Pia Cyf

The SEN Handbook for Trainee Teachers, NQTs and Teaching Assistants Wendy Spooner Series: David Fulton / Nasen

Series: Access and Achievement Bursting with practical advice, suggestions and handy tips, providing readers with a positive starting point for sharing ideas and good practice, this is a key practical guide to making learning accessible for primary and secondary school pupils with visual impairment.

A David Fulton Book 2007: A4: 176pp Pb: 978-1-84312-395-8: £31.99

’The SEN Handbook for Trainee Teachers, NQTs and Teaching Assistants is a comprehensive guide to working with children with special educational needs.

Linked to National Standards, and created in collaboration with NASEN, it is packed with relevant, up-to-date information.’ – Junior Education Plus A David Fulton Book 2006: 279 x 216: 112pp Pb: 978-1-84312-404-7: £19.99

US $56.95

Special Needs and Drug Education

US $35.95

An A to Z Practical Guide to Learning Difficulties

Richard Ives

Harry Ayers and Francesca Gray

Series: David Fulton / Nasen This book aims to help teachers of pupils with special educational needs to assess what their contribution should be and identify what the particular issues associated with their pupils are.

A David Fulton Book 2005: 279 x 216: 48pp Pb: 978-1-84312-360-6: £17.99

Accessing up-to-date information about general and specific learning difficulties is made easy, with this indispensable reference book.

A David Fulton Book 2006: 240pp Pb: 978-1-84312-266-1: £19.99 US $37.95

US $31.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

73

SPECIAL NEEDS

MEETING SEN IN THE CURRICULUM CD

Meeting SEN in the Curriculum: Maths

Meeting SEN in the Curriculum: Geography

Brian Sharp

Diane Swift

A David Fulton Book 2004: 279 x 216: 160pp Pb: 978-1-84312-158-9: £27.99

A David Fulton Book 2005: 279 x 216: 160pp Pb: 978-1-84312-162-6: £27.99

Meeting SEN in the Curriculum: Science

Meeting SEN in the Curriculum: History

Carol Holden

Richard Harris and Ian Luff

A David Fulton Book 2004: 279 x 216: 160pp Pb: 978-1-84312-159-6: £27.99

A David Fulton Book 2004: 279 x 216: 160pp Pb: 978-1-84312-163-3: £27.99

Meeting SEN in the Curriculum: Music

Meeting SEN in the Curriculum: Religious Education

Victoria Jaquiss and Diane Paterson

Dilwyn Hunt and Elisabeth Barratt-Hacking

A David Fulton Book 2005: 279 x 216: 160pp Pb: 978-1-84312-168-8: £27.99

A David Fulton Book 2004: 279 x 216: 160pp Pb: 978-1-84312-167-1: £25.99

Meeting SEN in the Curriculum: PE and Sports

Meeting SEN in the Curriculum: Citizenship

Crispin Andrews

Alan Combes

A David Fulton Book 2005: 160pp Pb: 978-1-84312-164-0: £27.99

A David Fulton Book 2004: 279 x 216: 160pp Pb: 978-1-84312-169-5: £27.99

Meeting SEN in the Curriculum: Art

Meeting SEN in the Curriculum: Modern Foreign Languages

Kim Earle and Gill Curry

Sally McKeown

A David Fulton Book 2005: 279 x 216: 160pp Pb: 978-1-84312-161-9: £27.99

A David Fulton Book 2004: 279 x 216: 160pp Pb: 978-1-84312-165-7: £27.99

Meeting SEN in the Curriculum: Design & Technology

Meeting SEN in the Curriculum: ICT

Louise Davies and Elisabeth Barratt-Hacking

Sally McKeown and Sally McKeown

A David Fulton Book 2005: 279 x 216: 160pp Pb: 978-1-84312-166-4: £27.99

A David Fulton Book 2006: 279 x 216: 160pp Pb: 978-1-84312-160-2: £27.99

1.95

5

5

5

NASEN AND TES SPECIAL NEEDS CONFERENCE Come and visit us at the nasen and TES Special Needs conference, stand 71a in October 2009 at the Business Design Centre, Islington, London.

We will be showcasing all our new and bestselling special needs books so come and take a look. Any book bought or ordered at the show will be 20% off.

74

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

Supporting Children with Asthma

Supporting Children with Epilepsy

Hull Learning Services

Hull Learning Services

A David Fulton Book 2004: 279 x 216: 48pp Pb: 978-1-84312-218-0: £13.99

A David Fulton Book 2004: 279 x 216: 64pp Pb: 978-1-84312-223-4: £13.99

Supporting Children with Autistic Spectrum Disorders

Supporting Children with Fragile X Syndrome

Hull Learning Services

A David Fulton Book 2004: 279 x 216: 64pp Pb: 978-1-84312-226-5: £13.99

Hull Learning Services

A David Fulton Book 2004: 279 x 216: 64pp Pb: 978-1-84312-219-7: £13.99

Supporting Children with Medical Conditions Supporting Children with Behaviour Difficulties

Hull Learning Services

Hull Learning Services

A David Fulton Book 2004: 279 x 216: 144pp Pb: 978-1-84312-224-1: £22.99

A David Fulton Book 2004: 279 x 216: 64pp Pb: 978-1-84312-228-9: £15.99

Supporting Children with Cerebral Palsy

Supporting Children with Motor Co-ordination Difficulties

Hull Learning Services

Hull Learning Services

A David Fulton Book 2004: 279 x 216: 48pp Pb: 978-1-84312-220-3: £13.99

A David Fulton Book 2004: 279 x 216: 64pp

SPECIAL NEEDS – ADHD

SUPPORTING CHILDREN

Pb: 978-1-84312-227-2: £15.99

5

Supporting Children with Down’s Syndrome Hull Learning Services A David Fulton Book 2004: 279 x 216: 48pp Pb: 978-1-84312-221-0: £13.99

Supporting Children with Speech and Language Difficulties Hull Learning Services A David Fulton Book 2004: 279 x 216: 144pp Pb: 978-1-84312-225-8: £11.99

Supporting Children with Dyslexia Hull Learning Services

Supporting Children with...11 pack

A David Fulton Book 2004: 279 x 216: 48pp Pb: 978-1-84312-222-7: £13.99

2004 Pb: 978-0-415-44509-2: £110.00

ADHD NEW FOR 2009

Critical New Perspectives on ADHD Edited by Gwynedd Lloyd, Joan Stead and David Cohen

3RD EDITION

Attention Deficit Hyperactivity Disorder What Can Teachers Do? Geoff Kewley Series: David Fulton / Nasen This revised new edition provides teachers with a highly practical guide to dealing more effectively with ADHD, from initial recognition to effective management strategies via assessment and diagnosis.

ADHD causes a wide range of difficulties often leading to school failure, expulsion and emotional, behavioral and social problems. The book will help teachers, parents, doctors and other professionals to properly understand ADHD and show them how to work together effectively to manage it, thereby offering the child a more positive future.

Experts from all over the world scrutinize the current accepted practices and unpick the myths surrounding ADHD. They raise a number of concerns uncovered by some available material, and offer alternative approaches for educational professionals.

Routledge 2006: 234 x 156: 248pp Pb: 978-0-415-36037-1: £24.99

US $45.95

FOR MORE INFORMATION ON THE DAVID FULTON/NASEN SERIES SEE PAGE 80

The author gives an overview of the condition based on the broad internationally recognised approach to ADHD, which takes account of its biological as well as environmental elements.

A David Fulton Book November 2009: A4: 128pp Pb: 978-0-415-49202-7: £18.99

US $35.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

75

SPECIAL NEEDS – AUTISM AND ASPERGER SYNDROME

AUTISM AND ASPERGER SYNDROME VAL CUMINE, JULIA DUNLOP AND GILL STEVENSON

(Pictured above Julia Dunlop)

“More than 10 years have now passed since the publication of the best-selling Asperger Syndrome - a practical guide for teachers and 8 years since Autism in the Early Years was published. The authors, responding to requests for new editions from many quarters, have drawn upon their continuing knowledge and expertise in the field.

Val Cumine is currently a Specialist Senior Educational Psychologist in Lancashire with a particular remit for children on the autistic spectrum. Julia Dunlop is Senior Educational Psychologist in Blackpool and specialises in Early Years and in children on the autistic spectrum. Gill Stevenson manages an inclusion support service in Blackburn with Darwen and oversees the support of children on the autistic spectrum.

The authors are aware of the many advances in recent years in our understanding of children on the autistic spectrum, together with developments in effective intervention strategies. In addition, a whole range of DCSF initiatives and strategies now have to be taken into consideration.

The newly revised editions bring both books completely up to date and will be important and invaluable resources for today's teachers and Early Years practitioners.”

NEW FOR 2009 2ND EDITION

Autism in the Early Years

Asperger Syndrome

A Practical Guide

A Practical Guide for Teachers

Val Cumine, Julia Dunlop and Gill Stevenson

Val Cumine, Julia Dunlop and Gill Stevenson

Series: Resource Materials for Teachers

This fully revised new edition is a clear and concise guide to effective classroom practice for teachers and support assistants working with children with Asperger Syndrome in mainstream schools and other non-specialist settings. The authors of this updated new edition:

Anyone meeting a young child with autism for the first time will find this book invaluable. In a clear and sensitive style the authors: •outline the characteristics of autism as they present themselves in the early years

•outline the underlying impairments and their educational implications

•consider the nature of autism and the issues surrounding assessment and diagnosis

•consider the issues of assessment and diagnosis

•offer practical strategies for effective and realistic intervention both at home and in a variety of early years settings •explore possibilities for enhancing access to the early years curriculum.

This fully revised new edition includes new material that relates to new statutory requirements such as Every Child Matters and Disability Equality Duty as well as updates to different approaches to autism, assessment and behavioural issues.

A David Fulton Book July 2009: A4: 112pp Pb: 978-0-415-48373-5: £19.99

US $37.95

Diana Seach Easily accessible, and packed full with practical resources, this comprehensive guide discusses the shared play experiences that assist in the development of communication, social understanding and cognition among children with autism.

Routledge 2007: 234 x 156: 240pp Pb: 978-0-415-33326-9: £21.99

Gary Mesibov and Marie Howley This book explains ways to open up the curriculum to pupils who have autistic spectrum disorders. The particular difficulties experienced by pupils are discussed in direct relation to specific areas of the curriculum.

•show how the transitions made by students with Asperger Syndrome from school to college can be supported.

US $37.95

Managing Asperger Syndrome at College and University A Resource for Students, Tutors and Support Services Claire Jamieson This book is full of practical suggestions for students with Asperger Syndrome on how to make the post16 educational experience a good one.

CD

+44 (0)1235 400524

US $41.95

Educational Provision for Children with Autism and Asperger Syndrome Meeting Their Needs Glenys Jones This book provides information and advice for professionals and parents making crucial decisions about meeting the needs of children with autistic spectrum disorder.

A David Fulton Book 2002: 235 x 156: 144pp Pb: 978-1-85346-669-4: £21.99

US $42.95

See Order Form in centre of catalogue

•explore the pathways through diagnosis and intervention

A David Fulton Book 2004: A4: 120pp Pb: 978-1-84312-183-1: £22.99

Using the TEACCH Programme to Help Inclusion

ORDER NOW!

•consider the behavioural challenges the child with Asperger Syndrome may pose.

US $33.95

Accessing the Curriculum for Pupils with Autistic Spectrum Disorders

A David Fulton Book 2003: 279 x 216: 128pp Pb: 978-1-85346-795-0: £23.99

•offer practical strategies for effective and realistic classroom intervention, including access to the national Curriculum

A David Fulton Book July 2009: A4: 96pp Pb: 978-0-415-48371-1: £19.99

Interactive Play for Children with Autism

76

NEW FOR 2009

2ND EDITION

US $37.95

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

DYSLEXIA

DYSLEXIA NEW FOR 2009 2ND EDITION

NEW

Living With Dyslexia

Supporting Students with Dyslexia in Secondary Schools

The Social and Emotional Consequences of Specific Learning Difficulties/Disabilities

Every Class Teacher’s Guide to Removing Barriers and Raising Attainment

Barbara Riddick

Moira Thomson

Series: David Fulton / Nasen

’This is a wonderful book well organised, accessible and jargon free. Particularly useful is the link to mainstream subject teaching. Without having to read the whole book, busy teachers and teaching assistants can dip in and out of the text in order to find appropriate strategies. This text should be on the shelf of every secondary school library and cited as Suggested Reading in training courses.’

– Dr Lindsay Peer CBE, Chartered Psychologist, Peer Gordon Associates; Formerly Education Director, British Dyslexia Association

What is it like living with dyslexia on a day-to-day basis?

Based on interviews with children with dyslexia and their families, this insightful book presents first-hand accounts of just what dyslexia means for the children themselves and for the people around them. It looks at how children were first identified as having dyslexia, the social and emotional difficulties they encountered, their educational experiences, and the impact these events had on their families. It also considers in detail how teachers and parents can best support children with specific learning difficulties. This includes looking at the cognitive, educational, social and emotional perspectives in order to gain a more complete understanding of dyslexia.

This new edition places the original findings within the context of current research and practice. It considers the findings of recent research into dyslexia and self-esteem, and coping strategies of children and adults with dyslexia and investigates the concept of dyslexiafriendly schools.

A David Fulton Book July 2009: 234 x 156: 248pp Pb: 978-0-415-47758-1: £21.99

US $41.95

FOR MORE INFORMATION ON THE DAVID FULTON/NASEN SERIES SEE PAGE 80

Managing Dyslexia at University A Resource for Students, Academic and Support Staff

This highly practical book focuses on the teaching and learning of students with dyslexia in the context of the mainstream secondary curriculum, and provides practical guidance for school managers and subject teachers by highlighting the barriers to learning experienced by dyslexic learners in today’s curriculum.

It highlights: •how dyslexia affects dyslexic learners’ access to and progress in the subject curriculum •how secondary teachers can identify possible barriers to learning in their subject delivery •the development and provision of appropriate support strategies for meeting the needs of dyslexic students

Dyslexia Surviving and Succeeding at College Sylvia Moody Book of the Year - ’A practical and easy-toread guide for dyslexia students. Clearly and simply written, in a dyslexia-friendly format, it addresses not just study skills, but also more general aspects of coping with student life.’ – World of Dyslexia ’Just when young dyslexic and dyspraxic learners are starting the slippery ascent at college, and beginning to realise that college presents a challenge for them in so many ways, Sylvia Moody`s book comes to the rescue to take the learner by the hand.’

– Dyslexia International, Tools and Technologies ’This book is written with great clarity, simplicity, precision and full understanding of the problems dyslexic/ dyspraxic college students may face... It is no wonder that, within a month of its publication, this brilliant and useful book has been named Dyslexia Book of the Year.’ – Eleanor May, DANDA News ’This book is written by a professional in the field of dyslexia, for students with dyslexia and dyspraxia who are in or are thinking of entering the futher education sector. It is couched in language that aviods the jargon that bedevils much of the writing in this area.’ – SKILL Routledge 2007: 216 x 138: 226pp Pb: 978-0-415-43059-3: £14.99

•good practice in the identification and assessment of dyslexia that may be masked by high ability or divergent behaviour.

