New Titles and Key Backlist
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Routledge Education
Research and Reference Books
International Catalogue 2009
www.routledge.com/education
www.routledge.com/education Welcome to the Routledge
Research and Reference Books Catalogue New Titles & Key Backlist 2009
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COMPLETE CATALOGUE This catalogue only includes a selection of our titles in Research and Reference Books. Our online catalogue gives you the power to search for any book currently in print by title, ISBN or full text. All the entries have a description of the book’s content. www.routledge.com/education
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CONTACTS
Adult and Lifelong Learning . . . . . . . . . . . . . . .1 Early Childhood Education . . . . . . . . . . . . . . . .2 SEN/Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . .3 ESL/Bilingualism . . . . . . . . . . . . . . . . . . . . . . . . .5 Language and Literacy . . . . . . . . . . . . . . . . . . .7 Education Policy & Politics . . . . . . . . . . . . . . . .11 Leadership, Management and Administration . . . . . . . . . . . . . . . . . . . . . . .14 Higher Education . . . . . . . . . . . . . . . . . . . . . . .16 Open/Distance and e-Learning, and Educational Technology . . . . . . . . . . . . . . . . .19 Research Methods . . . . . . . . . . . . . . . . . . . . . .21 Sociology of Education . . . . . . . . . . . . . . . . . .25 Teacher Education . . . . . . . . . . . . . . . . . . . . . .27 Theory of Education . . . . . . . . . . . . . . . . . . . .29 Teaching and Learning . . . . . . . . . . . . . . . . . .32 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Order form . . . . . . . . . . . . .Centre of Catalogue
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INSPECTION COPIES Textbooks marked ‘Available as an Inspection Copy’ can be sent to lecturers considering adopting them for relevant courses. See the order form in the centre of the catalogue for more information.
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CONTENTS
EBOOKS – MARKED AS ‘EBOOK’ IN THIS CATALOGUE
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ADULT AND LIFELONG LEARNING
Democracy, Lifelong Learning and the Learning Society Active Citizenship in a Late Modern Age
NEW
Foucault and Lifelong Learning
Improving Learning in Later Life
Governing the Subject
Alexandra Withnall, University of Warwick, UK
Edited by Andreas Fejes, Linköping University, Sweden and Katherine Nicoll, University of Stirling, UK
Peter Jarvis, University of Surrey, UK
Series: Improving Learning
Series: Lifelong Learning and the Learning Society
With life expectancy increasing, there is growing emphasis on encouraging older people to continue learning. This comes as part of a strategy to allow them to remain healthy, independent and vitally engaged in society for as long as possible. All the same, policymakers have barely begun to address the issues involved and the perspectives of these learners. This book presents insightful research that will help shift the focus of debate onto the learning experiences of older people themselves. It offers a critical overview of the development of theoretical and philosophical approaches to later life learning that have developed over the last three decades, drawing on published work from the USA, the UK, Australia and other countries.
This is a book with a difference: it produces a completely new perspective on lifelong learning and the learning society and locates them within humanity itself.
2008: 234x156: 256pp Hb: 978-0-415-35544-5: £80.00 Pb: 978-0-415-35545-2: £24.99 eBook: 978-0-203-00170-7
July 2009: 216x138: 184pp Hb: 978-0-415-46171-9: £75.00 Pb: 978-0-415-46172-6: £21.99
Globalization, Lifelong Learning and the Learning Society
NEW
Sociological Perspectives
Peter Jarvis, University of Surrey, UK
Peter Jarvis, University of Surrey, UK
How exactly do we learn to be a person through living? In this book, Peter Jarvis demonstrates the ways in which we become social human beings. It will appeal to a wide variety of audiences involved in the study of learning and development.
Series: Lifelong Learning and the Learning Society This book critically assesses the learning that is required and provided within a learning society and provides a detailed sociological analysis of the emerging role of lifelong learning with examples from around the globe. 2007: 234x156: 256pp Hb: 978-0-415-35542-1: £85.00 Pb: 978-0-415-35543-8: £24.99 eBook: 978-0-203-96440-8
Lifelong Learning and the Learning Society Complete Trilogy Set Peter Jarvis Series: Lifelong Learning and the Learning Society 2008 Pb: 978-0-415-47788-8: £59.99
The Routledge International Handbook of Lifelong Learning
Learning to be a Person in Society
June 2009: 234x156: 224pp Hb: 978-0-415-41902-4: £75.00 Pb: 978-0-415-41903-1: £22.99
NEW
Transitions and Learning through the Lifecourse Kathryn Ecclestone, Oxford Brookes University, UK, Gert Biesta, University of Stirling, UK and Martin Hughes, University of Bristol, UK ’Transition’ has numerous everyday and conceptual meanings yet, while certain transitions are unsettling and difficult for some people, risk, challenge and even difficulty might also be important factors in successful transitions for others. October 2009: 234x156: 176pp Hb: 978-0-415-48173-1: £75.00 Pb: 978-0-415-48174-8: £23.99
2008: 234x156: 208pp Hb: 978-0-415-42402-8: £85.00 Pb: 978-0-415-42403-5: £24.99 eBook: 978-0-203-93341-1
Handbook of Research on Adult Learning and Development Edited by M. Cecil Smith, Northern Illinois University, USA with Assistant Editor, Nancy DeFrates-Densch, Northern Illinois University, USA This comprehensive, state-of-the-art Handbook analyzes, integrates, and summarizes theoretical advances and research findings on adult development and learning. Contributors include prominent scholars across diverse disciplinary fields (education, developmental psychology, public policy, gerontology, neurology, public health, sociology, family studies, and adult education). 2008: 832pp Hb: 978-0-8058-5819-8: £155.00 Pb: 978-0-8058-5820-4: £55.00 eBook: 978-0-203-88788-2
Improving Learning, Skills and Inclusion The Impact of Policy on Post-Compulsory Education
Policy, Discourse, Politics
Frank Coffield, Institute of Education, UK, Sheila Edward, Ian Finlay, University of Strathclyde, UK, Ann Hodgson and Ken Spours, University of London, UK and Richard Steer, Institute of Education, University of London, UK
Katherine Nicoll, University of Stirling, UK
Series: Improving Learning
Edited by Peter Jarvis, University of Surrey, UK As lifelong learning grows in popularity, few comprehensive pictures of the phenomenon have emerged. This volume is designed to demonstrate precisely what is happening around the world and to do so within a systematic framework, showing the complexity of the phenomenon.
Over the last twenty years there has been increasing interest in the work of Michel Foucault in the social sciences and in relation to education in particular. This, the first book to draw on his work to consider lifelong learning, explores the significance of policies and practices of lifelong learning to the wider societies of which they are a part.
Flexibility and Lifelong Learning
This thought provoking book from a major research project looks at the roles of learners, tutors, managers and institutional leaders in Further Education Colleges, Adult and Community Learning Centres and in Work based Learning sites.
This book seeks to develop different approaches to policy analysis through a discursive and rhetorical engagement with the themes of flexibility and lifelong learning.
2008: 246x174: 560pp Hb: 978-0-415-41904-8: £110.00
2008: 234x156: 176pp Hb: 978-0-415-37283-1: £85.00 Pb: 978-0-415-47930-1: £23.99
2008: 216x138: 248pp Hb: 978-0-415-46180-1: £80.00 Pb: 978-0-415-46181-8: £22.99 eBook: 978-0-203-92899-8
E-mail: education@routledge.com
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ADULT AND LIFELONG LEARNING
Tracking Adult Literacy and Numeracy Skills Findings from Longitudinal Research Edited by Stephen Reder, Portland State University, USA and John Bynner, City University London, UK Series: Routledge Research in Education Poor literacy and numeracy skills of adults remain substantial problems in today’s societies. This volume examines this issue through an analysis of adult education programs and their impact on basic skills development. The contributors offer far-reaching conclusions about what works and for what reasons in addressing adult literacy and numeracy. 2008: 412pp Hb: 978-0-415-95858-5: £60.00 eBook: 978-0-203-88888-9
The Concepts and Practices of Lifelong Learning Brenda Morgan-Klein, University of Stirling, UK and Michael Osborne, University of Glasgow, UK ’Morgan-Klein and Osborne are key researchers in the field of lifelong learning. Their book is very well researched, and approaches contested topics in a pleasingly balanced way ... The book is a welcome addition to the literature, and will be a useful text for learning and teaching in the fields of education and sociology. It will also be relevant for consideration in employability modules in any university discipline.’ – ESCalate, Higher Education Academy
EARLY CHILDHOOD EDUCATION
NEW
NEW
The Routledge International Handbook of Early Childhood Education
Learning to Belong
Edited by John Bennett, Tony Bertram, Philip Gammage and Christine Pascal
Caroline Bath, Sheffield Hallam University, UK
December 2009: 234x156: 608pp Hb: 978-0-415-47951-6: £110.00
Edited by Elizabeth Wood, University of Exeter, UK Early childhood education has always provoked passionate feelings amongst stakeholders at all levels. This reader examines change, transformation and continuity in relation to five key themes.
Joseph D. Novak, Cornell University, USA
Reclaiming Childhood Freedom and Play in an Age of Fear Helene Guldberg This book exposes the stark consequences on child development of both our low expectations of fellow human beings and our safety-obsessed culture. Helene Guldberg argues that we need to identify what the real problems are and how much they matter.
Educating the Global Workforce: Knowledge, Knowledge Work and Knowledge Workers
Early Childhood Mathematics Education Research
Edited by Lesley Farrell, Monash University, Australia and Tara Fenwick, University of Alberta, Canada
Learning Trajectories for Young Children
November 2009: 312pp Hb: 978-0-415-99184-1: £75.00 Pb: 978-0-415-99185-8: £27.99
Metacognition in Young Children Shirley Larkin, University of Exeter, UK
Julie Sarama and Douglas H. Clements, both at University at Buffalo, SUNY, USA Series: Studies in Mathematical Thinking and Learning Series This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives. March 2009: 424pp Hb: 978-0-8058-6308-6: £85.00 Pb: 978-0-8058-6309-3: £37.50 eBook: 978-0-203-88378-5 • AVAILABLE AS AN INSPECTION COPY
+44 (0)1235 400524
The fully revised and updated Second Edition of this important work is a pioneer illustration of a new educational paradigm designed to meet the challenges of the third millennium. Recognizing that the future of economic well being in today’s knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators, the book presents a solidly grounded theory for meaningful learning and autonomous knowledge building along with tools to make it operational.
NEW
NEW
See Order Form in the centre of this catalogue
2ND EDITION
Concept Maps as Facilitative Tools in Schools and Corporations
NEW
2007: 234x156: 336pp Hb: 978-0-415-41603-0: £85.00 eBook: 978-0-203-96266-4
NEW
Learning, Creating, and Using Knowledge
2007: 234x156: 352pp Hb: 978-0-415-45151-2: £95.00 Pb: 978-0-415-45152-9: £24.99
World Yearbook of Education 2007
ORDER NOW!
March 2009: 234x156: 128pp Hb: 978-0-415-48366-7: £75.00 Pb: 978-0-415-48368-1: £22.99 eBook: 978-0-203-87982-5
The Routledge Reader in Early Childhood Education
January 2009: 234x156: 216pp Hb: 978-0-415-47722-2: £75.00 Pb: 978-0-415-47723-9: £16.99
Series: World Yearbook of Education series
This fascinating book draws on a diversity of disciplines exploring the importance of participatory approaches to children’s early education and shows how fostering a sense of identity is essential to early learning.
Edited by four leading experts in the field of early childhood education, this book provides a cutting edge overview and discursive summaries of current research, main debates in the field and future trends.
2007: 234x156: 168pp Hb: 978-0-415-42860-6: £80.00 Pb: 978-0-415-42861-3: £19.99 eBook: 978-0-203-93276-6
The 2007 edition of this respected international volume considers the challenges facing work related education arising from the rapid expansion of the global economy and the impact of this on labour markets and individual workers.
Exploring Young Children’s Participation at the Start of School
The book examines theories of metacognition of particular relevance to primary school age children, drawing on empirical research from psychology and education. July 2009: 234x156: 208pp Hb: 978-0-415-46357-7: £75.00 Pb: 978-0-415-46358-4: £23.99 • AVAILABLE AS AN INSPECTION COPY
NEW
Rethinking Play and Pedagogy in Early Childhood Education Concepts, Contexts and Cultures Edited by Sue Rogers A collection of chapters from international experts in the field of early childhood education who will consider the relationship between children’s play and pedagogy from a range of cultural, conceptual and contextual perspectives. October 2009: 234x156: 176pp Hb: 978-0-415-48075-8: £75.00 Pb: 978-0-415-48076-5: £22.99
Fax: +44 (0)20 7017 6699
www.routledge.com/education
EARLY CHILDHOOD EDUCATION
SEN/INCLUSION
Forming Ethical Identities in Early Childhood Play
Participatory Learning in the Early Years
The Routledge International Companion to Gifted Education
Brian Edmiston, Ohio State University, USA
Research and Pedagogy
Series: Contesting Early Childhood
Edited by Donna Berthelsen and Jo Brownlee, both at Queensland University of Technology, Australia and Eva Johansson, Gothenburg University, Sweden
Edited by Tom Balchin, Brunel University, UK, Barry Hymer, Education Consultant, UK and Dona J. Matthews, City University of New York, USA
Through compelling examples, Brian Edmiston presents the case for why and how adults should play with young children to create with them a ’workshop for life’.
2008: 216x138: 224pp Hb: 978-0-415-43547-5: £90.00 Pb: 978-0-415-43548-2: £22.99 eBook: 978-0-203-93473-9
Inside Role-Play in Early Childhood Education Researching Young Children’s Perspectives Sue Rogers, University of Plymouth, UK and Julie Evans, College of St Mark and St. John, Plymouth, UK Based on extensive research, and grounded in everyday classroom practice, the authors of this book explore important issues surrounding play in the early years curriculum.
2008: 234x156: 152pp Hb: 978-0-415-40496-9: £85.00 Pb: 978-0-415-40497-6: £22.99 eBook: 978-0-203-93030-4
Learning Together in the Early Years Exploring Relational Pedagogy Edited by Theodora Papatheodoru and Janet R. Moyles This book brings together contributions from international experts on early years education to explore and debate relational pedagogy across different countries and in the context of a broad international field.
2008: 234x156: 256pp Hb: 978-0-415-46932-6: £90.00 Pb: 978-0-415-46933-3: £22.99 eBook: 978-0-203-89416-3
An authoritative guide to the new ideas and controversies that are likely to form the basis of gifted education discussion and policy-making around the world during the next decade and beyond.
Series: Routledge Research in Education The contributors to this volume provide insight into national policies, provisions, and practices of participatory learning amongst toddlers and advance our understandings of theory and research on toddlers’ experiences across a number of countries, including the UK, Australia, New Zealand, the US, Canada, Sweden, and Norway.
2008: 246x174: 400pp Hb: 978-0-415-46136-8: £95.00 Pb: 978-0-415-46137-5: £27.99
NEW
2008: 234pp Hb: 978-0-415-98974-9: £60.00 eBook: 978-0-203-88355-6
The Routledge Companion to Dyslexia
Play, Creativity and Digital Cultures Edited by Rebekah Willett, University of London, UK, Muriel Robinson, Bishop Grosseteste University College, UK and Jackie Marsh, University of Sheffield, UK Series: Routledge Research in Education Recent work on children’s digital cultures has identified a range of literacies emerging through children’s engagement with new media technologies. This book explores questions about the extent to which traditional understandings of the role of play and creativity in learning can be applied to learning by media technologies.
Edited by Gavin Reid, Moray House School of Education, University of Edinburgh, UK, Gad Elbeheri, Ministry of Education Kuwait Dyslexia Association, John Everatt, Deborah Knight, Rollins Centre for Language & Learning, Atlanta Speech School, USA and Janice Wearmouth, University of Wellington, Education, New Zealand A ground-breaking study of the whole field of dyslexia by a distinguished international team of contributors, this is a superb resource for those coming to the subject for the first time as well as students and practitioners already familiar with it.
2008: 254pp Hb: 978-0-415-96311-4: £60.00 eBook: 978-0-203-88869-8
February 2009: 246x174: 384pp Hb: 978-0-415-43078-4: £85.00 Pb: 978-0-415-43079-1: £26.99
World Yearbook of Education 2009
NEW
Childhood Studies and the Impact of Globalization: Policies and Practices at Global and Local Levels
Irregular Schooling
Edited by Marilyn Fleer, Monash University, Australia, Mariane Hedegaard, University of Copenhagen, Denmark and Jonathan Tudge, The University of North Carolina at Greensboro, USA
Roger Slee
Series: World Yearbook of Education series This contributed volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging field of global and local childhood studies.
Special Education, Regular Education and Inclusive Education Series: Foundations and Futures of Education Irregular Schooling explores the foundations of current controversies and confusions in inclusive education by tracing the historical origins of both special and inclusive education, offering propositions for moving inclusive education forward. October 2009: 234x156: 224pp Hb: 978-0-415-47989-9: £75.00 Pb: 978-0-415-47990-5: £22.99
2008: 352pp Hb: 978-0-415-99411-8: £85.00 eBook: 978-0-203-88417-1
E-mail: education@routledge.com
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SEN/INCLUSION
NEW
NEW
Psychology for Inclusive Education
Disability Studies and the Inclusive Classroom
The Journey for Inclusive Education in the Indian Sub-Continent
New Directions in Theory and Practice
Critical Practices for Creating Least Restrictive Attitudes
Mithu Alur, National Resource Centre for Inclusion, India and Michael Bach, University of Manitoba, Canada
Arthur Shapiro, Kean University, USA and Susan Baglieri, Long Island University, USA
This book describes a three decade-long change initiative in India to enable children with disabilities to move from segregation and exclusion to inclusive education, and draws lessons for confronting global exclusion.
September 2009: 304pp Hb: 978-0-415-99371-5: £75.00 • AVAILABLE AS AN INSPECTION COPY
Educating the Gifted in Mainstream Schools Stories of Change Karen Rogers, University of New South Wales, Australia After following the progress of 250 mildly, moderately and highly gifted children ranging in age from 3 – 14, this highly practical book uses the results to help teachers know what to do when faced with a child in their mainstream class who is considered ’gifted and talented’.
October 2009: 234x156: 224pp Hb: 978-0-415-37604-4: £70.00 Pb: 978-0-415-37605-1: £22.50
2008: 234x156: 200pp Hb: 978-0-415-39049-1: £85.00 Pb: 978-0-415-39050-7: £23.99 eBook: 978-0-203-89147-6 April 2009: 332pp Hb: 978-0-415-98876-6: £60.00 eBook: 978-0-203-88186-6
Reform, Inclusion and Teacher Education
NEW
Understanding and Promoting Access for People with Learning Difficulties
Improving Disabled Students’ Learning
Edited by Christine Forlin, Institute of Education, Hong Kong and Ming-Gon John Lian, University of Hong Kong This ground-breaking book considers current perspective on educational reform in the Asia-Pacific regions with a focus on a new era of special education, particularly as this relates to the educational reform towards inclusive education.
Edited by Jane Seale and Melanie Nind, both at University of Southampton, UK Key researchers in inclusion and learning disabilities contribute to this engaging book, bringing together evidence, narrative and discussion to question and advance our understanding of the concept of ’access’ for people with learning disabilities. July 2009: 234x156: 192pp Hb: 978-0-415-47947-9: £75.00 Pb: 978-0-415-47948-6: £22.99
Contextualizing Inclusive Education Edited by David Mitchell, University of Waikato, New Zealand The contributors to this book examine the relationships that exist between the social, political, economic and cultural contexts of inclusive education as it is being implemented - or in some cases not implemented.
Experiences and Outcomes Mary Fuller, Hazel Roberts and Mick Healey, all at University of Gloucestershire, UK, Alan Hurst, Katie Kelly, Jan Georgeson, University of Chichester, UK, Sheila Riddell and Elisabet Weedon, both at University of Edinburgh, UK Series: Improving Learning This book shows how disabled students experience university life. Crucially, it foregrounds the views of disabled students themselves, giving rise to a complex, contradictory and fascinating picture of university life.
Towards a New Era of Special Education in the Asia-Pacific Region
Seeing the Opportunities and Challenges of Risk
Evaluating Old and New International Paradigms
NEW
A study of the ways in which modern psychological theory can be used to support the practice of inclusive education in the classroom.
Series: Routledge Research in Education
This book’s mission is to integrate the fields of disability studies and inclusive education. Parts I & II focus on the broad, foundational topics that comprise disability studies (culture, language, history, etc.) and Part III moves into the more practical topics (curriculum, co-teaching, collaboration, classroom organization, disability-specific teaching strategies, etc.) normally associated with inclusive education.
NEW
Edited by Peter Hick, Ruth Kershner, University of Cambridge, UK and Peter Farrell, Manchester University, UK
2008: 234x156: 312pp Pb: 978-0-415-47882-3: £22.99
2008: 234x156: 272pp Hb: 978-0-415-46448-2: £90.00 Pb: 978-0-415-46447-5: £24.99 eBook: 978-0-203-89531-3
5TH EDITION
Commonsense Methods for Children with Special Educational Needs Peter Westwood, Educational Consultant, Macau, South China This new edition of this successful title provides teachers with an immediate and comprehensive source of practical strategies for meeting children’s special needs in regular classrooms. Offering practical advice on a wide range of suitable intervention methods, this is essential reading for practising teachers and student teachers worldwide. 2007: 234x156: 272pp Hb: 978-0-415-41581-1: £95.00 Pb: 978-0-415-41582-8: £21.99 eBook: 978-0-203-96436-1
June 2009: 216x138: 224pp Hb: 978-0-415-48048-2: £75.00 Pb: 978-0-415-48049-9: £21.99
ORDER NOW!
See Order Form in the centre of this catalogue
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Fax: +44 (0)20 7017 6699
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SEN/INCLUSION
International Perspectives on Educational Diversity and Inclusion
ESL/BILINGUALISM
NEW
NEW
Doing Action Research in English Language Teaching
Race, Culture, and Identities in Second Language Education
Edited by Gajendra K. Verma, University of Manchester, UK, Christopher Bagley, University of Southampton, UK and Madan Jha, University of Oxford, UK
A Guide for Practitioners
Exploring Critically Engaged Practice
Anne Burns, Macquarie University, Australia
Edited by Ryuko Kubota, University of North Carolina at Chapel Hill, USA and Angel M.Y. Lin
Unique in its breadth and scope, this insightful book compares approaches to the educational inclusion of diverse minorities in light of new theories of multiculturalism and globalization.
Bringing together the how-to and the what, Doing Action Research in English Language Teaching a straightforward and reader-friendly resource that introduces key concepts and offers a step-by-step guide to the action research process for ESL/EFL teachers and teacher educators new to action research.
Studies from America, Europe and India
2007: 234x156: 232pp Hb: 978-0-415-42777-7: £95.00 Pb: 978-0-415-42778-4: £24.99 eBook: 978-0-203-96133-9
What Really Works in Special and Inclusive Education Using Evidence-Based Teaching Strategies David Mitchell, University of Waikato, New Zealand Presenting educators of learners with special needs with a range of strategies they can implement right away in the classroom. Mitchell has distilled a huge range of recent studies that have the most genuine potential for improving the practices of teachers and schools, in order to help them produce high-quality learning and social outcomes for all. 2007: 234x156: 256pp Hb: 978-0-415-36926-8: £85.00 Pb: 978-0-415-36925-1: £21.99 eBook: 978-0-203-02945-9
Series: ESL and Applied Linguistics Professional Series
October 2009: 120pp Hb: 978-0-415-99144-5: £70.00 Pb: 978-0-415-99145-2: £13.99
This groundbreaking volume presents empirical and conceptual research that specifically explores critical issues of race, culture, and identities in second language education and provides implications for engaged practice. June 2009: 296pp Hb: 978-0-415-99506-1: £75.00 Pb: 978-0-415-99507-8: £21.99 eBook: 978-0-203-87665-7
NEW NEW
Second Language Teacher Education
English Language Assessment and the Chinese Learner
A Sociocultural Perspective
Liying Cheng, Queen’s University, Canada and Andy Curtis, The Chinese University of Hong Kong
Karen E. Johnson, Pennsylvania State University, USA Series: ESL and Applied Linguistics Professional Series
Building on current theoretical and practical frameworks for English language assessment and testing, this book presents a comprehensive, up-to-date, relevant picture of English language assessment for students in China (Mainland China, Hong Kong and Taiwan) and for Chinese learners of English around the world.
This book presents a comprehensive overview of the epistemological underpinnings of a sociocultural perspective on human learning and addresses in detail what this perspective has to offer the field of second language teacher education.
August 2009: 296pp Hb: 978-0-415-99447-7: £75.00
NEW
View an prod uct o y nl by cl ickin ine g the t itle li on sting
The English Language Teacher and Global Civil Society Barbara M. Birch, California State University at Fresno, USA
May 2009: 176pp Hb: 978-0-415-80078-5: £75.00 Pb: 978-0-415-80079-2: £23.99 eBook: 978-0-203-87803-3
Series: ESL and Applied Linguistics Professional Series Many English language teachers are interested in promoting reconciliation and sustainable peace, locally and globally, but often do not know how to do so. This book provides information, analysis, and techniques to help teachers around the world take action toward this goal. May 2009: 240pp Hb: 978-0-415-99448-4: £70.00 Pb: 978-0-415-99449-1: £15.99 eBook: 978-0-203-87804-0
Cultures, Contexts, and World Englishes Yamuna Kachru, University of Illinois, Urbana-Champaign, USA and Larry E. Smith, Christopher Smith and Associates, LLC Series: ESL and Applied Linguistics Professional Series
NEW
Ethnolinguistic Diversity and Education Language, Literacy and Culture Edited by Marcia Farr, Ohio State University, USA, Lisya Seloni and Juyoung Song Exploring the crucial issues that emerge at the intersection of language diversity and literacy education, and providing up-to-date knowledge from sociolinguistic research that has implications for U.S. schooling, this book contributes to understanding contemporary ethnolinguistic diversity and how such knowledge can be used to acknowledge the linguistic and cultural resources students bring into schools.
This volume aims to familiarize readers with the varieties of world Englishes used across cultures and to create awareness of some of the linguistic and socially relevant contexts and functions that have given rise to them. It emphasizes that effective communication among users of different Englishes requires awareness of the varieties in use and their cultural, social, and ideational functions. 2008: 256pp Hb: 978-0-8058-4732-1: £80.00 Pb: 978-0-8058-4733-8: £22.99 eBook: 978-0-203-89134-6
August 2009: 224pp Hb: 978-0-415-80278-9: £85.00 Pb: 978-0-415-80279-6: £23.99
E-mail: education@routledge.com
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eBooks are only available to order online
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ESL/BILINGUALISM
2ND EDITION
ESL (ELL) Literacy Instruction A Guidebook to Theory and Practice Lee Gunderson, University of British Columbia, Canada
Interlanguage Variation in Theoretical and Pedagogical Perspective H.D. Adamson, University of Arizona, USA In this book H.D. Adamson reviews scholarship in sociolinguistics and second language acquisition, comparing theories of variation in firstand second-language speech, with special attention to the psychological underpinnings of variation theory.
This comprehensive text applies research to practice, providing both ESL and mainstream teachers with the background and expertise necessary to plan and implement reading programs that match the particular needs and abilities of their students from kindergarten through adult levels. 2008: 312pp Hb: 978-0-415-98971-8: £75.00 Pb: 978-0-415-98972-5: £22.99 eBook: 978-0-203-89421-7
Gesture Second Language Acquistion and Classroom Research
International English in Its Sociolinguistic Contexts Towards a Socially Sensitive EIL Pedagogy Sandra Lee McKay, San Francisco State University, USA and Wendy D. Bokhorst-Heng, National Institute of Education, Centre for Research in Pedagogy and Practice, Singapore
Series: ESL and Applied Linguistics Professional Series
Series: ESL and Applied Linguistics Professional Series
2008: 344pp Hb: 978-0-8058-6052-8: £80.00 Pb: 978-0-8058-6053-5: £28.99 eBook: 978-1-4106-1428-5
Improving Testing For English Language Learners Rebecca Kopriva More than any book to date, this one provides a comprehensive approach to designing, building, implementing and interpreting test results that validly measure the academic achievement of English language learners. It scaffolds the entire process of test development and implementation and discusses essential intervention points.
Present-day globalization, migration, and the spread of English have resulted in a great diversity of social and educational contexts in which English learning is taking place. A basic assumption of this book is that because English is an international language, effective pedagogical decisions cannot be made without giving special attention to the many varied contexts in which English is taught and learned. Its unique value is the combination of three strands – globalization, sociolinguistics, and English as an international language – in one focused volume specifically designed for language teachers, providing explicit links between sociolinguistic concepts and language pedagogy.
See Order Form in the centre of this catalogue
Edited by MaryAnn Christison, University of Utah, USA and Denise E. Murray, Macquarie University, Australia Series: ESL and Applied Linguistics Professional Series This book presents both theoretical approaches to leadership and practical skills leaders in English language education need to be effective. Discussing practical skills in detail, and providing the opportunity to acquire new skills and apply them in their own contexts, the text is organized around three themes: • the roles and characteristics of leaders • skills for leading • ELT leadership in practice. 2008: 288pp Hb: 978-0-8058-6310-9: £70.00 Pb: 978-0-8058-6311-6: £21.99
Measurement and Evaluation in Post-secondary ESL Glayol V. Ekbatani and Herbert D. Pierson This is an introductory text on testing English as a second language, presenting the basics of language testing, and taking the student or reader through the fundamental descriptive and quantitative aspects of effective language testing. 2008: 256pp Hb: 978-0-8058-6125-9: £75.00 Pb: 978-0-8058-6126-6: £21.99 eBook: 978-1-4106-1480-3
A Synthesis of Research on Second Language Writing in English Ilona Leki, University of Tennessee, USA, Alister Cumming, University of Toronto, Canada and Tony Silva, Purdue University, USA Synthesizing twenty-five years of the most significant and influential findings of published research on second language writing in English, this volume promotes understanding and provides access to research developments in the field. It is an essential reference tool for libraries and serious writing professionals, both researchers and practitioners, both L1 and L2.
2008: 232pp Hb: 978-0-8058-6337-6: £75.00 Pb: 978-0-8058-6338-3: £22.99 eBook: 978-1-4106-1798-9
2008: 368pp Hb: 978-0-8058-6043-6: £55.00 eBook: 978-0-203-93283-4
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Theoretical Foundations and Practical Skills for Changing Times
2008: 232pp Hb: 978-0-8058-5576-0: £70.00 eBook: 978-0-203-88736-3
Edited by Steven G. McCafferty, University of Nevada, Las Vegas, USA and Gale Stam, National-Louis University, Chicago, USA This book demonstrates the vital connection between language and gesture, and why it is critical for research on second language acquisition to take into account the full spectrum of communicative phenomena.
Leadership in English Language Education
2008: 272pp Hb: 978-0-8058-5532-6: £75.00 Pb: 978-0-8058-5533-3: £25.99 eBook: 978-0-203-93025-0
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ESL/BILINGUALISM
LANGUAGE AND LITERACY
Teaching ESL/EFL Listening and Speaking
Teaching Mathematics to English Language Learners
I.S.P. Nation and Jonathan Newton, Victoria University of Wellington, New Zealand
Gladis Kersaint, Denisse R. Thompson and Mariana Petkova, all at University of South Florida, USA
Series: ESL and Applied Linguistics Professional Series Using a framework based on principles of teaching and learning, this highly practical guide provides a wealth of suggestions for helping learners at all levels of proficiency develop their listening and speaking skills and fluency. By following these suggestions, which are organized around four strands – meaning-focused input, meaning-focused output, language-focused learning, and fluency development – ESL and EFL teachers will be able to design and present a balanced program for their students. 2008: 224pp Hb: 978-0-415-98969-5: £75.00 Pb: 978-0-415-98970-1: £16.99 eBook: 978-0-203-89170-4
Teaching ESL/EFL Reading and Writing
This book provides advice on how to teach mathematics to English Language Learners by offering context-specific strategies for facilitating classroom discussions, reading and interpreting math textbooks, and tackling word problems.
2008: 192pp Hb: 978-0-415-95788-5: £80.00 Pb: 978-0-415-95789-2: £17.99 eBook: 978-0-203-89452-1
Teaching Chinese, Japanese, and Korean Heritage Language Students Curriculum Needs, Materials, and Assessment
I.S.P. Nation, Victoria University of Wellington, New Zealand
Edited by Kimi Kondo-Brown and James Dean Brown, both at University of Hawaii at Manoa, USA
Series: ESL and Applied Linguistics Professional Series
Series: ESL and Applied Linguistics Professional Series
Using a framework based on principles of teaching and learning, this highly practical guide provides a wealth of suggestions for helping learners at all levels of proficiency develop their reading and writing skills and fluency. By following these suggestions, which are organized around four strands – meaning-focused input, meaning-focused output, language-focused learning, and fluency development – ESL and EFL teachers will be able to design and present a balanced program for their students.
This book contributes to building the research knowledge that language teaching professionals need in developing curriculum for the large population of East Asian heritage students (including Chinese, Japanese, and Korean) in countries like the United States, Canada, and Australia, where speakers of East Asian languages are among the fastest growing populations.
2008: 184pp Hb: 978-0-415-98967-1: £75.00 Pb: 978-0-415-98968-8: £16.99 eBook: 978-0-203-89164-3
Teaching English Language Learners through Technology Tony Erben, University of Tampa, USA, Ruth Ban, Barry University, USA and Martha Castañeda, Miami University, USA In this book, authors explore the use of computers/technology as a pedagogical tool to aid in the appropriate instruction of English Language Learners across all content areas.
NEW
Changing Literacies for Changing Times A Historical Perspective on the Future of Reading Research, Public Policy, and Classroom Practices Edited by James V. Hoffman, University of Texas at Austin and Yetta Goodman, University of Arizona, USA Offering the wisdom that only experience and expertise in the field can bring, this book takes a critical look into the present and the future of literacy as envisioned by leading reading researchers. The lead author of each chapter is a distinguished reading researcher elected by their peers into the Reading Hall of Fame. A key message in this book is that literacy professionals must take an active role to shape change. July 2009: 304pp Hb: 978-0-415-99502-3: £75.00 Pb: 978-0-415-99503-0: £24.99 eBook: 978-0-203-87518-6
NEW
Contemporary Perspectives on Reading and Spelling Clare Wood, University of Coventry, UK and Vincent Connelly With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing.
2007: 368pp Hb: 978-0-8058-5877-8: £80.00 Pb: 978-0-8058-5878-5: £22.99 eBook: 978-1-4106-1653-1
Undergraduates in a Second Language Challenges and Complexities of Academic Literacy Development Ilona Leki
May 2009: 234x156: 304pp Hb: 978-0-415-49716-9: £80.00 Pb: 978-0-415-49717-6: £24.99 eBook: 978-0-203-87783-8
This is the first book-length study of bilingual, international, and immigrant students in English writing courses that attempts to fully embed their writing experiences within the broader frame of their personal histories, the human context of their development, and the disciplinary contexts of their majors. 2007: 352pp Hb: 978-0-8058-5637-8: £50.00 Pb: 978-0-8058-5638-5: £20.99 eBook: 978-1-4106-1776-7
2008: 240pp Hb: 978-0-415-95767-0: £80.00 Pb: 978-0-415-95768-7: £19.99 eBook: 978-0-203-89442-2
E-mail: education@routledge.com
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7
8
LANGUAGE AND LITERACY
NEW
NEW
Critical Multicultural Analysis of Children’s Literature
Handbook of Reading Research, Volume 4
Mirrors, Windows, and Doors
Edited by Michael L. Kamil, Stanford University, USA, P. David Pearson, Elizabeth Birr Moje, Peter Afflerbach and Peter B. Mosenthal
Maria José Botelho and Masha Kabakow Rudman Series: Language, Culture, and Teaching Series Bringing a critical lens to the study of multiculturalism in children’s literature, this book prepares teachers, teacher educators, and researchers of children’s literature to analyze the ideological dimensions of reading and studying literature.
The Handbook of Reading Research is the research Handbook for the field. Each volume has come to define the field for the period of time it covers. Volume 4 follows in this tradition. The editors extensively reviewed the reading research literature since the publication of Volume 3 in 2000, as portrayed in a wide array of research and practitioner-based journals and books, to identify the themes and topics covered. Volume 4 brings the field authoritatively and comprehensively up-to-date. August 2009: 1,040pp Hb: 978-0-8058-5342-1: £135.00 Pb: 978-0-8058-5343-8: £60.00
March 2009: 376pp Hb: 978-0-415-99666-2: £75.00 Pb: 978-0-8058-3711-7: £27.99 eBook: 978-0-203-88520-8 • AVAILABLE AS AN INSPECTION COPY
NEW
Handbook of Research on Children’s and Young Adult Literature Shelby Wolf, Karen Coats, Patricia Encisco and Christine Jenkins
NEW 2ND EDITION
Language, Culture, and Teaching Critical Perspectives for a New Century Sonia Nieto Series: Language, Culture, and Teaching Series Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this selection of her key book chapters and journal articles focused on language, culture, and teaching thoughtfully integrated with creative pedagogical features. The text offers information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds.
This multidisciplinary Handbook is the first attempt to pull together in one volume the research on children’s and young adult literature which is currently scattered across three intersecting disciplines: education, English, and library and information science. The book’s organization reflects the special interests of each of these disciplines. Section one focuses on readers, the province of education; section two on the analysis of text, the province of English and literature; and section three looks at the social contexts surrounding and influencing the intersections of readers and texts. December 2009: 604pp Hb: 978-0-415-96505-7: £110.00 Pb: 978-0-415-96506-4: £50.00
May 2009: 320pp Hb: 978-0-415-99968-7: £75.00 Pb: 978-0-415-99974-8: £24.99 • AVAILABLE AS AN INSPECTION COPY
NEW
NEW
Edited by Richard Allington and Anne McGill-Franzen
Literacy and Power Hillary Janks Series: Language, Culture, and Teaching Series In this book, a landmark text that is both engaging and accessible, Hilary Janks addresses the following questions and many more: Is literacy a skill or a social practice? In what ways is literacy embodied? Do texts have designs on us and what can we do about it? What is ’linguistic capital’ and who has it? Who gets access to new literacies and who is excluded? Janks shows how competing orientations to critical literacy education–domination (power), access, diversity, design–foreground one over the other. Her central argument is that these different orientations are crucially interdependent and need to work together to create possibilities for redesign and social action that serve a social justice agenda. Recognizing ongoing change in socio-historical conditions, in the communication landscape, and in the applications of critical literacy, she examines the theory underpinning each orientation, and develops new theory in the argument for interdependence and integration.
Handbook of Research on Reading Disabilities This comprehensive Handbook is the first attempt to present the full range of overlapping paradigms and perspectives (sociological, historical, cultural, psychological, and linguistic) whose research informs the world of reading disability. It explores the relation of reading disabilities to language and learning, poverty and prejudice, and instruction and schooling. In addition to examining theoretical perspectives (and associated research), the contributors present their material within the framework of a classroom teacher struggling to develop instructional practices that meet the learning needs of their lowest achieving readers. Throughout the book, learning to read proficiently is conceptualized as a long-term developmental process involving many interventions of various kinds – all keyed to individual developmental needs.
Handbook of Research on New Literacies Edited by Julie Coiro, University of Rhode Island, USA, Michele Knobel and Colin Lankshear,both at Montclair State University, New Jersey, USA and Donald J. Leu, New Literacies Project, University of Connecticut, USA Situated at the intersection of two of the most important areas in educational research today – literacy and technology – this Handbook draws on the potential of each while carving out important new territory. It provides leadership for this newly emerging field, directing scholars to the major issues, theoretical perspectives, and interdisciplinary research concerning new literacies. 2008: 1096pp Hb: 978-0-8058-5651-4: £130.00 Pb: 978-0-8058-5652-1: £55.00 eBook: 978-1-4106-1889-4
NEW 3RD EDITION
Dimensions of Literacy A Conceptual Base for Teaching Reading and Writing in School Settings Stephen B. Kucer, University of Washington, Vancouver, USA This popular text, now in its third edition, ’unpackages’ the various dimensions of literacy – linguistic (the nature of language, oral-written language relationships, language variation); cognitive (constructive nature of perception, the reading process, understanding written discourse, the writing process); sociocultural (literacy as social practices, authority of written discourse); and developmental (constructing the written language system) – and at the same time accounts for the interrelationships among them. Distinguished by its examination of literacy from a multidimensional and interdisciplinary perspective, it provides a strong conceptual foundation upon which literacy curriculum and instruction in school settings can be grounded. March 2009: 384pp Hb: 978-0-415-99787-4: £70.00 Pb: 978-0-415-99788-1: £27.99 eBook: 978-0-203-87979-5
November 2009 Hb: 978-0-8058-5333-9: £105.00 Pb: 978-0-8058-5334-6: £50.00
September 2009: 224pp Hb: 978-0-8058-5577-7: £70.00 Pb: 978-0-415-99963-2: £22.99
ORDER NOW!
See Order Form in the centre of this catalogue
+44 (0)1235 400524
Fax: +44 (0)20 7017 6699
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LANGUAGE AND LITERACY
NEW
NEW
Global Linguistic Flows
5TH EDITION
Using Discourse Analysis to Improve Classroom Interaction
Hip Hop Cultures, Youth Identities, and the Politics of Language
Linking Reading Assessment to Instruction
Lelsey A. Rex and Laura Schiller This accessible ’how to’ book is about classroom interaction offers teachers the powerful tools of discourse analysis as a way of understanding the complex dynamics of human interaction that constitute effective, equitable teaching and learning and guides them step-by-step through how to build their interactional awareness to improve their teaching.
An Application Worktext for Elementary Classroom Teachers Arleen Shearer Mariotti, Hillsborough County Public Schools, USA and Susan P. Homan, University of South Florida, USA Applies current theory about reading assessment to classroom practice by providing, in each chapter, a brief explanation of major concepts followed by guided practical experience in administering, scoring and interpreting reading assessment techniques.
June 2009: 152pp Hb: 978-0-415-80113-3: £75.00 Pb: 978-0-415-80114-0: £19.99 eBook: 978-0-203-87698-5
2ND EDITION
Edited by H. Samy Alim, UCLA and New York University, USA, Awad Ibrahim, University of Ottawa, Ontario, USA and Alastair Pennycook, University of Technology, New South Wales, Australia Located at the intersection of sociolinguistics and Hip Hop Studies, this cutting-edge book moves around the world to explore Hip Hop Cultures, youth identities, the politics of language, and the simultaneous processes of globalization and localization. Focusing closely on language, these scholars of sociolinguistics, linguistic anthropology, (Hip Hop) cultural studies, and critical pedagogies offer linguistic insights to the growing scholarship on Hip Hop Culture. 2008: 272pp Hb: 978-0-8058-6283-6: £80.00 Pb: 978-0-8058-6285-0: £23.99 eBook: 978-0-203-89278-7
October 2009: 296pp Pb: 978-0-415-80209-3: £24.99 • AVAILABLE AS AN INSPECTION COPY
Critical Perspectives on Harry Potter
NEW
Handbook of Research on Reading Comprehension
June 2009: 232pp Hb: 978-0-415-80156-0: £75.00 Pb: 978-0-415-80157-7: £22.99
Critical Perspectives on Harry Potter provides the first sustained analyses of the iconic status of the Potter books, bringing together scholars from various disciplines to examine the impact of the series. This thoroughly revised edition includes updated essays on cultural themes and literary analysis, and its new essays analyze the full scope of the seven-book series as both pop cultural phenomenon and as a set of literary texts. Critical Perspectives on Harry Potter, Second Edition draws on a wider range of intellectual traditions to explore the texts, including moral-theological analysis, psychoanalytic perspectives, and philosophy of technology.
NEW
’DISCLAIMER: This book is not authorized, approved, licensed, or endorsed by J.K. Rowling, Warner Bros. Entertainment Inc., or anyone associated with the Harry Potter books or movies.’
2008: 712pp Hb: 978-0-8058-6200-3: £125.00 Pb: 978-0-8058-6201-0: £50.00 eBook: 978-1-4106-1585-5
Multiliteracies in Motion Current Theory and Practice Edited by David Cole and Darren Lee Pullen This concise, accessible volume provides source of information and a vital update for those wishing to understand the evolution of multiliteracies and the current state of literacy theory in relation to multiliteracies. The authors explore practical and educational issues that relate to multiliteracies such as assessment, pedagogy and curriculum, drawing on large research projects and empirical evidence taken from the US and Australia.
Talking Beyond the Page Reading and Responding to Picturebooks Edited by Janet Evans, University Of Liverpool Hope, UK This book shows how different kinds of picturebooks can be used with children of all ages and highlights what positive educational gains are to be made from reading, sharing, talking and writing about picturebooks.
May 2009: 234x156: 224pp Hb: 978-0-415-47695-9: £75.00 Pb: 978-0-415-47696-6: £22.99
Edited by Elizabeth E. Heilman, Michigan State University, USA
2008: 368pp Pb: 978-0-415-96484-5: £20.99 eBook: 978-0-203-89281-7 • AVAILABLE AS AN INSPECTION COPY
Edited by Susan E. Israel, Author and Literacy Consultant and Gerald G. Duffy, University of North Carolina - Greensboro, USA The Handbook of Research on Reading Comprehension assembles researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience to document and summarize the current body of research on theory, methods, instruction and assessment.
Heritage Language Education A New Field Emerging
Defying Convention, Inventing the Future in Literary Research and Practice
Edited by Donna M. Brinton, Soka University of America, California, USA, Olga Kagan and Susan Bauckus, both at University of California, Los Angeles, USA This volume presents a multidisciplinary perspective on teaching heritage language learners. Contributors from theoretical and applied linguistics, sociolinguistics, psychology, educational policy, and pedagogy specialists explore policy and societal issues, present linguistic case studies, and discuss curricular issues, offering both research and hands-on innovation.
Edited by Patricia L. Anders, University of Arizona, USA In this volume, major literacy scholars from around the world pay tribute to Ken and Yetta Goodman – renowned and revered worldwide for their pioneering, influential work in the field of reading/literacy education – and offer glimpses of what the future of literacy research and practice might be. 2008: 304pp Hb: 978-0-8058-6341-3: £70.00 eBook: 978-1-4106-1802-3
2008: 384pp Pb: 978-0-415-99588-7: £25.99 • AVAILABLE AS AN INSPECTION COPY
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
10
LANGUAGE AND LITERACY
Mathematical Literacy Developing Identities of Inclusion Yvette Solomon, Lancaster University, England Series: Studies in Mathematical Thinking and Learning Series The concept of mathematical literacy is central to the book in that it emphasizes a view of mathematics as a social practice and of mathematical learning as situated learning.
2008: 256pp Hb: 978-0-8058-4686-7: £80.00 Pb: 978-0-8058-4687-4: £25.99 eBook: 978-0-203-88927-5
Multimedia and Literacy Development
Pierre Bourdieu and Literacy Education
Language and Minority Rights
Edited by James Albright, National Institute of Education, Singapore and Allan Luke, Queensland University of Technology, Brisbane, Australia
Stephen May, University of Waikato, New Zealand
Ethnicity, Nationalism and the Politics of Language
In this volume scholars from around the world focus on how a Bourdieusian stance can enable a powerful socicultural and cultural analysis of literacy education theory and practice and serve as an effective tool in analyzing relations of hierarchy and domination. Pierre Bourdieu and Literacy Education is intended for researchers, practitioners, and graduate students in literacy education, sociology of education, and curriculum theory, and as a text for advanced courses in these areas. 2008: 392pp Hb: 978-0-8058-5687-3: £80.00 Pb: 978-0-415-99589-4: £25.99 • AVAILABLE AS AN INSPECTION COPY
Improving Achievement for Young Learners
Postmodern Picturebooks
Edited by Adriana G. Bus, Leiden University, the Netherlands and Susan B. Neuman, The University of Michigan, USA
Play, Parody, and Self-Referentiality
Representing the state of the art in multimedia applications and their promise for enhancing early literacy development, this volume, the first synthesis of evidence-based research in its field, broadens the field of reading research by looking beyond print-only experiences to young readers’ encounters with multimedia stories on Internet and DVD. 2008: 304pp Hb: 978-0-415-98841-4: £80.00 Pb: 978-0-415-98842-1: £23.99 eBook: 978-0-203-89215-2
On Ethnography Approaches to Language and Literacy Research Shirley Brice Heath, Stanford University, USA and Brian Street This volume offers practical ways for ethnographers to sustain their attention to a constant comparative perspective and to patterns of co-occurrence in language structures, uses, and values. 2008: 168pp Pb: 978-0-415-47207-4: £23.99
3RD EDITION
Social Linguistics and Literacies Ideology in Discourses James Paul Gee, University of Wisconsin-Madison, USA Covering contemporary, social and cultural approaches to literacy, this text helps bridge the disciplinary gap between the study of language and literacy, and the study of social theory and critical pedagogy.
Lawrence R. Sipe, University of Pennsylvania, USA and Sylvia Pantaleo, University of Victoria, Canada Series: Routledge Research in Education The international researchers and scholars included in this compelling collection of work critically examine and discuss postmodern picturebooks, and reflect upon their unique contributions to both the field of children’s literature and to the development of new literacies for child, adolescent, and adult readers. 2008: 280pp Hb: 978-0-415-96210-0: £60.00 eBook: 978-0-203-92697-0
The Work of Language in Multicultural Classrooms
In this provocative and ground-breaking book, Stephen May argues for a non-essentialist understanding of language rights, while at the same time outlining why language rights, particularly for minority groups, are defensible and important, both academically and politically. 2007: 404pp Pb: 978-0-415-96489-0: £31.99 eBook: 978-1-4106-1766-8
Learning to Read Across Languages Cross-Linguistic Relationships in First- and Second-Language Literacy Development Edited by Keiko Koda, Smith College, USA and Annette M. Zehler, Center for Applied Linguistics, Washington DC, USA This book systematically examines how learning to read occurs in diverse languages, and in so doing, explores how literacy is learned in a second language by learners who have achieved at least basic reading skills in their first language. As a consequence of rapid globalization, such learners are a large and growing segment of the school population worldwide, and an increasing number of schools are challenged by learners from a wide variety of languages, and with distinct prior literacy experiences. To succeed academically these learners must develop second-language literacy skills, yet little is known about the ways in which they learn to read in their first languages, and even less about how the specific nature and level of their first-language literacy affects second-language reading development. 2007: 256pp Hb: 978-0-8058-5611-8: £80.00 Pb: 978-0-8058-5612-5: £23.99 eBook: 978-0-203-93566-8
Multimodal Pedagogies in Diverse Classrooms Representation, Rights and Resources
Talking Science, Writing Science
Pippa Stein, University of the Witwatersrand, South Africa
Edited by Katherine Richardson Bruna, Iowa State University, USA and Kimberley Gomez, University of Illinois at Chicago, USA
This book examines how the classroom can become a democratic space and is essential reading for anyone interested in multimodality, pedagogy & social justice.
Series: Language, Culture, and Teaching Series
2007: 234x156: 192pp Hb: 978-0-415-40165-4: £85.00 eBook: 978-0-203-93580-4
Exploring the ways in which language comprises the implicit or explicit curriculum of teaching and learning in multicultural science settings, this book contributes to scholarship on the role of language in developing classroom scientific communities of practice, expands that work by highlighting the challenges faced specifically by ethnic- and linguistic-’minority’ students and their teachers in joining those communities, and showcases exemplary teaching and research initiatives for helping to meet these challenges. 2008: 384pp Hb: 978-0-8058-6427-4: £80.00 Pb: 978-0-8058-6428-1: £22.99 eBook: 978-1-4106-1860-3
Popular Culture and Representations of Literacy Bronwyn Williams, University of Louisville, USA and Amy Zenger, American University of Beirut, Lebanon Series: Routledge Research in Literacy This book explores how everyday literacy practices represented in mainstream movies inevitably influence cultural conceptions of reading and writing from issues of identity to education policy to classroom practices. 2007: 200pp Hb: 978-0-415-36095-1: £80.00 eBook: 978-0-203-00849-2
2007: 216x138: 256pp Hb: 978-0-415-42775-3: £95.00 Pb: 978-0-415-42776-0: £22.99 eBook: 978-0-203-94480-6
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See Order Form in the centre of this catalogue
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EDUCATION POLICY & POLITICS
NEW
NEW
NEW
Education for All
2ND EDITION
The Future of Education and Training for 14-19 year-olds
Globalization and Education
The Human and Intellectual Cost of High Performance Schooling
Critical Perspectives
On the Necessity of Person-Centred Education
Richard Pring, Geoffrey Hayward, Alis Oancea and Stephanie Wilde, all at University of Oxford, UK, Ann Hodgson and Ken Spours, both at University of London, UK, Gareth Rees, University of Cardiff, UK, Jill Johnson, and Ewart Keep
Edited by Nicholas C. Burbules and Carlos Alberto Torres
Michael Fielding, University Of Sussex, UK
This is the definitive collection to explore the everincreasingly important dimensions of globalization as it affects educational policy and practice in nation-states around the world.
In this book, Michael Fielding develops a critique of key elements of education policy and practice, including personalisation, target-setting, impact, competition, empowerment, inspection and accountability, and leadership and management.
Written by the six co-directors of the Nuffield Review of 14-19 Education and Training , this book asks ’What makes an educated 19 year old?’ in the light of evidence collected over five years by the most thorough investigation of every aspect of 14-19 education and training to date. May 2009: 234x156: 232pp Hb: 978-0-415-54721-5: £75.00 Pb: 978-0-415-54722-2: £19.99
NEW
Controversy in the Classroom
December 2009: 384pp Hb: 978-0-415-99944-1: £75.00 Pb: 978-0-415-99945-8: £20.99
NEW
Handbook of Education Policy Research
Identity, Power and Politics in Education
Edited by David N. Plank, University of California, Berkeley, USA, Gary Sykes and Barbara Schneider, both at Michigan State University, USA Educational policy continues to be of major concern. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook.
Diana E. Hess, University of Wisconsin-Madison, USA Series: Critical Social Thought
March 2009: 216pp Hb: 978-0-415-96228-5: £70.00 Pb: 978-0-415-96229-2: £17.99 eBook: 978-0-203-87888-0
NEW
Cross-Cultural Perspectives on Policy and Practice Decolonizing Community Contexts Edited by Jennifer Lavia and Michele Moore, both at University of Sheffield, UK Series: Routledge Research in Education This book provides a space in which struggles for indigenous knowledge within communities are articulated, valued, heard, and responded to. The contributors develop critical understandings of the implications of changing policy and practice for those within and working with the educational organisations and communities. July 2009: 176pp Hb: 978-0-415-99769-0: £60.00
October 2009: 224pp Hb: 978-0-415-96248-3: £60.00
NEW
The Democratic Power of Discussion
Through rich empirical research from real classrooms throughout the nation, Controversy in the Classroom demonstrates why schools have the potential to be particularly powerful sites for democratic education
Series: Routledge Research in Education
Deborah Youdell Series: Foundations and Futures of Education This book sets out a series of possible approaches to pursuing social justice in and through educational settings. It identifies a series of key features of the contemporary political, policy, theoretical and popular landscape that a politics for social justice in education needs to understand, respond to, navigate, and perhaps shift. October 2009: 234x156: 224pp Hb: 978-0-415-47987-5: £75.00 Pb: 978-0-415-47988-2: £22.99
NEW
April 2009: 1064pp Hb: 978-0-415-98991-6: £140.00 Pb: 978-0-415-98992-3: £55.00 eBook: 978-0-203-88096-8
International Perspectives on the Goals of Universal Basic and Secondary Education
NEW
Edited by Joel E. Cohen, Rockefeller University, USA and Martin B. Malin, Harvard University, USA
Handbook of Formative Assessment
Series: Routledge Research in Education Universal schooling has been adopted as a goal by international organizations, national governments, and non-profit organizations, yet little sustained international attention has been devoted to the purposes or goals of universal education. This book offers diverse views from experts around the world on the purposes of universal education.
Edited by Heidi Andrade, University of North Carolina at Chapel Hill, USA and Gregory Cizek, State University of New York, Albany, USA Formative assessment refers to a wide variety of information-gathering activities that are used to adapt instruction to the current and future needs of students. Included in these activities are traditional classroom tests, observations, oral questioning, class discussions, group and individual projects, and homework. In recent years formative assessment has become a focus of research as state and federal policy makers realize that summative assessments have reached a point of diminishing returns as a tool for increasing student achievement. The purpose of this Handbook is to comprehensively profile this burgeoning field of study.