3RD EDITION

The use of case studies helpfully highlights the impact of dyslexia on students as they transfer to secondary school.

T.R. Miles, Dorothy Gilroy and Elizabeth Ann Du Pre

A David Fulton Book September 2008: A4: 168pp Pb: 978-0-415-47811-3: £24.99

Dyslexia at College This third edition has practical and useful advice that will be invaluable for students with dyslexia, their parents and those involved in teaching them.

Including the latest research, changes in legislation and technology, and real-life experiences.

US $47.95

Claire Jamieson and Ellen Morgan A thorough and comprehensive guide for both education professionals and those affected by dyslexia, this book includes lots of practical advice and is based on the authors’ sound knowledge of current theory and practice.

A David Fulton Book 2007: A4: 112pp Pb: 978-1-84312-341-5: £21.99

US $26.95

Making Dyslexia Work for You Vicki Goodwin and Bonita Thomson CD

Written for dyslexic adults or anyone who thinks they might be dyslexic, this bold and imagniative book contains toolboxes of ideas for reading, writing, organisation.

Routledge 2007: 234 x 156: 352pp Pb: 978-0-415-40418-1: £24.99

US $45.95

A David Fulton Book 2006: 279 x 216: 112pp Pb: 978-1-84312-091-9: £14.99 US $27.95

US $37.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

77

DYSLEXIA

Spelling, Handwriting and Dyslexia

That’s the Way I Think

Overcoming Barriers to Learning

David Grant This book helps readers to understand how dyslexics feel and how they develop coping strategies; it will be enlightening for dyslexic people themselves, their parents and teachers/tutors. It contains anecdotes and stories of personal experiences.

Diane Montgomery This ground-breaking book argues that spelling and writing need to be given more consideration in teaching and remedial settings. It helps teachers and student teachers to understand the valuable contribution spelling and handwriting makes to literacy development.

Routledge 2006: 246 x 174: 224pp Pb: 978-0-415-40925-4: £22.99

BRITISH DYSLEXIA ASSOCIATION SERIES

Dyslexia and Dyspraxia Explained

Dyslexia and Modern Foreign Languages

US $25.95

Dyslexia

Elke Schneider and Margaret Crombie

Teaching Children with Dyslexia

Action Plans for Successful Learning

A Practical Guide

Glynis Hannell A clearly explained guide to helping pupils cope with their dyslexia, this book dispels common myths.

Philomena Ott

Routledge 2006: 246 x 174: 320pp Pb: 978-0-415-32454-0: £35.99 US $62.95

Dyslexia and Inclusion

A David Fulton Book 2004: 279 x 216: 128pp Pb: 978-1-84312-214-2: £19.99

A Practical Guide to Teaching and Learning Dimitra Hartas Packed full of activities, real-life case studies, tasks and suggestions, this informative book will equip pre-school and reception teachers with the kind of practical knowledge needed to teach young children with dyslexia effectively.

A David Fulton Book 2004: 216 x 140: 104pp Pb: 978-1-85346-967-1: £15.99

A David Fulton Book 2003: 216 x 140: 80pp Pb: 978-1-85346-965-7: £14.99

Dyslexia

US $27.95

A Practical Guide for Teachers and Parents Barbara Riddick, Judith Wolfe and David Lumsdon

Dyslexia and Design & Technology

This book focuses on realistic strategies for non-specialists to use when working with pupils who have dyslexia.

Frances Ranaldi

A David Fulton Book 2004: 279 x 216: 112pp Pb: 978-1-85346-780-6: £21.99

Dyslexia and Drama

A David Fulton Book 2003: 216 x 138: 88pp Pb: 978-1-84312-015-5: £14.99

Helen Eadon

US $37.95

A David Fulton Book 2005: 216 x 140: 80pp Pb: 978-1-84312-048-3: £14.99

2ND EDITION

Day-to-Day Dyslexia in the Classroom

Dyslexia and Physical Education

Rody Politt, Joy Pollock and Elisabeth Waller

A David Fulton Book 2004 Pb: 978-1-85346-970-1: £14.99

US $37.95

Dyslexia in the Early Years

Elizabeth Turner and Jayne Pughe

Julie Kay and Dorian Yeo

Series: David Fulton / Nasen

FOR MORE INFORMATION ON THE DAVID FULTON/NASEN SERIES SEE PAGE 80

Dyslexia and English

Dyslexia and Maths

Gavin Reid

A David Fulton Book 2006: 279 x 216: 128pp Pb: 978-1-84312-361-3: £21.99

A David Fulton Book 2004: 279 x 216: 128pp Pb: 978-1-85346-966-4: £15.99

US $33.95

Classroom Approaches for Assessment, Teaching and Learning

This book provides the teacher with an understanding of dyslexia and offers practical approaches that can be used for assessment, teaching and learning.

Lindsay Peer and Gavin Reid This work provides the class teacher with a straightforward introduction to dyslexia. The authors highlight methods of identification of dyslexia within the classroom context and provide examples of how dyslexia can be dealt with by the class teacher.

2003: 279 x 216: 80pp Pb: 978-1-85346-964-0: £14.99

A David Fulton Book 2005: 216 x 138: 112pp Pb: 978-1-84312-375-0: £14.99

US $41.95

’Teaching Children with Dyslexia is essential reading ... an incisive, up-to-the minute account of the best ways to successfully tackle dyslexia and dyspraxia - at home and in the classroom.’

– SEN, The Journal for Special Needs

Introduction to Dyslexia

’Here is a book about dyslexia that needed to be written ... Every school staff-room should have a copy on the library shelf, and it should be required reading for all beginning teachers in the course of their training ... Highly recommended.’

– Contact, the journal of the British Dyslexia Association Routledge 2004: 234 x 156: 224pp Pb: 978-0-415-33972-8: £21.99

Madeleine Portwood

US $37.95

Routledge 2005: A4: 112pp Pb: 978-0-415-34500-2: £18.99 US $33.95

78

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

MADELEINE PORTWOOD “For anyone involved in the area of Special Educational Needs, whether as a parent or supporting professional, it appears that we are facing an ‘epidemic’ in the incidence of conditions such as Dyslexia, Dyspraxia, ADD/ADHD and Autism Spectrum Disorder. Every day, the media report case studies highlighting the challenges facing children and young adults who have these difficulties. It is so important, therefore, to communicate the details of effective practice, which could make a difference to their lives. Here in the UK, we are at the forefront of research into Neurodevelopmental difficulties and this is acknowledged internationally. I have recently returned from Japan, having had an invitation to make a keynote presentation at the first ever conference for parents and professionals, as there is now national acceptance of Dyslexia. Of course it is the exception rather than the rule for any of these conditions to exist in isolation of each other. I hope that, perhaps next year, there may be a conference targeting Dyspraxia. Movement difficulties are evident across the range of Neurodevelopmental disorders and I hope that my books on Dyspraxia can support many of these youngsters even though this may not be their primary diagnosis.”

2ND EDITION

Co-ordination Difficulties

Developmental Dyspraxia

Practical Ways Forward

Identification and Intervention: A Manual for Parents and Professionals

Michele Lee and Madeleine Portwood

Madeleine Portwood This book gives parents, teachers and health professionals the confidence and know-how to diagnose and assess dyspraxia. It includes: •background information on the neurological basis of the condition •strategies for identification, diagnosis and assessment •proven programmes of intervention which can be monitored by anyone closely involved with the child

DYSPRAXIA AND DYSCALCULIA

DYSPRAXIA AND DYSCALCULIA

Using the action plans in this book teachers can respond immediately and effectively to pupils who are showing signs of co-ordination difficulties.

A David Fulton Book 2004: A4: 136pp Pb: 978-1-84312-258-6: £22.99

US $41.95

Dyslexia and Physical Education Madeleine Portwood A David Fulton Book 2004 Pb: 978-1-85346-970-1: £14.99

US $26.95

•strategies to improve curricular attainments •remediation activities to develop perceptual and motor skills •programmes to develop self-esteem •information about where to find help.

A David Fulton Book 1999: A4: 224pp Pb: 978-1-85346-573-4: £23.99

US $44.95

Understanding Developmental Dyspraxia Madeleine Portwood In this text, the emphasis is placed on the theoretical aspects of developmental dyspraxia, the latest research data and the neurological basis of the condition.

A David Fulton Book 2000 Pb: 978-1-85346-574-1: £23.99

2ND EDITION

US $44.95

For more Christine Macintyre books see pages 62-63

Dyspraxia 5-14 A Practical Guide Christine Macintyre Series: David Fulton/Nasen This fully revised and updated edition of Christine Macintyre’s invaluable companion explains the difficulties faced by children with dyspraxia in growing up and offers suggestions as to how these might be alleviated.

In this book the children themselves, along with their parents and teachers, talk about how the difficulties change as the transition is made from primary to secondary school. Read more on page A David Fulton Book May 2009: 246x174: 136pp Pb: 978-0-415-54396-5: £19.99

FOR MORE INFORMATION ON THE DAVID FULTON/NASEN SERIES SEE PAGE 80

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

79

DYSPRAXIA AND DYSCALCULIA

NEW 2ND EDITION

Dyspraxia in the Early Years Identifying and Supporting Children with Movement Difficulties

Dyscalculia Action Plans for Successful Learning in Mathematics

Guide to Dyspraxia and Developmental Coordination Disorders

Glynis Hannell

Andrew Kirby and Sharon Drew Presenting classroom and special educational needs teachers with an overview of maths disorders, this book explores a range of intervention strategies.

Incredibly user-friendly, it is an invaluable resource for teachers, TAs, and parents to ‘dip into’.

Christine MacIntyre Series: David Fulton / Nasen The brand new topic areas featured in this comprehensive and practical new edition include: •a discussion of terminology and labelling (in light of current inclusion guidelines) •a range of age specific activities •a section on the neurology of dyspraxia, showing the motor pathways that are energised and define motor competence

Built upon the good practice for which the Dyscovery Centre has become so well known, this book takes a broader view of the difficulties that those with additional needs face.

A David Fulton Book 2003: 235 x 156: 186pp Pb: 978-1-85346-913-8: £21.99 US $37.95

A David Fulton Book 2005: A4: 144pp Pb: 978-1-84312-387-3: £18.99

US $33.95

Dyspraxia A Guide for Teachers and Parents Kate Ripley, Bob Daines and Jenny Barrett

•a greater emphasis on balance, coordination and control

This book promotes an understanding of dyspraxia and movement development among professionals who work with children, and also to offer a text which is accessible to parents.

•examples from children of how movement is dependent on planning, sequencing and organising •more practical activities that can form the basis of a programme to support the children.

A David Fulton Book November 2008: 246 x 174: 128pp Pb: 978-0-415-47684-3: £19.99

A David Fulton Book 1997 Pb: 978-1-85346-444-7: £22.99

US $37.95

US $43.95

DAVID FULTON/NASEN SERIES We are delighted that the joint publishing agreement between nasen and David Fulton/Routledge has allowed us to publish an excellent library of books to support all of our colleagues working within the field of special educational needs.

The partnership between nasen and David Fulton was established to ensure that relevant, up to date and diverse publications were available for schools. These publications were necessary to ensure that the best provision and practice was shared, enabling teachers and support staff to provide the best educational opportunities for all children and young people with special educational needs and disabilities.

Nasen’s Publications Advisory Group and Routledge continue to seek authors and titles that will produce the gold standard in SEN and Disability Publishing. If you have an idea for a book that would be suitable for publication by nasen, or would like to comment on the books already published, please contact Lucy Wainwright, Commissioning Editor at Routledge.

Remember – if you are a nasen member you are entitled to 10% discount on all nasen/David Fulton books.

Lorraine Petersen Chief Executive Officer, nasen Lucy Wainwright Commissioning Editor, Routledge lucy.wainwright@tandf.co.uk

80

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

WINNER OF THE NASEN/TES BOOK AWARD FOR TEACHING AND LEARNING 2005

Language for Learning A Practical Guide for Supporting Pupils with Language and Communication Difficulties across the Curriculum Sue Hayden and Emma Jordan Series: David Fulton / Nasen This essential reference handbook provides teachers and practitioners with a practical and realistic framework for supporting pupils with speech and language difficulties in mainstream settings.

A David Fulton Book 2007: A4: 136pp Pb: 978-1-84312-468-9: £26.99

Soundaround

2ND EDITION

Developing Phonological Awareness Skills in the Foundation Stage

Access to Communication

Andrew Burnett and Jackie Wylie This practical and clear book will allow you to introduce and teach phonological awareness skills to children in the early years and up to Key Stages 1 to 2, who are struggling with their literacy levels because of weak basic skills.

A David Fulton Book 2002: 279 x 216: 58pp Pb: 978-1-84312-001-8: £17.99

Gwen Lancaster

US $37.00

Communication Counts Speech and Language Difficulties in the Early Years Fleur Griffiths Professionals in early years settings can use this book to focus on ways in which they can work collaboratively with colleagues, in order to help children with communication difficulties to understand and express themselves more fully.

A David Fulton Book 2002: 254 x 178: 160pp Pb: 978-1-85346-797-4: £21.99

US $31.95

A David Fulton Book 2006: 235 x 156: 234pp Pb: 978-1-84312-184-8: £18.99 US $35.95

This book represents a whole school approach that includes tips for identifying pupils with language learning difficulties following the book’s simply explained guidelines.

Phoneme Factory

A David Fulton Book 2007: A4: 176pp Pb: 978-1-84312-382-8: £21.99

The award-winning creators of Intensive Interaction bring this groundbreaking book up to date with new material covering inclusion and emotional literacy.

Mary Brent, Florence Gough and Susan Robinson

Developing Speech and Language Skills

CD

Melanie Nind and Dave Hewett

Working with Secondary Students who have Language Difficulties

US $44.95

This book is part of the Phoneme Factory Project undertaken by Granada Learning in partnership with the Speech and Language Therapy Research Unit (SLTRU) in Bristol.

Developing the Basics of Communication with People with Severe Learning Difficulties Through Intensive Interaction

COMMUNICATION AND INTERACTION

COMMUNICATION AND INTERACTION

A David Fulton Book 2005: 279 x 216: 144pp Pb: 978-1-84312-191-6: £23.99 US $42.9

Word Play Language Activities for Young Children Sheila Wolfendale and Trevor Bryans Series: David Fulton / Nasen

INTERESTED IN SUBMITTING A BOOK PROPOSAL? We are always pleased to receive ideas for new books. If you think you have a new idea then contact one of our education team - a full list of Editors and contact details can be found on our website www.routledge.com/teachers and follow link to contacts.

Written by veteran SEN authors Sheila Wolfendale and Trevor Bryans, Word Play provides practitioners and parents with a range of fun activities, word games, story and drama exercises that can be used to introduce early language skills in an enjoyable way.