April 2009: 310pp Hb: 978-0-415-99766-9: £60.00 eBook: 978-0-203-88214-6
December 2009: Hb: 978-0-415-99319-7: £105.00 Pb: 978-0-415-99320-3: £50.00 eBook: 978-0-203-87485-1
E-mail: education@routledge.com
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11
12
EDUCATION POLICY & POLITICS
NEW
Contesting Neoliberal Education
2ND EDITION
Mobile Learning Communities
Public Resistance and Collective Advance
The Critical Pedagogy Reader
Creating New Educational Futures
Edited by Dave Hill, University of Northampton, UK
Second Edition
Series: Routledge Studies in Education and Neoliberalism
Edited by Antonia Darder, University of Illinois at Urbana-Champaign, USA, Marta P. Baltodano, Loyola Marymount University, USA and Rodolfo D. Torres, University of California, Irvine, USA
Patrick Danaher, University of Southern Queensland, Australia, Beverley Moriarty and Geoff Danaher, both at Central Queensland University, Australia
This book, written by an impressive international array of scholars and activists, explores the mechanisms and ideologies behind neoliberal education, while evaluating and promoting resistance on a local, national and global level.
Mobile Learning Communities explores the diverse ways in which traveling groups experience learning ’on the run’, bringing together for the first time mobilities and learning communities into a single and comprehensive focus. May 2009: 224pp Hb: 978-0-415-99158-2: £70.00 Pb: 978-0-415-99159-9: £22.99 eBook: 978-0-203-87940-5
NEW
Traveller, Nomadic and Migrant Education
2008: 294pp Hb: 978-0-415-95777-9: £50.00 eBook: 978-0-203-89306-7
Edited by Patrick Alan Danaher, University of Southern Queensland, Australia, Máirín Kenny and Judith Remy Leder
Global Neoliberalism and Education and its Consequences
Series: Routledge Research in Education
Edited by Dave Hill, University of Northampton, UK and Ravi Kumar, Jamia Millia Islamia University, India
This edited collection explores the challenges and innovations in providing education for mobile communities across the world. While obstacles such as negative stereotypes and centuries-old prejudice remain problematic, the book also shows how educational innovations such as online education and mobile schools are bringing mobility and schooling together.
Series: Routledge Studies in Education and Neoliberalism
Since its first publication, The Critical Pedagogy Reader has firmly established itself as the leading collection of classic and contemporary essays by the major thinkers in the field of critical pedagogy.
2008: 616pp Pb: 978-0-415-96120-2: £25.99 • AVAILABLE AS AN INSPECTION COPY
Cyber-Bullying Issues and Solutions for the School, the Classroom and the Home Shaheen Shariff, McGill University, Canada
Written by an impressive international array of education policy analysts, educational activists and scholars, Global Neoliberalism and Education and its Consequences lays bare the motivations, organizations, institutions and ideologies underlying the global, national and local neoliberalisation of schooling and education.
April 2009: 278pp Hb: 978-0-415-96356-5: £60.00 eBook: 978-0-203-87867-5
’This book provides a fascinating and considered insight into a phenomenon advancing as 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
2008: 282pp Hb: 978-0-415-95774-8: £60.00 eBook: 978-0-203-89185-8
This book looks in depth at the emerging issue of Cyber bullying. This practical book grounded in comprehensive scholarship addresses the policy-vacuum and provides practical educational responses to cyber-bullying.
Education and the Arab World: Local Dynamics, Global Resonances
The Developing World and State Education
Edited by Ronald Sultana and Andre Mazawi
Neoliberal Depredation and Egalitarian Alternatives
2008: 234x156: 328pp Hb: 978-0-415-42490-5: £80.00 Pb: 978-0-415-42491-2: £19.99 eBook: 978-0-203-92883-7
Series: World Yearbook of Education series
Edited by Dave Hill, University of Northampton, UK and Ellen Rosskam, Woodrow Wilson International Center for Scholars, USA
The Dangerous Rise of Therapeutic Education
Series: Routledge Studies in Education and Neoliberalism
Kathryn Ecclestone and Dennis Hayes, both at Oxford Brookes University, UK
NEW
World Yearbook of Education 2010
The World Yearbook of Education 2010: Education and the Arab World: Local Dynamics, Global Resonances is a ground-breaking volume that aspires to open up important conceptual, methodological and policy-related discussions that capture innovative ways to improve the relationship between the Arab World and the West, beyond the divides underpinning most current approaches. December 2009 Hb: 978-0-415-80034-1: £80.00
2008: 260pp Hb: 978-0-415-95776-2: £50.00 eBook: 978-0-203-88925-1
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This controversial and compelling book uses a wealth of examples from all sectors of education to show how the contemporary education system is turning young people and adults into anxious, cautious and passive individuals rather than aspiring, optimistic and resilient learners.
This book critically examines neoliberal policy impacts on schooling/ education in the Developing World, analysing the latest developments in Latin America, Mexico, Argentina, Venezuela, Pakistan, India, Burkina Fasso, South Africa, Mozambique, and China.
+44 (0)1235 400524
2008: 234x156: 200pp Hb: 978-0-415-39700-1: £80.00 Pb: 978-0-415-39701-8: £18.99
Fax: +44 (0)20 7017 6699
www.routledge.com/education
EDUCATION POLICY & POLITICS
Don’t Touch! The Educational Story of a Panic Heather Piper, Manchester Metropolitan University, UK and Ian Stronach This is the first book in the UK to explore the problems involved in ’touching’ children in an educational environment, the book uses real-life examples taken from Heather Piper’s ground-breaking research into the mentality of today’s risk culture.
2008: 234x156: 184pp Hb: 978-0-415-42007-5: £90.00 Pb: 978-0-415-42008-2: £19.99 eBook: 978-0-203-93049-6
Education and Neoliberal Globalization Carlos Alberto Torres, University of California, Los Angeles, USA Series: Routledge Research in Education This volume by noted critical education scholar Carlos Alberto Torres takes up the question of how structural changes in schooling and the growing impacts of neoliberalism and globalization affect social change, national development, and democratic educational systems throughout the world.
Handbook of Education Politics and Policy
Testing Times
Edited by Bruce Cooper, Fordham University, USA, James Cibulka, University of Kentucky, USA and Lance Fusarelli, North Carolina State University, USA
Gordon Stobart, Institute of Education, University of London, UK
The Uses and Abuses of Assessment
This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.
Written by a mix of established and rising stars in school politics, policy, law, finance, and reform this comprehensive Handbook provides a three part framework that helps organize this relatively new and loosely organized field of study.
2008: 234x156: 224pp Hb: 978-0-415-40474-7: £80.00 Pb: 978-0-415-40475-4: £22.99 eBook: 978-0-203-93050-2
2008: 464pp Hb: 978-0-8058-6111-2: £125.00 Pb: 978-0-8058-6112-9: £50.00 eBook: 978-0-203-88787-5
Radical Reforms
The Changing Role of Schools in Asian Societies
Perspectives on an Era of Educational Change
Schools for the Knowledge Society
Edited by Christopher Chapman and Helen M. Gunter, both at University of Manchester, UK
Kerry J. Kennedy, The Hong Kong Institute of Education, China and John Chi-Kin Lee, The Chinese University of Hong Kong, China
Focusing on education as a major area of public policy in England, this book explores a decade of rapid and intensive modernization and draws out the lessons for those concerned with developing education systems across the globe.
As Asia faces the challenges posed by the ’knowledge economy’, its schools take on a new and different importance. This book outlines the policy contexts in which these transformations are taking place and the practical strategies that are needed. 2007: 234x156: 240pp Hb: 978-0-415-41200-1: £80.00 eBook: 978-0-203-93759-4
2ND EDITION
Globalisation & Pedagogy 2008: 150pp Hb: 978-0-415-99118-6: £65.00 eBook: 978-0-203-89073-8
The Future of Test-Based Educational Accountability Edited by Katherine E. Ryan and Lorrie A. Shepard In recent decades testing has become a much more visible and high-stakes accountability mechanism that is now seen as a powerful tool that can be used to drive school improvement. The purpose of this book is to identify and analyze the key issues associated with test-based educational accountability and to chart the future of educational accountability research. Chapter contributions are intended to be forward looking rather than a compendium of what has happened in the past. The book provides an accessible discussion of issues such as validity, test equating, growth modeling, fairness for special populations, causal inferences, and misuses of accountability data.
2008: 234x156: 272pp Hb: 978-0-415-46401-7: £75.00 Pb: 978-0-415-46402-4: £22.99 eBook: 978-0-203-88411-9
Space, Place and Identity
The Rich World and the Impoverishment of Education
This book examines a number of questions posed by the rapid march of globalisation, taking into account the developments in technology, pedagogy and practice, in particular, the growth of distance and e-learning.
Richard Edwards, Institute of Education, University of Sterling, UK and Robin Usher, Royal Melbourne Institute of Technology University, Australia
Diminishing Democracy, Equity and Workers’ Rights Edited by Dave Hill, University of Northampton, UK This book advances a powerful critique of neoliberalised education - privatization, marketisation, new public managerialism, increasing control and surveillance of schools and colleges - in eight of the rich countries of the world: USA, Canada, England and Wales, Finland, Greece, Taiwan, Israel, and Japan. 2008: 290pp Hb: 978-0-415-95775-5: £50.00 eBook: 978-0-203-89466-8
2008: 332pp Hb: 978-0-8058-6470-0: £60.00 eBook: 978-0-203-89509-2
2007: 234x156: 200pp Hb: 978-0-415-42895-8: £85.00 Pb: 978-0-415-42896-5: £23.99 eBook: 978-0-203-94500-1
View an prod uct o y nl by cl ickin ine g the t itle li on sting
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13
14
LEADERSHIP, MANAGEMENT AND ADMINISTRATION
NEW
NEW
NEW
Human Resource Management in Education
Leading School-based Networks
Leadership Mindsets
Mark Hadfield, University of Wolverhampton, UK and Christopher Chapman, University of Manchester, UK
Innovation and Learning in the Transformation of Schools
Contexts, Themes and Impact Bernard Barker and Justine Mercer, both at University of Leicester, UK and Richard Bird, Legal Policy Consultant, UK
Based around the lifecycle of a school network, this book takes the reader from the initial inception of a network to considering how to make it sustainable and capable of meeting the future challenges faced by schools and their communities.
Series: Leadership for Learning Series This book examines the key issues surrounding human resource management in education today and develop a coherent, consistent alternative perspective on HRM in education, taking full account of recent national and international trends. December 2009: 234x156: 224pp Hb: 978-0-415-41280-3: £75.00 Pb: 978-0-415-41279-7: £22.99 • AVAILABLE AS AN INSPECTION COPY
NEW
March 2009: 234x156: 176pp Hb: 978-0-415-46464-2: £75.00 Pb: 978-0-415-46465-9: £22.99 eBook: 978-0-203-87900-9
Concepts, Themes and Impact
NEW
Clive Dimmock, University of Leicester, UK
International Perspectives on Contexts, Communities and Evaluated Innovative Practices
Drawing on research from a range of different countries and contexts, this book provides an authoritative, critical and insightful review of leadership. Written for those taking higher degrees in school leadership and management: school leaders on NPQH courses, as well as academics teaching and researching in the area of educational leadership. December 2009: 234x156: 192pp Hb: 978-0-415-40436-5: £75.00 Pb: 978-0-415-40437-2: £22.99
NEW
Leading Learning Process, Themes and Issues in International Contexts Tom O’Donoghue and Simon Clarke, University of Western Australia Series: Leadership for Learning Series This book draws on this key and developing notion of ’distributed leadership’ and focuses on the relationship between leadership and learning in educational settings. June 2009: 234x156: 224pp Hb: 978-0-415-33612-3: £75.00 Pb: 978-0-415-33613-0: £22.99 eBook: 978-0-203-87696-1
NEW
School Leadership for Quality and Accountability Mark Brundrett, University of Manchester, UK and Christopher Rhodes, University of Birmingham, UK
Series: Leading School Transformation This book outlines an alternative way of thinking about school leadership. It examines research evidence that leaders will find most useful and suggests how they might use this evidence to maximise their learning and the learning of their students.
February 2009: 216x138: 184pp Hb: 978-0-415-47693-5: £75.00 Pb: 978-0-415-47694-2: £22.99 eBook: 978-0-203-88115-6
Leadership in Education
Series: Leadership for Learning Series
Linda Kaser and Judy Halbert, both at University of Victoria, Vancouver Island University, Canada
Distributed School Leadership Developing Tomorrow’s Leaders
Family-School-Community Partnerships
Alma Harris, University of Warwick, UK
Edited by Rollande Deslandes, Université du Québec à Trois-Rivières, Canada
Series: Leading School Transformation This book is about developing young leaders in schools. It argues that we need to generate broad-based distributed leadership within, between and across schools to be certain of lasting change and improvement.
Series: Contexts of Learning Detailing practices that have proved effective alongside relevant case examples, this book analyses contributions from diverse countries facing common challenges, showing the way ahead for Family-School-Community Relations. June 2009: 234x156: 256pp Hb: 978-0-415-47949-3: £80.00 eBook: 978-0-203-87566-7
NEW
A Practical Guide for University and College Management
2008: 216x138: 192pp Hb: 978-0-415-41957-4: £70.00 Pb: 978-0-415-41958-1: £17.99
Beyond the Bureaucracy Steve Denton, Leeds Metropolitan University, UK and Sally Brown, Leeds Metropolitan University, UK Written for the Higher Education manager, this is a highly accessible text that offers practical guidance on managing the day-to-day life of colleges and universities throughout the academic year. It takes a proactive approach and offers a range of best practice examples and solutions for resolving dilemmas that arise in a rapidly changing environment. August 2009: 304pp Hb: 978-0-415-99717-1: £90.00 Pb: 978-0-415-99718-8: £24.99 eBook: 978-0-203-87455-4
Series: Leadership for Learning Series This book addresses the interconnected issues of quality and accountability within the education system and provides a coherent framework within which the issues of quality and accountability can be analysed.
Raising the Stakes From Improvement to Transformation in the Reform of Schools Brian J. Caldwell, University of Melbourne, Australia and Jim Spinks, Education Consultant, Australia Series: Leading School Transformation Breaking new ground by showing how to deploy all available resources – from finance to staff to culture to other organisations, Raising the Stakes provides an understanding of the breadth of resources that are needed in order to provide a quality education to all students. 2007: 216x138 Hb: 978-0-415-44045-5: £70.00 Pb: 978-0-415-44046-2: £18.99 eBook: 978-0-203-93997-0
December 2009: 234x156: 224pp Hb: 978-0-415-37873-4: £75.00 Pb: 978-0-415-37874-1: £22.99 • AVAILABLE AS AN INSPECTION COPY
ORDER NOW!
See Order Form in the centre of this catalogue
+44 (0)1235 400524
Fax: +44 (0)20 7017 6699
www.routledge.com/education
LEADERSHIP, MANAGEMENT AND ADMINISTRATION
NEW
Emotional Dimensions of Educational Administration and Leadership Edited by Eugenie. A Samier and Michèle Schmidt, Simon Fraser University, Canada Exploring foundational theories for emotional dimensions of educational administration and leadership this collection covers a broad range of topics, such as ethics, personality, social justice, gender discrimination and organisational culture. January 2009: 234x156: 256pp Hb: 978-0-415-47697-3: £75.00
Connecting Leadership and Learning Principles for Practice Edited by John MacBeath, University of Cambridge, UK and Neil Dempster, Griffith University, Australia This book returns us to some fundamental questions about the purpose of schools, the nature of learning and the qualities of leadership which make schools authentic places of learning.
Distributed Leadership According to the Evidence Kenneth Leithwood, Blair Mascall and Tiiu Strauss Although not new, the concept of distributed (shared) leadership has re-emerged in recent years as one highly promising response to the complex challenges currently faced by schools. Responding productively to these challenges far exceeds the capacities of any individual leader. If schools are to flouish in the future, they will need to enlist the collective expertise of many more of their members and stakeholders than they have in the past. The purpose of this volume is to both present and synthesize the best available evidence about the nature, causes and effects of distributed school leadership. The book also clarifies common misunderstandings about distributed leadership and identifies promising implicatons for practice and for future research.
An International Perspective Edited by Mark Brundrett, University of Manchester, UK and Megan Crawford, Institute of Education, University of London, UK School leaders now have to be financial and resource managers in addition to their traditional knowledge base. This book asks important questions about the provision of leadership courses, including whether models of leadership studies derived from the business and industry are relevant to schools? 2008: 234x156: 208pp Hb: 978-0-415-43572-7: £90.00 eBook: 978-0-203-92882-0
Sponsored by the University Council of Educational Administration (UCEA), the British Educational Leadership, Management, and Administration Society (BELMAS), and the Commonwealth Council for Educational Administration and Management (CCEAM), this is the first book to provide a comprehensive and comparative review of what is known about the preparation and development of primary and secondary schools leaders across the globe. It describes current issues and debates and an assessment of where the field of leadership development is headed.
The Future of Educational Change International Perspectives Edited by Ciaran Sugrue, University of Cambridge, UK
The State of the Field
Developing School Leaders
Jacky Lumby, University of Southhampton, UK, Gary Crow and Petros Pashiardis, Open University of Cyprus
2008: 522pp Hb: 978-0-415-98847-6: £105.00 Pb: 978-0-8058-6387-1: £55.00
2008: 312pp Hb: 978-0-8058-6422-9: £85.00 Pb: 978-0-415-99217-6: £27.99 eBook: 978-1-4106-1857-3
Educational Administration and History 2008: 234x156: 208pp Hb: 978-0-415-45292-2: £80.00 Pb: 978-0-415-45295-3: £22.99 eBook: 978-0-203-89464-4
International Handbook on the Preparation and Development of School Leaders
This timely book provides a systematic overview and critique of contemporary approaches to educational change from some of the best-known writers and scholars in the field.
Edited by Tanya Fitzgerald, Unitec Institute of Technology, New Zealand and Helen Gunter, University of Manchester, UK This book offers readers a valuable insight into continuing and contemporary debates in the field of educational administration and history and the authors offer a refreshing interpretation of these debates. This book highlights the extent to which these debates remain a contemporary concern. 2008: 246x174: 120pp Hb: 978-0-415-46887-9: £70.00
2008: 234x156: 256pp Hb: 978-0-415-43107-1: £80.00 Pb: 978-0-415-43108-8: £22.99 eBook: 978-0-203-93142-4
Improving Schools and Educational Systems International Perspectives Edited by Alma Harris, Institute of Education, University of London, USA and Janet Hageman Chrispeels, University of California, San Diego, USA Series: Contexts of Learning Combining the most effective school improvement projects from around the world within one comprehensive text, this book presents an overview of detailed analyses of a wide variety of international initiatives that have given achievable results.
Political Approaches to Educational Administration and Leadership Edited by Eugenie A. Samier, Simon Fraser University, Canada and with Adam G. Stanley, Samuel Robertson Secondary School, Canada Series: Routledge Research in Education This collection explores the political philosophy and theoretical foundations of educational administration and leadership as they influence our understanding, analysis and practice in the field.
2008: 234x156: 336pp Pb: 978-0-415-47931-8: £23.99 2008: 330pp Hb: 978-0-415-96207-0: £60.00 eBook: 978-0-203-92867-7
E-mail: education@routledge.com
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15
16
HIGHER EDUCATION
NEW
NEW
NEW
Academic and Professional Identities in Higher Education
Engaging with Feedback in Higher Education
Higher Education Marketing
The Challenges of a Diversifying Workforce
The Complete Guide
A Professional’s Guide to Strategic Theory and Practice
Edited by Celia Whitchurch, University of London, UK and George Gordon, University of Strathclyde, UK
Phil Race and Ruth Pickford, Leeds Metropolitan University, UK
Edited by David Roberts, The Knowledge Partnership, UK
An accessible and jargon-free read, Higher Education teaching professionals and staff developers will find Feedback in Higher Education is a valuable and reliable resource, proving that give-and-take feedback between students and academics results in a mutually beneficial and rewarding teaching and learning experience.
Effective marketing, recruitment and retention of students is imperative for university funding. This is the first book to provide practical strategic guidance for those implementing and managing Higher Education marketing. Built upon original research this informative book provides practical guidance to marketers and senior managers who have responsibility for developing and then executing marketing strategies.
Series: International Studies in Higher Education The latest volume in the Routledge International Studies in Higher Education Series, Academic and Professional Identities in Higher Education reviews global trends in the management and development of staff in higher education, and uses international case studies to demonstrate innovation and good practice.
December 2009: Hb: 978-0-415-80062-4: £70.00 Pb: 978-0-415-80063-1: £22.99
May 2009: 272pp Hb: 978-0-415-42051-8: £75.00 Pb: 978-0-415-42052-5: £22.99
December 2009: 272pp Hb: 978-0-415-99090-5: £80.00
NEW NEW
Argumentation in Higher Education Improving Practice through Theory and Research Richard Andrews, Institute of Education, University of London, UK
GATS and the Global Politics of Higher Education Antoni Verger, Universiteit van Amsterdam, the Netherlands Series: Studies in Higher Education
A professional guide written to support teaching excellence in Higher Education, Argumentation in Higher Education offers Professors, lecturers and researchers informative and practical guidance for implementing effective argumentation skills into their teaching practices. This book is written in a highly accessible style and aims to make the complex topic of argumentation much more open and transparent. Grounded in empirical research and theory, this text explores the generic aspects of argumentation that are relevant to lecturers across higher education disciplines.
The General Agreement on Trade in Services (GATS) has furthered international pressure towards the liberalization of education all over the world. Antoni Verger explores the constitution of global liberalization entailed by the GATS as well as the opposition to this process.
August 2009: 224pp Hb: 978-0-415-99500-9: £70.00 Pb: 978-0-415-99501-6: £21.99
A Handbook for Teaching and Learning in Higher Education
May 2009: 224pp Hb: 978-0-415-99882-6: £60.00
NEW 3RD EDITION
Enhancing Academic Practice
NEW
Collaborative Working in Higher Education The Social Academy Lorraine Walsh and Peter Kahn, University of Liverpool, UK Collaborative working is increasingly becoming a key feature of academic life in Higher Education. Traditionally, university culture supported individual research and scholarship. Today, the academic role has shifted from a focus on the individual to a focus on the group or team. Collaborative Working in Higher Education takes the reader on a journey of examination, discussion, reflection and suggestions for developing practice via a broad overview of the key aspects of collaboration and collaborative working, informed by focused case studies and an international perspective provided by contributing authors. August 2009: 224pp Hb: 978-0-415-99166-7: £90.00 Pb: 978-0-415-99167-4: £22.99 eBook: 978-0-203-87292-5
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Edited by Stephanie Marshall, Leadership Foundation for Higher Education, UK, Heather Fry, Imperial College, University of London, UK and Steve Ketteridge, Queen Mary, University of London, UK The Handbook is sensitive to the competing demands of teaching, research and scholarship, academic management. Against the contexts, the book focuses on developing professional academic skills for teaching. Dealing with the rapid expansion of the use of technology in higher education and widening student diversity, the fully updated and expanded edition includes new material on for example, e-learning, lecturing to large groups, formative and summative assessment, and supervising research students. January 2009: 246x189: 544pp Hb: 978-0-415-43463-8: £95.00 Pb: 978-0-415-43464-5: £27.99 eBook: 978-0-203-89141-4 • AVAILABLE AS AN INSPECTION COPY
+44 (0)1235 400524
NEW
How to Recruit and Retain Higher Education Students A Handbook of Good Practice Tony Cook and Brian S. Rushton, both at University of Ulster, UK This is an invaluable resource for academic staff, administrators and policy makers involved in student recruitment and improving student retention in HE. It offers practical advice on how universities can reach out into the community and influence the expectations of prospective students so that they are better able to make sensible decisions about choosing both courses and institutions. July 2009: 256pp Hb: 978-0-415-99088-2: £85.00 Pb: 978-0-415-99089-9: £22.99 eBook: 978-0-203-87730-2
NEW
Improving Learning by Widening Participation in Higher Education Edited by Miriam E. David, Institute of Education, University of London, UK, Gareth Parry, Sheffield University, UK, Diane Reay, University of Cambridge, UK, Anna Vignoles, Institute of Education, University of London, UK, Julian Williams, Manchester University, UK, Ann-Marie Bathmaker, University of the West of England, UK, Gill Crozier, Roehampton University, UK, Pauline Davis, University of Manchester, UK, Hubert Ertl, Oxford University, UK, Alison Fuller, Southampton University, UK, Geoff Hayward, Oxford University, UK, Sue Heath, University of Southampton, UK and Chris Hockings, University of Wolverhampton, UK Series: Improving Learning The book presents a strong rationale for improving learning for diverse students from a range of socio-economic, ethnic/racial and gender backgrounds within higher education, and for adults across the life course. August 2009: 216x138: 224pp Hb: 978-0-415-49541-7: £75.00 Pb: 978-0-415-49542-4: £21.99
Fax: +44 (0)20 7017 6699
www.routledge.com/education
HIGHER EDUCATION
NEW
NEW
NEW
Improving Learning in College
International Perspectives on the Governance of Higher Education
Universities, Ethics and Professions
Alternative Frameworks for Coordination
Edited by John Strain and Peter Jarvis, both at University of Surrey, UK and Ronald Barnett, University of London, UK
Rethinking Literacies Across the Curriculum Roz Ivanic and David Barton, both at University of Lancaster, UK, June Smith, Richard Edwards, Greg Mannion and Kate Miller, all at University of Stirling, UK, Marilyn Martin-Jones, Zoe Fowler, Independent Researcher, Buddug Hughes, University of Wales, Bangor, UK, Candice Satchwell, Lancaster University and Blackpool & The Fylde College, UK Series: Improving Learning This book explores the reading and writing associated with learning subjects across the college curriculum and considers ways of changing teaching practices to enable students to reach their full potential. February 2009: 216x138: 232pp Hb: 978-0-415-46911-1: £75.00 Pb: 978-0-415-46912-8: £21.99 eBook: 978-0-203-88142-2
NEW
Improving What is Learned at University
Edited by Jeroen Huisman, University of Bath, UK Series: International Studies in Higher Education Essential reading for policy makers, institutional leaders, managers, advisors, and scholars in the field of higher education, International Perspectives on the Governance of Higher Education analyzes how higher education systems of governance have evolved in recent years. An authoritative overview that questions why some systems of governance have persisted while others have experienced patterns of change, it further looks at how governments shape the policy-making process in higher education in an effort to secure particular policy outcomes. February 2009: Hb: 978-0-415-98933-6: £75.00 eBook: 978-0-203-88335-8
NEW
Edited by Malcolm Tight, University of Lancaster, UK, Ka Ho Mok, The University of Hong Kong Jeroen Huisman, University of Bath, UK and Christopher Morphew, University of Georgia, USA
NEW
This volume is a detailed and up-to-date reference work providing an authoritative overview of the main issues in higher education around the world today. Consisting of newly commissioned chapters and impressive journal articles, it surveys the state of the discipline and includes the examination and discussion of emerging, controversial and
Series: Improving Learning
NEW
International Organizations and Higher Education Policy Thinking Globally, Acting Locally? Edited by Roberta Malee Bassett, The World Bank, USA and Alma Maldonado-Maldonado, University of Arizona, USA Series: International Studies in Higher Education International Organizations and Higher Education Policy critically analyzes the impact influential organizations have at different levels of higher education policy development and implementation. July 2009: 324pp Hb: 978-0-415-99043-1: £95.00 eBook: 978-0-203-87666-4
Today every businesses and organization needs to impress stakeholders with its ethics policy. This reflects the increasing emphasis on ethics in public and professional life, evident in the way the UK Council for Industry and Higher Education encourages universities to develop their own ethics policies. Universities, Ethics and Professions helps the reader to understand the impact on universities of an array of ethical demands in recruitment, teaching and research. March 2009: 200pp Hb: 978-0-415-99119-3: £75.00
John Brennan, Rob Edmunds and John Richardson, all at The Open University, UK, Muir Houston, University of Stirling, UK, David Jary, Yann Lebeau, University of East Anglia, UK and Michael Osborne, University of Glasgow, UK
September 2009: 216x138: 176pp Hb: 978-0-415-48015-4: £75.00 Pb: 978-0-415-48016-1: £21.99
Series: Key Issues in Higher Education
The Routledge International Handbook of Higher Education
An Exploration of the Social and Organisational Diversity of University Education
This book provides a unique insight into ’what is really learned at university’ and how much it differs between students and between the universities they attend, challenging notions of ’best’ or ’top’ universities.
Debate and Scrutiny
cutting edge areas.
Christine Musselin Series: Studies in Higher Education The management of faculty careers is a critical issue in university autonomy and in many countries recent reforms have increasingly addressed this area. Musselin examines this crucial issue through the use of exhaustive empirical research – including over 200 interviews – on academic job hiring practices and faculty career patterns. September 2009: 224pp Hb: 978-0-415-99683-9: £60.00
World Yearbook of Education 2008 Geographies of Knowledge, Geometries of Power: Framing the Future of Higher Education
March 2009: 544pp Hb: 978-0-415-43264-1: £110.00 eBook: 978-0-203-88222-1
NEW
Teaching, Learning and Research in Higher Education A Critical Approach Mark Tennant, Sydney University of Technology, Australia, Cathi McMullen, Charles Sturt University, Australia and Dan Kaczynski, Central Michigan University, USA Written to enhance the practice of teaching, learning, and research in higher education, this text offers a combination of critical perspective and practical advice. Ideally suited for individuals who are interested in learning how to enhance their practice through the analysis of critique. The aim is to promote a critical understanding of one’s own developing practices, and offers advice on how to best position onself as a worker in contemporary academic life. August 2009: 192pp Hb: 978-0-415-96272-8: £85.00 Pb: 978-0-415-96263-6: £22.99 eBook: 978-0-203-87591-9
The Market for Academics
Edited by Debbie Epstein, Cardiff University, UK, Rebecca Boden, Rebecca Boden, University of Wales, Cardiff, UK, Rosemary Deem, Fazal Rizvi, University of Illinois, USA and Susan Wright, Denmark University Series: World Yearbook of Education series This volume examines higher education in globalized conditions through a focus on the spatial, historic and economic relations of power in which it is embedded. Distinct geometries of power are emerging as the knowledge production capability of universities is increasingly globalized. Thus distinctive geographies of knowledge are being produced, intersected by geometries of power and raising questions about the recognition, production, control and usage of universityproduced knowledge in different regions of the world. 2007: 352pp Hb: 978-0-415-96378-7: £85.00
E-mail: education@routledge.com
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HIGHER EDUCATION
NEW
World Yearbook of Education 1965-2009 Series: World Yearbook of Education series March 2009: 234x156 Hb: 978-0-415-54836-6: £2375.00
Achieving Success through Academic Assertiveness Real Life Strategies for Today’s Higher Education Students Jennifer Moon Academic Assertiveness is an essential capability that is required of students who wish to achieve academic and professional success. Written for students who are aiming to achieve college success, Achieving Success through Academic Assertiveness: Real life strategies for today’s higher education students focuses on the challenges that learners face and encourages positive actions that support triumphs in learning situations. Jennifer Moon creatively explores the importance of this emerging topic and how assertiveness is linked to the process of learning and overall student development, critical thinking and academic achievement. 2008: 216pp Hb: 978-0-415-99142-1: £70.00 Pb: 978-0-415-99143-8: £13.99 eBook: 978-0-203-88720-2 • AVAILABLE AS AN INSPECTION COPY
Higher Education and Sustainable Development
Online Social Networking on Campus
Paradox and Possibility
Understanding What Matters in Student Culture
Stephen Gough and William Scott, both at University of Bath, UK
Ana M. Martínez Alemán, Boston College, USA and Katherine Lynk Wartman
Series: Key Issues in Higher Education
This is a professional guide for Higher Education faculty and Student Affairs administrators, which rigorously examines college students’ use of online social networking sites and how they use these to develop relationships both on and off campus. Most importantly, it investigates how college students use online sites to explore and makes sense of their identities. Providing information taken from interviews, surveys and focus group data, the book presents an ethnographic view of social networking that will help Student Affairs administrators, Information Technology administrators, and faculty better understand and provide guidance to the ’neomillennials’ on their campuses.
This book examines whether it is actually possible to mandate, plan, monitor and evaluate the higher education sector’s route to the production of educated, innovative, independent, self-determining, critical individuals while at the same time achieving a range of wider policy goals on the side. Illustrated by seven in-depth case studies this book is essential reading for the international higher education research community, policy-makers, university managers, students and non-Governmental organizations in the development, environment and social policy sectors. 2008: 234x156: 208pp Hb: 978-0-415-41652-8: £80.00 eBook: 978-0-203-93842-3
Interdisciplinary Learning and Teaching in Higher Education Theory and Practice Edited by Balasubramanyam Chandramohan, Kingston University, UK and Stephen Fallows, University of Chester, UK
Challenges and Opportunities Peter N. Stearns, George Mason University, USA
International Assistance and State-University Relations Jo Bastiaens, Katholieke Hogeschool Mechelen, Belgium
Arti Kumar Showing how to integrate personal development planning (PDP) activities into teaching in higher education. This book is packed with; activities, exercises, lesson plans, resources, reflective questionnaires, skills audits and case studies.
Teaching in Transnational Higher Education Enhancing Learning for Offshore International Students Edited by Michelle Wallace and Lee Dunn This book focuses upon the current and emerging issues in transnational teaching and learning, discussing the implications for learners in transnational higher education. Including contributions from Jude Carroll and Betty Leask.
Series: Studies in Higher Education This book explores the goals, efforts and outcomes of international assistance to higher education over the past three decades and investigates how these have impacted changing State-university relations.
2008: 260pp Hb: 978-0-415-99074-5: £60.00 eBook: 978-0-203-88816-2
See Order Form in the centre of this catalogue
SOARing to Success
2008: 234x156: 296pp Hb: 978-0-415-42359-5: £85.00 Pb: 978-0-415-42360-1: £23.99
2008: 184pp Hb: 978-0-415-34131-8: £85.00 Pb: 978-0-415-34130-1: £24.99 eBook: 978-0-203-92870-7
2008: 240pp Hb: 978-0-415-99023-3: £90.00 Pb: 978-0-415-99024-0: £22.99 eBook: 978-0-203-88518-5
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Personal, Academic and Career Development in Higher Education
Grounded in research and exploring the issues and tensions provoked by interdisciplinary learning, this is the first book to provide practical advice and guidance from around the world to improve the quality of teaching and learning within this area.
Educating Global Citizens in Colleges and Universities
This book provides distinctive analysis of the full range of expressions in global education at a crucial time, when international competition rises, tensions with American foreign policy both complicate and motivate new activity, and a variety of innovations are taking shape. Citing best practices at a variety of institutions, the book provides practical coverage and guidance in the major aspects of global education, including curriculum, study abroad, international students, collaborations and branch campuses, while dealing as well with management issues and options. The book is intended to guide academic administrators and students in higher education, at a point when international education issues increasingly impinge on all aspects of college or university operation.
2008: 168pp Hb: 978-0-415-99019-6: £85.00 Pb: 978-0-415-99020-2: £24.99 eBook: 978-0-203-88496-6
+44 (0)1235 400524
2008: 296pp Hb: 978-0-415-42053-2: £80.00 Pb: 978-0-415-42054-9: £26.99 eBook: 978-0-203-93062-5
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www.routledge.com/education
OPEN/DISTANCE AND E-LEARNING, AND EDUCATIONAL TECHNOLOGY
HIGHER EDUCATION
Towards the Virtuous University
Structuring Mass Higher Education
NEW
The Moral Bases of Academic Practice
The Role of Elite Institutions
Jon Nixon, Liverpool Hope University, UK
Edited by David Palfreyman, New College, University of Oxford, UK and Ted Tapper, Oxford Centre for Higher Education Policy Studies, UK
Changing Language Education Through CALL
Series: Key Issues in Higher Education Written for higher education academics, staff developers, policy makers and leaders, this book aims to tackle a subject that is at the heart of higher education today: the nature of a ’good university’.
2008: 176pp Hb: 978-0-415-33533-1: £80.00 eBook: 978-0-203-41597-9
Researching Learning in Higher Education An Introduction to Contemporary Methods and Approaches Glynis Cousin Series: SEDA Series This book presents contemporary approaches to researching university teaching and learning to address this rising demand. The author provides a much needed comprehensive yet basic approach for conducting this type of research. This book is an invaluable resource for anyone interested in up to date theories and methods for conducting teaching and learning research in Higher Education. 2008: 272pp Hb: 978-0-415-99164-3: £75.00 Pb: 978-0-415-99165-0: £22.99 eBook: 978-0-203-88458-4
Structure and Agency in the Neoliberal University Edited by Joyce E. Canaan, Birmingham City University, UK and Wesley Shumar, Drexel University, USA Series: Routledge Research in Education This volume brings together a set of largely ethnographic articles written from a critical perspective that consider how current transitions in post-secondary education are impacting on higher education (HE) institutions.
2008: 328pp Hb: 978-0-415-95672-7: £60.00 eBook: 978-0-203-92768-7
Series: International Studies in Higher Education Structuring Mass Higher Education defines and highlights what makes an ‘elite’ university – something which institutions must strive for in order to gain their position as global players.
Edited by Randall P. Donaldson and Margaret A. Haggstrom, both at Loyola College of Maryland, USA This practical text brings together sixteen internationally respected experts in second-language acquisition and computer technologies, focusing on the language-learning process and the teacher’s role in facilitating this through the use of CALL. January 2009: 234x156: 304pp Hb: 978-0-415-36187-3: £75.00 Pb: 978-0-415-54387-3: £20.00
NEW
Digital Discourse
2008: 368pp Hb: 978-0-415-42604-6: £95.00 eBook: 978-0-2038-8972-5
New Directions for Technology-Enhanced Learning Denise Whitlock
Student Engagement in Higher Education Theoretical Perspectives and Practical Approaches for Diverse Populations Edited by Shaun R. Harper, University of Pennsylvania, USA and Stephen John Quaye, University of Maryland, College Park, USA This important volume fills a longstanding void in higher education and student affairs literature. The editors and authors make clear that diverse populations of students experience college differently and encounter group-specific barriers to success. Informed by relevant theories, each chapter focuses on a different population for whom research confirms that engagement and connectivity to the college experience are problematic. 2008: 368pp Hb: 978-0-415-98850-6: £75.00 Pb: 978-0-415-98851-3: £21.99 eBook: 978-0-203-89412-5 • AVAILABLE AS AN INSPECTION COPY
Written to promote e-learning excellence, Digital Discourse outlines and illustrates the effectiveness of computer mediated discourse in teaching and technology-enhanced learning courses. Grounded in pedagogical research conducted through The Institute of Educational Technology at the Open University, this book provides evidence of the mediating role of such discourse in the development of thinking and also in the construction of different communities of practice. It includes further examples in the US that show how e-learning environments provide enriched learning opportunities offered by a dialogic approach. September 2009: 176pp Hb: 978-0-415-99021-9: £75.00 Pb: 978-0-415-99022-6: £24.99
NEW
Distance and Blended Learning in Asia Colin Latchem, Open learning consultant, Australia and Insung Jung, International Christian University, Japan Series: The Open and Flexible Learning Series
The University and its Disciplines Teaching and Learning within and Beyond Disciplinary Boundaries Carolin Kreber, University of Edinburgh, UK University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, learning and assessment.
Distance and Blended Learning in Asia is a unique and comprehensive overview of open, distance learning (ODL)and information and communication technology (ICT) in Asian education and training. Broad in coverage, this book also critically examines ODL and ICT experiences in Iran, Turkey, Japan and the Phillipines – drawing conclusions from the successes and failures, and recommending ways in which planning, management and practice may be further developed. June 2009: 272pp Hb: 978-0-415-99409-5: £75.00 Pb: 978-0-415-99410-1: £23.99 eBook: 978-0-203-87877-4
2008: 272pp Pb: 978-0-415-96521-7: £22.99 eBook: 978-0-203-89259-6 • AVAILABLE AS AN INSPECTION COPY
E-mail: education@routledge.com
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OPEN/DISTANCE AND E-LEARNING, AND EDUCATIONAL TECHNOLOGY
NEW
NEW
Instructional-Design Theories and Models, Volume III
Students’ Experiences of e-learning in Higher Education
Building a Common Knowledge Base
The Ecology of Sustainable Innovation
Edited by Charles M. Reigeluth, Indiana University, USA and Alison A. Carr-Chellman, Pennsylvania State University, USA
Robert Ellis and Peter Goodyear
Instructional-Design Theories and Models begins the daunting task of developing a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies that constitute the field. February 2009: 432pp Hb: 978-0-8058-6456-4: £27.99
NEW
Learning Theory, Design and Educational Technology Edited by Linda Harasim, Simon Fraser University, Canada Readers will find Learning Theory and Educational Technology transforms years of research and field experience into a state-of-the-art Handbook. It provides a synthesis of the key advances in e-learning theory, the key frameworks of research and clearly links the theory and research to successful learning practice. This volume is also an important read for anyone involved in education – trainers, teachers, faculty, administrators and instructional designers working in e-learning and for those with significant practice who wish to advance their knowledge and understanding of the field. November 2009: 288pp Hb: 978-0-415-99975-5: £70.00 Pb: 978-0-415-99976-2: £22.99
NEW
Learning with Digital Games A Practical Guide to Engaging Students in Higher Education Nicola Whitton Series: The Open and Flexible Learning Series Learning with Digital Games provides an accessible, straightforward introduction to the field of computer game-based learning. Up to date with current trends and the changing learning needs of today’s students, this text offers friendly guidance, and is unique in its focus on post-school education and its pragmatic view of the use of computer games with adults.
Series: The Open and Flexible Learning Series Grounded in relevant international research, Student’s Experiences of e-learning in Higher Education helps academic instructors and university managers understand how e-learning relates to, and can be integrated with, other student experiences of learning, such as learning in lectures, seminars and laboratories, as well as private study. A distinctive feature of the book is that it foregrounds the students’ experience of learning, emphasizing the importance of the ways students interpret the challenges set for them, their conceptions of learning and their approaches to learning. August 2009: 224pp Hb: 978-0-415-98935-0: £80.00 Pb: 978-0-415-98936-7: £24.99
Educating Learning Technology Designers Guiding and Inspiring Creators of Innovative Educational Tools Edited by Chris DiGiano, Google Inc., USA Shelley Goldman, Stanford University, USA and Michael Chorost, Independent consultant and writer What is the best way to train designers to create high-quality educational technologies? Distilling the wisdom of expert instructors and designers, this cutting-edge guide offers a clear, accessible balance of theory and practical examples. 2008: 376pp Hb: 978-0-8058-6471-7: £80.99 Pb: 978-0-8058-6472-4: £27.99 eBook: 978-0-203-35721-7
e-Learning and Social Networking Handbook Resources for Higher Education
Computer Assisted Language Learning Martha Pennington Series: Routledge Studies in Computer Assisted Language Learning Computer-assisted language learning (CALL) is an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element. This books provides an up-to date and comprehensive overview of computer-assisted language learning. November 2008: 234x156 Hb: 978-0-415-36188-0: £60.00 eBook: 978-0-203-01218-5
Economics of Distance and Online Learning Theory, Practice and Research Edited by William J. Bramble, University of New Mexico and Santosh Panda, Indira Gandhi National Open University, India This book provides a comprehensive overview of the organizational models of distance and online learning from an international perspective and from the point of view of economic planning, costing and management decision-making.
August 2009: 208pp Hb: 978-0-415-99774-4: £85.00 Pb: 978-0-415-99775-1: £22.99 eBook: 978-0-203-87298-7
Robin Mason, The Open University, UK and Frank Rennie, The University of Highlands and Islands Millennium Institute, UK Student engagement with digital learning resources and online social networking are strong forces in education today. How can these resources best be utilized by educators and course designers in higher education? This book aims to provide the reader with enough background information to appreciate the value of social networking, especially for distributed education. Through highlighting the most relevant, interesting, and challenging aspects of e-Learning the book provides practical advice for using social networking tools in course design. 2008: 208pp Hb: 978-0-415-42606-0: £80.00 Pb: 978-0-415-42607-7: £24.99 eBook: 978-0-203-92776-2
Emergent Computer Literacy A Developmental Perspective Helen Mele Robinson, CUNY/The College of Staten Island, USA Series: Routledge Research in Education Robinson adds exceptional insight into†how children become literate in a technological society and offers necessary tools for researchers and academics to†understand how young children interact with computers both at home and in a school setting.
NEW
A Practical Guide to Authentic e-Learning Jan Herrington, Thomas Reeves and Ron Oliver
2008: 312pp Hb: 978-0-415-96388-6: £73.99 Pb: 978-0-415-96389-3: £24.99 eBook: 978-0-203-89298-5
Series: Connecting with E-learning A Practical Guide to Authentic e-Learning provides the tools to apply authentic e-learning principles across a range of disciplines, with practical guidance on design, development, implementation and evaluation.
2008: 216pp Hb: 978-0-415-96131-8: £60.00 eBook: 978-0-203-88791-2
December 2009: 224pp Hb: 978-0-415-99799-7: £75.00 Pb: 978-0-415-99800-0: £20.99
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See Order Form in the centre of this catalogue
+44 (0)1235 400524
Fax: +44 (0)20 7017 6699
www.routledge.com/education
OPEN/DISTANCE AND E-LEARNING, AND EDUCATIONAL TECHNOLOGY
The e-Revolution and Post-Compulsory Education
2ND EDITION
Using e-Business Models to Deliver Quality Education
A Practical Guide
Edited by Jos Boys, London Metropolitan University, UK and Peter Ford, Nottingham University, UK
Now available from Routledge, this classic text is a must-have resource for anyone teaching online or for instructors supplementing a traditional classroom with online elements. It is also appropriate for students enrolled in Distance Learning and Ed Technology Masters Programs.
Discussing what is meant by e-business and why e-business approaches are relevant to universities and colleges, this book considers debates about ICT and higher education to explore the provision of post-secondary education as a whole.
2008: 234x156: 176pp Hb: 978-0-415-41986-4: £80.00 Pb: 978-0-415-41987-1: £24.99
Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators Edited by The AACTE Committee on Innovation and Technology, USA This Handbook addresses the concept and implementation of technological pedagogical content knowledge – the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas.
2008: 336pp Hb: 978-0-8058-6355-0: £90.00 Pb: 978-0-8058-6356-7: £33.99 eBook: 978-1-4106-1818-4
Plagiarism, the Internet, and Student Learning Improving Academic Integrity
NEW
Teaching Online
Causation in Educational Research Keith Morrison, Macau Inter-University Institute, Macau, China
Susan Ko and Steve Rossen
A Multimodal Approach
Containing worked examples from both qualitative and quantitative research, Causation in Educational Research provides a manual for practice, underpinned by a rigorous analysis of key issues from philosophy, sociology and psychology. It will appeal to new and established researchers, readers of educational research, social science students and academics.
Carey Jewitt, Institute of Education, University of London, UK
May 2009: 246x174: 256pp Hb: 978-0-415-49648-3: £75.00 Pb: 978-0-415-49649-0: £19.99
2008: 352pp Pb: 978-0-415-99690-7: £22.99 • AVAILABLE AS AN INSPECTION COPY
Technology, Literacy, Learning
This book sets out a framework for rethinking the three key areas of schooling that are most affected by technology’s impact on education today: knowledge as curriculum, learning and pedagogy, and literacy across the curriculum. 2008: 234x156: 192pp Pb: 978-0-415-47883-0: £22.99
NEW 2ND EDITION
Doing Research/Reading Research Re-interrogating Education Paul Dowling and Andrew Brown, both at Institute of Education, University of London, UK
2ND EDITION
This best-selling text provides a scheme which enables the beginning researcher to organize and evaluate the research that they read and to plan and implement small scale research projects of their own.
Handbook of Distance Education Second Edition Edited by Michael Grahame Moore The second edition of this award-winning book continues the mission of its predecessor, to provide a comprehensive compendium of research in all aspects of distance education, arguably the most significant development in education over the past quarter century. While the book deals with education that uses technology, the focus is on teaching and learning and how its management can be facilitated through technology. This volume will be of interest to anyone engaged in distance education at either the K-12 or college level. It is also appropriate for corporate and government trainers and for administrators and policy makers in all these environments. 2007: 720pp Hb: 978-0-8058-5847-1: £110.00 eBook: 978-1-4106-1764-4
Wendy Sutherland-Smith, Monash University, Australia Written for Higher Education educators, managers and policy-makers, Plagiarism, the Internet and Student Learning combines theoretical understandings with a practical model of plagiarism and aims to explain why and how plagiarism developed. It offers a new way to conceptualize plagiarism and provides a framework for professionals dealing with plagiarism in higher education.
RESEARCH METHODS
August 2009: 246x174: 224pp Pb: 978-0-415-37602-0: £23.99 • AVAILABLE AS AN INSPECTION COPY
NEW
Educational Dialogues Understanding and Promoting Productive Interaction Karen Littleton and Christine Howe Educational Dialogues provides a clear, accessible and well illustrated case for the importance of dialogue and its role in developing non-passive interactive learning.
View an prod uct o y nl by cl ickin ine g the t itle li on sting
This prestigious collection of leading international researchers represents the cutting-edge of the field and draws upon a broad range of theoretical perspectives to provide one of the most comprehensive overviews currently available of this important subject. November 2009: 234x156: 310pp Hb: 978-0-415-46215-0: £75.00 Pb: 978-0-415-46216-7: £24.99
2008: 240pp Hb: 978-0-415-43292-4: £75.00 Pb: 978-0-415-43293-1: £21.99 eBook: 978-0-203-92837-0
E-mail: education@routledge.com
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RESEARCH METHODS
NEW
NEW
Academic Writing and Publishing
Introductory Statistics
Quantitative Methods in the Social and Behavioral Sciences
A Practical Handbook
A Guided Tour Edited by William B. Ware, University of North Carolina, USA, John M. Ferron, University of South Florida, USA and Barbara M. Miller This comprehensive and uniquely organized text is aimed at undergraduate and graduate level statistics courses in education and psychology. An organization scheme built around common issues and problems rather than statistical techniques allows students to understand the conceptual nature of statistical procedures. December 2009: 512pp Hb: 978-0-8058-3651-6: £140.00 Pb: 978-0-415-99600-6: £50.00 • AVAILABLE AS AN INSPECTION COPY
Publishing Pedagogies for the Doctorate and Beyond Edited by Claire Aitchison, Barbara Kamler and Alison Lee This book is a vital text for both supervisors and their doctoral students. It guides you through mounting pressures, and provides ways to increase research publication outputs in a consistent and systematic way. November 2009: 234x156: 224pp Hb: 978-0-415-48018-5: £80.00 Pb: 978-0-415-48019-2: £22.99
NEW
Qualitative Educational Research Readings in Reflexive Methodology and Transformative Practice Wendy Luttrell, Harvard Graduate School of Education, USA This is a one-volume compilation of readings designed to deepen education students’ thinking about their qualitative research purposes, questions, and decision-making. Focusing on various epistemological, intellectual, and ethical conflicts in doing social analysis, the book invites researchers-in-training to explore why, from what perspective, for whose benefit, and with what stakes are research questions being posed.
Gregory R. Hancock and Ralph O. Mueller This unique reference book is specifically designed for peer reviewers of manuscripts or proposals in the social and behavioral sciences. Its 33 chapters cover virtually all of the classic and emerging statistical techniques that reviewers need to be familiar with in order to evaluate a manuscript’s methodological approach to data analysis. The chapters are not designed to teach but to update readers on a particular technique’s key principles, appropriate usage, underlying assumptions, and limitations. It will also serve as a handy reference when designing one’s own research.
Researching Violence, Democracy and the Rights of People John F. Schostak, Manchester Metropolitan University, UK and Jill Schostak, University of East Anglia, UK This book explores what is at stake methodologically for researchers seeking to expand opportunities for people to become visible upon the public stages of debate, decision making and action, making audible their experiences of wrongs and injustices. September 2009: 234x156: 224pp Hb: 978-0-415-47877-9: £75.00 Pb: 978-0-415-47878-6: £22.99
Edited by David L. Gast This book is written for student researchers, practitioners, and university faculty who are interested in answering applied research questions and objectively evaluating educational and clinical practices.
NEW
Qualitative Research in International Settings
3RD EDITION
You and Your Action Research Project Jean Mcniff, Educational Consultant and Jack Whitehead, University of Bath, UK
See Order Form in the centre of this catalogue
Series: Inquiry and Pedagogy Across Diverse Contexts Series This text introduces readers to definitions and examples of arts-based educational research, presents tensions and questions in the field, and provides exercises for practice. It weaves together critical essays about arts-based research in the literary, visual, and performing arts with examples of artistic products of arts-based research that illuminate by example.
The Authentic Dissertation Alternative Ways of Knowing, Research and Representation Four Arrows AKA Don Trent Jacobs, Northern Arizona University, USA The Authentic Dissertation is a road map for students who want to make their dissertation more than a series of hoop-jumping machinations that cause them to lose the vitality and meaningfulness of their research.
2008: 234x156: 272pp Hb: 978-0-415-44222-0: £80.00 Pb: 978-0-415-44223-7: £22.99
This book gives practical guidance on doing an action research project. Written for practitioners across professions who are studying on award-bearing courses, this book is packed full of useful advice and takes the reader through the various stages of a project.
Doing Visual Research with Children and Young People
August 2009: 234x156: 216pp Hb: 978-0-415-48708-5: £75.00 Pb: 978-0-415-48709-2: £22.99
This book explores the methodological, ethical, representational and theoretical issues surrounding image based research with children and young people.
June 2009: 234x156: 160pp Hb: 978-0-415-28057-0: £75.00 Pb: 978-0-415-28058-7: £19.99
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Edited by Melisa Cahnmann-Taylor and Richard Siegesmund, both at University of Georgia, USA
2008: 272pp Hb: 978-0-8058-6379-6: £75.00
Single-Subject Research Methodology in Behavioral Sciences
NEW
Professionals in the fields of education, health and the social services are increasingly required to carry out research, evaluation and reviews. Qualitative Research in International Settings will be an invaluable resource for all postgraduates.
Foundations for Practice
NEW
August 2009: 464pp Hb: 978-0-8058-6276-8: £110.00 Pb: 978-0-8058-6277-5: £32.50 eBook: 978-0-203-87793-7 • AVAILABLE AS AN INSPECTION COPY
David Stephens, University of Brighton, UK
2008: 234x156: 208pp Hb: 978-0-415-45321-9: £80.00 Pb: 978-0-415-45322-6: £19.99 eBook: 978-0-203-92798-4
Arts-Based Research in Education
NEW
September 2009: 458pp Hb: 978-0-415-95795-3: £70.00 Pb: 978-0-415-95796-0: £21.99 • AVAILABLE AS AN INSPECTION COPY
A Practical Guide
This readable and lively guide is an invaluable Handbook for postgraduates and lecturers new to publishing, with direct advice based on up to date research that goes beyond that given in current textbooks.
A Guide for Researchers and Reviewers
December 2009 Hb: 978-0-415-96507-1: £110.00 Pb: 978-0-415-96508-8: £50.00
NEW
James Hartley, University of Keele, UK
Edited by Pat Thomson, University of Nottingham, UK
2008: 234x156: 240pp Hb: 978-0-415-43109-5: £85.00 Pb: 978-0-415-43110-1: £23.99
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www.routledge.com/education
RESEARCH METHODS
Handbook of Design Research Methods in Education
Guide to Publishing a Scientific Paper
2ND EDITION
Innovations in Science, Technology, Engineering, and Mathematics Learning and Teaching
Ann M. Körner, Professional editor and writer, USA
Perspectives and Practices
Anthony E. Kelly, George Mason University, USA, Richard A. Lesh, Indiana University, USA and John Y. Baek, George Mason University, USA This Handbook presents the latest thinking and current examples of design research in education. The defining book for the field, it is designed as a guide for doctoral students, early career researchers, and cross-over researchers from fields outside of education interested in supporting innovation in educational settings through conducting design research. 2008: 560pp Hb: 978-0-8058-6058-0: £140.00 Pb: 978-0-8058-6059-7: £65.00 eBook: 978-1-4106-1794-1
Generalizing from Educational Research Beyond Qualitative and Quantitative Polarization Edited by Kadriye Ercikan, University of British Columbia, Canada and Wolff-Michael Roth, University of Victoria, Canada Tackling one of the most critical issues in education research today - how research methods are related to value and meaningfulness - this frontline volume presents an integrated approach to educational inquiry, where the focus is on creating meaningful findings that are not polarized by qualitative versus quantitative methodologies. This approach allows readers to better understand possibilities and shortcomings of different types of research. 2008: 320pp Hb: 978-0-415-96381-7: £75.00 Pb: 978-0-415-96382-4: £22.99 eBook: 978-0-203-88537-6
Globalizing the Research Imagination Edited by Jane Kenway and Johannah Fahey, both at Monash University, Australia This thought-provoking book for students and researchers critically interrogates the various ways in which globalization reshapes research and investigates the challenges that globalization poses for the social sciences and humanities.