A David Fulton Book 2006: 279 x 216: 80pp Pb: 978-1-84312-439-9: £13.99

US $22.95

US $35.95

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

81

COMMUNICATION AND INTERACTION

Improving Children’s Language Development This innovative series addresses young children’s language development needs in English, Maths and Science. Based on the Spirals programme successfully trialled in Plymouth schools, the books link the work done in nursery or school with simple play-based activities to be used at home. A video CD contains explanations and demonstrations of the programme and its implementation, with comments from staff who have used it. The series consists of class books and accompanying ‘Activities for Home’ books. The class book: • employs a kinaesthetic approach, involving movement, singing, speaking and listening • contains pre-planned sessions that can run over two terms or more • has an accompanying video CD providing explanations and demonstrations of the programme – ideal for staff training!

The accompanying ‘Activities for Home’ book contains simple play-based activities focused on learning that you can photocopy and send home for parents to use with their children. The activities use everyday objects that are found at home and the books include illustrated prompts to help parents. They can be used to reinforce school-based sessions but can also act as stand alone resources.

2ND EDITION

Language Development

Language Development

CD

Activities for Home

Circle Time Sessions to Improve Communication Skills

Marion Nash and Jackie Lowe

Marion Nash, Jackie Lowe and Tracey Palmer

A David Fulton Book 2005: 276x219: 144pp Pb: 978-1-84312-170-1: £18.99

A David Fulton Book

A David Fulton Book A David Fulton Book 2004: 297x210: 144pp Pb: 978-1-84312-156-5: £19.99

Language Development for Maths

Language Development for Maths CD

Activities for Home Marion Nash and Jackie Lowe

Circle Time Sessions to Improve Language Skills

A David Fulton Book

Marion Nash and Jackie Lowe

A David Fulton Book 2006: 276x219: 144pp Pb: 978-1-84312-172-5: £17.99

A David Fulton Book A David Fulton Book 2006: 276x219: 144pp Pb: 978-1-84312-171-8: £23.99

Language Development for Science

Language Development for Science CD

Activities for Home Marion Nash and Jackie Lowe

Circle Time Sessions to Improve Language Skills

A David Fulton Book

Marion Nash and Jackie Lowe

A David Fulton Book 2006: 276x219: 144pp Pb: 978-1-84312-174-9: £17.99

A David Fulton Book A David Fulton Book 2006: 276x219: 144pp Pb: 978-1-84312-173-2: £22.99

Money Saving Packs

82

Spirals Series

Spirals Series Circle

Spirals Series Pack

3 Activities for Home Books

3 Circle Time Books

All Six Titles

2005: 297x210 Pb: 978-1-84312-412-2: £39.99

2005: 297x210 Pb: 978-1-84312-413-9: £52.99

2005: 297x210 Pb: 978-0-415-44510-8: £105.00

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

1001 Brilliant Writing Ideas. . . . . . . . . . . . . . . . 4 33 Ways To Help With...Series . . . . . . . . . . . . 73

A A to Z Practical Guide to Learning Difficulties, An . . . . . . . . . . . . . . . . . . . . . . . 73 Access and Achievement Series . . . . . . . . . . . 73 Access to Communication . . . . . . . . . . . . . . . 81 Accessing the Curriculum for Pupils with Autistic Spectrum Disorders . . . . . . . . . . . . . 76 Action Research for Teachers . . . . . . . . . . . . . 54 Active Assessment for Science . . . . . . . . . . . . 17 Active Assessment in English . . . . . . . . . . . . . 11 Active Homework Series . . . . . . . . . . . . . . . 9, 16 Activities for Successful Spelling . . . . . . . . . . . . 8 Activity Assemblies to Promote Peace . . . . . . . 23 Adolescent Problems . . . . . . . . . . . . . . . . . . . 65 Art of Positive Communication, The . . . . . . . . 65 Asperger Syndrome . . . . . . . . . . . . . . . . . . . . 76 Assessing Children’s Learning . . . . . . . . . . . . . 61 Attention Deficit Hyperactivity Disorder . . . . . 75 Autism in the Early Years . . . . . . . . . . . . . . . . 76

B Bears . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Beating Bureaucracy in Special Educational Needs . . . . . . . . . . . . . . . . . . . . 72 Becoming a Secondary School Teacher. . . . . . . 52 Becoming a Secondary School Teacher Series . 52 Beginning Drama 11-14 . . . . . . . . . . . . . . . . . 26 Beginning Drama 4-11 . . . . . . . . . . . . . . . . . . 26 Behaviour for Learning . . . . . . . . . . . . . . . . . . 63 Behaviour in the Early Years . . . . . . . . . . . 42, 65 Behaviour Problems in the Early Years . . . . . . . 65 Better Behaviour . . . . . . . . . . . . . . . . . . . . . . . 65 Books, Stories and Puppets. . . . . . . . . . . . . . . 37 Bringing the High Scope Approach to your Early Years Practice. . . . . . . . . . . . . . . . 41 Bringing the Montessori Approach to your Early Years Practice. . . . . . . . . . . . . . . . 41 Bringing the Reggio Approach to your Early Years Practice . . . . . . . . . . . . . . . . . . . 41 Bringing the Steiner Waldorf Approach to your Early Years Practice. . . . . . . . . . . . . . . . 41 British Dyslexia Association Series . . . . . . . . . . 78 Bullying & Young Children . . . . . . . . . . . . . . . 62

C Care and Education in Early Childhood. . . . . . . 38 Career Counselling . . . . . . . . . . . . . . . . . . . . . 61 Celebrating the Special School . . . . . . . . . . . . 71 Chataway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Children as Philosophers . . . . . . . . . . . . . . . . . 31 Children’s Thoughts and Feelings . . . . . . . . . . 65 Choosing and Using Fiction and Non-Fiction 3-11 . . . . . . . . . . . . . . . . . . . . . . 9 Classroom DIY . . . . . . . . . . . . . . . . . . . . . . . . 59 Classroom Karma . . . . . . . . . . . . . . . . . . . . . . 60 Closing the Inclusion Gap . . . . . . . . . . . . . . . . 69 Communication Counts . . . . . . . . . . . . . . . . . 81 Complete Classroom, The . . . . . . . . . . . . . . . . 60 Connecting Leadership and Learning . . . . . . . 57 Construction. . . . . . . . . . . . . . . . . . . . . . . . . . 37 Constructive Talk in Challenging Classrooms . . 64 Co-ordination Difficulties . . . . . . . . . . . . . . . . 79 Countdown Series . . . . . . . . . . . . . . . . . . . . 2, 3 Countdown to Creative Writing . . . . . . . . . . . . 2 Countdown to Non-Fiction Writing. . . . . . . . . . 3 Countdown to Poetry Writing. . . . . . . . . . . . . . 3 Creating a Learner-centred Primary Classroom . . . . . . . . . . . . . . . . . . . . 60 Creating a Space to Grow . . . . . . . . . . . . . . . 35 Creating Drama Series . . . . . . . . . . . . . . . . . . 25 Creating Drama with 4-7 Year Olds . . . . . . . . 25 Creating Leaders in the Classroom . . . . . . . . . 60 Creating Writers in the Primary Classroom . . . . 4 Creative Approaches to Physical Education . . . 29 Creative Approaches to Poetry for the Primary Framework for Literacy . . . . . . . . . . . 3 Creative Development in the Early Years Foundation Stage. . . . . . . . . . . . . . . . . . . . . 33 Creative Drama with 7-11 Year Olds. . . . . . . . 25 Creative English, Creative Curriculum . . . . . . . . 9

Creative Science . . . . . . . . . . . . . . . . . . . . . . . 17 Creative Teaching Series . . . . . . . . . . . 11, 15, 17 Creative Teaching: English in the Early Years and Primary Classroom . . . . . . . . . . . . . . . . . . . . 11 Creative Teaching: History in the Primary Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Creative Teaching: Mathematics in the Early Years and Primary Classroom . . . . . . . . . . . . . . . . 15 Creative Teaching: Science in the Early Years and Primary Classroom . . . . . . . . . . . . . . . . . . . . 17 Creativity and Writing. . . . . . . . . . . . . . . . . . . . 4 Critical New Perspectives on ADHD. . . . . . . . . 75 Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . 32 Cyber-Bullying. . . . . . . . . . . . . . . . . . . . . . . . . 64

D David Fulton/Nasen Series. . . . . . . . . . . . . . . . . .

7, 15, 62, 65, 69-73, 75, 77, 78, 80, 81 Day-to-Day Dyslexia in the Classroom . . . . . . . 78 Descriptosaurus . . . . . . . . . . . . . . . . . . . . . . . . 4 Developing Attachment in Early Years Settings . . . . . . . . . . . . . . . . . . . . . . . 38 Developing Child in the 21st Century, The . . . 40 Developing Early Years Practice. . . . . . . . . . . . 42 Developing Inclusive School Practice . . . . . . . . 69 Developing Play for the Under 3s . . . . . . . . . . 35 Developing Speech and Language Skills . . . . . 81 Development in the Early Years. . . . . . . . . . . . 62 Developmental Dyspraxia . . . . . . . . . . . . . . . . 79 Digital Classroom, The . . . . . . . . . . . . . . . . . . 18 Displays and Interest Tables . . . . . . . . . . . . . . 37 Distributed School Leadership. . . . . . . . . . . . . 57 Diversity and Personalised Learning. . . . . . . . . 69 Diversity in Gifted Education. . . . . . . . . . . . . . 67 Domestic Violence and Children . . . . . . . . . . . 38 Drama 3 - 5 . . . . . . . . . . . . . . . . . . . . . . . 26, 36 Drama Play . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Dramatherapy. . . . . . . . . . . . . . . . . . . . . . . . . 24 Dyscalculia . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Dyslexia . . . . . . . . . . . . . . . . . . . . . . . . . . 77, 78 Dyslexia and Design & Technology . . . . . . . . . 78 Dyslexia and Drama . . . . . . . . . . . . . . . . . . . . 78 Dyslexia and English . . . . . . . . . . . . . . . . . . . . 78 Dyslexia and Inclusion. . . . . . . . . . . . . . . . . . . 78 Dyslexia and Maths. . . . . . . . . . . . . . . . . . . . . 78 Dyslexia and Modern Foreign Languages . . . . 78 Dyslexia and Physical Education . . . . . . . . . . . 78 Dyslexia and Physical Education . . . . . . . . . . . 79 Dyslexia at College . . . . . . . . . . . . . . . . . . . . . 77 Dyslexia in the Early Years. . . . . . . . . . . . . . . . 78 Dyspraxia . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Dyspraxia 5-11 . . . . . . . . . . . . . . . . . . . . . 63, 79 Dyspraxia 5-14 . . . . . . . . . . . . . . . . . . . . . 62, 79 Dyspraxia in the Early Years . . . . . . . . . . . 62, 80

E Early Intervention in Movement . . . . . . . . . . . 63 Early Years Philosophy Series. . . . . . . . . . . . . . 41 Early Years Stories for the Foundation Stage. . . . . . . . . . . . . . . . . . . . . 22 Educating Special Children . . . . . . . . . . . . . . . 71 Education for All. . . . . . . . . . . . . . . . . . . . . . . 55 Education plc . . . . . . . . . . . . . . . . . . . . . . . . . 58 Educational Provision for Children with Autism and Asperger Syndrome. . . . . . . . . . 76 Effective Teacher’s Guide to Autism and Communication Difficulties, The. . . . . . . . . . 72 Effective Teacher’s Guide to Behavioural, Emotional and Social Difficulties, The . . . . . . . . . . . . . . . . . . . . . . 72 Effective Teacher’s Guide to Dyslexia and other Specific Learning Difficulties, The . . . . . . . . . 72 Effective Teacher’s Guide to Moderate, Severe and Profound Learning Difficulties, The . . . . 72 Effective Teacher’s Guide to Sensory Impairment and Physical Disability, The . . . . 72 Emotional Literacy Handbook, The . . . . . . . . . 24 Empowering Your Pupils Through Role-Play . . 26 Encounter with Reggio Emilia, An. . . . . . . . . . 41 Encyclopedia of Primary Education . . . . . . . . . 51 Engaging Pupil Voice to Ensure that Every Child Matters . . . . . . . . . . . . . . . . . . . 68 English 3–11. . . . . . . . . . . . . . . . . . . . . . . . . . 11 English as an Additional Language . . . . . . . . . 70

English Homework for Key Stage 2. . . . . . . . . . 9 English in the Secondary School . . . . . . . . . . . 49 English Teaching in the Secondary School. . . . 10 Enhancing Learning through Play . . . . . . . . . . 63 Environmental Learning for Classroom and Assembly at KS1 & KS2 . . . . . . . . . . . . . . . . 22 E-schooling. . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Essential Creativity in the Classroom . . . . . . . . 13 Essential Guide for Competent Teaching Assistants, The . . . . . . . . . . . . . . . 43 Essential Guide for Experienced Teaching Assistants, The . . . . . . . . . . . . . . . 43 Essential Guides for TAs Series, The . . . . . . . . 43 Essential Introduction to Language and Linguistics for Teachers, An . . . . . . . . . . . . . 28 Essential Motivation in the Classroom. . . . . . . 61 Essential Nursery Management . . . . . . . . . . . . 36 Essential Skills for Managers of Child-Centred Settings . . . . . . . . . . . . . . . . . 42 Essential Speaking and Listening, The . . . . . . . . 5 Every Child Matters. . . . . . . . . . . . . . . . . . . . . 45 Every Child Matters: A New Role for SENCos . 68 Every Child Matters: A Practical Guide for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . 68 Every Child Matters: A Practical Guide for Teaching Assistants . . . . . . . . . . . 68 Excellence in Education. . . . . . . . . . . . . . . . . . 58 Exceptionally Gifted Children . . . . . . . . . . . . . 67 Expert Teacher of English, The . . . . . . . . . . . . 10 Expert Teacher Series, The . . . . . . . . . . . . . . . 10 Exploring Play Series . . . . . . . . . . . . . . . . . . . . 37 Extended Schools and Children’s Centres . 58, 69

TITLE INDEX

TITLE INDEX

F FAQs for NQTs . . . . . . . . . . . . . . . . . . . . . . . . 47 FAQs for School Inspection . . . . . . . . . . . . 47, 56 FAQs for TAs. . . . . . . . . . . . . . . . . . . . . . . 45, 47 Feeding the Under 5s . . . . . . . . . . . . . . . . . . . 38 Festivals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 First Steps to Emotional Literacy . . . . . . . . . . . 23 Flight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Food and Cooking . . . . . . . . . . . . . . . . . . . . . 37 Foundations of Primary Teaching . . . . . . . . . . 51

G Geography 3-11 . . . . . . . . . . . . . . . . . . . . . . . 20 Get Their Attention! . . . . . . . . . . . . . . . . . . . 61 Getting Science . . . . . . . . . . . . . . . . . . . . . . . 17 Getting to Know Me . . . . . . . . . . . . . . . . . . . 24 Gifted and Talented Children 4-11 . . . . . . . 62, 66 Gifted and Talented Children with Special Educational Needs . . . . . . . . . . . . . . 67 Gifted and Talented Education from A-Z. . . . . 67 Gifted and Talented Series, The . . . . . . . . . . . . . . . . 15, 16, 20, 28, 29, 66 Gifted Education. . . . . . . . . . . . . . . . . . . . . . . 67 Good School for Every Child, A . . . . . . . . . . . 55 Good Teachers, Good Schools . . . . . . . . . . . . 53 Grammar Survival . . . . . . . . . . . . . . . . . . . . . . 12 Guide to Dyspraxia and Developmental Coordination Disorders . . . . . . . . . . . . . . . . 80 Guide to Early Years Practice, A . . . . . . . . . . . 40 Guide to School Attendance, A . . . . . . . . . . . 57 Guide to Teaching Practice, A . . . . . . . . . . . . . 51