2008: 234x156: 152pp Hb: 978-0-415-41221-6: £85.00 Pb: 978-0-415-41222-3: £19.99
Research With Children
This book provides researchers in every field of the biological, physical and medical sciences with all the information necessary to prepare, submit for publication, and revise a scientific paper.
Edited by Pia Christensen, The Research Unit for General Practice, Denmark and Allison James, University of Sheffield, UK Research with Children is a new resource book on the methodology of childhood research. Leading and new researchers within the social studies of childhood discuss epistemology and methodology, showing the links between theory and practice. 2008: 234x156: 312pp Hb: 978-0-415-41683-2: £85.00 Pb: 978-0-415-41684-9: £23.99 eBook: 978-0-203-96457-6
2008: 216x138: 120pp Hb: 978-0-415-45265-6: £70.00 Pb: 978-0-415-45266-3: £10.99 eBook: 978-0-203-93875-1
Researching Education from the Inside Investigations from within
The Methodological Dilemma Creative, Critical and Collaborative Approaches to Qualitative Research Edited by Kathleen Gallagher, University of Toronto, Canada Both thought-provoking and challenging to the way research is planned and undertaken this vital new book will equip researchers with a variety of critical, creative and post-positivist solutions to dilemmas that plague qualitative research.
Edited by Pat Sikes, University of Sheffield, UK and Anthony Potts, LaTrobe University, Bendigo, Australia Insider researchers need to consider five distinct stages that can lead to ethical dilemmas. This book covers these stages whist considering important issues such as: Access, Choice of research methods, Confidentiality and anonymity and Interpretation of findings. These vital issues are discussed by an impressive range of contributors in this ground-breaking book, making it an invaluable resource for anyone participating in Insider Research. 2008: 234x156: 200pp Hb: 978-0-415-43593-2: £80.00 Pb: 978-0-415-43594-9: £23.99 eBook: 978-0-203-93235-3
2008: 234x156: 288pp Hb: 978-0-415-46061-3: £80.00 Pb: 978-0-415-46062-0: £23.99 eBook: 978-0-203-92717-5
Revolutionizing Education Youth Participatory Action Research in Motion
Qualitative Research
Edited by Julio Cammarota, Julio Cammarota and Michelle Fine, City University of New York, USA
Challenging the Orthodoxies in Standard Academic Discourse(s) Edited by Sandra G. Kouritzin and Nathalie A.C. Piquemal, both at University of Manitoba, Canada and Renee Norman, University College of the Fraser Valley, BC, Canada Series: Inquiry and Pedagogy Across Diverse Contexts Series Evocative and provocative, this book presents the points of view of (often junior) scholars in the social sciences whoused non-standard methods or writing practices to challenge the ’research-as-usual’ paradigm in the academy. The authors discuss their lived personal experiences, as well as their struggles and eventual successes. 2008: 296pp Hb: 978-0-8058-4837-3: £75.00 Pb: 978-0-8058-4838-0: £24.99 eBook: 978-0-203-88682-3
A definitive statement of YPAR as it relates to education with an informative combination of theory and practice, this edited collection addresses both the political challenges and inherent power imbalances of conducting research with young people. 2008: 256pp Hb: 978-0-415-95615-4: £75.00 Pb: 978-0-415-95616-1: £19.99 eBook: 978-0-203-93210-0
Using Action Research to Improve Instruction An Interactive Guide for Teachers John E. Henning, Jody M. Stone and James L. Kelly, all at University of Northern Iowa, USA This comprehensive, easy-to-understand book provides a guide to action research methods grounded in sources of data. Its highly interactive format enables readers to more quickly design and carry out successful action research in the classroom. 2008: 224pp Hb: 978-0-415-99173-5: £70.00 Pb: 978-0-415-99174-2: £20.99 eBook: 978-0-203-88729-5 • AVAILABLE AS AN INSPECTION COPY
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RESEARCH METHODS
Using Social Theory in Educational Research
An Ethical Approach to Practitioner Research
A Practical Guide
Dealing with Issues and Dilemmas in Action Research
Mark Dressman, University of Illinois at Urbana-Champaign, USA This book introduces the major schools of social theory, their basic concepts, and their general applicability to educational issues. 2008: 234x156: 184pp Hb: 978-0-415-43640-3: £85.00 Pb: 978-0-415-43641-0: £22.99
Voice in Qualitative Inquiry Challenging Conventional, Interpretive, and Critical Conceptions in Qualitative Research Edited by Alecia Y. Jackson, Appalachian State University, USA and Lisa A. Mazzei, Manchester Metropolitan University, UK Voice in Qualitative Inquiry is a critical response to conventional, interpretive, and critical conceptions of voice in qualitative inquiry. A select group of contributors focus collectively on the question, ’What does it mean to work the limits of voice?’ from theoretical, methodological, and interpretative positions, and the result is an innovative challenge to traditional notions of voice. This compelling collection will challenge those who conduct qualitative inquiry to think differently about how they collect, analyze, and represent meaning using the voices of others, as well as their own. 2008: 234x156: 264pp Hb: 978-0-415-44220-6: £85.00 Pb: 978-0-415-44221-3: £23.99 eBook: 978-0-203-89188-9
Vygotsky and Research Harry Daniels Looking at L.S. Vygotsky’s original thesis, this book provides readers with an overview of the implications for research of the theoretical work and discusses Vygotsky’s own approach to research methods. Followed by an exploration of the research practices which have arisen in fields which have developed on the basis of the original thesis, chapters provide accounts of specific studies which illustrate the underlying methodological principles and the specific methods which are being deployed. The book closes with some proposals for future developments at both methodological and conceptual levels. 2008: 234x156: 224pp Hb: 978-0-415-39592-2: £80.00 Pb: 978-0-415-39593-9: £23.99 eBook: 978-0-203-89179-7
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Radical Research
Edited by Anne Campbell, Leeds Metropolitan University, UK and Susan Groundwater-Smith, University of Sydney, Australia Drawing on the expertise of international researchers and academics from America, Australia and Europe, the book provides invaluable support to the novice researcher and illuminates some of the more intricate issues for the more experienced research practitioner. Packed with detailed and thought-provoking examples this book contains both theoretical analyses of ethical matters and offers practical advice to practitioner and action researchers across the fields of schools hospitals and community and family settings.
Designing, Developing and Writing Research to Make a Difference John Schostak and Jill Schostak, both at University of East Anglia, UK Radical Research shows how to design, develop and write radical research under conditions where ’normal’ research rules apply and it offers a ground-breaking and proven alternative to traditional research techniques. 2007: 234x156: 304pp Hb: 978-0-415-39927-2: £85.00 Pb: 978-0-415-39928-9: £24.99 eBook: 978-0-203-93992-5
Thesis and Dissertation Writing in a Second Language A Handbook for Supervisors
2007: 234x156: 208pp Hb: 978-0-415-43087-6: £85.00 Pb: 978-0-415-43088-3: £24.99 eBook: 978-0-203-93927-7
Brian Paltridge, University of Sydney, Australia and Sue Starfield, University of New South Wales, Australia
Quantitative Data Analysis in Education A Critical Introduction Using SPSS Paul Connolly, Queens University, Belfast ’Thank you! In his book Quantitative Data Analysis A critical introduction using SPSS, Professor Paul Connolly has produced a masterpiece for researchers who ’Don’t do numbers’, and have found themselves having amassed a desk full of quantitative data now needing analysis Empathetic, incredulous, ingenious! ... I have no hesitation in recommending this book to students and researchers who need a working knowledge of using SPSS.’ – ESCalate, Higher Education Academy An accessible and user-friendly guide to quantitative data analysis in educational research, aimed at those with little or no prior knowledge of statistical methods. 2007: 246x174: 288pp Hb: 978-0-415-37297-8: £85.00 Pb: 978-0-415-37298-5: £22.99 eBook: 978-0-203-94698-5
A Handbook for supervisors working with undergraduate and postgraduate non-native speaker students writing a thesis or dissertation in English. 2007: 234x156: 200pp Hb: 978-0-415-37170-4: £85.00 Pb: 978-0-415-37173-5: £21.99 eBook: 978-0-203-96081-3
Using Narrative Inquiry as a Research Method An Introduction to Using Critical Event Narrative Analysis in Research on Learning and Teaching Leonard Webster and Patricie Mertova, both at Monash University, Australia Providing a much needed up-to-date introduction to the topic of narrative inquiry, this book investigates how this method can effectively be applied as a means of research in a range of contexts, including flexible, open and distance learning or workplace learning. 2007: 234x156: 152pp Hb: 978-0-415-37905-2: £85.00 Pb: 978-0-415-37906-9: £20.99 eBook: 978-0-203-94626-8
6TH EDITION
Research Methods in Education Louis Cohen, Loughborough University, UK, Lawrence Manion and Keith Morrison, Inter-University Institute of Macau, China This fully updated sixth edition of the international bestseller Research Methods in Education covers the whole range of methods currently employed by educational research at all stages. It is divided into five main parts: the context of educational research; planning educational research; styles of educational research; strategies for data collection and researching; and data analysis. The book also contains references to a comprehensive dedicated website of accompanying materials. 2007: 246x189: 656pp Hb: 978-0-415-37410-1: £90.00 Pb: 978-0-415-36878-0: £25.99 eBook: 978-0-203-02905-3
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SOCIOLOGY OF EDUCATION
NEW
NEW
NEW
Critical Pedagogies of Consumption
Handbook of Asian Education
Living and Learning in the Shadow of the ’Shopocalypse’
Yong Zhao, Michigan State University, USA
The Routledge International Handbook of the Sociology of Education
Edited by Jennifer A. Sandlin, Arizona State University, USA and Peter McLaren, University of California, Los Angeles, USA Series: Sociocultural, Political, and Historical Studies in Education Series Distinguished international scholars from a wide range of disciplines explore consumption and its relation to learning, identity development, and education. Readers will learn about a variety of ways in which learning and education intersect with consumption. October 2009: 264pp Hb: 978-0-415-99789-8: £75.00 Pb: 978-0-415-99790-4: £24.99
This comprehensive and authoritative Handbook describes educational practices in Asia and explains and interprets these practices from cultural, historical, and economic perspectives. It documents the accomplishments and achievements of Asian education and also discusses the challenges it faces. Using a clearly explained civilization-based framework, the volume is structured in five sections, each devoted to educational practices in a particular Asian civilization (Sinic, Japanese, Hindu, Islamic, Buddhist). December 2009: 912pp Hb: 978-0-8058-6445-8: £135.00 Pb: 978-0-8058-6444-1: £60.00 eBook: 978-1-4106-1874-0
NEW NEW
Education and Culture Jocey Quinn, London Metropolitan University, UK Series: Routledge Research in Education Quinn presents a radical new perspective on the interrelationships between education and culture. Rather than viewing education in isolation from major cultural debates, she demonstrates how culture shapes education and education shapes culture.
Edited by Michael W. Apple, University of Wisconsin, USA, Stephen J. Ball, University of London, UK and Luis Armand Gandin This collection brings together the work of a group of the world’s leading sociologists of education to explore and address key issues and concerns within the discipline. The chapters draw upon theory and research to provide ’state of the art’ accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality. The topics which are addressed are of international relevance and significance.
Mathematics Teaching, Learning, and Liberation in the Lives of Black Children
November 2009: 246x174: 480pp Hb: 978-0-415-48663-7: £110.00
Edited by Danny Bernard Martin, University of Illinois at Chicago, USA
NEW
Series: Studies in Mathematical Thinking and Learning Series With issues of equity at the forefront of mathematics education research and policy, this collection offers authoritative scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities.
November 2009: 192pp Hb: 978-0-415-99405-7: £60.00
NEW
Education and Poverty in Affluent Countries
The Routledge International Companion to Multicultural Education Edited by James A. Banks, University of Washington, Seattle, USA This volume is the first authoritative reference work to provide a truly comprehensive international description and analysis of multicultural education around the world.
Edited by Carlo Raffo, University of Manchester, UK Series: Routledge Research in Education This unique book brings together scholarship and analysis from some of the most influential scholars on education to provide a comprehensive mapping of research evidence and policy strategies about education and poverty in affluent countries.
June 2009: 416pp Hb: 978-0-8058-6463-2: £85.00 Pb: 978-0-8058-6464-9: £35.00 eBook: 978-0-203-87770-8
October 2009: 172pp Hb: 978-0-415-99880-2: £60.00
NEW
March 2009: 592pp Hb: 978-0-415-96230-8: £110.00 eBook: 978-0-203-88151-4
The Routledge International Handbook of Critical Education
NEW
NEW
Foundations of Critical Race Theory in Education Edited by Edward Taylor, University of Washington, Seattle, USA, David Gillborn, University of London, UK and Gloria Ladson-Billings, University of Wisconsin-Madison, USA Foundations of Critical Race Theory in Education is a groundbreaking anthology of the foundational writings of Critical Race Theory as it pertains specifically to Education.
Edited by Michael W. Apple, University of Wisconsin, USA, Wayne Au, California State University, Fullerton, USA and Luis Armando Gandin, Federal University of Rio Grande do Sul, Porto Alegre, Brazil The Routledge International Handbook of Critical Education is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling.
February 2009: 512pp Hb: 978-0-415-95861-5: £110.00 eBook: 978-0-203-88299-3
Social Inequalities (Re)formed Consulting Pupils about Learning Madeleine Arnot and Diane Reay, both at University of Cambridge, UK There is now considerable international interest in pupil consultation, fuelled to some extent by the encouragement of personalized/individualized learning strategies and the involvement of pupils in their learning. This book draws on an in-depth empirical sociological study which consulted eight to fourteen year old pupils from a variety of ethnic and class backgrounds in different school settings. July 2009: 234x156: 224pp Hb: 978-0-415-41198-1: £75.00 Pb: 978-0-415-41199-8: £22.99
February 2009: 376pp Hb: 978-0-415-96143-1: £75.00 Pb: 978-0-415-96144-8: £22.99
E-mail: education@routledge.com
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SOCIOLOGY OF EDUCATION
Cultural Education-Cultural Sustainability
Education and the Family
Minority, Diaspora, Indigenous and Ethno-Religious Groups in Multicultural Societies
Leon Feinstein, Kathryn Duckworth and Ricardo Sabates, Institute of Education, University of London, UK
Edited by Zvi Bekerman, Hebrew University of Jerusalem, Israel and Ezra Kopelowitz, Research Success Technologies, Israel
Passing Success Across the Generations
Series: Foundations and Futures of Education An analysis of the role of policy in challenging self-perpetuating social advantage in education. This book takes the view that policy mechanisms are an essential part of overturning the persistence of social class differences and barriers to equality of opportunity.
This volume is a path-breaking contribution to the study of efforts of Diaspora, indigenous, and minority groups, broadly defined, to use education (formal and informal) to sustain cultural continuity while grappling with the influences and demands of wider globalizing, nationalizing, or other homogenizing and assimilatory forces. 2008: 448pp Hb: 978-0-8058-5724-5: £80.00 Pb: 978-0-415-99590-0: £28.99 eBook: 978-0-203-93836-2
2ND EDITION
Culture in School Learning Revealing the Deep Meaning
2008: 224pp Pb: 978-0-8058-4108-4: £18.99 eBook: 978-0-203-92943-8 • AVAILABLE AS AN INSPECTION COPY
Educating the Gendered Citizen Sociological Engagements with National and Global Agendas Madeleine Arnot, University of Cambridge, UK
2008: 216x138: 240pp Hb: 978-0-415-39636-3: £80.00 Pb: 978-0-415-39637-0: £23.99 eBook: 978-0-203-89492-7
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This benchmark 6-volume set presents a comprehensive body of research on the history of multicultural education in the U.S. These volumes bring together archival documents spanning the last 30-40 years to analyze the development, implementation, and interpretation of multicultural education. 2008 Hb: 978-0-415-98889-6: £380.00
History of Multicultural Education Conceptual Frameworks and Curricular Issues
History of Multicultural Education Foundations and Stratifications 2008: 408pp Hb: 978-0-8058-5441-1: £80.00
Feminism and ’The Schooling Scandal’ Christine Skelton, University of Birmingham, UK and Becky Francis, Roehampton University, UK Feminism and ’The Schooling Scandal’ brings together feminist contributions from two generations of educational researchers, evaluating and celebrating the field of gender and education. The focus throughout is on the years of compulsory schooling, examining key concepts in gender and education identified and developed by international thinkers in educational feminism. 2008: 234x156: 192pp Hb: 978-0-415-45509-1: £75.00 Pb: 978-0-415-45510-7: £22.99 eBook: 978-0-203-88433-1
History of Multicultural Education Instruction and Assessment 2008: 360pp Hb: 978-0-8058-5443-5: £80.00
History of Multicultural Education Policy and Policy Initiatives 2008: 248pp Hb: 978-0-8058-5445-9: £80.00
History of Multicultural Education Students and Student Leaning 2008: 432pp Hb: 978-0-8058-5447-3: £80.00
History of Multicultural Education Teachers and Teacher Education
Handbook of Social Justice in Education
2008: 408pp Hb: 978-0-8058-5449-7: £80.00
Edited by William Ayers, University of Illinois at Chicago, USA, Therese Quinn, The School of the Art Institute of Chicago, USA and David Stovall, University of Illinois at Chicago, USA
Focusing on the relationship between gender, education and citizenship, this book explores, from a feminist perspective, how the concept of citizenship has been used in relation to gender, and how young people are being prepared for male and female forms of citizenship.
2008: 234x156: 272pp Hb: 978-0-415-40805-9: £80.00 Pb: 978-0-415-40806-6: £22.99 eBook: 978-0-203-88992-3
Edited by Carl A. Grant and Thandeka K. Chapman, both at University of Wisconsin, Milwaukee, USA
2008: 400pp Hb: 978-0-8058-5439-8: £80.00
Etta R. Hollins, University of Southern California, Los Angeles, USA This text presents a powerful process for developing a teaching perspective based on constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying a reflective-interpretive-inquiry approach to making linkages between students’ cultural and experiential backgrounds and classroom instruction.
History of Multicultural Education, 6 - Volume Set
The Handbook of Social Justice in Education is a comprehensive, up-to-date review of the field, addressing from multiple perspectives, education theory, research, and practice in historical and ideological context, with an emphasis on social movements for justice.
2008: 792pp Hb: 978-0-8058-5927-0: £170.00 Pb: 978-0-8058-5928-7: £50.00
+44 (0)1235 400524
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www.routledge.com/education
SOCIOLOGY OF EDUCATION
Minority Status, Oppositional Culture, & Schooling Edited by John U. Ogbu, University of California, Berkeley, USA Series: Sociocultural, Political, and Historical Studies in Education Series This book is the definitive and final presentation of John Ogbu’s cultural ecological model and the many debates that his work has sparked during the past decade. Organized as a dialogue between John Ogbu and the scholarly community, Minority Status, Oppositional Culture, and Schooling is essential reading for anyone interested in the study of the academic achievement gap. 2008: 688pp Hb: 978-0-8058-5103-8: £90.00 Pb: 978-0-8058-5104-5: £28.99 eBook: 978-0-203-93196-7
Race, Gender and Educational Desire Why black women succeed and fail Heidi Safia Mirza, Middlesex University, UK This book reveals the emotional and social consequences of gendered difference and racial division as experienced by black and ethnicised women, teachers and students in schools and universities, taking the topic in new, challenging directions.
TEACHER EDUCATION
Telling Stories to Change the World
NEW
Global Voices on the Power of Narrative to Build Community and Make Social Justice Claims
Improving Teachers’ Learning and Professional Development
Edited by Rickie Solinger, historian and curator, USA, Madeline Fox, The City University of New York, USA and Kayhan Irani, artist and activist, USA
Perspectives from Researching New Teachers James McNally, University of Strathclyde, UK
’It is difficult to underscore the importance of books like Telling Stories to Change the World. Indigenous Peoples are now revealing prophesies about an immanent end to dominant systems that are based on greed, corruption, materialism and an artificial separation from Nature, the very things that cause social and ecological injustice.... Books like this one remind us that we are all related and that an arts-based dialogue that allows oppressed people to tell their stories can help with this awakening.’ – Four Arrows, aka Jacobs, D.T., Teachers College, Record, October 16, 2008
Series: Improving Learning
This is a powerful collection of essays about community-based projects where storytelling is used as a strategy for speaking out for justice. Collectively these narratives demonstrate the contemporary power of stories to stimulate engagement.
NEW
Becoming a teacher is a process of a developing self-identity. An identity which can be understood and explained through this range of dimensions and their interrelationships. With this book, at last teachers and teacher educators can begin to understand this complex developmental process.
September 2009: 216x138: 176pp Hb: 978-0-415-49339-0: £75.00 Pb: 978-0-415-49340-6: £21.99
Perspectives on Supported Collaborative Teacher Inquiry Edited by David Slavit, Tamara Holmlund Nelson and Anne Kennedy, all at Washington State University Vancouver, USA
2008: 280pp Hb: 978-0-415-96079-3: £75.00 Pb: 978-0-415-96080-9: £18.99 eBook: 978-0-203-92806-6
Series: Routledge Research in Education This volume describes supported collaborative inquiry as a framework for teacher professional development. The chapters focus on the building of collaborative support structures, nurturing an inquiry stance, progressing through an inquiry process, as well as the various kinds of support mechanisms necessary to engage in SCTI.
Sociology of Education A Critical Reader Edited by Alan R. Sadovnik, Rutgers University, USA
2008: 234x156: 224pp Hb: 978-0-415-44875-8: £75.00 Pb: 978-0-415-44876-5: £22.99 eBook: 978-0-203-88865-0
Racism and Education Coincidence or Conspiracy?
This reader provides students with examples of both the best theory and research in the field. Through full, rather than excerpted primary source readings, the text presents the powerful insights of sociology in providing an understanding of the effects of schooling in contemporary society. 2007: 552pp Hb: 978-0-415-95496-9: £75.00 Pb: 978-0-415-95497-6: £23.99 • AVAILABLE AS AN INSPECTION COPY
February 2009: 208pp Hb: 978-0-415-99926-7: £60.00 eBook: 978-0-203-87654-1
David Gillborn, University of London, UK ’...a wonderful, rich book with a bold, audacious premise, clear writing, and a reader-friendly structure and plot line.’ – Richard Delgado, University of Pittsburgh, USA
NEW
Priorities in Teacher Education The 7 Key Elements of Pre-Service Preparation Clare Kosnik and Clive Beck, both at Ontario Institute for Studies in Education, University of Toronto, Canada
This book challenges the dominant assumptions and attitudes that shape education and is the first major study in the UK to adopt ’Critical Race Theory’ a radical new perspective on the nature of racism and public policy.
Advocating concentrating on certain priorities to ensure beginning teachers are prepared for the crucial tasks that will face them, this book discusses seven priorities through case studies.
2008: 234x156: 272pp Hb: 978-0-415-41897-3: £80.00 Pb: 978-0-415-41898-0: £22.99 eBook: 978-0-203-92842-4
March 2009: 234x156: 208pp Hb: 978-0-415-48126-7: £75.00 Pb: 978-0-415-48127-4: £17.99
E-mail: education@routledge.com
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TEACHER EDUCATION
NEW
Education in Popular Culture
Redefining Teacher Development
Telling Tales on Teachers and Learners
Jonathan Neufeld, Brock University, Canada
Roy Fisher, Ann Harris and Christine Jarvis, all at University of Huddersfield, UK
This book asserts that teacher development should remain the primary medium for school improvement. It aims to reinvigorate research into teacher development by focusing attention on theoretical areas that have been implied but not fully developed. July 2009: 234x156: 240pp Hb: 978-0-415-45431-5: £80.00 eBook: 978-0-203-87446-2
Demonstrating how popular culture both reflects and constructs social and professional ideas about the teacher, this book looks at a number of themes that are central to debates about education including bullying, underachievement and sexuality.
Improving Teacher Education through Action Research Edited by Ming-Fai Hui and David L. Grossman, both at The Hong Kong Institute of Education, Hong Kong Series: Routledge Research in Education This book presents a broad overview of a variety of methodologies that can be used to improve teacher preparation and professional development programs.
2008: 234x156: 221pp Hb: 978-0-415-33241-5: £80.00 Pb: 978-0-415-33242-2: £23.99 eBook: 978-0-203-08761-9
2ND EDITION
The Art of Teaching Science Inquiry and Innovation in Middle School and High School Jack Hassard, Georgia State University, USA and Michael Dias, Kennesaw State University, USA The Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, and integrates a wide variety of pedagogical learning tools. These tools involve inquiry and experimentation, reflection through writing and discussion, as well as experiences with students, science curriculum and pedagogy. 2008: 576pp Hb: 978-0-415-99612-9: £85.00 Pb: 978-0-415-96528-6: £34.99 eBook: 978-0-203-89296-1 • AVAILABLE AS AN INSPECTION COPY
Fostering Change in Institutions, Environments, and People A festschrift in Honor of Gavriel Salomon Edited by David C. Berliner and Haggai Kupermintz This volume is comprised of contributions from leading scholars in education and psychology. In part one of the book the authors provide insight into the psychology of change, examining: What factors work as catalysts for change in environments, institutions and people; What factors hinder change and When change is deemed beneficial In the second part of this volume the authors turn their attention to the issue of peace education. They examine the types of problems that societies and scholars should identify and try to solve in hopes of building more peaceful environments. The final chapter is a biography honoring Professor Gavriel (Gabi) Salomon, a significant contributor to the vast literature on change. 2008: 344pp Hb: 978-0-8058-6386-4: £60.00 eBook: 978-1-4106-1845-0
3RD EDITION
Changing Teacher Professionalism International Trends, Challenges and Ways Forward Edited by Sharon Gewirtz, King’s College, London, UK, Pat Mahony, Roehampton University, UK, Ian Hextall, Roehampton University, UK and Alan Cribb, King’s College London, UK Significant changes in the policy and social context of teaching over the last 30 years have had substantial implications for teacher professionalism. This collection of work by leading international scholars in the field makes a unique contribution to understanding both how these changes are impacting on teaching and how teachers might change their practice for the better. 2008: 234x156: 256pp Hb: 978-0-415-46777-3: £75.00 Pb: 978-0-415-46778-0: £22.99 eBook: 978-0-203-88726-4
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Handbook of Research on Teacher Education Enduring Questions in Changing Contexts Edited by Marilyn Cochran-Smith, Boston College, USA, Sharon Feiman-Nemser, Brandeis University, USA, D. John McIntyre, Southern Illinois University, USA and Kelly E. Demers, Associate Editor, Boston College, USA Reflecting the needs of educators today, this Third Edition aims to stimulate a broad conversation about foundational issues; bring multiple perspectives to bear, including historical perspectives; provide new specificity to topics that have been undifferentiated in the past; and include diverse voices in the conversation. 2008: 1392pp Hb: 978-0-8058-4776-5: £130.00 Pb: 978-0-8058-4777-2: £55.00 eBook: 978-0-203-93869-0
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2008: 210pp Hb: 978-0-415-95629-1: £60.00 eBook: 978-0-203-89537-5
Learning in School-University Partnership Sociocultural Perspectives Amy B.M. Tsui, The Chinese University of Hong Kong, Gwyn Edwards, Fran Lopez-Real, Tammy Kwan, Doris Law, Philip Stimpson, Rosina Tang and Albert Wong This volume looks at school-university partnerships from sociocultural perspectives of learning that view participation in social practice as fundamental to the process of learning. Its two major themes – school-university partnership and sociocultural and social theories of learning – have both been treated extensively in the literature. It is the bringing together of these two themes that makes this book unique. 2008: 200pp Hb: 978-0-8058-5316-2: £75.00 eBook: 978-0-203-89100-1 • AVAILABLE AS AN INSPECTION COPY
Enacting a Pedagogy of Teacher Education Values, Relationships and Practices Edited by Tom Russell, Queen’s University, Canada and John Loughran, Monash University, Australia Building on Loughran’s latest work Developing a Pedagogy of Teacher Education, this book focuses on how individuals enact pedagogy in the context of teacher education. Bringing together international contributions from practitioners and students, the book focuses on enacting educational and pedagogical values in personal practice and developing the interpersonal relationships that are so essential to quality teaching and learning. 2007: 234x156: 208pp Hb: 978-0-415-41899-7: £80.00 Pb: 978-0-415-41900-0: £23.99 eBook: 978-0-203-96244-2
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THEORY OF EDUCATION
NEW
NEW
NEW
Citizenship, Education and Social Conflict
Curriculum, Syllabus Design and Equity
Educational Theories, Cultures and Learning
Edited by Hanan Alexander, Halleli Pinson, both at Haifa University, Israel and Yossi Yonah, Ben Gurion University, Israel
A Primer and Model
A Critical Perspective
Edited by Allan Luke, Woods Annette and Katie Weir
Edited by Harry Daniels, Hugh Lauder and Jill Porter, all at University of Bath, UK
Series: Routledge Research in Education
Written for curriculum developers, policy makers and school curriculum leaders, as well as students and researchers, this useful, practical primer introduces and unpacks definitions of curriculum, syllabus, the school subject, and ’informed professionalism.’ With examples from the US, Canada, Europe and Asia, it provides a foundational structure for syllabus design work at system and school levels.
Series: Critical Perspectives on Education
This volume provides new perspectives into the challenges of citizenship education in the age of globalization and in the context of multicultural and conflict-ridden societies. May 2009: 208pp Hb: 978-0-415-99190-2: £60.00
NEW 2ND EDITION
Cultures of Curriculum Pamela Bolotin Joseph, University of Washington Bothell, USA Series: Studies in Curriculum Theory Series Using ’cultures of curriculum’ as a lens, this clear, compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society. It is designed to foster awareness, examination, and deliberation about the curricula planned for and carried out in classrooms and schools; to inspire conversations about theory and practice as well as political, social, and moral issues; and to expand critical consciousness about approaches to curriculum and practice. November 2009: 256pp Hb: 978-0-415-99186-5: £70.00 Pb: 978-0-415-99187-2: £20.99
Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education - learners and teachers.
April 2009: 232pp Hb: 978-0-415-80319-9: £75.00 Pb: 978-0-415-80320-5: £24.99
NEW
March 2009: 246x174: 256pp Hb: 978-0-415-49118-1: £80.00
2ND EDITION
Developments in Educational Psychology
NEW
Edited by Kevin Wheldall In this collection of essays, leading psychologists of education reflect on how far we have come in the last twenty five years. August 2009: 234x156: 224pp Hb: 978-0-415-46998-2: £80.00 Pb: 978-0-415-46993-7: £23.99 eBook: 978-0-203-87467-7
Knowledge, Values and Educational Policy A Critical Perspective Edited by Harry Daniels, University of Bath, UK, Hugh Lauder, University of Bath, UK and Jill Porter, University of Bath, UK Series: Critical Perspectives on Education Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Finally policies and practices relating to schools are considered.
NEW
Education, Autonomy and Critical Thinking
NEW 3RD EDITION
The Curriculum Studies Reader Edited by David J. Flinders, Indiana University, Bloomington, USA and Stephen J. Thornton, University of South Florida, USA Carefully balanced to engage with the history of curriculum studies while simultaneously looking ahead to its future, The Curriculum Studies Reader continues to be the most authoritative collection in the field.
Christopher Winch, King’s College London, UK Analysing the concepts of autonomy and critical thinking, this book explores their roles in mortality and politics and examines the part critical thinking has to play in fulfilling the educational aim of preparing young people for autonomy. January 2009: 234x156: 208pp Pb: 978-0-415-54392-7: £20.00
March 2009: 246x174: 320pp Hb: 978-0-415-49119-8: £80.00
January 2009: 464pp Hb: 978-0-415-96321-3: £75.00 Pb: 978-0-415-96322-0: £21.99 • AVAILABLE AS AN INSPECTION COPY
View an prod uct o y nl by cl ickin ine g the t itle li on sting
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THEORY OF EDUCATION
NEW
NEW
NEW
Handbook of Metacognition in Education
Languages of Education Republicanism and Protestantism
Philosophy of Education in the Era of Globalization
Edited by Douglas J. Hacker, University of Utah, USA, John Dunlosky, Kent State University, Ohio, USA and Arthur C. Graesser, University of Memphis, Tennessee, USA
Daniel Tröhler, University of Applied Sciences, Zurich, Switzerland
Edited by Yvonne Raley, Felician College, USA and Gerhard Preyer, Frankfurt University, Germany
Series: Studies in Curriculum Theory Series
Series: Routledge International Studies in the Philosophy of Education
Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this Handbook of focused and indepth discussions from leading scholars in the field sets the standard in scholarship for theoretical research and practical usage in this field. June 2009: 504pp Hb: 978-0-8058-6353-6: £140.00 Pb: 978-0-8058-6354-3: £59.99 eBook: 978-0-203-87642-8
In this landmark contribution to the study of the formation of the modern school, Daniel Tröhler applies one of the most recognized methods of historical research to an analysis of the ’language’ of the academic discipline of education. Arguing the value of looking at languages rather than arguments, this method of historical research is used to examine the background of different philosophies, theories, or arguments of education, specifically republicanism and Protestantism.
Rather than our having formed a global community, today’s society is more fragmented than ever. In light of this, education faces some formidable new challenges. The authors of this collection of essays explore these challenges, and they suggest some novel ways of dealing with them. July 2009: 208pp Hb: 978-0-415-99606-8: £60.00
December 2009: 160pp Hb: 978-0-415-99508-5: £49.95
NEW
Handbook of Motivation at School
NEW
Rethinking Contexts for Learning and Teaching
Edited by Kathryn Wentzel and Allan Wigfield, both at University of Maryland - College Park, USA
Neuroscience and Education
Communities, Activites and Networks
Approaching Interdisciplinary Research
Edited by Richard Edwards, University of Stirling, UK, Gert Biesta and Mary Thorpe, Open University, UK
NEW
The Handbook on Motivation at School provides the first comprehensive and integrated compilation of theory and research on children’s motivation at school. It covers the major theoretical perspectives in the field as well as their application to instruction, learning and social adjustment at school. In addition to reviewing the extant literature on motivation, it also provides an overview of new directions and issues for the field. June 2009: 656pp Hb: 978-0-8058-6284-3: £160.00 Pb: 978-0-8058-6290-4: £60.00 eBook: 978-0-203-87949-8
NEW
Paul Howard Jones
October 2009: 234x156: 240pp Hb: 978-0-415-47200-5: £75.00 Pb: 978-0-415-47201-2: £22.99 • AVAILABLE AS AN INSPECTION COPY
Handbook of Positive Psychology in Schools
NEW
Edited by Rich Gilman, E. Scott Huebner and Michael J. Furlong
The Essential Texts
National surveys consistently reveal that an inordinate number of students report high levels of boredom, anger, and stress in school, which often leads to their disengagement from critical learning and social development. If the ultimate goal of schools is to educate young people to become responsible and critically thinking citizens who can succeed in life, understanding factors that stimulate them to become active agents in their own leaning is critical. A new field labeled ’positive psychology’ is one lens that can be used to investigate factors that facilitate a student’s sense of agency and active school engagement. February 2009: 520pp Hb: 978-0-8058-6361-1: £125.00 Pb: 978-0-8058-6362-8: £55.00 eBook: 978-0-203-88408-9
Drawing upon a variety of academic disciplines this book explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research.
Neuroscience and Education is a new interdisciplinary area that promises to have immense impact on educational thinking. This book provides essential guidance for scientists, educators and policymakers interested in interpreting research that combines neuroscientific and educational concepts of learning. It also provides the researcher with a firm theoretical and practical basis for initiating new investigations.
Philosophy of Education Edited by Steven M. Cahn, The City University of New York, Graduate Center, USA This anthology is organized around ten of the most widely taught and read classic philosophers of education. From Plato to John Dewey, this book offers the ’essential texts’ that lay the foundation for education students’ course of study.
January 2009: 512pp Hb: 978-0-415-99755-3: £85.00 Pb: 978-0-415-99440-8: £25.99 • AVAILABLE AS AN INSPECTION COPY
February 2009: 234x156: 192pp Hb: 978-0-415-46775-9: £75.00 Pb: 978-0-415-46776-6: £22.99 eBook: 978-0-203-88175-0
NEW
The Social Psychology of the Classroom Elisha Babad, Hebrew University of Jerusalem, Israel Series: Routledge Research in Education Teachers often find that their training has not provided them with sufficient knowledge and understanding about underlying social forces and processes in their classrooms. Elisha Babad addresses this gap by examining the social psychology of the classroom and facilitating the application of social psychological knowledge in the classroom. July 2009: 288pp Hb: 978-0-415-99929-8: £60.00
NEW
The New Significance of Learning Imagination’s Heartwork Padraig Hogan Reviews the restricting consequences of older and newer forms of paternalism, in education, taking a historical perspective and offering a cohesive sustained argument. October 2009: 234x156: 224pp Hb: 978-0-415-54967-7: £75.00 Pb: 978-0-415-54968-4: £22.99
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THEORY OF EDUCATION
NEW
Globalization of Education
Handbook of School Counseling
The Worldliness of a Cosmopolitan Education
An Introduction
Edited by Hardin L.K. Coleman, University of Wisconsin, USA and Christine Yeh, University of San Francisco, USA
Passionate Lives in Public Service William F. Pinar, University of British Columbia, Canada Series: Studies in Curriculum Theory Series Pinar outlines a cosmopolitan curriculum focused on passionate lives in public service, providing one set of answers to how the field of curriculum studies accepts and attends to the inextricably interwoven relations among intellectual rigor, scholarly erudition, and intense but variegated engagement with the world. May 2009: 240pp Hb: 978-0-415-99550-4: £75.00 Pb: 978-0-415-99551-1: £23.99 eBook: 978-0-203-87869-9 • AVAILABLE AS AN INSPECTION COPY
Contemporary Theories of Learning Learning theorists in their own words Edited by Knud Illeris, Danish University of Education Contemporary Theories of Learning provides both the perfect desk reference and an ideal introduction for students. It will prove an authoritative guide for researchers and academics involved in the study of learning, and an invaluable resource for all those dealing with learning in daily life and work. 2008: 234x156: 256pp Hb: 978-0-415-47343-9: £75.00 Pb: 978-0-415-47344-6: £19.99 • AVAILABLE AS AN INSPECTION COPY
Essays on Pedagogy
Joel Spring, Queens College/City University of New York, USA Series: Sociocultural, Political, and Historical Studies in Education Series
Series: Counseling and Counseling Education The mission of this Handbook is to provide a comprehensive reference source that integrates counseling theory, research and practice into one volume. It is designed to meet the needs of entry-level practitioners from their initial placement in schools through their first three to five years of practice.
In this comprehensive overview of current research, theories, and models related to the globalization of education, Joel Spring introduces readers to the processes, institutions, and forces by which schooling has been globalized, and examines the impact of these forces on schooling in local contexts.
2008: 928pp Hb: 978-0-8058-5622-4: £125.00 Pb: 978-0-8058-5623-1: £49.99 eBook: 978-0-203-87480-6
2008: 264pp Hb: 978-0-415-98946-6: £70.00 Pb: 978-0-415-98947-3: £15.99 eBook: 978-0-203-88685-4 • AVAILABLE AS AN INSPECTION COPY
Interdisciplinary Education in the Age of Assessment
Handbook of Data-Based Decision Making in Education Theodore Kowalski and Thomas J. Lasley, both at University of Dayton, USA This forty-two chapter Handbook will be a major contribution to the literature of education. It will be a comprehensive, cross-disciplinary, research-based, and practice-based resource that all educators can turn to as a guide to data-based decision making.
Edited by David M. Moss, Terry A. Osborn and Douglas Kaufman, all at University of Connecticut, USA Interdisciplinary Education in the Age of Assessment addresses a prevalent need in educational scholarship today. Many current standards-enforced curricula follow strict subject-specific guidelines. By contrast, this book examines assessment models specific to interdisciplinary education, positioning itself as a seminal volume in the field and a valuable resource to educators across the disciplines looking to broaden their curriculum.
2008: 512pp Pb: 978-0-415-96504-0: £50.00 eBook: 978-0-203-88880-3
2008: 224pp Pb: 978-0-8058-5378-0: £23.99 eBook: 978-0-203-92944-5
Handbook of Moral and Character Education
International Handbook of Research on Conceptual Change
Edited by Larry P. Nucci, University of Illinois-Chicago, USA and Darcia Narvaez, Notre Dame University, USA
Stella Vosniadou, University of Athens
Robin Alexander In Essays on Pedagogy, Robin Alexander brings together some of his most powerful writing, drawing on his research in Britain and other countries over the past two decades.
Series: Educational Psychology Handbook
2008: 234x156: 224pp Hb: 978-0-415-45482-7: £80.00 Pb: 978-0-415-45483-4: £22.99
4TH EDITION
Key Concepts for Understanding Curriculum Colin J. Marsh, Curtin University of Technology, Australia Series: Teachers’ Library 2008: 234x156: 224pp Hb: 978-0-415-46577-9: £80.00 Pb: 978-0-415-46578-6: £25.99 • AVAILABLE AS AN INSPECTION COPY
There is widespread agreement that schools should contribute to students’ moral development and character formation. Currently 80% of states have mandates regarding character education. This apparent support for moral education, however, masks a high degree of controversy surrounding the meaning and the methods of moral and/or character education. The purpose of this Handbook is to replace the ideological rhetoric that infects this field with a comprehensive, research-oriented volume that includes the extensive changes that have occurred over the last fifteen years. Coverage includes the latest applications of developmental and cognitive psychology to moral and character education from preschool to college settings.
Series: Educational Psychology Handbook The study of conceptual change traces its heritage to the notions of paradigm (networks of shared beliefs, concepts, practices) and paradigm shift made famous by Thomas Kuhn. Kuhn’s work was quickly linked to developmental psychology (how knowledge develops) and to science education (teaching big, new ideas). This book is the first comprehensive review of the conceptual change movement and of the impressive research it has spawned on how knowledge develops and can be taught in different content areas. 2008: 768pp Hb: 978-0-8058-6044-3: £150.00 Pb: 978-0-8058-6045-0: £60.00 eBook: 978-0-203-87481-3
2008: 656pp Hb: 978-0-8058-5960-7: £90.00 Pb: 978-0-8058-5961-4: £55.00 eBook: 978-0-203-93143-1
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THEORY OF EDUCATION
TEACHING AND LEARNING
Levinas and Education
Theory and Educational Research
NEW
At the Intersection of Faith and Reason
Toward Critical Social Explanation
Edited by Denise Egéa-Kuehne, Louisiana State University, USA
Jean Anyon, CUNY Graduate Center, USA
Culturally Responsive Mathematics Education
Series: Routledge International Studies in the Philosophy of Education This first book-length collection on Levinas and education gathers new texts written especially for this volume, providing an introduction to some of Levinas’s major themes of ethics, justice, hope, hospitality, forgiveness, and more. 2008: 314pp Hb: 978-0-415-76385-1: £75.00 eBook: 978-0-203-89538-2
Learners, Learning and Educational Activity Judith Ireson, Institute of Education, University of London, UK Series: Foundations and Futures of Education Providing an accessible introduction to new ideas and recent developments in cognitive and socio-cultural perspectives on learning, this book reviews advances in selected topics that are especially relevant for teachers and other educators.
2008: 234x156: 176pp Hb: 978-0-415-41407-4: £80.00 Pb: 978-0-415-41406-7: £22.99 eBook: 978-0-203-92909-4
Moral Responsibility, Authenticity, and Education Ishtiyaque Haji, University of Calgary, Canada and Stefaan E. Cuypers, Katholieke Universiteit Leuven, Belgium Series: Routledge International Studies in the Philosophy of Education Drawing important, hitherto unnoticed connections between issues central in the philosophy of education and those pivotal in the free will debate, this book argues that these two sets of problems cannot be pursued in isolation from one another. 2008: 258pp Hb: 978-0-415-96468-5: £60.00 eBook: 978-0-203-89514-6
The Routledge International Encyclopedia of Education Edited by Gary McCulloch and David Crook, Institute of Education, University of London, UK The Routledge International Encyclopedia of Education is a unique and major resource for the field of education. It is a comprehensive, single-volume work, arranged alphabetically and comprising around 600 entries.
Throughout U.S. history, education policies, practices, and politics have been described and tested to yield empirical data, often with little attempt to place findings in a larger theoretical infrastructure that could provide them with increased explanatory, critical, or even liberatory power. This collection fills that void by taking the point of view that neither research nor theory alone is adequate to the task of social explanation. Instead, Jean Anyon and her collaborators argue that they imbricate and instantiate one another, forming and informing each other as the inquiry process unfolds.
Edited by Brian Greer and Swapna Mukhopadhyay, both at Portland State University, USA, Arthur B. Powell, Rutgers University, USA and Sharon Nelson-Barber, WestEd, USA Series: Studies in Mathematical Thinking and Learning Series This critical new collection presents mathematics education from a culturally responsive perspective and offers a broad perspective of mathematics as a significant, liberating intellectual force in our society. March 2009: 400pp Hb: 978-0-8058-6263-8: £75.00 Pb: 978-0-8058-6264-5: £35.00 eBook: 978-0-203-87994-8
NEW
2008: 216pp Hb: 978-0-415-99041-7: £75.00 Pb: 978-0-415-99042-4: £17.99 eBook: 978-0-203-89414-9
Mathematical Relationships in Education Identities and Participation
Visible Learning A Synthesis of Over 800 Meta-Analyses Relating to Achievement John Hattie, University of Auckland, New Zealand
Edited by Laura Black, University of Manchester, UK, Heather Mendick, London Metropolitan University, UK and Yvette Solomon, Lancaster University, UK
This ground-breaking book is the result of 15 years’ research and synthesises over 700 meta-analyses of the influences on achievement in school-aged students. It builds a story about the power of teachers and a model of learning and understanding. The research involves c. 200 million students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning.
Series: Routledge Research in Education
2008: 246x174: 392pp Hb: 978-0-415-47617-1: £80.00 Pb: 978-0-415-47618-8: £24.99 eBook: 978-0-203-88733-2
Edited by Sarah J. Howie, University of Pretoria, South Africa and Tjeerd Plomp, University of Twente, the Netherlands
While demand for the mathematically literate citizen increases, many learners continue to reject mathematics and experience it as excluding and exclusive, even when they succeed at it. In exploring this phenomenon, this volume examines the ways in which learners form particular relationships with mathematics in the context of formal schooling. May 2009: 266pp Hb: 978-0-415-99684-6: £60.00 eBook: 978-0-203-87611-4
Contexts of Learning Mathematics and Science Lessons Learned from TIMSS
A presentation of research results from an international study into the wide variety of factors which may influence achievement in mathematics or science.
How We Learn Learning and Non-Learning in School and Beyond Knud Illeris, Danish University of Education, Denmark
2008: 234x156: 440pp Pb: 978-0-415-47432-0: £22.99
How We Learn deals with the fundamental issues of the processes of learning, critically assessing different types of learning and obstacles to learning. It also considers a broad range of other important questions in relation to learning. 2007: 234x156: 304pp Hb: 978-0-415-43846-9: £80.00 Pb: 978-0-415-43847-6: £19.99 eBook: 978-0-203-93989-5
2008: 246x174: 760pp Hb: 978-0-415-27747-1: £135.00
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TEACHING AND LEARNING
Global Perspectives in the Geography Curriculum
Mathematics and Teaching
Reviewing the Moral Case for Geography
Michele D. Crockett, University of Illinois at Urbana-Champagne, USA
Alex Standish, Western Connecticut State University, USA
Series: Reflective Teaching and the Social Conditions of Schooling Series
Since the early 1990s, educational policy makers and some subject leaders have been seeking to fundamentally change the teaching of geography in UK and US schools, from a subject which encourages students to explore spatial concepts, ideas and skills, to a more ethics based subject. In this book the new approach is critically examined, within a historical and ideological context, addressing a number of fundamental questions. 2008: 234x156: 224pp Hb: 978-0-415-46895-4: £80.00 Pb: 978-0-415-47549-5: £22.99 eBook: 978-0-203-89083-7
Mathematics and Teaching uses case studies to explore complex and pervasive issues that arise in teaching. In this volume, school mathematics is the context in which to consider race, equity, political contexts and the broader social and cultural circumstances in which schooling occurs. 2008: 144pp Pb: 978-0-8058-4419-1: £16.99 eBook: 978-0-203-93021-2
Mathematics Teachers at Work Connecting Curriculum Materials and Classroom Instruction
Handbook of International Research in Mathematics Education
Edited by Janine T. Remillard, University of Pennsylvania, USA, Beth A. Herbel-Eisenmann, Michigan State University, USA and Gwendolyn M. Lloyd, Virginia Polytechnic Institute and State, USA
Edited by Lyn D. English, Queensland University of Technology, Australia
Series: Studies in Mathematical Thinking and Learning Series
2ND EDITION
The second edition continues this Handbook’s mission of bringing together important new mathematics education research that makes a difference in both theory and practice. This edition includes ten totally new chapters; all other chapters are thoroughly revised and updated.
2008: 944pp Hb: 978-0-8058-5875-4: £145.00 Pb: 978-0-8058-5876-1: £55.00 eBook: 978-0-203-93023-6
The Impact of Reform Instruction on Student Mathematics Achievement An Example of a Summative Evaluation of a Standards-Based Curriculum Thomas A. Romberg, University of Wisconsin Madison, USA and Mary C. Shafer, Northern Illinois University, USA Series: Studies in Mathematical Thinking and Learning Series Summarizing data derived from a study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life.
2008: 200pp Hb: 978-0-415-99009-7: £75.00 eBook: 978-0-203-89522-1
This book compiles and synthesizes existing research on teachers’ use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on those materials developed in response to the NCTM’s Principles and Standards for School Mathematics. Despite the substantial amount of curriculum development activity over the last 15 years, the book represents the first compilation of research on teachers and mathematics curriculum materials and the first volume with this focus in any content area in several decades. 2008: 400pp Hb: 978-0-415-99010-3: £85.00 eBook: 978-0-203-88464-5 • AVAILABLE AS AN INSPECTION COPY
Handbook of Research on Science Education Edited by Sandra K. Abell, University of Missouri, USA and Norman G. Lederman, Illinois Institute of Technology, USA This state-of-the art research Handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built. The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community. 2007: 1344pp Hb: 978-0-8058-4713-0: £195.00 Pb: 978-0-8058-4714-7: £65.00 eBook: 978-1-4106-1531-2
Improving Classroom Learning with ICT Rosamund Sutherland and Susan Robertson, both at University of Bristol, UK and Peter John, Thames Valley University, UK Series: Improving Learning Takes a holistic approach to using ICTs to enhance teaching and learning in the classroom. It weaves together evidence of teachers’ and learners’ experiences of ICT outside school, how policy and management issues impact on learning, and what actually happens when ICT is fully integrated into teaching and learning. 2008: 216x138: 256pp Hb: 978-0-415-46173-3: £75.00 Pb: 978-0-415-46174-0: £22.99 eBook: 978-0-203-88534-5
NEW
Behavior Analysis for Effective Teaching Julie Vargas, B.F. Skinner Foundation, USA Behavior Analysis for Effective Teaching provides teachers and other human service professionals specific tools they can use to teach more effectively without using the punitive methods that are too often part of educational practices.
Measurement and Statistics for Teachers Malcolm Van Blerkom Written in a student-friendly style, this modestly priced text shows teachers how to use measurement and statistics wisely in their classes. Although there is some discussion of theory, emphasis is given to the practical, everyday uses of measurement and statistics such as how to develop and use effective classroom tests, how to carry out informal assessments, performance assessments, portfolio assessments, and how to use and interpret standardized tests.
March 2009: 392pp Hb: 978-0-415-99007-3: £105.00 Pb: 978-0-415-99008-0: £45.00 eBook: 978-0-203-87980-1
2008: 312pp Hb: 978-0-415-99565-8: £85.00 Pb: 978-0-8058-6457-1: £45.00 eBook: 978-0-203-88786-8
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TEACHING AND LEARNING
NEW
NEW
2ND EDITION
4TH EDITION
Teaching for Student Learning
Creativity in the Classroom
Richard I. Arends and Ann Kilcher
Back to the Basics of Teaching and Learning
Schools of Curious Delight
This book is directed at university and school-based teacher educators who work at the graduate level or who provide instruction to in-service teachers. It illustrates how they can move their teaching from novice to expert status by integrating both research and the wisdom of practice into their teaching. It also emphasizes the complexity of teaching and learning and shows how, over time, accomplished teachers can acquire and apply a broad repertoire of evidence-based teaching practices in the support of student learning.
Alane Jordan Starko, Eastern Michigan University, USA The fourth edition of this well-known text continues the mission of its predecessors – to help teachers link creativity research and theory to the everyday activities of classroom teaching. Part 1 includes information on models and theories of creativity, characteristics of creative people, and talent development. Part 2 includes strategies explicitly designed to teach creative thinking, to weave creative thinking into content area instruction and to organize basic classroom activities in ways that support students’ creativity. August 2009: 400pp Hb: 978-0-415-99706-5: £75.00 Pb: 978-0-415-99707-2: £32.50 • AVAILABLE AS AN INSPECTION COPY
NEW
Handbook of Research on the Sociocultural Foundations of Education
September 2009: 304pp Hb: 978-0-415-99888-8: £75.00 Pb: 978-0-415-96530-9: £27.99 • AVAILABLE AS AN INSPECTION COPY
NEW
Transformation of Knowledge Through Classroom Interaction Edited by Baruch Schwarz, The Hebrew University, Jerusalem, Israel, Tommy Dreyfus, Tel Aviv University, Israel and Rina Hershkowitz, Weizmann Institute of Science, Israel Transformation of Knowledge Through Classroom Interaction examines and evaluates different ways which have been used to support students learning in classrooms.