H Handbook for Inclusion Managers, A . . . . . . . 69 Handbook for Learning Support Assistants, A. 46 Handbook for Lunchtime Supervision, A. . . . . 45 Harnessing Technology for Every Child Matters and Personalised Learning 18, 69 Healthy, Active and Outside! . . . . . . . . . . . . . 34 Help Students Improve Their Study Skills. . . . . 46 Helping Children Series. . . . . . . . . . . . . . . . . . 39 Helping Children to be Competent Learners . . 39 Helping Children to be Skilful Communicators . 39 Helping Children to be Strong . . . . . . . . . . . . 39 Helping Children to Stay Healthy . . . . . . . . . . 39 Helping Hands Series . . . . . . . . . . . . . . . . . . . 46 Helping with Behaviour . . . . . . . . . . . . . . . . . 36 Helping Your Pupils to Ask Questions . . . . . . . 24 Helping Your Pupils to be Resilient . . . . . . . . . 24 Helping Your Pupils to Communicate Effectively and Manage Conflict . . . . . . . . . . . . . . . . . . 24 Helping your Pupils to Think for Themselves . . 24

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

83

TITLE INDEX

Helping your Pupils to Work Cooperatively . . . 24 History 3-11 . . . . . . . . . . . . . . . . . . . . . . . . . . 21 How to Avoid Illness and Infection . . . . . . . . . 38 How to be a Brilliant English Teacher . . . . . . . 11 How to be a Brilliant Teacher . . . . . . . . . . . . . 48 How to be a Brilliant Trainee Teacher . . . . . . . 52 How to Create the Inclusive Classroom . . . . . . 68 How to do a Health and Safety Audit . . . . . . . 38 How to Keep Young Children Safe . . . . . . . . . 38 How to Manage Spelling Successfully . . . . . . . . 8 How to Series . . . . . . . . . . . . . . . . . . . . . . . . . 38 How to Stop Bullying in Your School . . . . . . . 65 How to Teach Fiction Writing at Key Stage 2 . . 1 How to Teach Poetry Writing at Key Stage 3 . . 1 How To Teach Series . . . . . . . . . . . . . . . . . . . . . 1 How to Teach Story Writing at Key Stage 1 . . . . . 1 How to Use an Interactive Whiteboard Really Effectively in Your Primary Classroom. . . . . . 19 How to Use an Interactive Whiteboard Really Effectively in your Secondary Classroom. . . . 19

I ICT for Teaching Assistants . . . . . . . . . . . . . . . 45 Identifying Additional Learning Needs in the Early Years . . . . . . . . . . . . . . . . . . 36, 63 Identifying and Supporting Children with Specific Learning Difficulties. . . . . . . . . . . . . 63 Improve your Primary School Through Drama . 26 Improving Children’s Language Development Series . . . . . . . . . . . . . . . . . . . 82 Improving Learning Series. . . . . . . . . . . . . . . . 58 Improving Practice (TLRP) Series . . . . . 31, 59, 60 Improving Primary Literacy . . . . . . . . . . . . . . . 11 Improving Primary Mathematics . . . . . . . . . . . 14 Improving Schools, Developing Inclusion. . . . . 58 Included or Excluded? . . . . . . . . . . . . . . . . . . 70 Including the Gifted and Talented. . . . . . . . . . 67 Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . 57, 70 Inclusion and How to Do It . . . . . . . . . . . . . . . 70 Inclusion and School Improvement . . . . . . . . . 69 Inclusion at the Crossroads . . . . . . . . . . . . . . . 71 Inclusion in the Early Years . . . . . . . . . . . . . . . 70 Insider’s Guide for New Teachers, The . . . . . . 48 Inspection and Accountability . . . . . . . . . . . . . 57 Inspirational – and Cautionary – Tales for Would-be School Leaders. . . . . . . . . . . . . . . 57 Integrated Children’s Centres . . . . . . . . . . . . . 56 Interactive Play for Children with Autism . . . . 76 Intervening Early . . . . . . . . . . . . . . . . . . . . . . . 65 Introducing Vygotsky . . . . . . . . . . . . . . . . . . . 40 Introduction to Classroom Observation, An . . 61 Introduction to Dyslexia . . . . . . . . . . . . . . . . . 78

J Jingle Time . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Jumpstart! Creativity. . . . . . . . . . . . . . . . . . . . 13 Jumpstart! Drama. . . . . . . . . . . . . . . . . . . . . . 25 Jumpstart! Literacy . . . . . . . . . . . . . . . . . . . . . . 1 Jumpstart! Numeracy . . . . . . . . . . . . . . . . . . . 15 Jumpstart! Poetry . . . . . . . . . . . . . . . . . . . . . . . 1 Jumpstart! Science . . . . . . . . . . . . . . . . . . . . . 16 Jumpstart! Series. . . . . . . . . . . . 1,13, 15, 16, 25 Jumpstart! Storymaking . . . . . . . . . . . . . . . . . . 1

K Key Concepts for Understanding Curriculum . 60 Key Issues for Teaching Assistants. . . . . . . . . . 45 Key Issues in Early Years Education . . . . . . . . . 40 Key Issues In Special Education . . . . . . . . . . . . 71 Key Persons in the Nursery . . . . . . . . . . . . . . . 42 Knowledge and Understanding of the World in the Early Years Foundation Stage . . . . . . . 33

L Language Development . . . . . . . . . . . . . . . . . 82 Language Development for Maths . . . . . . . . . 82 Language Development for Science . . . . . . . . 82 Language for Learning . . . . . . . . . . . . . . . . . . 81 Language Knowledge for Secondary Teachers . 12 Leadership Mindsets . . . . . . . . . . . . . . . . . . . . 55 Leading and Managing Teaching Assistants . . 43 Leading School Transformation Series . . . . 55, 57 Leading School-Based Networks . . . . . . . . . . . 56

84

ORDER NOW!

See Order Form in centre of catalogue

Learn to Think . . . . . . . . . . . . . . . . . . . . . . . . 31 Learning and Teaching . . . . . . . . . . . . . . . . . . 43 Learning and Teaching with Maps . . . . . . . . . 20 Learning for Themselves . . . . . . . . . . . . . . . . . 31 Learning How to Learn . . . . . . . . . . . . . . . . . . 60 Learning ICT in the Arts . . . . . . . . . . . . . . . . . 19 Learning ICT in the Humanities . . . . . . . . . . . . 19 Learning ICT with English . . . . . . . . . . . . . . . . 19 Learning ICT with Maths. . . . . . . . . . . . . . . . . 19 Learning ICT with Science . . . . . . . . . . . . . . . . 19 Learning Outdoors . . . . . . . . . . . . . . . . . . . . . 35 Learning Through Talk . . . . . . . . . . . . . . . . . . . 5 Learning to Fail. . . . . . . . . . . . . . . . . . . . . . . . 56 Learning to Teach . . . . . . . . . . . . . . . . . . . . . . 49 Learning to Teach Art and Design in the Secondary School . . . . . . . . . . . . 27, 49 Learning to Teach Citizenship in the Secondary School . . . . . . . . . . . . . . . . . 23, 49 Learning to Teach Design and Technology in the Secondary School . . . . . . . . . . . . 27, 49 Learning to Teach English in the Secondary School. . . . . . . . . . . . . . . . . . . . . . 8 Learning to Teach Geography in the Secondary School . . . . . . . . . . . . . . . . . 20, 49 Learning to Teach History in the Secondary School . . . . . . . . . . . . . . . . . 21, 49 Learning to Teach ICT in the Secondary School. 49 Learning to Teach in the Primary School . . . . . 52 Learning to Teach in the Secondary School . . . 49 Learning to Teach in the Secondary School Series. . . . . . . . . . 8, 20-23, 27 - 29, 49 Learning to Teach Mathematics in the Secondary School . . . . . . . . . . . . . . . . . 49 Learning to Teach Modern Foreign Languages in the Secondary School . . . . . . . . . . . . 28, 49 Learning to Teach Music in the Secondary School . . . . . . . . . . . . . . . . . 27, 49 Learning to Teach Physical Education in the Secondary School . . . . . . . . . . . . . . . . . 29, 49 Learning to Teach Religious Education in the Secondary School . . . . . . . . . . . . . . . . . 21, 49 Learning to Teach Science in the Secondary School. . . . . . . . . . . . . . . . . . . . . 49 Literacy and ICT in the Primary School . . . . . . 12 Literacy Game, The. . . . . . . . . . . . . . . . . . . . . 11 Literacy Play for the Early Years Books 1 – 4 . . 12 Literacy Play for the Early Years Series. . . . . . . 12 Little Books of Life Skills Series . . . . . . . . . . . . 24 Little Learning, A . . . . . . . . . . . . . . . . . . . . . . 60 Living With Dyslexia . . . . . . . . . . . . . . . . . . . . 77 Loss and Separation . . . . . . . . . . . . . . . . . . . . 65

M Making Dyslexia Work for You . . . . . . . . . . . . 77 Making Minds . . . . . . . . . . . . . . . . . . . . . . . . 58 Making the Most of Your Teaching Assistant . 44 Making your Way in Headship . . . . . . . . . . . . 57 Managing Asperger Syndrome at College and University . . . . . . . . . . . . . . . . . 76 Managing Dyslexia at University . . . . . . . . . . . 77 Managing Extreme Behaviours in the Early Years . . . . . . . . . . . . . . . . . . . . . . . 42, 64 Managing Finance, Premises and Health & Safety . . . . . . . . . . . . . . . . . . . . . . 57 Managing Pupil Behaviour . . . . . . . . . . . . . . . 65 Mapping SEN . . . . . . . . . . . . . . . . . . . . . . . . . 70 Mathematics in the Primary School. . . . . . . . . 14 Maths Homework for Key Stage 2 . . . . . . . . . . 9 Meeting Sen In The Curriculum Series. . . . . . . 74 Meeting SEN in the Curriculum: Art . . . . . . . . 74 Meeting SEN in the Curriculum: Citizenship . . . . . . . . . . . . . . . . . . . . . . . 24, 74 Meeting SEN in the Curriculum: Design & Technology . . . . . . . . . . . . . . . . . . 74 Meeting SEN in the Curriculum: Geography. . . . . . . . . . . . . . . . . . . . . . . 20, 74 Meeting SEN in the Curriculum: History . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 74 Meeting SEN in the Curriculum: ICT . . . . . . . . 74 Meeting SEN in the Curriculum: Maths. . . 15, 74 Meeting SEN in the Curriculum: Modern Foreign Languages . . . . . . . . . . . . . 74 Meeting SEN in the Curriculum: Music . . . . . . . 74 Meeting SEN in the Curriculum: PE and Sports . 74

+44 (0)1235 400524

Meeting SEN in the Curriculum: Religious Education . . . . . . . . . . . . . . . . 21, 74 Meeting SEN in the Curriculum: Science . . . . . 74 Meeting Special Needs in Modern Foreign Languages . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Meeting the Learning Needs of All Children . . 61 Meeting the Needs of Your Most Able Pupils in Art . . . . . . . . . . . . . . . . . . . . . 66 Meeting the Needs of Your Most Able Pupils in Design and Technology . . . . . . . . . . . . . . . . 66 Meeting the Needs of Your Most Able Pupils in Music. . . . . . . . . . . . . . . . . . . 66 Meeting the Needs of Your Most Able Pupils in Physical Education & Sport. . . . . . . . . 29, 66 Meeting the Needs of Your Most Able Pupils in Religious Education . . . . . . . . . . . . . . . . . 66 Meeting the Needs of Your Most Able Pupils: English . . . . . . . . . . . . . . . . . . . . . . . 66 Meeting the Needs of Your Most Able Pupils: Geography. . . . . . . . . . . . . . . . . 20, 66 Meeting the Needs of Your Most Able Pupils: History . . . . . . . . . . . . . . . . . . . . . . . 66 Meeting the Needs of Your Most Able Pupils: Mathematics . . . . . . . . . . . . . . . . 15, 66 Meeting the Needs of Your Most Able Pupils: Modern Foreign Languages. . . . . 28, 66 Meeting the Needs of Your Most Able Pupils: Science . . . . . . . . . . . . . . . . 16, 66 Modern Foreign Languages 5-11 . . . . . . . . . . 28 Monitoring, Assessment, Recording, Reporting and Accountability . . . . . . . . . . . . . . . . . . . . 61 Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Move On Maths Ages 9-11 . . . . . . . . . . . . . . 14 Move On Maths Series . . . . . . . . . . . . . . . . . . 14 Move On Maths! Ages 7-9 . . . . . . . . . . . . . . . 14 Music 3-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Music and Singing . . . . . . . . . . . . . . . . . . . . . 37

N Nature and Young Children . . . . . . . . . . . . . . 35 Nature, Living and Growing . . . . . . . . . . . . . . 37 Navigating Initial Teacher Training. . . . . . . . . . 51 New Early Years Professional, The . . . . . . . . . . 42 New nasen A-Z of Reading Resources, The . . . . 7 Newly Qualified Secondary Teacher’s Handbook, The . . . . . . . . . . . . . . . . . . . . . . 48 Newly Qualified Teacher’s Handbook, The . . . 47 Newly Qualified Teacher’s Manual, A . . . . . . . 48 Next Steps in Teaching . . . . . . . . . . . . . . . . . . 48 No-Nonsense Series . . . . . . . . . . . . . . . . . . . . 57 Nursery World/Routledge Essential Guides For Early Years Practitioners Series, The . . . . 26, 35 Nursery World/Routledge Essential Guides series, The . . . . . . . . . . . . . . . . . . . . . . . 40, 63

O Observing, Assessing and Planning for Children in the Early Years . . . . . . . . . . . 36, 40 Obsessive Compulsive Disorders . . . . . . . . . . . 65 Oranges and Lemons . . . . . . . . . . . . . . . . . . . 61 Organising Learning in the Primary School Classroom. . . . . . . . . . . . . . . . . . . . . 60 Ourselves . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Outdoor Play in the Early Years. . . . . . . . . . . . 34

P P Levels in Mainstream Settings . . . . . . . . . . . 73 Page to Stage . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Partnerships for Inclusive Education . . . . . . . . 70 Personal, Social and Emotional Development in the Early Years Foundation Stage . . . . . . . . . 33 Philosophy in the Classroom . . . . . . . . . . . . . . 32 Physical Development in the Early Years Foundation Stage. . . . . . . . . . . . . . . . . . . . . 33 Physical Education and Development 3–11 . . . . . . . . . . . . . . . . . . . 29 Planning and Using Time in the Foundation Stage. . . . . . . . . . . . . . . . . . . . . 42 Planning Creative Literacy Lessons . . . . . . . . . . 4 Planning for Children’s Play Learning . . . . . . . 34 Planning for the Early Years Foundation Stage. . . . . . . . . . . . . . . . . . . . . 33 Planning the Pre-5 Setting . . . . . . . . . . . . . . . 63 Plans for Better Behaviour in the Primary School65

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

R Raising the Stakes. . . . . . . . . . . . . . . . . . . . . . 57 Reading Under Control . . . . . . . . . . . . . . . . . . . 7 Ready Steady Play! series . . . . . . . . . . . . . . . . 37 Ready to Read and Write in the Early Years . 7, 42 Really Useful Book of ICT in the Early Years, The . . . . . . . . . . . . . . . . . . . . . . 18 Really Useful Creativity Book, The . . . . . . . . . . 13 Really Useful Literacy Book, The . . . . . . . . . . . . 9 Really Useful Maths Book, The . . . . . . . . . . . . 15 Really Useful Science Book, The . . . . . . . . . . . 17 Really Useful Series, The . . . . . 9, 13, 15, 17, 18 Reclaiming Childhood . . . . . . . . . . . . . . . . . . . 39 Removing Barriers to Learning in the Early Years 42 Researching Allegations of Sexual Misconduct in Education. . . . . . . . . . . . . . . . . . . . . . . . . 56 Resource Materials for Teachers Series . . . . . . 76 Rob Long Omnibus Edition of Better Behaviour, The . . . . . . . . . . . . . . . . . . . . . . . 65 Role Play. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Routledge Key Guides Series. . . . . . . . . . . . . . 52 Routledge Teaching Guides. . . . . . . . . . . . . . . 50 Routledge Teaching Guides Series . . . . . . . . . . . 17, 18, 21, 23, 27, 28, 29,

S School Inspection & Self-Evaluation . . . . . . . . 58 School Leadership - Heads on the Block? . . . . 55 School Leadership in the 21st Century . . . . . . . 58 Science 5-11. . . . . . . . . . . . . . . . . . . . . . . . . . 16 Science Education for Gifted Learners. . . . 17, 67 Science Homework for Key Stage 2 . . . . . . . 9, 16 Science Knowledge for Primary Teachers . . . . 17 Sea, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Secondary Education: The Key Concepts. . . . . 52 Secondary PSHE Co-ordinator’s Handbook, The . . . . . . . . . . . . . . . . . . . . . . 23 SEN Handbook for Trainee Teachers, NQTs and Teaching Assistants, The . . . . . . . . . . . . 73 SENCO Handbook, The. . . . . . . . . . . . . . . . . . 72

Setting the Scene for Positive Behaviour in the Early Years . . . . . . . . . . . . . 42 Setting Up and Running a Peer Listening Scheme . . . . . . . . . . . . . . . . . . . . . 57 Setting Up Parental Support in Schools and Early Years Settings . . . . . . . . . . . . . . . . 53 Smart Thinking . . . . . . . . . . . . . . . . . . . . . . . . 31 Social Inclusion in Schools. . . . . . . . . . . . . . . . 70 Sound Beginnings. . . . . . . . . . . . . . . . . . . . . . 35 Soundaround . . . . . . . . . . . . . . . . . . . . . . . . . 81 Speaking Frames – Years 3 – 6 . . . . . . . . . . . . . 6 Special Education Handbook, The. . . . . . . . . . 71 Special Educational Needs and School Improvement . . . . . . . . . . . . . . . . . . . . . . . . 58 Special Educational Needs for Newly Qualified and Student Teachers. . . . . . . . . . . . . . . . . . 68 Special Needs and Drug Education . . . . . . . . . 73 Special School’s Handbook, The . . . . . . . . . . . 71 Spelling, Handwriting and Dyslexia . . . . . . . . . 78 Spotlight on Language . . . . . . . . . . . . . . . . . . . 2 Spotlight on Reading . . . . . . . . . . . . . . . . . . . . 2 Spotlight on Spelling . . . . . . . . . . . . . . . . . . . . 2 Spotlight on Writing . . . . . . . . . . . . . . . . . . . . . 2 Spotlight on Your Inclusive Classroom . . . . 2, 69 Spotloght On Series . . . . . . . . . . . . . . . . . . . . . 2 Starting to Teach in the Secondary School . . . 48 Steps in Leadership. . . . . . . . . . . . . . . . . . . . . 57 Stories for Circle Time and Assembly . . . . . . . 22 Stories for Classroom and Assembly . . . . . . . . 22 Stories, Pictures and Reality . . . . . . . . . . . . . . . 7 Stress Relief for Teachers . . . . . . . . . . . . . . . . 54 Study Skills for Foundation Degrees . . . . . . . . 54 Success with Inclusion . . . . . . . . . . . . . . . . . . 70 Successful Study . . . . . . . . . . . . . . . . . . . . . . . 46 Supporting Children Series . . . . . . . . . . . . . . . 75 Supporting Children with Asthma. . . . . . . . . . 75 Supporting Children with Autistic Spectrum Disorders . . . . . . . . . . . . . . . . . . . 75 Supporting Children with Behaviour Difficulties . . . . . . . . . . . . . . . 46, 75 Supporting Children with Cerebral Palsy . . . . . 75 Supporting Children with Down’s Syndrome. . 75 Supporting Children with Dyslexia . . . . . . . . . 75 Supporting Children with Epilepsy . . . . . . . . . 75 Supporting Children with Fragile X Syndrome. 75 Supporting Children with Medical Conditions . 75 Supporting Children with Motor Co-ordination Difficulties . . . . . . . . . . . . . . . 75 Supporting Children with Speech and Language Difficulties . . . . . . . . . . . . . . . . . . 75 Supporting Children with...11 pack . . . . . . . . 75 Supporting Inclusive Practice. . . . . . . . . . . . . . 70 Supporting Mathematical Thinking . . . . . . . . . 15 Supporting Multilingual Learners in the Early Years . . . . . . . . . . . . . . . . . . 36, 40 Supporting Reading . . . . . . . . . . . . . . . . . . . . 46 Supporting Speaking and Listening. . . . . . . . . 46 Supporting Spelling . . . . . . . . . . . . . . . . . . . . 46 Supporting Students with Dyslexia in Secondary Schools . . . . . . . . . . . . . . . . . . . . 77 Supporting Teaching and Learning in Schools . 44 Supporting Writing . . . . . . . . . . . . . . . . . . . . . 46 Surviving and Succeeding in Difficult Classrooms . . . . . . . . . . . . . . . . . . . 64 Surviving and Succeeding in Senior School Management . . . . . . . . . . . . . . . . . . . . . . . . 58

T Taking Control of Your Teaching Career . . . . . . . . . . . . . . . . . . . . . . . 54 Talk Box . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Teacher Well-Being . . . . . . . . . . . . . . . . . . 47, 54 Teachers’ Library Series . . . . . . . . . . . . . . . . . . 60 Teaching and Learning in the Early Years . . . . 34 Teaching Assistant’s Guide to Completing NVQ Level 2, A . . . . . . . . . . . . . 44 Teaching Assistant’s Guide to Completing NVQ Level 3, A . . . . . . . . . . . . . 44 Teaching Assistant’s Guide to Managing Behaviour in the Classroom, A . . . . . . . . . . . 46 Teaching Assistant’s Guide to Primary Education, A . . . . . . . . . . . . . . . . . . 46 Teaching Assistant’s Guide, The . . . . . . . . . . . 46 Teaching Character Education through Literature . . . . . . . . . . . . . . . . . . . . . 7

Teaching Children English as an Additional Language . . . . . . . . . . . . . . . . . . 70 Teaching Children with Dyslexia . . . . . . . . . . . 78 Teaching Children’s Literature . . . . . . . . . . . . . . 7 Teaching Classroom Drama and Theatre . . . . . 26 Teaching Creatively in the Primary School Series . . . . . . . . . . . . . . . . . . . . . . . . 10 Teaching English Creatively . . . . . . . . . . . . . . . 10 Teaching Experience, The . . . . . . . . . . . . . . . . 53 Teaching Foundation Mathematics . . . . . . . . . 15 Teaching Gifted Children 4-7 . . . . . . . . . . . . . 67 Teaching ICT Through The Primary Curriculum 19 Teaching ICT through the Primary Curriculum Series . . . . . . . . . . . . . . . . . . . . . 18 Teaching Mathematics to Able Children . . . . . 67 Teaching of Science in Primary Schools, The . . . . . . . . . . . . . . . . . . . . . . . . 16 Teaching Problem-Solving and Thinking Skills through Science . . . . . . . . . . . . . . 16, 30 Teaching Pupils with Visual Impairment . . . . . 73 Teaching Reading Shakespeare . . . . . . . . . . . . . 6 Teaching Religious Education 4-11 . . . . . . . . . 21 Teaching Speaking and Listening in the Primary School . . . . . . . . . . . . . . . . . . . . . . . . 5 Teaching the Global Dimension . . . . . . . . . . . 20 Teaching the Very Able Child . . . . . . . . . . . . . 30 Teaching Thinking Skills Across the Early Years . 30 Teaching Thinking Skills Across the Middle Years . . . . . . . . . . . . . . . . . . . . . . . . 30 Teaching Thinking Skills Across the Primary Curriculum . . . . . . . . . . . . . . . . . . . 30 Teaching Tough Kids . . . . . . . . . . . . . . . . . . . . 63 Teaching, Learning and Psychology . . . . . . . . . 61 That’s the Way I Think . . . . . . . . . . . . . . . . . . 78 Think About It! . . . . . . . . . . . . . . . . . . . . . . . 32 Thinking and Learning About Mathematics in the Early Years . . . . . . . . . . . . . . . . . . . . . 36 Thinking Lessons for Thinking Classrooms . . . 31 Thinking Skills and Problem-Solving – An Inclusive Approach . . . . . . . . . . . . . . . 30 Thirty Three Ways to Help with Numeracy . 15, 73 Thirty Three Ways to Help with Reading . . . 6, 73 Thirty Three Ways to Help with.... Series. . . . . 15 Transferring your Teaching Skills into the Wider World . . . . . . . . . . . . . . . . . . . . . 53 Transforming Thinking . . . . . . . . . . . . . . . . . . 59 Tricky Thinking Problems. . . . . . . . . . . . . . . . . 31 Tried And Tested Strategies. . . . . . . . . . . . . . . 42 Tried and Tested Strategies Series . . . . . 7, 64, 65 Turning the Tables on Challenging Behaviour . . . . . . . . . . . . . . . . . 64

TITLE INDEX

Play and Learning in the Early Years . . . . . . . . 42 Play for Children with Special Needs . . . . . . . . 63 Play using Natural Materials . . . . . . . . . . . . . . 37 Playing and Learning Outdoors . . . . . . . . . . . . 36 Playing Outside. . . . . . . . . . . . . . . . . . . . . . . . 35 Pocket Guide to Every Child Matters, The . . . . 68 Practical Creativity at Key Stages 1 & 2 . . . . . . 13 Practical Guidance In The Eyfs Series. . . . . . . . 33 Practical Guide to Mentoring, Coaching and Peer-Networking, A . . . . . . . . . . . . . . . . . . . 54 Practical Guide to Teaching Citizenship in the Secondary School, A . . . . . . . . . . . . . . . 23, 50 Practical Guide to Teaching Design and Technology in the Secondary School, A . 27, 50 Practical Guide to Teaching History in the Secondary School, A . . . . . . . . . . . . 21, 50 Practical Guide to Teaching ICT in the Secondary School, A . . . . . . . . . . . . 18, 50 Practical Guide to Teaching Modern Foreign Languages in the Secondary School, A . 28, 50 Practical Guide to Teaching Music in the Secondary School, A . . . . . . . . . . . . . . . 27, 50 Practical Guide to Teaching Physical Education in the Secondary School, A . . . . . . . . . . 29, 50 Practical Guide to Teaching Science in the Secondary School, A . . . . . . . . . . . . . . . 17, 50 Practical Tips for Teaching Assistants. . . . . . . . 45 Preparing to Teach . . . . . . . . . . . . . . . . . . . . . 52 Primary Education: The Key Concepts . . . . . . . 52 Primary English Encyclopedia, The . . . . . . . . . 11 Primary ICT for Teaching Assistants . . . . . . . . . 45 Primary Mathematics for Teaching Assistants . . . . . . . . . . . . . . . . 15, 46 Primary Science for Teaching Assistants . . . . . 45 Primary Teaching Today . . . . . . . . . . . . . . . . . 51 Principles of Primary Education . . . . . . . . . . . . 51 Problem Solving, Reasoning and Numeracy in the Early Years Foundation Stage . . . . . . . 33 Professional Studies in the Primary School . . . 52 Progression in Primary ICT . . . . . . . . . . . . . . . 18 Promoting Effective Group Work in the Primary Classroom . . . . . . . . . . . . . . . . . . . . 59 Providing Support and Supervision . . . . . . . . . 61

U Understanding and Teaching the ICT National Curriculum . . . . . . . . . . . . . . . . . . . 18 Understanding Children’s Development in the Early Years . . . . . . . . . . . . . . . . . . 36, 62 Understanding Developmental Dyspraxia . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Understanding Primary Education . . . . . . . . . . 52 Understanding Pupil Behaviour . . . . . . . . . . . . 64 Understanding Special Educational Needs . . . . . . . . . . . . . . . . . . . . 71 Understanding Spelling. . . . . . . . . . . . . . . . . . . 8 Understanding the Reggio Approach . . . . . . . 41 Unlocking Assessment . . . . . . . . . . . . . . . . . . 59 Unlocking Learning and Teaching with ICT . . . 18 Unlocking Literacy . . . . . . . . . . . . . . . . . . . . . 11 Unlocking Series . . . . . . . . . . . . . . . . . 11, 18, 59 Unlocking Speaking and Listening . . . . . . . . . . 5 Using and Applying Mathematics at Key Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . 15 Using and Applying Mathematics at Key Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . 15 Using Circle Time for PHSE and Citizenship . . . 23 Using History to Develop Thinking Skills at Key Stage 2. . . . . . . . . . . . . . . . . . . 30 Using Literacy to Develop Thinking Skills with Children Aged 5 –7 . . . . . . . . . . . 32 Using Literacy to Develop Thinking Skills with Children Aged 7-11 . . . . . . . . . . . 32 Using Science to Develop Thinking Skills at Key Stage 3. . . . . . . . . . . . . . . . . . . 17

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

85

TITLE INDEX / AUTHOR INDEX

Using Talk Effectively in the Primary Classroom . 5

W Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 ‘Whole-Brain’ Behaviour Management in the Classroom . . . . . . . . . . . . . . . . . . . . . 64 Why Do I Need a Teacher When I’ve got Google? . . . . . . . . . . . . . . . . . . . . . . . . 53 Woodland Creatures. . . . . . . . . . . . . . . . . . . . 37 Word Play. . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Word Power . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Working Together in Children’s Services . . . . . 58 Working with Groups . . . . . . . . . . . . . . . . . . . 65 Working with Secondary Students who have Language Difficulties . . . . . . . . . . . . . . . . . . 81 Work-Life Balance. . . . . . . . . . . . . . . . . . . . . . 58 Writing Models Series. . . . . . . . . . . . . . . . . . . . 1 Writing Models Years 3 - 6 . . . . . . . . . . . . . . . . 1 Writing Under Control . . . . . . . . . . . . . . . . . . . 3