Edited by Steve Tozer, Annette Henry and Bernardo P. Gallegos This Handbook provides a comprehensive overview of what is possibly the broadest, most loosely-coupled and least understood field of education. Using analytical methods borrowed from the humanities and social sciences, it provides critical, interdisciplinary perspectives of teaching and school practices. The volume approaches the social foundations of education in two ways. First, it provides traditional and emerging theoretical perspectives (or lens) that can be used to view and analyze any educational phenomena. Section I covers traditional perspectives and section II emerging perspectives. Second, it describes and analyzes specific cultural forces and changes (phenomena) using the theoretical perspectives provided in sections I and II. Section III examines the forces of globalization, institutions and power. Section IV looks at media, technology, and popular culture and Section V at schools, pedagogy and students. September 2009: Hb: 978-0-8058-4211-1: £105.00 Pb: 978-0-8058-4212-8: £50.00 eBook: 978-0-203-87483-7
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Teaching Tough Kids Simple and Proven Strategies for Student Success Mark Le Messurier, Education consultant, Australia Highlighting the value of positive, affective connection with students this practical book presents emotionally connecting ideas to sustain the organisational and behavioural transformations of all students, especially those who ’do it tough’. August 2009: 297x210: 160pp Pb: 978-0-415-46060-6: £22.99
’Thinking the World Together’, Second Edition David W. Jardine, University of Calgary, USA, Patricia Clifford and Sharon Friesen, both at Galileo Educational Network Association, University of Calgary, USA This book is about an ecological-interpretive image of ’the basics.’ Essays detailing everyday, lived events in classroom life are presented to help readers see beneath the surface ordinariness of these events to uncover and examine the underlying complex and contested meanings they contain. Readers are invited to imagine what would happen to our understanding of teaching and learning if we stepped away from the image of basics-as-breakdown under which education labors today. 2008: 288pp Pb: 978-0-8058-6320-8: £26.99 eBook: 978-1-4106-1774-3
2ND EDITION
Ways of Learning Learning Theories and Learning Styles in the Classroom Alan Pritchard
April 2009: 234x156: 336pp Hb: 978-0-415-49224-9: £80.00 Pb: 978-0-415-49225-6: £24.99 eBook: 978-0-203-87927-6
Creative Learning in the Primary School Bob Jeffrey and Peter Woods, both of The Open University, UK Creative Learning in the Primary School uses ethnographic research to consider the main features of creative teaching and learning within the context of contemporary policy reforms. In particular, the authors are interested in the clash between two oppositional discourses creativity and performativity and how they are resolved in creative teacher practice. The blend of analysis, case-study material and implications for practice will make this book attractive to primary teachers, school managers, policy makers, teacher educators and researchers. 2008: 234x156: 192pp Hb: 978-0-415-46471-0: £75.00 Pb: 978-0-415-46472-7: £22.99 eBook: 978-0-203-88473-7
Teachers are very good at providing 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. 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. 2008: 234x156: 136pp Pb: 978-0-415-46608-0: £17.99 eBook: 978-0-203-88724-0 • AVAILABLE AS AN INSPECTION COPY
Ten Steps to Complex Learning A Systematic Approach to Four-Component Instructional Design Jeroen J.G. van Merrienboer and Paul A. Kirschner Ten Steps to Complex Learning presents in ten steps a path from a training problem to a training solution in a way that students, practitioners, (both instructional designers and teachers) and researchers can understand and use. 2007: 320pp Hb: 978-0-8058-5792-4: £80.00 Pb: 978-0-8058-5793-1: £29.95 eBook: 978-1-4106-1805-4
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INDEX
A AACTE Committee on Innovation and Technology, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Abell, Sandra K. . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Academic and Professional Identities in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Academic Writing and Publishing . . . . . . . . . . . . .22 Achieving Success through Academic Assertiveness . .18 Adamson, H.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Afflerbach, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Aitchison, Claire . . . . . . . . . . . . . . . . . . . . . . . . . .22 Albright, James . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Alexander, Hanan . . . . . . . . . . . . . . . . . . . . . . . . .29 Alexander, Robin . . . . . . . . . . . . . . . . . . . . . . . . . .31 Alim, H. Samy . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Allington, Richard . . . . . . . . . . . . . . . . . . . . . . . . . .8 Alur, Mithu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Anders, Patricia L. . . . . . . . . . . . . . . . . . . . . . . . . . .9 Andrade, Heidi . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Andrews, Richard . . . . . . . . . . . . . . . . . . . . . . . . .16 Anyon, Jean . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Apple, Michael W. . . . . . . . . . . . . . . . . . . . . . . . .25 Arends, Richard I. . . . . . . . . . . . . . . . . . . . . . . . . .34 Argumentation in Higher Education . . . . . . . . . . .16 Arnot, Madeleine . . . . . . . . . . . . . . . . . . . . . .25, 26 Art of Teaching Science, The . . . . . . . . . . . . . . . . .28 Arts-Based Research in Education . . . . . . . . . . . . .22 Au, Wayne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Authentic Dissertation, The . . . . . . . . . . . . . . . . . .22 Ayers, William . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
B Babad, Elisha . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Bach, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Back to the Basics of Teaching and Learning . . . . .34 Baek, John Y. . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Bagley, Christopher . . . . . . . . . . . . . . . . . . . . . . . . .5 Baglieri, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Balchin, Tom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3, Ball, Stephen J. . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Baltodano, Marta P. . . . . . . . . . . . . . . . . . . . . . . .12 Ban, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Banks, James A. . . . . . . . . . . . . . . . . . . . . . . . . . .25 Barker, Bernard . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Barnett, Ronald . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Barton, David . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Bastiaens, Jo . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Bath, Caroline . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Bathmaker, Ann-Marie . . . . . . . . . . . . . . . . . . . . .16 Bauckus, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Beck, Clive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Behavior Analysis for Effective Teaching . . . . . . . . .33 Bekerman, Zvi . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Bennett, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Berliner, David C. . . . . . . . . . . . . . . . . . . . . . . . . .28 Berthelsen, Donna . . . . . . . . . . . . . . . . . . . . . . . . . .3 Bertram, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Biesta, Gert . . . . . . . . . . . . . . . . . . . . . . . . . . . .1, 30 Birch, Barbara M. . . . . . . . . . . . . . . . . . . . . . . . . . .5 Bird, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Birr Moje, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . .8 Black, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Boden, Rebecca . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Bokhorst-Heng, Wendy D. . . . . . . . . . . . . . . . . . . . .6 Bolotin Joseph, Pamela . . . . . . . . . . . . . . . . . . . . .29 Boys, Jos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Bramble, William J. . . . . . . . . . . . . . . . . . . . . . . . .20 Brennan, John . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Brice Heath, Shirley . . . . . . . . . . . . . . . . . . . . . . .10 Brinton, Donna M. . . . . . . . . . . . . . . . . . . . . . . . . .9 Brown, Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Brown, Sally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Brownlee, Jo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Brundrett, Mark . . . . . . . . . . . . . . . . . . . . . . . .14, 15 Burbules, Nicholas C. . . . . . . . . . . . . . . . . . . . . . .11 Burns, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Bus, Adriana G. . . . . . . . . . . . . . . . . . . . . . . . . . .10 Bynner, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
C Cahn, Steven M. . . . . . . . . . . . . . . . . . . . . . . . . . .30 Cahnmann-Taylor, Melisa . . . . . . . . . . . . . . . . . . . .22 Caldwell, Brian J. . . . . . . . . . . . . . . . . . . . . . . . . .14 Cammarota, Julio . . . . . . . . . . . . . . . . . . . . . . . . .23 Campbell, Anne . . . . . . . . . . . . . . . . . . . . . . . . . .24 Canaan, Joyce E. . . . . . . . . . . . . . . . . . . . . . . . . .19 Carr-Chellman, Alison A. . . . . . . . . . . . . . . . . . . .20 Castañeda, Martha . . . . . . . . . . . . . . . . . . . . . . . . .7 Causation in Educational Research . . . . . . . . . . . . .21 Chandramohan, Balasubramanyam . . . . . . . . . . . .18 Changing Language Education Through CALL . . . .19 Changing Literacies for Changing Times . . . . . . . . .7 Changing Role of Schools in Asian Societies, The . .13 Changing Teacher Professionalism . . . . . . . . . . . . .28 Chapman, Christopher . . . . . . . . . . . . . . . . . .13, 14 Chapman, Thandeka K. . . . . . . . . . . . . . . . . . . . .26 Cheng, Liying . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Chi-Kin Lee, John . . . . . . . . . . . . . . . . . . . . . . . . .13 Chorost, Michael . . . . . . . . . . . . . . . . . . . . . . . . . .20 Christensen, Pia . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Christison, MaryAnn . . . . . . . . . . . . . . . . . . . . . . . .6 Cibulka, James . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Citizenship, Education and Social Conflict . . . . . . .29 Cizek, Gregory . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Clarke, Simon . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Clements, Douglas H. . . . . . . . . . . . . . . . . . . . . . . .2 Clifford, Patricia . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Coats, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Cochran-Smith, Marilyn . . . . . . . . . . . . . . . . . . . . .28 Coffield, Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Cohen, Joel E. . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Cohen, Louis . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Coiro, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Cole, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Coleman, Hardin L.K. . . . . . . . . . . . . . . . . . . . . . .31 Collaborative Working in Higher Education . . . . . .16 Commonsense Methods for Children with Special Educational Needs . . . . . . . . . . . . . . . . . . . . . . . .4 Computer Assisted Language Learning . . . . . . . . .20 Concepts and Practices of Lifelong Learning, The . .2 Connecting with E-learning Series . . . . . . . . . . . . .20 Connelly, Vincent . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Connolly, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Contemporary Perspectives on Reading and Spelling . .7 Contemporary Theories of Learning . . . . . . . . . . . .31 Contesting Early Childhood Series . . . . . . . . . . . . . .3 Contesting Neoliberal Education . . . . . . . . . . . . . .12 Contexts of Learning Mathematics and Science . . .32 Contexts of Learning Series . . . . . . . . . . . . . . .14, 15 Contextualizing Inclusive Education . . . . . . . . . . . . .4 Controversy in the Classroom . . . . . . . . . . . . . . . .11 Cook, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Cooper, Bruce . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Counseling and Counseling Education Series . . . . .31 Cousin, Glynis . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Crawford, Megan . . . . . . . . . . . . . . . . . . . . . . . . .15 Creative Learning in the Primary School . . . . . . . . .34 Creativity in the Classroom . . . . . . . . . . . . . . . . . .34 Cribb, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Critical Multicultural Analysis of Children’s Literature . .8 Critical Pedagogies of Consumption . . . . . . . . . . .25 Critical Pedagogy Reader, The . . . . . . . . . . . . . . . .12 Critical Perspectives on Education Educational Theories, Cultures and Learning Series . . . . . . . .29 Critical Perspectives on Harry Potter . . . . . . . . . . . . .9 Critical Social Thought Series . . . . . . . . . . . . . . . . .11 Crockett, Michele D. . . . . . . . . . . . . . . . . . . . . . . .33 Crook, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Cross-Cultural Perspectives on Policy and Practice . .11 Crow, Gary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Crozier, Gill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Cultural Education-Cultural Sustainability . . . . . . . .26 Culturally Responsive Mathematics Education . . . .32 Culture in School Learning . . . . . . . . . . . . . . . . . . .26 Cultures of Curriculum . . . . . . . . . . . . . . . . . . . . . .29 Cultures, Contexts, and World Englishes . . . . . . . . .5 Cumming, Alister . . . . . . . . . . . . . . . . . . . . . . . . . .6 Curriculum Studies Reader, The . . . . . . . . . . . . . . .29 Curriculum, Syllabus Design and Equity . . . . . . . . .29 Curtis, Andy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Cuypers, Stefaan E. . . . . . . . . . . . . . . . . . . . . . . . .32 Cyber-Bullying . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
D Danaher, Geoff . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Danaher, Patrick Alan . . . . . . . . . . . . . . . . . . . . . .12 Dangerous Rise of Therapeutic Education, The . . .12 Daniels, Harry . . . . . . . . . . . . . . . . . . . . . . . . .24, 29 Darder, Antonia . . . . . . . . . . . . . . . . . . . . . . . . . . .12 David, Miriam E. . . . . . . . . . . . . . . . . . . . . . . . . . .16 Davis, Pauline . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Dean Brown, James . . . . . . . . . . . . . . . . . . . . . . . .7 Deem, Rosemary . . . . . . . . . . . . . . . . . . . . . . . . . .17 DeFrates-Densch, Nancy . . . . . . . . . . . . . . . . . . . . .1 Defying Convention, Inventing the Future in Literary Research and Practice . . . . . . . . . . . . . . . .9 Demers, Kelly E. . . . . . . . . . . . . . . . . . . . . . . . . . .28 Democracy, Lifelong Learning and the Learning Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Dempster, Neil . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Denton, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Deslandes, Rollande . . . . . . . . . . . . . . . . . . . . . . . .14 Developing School Leaders . . . . . . . . . . . . . . . . . .15 Developing World and State Education, The . . . . .12 Developments in Educational Psychology . . . . . . . .29 Dias, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 DiGiano, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Digital Discourse . . . . . . . . . . . . . . . . . . . . . . . . . .19 Dimensions of Literacy . . . . . . . . . . . . . . . . . . . . . . .8 Dimmock, Clive . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Disability Studies and the Inclusive Classroom . . . . .4 Distance and Blended Learning in Asia . . . . . . . . .19 Distributed Leadership According to the Evidence . .15 Distributed School Leadership . . . . . . . . . . . . . . . .14 Doing Action Research in English Language Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Doing Research/Reading Research . . . . . . . . . . . . .21 Doing Visual Research with Children and Young People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Don’t Touch! . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Donaldson, Randall P. . . . . . . . . . . . . . . . . . . . . . .19 Dowling, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Dressman, Mark . . . . . . . . . . . . . . . . . . . . . . . . . .24 Dreyfus, Tommy . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Duckworth, Kathryn . . . . . . . . . . . . . . . . . . . . . . .26 Duffy, Gerald G. . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Dunlosky, John . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Dunn, Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Fowler, Zoe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Fox, Madeline . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Francis, Becky . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Friesen, Sharon . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Fry, Heather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Fuller, Alison . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Fuller, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Furlong, Michael J. . . . . . . . . . . . . . . . . . . . . . . . .30 Fusarelli, Lance . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Future of Educational Change, The . . . . . . . . . . . .15 Future of Test-Based Educational Accountability, The . .13
G
E Early Childhood Mathematics Education Research . .2 Ecclestone, Kathryn . . . . . . . . . . . . . . . . . . . . . .1, 12 Economics of Distance and Online Learning . . . . .20 Edmiston, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Edmunds, Rob . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Educating Global Citizens in Colleges and Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Educating Learning Technology Designers . . . . . . .20 Educating the Gendered Citizen . . . . . . . . . . . . . .26 Educating the Gifted in Mainstream Schools . . . . . .4 Education and Culture . . . . . . . . . . . . . . . . . . . . . .25 Education and Neoliberal Globalization . . . . . . . . .13 Education and Poverty in Affluent Countries . . . . .25 Education and the Family . . . . . . . . . . . . . . . . . . .26 Education for All . . . . . . . . . . . . . . . . . . . . . . . . . .11 Education in Popular Culture . . . . . . . . . . . . . . . .28 Education, Autonomy and Critical Thinking . . . . . .29 Educational Administration and History . . . . . . . . .15 Educational Dialogues . . . . . . . . . . . . . . . . . . . . . .21 Educational Psychology Handbook Series . . . . . . . .31 Educational Theories, Cultures and Learning . . . . .29 Edward, Sheila . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Edwards, Gwyn . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Edwards, Richard . . . . . . . . . . . . . . . . . . . .13, 17, 30 Egéa-Kuehne, Denise . . . . . . . . . . . . . . . . . . . . . . .32 Ekbatani, Glayol V. . . . . . . . . . . . . . . . . . . . . . . . . .6 Elbeheri, Gad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 e-Learning and Social Networking Handbook . . . .20 Ellis, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Emergent Computer Literacy . . . . . . . . . . . . . . . . .20 Emotional Dimensions of Educational Administration and Leadership . . . . . . . . . . . . . .15 Enacting a Pedagogy of Teacher Education . . . . . .28 Encisco, Patricia . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Engaging with Feedback in Higher Education . . . .16 English Language Assessment and the Chinese Learner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 English Language Teacher and Global Civil Society, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 English, Lyn D. . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Epstein, Debbie . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Erben, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Ercikan, Kadriye . . . . . . . . . . . . . . . . . . . . . . . . . . .23 e-Revolution and Post-Compulsory Education, The . .21 Ertl, Hubert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 ESL (ELL) Literacy Instruction . . . . . . . . . . . . . . . . . .6 ESL and Applied Linguistics Professional Series . .5, 6, 7 Essays on Pedagogy . . . . . . . . . . . . . . . . . . . . . . . .31 Ethical Approach to Practitioner Research, An . . . .24 Ethnolinguistic Diversity and Education . . . . . . . . . .5 Evans, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Evans, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Everatt, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
F Fahey, Johannah . . . . . . . . . . . . . . . . . . . . . . . . . .23 Fallows, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . .18 Farr, Marcia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Farrell, Lesley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Farrell, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Feiman-Nemser, Sharon . . . . . . . . . . . . . . . . . . . . .28 Feinstein, Leon . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Fejes, Andreas . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Feminism and ’The Schooling Scandal’ . . . . . . . . .26 Fenwick, Tara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Ferron, John M. . . . . . . . . . . . . . . . . . . . . . . . . . .22 Fielding, Michael . . . . . . . . . . . . . . . . . . . . . . . . . .11 Fine, Michelle . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Finlay, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Fisher, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Fitzgerald, Tanya . . . . . . . . . . . . . . . . . . . . . . . . . .15 Fleer, Marilyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Flexibility and Lifelong Learning . . . . . . . . . . . . . . . .1 Flinders, David J. . . . . . . . . . . . . . . . . . . . . . . . . . .29 Ford, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Forlin, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Forming Ethical Identities in Early Childhood Play . . .3 Fostering Change in Institutions, Environments, and People . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Foucault and Lifelong Learning . . . . . . . . . . . . . . . .1 Foundations and Futures of Education Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3, 11, 26, 32 Foundations of Critical Race Theory in Education . .25 Four Arrows . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Gallagher, Kathleen . . . . . . . . . . . . . . . . . . . . . . . .23 Gallegos, Bernardo P. . . . . . . . . . . . . . . . . . . . . . .34 Gammage, Philip . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Gandin, Luis Armando . . . . . . . . . . . . . . . . . . . . .25 Gast, David L. . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 GATS and the Global Politics of Higher Education . .16 Gee, James Paul . . . . . . . . . . . . . . . . . . . . . . . . . .10 Generalizing from Educational Research . . . . . . . .23 Georgeson, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Gesture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Gewirtz, Sharon . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Gillborn, David . . . . . . . . . . . . . . . . . . . . . . . .25, 27 Gilman, Rich . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Global Linguistic Flows . . . . . . . . . . . . . . . . . . . . . .9 Global Neoliberalism and Education and its Consequences . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Global Perspectives in the Geography Curriculum . .33 Globalisation & Pedagogy . . . . . . . . . . . . . . . . . . .13 Globalization and Education . . . . . . . . . . . . . . . . .11 Globalization of Education . . . . . . . . . . . . . . . . . . .31 Globalization, Lifelong Learning and the Learning Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Globalizing the Research Imagination . . . . . . . . . .23 Goldman, Shelley . . . . . . . . . . . . . . . . . . . . . . . . .20 Gomez, Kimberley . . . . . . . . . . . . . . . . . . . . . . . . .10 Goodman, Yetta . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Goodyear, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Gordon, George . . . . . . . . . . . . . . . . . . . . . . . . . .16 Gough, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . .18 Graesser, Arthur C. . . . . . . . . . . . . . . . . . . . . . . . .30 Grant, Carl A. . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Greer, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Grossman, David L. . . . . . . . . . . . . . . . . . . . . . . . .28 Groundwater-Smith, Susan . . . . . . . . . . . . . . . . . .24 Guide to Publishing a Scientific Paper . . . . . . . . . .23 Guldberg, Helene . . . . . . . . . . . . . . . . . . . . . . . . . .2 Gunderson, Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Gunter, Helen M. . . . . . . . . . . . . . . . . . . . . . .13, 15
H Hacker, Douglas J. . . . . . . . . . . . . . . . . . . . . . . . . .30 Hadfield, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Hageman Chrispeels, Janet . . . . . . . . . . . . . . . . . .15 Haggstrom, Margaret A. . . . . . . . . . . . . . . . . . . . .19 Haji, Ishtiyaque . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Halbert, Judy . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Hancock, Gregory R. . . . . . . . . . . . . . . . . . . . . . . .22 Handbook for Teaching and Learning in Higher Education, A . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Handbook of Asian Education . . . . . . . . . . . . . . . .25 Handbook of Data-Based Decision Making in Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Handbook of Design Research Methods in Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Handbook of Distance Education . . . . . . . . . . . . . .21 Handbook of Education Policy Research . . . . . . . .11 Handbook of Education Politics and Policy . . . . . . .13 Handbook of Formative Assessment . . . . . . . . . . .11 Handbook of International Research in Mathematics Education . . . . . . . . . . . . . . . . . . .33 Handbook of Metacognition in Education . . . . . . .30 Handbook of Moral and Character Education . . . .31 Handbook of Motivation at School . . . . . . . . . . . .30 Handbook of Positive Psychology in Schools . . . . .30 Handbook of Reading Research, Vol 4 . . . . . . . . . . . .8 Handbook of Research on Adult Learning and Development . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Handbook of Research on Children’s and Young Adult Literature . . . . . . . . . . . . . . . . . . . . . . . . . .8 Handbook of Research on New Literacies . . . . . . . .8 Handbook of Research on Reading Comprehension . .9 Handbook of Research on Reading Disabilities . . . . .8 Handbook of Research on Science Education . . . .33 Handbook of Research on Teacher Education . . . .28 Handbook of Research on the Sociocultural Foundations of Education . . . . . . . . . . . . . . . . . .34 Handbook of School Counseling . . . . . . . . . . . . . .31 Handbook of Social Justice in Education . . . . . . . .26 Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators . . . . . . . . . . . .21 Harasim, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Harper, Shaun R. . . . . . . . . . . . . . . . . . . . . . . . . .19 Harris, Alma . . . . . . . . . . . . . . . . . . . . . . . . . .14, 15 Harris, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Hartley, James . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
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INDEX
Hassard, Jack . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Hattie, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Hayes, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Hayward, Geoffrey . . . . . . . . . . . . . . . . . . . . .11, 16 Healey, Mick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Heath, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Hedegaard, Mariane . . . . . . . . . . . . . . . . . . . . . . . .3 Heilman, Elizabeth E. . . . . . . . . . . . . . . . . . . . . . . .9 Henning, John E. . . . . . . . . . . . . . . . . . . . . . . . . .23 Henry, Annette . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Herbel-Eisenmann, Beth A. . . . . . . . . . . . . . . . . . .33 Heritage Language Education . . . . . . . . . . . . . . . . .9 Herrington, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Hershkowitz, Rina . . . . . . . . . . . . . . . . . . . . . . . . .34 Hess, Diana E. . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Hextall, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Hick, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Higher Education and Sustainable Development . .18 Higher Education Marketing . . . . . . . . . . . . . . . . .16 Hill, Dave . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12, 13 History of Multicultural Education . . . . . . . . . . . . .26 Hockings, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Hodgson, Ann . . . . . . . . . . . . . . . . . . . . . . . . . .1, 11 Hoffman, James V. . . . . . . . . . . . . . . . . . . . . . . . . .7 Hogan, Padraig . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Hollins, Etta R. . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Holmlund Nelson, Tamara . . . . . . . . . . . . . . . . . . .27 Homan, Susan P. . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Houston, Muir . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 How to Recruit and Retain Higher Education Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 How We Learn . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Howe, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Howie, Sarah J. . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Huebner, E. Scott . . . . . . . . . . . . . . . . . . . . . . . . .30 Hughes, Buddug . . . . . . . . . . . . . . . . . . . . . . . . . .17 Hughes, Martin . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Hui, Ming-Fai . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Huisman, Jeroen . . . . . . . . . . . . . . . . . . . . . . . . . .17 Human and Intellectual Cost of High Performance Schooling, The . . . . . . . . . . . . . . . . . . . . . . . . . .11 Human Resource Management in Education . . . . .14 Hurst, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Hymer, Barry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
I Ibrahim, Awad . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Identity, Power and Politics in Education . . . . . . . .11 Illeris, Knud . . . . . . . . . . . . . . . . . . . . . . . . . . .31, 32 Impact of Reform Instruction on Student Mathematics Achievement, The . . . . . . . . . . . . .33 Improving Classroom Learning with ICT . . . . . . . . .33 Improving Disabled Students’ Learning . . . . . . . . . .4 Improving Learning by Widening Participation in Higher Education . . . . . . . . . . . . . . . . . . . . . . . .16 Improving Learning in College . . . . . . . . . . . . . . . .17 Improving Learning in Later Life . . . . . . . . . . . . . . . .1 Improving Learning Series . . . . . .1, 4, 16, 17, 27, 33 Improving Learning, Skills and Inclusion . . . . . . . . . .1 Improving Schools and Educational Systems . . . . .15 Improving Teacher Education through Action Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Improving Teachers’ Learning and Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Improving Testing For English Language Learners . .6 Improving What is Learned at University . . . . . . . .17 Inquiry and Pedagogy Across Diverse Contexts Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22, 23 Inside Role-Play in Early Childhood Education . . . . .3 Instructional-Design Theories and Models, Volume III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Interdisciplinary Education in the Age of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Interdisciplinary Learning and Teaching in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Interlanguage Variation in Theoretical and Pedagogical Perspective . . . . . . . . . . . . . . . . . . . .6 International Assistance and State-University Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 International English in Its Sociolinguistic Contexts . .6 International Handbook of Research on Conceptual Change . . . . . . . . . . . . . . . . . . . . . .31 International Handbook on the Preparation and Development of School Leaders . . . . . . . . . . . . .15 International Organizations and Higher Education Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 International Perspectives on Contexts, Communities and Evaluated Innovative Practices . .14 International Perspectives on Educational Diversity and Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 International Perspectives on the Goals of Universal Basic and Secondary Education . . . . . . . . . . . . . .11 International Perspectives on the Governance of Higher Education . . . . . . . . . . . . . . . . . . . . . . . .17 International Studies in Higher Education Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16, 17, 19 Introductory Statistics . . . . . . . . . . . . . . . . . . . . . .22 Irani, Kayhan . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Ireson, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
ORDER NOW!