Y Yeah Right! Adolescents in the Classroom . . . 65 Young at Art. . . . . . . . . . . . . . . . . . . . . . . . . . 26 Young Person’s Guide to the Internet, The . . . 18

AUTHOR INDEX A Abrams, Fran . . . . . . . . . . . . . . . . . . . . . . . . . 56 Adams, Margaret . . . . . . . . . . . . . . . . . . . . . . 58 Addison, Nicholas. . . . . . . . . . . . . . . . . . . 27, 49 Ainscow, Mel . . . . . . . . . . . . . . . . . . . . . . . . . 58 Alderman, Tim . . . . . . . . . . . . . . . . . . . . . 16, 66 Allen, Jen . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Anderson, John . . . . . . . . . . . . . . . . . . . . . . . 18 Andrews, Crispin . . . . . . . . . . . . . . . . . . . . . . 74 Andrews, Jane . . . . . . . . . . . . . . . . . . . . . 11, 14 Armstrong, Felicity . . . . . . . . . . . . . . . . . . . . . 45 Arnold, Christopher . . . . . . . . . . . . . . . . . . . . 61 Arthur, James . . . . . . . . . . . . . . . . . . . 21, 49, 52 Ashford, Erica . . . . . . . . . . . . . . . . . . . . . . . . . 35 Asquith, Simon . . . . . . . . . . . . . . . . . . . . . . . . 20 Austin, Roger . . . . . . . . . . . . . . . . . . . . . . . . . 18 Ayers, Harry . . . . . . . . . . . . . . . . . . . . . . . 65, 73

B Bailey, Richard . . . . . . . . . . . . . . . . . . . . . 29, 66 Baines, Ed. . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Baker, Suzanne . . . . . . . . . . . . . . . . . . . . . . . . . 7 Balderstone, David . . . . . . . . . . . . . . . . . . 20, 49 Ball, Stephen J. . . . . . . . . . . . . . . . . . . . . . . . . 58 Barbara Riddick, . . . . . . . . . . . . . . . . . . . . . . . 77 Barnes, Ann . . . . . . . . . . . . . . . . . . . . . . . 28, 49 Barnes, Philip L. . . . . . . . . . . . . . . . . . . . . 21, 49 Barnes, Steve . . . . . . . . . . . . . . . . . . . . . . . . . 66 Barratt-Hacking, Elisabeth. . . . . . . . . . . . . 21, 74 Barrett, Jenny . . . . . . . . . . . . . . . . . . . . . . . . . 80 Barton, Geoff . . . . . . . . . . . . . . . . . . . . . . . . . 12 Bastide, Derek . . . . . . . . . . . . . . . . . . . . . . . . 21 Battersby, Jeff . . . . . . . . . . . . . . . . . . . . . . . . . 52 Bearne, Eve . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Beaty, Carole . . . . . . . . . . . . . . . . . . . . . . . . . 56 Bedford, Dorothy . . . . . . . . . . . . . . . . . . . . . . 54 Bennett, Richard . . . . . . . . . . . . . . . . . . . . 18, 19 Bentham, Susan . . . . . . . . . . . . . . . . . 44, 45, 46 Bentley, Richard . . . . . . . . . . . . . . . . . . . . . . . 30 Berdondini, Lucia . . . . . . . . . . . . . . . . . . . . . . 59 Berry, Andrew. . . . . . . . . . . . . . . . . . . . . . 16, 30 Bilton, Helen. . . . . . . . . . . . . . . . . . . . . . . 34, 35 Black, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Blakemore, Louise. . . . . . . . . . . . . . . . . . . . . . 25 Blatchford, Peter. . . . . . . . . . . . . . . . . . . . . . . 59 Bleach, Kevan . . . . . . . . . . . . . . . . . . . . . . . . . 48 Blum, Paul . . . . . . . . . . . . . . . . . . . . . . . . 58, 64 Bohlin, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Booth, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Bottle, Gillian . . . . . . . . . . . . . . . . . . . . . . . . . 35 Bower, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Bowkett, Stephen. . . . . . . . . . . . . . . . . . 2, 3, 13 Boyd, Lorna . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Brandom, Ann-Marie . . . . . . . . . . . . . . . . 21, 49 Breckon, Peter . . . . . . . . . . . . . . . . . . . . . 29, 50 Brent, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . 81

86

ORDER NOW!

See Order Form in centre of catalogue

Briggs, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Briggs, Sue . . . . . . . . . . . . . . . . . . . . . . . . 44, 70 Brookes, Dave . . . . . . . . . . . . . . . . . . . . . . 9, 16 Brown, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Brunton, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Bryans, Trevor . . . . . . . . . . . . . . . . . . . . . . . . . 81 Bubb, Sara . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Burgess, Lesley . . . . . . . . . . . . . . . . . . . . . 27, 49 Burnett, Andrew. . . . . . . . . . . . . . . . . . . . . 5, 81 Buttriss, Jacquie . . . . . . . . . . . . . . . . . . . . 32, 67

C Cable, Carrie . . . . . . . . . . . . . . . . . . . . . . . . . 42 Caldwell, Brian J. . . . . . . . . . . . . . . . . . . . . . . 57 Callander, Ann . . . . . . . . . . . . . . . . . . . . . 32. 67 Capel, Susan . . . . . . . . . . . . . 29, 44, 48, 49, 50 Carmichael, Patrick . . . . . . . . . . . . . . . . . . . . . 60 Carter, James . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Carter, Mike . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Catherine, McCall. . . . . . . . . . . . . . . . . . . . . . 59 Cave, Diana . . . . . . . . . . . . . . . . . . . . . . . 16, 30 Chadwick, Donna . . . . . . . . . . . . . . . . . . . . . . 38 Chalmers, Debbie . . . . . . . . . . . . . . . . . . . 26, 36 Chapman, Christopher . . . . . . . . . . . . . . . . . . 56 Cheminais, Rita . . . . . . . . . . . . . . 45, 58, 68, 69 Chowne, Anne . . . . . . . . . . . . . . . . . . . . . . . . 59 Cigman, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . 70 Clegg, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Coffey, Simon . . . . . . . . . . . . . . . . . . . . . . . . . 28 Cohen, David . . . . . . . . . . . . . . . . . . . . . . . . . 75 Cohen, Louis . . . . . . . . . . . . . . . . . . . . . . . . . 51 Collier, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Coltman, Penelope . . . . . . . . . . . . . . . . . . . . . 34 Combes, Alan. . . . . . . . . . . . . . . . . . . . . . 24, 74 Conner, Colin . . . . . . . . . . . . . . . . . . . . . . . . . 60 Cooper, Hilary. . . . . . . . . . . . . . . . . . . . . . 20, 21 Corbett, Pie . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Coultas, Valerie. . . . . . . . . . . . . . . . . . . . . . . . 64 Cousins, Jacquie. . . . . . . . . . . . . . . 7, 42, 64, 65 Cowne, Elizabeth . . . . . . . . . . . . . . . . . . . . . . 72 Cremin, Teresa . . . . . . . . . . . . . . . . . . 10, 25, 52 Crombie, Margaret . . . . . . . . . . . . . . . . . . . . . 78 Cullingford, Cedric . . . . . . . . . . . . . . . . . . . . . 53 Cumine, Val . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Cunningham, Sue. . . . . . . . . . . . . . . . . . . . . . 44 Curry, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Curry, Gill . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Curtis, Audrey . . . . . . . . . . . . . . . . . . . . . . . . 38 Cyf, Gwasg Pia . . . . . . . . . . . . . . . . . . . . . . . . 73

D Dabell, John . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Daines, Bob . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Darbyshire, Carol . . . . . . . . . . . . . . . . . . . . . . 18 Davies, Brent . . . . . . . . . . . . . . . . . . . . . . . . . 58 Davies, Dan . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Davies, Louise. . . . . . . . . . . . . . . . . . . . . . 66, 74 Davis, Sue. . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Davison, Jon . . . . . . . . . . . . . . . . . . . . . . . . 8, 49 Dawes, Lyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Dean, Joan . . . . . . . . . . . . . . . . . . . . . 46, 60, 61 Dempster, Neil . . . . . . . . . . . . . . . . . . . . . . . . 57 Deponio, Pamela . . . . . . . . . . . . . . . . . . . . . . 63 Derrington, Chris . . . . . . . . . . . . . . . . . . . . . . 64 Devereux, Jane . . . . . . . . . . . . . . . . . . . . . . . . 42 Dickinson, Rachel . . . . . . . . . . . . . . . . . . . . . . 26 Doherty, Jonathan . . . . . . . . . . . . . . . . . . . . . 29 Dombey, Henrietta . . . . . . . . . . . . . . . . . . . . . 10 Dowson, Jane. . . . . . . . . . . . . . . . . . . . . . . 8, 49 Dowson, Pam . . . . . . . . . . . . . . . . . . . . . . . . . 13 Drake, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Drew, Sharon . . . . . . . . . . . . . . . . . . . . . . . . . 80 Drifte, Collette . . . . . . . . . . . . . . . . . . . . . . . . 12 Drummond, Mary Jane . . . . . . . . . . . . . . . . . . 61 Du Pre, Elizabeth Ann. . . . . . . . . . . . . . . . . . . 77 Dudley, Peter . . . . . . . . . . . . . . . . . . . . . . . . . 60 Duncan, Diane . . . . . . . . . . . . . . . . . . . . . . . . . 7 Dunlop, Julia. . . . . . . . . . . . . . . . . . . . . . . . . . 76 Dupree, Jane . . . . . . . . . . . . . . . . . . . . . . . . . 46 Dyson, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Dyson, Allan . . . . . . . . . . . . . . . . . . . . . . . . . . 38

+44 (0)1235 400524

E Eadon, Helen . . . . . . . . . . . . . . . . . . . . . . . . . 78 Eakin, Angela . . . . . . . . . . . . . . . . . . . . . . . . . 31 Earle, Kim. . . . . . . . . . . . . . . . . . . . . . . . . 66, 74 Edwards, Sylvia . . . . . . . . . . . . . . . . . . . . . 15, 46 Eke, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Elfer, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Ellis, Simon . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Ellison, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . 58 English, Eve . . . . . . . . . . . . . . . . . . . . . . . . . . 52 English, Robyn . . . . . . . . . . . . . . . . . . . . . . . . 24 Eriksson, Gillian . . . . . . . . . . . . . . . . . . . . . . . 67 Evans, Julie . . . . . . . . . . . . . . . . . . . . . . . . 27, 50 Evans, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . 57

F Farrell, Michael . . . . . . . . . . . . . . . . . . . . . 71, 72 Farrow, Steve . . . . . . . . . . . . . . . . . . . . . . . . . 17 Feasey, Rosemary . . . . . . . . . . . . . . . . 16, 17, 45 Feiler, Anthony . . . . . . . . . . . . . . . . . . . . . . . . 11 Fergusson, Ann. . . . . . . . . . . . . . . . . . . . . . . . 73 Ferretti, Jane. . . . . . . . . . . . . . . . . . . . . . . 20, 66 Field, Kit . . . . . . . . . . . . . . . . . . . . . . . . . . 28, 49 Filer, Janice . . . . . . . . . . . . . . . . . . . . . . . . 34, 53 Fisher, Robert . . . . . . . . . . . . . . . . . . . . . . . . . 11 Fitzgerald, Damien . . . . . . . . . . . . . . . . . . . . . 58 Fleming, Mike. . . . . . . . . . . . . . . . . . . . . . . . . 10 Fleming, Peter. . . . . . . . . . . . . . . . . . . . . . . . . 52 Flintoff, Val . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Foale, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Forster, Colin . . . . . . . . . . . . . . . . . . . . . . . 9, 16 Fox, Alison . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Fox, Glenys . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Frost, David . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Frost, Jenny . . . . . . . . . . . . . . . . . . . . . . . . . . 49

G Gage, Jenny . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Galloway, John . . . . . . . . . . . . . . . . . . 18, 45, 69 Gardner, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Gearon, Liam . . . . . . . . . . . . . . . . . . . 23, 49, 50 George, David . . . . . . . . . . . . . . . . . . . . . . . . 67 Gifford, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Gilbert, Ian . . . . . . . . . . . . . . . . . . . . . . . . 53, 61 Gillard, Linda . . . . . . . . . . . . . . . . . . . . . . . . . 17 Gillespie, Helena . . . . . . . . . . . . . . . . . . . . . . . 18 Gilroy, Dorothy . . . . . . . . . . . . . . . . . . . . . . . . 77 Glenn, Angela . . . . . . . . . . . . . . . . 7, 42, 64, 65 Glew, Erica . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Goddard, Hilary . . . . . . . . . . . . . . . . . . . . . . . 64 Godinho, Sally . . . . . . . . . . . . . . . . . . . . . . . . 24 Goff, Emma . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Goldschmeid, Elinor . . . . . . . . . . . . . . . . . . . . 42 Goldworthy, Anne . . . . . . . . . . . . . . . . . . . . . 17 Goodhew, Gwen . . . . . . . . . . . . . . . . . . . . . . 66 Goodman, Harriet. . . . . . . . . . . . . . . . . . . . . . 24 Goodwin, Vicki . . . . . . . . . . . . . . . . . . . . . . . . 77 Goodwyn, Andrew . . . . . . . . . . . . . . . . . . . . . 10 Goouch, Kathy . . . . . . . . . . . . . . . . . . . . . . . . . 4 Gordon, John . . . . . . . . . . . . . . . . . . . . . . . . . 52 Gough, Florence . . . . . . . . . . . . . . . . . . . . . . . 81 Graham, Judith. . . . . . . . . . . . . . . . . . . . . . . 3, 7 Grainger, Teresa . . . . . . . . . . . . . . . . . . . . . . . . 4 Grant, David . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Gray, Francesca. . . . . . . . . . . . . . . . . . . . . . . . 73 Green, Sandy . . . . . . . . . . . . . . . . . . . . . . 33, 37 Greenhough, Pamela . . . . . . . . . . . . . . . . 11, 14 Griffiths, Fleur. . . . . . . . . . . . . . . . . . . . . . . . . 81 Gross, Jean . . . . . . . . . . . . . . . . . . . . . . . . 58, 72 Gross, Miraca U. M. . . . . . . . . . . . . . . . . . . . . 67 Grugeon, Elizabeth . . . . . . . . . . . . . . . . . . . . . . 5 Guldberg, Helene . . . . . . . . . . . . . . . . . . . . . . 39 Gutteridge, Daphne . . . . . . . . . . . . . . . . . . . . 23

H Haddon, Alice. . . . . . . . . . . . . . . . . . . . . . . . . 24 Haddon, John . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Hadfield, Mark . . . . . . . . . . . . . . . . . . . . . . . . 56 Haigh, Gerald . . . . . . . . . . . . . . . . . . . . . . . . . 57 Halbert, Judy . . . . . . . . . . . . . . . . . . . . . . . . . 55 Hamill, Andrew . . . . . . . . . . . . . . . . . . . . 18, 19 Hammersley-Fletcher, Linda . . . . . . . . . . . . . . 46 Hammond, Michael . . . . . . . . . . . . . . . . . . . . 48 Hampton, Geoff . . . . . . . . . . . . . . . . . . . . . . . 54

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

I Iley, Paula . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Imray, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Ingram, Gretchen . . . . . . . . . . . . . . . . . . . 28, 66 Isaacs, Barbara . . . . . . . . . . . . . . . . . . . . . . . . 41 Isles-Buck, Emma . . . . . . . . . . . . . . . . . . . . . . 42 Ives, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . 73

J James, Karen . . . . . . . . . . . . . . . . . . . . . . . . . 35 James, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Jamieson, Claire . . . . . . . . . . . . . . . . . . . . 76, 77 Jaquiss, Victoria . . . . . . . . . . . . . . . . . . . . . . . 74 John, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Johnson, David . . . . . . . . . . . . . . . . . . . . . . . . 11 Johnson, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Johnston-Wilder, Peter . . . . . . . . . . . . . . . . . . 49 Johnston-Wilder, Sue . . . . . . . . . . . . . . . . . . . 49 Jolliffe, Wendy . . . . . . . . . . . . . . . . . . . . . . . . 11 Jones, Deborah. . . . . . . . . . . . . . . . . . . . . . . . . 5 Jones, Glenys . . . . . . . . . . . . . . . . . . . . . . . . . 76 Jones, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Jones, Phyllis. . . . . . . . . . . . . . . . . . . . . . . . . . 70 Jordan, Emma. . . . . . . . . . . . . . . . . . . . . . . . . 81 Julie, Durno . . . . . . . . . . . . . . . . . . . . . . . . . . 37

K Kaser, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Kay, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Kay, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Keep, Ewart . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Kellet, Edith . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Kelley, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Kelly, Alison . . . . . . . . . . . . . . . . . . . . . . . . . 3, 7 Kennedy, Harry . . . . . . . . . . . . . . . . . . . . . . . . 61 Kennewell, Steve . . . . . . . . . . . . . . . . 18, 49, 50 Keogh, Brenda . . . . . . . . . . . . . . . . . . . . . 11, 17 Kewley, Geoff . . . . . . . . . . . . . . . . . . . . . . . . . 75 Kinney, Linda . . . . . . . . . . . . . . . . . . . . . . . . . 41 Kirby, Amanda . . . . . . . . . . . . . . . . . . . . . . . . 70 Kirby, Andrew. . . . . . . . . . . . . . . . . . . . . . . . . 80 Knowles, Gianna . . . . . . . . . . . . . . . . . . . . . . 70 Koshy, Valsa . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Kutnick, Peter . . . . . . . . . . . . . . . . . . . . . . . . . 59

L Laar, Bill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Lambert, David . . . . . . . . . . . . . . . . . . . . . 20, 49 Lambirth, Andrew. . . . . . . . . . . . . . . . . . . . . . . 4 Lancaster, Gwen . . . . . . . . . . . . . . . . . . . . . . . 81 Langrehr, Jan . . . . . . . . . . . . . . . . . . . . . . . . . 31 Langrehr, John . . . . . . . . . . . . . . . . . . . . . . . . 31 Lavin, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Lawler, Catherine . . . . . . . . . . . . . . . . . . . . . . 38 Le Messurier, Mark . . . . . . . . . . . . . . . . . . . . . 63 Leask, Marilyn . . . . . . . . . . . . . . . 44, 48, 49, 50 Lee, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Lee, Michele . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Leicester, Mal . . . . . . . . . . . . . . . . . . . . . . . . . 22 Leimanis-Wyatt, Maija . . . . . . . . . . . . . . . . . . 59 Lewis, Deborah. . . . . . . . . . . . . . . . . . . . . . . . 53 Lewis, Martin . . . . . . . . . . . . . . . . . . . . . . . . . 26 Lewis, Maureen . . . . . . . . . . . . . . . . . . . . . . . 10 Lewis, Ramon . . . . . . . . . . . . . . . . . . . . . . . . . 64 Liebling, Henry . . . . . . . . . . . . . . . . . . . . . . . . 15 Lloyd, Gwynedd . . . . . . . . . . . . . . . . . . . . . . . 75 Long, Rob. . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Longaretti, Lynette . . . . . . . . . . . . . . . . . . . . . 24 Louis, Stella . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Lovat, Chira . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Lovesy, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . 26 Lowe, Jackie . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Lowe, Michelle . . . . . . . . . . . . . . . . . . . . . . . . 46 Lowe, Virginia. . . . . . . . . . . . . . . . . . . . . . . . . . 7 Lowndes, Sue . . . . . . . . . . . . . . . . . . . . . . . . . 15 Luff, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . 21, 74 Lumsdon, David . . . . . . . . . . . . . . . . . . . . . . . 78 Luxford, Heather. . . . . . . . . . . . . . . . . . . . . . . . 5

M MacBeath, John . . . . . . . . . . . . . . . . . 57, 58, 60 Macgrath, Michelle. . . . . . . . . . . . . . . . . . . . . 61 MacIntyre, Christine . . . . . 36, 62, 63, 66, 79, 80 Maker, June . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Malderez, Angi . . . . . . . . . . . . . . . . . . . . . . . . 51 Mallett, Margaret . . . . . . . . . . . . . . . . . . . . 9, 11 Manion, Lawrence . . . . . . . . . . . . . . . . . . . . . 51 Marsh, Colin J. . . . . . . . . . . . . . . . . . . . . . . . . 60 Marshall, Bethan. . . . . . . . . . . . . . . . . . . . . . . 60 Martin, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 May, Pamela . . . . . . . . . . . . . . . . . . . . . . . 33, 35 McClure, Lynne . . . . . . . . . . . . . . . . . . . . 15, 66 McCormick, Robert. . . . . . . . . . . . . . . . . . . . . 60 McDonald, Roger . . . . . . . . . . . . . . . . . . . . . . 25 McFarlane, Penny . . . . . . . . . . . . . . . . . . . . . . 24 McGowan, Andrea . . . . . . . . . . . . . . . . . . . 9, 16 McGuinness, Carol . . . . . . . . . . . . . . . . . . . . . 31 McInnes, Karen. . . . . . . . . . . . . . . . . . . . . . . . 42 McKeown, Sally . . . . . . . . . . . . . . . . . . . . 28, 74 McMahon, Kendra . . . . . . . . . . . . . . . . . . . . . 16 McMahon, Mary. . . . . . . . . . . . . . . . . . . . . . . 61 McNiff, Jean . . . . . . . . . . . . . . . . . . . . . . . . . . 54 McVitty, Kim. . . . . . . . . . . . . . . . . . . . . . . . . . 63 Meredith, Lucy . . . . . . . . . . . . . . . . . . . . . . . . 38 Mesibov, Gary. . . . . . . . . . . . . . . . . . . . . . . . . 76 Miles, T.R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Miller, David . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Miller, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Montgomery, Diane . . . . . . . . . . . . . . . . . 67, 78 Moody, Sylvia . . . . . . . . . . . . . . . . . . . . . . . . . 77

Moon, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . 32 Morales, Rosanna . . . . . . . . . . . . . . . . . . . . . . 26 Morgan, Ellen . . . . . . . . . . . . . . . . . . . . . . . . . 77 Morley, Dave . . . . . . . . . . . . . . . . . . . . . . 29, 66 Morrison, Keith. . . . . . . . . . . . . . . . . . . . . . . . 51 Murdoch, Kath . . . . . . . . . . . . . . . . . . 24, 31, 60 Murray, Michele . . . . . . . . . . . . . . . . . . . . . . . 24

N Naggar-Smith, Nadia. . . . . . . . . . . . . . . . . . . . 15 Nash, Marion . . . . . . . . . . . . . . . . . . . . . . . . . 82 Naylor, Stuart . . . . . . . . . . . . . . . . . . . . . . 11, 17 Neelands, Jonothan . . . . . . . . . . . . . . . . . . . . 26 Newstead, Shelly . . . . . . . . . . . . . . . . . . . . . . 42 Newton, Douglas P. . . . . . . . . . . . . . . . . . 17, 50 Newton, Lynn . . . . . . . . . . . . . . . . . . . . . . . . . 52 Nicol, Janni . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Nicolson, Doula . . . . . . . . . . . . . . . . . . . . . . . 65 Nind, Melanie . . . . . . . . . . . . . . . . . . . . . . . . . 81 Noble, Colin . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Nurse, Angela D. . . . . . . . . . . . . . . . . . . . 33, 42

AUTHOR INDEX

Hannell, Glynis . . . . . . . . . . . . . 2, 69, 70, 78, 80 Harlen, Wynne . . . . . . . . . . . . . . . . . . . . . . . . 16 Harnett, Penelope. . . . . . . . . . . . . . . . . . . . . . 52 Harper, Sue. . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Harpley, Avril . . . . . . . . . . . . . . . . . . . . . . . . . 39 Harris, Alma . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Harris, Richard . . . . . . . . . . . . . . . . . . . . . 21, 74 Hartas, Dimitra . . . . . . . . . . . . . . . . . . . . . . . . 78 Haslam, Liz . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Hastings, Steven . . . . . . . . . . . . . . . . . . . . . . . 60 Hatton, Christine . . . . . . . . . . . . . . . . . . . . . . 26 Hawthorne, Kate . . . . . . . . . . . . . . . . . . . . . . 18 Hay, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Hayden, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Haydn, Terry . . . . . . . . . . . . . . . . . . . . 21, 49, 65 Hayes, Claire. . . . . . . . . . . . . . . . . . . . . . . . . . 54 Hayes, Denis. . . . . . . . . . . . . . . . . . . . . . . 51, 52 Haynes, Joanna. . . . . . . . . . . . . . . . . . . . . . . . 31 Hayward, Geoffrey . . . . . . . . . . . . . . . . . . . . . 55 Headington, Rita. . . . . . . . . . . . . . . . . . . . . . . 61 Heilbronn, Ruth . . . . . . . . . . . . . . . . . . . . . . . 48 Helps, Alicia . . . . . . . . . . . . . . . . . . 7, 42, 64, 65 Hewett, Dave . . . . . . . . . . . . . . . . . . . . . . . . . 81 Hewitson, Carolyn . . . . . . . . . . . . . . . . . . . . . 37 Hiatt, Kay . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Hickey, Raewyn. . . . . . . . . . . . . . . . . . . . . . 6, 73 Hicks, David . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Hobson, Andrew J. . . . . . . . . . . . . . . . . . . . . . 51 Hodgson, Ann . . . . . . . . . . . . . . . . . . . . . . . . 55 Hodson, Pamela . . . . . . . . . . . . . . . . . . . . . . . . 5 Hofmann, Graham . . . . . . . . . . . . . . . . . . . . . 23 Holden, Carol . . . . . . . . . . . . . . . . . . . . . . . . . 74 Holden, Cathie . . . . . . . . . . . . . . . . . . . . . . . . 20 Holmes, Elizabeth. . . . . . . . . . . . . 45, 47, 54, 56 Holt, Nicky . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Honour, Leslie. . . . . . . . . . . . . . . . . . . . . . . . . 60 Hopkins, Christine . . . . . . . . . . . . . . . . . . . . . 14 Horner, Chris . . . . . . . . . . . . . . . . . . . . . . . . . 11 Houssart, Jenny . . . . . . . . . . . . . . . . . . . . . . . 15 Howe, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Howe, Alison . . . . . . . . . . . . . . . . . . . . . . . . . 37 Howell, Jo . . . . . . . . . . . . . . . . . . . . . . . . . 4, 25 Howley, Marie . . . . . . . . . . . . . . . . . . . . . . . . 76 Howson, John. . . . . . . . . . . . . . . . . . . . . . . . . 54 Hubbard, Lorraine. . . . . . . . . . . . . . . . . . . . . . . 5 Hudson, David . . . . . . . . . . . . . . . . . . . . . . . . 53 Hughes, Anita M. . . . . . . . . . . . . . . . . . . . 33, 35 Hughes, Martin . . . . . . . . . . . . . . . . . . . . 11, 14 Hughes, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Hull Learning Services . . . . . . . . . . . . . . . . . . . 75 Hunt, Dilwyn . . . . . . . . . . . . . . . . . . . 21, 66, 74 Hunt, Martin . . . . . . . . . . . . . . . . . . . 21, 49, 50 Hunt, Philippa. . . . . . . . . . . . . . . . . . . . . . . . . 12 Hutchins, Roger . . . . . . . . . . . . . . . . . . . . 44, 45 Hutchinson, Nicky. . . . . . . . . . . . . . . . . . . . . . 65 Huxford, Laura . . . . . . . . . . . . . . . . . . . . . . . . 11

O O’Brien, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . 17 O’Flynn, Sean . . . . . . . . . . . . . . . . . . . . . . . . . 61 O’Hagan, Maureen . . . . . . . . . . . . . . . . . . . . . 38 O’Neill, Jean . . . . . . . . . . . . . . . . . . . . . . . 29, 50 O’Reirdan, Terry . . . . . . . . . . . . . . . . . . . . . . . 65 Oancea, Alis . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Oliver, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Olpin, Jayne . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Ota, Cathy . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Ott, Philomena . . . . . . . . . . . . . . . . . . . . . . 8, 78 Owen, Hilarie . . . . . . . . . . . . . . . . . . . . . . . . . 60 Owen-Jackson, Gwyneth . . . . . . . . . . 27, 49, 50

P Pachler, Norbert . . . . . . . . . . . . . . . . . 28, 49, 50 Pagett, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Palmer, Sue. . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Palmer, Tracey. . . . . . . . . . . . . . . . . . . . . . . . . 82 Papatheodorou, Theodora . . . . . . . . . . . . . . . 65 Parfitt, Vicki . . . . . . . . . . . . . . . . . . . . . . . . 9, 16 Park, James. . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Parker, Lynn . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Parkinson, John . . . . . . . . . . . . . . . . . . . . . . . 49 Paterson, Diane . . . . . . . . . . . . . . . . . . . . . . . 74 Patton, Wendy . . . . . . . . . . . . . . . . . . . . . . . . 61 Pedder, David . . . . . . . . . . . . . . . . . . . . . . . . . 60 Peer, Lindsay . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Peirce, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . 23 Pepperell, Sandy . . . . . . . . . . . . . . . . . . . . . . . 14 Perry, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Petersen, Lorraine. . . . . . . . . . . . . . . . . . . . 7, 73 Philpott, Christopher . . . . . . . . . . . . . 27, 49, 50 Pickford, Tony . . . . . . . . . . . . . . . . . . . . . . 18, 19 Piggott, Jennifer . . . . . . . . . . . . . . . . . . . . 15, 66 Pimm, David . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Piper, Heather . . . . . . . . . . . . . . . . . . . . . . . . . 56 Plant, John . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Politt, Rody . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Pollock, Joy. . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Poole, Liz . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Portwood, Madeleine . . . . . . . . . . . . . . . . 78, 79 Potter, Franc . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Pound, Linda . . . . . . . . . . . . . . . . . . . . . . . . . 36 Price, Harriet. . . . . . . . . . . . . . . . . . . . . . . . . . 18 Pring, Richard . . . . . . . . . . . . . . . . . . . . . . . . . 55 Procter, Richard. . . . . . . . . . . . . . . . . . . . . . . . 60 Pugh, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Pughe, Jayne . . . . . . . . . . . . . . . . . . . . . . . . . 78 Purnell, Glynis. . . . . . . . . . . . . . . . . . . . . . . . . . 9 Purves, Libby. . . . . . . . . . . . . . . . . . . . . . . . . . 60