Irregular Schooling . . . . . . . . . . . . . . . . . . . . . . . . .3 Israel, Susan E. . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Ivanic, Roz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
J Jackson, Alecia Y. . . . . . . . . . . . . . . . . . . . . . . . . .24 James, Allison . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Janks, Hillary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Jardine, David W. . . . . . . . . . . . . . . . . . . . . . . . . .34 Jarvis, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Jarvis, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . .1, 17 Jary, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Jeffrey, Bob . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Jenkins, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Jewitt, Carey . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Jha, Madan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Johansson, Eva . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 John, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Johnson, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Johnson, Karen E. . . . . . . . . . . . . . . . . . . . . . . . . . .5 Jones, Paul Howard . . . . . . . . . . . . . . . . . . . . . . .30 Jordan Starko, Alane . . . . . . . . . . . . . . . . . . . . . . .34 José Botelho, Maria . . . . . . . . . . . . . . . . . . . . . . . .8 Journey for Inclusive Education in the Indian Sub-Continent, The . . . . . . . . . . . . . . . . . . . . . . . .4 Jung, Insung . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
K Kabakow Rudman, Masha . . . . . . . . . . . . . . . . . . . .8 Kachru, Yamuna . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Kaczynski, Dan . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Kagan, Olga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Kahn, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Kamil, Michael L. . . . . . . . . . . . . . . . . . . . . . . . . . .8 Kamler, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Kaser, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Kaufman, Douglas . . . . . . . . . . . . . . . . . . . . . . . . .31 Keep, Ewart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Kelly, Anthony E. . . . . . . . . . . . . . . . . . . . . . . . . .23 Kelly, James L. . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Kelly, Katie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Kennedy, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Kennedy, Kerry J. . . . . . . . . . . . . . . . . . . . . . . . . .13 Kenny, Máirín . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Kenway, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Kersaint, Gladis . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Kershner, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Ketteridge, Steve . . . . . . . . . . . . . . . . . . . . . . . . . .16 Key Concepts for Understanding Curriculum . . . . .31 Key Issues in Higher Education Series . . . .17, 18, 19 Kilcher, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Kirschner, Paul A. . . . . . . . . . . . . . . . . . . . . . . . . .34 Knight, Deborah . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Knobel, Michele . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Knowledge, Values and Educational Policy . . . . . . .29 Ko, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Koda, Keiko . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Kondo-Brown, Kimi . . . . . . . . . . . . . . . . . . . . . . . . .7 Kopelowitz, Ezra . . . . . . . . . . . . . . . . . . . . . . . . . .26 Kopriva, Rebecca . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Körner, Ann M. . . . . . . . . . . . . . . . . . . . . . . . . . .23 Kosnik, Clare . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Kouritzin, Sandra G. . . . . . . . . . . . . . . . . . . . . . . .23 Kowalski, Theodore . . . . . . . . . . . . . . . . . . . . . . . .31 Kreber, Carolin . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Kubota, Ryuko . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Kucer, Stephen B. . . . . . . . . . . . . . . . . . . . . . . . . . .8 Kumar, Arti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Kumar, Ravi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Kupermintz, Haggai . . . . . . . . . . . . . . . . . . . . . . . .28 Kwan, Tammy . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
L Ladson-Billings, Gloria . . . . . . . . . . . . . . . . . . . . . .25 Language and Minority Rights . . . . . . . . . . . . . . . .10 Language, Culture, and Teaching . . . . . . . . . . . . . . .8 Language, Culture, and Teaching Series . . . . . . .8, 10 Languages of Education . . . . . . . . . . . . . . . . . . . .30 Lankshear, Colin . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Larkin, Shirley . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Lasley, Thomas J. . . . . . . . . . . . . . . . . . . . . . . . . . .31 Latchem, Colin . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Lauder, Hugh . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Lavia, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Law, Doris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Le Messurier, Mark . . . . . . . . . . . . . . . . . . . . . . . .34 Leadership for Learning Series . . . . . . . . . . . . . . . .14 Leadership in Education . . . . . . . . . . . . . . . . . . . . .14 Leadership in English Language Education . . . . . . . .6 Leadership Mindsets . . . . . . . . . . . . . . . . . . . . . . .14 Leading Learning . . . . . . . . . . . . . . . . . . . . . . . . . .14 Leading School Transformation Series . . . . . . . . . .14 Leading School-based Networks . . . . . . . . . . . . . .14 Learners, Learning and Educational Activity . . . . . .32 Learning in School-University Partnership . . . . . . . .28 Learning Theory, Design and Educational Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
See Order Form in the centre of this catalogue
+44 (0)1235 400524
Learning to be a Person in Society . . . . . . . . . . . . . .1 Learning to Belong . . . . . . . . . . . . . . . . . . . . . . . . .2 Learning to Read Across Languages . . . . . . . . . . . .10 Learning Together in the Early Years . . . . . . . . . . . .3 Learning with Digital Games . . . . . . . . . . . . . . . . .20 Learning, Creating, and Using Knowledge . . . . . . . .2 Lebeau, Yann . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Lederman, Norman G. . . . . . . . . . . . . . . . . . . . . . .33 Lee, Alison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Leithwood, Kenneth . . . . . . . . . . . . . . . . . . . . . . .15 Leki, Ilona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6, 7 Lesh, Richard A. . . . . . . . . . . . . . . . . . . . . . . . . . .23 Leu, Donald J. . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Levinas and Education . . . . . . . . . . . . . . . . . . . . . .32 Lian, Ming-Gon John . . . . . . . . . . . . . . . . . . . . . . . .4 Lifelong Learning and the Learning Society Complete Trilogy Set . . . . . . . . . . . . . . . . . . . . . . .1 Lifelong Learning and the Learning Society Series . .1 Lin, Angel M.Y. . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Linking Reading Assessment to Instruction . . . . . . .9 Literacy and Power . . . . . . . . . . . . . . . . . . . . . . . . .8 Littleton, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Lloyd, Gwendolyn M. . . . . . . . . . . . . . . . . . . . . . .33 Lopez-Real, Fran . . . . . . . . . . . . . . . . . . . . . . . . . .28 Loughran, John . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Luke, Allan . . . . . . . . . . . . . . . . . . . . . . . . . . .10, 29 Lumby, Jacky . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Luttrell, Wendy . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Lynk Wartman, Katherine . . . . . . . . . . . . . . . . . . .18
N
M
P
MacBeath, John . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Mahony, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Maldonado-Maldonado, Alma . . . . . . . . . . . . . . . .17 Malee Bassett, Roberta . . . . . . . . . . . . . . . . . . . . .17 Malin, Martin B. . . . . . . . . . . . . . . . . . . . . . . . . . .11 Manion, Lawrence . . . . . . . . . . . . . . . . . . . . . . . . .24 Mannion, Greg . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Market for Academics, The . . . . . . . . . . . . . . . . . .17 Marsh, Colin J. . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Marsh, Jackie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Marshall, Stephanie . . . . . . . . . . . . . . . . . . . . . . . .16 Martin, Danny Bernard . . . . . . . . . . . . . . . . . . . . .25 Martínez Alemán, Ana M. . . . . . . . . . . . . . . . . . .18 Martin-Jones, Marilyn . . . . . . . . . . . . . . . . . . . . . .17 Mascall, Blair . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Mason, Robin . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Mathematical Literacy . . . . . . . . . . . . . . . . . . . . . .10 Mathematical Relationships in Education . . . . . . . .32 Mathematics and Teaching . . . . . . . . . . . . . . . . . .33 Mathematics Teachers at Work . . . . . . . . . . . . . . .33 Mathematics Teaching, Learning, and Liberation in the Lives of Black Children . . . . . . . . . . . . . . .25 Matthews, Dona J. . . . . . . . . . . . . . . . . . . . . . . . . .3 May, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Mazawi, Andre . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Mazzei, Lisa A. . . . . . . . . . . . . . . . . . . . . . . . . . . .24 McCafferty, Steven G. . . . . . . . . . . . . . . . . . . . . . .6 McCulloch, Gary . . . . . . . . . . . . . . . . . . . . . . . . . .32 McGill-Franzen, Anne . . . . . . . . . . . . . . . . . . . . . . .9 McIntyre, D. John . . . . . . . . . . . . . . . . . . . . . . . . .28 McKay, Sandra Lee . . . . . . . . . . . . . . . . . . . . . . . . .6 McLaren, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . .25 McMullen, Cathi . . . . . . . . . . . . . . . . . . . . . . . . . .17 McNally, James . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Mcniff, Jean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Measurement and Evaluation in Post-secondary ESL . .6 Measurement and Statistics for Teachers . . . . . . . .33 Mendick, Heather . . . . . . . . . . . . . . . . . . . . . . . . .32 Mercer, Justine . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Mertova, Patricie . . . . . . . . . . . . . . . . . . . . . . . . . .24 Metacognition in Young Children . . . . . . . . . . . . . .2 Methodological Dilemma, The . . . . . . . . . . . . . . . .23 Miller, Barbara M. . . . . . . . . . . . . . . . . . . . . . . . . .22 Miller, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Minority Status, Oppositional Culture, & Schooling . .27 Mirza, Heidi Safia . . . . . . . . . . . . . . . . . . . . . . . . .27 Mitchell, David . . . . . . . . . . . . . . . . . . . . . . . . . .4, 5 Mobile Learning Communities . . . . . . . . . . . . . . . .12 Mok, Ka Ho . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Moon, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Moore, Michele . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Moore, Michael Grahame . . . . . . . . . . . . . . . . . . .21 Moral Responsibility, Authenticity, and Education . .32 Morgan-Klein, Brenda . . . . . . . . . . . . . . . . . . . . . . .2 Moriarty, Beverley . . . . . . . . . . . . . . . . . . . . . . . . .12 Morphew, Christopher . . . . . . . . . . . . . . . . . . . . .17 Morrison, Keith . . . . . . . . . . . . . . . . . . . . . . . .21, 24 Mosenthal, Peter B. . . . . . . . . . . . . . . . . . . . . . . . .8 Moss, David M. . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Moyles, Janet R. . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Mueller, Ralph O. . . . . . . . . . . . . . . . . . . . . . . . . .22 Mukhopadhyay, Swapna . . . . . . . . . . . . . . . . . . . .32 Multiliteracies in Motion . . . . . . . . . . . . . . . . . . . . .9 Multimedia and Literacy Development . . . . . . . . . .10 Multimodal Pedagogies in Diverse Classrooms . . . .10 Murray, Denise E. . . . . . . . . . . . . . . . . . . . . . . . . . .6 Musselin, Christine . . . . . . . . . . . . . . . . . . . . . . . .17
Palfreyman, David . . . . . . . . . . . . . . . . . . . . . . . . .19 Paltridge, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Panda, Santosh . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Pantaleo, Sylvia . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Papatheodoru, Theodora . . . . . . . . . . . . . . . . . . . . .3 Parry, Gareth . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Participatory Learning in the Early Years . . . . . . . . . .3 Pascal, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Pashiardis, Petros . . . . . . . . . . . . . . . . . . . . . . . . . .15 Pearson, P. David . . . . . . . . . . . . . . . . . . . . . . . . . .8 Pennington, Martha . . . . . . . . . . . . . . . . . . . . . . .20 Pennycook, Alastair . . . . . . . . . . . . . . . . . . . . . . . . .9 Personal, Academic and Career Development in Higher Education . . . . . . . . . . . . . . . . . . . . . . . .18 Perspectives on Supported Collaborative Teacher Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Petkova, Mariana . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Philosophy of Education . . . . . . . . . . . . . . . . . . . .30 Philosophy of Education in the Era of Globalization . .30 Pickford, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Pierre Bourdieu and Literacy Education . . . . . . . . .10 Pierson, Herbert D. . . . . . . . . . . . . . . . . . . . . . . . . .6 Pinar, William F. . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Pinson, Halleli . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Piper, Heather . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Piquemal, Nathalie A.C. . . . . . . . . . . . . . . . . . . . .23 Plagiarism, the Internet, and Student Learning . . .21 Plank, David N. . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Play, Creativity and Digital Cultures . . . . . . . . . . . . .3 Plomp, Tjeerd . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Political Approaches to Educational Administration and Leadership . . . . . . . . . . . . . . . . . . . . . . . . . .15 Popular Culture and Representations of Literacy . .10 Porter, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Postmodern Picturebooks . . . . . . . . . . . . . . . . . . .10 Potts, Anthony . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Powell, Arthur B. . . . . . . . . . . . . . . . . . . . . . . . . . .32 Practical Guide for University and College Management, A . . . . . . . . . . . . . . . . . . . . . . . . .14 Practical Guide to Authentic e-Learning, A . . . . . .20 Preyer, Gerhard . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Pring, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Priorities in Teacher Education . . . . . . . . . . . . . . . .27 Pritchard, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Psychology for Inclusive Education . . . . . . . . . . . . . .4 Publishing Pedagogies for the Doctorate and Beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Pullen, Darren Lee . . . . . . . . . . . . . . . . . . . . . . . . . .9
Fax: +44 (0)20 7017 6699
Narvaez, Darcia . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Nation, I.S.P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Nelson-Barber, Sharon . . . . . . . . . . . . . . . . . . . . . .32 Neufeld, Jonathan . . . . . . . . . . . . . . . . . . . . . . . . .28 Neuman, Susan B. . . . . . . . . . . . . . . . . . . . . . . . .10 Neuroscience and Education . . . . . . . . . . . . . . . . .30 New Significance of Learning, The . . . . . . . . . . . . .30 Newton, Jonathan . . . . . . . . . . . . . . . . . . . . . . . . . .7 Nicoll,Katherine . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Nieto, Sonia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Nind, Melanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Nixon, Jon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Norman, Renee . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Novak, Joseph D. . . . . . . . . . . . . . . . . . . . . . . . . . .2 Nucci, Larry P. . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
O O’Donoghue, Tom . . . . . . . . . . . . . . . . . . . . . . . . .14 Oancea, Alis . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Ogbu, John U. . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Oliver, Ron . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 On Ethnography . . . . . . . . . . . . . . . . . . . . . . . . . .10 Online Social Networking on Campus . . . . . . . . . .18 Open and Flexible Learning Series, The . . . . . .19, 20 Osborn, Terry A. . . . . . . . . . . . . . . . . . . . . . . . . . .31 Osborne, Michael . . . . . . . . . . . . . . . . . . . . . . .2, 17
Q Qualitative Educational Research . . . . . . . . . . . . . .22 Qualitative Research . . . . . . . . . . . . . . . . . . . . . . .23 Qualitative Research in International Settings . . . . .22 Quantitative Data Analysis in Education . . . . . . . . .24 Quantitative Methods in the Social and Behavioral Sciences . . . . . . . . . . . . . . . . . . . . . . .22 Quaye, Stephen John . . . . . . . . . . . . . . . . . . . . . .19 Quinn, Jocey . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Quinn, Therese . . . . . . . . . . . . . . . . . . . . . . . . . . .26
R Race, Culture, and Identities in Second Language Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Race, Gender and Educational Desire . . . . . . . . . .27 Race, Phil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Racism and Education . . . . . . . . . . . . . . . . . . . . . .27
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INDEX
Radical Reforms . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Radical Research . . . . . . . . . . . . . . . . . . . . . . . . . .24 Raffo, Carlo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Raising the Stakes . . . . . . . . . . . . . . . . . . . . . . . . .14 Raley, Yvonne . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Reay, Diane . . . . . . . . . . . . . . . . . . . . . . . . . . .16, 25 Reclaiming Childhood . . . . . . . . . . . . . . . . . . . . . . .2 Redefining Teacher Development . . . . . . . . . . . . . .28 Reder, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Rees, Gareth . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Reeves, Thomas . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Reflective Teaching and the Social Conditions of Schooling Series . . . . . . . . . . . . . . . . . . . . . . . . .33 Reform, Inclusion and Teacher Education . . . . . . . . .4 Reid, Gavin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Reigeluth, Charles M. . . . . . . . . . . . . . . . . . . . . . .20 Remillard, Janine T. . . . . . . . . . . . . . . . . . . . . . . . .33 Remy Leder, Judith . . . . . . . . . . . . . . . . . . . . . . . .12 Renn, Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Research Methods in Education . . . . . . . . . . . . . . .24 Research With Children . . . . . . . . . . . . . . . . . . . . .23 Researching Education from the Inside . . . . . . . . .23 Researching Learning in Higher Education . . . . . . .19 Researching Violence, Democracy and the Rights of People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Rethinking Contexts for Learning and Teaching . . .30 Rethinking Play and Pedagogy in Early Childhood Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Revolutionizing Education . . . . . . . . . . . . . . . . . . .23 Rex, Lelsey A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Rhodes, Christopher . . . . . . . . . . . . . . . . . . . . . . .14 Rich World and the Impoverishment of Education, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Richardson Bruna, Katherine . . . . . . . . . . . . . . . . .10 Richardson, John . . . . . . . . . . . . . . . . . . . . . . . . . .17 Riddell, Sheila . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Rizvi, Fazal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Roberts, David . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Roberts, Hazel . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Robertson, Susan . . . . . . . . . . . . . . . . . . . . . . . . . .33 Robinson, Helen Mele . . . . . . . . . . . . . . . . . . . . .20 Robinson, Muriel . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Rogers, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Rogers, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2, 3 Romberg, Thomas A. . . . . . . . . . . . . . . . . . . . . . . .33 Rossen, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Rosskam, Ellen . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Roth, Wolff-Michael . . . . . . . . . . . . . . . . . . . . . . .23 Routledge Companion to Dyslexia, The . . . . . . . . . .3 Routledge International Companion to Gifted Education, The . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Routledge International Companion to Multicultural Education, The . . . . . . . . . . . . . . . .25 Routledge International Encyclopedia of Education, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Routledge International Handbook of Critical Education, The . . . . . . . . . . . . . . . . . . . . . . . . . .25 Routledge International Handbook of Early Childhood Education, The . . . . . . . . . . . . . . . . . . .2 Routledge International Handbook of Higher Education, The . . . . . . . . . . . . . . . . . . . . . . . . . .17 Routledge International Handbook of Lifelong Learning, The . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Routledge International Handbook of the Sociology of Education, The . . . . . . . . . . . . . . . .25 Routledge International Studies in the Philosophy of Education Series . . . . . . . . . . . . . . . . . . . .30, 32 Routledge Reader in Early Childhood Education, The . .2 Routledge Research in Education Series . . . . . . . . . .2-4, 10-13, 15, 19, 20, 25, 27-30, 32 Routledge Research in Literacy Series . . . . . . . . . . .10 Routledge Studies in Computer Assisted Language Learning Series . . . . . . . . . . . . . . . . . .20 Routledge Studies in Education and Neoliberalism Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Rushton, Brian S. . . . . . . . . . . . . . . . . . . . . . . . . . .16 Russell, Tom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Ryan, Katherine E. . . . . . . . . . . . . . . . . . . . . . . . .13
S Sabates, Ricardo . . . . . . . . . . . . . . . . . . . . . . . . . .26 Sadovnik, Alan R. . . . . . . . . . . . . . . . . . . . . . . . . .27 Samier, Eugenie A. . . . . . . . . . . . . . . . . . . . . . . . .15 Sandlin, Jennifer A. . . . . . . . . . . . . . . . . . . . . . . .25 Sarama, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Satchwell, Candice . . . . . . . . . . . . . . . . . . . . . . . .17 Schiller, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Schmidt, Michèle . . . . . . . . . . . . . . . . . . . . . . . . . .15 Schneider, Barbara . . . . . . . . . . . . . . . . . . . . . . . . .11 School Leadership for Quality and Accountability . . .14 Schostak, Jill . . . . . . . . . . . . . . . . . . . . . . . . . .22, 24 Schostak, John F. . . . . . . . . . . . . . . . . . . . . . .22, 24 Schwarz, Baruch . . . . . . . . . . . . . . . . . . . . . . . . . .34 Scott, William . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Seale, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Second Language Teacher Education . . . . . . . . . . . .5 SEDA Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Seloni, Lisya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Shafer, Mary C. . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Shapiro, Arthur . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Shariff, Shaheen . . . . . . . . . . . . . . . . . . . . . . . . . .12 Shearer Mariotti, Arleen . . . . . . . . . . . . . . . . . . . . .9 Shepard, Lorrie A. . . . . . . . . . . . . . . . . . . . . . . . . .13 Shumar, Wesley . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Siegesmund, Richard . . . . . . . . . . . . . . . . . . . . . . .22 Sikes, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Silva, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Single-Subject Research Methodology in Behavioral Sciences . . . . . . . . . . . . . . . . . . . . . . .22 Sipe, Lawrence R. . . . . . . . . . . . . . . . . . . . . . . . . .10 Skelton, Christine . . . . . . . . . . . . . . . . . . . . . . . . .26 Slavit, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Slee, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Smith, June . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Smith, Larry E. . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Smith, M. Cecil . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Social Inequalities (Re)formed . . . . . . . . . . . . . . . .25 Social Linguistics and Literacies . . . . . . . . . . . . . . .10 Social Psychology of the Classroom, The . . . . . . . .30 Sociocultural, Political, and Historical Studies in Education Series . . . . . . . . . . . . . . . . .25, 27, 31 Sociology of Education . . . . . . . . . . . . . . . . . . . . .27 Solinger, Rickie . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Solomon, Yvette . . . . . . . . . . . . . . . . . . . . . . .10, 32 Song, Juyoung . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Spinks, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Spours, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . .1, 11 Spring, Joel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Stam, Gale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Standish, Alex . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Stanley, Adam G. . . . . . . . . . . . . . . . . . . . . . . . . .15 Starfield, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Stearns, Peter N. . . . . . . . . . . . . . . . . . . . . . . . . . .18 Steer, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Stein, Pippa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Stephens, David . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Stimpson, Philip . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Stobart, Gordon . . . . . . . . . . . . . . . . . . . . . . . . . .13 Stone, Jody M. . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Stovall, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Strain, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Strauss, Tiiu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Street, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Stronach, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Structure and Agency in the Neoliberal University . .19 Structuring Mass Higher Education . . . . . . . . . . . .19 Student Engagement in Higher Education . . . . . . .19 Students’ Experiences of e-learning in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Studies in Curriculum Theory Series . . . . . .29, 30, 31 Studies in Higher Education Series . . . . . . .16, 17, 18 Studies in Mathematical Thinking and Learning Series . . . . . . . . . . . . . . . . . . . . . .2, 10, 25, 32, 33 Sugrue, Ciaran . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Sultana, Ronald . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Sutherland, Rosamund . . . . . . . . . . . . . . . . . . . . .33 Sutherland-Smith, Wendy . . . . . . . . . . . . . . . . . . .21 Sykes, Gary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Synthesis of Research on Second Language Writing in English, A . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
T Talking Beyond the Page . . . . . . . . . . . . . . . . . . . . .9 Tang, Rosina . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Tapper, Ted . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Taylor, Edward . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Teachers’ Library Series . . . . . . . . . . . . . . . . . . . . .31 Teaching Chinese, Japanese, and Korean Heritage Language Students . . . . . . . . . . . . . . . . . . . . . . . .7 Teaching English Language Learners through Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Teaching ESL/EFL Listening and Speaking . . . . . . . . .7 Teaching ESL/EFL Reading and Writing . . . . . . . . . . .7 Teaching for Student Learning . . . . . . . . . . . . . . . .34 Teaching in Transnational Higher Education . . . . . .18 Teaching Mathematics to English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Teaching Online . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Teaching Tough Kids . . . . . . . . . . . . . . . . . . . . . . .34 Teaching, Learning and Research in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Technology, Literacy, Learning . . . . . . . . . . . . . . . .21 Telling Stories to Change the World . . . . . . . . . . . .27 Ten Steps to Complex Learning . . . . . . . . . . . . . . .34 Tennant, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Testing Times . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Theory and Educational Research . . . . . . . . . . . . .32 Thesis and Dissertation Writing in a Second Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Thompson, Denisse R. . . . . . . . . . . . . . . . . . . . . . .7 Thomson, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Thornton, Stephen J. . . . . . . . . . . . . . . . . . . . . . . .29 Thorpe, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Tight, Malcolm . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Torres, Carlos Alberto . . . . . . . . . . . . . . . . . . .11, 13 Torres, Rodolfo D. . . . . . . . . . . . . . . . . . . . . . . . . .12
Towards the Virtuous University . . . . . . . . . . . . . . .19 Tozer, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Tracking Adult Literacy and Numeracy Skills . . . . . . .2 Transformation of Knowledge Through Classroom Interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Transitions and Learning through the Lifecourse . . .1 Traveller, Nomadic and Migrant Education . . . . . . .12 Trent Jacobs, Don . . . . . . . . . . . . . . . . . . . . . . . . .22 Tröhler, Daniel . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Tsui, Amy B.M. . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Tudge, Jonathan . . . . . . . . . . . . . . . . . . . . . . . . . . .3
U Undergraduates in a Second Language . . . . . . . . . .7 Understanding and Promoting Access for People with Learning Difficulties . . . . . . . . . . . . . . . . . . .4 Universities, Ethics and Professions . . . . . . . . . . . .17 University and its Disciplines, The . . . . . . . . . . . . . .19 Usher, Robin . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Using Action Research to Improve Instruction . . . .23 Using Discourse Analysis to Improve Classroom Interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Using Narrative Inquiry as a Research Method . . . .24 Using Social Theory in Educational Research . . . . .24
V Van Blerkom, Malcolm . . . . . . . . . . . . . . . . . . . . . .33 van Merrienboer, Jeroen J.G. . . . . . . . . . . . . . . . .34 Vargas, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Verger, Antoni . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Verma, Gajendra K. . . . . . . . . . . . . . . . . . . . . . . . .5 Vignoles, Anna . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Visible Learning . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Voice in Qualitative Inquiry . . . . . . . . . . . . . . . . . .24 Vosniadou, Stella . . . . . . . . . . . . . . . . . . . . . . . . . .31 Vygotsky and Research . . . . . . . . . . . . . . . . . . . . .24
W Wallace, Michelle . . . . . . . . . . . . . . . . . . . . . . . . . .18 Walsh, Lorraine . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Ware, William B. . . . . . . . . . . . . . . . . . . . . . . . . . .22 Ways of Learning . . . . . . . . . . . . . . . . . . . . . . . . . .34 Wearmouth, Janice . . . . . . . . . . . . . . . . . . . . . . . . .3 Webster, Leonard . . . . . . . . . . . . . . . . . . . . . . . . . .24 Weedon, Elisabet . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Weir, Katie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Wentzel, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . . .30 Westwood, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . .4 What Really Works in Special and Inclusive Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Wheldall, Kevin . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Whitchurch, Celia . . . . . . . . . . . . . . . . . . . . . . . . .16 Whitehead,Jack . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Whitlock, Denise . . . . . . . . . . . . . . . . . . . . . . . . . .19 Whitton, Nicola . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Wigfield, Allan . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Wilde,Stephanie . . . . . . . . . . . . . . . . . . . . . . . . . .11 Willett, Rebekah . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Williams, Bronwyn . . . . . . . . . . . . . . . . . . . . . . . . .10 Williams, Julian . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Winch, Christopher . . . . . . . . . . . . . . . . . . . . . . . .29 Withnall, Alexandra . . . . . . . . . . . . . . . . . . . . . . . . .1 Wolf, Shelby . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Wong, Albert . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Wood, Clare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Wood, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Woods, Annette . . . . . . . . . . . . . . . . . . . . . . . . . .29 Woods, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Work of Language in Multicultural Classrooms, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 World Yearbook of Education 1965-2009 . . . . . . .18 World Yearbook of Education 2007 . . . . . . . . . . . . .2 World Yearbook of Education 2008 . . . . . . . . . . . .17 World Yearbook of Education 2009 . . . . . . . . . . . . .3 World Yearbook of Education 2010 . . . . . . . . . . . .12 World Yearbook of Education Series . .2, 3, 12, 17, 18 Worldliness of a Cosmopolitan Education, The . . .31 Wright, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Y Yeh, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Yonah, Yossi . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 You and Your Action Research Project . . . . . . . . . .22 Youdell, Deborah . . . . . . . . . . . . . . . . . . . . . . . . . .11
Z Zehler, Annette M. . . . . . . . . . . . . . . . . . . . . . . . .10 Zenger, Amy . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Zhao, Yong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
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Don’t Touch! Hardback
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Teaching, Learning and Research in Higher Education Hardback
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Structure and Agency in the Neoliberal University Hardback
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Changing Language Education Through CALL
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Using Social Theory in Educational Research Hardback
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Minority Status, Oppositional Culture, & Schooling
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Critical Pedagogies of Consumption
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Handbook of Social Justice in Education
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Teacher Education
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Improving Teachers' Learning and Professional Development
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Culture in School Learning
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Educating the Gendered Citizen Hardback
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Perspectives on Supported Collaborative Teacher Inquiry Hardback
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Priorities in Teacher Education Hardback
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Redefining Teacher Development Hardback
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Education in Popular Culture Hardback
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Fostering Change in Institutions, Environments, and People Hardback
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Neuroscience and Education Hardback
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Philosophy of Education in the Era of Globalization Hardback
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Learning in School-University Partnership Hardback
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Enacting a Pedagogy of Teacher Education Hardback
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Theory of Education
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The New Significance of Learning
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Education, Autonomy and Critical Thinking Paperback
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Educational Theories, Cultures and Learning Hardback
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Handbook of Metacognition in Education Hardback
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Handbook of Moral and Character Education Hardback
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Visible Learning Hardback
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Teacher and Learning Hardback
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Global Perspectives in the Geography Curriculum Hardback
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Handbook of International Research in Mathematics Education Hardback 978-0-8058-5875-4 £145.00 Paperback
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The Impact of Reform Instruction on Student Mathematics Achievement Hardback
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Interdisciplinary Education in the Age of Assessment Paperback
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Mathematical Relationships in Education
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Contemporary Theories of Learning
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The Worldliness of a Cosmopolitan Education
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Theory and Educational Research
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Developments in Educational Psychology
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Key Concepts for Understanding Curriculum
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Moral Responsibility, Authenticity, and Education
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How We Learn
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Curriculum, Syllabus Design and Equity
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The Curriculum Studies Reader
978-0-415-41407-4
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978-0-415-54967-7
978-0-415-99190-2
Cultures of Curriculum
Hardback
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Essays on Pedagogy
Citizenship, Education and Social Conflict Hardback
£60.00
978-0-415-46775-9
Hardback
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Rethinking Contexts for Learning and Teaching
Handbook of Research on Teacher Education
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Learners, Learning and Educational Activity
Languages of Education
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£75.00
£23.99
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978-0-415-99010-3
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978-0-203-88464-5
£85.00
Measurement and Statistics for Teachers
International Handbook of Research on Conceptual Change Hardback
978-0-8058-6044-3
£150.00
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978-0-8058-6045-0
£60.00
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978-0-203-87481-3
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978-0-415-99565-8
£85.00
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978-0-8058-6457-1
£45.00
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978-0-203-88786-8
ORDER FORM Taylor and Francis Books Ltd Handbook of Research on Science Education Hardback
978-0-8058-4713-0
£195.00
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978-0-8058-4714-7
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978-1-4106-1531-2
Improving Classroom Learning with ICT Hardback
978-0-415-46173-3
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978-0-415-46174-0
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978-0-203-88534-5
Handbook of Research on the Sociocultural Foundations of Education Hardback
978-0-8058-4211-1
£105.00
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978-0-8058-4212-8
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978-0-203-87483-7
978-0-415-46060-6
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Teaching for Student Learning
Behavior Analysis for Effective Teaching Hardback
978-0-415-99007-3
£105.00
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978-0-415-99008-0
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978-0-203-87980-1
Creativity in the Classroom Hardback
978-0-415-99706-5
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978-0-415-99707-2
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978-0-415-46471-0
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978-0-415-46472-7
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978-0-203-88473-7
Back to the Basics of Teaching and Learning
Teaching Tough Kids Paperback
Creative Learning in the Primary School
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978-0-8058-6320-8
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978-1-4106-1774-3
£26.99
Ways of Learning
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978-0-415-99888-8
£75.00
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978-0-415-96530-9
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Transformation of Knowledge Through Classroom Interaction Hardback
978-0-415-49224-9
£80.00
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978-0-415-49225-6
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978-0-203-87927-6
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978-0-415-46608-0
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978-0-203-88724-0
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Ten Steps to Complex Learning Hardback
978-0-8058-5792-4
£80.00
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978-0-8058-5793-1
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978-1-4106-1805-4