Q Qualter, Anne . . . . . . . . . . . . . . . . . . . . . . . . . 16

R Rainer, John . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Ranaldi, Frances . . . . . . . . . . . . . . . . . . . . . . . 78 Read, Veronica . . . . . . . . . . . . . . . . . . . . . . . . 38 Redondo, Ana . . . . . . . . . . . . . . . . . . . . . 28, 50 Rees, Gareth. . . . . . . . . . . . . . . . . . . . . . . . . . 55 Reid, Gavin . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

E-mail: education@routledge.com

www.tandf.co.uk/eupdates

www.ebookstore.tandf.co.uk

for more information

for e-mail updates in your field

eBooks are only available to order online

87

AUTHOR INDEX

Reid, Hazel . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Rhodes, Christopher . . . . . . . . . . . . . . . . . . . . 54 Richards, Gill. . . . . . . . . . . . . . . . . . . . . . . . . . 45 Riddick, Barbara . . . . . . . . . . . . . . . . . . . . . . . 78 Ripley, Kate. . . . . . . . . . . . . . . . . . . . . . . . 23, 80 Ritchie, Christine. . . . . . . . . . . . . . . . . . . . . . . 46 Roaf, Caroline. . . . . . . . . . . . . . . . . . . . . . . . . 15 Roberts, Ann . . . . . . . . . . . . . . . . . . . . . . . . . 39 Robinson, Susan . . . . . . . . . . . . . . . . . . . . . . . 81 Roffey, Sue . . . . . . . . . . . . . . . . . . . . . . . . 36, 65 Rose, Shirley . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Ross, Alison . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Rowley, Chris . . . . . . . . . . . . . . . . . . . . . . . . . 20 Rudd, Andrew . . . . . . . . . . . . . . . . . . . . . . . . 12 Ryan, Conor . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Ryder-Richardson, Gail . . . . . . . . . . . . . . . . . . 35 Ryf, Vicki . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

S Salter, Kathy . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Salway, Leida . . . . . . . . . . . . . . . . . . . . . . . . . 14 Sams, Claire . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Saunders, Terry . . . . . . . . . . . . . . . . . . . . . . . . 11 Savage, Jonathan . . . . . . . . . . . . . . . . . . . . . . 66 Scaife, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Scanlan, Mary. . . . . . . . . . . . . . . . . . . . . . . . . 11 Scanlon, Julie . . . . . . . . . . . . . . . . . . . . . . . . . 46 Schneider, Elke . . . . . . . . . . . . . . . . . . . . . . . . 78 Scott, Caroline . . . . . . . . . . . . . . . . . . . . . . . . 70 Scott, Tonie. . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Seach, Diana. . . . . . . . . . . . . . . . . . . . . . . . . . 76 Selleck, Dorothy . . . . . . . . . . . . . . . . . . . . . . . 42 Sellers, Elaine . . . . . . . . . . . . . . . . . . . . . . . . . 15 Shariff, Shaheen . . . . . . . . . . . . . . . . . . . . . . . 64 Sharp, Brian . . . . . . . . . . . . . . . . . . . . 15, 73, 74 Shaw, Ron . . . . . . . . . . . . . . . . . . . . . . . . . 4, 32 Sheehy, Noel. . . . . . . . . . . . . . . . . . . . . . . . . . 31 Shelbourne, Helen . . . . . . . . . . . . . . . . . . . . . 37 Sheppard, Daniela . . . . . . . . . . . . . . . . . . . . . 18 Sheppy, Sue . . . . . . . . . . . . . . . . . . . . . . . 33, 37 Sikes, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Simmons, Kelli . . . . . . . . . . . . . . . . . . . . . . . . 24 Smart, Lizzie . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Smidt, Sandra. . . . . . . . . . . . . . . . . . . 33, 36, 40 Smith, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Smith, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Smith, Hilary . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Smith, Vivien . . . . . . . . . . . . . . . . . . . . . . . . . 23 Spinks, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Spooner, Wendy . . . . . . . . . . . . . . . . . . . . . . . 73 Spours, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Spruce, Gary. . . . . . . . . . . . . . . . . . . . . . . 27, 49 Stannard, John . . . . . . . . . . . . . . . . . . . . . . . . 11 Stead, Joan. . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Stephen, Alison . . . . . . . . . . . . . . . . . . . . 21, 49 Sterne, Abigail . . . . . . . . . . . . . . . . . . . . . . . . 38 Stevens, David . . . . . . . . . . . . . . . . . . . . . . . . 10 Stevenson, Gill . . . . . . . . . . . . . . . . . . . . . . . . 76 Stilwell Peccei, Jean . . . . . . . . . . . . . . . . . . . . 28 Stokes, Michael . . . . . . . . . . . . . . . . . . . . . . . 54 Stott, Bill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Swaffield, Sue . . . . . . . . . . . . . . . . . . . . . 59, 60 Swale, Jason . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Swift, Diane . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Sydney, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Tracey, Louise . . . . . . . . . . . . . . . . . . . . . . . . . 51 Turner, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . 78 Turner, Tony . . . . . . . . . . . . . . . . . . . . . . . 48, 49 Turner-Bisset, Rosie . . . . . . . . . . . . . . . . . . . . . 21 Tyldesley, Alison . . . . . . . . . . . . . . . . . . . . . . . 12

V Varnava, George. . . . . . . . . . . . . . . . . . . . . . . 65 Visser, John. . . . . . . . . . . . . . . . . . . . . . . . . . . 69

W Wallace, Belle . . . . . . . . . . . . . . . . . . . 16, 30, 67 Wallace, Wendy . . . . . . . . . . . . . . . . . . . . . . . 61 Waller, Elisabeth . . . . . . . . . . . . . . . . . . . . . . . 78 Watkinson, Anne . . . . . . . . . . . . . . . . . . . . . . 43 Watson, Anne . . . . . . . . . . . . . . . . . . . . . . . . 15 Waugh, David. . . . . . . . . . . . . . . . . . . . . . . . . 11 Wellington, Jerry. . . . . . . . . . . . . . . . . . . . . . . 52 Westergaard, Jane . . . . . . . . . . . . . . . . . . . . . 61 Westwell, John . . . . . . . . . . . . . . . . . . . . . . . . 49 Wharton, Pat . . . . . . . . . . . . . . . . . . . . . . . . . 41 Wheeler, Steve . . . . . . . . . . . . . . . . . . . . . . . . 18 White, Angela . . . . . . . . . . . . . . . . . . . . . . . . 58 White, Hilary. . . . . . . . . . . . . . . . . . . . . . . . . . 53 White, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Whitebread, David . . . . . . . . . . . . . . . . . . . . . 34 Whitney, Ben . . . . . . . . . . . . . . . . . . . . . . 57, 70 Wiegand, Patrick . . . . . . . . . . . . . . . . . . . . . . 20 Wilcox, Alison. . . . . . . . . . . . . . . . . . . . . . . . . . 4 Wilde, Stephanie . . . . . . . . . . . . . . . . . . . . . . 55 Wiliam, Dylan . . . . . . . . . . . . . . . . . . . . . . . . . 60 Wilkin, Yvonne . . . . . . . . . . . . . . . . . . . . . . . . 70 Williams, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Williams, Mary . . . . . . . . . . . . . . . . . . . . . . . . 11 Wilson, Angela . . . . . . . . . . . . . . . . . . . . . . . . 46 Wilson, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Wilson, Elizabeth . . . . . . . . . . . . . . . . . . . . . . 54 Wilson, Jeni . . . . . . . . . . . . . . . . . . . . 24, 31, 60 Wilson, Ruth. . . . . . . . . . . . . . . . . . . . . . . . . . 35 Wing Jan, Lesley . . . . . . . . . . . . . . . . . . . . . . . 31 Winston, Joe . . . . . . . . . . . . . . . . . . . . . . . . . 26 Winter, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Wolfe, Judith . . . . . . . . . . . . . . . . . . . . . . . . . 78 Wolfendale, Sheila . . . . . . . . . . . . . . . . . . . . . 81 Woonton, Maggie . . . . . . . . . . . . . . . . . . . . . 35 Wragg, Ted. . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Wright, Andrew . . . . . . . . . . . . . . . . . . . . 21, 49 Wright, David . . . . . . . . . . . . . . . . . . . . . . . . . 60 Wright, Trevor . . . . . . . . . . . . . . . . . . 11, 48, 52 Wylie, Jackie. . . . . . . . . . . . . . . . . . . . . . . . 5, 81 Wyse, Dominic . . . . . . . . . . . . . . . . . . . . . 13, 51

Y Yee, Wan Ching . . . . . . . . . . . . . . . . . . . . 11, 14 Yeo, Dorian . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Yeomans, Jane . . . . . . . . . . . . . . . . . . . . . . . . 61 Young, Susan . . . . . . . . . . . . . . . . . . . . . . . . . 35 Younie, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . 44

T Taber, Keith S. . . . . . . . . . . . . . . . . . . . . . 17, 67 Tallant, Peter. . . . . . . . . . . . . . . . . . . . . . . . . . 14 Tandy, Miles . . . . . . . . . . . . . . . . . . . . . 4, 25, 26 Tanner, Howard . . . . . . . . . . . . . . . . . . . . . . . 49 Taylor, Cyril . . . . . . . . . . . . . . . . . . . . . . . . 55, 58 Taylor, Denise . . . . . . . . . . . . . . . . . . . . . . . . . 22 Taylor, John . . . . . . . . . . . . . . . . . . . . 14, 15, 24 Thomas, Huw . . . . . . . . . . . . . . . . . . . . . . . . . 57 Thomas, Paul . . . . . . . . . . . . . . . . . . . . . . . . . 46 Thomson, Bonita . . . . . . . . . . . . . . . . . . . . . . 77 Thomson, Moira . . . . . . . . . . . . . . . . . . . . . . . 77 Thomson, Pat . . . . . . . . . . . . . . . . . . . . . . . . . 55 Thorne, Kaye . . . . . . . . . . . . . . . . . . . . . . . . . 13 Thornton, Linda . . . . . . . . . . . . . . . . . . . . . . . 41 Tod, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Todd, Liz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Towler, Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

88

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/teachers

HOW TO ORDER BOOKS These books are available from your regular supplier.

If you find it more convenient, please use this form to order directly from us.

CALL (credit cards) +44 (0) 1235 400524

If for any reason you are not satisfied with a book ordered directly from us, simply return it in saleable condition within 30 days (UK) or 60 days (Europe) and we will refund you the cost of the book.

FAX +44 (0) 20 7017 6699 INTERNET www.routledge.com/teachers

All prices are net in the UK and subject to change without notice.

POST

EMAIL education@routledge.com

- Return this form to:

(sales enquiries only, please do not include card details in your email.

To order online please visit www.routledge.com)

Education Marketing Taylor & Francis Group FREEPOST SN926 2 Park Square, Milton Park, Abingdon, OX14 4BR

eBooks are only available to order online at: www.ebookstore.tandf.co.uk

(only affix stamp if posting from outside UK)

POSTAGE AND PACKING

If posting please fill in your details below and complete the form

PERSONAL DETAILS

UK

EUROPE

REST OF WORLD

5% of total order

10% of total order

15% of total order

Min Charge of £1, Max Charge £10 NEXT DAY +£6.50*

Min Charge of £2.95, Max Charge £20 NEXT DAY +£6.50

Min Charge of £6.50, Max Charge £30

(PLEASE USE CAPS) *We only guarantee next day delivery for orders received before noon.

Prices and publication dates are subject to change SURNAME

SELECT PAYMENT METHOD FIRST NAME

(please tick or fill appropriate boxes & select card type)

DEPARTMENT

(my ref number)

PLEASE SEND ME A PRE-PAYMENT INVOICE

CHEQUE payable to Taylor & Francis £

INSTITUTION

CREDIT CARD (NB Select card type)

VAT NUMBER (EU member States)

MASTERCARD

ADDRESS

AMEX

VISA

SWITCH

ISSUE NUMBER (Only applies if paying by Switch)

TOWN

EXPIRY DATE

COUNTY

SECURITY NUMBER Last 3 digits of security number on back of card

POSTCODE

COUNTRY

Please tick this box if you would like to receive more information on our standing order system Please tick this box if you would like to receive mailings from Taylor & Francis Group companies

TELEPHONE

EMAIL

SIGNATURE

ORDER BOOKS OVERLEAF

DATE

EDUP0901 A B

LIBRARY RECOMMENDATION

ISBN: 978-0-418-23128-9

PLEASE FILL IN YOUR PERSONAL DETAILS OVERLEAF

I recommend you purchase the books listed below.

TITLE PRICE

ISBN PUBLICATION DATE

TITLE PRICE

ISBN PUBLICATION DATE

TITLE PRICE

BINDING

BINDING

ISBN PUBLICATION DATE

BINDING

ORDER BOOKS HERE QTY

TITLE

ISBN

PRICE PER BOOK (£)

QTY

TITLE

ISBN

PRICE PER BOOK (£)

QTY

TITLE

ISBN

PRICE PER BOOK (£)

QTY

TITLE

ISBN

PRICE PER BOOK (£)

QTY

TITLE

ISBN

PRICE PER BOOK (£)

QTY

TITLE

ISBN

PRICE PER BOOK (£)

QTY

TITLE

ISBN

PRICE PER BOOK (£)

QTY

TITLE

ISBN

PRICE PER BOOK (£)

QTY

TITLE

ISBN

PRICE PER BOOK (£)

QTY

TITLE

ISBN

PRICE PER BOOK (£)

QTY

TITLE

ISBN

PRICE PER BOOK (£)

QTY

TITLE

ISBN

PRICE PER BOOK (£)

QTY

TITLE

ISBN

PRICE PER BOOK (£)

POSTAGE

£

GRAND TOTAL £

LIBRARY RECOMMENDATION TO

FROM

POSITION

DEPARTMENT

COURSE(S) FOR WHICH THE BOOK/S WOULD BE RELEVANT

I RECOMMEND THE LIBRARY PURCHASE THE BOOKS LISTED OVERLEAF FOR THE FOLLOWING REASONS

Highlights

Page 25

Page 31

Page 39

Page 41

Page 47

Page 53

Page 55

Page 62

www.routledge.com/teachers Routledge, 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Tel: 020 7017 6000 Fax: 020 7017 6699 Email: teachers@routledge.com Paper used in this catalogue is chlorine free and environmentally friendly. It is manufactured with pulp supplied from sustainable managed forests.